Studio : English as a second language, secondary cycle two, year one. [2-1] 9782765036692, 2765036691

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Secondary Cycle Two

Year 0ne

d t i S o ENGLISH AS A SECOND LANGUAGE

Gillian Baxter Cynthia Beyea Tollof Nelson Derek Wright

STUDENT WORKBOOK

Conforms to the PROGRESSION of Learning

Secondary Cycle Two

Year 0ne

d t i S o ENGLISH AS A SECOND LANGUAGE

Gillian Baxter Cynthia Beyea Tollof Nelson Derek Wright

STUDENT WORKBOOK

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

Gillian Baxter, Cynthia Beyea, Tollof Nelson, Derek Wright © 2012 Chenelière Education Inc. Editor: Melissa Repas Project managers: Jeanine Floyd, Roberto Blizzard, Lee Ann Dalton Proofreader: Nancy Perreault Photo researchers: Stephanie Colvey, Marie-Chantal Laforge Book designers: Andrée Lauzon, Josée Brunelle Cover designer: Josée Brunelle Typesetters: Micheline Roy, Julie Champoux (Interscript) Printer: TC Imprimeries Transcontinental

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from Chenelière Education Inc. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. ISBN 978-2-7650-3669-2

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

Acknowledgments The publisher would like to thank the following teachers for their valuable contributions to the publication of Studio, Year One. Marie-Josée Asselin : C.S. des Samares David Baillargeon : C.S. des Navigateurs Michael Carroll : C.S. des Samares Mary Chiechi : C.S. de Laval Many Hanphiboune : C.S. de Montréal Adina Paventi : C.S. des Patriotes

Table of Contents Units Unit 1

Everyone Can Be a Star..............................................

1

What can your teacher and classmates learn from you? Explore your talents and strengths and share them with the class.

Grammar: Simple present and imperatives

Unit 2

Reality Check..............................................................

19

How are reality television shows made? Learn about the characteristics and techniques of reality television.

Grammar: Adverbs of frequency, adjectives and question words

Unit 3

Unexpected Outcomes ..................................................

37

How do unexpected events and their outcomes affect us? Explore events that took surprising turns.

Grammar: Simple past and past continuous

Unit 4

Teens and Screens .....................................................

55

How do social media make or break friendships? Discuss the risks and rewards of social media.

Grammar: Modals and conditional sentences

Unit 5

Making Music ..................................................................

73

How do songs tell stories? Learn how artists write their songs and what inspires them.

Grammar: Pronouns, possessives and phrasal verbs

Unit 6

Rights and Rites .............................................................

91

What does it mean to be a teenager? Imagine how teenage life changes from one generation to another.

Grammar: The future and conjunctions

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Table of Contents

i

Verbs

1. Imperatives................................................................................................ 110 Afrmative, Negative 2. Simple Present .......................................................................................... 112 Afrmative, Negative, Yes/No Questions, Information Questions 3. Present Continuous ................................................................................... 118 Afrmative, Negative, Yes/No Questions, Information Questions 4. Simple Past ............................................................................................... 124 Afrmative, Negative, Yes/No Questions, Information Questions 5. Past Continuous ......................................................................................... 130 Afrmative, Negative, Yes/No Questions, Information Questions 6. The Future.................................................................................................. 135 With Will, With Going To, Yes/No Questions, Information Questions 7. There + Be................................................................................................... 140 Afrmative, Negative, Yes/No Questions, Information Questions 8. Modals........................................................................................................ 144 Afrmative, Negative, Yes/No Questions, Information Questions 9. Conditional Sentences ............................................................................... 150 Yes/No Questions, Information Questions

Sentence Builders

Grammar Section

10. Nouns ......................................................................................................... 153 Types, Plurals, Countable and Uncountable, Possessive Form 11. Articles and Quantiers............................................................................. 157 12. Pronouns, Possessives and Demonstratives............................................. 160 Types, Indenite Pronouns, Demonstratives 13. Adjectives................................................................................................... 166 Order, -ed or -ing, Comparatives and Superlatives 14. Adverbs...................................................................................................... 172 Manner, Time, Frequency, Degree 15. Prepositions............................................................................................... 177 Place, Direction, Time 16. Conjunctions .............................................................................................. 182 17. Capitalization ............................................................................................. 185 18. Punctuation................................................................................................ 187

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

ii

Functional Language ................................................................................. 191 The Writing Process................................................................................... 194 The Production Process............................................................................. 196 Strategies................................................................................................... 198 Verb Tense Overview ................................................................................. 201 Question Words.......................................................................................... 202 Question Formation ................................................................................... 203 Common Phrasal Verbs ............................................................................. 204 Common Irregular Verbs........................................................................... 206

Table of Contents

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

Opening Page The unit number and title help you identify the unit. The leading sentence and introduction of the unit present the theme. The descriptions of the tasks tell you what you will do in the unit. The descriptions of the Extra Reading and the Production Studio tell you about the ideas and skills that you will reinvest.

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

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

Tasks Each unit contains six tasks that focus on reading, listening, speaking or writing. The tab on the top of the page indicates the focus of each task. The task number and title help you to nd the task easily.

Step-by-step instructions tell you what to do.

The introduction helps you to understand the purpose of the task.

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

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Overview

iii

Word Play The Word Play activity lets you practise vocabulary presented in the unit.

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

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

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

iv

Overview

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

The titles tell you what you will learn and practise. The opening pages show grammar in context and provide a Grammar Check for you to nd out what you already know. The grammar notes help you understand the concepts. The Grammar Game allows you to practise the grammar while interacting orally.

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

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

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Overview

v

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

Vocabulary

CD

READING STUDIO

LISTENING STUDIO

SPEAKING STUDIO

WRITING STUDIO

The Vocabulary icon indicates new words to learn.

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

C1

This icon indicates that you will interact orally in English.

C2

This icon indicates that you will reinvest understanding of texts.

C3

This icon indicates that you will write and produce texts.

T alk b ack

Talkback offers additional opportunities to practise speaking.

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

S o nd Check

Lang age p r om p ts

Soundcheck points out tips to practise your pronunciation.

Language Prompts gives you an example of the language you need for oral activities.

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

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

C l t re Clip

vi

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

Overview

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UNIT

1Star

Everyone Can Be a

People have very different talents and abilities. We often recognize and appreciate other people’s talents more than our own. In this unit, explore your talents and strengths and share them with the class. Discover your strongest intelligence types. Read about unusual talents and interesting skills. Teach your classmates how to do something.

One-Minute Challenge

Write instructions for your skill.

Make a list of famous people and their talents.

Practise grammar: simple present and imperatives.

Extra Reading Do Schools Encourage or Discourage Creativity?

Production Studio Present a star for an unusual talent show.

What can your teacher and classmates learn from you? Reproduction prohibited © Chenelière Education Inc.

Unit 1

one

1

SETTING UP

Name:

Date:

Group:

1. My Strengths Think about some of your interests and pastimes. What are your talents and strengths? 1. List six things you enjoy doing. d.

a.

b.

e. f.

c.

2. Read the statements. Check (✓) the appropriate rating. Strongly

1. Agree

I am good at:

2. Agree

e 3. Disagre

Strongly

4. Disagree

a. playing a musical instrument.

1

2

3

4

b. playing a sport or dancing.

1

2

3

4

c. cooking or baking.

1

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4

d. drawing or painting.

1

2

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4

e. working with other people.

1

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f. defending my opinion and ideas.

1

2

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4

g. writing songs, poems or stories.

1

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4

h. looking after a pet.

1

2

3

4

i . memorizing facts or dates.

1

2

3

4

j . organizing social events or parties.

1

2

3

4

k. playing board games or strategy games. 1

2

3

4

3. Use your answers in Step 2 to list three of your strengths (rating 1 or 2 ) and three of your weaknesses (rating 3 or Strengths

2

two

).

Weaknesses

1.

1.

2.

2.

3.

3.

Everyone Can Be a Star

4

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Name:

Date:

Group:

4. Work with a partner. Find out your partner’s interests, strengths and weaknesses. Then, write a paragraph about your partner. Use the Grammar Preview for help.

S o nd Check Describe your partner to a classmate. Don’t forget to pronounce the s at the end of the third person singular verb. He likes . . . She plays . . .

Simple Present Use the simple present to describe facts, habits and present states. Verb

Other Verbs

Afrmative

Subject + am/are/is + rest of the Subject + base form of the verb (+s or es) sentence. + rest of the sentence. My strength is memorizing facts. I like playing soccer. Sara loves baking.

Negative

Subject + am/are/is + not + rest of the sentence. I am not good at skiing.

Subject + do/does + not + base form of the main verb + rest of the sentence. I do not draw well. Yann does not dance.

Yes/No Questions

Am/Is/Are + subject + rest of question? Are you organized?

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

Information Questions

Question word + am/are/is + subject + rest of question

Question word + do/does + subject + base form of the main verb + rest of question What do you like to read?

What are your hobbies?

Complete the paragraph with the simple present of the verbs in parentheses. loves

Travis (love)

1

to take photos. He (carry)

with him everywhere he (go)

3

. He (take)

people, places and animals. Travis (vary) 6

2

his camera 4

5

photos of

his technique and (try)

to take photos from different angles. Travis (be)

very talented and (hope)

8

to be a professional photographer one day.

His family and friends already (ask) events. He also (teach)

9

10

7

him to take photos at special

photography at the local youth centre. re information and practice.

112 for mo Go to Grammar Section page Reproduction prohibited © Chenelière Education Inc.

Unit 1

three

3

LISTENING STUDIO

Name:

Date:

Group:

2. Intelligent in Different Ways

C2

Think about your talents and strengths and discover your strongest intelligence types. 1. Read the words. Rate them from 1 to 8 in order of importance to you. (Number 1 is the most important.) numbers

music

pictures

my body

nature

myself

words

other people

2. What do you already know about multiple intelligences?

CD

3. Listen to the statements. Check (✓) those that describe you.

A.

B.

1.

2.

3.

4.

1.

2.

3.

4.

5.

6.

7.

8.

5.

6.

7.

8.

C.

D.

1.

2.

3.

4.

1.

2.

3.

4.

5.

6.

7.

8.

5.

6.

7.

8.

E.

T alk b ack Find a classmate who has the same strongest intelligence type as you do. Discuss and compare your strengths. Are they similar? Are you good at . . . ? What about you? Me too.

A.

4

four

B.

F.

1.

2.

3.

4.

1.

2.

3.

4.

5.

6.

7.

8.

5.

6.

7.

8.

G.

H.

1.

2.

3.

4.

1.

2.

3.

4.

5.

6.

7.

8.

5.

6.

7.

8.

4. Count the number of check marks in each section. Write the totals below. Discover your strongest intelligence types.

C.

D.

Everyone Can Be a Star

E.

F.

G.

H.

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Name:

Date:

Group:

5. Read the descriptions of your strongest intelligence types. Underline the key words that describe you.

A.

B.

Number-smart people learn best when they use logic and problem solving. They like to conduct experiments and play mathematical games.

Linguistic Word-smart people learn best through words and language. They use oral and written language to express themselves.

C. Bodily-kinesthetic Body-smart people learn through physical movement and touch. They have good coordination and like to be active.

D. E.

Try other tests to compare the results and confirm your strongest intelligence types.

Naturalist Nature-smart people learn from their environment. They like to group things in categories and look for similarities and differences.

Visual-spatial Picture-smart people learn best when they use pictures and diagrams. They like to create mental images.

H.

Logical-mathematical

G. Musical Music-smart people learn best through sounds and rhythm. They are sensitive to the emotions that music creates and their mood changes when they listen to music.

F.

Interpersonal Self-smart people learn best when they can work alone and be independent. They are not easily inuenced by other people.

Interpersonal People-smart individuals learn through cooperation and teamwork. They communicate well and are sensitive to other people’s moods.

6. Look at your ratings in Step 1. Do they reect your strongest intelligence types? Explain your answer.

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Unit 1

ve

5

READING STUDIO

C2

Name:

Date:

Group:

3. Unusual Talents Find out about some unusual talents and skills. 1. What unusual talents do you or your friends have?

2. Read about three unusual talents. Underline the unusual talent in each text.

You Speak WOH? e in Québec,

Since you liv k at least you probably spea n you ca two languages, but backds or w w say even a fe her video which shows has e ub uT Yo ’s er m wards? Alyssa Kra mediately saying them backwards im e hearing words and n hits. The 14-year-old says that sh en io Ev ill . m o nd tw ou ar an more th and just turns them y professor ad he r he in ds or sees the w philosoph Andrew Levine, a more impressive is ntences backwards in four different se who can say whole speakers come from many different dar w ck Ba mon are that languages. gs they have in com e say in th ly on e Th s. r should w background ol and are smart. O ho sc in l el w do ey th trams?

Calling All Ducks Every year in Stuttgart, Arkansas, people get together to show off their duck-calling talents. Hunters make duck calls to attract ducks during hunting season. They use an instrument like a whistle to make the sounds. This isn’t as easy as it seems. Combine your musical and naturalist intelligence to learn different types of duck calls for greeting, feeding and more. When you hear the expert duck callers, it’s hard to tell which one is the real quack!

Passion for Fashion

Courtesy of DUCK TAPE® brand

6

six

duct tape

Some people have the creati vity and fashion skills necessary to ma ke their own clothes but can you imagine a dre made from duct tape? Every ss or suit year, high school students show off their imagination and artistic talent and create their formal graduation outfits out of du ct tape. They also make accessories. They use in a variety of colours and pri duct tape nts to invent crazy creations that make the m look great on grad night!

Everyone Can Be a Star

Vocabulary

duct tape: strong adhesive tape greeting: friendly message quack: duck’s call

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Name:

Date:

Group:

3. Complete the chart with a description of each talent.

Talent

Description

1.

2.

3.

4. Answer the following questions. a. Which of the three talents do you think is the most unusual? Why?

C l t re Clip Guinness World Records is

b. Which intelligence type do you associate with each talent? Refer to page 5 for the list of intelligence types. There may be more than one.

the world’s best-selling copyrighted book. It features many strange and unique talents and includes facts about the biggest, the fastest and every other superlative. Its history began at a dinner party in 1955 at which Sir Hugh Beaver, head of the Guinness company, asked what the fastest game bird was. No one could find the answer, so he decided to publish a book of facts. Every year new records are added to the book.

c. Which of these activities would you like to try? Why?

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Unit 1

seven

7

Name:

Date:

Group:

Practise vocabulary related to the unit. 1. Read the words on the word list. Find and highlight them in the word search grid. They can be found horizontally, vertically and diagonally. Vocabulary

baking cheer draw duct tape greeting grid

interesting interpersonal intrapersonal kinesthetic linguistic logical

musical naturalist quack read skill spin

star strength study talent visual spatial weakness

L

A

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R

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P

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2. Circle the remaining letters. Write the letters below to nd the mystery word.

Mystery Word

8

eight

Everyone Can Be a Star

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Name:

Date:

4. Word Search

READING STUDIO

Group:

C2

Maybe you think you could never be an artist, speak another language or learn how to play a sport. You can learn almost anything with a little help! 1. Do you ever do word search puzzles in magazines, newspapers or online?

2. What are some steps you think you need to follow to create a word search?

3. Read the text. Look at the text features. Underline the verbs in the imperative.

Text Features Audience: anyone who wants to learn how to make a word search Topic: step-by-step instructions for creating a word search Purpose: to inform the reader about how to do something

How to Create a Word Search Many websites provide step-by-step instructions of how to do just about everything. Learn how to create a word search in ten easy steps. Many people enjoy doing word searches to exercise their minds and expand their vocabulary. You can create a word search about your favourite subject. 1

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d: You will nee ✓ a pencil ✓ an eraser ter ✓ a highligh er ✓ graph pap ry ✓ a dictiona r ✓ a compute

Unit 1

nine

9

Name:

Date:

Group:

Step 1: First of all, prepare your material. Language: simple, clear and concise; imperatives give instructions and sequence markers show order (first, then, next)

2

Tip If you don’t have graph paper, create a table on your computer and print it out to use instead. Step 2: Then, choose a theme. Think about things that interest you. You can create a word search about sports, music, food, or your favourite television show, movie or book. Step 3: Next, make a word list. List words related to the theme. Aim for 25 to 30 words.

Culture: the English language

Text components 1

List of material

2

Steps

3

Tips

Tip Vary the length of the words you include. Include words of 12 to14 letters and shorter words of three to four letters.

