Quest : English as a second language : secondary cycle two. Student’s Book [2-1] 9782765200413

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English as a Second Language Paul Bougie Teresa Capparelli Claire Maria Ford Evridiki Vicky Giannas

Secondary Cycle Two Year One

Student’s Book

CHENELIÈRE ÉDUCATION

English as a Second Language

Secondary Cycle Two

Paul Bougie Teresa Capparelli Claire Maria Ford Evridiki Vicky Giannas

Year One

Student’s Book

CHENELIÈRE ÉDUCATION

Quest English as a Second Language Secondary Cycle Two, Year One Student’s Book Paul Bougie, Teresa Capparelli, Claire Maria Ford, Evridiki Vicky Giannas © 2007 Les Éditions de la Chenelière inc.

Editor: Paulette Cake Project managers: Jeanine Floyd, Pascale Mongeon Copy editors: Jeanine Floyd, Jocelyne Lauzière Proofreader: Jocelyne Lauzière Text researcher: Michael James Photo researchers: Marie-Chantal Laforge, Carole Bellefeuille Copyright researcher: Marie-Renée Buczkowski Cover designer: Micheline Roy Book designer: Matteau Parent graphisme et communication inc. Artistic consultant: 2NSB Graphic designers: Les studios Artifisme, Fenêtre sur cour, Micheline Roy (Reading Folio) Illustrators: Volta Création, Micho Illustrations Printer: Imprimeries Transcontinental

CHENELIÈRE ÉDUCATION

7001, boul. Saint-Laurent Montréal (Québec) Canada H2S 3E3 Téléphone : 514 273-1066 Télécopieur : 514 276-0324 [email protected] All rights reserved. No part of this publication may be reproduced, in any form or by any means, without the prior permission of the publisher. ISBN 978-2-7652-0041-3 Dépôt légal : 2e trimestre 2007 Bibliothèques et Archives nationales du Québec Bibliothèque et Archives Canada Printed in Canada 2 3 4 5 ITIB 11 10 09 08 We acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities. Government of Quebec – Tax credit for book publishing – Administered by SODEC

Acknowledgements The publisher would like to thank the following people for their valuable feedback and suggestions during the development of this book. Cynthia Beyea, teacher, École secondaire AugustinNorbert-Morin, C.S. des Laurentides Denis Boivin, teacher, École secondaire Les Seigneuries, C.S. de la Riveraine Sophie Charpentier, educational consultant, C.S. des Grandes-Seigneuries Catherine Duffy, teacher, École secondaire de l’Île, C.S. des Portages-de-l’Outaouais Mark Dufour, retired teacher Nathalie Faucher, teacher, Polyvalente de ThetfordMines, C.S. des Appalaches Valerie Kamel, teacher, Collège Notre-Dame-duSacré-Cœur, Montréal

Table of Contents Overview of Quest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Section 1 T h e C h a p t e r s a n d P ro j e c t s CHAPTERS

1

Your Quest

............................................2

1. Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2. English: To Speak or Not to Speak? . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3. Tips File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 4. Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 5. My Quest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Plan Your Quest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

2

Laws Rule!

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

1. Laws at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 2. Wacky Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 3. Different Opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

3

Great Canadian Adventures

. . . . . . . . . . . . . . . . . . . . . . 24

1. Land of Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 2. Adventures: What’s the Appeal? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 3. What Type of Adventure Is for You? . . . . . . . . . . . . . . . . . . . . . . . . . 29 4. Life List of Great Canadian Adventures . . . . . . . . . . . . . . . . . . . . . . 34 5. Which Adventures Suit These Teens? . . . . . . . . . . . . . . . . . . . . . . . 39 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

4

Generation M

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

1. How Media-Smart Are You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 2. Media-Use Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 3. Are You a Media Multitasker? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 4. Different Opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 5. Are You a Media Addict? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Ta b l e o f C o n t e n t s

iii

5

The Power of Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 1. Music and You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 2. Musical Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 3. Musical Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 4. You Can Quote Me! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

6

Unusual Jobs

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

1. What Makes a Job Unusual? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 2. Believe It or Not! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 3. The Inside Scoop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 4. Keep On Chewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

7

Earth-Smart Eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 1. Food for Thought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 2. Chain Reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 3. Earth-Smart Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 4. Reduce, Reuse, Recycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

8

Scary Experiences

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

1. What Scares You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 2. What Makes a Story? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 3. Who’s There? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 4. Just Imagine! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

9

Robots Present and Future . . . . . . . . . . . . . . . . . . . . . . 120 1. Robot Trivia Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 2. What Exactly Is a Robot? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 3. Robot Invasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 4. Robots Classified . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 5. Tech Radio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

iv

Ta b l e o f C o n t e n t s

PROJECTS

10 School Morning Show . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 1. What Makes a Morning News Show? . . . . . . . . . . . . . . . . . . . . . . 138 2. Choosing a Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 3. Creating a Storyboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 4. Writing a Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

11 Makeovers and Transformations . . . . . . . . . . . . . . . 150 1. Illustrating a Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 2. Planning a Makeover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 3. Makeovers: Before and After . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 4. Planning the Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Face the Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162

Section 2 T h e R e a d i n g F o l i o Texts Related to the Chapters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Texts of General Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Section 3 T h e R e f e re n c e S e c t i o n Functional Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Grammar Capsules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Important Words and Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Text Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263

Ta b l e o f C o n t e n t s

v

Overview of Quest

Explore Quest with me. In the first section, you will find eleven chapters, including a refresher and two exciting projects.

Section 1: The Chapters and Projects The Opening Spread

Each chapter starts with a two-page spread. It tells you what you will be doing and learning. The chapter number and title help you identify the chapter.

Pictures give you more ideas about the theme.

The chapter overview describes the tasks that you will do and explains the final challenge.

The title gives you an idea of what the chapter is about. The introduction starts you thinking about the theme. The guiding question presents you with a challenge that you will face at the end of the chapter.

This section refers you to the extra readings in the reading folio. These optional texts develop the theme of the chapter and are a way for you to practise your reading skills. They may also help you do the Face the Challenge task at the end of the chapter.

The Phases of Learning

Each chapter has three phases.

vi

In the first phase, you will prepare for what you are going to do and learn.

In the second phase, you will carry out tasks that lead to the final challenge.

In the final phase, you will integrate everything that you have learned to do in the Final Challenge task.

OVERVIEW OF QUEST

The Tasks

Each phase includes one or more tasks. The task number and title help you find the task easily. The introduction sets the scene for the task. Step-by-step instructions tell you what to do. Language models help you with pair and group discussions. You will find more examples of functional language in the reference section at the end of the book. Model handouts show you what to do in the task.

Challenge Reminder Consequences must be fair. Remember this when you create your law. Write down any ideas that may help you.

The Challenge Reminder keeps you on track by reminding you of the important information that you learned in the task. This will be useful when you do the Face the Challenge task at the end of the chapter.

The Did You Meet the Challenge? questions help you evaluate how you worked and help you set new learning goals. The Face the Challenge options require you to use the information and skills you learned in the chapter to do a more complex task.

OVERVIEW OF QUEST

vii

The Icons The handout icon indicates that you will need a handout to do the task. Your teacher will provide it. The speaking icon indicates that you will communicate with others. The writing icon indicates that you will write something. The reading icon indicates that you will read a text. The listening icon indicates that you will listen to a text. The CD icon indicates that the dialogue or text is also on the CD. The mouse icon indicates suggestions for using technology to find more information or to create a text.

Icons provide information quickly and easily.

Strategy Toolbox The strategy toolbox icon tells you that there is a strategy toolbox to help you. Grammar Toolbox The grammar toolbox icon tells you that there is a grammar toolbox to help you. Functional Language Toolbox The functional language toolbox icon tells you that there is a functional language toolbox to help you.

Toolboxes provide information and models to help you do the task.

The Toolboxes Politely Interrupting a Conversation Excuse me. I’m sorry to interrupt but I have to go now.

Stating Rules Here are the most common ways to state rules A. Use the imperative or base form of the verb Positive

The Functional Language Toolbox indicates the language that you will need to complete the task. The Grammar Toolbox explains the grammar that you will need to complete the task.

Verb + rest of sentence

The exercises in the Your Turn! section help you practise the grammar rule in the Grammar Toolbox.

Take Risks • Don’t be afraid to give a wrong answer.

chipped: having a small piece missing footbag: small beanbag or sandbag used as a ball hairnet: covering for the hair

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Two more sections give you new information just for fun! Just for Fun!

DiD YoU Know? • At a private school in Toronto, boys may not wear earrings and girls’ earrings can only be small gold, silver or pearl studs. The consequence for breaking this rule is a detention after

The Did You Know? box contains interesting information related to the chapter.

The Strategy Toolbox indicates a strategy to help you do the task.

The Vocabulary Toolbox contains definitions of key words in the reading texts.

The Culture Capsule tells you about aspects of English culture related to the chapter.

OVERVIEW OF QUEST

Section 2: The Reading Folio

This section contains supplementary texts related to the chapters, as well as other texts of general interest. They will give you more information about the chapter and help you improve your reading skills.

Section 3: The Reference Section The functional language pages give you ways to use English in different situations

This section contains resources to help you improve your skills in English.

The grammar capsules help you use English correctly. Important words and expressions help you use and understand everyday English. Learning and communication strategies help you learn English and communicate with others.

The processes help you respond to texts and write and produce them.

OVERVIEW OF QUEST

This section explains and illustrates the different text types that you will encounter.

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CHAPTER

1

Your Quest You are about to embark on a quest. What do you need for this journey? All you need is you, this book and a little imagination. You will be the main character and your mission will be to develop your English skills.

What do you need to improve your English?

2

two

Chapter Overview 1.

Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Create a profile card and play the “Guess Who?” Game.

2.

English: To Speak or Not to Speak? . . . . . . . . . . . 5 Discover strategies to communicate better in English.

3.

Tips File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Create a tips file for your English quest.

4.

Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Explore your Student’s Book.

5.

My Quest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Plan your year in English class.

Plan Your Quest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Your Quest! In this chapter, you will start your quest. You will examine the tools that you already have and discover some more strategies and resources that will help you succeed in your English class. Your quest will be to decide what you need to improve your English.

Reading Folio If you would like to find out more about quests or about English, read these extra texts in the Reading Folio. G

“Polished to Perfection” . . . . . . . . . . . . . . . . . . . . . . 166

I

“Juan Ponce de León” . . . . . . . . . . . . . . . . . . . . . . . 166

N

“English Is a Crazy Language!” . . . . . . . . . . . . . . . . . 167

three

3

1. Profiles How much do you know about your classmates? Complete a profile card and discover something new about them. 1. Complete the following sentences about yourself.

a) My name is . . . b) I was born in . . . e are . . . c) Three qualities that I hav I have been to is . . . d) The most interesting place e ... person, it would be . . . becaus ous fam a et me ld cou I If e) is . . . f) My favourite type of music e ... over and over is . . . becaus g) A movie that I could watch like to . . . h) When I have free time, I hangs . . . i) On the walls of my room j) I love to buy . . . to . . . k) In ten years, I would like who . . . l) A true friend is someone . in my life is . . . because . . son per m) The most important ... n) I think a good teacher is ... o) I think a good student is

2. Exchange your information with a classmate. Functional Language Toolbox, below

3. Complete a second profile card with your classmate’s information. 4. Play the “Guess Who?” game. Your teacher will tell you what to do.

Functional Language Toolbox Asking for Information • When you . . . ? • Do you think . . . ? • What is . . . ?

• Where were . . . ? • Who is . . . ?

Reminder Keep your profile cards. They will help you get to know your classmates and get started on your quest.

4

four

CHAPTER 1

Your Quest

2. English: To Speak or Not to Speak? It is important to communicate your ideas, interests, needs and opinions in English. Here are some strategies that will help you communicate, learn and solve problems in your English class. 1. Read the strategies below. 2. Think of situations in your English class where you might need to use these strategies. 3. Discuss your ideas with your classmates. 4. Make a class list of the situations that you talked about. 5. Write down one more strategy that will help you in your English class. If you need help, look at the strategies on pages 244–255 in the Reference Section.

1

G

Use actions to help convey your message.

2

Check that you understand by repeating the information.

3

Use different words to convey the same message.

4

Describe something if you don’t know its name.

6 i

Ask for more information.

Read or listen to get a general idea.

9

Read or listen for specific information.

11 12

How many chapters does this book have?

Think about what you already know.

8 10

1

Show that you need more time.

5 7

Please pass me that book on the desk.

9

Decide what you need to pay attention to before you read or listen. Decide what you want to achieve. Do or say something over again until you get it right.

I will always speak to my teacher in English. 11

Reminder Refer to these strategies to help you during your quest.

TASK 2

English: To Speak or Not to Speak?

five

5

3. Tips File In this chapter, you will find out what you need to succeed in your English class. Then you will create a tips file to help yourself and your classmates. 1. Look at the tips file below. 2. Think of the tools that you need to improve your English. 3. Complete the tips file. The model answers below will help you. 4. Share your suggestions with the class. 5. With your class, decide which is the most useful tip in each category. 6. Make a poster of your top ten tips to help your classmates.

Tips File Resources: Inside the class

Resources: Outside the class

• Use a dictionary.

• Read an English magazine.

•

•

•

• Strategies to help me speak English

Language to help me understand English

• Don’t be afraid to make mistakes.

• Can you please repeat that?

•

•

•

• Strategies to help me learn English

Expressions to help me work with others

• Pay attention to the instructions.

• Good work. Nice job!

•

•

•

School •Rules would Rule be easier if: Situation Life in English classSchool • We had computers in our classroom. •

Consequence

Jonathan is wearing a T-shirt with a violent image.

Reminder Keep your handout. The tips that you have created will help you on your quest this year.

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CHAPTER 1

Your Quest

4. Scavenger Hunt It’s time to explore Quest from cover to cover. 1. Answer the questions on the right. 2. Add two more questions to the list. 3. Take turns asking your classmates the new questions. The model dialogue below will help you.

Where can you find information about English culture? On page 9.

Questions a) How many sections are there in Quest ? b) How many chapters are there? c) What information can you find in the table of contents on pages iii–v? d) What is one of the themes in Quest ? e) Where is there an example of a functional language toolbox? f) Where can you find word definitions? g) Where can you find grammar? h) What do the following icons mean?

i) Where can you find these icons? j) Where can you find extra texts to read? k) On what page can you get help to write a text? l) Where can you see an example of a newspaper article?

Reminder Keep your handout. The information about your Student’s Book will help you use it efficiently.

TASK 4

Scavenger Hunt

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5. My Quest What are the next steps in your quest? 1. Look at the pictures of different shoes. 2. Take a good look at your shoes and think about their history and future. 3. Write about your shoes. Include the following information. The model text below will help you. a) a description of your shoes (colour, size, shape, etc.) b) the age of your shoes c) where you bought them d) why you bought them e) the places where you wore these shoes f) the places that you could visit in these shoes to practise English

seven. They are My shoes are a size e so comfortable. sneakers and they ar d. In the beginning They are two years olthey soon got dirty. they were white bute bottom of my left There is a hole in th s my sock gets wet. shoe and when it rainw them away. I do not want to throI started high I bought them when Laval. school. I got them in favourite shoes y m e ar rs ke ea sn e Thes ywhere. I wore and I wear them everd R imouski. them in New York anetres in them. I walked many kilom oes will take me I know that these sh. I’m planning to on many adventuresar with my school. go to Boston this ye n! It should be lots of fu

Reminder You have lots of strategies, resources and tools to help you on your quest this year. Remember to use them. Good luck!

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CHAPTER 1

Your Quest

Plan Your Quest Complete the following statements. They will help you plan your year in English. 1. In English class, I am good at 2. I still have difficulty with 3. I need to improve 4. My goal is to

by the end of this year.

5. I am going to achieve my goal by taking the following actions: • • •

English was first spoken in Britain about fifteen hundred years ago. The number of words has grown from fifty thousand words in Old English to about a million today. English is now the most widely spoken and written language on earth. Over four hundred million people use English as a first language. Over seven hundred million speak it as a foreign language. English has official or special status in more than seventy-five countries. English is the most common language used for email, faxes and the Internet. More than half of the world’s technical and scientific periodicals are in English and it is the language of eighty percent of the information stored on the world’s computers.

Plan Your Quest

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CHAPTER

2

Laws Rule! Societies create thousands of laws to help people live together peacefully. School laws are often referred to as rules. - Don’t run in the halls. - No clothing that promotes violence. - Don’t be late for school. Your municipality has laws. - Don’t drive faster than fifty kilometres an hour. - No excessive noise after midnight. - No trespassing on private property. Every municipal law and many school rules must be proposed by someone. They then have to be voted on by a council. Ultimately, they are either passed or rejected.

What law would you propose to improve society?

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Chapter Overview 1.

Laws at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Learn about different school rules and the consequences for people who break them.

2.

Wacky Laws

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Discover some weird or outdated laws that still exist today.

3.

Different Opinions . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Learn how people react differently to the same law.

Face the Challenge! . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Invent a law to improve society.

Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Your Challenge! In this chapter, you will learn about different laws and see why some of them were created. You will discover that people sometimes react differently to the same law. Finally, you will think of a rule or law that you would like your school or municipal council to pass. Your challenge will be to propose a law to make society better and to convince people that it will make a difference.

Reading Folio If you would like to find out more about rules and laws, read these extra texts in the Reading Folio. G

“Carefree vs. Curfew” . . . . . . . . . . . . . . . . . . . . . . . . 168

I

“Making the Grade” . . . . . . . . . . . . . . . . . . . . . . . . . . 168

N

“Teen: Toughen Cell Phone/Driving Laws” . . . . . . . . 169

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P re p a re

1. Laws at School There are many school rules. Like it or not, there are consequences for students who break them. 1. Look at the six situations on page 13. 2. Discuss the following questions with a classmate and write down your answers. The model dialogue and answers below will help you. Strategy Toolbox, below Grammar Toolbox, page 14

a) What rule at your school applies to each situation? b) What are the consequences for someone who does not follow these rules? c) Do you think that these consequences are fair? d) Think of a school rule that is not mentioned. Add it to the list.

Look at Number 1. The boy’s T-shirt has a skull and crossbones.

Strategy Toolbox That’s not good. The rule is: No clothes with violent images.

Okay. Write that down. What’s the consequence?

1.Jonathan Jonathanisiswearing wearinga aT-shirt T-shirt with a violent image.

twelve

• Avoid distractions. • Concentrate on what you have to do.

He must go home and change his clothes.

Situation

12

Direct Attention

School Rules School Rule No clothes with violent images.

Consequence Jonathan must go home and change his clothes.

CHAPTER 2

Laws Rule!

2. Christina is riding her skateboard in the halls. 1. Jonathan is wearing a T-shirt with a violent message.

Winter Field Trip

Kevin Curotte Meagan Payette Jacob Jadah Diane Thibeault-Caron

3. Nagui hasn’t done his English homework.

4. Many students haven’t signed up for the special winter activity.

5. Marie-Catherine is rude to her classmate. TASK 1

Laws at School

6. Martin uses his cell phone at school. thirteen

13

Grammar Toolbox Stating Rules Here are the most common ways to state rules. A. Use the imperative or base form of the verb. Positive Verb + rest of sentence Examples: Put your baseball cap in your locker. Play your music quietly. Negative Do + not (or Don’t ) + verb + rest of sentence Examples: Do not wear a baseball cap in school. Don’t talk in class. To make a message stronger, add always for positive commands and never for negative ones. Examples: Always raise your hand before speaking. Never chew gum in class. B. Use no + a noun or no + an ing verb. The ing form of the verb is a type of noun.

No + noun (+ rest of sentence) Examples: No skateboards. No food in the classroom.

No + verb + ing (+ rest of sentence) Examples: No running in the halls. No talking in the library. For more information on imperatives, see the Reference Section, page 228.

Your Turn! Look at the illustrations and make each one into a rule. Use one of the forms listed in the Grammar Toolbox. You will find more practice exercises on the handout.

1.

2.

3.

4.

5.

6.

No smoking.

Challenge Reminder Consequences must be fair. Remember this when you create your law. On your tracking sheet, write down any ideas that may help you in the final task.

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CHAPTER 2

Laws Rule!

Carry Out

DiD YoU Know?

2. Wacky Laws Some laws may seem very strange but they had a purpose when they were made. Explore 1. Read the twelve unusual Canadian laws on pages 16–17. 2. With a classmate, guess the correct ending for each law. The model dialogue below will help you. Strategy Toolbox, below

• At a private school in Toronto, boys may not wear earrings and girls’ earrings can only be small gold, silver or pearl studs. The consequence for breaking this rule is a detention after school.

• In Alberta, a city law

3. Write down your answers. 4. Discuss possible reasons why each law was created. 5. If possible, use the Internet to find more wacky laws.

What do you think is the answer to Number 1?

states that if you are released from prison you must be given a handgun with bullets and a horse so that you can ride out of town.

I think it’s b. There are often rules about skateboards. But not about carrying one. No, I think it’s c. Perhaps you’re right. Okay. What about Number 2?

Strategy Toolbox Take Risks • Don’t be afraid to give a wrong answer.

TASK 2

Wacky Laws

fifteen

15

Law #2

Law

#1

rt Qu’Appelle, Teenagers in Fo wn cannot walk do Saskatchewan, with this: the main street untied a) their shoes in their hands b) a skateboard on backwards c) their pants ll d) a bowling ba

In Dartmouth, Nova Scot ia, it’s illegal to take a bath under these circumstances: a) you use more than ten litres of water b) you use soap made of go at’s milk c) your bathtub is chipp ed d) you are naked

4 dward Islandller w a L s, Prince E nnot be ta #

Law #3 Ta

xi drivers in the Halifax Municipalit Regional y must wear t h is : a) a shirt a nd tie b) gloves c) socks d) a hat

,

ri ca In Sou owing item timetres: ll en the fo enty-six c v e s than stick ockey h a ) a owman b) a sn ffic sign a c) a tr dge i d) a br

Law #5 In

downtown Nel son, British Columbia, th e following is illegal: a) playing fo otbag b) playing th e drums c) walking y our dog d) all of the above

# Lawa, On6tario, it is iclllee:gal to do In Ottaw you ride a bicy en this wh ry fast a) go ve rk clothes da e hand b) wear ge in on ls a k c a p a the peda c) carry our feet from ey d) remov

16

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CHAPTER 2

Laws Rule!

Law

#7

, s ago in Kanata Until a few year is th illegal to do Ontario, it was in public: a) hiccup b) burp c) spit uckles d) crack your kn

Law #8 At

one time, in Kingston, Ontario, no one was allowed to take these from a park without writ ten permission: a) flowers b) rocks c) worms d) berries

Law #9 In the province of Nova Scotia, if you are under sixtee n years of age, you cannot work in this place: a) a bowling alley b) a restaurant c) a radio station d) a park

# Laweau,1Que0bec, before 1e9a9r4t, hitiswians pilulbelic:

Law #1pl1ay street It is illegal to place: hockey in this ebec a) Montréal, Qu ebec Qu b) Chicoutimi, rio c) Nepean, Onta ove d) all of the ab

to w In Gatin nd women a s l r i g gal for net a) a hair s b) short gs c) earrin ing ring d) a wedd

Law #12 In the province of Albe rta, it is illegal to paint this: a) a wooden ladder b) a front door c) a used car d) a store window

Vocabulary Toolbox chipped: having a small piece missing footbag: small beanbag or sandbag used as a ball hairnet: covering for the hair

Challenge Reminder Laws are created to solve a problem. What problem would you like to solve? On your tracking sheet, write down any vocabulary and ideas that may help you in the final task.

TASK 2

Wacky Laws

seventeen

17

3. Different Opinions When a law is passed, people react in different ways. Some people are happy because the law protects them. Others are frustrated because they lose some of their freedom. Explore 1. Think about this question: Do you know any rules or laws that have been passed recently? 2. Read the article “Teen Curfew Law,” below. 3. Find out who benefits from this law, and why (in orange). 4. Find out who loses from this law, and why (in green).

Teen Curfew Law Strathcona County, Alberta, passed a bylaw that says that children under the age of eighteen cannot be in public areas between 1:00 a.m. and 6:00 a.m. without a parent or guardian. This law was passed to prevent graffiti and vandalism and to protect unsupervised young people.

If teens break this law, they have to go home. Their parents or guardians have to pay a fine. Many parents and teens are against this law. Parents say that they are the ones who should decide what time their children should be home, not politicians.

5. Read one of the texts on pages 20–21. 6. Answer the questions under the text to help you understand it. 7. Find out who benefits and who loses as a result of the law described in the text. Strategy Toolbox, page 20

8. On your note-taking chart, write down the arguments for each side. The model below will help you.

Note-Taking Chart Who Benefits The community. Unsupervised young people.

Who Loses Teens and parents.

Arguments Stops vandalism and graffiti. Situation Keeps young people safe.

Arguments School Rules Teens lose their freedom to stay out School Rule Consequence late. Parents must pay fine. Jonathan is wearing a T-shirt Parents lose their right to control with a violent image. their children’s behaviour.

18

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CHAPTER 2

Laws Rule!

9. Find a classmate who chose a different text. 10. Share your information with your classmate. The model dialogue below will help you. 11. On your note-taking chart, write down the information your classmate tells you. 12. Continue in the same way until you have information from all four texts.

I read the text about the smoking ban. Who benefits from that? Non-smokers. Okay. I’ll write that down.

Connect 13. Think about this question: How would you react if these laws were passed where you live?

Challenge Reminder Some people will like your law but others will not. On your tracking sheet, write down information or ideas that may help you create your law in the final task.

TASK 3

Different Opinions

nineteen

19

Strategy Toolbox Pay Selective Attention • Focus on the pros and cons of the law.

Te x t 2

“No” to Rainbow Hair Quebec student was forced to dye his hair a different colour recently. Remy arrived at school one morning with a new hair style and a cool new hair colour— electric blue! He felt really proud. His friends all admired his new look. But the vice-principal called him into her office almost immediately. She showed Remy the rules in the school’s Code of Conduct and told him that there was a rule against “all unnatural hair colours.” She explained that unnatural hair colours made it difficult for other students to concentrate in class. Remy had to call his parents and return home. The next day, he returned to school with his natural hair colour—brown. Remy was disappointed. His attempt to be unique had been destroyed.

A

Te x t 1

Ban on Public Smoking By Hugo Roy

bec approved a In May 2006, the province of Que places. This law law that banned smoking in public created a lot of controversy. very happy On the one hand, non-smokers are ut the effects of that they do not have to worry abo any more. On second-hand smoke on their health k that custhin ers the other hand, business own their bars to tomers who smoke will stop coming businesses will and restaurants. As a result, their lose money. they feel that Smokers are also angry because y feel that they their rights are not respected. The they want. should be able to smoke wherever

What is the law featured in this text? 2 Who are the two groups of people affected by this law? 1

20

twenty

What did Remy do that was against the rules? 2 Who enforced the rule? 1

Vocabulary Toolbox controversy: feelings for and against disappointed: sad proud: pleased with himself

CHAPTER 2

Laws Rule!

Te x t 3

GPS Teen Tracker eral n Florida, U.S.A., retired army gen t tha law Tommy Franks supports a h wit will make teens carry cell phones g. vin dri are y a GPS chip when the tell This chip sends out signals that and parents where their children are ses pas car a If how fast they are driving. one le mp a specific speed limit, for exa alarm hundred kilometres an hour, an the goes off in the cell phone and parents are notified. ker The police place a bumper stic can s ver dri er on the car so that oth ative report reckless behaviour. If a neg teens driving report comes in, both the ed by and the ir parents are inform phone or email.

I

What must teens carry when they are driving? 2 Why does an alarm go off? 1

Te x t 4

No More Wandering in the Halls A school in the Mauricie region of Quebec has decided that there will be no hanging out in the halls during lunch hour because items have been stolen from classrooms. The new rule forces everyone to stay in the cafeteria for the entire lunch hour. The rule has eliminated the theft problem but students have lost their freedom to walk in the halls to get some exercise. Others can no longer find a quiet place to study away from the noise of the cafeteria or even get together to talk quietly in small groups. Where is the school featured in this text? 2 What does the new rule force everyone to do? 1

TASK 3

Different Opinions

Vocabulary Toolbox eliminated: stopped reckless: dangerous stolen: taken illegally

twenty-one

21

Integrate

Face the Challenge! What law would you propose to improve society? Option 1

Option 2

1. Invent your law. • Think of all the laws that you learned about in this chapter. • Decide if you will invent a law for your school or for your municipality. • Create your law and decide on the consequence for breaking it. The information on your tracking sheet will help you. • Prepare arguments to defend your law.

1. Invent your law. • Think of all the laws that you learned about in this chapter. • Decide if you will invent a law for your school or for your municipality. • Create your law and decide on the consequence for breaking it. The information on your tracking sheet will help you. • Prepare arguments to defend your law.

2. Write an article about your law for the school or local newspaper.

2. Present your law. • Get into groups to form your school or municipal council.

Strategy Toolbox, below

• Use the checklist to help you write your text. • Describe your law. • Explain why you wanted to create it. • Give two benefits of the law. • Describe the consequence for breaking it. • If possible, use a computer to write your text. 3. Edit your article. • Use the editing tools on page 262 to help you revise your text.

Strategy Toolbox

Strategy Toolbox, below

• Propose your new law to the other members of the council. Give your reasons for it and state the consequence for breaking it. • Take turns until you have each presented your laws. 3. Select which law to pass. • Explain why your law should be passed. • Think about both sides of each law proposed. Justify why the other laws should be rejected. • As a council, choose only one law to pass. (The three others must be rejected.)

Plan • Decide what resources you need to do the task.

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CHAPTER 2

Laws Rule!

Did You Meet the Challenge? 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I participated in the discussions. b) I spoke English. c) I used the information I learned in this chapter to invent my law. d) I used resources (classmates, teacher, dictionary) and strategies when necessary. 2. Think about what you learned in this chapter. Answer yes or no. a) I created a law to improve society. b) I was able to defend my law. c) I was able to convince my classmates that my law was important. 3. Which strategy or strategies did you use the most in this chapter? 4. What do you need to work on in the future?

You have learned about some weird laws in Canada. Other cities and countries have bizarre laws, too. Find out more. • In London, England, it is illegal for taxi drivers to carry dead bodies. • England also has laws that date back hundreds of years. For example, it is still illegal for a member of parliament to enter the House of Commons wearing a full coat of armour. • It is also illegal to wear a top hat on the streets of London. When its inventor, John Hetherington, wore one for the first time, people panicked. The police arrested him. • In some states of the U.S.A. there is a law that you may not carry an ice cream cone in your pocket. In some places, you need a licence if you want to skateboard.

Face the Challenge!

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23

CHAPTER

3

Great Canadian Adventures Canada is filled with adventures to enjoy. All across Canada there are fascinating people, places and things. From east to west you can: - Take a whale-watching cruise off the coast of Newfoundland in a small boat - Dig for gold in Northern Ontario - Snowboard in the Rocky Mountains of British Columbia This country has adventures waiting for everyone.

What is your great Canadian adventure?

24

twenty-four

Chapter Overview 1.

Land of Adventure . . . . . . . . . . . . . . . . . . . . . . . . . 26 What do you know about Canada’s adventures?

2.

Adventures: What’s the Appeal? . . . . . . . . . . . . . 28 Learn why it is important for teens to have adventures.

3.

What Type of Adventure Is for You? . . . . . . . . . . 29 Find out what level of adventure you are ready for.

4.

Life List of Great Canadian Adventures . . . . . . . 34 Choose three Canadian adventures for your life list.

5.

Which Adventures Suit These Teens? . . . . . . . . 39 Find the right adventures for different personalities.

Face the Challenge!

. . . . . . . . . . . . . . . . . . . . . . . . . . 42

Present your own Canadian adventure.

Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Your Challenge! In this chapter, you will read about many great Canadian adventures. You will discover your adventure profile and find out which adventures suit different personalities. Your challenge will be to choose and present your own Canadian adventure.

Reading Folio If you would like to find out more about Canadian adventures, read these extra texts in the Reading Folio. G

“Arctic Quest Team on Last Leg” . . . . . . . . . . . . . . . 170

I

“Freeskiing” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

N

“My Trip on the Rupert River” . . . . . . . . . . . . . . . . . . 171

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25

P re p a re

1. Land of Adventure What do you know about the adventures shown on these pages? Explore 1. Look at the photos on pages 26–27. 2. For each photo, answer the following questions. Strategy Toolbox, below

a) What is the adventure? b) Where in Canada could someone have this adventure? The map below will help you.

1

2

Strategy Toolbox Infer • Look for clues in the photos. • Make an intelligent guess.

26

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CHAPTER 3

Great Canadian Adventures

3

DiD YoU Know? • Canada is the second largest country in the world.

• There are over two million lakes in Canada.

4

5

3. Discuss these questions with your classmates. Functional Language Toolbox, below

a) Who could go on adventures like these? b) What qualities do all adventurers have? c) What other Canadian adventures can you think of? 4. If possible, use the Internet to find out about other Canadian adventures.

Functional Language Toolbox Giving Opinions, Agreeing, Disagreeing • I think . . . • I agree / disagree • I’m not sure. How about . . .?

Challenge Reminder What type of adventure appeals to you most? On your tracking sheet, write down some new or useful words that will help you when you prepare your own adventure in the final task.

TAS K 1

Land of Adventure

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27

Carry Out

2. Adventures: What’s the Appeal? We often hear about young people who go on different adventures. Why do they want to do this? Explore 1. Think about this question: Why would someone embark on an adventure? 2. Listen to the interview with Fred and Lisa, two adventurers. 3. Using a Venn diagram, write down the following information. The model diagram and answer below will help you. Strategy Toolbox, below

a) the reasons why Fred goes on adventures b) the reasons why Lisa goes on adventures c) the reasons that they have in common

Lisa

Fred

c) Challenge myself

Both

Strategy Toolbox Pay Selective Attention • Determine who is speaking. • Listen for the reasons she or he gives.

Challenge Reminder Remember the reasons for having adventures. Write them down on your tracking sheet to help you in the final task.

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Great Canadian Adventures

3. What Type of Adventure Is for You? Are you a thrill-seeker searching for a rush of adrenalin or do you prefer a more relaxing adventure? 1. Look at the quiz “How Adventurous Are You?” on pages 30–31. 2. Complete the quiz with a classmate. The model dialogue below will help you. 3. Write down your answers. 4. Add up your score with the teacher’s help. 5. Read the corresponding profile on page 32 to discover the type of adventure that suits you. Grammar Toolbox, page 33

Would you prefer to a) lie on the beach, b) go kayaking, c) swim or d) wrestle with sharks?

Can you repeat the last two choices, please?

Sure, swim or wrestle with sharks. I would prefer to lie on the beach, so I choose a. What would you prefer to do? I would prefer to wrestle with sharks, so I choose d.

You’re brave! I’ll write my answer on my sheet and you write your answer on yours.

Here’s the next question: Would you prefer to . . .?

TASK 3

What Type of Adventure Is for You?

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29

How Advent uro us Are You ? u prefer to: 1. Would yo a) lie on the beach b) go kayaking c) swim d) wrestle with sharks?

2. Would you prefer to: a) b) c) d)

listen to a symphony orchestra see a rock concert play in a band watch music videos on TV?

u prefer to: 3. Would yo a) be as agile as a bird b) be as strong as an elephant c) be as fast as a cheetah d) be as brave as a lion?

4. Would you prefer to shop: a) at a sports megastore b) at a clothing outlet c) at a department store d) at a music shop? ve: u prefer to li 5. Would yo a) b) c) d)

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in the woods by a lake in a big city in the suburbs?

CHAPTER 3

Great Canadian Adventures

6. Would you prefer to meet: a) b) c) d)

an Olympic gold medalist tes the President of the United Sta a famous movie actor your favourite singer?

weekend: spend your to r fe re p u 7. Would yo a) shopping b) exercising c) sleeping d) making money?

8. Would you prefer to meet: a) b) c) d)

a politician a circus performer an astronaut a cartoon character?

ear: u prefer to w 9. Would yo a) pink b) black c) red d) blue?

10. At an amusement park, would you prefer to: a) b) c) d)

go on a speeding rollercoaster play games to win prizes visit the water park drive the bumper cars?

Vocabulary Toolbox speeding: fast suburbs: residential areas outside a city wrestle: fight

TASK 3

What Type of Adventure Is for You?

DiD YoU Know? Montréal has the biggest and fastest rollercoaster in Canada. It reaches a height of fifty-two metres and has no sidewalls.

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31

P ro f i l e 1 Thrill-Seeker Adventure You are the type of person who needs intense experiences. You enjoy adventures that make your blood pump faster and set your nerves on edge. Thrill-seeker adventures such as bungee jumping forty-four metres over the Nanaimo River, British Columbia, are for you.

P ro f i l e 2 Ultimate Workout Adventure You are the type of person who enjoys a good physical challenge. You enjoy adventures that test your limits and push your body to perform. Ultimate workout adventures such as climbing the 1776 stairs at the 553.33-metre-high CN tower in Toronto, Ontario, are for you.

P ro f i l e 3 Stress-Reliever Adventure You are the type of person who likes stress-free activities. You enjoy adventures that are unusual and reduce tension. It is important for you to feel safe and secure. Stressreliever adventures such as taking a dip in a 40°C natural hot spring in Jasper, Alberta, when there is snow all around, are for you.

Challenge Reminder On your tracking sheet, write down your adventure profile. You will need to refer to it when you choose your adventure in the final task.

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CHAPTER 3

Great Canadian Adventures

Grammar Toolbox The Simple Present Tense Here are some of the uses of the simple present tense. We use it to express: • a general truth (Amélie is the type of person who enjoys a challenge.) • a present state, feeling or opinion (I love winter adventures. Freeskiing is my favourite sport.) • repeated actions (Every summer my family goes camping in the Algonquin National Park.) Forming statements in the simple present tense

Sentence

Rule

Example rd

Add s to the 3 person singular. Add don’t or doesn’t after the subject.

Affirmative statements Negative statements

She swims every day after school. We don’t always exercise as much as we should.

To find out more about the simple present tense, see pages 214–215 in the Reference Section.

Your Turn! Complete the following sentences, using a verb in the simple present tense.

1. Evelyne and Federico 2. My father

play, neg.

6. Robbie

have

9. Damian 10. Tabitha

her pilot’s licence. his plane by himself now.

fly

8. Samuela

golf in the summer.

a professional skydiver.

be

7. He

at the gym near our home.

train

4. His parents

in the lake every weekend.

hockey. He prefers curling.

play, neg.

3. That girl 5. He

swim

sell work have, neg.

snowboards part-time at the local sports shop. at the grocery store to raise money for his expeditions. any sponsors for her adventures yet.

You will find more practice exercises on the handout.

TASK 3

What Type of Adventure Is for You?

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33

4. Life List of Great Canadian Adventures A life list is a record of goals that you want to achieve during your lifetime. Explore 1. Think about these questions. • Have you already had an adventure? • What Canadian adventures do you want to try? 2. Look at the photos and read the descriptions of some Canadian adventures on pages 34–37.

1. Mountain bike in the Kootenays and admire the towering mountains, clear lakes and wild animals.

2. Visit Mont Royal, the 233-metrehigh hill above Montréal, and admire the view of the city below. Have a picnic in summer, or toboggan, skate, cross-country ski or snowshoe in winter.

3. Sing and dance with northern artists at the Great Northern Arts Festival in Inuvik.

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CHAPTER 3

Great Canadian Adventures

DiD YoU Know? The highest slide in the West Edmonton Mall’s water park is the Twister, which is more than twenty-five metres high.

4. Explore West Edmonton Mall’s water parks, playground, skating rink and stores.

5. Climb Mount Logan, Canada’s highest peak at 5 959 metres, located in Kluane National Park.

6. Ride a luge down the Olympic run at Calgary’s Olympic Park.

7. Drive across the thirteen-kilometre-long Confederation Bridge from New Brunswick to Prince Edward Island.

Vocabulary Toolbox luge: one-person bobsleigh towering: very tall

TASK 4

Life List of Great Canadian Adventures

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35

DiD YoU Know? • In 1901, Annie Telson Taylor, a sixty-three-yearold teacher, was the first person to go over the Niagara Falls in a wooden barrel and survive.

8. Put on your raincoats and hats and take the Maid of the Mist boat tour for a close-up view of Niagara Falls.

• Sixteen people have tried to go over the Falls in barrels. Six of them have died.

9. Take a wildlife tour by snowmobile from anywhere in Nunavut, to see caribou, muskox, walruses, seals, whales and polar bears.

10. Hike to the top of Mont Tremblant and see the beauty of the Laurentian Mountains.

11. Sleep in the Ice Hotel, a unique experience, any time from January to April.

12. Admire the weird shapes that the highest tides in the world can carve out of stone at the Bay of Fundy’s Hopewell Rocks.

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Vocabulary Toolbox muskox: arctic animal that resembles a bison tides: rise and fall of the ocean

CHAPTER 3

Great Canadian Adventures

13. Sleep in the West Point Lighthouse on Prince Edward Island, a combination working lighthouse, museum and inn.

14. Take a boat tour

15. Have fun at the

of Twillingate’s famous Iceberg Alley and dodge icebergs weighing one hundred thousand tonnes.

Calgary Stampede, with its rodeos, chuck-wagon races and more.

Explore 3. Match the adventures with the profiles on page 32 (Thrill-Seeker Adventure, Ultimate Workout Adventure, Stress-Reliever Adventure). The model text and answer below will help you.

GREAT CANADIAN ROCKY MOUNTAIN HELICOPTER ADVENTURE View the Rocky Mountains from above on a spectacular helicopter tour. Touch down, go for a hike and even have lunch on top of the world!

Adventure Match Adventure Take a helicopter tour over the Rocky Mountains. Touch down and hike or have lunch.

TAS K 4

Life List of Great Canadian Adventures

Vocabulary Toolbox Profile thrill-seeker adventure

chuck wagon: covered cart pulled by a horse dodge: move to avoid something

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Connect 4. Discuss your matches with a classmate. 5. Try to figure out in which province each adventure takes place. The model dialogue below will help you. 6. Choose the top three adventures that go with your personality profile from Task 3.

I think that the Rockies are in British Columbia.

I don’t agree. I’m sure that they’re in Aberta.

They’re in both provinces. And they stretch as far as the southern U.S.A.

Challenge Reminder Remember your top three adventures for your life list. Add them to your tracking sheet. You will need them when you decide which adventure to present in the final task.

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CHAPTER 3

Great Canadian Adventures

5. Which Adventures Suit These Teens? Find the right adventures for some very different teens. Explore 1. Read the model text and answers below. 2. Read the descriptions of three more adventurous teens on pages 40–41. 3. Answer the questions under each text to help you understand it. 4. Decide which personality profile on page 32 fits each teen. 5. Write down his or her characteristics. 6. Choose an adventure from pages 34–37 that suits each teen. Strategy Toolbox, below

Alice

I am sixteen. I have many frie nds because I am very outg oing and I like to people. I am sp meet new ontaneous and I enjoy doing new things. I a m in excellent shape and I lo ve playing ch allenging sport s like rugby. I enjoy all outd oor activities. I really like to travel and I want to see ne w places. For these reasons, I want to try a n adventure far from my ho me in Quebec . My personality test puts Ult imate Workou t Adventures at the top with Th very close seco rill-Seeker Adventures a nd. The one th ing I do not like is to be alo ne.

Which Adventure? Personality profile: Ultimate Workout Adventure Characteristics that relate to this adventure: • She’s in excellent shape. • She loves playing challenging sports like rugby. • She wants to try an adventure far from her home in Quebec. Adventure suggestion: Climb Mount Logan.

TAS K 5

Which Adventures Suit These Teens?

Strategy Toolbox Compare • Identify the characteristics of each teen. • Compare the characteristics with the personality profiles.

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Daniel

Te x t 1

an a summer th ty vi ti ac r te in w a I would rather do vourite season. I do not like hot one. Winter is my fa hen it is humid. I am pretty weather, especially w to spend time relaxing. I talk active but I also needy friends for hours every night. on the phone with mn I go on my adventure. I also I will miss them whechat on my computer. I feel lost listen to music and es. I thought my profile would be without these luxuri oy, was I wrong! My personality Ultimate Workout. B iever Adventures first, but I do test puts Stress-Rel hing boring. not want to do anyt 1 2

Why does Daniel not like summer? What does Daniel do every night?

Dimitri Te x t 2 I am a quiet person . I do not have man y friends. I prefer to have on ly one or two clos e fr iends. I do not play sports but I work out ever y day after school at th e local gym, so I am very strong. I feel grea t when my muscles hurt. I really enjoy cam ping and wildlife be ca use I find it so quiet in the forest. I want to learn something new fo r my adventure. I am not very daring or brav e, so I don’t want to do anything dangerou s. My personality te st puts Thrill-Seeker Adv entures last on my list.

1 2

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What does Dimitri do after school every day? Why does Dimitri enjoy camping and wildlife?

CHAPTER 3

Great Canadian Adventures

Melissa

Te x t 3

Why is Melissa not very active? 2 What part of Canada does Melissa want to see? 1

P ro f i l e 1

dicap but n a h y m f o e s active becau eins. My I am not veryl the adrenalin rush in my uvre that is I love to fee lyzed so I need an advent e more of legs are para cessible. I would like to se nt to try wheelchair accially western Canada. I wa a crazy Canada, espe that makes me feel alive—o try. I can an adventure most people are afraid t time. Believe activity thatything if I plan ahead of rill-Seeker do almost any personality test puts Th t you it or not, m t the top of my list. I be Wrong! Adventures a s a Stress-Reliever type. thought I wa

P ro f i l e 2

P ro f i l e 3

Challenge Reminder How would you describe yourself? On your tracking sheet, write down a brief description of yourself. It will help you when you choose your adventure in the final task.

TASK 5

Which Adventures Suit These Teens?

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Integrate

Face the Challenge! What is your great Canadian adventure?

Option 1

Option 2

1. Choose an adventure. • Think about all the adventures that you have discovered in this chapter. • Look at your top three adventures on your tracking sheet. • Choose the one that matches your personality best.

1. Choose an adventure. • Think about all the adventures you have discovered in this chapter. • Look at your top three adventures on your tracking sheet. • Choose the one that matches your personality best.

2. Prepare a poster about your own great Canadian adventure. • If possible, use a computer to create your text. • Use the checklist to help you write your text.

2. Create a recruitment kiosk for your own great Canadian adventure. • Use the checklist to help you organize your kiosk.

Strategy Toolbox, below

• Describe and illustrate the adventure. • Describe yourself and explain why the adventure suits your personality. 3. Edit your poster. • Use the editing tools on page 262 to help you revise your text.

Strategy Toolbox, below

• Be sure to describe the type of person who would enjoy the adventure most. • Convince as many students as possible to sign up for the adventure.

Strategy Toolbox Recombine • Use the words and expressions that you have learned in the chapter to create an original text.

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Great Canadian Adventures

Did You Meet the Challenge? 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I participated in the discussions. b) I spoke English. c) I used resources (classmates, teacher, dictionary, the Internet) and strategies when necessary. 2. Think about what you learned in this chapter. Answer yes or no. a) I learned about Canadian adventures. b) I learned why people have adventures. c) I discovered what type of adventure suits me. d) I used what I learned in the final task. 3. Which strategy or strategies did you use the most in this chapter? 4. What do you need to work on in the future?

On August 9, 1914, Sir Ernest Shackleton and a crew of twenty-seven men left the coast of Britain on a ship called Endurance. The aim of the expedition was to be the first to cross the Antarctic continent from one coast to the other. At the beginning of December, 1914, Endurance left South Georgia Island in the direction of the Antarctic continent. One month later, the ship entered thick pack ice and stopped moving. Shackleton and his men endured the Southern winter — from June to September — trapped in ice. By springtime, the pressure of the ice was crushing the ship, so Shackleton gave order to abandon it. The men were forced to escape on foot and then by lifeboat. Around mid-April, 1916, they reached Elephant Island. The team was thrilled to touch land for the first time in sixteen months! Shackleton and five other men left for South Georgia to get some help. After a stormy and difficult journey, they finally came back to rescue the whole team on August 30, 1916. It is almost a miracle that none of the men died. They survived breaking ice floes, extreme cold, and hunger in one of the most remote regions of the world.

Face the Challenge!

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CHAPTER

4

Generation M Imagine this. You get home from school and within five minutes you are talking on the phone, watching television and doing your homework on the computer, all at the same time. Does this sound familiar? Then you are part of “Generation M,” the media generation. The what generation? “Generation M”— the generation that uses many different types of media, often at the same time. Some people believe that this generation uses too many media, too often. What do you think?

Personal media use: what’s the balance?

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Over half of teens say that they would be bored if there were no Internet.

Boys spend more time surfing the Internet than girls do.

Chapter Overview 1.

What do you know about media gadgets?

2.

Many teens admit that m edia technology is addictive .

Media-Use Survey . . . . . . . . . . . . . . . . . . . . . . . . . 48 Find out about your classmates’ media-use habits.

3.

Are You a Media Multitasker? . . . . . . . . . . . . . . . . 50 Find out if you are part of the media generation.

4.

Most teens say that they have more than one media device in their bedrooms.

How Media-Smart Are You? . . . . . . . . . . . . . . . . . 46

Different Opinions . . . . . . . . . . . . . . . . . . . . . . . . . 53 Discover different people’s opinions about media use.

5.

Are You a Media Addict? . . . . . . . . . . . . . . . . . . . . 57 Do a quiz to discover your media-use profile.

Face the Challenge! . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Give your opinion about media use.

Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Your Challenge! This chapter looks at how your generation uses media and media technology. From what you learn about Generation M and media multitasking, you will be able to examine your own lifestyle. Your challenge is to form an opinion about the issue of personal media use and to present it to your classmates.

Reading Folio If you would like to find out more about teens and media use, read these extra texts in the Reading Folio. G

“Adolescents Handle Stress by Watching TV, Reading Books or Playing Video Games.” . . . . . . . . 172

I

“Teen Gamers Blast Cancer” . . . . . . . . . . . . . . . . . . . 172

N

“Tuned Out” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

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1. How Media-Smart Are You? Media gadgets are everywhere. How much do you know about them? 1. Read the clues on page 47. 2. Match each clue with a word in the word list below. 3. Write down your answers. The model answer below will help you. Strategy Toolbox, page 47

4. Add some more gadgets and software to the list.

WORD LIST a. cell phone b. chat room c. computer d. digital audio player e. DVD player f. email g. instant messaging (IM) h. radio i. television j. World Wide Web

Media Match Clue This game has images and sounds. You play it on a screen.

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CHAPTER 4

Word video game

Generation M

CLUES This gadget stores, organizes and plays digital music files.

1 2

This small object helps you reach anyone, anytime. You can also use it to take photos, send and receive text messages and check your agenda.

Infer • Look for cognates: words that are similar or the same in French (e.g., messages). • Look at the photos. • Make an intelligent guess.

With this device you can play your favourite movies at home or on the road.

3

4 5

With this system you can send and receive messages electronically between your computer and a friend’s.

This technology, which was invented over a hundred years ago, lets you hear the latest in news, sports and entertainment.

Almost every home in Canada has one of these. It shows every kind of entertainment possible: news, shows, movies and documentaries.

6

7 8

Strategy Toolbox

This software allows you to exchange messages with a friend in real time.

You can research any subject in this cyberlibrary.

9 10

In this virtual meeting place you can communicate with friends or meet new ones in real time. You can do your homework, watch videos and do research thanks to this piece of equipment.

Challenge Reminder Write new vocabulary on your tracking sheet. You will need these words in the final task.

TASK 1

How Media-Smart Are You?

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Carry Out

2. Media-Use Survey Find out about your classmates’ media-use habits. 1. Survey your classmates to discover their media habits. The model dialogue below will help you. Grammar Toolbox, page 49

Strategy Toolbox, below

2. Complete the Media-Use Questionnaire with the information that you collect.

Do you ever, what’s the word, instant message?

Media-Use Questionnaire

Yes, sometimes. How about you?

All the time! Especially when it’s too late at night to call my friends. That’s a good idea. I didn’t think of doing that. Thanks! No problem. Any time.

Find out if your classmates: • communicate with a cell phone • listen to music on a digital audio player • surf the Internet every day • are members of a chat room • can post pictures on the Web • write a blog (weblog) • watch television in their bedrooms • do homework on a computer • play video games • watch DVDs

Strategy Toolbox Take Risks • Take a chance. • Don’t be afraid to make mistakes.

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CHAPTER 4

Generation M

Grammar Toolbox Yes/No Questions This is how you form yes/no questions. A. Sentences with the verb to be Invert the verb and the subject.

Verb + subject + object? Example:

Are

you

a member of a chat site?

B. Sentences with an auxiliary (to be, can, could, do, have, may, must, should, etc. ) Invert the auxiliary and the subject.

Auxiliary + subject + verb + object? Example:

Can

you

send

an email?

C. Sentences in the simple tenses Use the auxiliary do.

Do/Does/Did + subject + verb + object? Example:

Do

you

have

an online nickname?

To find out more about verbs or forming questions, see pages 225 and 227 in the Reference Section.

Your Turn! Change the following statements into yes/no questions. Your cell phone is small. Is your cell phone small? The digital audio player is too loud. The computer and the scanner are in my room. Michel chats with Fatima every night. He can download music from that Web site. Pascale writes her thoughts in her blog. Text messaging is a cool way to communicate. Those girls add comments to my blog. You will find more practice exercises on the handout.

Challenge Reminder What do you think of your classmates’ media use? Keep your questionnaire. It will help you form your opinion in the final task.

TASK 2

Media-Use Survey

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3. Are You a Media Multitasker? Do you use different media at the same time? If so, you are like Kofi and Danielle. They are media multitaskers, part of the media generation.

Kofi

Danielle

Explore 1. Think about this question: Can you do two or more things at the same time? 2. Draw a T-chart. The model chart below will help you. 3. Listen to the conversation. 4. Identify what Kofi and Danielle are doing. The model answers below will help you. Strategy Toolbox, below

Kofi

Danielle

phone. e. - Talking on the - Talking on the phon - Working on the - Working on the computer. computer.

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Strategy Toolbox Pay Selective Attention • Listen for key words. • Focus on Kofi and Danielle’s activities (verbs).

CHAPTER 4

Generation M

Connect 5. Discuss the following questions with a classmate. Justify your answers. The model dialogue below will help you. a) Are Kofi and Danielle really listening to each other? b) Is Kofi and Danielle’s behaviour familiar to you?

I’m a lot like Kofi. I can watch TV and talk on the phone. Me too. My sister even reads a magazine. What do you mean? She can do three things at the same time!

TASK 3

Are You a Media Multitasker?

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Generalize 6. Give your opinion about multitasking: Answer the questions your teacher gives you. Functional Language Toolbox, below Strategy Toolbox, below

Functional Language Toolbox Expressing an opinion I think . . . In my opinion . . .

If you agree I agree. You’re right. If you disagree I don’t think so. I disagree. If you are not sure I’m not sure. If you don’t understand

Clarifying

What do you mean? Can you repeat that? I don’t understand.

DiD YoU Know? • 24% of teens say that they use at least one other form of media technology while watching television.

What I mean is . . . For example . . .

Strategy Toolbox Substitute • Use words that you already know to express your answer.

• 28% say that they use more than one media gadget when reading.

• 33% use a computer and another form of media technology at the same time.

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Challenge Reminder Do you identify with the media generation? Your answer will influence your opinion about media use. On your tracking sheet, write down ideas that may help you support your opinion in the final task.

CHAPTER 4

Generation M

4. Different Opinions Discover what different people think about media use. Explore 1. Think about this question: Does your media use affect you positively or negatively? 2. Read the model text about Marc Viau-Grant and media use, below. The positive aspects are in orange. The negative aspects are in green.

Marc Viau-Grant STUDENT

fifteen-year-old student from Toronto, has both positive and negative opinions about media use. He feels positive about using different media because he says that it’s fun playing video games and chatting with friends. He also finds that he learns new things from the Internet. But Marc admits that too much media use distracts him. He says that it makes him forget his priorities.Take

MARC, a

homework and studying, for example. He rushes through his homework so that he can do other “fun” stuff, like downloading music or calling his friends. At the moment, he’s failing science. He adds that his classmates’ marks are also affected when they use media technology as much as he does. For Marc, media technology can be helpful and interesting, but spending too much time on it is a problem.

3. Read one of the texts on pages 54– 55. 4. Answer the questions under or next to the text to help you understand it. 5. Identify the positive and negative aspects of media use. 6. Write down your answers. The model answers below will help you. Strategy Toolbox, below

Media Use, Good or Bad? Positive Negative – Distracts him. – Fun playing video games. – Fun chatting with friends. – Makes him forget priorities.

TAS K 4

Different Opinions

Strategy Toolbox Take Notes • Write down important information. • Keep it simple. Use point form.

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Te x t 1

A blog for moms with teens March 8

My daughter’s virtual life I worry about Heather, my fifteen-year-old daughter. She’s never had a “real” boyfriend but she has too many virtual boyfriends. She’s met them all through her computer, by instant messaging and in chat rooms. Last week we were at the mall, and a teenage boy recognized Heather from her Internet profile. She thought it was funny but I think it’s scary. It’s not just her online safety that’s at risk. Her health is, too. She doesn’t play any sports or get any exercise. She spends three hours a day online. When she’s not playing games on her computer, she’s text messaging friends on her cell phone. Sometimes she’s on the computer and text messaging at the same time.

Where did a boy recognize Heather? 2 How many hours a day does Heather spend online? 1

She would die without it. It’s a fight every single day with her over her phone and the computer.

Te x t 2

Face? Instant Message or Face to te new

of Susan Heller is studying the impact She ple. peo ng you on ng instant messagi it. in bad sees good and On the one hand, Heller says, cybert space can be an exciting environmen s teen to meet new people. It also helps can form their personal identity. They t meet different people, go to differen places and experience new things. On the other hand, she believes that en cyberspace has disadvantages, too. Wh s teen ne, they are communicating onli mudon’t see each other.They’re not com read ’t can nicating face to face, so they miseach other’s body language.They can n whe e, mpl understand messages. For exa “I’m , type you’re mad at a friend, you mad.” The other person can’t see the I’m look in your eye that also says, “But still your friend.” 1 2

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So cyberspace can help crea friendships, but people need to know s that there are limits. Nothing replace real the in ple interacting with real peo world.

Susan Heller

Who is studying the impact of instant messaging? What do people need to know about cyberspace?

Vocabulary Toolbox fight: argument mad: angry recognized: identified

CHAPTER 4

Generation M

[TEXTS SHOULD BE LAID OUT Te x t 3FONTS AND IN DIFFERENT FORMATS: DETAILS BELOW]

Te x t 4

November 20 678 Westgate Road Newlands QC H2K 6F9 Dear Editor: We read your article by Susan Heller about teens and media use. We’re fourteen-year-old twins and we’re very positive about media use for a number of reasons. First of all, I can keep up with movie stars. I love downloading pictures of actors to add to my multimedia slide show. Second, I use my time well. While I am doing my homework, I listen to music on my digital audio player. Then I call my friends while waiting for my email to download. I think there’s no other way to work. My sister, Pascale, is similar. She says that listening to music while she does her homework helps her to concentrate better. She also says that she can keep in touch with her friends if she’s always online. Our parents don’t always agree with us. They think that all this media use is a bad thing and affects our school grades. So if we don’t get good grades, we aren’t allowed to use the computer for more than an hour a day. Yours sincerely, Samuel Ravensbergen-Boucher

How old are Samuel and Pascale? 2 What happens if the twins don’t get good grades? What audio-visual techniques do teachers use? 2 What is becoming a thing of the past? 1

assignments: school work grades: results keep in touch with: contact

TASK 4

Different Opinions

According to Professor Stéphane Guay, media use is an indispensable part of teenagers’ lives. First of all, they use the new technology to do research and prepare assignments. This has made students experts at finding, organizing and using information. They are familiar with computer images and can easily integrate visual data. More and more teachers are using audio-visual techniques like film, audio-clips and multimedia presentations in class. This motivates students and helps them to learn in the way that best suits them. Many students even ask to create their own media presentations.

1

Vocabulary Toolbox

Technology in the Classroom

However, some students are so dependent on media that they need it to stay interested in the classroom. They find it difficult to learn in more traditional ways. Most students are the first to admit that they prefer multimedia over books. In fact, reading whole books is becoming a thing of the past.

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Explore 7. Find a classmate who chose a different text. 8. Share your information with your classmate. The model dialogue below will help you. 9. Write down the information from your classmate’s text. 10. Continue in the same way until you have information from all four texts.

Is your text positive or negative? Negative. Okay. What are the writer’s arguments? Well, first she thinks that chat rooms are dangerous. She also thinks that her daughter’s health is at risk. What does your text say?

Challenge Reminder Have these points of view changed your opinion about media use? Keep your notes on the arguments that you found in the texts. They will help you in the final task.

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CHAPTER 4

Generation M

5. Are You a Media Addict? Find out if you are addicted to media use. 1. Follow the arrows and answer the questions. 2. Read your profile, below.

START HERE Do most of your friends use media? NO

Can you control your media use?

YES

NO

YES

YES

Do you think about media all the time?

YES

Do you forget the time when using media?

NO

NO

Do you spend a lot of money on media gadgets? NO

YES

Are your online relationships more important than your real ones? NO

YES

YES

Do you use two or more media at the same time? NO

Do you think that having cool gadgets makes you popular? NO

YES

Do you use media to escape from reality? NO

YES

P ro f i l e 1

P ro f i l e 2

P ro f i l e 3

• You don’t use media technology very often. • You don’t have very many media gadgets. • You have no interest in media technology.

• You use media technology to socialize. • You use media technology to organize activities with friends. • You buy only the media gadgets that you need to be popular.

• You are obsessed with media technolgy. • You spend many hours each day using the computer or other gadgets. • You want to have as many gadgets as possible.

Challenge Reminder So how addicted are you? Note your profile on your tracking sheet. It will help you form your opinion about media use in the final task.

TAS K 5

Are You a Media Addict?

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Integrate

Face the Challenge! Personal media use: what’s the balance? Option 1 1. Form your opinion about personal media use. • Think about the following questions. The information on your tracking sheet will help you. a) Which media do you and your friends use? b) How often do you and your friends use media? c) What do you think about this? • Decide an acceptable balance for media use. 2. Write about your opinion. • Choose one of the formats that you have seen in this chapter: for example, a blog, a letter or a magazine article. • Use the checklist to help you write your text. Strategy Toolbox, below

3. Edit your text. • Use the editing tools on page 262 to help you revise your text. • If possible, use a computer to write the final text.

Option 2 1. Find out what your classmates think about personal media use. • Ask your classmates the question What are the good and bad sides of personal media use? • The information on your tracking sheet will help you form your own opinion. Strategy Toolbox, below

2. Write down your classmates’ answers. • Write down their positive views and their negative views. • Decide an acceptable balance for media use. 3. Present your findings to the class. • Create a poster, chart or other visual aid to show your classmates’ opinions. • Present your findings to your classmates.

Strategy Toolbox Transfer • Use the skills and information you have learned in this chapter to help you face the challenge.

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Generation M

Did You Meet the Challenge? 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I participated in the discussions. b) I spoke English. c) I used resources (classmates, teacher, dictionary) and strategies when necessary. 2. Think about what you learned in this chapter. Answer yes or no. a) I formed my own opinion about media use. b) I used the information I learned when I wrote my final text. c) This chapter has changed the way that I will use media in the future. 3. Which strategy or strategies did you use the most in this chapter? 4. What do you need to work on in the future?

Radio and television are two of the major media inventions of the last century. They brought culture and information to many Canadian households. These inventions also increased the presence of foreign music and programs in our homes. Many people were afraid that American culture would eventually take over Canadian culture. To prevent this, the Canadian Radio-television and Telecommunications Commission (CRTC) was created in 1968. The CRTC requires radio and television broadcasters to air a certain percentage of Canadian content. These requirements are commonly called “Cancon.” Since the creation of Cancon, Canadians have often debated its necessity and benefit. For example, some actors’ and directors’ groups criticize the fact that broadcasters are filling their Canadian content with low-cost reality shows, instead of higher-cost dramas. They have doubts about the quality of the content. Opinions on Cancon are divided. No common ground has been reached yet.

Face the Challenge!

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CHAPTER

5

The Power of Music Music is everywhere: in our homes, in stores, even at train and bus stations. We hear music at the movies, on TV and on the radio. Music is a form of expression, communication and entertainment. Most teens listen to music for three to four hours a day. Many teens say that musicians, rather than athletes, are their heroes. Can you imagine your life without music?

How do music and musicians influence teens?

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Chapter Overview 1.

Music and You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Examine your musical preferences and your classmates’.

2.

Musical Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Learn about different musical styles and their influence.

3.

Musical Biographies . . . . . . . . . . . . . . . . . . . . . . . . . 70 Discover famous artists who shaped the music scene.

4.

You Can Quote Me! . . . . . . . . . . . . . . . . . . . . . . . . . 73 Find out how music influences teenagers just like you.

Face the Challenge! . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Describe how music influences you and other teenagers.

Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Your Challenge! In this chapter, you will examine how music influences you and other teenagers. You will learn about different musical styles and about some important artists and the impact that they have made on the music scene. You will also listen to some teenagers talk about how music influences their lives. Your challenge will be to describe how music influences you and other teenagers.

Reading Folio If you would like to discover more about music, read these extra texts in the Reading Folio. G

“Future Stars: The Rock Star” . . . . . . . . . . . . . . . . . 174

I

“What Will a Record Label Do for Your Band?” . . . . 174

N

“Eurydice and Orpheus” . . . . . . . . . . . . . . . . . . . . . . 175

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P re p a re

1. Music and You Music is all around us. What part does music play in your life? 1. Complete the “Music and You” survey on page 63. Justify your answers. 2. Survey a classmate to find out the place of music in her or his life. The model dialogue below will help you. Strategy Toolbox, below

Grammar Toolbox, page 64

3. Write your classmate’s answers on your survey sheet. 4. Compare your answers with your classmates. Functional Language Toolbox, page 63

How important is music to you? It’s very important. I listen to music all the time. It helps me clear my head. What about you? It’s moderately important, I guess. I like music and I listen to the radio or to CDs when I have time. But it isn’t essential.

Strategy Toolbox Develop Cultural Understanding • Find out about the kind of music that your classmates like. • Share your preferences.

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Survey: Music and You How important is music to you? a) very important b) moderately important c) not important

How many hours of music do you listen to every day?

What type(s) of music do you listen to? a) classical b) hip hop c) soft rock / pop d) punk e) rock and roll f) other:

Which of the following influences your musical choices? a) family b) friends c) magazines d) movies e) other:

Which singers or bands do you listen to?

When do you listen to music? a) in the morning b) in the afternoon c) in the evening d) at night e) all the time Why do you listen to music? Where do you buy the music that you listen to?

DiD YoU Know? • The word music comes from the Greek word mousike. It refers to the nine Greek goddesses of arts and science. • Rocks, sticks, bones and shells were some of the first musical instruments ever to be used. • The oldest song in the world is 3500 years old. It was played on a lyre, an ancient stringed instrument.

TASK 1

Music and You

Functional Language Toolbox Tastes and Preferences • I like / don’t like . . . • I prefer . . . • I’d rather listen to . . .

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Grammar Toolbox Wh-Questions A wh-question asks for information. It has a question word at the start of the sentence. There are nine question words: what: thing which: option whose: possession when: time who (subject): identity why: reason where: place whom (object): identity how: degree, manner, means Here are the ways to ask wh-questions. Subject

+

verb

+ object

Statement: Angèle Dubeau plays the violin. Question: Who plays the violin? Answer: Angèle Dubeau. Statement: Object + auxiliary + subject + verb Question: What does Angèle Dubeau play? Answer: The violin. To find out more about wh-questions, see pages 226–227 in the Reference Section.

Your Turn! Match each question word with the correct answer. The answers are in bold.

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

Who What Where When How Why How much How many

a. The tickets are on sale on Friday. b. The musician left the stage quickly. c. The show was cancelled because the singer was sick. d. Jerry bought a new electric guitar. e. She will sell her drums for $500. f. At the Bell Centre in Montréal. g. There are three music classes offered at the school. h. The punk band from England is excellent.

You will find more practice exercises on the handout.

Challenge Reminder What did you discover about your classmates’ musical tastes? Add this information to your tracking sheet. Keep your survey for the final task.

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Carry Out

2. Musical Styles Many musical styles have existed over time. Find out about the origins and influence of some of them. Explore 1. Look at the timeline to see when some popular musical styles originated. 2. Read the descriptions of different musical styles on pages 66–68. 3. Answer the questions under each text to help you understand it.

|

1700s

1920s

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1950s

1970s

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Late 1970s

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2000+

|||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||| ||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||| |||||||||||||||||| Classical Blues and Jazz Rock and Roll Punk Soft Rock / Pop Connect 4. Discuss the questions on the right with a classmate. Justify your answers. The model dialogue below will help you. Strategy Toolbox, below

Grammar Toolbox, page 69

So which of these musical styles is your favourite? I don’t like that kind of music at all. I prefer punk because it’s so intense.

I really like soft rock. How about you?

Questions a) Which musical style do you like the most? b) Which musical style do you like the least? c) Which musical style has inspired the most interesting fashion? d) Which musical style has inspired a dance that you are familiar with? e) Which musical style from today will still be remembered a hundred years from now?

Strategy Toolbox Recombine • Put together the words and ideas from the texts in a new way.

TASK 2

Musical Styles

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Te x t 1 Classical

Te x t 2 Blues and Jazz Blues music was influenced by the folk music of African-American slaves. It is slow, sad music that describes difficult experiences and feelings of solitude. The most common blues instruments are the harmonica, guitar, bass, drums, piano and the human voice. Famous blues singers are B.B. King and Bessie Smith. The blues influenced rock, country music and jazz. Many jazz artists incorporated elements from the blues into their music. Jazz started in Louisiana as a mixture of sounds and rhythms from gospel and blues but it can be happier and faster than the blues. Very few of the early jazz musicians read music, so they often improvised tunes. They used the saxophone, the trumpet, the trombone, the piano, the bass, the drums and the vocals. Jazz bands played in dance halls and young people immediately connected to jazz music through dancing. New dances with strange names like the Charleston, Turkey Trot, Chicken Scratch and Bunny Hug were popular. In these lively dances, teens hopped, jumped and shook. Men dressed in zoot suits and hats and women wore short dresses and two-piece suits. Because of musical collaborations, jazz music broke down racial barriers between black and white players and fans. It has also inspired musicians from many different cultures. Ella Fitzgerald and Miles Davis are two well-known jazz artists.

Vivaldi, Mozart and Beethoven are three of the composers who wrote music in the Classical era. They wrote music for individual instruments and for orchestras. The most common instruments were the violin, the cello, the flute and the piano. The piano was particularly popular because it communicated emotions so well. One of the most popular dances of the Classical era was the scandalous Austrian waltz. In this dance, elegant couples dressed in formal suits and ball gowns held each other very closely. It is no surprise that this dance became popular with the younger crowd very quickly! This waltz allowed them to escape their social restrictions and express their freedom.

During the Classical era, music was considered to be more than just entertainment. It was art created by geniuses to communicate independence and passion. Today, classical music is still performed by musicians of all ages. Some parents encourage their children to learn classical music to develop a strong musical base, increase concentration and develop self-discipline. Why did people think that the Austrian waltz was scandalous? 2 Why do some parents encourage their children to take music lessons? 1

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How is blues different from jazz? 2 What fashions were popular for men and women? 1

Vocabulary Toolbox ball gowns: long, elegant dresses for dancing slaves: people owned by other people and forced to work for them

well-known: famous zoot suits: men’s suits with a long jacket with wide shoulders, and baggy pants that are narrow at the ankles

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Te x t 3 Rock and Roll

Te x t 4 Punk

During the 1950s and early 1960s, rock and roll became one of the most popular styles of music among young people. For the first time, parents and their children no longer listened to the same type of music. Rock and roll thrilled teenagers but shocked adults, who even called it “the devil’s music.”

Rock and roll influenced teenagers’ attitudes, fashions and even their language. Some of the most successful stars, like Elvis Presley, Buddy Holly and the Beatles, were the first teen idols to appear in fan magazines. Teens imitated their fashion style. Young men had Beatle “mop-top” haircuts, greased hair and long sideburns, tight black pants and pointy suede shoes. Jeans were no longer considered work clothes and they represented rebellious teenagers. Young women wore poodle skirts and crinolines and began to wear pants for the first time. Rock and roll used the electric guitar, bass, drums and piano and combined the rhythms of blues, folk and country music. It had teens jumping and spinning their partners in the air. Later, thanks to Chubby Checker, teens twisted their hips to the hit song “The Twist.” What other styles of music influenced rock and roll? 2 Whom did rock and roll music attract the most? 1

TASK 2

Musical Styles

Punk bands like the Ramones and the Clash started in Britain. This rough and unpolished music had loud vocals and was played on basic instruments: the electric guitar, bass and drums. The songs were short and fast and had controversial or political lyrics. Punk bands expressed anger and frustration through intense performances. Teens were attracted to the powerful music and its messages about general boredom and the social problems of lack of opportunity and lack of jobs. Punk music influenced teens with its unique attitude, clothing and dancing. It was one way for teens to rebel and express their individuality. Dancing was wilder and freer than in many other musical styles. Dances included moshing, slam dancing and the pogo. Punk fashion was anti-fashion. Punk fans generally wore unisex clothing such as T-shirts, leather jackets, jeans and black boots. They used safety pins as decorations and had tattoos and body piercings. They wore their hair short and messy. Often they dyed it in bright colors and spiked or shaved it. Where did punk music originate? 2 What messages did early punk music express? 1

Vocabulary Toolbox boredom: monotony lack: absence lyrics: words to a song sideburns: facial hair on the side of the face below the ears

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Te x t 5 Soft Rock / Pop

DiD YoU Know?

Soft rock, often called popular or pop music, is a lighter form of rock that uses the guitar, drums, bass, synthesizer and other electronic sounds. It combines elements of hip hop, reggae and dance. It is easy and accessible and appeals to a wide audience, from teens to adults. Its melodies are simple and its lyrics describe everyday themes like life, love and relationships. Its repetitive structure is easy to remember and people can sing along. Anyone can listen to this music by turning on the radio or watching music videos. Music videos sometimes inspire teens to imitate the dance choreography and the fashion styles of young pop idols. Successful pop singers, like Madonna, Céline Dion and Elton John, still motivate young people to write songs or start their own bands.

• The electric guitar was invented so that large audiences could hear the instrument being played.

• A person who “has the blues” feels sad.

• The word listen contains the same letters as the word silent.

• Music was sent down a telephone line for the first time in 1876, the year that the telephone was invented.

What are some of the themes that this musical style explores? 2 Why is soft rock more accessible than other styles? 1

Generalize 5. Think about another musical style to add to the timeline on page 65. 6. If possible, use the Internet to find out more about the style you have chosen. 7. Write a description of this musical style. Include the following information: a) decade or time period b) famous names c) dance styles d) fashion e) influences f) other

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Grammar Toolbox Adjectives: Comparatives and Superlatives We use a comparative adjective + than to compare the similarities or the differences between two things. Jazz is good. Jazz is better than blues. We use the + a superlative adjective to illustrate the extreme or the exceptional. The best music is rock and roll. Formation One-syllable and some twosyllable adjectives: young, polite

Add er. younger, politer

Add est. youngest, politest

One-syllable adjectives that end in a vowel and a consonant: big, hot

Double the final consonant and add er. bigger, hotter

Double the final consonant and add est. biggest, hottest

Two-syllable adjectives ending in y: easy

Change y to i and add er. easier

Change y to i and add est. easiest

Most other two-syllable adjectives, or longer: accessible, popular

Add more or less before the adjective. more/less accessible more/less popular

Add the most or the least before the adjective. the most/the least accessible the most/the least popular

Irregular adjectives: good, many

better, more

best, most

Your Turn! Rewrite each highlighted adjective as a comparative or superlative.

1. 2. 3. 4. 5. 6.

Heavy metal music has a faster tempo than reggae. The incredible concert I ever went to was in Montréal. Rock and roll music is loud than classical music. The Beatles were great band of all time. Pop music is easy to listen to than heavy metal music. Old rock and roll is good than new rock and roll.

You will find more practice exercises on the handout.

Challenge Reminder Keep your handout. The information about musical styles will help you when you do the final task.

TASK 2

Musical Styles

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3. Musical Biographies Find out about some famous artists who helped shape the music scene. Explore 1. Read the biographies of some famous and influential artists on page 71. 2. Answer the questions under the text to help you understand it. 3. Answer the following questions: a) Which musical style characterizes each artist or group? b) Who can inspire someone who has a physical challenge? c) Who achieved success at the earliest age? d) Who was the least popular amongst parents? Connect 4. Discuss the following questions with a classmate. Justify your answers. The model dialogue below will help you. a) What information about each person surprised you the most? b) Which artist had the biggest influence on modern music?

I was very surprised to learn that Beethoven was deaf.

Yes, it’s hard to believe that a musical genius couldn’t hear anything.

How do you imagine that he continued to compose his music? Probably just from memory and the vibrations of the piano.

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Musical Biographies Ludwig Van Beethoven (1770–1827) This German composer, piano virtuoso, conductor and violinist was a true musical genius. His dramatic and original music not only impressed fans but also inspired many other composers and musicians. He helped instrumental music gain the same respect and popularity as vocal music. Beethoven began to go deaf in his late twenties but he still continued to write incredible masterpieces. One time, he had to be turned around at the end of a concert to face a clapping and cheering audience. He could no longer hear their applause. Beethoven was a true rebel. Rich patrons paid him to create music and concerts but he accepted only if he could create the music he wanted. His music was probably influenced by his difficult life and his strong political opinions. It often describes a difficult battle followed by triumph. Today, Beethoven’s masterpieces are still played around the world.

Céline Dion (1968–) Céline Dion was born in 1968. She was the youngest of fourteen children. She started her French singing career in the 1980s. By the age of fifteen, she had already won four Felix awards. In the 1990s, she worked hard to learn English and began her career as an international pop star. Céline Dion possesses a remarkable voice and a dynamic stage presence. Her sold-out concerts and numerous awards explain why she is one of the world’s most respected singers. She has influenced the

singing styles of many young female singers and she inspires many young singers who dream of a successful international singing career. She is a very versatile performer and combines different musical styles such as pop, gospel, rock and even classical. Her most famous English songs include “Unison” and the theme from the film Titanic, “My Heart Will Go On.” She supports many charities and donates part of the proceeds from her performances to them.

The Clash (1976–1986) The Clash are considered to be one of the most influential British punk bands. They were different from other punk bands because they were exceptional musicians. They were also the first to incorporate other musical styles into punk music, such as rock, reggae and ska. The Clash were a major influence on many modern punk bands because of their songs, attitude and style. These newer bands duplicate some of the Clash’s unique sound in their songs. Many music critics believe that their third album, London Calling, is one of the greatest albums of all time. This dynamic punk band was inducted into the Rock and Roll Hall of Fame in 2003. The Clash influenced teens with their music, intense stage performances and social conscience, but many parents disliked their attitude. Besides the piano, what other musical instrument did Beethoven play? 2 Why is Céline Dion considered to be one of the top female vocalists? 3 Which musical styles influenced The Clash? 1

TASK 3

Musical Biographies

Vocabulary Toolbox deaf: unable to hear Felix awards: honour given to Quebec artists for their accomplishments

inducted: included masterpieces: works of art patrons: supporters ska: Jamaican dance music

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Generalize 5. Write a short biography of your favourite artist. Include the following information. The model text below will help you. Strategy Toolbox, below

a) b) c) d) e) f)

name date of birth or lifespan nationality accomplishments influence reasons why you like this artist

6. If possible, use a computer to write the biography.

Strategy Toolbox Scan • Look for the information

Name: Elvis Aaron Presley that you need to write Lifespan: January 8, 1935 the biography. to August 16, 1977 Nationality: American (born in Mississippi) Accomplishments: People remember Elvis as the King of Rock and Roll because he made this music popular on an international level. His remarkable voice had a unique sound. His voice suited many styles of music including blues, country and gospel. This is very difficult for most singers to do and he did it all very well. Elvis loved black culture and broke down racial barriers by being the first white artist to perform black music. During his career he gave sold-out concerts, performed many hit songs, starred in several Hollywood movies and became one of the best-selling artists of all time. Some of his greatest hits include “Hound Dog” and “Don’t Be Cruel.” Influence: He influenced many young teens with his songs, wild dance moves, cool attitude and clothing. Teens bought record players just to play his records. Boys cut and greased their hair and wore black pants and loose open-necked shirts just like him. In general, parents disliked him because they thought that he was too much of a rebel.

Challenge Reminder Keep your handout and the biography that you wrote. They will help you in the final task.

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4. You Can Quote Me! Find out how music influences teenagers just like you. Explore 1. Listen to some teenagers talk about how music influences their lives. Strategy Toolbox, below

2. As you listen to each teen, write down the following information. The model answers below will help you. a) age b) musical style c) source of music (instrument or technology) d) two examples of how music influences the teen

Strategy Toolbox Take Notes • Write down important information. • Use point form.

Name

Age

1. Kelly

14

Music and Me Musical Style(s) Source Classical.

– Violin. – Piano. – Computer.

Influence – Helps her socialize and make new friends. – Wants to study music at university and become a professional violinist.

Challenge Reminder Which teenager do you agree with the most? Keep your handout. This information will help you in the final task.

TAS K 4

You Can Quote Me!

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Integrate

Face the Challenge! How do music and musicians influence teens? Option 1 1. Create a personal musical timeline to illustrate the influence of music in your life. • Decide which types of music have influenced you. • Draw a timeline that illustrates the impact of music on your life. 2. Write your musical biography to show the influence of music on your life. • Use the checklist to help you write your text. • In your biography, do the following: – Describe the musical styles that you listen to. – Compare the different songs, styles, artists or fashion that have influenced you over the years. – Give examples of artists who influenced you and how they did it. – Explain how music has influenced your life. – Refer to your tracking sheet for other information to include. Strategy Toolbox, below

3. Edit your text. • Use the editing tools on page 262 to help you revise your text. • If possible, use a computer to write the final text. 4. Post your text in the classroom. • Read your classmates’ biographies.

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Option 2 1. Design a class survey to find out about the influence of music on your classmates. • In teams, write at least ten questions on music and its influence. • Refer to your tracking sheet for other information to include. • Verify your questions with your team mates or your teacher. Strategy Toolbox, below

2. Survey your classmates. • Divide the questions among your team mates. • Circulate around the classroom and interview your classmates. • Write down your classmates’ responses. 3. Compile the survey results. • Go back to your team. • Share the information and compile the results. 4. Present your results to the class. • Tell the class what you discovered. • Discuss your conclusions.

Strategy Toolbox Self-Monitor • Try to correct your errors as you work.

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The Power of Music

Did You Meet the Challenge? 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I participated in the discussions. b) I spoke English. c) I used resources (classmates, teacher, dictionary, the Internet) and strategies when necessary. 2. Think about what you learned in this chapter. Answer yes or no. a) I understand the role of music in history. b) I discovered some new information about music. c) I discovered how music and musicians influence teens. 3. Which strategy or strategies did you use the most in this chapter? 4. What do you need to work on in the future?

You have learned about different kinds of music through the centuries. Today, different places still have different kinds of music. Find out more. • Throat singing is a tradition practised by Inuit women. It resembles a contest between two singers where one singer starts a song with one rhythm and the other fills in the pauses with another rhythm. The competition ends when one person laughs or runs out of breath. • During the summer in Montréal, historic MontRoyal welcomes everyone for a very popular and spontaneous outdoor musical performance: the Sunday Tam-Tams. Percussionists get together on the east side of the mountain to play hand drums for both locals and tourists. • Karaoke is Japanese for “empty orchestra.” This phenomenon originated in Japan and became popular all around the world. • Celtic music originated in the folk traditions of Ireland, Scotland and Wales. In Canada, this style of music is played in the Maritimes as well as in Newfoundland and Cape Breton Island. Fiddles and accordions are the instruments most often heard in Celtic music.

Face the Challenge!

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CHAPTER

6

Unusual Jobs What do an ice resurfacer, a video-game tester and a beekeeper have in common? They all do unusual jobs for a living. These jobs may not be for everyone but they show that, in today’s world, the possibilities are endless. Who knows? One day you may have a job that makes people ask “You do what?”

Which unusual job would you choose?

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Chapter Overview 1.

What Makes a Job Unusual? . . . . . . . . . . . . . . 78 Look at the characteristics of uncommon jobs.

2.

Believe It or Not! . . . . . . . . . . . . . . . . . . . . . . . . 82 Discover the advantages and disadvantages of some unusual jobs.

3.

The Inside Scoop . . . . . . . . . . . . . . . . . . . . . . . . 86 Listen to two professionals talk about their unique careers.

4.

Keep On Chewing . . . . . . . . . . . . . . . . . . . . . . . 87 Create an advertisement for a unique job.

Face the Challenge! . . . . . . . . . . . . . . . . . . . . . . . . . 88 Apply for an unusual job.

Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Your Challenge! In this chapter, you will find out about some bizarre jobs. You will discuss their advantages and disadvantages, what makes them unusual and what qualities you need to do them. Your challenge will be to apply for an unusual job.

Reading Folio

“Choose a job that you love and you will never have to work a day in your life.” Confucius

If you would like to find out about some more unusual jobs, read these extra texts in the Reading Folio. G

“The I Wanna Drive a Zamboni Song” . . . . . . . . . . . 176

I

“Audience Member Profile” . . . . . . . . . . . . . . . . . . . . 176

N

“Dream Job: Hollywood Wardrobe Stylist” . . . . . . . . 177

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P re p a re

1. What Makes a Job Unusual? Unusual jobs share some characteristics. Find out what they are. Explore 1. Think about unusual occupations that you have heard of. 2. Look at the photos and job titles on pages 78–79. 3. Discuss the following questions with your classmates: a) What do you notice about these jobs? b) What surprises you about them? c) Which picture attracted you the most? Why? Functional Language Toolbox, below

1. Dog-Breath Sniffers Dog-breath sniffers work for pet-food producers. They rate the smell of a dog’s breath on a scale from zero to ten. They describe the breath as sweaty, salty or decaying. The odour indicates the general quality of the dog food and how it affects the dog’s health. These people have an excellent sense of smell.

2. Citrus-Fruit Colourers These people use steam and chemicals to make fruit like oranges and lemons look more natural. This may sound strange but the fruit is picked before it is ready and it is still slightly green. Think about this the next time that you have grapefruit for breakfast. You will probably never look at a citrus fruit in the same way again.

3. Racetrack Buglers Every day musicians blow a bugle before thousands of spectators at a racetrack. Rain or shine, they play the same song nine to twelve times a day. Why do they do this? They are signalling the start of a new horse race. These people must like music (and horses)!

Functional Language Toolbox Giving an Opinion • I think that this job is surprising because . . . • The photo that attracted me most was . . . because . . .

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4. Stanley Cup Keepers Yes, there are three people who are paid to take care of the Stanley Cup. The Cup goes to the hometown of everyone on the winning team for at least a day. This means that the Cup keeper takes it to towns in Canada and the U.S.A. as well as to countries further away, like Russia, Finland and the Czech Republic. Why do the guardians of the Stanley Cup love the job so much? Probably because they personally deliver the Cup and experience the joy it brings to the winning players and their fans.

5. Animal Psychologists These animal doctors work with animals that have behaviour problems. They often treat aggressive dogs but some work with birds, horses and even bears and elephants. This job requires compassion, lots of energy, a logical mind and, of course, a love of animals.

6. Page Turners Believe it or not, this is a real job! At classical concerts, page turners help musicians by turning the pages of music. This way, no musical note is forgotten. What does it take to do this odd job well? You need concentration, precision and the ability to read sheet music expertly.

7. Human Cannonballs These circus performers are projected from a four-metre gun and fly through the air in a curve to land in a safety net. In this job, precision is very important. Three things affect where the safety net is placed: the weight of the human cannonball, the position and angle of the cannon and the speed of the launch. It’s like dunking a basketball!

TAS K 1

What Makes a Job Unusual?

8. Pyrotechnicians Pyrotechnicians plan and design special effects with fire and smoke for celebrations, sports events, concerts and movies. For this job, it is important to be creative, enthusiastic, patient and determined.

9. Ocularists Ocularists make artificial eyes for people who have lost an eye because of sickness or an accident. Why do they do this job? They want to help people feel better about themselves. The fake eyes do not restore vision but they do improve the way people look.

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Explore 4. Read the job descriptions on pages 78–79. Strategy Toolbox, below

Characteristics of an Unusual Job

5. Decide which of the characteristics indicated on the left apply to each job. Justify your answers. 6. Write down your answers. The model below will help you. Grammar Toolbox, page 81

A Element of risk B Strange or C D E F

surprising Bizarre location Horrible or disgusting Exciting Unique or rare work

Strategy Toolbox Skim • Read each description quickly to get a general idea of the job.

Job

Characteristics

1. Dogbreath sniffer.

B. Surprising. D. Disgusting. F. Rare.

Reason A person smells dogs’ breath all day. Dogs’ breath often stinks. There are not many jobs like this.

Connect 7. From the jobs that you have read about, choose five that you think are the most interesting. Justify your answers. 8. Share your choices with a classmate. The model dialogue below will help you.

Wow! I’ve never heard of some of these jobs. They’re amazing. But some are really disgusting. Which ones do you think are the most interesting? I think that the Stanley Cup keepers have the most interesting job. They get to meet all the NHL players and travel around the world.

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Grammar Toolbox The Simple Present Tense Here are some uses of the simple present tense. We use it to express: • a permanent fact (Most human cannonballs are young.) • a present state (I want to be an acrobat.) • a repeated action (Page turners practise every day.) We use the following time expressions with the simple present tense. • Always, usually, often, sometimes, rarely, never • At the beginning or end of the sentence: every morning, on Fridays, at 10 o’clock, etc. Forming sentences in the simple present tense Sentence

Rule

Example

Affirmative sentences

Use the base form of the verb. To form the third person singular, add s.

I work every day. She works every day.

Negative sentences

Add do not / don’t or does not / doesn’t after the subject.

I don’t agree. Luc doesn’t agree.

To find out more about the simple present tense, see pages 214–215 in the Reference Section.

Your Turn! Write the following sentences in the simple present. A page turner helps musicians. In general, an ocularist earn about $50 an hour. A pyrotechnician’s job be exciting. An odour judge verify if products smell good or bad. A dog-breath sniffer describe dogs’ breath. A bugler play in front of thousands of people. An animal psychologist study for many years.

DiD YoU Know? • When the Stanley Cup travels, it sometimes gets its own airplane seat.

• Human cannonballs can fly at speeds of up to ninety-six kilometres an hour.

You will find more practice exercises on the handout.