3

Step 4: Determine the size of your grid. Count the number of letters in the longest word. If the longest word is entertainment, your grid will be 13 squares across and 13 down. Tip Try not to make your word search bigger than 15 x 15. It will be difcult to nd words to ll in all the spaces. Step 5: Then, place the words in the grid. Place them horizontally, vertically and diagonally. You can share letters. For example, if you include the words television and pastime, you can use the same i for both words. Tip Put a checkmark beside each word on your list P as you place it in the grid. A S T T

E

L

E

V

I

S

I

O N

M E

Step 6: After that, choose a mystery word. When you nish placing most of the words, count the empty spaces. If there are more than 12 to 15, think of shorter words to complete the puzzle. Then, choose a word related to the theme for your mystery word. Step 7: Then, complete the puzzle. Place the letters of the mystery word in the grid. There should be no empty spaces in your puzzle.

10

ten

Everyone Can Be a Star

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Step 8: Create a word list. List all the words included in your word search (except for the mystery word, of course). Place the words in alphabetical order. Tip To make the word search more difcult, do not provide a word list. Instead, write denitions for the words. The reader must read the denition and discover the word before nding it in the puzzle. Step 9: Test your word search. Copy the word search on another sheet of paper and do it at least twice. Give it to someone else to test. Step 10: Finally, publish your word search. Prepare the nal copy of your puzzle on the computer and give it to your friends to enjoy! Tip Add illustrations to make it more attractive.

4. Create your own word search following the steps listed above. Give it to your classmates to do.

Imperatives Use imperatives to tell someone what to do. Afrmative

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

Negative

Base form of the verb + rest of the sentence.

Do not (Don’t) + base form of the main verb + rest of the sentence.

Fold the paper in half. Write your name on the paper.

Do not try this at home. Don’t talk when the teacher is talking.

Write ve instructions for your word search. Underline the imperative in each one. 1. 2. 3. 4. 5.

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Unit 1

eleven

11

SPEAKING STUDIO

C1

Name:

Date:

Group:

5. Be a Star! You don’t often get to share your talents and skills with your classmates and teachers. This is your chance to teach them something about yourself. 1. Decide what you will teach your classmates. Look at the list for some ideas.

My Skills

Vocabulary

cheer: a shout of encouragement CPR: cardiopulmonary resuscitation spin: twist

Make cookies Look after a pet Play a scale on the piano Hold a football Play a guitar chord Write a poem Draw a cartoon character Study for a test

Draw a perfect circle Perform CPR Make a movie Perform a cheer Spin a pen on your nger Send a text message Say the alphabet backwards Juggle three balls

2. Prepare your presentation. Think about the materials you need. Use your imagination.

Materia ls

3. Think about how to teach the skill to others. Write some notes to help you.

Note s

12

twelve

Everyone Can Be a Star

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Name:

Date:

Group:

Lang age p r om p ts

4. Take turns teaching your teammates your skill. Use the Language Prompts and the Grammar Preview in Task 4 for help. 5. As you listen to your teammates, write three things about their skills. For example: Sarah baking. She cookies and cakes. She the ingredients together.

First of all, prepare your material. Then, choose a theme. Next, make a word list. After that, choose a mystery word. Finally, publish your word search.

1. 2. 3.

1. 2. 3.

1. 2. 3. Reproduction prohibited © Chenelière Education Inc.

Unit 1

thirteen

13

WRITING STUDIO

C3

Name:

Date:

Group:

6. My Skill Step By Step Share your skill with others by providing step-by-step instructions that are easy to follow. 1. Complete the graphic organizer with information about your skill. Use the model in Task 4 and information in Task 5 for help. Use imperatives to give instructions.

List of Ma te rials

Tips

St ep s

Fu n Fact About My Sk ill

14

fourteen

Everyone Can Be a Star

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Name:

Date:

Group:

2. Write the rst draft of your how-to text. Refer to your ideas in the graphic organizer as you write.

3. Revise your text carefully. Use this writing checklist. I included clear step-by-step instructions.

I used imperatives correctly.

My text is well organized.

I checked my spelling and punctuation.

4. Exchange your text with a classmate. Get feedback on the content and clarity of your ideas. 5. Write the nal copy of your text. Integrate feedback, changes and corrections. Include a picture or photo if possible. 6. Publish your work by sharing it with your classmates.

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Unit 1

fteen

15

Name:

C2

Date:

Group:

Extra Reading

Do Schools Encourage or Discourage Creativity? An Expert Opinion

A Teenager Speaks Out

Sir Ken Robinson is an expert on education and creativity. He believes that children are very creative but that they lose their creativity when they go to school. He thinks that education disconnects people from their natural talents because students are not encouraged to develop their talents in the classroom. Robinson says, “Every education system on earth has the same hierarchy of subjects. Every one, doesn’t matter where you go. You’d think it would be otherwise but it isn’t. At the top are mathematics and languages, then the humanities, and at the bottom are the arts. Everywhere on earth. And in pretty much every system too, there’s a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn’t an education system on the planet that teaches dance every day to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important but so is dance. Children dance all the time if they’re allowed to. We all do. We all have bodies, don’t we?”

Do schools encourage or discourage creativity? I definitely think they encourage it. At my school, the teachers push students to be creative. They offer us different assignments so we can choose the ones that interest us. That way, we are more motivated to learn. I also love the fact that my school offers programs for students who have different talents and interests. We have music, art and sports concentration programs. The students in these programs get the chance to develop their talents and skills every day. I’m in the music concentration program. I have fewer periods in some of my other subjects so I have to work really hard but I don’t mind because I love being part of a special program. I have the chance to express my creativity and develop my talent during class time. That makes me want to get up and go to school every day. Well, almost every day!

Before Reading 1. What school subjects do you think are the most important? Why?

2. What is your denition of creativity?

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Everyone Can Be a Star

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Name:

Date:

Group:

While Reading 3. Read the texts. Underline the authors’ ideas about creativity in schools.

After Reading 4. Answer the questions. Use complete sentences. a. According to Sir Ken Robinson, what is the hierarchy of subjects in school?

b. Why do you think Robinson believes that children lose their creativity when they go to school?

c. What are two ways in which the teenager’s school encourages creativity?

d. Do you know of any efforts made in your school to encourage creativity? What are they?

e. Do you think that schools should give all subjects equal status? Explain your answer.

W ha t Do You Th ink? Do you think that schools encourage or discourage creativity? Use information from the texts to support your ideas. Discuss your opinion with your classmates.

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Unit 1

seventeen

17

Name:

C1

C2

C3

Date:

Group:

Production Studio Present a star for an unusual talent show.

Pre-Production Step 1

Think about people who have unusual talents. Choose a candidate for an unusual talent show. I will present:

myself

a person I researched Step 2

someone I know other

Include a description of the person and his or her unusual talent. The person

Step 3

The talent

Prepare a media text about your candidate. Choose the format for your media text. Use photos, video clips or a demonstration to show the person’s talent. I will produce a: poster

computer presentation

other

Production Step 4

View videos of unusual talents on the Internet to find ideas for your media text.

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Produce your media text. Present it to a sample audience. Get feedback from your classmates. Use the feedback to revise and edit your work.

Post-Production

Step 5

Present your candidate to the class. Ask your classmates for feedback.

Step 6

Evaluate your work. Decide how you can improve next time.

Everyone Can Be a Star

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UNIT

2Check Reality

Reality shows are some of the most popular shows on television and the Internet. There are reality shows for almost every age group and interest. In this unit, learn about the characteristics and techniques of reality television. Talk about popular reality shows. Listen to reality show contestants. Read about some characteristics of reality shows.

One-Minute Challenge

Learn about reality shows from the past.

Make a list of reality television shows.

Write an outline of your own reality show. Practise grammar: adverbs of frequency, adjectives and question words.

Extra Reading Reality: How Much Is Too Much?

Production Studio Create a casting call to encourage teenagers to audition for your new reality show.

How are reality television shows made? Reproduction prohibited © Chenelière Education Inc.

Unit 2

nineteen

19

SETTING UP

Name:

Date:

Group:

1. What’s Real for Me? There are reality shows on television and the Internet to interest almost everyone. 1. Read the reality TV show categories in the chart below. Write the name of a reality show in each category. Add the audience each show targets, such as children, teenagers, adults, males or females.

T alk b ack Work with a partner. Compare your chart with your partner’s chart. Discuss the shows that you both wrote down. • What show do you have in the category . . .? • Do you like the show . . .? • Why do you like the show . . .? • I like / don’t like this / that show because . . . • What is another show for the category . . .?

1. Talent

2. Games

3. Adventure

American Idol Audience:

Audience:

Audience:

Everyone 4. Cooking

Audience:

7. Jobs

Audience:

5. Daily Life

Audience:

Audience:

8. Romance

Audience:

6. Celebrities

9. Fashion

Audience:

2. Choose one of the shows from the chart. Explain why it is popular. Name Nameof ofthe theshow show:

Why itof is the popular Name show:

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Reality Check

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Name:

Date:

Group:

3. Answer the following questions about your reality television viewing habits. a. How often do you watch reality shows? every day

often

sometimes

rarely

b. How often do you look for information about your favourite reality shows on the Internet or in magazines? every day

often

occasionally

never

c. How often do you vote for contestants on reality shows? every week

often

seldom

never

Adverbs of Frequency Use adverbs of frequency to talk about how often you do an activity. Less Frequent

More Frequent

always

every (morning, day, week)

often

rarely seldom

sometimes occasionally

never

Position of adverbs of frequency • Put adverbs of frequency that begin with every at the beginning or end of a sentence. Every morning, Paul watches the sports news. Evan watches his favourite game show every day. • Put adverbs of frequency after the verb to be. Michèle is always excited at the start of a new season of her favourite talent show. • Put adverbs of frequency before other verbs. Sasha rarely watches reality shows about home decorating.

Use the information in Steps 1 and 3 to help you write sentences about your reality television viewing habits. Use a variety of adverbs of frequency. 1. 2. 3. 4. 5. Go to Grammar Section page Reproduction prohibited © Chenelière Education Inc.

172 for more information and

Unit 2

practice.

twenty-one

21

LISTENING STUDIO

Name:

Date:

Group:

2. Reality TV Contestants

C2

Do you ever watch a reality show and think “I can do that!”? 1. Check (√) the ve adjectives that you think best describe a good reality show contestant. Vocabulary

aggressive

competitive

emotional

successful

athletic

condent

intelligent

sweet

attractive

devious

open-minded

talented

compassionate

egotistical

outgoing

trustworthy

CD

2. Listen as ve young people say why they would be good reality show contestants. Write each person’s name next to the caption that best describes him or her. Then, write down the adjectives that the contestants use to describe themselves.

166 Go to Grammar Section page . ives ect adj ut abo for more

Brett Caption

Li

Naveen

Name

Jason

Felicia

Adjectives

• successful 1. Interesting life story

Naveen

• • • •

2. Makes friends easily

• • •

3. Difcult to like

• •

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Reality Check

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Name:

Date:

Caption

SETTING UP

Group:

Name

Adjectives

• •

4. Familiar personality type

• • •

5. Special talent

• •

3. Write the name of of a popular reality show that ts each person. Explain the reason for your choice. Show

Reason

Brett Li Naveen Jason Felicia

4. a. Would you be a good reality show contestant?

Yes

No

b. Name a friend or family member who has the characteristics of a good reality show contestant.

c. Describe yourself and your friend or family member. Use adjectives.

You

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Friend or Fami ly Memb er

Unit 2

T alk b ack Talk about the pros and cons of being a reality show contestant. The positive / negative thing is . . . The advantages / disavantages are . . . On the one hand you . . . , on the other hand, you . . .

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READING STUDIO

C2

Name:

Date:

Group:

3. Making A Reality Show Although some reality shows are unique, most have the same characteristics. 1. What do you like about reality shows? What do you dislike?

I don't like

I like •

•

•

•

•

•

2. Read the following interview with a reality TV producer. Underline the characteristics of successful reality shows.

Vocabulary

How Does Reality Happen?

cameras rolling: lming is taking place

Studio interviews Steven Lucas, producer of many popular reality shows, about some of their common characteristics.

cast: people in a show faraway: distant outcome: nal result script: written text of show undergo: experience

Studio (S.): What is the most important characteristic of a reality show in your opinion? Steven Lucas (S.L.): Reality shows don’t follow a script. Viewers see events that happen to participants as they actually take place. Not having a script is at the heart of reality television.

S.L.: Editing is essential in reality television. In most shows, the editing is very creative and can generate suspense, compress time or make events appear more dramatic than they really are. Editing can affect how viewers perceive events on a reality show and influence how they feel about the cast.

S.: If there is no script, how do you know what to film?

S.: How can you be sure viewers will be interested in what you film?

S.L.: We film everything! Most reality shows film hundreds of hours of action to produce just one episode for television. Producers always keep the cameras rolling because you never know when something unexpected or shocking might happen.

S.L.: A key characteristic of reality television is conflict. Many reality shows create situations that put participants in conflict with other people, with nature, or even with themselves. The conflict can be physical, mental or emotional. Conflict in reality shows creates excitement for the viewers and can lead to the elimination of contestants.

S.: How do you decide what film footage to keep and what to leave out?

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Reality Check

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Name:

Date:

S.: Where does the filming take place? S.L.: The right setting is another essential characteristic of successful reality shows. The setting might be an exotic, faraway country, a luxurious mansion beside the ocean, or somewhere serious such as an executive board room or a hospital. Of course, the setting can be very familiar to viewers, such as a home or a school. Having a unique, unusual location can capture viewers’ imagination. On the other hand, familiar locations are easy for viewers to relate to. S.: What are some other important characteristics of good reality shows? S.L.: In many reality shows contestants compete for big rewards, so competition is essential! The competition can focus on physical or mental talents, such as singing or solving problems. However, not all reality shows are competitive. Some reality shows have a life-changing transformation as their focus.

Group:

Contestants might get an extreme makeover or their homes might be completely renovated and redecorated. S.: How do you decide who wins the competition and receives the prize? S.L.: The rewards winners receive at the end of a show are very important. Most reality shows offer big prizes to the winning contestants. The prize might be money or a recording contract that can lead to fame and fortune. So the judging on reality shows is critical. Some of the most popular reality shows use celebrities to judge the contestants. Many shows also let viewers at home participate and vote for their favourite contestants by phone or the Internet. Celebrity judges and audience participation make the viewing experience more exciting and interactive. Viewers feel as though they have some control over the outcome of the show.

•

3. Read the characteristics you underlined. Complete the chart. a. Which characteristic do you think is the most important?

b. Which characteristic do you think is the least important?

Why?

Why?

4. What other characteristics of reality shows can you think of?

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Unit 2

twenty-ve

25

SPEAKING STUDIO

C1

Name:

Date:

Group:

4. Reality TV, Past and Present Reality TV is very popular today, but it is not new. In fact, reality shows are almost as old as TV itself. 1. Read about some popular reality shows from the past. What modern reality shows do they make you think of?

Candid Camera was a funny TV show that began in 1948 and was popular for five decades. Hidden cameras in everyday locations filmed people’s reactions to unusual and hilarious situations.

The Ed Sullivan Show was a talent show in the 1950s and 1960s. Famous stars and amateur entertainers appeared on Ed Sullivan’s stage. Performers included singers, actors, comics and circus acts.

This show makes me think of:

This show makes me think of:

The Galloping Gourmet was a Canadian cooking show in 1969 starring the comical chef Graham Kerr. The chef prepared complicated meals, sometimes setting small fires or causing other humorous accidents. The show was filmed in front of a live audience.

The Real World is one of the longest running reality shows. When it began in 1992, it was a bold new show that exposed the day-to-day interactions of a group of strangers living together on the show’s set. The show touches on a variety of controversial subjects.

This show makes me think of:

This show makes me think of:

2. Choose one of your favourite reality shows or the one that you dislike the most and complete the chart. 1. Name 2. Setting 3. Contestants 4. Examples of conict 5. Examples of competition 6. Judging 7. Prizes 8. Reasons that you like or dislike the show

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Reality Check

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Name:

Date:

Group:

3. Describe the show to a partner. Listen to your partner’s description. Take turns asking questions. Use the Grammar Preview and Language Prompts for help.