Challenge Reminder Keep your handout. On your tracking sheet, write down the five jobs that you find the most interesting. This information will help you in the final task.

TASK 1

What Makes a Job Unusual?

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Carry Out

2. Believe It or Not! Find out about some more unusual jobs. Explore 1. Read the model text and answers below. 2. Read the two job descriptions on pages 83–84. Answer the questions under each text to help you understand it. 3. Describe each job in one sentence. 4. Answer the following questions about each job. a) What are two qualities a person needs to do this job well? b) What are two disadvantages of this job? c) What are two advantages of this job? Strategy Toolbox, page 83

5. Write down your answers.

Rodeo Clown

s ready to attack. Rodeo clown Being a rodeo clown is hard uip eq do not wear any special work. These performers risk ment or protection, so broken ys their lives to protect cowbo bones, cuts and bruises are from enraged bulls. If a cow part of a day’s work. Some boy falls off a bull, a rodeo n eve are times rodeo clowns clown quickly distracts the killed. bull so that it does not attack Why does anyone want the cowboy. es such a dangerous job? Besid A fun part of the job is to m h the salary, which can go fro entertain the audience wit utho ety nin to forty thousand jokes and sketches. Besides ite exc the sand dollars a year, being athletic and brave, ve ment of performing, the rodeo clowns must be creati opportunity to travel and and have excellent comic t working with animals attrac timing. eo rod e com be many people to Naturally, the job is very ays clowns. risky because the bull is alw

Job Summary 1 Rodeo Clown Job description: A rodeo clown is a performer who protects cowboys from enraged bulls. Qualities: 1. Must be athletic. 2. Must be brave. 3. 4.

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Disadvantages: 1. Injuries. 2. Death. 3. 4.

Advantages: 1. Salary. 2. Excitement. 3. 4.

Vocabulary Toolbox bruises: black and blue marks on the skin distracts: takes away a person’s attention entertain: amuse

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Unusual Jobs

Strategy Toolbox Te x t 1

Scan • Look for the specific information asked for.

Hi! I’m learning about unusual jobs. Please tell me about being a mystery shopper. What exactly does a mystery shopper do? How much do you earn? What qualities do you need? And, finally, do you like your job? Why? Thank you. Lucie Hello! Thank you for your email. I will try to answer all your questions about my job. You could say that I am a spy. I arrive at a business such as a store or restaurant and act like a regular customer. Is the service good? Is the waiter polite? Is the store clean? These are the questions I answer. After a visit, I complete a detailed report and send it to the company. The information helps improve products and services. Usually you start at minimum wage. Some people make ten to twenty-five dollars an hour. This includes shopping time, travel time, transportation and writing the report. It’s mostly part-time work, so you never know how much money you’ll make. To be a successful mystery shopper, you have to take good notes and be observant, organized and discreet. It is embarrassing if the staff discovers your identity. Then you cannot do your job properly. I enjoy my job because I help companies make positive changes. Of course, I love shopping and discovering cool new stuff! If you have a flexible schedule and lots of free time, this may be the job for you. Signed, Sherbrooke Mystery Shopper

How much do mystery shoppers earn? 2 Why does the mystery shopper enjoy the job? 1

TASK 2

Believe It or Not!

Vocabulary Toolbox discreet: not attract attention minimum wage: lowest rate of pay allowed by law properly: correctly

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Te x t 2 Dear Ms. Smith: Ever since I can remember, I have always loved cars. My dream job is to become an automobile test driver one day. What can you tell me about your job? Test Driver Wannabe Dear Test Driver Wannabe: As a professional test driver for the last ten years, I admit that I am very lucky. This is the ultimate dream job for me. I am paid to drive all kinds of cars: the newest models and the most luxurious. Every week, I examine a new car from bumper to bumper. Then I make my conclusions and send in my report to the manufacturer. It is an exciting job because I travel to exotic locations and meet many people from the car industry. Of course, the downside is that I do not get to keep any of the cars! There are no training courses for this career. However, a degree in mechanical engineering with a focus on automotive design and manufacturing can help you better understand how cars are made. Also, you must be very patient because it normally takes three to five years to get a job in this field. Finally, once you have all the knowledge and skills, you need to be determined, hard working, focused and courageous. (Sometimes you have to push the vehicle to the limit.) Does this sound like the job degree: certificate given by a for you? university Thank you for your question. Good luck! downside: negative aspect Best regards, exotic: out of the ordinary; glamorous

Vocabulary Toolbox

How long has Ms. Smith been a professional test driver? 2 Why must a test driver be courageous? 1

Connect 6. Discuss the following questions with your classmates. Justify your answers. a) Which job do you think is the more unusual? b) Which job do you prefer? Functional Language Toolbox, below

Functional Language Toolbox Giving an Opinion • I think that being a . . . is more unusual than being a . . . because . . . • I prefer the . . . job because I like to . . . Generalize 7. What other unusual jobs can you think of? 8. If possible, use the Internet to find out more about these new jobs.

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Grammar Toolbox Wh-Questions A wh-question begins with a question word. Here are the ways to ask wh-questions. Subject + verb + object Question: Who likes skydiving? Answer: Jane likes skydiving. Object + auxiliary + subject + verb Question: What does a mystery shopper earn? Answer: A mystery shopper earns about ten to twenty-five dollars an hour. To find out more about wh-questions, see pages 226–227 in the Reference Section.

Your Turn! Match each question with the correct answer.

11. 12. 13. 14. 15. 16. 17. 18. 19. 10.

Who works with dogs with behaviour problems? What do ocularists create? Where do most stuntpeople work? Why do people choose unusual jobs? How much can a top air-show pilot make for a weekend performance? How many people take care of the Stanley Cup? How many hours a day does a stuntperson work? What do dog-breath sniffers have? How often do racetrack buglers blow their bugles? Which circus performers are projected through the air?

a) Three b) Animal psychologists c) Because they’re more d) e) f) g) h) i) j)

interesting In Hollywood Artificial eyes Six thousand dollars Twelve hours Every day Human cannonballs An excellent sense of smell

You will find more practice exercises on the handout.

Challenge Reminder Keep your handout. The information about unusual jobs will help you in the final task.

TASK 2

Believe It or Not!

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3. The Inside Scoop Listen to a stuntperson and an air-show pilot describe their jobs. Explore James Bailey

1. Read the following questions: a) What training do you need for this job? b) Why does this person do the job? c) What are three essential qualities needed for the job? 2. Listen to James Bailey, a stuntperson, and Michèle Rousseau, an air-show pilot, talk about their unusual jobs.

Michèle

u Roussea

3. For each job, write down the answers to the questions that you have just read. The model below will help you. Strategy Toolbox, below

Job Summary 2 Stuntperson Training: Learned on the job. Reason for doing job: Qualities: Thrill of performing. 1. Risk taker.

Strategy Toolbox Pay Selective Attention • Focus on the information that answers the questions.

Connect 4. Think about the following questions. Justify your answers. a) Which job is more difficult? b) Which job is riskier? c) What surprised you about these two jobs? 5. Write down your answers. 6. Compare your answers with your classmates. Functional Language Toolbox, below

7. If possible, use the Internet to find out more about these jobs.

Functional Language Toolbox Agreeing and Disagreeing • I think the . . . job is more difficult/more risky because . . . • I agree/disagree because . . .

Challenge Reminder Keep your handout. It will help you when you choose your own unusual job in the final task.

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4. Keep On Chewing Discover how to create an advertisement for an unusual job. 1. Read the job advertisement below.

Gumologists Wanted

DiD YoU Know?

How would you like a career chewing gum?

• In the past, chewing-gum flavours lasted about twelve minutes. Today, companies want the flavour to last between twenty and thirty-five minutes.

CHEWGUM.INC. is looking for people to: • taste and evaluate new flavours • develop flavours that consumers will enjoy • improve the way that gum is made • develop ways to package new products

CHEWGUM.INC. employees enjoy a wide range of benefits. These include: If you . . . • local and international • want to contribute ideas to a dedicated career opportunities team • regular feedback on their • are dynamic, passionate and creative performance • are enthusiastic about making products • personal and professional that people will enjoy all around the training world What are you waiting for? • are determined and have the desire to Come join the succeed CHEWGUM.INC. team . . . fax us your resumé today today! at (111) 555-CHEW

• Ancient Mayans chewed chicle, the gum from a tree. It means “sticky stuff” in the Nahuatl language. Originally, all chewing gum contained chicle. Some gum still contains it.

2. Choose an unusual job from the chapter or invent your own. 3. Create an advertisement for the job. The model above will help you. 4. Include the following information: a) job title and description b) qualities needed to do the job well c) benefits

Strategy Toolbox

5. Post your job advertisement in class.

Direct Attention

6. Look at your classmates’ advertisements.

• Focus on your classmates’ advertisements. • Avoid distractions.

Strategy Toolbox, on the right

7. Take notes on the jobs that interest you the most.

Challenge Reminder Keep your notes on the jobs that interested you the most. This information will help you when you choose your own unusual job in the final task.

TASK 4

Keep On Chewing

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Integrate

Face the Challenge! Which unusual job would you choose? Option 1

Option 2

1. Choose your own unusual job. • Think about all the unusual jobs that you discovered in this chapter. Your tracking sheet will help you. • Choose the job that interests you the most.

1. Choose your own unusual job. • Think about all the unusual jobs that you discovered in this chapter. Your tracking sheet will help you. • Choose the job that interests you the most.

2. Apply for the job. • Convince a potential employer that you are the right person for the job. Provide the following information: – job title and description – reasons why this job interests you – why you think that you are qualified

2. Get ready for a job interview. • Write down the following information: – job title and description – reasons why this job interests you – why you think that you are qualified

Strategy Toolbox, below

• Use the checklist to help you write your text. 3. Edit your letter. • Use the editing tools on page 262 to help you revise your text. • If possible, use a computer to write the final text.

Strategy Toolbox

Strategy Toolbox, below

3. Get ready to interview a classmate. • Prepare five questions to ask a classmate about his or her choice. • Ask your teacher if your questions are appropriate and correct. • If possible, use a computer to write your questions. 4. Hold the job interviews. • Interview a classmate for the job that she or he chose. • Write down your classmate’s answers. • Now let your classmate interview you.

Transfer • Use the information that you learned in this chapter in a new context.

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Did You Meet the Challenge? 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I participated in the discussions. b) I spoke English. c) I used resources (classmates, teacher, dictionary, the Internet) and strategies when necessary. 2. Think about what you learned in this chapter. Answer yes or no. a) I discovered some new and unusual jobs in this chapter. b) I was able to explain which unusual job was for me. 3. Which strategy or strategies did you use most in this chapter? 4. What do you need to work on in the future?

You have learned about some unusual jobs. Find out some expressions related to work that are used in the English language. All in a day’s work: To do something that is a normal part of the routine or day All work and no play makes Jack a dull boy: You must work but you must also take time to have fun! Bread and butter: Salary, income Don’t give up your day job: A way of telling someone that she or he does a job badly Many hands make light work: The more people get involved in doing something, the faster the work gets done. Out of work: Unemployed; not employed To do the dirty work: To do an unpleasant or difficult task To get down to work: To start a task To have your work cut out for you: To have a difficult job ahead To work like a horse / dog / beaver: To work very hard, to work a lot To work your fingers to the bone: To work very hard

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Earth-Smart Eating Global warming, air pollution, endangered species, water contamination. We hear these words all the time. Governments are trying to control the effects of industry on the environment. But every individual is responsible for the earth’s well-being. Did you know that even the food that we eat can have a negative effect on the environment? What can you do to keep the earth healthy? One way is to think about the kind of food that you eat. That’s being earth-smart!

How can you eat differently to help save our planet?

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Chapter Overview 1.

Food for Thought . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Think about why you eat what you eat.

uction Beef prod r thirty es ove contribut s annually llar billion do economy. a’s to Canad

Nine pe the watercent of in Canad r used agricultua is for re.

2.

Chain Reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Discover how your food choices affect the earth.

3.

Earth-Smart Options . . . . . . . . . . . . . . . . . . . . . . . . 97 Discover two different ways to eat earth-smart.

4.

Reduce, Reuse, Recycle . . . . . . . . . . . . . . . . . . . . . 99 See the link between being environmentally responsible and making food choices.

Face the Challenge! . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Create a guide to earth-smart eating.

Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

dred Five hun re a chemicals ed us routinely onal nti in conve r Only fou farming. itted in are perm arming. organic f

Your Challenge! In this chapter, you will see the effects that your eating habits have on the environment. You will look at food choices, discover the consequences of making bad choices and explore solutions. Your challenge will be to promote earth-smart eating.

Reading Folio If you would like to find out more about earth-smart eating, read these extra texts in the Reading Folio. G

“The Green Inventor” . . . . . . . . . . . . . . . . . . . . . . . . . 178

I

“What’s Organic?” . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

N

“It’s Not Waste Until You Waste It” . . . . . . . . . . . . . . 179

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P re p a re

1. Food for Thought Look at your eating habits and find out how earth-smart they are. 1. Read the quiz “What’s Your Choice?” below. 2. Write down your answers. 3. Count the number of yes answers. 4. Read the corresponding profile to see how earth-smart your food choices are. 5. Discuss your answers with your classmates. Functional Language Toolbox, below

? e c i o h C r u o Y s ’ t a Wh following questions. Answer yes or no to the packaged snacks? Do you eat individually oked meals? Do you eat frozen pre-co rs? ve Do you throw away lefto ring the winter? du Do you eat tropical fruit ink cans in the garbage? Do you put your soft-dr ery store? Do you drive to the groc s in the garbage? xe bo Do you put the pizza t-food restaurants? Do you often eat at fas ly at the supermarket? Do you buy your fruit on table skins in the garbage? vege Do you throw fruit and

P ro f i l e 1

Wow!

only If you answered yes to , well one to three questions are of aw dy done! You are alrea oices ch the impact of your food u will on the environment. Yo on be a source of inspirati ss cla to the rest of the during this chapter.

grocery store: food store leftovers: food remaining from a meal packaged: wrapped

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Not Bad

four If you answered yes to on to six questions, you are art. -sm rth ea your way to being g rin du lot But you will learn a this chapter.

Vocabulary Toolbox

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P ro f i l e 3

P ro f i l e 2

Watch Out!

If you answered yes to , your more than six questions l of many food choices are typica aware ry ve t teens. You are no es oic of how your food ch is Th affect the environment. at chapter may change wh er. ev you eat for

Functional Language Toolbox Stalling for Time • Just wait a second. • Let me see. • I mean . . .

CHAPTER 7

Earth-Smart Eating

6. Discuss the following questions with a classmate. Justify your opinions. The model dialogue below will help you.

DiD YoU Know? • Fifty thousand cows

Strategy Toolbox, below

a) Is there a link between food choices and the environment? b) How important is each issue in the quiz? Rate each one very important, important or not important. c) What or who influences your food choices?

produce as much waste matter as a city of several million people.

• An aluminum can takes up to one hundred years to break down naturally.

I think that there is a link between our food choices and the environment. For example, if you throw food and wrappings That’s true. Also, when you take your car to a store or restaurant, away, they can cause pollution. it causes air pollution. You’re right. Let’s look at b. I put very important for question 4. What did you put?

I put not important. I love to eat fruit all year round.

Strategy Toolbox Lower Anxiety • Take it easy. • Think. Then speak.

Challenge Reminder Take note of your profile on your tracking sheet. It will give you ideas when you do the final task.

TASK 1

Food for Thought

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Strategy Toolbox Scan • Look for the specific information asked for.

Te x t 1

Ea rt h-Sm art F oo d C ho ic es

at cost? The fruit we eat in Canada. But at wh the all of r rte qua a up ke ma s Banana cut down to t many rainforests have been tha ans me s ana ban for and world dem amounts of pestitions. The plantations use large clear land for large banana planta for the workers and these chemicals are dangerous cides to reduce crop loss and planes, trucks and the bananas long distances in ing ort nsp Tra nt. me iron env the s animals’ natand global warming. It affect on luti pol air to s ute trib con trains also ural habitats, too. sell organic and fair-trade Many Canadian grocery stores now bananas are farmed without bananas. This means that the rkers are paid fair wages. pesticides or herbicides. The wo uce the air pollution caused Some Canadians try to help red more local foods, such as by transporting food by buying have to travel so far. These apples and pears, which don’t to the community. local foods grow on farms close

Why are rainforests cut down? 2 How are organic bananas grown? 1

Vocabulary Toolbox crop loss: plant destruction fair-trade: trade in which workers are paid equitably global warming: heating of the atmosphere herbicides: substances that destroy unwanted plants wages: salaries

TASK 2

Chain Reaction

DiD YoU Know? In Canada, there are four times as many farm animals as people. On a given day, there are approximately eight million turkeys, thirteen million pigs, ninety-six million chickens and thirty million people alive.

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Te x t 2

Think Before You Eat One day in the school cafeteria . . . Hey, Joey, you should think about what you eat!

Well, where do you think that spread comes from? Exactly. That’s my point.

I don’t know. Europe? The States? Why should I care? I don’t understand. What do you mean?

Huh? What? This is whole wheat bread and high-energy chocolate spread. What do you mean? Wow! I never knew all that. Global warming happens partly because Exactly! of how we eat? Something to think about, huh?

The chocolate to make that spread comes from cacao trees. Underpaid workers harvest the cacao beans and put them in boxes. These boxes travel thousands of kilometres by truck or plane to the factories where the beans are processed. Trucks and planes disturb animals’ natural habitats, burn a lot of fossil fuel and cause air pollution. The factories create more air pollution as they turn the cacao beans into chocolate spread.

That’s for sure!

What kind of tree does chocolate come from? 2 Where are cacao beans processed? 1

Vocabulary Toolbox disturb: affect negatively factories: buildings where things are manufactured fuel: gas underpaid: given too little money

Challenge Reminder On your tracking sheet, note down the chain of events from food choice to end result. You may need this information for the final task.

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3. Earth-Smart Options Here are some practical eating options that help the environment. Explore 1. Read “A Guide to Eating Local” below. 2. Notice two environmental problems caused by conventional eating habits. They are in orange. 3. Notice a solution to these problems. It is in green.

A Guide to Eating Local

In 2005, Alisa Smith and James MacKinnon ting of Vancouver, B.C., learned that transporuse beca is This nt. food hurts the environme truck and airplane fuel causes air pollution and highways disturb the ecosystem. So they decided to eat local. They ate only food’s how produced in their own community. That James the 160-kilometre diet began! Alisa and of have completed the diet, but thousandshave other people in Canada and the U.S.A. just started it. al People who eat only local foods have a speci name. They are called “locavores.” Alisa and James started an earth-smart movement. So how can you eat local? Here are some tips. • Buy fruit and vegetables from local farms. • Study the grocery store flyers to find food from your area. • Encourage your parents to buy food close to home. Not only will you be healthier, the planet will be, too! Earth-Smart Solutions Problems (Conventional Food Choices) Solutions School Rules 1. – Truck and airplane fuel causes – EatRule only food produced in the Situation School Consequence air pollution. community. Jonathan is wearing a T-shirt 1. – Highways disturb the ecosystem. with a violent image.

TASK 3

Earth-Smart Options

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4. Listen to the advice from Dietitian Dave. 5. Identify two more environmental problems that conventional eating habits cause. Strategy Toolbox, below

6. Identify a solution to these problems. 7. Write down your answers. The text and answers on page 97 will help you.

Strategy Toolbox Infer Dietitian Dave

• Identify what organic farmers do not use. • From this, deduce what conventional farmers do use. Connect 8. Discuss the following questions with your classmates. Justify your answers. Functional Language Toolbox, below

a) What do you think of all the earth-smart options? b) What surprised you? c) Does your family buy local food? d) If you ate only local food, what would you have to give up? 9. Use the Internet to find out more about the 160-kilometre diet.

Functional Language Toolbox Politely Interrupting • Sorry to jump in. • I’d just like to add that . . .

Challenge Reminder You’ve just seen examples of how eating earth-smart helps the earth. Keep your handout to refer to in the final task.

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Earth-Smart Eating

4. Reduce, Reuse, Recycle Reduce. Reuse. Recycle. Everyone has heard these words but how do they relate to food? Explore 1. Think about the following questions. a) How do you reduce, reuse and recycle at home and at school? b) Does any of this relate to food? 2. Read “Buy Food, Not Packaging!” below. 3. Answer the questions under the text to help you understand it. 4. Identify five ways that you can help the planet. 5. Write down your answers. The model answer on the right will help you. Strategy Toolbox, below

Grammar Toolbox, page 101

Five Ways toet Help the Plan

void 1. We should a packaging.

Buy Food, Not Packaging!

2. 3. 4. 5.

Did you know that food produces garbage? When you go to a snack machine, what do you see? Yummy snacks, yes, but cardboard, cellophane and plastic as well. A prepared sandwich is sold in a plastic container and plastic wrap. Soft drinks are sold in aluminum cans. All of that cardboard, plastic and metal goes in the garbage when you finish eating. You can be earth-smart by avoiding packaging. To be more earth-smart, you should also think ahead. Plan your snacks and lunch. Put them in reusable containers instead of always using plastic bags. Ask your parents to shop at bulk-food stores and to reuse grocery bags. Think of using leftovers, too. Less waste means that we need less landfill space. This helps protect the ecosystem. It isn’t difficult. It just needs a little thought.

Strategy Toolbox Rephrase • Express the answers in your own words.

TASK 4

Reduce, Reuse, Recycle

Vocabulary Toolbox What are soft-drink cans made of? 2 What can you use instead of plastic bags? 1

bulk-food stores: stores that sell loose food landfill space: garbage dump shop: buy

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Connect 6. Discuss this question with a classmate: What other ways are there for people to reduce, reuse and recycle? The model dialogue below will help you.

You should buy food that is not wrapped. That’s a good idea. I’ll remember that.

Yes, like apples. You could also bring your own sandwiches.

DiD YoU Know? • Canadians produce more than thirty-one million tonnes of garbage each year.

• Two-thirds of household waste can be composted.

• A plastic bag will take four hundred years to decompose.

Challenge Reminder You have just discovered more ways to be earth-smart. Keep your answers. This information will help you in the final task.

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Grammar Toolbox Imperatives and Modals We use imperatives and modals to make suggestions. A. Use the imperative or base form of the verb.

Verb + rest of sentence Example:

Eat five portions of fruit and vegetables every day.

B. Add can, could or should before the main verb. Examples: You could grow a tomato plant. You should buy fruit at a local orchard. For more information about imperatives and modals, see pages 224 and 228 in the Reference Section.

Your Turn! Suggest a solution to each of the problems below. Use one of the forms listed in the Grammar Toolbox.

1. The students use too much paper. We could write on both sides. 2. The garbage stinks.

3. There is a lot of spaghetti left over. 4. Your mom wants to make jam but she has no fruit.

5. The neighbour uses his car to go to the corner store a block away.

6. The school garbage can is full of cardboard and jars.

7. The community stream is polluted. 8. You have no juice boxes left. You will find more practice exercises on the handout.

TASK 4

Reduce, Reuse, Recycle

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Integrate

Face the Challenge! How can you eat differently to help save our planet? Option 1 1. Prepare an earth-smart eating guide for students. • Choose one of the text types that you have seen in your Student’s Book: for example, an article, a poster. Strategy Toolbox, below

2. Write the guide. • Your guide will have three parts. – Introduction: Explain how food choices affect the environment. – Development: List your top ten earth-smart eating suggestions. – Conclusion: Explain why earthsmart eating is a good idea. • Use the information on your tracking sheet. • Use the checklist and planning grid to help you write the guide. • If possible, use a computer to write your guide. 3. Edit your guide. • Write the final text. • Use the editing tools on page 262 to help you revise your guide.

Option 2 1. Prepare an advertisement for eating earth-smart food. • Choose one of the text types that you have seen in your Student’s Book: for example, an article, a poster. Strategy Toolbox, below

2. Design the advertisement. • Your advertisement will have three parts. – Introduction: Explain why it is important to eat earth-smart food. – Development: Suggest three ways to be earth-smart. – Conclusion: Emphasize the benefits of being earth-smart. • Use the information on your tracking sheet. • Use the checklist and planning grid to help you design the advertisement. • If possible, use a computer to create your advertisement. 3. Present your advertisement to the class. • Comment on your classmates’ advertisements.

Strategy Toolbox Compare • Look at different formats. • Decide which format best suits your text.

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Did You Meet the Challenge? 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I participated in the discussions. b) I spoke English. c) I used resources (classmates, teacher, dictionary, the Internet) and strategies when necessary. 2. Think about what you learned in this chapter. Answer yes or no. a) I formed my own opinion about earth-smart eating. b) I used the information that I learned when I wrote my final text. c) I understand the effects that my food choices have on the environment. d) This chapter has changed the way in which I will choose food in the future. 3. Which strategy or strategies did you use the most in this chapter? 4. What do you need to work on in the future?

In northern Canada, traditional foods are an essential part of the culture and well-being of the Inuit. They define themselves strongly through their interaction with the environment. Their culture is based on hunting and fishing. Seals and whales are part of their regular diet. Unfortunately, scientists have found toxic substances in the fishes and marine mammals eaten by the Inuit. The contaminants come mainly from industrial activities and agricultural practices outside the North. The presence of contaminants in traditional foods is threatening the Inuit way of life. If the people stop fishing, they will become less active and may develop illnesses. The Inuit also consider their traditional foods to have special properties. For example, they say that seal meat generates body warmth and strength in a way that no imported foods can. The Inuit face a dilemma. Should they continue to consume toxic food at the risk of hurting themselves and future generations or should they import food at the risk of losing part of their culture? There seems to be no ideal solution to this problem.

Face the Challenge!

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8

Scary Experiences What do an earthquake, a house fire, a holdup, a ghost sighting and a car accident have in common? They are all scary situations. No one likes them but scary things happen every day.

What scary story can you tell?

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Chapter Overview 1.

What Scares You? . . . . . . . . . . . . . . . . . . . . . . . . . 106 What exactly is scary?

2.

What Makes a Story? . . . . . . . . . . . . . . . . . . . . . . . 108 Discover the structure of a story.

3.

Who’s There? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Read a comic strip about a student’s scary experience.

4.

Just Imagine! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Use your imagination to write the ending to some stories.

Face the Challenge! . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Tell your scary story.

Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Your Challenge! In this chapter, you will read and hear about scary experiences. You’ll discover how to structure a story and how to tell your own. Your challenge will be to tell a scary story.

Reading Folio If you would like to find out about more scary experiences, read these extra texts in the Reading Folio. G

“Surfing Star Loses Left Arm to Shark” . . . . . . . . . . . 180

I

“Calvin and Hobbes” . . . . . . . . . . . . . . . . . . . . . . . . . 180

N

“Fear” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

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1. What Scares You? What may seem nothing to one person can be very scary to another. What are you scared of? 1. Look at the photos and headlines on page 107. 2. Choose three situations that scare you. 3. Draw a word web for each of the three situations you chose: teen, alone

big, grey, scary

shark (what)

girl (who)

deep, calm, blue

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Strategy Toolbox, page 107

4. If possible, use a computer to draw your word web. 5. Tell a classmate why each situation scares you. Justify your answers. The model dialogue below will help you.

SCARY SITUATION shark attack

ocean (where)

a) Write the scary situation in the main bubble. b) Write the other words around it. The model word web shown on the left will help you.

summer, vacation (when)

afternoon

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Which situation do you find scary?

The shark attack.

Yeah, I’d never swim in the ocean. Sharks terrify me. Me too. I’ve seen many movies where people get eaten alive. So what scares you? The ghost child.

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Scary Experiences

Fall Scare for Teen Climber

Strategy Toolbox Infer • Look at the headlines and photos. • Think of words that relate to each situation.

Shark Attack!

2

1 3

en Ghost Child Se 4 Teen blam phone for es cell near-fatal accident

CyberViolence Spreads 6

5

Film criticized for

extreme violence

Vocabulary Toolbox fall: rapid descent spreads: increases

Challenge Reminder On your tracking sheet, write down any new vocabulary. These new words will help you when you tell your scary story in the final task.

TASK 1

What Scares You?

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107

2. What Makes a Story? Every story has the same structure. Explore 1. Look at the plot diagram below. 2. Note the five main parts of a story. 3. Read the story “Corner Store Holdup!” on page 109. Grammar Toolbox, page 110

4. Answer the questions under the story to help you understand it. 5. Complete the plot diagram with information from the story. Strategy Toolbox, page 109

CLIMAX The most exciting part of the story. CLIMAX (Event 5)

RISING ACTION One or more events that get the action going and build up to the climax.

INTRODUCTION The information at the beginning that sets up the story.

RISING ACTION (Events 2, 3, 4)

INTRODUCTION (Event 1)

FALLING ACTION (Event 6)

FALLING ACTION One or more events that follow the climax and lead to the end.

RESOLUTION (Event 7)

Last September, Serena went to the corner store to buy some gum.

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RESOLUTION The wrap-up or ending of the story. The ambulance took the cashier and Serena to the hospital.

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Strategy Toolbox Transfer • Find the main events in the story. • Add this information to your plot diagram.

Corner Store Holdup! by Daniel Robitaille

Something really scary happened to my sister once. Let me tell you about it. Last September, my sister Serena went to the corner store to buy some gum. Suddenly, a suspicious-looking man came in. Out of the blue, he pointed a gun at the cashier and demanded all the cash from the register. The cashier was terrified. So was Serena. She froze. She just couldn’t move. Nobody knew at the time that it was a fake gun. The cashier gave the man the money. He immediately ran out of the store. The cashier was still too frightened to move. Then Serena remembered that she had her cell phone. She called 911. A few minutes later, the police arrived at the store. They caught the thief a block away. They took him to the police station and charged him. Finally, an ambulance came to take the cashier and my sister to the hospital. They were both really shaken up. You know, my sister is still nervous when she goes to that corner store.

Why did Serena go to the corner store? 2 How did Serena get help for herself and the cashier? 1

TASK 2

What Makes a Story?

Vocabulary Toolbox out of the blue: without warning shaken up: in shock suspicious: something not right thief: person who took the money

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Grammar Toolbox The Simple Past Tense We use the simple past tense for an action in the past. (I started high school two years ago.) We use time expressions like these with the simple past tense: yesterday, this morning, last year, in 1956, when I was young, two days ago. Forming sentences in the simple past tense Sentence

Rule

Affirmative statements

For the verb to be, use was In 1998, there was an ice (singular) or were (plural). storm in Quebec.

Negative statements

Example

Add ed to the base form of a regular verb.

Yesterday Scary Movie 6 opened.

For irregular verbs, see the list on page 239.

Two years ago, I fell off a horse and broke my leg.

For the verb to be, add not There was not / wasn’t or n’t after the verb. much snow last winter. There were not / weren’t many shark attacks last year. For other verbs, add did not or didn’t before the verb.

The news report was wrong: Luc did not / didn’t fall and break his leg.

To find out more about the simple past tense, see pages 218–219 in the Reference Section.

Your Turn! Write the following verbs in the simple past. The school bus suddenly stops at the light. The tree crashes to the ground. The ground trembles, making the house shake. The two friends scream when they see the giant spider by the hotel door. The Australian snowboard competitor loses control as he takes the jump. Jessie waits nervously to sing at the school show. You will find more practice exercises on the handout.

Challenge Reminder Keep your handout. The plot diagram will help you when you tell your story in the final task.

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Mystery at Riverside High It’s Monday morning at Riverside High. Hey, Wendy! Did you just get here? Did you see the gym doors open on their own?

Did I imagine it or did those doors open by themselves? Hey, I feel cold all of a sudden!

Yes, I did. That’s weird!

Wait for me, okay? I’m just going to wash my hands. Hey, how come it’s warm in here? I was cold in front of the gym.

Look, Look, Wendy! Wendy! The The doors doors opened again. opened again. I want to find out what that noise is.

Let’s go! Let’s go!

Yes. Yes. I’m I’m scared. scared. Come on, Lizabeth! Come on, Lizabeth!

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There’s There’s no no one one in in there. there. But But II heard heard basketballs. basketballs. Did Did you you hear hear them, them, too? too?

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Hey! Hey! The noise stopped! The noise stopped! What’s going on? on? What’s going

CHAPTER 8

Hi, Liz. Hey, Liz. Mr. Bates wants Mr. Bates wants tosee seeyou. you. to

Scary Experiences

At lunch that day. Sure, Jamal. Wendy, we’ll check this out later.

But there was no one there!

Okay. See you! A little later . . . What happened?

Suddenly I felt cold. Then someone pushed me. I felt cold, too.

In math class that afternoon, Lizabeth is distracted.

I think that the school is haunted. I’m so scared. What should I do?

In gym class the next day . . .

You can stay in here or go outside to practise.

I’m staying here. I want to investigate.

Vocabulary Toolbox check this out: investigate weird: bizarre

TASK 3

Who’s There?

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Hey, stop that!

One month later . . . Who pushed me? I feel cold again!

Hey, Wendy, have you noticed? Nothing strange has happened for a whole month.

What? No one came near you.

What opened on their own? 2 What noise did Lizabeth hear in the gym? 1

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Thank goodness!

Vocabulary Toolbox thank goodness: I’m so glad.

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Connect 7. Discuss the following questions with a classmate. Justify your answers. The model dialogue will help you. a) What do you think caused the scary events in the story? b) What advice would you give Lizabeth in this situation? c) What would you do in this situation?

What do you think caused the events? I think it was a ghost for sure. What do you think? Come on! I think that it was just the wind.

Generalize 8. Think about this question: How should the school deal with this type of situation?

Challenge Reminder Keep your handout. It will help you structure your story in the final task.

TASK 3

Who’s There?

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4. Just Imagine! Use your imagination to finish some scary stories. Explore 1. Listen to the beginnings of three different stories. 2. For each story, identify the setting, character(s) and situation. The model answer below will help you.

Setting Time 1. Summer day.

Elements of a Story Story 1 Character Place

At top of mountain Terry (teen boy). on bike race track.

Situation He hit a bump and went flying.

Connect 3. Think about this question: How did each story end?

4. In teams, discuss what happened next in each story. 5. Agree on one ending. The model discussion on page 117 will help you. Strategy Toolbox, page 117

6. Write your ending for each story. Functional Language Toolbox, below

Functional Language Toolbox Discourse Markers • One day . . . • But . . . • So . . .

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• Suddenly . . . • Finally . . . • Then . . . • In the end . . . • A few minutes later . . .

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I think that he hurt himself. What do you think happened?

I think that he crashed into something. I’m not sure. Perhaps he was okay. Perhaps he fell in a lake.

Can we all agree on something? Well, he does say that he went flying so I think you’re right. So we all think that he had an accident. Yes.

Strategy Toolbox Cooperate • Work together with your classmates. • Do your best to help one another.

Challenge Reminder Keep your handout to give you ideas for the ending of your own story.

TASK 4

Just Imagine!

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Integrate

Face the Challenge! What scary story can you tell?

Option 1 1. Choose your scary experience. • Think about a scary experience that you can describe. It can be something that happened to you or to a friend or relative. 2. Write about your scary experience. • Write the events on a plot diagram. • Tell your story in a comic strip. • Use the checklist and your tracking sheet to help you write your story. 3. Edit your story. • Write the final text. • Use the editing tools on page 262 to help you revise your story.

Option 2 1. Get ready to play the “What If?” game. • Get into a group. 2. Play the game. • Pick up a “What If?” story starter card. • Create an interesting scary story based on the situation on the card. • Use your tracking sheet for ideas. • Tell the story to your group. • Your classmates will do the following: – identify the scary situation – give advice to the person or people in this situation Strategy Toolbox, below

Strategy Toolbox, below

Strategy Toolbox Encourage Yourself and Others • Congratulate your classmate. • Say positive things like Wow! That’s good. Bravo!

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Did You Meet the Challenge? 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I used English. b) I used my creativity to create a story. c) I used the simple past tense to tell my story. d) I used what I learned to organize my story effectively. e) I used resources (classmates, teacher, dictionary, the Internet) and strategies when necessary. f) I gave advice, feedback and encouragement to the others on my team. 2. Think about what you learned in this chapter. Answer yes or no. a) I learned about the structure of a story. b) I learned about the components of a story (setting, characters and situation). 3. Which strategy or strategies did you use the most in this chapter? 4. What do you need to work on in the future?

Edgar Allan Poe (1809–1849) Edgar Allan Poe, sometimes called the father of the modern detective story, was born on January 19, 1809, in Boston, Massachusetts, U.S.A. He published his first book at the age of eighteen. Poe specialized in writing horror, crime and detective stories. His most famous works include the poem “The Raven” and the short stories “The Murders in the Rue Morgue” and “The Tell-Tale Heart.” Poe was one of the most talented American writers in history. His style influenced authors all around the world and his impact on the way scary stories are written is still felt to this day.

Face the Challenge!

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CHAPTER

9

Robots Present and Future Robots are everywhere. They are in our homes, in space and under the ocean. They clean floors, build cars and travel to Mars. What will they do next? Will they wash the dishes, deliver pizzas or think, walk and talk like humans?

How can a robot solve a problem in your world?

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Chapter Overview 1.

Robot Trivia Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Take a quiz to learn more about robots.

2.

What Exactly Is a Robot? . . . . . . . . . . . . . . . . . . . . 124 Identify the common features of robots.

—– — l –—— s av es

3.

Robot Invasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Find out what robots can and cannot do.

t Ro bo ro m g ir l f mi ng sw im po ol

4.

Robots Classified . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Discover different types of robots.

5.

Tech Radio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Listen to an interview with a robot specialist.

Face the Challenge! . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Design a robot that solves a problem.

World’s First Robot Brain Surgeon

Culture Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Your Challenge! In this chapter, you will learn about different kinds of robots and their place in our lives. You will explore the role of robots and look at how they can be used to solve everyday problems. Your challenge will be to design a robot that will solve a problem in your world.

Reading Folio

“ The truly great robots of the future will come not from great engineering or great programming, but from great imagination.”

If you would like to discover more about robots, read these extra texts in the Reading Folio. G

“Hundreds of Cows Line Up for Robot Milking” . . . . 182

I

“Robot Saves Girl’s Life” . . . . . . . . . . . . . . . . . . . . . . 182

N

“Robot Lends a Hand to Hamilton Surgeons” . . . . . 183

A. Evans

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1. Robot Trivia Quiz Did you know that the word robot comes from the Slavic word robota, meaning slave or labourer? Take a quiz to find out more. 1. Read the Robot Trivia Quiz on page 123. 2. Write down your answers. Strategy Toolbox, below

3. Compare your answers with a classmate. The model dialogue below will help you.

What did you put for Number 1?

I put d, Karl Capek, because I know that it wasn’t Armstrong or Bell.

I agree with you. I also think that d is the answer. I’m stuck on Number 2. Okay, let me see. I put c.

Strategy Toolbox Activate Prior Knowledge • Use what you already know about robots to answer the questions.

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1

2

3

4

Who introduced the world’s first robot in the theatre in 1920? a) Thomas Edison b) Alexander Graham Bell c) Neil Armstrong d) Karl Capek

5

Where are ninety percent of robots used? a) in hospitals b) in factories c) by the army d) in space exploration

6

Where do you think that robots will appear next? a) in your school b) in your home c) in your body d) all of the above

7

Where are most robots manufactured? a) in Canada b) in the U.S.A. c) in China d) in Japan

Which one of the following is a robot? a) a traffic light b) a microwave oven c) a bicycle d) a photocopier Which of the following can be considered both a robot and a non-robot? a) an alarm clock b) a VCR c) a microwave d) a motorcycle Why do companies use robots instead of humans? a) Robots are never sick. b) Robots do not take breaks. c) Robots do not need to be supervised. d) all of the above

8

9

10

What is the hardest thing for a robot to do? a) see b) talk c) walk d) all of the above What is the missing word? Robots can do work that is too for humans. a) expensive b) dangerous c) long d) all of the above

DiD YoU Know? • In the 1960s and 1970s there was a revolution in manufacturing robots to replace humans for many repetitive jobs such as those in assembly lines.

According to the laws of robotics, what is a robot permitted to do? a) go to the movies b) drive a car c) hurt a human d) have fun

• In 1959 the first industrial robot, named Unimate, was sold to a company that makes cars.

Vocabulary Toolbox expensive: high-priced

Challenge Reminder On your tracking sheet, write down the most interesting facts that you learned about robots. This information will help you when you design a robot in the final task.

TASK 1

Robot Trivia Quiz

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Carry Out

2. What Exactly Is a Robot? Machines must have certain features to be called robots. 1. List all the robots that you know from movies, television, etc. 2. Think about the features of robots. The questions below will help you. 3. Complete your word web with the features. Answer the questions by writing your answers in the appropriate boxes. The model web below will help you. Strategy Toolbox, below

Features of Robots

Strategy Toolbox Use Semantic Mapping

A M A. How does does How a robot move objects? Can it move different kinds of objects?

• Group your ideas to organize the information.

Some robots have arms and pincers like fingers. B. What does a robot look like? Is there a reason for it to look this way? F. How does a robot know what is in its environment? Can it figure out a new space?

C. How is a robot powered? Can it have more than one energy source?

E. How does a robot move? Could it move in a different space? D. How does a robot think? What does it mean when we say that a robot thinks?

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4. Think about the following questions. Justify your answers. Grammar Toolbox, page 126

Quest ions a) Must a robot have all six of the features? a) Must a robot have all six of the features? b) Which feature do you think the most important? b) Which feature do you think isisthe most important? How would you communicate with a robot? For example, would you use c)c) How would you communicate with a robot? For example, would you use speech , press a button typewords wordsorormake speech, press a button, ,type makegestur gestures? es? Doyou youthink d)d) Do thinkthat thatwe wecould couldbuild buildaarobot robotthat thatthinks thinkslike likeaahuman humanbeing? being? e)e) Why Whyare instead arerobots robotsused of used instead ofhuman humans? s?IsIsititbecau similar because sethey theyare are similartoto human t from human s? humanssorordifferen different from humans?

5. Write down your answers. 6. Discuss your answers with a classmate. The model dialogue below will help you.

I think that what a robot looks like is the most important feature. Robots are starting to look more I disagree. I think that the way that a robot moves is more and more like humans. important. It doesn’t matter what it looks like.

Challenge Reminder Keep your answers. The information about robots’ features will help you when you design a robot in the final task.

TASK 2

What Exactly Is a Robot?

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Grammar Toolbox Modal Verbs We use modal verbs with a main verb to express meanings such as ability, possibility, necessity, prediction, probability and obligation. a robot think? (ability) a robot have all six features? (necessity) the robot be able to move in an unfamiliar place? (prediction) Common Modal Verbs can

cannot / can’t

ability

could

could not / couldn’t

ability / possibility

may

may not

possibility

might

might not

possibility

must

must not / mustn’t

necessity / obligation

would

would not / wouldn’t

prediction

To find out more about modal verbs, see page 224 in the Reference Section.

Your Turn! Add the correct modal verb to each sentence.

11. If I had to choose, I would buy a robot that makes the bed. (prediction) 12. If you need to clean your house, a robot help you. (ability) 13. Robots do tasks that are too difficult or dangerous for 14. 15. 16. 17. 18. 19. 10.

humans. (ability) One day, robots be able to teach English. (possibility) Most robots be programmed by a human. (necessity) I ask for a pet robot for my birthday. (possibility) I finish building my robot. The deadline is tomorrow. (obligation) My alarm robot wake me up even if I were sound asleep. (prediction) I bring my robot to the laboratory for a tune-up if I have time. (possibility) Liam buy a pet robot. He doesn’t have enough money. (ability, neg.)

You will find more practice exercises on the handout.

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3. Robot Invasion Robots can do many things but there are still some things that they cannot do. 1. Read the list of actions below. 2. Decide which actions a robot can perform and which actions it cannot perform. Strategy Toolbox

3. Discuss your opinions with your classmates. Justify your answers. Functional Language Toolbox, below

Strategy Toolbox Take Risks • Take a chance. • Don’t be afraid to make mistakes.

Can a Robo t Perform T hese Action s? 1. Chew gum 2. Clean a ro om 3. Dance with a human 4. Deliver foo d to a home 5. Do a variety of tasks at the same time 6. Do your ho mework 7. Drive you to school 8. Fix a comp uter 9. Imitate faci al expressions 10. Learn a n ew language 11. Play a sp ort 12. Prepare an d serve meals 13. Replace a pet 14. See like a human 15. Speak 16. Take a do g for a walk 17. Take out the garbage 18. Think 19. Wake you up 20. Wash clo thes

Functional Language Toolbox Giving an Opinion • I think that a robot can . . . because . . . • A robot cannot . . . because . . .

Challenge Reminder On your tracking sheet, write down some actions that robots can and cannot do. This information will help you design a robot in the final task.

TASK 3

Robot Invasion

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4. Robots Classified There are different types of robots. Each type does different things. Explore 1. Read the descriptions of five different types of robots on pages 128–129. 2. Answer the questions under the text to help you understand it. 3. Write down the features of each type of robot and the tasks that it can perform. The model answers below will help you. Strategy Toolbox, below

4. If possible, use the Internet to find out more about different types of robots.

Type Industrial

Strategy Toolbox

Robots: Features and Tasks Feature Tasks – Single arm – High speed – Precision – Endurance

Take Notes

– Assembles products. – Handles dangerous materials. – Sprays finishes on cars and furniture.

T Y P E S

O F

• Write down important information. • Keep it simple. Use point form.

R O B O T S

INDUSTRIAL ROBOTS Industrial robots have a special attachment that looks like an arm. These robots are often used for their high speed, precision and endurance. They operate independently but they cannot make decisions. They can do only what humans program them to do. Over a million industrial robots work in factories. They assemble products, handle dangerous materials, spray finishes on cars and furniture, inspect parts, and cut and polish metal.