Lang age p r om p ts

Question Words

The name of the show is . . . • It takes place . . . • The contestants are . . . • Conflict happens when . . . • The judges are . . . • You can win . . . • I like this show because . . . • It’s a good show because . . . • Question words: who, what, where, when, why, how

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

To Ask About

Example

Who

Identity of people

Who are the contestants?

What

Identity of things and events

What surprising things happen?

Where

Place

Where do the contestants travel?

When

Time

When does the audience vote?

Why

Reason

Why do some contestants become emotional?

How

Manner

How do the show’s producers edit the film footage?

Write a question for each of the following answers. 1. Question (Q): Where does the show take place?

S o nd Check Pronounce the final s on plural nouns clearly: contestants, examples, reasons.

Answer (A): The show takes place on a tropical island. 2. Q: A: The contestants are all high school students. 3. Q: A: The contestants learn who is eliminated at the beginning of each episode.

!

4. Q: A: The winner is chosen by combining the judges’ scores and the number of audience votes.

Don’t forget to put a question mark (?) at the end of each question.

5. Q: A: My friends and I like the show because the contestants are erce competitors. Go to Reference Section page

202 for more information.

4. Discuss the following questions in teams or with the class. a. How is reality TV different now? b. Why do you think that people still like to watch reality shows? c. What do you think reality TV will be like in the future?

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Unit 2

twenty-seven

27

READING STUDIO

C2

C l t re Clip The British reality show Pop Idol began the Idol phenomenon in 2001. The talent show was a huge hit and American Idol and Canadian Idol quickly followed. The Idol franchise has more than 50 versions in 110 countries. Hundreds of millions of viewers around the world vote for their favourite contestants. Just participating in the show can bring success. Jennifer Hudson, who came only seventh in American Idol, won an Academy Award for Best Supporting Actress.

Text Features Topic: new Québecbased reality show Audience: whole family

Name:

Some people dream of having a job they love, becoming famous, or just having a quiet life with friends and family. 1. What is one of your dreams?

2. Who can help make your dream become reality?

3. Read the outline of a proposed reality show called The Family Favourite. Look at the text features.

The Family Favourite

The Cast The host is a high school career counsellor. The contestants are three ambitious teenagers. Sam is 17. He is an excellent hockey player who trains hard and dreams of making it to the NHL. Sam’s parents spend several hours every week driving him to hockey practices, games and tournaments. They pay a lot of money for his hockey equipment and private coaching. Unfortunately, the family does not have enough time or money for Sam’s younger brother to do his favourite activities. Sam feels that he has a talent that is too important to waste.

3

28

Title Subtitles – The Scenario – The Cast – A Typical Episode – The Judging and the Prize Paragraphs

twenty-eight

1

The Scenario 2 The Family Favourite is a fascinating new reality show for the whole family. It shows teenagers in Québec who try to make their extreme dreams come true. However, they can attain their dreams only if their families make tough sacrices for them. 3

Text components 2

Group:

5. A New Reality Show

Purpose: to describe the show to viewers

1

Date:

Sam

Reality Check

Reproduction prohibited © Chenelière Education Inc.

Name:

Language: simple sentences, descriptive adjectives Culture: Québec pop culture

Date:

Group:

Maria is a gifted 14-year-old singer and dancer. She is certain she will be a famous pop music sensation before she is 18 years old. She has no doubts that she is outgoing and talented. Her father and sisters live at home in their small town but Maria lives with her mother in a tiny apartment in Montréal so that she can go to a special school for artists. Maria’s family spends a lot of money on her singing and dance lessons and on her extravagant clothes for performances. Maria says that she practises everyday so she can become a star and buy the family a big house where they can all live together. Maria

Josh

Josh is in Secondary Three at his local high school. He is an excellent student. He hopes to study at a prestigious, expensive university in the U.S.A. one day. He works hard and has high marks in all his subjects. When Josh is not at the library, his brothers must be quiet so that they do not disturb him. Josh’s parents save all their extra money for his future university expenses. They do not know if they have enough money to pay for both of Josh’s brothers to continue their education after high school. Josh believes that a good education is the most important dream that anyone can have.

A Typical Episode Every episode covers the same action. The host conducts a short interview with each contestant and his or her family. The contestants talk about their dreams and the families talk about the sacrices they must make for the “family favourite.” The cameras follow the contestants everywhere they go. The settings include places like home and school, as well as hockey arenas, rehearsal studios and libraries. Viewers see how hard contestants work to make their dream come true. They also see how much each family sacrices. Between scenes of the contestants’ activities, the host interviews individual members of the families. The editing reveals conict when brothers and sisters are jealous of all the attention the “family favourite” receives. Some parents occasionally feel guilty about everything they do to help make their child’s dream come true. These feelings create tension in the families. Vocabulary

expensive: costing a lot of money gifted: talented rehearsal: practice

The Judging and the Prize After ve episodes, viewers vote by Internet for the contestant they think deserves a scholarship to help him or her succeed. His or her family also wins a big cash prize so that they can stop sacricing and begin to follow their own dreams.

reveals: exposes waste: not use

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Unit 2

twenty-nine

29

Name:

Date:

Group:

4. Complete the table with information from the description of The Family Favourite.

Ca st

Co mpetit io n

Se tting

Co nf lict

Ju dg in g

Pr izes

The host,

5. Which contestant would you vote for? Why?

6. Imagine a new contestant for the show. Write a description of the person. Include the person’s age, qualities, dream and family sacrices.

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Reality Check

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Name:

Date:

Group:

Learn some adjectives by doing a crossword puzzle. 1. Read the adjectives that describe reality show contestants. Read the crossword puzzle clues below.

Adjectives

2. Use the adjectives to complete the crossword puzzle.

aggressive athletic attractive compassionate competitive condent devious egotistical emotional intelligent open-minded outgoing successful sweet talented trustworthy

Clues Across

Down

2. Synonym for honest 6. Synonym for deceitful

1. People who accept everyone are _____.

7. Opposite of shy

3. Synonym for sociable

10. People who think with their heart are _____.

4. People who understand other people’s feelings are _____.

11. Opposite of a failure

5. Synonym for smart

12. Opposite of gentle

8. People who are good at sports are _____.

13. People who are only interested in themselves are _____.

9. Opposite of ugly 11. A kind friendly person is _____.

14. An excellent musician or singer is _____. 15. Someone who always tries to win is _____.

Reality Contestants Crossword Puzzle 3

1 2

4 5 6

7

8 9 10 11

12

13 14 15

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Unit 2

thirty-one

31

WRITING STUDIO

Name:

C3

Date:

Group:

6. Create a Reality Show Write the outline of an exciting new reality show for teenagers in Québec. 1. Brainstorm ideas for your reality show. Write your ideas in the graphic organizer below. Use the outline in Task 5 as a model.

Sc en ar io

Co mp et itio n

Ca st

Se tt in g

Ed itin g

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Conflict

Judging

Reality Check

Pr iz es

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

2. Write the draft of the outline. Refer to your ideas in Step 1 as you write. Use a variety of adjectives to describe your show.

3. Revise and edit your outline. Use this writing checklist.

Each sentence expresses a clear idea.

The scenario is clear.

I used a variety of adjectives.

My outline includes information about the scenario, cast, competition, setting, conict, editing, judging and prizes.

I checked my spelling and punctuation.

4. Exchange your text with a classmate. Ask for feedback on the content and clarity of your outline. 5. Write your nal copy. Integrate feedback, changes and corrections. 6. Publish your work by sharing it with your classmates.

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Unit 2

thirty-three

33

Name:

C2

Date:

Group:

Extra Reading r e t s g o l B V T t: r a m S h a r Sa

Reality: How Much Is Too Much? Reality shows are on almost every television network and all over the Internet. In fact, some networks and Internet sites only broadcast reality shows. Maybe we’re experiencing reality overload. It seems that people can’t get enough reality programming. This is good for reality show producers and television networks because they earn big money from these shows. Reality shows are inexpensive to produce compared to other types of programming. However, some people don’t like the direction reality television is taking. Many viewers think that reality shows are fake. After all, how many people are really themselves in front of a camera? How much of the drama is real? How many of the crises, breakdowns and ghts are staged? Critics of reality television complain that reality shows often display the dumber, meaner and more vulgar aspects of society. Let’s face it; no one is going to tune in to watch people talk about their normal, boring days. However, they will tune in for big drama, emotional tantrums, races for prize money, dancing and singing competitions and devious, backstabbing contestants. Reality shows satisfy people’s need to escape their own dull lives for an hour or two. Vocabulary

backstabbing: disloyalty earn: receive payment overload: excess

staged: scripted

Entertainment is important because it provides an easy escape from the pressures of daily life. However, watching endless reality shows may not be the best way to escape. Diverse programming with more sit-coms, science ction shows, dramas, cartoons and movies would be better. However, these types of shows are more expensive for television producers to create because they require actors, animators, script writers and many other talented people.

tantrums: angry outbursts Television viewers need shows other than just reality shows—not only for entertainment, but for diversity, creativity and inspiration. tune in: watch or listen sarah · 11 hours ago · Comments: 4 · Tags: reality show, television, entertainment, network

Before Reading 1. What is your denition of reality television?

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Reality Check

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Name:

Date:

Group:

2. Write down the characteristics of two other types of television shows and answer the questions below.

Newscasts

Dramas

Characteristics

Characteristics

How are newscasts similar to reality shows?

How are dramas different from reality shows?

While Reading 3. Some television viewers do not like to watch reality shows. Read the blog about the negative side of reality TV. a. Highlight all the sentences that contain negative comments about reality television. b. Underline all the sentences that contain positive comments about reality television. c. Circle the main idea of the text.

After Reading 4. Answer the questions with information from the text. Use complete sentences. a. Why is the popularity of reality television good for the show producers?

b. What other types of television shows are mentioned in the text?

c. What is the problem with these other types of television shows?

d. What are television viewers missing if they watch only reality television shows?

W ha t Do You Th ink? Are there too many reality shows on television? Use examples from the text and your own experience to explain your answer. Discuss your opinion with your classmates.

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Unit 2

thirty-ve

35

PRODUCTION STUDIO

C1

C2

C3

Name:

Date:

Group:

Production Studio Create a casting call to encourage teenagers to audition for your new reality show.

Pre-Production Step 1

Brainstorm ideas for your casting call. Choose the format for your media text. I will produce a:

Step 2

magazine advertisement

radio advertisement

Internet advertisement

other

Plan your casting call. Think about the following: • Purpose: • Audience (type of contestants):

• Type of language: • Text components:

Production Step 3

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

Post-Production Step 4

Present your casting call to the class. Observe your classmates’ reactions and write down their comments.

Use software to make your advertisement interesting. Step 5

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Evaluate your work. How can you improve your casting call?

Reality Check

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UNIT

3

Unexpected

We all experience unexpected events, and their outcomes can be good or bad. An unexpected event can even result in important discoveries. One thing is certain: life is full of surprises! In this unit, explore events that took surprising turns. Explore how people feel when unexpected events happen. Talk about an event that had an unexpected outcome. Read about a medical trial that went wrong. Write a newspaper article. Learn about some unexpected discoveries.

One-Minute Challenge

Practise grammar: simple past and past continuous.

Make a list of positive and negative emotions.

Extra Reading Unexpected Fashion

Production Studio Bring history to life! Show how an unexpected discovery happened.

How do unexpected events and their outcomes affect us? Reproduction prohibited © Chenelière Education Inc.

Unit 3

thirty-seven

37

SETTING UP

Name:

Date:

Group:

1. Emotional Roller Coaster We all experience emotions at different times and for different reasons. 1. Look at each photo. a. Describe how you think the person is feeling. Use the adjectives below. b. Name an event that can make you feel this way. Vocabulary

annoyed disappointed excited

frightened frustrated pleased

shocked surprised worried

1.

excited a. worried

T alk b ack

b. a test

Work with a partner. Compare your answers for Steps 1 to 3. • What did you write for . . . ? • I wrote . . . • How do you feel when . . . • I feel . . . • That’s not how I feel when . . . • My friend always overreacts when . . .

2.

a. b.

3.

a. b.

4.

a. b.

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Unexpected Outcomes

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

5.

a. b. 6.

a. b. 7.

a. b.

8.

a.

9.

b.

a. b.

2. Read the list of events. Write an emotion that each event makes you feel. Event

a. A friend or family member is in hospital.

Emotion

worried, frightened

b. You nd $50 on the sidewalk. c. A friend cancels Friday night plans with you. d. Your family is going on a last-minute vacation. e. You have an emergency dental appointment. f. You discover that one of your friends is experimenting with illegal drugs. g. You leave your part of a team project for school on the bus. h. School is closed because of a winter storm. 3. Do you or someone you know sometimes overreact to certain events? How?

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Unit 3

thirty-nine

39

SETTING UP

Name:

Date:

Group:

Learn about different word forms. Create an unexpected story about a normal school day.

!

Adjectives that end in ed describe a feeling. Josh is interested in the book. Adjectives that end in ing describe a characteristic. The book is interesting.

1. Complete the chart with the correct word forms.

Base Verb 1. amaze

Adjective Form With ed amazed

Vocabulary

Adjective Form With ing amazing

2.

amusing

3. annoy 4. bore 5.

confusing

6.

disappointed

7. disgust 8.

embarrassed

9.

exciting

10.

exhausted

2. Complete the story with adjectives from Step 1. Compare your outcome with a classmate’s.

What a Day! 1 excited Every day when I wake up for school I’m _____________________ . I know it’s going to be

a /an _____________________2 day! I walk to the bus stop and I’m_____________________3 to meet my friends waiting there. They are always _____________________4 to see me. The school day is _____________________5. My classes are _____________________6 and my teachers are _____________________7. After school, I go home for supper. I’m _____________________8 by my mother’s cooking. It’s my job to wash the dishes and I always do a /an _____________________9 job. I’m usually _____________________10 around 10:00 pm, so I get ready for bed and read for a while. The book I’m reading is _____________________11 . Then I turn out the light and go to sleep. The next day, I’m_____________________12 to do it all again!

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Name:

Date:

2. You Never Know!

READING STUDIO

Group:

C2

Sometimes events happen that are completely unexpected. Their outcomes can be surprising. 1. What are some activities that you do with your family on weekends or vacations?

2. Read the story about a surprising family vacation. Circle all the verbs in the simple past. Underline all the verbs in the past continuous.

Selena’s Surprising Family Vacation 1.

I never like going on vacation with my family. We usually go to boring places and visit a lot of museums and historic sites. So, I was not very excited last summer when I learned that I was going to Prince Edward Island with my whole family. I know it’s a beautiful place, but what can a 15-year-old girl do there?

2.

It took six hours by car to get to the farmhouse that my parents found on the Internet for a super low price. During the whole trip, my annoying little brother was playing video games and my older sister was texting her boyfriend.

3.

When we finally arrived at the farmhouse in the evening, we all looked at it in horror. It was so old and decrepit that it looked like it would fall over in a strong wind. No wonder it was so cheap! The paint was peeling off the outside walls and some of the windows were smashed. Inside was even worse. The floors were crooked, the walls were stained and the entire place was covered in dust. I think a family of birds was living in the chimney. I was definitely NOT looking forward to the next two weeks.

4.

I was arguing with my sister about which bed I wanted in the room that we were sharing when my mom called us for supper—cold leftovers from our picnic lunch. Since there was no TV or Internet in the house, the whole family went to bed early. The next day would surely be as depressing. But then, in the middle of the night, something unexpected happened!

5.

I was sleeping on my lumpy mattress when I heard something scurry under my bed. I woke up instantly. I was tired but I wasn’t able to go back to sleep. I decided to investigate. I was walking around my bed when suddenly something ran over my foot. I screamed! What the heck was that? I was shaking and wanted to tell my parents that something creepy was happening. As I approached my bedroom door, I got the fright of my life. Right in front of me was a giant rat!

6.

I was shocked! The rat was about fifty centimetres long and disgusting. I don’t think it was happy that my family was staying in its house. I woke up my parents and told them the story. They didn’t believe a word and thought I was dreaming. My mom walked me back to my room and guess what was sitting beside my bed? The rat!

Vocabulary

dust: household dirt lumpy: bumpy peeling off: coming off scurry: run quickly stained: had dirty marks

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Unit 3

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Name:

7.

8.