EXPLORER ROBOTS Explorer robots were developed by the National Aeronautics and Space Administration (NASA). These robots have sensors. Most of them are completely independent and can make decisions, but humans can control them through computer commands. Explorer robots can explore other planets. They can also explore live volcanoes. Explorer robots can investigate underground mines, defuse bombs and search the ocean floor for treasure.

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LABORATORY ROBOTS Laboratory robots are used in biology and chemistry laboratories. They have multi-jointed arms, sophisticated vision and different types of sensors. These robots are very precise. They are more accurate and much faster than humans. They can do things that humans cannot, such as measure a very small amount of a substance or sort hundreds of pills very quickly.

MEDICAL ROBOTS Medical robots are used in hospitals in operating rooms. They are extremely fast and reliable. This means that they reduce the time of operations and ensure a higher rate of success. Medical robots have several movable arms. These arms can record 3D images inside a patient’s body or perform operations through tiny incisions.

REAL-WORLD ROBOTS Real-world robots can interact with the outside world. They use robotic speech, robotic hand-eye coordination and robotic movement on wheels or legs. They have sensors that can recognize different voices, understand speech and feel objects. Their greatest advantage is that they can repeat tasks without getting tired. This means that they do not make mistakes and do not need breaks. Real-world robots include robots that can vacuum houses, deliver items, cut lawns or even patrol buildings at night to keep them safe from intruders. 1 2 3 4 5

TASK 4

How many industrial robots work in factories? What can explorer robots do? What kind of arms do laboratory robots have? Where do medical robots work? What is the greatest advantage of real-world robots?

Robots Classified

Vocabulary Toolbox defuse: make harmless lawns: short grass minute: very small multi-jointed: with many articulations

patrol: guard reliable: able to be trusted vacuum: clean

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Connect 5. Think about this question: Which type of robot do you think is the most useful in today’s world? Justify your answer. 6. Write down your answer. The model answer below will help you. 7. Compare your answer with your classmates. Functional Language Toolbox, below

T

Industrial Can do jobs that are dangerous for people.

Generalize 8. Think about the following questions. Justify your answers. a) What other problems can these robots help humans solve? b) What features would allow robots to solve these problems? c) In what jobs do you think that we will find these robots in the future? 9. Write down your answers.

DiD YoU Know? A robot-camera named Jason was involved in the discovery and exploration of the Titanic shipwreck in 1986.

Functional Language Toolbox Asking for Clarification

Clarifying

• I don’t understand. What do you mean? • Can you repeat that?

• I mean that . . . • Yes. I said that . . .

Challenge Reminder Remember that robots can help humans solve problems. Keep your answers. They will help you when you design a robot in the final task.

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5. Tech Radio Listen to an interview with Marc Johnson, a robot specialist. Explore 1. Look at the title of the task and the photo on the right. 2. Think about this question: What do you think will be discussed in the interview? 3. Read the questions below. 4. Listen to the interview. 5

Answer the questions. Strategy Toolbox, below

Strategy Toolbox Recombine • Use words and expressions from the interview when you answer the questions. Marc Johnson

Questions a) What are two features of Marc’s robot? b) How much time did it take Marc to make his robot? c) What are two things that the robot can do? d) What is the difference between the two models of Marc’s robot? e) Name one thing that the second model can do. f ) What is one action that this new robot cannot perform? g) According to Marc, which of the following statements is false? – Robots can think like humans. – Robots can perform human tasks. – Robots will wash people’s clothes in the future. – Robots will replace humans in the future.

TASK 5

Tech Radio

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Connect 6. Discuss the following questions with a classmate. Justify your answers. The model dialogue below will help you. a) What surprised you in this interview? b) Would you buy this robot? c) What problem could this robot solve in your life?

I was surprised to discover that robots can do so much.

I’m convinced that robots are part of our future. I disagree. You can’t replace humans with robots.

Generalize 7. Think about the following questions. Justify your answers. Functional Language Toolbox, below

Grammar Toolbox, page 133

a) How will robots be used in the future? b) What other problems will robots solve in the future? 8. Write down your answers.

Functional Language Toolbox Decision and Indecision • Robots will definitely . . . • I’m not sure that . . .

Challenge Reminder Keep the information from the interview. It will help you when you design a robot in the final task.

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Grammar Toolbox The Simple Future and Going To There are different ways to express future events. The following are the most common. A. Will + the base form of the verb Will is used to express predictions, decisions and offers. Examples I think that robots will replace teachers soon. (prediction) I will / I’ll buy a pet robot this afternoon. (decision) We will / We’ll help you program your robot next week. (offer) Form the negative by adding before the main verb Example Robots will not / won’t replace teachers. B. Be going to + the base form of the verb Be going to is used to express predictions based on the present, and intentions. Examples Many more people are going to buy robots in the future. (prediction) Marie is going to get a book about robots from the library. (intention) Form the negative by adding between the verb be and going: Example Marie is not / isn’t going to get a book about robots. For more information about expressing future events, see pages 222–223 in the Reference Section.

Your Turn! Write the verbs in one of the future forms described in the Grammar Toolbox. Decide whether to use the positive or the negative form.

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

Will you lend me your Star Wars DVD? More and more robots travel to space. The ballpoint robot sell for $950. Guy and Robbi see the new movie about robots taking over our world. I buy that robot because I think that it is too expensive. In the future we use robots to replace teachers when they are sick. Tomorrow morning you meet my new robot. I believe that they replace cashiers in stores. I think that we need a robot to babysit on Saturday night. This weekend Alexandre participate in the robot competition to demonstrate his new invention.

You will find more practice exercises on the handout.

TASK 5

Tech Radio

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Integrate

Face the Challenge! How can a robot solve a problem in your world? Option 1 1. Design a problem-solving robot. • Think about the following questions. Your tracking sheet will help you. a) What kinds of robots did you discover in this chapter? b) What problems did they help solve? c) What tasks did they perform? • Think about the following questions. a) If you could build any robot from your imagination, what would it look like? b) What problem would it solve? • Complete the robot planner. Strategy Toolbox, below

2. Write about your robot. • Choose one of the text types that you have seen in your Student’s Book. • Use the checklist and your robot planner to help you write your text. 3. Edit your text. • Use the editing tools on page 262 to help you revise your text. • If possible, use a computer to write the final text.

Strategy Toolbox

Option 2 1. Design a problem-solving robot. • Think about the following questions. Your tracking sheet will help you. a) What kinds of robots did you discover in this chapter? b) What problems did they help solve? c) What tasks did they perform? • Think about the following questions. a) If you could build any robot from your imagination, what would it look like? b) What problem would it solve? • Find a classmate who has chosen a similar problem. • Complete the robot planner with your classmate. Strategy Toolbox, below

2. Present your robot. • If possible, use a computer to create your text. • Describe your robot to your classmates. 3. Select the robot that will be built in the future. • Explain why your robot would help society. • As a class, vote for the most useful robot.

Plan • Think about the information that you need to design your robot.

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Did You Meet the Challenge? 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I participated in the discussions. b) I spoke English. c) I used resources (classmates, teacher, dictionary, the Internet) and strategies when necessary. 2. Think about what you learned in this chapter. Answer yes or no. a) I formed my own opinion about the use of robots. b) When I created a robot in the final task, I used the information that I learned. c) This chapter has changed the way that I view robots. 3. Which strategy or strategies did you use the most in this chapter? 4. What do you need to work on in the future?

Canadarm The Canadarm was designed and built in Canada. It is our contribution to the U.S. space shuttle program. This robotic arm has bones of graphite fibre, nerves of wire and motors for muscles. Instead of a hand, it has a muscle composed of three wires that can hold a satellite. The Canadarm helps astronauts perform many tasks. For example, it allows them to release or retrieve satellites in space. It also helps astronauts make repairs to satellites outside the cargo bay. The arm is operated by two hand controls on the flight deck. Video cameras at the “elbow” and “wrist” assist the operator in the task. Canada paid one hundred million dollars for the design and production of the first arm. Since then, NASA has bought three others, plus one to replace the arm on the Challenger space shuttle, which was lost in 1986.

Face the Challenge!

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School Morning Show It’s eight o’clock and the start of another day. As you enter the school, you ask yourself: • What’s happening at school today? • Did the soccer team win last night? • What’s the weather supposed to be like today? • When is the next school concert? Produce a morning news program. Keep your classmates informed about what’s going on at your school.

Report the news for your school.

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Chapter Overview 1.

What Makes a Morning News Show? . . . . . . . . . . 138 Discover the essential elements of a news program.

2.

Choosing a Story . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Find out what makes the news so that you can report it.

3.

Creating a Storyboard . . . . . . . . . . . . . . . . . . . . . . 143 Learn media techniques and plan your news program.

4.

Writing a Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Write effective news stories for your program.

Face the Challenge! . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Report the news for your school.

Your Challenge! In this chapter, you will discover how a morning news show is made. You will find out what it takes to prepare a radio or television program and how to gather the facts to write a good news story. You will learn how to create the storyboard for a program and how to write a script. Your challenge will be to report the news for your school.

Reading Folio If you would like to find out more about news broadcasting, read these extra texts in the Reading Folio. G

“Radio Timeline” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

I

“The War of the Worlds” . . . . . . . . . . . . . . . . . . . . . . 184

N

“Uzbek Teenagers Produce OneMinuteJr Videos” . . . 185

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Preproduction

1. What Makes a Morning News Show? Find out what you need to create a morning show. Explore 1. Look at the people and equipment in the illustration. 2. Decide which elements are needed for: a) a TV show b) a radio show

3. Listen to the Morning Bagel Show. 4. Write down the types of stories you hear. 5. Compare your answers with your classmates. Functional Language Toolbox, below

6. With your team, decide if you will produce a radio show or a TV show.

Functional Language Toolbox Suggesting • We could . . . • What about . . . • I think . . .

Challenge Reminder Keep your handout. On your tracking sheet, write down the type of show that you will produce.

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2. Choosing a Story Find out about news stories and how to write them.

To get all the facts, reporters like me use a set of questions that we call the five Ws: who, what, where, when and why.

DiD YoU Know? Reporters become famous and gain popularity by reporting in strange and often dangerous locations, from places ravaged by hurricanes to war zones.

Explore 1. Read one of the news reports on pages 140–141. 2. Find a classmate who read the same news report. 3. Discuss the report to find the answers to the five Ws. 4. Write down your answers.

TASK 2

Choosing a Story

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Te x t 1

News A New Ice Rink for the City i! This is Paul reporting live from outside city hall for the News Channel. Our national sport is getting even more popular and city hall has been forced to make an important decision. The city council has just voted unanimously in favour of building a new, fully equipped sports facility. The project includes the constructing of a hockey arena that will have six hundred more seats than the present one, as well as a gymnasium, a restaurant, a hockey shop and some office space. Our local hockey team will finally have room to accommodate the increasing number of spectators. The chosen site is situated in the south end of town. Construction is estimated to cost over five million dollars. The contract has been given to a local building company that will begin construction early this spring. The mayor wants the new ice rink to open for the next hockey season. The decision was met with great enthusiasm by all the city counsellors.

H

Vocabulary Toolbox council: committee increasing: growing ovation: enthusiastic response portrayal: interpretation

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Entertainment Thibeault Gives Dickens a New Twist This is Shelley reporting from the Grand Hall Theatre for C-O-O-L Radio. Just a few minutes ago, our high school theatre group completed their presentation of the Charles Dickens classic, Oliver Twist. Noah Thibeault was amazing in his portrayal of the young orphan. I’m here with him right now. “Noah, what do you think of your performance this evening?” “I’m very pleased. But I think that the entire cast performed exceptionally well. That made my job easy.” “Well, I think that we can judge from the standing ovation that you received at the end of the presentation that the audience agrees with you.” If any of you listeners out there missed tonight’s show, don’t worry. There will be an encore presentation tomorrow at eight o’clock. You’d better get here early because tickets go on sale at seven. Remember that all the money raised from the sale of tickets goes to the high school arts program.

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Te x t 3

Sports and Weather Canadiens Beat Maple Leafs Hello, sports fans! Ali Laflamme here for A.M. Sports News. Let’s start with the hockey scores. The Canadiens’ team captain scored the winning goal on a power play late in the third period to put them ahead of the Toronto Maple Leafs, 3 to 2. Montréal had to battle back from a two-goal deficit in the first period to pull off the win. Great goaltending for both teams kept the sold-out crowd on its feet last night at the Air Canada Centre in Toronto. This win puts Montréal only two points away from first place in the standings. The team hopes that this victory will change the momentum as they head towards the playoffs. Let’s not forget that this win breaks the Canadiens’ three-game losing streak on the road. Now, on to the weather: It will be sunny with a high of fifteen degrees Celsius today. The forecast is the same for the next two days, but get out your umbrellas. It looks like rain for this weekend.

Te x t 4

Strange News Stolen Library Book Causes Police Chase Twelve police cars and a helicopter chased a fleeing suspect in downtown Shawinigan yesterday. The chase started when a police officer heard an alarm from a building and saw Valerie Landry-Nadeau driving through a red light. About a dozen police cars got involved before officers finally abandoned the chase. The situation simply became too dangerous. It wasn’t until later that investigators realized that LandryNadeau had run out of a library after stealing a book. She set off the building’s alarm as she tried to escape. During the chase, the suspect tossed her backpack out of her car window. Officers expected to find illegal items in the bag but instead they found a book of English poetry.

TASK 2

Choosing a Story

Vocabulary Toolbox fleeing: running away forecast: prediction power play: one player advantage pull off: achieve tossed: threw

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Explore 5. Return to your team. 6. Share the information from the text that you read. Functional Language Toolbox, below

7. Write down the information that your team mates give you.

Functional Language Toolbox Requesting Clarification • What did you say? • What do you mean? • Can you repeat that, please? Connect 8. Brainstorm to find possible topics for each part of your program.

9. Determine the roles and responsibilities of each member of your team. Decide, for example: • who will report the news • who will cover sports • who will talk about the weather • who will cover entertainment

Challenge Reminder On your tracking sheet, make a list of possible topics to cover for each part of the program. Write down the roles and responsibilities of each member of your team.

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3. Creating a Storyboard Plan the storyboard for your morning show. 1. Read the list of different media techniques, below.

Media Techniques 1. Camera Tri cks s a) Camera shot

This shows the whole scene.

This shows less of the scene and the subject seems closer.

This shows even less of the scene but more details.

b) Camera movem ent

The film begins with a long or medium shot and moves in to a close-up. The film begins with a close-up and moves out to a medium or long shot. The camera moves slowly to one side or the other. s c) Transition

The screen is black at first and gradually comes into focus. The screen is in focus at first and gradually goes to black. The change between filming in one location and then, in the next frame, filming in another

2. Sound Tricks A sound made artificially to produce a realistic effect Background noise such as traffic or applause A short melody given to a radio or television program or an advertisement to make it memorable Melodies or songs that create a specific mood

TASK 3

Creating a Storyboard

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2. Read the first eight frames of the storyboard for the Morning Bagel Show. 3. Notice how the different media techniques are integrated into the storyboard. 4. Make a storyboard for your school morning show.

Storyboard – The

1. Introduction jingle and mus

ic: Ready, set, let’s go . It ’s the Morning Bagel Show!

3. Fade in

- Medium

camer shot : anc hor, Jacob, and co-aanc h or, Mandy - Both anchor s in studio sitting behind news desk: and Mandy on righJacob on left t - Morning Bage l background Show logo in 144

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Morning Bagel Sho

w

2. Flash each top story title

on black screen. - Include “flash” so each story title: und effect after Story 1: Students’ Lounge Makeo ver Story 2: Girls’ Bas ketball Story 3: Music to Ev eryone’s Ears

4. Fade out

- Flash on screen:

- Include “flash”

sound effect

CHAPTER 10

School Morning Show

Mandy

5. Fade in

a shot on both - Medium camerndy in studio Jacob and Ma for top story

-up on Ja 7. Pan left toucceloTysero ne to introd - Fade out

cob

6. Zorom“Dinid foYoruclKonosew-u?pFaofcts” fo

8. Cut to ourtdnoooisrse

- Outdoo scenery shot - Fade into wide e shot of Tyrone - Pan right to wid for weather

DiD YoU Know? Edwin Howard Armstrong, from New York City, invented FM radio in 1933.

Challenge Reminder Keep your storyboard. You will need it for your own show in the final task.

TASK 3

Creating a Storyboard

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4. Writing a Script Use the information from your storyboard to write your morning show script.

Explore 1. Read the opening script of the Morning Bagel Show on page 147. 2. Notice the important features indicated on the script. 3. Read the questions below. 4. Write down your answers.

Questions about the script 3. Who is the intended audience? 1. How is the information organized? a) the general public a) by using acts and scenes b) students dits b) by using camera angles and cre c) parents rted triangle c) by using a lead story and an inve the news stories? 4. What is the cultural reference in ipt? scr the of e pos 2. What is the pur a) teen culture s a) to express feelings and attitude b) adult culture b) to state and explain facts c) Quebec culture c) to persuade and influence

5. If possible, use a computer to write the script for your part of the show. 6. Use the checklist to help you write your script.

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Program title

Script Morning Bagel Show

Jingle: Ready, set, let’s go. It’s the Morning Bagel Show!

Musical introduction

Overview:

Overview of the top stories

• Our top news story: Students’ Lounge Makeover Something’s going on in the students’ lounge. • In sports news: Girls’ Basketball The girls’ team slam dunks the competition. • And in entertainment news: Music to Everyone’s Ears The school stage band is set to perform. Jacob: Good morning, everyone, and welcome to the Morning Bagel Show. I’m Jacob and this is Mandy. Here are the top stories for today. The principal is spending some money on students, the junior girls are the best basketball players in the province and the music department is preparing for their upcoming competition.

Headline for top story

Here’s the top news story: Students’ Lounge Makeover Mandy: I hear that the students’ lounge is finally going to get what everyone has been waiting for. Jacob: That’s right, Mandy. The students’ lounge is finally going to get a fresh coat of paint and some new furniture. The principal has agreed to put some of this year’s school budget toward remodelling the students’ lounge. Representatives from the school council say that the remodelling work will begin by the end of the week, either on Thursday or on Friday. Everything should be completed by the time that students arrive at school on Monday.

Facts to add interest and to complete the story

Introductions, welcome, date, recall the top stories

Complete story summarized in the first sentence Details follow in descending order of importance

Did You Know? Mandy: You know, Jacob, the last time that the students’ lounge was decorated was seven years ago. The furniture was donated by the Harper family, who moved to Switzerland. Jacob: Now let’s check the weather by going to Tyrone, who’s outdoors.

Transition to the next part of the program

Challenge Reminder On your tracking sheet, write down any important ideas that you want to include in your script.

TASK 4

Writing a Script

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Face the Challenge! Report the news for your school. P ro d u c t i o n Produce your school morning show. • Use the checklist to help you organize your ideas. Strategy Toolbox, page 149

• Use the information and ideas on your tracking sheet and handouts.

P o s t p ro d u c t i o n Present your morning show to the class. With your teacher, determine when your team will present your school news program.

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Rate yourself. 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I participated in the discussions. b) I spoke English. c) I cooperated with my team mates. d) I was able to make my part interesting and original. e) I used resources to find out more about my story. 2. Think about what you learned in this chapter. Answer yes or no. a) I discovered the important elements of a news program. b) I learned how to create a storyboard. c) I found out about different media techniques. 3. Which strategy or strategies did you use the most in this chapter? 4. What do you need to work on in the future?

Rate your team. 1. Rate the following statements always, sometimes or never. a) The audience responded as expected. b) The feedback from the audience was positive. c) The team cooperated well throughout the process. d) All the team members did their share of the work. e) The team was proud of the overall product. f) Everyone spoke English. 2. What would you do the same or differently if you worked together again?

DiD YoU Know? • Canadian TV news anchor Peter Jennings holds the record for the longest continuous period of news coverage. He reported live for twenty-five consecutive hours on December 31, 1999, the eve of the millennium. He also reported for over sixty hours during the week of the September 11, 2001 terrorist attacks in New York City.

Strategy Toolbox Encourage Yourself and Others • Share your ideas. • Compliment one another on your good work. • Point out things that need to be improved.

Face the Challenge!

• CNN was the first television station to introduce the concept of the 24-hour news channel in 1980.

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Makeovers and Transformations Have you ever dreamed of doing a makeover? Do you want to change a room, your locker or even a car? All it takes is a little imagination, creativity and elbow grease. Suddenly, everything becomes possible! It is fun to transform something plain into something spectacular. It is even better when the change creates something useful—for example, renovating a student café or saving an old car.

Present a makeover project.

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Chapter Overview 1.

Illustrating a Vision . . . . . . . . . . . . . . . . . . . . . . . . . 152 Find out how designers illustrate their makeover ideas.

2.

Planning a Makeover . . . . . . . . . . . . . . . . . . . . . . . 153 Get advice on creating a mood board.

3.

Makeovers: Before and After . . . . . . . . . . . . . . . . . 157 Describe your makeover plans.

4.

Planning the Layout . . . . . . . . . . . . . . . . . . . . . . . . 160 Get tips on the layout of your mood board.

Face the Challenge! . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Create a mood board and present your own makeover project.

Your Challenge! In this chapter, you will learn about the world of design. You will find out how designers communicate the impressions that they want to create in their makeover projects. You will use this information to plan your own makeover. Your challenge will be to create a mood board and present your makeover project.

Reading Folio If you would like to find out more about makeovers and transformations, read these extra texts in the Reading Folio. G

“Room with a Brain” . . . . . . . . . . . . . . . . . . . . . . . . . 186

I

“Set to Cruise” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

N

“Clutter Solutions” . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

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Preproduction

1. Illustrating a Vision Designers use mood boards to illustrate their vision of a makeover project. 1. Look at the mood board and read the definitions below. 2. Write down the following information: a) another word for mood board b) the elements on a mood board c) the reasons that designers create mood boards 3. Compare your answers with your classmates. 4. With your team, decide what you want to make over. Functional Language Toolbox, below

is like es, A ith imag w r e t s of a po samples s d n a t x e e t n r ls. Desig to ia r e t a m ds od boar use mo eir ideas and th develop n with eir visio share th designers on r the othe . m a their te

Functional Language Toolbox Suggesting

Designers use to give a general im their pro pression jec of and obje ts. They use ima ges cts that in spire and encourag e creativ it y and innovatio n.

• I want to . . . • Why don’t we . . .

Challenge Reminder On your tracking sheet, write down what your team makeover project will be. Keep your handout. The information about mood boards will be useful in the final task.

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2. Planning a Makeover Discover more about planning a makeover so that you can prepare your mood board. Explore 1. Read the letters to the Dream Interiors designers on pages 153–156. 2. Write down each writer’s problem and the suggested solutions. 3. Compare your answers with your team. Functional Language Toolbox, below

4. Add any new information that you learned from your team mates.

Te x t 1

Functional Language Toolbox Teamwork and Encouragement

Time for a Change

• Who will go first? • It’s your turn now. • Who’s next?

• Good job. • Let’s wrap up. • Great work, team!

FROM: Ann-Marie Kishander s magazine TO: Matthew Collins, Dream Interior SUBJECT: Makeover Madness Matthew, don’t know I want to change my bedroom but I me? where to start. Can you help Ann-Marie riors magazine FROM: Matthew Collins, Dream Inte TO: Ann-Marie Kishander SUBJECT: Re: Makeover Madness Dear Ann-Marie, Start by brainstorming! e to Your problem is a typical one:Wher you. help start? I hope that my advice will r Decide what you don’t like about you a in it e crib des personal space. Can you small, few words? For example, is it boring, to step first the babyish or chaotic? That’s room improvement. do Then ask yourself:What impression will This ple? peo give to I want this space k of determine the mood. You can also thin

to see, it this way:What do you want people hear, feel, smell and touch? sonFinally, ask: How can I express my per that cts obje er ality? Choose pictures and oth ose cho n The ? represent you. Are you athletic . team rts the colours of your favourite spo of tos pho t Are you musical? You may wan travelling? instruments on the wall. Do you like ntries. cou tic Then collect objects from exo a few A makeover success begins with just ng! ami good questions. Start dre Matthew

Vocabulary Toolbox chaotic: disorganized mood: atmosphere

TASK 2

Planning a Makeover

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Te x t 2

Footwork File FROM: Ryan Cunningham TO: Matthew Collins, Dream Interior s magazine SUBJECT: Makeover Chaos Matthew, Help! I have lots of makeover ideas but I don’t know how to get organized. Can you tell me an easy way to classify them? Ryan FROM: Matthew Collins, Dream Inte riors magazine TO: Ryan Cunningham SUBJECT: Re: Makeover Chaos Ryan, Boy, your question reminds me of mys elf before I started designing. Don’t worry, here’s what you can do: a) Study the space that you want to transform.Think of it in terms of size, space and purpose. b) Select the new theme and mood that you want for the space. If it’s a student lounge that is dark and disorganized, then your new theme may be Zen. c) Look at magazines for ideas. If you want to change a room, look at interior decorating magazin es. If it’s a car, then find car magazines. Cut out inspiring photos. d) Next, collect objects or picture s of objects that you really like: for example, stickers or a video-game case. e) Gather pieces of fabric that you like: for example, an old T-shirt or scarf. f) Get paint cards at a home renova tion store.You’ll need a general colour and one or two oth ers for contrast. Place these items in a file folder.You could call it a footwork file or an organizational file. These elem ents will help you create your mood board. Matthew

Vocabulary Toolbox fabric: material interior decorating: making a room beautiful Zen: relaxing, calm

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Te x t 3

Makeover on a Budget Dear Dream Interiors, Do you have any advice to help my basement makeover succeed? I have a tight budget and I want to respect the environment, but our family room really needs help. Samantha

Dear Samantha, The key is to be resourceful. ’t always have to buy Think: Recycle and reuse. You don und the house? Is there new things. What do you have aro to make cushions? Visit some fabric to cover the seats or rity store. You can find the local second-hand shop or cha treasures there. g that you can use that Next, think green. Is there anythin may be surprised. Even comes from the environment? You ke your makeover project flowers, if used creatively, can ma beautiful and very original. members, Finally, ask around. Maybe family s that they friends or acquaintances have item n make for you. would be happy to give you or eve t a fortune. Makeovers really don’t have to cos Good luck! Dream Interiors Design Team

Vocabulary Toolbox acquaintances: people that you know resourceful: using what you know and have

TASK 2

Planning a Makeover

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Vocabulary Toolbox

Te x t 4

Makeover Essentials Dear Dream Interiors, I’ve heard about a great way to plan my makeover project. I think it’s called a mood board. How do I set one up? Rica

curtains: material covering a window layout: way that elements are placed set one up: create one

Dear Rica Using a mood board is easier than you may think. Once you’ve decided which space you want to change, follow these easy steps: Gather your elements, such as pictures, texts, objects and fabric samples. Size each element so that it matches the importance that it will have in the new space. For example, curtains take up a lot of space in a room, so your fabric sample should also be fairly big. Smaller or less important elements, like a picture of your sound system, should take up less space. This will give you a good idea of how elements work together. Write short descriptions of the space before and after the makeover. Play around with the arrangement of the elements. Sketch your favourite layout so that you have a model to follow. Stick the pictures, fabric samples and texts on the board. You now have a visual representation of your ideas. Have fun! Dream Interiors Design Team

Connect 5. Discuss the following questions with your team. Justify your answers. a) Which problems might you face in your makeover project? b) Which solutions would be the most helpful? 6. Decide which elements you will include on your mood board.

Challenge Reminder Keep your handout. The information about problems and solutions will be useful when you plan your makeover. On your tracking sheet, write down the elements that you want to include on your mood board.

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3. Makeovers: Before and After Find out about some spaces before and after a makeover.

Explore 1. Read one of the texts on pages 158–159. 2. Read the questions below. 3. Write down your answers.

Ques Questions tions abou aboutt the the text text the text? 1. What is the general purpose of s a) to express feelings and attitude b) to state and explain facts c) to persuade and influence 2. Who is the intended audience? a) the general public b) students c) parents

TASK 3

Makeovers: Before and After

text? 3. What is the main intention of the makeover the a) to describe the space b the makeover b) to describe the space writer use? 4. What type of language does the a) technical b) complex c) descriptive

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Te x t

1

Wreck with a Future It is This car is a wreck! s ha thirty years old. It dirty no potential but it is so k at it one would even loo bent out e ar and hanging down. twice. The rims e muffler is broken Th t. fla e ar es tir d because of shape. The rear ar window is cracke re e Th . ed nt de dly ba is covered The front bumper is e car is dreadful. It th of dy bo e Th it. pes ck at Scratches and scra someone threw a ro t in several spots. in pa s ed ne it d an with dead bugs t. piece of abstract ar make it look like a ink and spotted with soft-dr is ic br fa at se e Th as bad. at lets you listen to The interior is just m, except a radio th ste sy d un so no is r!) is broken. food stains. There es, a cassette playe (y r ye pla e ett ss ca e ooth dark plastic. only two stations. Th ugly. It’s made of sm y all re is l ee wh g The steerin help! This car needs our

Te x t

2

Spacious and Spicy

We want to change my little sister’s room. Sungeeta had a car accident six months ago. Now she is in a wheelchair, so we really need to rearrange her room. Here is our makeover plan. The new room will have a lot of space and light. We plan to paint the walls a warm fuschia colour. We want to hang orange, gold and purple silk curtains at the window. We will push the bed against the wall to make more space for Sungeeta to move around. We hope to replace the large desk with a more streamlined work surface. We are going to install shelves under the work surface so that her books and supplies are easily accessible. Instead of adding doors to the shelves, we will hang a beaded curtain that hides the contents. We will add a remotecontrolled sound system on a shelf above the bed. We will throw some funky cushions on the bed to add an exotic touch. The final touch will be to add large plants. We really hope that she likes it.

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Vocabulary Toolbox rims: inside metal part of car wheels streamlined: smooth, sleek wheelchair: chair with wheels for people who can’t walk wreck: ruin

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Makeovers and Transformations

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3

Bermuda Triangle Locker Our friend, Simon, really needs a locker makeover. You should see it! To begin with, he can never find anything. On gym day, he wonders where his running shoes are. When he has to hand in his geography assignment, he has to go through the stack of books, papers and other garbage on the shelf. If he’s lucky, he finds what he’s looking for, but it’s usually in a terrible state. He really needs some advice on organizing his things.

The other thing is that he always has to borrow a pencil or some paper because his is buried under all the mess. At the beginning of each school year, his parents buy him everything on the list but once it enters the Bermuda Triangle Locker, it disappears forever. Also, his locker stinks. I’m sure that he leaves at least one lunch in it every month. His dirty gym socks are piling up, too.

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4

Planet-Friendly

Oasis

celift. dly in need of a fa ba is ge un lo t en Our stud d and outdated. It’s dirty, disorganize ace. The te a totally Zen sp Our plan is to crea calm blues will be covered in curtains and sofas g the bric store is donatin fa l ca lo A . ns ee gr des will and shions and lampsha cu e Th . us to l ia ent, mater spect the environm re to t an w e W o. match, to ls is low in e’ll use for the wal so the paint that w harmful gases. rative ts to bring in deco We’ve asked studen atch the se the ones that m oo ch ll e’ w d an s object student ge. A Secondary IV mood of the loun l rainforest. mural of a tropica offered to paint a gave it to aquarium and she an s ha t en ud st One the fish. have to do is add us for free! All we will give us e neighbourhood th in le op pe e m These So n’t want any more. do ey th at th ts an house pl d welcoming. e lounge warm an plants will make th and complete ove the air quality pr im so al ill w ey Th our Zen theme.

Finally, Simon’s locker has no personality. We all know that he is a sports fanatic. Wouldn’t some cool pictures of his favourite teams be a big improvement?

Vocabulary Toolbox

Explore 4. Return to your team. 5. Share the information about the text that you read. 6. Write down the information that your team mates give you. 7. If possible, use the Internet to find examples of projects before and after a makeover.

buried: covered donating: giving for free lampshade: covering for light bulbs stack: pile welcoming: inviting wonders: asks himself

Challenge Reminder On your tracking sheet, write down any new ideas for your theme, colours, accessories and materials.

TASK 3

Makeovers: Before and After

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4. Planning the Layout Get some layout ideas from two design professionals. Explore 1. Read the list of layout elements and techniques below. 2. Listen to two experts, Debbie and Vik, describe layouts. 3. Complete the two diagrams, using the layout elements and techniques that they describe. 4. Return to your team. 5. Compare the two layouts that the experts described.

Layout Elements and Techniques Elements Accessory: an object that represents the theme or that adds style to a project

Tone: the secondary colour, usually yellow, green or blue Sample: an example of decorative material, such as a piece of wallpaper or fabric

Image: a picture, an illustration or a photo 160

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u Techniq

Mood: the feeling expressed by the colours, photos and textures

Line of sight: the direction in which elements are placed so that the eye moves around the board, to and from the focal point

Focal point: where the viewer looks first—usually the most important item on the board

DiD YoU Know?

Connect 6. Decide which mood board layout is appropriate for your project. 7. Discuss which advice to remember when you design your mood board. Justify your answer. 8. Sketch the layout of your mood board.

Feng Shui is an ancient Chinese philosophy. It is also called the art of placement. It describes how the way that you arrange your personal space can bring joy, health and prosperity.

Challenge Reminder Keep the layout sketch of your team mood board for the final challenge.

TASK 4

Planning the Layout

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Face the Challenge! Present your makeover project.

P ro d u c t i o n Create your makeover mood board. • Use the production checklist to help you organize your ideas. • Use the writing checklists to help you write your before and after texts. Strategy Toolbox, page 163

P o s t p ro d u c t i o n Present your mood board to the class. With your teacher, determine when your team will present your mood board.

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Rate yourself. 1. Think about how you worked in this chapter. Rate the following statements always, sometimes or never. a) I participated in the discussions. b) I spoke English. c) I cooperated with my team mates. d) I used resources to find items for my mood board. 2. Think about what you learned in this chapter. Answer yes or no. a) I learned how to create a mood board. b) I discovered ways to make over a space. c) I found out about layout elements and techniques. 3. Which strategy or strategies did you use the most in this chapter? 4. What do you need to work on in the future?

Rate your team. 1. Rate the following statements always, sometimes or never. a) The audience responded as expected. b) The feedback from the audience was positive. c) The team worked well together throughout the process. d) All the team members did their share of the work. e) The team was proud of the overall product. f) Everyone spoke English. 2. What would you do the same or differently if you worked together again?

DiD YoU Know? Different colours affect people in different ways.

• An orange room makes you feel happy and alive. • A red room is welcoming and dynamic. • A green room helps you feel hopeful. • A blue room makes you feel calm and peaceful. • A purple room feeds the imagination because it is dramatic. • A yellow room helps you think clearly and feel optimistic.

Strategy Toolbox Reward Yourself • Think of the ways that you helped your team. • Congratulate yourself.

Face the Challenge!

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Reading Folio • This section includes interesting and varied texts that will help you improve your reading skills.

• There are three extra texts related to every chapter. • There are other texts that are about different topics that will surely interest you as well.

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Table of Contents Texts Related to the Chapters

1

Refresher 1. Polished to Perfection . . . . . . . . . . . 166 2. Juan Ponce de León . . . . . . . . . . . . 166 N 3. English is a Crazy Language! . . . . . 167

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Laws Rule! 4. Carefree vs. Curfew . . . . . . . . . . . . . 168 I 5. Making the Grade . . . . . . . . . . . . . . 168 N 6. Teen: Toughen Cell Phone/Driving Laws . . . . . . . . . . . . . . . . . . . . . . . .169 G

3

Great Canadian Adventures 7. Arctic Quest Team on Last Leg . . . . 170 8. Freeskiing . . . . . . . . . . . . . . . . . . . . 170 N 9. My Trip on the Rupert River . . . . . . . 171 G I

22. Surfing Star Loses Left Arm to Shark . . . . . . . . . . . . . . . . . . . . 180 I 23. Calvin and Hobbes . . . . . . . . . . . . 180 N 24. Fear . . . . . . . . . . . . . . . . . . . . . . . . 181 G

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Scary Experiences

9

Robots Present and Future 25. Hundreds of Cows Line Up for Robot Milking . . . . . . . . . . . . . . . . . . . . . . 182 I 26. Robot Saves Girl’s Life . . . . . . . . . 182 N 27. Robot Lends a Hand to Hamilton Surgeons . . . . . . . . . . . . . . . . . . . 183 G

10 School Morning Show

28. Radio Timeline . . . . . . . . . . . . . . . . 184 29. The War of the Worlds . . . . . . . . . 184 N 30. Uzbek Teenagers Produce OneMinuteJr Videos . . . . . . . . . . . 185 G I

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Generation M 10. Adolescents Handle Stress by Watching TV . . . . . . . . . . . . . . . . . 172 I 11. Teen Gamers Blast Cancer . . . . . . 172 N 12. Tuned Out . . . . . . . . . . . . . . . . . . . 173 G

11 Makeovers and Transformations

31. Room with a Brain . . . . . . . . . . . . 186 32. Set to Cruise . . . . . . . . . . . . . . . . . 186 N 33. Clutter Solutions . . . . . . . . . . . . . . 187 G I

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The Power of Music 13. Future Stars: The Rock Star . . . . . 174 14. What Will a Record Label Do for Your Band? . . . . . . . . . . . . . . . . . . 174 N 15. Euridyce and Orpheus . . . . . . . . . . 175 G I

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Unusual Jobs 16. The I Wanna Drive a Zamboni Song . . . . . . . . . . . . . . . . . . . . . . . 176 I 17. Audience Member Profile . . . . . . . 176 N 18. Dream Job: Hollywood Wardrobe Stylist . . . . . . . . . . . . . . . . . . . . . . 177 G

7

Texts of General Interest

Earth-Smart Eating 19. The Green Inventor . . . . . . . . . . . . 178 20. What’s Organic? . . . . . . . . . . . . . . 178 N 21. It’s Not Waste Until You Waste It . . 179 G I

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34. Charlie Brown . . . . . . . . . . . . . . . . 188 35. Love and the Cabbie . . . . . . . . . . . 188 36. The Secret Place . . . . . . . . . . . . . . 189 37. And My Heart Soars . . . . . . . . . . . 189 38. Châteauguay’s Kim St-Pierre . . . . . 190 39. The Christmas Gift . . . . . . . . . . . . 192 40. In Flanders Fields by John McCrae . . . . . . . . . . . . . . . . . . . . . 195 41. Are We Disconnected? . . . . . . . . . 196 42. Ten Resumé Tips . . . . . . . . . . . . . 197 43. Romeo and Juliet . . . . . . . . . . . . . 198 44. Celebrate the Holidays! . . . . . . . . . 202 45. Hair’s the Deal . . . . . . . . . . . . . . . . 204 46. People of the Third Planet . . . . . . . 206

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Texts Related to the Chapters Chapter 1

Your Quest

Polished to

Perfection PERSONALITY SHINES THROUGH SHOES, PRO SAYS Antonio Figueroa said that he can tell a lot about a person from the shoes he or she wears. He ought to know — he spends his whole day polishing shoes and boots.

Juan Ponce de León (1460–1521) Major Accomplishments This Spanish explorer founded the first European settlement in Puerto Rico. He was also the first European to set foot in Florida.

Early Life Juan Ponce de León was born into a noble family in Spain. As a boy he worked as a royal page. Later he served in the Spanish army. After sailing with Christopher Columbus to the New World in 1493, Ponce de León remained in Hispaniola (now the Dominican Republic and Haiti). As a reward for his service to Spain, he was named governor of Hispaniola.

In Search of the Fountain of Youth After founding and exploring Puerto Rico, Ponce de León heard that Bimini (an island in the Bahamas) was supposed to contain a “fountain of youth.” According to popular legend, anyone who drank from this fountain would never grow old. In March 1513, Ponce de León organized an expedition to search for these magical waters. What he discovered instead was a place that he called Florida because he saw so many colourful flowers (florida means flowery in Spanish) and because he arrived there during the Easter season (Pascua Florida). He claimed this land in the name of the King of Spain and eventually returned to Spain.

“Business executives give the biggest tips,” he said. “They wear nice dress shoes; they like to keep looking good. Older men like to take care of their shoes, but young people don’t seem to care and rarely come in for a shine. Ladies bring pumps, and some people bring sneakers and sandals for me to work on. “Some men who like to wear Western clothing come in with ostrich or alligator boots. I have clients who are soldiers and need their boots spitshined. I also get customers who wear shoes for diabetics,” he said. “You would be surprised at the way some people wear their shoes. For example, there is a man who has a bad odour, like someone who needs a bath badly, but his shoes are impeccable.” Source: Diana Washington Valdez, El Paso Times

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Last Voyage The King of Spain then asked Ponce de León to colonize Florida. So, in 1521, Ponce de León sailed there with two ships, two hundred men, horses and other domestic animals. They landed on the southwest coast of Florida but were soon attacked by the Native Americans living there. An arrow hit Ponce de León. He was taken to Cuba, where he died from his wounds in July of 1521. Sadly, he did not succeed in finding that legendary fountain of youth.

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English Is a

Craz y Language! English is the most widely spoken language in the history of our planet. It is used in some way by at least one out of every seven human beings around the globe. Half of the world’s books are written in English, and the majority of international telephone calls are made in English. Sixty percent of the world’s radio programs are beamed in English, and more than seventy percent of international mail is written and addressed in English. Eighty percent of all computer texts, including all websites, are stored in English. English has the largest vocabulary of all the world’s languages, perhaps as many as two million words. It has also generated one of the noblest bodies of literature in the history of the human race. Nonetheless, it is now time to face the fact that English is a crazy language—the most loopy of all tongues. • In what other language do people drive in a parkway and park in a driveway? • In what other language do people play at a recital and recite at a play? • Why does night fall but never break? Why does day break but never fall? • Why do we pack suits in a garment bag and garments in a suitcase?

• Why do we call paper “newsprint” when it contains no printing, but when we put print on it, we call it a “newspaper”? • Why are people who ride motorcycles called bikers and people who ride bikes called cyclists? • Why—in our crazy language—can your nose run and your feet smell? Language is like the air we breathe. It’s invisible, inescapable and indispensable. But when we take the time to explore the paradoxes of English, we find that: • • • • • • •

• • • •

Hot dogs can be cold. Darkrooms can be lit. Homework can be done in school. Nightmares can take place in broad daylight. Daydreaming can take place at night. Tomboys are girls. Hours—especially rush hours—often last longer than sixty minutes. Quicksand works very slowly. Boxing rings are square. Most telephones are dialed by being punched. Most bathrooms don’t have any baths in them.

Let’s face it. English is a really crazy language! Source: Adapted from Richard Lederer, Crazy English, Pocketbooks

Vocabulary Toolbox beamed: sent through the air darkrooms: rooms where camera film is developed into photos garments: articles of clothing loopy: strange; crazy ought to: should

READING FOLIO

parkway: a busy road with grass and trees on both sides pumps: elegant shoes punched: hit with your finger quicksand: very wet sand that engulfs heavy objects

reward: special compensation settlement: a new colony spit-shined: extremely shiny tips: money for good service

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Chapter 2

Laws Rule! oes your town have a teens? If so, you prob curfew for kids and who has been taken ho ably know someone after being out too late. me by police officers A curfew was put into fall. The curfew prohib place in Harlem, Georgia, last from being in public placeits people age 17 and under on weeknights and after s without an adult after 11 p.m. Officials say it keeps te midnight on weekend nights. adults safe from rowdy ens safe from criminals, and tions to the rule, such asteens. There are some excepteens going home from work. Many people like teen cu rfews. But others say th ey ’re un fa ir. La st su m m er , th e America n Civil Liberties Union (ACLU) pr ot es te d the teen curfew in Southbridge, Massachus et ts. AC LU representatives argued that the curfew wa sn ’t fair to teens. They pointed out that teens wh o br ok e laws should be arrested, and said that te en s be ha ving responsib shouldn’t be forced to go home at a certain time. ly What do you think? Are teen curfews a good id ea? Source: Scholastic Action

Making the Gradliteical power in Ontario. The

Students have po to giving the thumbs up is e er th t en m rn ve go provincial e proposed gh school students. Th hi by ed at cre lls at bi e thre s: improving recycling ue iss g bi e re th on laws focus cafeterias tritious food in school nu e or m ng vi ha s, ol rights scho education about their s le’ op pe g un yo g in and improv r impressed premier says he’s supe ’s rio ta On b. jo e th on . with the students’ bills lls get checked The next step? The bi by a committee. afted the bills The students who dr t their political also spoke out abou top marks. One guys off the experience, giving it to know that “regular ce ni s wa it id sa n very young perso found the experience rs he Ot e. nc re ffe di a etime. street” could make was the chance of a lif it id sa r he ot an d an Source: CBC eye opening,

Toronto, Ontario.