Date:

Group:

We both screamed, which woke up my sister. We all ran back to my parents’ room. My little brother was already there; he was holding a plastic beach toy for protection. (What a dummy!) We spent the rest of the night huddled together on my parents’ bed, waiting for the sun to rise. When morning finally came, we packed the car and went straight to the nearest hotel, which was a beautiful, luxury resort. So, instead of staying in a disgusting old farmhouse, I spent two wonderful weeks on Prince Edward Island. I relaxed by the pool, swam in the ocean, met new friends and learned how to play tennis. It was the best family vacation ever! Vocabulary

huddled: stayed close together

3. Draw a line to match each paragraph with its description. a. When the family arrived, they were shocked because the farmhouse where they were staying was in terrible shape.

Paragraph

1.

Paragraph

2.

Paragraph

3.

c. The car trip was long and Selena’s brother and sister were very annoying during the whole trip.

Paragraph

4.

d. Selena wasn’t excited to go to Prince Edward Island on a family vacation because she thought it was going to be boring.

Paragraph

5.

b. Something woke up Selena and when she investigated she saw a giant rat!

e. There was nothing to do in the farmhouse, so the whole family went to bed, but in the middle of the night something unexpected happened. 4. Summarize paragraphs 6 to 8 in your own words. Write one sentence for each paragraph.

42

Paragraph

6.

Paragraph

7.

Paragraph

8.

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Name:

Date:

SETTING UP

Group:

5. How can family vacations or activities be both fun and frustrating?

Simple Past and Past Continuous Use the simple past to describe completed events in the past. Use the past continuous to describe an action in progress at a certain moment in the past. A simple past event can interrupt a past continuous event.

!

Some verbs are irregular in the simple past. I went to Maine last summer.

My sister dropped her phone in the pool while she was texting her boyfriend. Simple Past

Past Continuous

Afrmative

Subject + base form of the main verb+ed + rest of the sentence. I played tennis at the hotel.

Subject + was/were + base form of the main verb+ing + rest of the sentence. I was playing tennis when the ball hit me in the head.

Negative

Subject + did not + base form of the main verb + rest of the sentence. My brother did not (didn’t) eat any lobster.

Subject + was/were not + base form of the main verb+ing + rest of the sentence. He was not (wasn’t) feeling well at the restaurant.

A. Write the innitive form of these irregular past tense verbs. was/were to be

heard

1

went

2

told

4

woke up

3

spent

5

6

B. Complete the paragraph with the simple past and the past continuous. took

My family (take)

1

while I (swim)

2 4

a family vacation to Maine last summer. One day,

in the ocean I (be)

a shark. I (get)

guard (run)

6

sure I (see)

out of the water fast! The life-

to me because I (scream)

That’s when my little brother (jump) 9

5

3

8

7

so loudly.

out of the water. He (hold)

a boogie board straight above his head. He (think)

it was a great joke.

10

124 and 130 and Reference Go to Grammar Section pages rmation and practice. info Section page 206 for more

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SPEAKING STUDIO

C1

Name:

Date:

Group:

3. It Really Happened Think about a time when something unexpected happened to you or someone you know. What was the outcome? 1. Write information about the unexpected event in the graphic organizer.

My Story Who was there?

Where did it happen?

When did it happen?

What happened? Explain the sequence of events.

S o nd Check The ed at the end of regular verbs in the past can sound different depending on the verb: • asked: /t/ sound • turned: /d/ sound • wanted: /ed/ pronounced as a separate syllable

Lang age p r om p ts Partner A • I felt . . . • I was . . . Partner B • How did you feel? • Were you . . .? • You felt . . . • What did you do?

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What was the outcome?

What emotions did the people feel?

2. Tell your story to a partner. Decide who will be Partner A and Partner B and follow the instructions for your role.

Partner A

u can. much information as yo as ve Gi ry. sto ur yo ll • Te lp. nizer “My Story” for he • Use the graphic orga ………. er retell your story. • Listen to your partn needed. • Help your partner if

Unexpected Outcomes

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Name:

Date:

SETTING UP

Group:

!

Partner B

Do not use did to form questions in the past with the verb to be.

• Listen to your partn er’s story. • Take notes on a shee t of paper while you lis ten. Include information about the main questions. • Ask any questions yo u have.

•Was he excited? • Where were you yesterday?

………. • Retell your partner ’s story. Use your note s. • Ask your partner for help if needed.

3. Change roles and repeat Step 2.

Questions in the Simple Past and Past Continuous Simple Past Yes/No Questions

Information Questions

Past Continuous

Did + subject + base form of the main verb + rest of the question? Did you go on vacation last summer?

Was/were + subject + base form of the main verb+ing + rest of the question?

Question word + did + subject + base form of the main verb + rest of the question? Where did you go on vacation last summer?

Question word + was/were + subject base form of the main verb+ing + rest of the question? What were they eating for supper?

Were they eating supper yesterday when you called?

Complete the following questions with verbs in the simple past or past continuous. did they eat 1. What (eat, they) ___________________________ at the restaurant Friday night?

2. What (do, you) _______________________ when I (call) ______________________ you yesterday? 3. (do, she) ___________________________ her homework last night? 4. Who (talk, he) __________________________ to on the phone? 5. Why (laugh, you) __________________________ during class?

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Unit 3

Go to Grammar Section pages 128 and 132 for more information and practice.

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45

READING STUDIO

C2

!

An experiment is something you try without knowing the outcome. Scientists conduct experiments to develop medications. An experience is something you live. My first year of high school was an exciting experience.

Name:

Date:

Group:

4. A Trial Goes Wrong Read about a medical experiment that went very wrong. 1. Scan the newspaper article to nd the answers to the following questions. a. When did the event happen? b. Where did it take place?

c. Who participated? 2. Read the newspaper article. Highlight sentences that describe what happened to the six men. 3. Were the participants well prepared for the trial?

Yes

No

Write the sentence from the text that supports your answer.

4. Does the company know why the men suffered such severe reactions?

Yes

No

Write the sentence from the text that supports your answer.

The Inverted Pyramid Lead sentence and rst paragraph include all the most important facts. Middle paragraphs include quotes and details about the facts. Last paragraph: conclusion.

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Name:

Date:

SETTING UP

Group:

Text Features Text components 1 Headline: includes only important words 2 Byline: reporter’s name 3 Lead sentence: grabs reader’s attention; includes only most important facts 4 Paragraphs: answer who, what, when, where, why, how 5 Photo and caption Topic: medical drug trial Culture: medicine and health Language: clear and informative; text gives factual information in third person (he, she, it, they) Purpose: to inform readers about an event Audience: newspaper readers

1 2 3

Medical drug trial takes horrific turn REPORTED BY PIERRE MANSBRIDGE

Six men are fighting for their lives after suffering terrible reactions during a medical drug trial. All the participants involved in an experimental medical drug trial are in the intensive care unit in at Northwell Park Hospital in London, England. They suffered severe reactions on Monday to an experimental medical drug developed to treat arthritis and leukemia. This trial was the first clinical test of the drug on humans. 4 The scene in the laboratory was a living medical hell, say witnesses. Minutes after the participants received an injection of the experimental drug, they began to tear off their shirts. They screamed that they were burning up and that their heads were going to explode. Participants began passing out. They were vomiting, and screaming in pain and terror. 5

The pharmaceutical company apologized to the patients and their families. A spokesperson for the company said, “We are shocked and devastated. We understand that the families are very upset. We were not expecting this.” Some of the men’s family members say the company did not give the participants Six men are in hospital after a enough information about the possible dangers of medical trial goes horribly wrong. the drug. In fact, the company did not tell the participants that some dogs died when the drug was tested on animals. All the participants in the drug trial were in good health before they received the drug. They agreed to take part in the experiment for payment. A lawyer for one of the men said, “These were healthy people involved in a clinical drug trial where everything seemed to go wrong. I think the scariest thing for the families is that they don’t know what the outcome will be.” Doctors are treating the men, but there is no antidote for the drug. An investigation by medical authorities will attempt to discover what caused this shocking event. They hope that it will prevent other clinical drug trials from putting participants in similar danger. Post Script All the men survived the effects of the drug trial. However, they are at risk of developing fatal diseases. Doctors amputated the ngers and toes of one of the patients. All the men sued the pharmaceutical company.

5. Is it worth risking lives to develop medications that can save lives? Explain your answer.

Vocabulary

passing out: losing consciousness sued: took legal action tear off: remove quickly treat: cure trial: test upset: emotionally hurt

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Unit 3

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WRITING SETTING STUDIO UP

C3

Name:

Date:

Group:

5. You’re the Reporter Write a newspaper article about an event that will interest readers in your class. 1. Brainstorm ideas for your newspaper article. Research the topic if necessary. a. The topic of my article will be an event related to: school

community

sports

entertainment

news

weather

other____________________

b. The event I will write about is: ______________________________________________________ 2. Plan your newspaper article. Use the inverted triangle and model text in Task 4 for help. a. Write down the facts and details that you will include in your article.

Who w as in vo lv ed ?

What happened?

Where and wh en di d it ha

ppen?

Ho w did it ha pp en ?

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Unexpected Outcomes

Why did it happen?

What are some details?

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Name:

Date:

Group:

b. Write a short, catchy headline for your article.

Headline: c. Write the lead sentence:

d. Include a photo of a person, place or incident central to the event. Write a caption that explains the photo. The photo will be of: The caption will say: 187 for Go to Grammar Section page rks. ma on tati information about quo

e. Include a short quote. Use quotation marks. My quote will be from: My quote will be:

3. Write a rough draft of your newspaper article on a separate piece of paper. 4. Revise and edit your newspaper article. Use this writing checklist.

I included all the text components of a newspaper article.

I provided details about the facts.

I used the inverted pyramid structure.

I used the third person and past tenses correctly.

I answered all the main questions: Who? What? When? Where? Why? How?

I checked my spelling and punctuation.

5. Exchange your newspaper article with a classmate. Get feedback on the organization and clarity of your information. 6. Write your nal copy. Integrate feedback, changes and corrections. 7. Publish your work by sharing it with your classmates.

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Unit 3

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LISTENING STUDIO

Name:

Date:

Group:

6. I Didn’t Know That

C2

Listen to the radio show Did You Know? to learn about how two useful discoveries happened unexpectedly. 1. Write down some uses of these everyday items. a. Post-It Notes

b. Velcro

CD

Vocabulary to listen for

product: item

•

•

•

•

•

•

•

2. As you listen, take notes about the people, places, times and important objects mentioned in the text for each unexpected discovery.

weak: not strong choir: group of people who sing together

•

Post-It Notes

Velcro

People

bur: small round seed of a plant covered with tiny hooks that attach to clothing and fur grab: hold on to

Places

fastener: something that holds things together Times

Important Objects

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Name:

Date:

Group:

3. Choose one of the items. Use your notes to explain its discovery.

In ve nt io n

4. Write what happened after the discovery of your chosen invention.

What Ha pp en ed Ne xt

C l t re Clip The Fly is a 1986 blockbuster movie about a scientific experiment that went wrong in a very weird way. An eccentric scientist built a teleportation machine, but when he teleported himself, a fly was in the machine with him. During teleportation, the fly’s genetic code mixed with the scientist’s. For the rest of the movie, the scientist slowly and gruesomely turned into a human-sized fly! What are some other movies or books about unexpected events or with unexpected endings?

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Unit 3

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Name:

C2

Date:

Group:

Extra Reading

Fashion

Unexpected Fashion For the first half of the twentieth century, jeans were the rugged, inexpensive clothing of cowboys, lumberjacks and factory workers. Then, in the 1950s, jeans became popular with North American teenagers when famous, young actors wore them in popular movies and TV shows. Jeans turned into a symbol of rebellion for teenagers and most adults considered the young people who wore them to be dangerous. Jeans were even banned in schools and many public places. The 1950s was also the decade when girls began to wear jeans. o piece of clothing is more North American than jeans. These pants were invented in the late nineteenth century by two immigrants to America: Jacob Davis and Levi Strauss. Without intending to, the two men turned denim and metal rivets into the most popular clothing item in the world.

N

In the 1960s and 70s, hippies wore jeans embroidered with flowers. The pants were a symbol of the anti-war, peace and love movement. By the 1980s, jeans were mainstream and lost most of their youth culture significance. Expensive designer brands became popular and jeans were an acceptable fashion choice for teenagers and adults.

Jacob Davis was a tailor who made tents and horse blankets from denim that he purchased from Levi Strauss, a cloth supplier. At the time, denim was not a popular material for clothing.

Today, people all over the world pay high prices for their favourite brand of jeans. What began as a tough, practical piece of clothing is now a central item in modern fashion. Imagine, from horse blankets and tents to the fashionable pants that teenagers wear almost every day!

In 1870, a woman came to Jacob Davis for a pair of inexpensive pants for her husband, who was a very large man. In fact, he was so large that his pants often split along the seams and had to be repaired or replaced. So Jacob Davis made the man a pair of sturdy pants with denim from Levi Strauss. He also used metal rivets to hold the pockets in place. The pants were a hit and soon Jacob Davis was making them for many customers. People called the new style of pants jeans. Jacob Davis and Levi Strauss started the Levi Strauss & Company in San Francisco, California. They created the first pair of Levi’s 501 jeans in the 1890s—a style that is still one of the world’s best selling items of clothing today.

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Vocabulary

cloth: material decade: period of ten years mainstream: popular with the general public rivets: metal pins that hold things together rugged: tough seams: lines of stitching split: separate, tear sturdy: strong tailor: someone who makes clothing

Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Before Reading 1. How do you dress for different situations? School: Home on the weekend: Going out with friends:

While Reading 2. Read the text. Highlight the different decades mentioned in the text.

After Reading 3. In what decades did key moments in the history of jeans happen?

Key Moment

Decade

a. Jeans were a symbol of peace. b. Girls began to wear jeans. c. Jeans were popular with factory workers. d. Jeans became popular with the general public. e. The rst pair of Levi’s 501 jeans was made. f. Jeans became a symbol of rebellion for teenagers.

4. Answer the questions. Use complete sentences. a. How do your clothes express your personality?

b. How do teenagers today reject mainstream culture through their fashion choices?

W ha t Do You Th ink? Why did jeans become the most popular clothing item in the world? Discuss your opinion with your classmates.

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Name:

C1

C2

C3

Date:

Group:

Production Studio Bring history to life! Show how an unexpected discovery happened.

Pre-Production Step 1

Choose an unexpected discovery.

My choice: Step 2

Decide how you will present the discovery. Choose the format of your media text. I will produce a: live skit

video

photo story

radio newscast

other Step 3

Research your discovery and plan your media text.

Production Step 4

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

Post-Production

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fty-four

Step 5

Present your media text to the class. Ask your classmates for feedback.

Step 6

Evaluate your production process. What was easy? What was difcult?

Unexpected Outcomes

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UNIT

4Screens Teens and

Many people use social media to build friendships and communicate with each other. Other people believe that the risks of social media are greater than their benets. In this unit, explore the risks and rewards of social media. Discuss online friendship habits. Read about the pros and cons of social media. Learn new Internet vocabulary. Write a letter of advice. Practise grammar: modals and conditional sentences.

One-Minute Challenge Make a list of the most popular social media.

Extra Reading To Play or Not to Play Online?

Production Studio Help make younger students smart users of social media!

How do social media make or break friendships? Reproduction prohibited © Chenelière Education Inc.

Unit 4

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55

SETTING UP

Name:

Date:

Group:

1. Virtual Friends Some people nd it very rewarding to make friends online. 1. What qualities or characteristics do you look for in a friend? • • • 2. Do you have any friends that you communicate with only online? Why or why not?

3. Read the poem.

Dear Friend I’ve Never Met Once upon a time in the social network race you and I met in Cyberspace. Divided by lines: longitude, latitude; we’ve typed and texted tears, gratitude. Now we’re closer than neighbours; in tune like a song. (and your dog never leaves doodoo on my lawn.) Some say it’s not real. How can it be? How can you trust what you can’t see? But you sense when I’m down. This is holy. Sublime. (Alright, not exactly. But it makes a good rhyme.)

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Name:

Date:

Group:

You’ve read me at my worst. You’ve read me at my best. You’ve loved me all the same; forgiven typos, and the rest.

Vocabulary

FedEx: mail delivery company microbyte: measurement of information

You’re a microbyte of madness, and sunshine, and fresh air. (And faster than FedEx, so I know you really care.)

typos: typed mistakes

I know you’ll reply whenever I hit “send.” I know this is real— you’re my Forever-friend. – Heather Grace Stewart

4. Answer the questions. Use complete sentences. a. How is the “Forever-friend” the speaker’s friend even though they have “never met”? Find at least three qualities of this friend. •

•

•

b. Why do some people doubt this friendship?

c. Can a virtual friendship be as real and as valuable as a face-to-face friendship? Discuss your opinion with a classmate.