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READING FOLIO

ws a L g in iv r /D e n o h P ll e Teen: Toughen C o Bill Lawmakers to Intr Minnesota Future Driver Gets

It applies to use by drivers under 18. phones. hand-held and hands-free one use is St. Paul, Minn. “The reality is cell ph d,” said n’t get zar wo r rde Ha y nn Do P) becoming an increasing ha t on the (CBS/A st lea at cra mo for De Larson, the lea d his dri ve r’s licence Commity wants to use Transportation Policy Ho 20 months, but he alread y the as too much road tee. “Folks are doing far behind the change the rules of the multitasking when they are pertain to cell phone use. m MinneaHarder, a 14-year-old fro two state wheel.” crashes in A report on 2004 car al crashes polis, stood Monday withhis call for fat lawmakers who heeded bil l would Minnesota identified two ephone or tel a ing ult on s res wa eir ver Th dri action . where a ght talking ere injuries double fines for people cau ng another CB radio, 109 crashes wh perty was aki pro bre ere ile on cell phones wh occurred and 119 wh traffic law. damaged. rder said of the At the news conference, Haby a near Ka thy Swanson , dir ector ety, said ion Saf act he was spurred into Minnesota Office of Traffic on the low ven by his accident involving a car dri those figures are probably cell phones a by ted era op e on d an older sister end. She said people on e. I . ), ver ter dri sis g gabbin th (my have a slower reaction tim ond differr’s permit “While riding wiing ly me tre ex “I’ll be getting my learne d to be “Even a fraction of a sec have you saw people be roa d. People roa the on le sib next year and I’d like the on irresp ence in reaction time can change a es, on ph ll ce on d. be safer,” he sai would often travel a distance that can people ry.” saw sca I r, lly he rea th she said. be wi ing uld rid wo e it and “Whil near miss into a tragedy,” company, ble on the nsi spo irre e ly on me ph tre l ex cel g ing be A lea din t, Ne w be on cell Since 2004, Co nn ecticu sed laws which has supported hands-free phone road. People would oftenreally scary,” pas ve ha rk Jersey and New Yo in other states, has phones, and it would be from talking on requirement bills s pro posal, sai d s ver dri g itin hib pro d. thi ut he adde es. Th e Distr ict of co ncerns abo n Larso n Ha rder, Re pu blican Da d Senator ha nd -held phonfurther and passed a Michael McDermott, the company’s an of Bloomington, Minn., s purposely Columbia went g law that also covers regional director of state public policy. oli eap nn Mi fines goes of distracted drivin Scott Dibble McDermott said doubling se drivers ban on reading, writing and personal grooming. t ou allan g kin tho d see sai d avoide far. At most, he nal Co nAc co rding to the Na tio six states too uld be fined the same amount any dialing and driving. s, sho to ure t going ference of State Legislat “I just figured that’s no direction, other distracted driver would. a right d. sai r g rde have gone in the opposite happen,” Ha “Somebody who is makin sign may ure is passing laws prohibiting local governlat gis Le he “T le, bb p Di sto d a ng Adde cking down on behind- turn on red or blowi p.” tionally, and might not ready to take a full ste on . . ., there ments from craphone users. en int it ing do be the-wheel cell cell phone Larson said, “The radio’s our ls ba nn ing cell have nothing to do with in bil ing ta, urr eso occ nn s Mi ng In thi se are all the all drivers have been use,” he said. supposed to cars . . . and what we are eyes on the phone use byted in recent years. But Source: CBS News be doing is keeping our m the dis- soundly defeamakers outlawed phone last year, law road, and keeping away fro tractions.”

Vocabulary Toolbox all-out: complete arrested: taken by the police blowing: not respecting dialing: phoning drafted: wrote

READING FOLIO

fines: penalties impressed: happy prohibits: makes illegal spurred: encouraged thumbs up: approval

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Chapter 3

Great Canadian Adventures ARCTIC QUEST TEAM on Last Leg of 2,500 km Journey

our women travelling from Yellowknife to Churchill by dog team are on the trail again after F a pit stop in Rankin Inlet. The crew, four American women and twenty dogs, took eighty-one days to reach Rankin from the capital of the North West Territories as part of a fund-raiser for the Voyager Outward Bound School. The school, in Minnesota, U.S.A., takes students of all ages on outdoor adventures and expeditions. The goal is to teach outdoor skills, build their selfesteem and self-confidence. The Arctic Quest raises money for a scholarship fund that will allow children from low-income families to attend the school’s winter programs. Quest member Sarah LaKosky says the scholarship fund is geared towards children from schools in the United States, but she hopes the team has also been able to give back to the communities they’ve visited in the Arctic. “We all have a lot of people following us and caring for us and wanting to know everything about what we’ve been doing , . . .” she says. “One of the biggest surprises is just the connections that we’ve made with the people and with the land.” The team will stop to rest and restock their supplies in Arviat before starting out for the threeweek trip to Churchill. By the end of their trip the women will have travelled over 2,500 kilometres. Source: CBC

E E FR G N I I K S dangerous winter Freeskiing may be the most rked course, groomed sport around.There’s no ma oose their own route trails or time clock. Skiers ch natural terrain through the world’s toughest faces, trees and even including steep cliffs, rock avalanches. usually held in the Freeskiing competitions areay from the chairaw remote backcountry – far d the most dangerous kle tac lifts. Freeskiers have Alps, the Coast terrain of such places as the the Colorado Rockies. Mountains of Canada and ute or line they choose, Skiers are judged on the ro sive they are, how in their technique, how aggres id their run is. Skiers control they ski and how fluoosing a unique and will get more points for ch points if they get stuck difficult route but will lose nners pick up cash or fly out of control. The wi skiers compete is for prizes but the main reasonschallenge. the adrenalin rush and the od technical skiers, The top competitors are gountain terrain and mo have strong knowledge of sport for those people a ’t isn are very daring.This the ski lift. Skiers who get nervous getting onquickly if the route must be able to determine y. is safe or within their abilit sports to the Freeskiing takes adventure ing extremely be furthest extreme. Despite y many injuries or ver t no dangerous, there are skiers who are very deaths.That’s because onlyat they’re doing take experienced and know wh iing should only be part in competitions. Freesk the world who are tried by those few skiers in toughest terrain and able to compete against the s to offer. winter conditions nature ha

Source: Kidzworld

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My Trip on the R upert R iver Day 3 up the James Bay After a long drive re! The R upert lly he Highway, I am fina my eyes in all its re R iver stands befo am probably one I natural splendour! experience the to of the last people , before humans is R upert R iver as it r. change it foreve s just announced ha t en m rn ve go e Th wer ploit the natural po that it wishes to ex ing it and building rt ise of of this river by dive It ’s hard to believe s. replaced by the no hydroelectric dam pids, animals and birds will soon be ra that the sounds of ers and pounding metal. ing of oz to be. What a feel nt ea rock blasting, bulld m as w it ay ew ence I see everything th part of this experi As I look around, und of the thundering water fall is the so space! Waking to say to forget. m.” Some experts is ur that I hope never to ge va al “s adventure I’m on not just a privilege ’s of it pe nd ty fi e I , th ly ll al ca on People es. Pers stand is a sign of the tim nature before it vanishes. I can’t m is ur to e ag lv to sa that ss the beauty of otos and film, and ne ph it w of to ns ty to du ke a ta t ho w edge to but almos as pass me by! I pl is way, I can preser ve a portrait of st vi t ea gr e es th t l. Th to le I can in this journa d. record as much as s always been, before it is destroye d ha er between twenty an to r ve ri the R upert R iv is th of ining e flow tends to restrict th ney do wn the river, I can’t help imag in t en m rn ve go e Th the I jour hat it is today. As the river. What will forty percent of w the natural balance in and around is political decision affect th what will happen to , wildlife and landscape? How will the banks of this river? fish es along effects be on the ve made their hom ha ho w le I’m done op pe e the lives of th upert R iver. Once R e th g in er e the ng da nture: I want to se on is not only en But human invasi gin preparing my next salvage adve to be here, I must hurry too late… it ’s glaciers – before

Vocabulary Toolbox banks: sides daring: adventurous, brave geared towards: adapted for groomed trails: trails kept clear of snow

READING FOLIO

hydroelectric dams: barrages last leg: the final part pledge: promise salvage: rescue

scholarship: financial aid for students steep: at a very sharp angle tackled: confronted vistas: views

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Chapter 4

s s e r t S e l d n a H s t Adolescen ing Video Games

Generation M

r Play o s k o o B g in d a e R by Watching TV, g lives watching

akin out 39% of their w ab d en azines, sp s nt ce es Adol ing books or mag ad re , ic us m to ng television, listeni games. , or playing video et rn te In e th g in us adonse media use for te in is th of on ti func d 14 years To determine the nts between 10 an ce es ol ad 7 35 of p age. lescents, a grou out their media us ab ed w ie rv te in e old wer ood or to to change their m x, la re to ia ed ss. m Adolescents used able to handle stre so al e er w ey th , g so in young have a break. Doin different functions ll lfi fu to ed em se relaxDifferent media and computers for TV d re er ef pr ys h bo order to cope wit adolescents. While in ic us m to e or d m oks ation, girls listene girls used media simply for fun. Bo d an s, Co. USA rmation. stress. Both boys Health and Wellnes for gathering info ed us National Center for e al, er urn w Jo es ht sig in In az Source: and mag

non-profit group has created a video game aimed at helping teens and young adults with cancer better understand their disease and how to fight it. Anyone with cancer who wants the game – called Re-Mission – is able to get it for free. HopeLab, the non-profit group that developed the game, is giving it away. Nearly 3000 Canadians under the age of 30 are diagnosed every year with cancer. Yet many of them skip their cancer pills because the drugs can make them feel sick, cause hair to fall out or cause pimples.

Ty Murray, a 15-year-old from Calgary who has leukemia, was among four hundred young cancer patients who tested the game. Murray said his illness was discovered while he was on holiday. “We were just vacationing, and I had a swollen foot and they said I had cancer.” He said the game strengthened his ability to cope with the disease. “I feel better about the challenges that I’m facing.”

If drugs aren’t taken properly, it can potentially cause a relapse or hamper recovery, doctors say.

The game stars Roxxi, a microscopic robot that roams the body blasting cancer with her sidekick, a holographic computer called Smitty who has all the answers.

The video game is designed to educate the young patients about why it’s important to take the medications on time and other scientific information […].

It also tests a player’s understanding of the disease. In the trial, the teenagers who played Re-Mission tended to:

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• Take their medication more regularly. • Better understand why they needed to take the drugs. • Show more chemotherapy drugs in their bodies. Murray said he is now doing better. “I’m glad that I’m in remission ’cause I can go into a school where all my friends are,” he said.

READING FOLIO

Source: CBC

A

TEEN GAMERS BLAST CANCER

Tuned Out Kids can’t multitask six things at once. It just looks like it. Their genius is in blocking out five of the six! Like a lot of teens, Cynthia Attardo does her homework while text-messaging friends, chatting on her cell phone and listening to music on her digital audio player.

performed memory tasks. Middle-aged and elderly people had more trouble switching tasks than the younger participants.

Like most parents, her folks maintain that there’s no way she can accomplish all that at the same time.

But not all researchers buy these findings. “I can show you data that suggest that the old are just as good as the young at multitasking,” said David Meyer, 63, a cognitive scientist.

“They don’t think I’m capable of doing all these things at once, but I know I can,”said Attardo, 17, a firstyear commerce student at Dawson College.

Myer contended that the reason older people didn’t perform as well in the Rotman study could be a reflection of choice, not ability. “As we age, we become more cautious,“ he pointed out.

Most researchers side with her parents. Numerous studies show media multitasking—using different electronic media simultaneously—is much less efficient than doing one thing at a time.

“The reason multitasking is inefficient,“ Meyer said, ”is that you waste time every time you switch from one task to another.”

From the higher accident rate for drivers who use cell phones to lost productivity among distracted employees, there is ample proof that dividing our attention between tasks can be inefficient and even dangerous.

When you stop writing an email to answer a ringing phone, it takes a few seconds to refocus your attention on the call. Then, when you go back to the email, you have to get back your train of thought.

But a study by Toronto’s Rotman Research Institute suggests that young people are, in fact, better at multitasking than their middle-aged parents. In the Rotman study, 40 participants were divided into three age groups: 20 to 35, 40 to 60 and over 65. Researchers scanned their brain activity while they

Those lost seconds add up to a huge loss in productivity. Meyer’s research shows that it can take up to 400 percent as long to accomplish something when you’re multitasking. Source: Marian Scott, The Gazette (Montréal)

Vocabulary Toolbox ample: considerable buy: accept; agree with cognitive: related to mental perception, thought and memory

READING FOLIO

cope with: deal with findings: scientific observations hamper: be an obstacle to relapse: return of the illness roams: travels through

sidekick: assistant side with: agree with switching: alternating swollen: enlarged trial: testing process

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Chapter 5

The Power of Music

LAUREN, 15, IS A TALENTED GUITAR PLAYER, BUT WILL SHE BECOME A SUCCESSFUL ROCK STAR? Interviewer: When were you first interested in music? Lauren: I started playing the violin when I was eight. I can also play the piano and the clarinet. Now I play the bass guitar in a band called Bottle Rocket. Interviewer: Why did you start playing the bass guitar? Lauren: I like the sound of the bass. It’s unique. Also, being the bass player is less stressful than being the singer. When you are the singer, everyone looks at you. Interviewer: Who are your favourite bands? Lauren: I love the Smiths because the lyrics are interesting and pop music was different in the 80s. I also love the Clash – my dad has all their CDs. They have a lot of energy. Interviewer: How did your band start? Lauren: My mum runs a rock school for teenagers called Rock Academy. We meet on Sundays to practise, record in the studio and have lessons. The other members of Bottle Rocket come to Rock Academy. Interviewer: How often do you play? Lauren: We practise once a week at the studio or twice a week if we have a gig. We do gigs in youth clubs. Interviewer: What is your ambition? Lauren: I’d like to play to lots of people and at a famous venue. We recorded a demo last week which we will put on our website and send to some record companies. I’d love to do music as my career but I know it’s difficult. Source: Crown Magazine

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WHAT WILL A RECORD LABEL DO FOR YOUR BAND? When a reputable label signs a young band, this is what they’ll do: INCREASE YOUR PROFILE A good record label will use traditional marketing and promotion strategies and their contacts in the music business to raise your band’s profile. The label usually pays for this. You don’t have to pay them back. RECORD AN ALBUM A good label will help you make a recording that’s probably much better than what you could have done yourself. This means giving you a relatively small cash advance to record an album. You’ll eventually pay it back. It also means hooking you up with a producer who can make your music even better. HELP YOU TOUR A good label will help you organize a tour and possibly give you an advance on travel expenses that you will have to pay back. HELP YOU ASSEMBLE A TEAM If you don’t already have an agent or a manager, the label will help you get connected with some quality people who can help your career.

DISTRIBUTE YOUR ALBUM They will get your albums sent to stores. Any money they spend doing this doesn’t have to be paid back. When you do start selling records, that’s when the label’s investment in your band starts to pay off. Record deals vary. But as an example, here’s how the sale of a $19.95 CD might break down for a band with a pretty standard record deal: •Artist: $1.31 •Record label: $6.17 •Other: $12.47 (producer: $0.44 / songwriters: $0.69 / distributor: $4.39 / retailer: $6.17 / miscellaneous: $0.78) Just because you got signed to a label doesn’t mean that you’re going to make money. Getting signed means that you will have to work just as hard, if not harder. Source: CBC, Street Cents

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

Eurydice and Orpheus

E

It was a long way back up and just as Orpheus had almost finished the last part of the trek, he looked behind him to make sure that Eurydice was still with him. At that very moment, she was snatched back because he had not trusted that she was there. When you hear music which mourns lost love, it is Orpheus’ spirit who guides the hands of the musicians who play it.



urydice and Orpheus were young and in love. So deep was their love that they were practically inseparable. So dependent was their love that each felt they could not live without the other. These young lovers were very happy and spent their time frolicking through the meadows. One day Eurydice was gaily running through a meadow with Orpheus when she was bitten by a serpent. The poison of the sting killed her and she descended to Hades immediately. Orpheus was the son of the great Olympian god Apollo. In many ways Apollo was the god of music and Orpheus was blessed with musical talents. Orpheus was so sad about the loss of his love that he composed music to express the terrible emptiness which pervaded his every breath and movement. He was so desperate and found so little else meaningful that he decided to address Hades. As the overseer of the underworld, Hades’ heart had to be as hard as steel, and so it was. Many approached Hades to beg for loved ones back and as many times were refused. But Orpheus’ music was so sweet and so moving that it softened the steel heart of Hades himself. Hades gave permission to Orpheus to bring Eurydice back to the surface of the earth to enjoy the light of day. There was only one condition—Orpheus was not to look back as he ascended. He was to trust that Eurydice was immediately behind him.

Source: Juliana Podd, Encyclopedia Mythica

 Vocabulary Toolbox frolicking: running gaily gig: a performance hooking you up: connecting you with mourns: laments moving: touching people’s emotions overseer: guardian

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pervaded: penetrated record label: a recording company signs: gives a recording contract snatched: taken with violence venue: a place for a performance

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Chapter 6

Unusual Jobs

The I Wanna Drive a Zamboni Song Well I went down to the local arena. I asked to see the manager man. He came from his office and said, “Son, can I help you?” I looked at him and said, “Yes, you can.” I want to drive the Zamboni . . . hey! I want to drive the Zamboni . . . Yes, I do! Now ever since I was young it’s been my dream That I might drive a Zamboni machine. I’d get the ice just as slick as could be And all the kids would look up to me. I want to drive the Zamboni . . . hey! I want to drive the Zamboni . . . Yes, I do!

Source: Lyrics and music by Martin Zellar

Now the manager said, “Son, I know it looks keen But that right there is one expensive machine. And I’ve got Smokey who’s been driving for years.” About that time I broke down in tears. ’Cause I want to drive the Zamboni . . . hey! I want to drive the Zamboni . . . Yes, I do!

JOB DESCRIPTION: Sit in on shows with a live studio audience. Clap on command. COMPENSATION: Audience members are paid about $5 an hour. Days are usually eight hours long, although you get paid only for the time the show is taping – usually four or five hours, maximum. PREREQUISITES: To be in an audience, you must fit into a standard auditorium seat and, when appropriate, make a clapping sound. Other than that, the requirements aren’t strict. Since a taping can take anywhere from a few hours to a day, it’s good to have a flexible schedule. QUALITIES EMPLOYER IS SEEKING: You should have a sense of humour or at least be easily amused. Those who survive in this highturnover business actually enjoy game and talk shows enough to watch them for five hours a day. It’s a great asset to be patient. After all, you spend most of your time sitting and waiting.

RISKS/DRAWBACKS: “Once I saw this guy jump out of his seat and run four rows down. He punched some guy in the face,” recalls a regular clapper. It’s hard to tell if watching game shows makes you crazy or if only crazy people watch game shows, but there seems to be some correlation. OVERVIEW Some shows with live studio audiences are very popular; many are not. Unpopular shows often can't find enough volunteers to attend tapings, so they hire professional audience members to fill their seats. While it would be cheaper to just insert a laugh track, shows use clappers in the interest of the performers – they need an audience to react to, even if they know that the audience is getting paid to laugh.

Some people have managed to make careers out of professional clapping. The regular clapping community is active on the game-show circuit. People have been known to visit as many as five shows on the same lot in a day and then return on weekends for special engagements. A fair number of clappers are out-of-work actors looking for a lucky break. PRACTICAL INFORMATION Becoming a clapper involves more than just showing up on the studio lot at 9:00 a.m. Shows work exclusively through talent agencies, which take around fifty percent of the payment. Agencies advertise in trade magazines as well as on flyers. Watch for want ads looking for “extras,” a term sometimes used as an euphemism for clappers. Source: Nice Job, Ten Speed Press

PERKS: Free lunches, T-shirts, getting paid to watch live television and possibly running into movie stars.

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Jami had no idea this job even existed until some actresses that she knew kept telling her that she’d be good at it. A natural clothes horse, she already had a distinctive personal style, so she apprenticed with a well-known stylist (“I basically carried around her shopping bags for free.”) and learned the business, including which store has the best military uniforms or evening wear, which tailor can do overnight alterations and where you can get a sailor suit for a dog.

Dream Job: Hollywood Wardrobe Stylist

W

ouldn’t it be cool if you could shop for a living? And I don’t mean shopping for groceries or socks or diapers. I mean shopping for clothes and accessories at the toniest boutiques in the U.S.A.! For Hollywood wardrobe stylists, this kind of high-end shopping largely defines the job. “Obviously it’s fun to get paid to spend money,” says Jami, “and to get to feel like one of the rich and famous. But I also like to help make people look good. And one of the best things is that it’s never monotonous. Every job is different, from game shows to commercials to movies.”

“MY FAVOURITE ACTOR WAS A CHIMP” Occasionally, a stylist has to deal with big egos as well as big budgets; it just goes with the territory. “It’s hard not to let your own ego and tastes interfere, but ultimately you’re not the final decision maker,” says Jami, who thinks for a minute and then says, “My all-time favourite actor was a chimp, because he didn’t talk back and he didn’t drop his clothes on the floor.” ANYTHING CAN HAPPEN ON SET In her fourteen-year career, Jami has seen a lot of crazy things . . . including an incident involving instant glue. It seems that an actress tried to glue in her own hair extensions and ended up covered in the stuff, her lips glued together, her blouse glued to her chest. SETTING TRENDS It’s no wonder that these pros are often credited with setting fashion trends around the globe. A stylist might give an actress a funky retro bag or an amazing scarf to wear to a premiere. Once it’s splashed across the pages of every magazine across the country: Voilà! It becomes a trend! The next thing that she knows, she’s got her own line of accessories and boutique. NO JOB SECURITY Alas, there is a downside to the job: it’s freelance and therefore offers no job security, giving rise to what Jami calls “that terrible feeling of never working again.” But day rates—usually $600 to $1,000—are generous, in part to compensate for the on-again, off-again nature of the job. And there are benefits, which are paid through a theatre workers’ union. So, the next time someone compliments your sense of style, think of becoming a wardrobe stylist . . . and dream on! Source: Lauren Sheppard

Vocabulary Toolbox asset: a useful quality broke down in tears: began to cry clap: applaud clothes horse: someone who loves buying and wearing stylish clothing downside: negative aspect

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freelance: self-employed work with no stable contract groceries: food bought in a supermarket or corner store high-turnover: rapidly changing look up to: admire on set: where a movie is filmed perks: benefits running into: meeting

slick: smooth toniest: most expensive and fashionable wanna: “want to” in spoken English want ads: advertisements in newspapers or magazines wardrobe: a collection of costumes and accessories

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Chapter 7

Earth-Smart Eating

THE

GREEN INVENTOR

Gina Gallant has always been an inventor. In first grade she invented a type of paper made from broccoli. (Really!) In fifth grade she invented a safer bike helmet. At age 15, she designed a new type of asphalt made from recycled plastic bottles. Gina came up with her idea for “soda-bottle pavement” when she and her family were driving through a place called Cash Creek near their hometown of Prince George, British Columbia. The local landfill was overflowing so badly that the family started calling the place “Trash Creek.” Gina knew that one third of the material in landfills is plastic and that plastic wasn’t being used in asphalt. So she worked at the Husky Oil Refinery for a couple of months, and there she developed her new asphalt, which she named PAR (PolyAggreRoad). Plans are underway to use the new blend to pave roads this summer. Source: WWF

Gina Gallant

What’s Organic?

Organic farming encourages the sustainable health and productivity of the ecosystem (soil, plants, animals and people). Organic foods are farmed in an environmentally sustainable and socially responsible way. This method focuses on preserving the soil, conserving water and being kind to animals, which ultimately means cleaner air, safer drinking water and healthier food chains.

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Organic farming means growing plants or raising animals using absolutely no synthetic pesticides or fertilizers, hormones or genetically modified organisms (GMOs) on land that has been chemical-free for at least three years. All products sold as “organic” must be certified. This means that they have been grown, raised and processed according to uniform standards set out by the Canadian government. Organically grown food may not always look as “picture perfect” as food grown with chemicals and it may not be as cheap, but it generally tastes better and, more importantly, it’s healthier for you and the environment. Source: EcoKids

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It’s Not Waste . . .

Until You Waste It!

When we think of waste – also known as garbage, trash, litter, rubbish, refuse – we think of yucky, smelly, messy stuff. It’s the junk we consider worthless and throw away. No one wants to think about it, much less deal with it. Each week we put our trash out by the curb. After the garbage truck takes it away, we forget about it: out of sight = out of mind. But where does it go? And what would happen if nobody came to take it away? How fast would our homes fill up with unwanted, stinky things? We’d be forced to think about it, constantly. We’d have to take a closer look. And when we really look at what we throw away, we can see that most of our garbage isn’t really garbage at all, but rather reusable, recyclable materials. The smelly, messy stuff (rotting food) is just a small part of our waste. Every garbage bag contains valuable resources and energy that we are throwing away. Why Is It a Problem? Aside from all the energy and valuable natural resources used to produce the materials we burn, dump and bury (often after only one or two uses!), waste disposal has significant impacts on the environment.

difficult to set up new sites (no one wants a landfill in their backyard). Landfills can leak toxic chemicals and contaminate groundwater and soil. They also release poisonous gases that contribute to global warming. Even collecting waste is harmful because trucks are needed to pick it up and transport it to the landfills, and trucks need gasoline, which is a non-renewable fossil fuel. What Can We Do? Since we all produce garbage, we are all part of the problem. But we can also be part of the solution. Of all the environmental issues we face today, garbage is the one that each of us can (and should) do something about. It’s all about making wise choices. The choices we make every day affect the amount and type of garbage we toss. When we rethink the way we live, reduce what we buy, reuse things instead of getting new ones, recycle and compost, we not only make less waste, we also save valuable natural resources and energy, and create less pollution. Take responsibility for the waste you produce. Make a difference at home, at school and when shopping. It’s easy and every little bit helps! Source: EcoKids

Burning or incinerating waste causes air pollution and produces ashes that need to be carefully disposed of. Landfills take up an enormous amount of land. They are expensive to operate and it’s very

Vocabulary Toolbox by the curb: on the sidewalk next to the road disposed of: thrown away; destroyed landfill: a place for dumping garbage rotting: decomposing

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sustainable: continuing for a long time toss: throw away underway: in progress yucky: disgusting

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Chapter 8

Scary Experiences

SURFING STAR LOSES LEFT ARM TO SHARK

Hawaii – The water was cle ar and there was no indica tion of da ng er wh en Be thany Hamilton, a 13-year-old sur fing star, went out on the waves with her best friend Alana Blanchard, also 13, and her friend’s father, Holt Blanchard. But while Bet hany was lying on her board off Kauai’s no rth shore, a shark bit once and then disappear ed, taking off her left arm just below the sho ulder. “Nobody saw it happen. Sh e just yelled, ‘A shark bit me !’” said he r fat he r, Tom Hamilton. Bethany, who remained in stable condition after the attack that mo rning, described what happened. “ My arm was hanging in the water, and it just cam e and bit me,” Bethany told a Honolulu tele vision station.

She said the shark pulled her back and forth, “but I just held on to my bo ard, and then it let go.” Doctors said Bethany’s top condition as a competitive athlete helped her survive the attack. “This is a woman who is a highly trained athlete and because of tha t she was able to survive a huge blo od los s rea lly well,” explained a surgeon. Ho lt Blanch ard im me dia tel y appli ed a tourniquet to Hamilton’s arm using a surfboard leash, and saved her life.

Source: Matt Sedensky, Ass

Source: Calvin and Hobbes © 1988 Watterson, dist. by Universal Uclick. Reprinted with permission. All rights reserved.

ociated Press

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FEAR he roller coaster hesitates for a split second at the peak of its steep track after a long, slow climb. You know what’s about to happen, and there’s no way to avoid it now. Terrified, you grip the handrail, palms sweating, heart racing, and brace yourself for the wild ride down. We’ve all experienced that sudden rush of fear. What is fear? What causes it? And why do some people seem fearless, seeking out horror flicks, thrill rides and extreme sports, whereas other people avoid things that trigger any fear reaction? What’s the difference between fear and anxiety? Read on for the answers to these questions and more.

What Is Fear? Fear is a normal human emotional reaction — it is a built-in survival mechanism that we all have. Even as babies, we possess the survival instincts necessary to respond when we sense danger. Fear is a reaction to danger that involves the mind and body. Fear serves a protective purpose, signalling us of danger and preparing us to deal with it. A fear reaction happens whenever we sense danger or when we’re confronted with something new or unknown that seems potentially dangerous. Fear can be brief like the startled reaction that you have if a balloon unexpectedly pops or if you are surprised by something that you didn’t expect. This is often over in seconds, as soon as the brain gets enough data to realize that there’s no danger. If the brain doesn’t receive the “all clear” signal, fear can last longer and feel more intense.

Most people tend to avoid the things that they feel afraid of. There are, of course, exceptions. Some people seek out the thrill of extreme sports, for example, because the rush of fear can be exciting. We all experience fear slightly differently and with more or less intensity. Some people even like it and find it exciting. During the scariest moments of the roller-coaster ride you may be telling yourself, “I’ll never get on this thing again, that is, if I make it out alive!” Meanwhile, the friend sitting next to you may think, “This is awesome! As soon as it’s over, I’m getting back on!” Children tend to have more fears than adults because so much of what they experience is new and unfamiliar. Older children tend to have different fears than younger children, but it’s normal for kids to have at least a handful of things that are scary to them. Whereas young children tend to fear things like the dark, monsters, loud thunder and lightning, getting lost or big dogs, older kids are more likely to fear things like being bullied or getting hurt. Teens have certain common fears, too. Most teens have some social fears like the fear of being embarrassed or rejected or the fear of failing. They may also have personal fears, such as a fear of becoming ill or injured. Some may feel afraid of heights, dogs, snakes or insects; others may be afraid of performing or public speaking. Because

teens think about and care about the larger world community, they may also have global fears such as a fear of war or violence. Some normal fears seem pretty much like an anxiety, or something you feel generally afraid of or uneasy about. Other times, fear comes as a sudden reaction to a sudden confrontation with danger. It’s that sudden fear response that triggers the body’s survival mechanism that is known as the “fight or flight” reaction. That fear reaction occurs

because that is exactly what the body is preparing itself to do: to fight off the danger or to run like crazy to get away. What’s happening in the body when you experience this reaction? The brain triggers a response that causes the heart rate to increase; blood to pump to large muscle groups to prepare for physical action (such as running or fighting); blood pressure to increase; skin to sweat to keep the body cool; and so forth. The body stays this way until the brain signals that it’s safe to relax.

Vocabulary Toolbox Source: KidsHealth

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awesome: fantastic bullied: frightened or hurt by someone flicks: movies, films handful: a few

leash: a flexible cord over: finished peak: top; summit thrill: extremely exciting one hundred and eighty-one

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Chapter 9

Robots Present and Future

ROBOT Hundreds of Cows Line Up for Robot Milking

A

large robotic dairy farm in Quebec may signal the future of technology for Canada’s dairy industry. At Jean-Marie Landry’s farm in St-Albert, about halfway between Montréal and Québec City, robotic technology cleans and milks the cows. Landry uses 10 robots to milk up to 600 cows a day, with one person overseeing the operation at any given time. Landry’s local credit union financed the $6 million upgrade to his barn, not a government subsidy. He expects it will take about 15 years to pay it off.

SAVES GIRL’S LIFE Britain – A young girl has been saved from drowning by an extraordinary computer system that keeps an eye on everybody in a swimming pool. The girl was pulled unconscious from 12 feet of water at the deep end of a public pool in Bangor, North Wales, when underwater cameras spotted that she was not moving and alerted a lifeguard. The lifeguard could not see the girl in the crowded pool but was able to respond to the alert within seconds. It is the first time in Britain that the Poseidon surveillance system, manufactured by a French company, has helped lifeguards to save a swimmer from drowning. The campaign group Swimsafekids said last night that the rescue proved that these systems could save many more lives if they were compulsory.

Lely Canada makes the robots and has sold over 100 in the last few years. Spokesperson Jamie Cameron said that the $250,000 price tag isn’t deterring buyers. “A lot of the small family farms really want to stay in business, but financially it’s not always possible to keep the labourers,” said Cameron. “With this machine, they can do more by themselves.” Landry said he bought the robots because he needed to modernize, which he believes is the best way to ensure that his family farm stays in the family. He can produce up to 22 000 litres of milk every day, the maximum under federal quotas. As smaller farms in the area begin to shut down, Landry plans to pick up their quotas to expand his operation. Source: CBC

SUBJECT: ROBOTIC MUSIC

I am a musician and robots are certainly making their way into my world. For example, I use two virtual musicians — a drummer and a guitar player — in my computer music studio. (They are limited but quite convincing at what they do.) I have been playing around with robot voices and have tried out some pop music, radio plays and poetry. It’s spooky, but robotic music is here to stay! Peace! COMMENT POSTED

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BY

HATHEAD

Source: Times Online

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d n a H a s d n e L t o Rob s n o e g r u S n o t l i m to Ha surgery d e t is s s a ic t o A rob people y a w e h t e g n could cha receive s a e r a l a r u r living in tors say. c o d , e r a c h lt hea

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said that udette Fortier, la C t, n ie at p distance The North Bay out the longab d l te ca ti en ep im sk er p lly rn. teams have ex she was initia ronic heartbu illionch m ther medical t a ec s rr se u co h to ic h ology, w operation in her with the techn e. She stayed ons are transti at o p m ci ti ’s ar n p eo rg sive to air. The su used non-inva Fortier agreed at th y s. er le dollar robot ch d rg an su r a the robotic h hometown fo recovery. otic b ferred through ro le te f o eaning a faster m n , o ti es u ca li iq p n ap ch had te rst clinical id Fortier. “I d rural hossa an s l,” ie fu it er n “This is the fi u d n m o w d it port rural com r breakfast an ’m fine. I’m eon who fo “I rg e su ic e ju th , ge surgery to sup ri n va of ora r. Mehran An a whole glass pitals,” said D l.” . fu n operatio tasted wonder is now a n o performed the ed at e technology er th p o at th rk o id Y sa team id er operation doctor in New The Hamilton ilton team sa system. Anoth am al Last year, a H ic e ed th m t s u a’ B ton and York. part of Canad etween Hamil ly robotics on b p ap ay d to patient in New rs t u rs h fi T e r ice to fo ation was th pand the serv is scheduled ex to n la that their oper p ey d th hwest l. lowknife, Nort North Bay, an el Y to n u d h a practical leve an , an uebec on a wom Chicoutimi, Q nvari operated o. ri A ta r. n D O , , ay d ay ri B F Last in North Territories. Source: CBC metres away l a camera o tr n co to dreds of kilo m ar c ti o b ro sed a c lines. The surgeon u over fibre-opti ts en m ru st in and surgical

Vocabulary Toolbox alerted: informed; warned compulsory: obligatory deterring: discouraging heartburn: severe indigestion

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overseeing: supervising pick up: acquire spotted: detected subsidy: money from the government

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Chapter 10

Radio

School Morning Show 1887

1895

Radio waves are discovered. Canada’s Reginald Fessenden invents radio broadcasting.

1901

1906

1912

1931 1934 1936

On December 12, Guglielmo A wireless distress call The first General Motors Hockey The Canadian Marconi, an Italian physicist, from the Titanic sinking Broadcast takes place in Broadcasting Corporation transmits the first radio signal off the coast of November and is heard on a (CBC) is founded jointly across the Atlantic Ocean, from Newfoundland helps few radio stations in Ontario. It with the Société RadioEngland to Newfoundland, save many lives. has about 100 000 listeners. Canada (SRC). Canada. The General Motors Hockey On December 24, the first radio program is Broadcast has close to broadcast by Reginald Fessenden. He plays a three million listeners. violin solo of “O, Holy Night” and wishes everyone a merry Christmas.

THE WAR OF THE WORLDS

HERBERT GEORGE WELLS (1866–1946) H. G. Wells was born on September 21, 1866, in Bromley, England. His novel The War of the Worlds was first published in 1898. The book describes an invasion of Earth by spaceships from Mars. The novel became a science-fiction classic, and it has influenced and inspired the science-fiction genre from books to movies. H. G. Wells has written many famous books, including The Time Machine, The Invisible Man and The Island of Dr. Moreau. H.G. Wells died on August 13, 1946.

WAR OF THE WORLDS: RADIO BROADCAST In 1938 people listened to music, news reports and plays on their radio for entertainment. There was no television and the world was on the brink of World War II. The most popular radio program was the “Chase and Sanborn Hour,” which aired on Sunday evenings at 8:00 p.m. Orson Welles’s Mercury Theatre Group ran a

weekly radio program at the same time. Orson Welles tried to think of ways to increase his audience. He decided to adapt H.G. Wells’s novel The War of the Worlds for the Halloween show. On October 30, 1938, the radio play narrated by Orson Welles simulated a news report about an invasion from Mars. The story was set in New Jersey, U.S.A., instead of England. Most people were listening to the “Chase and Sanborn Hour” program. Ten minutes into the show (during the break), many listeners tuned into “The War of the Worlds.” Having missed the introduction, they believed that what they heard on the radio was real and that they were under attack by Martians. A mass panic followed even though the announcer explained that it was fictional. Many people ran out of their homes screaming, while others packed up their cars and fled their homes.

THE WAR OF THE WORLDS 2005 Tom Cruise stars in this movie adaptation of H.G. Wells’s novel The War of the Worlds, which was directed by Steven Spielberg.

Orson Welles Herbert George Wells

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Source: Aerospace Guide

The War of the Worlds is a famous science-fiction novel written by H.G. Wells in 1898. It is the tale of a Martian attack on Earth. In 1938 Orson Welles and his Mercury Theatre Group performed a version of it live on the radio. The popular book has also inspired two major movies: one filmed in 1953 and the other directed by Steven Spielberg in 2005.

Timeline 1942

1951

Forty-three hours of programming in French and in English are broadcast every day, compared with ten hours in 1936.

1969

Although radio is Montréal’s CKGM-FM still popular, there radio station changes are now ten million its format to rock television sets in music. CKGM-FM Canada. becomes CHOM-FM in October 1971.

1974

2003

2007

CHOM-FM applies to the Satellite radio officially Canadian Radio-television and enters the market. For a Telecommunications Commission monthly fee, it offers news, (CRTC) to become bilingual. In sports, weather and music, 1977, the station is forced to all commercial-free. It covers choose between English and a wider territory than French. It chooses to broadcast AM-FM radio signals do. in English.

There are over 400 000 subscribers to satellite radio in Canada.

s r e g a n e e T k e Uzb MinuteJr Videos Produce One

ribe d how I can desc about my rights an ut e,” sa id Ka mila in KISTAN th em in on e m Ferghana City. She TASHKENT, UZBE m fro va no di k Salahud been denied Uzbe Why should I and her mother have n years and as a s? ht rig y m e ar t ha t te izenship for abou ? Th ese w ere . care about them ns discussed cit lt some of her rights are restricted su tio re es qu e th of e som e trained by participants wer etherlands aged 13 to 18 who e le Th op pe g un yo ons the N by 20 from different regi ilia Mouzaki from khashvili fro m gathered together week for a video Aim in dj jin D id av D st of Uzbekistan la They came together an d s of the Sandberg p. rgia, arts graduate m, and Ch ris ho eo G ks or w g in in s: tra nd da personal backgrou l- In st itute in Amster ’s from a variety of to r of U NICEF na from vu di rs or he co ot , es p, ag ep an hu ph Sc or m k. fro or e w m so rticiia Net Together they pa ung People’s Med as nerable families. kshop Yo or w r eJ ut in remony, which w M ce g ne At the closin e tiv ta pated in the first O EF Uzbekistan, the en es pr re IC U NICEF s eo organized by UN ia Network (YPMN), at te nd ed by vid s’ the filmmaker ed acip Young People’s M edia Club and the Reza Hossaini, rti pa of es certificat M were shown and the Yangi Avlod d. te . en te tu es pr sti e In er rg w tion Sandbe le op pe g un yo express for themese “I see the children serious concern Over five days, th ry in one minute ion and ll a sto saini. learned how to te ere chosen by the selves real emot s,” said Reza Hos rtuw ht cs rig pi eir th t ou e ab th via video. To po o s, who were als p is an excellent op young filmmaker camera operators of “This worksho ren’s voices in the prod an ch to raise ild actors, directors ho p taught me nity n of their rights.” ks or w he “T s. motio the fil m

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r is a project supThe OneMinuteJ pean EF and the Euro ers ported by UNIC w po em It ). CF (E n Cultural Foundatio g people aged 12 to un and encourages yo Central Asia, to use d an pe ro Eu o20, in developing and pr their creativity by videos. e ducing one-minut

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Source: Bobur Turd

Vocabulary Toolbox empowers: makes people feel strong and self-confident fee: payment fled: quickly drove away from Netherlands: Holland READING FOLIO

on the brink of: about to take place ran: presented tuned into: changed to another radio station

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Chapter 11

Makeovers and Transformations

ROOM WITH A BRAIN You’ve heard of the book Room with a View, but have you ever heard of Room with a Brain? Fifteen-year-old Geneva Sandstrom found that she just couldn’t study when she sat at her desk and tried to do her homework. So, she jumped on the Internet to try to find out why. What she learned surprised her. A QUESTION OF COLOUR The first thing Geneva discovered was that the colour of her walls certainly didn’t help. In fact, her dramatic red walls were all that she needed to feel overpowered. Also, it caused her headaches. What colour did she need, then? Green, for creativity and balance, or even better, blue, for calm and serenity.

“Blue promotes thought,” she read on a website. FENG SHUI FOR TEENS The next thing Geneva checked out was feng shui, something she had heard about on TV. So, in keeping with feng shui, Geneva added a couple of plants to her room and a fish for good aquatic vibes. The best part, her mom agrees, is that she got rid of the things that she didn’t need. She threw away the garbage, gave away unwanted clothes and organized the rest of her stuff in wooden baskets.

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Set to Cruise!

n the photo you see, eighteen-year-old Charlie looks like a typical teen in love with his car. But this driver is far from ordinary.

I

A POSITIVE RESULT “Last time I brought home my report card, my parents were happy to see a difference!” laughs Geneva. “Who would have thought a room could be brain smart?”

Charlie, or Chuck to his friends, has a serious disease, but he’s not letting that affect his passion for wheels. When his father gave him his beat-up 1967 sedan, Chuck was overjoyed to continue a family tradition. Chuck’s father had inherited an old car from his father when he

was eighteen, too. Obviously, the love of cars runs in the family! Chuck did what he could to keep the car on the road. He worked days as a waiter in a restaurant and nights at a movie theatre just to pay for the insurance! His car also needed a lot of work. Then, when his poor health forced him to quit his jobs, Chuck thought that he had hit the end of the road. How would he pay for everything now? There was just one possible solution: Chuck asked a non-profit organization to help him out. They answered yes! That organization joined forces with a local car dealership to keep Chuck’s dream alive. Together, they paid for car parts, labour and servicing. They were more than happy to transform Chuck’s car from a beast to a beauty. The makeover specialists created a masterpiece! They fixed the engine, replaced the windows, repainted the body and added shiny new chrome rims on the tires. It’s incredible how good the car looks now. The best part is that Chuck’s dream has come true! The road of life may have forced Chuck to take a few detours, but with his new set of wheels, he is now set to cruise!

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INTERIOR DESIGN

Clutter Solutions IS YOUR ROOM IN NEED OF A MAJOR CLEANUP?

If your room is a cluttered mess of clothes, magazines, makeup and sports gear, then you’d better get organized before your parents get on your back! TRASH CLUTTER Before you start making your room clutter-free, you’ll have to do some serious cleaning. Decide what you want to throw away, what you want to give away and what you want to put away in storage. Maybe you can convince your parents to have a garage sale so that you can at least make a few bucks from your unwanted items. After all, one person’s junk is another person’s treasure!

CLOSET CLUTTER If your closet is so crowded that you can’t even close the doors, then put any outdated clothes in boxes and ship them off to the basement. If you’re not blessed with a walk-in closet, then you may want to buy a closet organizer to make the most of the limited space in smaller closets. That way, you can hang up the clothes you wear every day, put sweaters and hats in the drawers and store school

bags and sports gear on the shelves. Also, don’t forget about the valuable space area behind your bedroom door. You can buy a hanging shoe organizer and a CD holder to keep your sneakers and tunes within arm’s reach.

PAPER CLUTTER Are your walls bare and boring, but your floor is so cluttered that you have trouble walking around your room? Then start organizing the photos and albums that are piled up beside your DVD player. Taping snapshots of your family and friends to your walls will be a huge space-saver, as well as a memorable way to decorate your room. And before you recycle all those old magazines that are lying around, cut out a few cool pictures of celebrities and your favourite athletes. Source: Kidzworld

Vocabulary Toolbox bucks: (slang) dollars clutter: too many possessions in the available space dealership: a business that sells a specific type of car feng shui: the Chinese art of positioning objects in specific places to improve the flow of energy

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get on your back: complain in keeping with: in accordance with make the most of: use as efficiently as possible masterpiece: an exceptional work of art outdated: out of style

overpowered: strongly affected sedan: a car with four doors set to cruise: ready for a long and pleasant drive within arm’s reach: not far from you

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Texts of General Interest

PEANUTS © 1963 Peanuts Worldwide LLC.

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was in New York the other day and rode with a friend in a taxi. When we got out my friend said to the driver, “Thank you for the ride. You did a superb job of driving.” The taxi driver was stunned for a second. Then he asked, “Are you a wise guy or something?” “No, my dear man, and I’m not putting you on. I admire the way you keep cool in heavy traffic.” “Yeah,” the driver said and drove off. “What was that all about?” I asked. “I am trying to bring love back to New York,” my friend said. “I believe it’s the only thing that can save the city.” “How can one man save New York?” “It’s not one man. I believe that I have made the taxi driver’s day. Suppose that

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he has twenty fares. He’s going to be “It sounds good on paper,” I said, “but nice to those twenty fares because I’m not sure it works in practice.” someone was nice to him. Those fares in “Nothing is lost if it doesn’t. I didn’t take turn will be kinder to their employees or any of my time to tell that man that he shopkeepers or waiters or even their was doing a good job. He neither own families. Eventually the goodwill received a larger tip nor a smaller tip. If could spread to at least one thousand it fell on deaf ears, so what? Tomorrow people. Now that isn’t bad, is it?” there will be another taxi driver whom I “But you’re depending on that taxi can try to make happy.” driver to pass your goodwill to others.” Source: Reprinted with the permission “I’m not depending on it,” my friend of Joel Buchwald. said. “I’m aware that the system isn’t foolproof, so I might deal with ten different people today. If I fares: paying customers can make three out of ten foolproof: absolutely guaranteed to work happy, then eventually I can indirectly influence putting you on: playing a joke on you the attitudes of three stunned: extremely surprised thousand more.” wise guy: a joker

Vocabulary Toolbox

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The Secret Place By Dennis Lee There’s a place I go, inside myself, Where nobody else can be, And none of my friends can tell it’s there – Nobody knows but me. It’s hard to explain the way it feels, Or even where I go. It isn’t a place in time or space, But once I’m there, I know. It’s tiny, it’s shiny, it can’t be seen, But it’s big as the sky at night . . . I try to explain and it hurts my brain, But once I’m there, it’s right. There’s a place I know inside myself, And it’s neither big nor small, And whenever I go, it feels as though I never left at all. Source: Poetry by Heart, The Chicken House

And My Heart Soars by Chief Dan George The beauty of the trees, the softness of the air, the fragrance of the grass, speaks to me. The summit of the mountain, the thunder of the sky, the rhythm of the sea, speaks to me. The faintness of the stars, the freshness of the morning, the dew drop on the flower, speaks to me. The strength of fire, the taste of salmon, the trail of the sun, And the life that never goes away, They speak to me. And my heart soars. Source: The Best of Chief Dan George, Hancock House

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Châteauguay’s

Kim St-Pierre For Kim and her parents, hockey was always a game, first and foremost.

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arents take note: Kim St-Pierre’s hockey career is proof that Hockey Canada’s slogan “Relax, it’s just a game” is true.

Despite the fact that Kim’s father, André StPierre, was once a professional hockey player, this Olympian who hails from Châteauguay, considers herself lucky to have had parents who have always supported her without ever pushing her. André St-Pierre is a former professional hockey player who, having played junior hockey with the Drummondville Rangers, was a fourth-round draft pick of the New York Rangers, 53rd overall, during the NHL’s 1970 draft. He played with the Omaha Knights in the CHL. As for Kim, her father let her choose her own career path. “I was lucky because I never had any negative pressure from my parents. Some kids are under such pressure; parents sitting in the stands always talk about their kids. I never had to deal with that. Maybe because I was a goalie, they were nervous and concentrated on their own business. Without them, I would never have made it here. And still today, if I don’t feel like practising, my father is not there pushing me to play all the time. When you have such support, it’s really incredible. Sometimes, we go through things that are not easy, but my parents are always there for me.” “One day, I met a man . . . his daughter was eight or nine years old. He came to see me and asked me when the people from the national team were coming to see his daughter

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play because she had what it took to make the team. I told him: ‘Let her play; if not, it will be your biggest mistake.’” “When I talk to parents, I tell them to just let their kids play. That’s what my parents did. There will come a time when you know if you have the talent to break through. If your parents push you or send you to the gym or sit you on a bike, it won’t change anything. For me, it came when I was 15 or 16 years old. I was playing other sports, but finally hockey took over.” In fact, Kim the goalie did not dream of gold medals or Olympic games when she was younger. Hockey came in second when it was time to choose a sport. “I started figure skating when I was five years old. I have two brothers, so growing up I saw them play hockey. Every winter, my dad made a huge skating rink in the backyard. There were lots of kids in my neighbourhood, so at night, when we got home from school, everyone played hockey. So, during the weekend, I had figure skating, and during the week, I played hockey with everyone. And then I really started liking it and asked my parents three years later ‘Can I try playing hockey on a real team?’ I knew that I liked it and that I had the potential to play on a real team.” “The first year, I played forward. At the beginning of the second year, they needed a goalie. It so happened that I was allowed to go in the net for only one practice. But I liked it so much – I fell in love with the equipment – that my parents didn’t have a choice; they had to say, ‘OK, you can

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try for one game.’ But after the game, I wanted more and more.”

ST-PIERRE ON THE IMPORTANCE OF PLAYING FOR THE LOVE OF THE GAME

“I don’t know [why I loved the equipment so much]. Especially in those days, everything was brown and it weighed a ton . . . it was all old equipment, used stuff. But I loved the position, being alone in front of the net and stopping the shots. Even when we were young, there wasn’t much action and you didn’t get many shots. But the passion was still there. Even today, when I get new equipment from the store, I love it. I love to try it on. There has been so much improvement in this regard; it’s fun to be part of it. I think that, overall, it was the position that attracted me.”

“When you think about it, I have been playing for 19 years. If I was doing it only to please my parents, I don’t think that I would be here every day, training.” “I even tell the young kids to have fun. If they have fun, they will improve. And if it doesn’t work out, [they should] go and play the piano or do something else. Danielle [Goyette] said it so well when she was chosen as Canada’s flag bearer: ‘If the young kids have a passion for it, that is what will lead them to their dream.’”

She climbed the ranks in boy’s hockey and played at the elite level in her region at the Pee Wee and Bantam levels. But when she tried out for the Midget AAA, she had her first failure. But television would give her something to dream about. “In 1998, I watched the final from Nagano (never had I thought of playing female hockey), but then, I saw that and I don’t know why but I told my mother that I could play there, or so I thought. I believed that I could play at that level. From then on, I had another dream. Playing female hockey and going to the Olympics.” And now, Kim St-Pierre will undoubtedly be a role model for a young hockey player looking for a great challenge, a player who will see her on television or a player who will have another dream after hearing about Kim St-Pierre’s journey.

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Source: Hockey Canada

Vocabulary Toolbox break through: be successful forward: a position in front of the team hails from: comes from pick: choice stands: benches for spectators took over: became more important

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The Christmas Gift

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ne dollar and eighty-seven cents. That was all. And sixty cents of it was in pennies – pennies saved one or two at a time by bargaining with the grocer and the vegetable man and the butcher. Della counted the money three times. One dollar and eighty-seven cents. And the next day would be Christmas. There was clearly nothing she could do about it but sit down on the old couch and cry. So Della did this. While the young wife is crying over her misfortune, let us take a look at her home – a small furnished apartment on the second floor. A worn red rug covers the floor. The furniture is poor and old. We have already mentioned the old couch on which Della is crying; near it there is a narrow mirror hanging between two windows. Downstairs, in the little entrance hall, we see a card above the letterbox with the name Mr. James Dillingham Young. The “Dillingham” had been added during better times when he was earning a larger salary. Now, since his salary was lower, a plain, modest “D” would seem more suitable. But when Mr. James Dillingham Young came home, he was called “Jim” and kissed by Mrs. James Dillingham Young – already introduced to you as Della. Della finished crying and put a little powder on her cheeks. She stood by the window and looked out at a grey cat walking on a grey fence in a grey backyard. Tomorrow would be Christmas Day and she had only one dollar and eighty-seven cents to buy a present for Jim. She had been saving every penny she could for months, with this result. The household expenses had been greater than she had figured. They always are. Only one dollar and eighty-seven cents to buy a present for Jim – her Jim. She had spent many happy hours planning something nice for him – something fine and rare – something worthy of being owned by her Jim. Suddenly Della turned from the window and stood before the mirror. Her eyes were sparkling, but within twenty seconds her face lost its colour. She pulled her hair down rapidly and let it fall its full length. Now, there were two possessions in which the James Dillingham Youngs took great pride. One was Jim’s gold watch, which had been his father’s, and before that, his grandfather’s. The other was Della’s hair. They believed that any queen would have been jealous of the hair and any king would have envied the watch!

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So now, her beautiful hair fell about her like a shining brown waterfall. It reached below her knees and almost covered her like a dress. And then she nervously and quickly pinned it up again. She hesitated for a minute and stood while a tear or two dropped down on the worn red rug. She put on her old brown coat and her old brown hat; then, with her eyes still sparkling, she rushed out the door and down the stairs to the street. She walked hurriedly down the street, then stopped before a shop sign that read, “Madame Sofronie. Hair Goods of All Kinds.” Della ran upstairs to the shop on the second floor. Madame, who was large, too pale, and not very polite, hardly looked like a person with the fine-sounding name of “Sofronie.” “Will you buy my hair?” Della asked. “I buy hair,” Madame replied. “Take off your hat and let me have a look at it.” The beautiful brown hair came down again like a shining waterfall. “Twenty dollars,” Madame said, examining the hair with an experienced hand. “Give it to me quickly,” said Della. The next two hours sped by. She was looking in all the stores for Jim’s present. She found it at last. It had surely been made for Jim and no one else. There was not another one like it at any of the other stores, and she had looked in all of them. It was a platinum watch chain, simple in design, but much superior in workmanship. It was worthy of Jim’s fine watch. As soon as she saw it, she knew she had to buy it for Jim. It was like him – good taste and superior quality. She paid twenty-one dollars for the chain and hurried home with the remaining eighty-seven cents. Grand as the watch was, sometimes Jim would not look at it because he was ashamed for people to see the old leather strap he used in place of a chain. Now, with this beautiful chain on his watch, he could take it from his pocket in any company. When Della reached home, she became more calm and more practical. She took her curling irons, lighted the gas, and tried to repair in some way the damage to her hair. Within forty minutes her head was covered with tiny curls that made her look very much like a schoolboy. She examined her work carefully and critically in the mirror. “I hope Jim won’t be too angry,” she said to herself. “But what could I do? What could I buy with one dollar and eighty-seven cents?” At seven o’clock the coffee was made and the pan was hot and ready on the back of the stove to cook the meat for dinner. Jim was never late. Della held the watch chain in her hand and sat down on the corner of the table near the door that he always entered. Then she heard his steps on the stairs, and she turned white for just a moment. The door opened; Jim stepped in and closed it. He looked thin and very serious. Poor fellow, he was only twenty-two – and he had to support a family! He needed a new overcoat and he had no gloves. Jim stopped inside the door and stood absolutely still. He stared at Della, and there was an

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expression on his face that she could not understand. It frightened her. It was not anger, nor surprise, nor disapproval, nor horror, nor any of the feelings she had been prepared for. He simply stared at her with that peculiar expression on his face. Della jumped from the table and went to him. “Jim, darling, don’t look at me that way. I had my hair cut off and sold it because I wanted so much to give you a Christmas present. It’ll grow long again – you won’t mind, will you? I just had to do it. My hair grows very fast, you know. Say Merry Christmas, Jim, and let’s be happy. You don’t know what a nice – what a beautiful – gift I have for you.” “You’ve cut off your hair?” Jim asked slowly, as if he still could not believe what he saw. “Cut it off and sold it,” said Della. “Don’t you love me just as much anyhow? I’m still your Della without my hair. See?” Jim looked around the room curiously. “You say your hair is gone?” “You needn’t look for it,” said Della. “It’s sold, I tell you – sold and gone. It’s Christmas Eve. Be good to me because I did it for you. Shall I finish cooking dinner now, Jim?” Then he took a package from his overcoat pocket and tossed it on the table. “Don’t misunderstand me, Della,” he said. “Nothing like a haircut could make me love you any less. But if you open that package, you will see why I was so shocked.” Her white fingers tore off the string and paper. And then a happy cry of joy and then tears and weeping. Jim put his arm around her and comforted her. There lay the combs – the set of combs, side and back, that Della had admired for a long time in a store window. Beautiful combs, edged with jewels, and just the right shade of brown to wear in her hair. They were expensive combs, she knew. She had wanted them badly, but she had never hoped to possess them. And now, they were hers, but the hair in which to wear them was gone. But she held them tightly and at last was able to look up with red eyes, to smile and say, “My hair grows very fast, Jim.” And then Della jumped up like a kitten and said, “Oh, oh!” Jim had not yet seen his beautiful present. She held it out to him eagerly. The precious metal seemed to flash in her hand. “Isn’t it a fine chain, Jim? I hunted all over town for it. You’ll have to look at your watch a hundred times a day to see what time it is. Give me your watch. I want to see how the chain looks on it!” Instead of obeying, Jim sat down on the couch, put his hands behind his head, and smiled. “Della,” he said, “let’s put our Christmas presents away and keep them for a while. They’re too nice to use right now. I sold the watch to get the money to buy your combs. And now, I think it’s time for you to go and finish cooking dinner.”

Vocabulary Toolbox Source: Stories by O. Henry, adapted by Mildred H. Larson, Prentice-Hall International

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goods: objects for sale peculiar: strange sparkling: shining; brilliant weeping: crying very hard worn: very thin and used worthy: perfectly suitable READING FOLIO

Lieutenant-Colonel

John McCrae

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(1872–1918)

John McCrae was born in Guelph, Ontario. He was a soldier, a doctor, a poet and an artist. In 1915, he wrote Canada’s beloved fifteen-line poem “In Flanders Fields,” while he was stationed in Flanders, Belgium, during World War I. McCrae threw away the first draft of the poem and a fellow officer retrieved it and submitted it to several publishers in England. When published in Punch magazine, the poem became an immediate international success. “In Flanders Fields” inspired soldiers and struck a chord in the hearts of patriots at home.

Because of McCrae’s inspiration, bright red poppies are still used by veterans around the world to honour and remember those who have died in wars. Millions of tiny red poppies are the living tribute and promise of remembrance for those who fight for freedom. Source: Daily Celebrations

In Flanders Fields

McCrae was one of the 635 000 Canadians who had enlisted to fight this war. A caring medical officer, he watched his close friend Lieutenant Alexis Helmer die of shrapnel wounds. McCrae buried his beloved friend amid poppies in a grave marked by a simple wooden cross. He then wrote the vibrant poem in twenty minutes.

Vocabulary Toolbox foe: enemy larks: small brown singing birds shrapnel: small pieces of metal from an exploding bomb struck a chord: resonated READING FOLIO

by John McCrae

In Flanders fields, the poppies blow Between the crosses, row on row, That mark our place; and in the sky The larks, still bravely singing, fly Scarce heard amid the guns below. We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved, and were loved, and now we lie In Flanders fields. Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high. If ye break faith with us who die We shall not sleep, though poppies grow In Flanders fields.

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Are We Disconnected? Does today’s technology isolate you from other people?

ou’re sitting at a table in a restaurant with your family. Your parents are discussing the menu but you’ve tuned them out because you’re listening to your digital audio player. Instead of getting together in person with your friends, you catch up with each other through emails, blog entries or text messages. Is the time you spend connected to your audio player or computer taking away from personal relationships? Some say that technology allows teens and adults to isolate themselves, in both public and private spaces, in a sort of bubble or cocoon. When you plug into your music, for example, you shut out the world. You don’t hear someone say hello on the street, or the cashier calling over and over,“Next!” as you wait in line at a store. But many people believe technology enhances their lives. A digital audio player provides a virtually endless, personal soundtrack for experiencing the world. And the Internet is invaluable for doing research, corresponding, sharing photos, and paying bills. Perhaps people speak less to their neighbours, but

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they “chat” with others thousands of kilometres away, on computers in foreign countries. Take a moment to contemplate the effects of technology on society. What do you think? Is technology isolating us from each other?

Yes!

Blake Senz, 15 Excessive use of electronics can severely hamper teens’ social skills, most importantly their ability to communicate with adults and peers. Why talk to someone face to face when you can just write them an email? Communication is the key to relationships, and relationships are key in life. Multitasking is another problem. Listening to your friend while tapping out a text message, reading an instant message, and listening to music—in my opinion, that’s a recipe for relationship disaster.

No!

Holly Summer, 12 Technology does not isolate people. You can contact friends even if they are thousands of kilometres away. Video games are often designed to let four players participate at once. Internet games allow online play with friends all over the world. You could have friends in China, Japan and Australia all playing at once. Without technology, this would be impossible. Also, email is very convenient when you have to talk to someone fast. Actually, you may communicate more often. Source: Scholastic Scope

Vocabulary Toolbox enhances: makes better; improves hamper: limit; stop the development peers: people of the same age or social group

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1 2 3 4

Keep your resumé to one page if possible. You don’t have to include every single club you have joined or list awards that the reviewer won’t understand. Often your resumé will need a onepage cover letter. Use action words to describe what you did for any jobs or other activities, for example, wrote, created, supervised. Include anything that’s really impressive, whether it’s a course in public speaking, a computer skill that you’ve acquired or volunteer work. Courses can be listed under education, computer skills in a special section, volunteer work under leadership experience or something similar. Let your resumé make a good first impression. Use heavy, high-quality white or off-white paper and a laser printer. Find an attractive format, with white space between each section and each activity or job.

5 6 7 8 9 10

Don’t lie. You’ll get caught. If you say you know how to prepare a spreadsheet and you really don’t, what will you do when your new boss asks you to prepare one? If you lie about a job, what will you do when the interviewer wants to call your supervisor? This is not to say that you shouldn’t cast yourself in the best possible light, but there’s a fine line that you shouldn’t cross. Don’t end your resumé with “References available upon request.” Employers know that you’ll give them your references if they ask. Have at least three references ready and make sure that you first ask these people for their permission. Have other people review your resumé for you, preferably including a professional like a career counsellor. Proofread! If your resumé has a typo, it’s going straight into the trash bin. If you make a mistake in something so important (and fairly short), the reviewer will think that you will probably make many mistakes with ordinary things. Ask two or three people to proofread your resumé because some typos are easy to miss. Put the most important points at the beginning of your resumé and at the beginning of each section. Chances are reviewers will not read your entire resumé before throwing it into one of two piles. Don’t use pronouns. Make your sentences short and punchy, and start them with action words. Instead of “I researched possible locations for an annual trip,” write “Researched locations for annual trip.” Source: Gotajob

Vocabulary Toolbox lie: say something that is not true spreadsheet: a table with calculations typo: typographical error; spelling mistake

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 Romeo and Juliet (Based on the classic play by William Shakespeare)

What happens when two teenagers from feuding families fall in love? CHARACTERS Narrator Romeo Montague, a teenager Benvolio, Romeo’s cousin Mercutio, Romeo’s friend

Montague, Romeo’s father Lady Montague, Romeo’s mother Balthazar, Romeo’s servant Juliet Capulet, a teenager

 SCENE 1 NARRATOR: It is the early 1500s. Benvolio and Romeo walk along a road in Verona, Italy. Benvolio tries to cheer up his friend, who has been rejected by a girl named Rosaline. Benvolio: Forget about Rosaline. Let’s go to the Capulets’ costume party tonight. You’ll meet someone else. Romeo: I can’t go to the Capulets’ house. I’m a Montague! Our families are sworn enemies. Benvolio: Forget your father’s feud! We’ll wear masks and no one will know who we are. NARRATOR: In the Capulet house, Lady Capulet talks with Juliet and Juliet’s nurse. Lady Capulet: Nurse, you know my daughter is almost fourteen. Nurse: Yes, in a few weeks. Lady Capulet: It’s time she married. Juliet, what do you think of that? Juliet: I never dreamed of such an honour. Lady Capulet: The good man Paris now seeks your hand. He’ll be at the party tonight. Watch him and see what a good husband he might be. Juliet: I’ll try to see what you want me to.

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Lady Capulet, Juliet’s mother Capulet, Juliet’s father Nurse, Juliet’s guardian Paris, a nobleman

Tybalt, Juliet’s cousin Friar Laurence, a priest Friar John, a priest Prince of Verona

 SCENE 2 NARRATOR: Romeo, Benvolio and Mercutio enter the Capulets’ party, wearing masks. Capulet: Welcome! Eat! Dance! NARRATOR: Romeo notices Juliet. Romeo (to Benvolio): Who is that girl? NARRATOR: At the same time, Juliet’s cousin Tybalt recognizes Romeo. Tybalt: That’s a Montague! How dare he come in here! Capulet: Put down your sword. Tybalt: Uncle, he is our enemy! Capulet: Don’t spoil the party. It’s only young Romeo. Tybalt: All right. But I’ll deal with him later. NARRATOR: Meanwhile, Romeo approaches Juliet. Romeo: Would you like to dance? Juliet: I would. NARRATOR: Romeo kisses Juliet’s hand. They dance dreamily only for a few minutes before Juliet’s nurse interrupts. Nurse: Juliet, your mother wants a word with you. NARRATOR: Juliet leaves. Romeo: Who is her mother? Nurse: The lady of the house. Romeo: She’s a Capulet? Oh no! READING FOLIO

Benvolio: We’d better go. NARRATOR: Romeo and Benvolio leave. The nurse rejoins Juliet. Juliet: Who was that boy? I hope he’s not married. Nurse: He’s Romeo Montague, the son of your father’s worst enemy. Juliet: My only hate is now my only love!

 SCENE 3 NARRATOR: The next night, as Romeo walks sadly around the Capulet’s orchard, he sees Juliet appear in the window above. Romeo (to himself): What light is in that window? It is Juliet, more beautiful than the sun! NARRATOR: Juliet is daydreaming of Romeo. She doesn’t see him. Juliet: Oh, Romeo, Romeo! Wherefore art thou, Romeo? It is only your name that is my enemy. And a rose by any other name would smell as sweet. Romeo, give up your name for me. Or if not, swear your love to me and I’ll give up my name. Romeo: Call me your love, and I won’t be Romeo anymore! Juliet: Who’s there? Romeo: I’d tell you my name – if I didn’t hate it so much. NARRATOR: Juliet is thrilled when she sees it’s Romeo. Juliet: What are you doing here? The guards will kill you! Romeo: Love brought me here. I have to know if you love me. Let them kill me. It would be worth it to hear you say you loved me. Juliet: I have to go. If you mean what you say, let me know tomorrow. I’ll send someone to set a wedding date. If you agree to a time and place, I’ll know you are sincere. Romeo: Send someone at nine o’clock. I will be waiting. Juliet: It seems like twenty years until then. Parting is such sweet sorrow. Let us say goodnight till tomorrow.

 SCENE 4 NARRATOR: The next morning, Romeo visits Friar Laurence at the monastery. Romeo: Friar, I am in love with Juliet Capulet. She loves me too. Can you marry us today? Laurence: Weren’t you in love with Rosaline just yesterday? Romeo: This is different. Juliet and I are joined in spirit already. Laurence: I’ll help. Your love for Juliet may be a chance to bring peace to your warring households. But we must be careful.

 SCENE 5 NARRATOR: Later that day, Romeo is walking in Verona when Juliet’s nurse approaches him. Nurse: Juliet wants to know if your feelings for her are true. Romeo: I give you my word. I have arranged a wedding at Friar Laurence’s cell this afternoon. Nurse: I’ll tell her. NARRATOR: Juliet is at home, waiting for her nurse to come back. Juliet: I sent her to find Romeo three hours ago! Where is she? NARRATOR: The nurse walks in, exhausted. Juliet: What did he say? Nurse: Let me catch my breath. Juliet: You have enough breath to say you’re out of breath. Don’t you have enough breath just to tell me yes or no? Tell me now! Nurse: The wedding’s on. Now go to Friar Laurence. NARRATOR: Juliet and her nurse meet Romeo at Friar Laurence’s cell. Minutes later, Romeo and Juliet are married. They leave separately and plan to meet later in secret.

 SCENE 6 NARRATOR: That afternoon, Romeo’s friends Benvolio and Mercutio are talking in the street. Juliet’s cousin Tybalt approaches. Tybalt: I’d like a word with you. NARRATOR: Tybalt is a hothead and a great swordsman. Since the party, he has wanted to fight Romeo. Mercutio: Just a word? Not a word and a fight? Tybalt: I’ll fight you if you give me a reason. NARRATOR: Romeo appears. Tybalt draws his sword. Tybalt: Ah, here is my man. Romeo: Tybalt, there’s good reason for us not to fight. Your name is now as dear to me as my own. Tybalt: Villain! Draw your sword! Mercutio: Don’t threaten my friend! NARRATOR: Tybalt and Mercutio fight. Romeo: Tybalt! Mercutio! Stop! NARRATOR: Tybalt stabs Mercutio. Mercutio: He stabbed me. A curse on both your families. You see what your stupid feud has done? NARRATOR: Mercutio falls. Benvolio runs to help him. Benvolio: He’s dead! Romeo: Tybalt, draw your sword. You killed my friend Mercutio. Now one of us will join him. Tybalt: It will have to be you! NARRATOR: Romeo and Tybalt fight. Tybalt falls dead. Benvolio: Romeo, get out of here fast! The prince could sentence you to death. NARRATOR: Romeo flees as a crowd gathers, including the prince, Lord and Lady Montague, and Lord and Lady Capulet. Prince: How did this begin?

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NARRATOR: At the Capulet house, Juliet’s suitor, Paris, sits with her parents. None of them know that Juliet has married Romeo. Paris: Do you think that Juliet’s grief over her cousin’s death will prevent her from accepting my marriage proposal? Capulet: I think she will agree to marry you. Let us set the wedding date for Thursday. Paris: That is fine. How I wish Thursday were tomorrow!

 SCENE 8

Benvolio: Tybalt killed Mercutio, and Romeo killed Tybalt for revenge. Lady Capulet: Romeo must die. Montague: No! Romeo does not deserve to die. He was only avenging his friend’s death. Prince: I hereby sentence Romeo to exile. If he ever comes back to Verona, he must die.

 SCENE 7 NARRATOR: Meanwhile, Juliet is at home when her nurse returns. Juliet: Did you see Romeo? Nurse: Ah, it is so sad. He’s dead! Juliet: What are you saying? Nurse: Tybalt is dead and Romeo exiled. Romeo killed Tybalt. Juliet: Romeo killed my cousin? Nurse: There’s no honesty in men. NARRATOR: Juliet is horrified and confused. Juliet: I can’t curse the husband I vowed to love only three hours ago. Romeo is good. It must be that if Romeo had not killed Tybalt, Tybalt would have killed him. I know that Romeo can’t be a murderer! If only he were not exiled. How will I see him again? Nurse: He is hiding in Friar Laurence’s cell. Juliet: Oh, please find him, Nurse. NARRATOR: Romeo and Friar Laurence are in the monastery. Romeo is in a panic. In minutes, the greatest day of his life has turned into a nightmare. Romeo: Death would be easier than exile. How can I live without Juliet? Every cat, dog and mouse is free to look at her, and I am not. NARRATOR: There is a knock at the door. Juliet’s nurse enters. Romeo: How is Juliet? Does she think I am a murderer? Nurse: She cries all the time, sometimes for Tybalt, sometimes for you. Romeo: I’ll kill myself! Laurence: Stop! If you kill yourself, Juliet is destroyed as well. Now you and Juliet are alive. Tonight you can be together. Go comfort Juliet. Just be sure to leave Verona before daybreak. While you are in exile, you can beg pardon from the prince.

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NARRATOR: At dawn, Romeo and Juliet stand on Juliet’s balcony. Juliet: You must go. It will soon be daylight. The guards will be looking for you. Nurse (entering): Juliet, your mother is coming! Juliet (to Romeo): Farewell! NARRATOR: Romeo climbs over the balcony as Juliet’s mother enters. Lady Capulet: Juliet, you look pale. Are you still weeping for your cousin’s death? Or is it because that murderer Romeo is still alive? Juliet: It is true that Romeo grieves my heart. Lady Capulet: Well, here’s some happy news. On Thursday morning, you are going to marry Paris. Juliet: I don’t want to marry. And if I did, I’d sooner marry Romeo, whom you hate, than Paris! NARRATOR: Juliet’s father enters. Capulet: What’s wrong? I’ve found you a good husband. Juliet: I don’t love him. Capulet: Listen, daughter, you’ll be married Thursday even if I have to drag you to the church! Juliet: Mother, help me. Delay this marriage by a month, a week! Lady Capulet: I’ve had enough! NARRATOR: Juliet’s parents leave. Juliet: Nurse, how can I marry Paris when Romeo is alive? Nurse: Romeo is as good as dead. It is best that you marry Paris. NARRATOR: Juliet is shocked. Even the nurse has turned against her. Juliet (lying): You’re right. Please tell my mother I have gone to Friar Laurence to confess that I have displeased my father. NARRATOR: The nurse leaves. Juliet: Fickle old witch! I’ll never trust you again. I’ll ask the friar for a solution. If he does not have one, I am ready to die!

 SCENE 9 NARRATOR: Juliet finds the friar in his cell. Juliet: What should I do? My heart is joined to Romeo’s. I’d rather die than marry someone else! NARRATOR: Laurence hands her a small vial of liquid. Laurence: Here’s a remedy. Go home and agree to marry Paris. On Wednesday night, when you go to bed, drink the contents of this vial. It will make you appear to be dead for twenty-four hours. They’ll bury you in the family tomb. When you wake up, Romeo will be there to take you to Mantua where he is living. But you must not be afraid.

READING FOLIO

Juliet: Thank you, Father. Laurence: I’ll have Friar John carry a letter to Romeo, explaining the plan. NARRATOR: On Wednesday night, Juliet takes out the vial. Juliet: What if this mixture doesn’t work? Or what if it kills me? Or what if I wake up before Romeo comes to get me? I could suffocate in the tomb alongside Tybalt. Oh, Romeo, Romeo, I drink to you! NARRATOR: The next morning, the nurse comes to wake Juliet. Nurse: Wake up! Wake up! It’s your wedding day! NARRATOR: She touches Juliet. Nurse: Oh, no! She’s dead! NARRATOR: Lady Capulet enters and sees Juliet. Lady Capulet: No! No! My only child is dead! NARRATOR: Lord Capulet enters. Capulet: The groom is here. Lady Capulet (crying): Our child has already married death. Capulet: The wedding has become a funeral.

 SCENE 10 NARRATOR: Meanwhile, in Mantua, Romeo’s servant, Balthazar, returns from Verona. Romeo: What news from Verona? How is Juliet? If she is well, then nothing can be bad. Balthazar: I’m sorry. She is dead. She is in the Capulet vault. Romeo: Oh, it cannot be! Get my horses! I am going to the grave. Why didn’t the friar send word? Balthazar: Please slow down. You’re still in shock. NARRATOR: Romeo doesn’t know that Juliet is really alive. On his way to Verona, he buys poison to take after he sees her. Romeo: I’ll lie with Juliet tonight. NARRATOR: Meanwhile, Friar John visits Friar Laurence.

Laurence: John, what did Romeo say when you gave him my letter? John: I’m afraid I never saw him. I couldn’t get to Mantua after all. Laurence: Then who took my letter to Romeo? John: I’ve still got the letter. No one would deliver it. Laurence: Oh, no! That letter was urgent. In three hours, Juliet will awaken alone. We must bring her back here and send for Romeo. NARRATOR: Meanwhile, Romeo and Balthazar arrive at the tomb. Romeo: I’m going in to see my love’s face one more time. Go away. If you return, I’ll kill you. NARRATOR: Balthazar leaves. Romeo enters the tomb. Romeo: Here lies Juliet, and there lies Tybalt. Forgive me, Tybalt. And Juliet, even death could not conquer your beauty. I drink this to you, my sweet. NARRATOR: Romeo drinks the poison and dies. Moments later, Juliet wakes up and sees Romeo. Juliet: No! Romeo! My love is dead! NARRATOR: She runs to Romeo’s body. Juliet: Romeo, did you take all the poison and leave none for me? NARRATOR: Juliet finds Romeo’s dagger and stabs herself with it. Juliet: Oh dagger, let me die! NARRATOR: The guards sound an alarm. Soon, all the citizens of Verona are outside the tomb. Capulet: Look how our poor daughter bleeds! Montague: My son is dead! Prince: What has happened here? NARRATOR: Friar Laurence arrives and tells the whole story. Prince: Montague, Capulet, see what your feuding has caused? Capulet: Oh, Montague, I cannot offer my daughter in marriage, but at least I can offer you my hand in friendship. Montague (shaking his hand): I will raise a gold statue of Juliet, so that all Verona will remember her. Prince: A sad peace this is. For never was a story more full of woe than that of Juliet and her Romeo.

 Source: Scholastic Scope

Vocabulary Toolbox curse: a wish for bad luck and misfortune dagger: a short knife feud: a quarrel lasting many years fickle: always changing grieves: makes sad orchard: a place with fruit trees vault: a room where dead family members are buried woe: great sadness two hundred and one

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Celebrate the Holidays! What makes the holidays special to you? Is it the food, the gifts or the good company? Rebecca Kasmin, 15, from New York City, admits, “The food is a big part. My grandma makes the best latkes (potato pancakes). I look forward to piling my plate with them.”

Christmas On Christmas Day, December 25, Christians feast to celebrate the birth of Jesus Christ, who they believe was the Son of God. With no other place to stay, Mary gave birth to Jesus in a stable, surrounded by gentle animals. This humble setting teaches Christians that love is more important than money. At Christmas time, many Christians give to charity and try to have a generous and forgiving attitude toward others.

Eid ul-Fitr: Feast After Fast Like Christmas, the Muslim festival of Eid is a time to dress up, have fun and reach out to friends and family. It also marks the end of Ramadan, the month of fasting and prayer. Muslims believe that Allah (God) first showed the Koran, or Holy Book, to the prophet Muhammad during this month. During Ramadan, most Muslims eat nothing between sunrise and sunset. They visit mosques to pray or read the Koran. At the end of Ramadan, they celebrate having become closer to God. When the new moon appears, a feast of favourite foods from back home begins. Since Muslims come from all over the world, that could be anything from kebabs to noodles!

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READING FOLIO

Diwali: Festival of Lights The sound of firecrackers announces the arrival of the Hindu holiday Diwali in the month of October.

Kwanzaa

“Kids use fireworks to symbolize driving away evil,” says Siddhartha Aradhya, 17, of Davis, California.

Many African-Americans celebrate the seven days of Kwanzaa at the end of each year. Each day is dedicated to a principle: unity, selfdetermination, cooperative economics, responsibility, purpose, creativity, and faith.

Rows of tiny oil lamps called diyas light the homes.

The kinara, or candleholder, holds seven candles. They are red, black and green, like the Kwanzaa flag. On the seventh day, the Kwanzaa feast, called the karamu, might include traditional African recipes.

Foods such as kheer (a milky pudding) and poorie (deep-fried bread) are eaten and enjoyed during Diwali.

The colourful lights also banish darkness – just as knowledge and goodness destroy ignorance and evil. To celebrate this victory, Hindus cook and share sweets with friends and family. “Indians believe in offering food to people,” says Siddhartha. “The more food you give, the better it is!”

“People are content and they bless you and your family with good wishes.”

Hanukkah Rebecca and her family celebrate Hanukkah, a Jewish holiday that lasts for eight days towards the end of the year. “When the holiday comes around, I get to see my family, all in one place, all in a good mood, eating a lot of amazing Jewish food,” Rebecca says. She also remembers the origins of the holiday. In ancient times, a powerful army attacked a Jewish temple. They destroyed everything except a small oil lamp. After the Jews defeated the army, they returned to the broken temple. There was only enough oil to fuel the lamp for one day. Miraculously, the oil kept on burning for eight days! “This holiday is about hope and the hardships that the Jews went through,” explains Rebecca. “The lamp burned for eight days, and they knew that this was a sign, showing that they were going to survive through all that life threw at them.”

READING FOLIO

Source: Scholastic Action

Vocabulary Toolbox banish: send away for all time evil: all that is bad and cruel faith: belief in God fasting: not eating or drinking anything setting: a place where something happens went through: experienced

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Hair’s the Deal Welcome to your crash course in trichology. No need for textbooks or cheat notes – all the facts will come to you off the top of your head. You will need your favourite brush, a bottle of shampoo and a liberal dose of styling gel. Extra credit for “Extra Hold,” naturally.

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richology is the study of hair: an analysis of everything from growth to texture, diseases to dye jobs, bouffants to bowl cuts. Okay, we’re getting away from the actual scientific description, but do you want to pass this course or not? There’s a lot riding on your mark since, if styled correctly, hair is more important than anything else in the world. Try watching a TV newscaster with a hair out of place and see if his approach to foreign policy holds your attention. Still unconvinced that hair is that powerful? Remember when you found one in your soup?

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Hair protects our heads from extreme heat and cold, but it’s how we style and shape it that’s now considered an art. Admit it – girls and guys alike, we obsess over our tresses. Maybe that’s why hair plays such a role on the road to self-improvement. “Hair is the one thing about our bodies that we can almost immediately change to better our appearance,” says Marcel DeCarlo, an Alberta counsellor for teens. “Any change we consider positive gives us a stronger selfimage.” Do you want to make a quick change to your physical self? Think about it.

Weight training takes a long time to yield results and cosmetic surgery is pretty expensive (and unnecessary). But it’s relatively easy to colour, cut or style your hair in a different manner and, for appearance’s sake, become a totally different person. Though the way we style it may always be changing, society hasn’t tired of playing with its hair yet. But 100 years from now, will we still get up an hour early to grab the curling iron or beat that cowlick into submission? Will we continue to be obsessed with our hair? Hey, they don’t call it a permanent for nothing!

READING FOLIO

Enjoy your suggested course reading on trichology. Don’t forget the mousse – you’re being graded on a curve. Nowadays, doctors treat thousands of maladies that were once fatal. If only they could cure bad hairdos. BLAST FROM THE PAST Fifteen-year old Dylan cringes whenever his mom takes out his “Baby Book.” Contents: a few embarrassing photos, some infant measurements and . . . something else. “She saved my hair from when I was a kid. It’s stupid. I’m supposed to throw away my junk, but she keeps this? It’s like having something dead in the house. I don’t understand why parents do this.” His mom, knowingly, doesn’t bother explaining. Enjoy your hair as long as you can. BALD AS A BABY Frank’s in his 20s now but he’s been nearly bald since he was 17. “I lost my hair earlier than even I expected,” laughs the marketing manager for a Saskatchewan computer store. “It’s been an issue for a lot of my male relatives. I looked 30 in high school. It was hard to deal with at first. I had loads of friends, just not too many dates. It took too long to find a girl who wasn’t interested just in my outward appearance.”

These days, guys who are balding early have a lot of options. “But I never wanted any of that,” Frank says. “Take a football field – it’s more exciting to play on real grass than it is on synthetic grass! I’m okay with being bald now. But I sometimes wonder what might have happened.” Enjoy your hair as long as you can.

HAIRY FACTS •The average life expectancy of a hair is from two to four years. But don’t get too attached – you also shed from 50 to 70 of them a day. •The number of hairs on your head is directly related to your hair colour. Natural blonds have the most (about 140 000); redheads have the least (90 000).

WIGGING IT Alicia, from Alberta, is glad to see her mom so happy with her new wig.

•Can’t afford a steak? Nibble on your hair! It’s composed mostly of protein!

Lately, life’s been pretty sombre for Alicia’s family. This past summer, her mom was diagnosed with two inoperable, cancerous tumours. “She lost most of her hair through [chemotherapy] treatments.That was hard for her to take. She’s been wearing this green toque. I try to go on like everything’s normal, but it’s hard when it’s August and your mom’s inside with this thing on her head.”

•Some people say hair continues to grow after you die. Actually, your hair only appears to get longer as your scalp recedes. Without blood and circulation, hair doesn’t get any nourishment and is unable to grow. Source: Dan Kenning, What Magazine

Through a local cancer patient program, Alicia’s mom received a wig for free.“It has made a big difference in her spirits. I know things will never be normal, but at least she feels comfortable and looks more like the mom that I know,” says the 17-yearold. Enjoy your hair as long as you can.

Vocabulary Toolbox cowlick: hair that always sticks up crash course: a fast introductory course cringes: feels extremely embarrassed ’do: hairdo; hair style issue: problem

READING FOLIO

nibble on: eat recedes: becomes smaller riding on: depending on wig: synthetic hair

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PEOPLE OF THE THIRD PLANET BY DALE GRAIL

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he silver flying saucer hovered silently high above the ground. From far below, on the earth, the craft seemed to be just another star glowing brightly in the dark night sky. Slowly, the spaceship began to descend. It settled in a parking lot near the centre of a small sleeping town. The heat generated by the tremendous craft caused the asphalt on the ground to sizzle. This was the only sound that broke the stillness of the night. It was about three o’clock in the morning when the alien craft landed. The town was completely deserted. The only sign of activity was a lone traffic light a short distance away. It changed from yellow to red to green over and over again. For several moments, the ship remained motionless on the ground. Then, slowly, a section of the saucer slid open. Two creatures from another world stepped off the ship and into the light of a street lamp. For a brief moment, they thought that no one was near. Then they noticed a line of figures standing silently before them. One of the aliens leaned toward the other and whispered, “Over there are some people of the Third Planet. It is strange that they do not come forward to greet us. Perhaps this is not the time to tell the people of the Third Planet about our world.” The other alien surveyed the figures standing in the dim light. “No,” said the alien. “Our charts were right. Our orders are clear. Now is the time. We must approach these Earth people and arrange a meeting with the leader of their world.”

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The alien stepped forward and began to speak. “People of the Third Planet, or Earth, as you call it. We greet you in peace. We are messengers sent from a world many light years away from your own. We wish to establish a peaceful link between our two worlds and to exchange ideas with you. We would like to speak to someone of importance on your planet. Please direct us to such a person.” No one in the line of figures moved. They remained silent. They did not seem to care about the space creature’s words. After several seconds, a look of bewilderment crossed the face of the alien. “This is strange,” whispered the alien to the other. “These Earth people act as though they do not understand what I am saying. How can that be? We listened very carefully to their radio signals. We studied their words. I am certain we are using their language correctly.” “Remain calm,” said the other alien. “I will speak to the people of the Third Planet again.” The alien gazed at the shapes in the darkness, then said, “Earth friends, perhaps you were startled by our sudden appearance. Or perhaps you did not fully understand the significance of our message. I can assure you it is of the greatest importance. It is essential that we speak to the leader of your world. Please tell us where we may find your leader.” “One of you please come forward,” continued the alien. “We will not harm you. We wish only to talk with you. However, if you do not cooperate, we will be forced to take one of you with us for questioning. Please, we do not wish to harm anyone.”

READING FOLIO

But the figures in the darkness continued to remain absolutely still. The alien from another world began to grow angry and glared at them harshly. “Apparently,” said the other alien, “these Earth people have no intentions of telling us anything. Let us take one of them aboard. We must force one to give us the information we need.” The first alien nodded, then shouted at the figures standing in the dim light. “People of the Third Planet, you have left us no choice! We will have to use force!” But, to the amazement of the alien, even these words had no effect. The figures did not turn and run. They did not move at all. Furious, the alien rushed up to the first figure in the line. “You are my prisoner!” shouted the alien. “March to the spaceship at once!” There was no response. The alien struck the figure hard. Still, the figure refused to move.

“People of the Third Planet!” shouted the space creature. “We came in peace, and you refused to speak to us. We took one of your people captive and you did not attempt to stop us. You are strange people who have no feelings. You baffle me, people of the Third Planet. I will not even try to understand you. I will leave that to another expedition from our planet. Perhaps they will have more success with you than we. Farewell, people of the Third Planet. Farewell!” The alien turned and joined the other space creature aboard the flying saucer. There was a sudden flash of light, and the spacecraft rose swiftly and disappeared into the night sky. A patrol car was making its usual rounds on the late night shift. The two police officers inside the car were talking. Suddenly one of them looked up. “What was that?” asked the officer. “Where? I didn’t see anything.” “It looked like an explosion up there in the parking lot. We’d better check to see what happened.”

“It is no use,” said the alien. “I cannot force this Earth person to walk. It is as though he has roots that go deep into the ground.”

The patrol car sped toward the parking lot and screeched to a halt. The officers jumped out of the car and played their flashlights over the deserted lot.

“Use your ray gun,” said the other alien. “Cut him away from the earth that he so dearly loves.”

“Hmmm,” said one of the officers. “Something smells burned. Let’s look around.”

There was a single flash from the alien’s gun, and the Earth person fell noisily to the ground.

They moved through the area, searching the darkness. Suddenly, one of the officers called to his partner, “Look at this.”

Still, none of the other figures moved. The alien looked at the defiant row of figures before him. They did not seem upset that one of their ranks was being taken prisoner. This was more than the alien could stand.

The other officer walked quickly toward the light. He found his partner down on one knee looking at a circular piece of steel which was still hot to the touch. “Someone sliced off this thing,” said the officer. “Did a pretty neat job of it, too. But why? They must have escaped with only a few nickels. What would anyone want with a parking meter?” Source: Scholastic Action

Vocabulary Toolbox amazement: great surprise baffle: confuse bewilderment: lack of understanding defiant: refusing to obey hovered: floated startled: shocked

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Reference Section

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Grammar Capsules Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Modals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . Imperatives . . . . . . . . . . . . . . . . . . . . . . . . . Nouns and Pronouns . . . . . . . . . . . . . . . . . . Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adjectives and Adverbs . . . . . . . . . . . . . . . . Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . Common Irregular Verbs . . . . . . . . . . . . . . .

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Important Words and Expressions Common Idioms . . . . . . . Phrasal Verbs . . . . . . . . . . Cognates: True and False Prefixes and Suffixes . . . .