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Unit 4

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LISTENING SETTING STUDIO UP

Name:

Date:

Group:

2. When Cyberbuddies Become Cyberbullies

C2

Listen to an interview about the dangers of cyberbullying. 1. Match each word with its denition. Write the appropriate letter on the line. Vocabulary

T alk b ack Discuss ways that people can hurt others online. What are the consequences of cyberbullying?

CD

1. bystander

d ________

a. see with your own eyes

2. cyberbullying

________

b. features that protect personal information

3. privacy settings ________

c. social scientist

4. sociologist

________

d. person who sees something wrong and does nothing

5. witness

________

e. online intimidation and harassment

2. Read the following statements. Then, listen to the interview and circle if the statements are true or false. Correct the false statements.

True

False

a. Cyberbullies write hateful things online that they also say face to face.

b. Cyberbullying includes posting embarrassing pictures and videos online.

c. The reason that cyberbullies are rarely caught is that their victims don’t have the courage to report them.

d. Parents and teachers can easily detect cyberbullying.

e. Sending insulting messages repeatedly to someone online is a criminal offence.

f. Bystanders are not responsible for the rise of cyberbullying.

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Name:

Date:

SETTING UP

Group:

3. Write a code of conduct to promote netiquette or good manners online. Use information from the listening text. Refer to the Grammar Preview for help with modals. User

Dos

Don’ts

Users should practise good All users of social media

manners or netiquette.

Victims of cyberbullying

Witnesses of cyberbullying

Modals S o nd Check

Use modals to add meaning to the main verb. Meaning

Advice (noun) and advise (verb) are often confused. The emphasis falls on the second syllable but the pronunciation is different: You can advise (ad-vYZE) someone by giving advice (ad-vICE).

Example

Ability

I can’t create my own website.

Suggestion

You could send me a text message.

Desire

He would like to play an online game.

Possibility

It might be more interesting to chat.

Advice

She should not spend too much time online.

Obligation

We must update our profiles regularly.

Complete the sentences with can, could, should, might or must. For some sentences, more than one answer is possible. 1. Some online games aren’t free. We ____________ pay to play. 2. She ____________ post too much information online. It ____________ be dangerous. 3. I ____________ come over tonight. I’ll let you know. 4. ____________ you change your settings or do you need help? 144 Go to Grammar Section page e. ctic pra and n atio rm info for more Reproduction prohibited © Chenelière Education Inc.

Unit 4

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READING SETTING STUDIO UP

C2

Name:

Date:

Group:

3. Two Faces of Friendship It can be surprising when a friend shows a different face online. 1. Match the verbs on the left with the corresponding synonyms and antonyms. Look at the words in bold in the text below for help. Verb

Vocabulary

Verbs • blur • dare • mislead • show off • tag

Synonym

Antonym

a. blur

obscure

clarify

b.

exhibit

be modest

c.

challenge

back down

d.

label

not label

e.

deceive

inform correctly

2. How are blogs different from newspaper articles or editorials?

Question of the Week!

3. Read the responses to a blogger’s question. Underline the main ideas.

Do people sometimes act one way online and another way off-line? Adam— Yes! I think it’s too easy to fake being someone else when you are online. Sure, it’s nice to feel magical and heroic when you are playing an online game if you are shy in real life. But the line gets blurred for some people. Online, I see a lot of people I know who represent themselves in ways that can mislead others. They try to look better and act cooler than they are in real life. Sometimes they compete to have the highest numbers of friends to tag, but their friendships are very articial. Sometimes they write cruel comments. Several of them intimidate or bully others. They call them names and insult them. I know that they wouldn’t dare say these things face to face. They really seem like hypocrites. What kind of power trip does it give them anyway? When I meet them in person, I’m not sure what type of person I’m really dealing with. That worries me.

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Name:

Date:

Group:

Veronika— No, not really. In my opinion, an online identity is just an extension of your off-line identity. You’re not going to become someone different suddenly, just because you’re connected to a screen. It’s true that some people make themselves look prettier or seem sweeter or more outgoing than they normally are. But we all know that appearances can be deceiving. I don’t think people manipulate others when they make themselves look better online. Technology gives them a chance to be someone new and to explore other aspects of their personality that they normally don’t get a chance to show off in public. In real life they may be introverted and shy but online they move into the spotlight, speak up and connect with people. They are not being articial. In fact, social media are giving them a second chance to socialize and make friends. As long as what they do is in good taste and it’s safe, I think it’s ne.

4. List examples from the text of positive and negative ways that people can act differently online. Positive

Negative

5. Add your own opinion to the blog. Share it with a classmate.

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Unit 4

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61

SPEAKING STUDIO

C1

Name:

Date:

Group:

4. A Friendly Chat How do you use social media to build and develop friendships? 1. Read and answer the following questions. a. Do you do any of the following online activities to connect with others? Check (✓) the appropriate reply. Yes

Social Media Activities

No

1. Create proles on social media networks 2. Send instant messages 3. Read or create blogs 4. Upload and download photos and videos 5. Play online video games 6. Other: b. Why do you use social media? Check (✓) all the reasons that apply. Reasons for Using Social Media 1. Like to make and develop new online friendships 2. Find it easier to stay in touch with existing friends and family 3. Enjoy creating and sharing personal content 4. Find it easier to connect onscreen 5. Want to widen experience of the world 6. Other: c. Why do you not use social media? Check (✓) all the reasons that apply. Reasons for Not Using Social Media 1. Don’t have the technology 2. Don’t know how 3. Prefer to spend time on other activities 4. Had bad experiences 5. Parents impose restrictions 6. Other:

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Teens and Screens

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Name:

Date:

SETTING UP

Group:

2. Complete the sentences with information about your friendship habits. Use the Grammar Preview for help. a. If my friends want to contact me, they b. If I spend a long time off-line, c. If I have the choice of calling or texting someone, I d. If I need to tell a friend something important, I 3. Share and compare your answers in Steps 1 and 2 with a few classmates. Discuss the importance of social media in your friendships.

Lang age p r om p ts Do you prefer texting or talking on the phone? I really prefer sending written messages. Are you interested in making new friends online? Would you rather communicate face to face? I feel it’s easier to stay in touch online.

Conditional Sentences Use real conditional sentences to describe true or probable conditions. They have two parts: the if-clause describes a condition and the main clause describes the result. Meaning

Rule

Example

Truths, facts, and habits

Use the simple present If he has homework to do, he doesn’t tense in the if–clause and usually chat online. the main clause.

Possibilities, suggestions and advice

Use the simple present tense in the if–clause and a modal in the main clause.

If they have homework to do, they should eliminate any distractions.

Write the letter of the main clause that completes each if–clause. Main Clause

If–Clause 1. If I play too many video games, I

d

a. turns off her cellphone.

2. If she goes to the cinema, she

b. won’t get enough sleep.

3. If we don’t stop late-night chatting, we

c. might get expelled from school.

4. If they post cruel remarks, they

d. don’t have time for other activities.

5. If you create a prole online, you

e. should check your security settings. 150 Go to Grammar Section page ctice. for more information and pra

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Name:

Date:

Group:

Word webs can help you to connect words. Learn vocabulary associated with technology. Combine words in each word web to make new words. For example, webcam is a combination of the words web and camera.

camera

seminar

C l t re Clip Lewis Carroll, the author of Alice in

webcam

Wonderland, loved to invent blended words that he called “portmanteau” words. For example, frabjous includes the sounds and meanings of fabulous, rapture and joyous into one word.

web

episode (show)

logbook

intra

inter

network magazine

learning

citizen

etiquette

electronic

mail

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commerce

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Name:

Date:

READING STUDIO

Group:

5. Are You a Screenager?

C2

Think about how often you use the Internet and social media. 1. Check (✓) your answers to these questions.

Do you . . .

Frequently

Often

Occasionally Rarely

a. spend more time online than you intend to? b. check your messages and emails before doing important work? c. avoid studying, doing chores, playing sports or other activities to spend more time online? d. spend more time with friends online than face to face? e. get angry if someone interrupts you when you are online? f. stay up late to log on at night? 2. What would you change about your online habits?

T alk b ack

3. Read the advice column. Underline the problems mentioned in the rst letter. Then, highlight the advice given in the response.

Share your answers with a classmate. Find out what you have in common. I would spend less time online. I would spend more time with my school friends.

Ask TechMan This week’s topic: You and the Internet Dear TechMan, I’m writing to ask your advice about my Internet problem. My parents and my brother are worried about the way my online life is taking over my everyday life. Let me explain. Every day I spend about seven hours chatting, texting and playing games with classmates or friends I meet online, as well as surfing, watching videos and downloading music. I’m not really sure this is a

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Name:

Date:

Group:

serious problem but everyone around me thinks it’s a ridiculous amount of time. In my opinion, it’s not really taking over my life—it’s just enhancing it. It’s true that when I wake up I turn on the computer and check the latest postings, blogs and email messages. Sometimes I wake up in the morning with my earphones still plugged in my ears! Now I’m getting a little defensive. My parents tell me I should do something more productive, like playing sports with real people, but I would rather socialize online. My grades are dropping a little at school because I put off doing my homework for just another minute of surfing. I think I learn a lot from all the reading and research I do on the Internet! It’s true that I don’t get enough sleep on weekday nights, but I catch up on the weekends for all the missing hours. Do you think I might have a problem? Or am I just a normal teenager who has to sort out a few priorities? Sincerely yours, Zombie-Teen

Text Features Audience: teens with Internet problems Topic: Internet use Purpose: to give advice Text components 1 Salutation 2

3

66

Expression of sympathy Advice directed at solving the problem

sixty-six

Dear Zombie-Teen,

1

I can understand how confused you 2

feel about the time you spend on the Internet with your friends. Your love of the Internet actually makes you get angry or annoyed when your family questions you. This probably hurts them and makes you feel a little guilty inside. Am I right? There are a lot of things you could do to improve your lifestyle. Take some time to reflect on the consequences of spending seven hours per day online. Will your friendships suffer if you reduce the time you spend chatting, blogging, text messaging or gaming? If your grades, your family life and your health are all suffering, you probably do need to set some priorities.

Teens and Screens

3

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Name:

Language: familiar, simple and descriptive

Date:

Group:

If you need to concentrate better, you might take a day “off-line” and interact with friends face to face. If you want to fight insomnia, try taking a warm bath instead of sleeping with your laptop! If you are isolating yourself from your family, you should respect a regular weekday

Culture: Internet users looking for advice

and weekend schedule and ask them to help you live up to it. You could see an Internet addiction therapist but I’m not sure you really have a disorder that is out of control. I think that you just have some bad habits. I hope this advice helps you. You should trust yourself. Don’t be ashamed

4

5

Words of encouragement

to ask for help from others. We all have to learn how to manage our time

Closing and signature

being a zombie!

online and it isn’t easy to do this alone. Imagine living your life without 4

Best of luck! Vocabulary

TechMan

5

ashamed: embarrassed

4. Reect on TechMan’s advice by answering the following questions. a. Is the advice helpful? Why or why not?

b. How does TechMan show that he is sensitive to Zombie-Teen’s feelings?

c. What is the difference between a bad habit and an addiction?

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Unit 4

T alk b ack Share answers to Question 4c. Reach an agreement on the difference between a bad habit and an addiction.

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WRITING STUDIO

C3

Name:

Date:

Group:

6. Dear TechMan Respond to requests for advice as the guest columnist for Dear TechMan. 1. Read both letters and choose one to answer. Dear TechMan,

Man,

Dear Tech

er popular old y r e v f o ey asked a group h T w . a s b la ly r t e n t I rece the compu in g ounger in y h g e u m la o s s t f n o tos stude nd o rate pho t l o o h c s about it a il a m e n the whole a ed big ne. I receiv li n o med like a s e t e n s e It . stud e t ipa d to partic ets is my e g r r a u t s s e e r h t p f felt that one o d e z li a e r I ? joke until should I do t a h W . d n best frie Sincerely,

I recently got angry online. I accused my best friends of starting a competition to see who could tag the most friends. They were annoyed and disconnected me from their everyday lives. Now they won’t even say hello when I pass them in the hallway. What should I do? Sincerely, Friendless

Clueless 2. Brainstorm ideas for advice. Plan your text using the graphic organizer below. Note down your ideas for each paragraph. Use the model in Task 5 for help. Structure

Notes

Pa ra grap h 1 Express your sympathy.

Pa ra grap h 2 Offer specic points of advice.

Pa ra grap h 3 Encourage your writer to act.

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Name:

Date:

SETTING UP

Group:

3. Write a draft of your letter. Use modals and conditionals to give advice.

4. Revise your text. Use this writing checklist.

I respected the components of a response letter.

I used modals and conditionals correctly.

My advice is clear and answers the request for help.

I checked my spelling and punctuation.

My text is well organized.

5. Edit your text using resources. Get feedback on the content and clarity of your ideas. 6. Write your nal copy. Integrate feedback, changes and corrections. 7. Publish your work by sharing it with your classmates.

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SETTING UP C2

Name:

Date:

Group:

Extra Reading

To Play or Not To Play Online? MANY PEOPLE HAVE QUESTIONS ABOUT THE SOCIAL VALUE OF ONLINE GAMES. WHO BENEFITS? AND AT WHAT COST?

A

s you throw purple light on a green ogre, your mother enters your room and turns red hot with anger. You promised to play for just “one hour,” but you got so involved in the game that you “deleted” an entire day. It would be easy for your mother to pull the plug on a game like World of Warcraft (WoW), part of a new generation of videogame platforms called Massively Multiplayer Online Role-Playing Games (or MMORPGs). Before she blows her lid, you might ask her to consider what scientists, child experts and psychologists say about the social benefits and risks of these games. Social Life Enriched or Impoverished? In recent years, MMORPGs like World of Warcraft have attracted millions of users. Players can get absorbed by all of the details and dynamics of the game. Psychologists have noted that some players become obsessed and isolate themselves from social activities in real life. They often spend four to seven hours per day online. However, other research reveals that the social aspect of the game may become more important than the fantasy life it creates. Gamers may begin by playing alone. Quickly, they learn how important it is to create friendships in order to cast a magic spell, Vocabulary make special medicine or blows her lid: gets angry tame a monster. They can join teams with players from bond: strong link across the planet and acimpoverished: made complish missions together. less rich pull the plug: turn off tame: make gentle turn green: become jealous turning red: becoming angry

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Relationships Reinforced or Replaced?

or are dissatisfied with their lives, so they try to substitute real relationships with virtual ones. In these cases, their virtual friends rarely become real friends outside of the game. Other experts observed how players may strengthen the bonds of their off–line relationships with family members and friends who also get into the game. These users can also make strong, supportive and long-lasting friendships—with people they have never met. Because they experience emotional adventures that they rarely face in everyday life, these players may begin to communicate off–line, travel to meet with one another and even form romantic relationships! Character Players: Friends or Enemies? As in all sports and games, teamwork and language can degenerate and players can bully other character players. MMORPGs sometimes bring out the dark side in people because they don’t have to pay the price for bad behaviour. Players can cheat, trick or even kill other player characters without risking the loss of their experience points. On the other hand, because the risk is low, many character players may become heroic and help others. They might rush into a cave filled with spiders to help other players, trade secrets or help them accomplish their mission. In the end, it is clear that players of MMORPGs can experience a high level of personal development and interpersonal connection. Explain this to a parent who is turning red in the face and you may find they start to turn green —with envy!

Child experts don’t agree on the question. Some say that gamers lack self-esteem

Teens and Screens

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Name:

Date:

SETTING UP

Group:

Before Reading 1. What objections do parents and teachers usually have to online games? Can you imagine any potential benets that come from playing them? Complete the chart with this information.

Common Objections

Potential Benets

While Reading 2. Read the article. Underline all the modal verbs.

After Reading 3. Complete the chart on the social benets and risks of MMORPGs with information from the text.

Social Benets

Social Risks

W ha t Do You Th ink? Do the benets of MMORPGs outweigh the risks? Use information from the chart and extra examples from your own experience to illustrate your points. Discuss your opinion with your classmates. Students’ answers will vary.

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Name:

C1

C2

C3

Date:

Group:

Production Studio Help make younger students smart users of social media!

Pre-Production Step 1

Think about what younger students should know about social media. Choose a specic topic to focus on. I will give advice on:

View cyberbullying and netiquette campaigns on the Internet for ideas of media texts.

ghting cyberbullying online or face-to-face friendships balancing time spent online and off-line the risks and rewards of online gaming other

Step 2

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

pamphlet

tip sheet

video

poem

other

Production Step 3

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

Post-Production Step 4

Present your media text to the class. Ask your classmates for feedback.

Step 5

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

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UNIT

5Music Making

Songwriters tell original stories through music. Lyrics, melodies and rhythms shape those stories and make them memorable.

In this unit, learn how artists write their songs and what inspires them. Discuss songs that you remember. Learn about some Canadian songwriters. Listen to a popular song and interpret it. Explore some creative ideas for songwriting.

One-Minute Challenge

Read about a parody of a song.

Make a list of songs that tell a story about love.

Write a song critique. Practise grammar: pronouns, possessives and phrasal verbs.

Extra Reading Eric Whitacre’s Virtual Choir

Production Studio Use a song to tell your story.

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SETTING UP

Name:

Date:

Group:

1. My Tunes Think about some of your favourite sounds and songs. What tunes stay with you? 1. Make a personal playlist with as many songs as you can for each of the following categories.

Ch ildhood songs that I rem em

be r

T alk b ack Compare your playlist with your classmates’. Discuss what makes songs, sounds and jingles memorable.

So un ds of na ture that I lov e

My favourite childhood song is . . . What’s yours? I love the commercial about . . . It’s so funny when . . . He’s hilarious.

Ad ve rtis ing jingle s that I can’t

ge t out of my he ad

Vocabulary

jingles: catchy advertising slogans that are often musical

Me mo rable the me so ng s fro m

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Making Music

movie s and TV sh ow s

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Name:

Date:

SETTING UP

Group:

in event or pe riod in my life

So ng s tha t rem ind me of a ce rta

!

Do not confuse the possessive adjective its with the contraction it’s. It’s too bad. The band gave its last performance tonight.

2. Why do you think you remember certain songs, sounds and jingles? Use pronouns and possessives in your answer. Use the Grammar Preview for help.

Pronouns and Possessives Subject Pronouns

Object Pronouns

I, you, he, she, it, me, you, him, we, you, they her, it, us, you, them

We saw U2 in concert.

I told them about the new album.

Possessive Adjectives

Possessive Pronouns

Reexive Pronouns

my, your, his, her, its, our, your, their

mine, yours, his, hers, its, ours, yours, theirs

myself, yourself, himself, herself, itself, ourselves, yourselves, themselves

Dad’s CD is in Mom’s car. His cellphone is also in her car.

That MP3 player is hers.

The singers are proud of themselves.

Circle the correct pronoun or possessive in each sentence. 1. We /us love to go to the ocean and listen to its /it’s sounds. 2. Every time I hear he/ him /his, I remember my /mine childhood. 3. You often make up you/ your own stories to tell you/ yourself . 4. She /her always takes good care of her /herself voice. 5. Don’t disturb them /they. Just sing quietly to you/ yourself .

Go to Grammar Section page 160 for more information and practice.

6. We should really see their /they performance for us/ ourselves .

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READING SETTING STUDIO UP

C2

Name:

Date:

Group:

2. Canadian Songwriters Canadian songwriters impress the world with their profound lyrics, unique voices and strong convictions. 1. Unscramble the following words to match their denitions. a. OJNU DAWARS _____________________ —trophies given annually to Canadian artists and bands for artistic achievements in all aspects of music b. MAYMGR RASWAD _____________________ —trophies given annually in the U.S.A. for achievements in all branches of the music industry c. ORCK DAN LORL LAHL FO FMEA __________________________ —a museum dedicated to the history of inuential rock music artists, producers and engineers 2. Read the following texts.

Veteran rock singer Neil Young lives by his words, “Listen to your own voice. Don’t listen to someone else . . . The way to move forward is to keep searching for whatever it is that interests you.” Born in Toronto on November 12, 1945, he never stopped pushing musical boundaries and changing his own identity. Rolling Stone magazine ranks him as one of the greatest recording artists of all time. He began his career as a guitarist and vocalist in folk-country bands like Buffalo Springfield, Crazy Horse and Crosby, Stills, Nash and Young. Later, as a solo artist, he composed immensely popular soft-acoustic ballads like “Heart of Gold,” “Philadelphia,” the Oscar-nominated theme song of the film about AIDS of the same name, and the alternative-rock song “Rockin’ In the Free World,” for which he was named the “godfather of grunge.” In 2011, he released “Angry World,” which won the Grammy Award for Best Rock Song. He was inducted into the Rock and Roll Hall of Fame in 1995 and was made an Officer of the Order of Canada in 2009. Neil Young always reaches out to those in need, from small farmers and environmentalists to people with disabilities.

Vocabulary

disabilities: handicaps grunge: 1990s garage-band style inducted: become a member ranks: rates

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Making Music

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Name:

Date:

SETTING UP

Group:

Arcade Fire is an indie rock band based in Montréal, Québec. The husband and wife duo Win Butler and Régine Chassagne sing and play along with Will Butler, Richard Reed Parry, Tim Kingsbury, Jeremy Gara, and Sarah Neufeld. The band’s first album, Funeral, contains songs about lost family members, as well as turmoil in Haiti, the homeland of Chassagne’s parents. Chassagne herself was born in Montréal, Québec, on August 18, 1977. In 2011, Arcade Fire’s third album, The Suburbs, won both a Grammy and a Juno award for Album of the Year. The band is known for its huge variety of instruments, including guitar, drums, bass guitar, piano, violin, cello, double bass, xylophone, French horn, accordion, harp, and mandolin. Arcade Fire used the song “Wake Up” to raise funds for relief organizations working in Haiti, and they write about the poverty and destruction the people of Haiti endure. They also raise money with their music to help rebuild the country and give concerts in Haiti to raise the morale of the townspeople. Chassagne says, “We’re happy to see people appear genuinely happy about the music. So we play our hearts out.”

Singer, songwriter and musician Avril Lavigne was born on September 27, 1984, in Belleville, Ontario. As a child, she sang songs at church with her mother, performed at country fairs and in 1999, she won a contest to sing on stage with Shania Twain. She was soon noticed by music industry professionals, and exploded onto the Canadian music scene when she was 17. She immediately became famous for her tomboy punk style of clothing and focused her energies on her music and songwriting, rather than her image. It paid off: her debut single, “Complicated,” was selected to be on the TV show “Dawson’s Creek.” Lavigne became the best-selling female artist of 2002. The Grammy nominated and Juno award-winning Lavigne writes emotional poprock songs about her experiences in life, and about being true to oneself. She says, “Why should I care what other people think of me? I am who I am.” Lavigne has worked with the Make-A-Wish Foundation as well as many human rights and AIDS awareness organizations, and currently focuses her own foundation’s work on supporting young people with serious illnesses and disabilities.

Vocabulary

indie: independent tomboy: a girl who likes clothes and activities that boys usually like turmoil: extreme difculties

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READING SETTING STUDIO UP

Name:

Date:

Group:

3. Complete each songwriter’s star chart.

(Birthplace and Birthdate)

First Hit Single or Album

(Most Remarkable Achievement)

(Humanitarian Cause)

(Notable Quote)

(Birthplace and Birthdate of Régine Chassagne)

First Hit Single or Album

(Most Remarkable Achievement)

(Humanitarian Cause)

(Notable Quote)

(Birthplace and Birthdate)

(Most Remarkable Achievement)

(Humanitarian Cause)

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Making Music

First Hit Single or Album

(Notable Quote)

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Name:

Date:

SETTING UP

Group:

Songs that contain rhymes are easier to remember, especially when the rhyming words shape the story. 1. Read the following words. Write down as many words as you can that rhyme with each one. Sound

True

Hair

Moon

found

2. Add a phrase to each refrain. Write a phrase that has six syllables and that rhymes with the word in bold. Use the list of words in Step 1 for help. a. He took a walk in the woods and he didn’t make a sound, wanted to turn around He took a walk in the woods but ________________________________________________. b. She said she’d love me always and she said she’d love me true, She said she’d love me always but ______________________________________________. c. We walked along the beachside and the stars shone in our hair, We walked along the beachside but ____________________________________________. d. I looked out to the ocean and the waves danced with the moon, I looked out to the ocean but __________________________________________________. 3. Invent your own phrase and ask a classmate to complete it with a rhyme.

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LISTENING SETTING STUDIO UP

Name:

Date:

Group:

3. Sing Along Song

C2

Songs make stories memorable through repetition and rhyme. 1. Match the following words with their denitions.

CD

Title and Hook

Vocabulary

1. lyrics

c ______

a. words that rhyme at end of lines

2. verse

______

b. catchy line that engages listeners

3. refrain

______

c. words of a song

4. bridge

______

d. chorus repeated after each verse

5. hook

______

e. part of song that tells the story

6. end rhyme

______

f. link between verse and refrain

2. Listen to the song. Fill in the missing words.

Life Is a Highway by Tom Cochrane

Verse

Refrain

Life Is a Highway” Words & Music by Thomas William Cochrane © UNIVERSAL – POLYGRAM INTERNATIONAL PUBLISHING, IN. ON BEHALF OF UNIVERSAL MUSIM PUBLISHING CANADA AND SKY IS FALLING ENT., INC. (ASCAP)

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Life’s like a road that you travel on gone When there’s one day here and the next day _____________ Sometimes you bend, sometimes you stand Sometimes you turn your back to the _____________ There’s a world outside every darkened door Where _____________ won’t haunt you anymore Where the brave are free and lovers soar Come ride with me to the distant _____________ We won’t hesitate To _____________down the guarding gate There’s not much time left _____________ Life is a highway I wanna _____________ it all night long If you’re going my way I wanna _____________ it all night long Through all the cities and all these _____________ It’s in my _____________ and it’s all around I love you now like I loved you then This is the _____________ and these are the hands From Mozambique to those Memphis nights The Khyber Pass to Vancouver’s _____________ Knock me down and back up again You’re in my blood, I’m not a _____________ man

Making Music

Vocabulary

bend: curve or angle guarding: protective haunt: appear often like a ghost load: baggage soar: y

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Name:

Date:

Extended Refrain

Bridge

SETTING UP

Group:

There’s no load I can’t hold Road’s so _____________ this I know I’ll be there when the light comes in Just tell ‘em we’re _____________ There was a _____________ between you and I A misunderstanding once But now, we look it in the _____________

3. Summarize the story the song tells. Complete the following graphic organizer.

C l t re Clip

Tom Cochrane is a Canadian singer-songwriter whose solo career took off with the hit song a. Who are the “Life Is a Highway.” His charity work main characters? during famine relief campaigns in West Africa inspired the song. He said that you can’t change the world as a single individual, but you can spread the love along the way, which hopefully has a ripple effect. He uses his music to support b. What are the obstacles to their love? various humanitarian causes. c. When and where does the story take place (setting)?

d. What is the main message (theme)?

4. Reread the extended refrain. Interpret the following lines. a. “There’s no load I can’t hold”:

b. “Road’s so rough this I know”:

c. “I’ll be there when the light comes in”:

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SPEAKING SETTING STUDIO UP

C1

Name:

Date:

Group:

4. Tricks of the Trade Try some tips from songwriters and nd the music in yourself. 1. Read the list of tips. Check (✓) three ideas that you would like to put in your toolbox. These tips will help you in the Production Studio. 2. Underline the phrasal verbs you nd in the tips.

A Songwriter’s Toolbox Tips on Song Writi ng 1. Set aside time for integrating music into your daily schedule. If you have 20 minutes, spend ve listening, ve playing, ve improvising and ve recording. 2. Look over a few poems, short stories and songs. Read some and absorb their rhythms and rhymes. 3. Pick up a diary or notebook and write down things you nd musically inspiring (sounds, lyric images, catchy lines, etc.). 4. Close your eyes and imagine an experience you had. Relive it and write down the rst words you think of. 5. Cut out inspiring phrases, quotes, information and words from a magazine or newspaper and create a word collage.

Lang age p r om p ts My goal is to read songs aloud. I plan to record all my ideas in a notebook. In the future, I need to try different styles.

Tips on Melody and Rhyt hm 6. Dance around to the beat of a repeated rhythm (2-3; boom-chickboom-chicka, etc.). Make up words to sing to the beat. 7. Tap rhythmically on things around you (your belly, a desktop, a plastic bucket, etc.). 8. Sing familiar melodies in different musical styles (lullaby, rock, hip-hop, etc.) and vary the rhythm. 9. Remix a familiar tune by inserting silences and sounds (sirens, laughter, trafc, etc.). 10. Play or sing a single note and explore different dynamics (very soft to very loud), textures (brushing, tapping, slapping) and durations (do-doo-dooo).

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Name:

Date:

SETTING UP

Group:

3. Complete the following chart and discuss the tips you want to add to your songwriting toolbox with your classmates.

a. Reasons for tips I chose

b. Most challenging tip

c. Most creative tip

d. Most fun tip

e. Goal (tip I want to try and why)

Phrasal Verbs Phrasal verbs combine a verb with a preposition or adverb. The meaning of the original verb often changes. For example:

Phrasal verb

Meaning

Example

take off

begin a jump or ight

The bird took off from the branch.

take on

accept responsibility

She takes on too much work.

take over

become the person in charge

Please take over as chairperson.

Complete the phrasal verb in each sentence.

up 1. You really should look ________ the denition. 2. William decided to take ________ his sister’s present. 3. Keep ________ the good work you’re doing! 4. They didn’t want to come home. They wanted to stay ________ . 5. Let’s hand ________ our work on time.

Go to Reference Section n. page 204 for more informatio

6. She just ran ________ an old friend at the party.

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READING SETTING STUDIO UP

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Name:

Date:

Group:

5. Song Parody Some songs tell funny stories by challenging and changing the lyrics of popular hits. 1. What are some reasons an artist may want to parody an original production?

2. Read the text. Highlight the writer’s opinion in the rst paragraph. Underline the main arguments in the body of the text.

Text Features Topic: Weird Al’s parody of Nirvana Language: descrip­ tive, conveys opin­ ions; transition words connect ideas and indicate support and examples Purpose: to give an opinion Audience: song­ writers and fans of pop rock music Culture: musical styles in popular culture Text components 1 Catchy title 2 Introduction 3 General statement of opinion 4 Body of arguments that support the general opinion 5 Details and examples 6 Conclusion that restates the main points

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Weird Al’s New and Improved Nirvana 1 “Smells Like Nirvana,” by Weird Al Yankovic, is a classic example of song parody. Weird Al did more than ridicule the grunge rock group, Nirvana, and their hit 2 song. In my opinion, he improved the song by making the lyrics easy to understand and by making the public laugh about the nonsense they sometimes listen to. 3 First, the title is memorable. “Smells Like Nirvana” suggests that the band stinks. In a literal sense, Nirvana smells because of the messy look of the former lead singer, Kurt Cobain. Figuratively speaking, the band stinks because listeners cannot understand what the band is singing about. The title reflects the central message of the song: some bands do not really care about making sense or being understood. 4 Second, “Smells Like Nirvana”raises the topic of clear speech. Weird Al sings about how the original song is “unintelligible.” For example, he sings the hilarious rhyming nonsense “it’s hard to bargle nawdle zouss with marbles in my mouth”. In the music video, the lyrics have subtitles so that viewers can actually follow the song. Third, Weird Al’s parody mocks the original hook and refrain. His band uses Nirvana’s signature style of heavy guitars but the guitar solos are replaced by Weird Al gargling water. He makes fun of the apathetic attitude of the 5 original song and changes key words: the hook “hello—how low?” becomes “don’t know—oh no.” In addition, he replaces Nirvana’s screaming lyrics “I feel stupid and contagious, here we are now, entertain us.” Instead he sings, “well we don’t sound like Madonna, here we are now, we’re Nirvana.”