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Functional Language

Recast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rephrase . . . . . . . . . . . . . . . . . . . . . . . . . . . Gesture . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stall for Time . . . . . . . . . . . . . . . . . . . . . . . . Substitute . . . . . . . . . . . . . . . . . . . . . . . . . . . Direct Attention . . . . . . . . . . . . . . . . . . . . . . Pay Selective Attention . . . . . . . . . . . . . . . . . Seek or Create Practice Opportunities . . . . . Practise . . . . . . . . . . . . . . . . . . . . . . . . . . . . Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . Self-monitor . . . . . . . . . . . . . . . . . . . . . . . . . Self-evaluate . . . . . . . . . . . . . . . . . . . . . . . . Set Goals and Objectives . . . . . . . . . . . . . . . Ask for Help, Repetition, Clarification, Confirmation . . . . . . . . . . . . . Ask Questions . . . . . . . . . . . . . . . . . . . . . . . Take Risks . . . . . . . . . . . . . . . . . . . . . . . . . . Activate Prior Knowledge . . . . . . . . . . . . . . . Develop Cultural Understanding . . . . . . . . . . Predict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Delay Speaking . . . . . . . . . . . . . . . . . . . . . . Compare . . . . . . . . . . . . . . . . . . . . . . . . . . . Infer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Recombine . . . . . . . . . . . . . . . . . . . . . . . . . . Skim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take Notes . . . . . . . . . . . . . . . . . . . . . . . . . . Use Semantic Mapping . . . . . . . . . . . . . . . . Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cooperate . . . . . . . . . . . . . . . . . . . . . . . . . . Lower Anxiety . . . . . . . . . . . . . . . . . . . . . . . Encourage Yourself and Others . . . . . . . . . . Reward Yourself . . . . . . . . . . . . . . . . . . . . . .

Grammar Capsules

210 210 210 211 211 211 211

Processes The Response Process . . . . . . . . . . . . . The Writing Process . . . . . . . . . . . . . . . . The Production Process . . . . . . . . . . . . . Editing Tools: Writing Correction Codes .

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

256 258 260 262

Processes

Greetings and Leave-Taking . . . . . . . . . . . . . Identification . . . . . . . . . . . . . . . . . . . . . . . . . Telephone Talk and Voice Mail . . . . . . . . . . . Apologizing . . . . . . . . . . . . . . . . . . . . . . . . . Taking Time to Think . . . . . . . . . . . . . . . . . . Warning . . . . . . . . . . . . . . . . . . . . . . . . . . . . Politely Interrupting a Conversation . . . . . . . Agreeing, Disagreeing and Giving an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . Capabilities . . . . . . . . . . . . . . . . . . . . . . . . . Feelings, Interests, Tastes and Preferences . . . . . . . . . . . . . . . . . . . . . Decision and Indecision . . . . . . . . . . . . . . . . Permission . . . . . . . . . . . . . . . . . . . . . . . . . . Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . Offering Assistance . . . . . . . . . . . . . . . . . . . Asking for Help . . . . . . . . . . . . . . . . . . . . . . Asking for Information . . . . . . . . . . . . . . . . . Asking for Clarification and Clarifying . . . . . . Suggesting and Inviting . . . . . . . . . . . . . . . . Teamwork and Encouragement . . . . . . . . . . Discourse Markers . . . . . . . . . . . . . . . . . . . . Goal Setting . . . . . . . . . . . . . . . . . . . . . . . . . Reflecting . . . . . . . . . . . . . . . . . . . . . . . . . . .

Important Words

Strategies

Text Types Features of Literary Text . . . . . . . . . . . . . . . . 263 Features of Information-Based Text . . . . . . . 265 Features of Popular Text . . . . . . . . . . . . . . . 267

Text Types

Functional Language

Strategies

Table of Contents

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209

Functional Language

Functional Language -Tak ing e v a e L d n a Gree ting s Hi!/Hello. you. Nice to see ing? How’s it go u? How are yo ou been? y How have ? What’s new r. See you late

You, too. s. Okay, thank Not bad. . Pretty good ch. Nothing mu ye. Bye/Goodb

Identi fication My name is Yannick. I’m from Rig aud. I’d like you to meet Haleema. This is Jean-Luc.

}

Hi. Nice to meet you.

Which group are you in? Who’s your partner?

Telephone Talk and Voic e Mail Calling up Hi. May I speak to Vikram , please? Answering the teleph one He’s not available at the moment. Would you like to leave a message? May I ask who’s calling? Leaving a message I’m calling about the fie ld trip tomorrow. Could you ask him to ca ll me back? My name is Isabelle. My number is 111-2222

.

Ending a telephone call I have to go now. Goodbye.

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REFERENCE SECTION

n work together. I mean, perhaps we ca All right. Let me think about it. Hold on a second.

Excuse me. I’m sorry. I didn’t mean to hurt yo ur feelings.

Functional Language

Taking Time to Think

Apol ogiz ing

Warning Be careful. Watch out. . You’d better not forget your gym clothes I wouldn’t do that if I were you.

ve rsat ion n o C a g n ti p lite ly Inte rru

Po

go now. Excuse me. ut I have to b t p u rr te in I’m sorry to

Agre eing, Disagreeing and Giving an Opin ion I agree. I think you’re right. I disagree. I think you’re wrong. Our team has a different opinion. We think that curfews are a bad idea. How do you feel about school uniforms ?

Capa bilit ies

ake sushi. language ? I know how to m how to use sign ow kn ey th k in Do you th

Feelings, In tere sts, Ta stes an d Preferen ces

I feel annoyed when I can’t think of the right word. Do you like the Harry Potter books? Would you rather write a lett er or design a poster ?

Functional Language

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211

Functional Language

Decision a nd Inde

cis ion

Have you made a decision? Do we all agree? Yes, we all agree that we want to do this project. I just can’t decide . Luis is not sure. H e needs more tim e to think about it.

Permission Please may I have this book? Can I use your dictionary? May I borrow a pen?

Feedback

my draft? feedback on r u yo e m e ld you giv Samuel, cou . your opinion I really need ula? suggest, Pa What do you

Offering Assistan ce

to help you? How can I help you? Do you want me This may help you write your text. . Please don’t hesitate to ask for help

lp Asking for He

lish? say X in Eng se books ? How do you hand out the e m lp e h u on ? Could yo er this questi w s n a u yo How would

Asking for Information Where did you put the magazines ? What materials do I need for this assignment? Who is on your team? When is this due, Mr. Jones?

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What did you say? please? Could you repeat that, What do you mean? Let’s ask the teacher.

Suggesting and Invi ting Let’s divide the work between us. Would you like to have lunch with us? Do you want to work together on this project?

Functional Language

Aski ng for Clar ification and Clar ifyin g

I said that I agree. I mean that a is correct.

Teamwork and Encouragement Bravo! Good work! Great! We did it! Wow, we really worked well together!

Discourse Mark ers Beginning • First of all, . . . • It started . . . • Once upon a time, . . . • It all began with . . .

Middle • Second, . . . Third, . . . • Furthermore, / Also, In addition, . . . • However, . . .

End • Finally, . . . • In the end, . . . • In conclusion, . . .

Goal Setting My goal is to speak English more often. I need to improve my English voc abulary because I often use French words. Our goal is for each person to par ticipate equally.

Reflecting a) I participated in the discussions. b) I spoke English. necessary. c) I used resources (classmates, teacher, dictionary) when

Functional Language

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Grammar Capsules VERBS The Simple Present Grammar Capsules

Uses The simple present is used to express: • a permanent fact (The sun rises in the east.) • a present state, such as a feeling, an opinion or a relation ( I’m hungry. / Valerie is my cousin.) • a repeated action, such as a routine or a habit (Véronique has a piano lesson every week.) Formation The simple present tense has two forms: the base form and the s-form. Example Subject

Verb form

Example

I You (singular) He/She/It We You (plural) They

base base base + s base base base

I learn. You learn. He/She/It learns. We learn. You learn. They learn.

Some exceptions The s form (the third person singular) is different for some verbs. Verb ending in

How to form the third person singular

Example

o

Add es.

s

Add es.

x

Add es.

z

Add es.

ch

Add es.

sh

Add es.

a consonant + y

Change y to i and add es.

The verb have

Change ve to s.

I/You/We/They go. He/She/It goes. I/You/We/They pass. He/She/It passes. I/You/We/They box. He/She/It boxes. I/You/We/They buzz. He/She/It buzzes. I/You/We/They watch. He/She/It watches. I/You/We/They wish. He/She/It wishes. I/You/We/They fly. He/She/It flies. I/You/We/They have. He/She/It has.

Time markers We use time markers like these with the simple present tense: always, sometimes, never, every day, in the summer.

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Full form

Contracted form

I am You (singular) are He/She/It is We are You (plural) are They are

I’m You’re He’s/She’s/It’s We’re You’re They’re

Grammar Capsules

The verb to be The verb to be is different from other verbs. This is what it looks like.

The negative form To form the negative in the simple present, add do not or does not before the base form of the verb. Example Full form

Contracted form

I do not learn. You (singular) do not learn. He/She/It does not learn. We do not learn. You (plural) do not learn. They do not learn.

I don’t learn. You don’t learn. He/She/It doesn’t learn. We don’t learn. You don’t learn. They don’t learn.

For the verb to be, add not after the verb. Example Full form

Contracted form

I am not You (singular) are not He/She/It is not We are not You (plural) are not They are not

I’m not You’re not or You aren’t He’s/She’s/It’s not or He/She/It isn’t We’re not or We aren’t You’re not or You aren’t They’re not or They aren’t

Your Turn! Write the correct form of the verbs. After supper, Kelly have a shower and then finish her homework. Running back Mike Pringle carry the ball down the field and rush a touchdown. My sister do not ski very well, though she try hard. Cats and dogs often fight. My mother be so tired that she usually doze off while watching TV. You will find more practice exercises on the handout. Grammar Capsules

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The Present Continuous Use The present continuous is used to express an event or a situation that began in the past, is happening now and will probably continue into the future. (Jeremy is doing his homework.)

Grammar Capsules

Formation To form the present continuous, use the present tense of the verb to be and add ing to the base form of the main verb. Subject

Be (present)

Verb form

Example

Contracted form

I You (singular) He/She/It We You (plural) They

am are is are are are

base + ing base + ing base + ing base + ing base + ing base + ing

I am talking. You are talking. He/She/It is talking. We are talking. You are talking. They are talking.

I’m talking. You’re talking. He’s/She’s/It’s talking. We’re talking. You’re talking. They’re talking.

Some exceptions Some verbs cannot be used in the continuous. Examples

to be, believe, belong, hate, have, hear, know, like, love, need, own, possess, prefer, remember, see, understand, want, seem Spelling rules • Most verbs: Add ing (go ¦ going; play ¦ playing; speak ¦ speaking). • Verbs that end in e: Delete the final e and add ing (bore ¦ boring; lose ¦ losing; rise ¦ rising). • Verbs that end in ee: Add ing (see ¦ seeing; agree ¦ agreeing). • Some one-syllable and two-syllable verbs ending in a consonant: Double the final consonant: put ¦ putting; sit ¦ sitting. Time markers We use time expressions like these with the present continuous tense: at the moment, now, still.

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Example Full form

Contracted form

I am not talking. You (singular) are not talking. He/She/It is not talking. We are not talking. You (plural) are not talking. They are not talking.

I’m not talking. You’re not/aren’t talking. He’s/She’s/It’s not/isn’t talking. We’re not/aren’t talking. You’re not/aren’t talking. They’re not/aren’t talking.

Grammar Capsules

The negative form To form the negative, add not after the auxiliary to be.

Your Turn! 1 Complete each sentence with one of these verbs in the present continuous: bake, brush, look, make, meet, put, read, sleep, take, talk. Anne-Marie

still

to Adam on the telephone.

At the moment, my parents He

fresh bread for the family.

a very long shower.

Right now, I’m

a tomato and cheese sandwich.

My little brother

stamps in his album

at the moment. Cathy

a novel by Agatha Christie. you

your teeth, Billy?

Shh! Don’t wake up Agnes. She We Harry

like a baby.

for information on the Internet. Ron at the soccer field.

You will find more practice exercises on the handout.

Your Turn! 2 Write each verb in the appropriate form: the simple present or the present continuous. Mr. Miller 1. teach English at a high school. At the moment, he 2. walk around the English class and he 3. help his students. He usually 4. circulate around the class to answer his students’ questions. Mr. Miller 5. see that most of the students 6. write in their activity books. Alexia 7. sharpen her pencil. Sara 8. look at Alex and she 9. have a big smile on her face. Gabriel and Thomas 10. laugh. Carla 11. seem distracted because she 12. look out the window. Tania 13. raise her hand. Right now, Ahmed 14. walk through the door. He never 15. arrive late to class but he 16. have a dentist appointment this morning. You will find more practice exercises on the handout. Grammar Capsules

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The Simple Past

Grammar Capsules

Uses The simple past tense is used to express: • an action in the past (My family went to Italy last summer.) • repeated actions (We often visited my grandmother when she was alive.) • a state (Marcie was happier last year.) Formation 1. Regular verbs: Add ed to the base form. Example Subject

Verb form

Example

I You (singular) He/She/It We You (plural) They

base base base base base base

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

+ + + + + +

ed ed ed ed ed ed

Spelling rules • Most verbs: Add ed (open ¦ opened, play ¦ played, wash ¦ washed). • Verbs that end in e: Add d (bore ¦ bored, close ¦ closed, place ¦ placed). • Some one-syllable verbs ending in a consonant: Double the final consonant (beg ¦ begged, drop ¦ dropped, tip ¦ tipped). • Most verbs that end in y: Change the y to i and add ed (hurry ¦ hurried, marry ¦ married, try ¦ tried). 2. Irregular verbs: See the list on page 239. Examples

buy ¦ bought, drive ¦ drove, eat ¦ ate, have ¦ had, leave ¦ left, take ¦ took Time markers We use time expressions like these to indicate the past: yesterday, last night/weekend/week, on Monday, in December, two days/a week/a long time ago. 3. The verb to be The verb to be is different from other verbs. This is what it looks like in the simple past. I was You (singular) were He/She/It was We were You (plural) were They were

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Example Full form

Contracted form

I did not walk. You (singular) did not walk. He/She/It did not walk. We did not walk. You (plural) did not walk. They did not walk.

I didn’t walk. You didn’t walk. He/She/It didn’t walk. We didn’t walk. You didn’t walk. They didn’t walk.

For the verb to be, add not after the verb. Full form

Contracted form

I was not You (singular) were not He/She/It was not We were not You (plural) were not They were not

I wasn’t You weren’t He/She/It wasn’t We weren’t You weren’t They weren’t

Grammar Capsules

The negative form Add did not or didn’t before the base form of the verb. Remember: The auxiliary did already indicates the past tense, so the main verb stays the same.

Your Turn! Write each verb in the simple past.

o weeks. l to Cuba for tw ve a tr 1. I s a so much Last Christm ip. We 3. have tr e th r fo y pa 2. My parents ay, 5. visit beach every d e th to go 4. fun. We Spanish. 6. practise our nd a , na va a H the city of .) at all. it 8. rain (neg se u ca be y ck ntario. We 7. be lu Quebec and O om fr s st ri u to ny and I 9. meet ma e Cuban people th t u bo a t lo n a I also 10. lear of my life! be the best trip . 11 It . re u their cult eg.) to leave. I 12. want (n

You will find more practice exercises on the handout.

Grammar Capsules

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The Past Continuous Uses The past continuous is used to express an action over a period of time in the past. (At ten o’clock, Michelle was playing cards.)

Grammar Capsules

Formation To form the past continuous, use the past tense of the verb to be and add ing to the base form of the main verb. Subject

Be (past)

Verb form

Example

I You (singular) He/She/It We You (plural) They

was were was were were were

base base base base base base

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

+ + + + + +

ing ing ing ing ing ing

Some exceptions Some verbs cannot be used in the continuous. Examples

to be, believe, belong, hate, have, hear, know, like, love, need, own, possess, prefer, remember, see, understand, want, forget Time markers We use the time expressions while and still with the past continuous tense. The negative form To form the negative, add not after the auxiliary to be.

220

Example Full form

Contracted form

I was not listening. You (singular) were not listening. He/She/It was not listening. We were not listening. You (plural) were not listening. They were not listening.

I wasn’t listening. You weren’t listening. He/She/It wasn’t listening. We weren’t listening. You weren’t listening. They weren’t listening.

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The simple past and the past continuous If two actions take place in the past, the longer, background action is in the past continuous. The shorter, complete action is in the simple past. Example Marthe was speaking on the phone when Luc arrived.

Grammar Capsules

If two past actions occurred over the same period of time, they are both in the past continuous. Example Jimmy was washing the dishes and Emma was drying them.

Your Turn! 1 Write each verb in the past continuous. Happy New Year! Starting at eight o’clock, I 1. answer the door and 2. greet the guests. Mom and Dad 3. prepare the food and drinks in the kitchen. My brother, Danny, 4. entertain the guests and 5. play music on the stereo. Aunt Sara 6. talk to Aunt Celia about her trip to Mexico. Cousin Thomas 7. call his girlfriend every twenty minutes on his cell phone. Uncle Samuel 8. eat cheese and crackers while his wife, Aunt Diane, 9. taste a little bit of everything. The twins, Leila and Bilal, 10. watch TV while their sister, Isabella, 11. dance with her cousins. After the delicious meal, some of the guests 12. play cards in the kitchen while others 13. talk in the living room. Everyone 14. mingle and 15. tell jokes and stories. We 16. enjoy ourselves so much that we almost missed the countdown to midnight! You will find more practice exercises on the handout.

Your Turn! 2 Write each verb in the appropriate form: the simple past or the past continuous.

1. I watch a scary movie, when the doorbell ring. I be so scared that I jump out of my seat!

2. Last night, Dan cut his finger as he slice some bread. Fortunately, he need (neg.) any stitches.

3. While Rachel read a magazine, her sister talk on the telephone and her brother play a video game. Their mother be (neg.) pleased because they forget to do the dishes!

4. Anne look at the menu and, since she be (neg.) very hungry, she order just some soup.

5. It be very cold yesterday but at least the sun shine. 6. Jonathan call you last night but you sleep. He say he would try again on Tuesday. You will find more practice exercises on the handout. Grammar Capsules

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The Simple Future Use The simple future is used to express an action that will take place in the future. (We will get our exam results next week.)

Grammar Capsules

Formation To form the simple future, use the future tense of the verb to be and the base form of the main verb. Subject

Be (future)

Verb form

Example

Contracted form

I You (singular) He/She/It We You (plural) They

will will will will will will

base base base base base base

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

I’ll play. You’ll play. He’ll/She’ll/It’ll play. We’ll play. You’ll play. They’ll play.

Another way to express the future is to use to be going to + the base form of the verb. Subject

Be (present) + going to

Verb form

Example

Contracted form

I You (singular) He/She/It

am going to are going to is going to

base base base

I am going to play. You are going to play. He/She/It is going to play.

We You (plural) They

are going to are going to are going to

base base base

We are going to play. You are going to play. They are going to play.

I’m going to play. You’re going to play. He’s/She’s/It’s going to play. We’re going to play. You’re going to play. They’re going to play.

Time markers We use time expressions like these to indicate the future: soon, tomorrow, next Tuesday/week/ month/year, in two days/a week/a couple of months.

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The negative form To form the negative, add not after the auxiliary to be. Contracted form

I will not play. You (singular) will not play. He/She/It will not play. We will not play. You (plural) will not play. They will not play.

I won’t play. You won’t play. He/She/It won’t play. We won’t play. You won’t play. They won’t play.

Example (be going to) Full form

Contracted form

I am not going to play. You (singular) are not going to play. He/She/It is not going to play. We are not going to play. You (plural) are not going to play. They are not going to play.

I’m not going to play. You’re not/aren’t going to play. He’s/She’s/It’s not/isn’t going to play. We’re not/aren’t going to play. You’re not/aren’t going to play. They’re not/aren’t going to play.

Grammar Capsules

Example (simple future) Full form

Your Turn! Write each verb in the appropriate form: will or be going to. Next year Kenny be seventeen years old and he start CEGEP. When you do your English homework? I finish it as soon as possible. Greg call (neg.) you after his hockey practice because he arrive too late at night. Cindy read the letter? Yes, she look at it tonight. When we talk again? We see each other after school. The weather be (neg.) colder tomorrow so I wear my light jacket. Eva take the bus at seven o’clock. Then she wait for me at the bus stop. If we work hard, we succeed . I visit my grandparents tomorrow. I give them your regards. When you get your driver’s licence? You will find more practice exercises on the handout.

Grammar Capsules

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Modals

Grammar Capsules

Uses Modal auxiliaries are used to express: • ability (She can speak Russian fluently.) • advice/suggestions (Ravi should eat less junk food.) • desire (Timothy would like to buy a new video game.) • obligation (You must raise your hand to speak in class.) • permission (Yes, you may borrow my red pen.) • possibility (The Wilsons might get a Labrador puppy for their children.) • requests ( Can you shut the door, please?) Formation Insert the modal before the base form of the verb. Note: Both the modal and the main verb remain the same. They do not change to indicate person (I, you, he/she/it, they) or number (singular or plural). Subject

Modal

Verb form

Example

Contracted form

I You (singular) He/She/It We You (plural) They

can can can can can can

base base base base base base

I can swim. You can swim. He/She/It can swim. We can swim. You can swim. They can swim.

I can’t swim. You can’t swim. He/She/It can’t swim. We can’t swim. You can’t swim. They can’t swim.

The Negative Form Insert not between the modal and the main verb. Subject

Modal Not

Verb form Example

Contracted form

I must not base I must not argue. I mustn’t argue. You (singular) must not base You must not argue. You mustn’t argue. He/She/It must not base He/She/It must not argue. He/She/It mustn’t argue. We must not base We must not argue. We mustn’t argue. You (plural) must not base You must not argue. You mustn’t argue. They must not base They must not argue. They mustn’t argue. Can not is usually written cannot. The contracted form is can’t.

Your Turn! Complete the sentences with the correct modal.

11. If I had lots of money, I buy a brand new sports car. (desire) 12. If Nancy is sick, she see her doctor. (advice) 13. Olivier speak three languages. (ability) 14. All students go to school. (obligation) 15. Children drink coffee. (advice, neg.) You will find more practice exercises on the handout.

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QUESTIONS Yes/No Questions

Formation 1. The verb be To form a yes/no question with the main verb to be, invert the subject and the verb. Example Verb Subject

Rest of sentence

Answer

Am Are Is Are Are Are

happy? happy? happy? happy? happy? happy?

Yes, Yes, Yes, Yes, Yes, Yes,

I you (singular) he/she/it we you (plural) they

I am / No, I’m not. I am / No, I’m not. he/she/it is. / No, he/she/it isn’t. we are. / No, we aren’t. we are. / No, we aren’t. they are. No, they aren’t.

Grammar Capsules

Use This type of question is answered by yes or no, or by words that mean the same: for example, certainly, definitely, I don’t think so.

2. Other verbs To form a yes/no question with a different main verb, put an auxiliary at the beginning: for example, to be, do, can, should. Use the base form of the verb or the base form with ing. Auxiliary

Subject

Verb form

Example

Am Are Is

I you (singular) he/she/it

base + ing ? base + ing ? base + ing ?

Are

we

base + ing ?

Are

you (plural)

base + ing ?

Are

they

base + ing ?

Did Did Did

I you (singular) he/she/it

base? base? base?

Did

we

base?

Did

you (plural)

base?

Did

they

base?

Am I sleeping? Yes, I am / No, I’m not. Are you sleeping? Yes, I am / No, I’m not. Is he/she/it sleeping? Yes, he/she/it is. No, he/she/it isn’t. Are we sleeping? Yes, we are. No, we aren’t. Are you sleeping? Yes, we are. No, we’re not. Are they sleeping? Yes, they are. No, they aren’t. Did I go? Yes, I did. / No, I didn’t. Did you go? Yes, I did. / No, I didn’t. Did he/she/it go? Yes, he/she/it did. No, he/she/it didn’t. Did we go? Yes, we did. No, we didn’t. Did you go? Yes, you did. No, you didn’t. Did they go? Yes, they did. No, they didn’t.

Grammar Capsules

Answer

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Wh-Questions Use The most common use of wh-questions is to ask for information.

Grammar Capsules

Formation A wh-question begins with a question word. (See the list below.) When the question word is the subject of the sentence, the word order of the question is the same as in a statement. Examples Question word (subject)

Who Who Which students

Auxiliary

Verb

Object

can are

invented that robot? come going

Rest of sentence

with me? on the field trip?

When the question word is not the subject of the sentence, the subject and the auxiliary are inverted. Examples Question word

Auxiliary

Subject

Verb

Rest of sentence

What Where

do was

you Fatima

like hiking?

to eat?

When to be is the main verb, it comes before the subject. Examples Question word

Verb (be)

Subject

Rest of sentence

Where When

is is

Alicia Adam’s birthday?

from?

Question Words

226

Question Word

Example

Who (identity) What (thing) Which (one/some of many) Whose (possession) Where (place) When (time) Why (reason) How (means) (manner) (degree)

Who wrote that book? What did you get for your birthday? Which movie did you see? Whose coat is this? Where was he born? When is your birthday? Why do you like adventures? How can I improve my English? How did the team play? How far is it to Laval?

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REFERENCE SECTION

Your Turn! 1 Yes/No questions Write a yes/no question for each sentence.

Grammar Capsules

11. Grace and Antoine are excellent drivers. 12. The soup was terrible. 13. He lives in Tunisia. 14. Eric won the competition last year. 15. Molly and Fred admire their grandfather. 16. We do not have any money. 17. They can speak Portuguese and Spanish. 18. I will need to work hard. 19. The Duponts are moving to Longueuil. 10. He mailed the letter yesterday. You will find more practice exercises on the handout.

Your Turn! 2 Wh-questions Rewrite the following statements as wh-questions. Start each one with the question word in parentheses. The words in pink provide the answer to the question.

11. Patrick needs a new hockey stick. (What) 12. Maya is a very shy girl. (Who) 13. We live in Gatineau. (Where) 14. Eight hundred people attended the concert. (How many) 15. I will go to Prague next summer. (When) 16. Joshua is a popular student because he is very funny. (Why) 17. The team played very well. (How) 18. Nicolas ran about eight hundred metres before he caught the thief. (How) 19. This coat must be David’s. (Whose) 10. History is my favourite subject. (Which) You will find more practice exercises on the handout.

Grammar Capsules

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IMPERATIVES Uses The imperative is used to: • make polite requests ( Close the window, please.) • give directions ( Go straight down the hall.) • give instructions and commands ( Mix the ingredients. Come here!)

Grammar Capsules

Formation Use the base form of the verb. Note: The subject you is understood but it is not said or written. Examples Positive Base form of verb + Rest of sentence

Open Listen Drive Have

your books to page 125. to the instructions, please. slowly. a nice trip!

Negative Do not (Don’t) + Base form of verb + Rest of sentence

Do not Do not Don’t Don’t

forget your ticket. eat in the library, please. be late. worry about me.

To make a message stronger, add always to positive commands and never to negative ones. Examples

Always tell the truth Never reveal your locker number.

Your Turn! Write the following sentences in the imperative.

11. Tell Fatima to eat more fruits and vegetables. 12. Tell your friend to email David after school. 13. Tell Sophie to have fun on her trip. 14. Tell your dog not to bark. 15. Tell your teacher, Mr. Reynolds, to repeat the answer. (politely) 16. Tell your sister to pass the salt. 17. Tell Miguel to be quiet. (politely) 18. Tell your little cousin not to talk to strangers. 19. Tell your brother to stop interrupting your conversation. 10. Tell Jenny and Matt not to forget your birthday next week. You will find more practice exercises on the handout.

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NOUNS AND PRONOUNS The most common kinds of nouns are: • proper nouns, which are the names of people and places and always start with a capital (for example, William, Nova Scotia, March, Monday ) • concrete nouns, which refer to physical things (for example, cat, book, car, water ) • abstract nouns, which refer to ideas and qualities (for example, result, safety / love, heat ) • the names of actions, events and roles (for example, jumping / accident / teacher ) The ending of a noun changes to indicate the plural (hat ¦ hats) and the possessive (Mary’s book ). Most nouns do not change to indicate gender.

Plural Nouns

Grammar Capsules

Types of Nouns

Uses A plural noun indicates that there is more than one person, place or thing. Formation Noun

Rule

Singular

Plural

Most nouns

Add s.

Nouns that end in ch, sh, s, x or z

Add es.

Nouns that end in a consonant + y Most nouns that end in o Most nouns that end in f or fe Some irregular plurals

Change y to i and add es. Add es.

car girl sandwich dish box baby city potato tornado life wolf chief child deer goose man mouse person sheep

cars girls sandwiches dishes boxes babies cities potatoes tornadoes lives wolves chiefs children deer geese men mice people sheep

Change the ending to ves. Varies

Your Turn! Write the plural form of these nouns. belief boy

country fax

flash foot

home key

scarf sheep

tooth witch

You will find more practice exercises on the handout.

Grammar Capsules

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Pronouns and Possessives

Grammar Capsules

Use A pronoun replaces a noun. • A subject pronoun performs the action in a sentence. Example Carlo is a student. ¦ He is a student. • An object pronoun replaces the noun that is the object in the sentence. Example Carlo lost his book. ¦ Carlo lost it. • A possessive pronoun tells who the owner is. It is never followed by a noun. Example The book is Carlo’s. ¦ The book is his. • A possessive adjective tells who the owner is. It is always followed by a noun. Example Carlo’s book is on Judy’s desk. ¦ His book is on her desk. • A reflexive pronoun is used when the subject and the object are the same person or thing. Examples Carlo is proud of himself. The cat was washing itself. Subject

Object

Possessive

Possessive adjective

Reflexive

I you he she it we you they

me you him her it us you them

mine yours his hers — ours yours theirs

my your his her its our your their

myself yourself himself herself itself ourselves yourselves themselves

Your Turn! A. Replace each word or phrase in green with the correct pronoun.

1. Jimmy comes to my school but his sister does not come to my school . 2. Peter gave Lisa a hug. 3. Dimitri and Ioanna walked with Olivier and Tristan to the park. 4. Thomas and I forgot our lunches at home. 5. Every week, Janet plays the piano for her grandfather and reads to her grandmother . B. Choose the correct pronoun.

1. My/Mine cat chased the mouse into our/ours basement. 2. The English dictionary belongs to I/me . It/Its is my/mine . 3. Henry always goes to the gym. He/Him takes good care of him/his/himself . 4. When we/us are on vacation, we/us will really enjoy us/ourselves . 5. Oranges are her/hers favourite fruit. She/her eats they/them/their for breakfast. You will find more practice exercises on the handout.

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Uses Articles are used to identify nouns. They can be indefinite (a, an, some) or definite (the). • Use a before a word that starts with a consonant sound (a class, a hat, a house, a year, a university, a one-day event ). • Use an before a word that starts with a vowel sound (an apple, an igloo, an hour, an honour ). • Use some to show a number or a quantity of something (some classes, some hats, some apples ). • Use the to identify a specific object or specific objects (the class / the classes, the apple / the apples ). Note: In speech, when the object begins with a vowel sound, we pronounce the with a long /ee/ sound: for example, the elephant.

Grammar Capsules

ARTICLES

Exceptions No articles are needed for the following: • sports (I like jogging, soccer and cycling.) • places: countries, provinces, cities (Steve is from Canada. He was born in Toronto.) • generalizations (Exercise is good for your health. / Cats are great pets.) • nationalities and languages (Carolina is Venezuelan and speaks Spanish and English.)

Your Turn! Complete each sentence with the correct article: a, an, some or the. Leave a blank if no article is needed. Sidney Crosby: The Next Great One 1

Sidney Crosby is

professional hockey player. He has been

compared to hockey legends Wayne Gretzky (The Great One) and Mario Lemieux (Super Mario). 3

2

question is: Will Sidney be

next great hockey player in the NHL?

Sidney was born on August 7, 1987, and is from Harbour, Nova Scotia. Trina. His mom worked in once

7

5

4

Cole

names of his parents are Troy and 6

goalie. He has

grocery store and his dad was 8

younger sister named

Taylor. Sidney started to play in

9

basement of his parents’ home

when he was just two years old. Even though

10

baseball is

one of his favourite sports, he always knew that he wanted to be 11

hockey player.

You will find more practice exercises on the handout.

Grammar Capsules

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ADJECTIVES AND ADVERBS Adjectives Use An adjective tells us what something is like. It modifies a noun.

Grammar Capsules

Position An adjective usually appears before a noun or after a verb like to be, seem or get. Examples

Fido is an

Fido is

obedient

dog.

(adjective)

(noun)

obedient. (adjective)

Two or more adjectives can be used together. Example

Tyler is wearing a

green

shirt

(adjective)

(noun)

and

dark

blue

jeans.

(adjective)

(adjective)

(noun)

Formation Adjectives always remain the same. They do not change to indicate number (singular or plural) or gender (feminine or masculine). Most adjectives do not have a special form. But there are some endings that we add to other words to form adjectives. Examples

a salty cracker

a helpful guide

global warming

Adverbs Use An adverb adds something to the meaning, such as where, when or how something happened. It can modify a verb, an adjective or another adverb. Position An adverb that modifies a verb usually appears after it. An adverb that modifies an adjective or adverb usually appears before it. Examples

Andy

Mount Logan is

232

writes

slowly.

(verb)

(adverb)

very

high.

(adverb)

(adjective)

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REFERENCE SECTION

Formation Some adverbs are not related to other words. Examples

always, fine, long, soon, well

Grammar Capsules

Some adverbs have the same form as adjectives. Examples

Caroline is a

fast

swimmer.

(adjective)

Caroline swims

fast. (adverb)

Some adverbs are formed by adding ly to an adjective. Examples

happily, loudly, quickly, softly Common adverbs • Frequency: always, frequently, generally, never, occasionally, often, rarely, sometimes, usually • Time: already, at last, finally, just, soon, today, tomorrow, yesterday • Intensifiers: completely, extremely, more, most, quite, really, so, too, totally, very

Comparatives and Superlatives of Adjectives Use We use comparatives and superlatives to compare the same quality of different things. • If two things are equal, we use as . . . as with the regular adjective. (Valerie is as Jo.) • If one thing is greater or less than another, we use than with the comparative. (Hockey is golf.) • If something is the greatest or least, we use the with the superlative. (Toronto is city) Formation Type of Adjective

Comparative

Superlative

One-syllable and some two-syllable adjectives: small, simple One-syllable adjectives that end in one vowel and a consonant: big, hot Two-syllable adjectives ending in y: angry, hungry Most other two-syllable adjectives, or longer: peaceful, interesting

Add er: smaller, simpler

Add est: smallest, simplest

Irregular: bad, good, many

Grammar Capsules

Double the final consonant Double the final consonant and add er: bigger, hotter and add est: biggest, hottest. Change y to i and add er. Change y to i and add est: angrier, hungrier angriest, hungriest Add more or less before Add most or least before the the adjective: adjective: more/less peaceful, most/least peaceful, more/less interesting most/least interesting worse, better, more worst, best, most

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Comparatives and Superlatives of Adverbs Use We use comparatives and superlatives to express degree. (I need to work harder /Who can run the fastest?) Formation

Grammar Capsules

Type of Adverb

Comparative

Superlative

Adverbs with the same form as adjectives: hard, fast Some two-syllable adverbs ending in y: early Most other two-syllable adverbs, or longer: accurately, often

Add er: harder, faster

Add est: hardest, fastest.

Change y to i and add er: earlier Add more or less before the adverb: more/less accurately, more/less often better, worse, farther/further

Change y to i and add est: earliest. Add most or least before the adverb: most/least accurately, most/least often best, worst, farthest/furthest

Irregular: well, badly, far

Your Turn! 1 Look at the words highlighted in the text. Identify each as an adjective or an adverb. Write down the word that it modifies.

Dear Mom and Dad, I am so happy to be in Rome at last! It is a real ly beautiful historical place. The trip has been fantastic except for the extreme ly hot weather. Every day, Aunt Clara and I walk slowly through the streets to observe all the sights and sounds. She is the coolest aunt on the planet! We’re great companions. Wait until you see our incredible photographs of anci ent Roman ruins. Tomorro w, we’re off to the “Stadio Olimpico ” for a very exciting game of soccer. By the way, the Itali an pizzas and the choc olate gelato are delicious. Wish you were here. Ciao!

Your Turn! 2 Complete the sentences with the correct comparative or superlative. A Ferrari is expensive a Mercedes. Julie is funny girl in the class. Daniel runs fast anyone in his class. The movie was terrible. It was bad movie I saw last year. Annie won the prize for throwing the ball far. You will find more practice exercises on the handout.

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CONJUNCTIONS Uses Conjunctions connect two words, phrases or sentences. They have different uses:

• To add information: also, and, as well, besides, furthermore He will ski this weekend. He will also try to snowboard. She wants to buy a coat and a pair of boots. Besides a cat, my little sister wants a bird and a goldfish.

• To show contrast or opposition: although, but, except, however, instead, on the other hand, still Examples

Grammar Capsules

Examples

Although Eve was tired, she still went to the movies with her brother. Everyone signed the birthday card except Emmanuel. Annabelle will come to the museum but she will be twenty minutes late.

• To give a choice: either . . . or; neither . . . nor; on the one hand, . . . on the other hand, . . . Examples

Today you can eat either chicken brochettes or vegetable lasagna. Do you prefer tennis or badminton? I like neither tennis nor badminton. On the one hand, you could go to the party this weekend. On the other hand, you could stay home and relax.

• To show cause: because, consequently, if, since, so, therefore, as a result Examples

The video game was very popular, so they had to order more. If your closet is too full, you should not buy any more clothing. Edward missed the bus. As a result, he was late for class.

Your Turn! Combine the sentences with the suggested conjunction.

11. I will clean my room. I will wash my clothes. (or) 12. He has a passion for music. He enjoys going to concerts. (and) 13. The children wanted to swim in the lake. Their parents did not like the idea. (however) 14. Jane is late again for work. Her boss will fire her. (if) 15. They went for a long walk. They rode their bikes along the bike path. (either . . . or) 16. We often make Thai food. We never prepare Indian food. (but) 17. Xavier has a cold. He bought some medicine at the pharmacy. (so) 18. I wanted to watch TV. I read a book. (instead) 19. Rick drank three glasses of water. He was very thirsty. (because) 10. During the summer, many students work as lifeguards. Other students get jobs as camp counsellors. (and) You will find more practice exercises on the handout.

Grammar Capsules

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PREPOSITIONS Uses Prepositions express a connection between things, events and ideas. Prepositions of place

Grammar Capsules

The bird was in a cage. The cage was on the table. The cat was under the table.

The dog jumped over the table. The cat was between the table and the door.

The plant is behind the table. The table is close to / near the door. The box is in front of the table.

The big chair is next to / beside the table.

Kelly walked to school. Her friend was already at school. I live on Drummond Street in Montréal. Montréal is in Québec. Québec is in Canada. Canada is in North America. Jan flew from Calgary to Saskatchewan.

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Prepositions of time

on

at

for

days months years seasons morning/ afternoon/evening days weekends dates time holidays noon/night length of time

in in in in in

two days October two years the spring the morning/afternoon/evening

Grammar Capsules

in

on Wednesday on weekends on October 8 at seven o’clock, at 11:30 at Thanksgiving at noon/night for a month, for a few days

Your Turn! Complete the text with the correct prepositions. 1

Laura Thomas is a university student. She moved 2

Chicoutimi

Québec City to study geology at Laval University. She and her 3

sister Melanie live in an apartment

Saint-Louis Street. Every 4

day Laura wakes up, goes for a jog

the park and gets ready 5

for class. Most of her university classes begin

nine o’clock

so she wakes up early

6

the morning to be on time.

The girls enjoy living

7

Québec City. They work hard

8

school. Laura likes to study

but Melanie prefers to do her work lots of new friends and

11

10

9

the weekends the evening. They have

Sundays Laura and Melanie usually

have brunch with them. Laura will complete her degree and Melanie will finish Europe

14

13

two months

12

May

two years. Laura wants to travel to 15

the summer.

You will find more practice exercises on the handout.

Grammar Capsules

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PUNCTUATION Uses We use punctuation marks in written texts. They have different uses.

Grammar Capsules

Punctuation

Uses

Example

1. Capital letter

• To indicate the first word of a sentence • To indicate the name of a person, a place, days and months of the year • To indicate the pronoun “I” • To end a sentence • Abbreviations • Initials • To show surprise or emotion • To warn • To ask a question • To separate items in a list

• Yesterday she walked to school.

2. Period (.)

3. Exclamation mark (!) 4. Question mark (?) 5. Comma (,)

7. Parentheses ( )

• Before a quotation • To show possession • To indicate a missing letter in a contraction • To add information

8. Colon (:)

• To introduce a list

9. Quotation marks (“”)

• To indicate direct speech

6. Apostrophe (’)

• My cousin Jane lives in Toronto. She visited me last January. • • • • • • • •

Thomas and I met on Friday. I love soccer. Feb. (February), Dr. (Doctor) Lester B. Pearson I don’t believe it! Stop! Watch out! Where is Zachary going? Ann has an apple, a peach, a pear and a banana in her lunch. • Katie asked, “Where’s my mom?” • This is Tina’s house. • She’s a good friend. • Selma speaks three languages (French, Arabic and German). • I need these school supplies: 1. loose-leaf paper 2. pencils • He said, “I have to go to class now.”

Your Turn! Read the following text. Each square indicates missing punctuation. Choose the correct punctuation and write it in each square. Add the correct capital letters. Dear Teresa I

m writing to apologize for my behaviour

temper group

Remember when I said you

By the way

s top that

I was referring to the entire

p aul and Maude.

Melissa

I have to admit that I didn

the first time that I

I need to explain why i lost my

t expect you to react like that

ve heard you raise your voice

It

s

w ill you forgive me

v icky You will find more practice exercises on the handout.

238

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Base Form

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

be become begin bite bleed blow break bring build buy catch choose come cost cut dig do draw drive drink eat fall feel fight find fly forget forgive freeze get give go grow have hear hide hit hold hurt

was, were became began bit bled blew broke brought built bought caught chose came cost cut dug did drew drove drank ate fell felt fought found flew forgot forgave froze got gave went grew had heard hid hit held hurt

been become begun bitten bled blown broken brought built bought caught chosen come cost cut dug done drawn driven drunk eaten fallen felt fought found flown forgotten forgiven frozen gotten given gone grown had heard hidden hit held hurt

keep know mean put read ride rise run say see sell send shake sing sink sit sleep slide speak spend stand steal stick swim take teach tell think throw understand wake wear win write

kept knew meant put read rode rose ran said saw sold sent shook sang sank sat slept slid spoke spent stood stole stuck swam took taught told thought threw understood woke wore won wrote

kept known meant put read ridden risen run said seen sold sent shaken sung sunk sat slept slid spoken spent stood stolen stuck swum taken taught told thought thrown understood woken worn won written

Grammar Capsules

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Grammar Capsules

COMMON IRREGULAR VERBS

239

Important Words and Expressions COMMON IDIOMS

Important Words

1. behind someone’s back: to do something without that person knowing I don’t like people who talk about me behind my back and then pretend to like me when they meet me. 2. a class act: a person or thing that is first rate in quality or performance Group 10’s adventure kiosk was a class act. It was much more original than the others. 3. all good things must come to an end: even if you want something to continue forever, it cannot We had a wonderful vacation but, like all good things, it had to end. 4. an early bird: someone who gets up or arrives before other people I’m such an early bird that I always arrive at school before everyone else.

5. in the dark: ignorant Marc was absent when the teacher told the class about the English test, so he was completely in the dark. 6. to clear the air: to deal with a bad situation openly I don’t know why you’re angry with me. We need to talk and clear the air. 7. up in arms: to be very angry and ready to argue The residents were up in arms when the government closed the local school.

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8. a couch potato: a lazy person Tania is a complete couch potato. All she does is watch TV.

9. to make someone’s day: to make someone happy. My friend made my day when she gave me the new CD that I wanted. 10. a piece of cake: very easy I got full marks on the math test. It was a piece of cake. 11. to spill the beans: to tell someone something that was a secret I wanted to give my mom a surprise birthday party but she found out about it because my sister spilled the beans.

12. out of the blue: unexpected My best friend moved to Spain last year. I was amazed when she arrived at my party out of the blue.

REFERENCE SECTION

PHRASAL VERBS A preposition or an adverb can be added to a verb to create a phrasal verb. If you know the meaning of each word, you can usually understand the phrasal verb. Some phrasal verbs, however, have a new meaning.

Here are some common phrasal verbs. ask out: ask someone to go on a date call back: return a phone call call off: cancel call up: make a phone call cross out: delete cut down: reduce dress up: put clothes on for a special occasion drop out: leave a course before it ends fill in: complete an empty space fill out: write the missing information on a form find out: to discover new information fool around: have fun but waste time get along: have a good relationship get on: have a good relationship or enter a bus, an airplane or a train get over: recover from a bad experience get through: finish grow up: become an adult hand in: give work to a teacher hand out: distribute to different people

Important Words and Expressions

keep on: continue or be persistent leave out: forget to mention, omit look up: raise your eyes or check for information in a reference book make up: invent or repair a broken friendship pay back: return money that you borrowed put off: postpone or set against run into: collide or see someone by chance run out: leave or finish the supply set off: make something stand out or start a journey take off: remove something or leave in a hurry tear down: destroy tear off: detach turn down: fold back or refuse or decrease the volume turn on: attack or start something working wipe up: clean up a spill

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Important Words

Examples go back: return give up: stop

241

COGNATES: TRUE AND FALSE A cognate is a word that is spelled the same or similarly in two or more languages. A true cognate also has the same meaning. A false cognate has a different meaning. True cognates Words that are the same in English and French make it easier for you to communicate in English. Here are some useful true cognates.