Making Music

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Name:

Date:

SETTING UP

Group:

Vocabulary

apathetic: not interested gargling: making noises with liquid in the mouth messy: dirty, disorganized mocks: makes fun of stinks: smells bad; is not good unintelligible: hard to understand

Finally, the verses of Weird Al’s parody tell an engaging story: the mystery of Nirvana’s success. That story leaves listeners with some questions. For example, how can a garage band from Seattle become famous when they don’t care about entertaining their public? How can the band expect people to buy their albums when the band doesn’t want to sing clearly? To sum up, Weird Al’s parody makes people reflect on the importance 6 of having song lyrics that make sense and hearing bands that sing clearly. The humorous message forces audiences to examine their own taste in music. Consumers have to answer the question: “Does the music they listen to Smell Like Nirvana?”

3. Verify your understanding of the text by answering the following questions. a. Why is the title memorable?

b. How does Weird Al make fun of Nirvana’s lead singer? c. What are three benets of the parody to listeners? • • • 4. In your opinion, is it important for pop song lyrics to makes sense? Why or why not?

C l t re Clip Nirvana (1987-1994), an alternative rock group from Seattle, Washington, popularized grunge music with its loud refrains, distorted guitar sounds and incomprehensible lyrics. Kurt Cobain, lead singer of Nirvana, admitted that Weird Al’s parody showed that his band was successful and popular. Most artists, including Madonna, Michael Jackson and Lady Gaga, welcome Weird Al’s parodies of their work and are honoured to have him make fun of their songs.

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T alk b ack Share your answers to Question 4 with a partner. Support your point of view with as many examples as you can.

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WRITING STUDIO

C3

Name:

Date:

Group:

6. What Makes a Pop Song Great? Discover what distinguishes a great song from a good one by writing a critique of song lyrics. 1. Select a pop song you would like to analyze. Print out the lyrics. 2. Analyze the lyrics using the following questions. Answer yes or no to each question. Support each answer with examples from the song.

Questions

Yes/No

Examples

1. Is the title memorable?

2. Does the title reect the central message, story or feeling? 3. Do the opening lines of the song create interest?

4. Does the song have a good hook? 5. Is it easy to recognize and sing along with the chorus? 6. Do the verses tell an engaging and dramatic story? 7. Do the instruments and voices support and enhance the lyrics? 8. Does the song have a good beat? 9. Does the song tell a story that appeals to a wide audience?

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Name:

Date:

Group:

3. Share your answers with a classmate. Make sure that your comments are clear. 4. Write a draft of your critique. Use the model in Task 5 for help.

5. Revise your text. Use this writing checklist.

My general opinion is clear in the rst paragraph.

My text is well organized and one idea leads to the next.

I supported my opinion with arguments and examples.

My conclusion restates the main opinion. I checked my spelling and punctuation.

6. Edit your text using resources. Get feedback on the content and clarity of your ideas. 7. Write your nal copy. Integrate feedback, changes and corrections. 8. Take turns sharing your critiques.

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Unit 5

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SETTING UP

C2

Name:

Date:

Group:

Extra Reading

Eric Whitacre’s Virtual Choir World Record: Largest Virtual Performance! Eric Whitacre’s virtual choir connects over 2000 voices and enchants millions online. About the Musician Eric Whitacre did not study music as a young boy. He joined a choir for the rst time when he was at university. The experience changed his life and he went on to study music formally at the prestigious Juillard School. Whitacre is now known as one of the most popular and hippest classical conductors of his generation. Videos of his musical performances went viral on YouTube. He is bringing a new audience to classical music. Inspiration for the Project Whitacre was inspired to create a virtual choir by a young woman who posted a video on his fan page. In it, she sang one of his choral pieces and told him that she enjoyed his music. After seeing her post, he asked singers to submit videos of themselves using webcams. Each singer sang his or her individual part. Their voices were then edited together to make a video performance. The Results One of his rst projects featured 185 performers from 12 countries singing Lux Aurumque. Within 60 days of its release on YouTube, it had over a million hits. Scott Haines volunteered to assemble the video. It took him between 700 and 1000 hours of work over three to four months to line up all the voices and videos. It was such a success that Whitacre started another virtual choir project, Sleep, that combined 2051 voices from 58 countries. Thousands of webcam faces from countries as far apart as Singapore and Madagascar are grouped in oating spheres. The overall harmonic effect is mesmerizing.

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Making Music

The Challenges and How He Overcame Them • Recruiting and organizing singers around the world to participate Whitacre announced his goal of breaking the world record of 900 voices for a virtual performance and set a deadline for submissions. He wrote press releases, gave radio interviews, posted invitations on social media and even hosted recording parties. • Teaching people to sing English lyrics with the same accent Whitacre produced an instructional video for singers in which he asked singers to focus on producing clear consonant sounds and long uid vowel sounds. • Conducting all 2051 singers with the same tempo Whitacre posted free downloads of sheet music of all the vocal parts of Sleep. In addition, he posted a video of himself conducting the music in silence and later added a piano track to which people could sing along. • Synchronizing unied audio-visual support for all the webcam recordings Whitacre inspired information-technology consultants to build a web-based system, compress all of the video and audio tracks and then transfer them to a 3D environment to bring everything together. The process took months to complete. Vocabulary

choir: musical ensemble of singers hosted: welcomed and entertained guests mesmerizing: attracting interest as if by a magic spell went viral: spread massively and immediately

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Name:

Date:

Group:

Before Reading 1. How many members do choirs usually have? 2. Where and when do choirs usually practise?

3. What is the meaning of the word virtual in Virtual Choir? a) imaginary

b) essential

c) digitally simulated

While Reading 4. Read the article. Underline the most important facts and surprising statistics about Eric Whitacre’s production.

After Reading 5. Summarize the article for a short news capsule. Write a catchy headline and integrate some of the facts and statistics you underlined in Step 4.

W ha t Do You Th ink? What new type of popular music can digital technology help people create?

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Name:

C1

C2

C3

Date:

Group:

Production Studio Use a song to tell your story.

Pre-Production Step 1

Think about a personal story or a moment in your life that can be described in song. Choose the type of song for your presentation. I will use: an original song

Step 2

a parody

an existing song

Decide on how you will present your story. Choose the format of your media text. I will produce: an oral presentation

a live performance

a podcast recording

a music video

a slide show

other

Production Step 3

Create your story using your song. Present it to a sample audience. Ask your classmates to critique it. Use the feedback to revise and edit your work.

Post-Production Step 4

Present your media text to the class. Ask your classmates for feedback.

Step 5

Evaluate your work. Decide how you can improve next time. Improvements:

View different songwriters’ lyrics on the Internet for inspiration.

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UNIT

6Rights Rites and

The teenage years are more than just an age. Experiences and events make this transition from childhood to adulthood different for different people. In this unit, imagine how teenage life changes from one generation to another. Discuss the right age for teen rights. Listen to teens talk about the pressures of aging today. Read stories about personal trials or rites of passage. Write a personal comingof-age story.

One-Minute Challenge

Practise grammar: the future and conjunctions.

Make a top-ten list of teen challenges.

Extra Reading The Golden Dolphin (A Radio Play for Two Voices)

Production Studio Create a time capsule about your teen years.

What does it mean to be a teenager? Reproduction prohibited © Chenelière Education Inc.

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SETTING UP

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Date:

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1. My Generation How is your generation different from other generations? 1. Brainstorm how the rights and restrictions of a typical teenager change from generation to generation. Think about the differences in technology, social life, and rules at home and school. 2. Write proles of three teens from the past, present and future. Use the “I” point of view. Look at the Grammar Preview for help with the future tense.

Past (1900s)

T alk b ack Compare and contrast your texts with the facts about other generations. I agree / disagree with the fact that the teen of the future will have less free time. I said the same thing about Generation Y.

Present (2000s)

Future (2100s)

3. Share your proles. Read the teen timeline. What do you think Generation Alpha will be called? Who’s Who

92

Baby Boomers

Generation X

Generation Y

Generation Z Generation Alpha

?

Also known as

Hippies

Latchkey kids

Millennials

Digital natives

Born between

1945–1965

1960–1982

1980–2000

1995–2010

Witnessed

Economic stability, movements for women, civil rights and peace

Economic uncertainty and divorce, the Cold War, disco and hip hop, cable TV

Regional and cultural conicts, email, satellite technology

Terrorism and Economic crisis ecological and slowdown problems, ... digital revolution of Internet and social media

Traits

Idealistic, competitive

Individualistic, like to challenge authority

Hi-tech, optimistic

Globally connected, tolerant, exible

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Rites and Rights

2010–2025

Expected to be more educated and materialistic

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Name:

Date:

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!

The contraction of will + not is won’t.

The Future Use the future to express an action or intention to act in the future. Will

Be Going To

Use

Expresses an action that will take place in the future.

Expresses an intention to act in the future.

Afrmative

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

Subject + am/are/is + going to + base form of the main verb + rest of the sentence. We are going to travel to Europe next year.

I will graduate in two years. Negative

Subject + will not (won’t) + base form of the main verb + rest of the sentence. My parents will not come with us to the show.

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

Write the highlighted verbs in the appropriate verb tense (simple present, simple past or future). Use the time markers for help. 1 will always be Children be (always) _____________________ children, many people say. Kids simply

love ______________ 2 to play. Yet kids today have (negative) _________________ 3 the same freedom to play as they did thirty years ago. For example, children of the babyboomer generation go ________________ 4 outside in the streets or parks to run around with friends. These days, parents worry __________________ 5 more about the security of their children and monitor _________________ 6 them more closely. Over the next few years, most children stay (probably) _______________________ 7 inside or practise ____________________ 8 organized sports or activities instead. What happen _________________________ 9 to the next generation of kids? Some people predict that they develop (negative) _______________ 10 the same creativity as earlier generations. Only time tell _________________ 11 if they be ________________ 12 right or wrong. 135 Go to Grammar Section page e. ctic pra and n atio for more inform Reproduction prohibited © Chenelière Education Inc.

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READING SETTING STUDIO UP

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Name:

Date:

Group:

2. When Rites Go Wrong Many teens learn to grow up by pushing the limits of the law. 1. How do some teens get into trouble?

2. Read the story and underline the legal issues that the writer faced.

No Rite of Way “Who are you?” the police officer asked. “Ha! That’s a good question!” I shot back, the smell of beer floating in the air between us. I knew he was just asking for my name, age and address so that he could file a report: Karen Livingston. 14. 1318 Blackbridge Lane. He took me and my friends back home where we belonged. When he pulled into the driveway with the red, white and blue lights flashing, all the neighbours saw us. Me, Sofia, Carl and Malik. We thought we were going to get away with skinny-dipping again. We got past the security guard at Briggs’ private quarry in Oka. When we felt the searchlight on our heads, we tried to hide underwater. We were too cool to get caught. This time, though, I gasped as I grabbed the solid shape of a black leather boot at the edge of the water. The officer wearing that boot didn’t move. He turned around to let us get to our feet and get dressed.

Vocabulary

entitled: have the right to gasped: took a sudden breath

In the car we tried to justify our actions but we were also laughing. The officer turned and said, “The problem with you teens is that you think you’re entitled to everything. You trespass where and when you please.” He was right. I remember it like it happened yesterday, the words sinking in. My heart was pounding with something that was hard to name then, some kind of hurt pride.

quarry: rock mine sometimes lled with water

Once I digested the truth, I could speak to my parents without embarrassment or fear. I confessed everything. I looked Mom and Dad in the eyes and listed my crimes. I was guilty of lying, drinking beer, trespassing in a private quarry and swimming without a swimsuit. I did more than speak honestly. I suddenly grew older.

skinny-dipping: swimming in the nude

When I look back on that night, it still makes me wonder. That question still rings in my ears 15 years later: Who are you? And is she, that 14-year-old girl, connected to who I am now?

hurt: injured

trespass: go on someone’s land without permission

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Rites and Rights

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Name:

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SETTING UP

Group:

3. Fill out the police report about the incident.

Name: Age: Address: Accomplices: Location: Offences:

s:

Consequence

T alk b ack 4. Answer the questions about the story. a. Who is the narrator? b. Why wasn’t the narrator embarrassed or scared to confess what happened?

Work with a partner. What legal and parental consequences should Karen face for her offences? Discuss which ones are the fairest.

c. When did the story happen? Do you think a story like this could happen today?

5. Does the story reect what it really means to be a teen? Explain your answer.

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SPEAKING SETTING STUDIO UP

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Name:

Date:

Group:

3. An Age for All Things What are some of the things you can’t wait to do? Is it hard to wait? 1. Read the following list. Write down what you think is the right age for each right, privilege or activity. Explain your choices in point form. 2. Add two other issues that would cause discussion or debate with your parents. Right, privilege or activity

Age

Explanation

a. Get a part-tim e job

C l t re Clip The Aborigines of Australia have a traditional rite of passage for adolescent boys called a walkabout. They send the boys into the wilderness for up to six months. As the boys wander alone in the desert and learn to survive far from home, they think about the big questions of life.

tr o or b. Ta ke the me elf bus by yours

c. Leav e scho ol for lunc h

d. Sp end a night at home without your parents e. Ge t a cellp hone

f. Go on vacatio n with a friend

g. Get a social media account

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Rites and Rights

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Name:

Right, privilege or activity

Date:

Age

Group:

Explanation

h. St ay out late

i. Da te

j. Drink

k. Vote

l. Ge t m arried

m. Drive a car

n. Change your appearance: dye your hair, get a tattoo

Lang age p r om p ts

o. Other:

3. Think about how the appropriate age to do certain things differs from one generation to the next. Put a star next to those things that have changed signicantly over time. 4. Discuss your opinion in small groups. Support your opinion with facts and examples. Comment on generational differences.

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Unit 6

I agree with you about the age for driving. I think you’re right. I totally disagree with you on that point. I think you’re wrong. I believe the best age for voting is really 18, not 16 as you say. In my opinion, the earliest age for dating should be 15.

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LISTENING STUDIO

Name:

Date:

Group:

4. Teen-Aging Anxiety

C2

Listen to teens discuss their fear of growing older and looking older. 1. Decode the message in the word wheel.

? 2. List some reasons why teenagers might fear growing older.

CD

3. Listen to the rst part of the radio report as you read the following transcript. Cross out the words that the speaker does not use. Write down the synonym you hear above each word.

fears

Apparently, these worries and obsessions have pushed many teens towards anti-aging cosmetics, anti-aging treatments and even plastic surgery! Imagine: a recent study found that over 12 000 13–19 year-old Americans and Canadians went through a Botox injection routine to eliminate wrinkles and lines on the face. This means that in the past 15 years, the number of teens getting Botox injections has multiplied by over 100%. Is this obsession with appearing younger unhealthy? And why do teens fear getting older or looking older?

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Rites and Rights

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Name:

CD

Date:

Group:

4. Listen to the report and match the speakers with the following statements. Write down keywords to support each statement.

We keep thinking we could look more beautiful if we just take this pill, put on that cream, do that treatment, look like that star . . .

I believe there are a lot of teens who want to get a life, a real life, with a real age. They have no problem with growing older and looking older . . .

Speaker:

Speaker:

Keywords:

Keywords:

Personally, I feel like young people fear growing older because they have a negative view of the elderly.

They don’t know how to handle any new decisions or responsibilities—so they hold on to the past.

Speaker:

Speaker:

Keywords:

Keywords:

Mathieu

Alysha

Zak

Sara

5. With which speaker do you identify most? Explain your answer.

6. Do teens experience more pressure to stay younger than earlier generations did?

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Unit 6

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READING STUDIO

C2

Name:

Date:

Group:

5. Coming of Age Stories about personal growth help readers understand their own experience. 1. What emotions might teens experience if their parents are getting divorced?