Important Words

abandon absent accident action animal attention bizarre blizzard brave bus catastrophe cause central certain correction cousin crime date dialogue

direction discussion distance effort encouragement excellent expert exploration fatal festival final format fruit frustration gadget garage graffiti guide gym

hockey horrible identification ignorant illustration imagination immense impatient important information job logo modern motivation muscle musical narration national note

objection opinion option oral orange original ozone pardon parent participant pollution principal public question recyclable robot routine sandwich science

silence slogan solution surprise technique unique urgent vacant verbal violent vision vote yoga zoo zoom

False cognates Some words seem to be the same in French and English, but they have different meanings. Here are some common false cognates. Word

Meaning in English

actually

in fact (We were supposed to go to Sherbrooke but we actually went to Drummondville.) stick of coloured wax (The children used their crayons to colour the beautiful picture.) place where you can borrow books or work quietly. (My team went to the library to work on our project.) help (The teacher had a lot of books to carry so I offered to assist her.) take part in (Our group is going to attend the Youth Ecology Conference.) publicity (Design a poster or an advertisement to promote your Adventure Kiosk.) opportunity (Take the chance to travel while you’re young.) at a later time (She worked so hard that eventually she became sick.) take a break (I can’t play soccer for three weeks; the doctor says that I must rest my injured knee.)

crayon library assist attend advertisement chance eventually rest

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COMMON PREFIXES AND SUFFIXES Examples Prefix

Meaning

Example

anti bi co inter mis mono over post pre pro re semi super trans under

against two together between badly/wrongly one too much after before in favour of again half big/more across too little

anti-nuclear bicycle, bilingual cooperate, co-driver international, interprovincial misbehave, misunderstand monolingual, monotone overcrowded, overweight post-game, postdated prehistoric, pre-war pro-government, pro-environment redo, rewrite semi-conscious, semi-skilled superhospital, supersonic transatlantic, transplant undercooked, underpaid

Important Words

Prefixes A prefix comes before a word. It adds something to the meaning.

A negative prefix is used to express the opposite. Examples

defrost disappear, dishonest independent, indirect non-smoker, non-stop unfair, unhappy

de dis in non un

Suffixes A suffix comes at the end of a word. It changes the function of the word. Examples Suffix

Meaning

Example

Verb + ment Verb + er/or Adjective + ize Noun + al Adjective + ly

abstract noun noun (person) verb adjective adverb

payment teacher, writer, editor apologize, modernize industrial, national neatly, quickly

Important Words and Expressions

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Strategies Communication Strategies Recast Check that you understand by repeating the information.

Rephrase Use other words to convey the same message.

Where’s the library, please?

It’s the door at the end of the hallway. I’m sorry, I didn’t catch that. Can you say it again? You said it’s the door in the hallway? It’s the door straight ahead. Look, next to the map.

Strategies Gesture Use actions to help convey your message.

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Stall for time Take time to think of your answer.

I think we’ll need to use the . . . um . . . wait a second . . . what’s it called again? You know, the book with all the synonyms. Do you mean the thesaurus? Substitute

Yes, that’s it.

Strategies

Use less precise words and expressions.

Strategies

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Learning Strategies

Direct attention Decide to pay attention to what you have to do and avoid distractions.

I need to concentrate and listen for the name and job description of each speaker.

Pay selective attention Decide in advance to focus on specific details.

Julie Canadian . . . the

Payette, astronaut orbits earth

Strategies 246

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Practise Reuse language in authentic situations.

Did your English class meet the musician who You mean Dylan, the guy from London? travelled all over the world? Yes, it was yesterday during second period. I loved his accent and my class thought he was really cool. Me, too. I asked him if he could give me tips about travelling to the States this summer. He gave me his email so I can communicate with him anytime, anywhere! I’ll write him tomorrow!

Seek or create practice opportunities

Strategies

Strategies

Use more English (outside the classroom).

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Self-monitor Transfer Use language and/or information in a new context.

I will use my tracking sheet to remember all the information.

Check and correct your own work.

I have to remember to add -s for the third person singular: This robot cleans floors.

Self-evaluate Reflect on what you have learned.

I always spoke English in the classroom.

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Set goals and objectives Set short-term and long-term goals to improve your English.

Ask for help, repetition, clarification, and confirmation Ask for assistance and/or more details.

Did you say “Vancouver”?

Request more information.

What’s it like there?

Take risks Don’t be afraid to make a mistake.

That’s in Alberta-no, British Columbia, right?

Strategies

I’ll try to use more English outside of class by emailing my English cousin in Vancouver.

Ask questions

Strategies

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Develop cultural understanding

Activate prior knowledge

Communicate with English speakers to learn more about their culture.

Use what you already know about the topic.

I’m from Alberta. Has anyone ever been there? Yes, one summer I went to Calgary to visit my uncle. He took me to see the Calgary Stampede. It’s the biggest rodeo show in the world. It was really cool!

Strategies

What places do you think you will discover in the chapter “Great Canadian Adventures?” I’m sure we’ll read about British Columbia because Whistler is the top destination for skiing.

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Predict Add to what you already know.

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Delay speaking Take your time to answer.

What kind of a robot would you like to buy? Hmmmm, let me think about it . . . Okay, a robot to clean my room. What about you? I like your idea but I think I want a robot that could take my dog for a walk, especially in the winter Your robot is different when it’s cold outside. from mine but it sounds like a good idea.

Compare

Strategies

Focus on similarities and differences.

Strategies

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Infer Make intelligent guesses based on what you know.

Julian is gifted. This must mean that he has lots of talent.

Recombine Put language or ideas together in a new way.

Strategies

“Julian is an excellent guitarist. He is also an extraordinary soccer player. Julian is a very gifted student.”

Julian is both an excellent guitarist and a great soccer player.

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Skim Get a general idea.

A Guide to Eating Local

Look for specific details.

This text seems to be about the 160-kilometre diet. What problems does food transportation cause? What’s the solution?

Strategies

In 2005, Alisa Smith and James MacKinnon of Vancouver, B.C., learned that transporting food hurts the environment. This is because truck and airplane fuel causes air pollution, and highways disturb the ecosystem. So they decided to eat local. They ate only food produced in their own community. That’s how the 160-kilometre diet began! Alisa and James have completed the diet, but thousands of other people in Canada and the U.S.A. have started it.

Scan

Take notes Write down important information.

– 2005 – 160-km diet – Canada and U.S.A.

Use semantic mapping Organize your ideas.

Strategies

Problems Food transportation causes air pollution. Food transportation disturbs ecosystems.

Solution Eat local foods.

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Plan Think about the steps needed to do the task.

Cooperate Work with others to accomplish a common goal.

We need to get organized and plan our work. First, I want to be the secretary. What if Jeremy is the let’s decide on our roles. Who will be the secretary? timekeeper, Marta is the materials manager, and Ricardo is the checker? Do we agree?

Lower anxiety Relax and be positive. Focus on your progress.

What do we need? I’m confused, where do we start?

Strategies

Okay, before we do anything, let’s read the instructions together.

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Reward yourself Congratulate yourself when you succeed. Encourage yourself and others Be positive.

Thanks, I’m very happy with the final product. I deserve a pat on the back!

Strategies

Wow! That was great!

Strategies

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Processes The Response Process There are three different kinds of texts: • something that you read, such as a book, a magazine or an advertisement • something that you hear, such as a song, an interview or a movie soundtrack • something that you see, such as a photo, an illustration or a painting The response process below will help you understand what you read, hear or see.

1 Explore the Text First explore the text on your own, creating your own understanding. Then share your ideas and responses with others. Before • Look at the title and illustrations. What do you notice? • Predict and infer. What do you think that the text is about? • Activate prior knowledge. Do you already know anything about this topic? • Skim and scan the text. What is the general message? Which words do you already know? During • Establish a goal. What do you want to learn? • Decide which strategies and resources will help you understand the text. • Organize the information: Use semantic mapping. Note-Taking Chart Who Benefits The community. Unsupervised young people.

Who Loses Teens and parents.

Arguments Stops vandalism and graffiti. Situation Keeps young people safe.

Arguments School Rules Teens lose their freedom to stay out School Rule Consequence late. Parents must pay fine. Jonathan is wearing a T-shirt Parents lose their right to control with a violent image. their children’s behaviour.

Processes

After • Ask yourself these questions. – What did you discover from this text? – What did you have trouble understanding? • Re-read a section that was particularly difficult to understand. • Ask questions about anything that you did not understand. • Discuss your reactions with others.

I learned that some schools have strict rules about uniforms. I found the text about curfews very interesting because our town wants to do the same thing.

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2 Connect with the Text First establish a connection between the text and your own or someone else’s experience. Then tell others about this connection. • Ask yourself these questions. – What surprised you in this text? What did you find interesting? Why? – What strategies did you use to help you understand? – How would you or a friend react in this type of situation? – What is your opinion about what happened in the text? Relate it to your opinions, experiences, interests and feelings. – How does the new information change the way that you think?

I think a law against using cell phones while driving is a good idea. My sister lost control of her car because she was talking on her cell phone.

Processes

• Compare your reactions with your classmates.

3 Generalize beyond the Text Relate what you have learned to your community and life in general. Share your ideas with others. • Ask yourself these questions. – How will this topic influence your future? – Are there similar situations in your community? – How should people act in this type of situation? – How could you make people in your school or community more aware of this problem?

Processes

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The Writing Process The writing process has five phases: preparing to write, writing a draft, revising, editing and publishing. During the writing process, you may need to go back and forth between the phases.

1 Prepare to write Before you start to write, ask yourself these questions. – Topic: What do you want to write about? What do you already know about the topic? – Purpose: Why are you writing? Do you want to express ideas, give information, direct, teach, entertain, narrate, persuade or describe? – Audience: Who is going to read your text; for example, your teacher, classmates or the general public? – Text type: What type of text will convey your message best; for example, a blog, a poem, or a newspaper article?

And My Heart Soars The beauty of the trees, the softness of the air, the fragrance of the grass, speaks to me. The summit of the mountain, the thunder of the sky, the rhythm of the sea, speaks to me. The faintness of the stars, the freshness of the morning, the dew drop on the flower, speaks to me. The strength of fire, the taste of salmon, the trail of the sun, And the life that never goes away, They speak to me. And my heart soars.

Chief Dan George

Blog

Poem

Newspaper article

– Language: What kind of language will express your message best; for example, simple, complex or technical; formal or informal? – Planning: What information should you include in your outline? Do you need an introduction, a development section and a conclusion? Do you need a graphic organizer?

Processes

– Resources: Do you need to do research? Should you consult your tracking sheet, your dictionary, the Internet, your classmates or your teacher?

2 Write a draft As you start to write, focus on the message. Ask yourself these questions. – Write: What are your ideas, opinions, thoughts and feelings? Did you leave space to make adjustments? Did you support your ideas with facts, examples and arguments, if necessary? – Compare: Did you refer to your outline and to the instructions and model text, if any? Did you add new ideas? – Cooperate: Did you discuss your ideas with your classmates?

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3 Revise your text Read your text and make sure that the message is clear. Ask yourself these questions. – Clarity: Are the message and ideas clear? – Organization: Is the text well organized? – Language: Is the choice of words appropriate? – Purpose: Does the text achieve the intended purpose? – Audience: Does the text reach the target audience? – Feedback: Did you consider feedback from your classmates or your teacher? – Rewriting: When you reworked the draft, did you add, substitute, remove and rearrange ideas and words?

4 Edit your text Focus on the formulation of the text. Ask yourself these questions. – Resources: Did you use resources such as models, dictionaries, thesauruses and grammar references? Did you consult your classmates or your teacher? – Feedback: Did you consider feedback from your classmates or your teacher? – Checklist: Did you use a checklist to find errors in spelling, capitalization, punctuation, grammar and sentence structure?

Processes

– Final copy: Did you correct errors and write the final copy?

5 Publish your text (optional) If you decide to publish your text, ask yourself these questions. – Format: How will you present your text; for example, as a poster, a written text or a computer presentation? – Resources and strategies: Did you use your resources and strategies to create your final copy? – Audience: How will you present your text to the target audience? – Evaluate yourself: Did you reflect on the writing process and your final product? What could you improve next time?

Processes

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The Production Process In the production process, you will create a media text. Some examples of media texts are posters, videos, computer presentations, Web pages and books. The production process has three phases: preproduction, production and postproduction. Depending on the type of text, you may not need to include all three phases.

1 Preproduction: Plan your media text a) Before you start to produce a media text, ask yourself these questions. – Topic: What do you want to talk about? What do you already know about the topic? – Purpose: Why are you producing the media text? Do you want to express, inform, direct, teach, entertain, narrate, persuade or describe? – Audience: Who is going to read, watch or listen to your media text; for example, your teacher, classmates or the general public? – Text type: What medium will convey your message best; for example, a poster, a brochure, a video, a radio program or a web page? – Language: What kind of language will express your message best? – Visuals and techniques: What type of images and media techniques will convey your message best? – Strategies: Which strategies will be useful; for example, note-taking, using semantic mapping, inferring? – Resources: What resources will you need; an example of the text type you want to produce? Which phases of the writing process will you need? – Research: Where can you get more information about your topic? – Cooperation: Did you discuss your ideas with your classmates? – Roles and responsibilities: What will each team member do? b) Write a focus sentence; for example: Our group is going to create a web site, highlighting the results of the Olympic tournament at our school.

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c) Write a script or create a storyboard—a visual plan of the production that includes elements such as the action shown through a sequence of frames.

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2 Production: Produce your media text As you produce your text, ask yourself these questions. – Creating the text: Did you follow the decisions that you made in the preproduction phase? – Media conventions and techniques: Did you use appropriate elements and techniques; for example, logos, images, symbols and narration? – Resources: Did you use appropriate resources; for example, a computer or the writing process on pages 258-259? Did you consider feedback from your classmates and your teacher? – Editing: What final touches can you add?

3 Postproduction: Present and reflect on your media text

Processes

a) Present your media text to the target audience.

b) Reflect on your media text. What was the audience’s reaction and feedback? How did you work as a team? How can you improve your text? What are your goals for future media texts?

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Editing Tools: Writing Correction Codes Code

Example

1.

Subject-verb agreement

Camille walk to school every day.

2.

Spelling mistake

Jacob is my best freind.

3.

Capitalize

I’ll see you on saturday.

4.

Do not capitalize

Did you enjoy the Concert?

5.

Wrong word

Mae bought a book at the library.

6.

New paragraph

In 1944, he went to France. That was the last time she saw him. Her life changed dramatically five years later.

7.

Insert one or more words

My cousin lives in United States.

8.

Delete

The puck went into the the net.

9.

Add a space

Are you a good teamplayer?

10.

Change order

Yannick goes to school Greenpark.

11.

Wrong verb tense

Last year my family visit Vancouver.

12.

Avoid repetition

Then we went to the beach. Then we had lunch. Then we went home.

13.

Punctuation

What is the answer to question 1.

14.

Not clear

Lea was very happy to visit Ottawa next week.

Processes

Description

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Text Types There are three text types. 1. Literary texts include poems, novels, biographies, legends, mysteries and plays. 2. Information-based texts are non-fiction texts such as newspapers, advertisements, application forms, dictionaries, documentaries, textbooks, radio and TV broadcasts, and surveys. 3. Popular texts are part of popular culture and everyday life. They include emails, comic strips, movies and magazines. Texts follow certain patterns and have the same features.

• Topic: the subject of the text • Language: the kind of words and language used • Components: the elements that organize the text

• Purpose: why the text was created • Audience: who the text was created for • Culture: the background and interests of the intended audience

Features of literary text

And My Heart Soars

The components are a title, verses, short lines, repeated lines and the name of the poet.

The language is simple, repetitive, familiar and descriptive.

Blue = internal features Green = external features

Text Types

The beauty of the trees, the softness of the air, the fragrance of the grass, speaks to me. The summit of the mountain, the thunder of the sky, the rhythm of the sea, speaks to me. The faintness of the stars, the freshness of the morning, the dew drop on the flower, speaks to me.

The intended audience is readers of poetry, nature lovers and community members.

The strength of fire, the taste of salmon, the trail of the sun, And the life that never goes away, They speak to me. And my heart soars.

Chief Dan George

The text refers to the culture of native people.

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Text Types

The topic is the beauty of nature.

The purpose of this text is to express emotions.

263

2. A biography

3 1

The purpose of the text is to inform.

Edgar Allan Poe (1809–1849) Edgar Allan Poe, sometimes called the father of the modern detective story, was born on January 19, 1809, in Boston, Massachusetts, U.S.A. He published his first book at the age of eighteen. 5

4

2

Poe specialized in writing horror, crime and detective stories. His most famous works include the poem “The Raven” and the short stories “The Murders in the Rue Morgue” and “The Tell-Tale Heart.” Poe was one of the most talented American writers in history. His style influenced authors all around the world and his impact on the way scary stories are written is still felt to this day.

The topic is the life and accomplishments of the writer Edgar Allan Poe.

6

The intended audience is readers of biographies and mysteries, and literature students. The text refers to the culture of Western literature.

The language is simple, factual and formal.

The components are 1 the name of the person, 2 a picture of the person, 3 the dates of birth and death, 4 the place of birth, 5 important events and 6 contribution to the world.

Text Types Blue = internal features Green = external features

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Features of an information-based text 1. A newspaper article The language is simple, familiar and concrete.

The topic is smoking in public places.

1

2 3

The components are 1 a headline, 2 a byline, 3 a photo, 4 a lead sentence, and information presented in an inverted pyramid: 5 general information followed by 6 details.

The text refers to the culture of Quebec.

4 5

6

Text Types

The purpose of this text is to inform.

The intended audience is newspaper readers, both smokers and non-smokers.

Text Types

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2. A job advertisement

The intended audience is people looking for a job.

The topic is a vacancy for a gumologist.

The components are 1 a title; 2 differentsized fonts; colours; 3 a description of the job; 4 characteristics of the ideal candidate; 5 contact information; 6 job benefits and 7 a photo.

1

Gumologists Wanted

2

How would you like a career chewing gum?

2 2

CHEWGUM.INC. is looking for people to: 3 • taste and evaluate new flavours • develop flavours that consumers will enjoy • improve the way that gum is made • develop ways to package new products

The purpose of the text is to inform.

7

CHEWGUM.INC. employees enjoy a wide range of benefits. These include: 6 4 If you . . . • local and international • want to contribute ideas to a dedicated career opportunities team • regular feedback on their • are dynamic, passionate and creative performance • are enthusiastic about making products • personal and professional that people will enjoy all around the training world What are you waiting for? • are determined and have the desire to Come join the succeed CHEWGUM.INC. team . . . fax us your resumé today 5 today! at (111) 555-CHEW

The language is familiar, simple, descriptive and informal.

The text refers to the culture of job hunters.

Text Types Blue = internal features Green = external features

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Features of a popular text 1. A blog The topic is computer use.

The text refers to the culture of teens and their parents.

The intended audience is readers of blogs, particularly parents of teens.

The purpose of this text is to describe personal experiences and express emotions.

1

2 3

4

4

4

4

The language is simple, informal and personal.

Text Types

The components are 1 a blog title, 2 the date, 3 the post heading and 4 the paragraphs.

Text Types

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2. A comic strip The language is simple, familiar, conversational and informal.

1

The components are 1 a title; 2 frames; 3 the setting; 4 speech bubbles; drawings; colour; 5 the plot; 6 characters and 7 a punch line.

The purpose of the text is to direct.

Think Before You Eat 4

One schoolcafeteria cafeteria. . 3.. . Oneday day in in the school

Well, where where do do you you Well, think that that spread spread think comes from? comes

Hey, Hey, Joey, Joey, you you should should think about what think about what you you eat! eat!

5

4 6

Exactly. Exactly. That’s my That’s my point. point.

don’t I Idon’t understand. understand. Whatdo doyou you What mean? mean? 4

6

2

Huh? What? What? This This isis whole whole Huh? wheat bread bread and and high-energy high-energy wheat chocolate spread. spread. What What do do chocolate you mean? mean? you

2

Wow!I Inever neverknew knewallall Wow! that.Global Globalwarming warming that. happenspartly partlybecause because Exactly! happens Exactly! ofhow howweweeat? eat? of Somethingtoto Something 7 think about,huh? huh? think about,

The chocolate chocolate to to make make The that spread comes from that spread comes from cacao trees. Underpaid cacao trees. Underpaid workers harvest harvest the the cacao cacao workers beans and put them in boxes. boxes. beans and put them in These boxes travel thousands of These boxes travel thousands of kilometres by truck or plane to kilometres by truck or plane to the factories factories where where the the beans beans are are the processed. Trucks and planes disturb processed. Trucks and planes disturb animals’ natural natural habitats, habitats, burn burn aa lot lot animals’ of fossil fuel and cause air pollution. of fossil fuel and cause air pollution. The factories factories create create more more air air pollution pollution The as they turn the cacao beans into as they turn the cacao beans into chocolate spread. chocolate spread.

That’s That’s for sure! for sure!

2

Text Types 268

The topic is the environment and how our eating habits affect the earth.

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don’tknow. know.Europe? Europe? I Idon’t The States? Why The States? Why should I care? should I care?

The intended audience is comic-strip readers, teenagers, and people concerned about the environment.

2

The text refers to global culture.

REFERENCE SECTION

Sources Photos Cover (l): © Patrik Engquist/Etsa/CORBIS; (tc): © Ted Horowitz/CORBIS; (c): © Randy Lincks/CORBIS; (cr): © Volkan Kurt /iStockphoto; (br): © William Whitehurst/CORBIS

Chapter 1 p. 2: © Atlantide Phototravel/CORBIS • p. 3 (t): © Royalty-Free/CORBIS; (c): © Ralph A. Clevenger/ CORBIS; (b): © Roger de la Harpe/CORBIS • p. 6: © Jutta Klee/CORBIS • p. 7: Shaun Lowe/Istockphoto • p. 8 (l): Hans Wretling/Getty Images; (r): Truitt Photographics/MaXximages • p. 9 (c): Ami Vitale/Getty Images; (b): © Owen Franken/CORBIS

Chapter 2 p. 10: © Lew Long/CORBIS • p. 11 (t): © Thinkstock/ CORBIS; (cr): Bruce Lonngren/Istockphoto; (cl, background, bricks): Angie Chauvin/Shutterstock; (cl): Jill Fromer/Istockphoto • p. 12: Gilles Glod/Istockphoto • p. 13 (rc): Blackred/Istockphoto • p. 14 (tl): Jaimie Duplass/Shutterstock; (b, no. 1, 2, 3, 5): Maureen Perez/Istockphoto; (b, no. 4): Malewitch/Istockphoto; (b, no. 6): Mimon/Istockphoto • p. 15: Joe Sacher/ Istockphoto • p. 18: Eric Barbeau/Alpha Presse • p. 19: Palmer Kane Photography • p. 20 (l): Rob Byron/ Shutterstock; (r): Stuart McCall/Getty Images • p. 21 (t): © Thinkstock/CORBIS; (b): Jim Bastardo/Getty Images • p. 23: Vincent Besnault/Getty Images

Chapter 3 p. 24: Jean-Luc Armand/Photononstop/Alpha Presse • p. 25 (t): Toshi Kawano/First Light; (c): Stella June 2007/Istockphoto; (b): Hicker, R./Arco Images/Alpha Presse • p. 26 (cl): Gracieuseté de l’Atlas du Canada; (bl): Royalty-Free/Firstlight; (cr): © Don Mason/CORBIS • p. 27 (t): Kim Heacox/Alpha Presse; (cl): © Dan Leffel/MaXximages.com; (cr): Guy Boily/Alpha Presse • p. 28 (tl): Grant Faint/Getty Images; (bl & cr): © Tom Stewart/CORBIS • p. 29: Galina Barskaya/Istockphoto • p. 30 (t): Greg Ceo/Getty Images; (c): © NHPA/Andy Rouse; (b): © James Leynse/CORBIS • p. 31 (t): CP PHOTO/Mark J. Terrill/AP; (c): Agence spatiale canadienne; (b): © Tommaso di Girolamo/MaXximages.com • p. 33: Karolina Paszkiewicz/Istockphoto • p. 34 (cl): © COMSTOCK Images/MaXximages.com; (cr): http: //www.benoitdurocher.net; (bl): © Raymond Gehman/ CORBIS • p. 35 (t): © Robert Holmes/CORBIS; (cr): Marc-André Bernier/Parcs Canada; (bl): © Will & Deni McIntyre/CORBIS; (br): AP Photo/Michael Sohn •

p. 36 (tl): Toyohiro Yamada/Getty Images; (tr): © NHPA/ Paal Hermansen; (cl): © Reuters/CORBIS; (bl): Perry Mastrovito/First Light; (br): Matthieu Lamarre/Alpha Presse • p. 37 (tl): © Buddy Mays/CORBIS; (tr): Larry MacDougal/Alpha Presse; (c): Grant Faint/Getty Images; (b): Pat Morrow/First Light • p. 38: © Mark Cooper/CORBIS • p. 39: © Roy Morsch/zefa/CORBIS • p. 40 (t): © Simon Marcus/CORBIS; (b): © Lucille Khornak/MaXximages.com • p. 41: Jay and Varina Patel/Istockphoto • p. 43: © Underwood & Underwood/CORBIS

Chapter 4 p. 44: Joe Drivas/Getty Images • p. 46 (tl): Sarit Saliman/Istockphoto; (tr): Javarman3/Istockphoto; (bl): Automatica/Shutterstock; (br): Franklin Lugenbeel/ Istockphoto • p. 47: Izabela Habur/Istockphoto • p. 48: Arpad Benedek/Istockphoto • p. 49: Eric Simard/ Istockphoto • p. 51: © LWA-Dann Tardif/CORBIS • p. 52: Ana Blazic/Istockphoto • p. 53: Kevin Cooley/ Getty Images • p. 54: Tom Marvin/Istockphoto • p. 55 (tc): PhotoDisc; (tr): © Kim Karpeles/ MaXximages.com • p. 56: © Peter M. Fisher/CORBIS • p. 59 (t): © Gregor Schuster/zefa/CORBIS; (b): Oksana Struk/Istockphoto

Chapter 5 p. 60: Photos.com • p. 61 (t): Bluestocking/ Shutterstock; (cr): Steve Mann/Shutterstock; (cl): Photo: Jogues Rivard/Artiste: Dj Naes • p. 62: © Andrew Lichtenstein/CORBIS • p. 63: Automatika/ Shutterstock • p. 64: Lebedinski Vladislav Evgenievitch/ Shutterstock • p. 65: Doug Mazell/MaXximages • p. 66 (t): akg-images; (b): © Bob Krist/CORBIS • p. 67 (t): Tramonto/MaXximages; (b): © Michael Ochs Archives/CORBIS • p. 68: © Roland Weihrauch/EPA/ CORBIS • p. 70: Robert Elias/Shutterstock • p. 71(t): © Sandro Vannini/CORBIS; (c): © Stephane Cardinale/ People Avenue/CORBIS; (b): © Lynn Goldsmith/ CORBIS • p. 72: © Bettmann/CORBIS • p. 73 (cl): © John Henley/CORBIS; (bl): © Kevin Dodge/CORBIS; (c): © Meeke/zefa/CORBIS; (crc): Kevin Russ/ Istockphoto; (cr): Mauritius images/Steve Vidler • p. 75: Frédéric Dussault

Chapter 6 p. 76: NASA/SCIENCE PHOTO LIBRARY • p. 77 (t): AP Photo/Sang Tan; (cr): Benelux Press/Getty Images; (cl): © Dave Bartruff/CORBIS • p. 78 (cl): © F.Subiros/ photocuisine/CORBIS; (cr): Serdar Yagci/Shutterstock; (b): AP Photo/The Indianapolis Star, John Severson •

Key: top = t; bottom = b; centre = c; left = l; right = r

SOURCES

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p. 79 (t): Getty Images; (cl): Stefan Bremer; (cr): American Images Inc/Getty Images; (bl): © Randy Faris/CORBIS; (bc): André Forget/AFP/Getty Images; (br): © Jan-Peter Kasper/dpa/CORBIS • p. 80: © Peter M. Fisher/CORBIS • p. 82: AP Photo/Jae C. Hong • p. 83: Johner/Getty Images • p. 84: Rick Graves/Getty Images • p. 85: © Dimitry Chebotayev/ epa/CORBIS • p. 86 (t): © Newmann/zefa/CORBIS; (c): AP Photo/The York Dispatch, Jason Plotkin • p. 87: © Image Source SuperStock

Chapter 7 p. 90: © Ughetto/photocuisine/CORBIS • p. 91: © Macduff Everton/CORBIS • p. 92: Wayne Tang/ Istockphoto • p. 93: © Darius Ramazani/zefa/CORBIS • p. 94 (no. 1): © Svenja-Foto/zefa/CORBIS; (no. 2): © Walter Hodges/CORBIS; (no. 3): Louise Murray/ Science Photo Library/Publiphoto; (cr): © Benelux/ zefa/Corbis; (br): © Yves Marcoux/Publiphoto • p. 95 (t): © Yann Arthus-Bertrand/CORBIS; (cr): P.G. Adam/ Publiphoto • p. 97: Jeanne Hatch/Shutterstock • p. 98 (t): © Royalty-Free/CORBIS; (b): John Sigler/ Istockphoto • p. 99: © Jens Andersson/Etsa/CORBIS • p. 100: © Wolfram Schroll/zefa/CORBIS • p. 103: © Bryan & Cherry Alexander Photography

Chapter 8 p. 104: Jean Schweitzer/Shutterstock • p. 105 (t): G.Tompkinson/SPL/Publiphoto; (cr): Naude/ Shutterstock; (cl): Sean Nel/Shutterstock • p. 106: © Royalty-Free/CORBIS • p. 107 (no. 1): © Kelvin Aitken/MaXximages.com; (no. 2): © David Brooks/ CORBIS; (no. 3): © Thinkstock/MaXximages.com; (no. 4): © Royalty-Free/CORBIS; (no. 5): © Dietrich Rose/zefa/CORBIS; (no. 6): Christine Balderas/ Istockphoto • p. 108: Pierre Charbonneau • p. 109 (l): Sean Murphy/Getty Images; (b): Natalia Bratslavsky/ Shutterstock • p. 110: © Christopher Morris/CORBIS • p. 111: © age fotostock/SuperStock/MaXximages • p. 115: PhotoDisc • p. 116: © Kevin Dodge/CORBIS • p. 117: Nir Levy/Shutterstock • p. 119: © Stefano Bianchetti/CORBIS

Chapter 9 p. 120: © Toshiyuki Aizawa/Reuters/CORBIS • p. 122: © Darius Ramazani/zefa/CORBIS • p. 124: © William Whitehurst/CORBIS • p. 125: Ronny Lambotte/ Shutterstock • p. 126 (t): Gamma Tokyo/PONOPRESSE; (b): © Nicholas Eveleigh/SuperStock • p. 127: Yoshikazu Tsuno/AFP/Getty Images • p. 128 (cr): © Gideon Mendel/CORBIS; (bl): NASA Jet Propulsion Laboratory (NASA-JPL) • p. 129 (tr): Joe Drivas/Getty Images; (cl): P. Goetgheluck/SPL/Publiphoto; (br): AP Photo/Katsumi Kasahara • p. 130: © Reuters/CORBIS • p. 131 (2 photos): P. Sorrentino/SPL/Publiphoto • p. 132: Arpad Benedek/Istockphoto • p. 133: Vince Bucci/Getty Images • p. 135: NASA/SPL/Publiphoto

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Chapter 10 p. 136: © William Whitehurst/CORBIS • p. 137 (t): Soundsnaps/Istockphoto; (c): Mirenska Olga/ Shutterstock; (b): Lebedinski Vladislav Evgenievitch/ Shutterstock • p. 140 (tl): © Randy Faris/CORBIS; (tr): © Randy Faris/CORBIS • p. 141 (t): CP PHOTO/Nathan Denette; (b): Samuel Acosta/ Shutterstock • p. 142: Superstudio/Getty Images • p. 143 (t, 3 photos): Claudia Dewald/Istockphoto; (b): Claudia Dewald/ Istockphoto • p. 148: Soundsnaps/ Shutterstock • p. 149: Kristine Larsen/Getty Images

Chapter 11 p. 150: luminouslens/Istockphoto • p. 151 (t): © Oberto Gili/Beateworks/CORBIS; (c): Grafissimo/ Istockphoto; (b): Tyler Olson/Istockphoto • p. 152 (c): Stéphanie Colvey; (cl): Eva Serrabassa/Istockphoto • p. 153: © Ed Kashi/CORBIS • p. 154: Sandra Cunningham’s Gallery/Shutterstock • p. 155 (c): Jim Jurica/Istockphoto; (b): Gina Smith/Shutterstock • p. 156: Branko Miokovic/Istockphoto • p. 158 (t): Dumitrescu Ciprian-Florin/Shutterstock; (cl): Christophe Testi/Shutterstock; (cr): Roberto Vannuci/Istockphoto • p. 159 (l): Lisa Pines/Getty Images; (r): Johanna Goodyear/Istockphoto • p. 160 (tl): LWA/Getty Images; (cl): © Jim Craigmyle/CORBIS; (c): © Olaf Hirschberg/ zefa/CORBIS; (cr): Nici Kuehl/Shutterstock; (bl): Jennifer Westmoreland/Shutterstock; (br): © Carl & Ann Purcell/CORBIS • p. 161 (t): Stéphanie Colvey; (cl): Eva Serrabassa/Istockphoto • p. 163: Dieter Hawlan/Istockphoto

Reading Folio p. 164 (t): Shelley Muttart/Istockphoto; (c): Claylib/ Istockphoto; (l): Dariusz Sas/Istockphoto; (b): ajt/Shutterstock • p. 166 (l): © Jon Hicks/CORBIS; (r): © Stock Montage/MaXximages.com • p. 167 (tl): David Brimm/Shutterstock; (bl): Graca Victoria/ Shutterstock; (r): John Eder/Getty Images • p. 168 (t): Kevin Russ/Istockphoto; (bl): Wael Hamdan/ Shutterstock; (br): Peter Spiro/Istockphoto • p. 169: David J. Oakes, Minnesota Senate • p. 170 (tr): © Royalty-Free/CORBIS; (b): © Jeff Vanuga/CORBIS • p. 171 (background): © Royalty-Free/CORBIS; (t): Yves Mondoux/Publiphoto • p. 172 (t): © RoyaltyFree/CORBIS; (b): Courtesy of Hope Lab Foundation • p. 173: Yellow Dog Productions/Getty Images • p. 174 (l): © Royalty-Free/CORBIS; (r): Oleg Prikhodko/ Istockphoto • p. 175: Fine Art Photographic Library • p. 176 (t): © Christinne Muschi/ Reuters/CORBIS; (b): © Purestock/MaXximages.com • p. 177: Josef Philipp/Istockphoto • p. 178 (t): Photo: Johann Wall; (cl): Kelly Cline/Istockphoto; (c): © Michael Boys/ CORBIS; (bc): Photos.com; (br): Photos.com • p. 179 (l): Pete Starman/Getty Images; (br): M.J. Laurence/ Publiphoto • p. 180: © Kirk Aeder/Icon SMI/CORBIS • p. 181 (tl): © Kelly-Mooney Photography/CORBIS; (cr): © Henrik Trygg/ CORBIS • p. 182 (bl): Verity Johnson/

SOURCES

Shutterstock; (cr): M.J. Laurence/Publiphoto • p. 183: AP Photo/ Charles Bennett • p. 184 (l): © Michael Nicholson/ CORBIS; (r): © Hulton-Deutsch Collection/CORBIS • p. 185: © Nevada Wier/CORBIS • p. 186 (tr): Aron Hsiao/Shutterstock; (bl): © Rainer Holz/zefa/CORBIS • p. 187: © Catrina Genovese • p. 188 (c): Walter Hodges/Getty Images • p. 189 (l): © Birgid Allig/ zefa/CORBIS; (tr): Y. Marcoux/ Publiphoto • p. 190–191 (t): © Bartomiej Zborowski/ epa/CORBIS • p. 191 (cr): CP PHOTO/Ryan Remiorz • p. 192-194 (background): Stefan Klein/Istockphoto • p. 193 (br): © Helmut Meyer zur Capellen/zefa/ CORBIS • p. 194 (bl): Kmitu/ Shutterstock • p. 195 (tl): CP PHOTO/ National Archives of Canada; (tr): Christa Brunt/Istockphoto; (b): © Andrew Fox/Corbis/ CORBIS • p. 196: © Najlah Feanny/CORBIS • p. 197: © Andersen Ross/MaXximages • p. 198: © 20th Century Fox/courtesy Everett Collection • p. 199: © Bridgeman Art Library, London/SuperStock • p. 200: CP PHOTO • p. 201: © San Rostro/MaXximages • p. 202 (bl): © Benelux/ zefa/CORBIS; (tr): © Hill Street Studios/Blend Images/CORBIS • p. 203 (tr): © Bob Krist/CORBIS; (bl): © Studio DL/CORBIS; (cr): © Rick Gayle Studio/CORBIS • p. 204: © Jörg Steffens/zefa/ CORBIS • p. 205: © Royalty-Free/CORBIS • p. 206: Mikko Suhonen/ Istockphoto • p. 207: Victor Habbick Visions/SPL/ Publiphoto

Reference Section p. 208: PhotoDisc • p. 210: Guillermo Hung/Getty Images • p. 211: Bobbie Osborne/Istockphoto • p. 212: © Jim Craigmyle/CORBIS • p. 213: © Blend Images/SuperStock • p. 219: © Jose Fuste Raga/ CORBIS • p. 227 (t): Piotr Sikora/Shutterstock; (c): Dennis MacDonald/MaXximages • p. 231: Jim McIsaac/ Getty Images • p. 234: Luke Daniek/Istockphoto • p. 237: Robert St-Coeur/Shutterstock • p. 244: PhotoDisc • p. 245: Shalom Ormsby/Getty Images • p. 246: PhotoDisc • p. 247: Istockphoto • p. 248: Megapress/Mauritius • p. 249: © Simon Jarratt/ CORBIS • p. 250 (background): Izabela Habur/ Istockphoto; (map): Martine Oger/Shutterstock • p. 251: Lisapics/Istockphoto • p. 252: Don Wilkie/ Istockphoto • p. 253: © Kim Kulish/CORBIS • p. 254: Muntz/Getty Images • p. 255: Carlos Arranz/ Istockphoto • p. 256 (tr, 2 photos): PhotoDisc; (cr): Droits réservés; (b): Andres Rodriguez/Shutterstock • p. 257 (cl): David Young-Wolff/Getty Images; (cr): © IT STOCK FREE/MaXximages • p. 258 (c): Rob Byron/Shutterstock; (b): © Banana Stock/MaXximages • p. 259 (t): © Adriane Moll/zefa/CORBIS; (c): Pekka Jaakkola/Shutterstock • p. 261: Istockphoto • p. 264: © Stefano Bianchetti/CORBIS • p. 265: Rob Byron/ Shutterstock • p. 266: © Image Source/SuperStock

SOURCES

Illustrations Micho Illustrations: p. 4, 5, 13, 16, 17, 32, 41, 50, 89, 96, 101, 111–114, 116, 138, 139, 146, 157, 162, 236, 240. Volta Création: p. vi–ix, 7, 12, 15, 19, 29, 38, 48, 51, 56, 62, 65, 70, 80, 93, 100, 106, 115, 117, 122, 125, 132, 144–145, 244–255.

Texts Reading Folio p. 166: Diana Washington-Valdez. “Personality shines through shoes” © El Paso Times [online] (Sept. 12, 2006). p. 167: Richard Lederer, Crazy English © Pocketbooks (1990). p. 168 (t): “Carefree vs. Curfew” published in Scholastic Action (February 6, 2006) © 2006 by Scholastic Inc. Reprinted with permission. p. 168 (b): “Making the Grade” © CBC news [online] (May 12, 2006). p. 169: “Teen:Toughen Cell Phone/Driving Laws” © Associated Press (Feb. 28, 2006). p. 170 (l): “Arctic Quest team on last leg of 2,500 km journey” © CBC News [online] (April 14, 2004). p. 170 (r): © 2007, Freeskiing by Kidzworld (dba Kidzworld media). Reprinted with permission. p. 172 (t): “Adolescents handle stress by watching TV, reading books or playing video games” © Insight Journal, National Center for Health and Wellness, Co. USA. p. 172 (b): “Teen gamers blast cancer” © CBC The Wire [online] (April 10, 2006). p. 173: Marian Scott, “Tuned Out” © The Gazette, Montréal (June 17, 2006). p. 174 (l): “The Rock Star”, first published in Crown Magazine, issue 2, 2006 © Mary Glasgow Magazines / Scholastic. p. 174 (r): “What Will a Record Label Do for Your Band?”, used by permission of Streetcents and CBC. p. 175: Juliana Podd. “Eurydice”. Encyclopedia Mythica from Encyclopedia Mythica Online (April 16, 2007). p. 176 (t): “I wanna drive a Zamboni”. Lyrics and Music by Martin Zellar. p. 176 (b): Jamie Rosen, Nicholas Corman, Chuck Kapelke, Jake Brooks, Michelle Sullivan. “Audience Member” in Nice Job! The Guide to Cool, Odd, Risky, and Gruesome Ways to Make a Living © Ten Speed Press, 1999. p. 78-79. p. 177: Lauren Sheppard, “Dream Job: Hollywood Wardrobe Stylist” © Salary.com a division of Kenexa Compensation Inc. (“Kenexa”)

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p. 178 (t): Adapted from “The Green Inventor” © 2003 World Wildlife Fund and Center for A New American Dream. p. 178 (b): “The Land We Love” from EcoKids. Reproduced with the permission of Earth Day Canada, © 2007. p. 179: “It’s not waste until you waste it” from EcoKids. Reproduced with the permission of Earth Day Canada, © 2007. p. 180 (t): “Shark attack survivor says she’ll spend Thanksgiving in water” © Associated Press (Nov. 26, 2003). p. 180 (b): Calvin and Hobbes © 1988 Watterson, Dist. by Universal Uclick. Reprinted with permission. All rights reserved. p. 181: Adapted from “Fears and Phobias”, KidsHealth [online] © 1995-2007. The Nemours Foundation/Kids Health. Reprinted with permission. p. 182 (l): “Hundreds of cows line up for robot milking” © CBC news [online] (March 17, 2004). p. 182 (r): “Robot saves girl’s life” © NI Syndication Limited (July 9, 2005) p. 183: “Robot lends a hand to Hamilton surgeons” © CBC News [online] (March 3, 2003). p. 184 (b): Adapted from “War of the Worlds”, AeroSpaceGuide [online] © 2000-2007 Vic Stathopoulos. All rights reserved. p. 185 (b): Bobur Turdiev, “Uzbek Teenagers Produce OneMinuteJr Videos” © UNICEF Uzbekistan [online] p. 187: © Interior Design - Solutions to Clutter by Kidzworld (dba Kidsword Media). Reprinted with permission. p. 188: Peanuts © 1963 Peanuts Worldwide LLC. Dist. by Universal Uclick. Reprinted with permission. All rights reserved.

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p. 188: “Love and the Cabbie”, Looking Out/ Looking In, 1981 © Reprinted with the permission of Joel Buchwald. p. 189: “And My Heart Soars” from The Best of Chief Dan George © Hancock House. p. 189: Dennis Lee, “The Secret Place” © Westwood Creative artists, from Poetry by Heart, A children’s book of poems to remember, The Chicken House, 2001. p. 190–191: © Hockey Canada [online] (Feb. 13, 2006). p. 192–194: Mildred H. Larson, “The Christmas Gift”, in Stories by O. Henry. Adapted with notes and exercises by Mildred H. Larson. Graded readers for students of English as a Second Language © Thomson Learning, 1962. p. 195: Biography adapted from “In Flanders Fields” © Daily Celebrations [online]. “In Flanders Fields” (poem): public domain. p. 196: Adapted from “Are We Disconnected?”, published in Scholastic Scope, February 5, 2007. © 2007 by Scholastic Inc. Reprinted by permission. p. 197: Adapted from “Jobs for Teens: 10 Resumé Tips” © Gotajob 2003 [online] p. 198–201: From “Romeo & Juliet” published in Scholastic Scope, September 7, 1998. © 1998 by Scholastic Inc. Reprinted by permission. p. 202–203: Adapted from “Celebrate the Holidays” published in Scholastic Scope, December 11, 2006. © 2006 by Scholastic Inc. Reprinted by permission. p. 204–205: Dan Kenning, “Hair’s the Deal”, What Magazine, February 2002 issue. p. 206–207: From “People of the Third Planet”. Published in Scholastic Action, May 1981. © 1981 by Scholastic Inc. Reprinted by permission.

SOURCES

Designed for Quebec ESL students in Secondary Cycle Two, the Quest series takes students on a new journey in English. Quest places students at the centre of their learning. It develops the ESL and Cross-Curricular Competencies and exploits the Broad Areas of Learning through captivating themes. The series gives teachers pedagogical flexibility and the support to make the reform a reality. Quest is a series that offers:  Timeless themes that will appeal to both girls and boys  Texts of varying levels of difficulty  A Reading Folio in the Student’s Book that offers a vast selection of authentic texts  Contextualized grammar explanations with exercises to practise grammar basics  A Reference Section in the Student’s Book that helps students develop functional language, improve grammar skills and enrich their vocabulary, and provides useful contextualized strategies for oral communication, reading and writing  Detailed explanations of the response, writing and production processes  Fun projects that allow students to reinvest what they learn and to develop autonomy  Culture Capsules that expose students to English culture around the world  A CD, DVD and VHS package that helps students improve their listening and oral communication skills  Possibilities for differentiation  All the tools needed for evaluation The components of Quest, Secondary Cycle Two, Year One  Student’s Book

 Teacher’s Guide – Daily Planning Guides – Audio-visual Package

ISBN 978-2-7652-0041-3

CHENELIÈRE ÉDUCATION