2. List acceptable and unacceptable ways of dealing with these emotions. Acceptable •

•

•

•

•

•

•

•

Text Features Topic: growing up in the midst of personal conict Text components 1

Title

2

First-person point of view

3

Setting (time, place, mood)

4

Conict or problem

Vocabulary

choked: prevented from growing orphaned: without parents rotten: not good anymore target: focus of attention torn: cut open

100

Unacceptable

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3. Read the story. Pay attention to the use of conjunctions. Highlight one conjunction that adds information, one that indicates contrast, one that indicates choice and one that indicates cause. 1

Summer Tomatoes When do we lose our innocence and gain the experience of a young adult? How does it happen? Does it just happen gradually, or can it happen suddenly, on a hot summer day? 2 Whenever I think of those tomatoes, a strange sadness fills me. I am brought back to the painful memory of seeing the tomato plants I planted with my mother and younger brothers in the early summer. The anger shaking the walls of our house forced me to go outside. Although we all still lived under the same roof, the divorce was already tearing the roots of our family apart. I stared at the ruined garden. Some of the red tomatoes lay on the ground, their skins split from absorbing too much rain and sun. Others were choked by weeds. Many lay half-green in the mud, food for worms. Orphaned. Torn. Rotten. I remember picking them up as I blinked away my twelve-year-old tears. All of the injured and abandoned. I held them in my arms and blindly cried in the heat waves of the sun. Without knowing why, I directed all of my broken sorrow at one target. I aimed to strike Mr. Henderson’s house. The house of the retired Armed

Rites and Rights

3

4

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Name:

5

6

7 8

Suspense or rising action Climax or high point of action Falling action Resolution of initial problem

Language: descriptive 1) Conjunctions give ow and connection to the ideas. 2) Sensory details and images add symbolic meaning to the story. Purpose: to entertain and provoke reection Audience: teenagers and adults Culture: teenage years

Date:

Group:

Forces commander with his perfect flower garden, his neat cedar hedges, his windows sparkling in the sun. I hurled my grief into one wide diagonal arc. Splat! The rotten ammunition shot out. Splat! I didn’t care about the warm green juice bleeding down my arms. The heat in my heart pushed me on. Splat! So the tomatoes rained on Mr. Henderson’s windows, patio and lawn until there was nothing left.

5

I turned around. Before I could wipe my arms on my dirty jeans and run, I hit a wall. A towering shadow blocked out the sun and reached for my right arm. It lifted me directly off the ground. I don’t remember what Mr. Henderson said then. However, I distinctly remember the warm feeling streaming down my legs that went cold when it hit my ankles. I remember being marched to the front door.

6

Then he heard the flashing rage of my parents’ voices. When he heard the crashing of dishes, audible behind our front door, his hand stopped in midair. He neither knocked nor rang the doorbell. Instead, he turned to me and immediately buried the anger in his face. He looked at me and I looked at him. As if for the first time, I looked into another human being’s eyes and saw a man, a neighbour, who had also been broken by sadness. Although he could have disciplined me, he opened the secure frame of his arms and held me. He had understood, needed no explanation, no apology. Without a word, we walked back to his garden. We picked up the splattered pieces of the injured. Together. When I faced my parents and brothers later that evening, they stared at me. Quietly, I swept up the broken dishes in the kitchen. Without a word, I washed and dried my newborn hands.

7

8

Vocabulary

grief: sadness hedges: rows of tall bushes hurled: threw

4. Make some inferences from the text. a. What adjectives are used to describe the summer tomatoes? Why does the author describe them this way?

b. Write down two reasons why Mr. Henderson decides not to ring the bell or knock on the door.

T alk b ack Work with a partner. Reach a consensus about the best answers to the questions in Step 4.

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Unit 6

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Name:

Date:

Group:

c. What does the narrator mean when he says, “I washed and dried my newborn hands”?

S o nd Check Pronounce the initial h sounds: he, his, hers, himself, herself, hands, human, hurt, heart, however, etc. If you put your hand in front of your mouth, you should feel your breath.

Conjunctions Conjunctions connect words, phrases and sentences. They have different functions. Function

Example

Conjunction

To add information

and, also, as well, besides, plus, furthermore

I threw the ball and she caught it.

To indicate contrast or opposition

although, but, however, instead, still, yet

Although I left a message, she didn’t call.

To indicate choice or alternatives

either . . . or; neither . . . nor; on the one hand . . . on the other hand.

They either skied or boarded.

To indicate cause

as a result, because, consequently, so, if, since

Since you weren’t here, I went alone.

Circle the appropriate conjunctions in the following letter of apology. Dear Jonathan, I’m writing this letter ( because / and / yet)1 I regret what I said to you the other day. (As a result / Although )2 I have trouble controlling my anger, I need to learn to be more careful ( since / and / but)3 words can hurt. I should have taken some time out. (Besides / Instead / Consequently)4, I blew my top ( and / but / because)5 spoke without thinking. ( If / So / Since)6 you will forgive me, I promise that I won’t talk like that again! Sincerely, Max

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182 Go to Grammar Section page ctice. pra and n atio rm info for more

Rites and Rights

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Name:

Date:

Group:

Sharpen your vocabulary by using a thesaurus. A thesaurus is a reference book that can help you find more enriched and precise vocabulary for your writing. Words are listed alphabetically like they are in a dictionary and are named by their part of speech, such as adj. for adjective, n. for noun, v. for verb. Each entry is followed by lists of synonyms (syn.) and antonyms (ant.) that help to indicate the word’s meanings. 1. Read the thesaurus entry for the word grown-up. Grown-up: adj. syn. adult-like, mature, developed, ready, accomplished, prime, experienced, learned, qualified, skilled ant. young, childish, babyish, infantile, underdeveloped, immature, naïve, ignorant, underqualified, unskilled 2. Circle the synonym that best completes each sentence. a. Mr. Larson always picked the most (ready, developed, skilled ) candidates as ski instructors. b. Lauren seemed so much more (learned, mature , accomplished) than her peers because she could handle more responsibility. c. After graduating from college, Jack was ( ready , experienced, learned) for change. 3. Use antonyms of the words in Step 2 to complete the following sentences. a. Please stop hiring such ______________________ ski instructors. People pay a lot of money for these lessons. b. The students in her classroom were very ______________________ because they complained about every assignment she gave them. c. Jeremy shared too much personal information online because he was ______________________ about the dangers of the Internet. 4. Rewrite the following paragraph by writing synonyms or antonyms for the words mature and immature. When I started babysitting at the age of thirteen, people always thought I looked much too immature ___________________1. I insisted that I was very mature __________________2 and had even taken classes for babysitters with the Red Cross. I would show them my training certicate to prove to them that I was not too immature ______________________3. I gained their trust by the very mature __________________4 way I spoke to them about myself. After all, maturity isn’t all about your age. Reproduction prohibited © Chenelière Education Inc.

Unit 6

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WRITING STUDIO

C3

Name:

Date:

Group:

6. Rite of Passage Coming-of-age stories shape our experience by dramatizing moments of personal growth. 1. Choose an event to write about. Think back to a moment in your life which challenged you to act with more maturity. 2. Complete the following graphic organizer for your story. Note as many details and feelings as you can.

Title: Characters: Setting: Problem/Conict: Solution:

Introduction

Rising Action

Climax

Falling Action

Resolution

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Name:

Date:

Group:

3. Write a draft of your coming-of-age story. Use the appropriate verb tenses as you narrate the story from the perspective of someone looking back upon earlier years.

4. Revise your text. Use this writing checklist.

I respected the components of a coming-of-age narrative.

My text is well organized and I used appropriate conjunctions.

My story develops logically from a specic situation, problem or conict.

I used verb tenses correctly.

My story develops with rising action, a climax and a plausible resolution.

I checked my spelling and punctuation.

5. Edit your text using resources. Get feedback on the content and clarity of your ideas. 6. Write your nal copy. Integrate feedback, changes and corrections. 7. Take turns sharing your story.

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Unit 6

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Name:

C2

Date:

Group:

Extra Reading Read a story about a teenage romance.

The Golden Dolphin (A Radio Play for Two Voices) Sean: Hey, Katherine! Katherine: Hi, Sean! What are you doing here outside the park? I thought you were still at Samantha’s party. Sean: Oh, I left early. I’m tired of seeing people who kiss at parties and then just dump each other five hours later. Katherine: It’s true that people don’t seem to take the time to get to know each other before they rush into things. Sean: There’s another reason why I left the party. There’s something I’ve been waiting a long time to tell you and I was hoping to meet you alone. Katherine: What did you . . . ? Sean: I really like you, Katherine. Katherine: Really, Sean? I admit I have been aware of you looking at me, but I . . . Sean: Early this year, I saw you walking to school wearing that necklace, the one with the golden dolphin swimming. My heart just stopped when I saw you. Katherine: You mean this necklace? It’s very precious to me. Sean: I can tell. You know, once I had a dream about the two of us. Can I tell it to you? Katherine: Sure. Sean: We were just little kids playing hide-and-go-seek in a park. The sun was setting and our parents were calling us home for supper. Then you came out of hiding and you began running in circles around me. The dolphin was sparkling in the sunlight . . . and suddenly it pulled both of us up magically in the air! Katherine: I can imagine running in circles . . . Sean: Come stand with me on this merry-go-round. Jump on—and hold tight! I’ll spin you like we’d spin when we were little kids.

Katherine: Oh! I remember loving the dizzy feeling I’d get—just like this. Sean: Me too, the whole world is turning around me! (Pause . . . we hear the merry-go-round spinning.) Oh the dolphin has crossed over to your back! Let me try to put it back in place. Katherine: Sean, I’ve noticed you, too. And that was really romantic. Sean: What was? Katherine: Telling me about how your heart stopped when you saw me, and then your dream. Sean: I guess the golden dolphin inspired me. But who gave you that necklace in the first place? Katherine: My grandfather gave it to my grandmother after their first year of dating. He said it would protect their love. She always wore it, even after 45 years of marriage! Sean: That’s a long time. Katherine: Yes, she told my father to give it to me after she died. She said it would bring me good luck in love. Sean: Can I kiss you, Katherine? Katherine: As long as we promise not to dump each other in five hours! Sean: I promise. (They kiss . . . silence . . . followed by the rusty sound of the merry-go-round.)

Vocabulary

dump: end a relationship hide-and-go-seek: children’s game in which one player tries to nd other players merry-go-round: rotating platform with handles or bars that children push on playgrounds rush into things: move ahead without thinking

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Rites and Rights

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Name:

Date:

Group:

Before Reading 1. How is dating different today from your parents’ generation?

2. What does it mean to be “romantic?” Give specic examples.

While Reading 3. Give two reasons why Sean left the party.

4. Why is the golden dolphin necklace precious to Katherine? Does it give her good luck?

5. In your opinion, will Sean and Katherine’s relationship last more than ve hours?

After Reading 6. Write a diary entry about the encounter from the perspective of Sean or Katherine. Relate their feelings and hopes. Use appropriate verb tenses.

W ha t Do You Th ink? Do teens today fall in and out of love too quickly? Discuss your opinion with your classmates.

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Unit 6

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Name:

C1 C3

Date:

Group:

Production Studio Create a time capsule about your teen years.

Pre-Production Step 1

Use photo, word processing or other software to make your time capsule visually appealing. Step 2

Make some predictions about your teen years. Imagine how these years will have a lasting impact on the person you will become ten years from now. Brainstorm the following questions. • What things do you hope to accomplish during your teen years? • What difculties or challenges will you face? • What would you like your future self to remember about being a teenager? Plan your time capsule. Decide on the format of your media text. I will produce a: box of memorabilia (notes, certicates, souvenirs) digital diary or scrapbook podcast or video interview with myself other

Production Step 3

Create your time capsule. Include objects that represent the teen years you have already experienced. Include others that represent what you hope to accomplish before you are 20.

Step 4

Present your time capsule to a sample audience. Ask your classmates for constructive criticism. Use the feedback to revise and edit your work.

Post-Production

108

Step 5

Present your time capsule to the class. Ask your classmates if your predictions seem realistic.

Step 6

Evaluate your work. Decide how you can improve next time.

one hundred and eight

Rites and Rights

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REFERENCE SECTION

Grammar Section VERBS

SENTENCE BUILDERS

Imperatives .......................................................... 110

Nouns................................................................... 153

Affirmative, Negative.......................................... 110

Types, Plurals..................................................... 153

Simple Present .................................................... 112

Countable and Uncountable .............................. 155

Affirmative .......................................................... 112

Possessive Form ................................................ 156

Negative.............................................................. 114

Articles and Quantifiers ...................................... 157

Yes/No Questions, Information Questions ........ 116

Articles ............................................................... 157

Present Continuous ............................................. 118

Quantifiers.......................................................... 158

Affirmative, Negative.......................................... 118

Pronouns, Possessives and Demonstratives.....160

Yes/No Questions, Information Questions ........ 121

Types of Pronouns.............................................. 160

Simple Past .......................................................... 124

Indefinite Pronouns............................................ 163

Affirmative .......................................................... 124

Demonstratives .................................................. 164

Negative.............................................................. 126

Adjectives ............................................................. 166

Yes/No Questions, Information Questions ........ 128

Order of Adjectives............................................. 166

Past Continuous................................................... 130

Adjectives: -ed or –ing........................................ 168

Affirmative, Negative.......................................... 130

Comparatives and Superlatives......................... 168

Yes/No Questions, Information Questions ........ 132

Adverbs ................................................................ 172

Simple Past or Past Continuous?...................... 133

Manner ............................................................... 172

The Future............................................................ 135

Time.................................................................... 174

Future with Will – Affirmative, Negative ............ 135

Frequency........................................................... 174

Yes/No Questions, Information Questions ........ 137

Degree ................................................................ 175

Future With Going To – Affirmative, Negative.... 138

Prepositions ......................................................... 177

Yes/No Questions, Information Questions ........ 139

Place ................................................................... 177

There + Be............................................................. 140

Direction ............................................................. 179

Affirmative, Negative.......................................... 140

Time.................................................................... 180

Yes/No Questions, Information Questions ........ 142

Conjunctions ........................................................ 182

Modals .................................................................. 144

Capitalization ....................................................... 185

Affirmative, Negative.......................................... 144

Punctuation .......................................................... 187

Yes/No Questions, Information Questions ........ 148 Conditional Sentences......................................... 150 Yes/No Questions, Information Questions ........ 152

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109

VERBS

Name:

Date:

Group:

Imperatives GRAMMAR CH CK Read the rules. Underline the imperatives.

Rule s f o r Be i ng Co o l 1. Stand tall. Have great

6. Always face your problems.

posture: it shows condence.

Don’t whine and don’t run away.

2. Never argue with people.

Look at the chart below if you need help. How many imperatives did you find?

3. Be passionate about what

7. Try to use your own words and expressions. When everybody else uses the same new word, use your own different word.

you do.

4. Never talk down to anyone. Everyone is equal.

5. Speak clearly and with condence. People will want to listen to you.

8. Be friends with different types of people.

Use the imperative to tell someone what to do. Come here. Affirmative

Singular and Plural

Negative

Base form of the verb + rest of the sentence.

Do not (Don’t) + base form of the main verb + rest of the sentence.

Stay calm.

Do not (don’t) worry about it.

You can use always or never with imperatives. Always ask for help. Never give up.

1. Underline the company’s tips and suggestions. Then, write them as imperatives. SKY HIGH SKYDIVING COMPANY OFFERS YOU A DAY OF EXCITEMENT YOU WILL NEVER FORGET Do you love thrills? You might want to try skydiving!

SKY HIGH SKYDIVING COMPANY

Our day-long introduction to skydiving is the place to start. The day starts early. You should arrive at our base camp at 8:00 a.m. It’s not necessary to bring a lunch—we will supply a gourmet meal at the landing site. We suggest you wear comfortable clothing that isn’t too loose. It’s not a good idea to wear tight clothes like jeans. It’s also a good idea to eat a light, healthy breakfast on the morning of your dive. The best advice we can give you is to relax and enjoy yourself. And be sure to pay close attention to what your instructor tells you to do. Then you’ll have a great experience!

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Imperatives

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Name:

Date:

Group:

1. Try skydiving. 2. 3. 4. 5. 6. 7. 8. 9. 2. Rewrite these sentences as imperatives. Use always or never. 1. You should eat your vegetables. Always eat your vegetables.

Grammar Game

2. You shouldn’t eat uncooked hamburger.

Please . . . In small groups, take turns telling your teammates to do something. For example: “Please pick up a pen.” “Close your book.” If you say please, your teammate should do what you say. If you do not say please, she or he should not do it. Score a point for each mistake your partner makes.

3. Telling lies about other people isn’t a good idea.

4. If you speak English during English class you will improve.

5. Your parents want you to call them when you’re going to be late.

Writ

e

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Write five tips for students starting high school. Use imperatives. 1. 2. 3. 4. 5. Reproduction prohibited © Chenelière Education Inc.

Grammar Section

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VERBS

Name:

Date:

Group:

Simple Present GRAMMAR CH CK

ASK JOSIE

Read the advice column. Circle all the simple present verbs. Look at the chart below if you need help.

This week’s topic: Bad Habits Dear Josie, I have a bad habit that I need to break. Everybody looks at me when I do it! My bad habit is that I crack my knuckles constantly. When I am in an exam, I just don’t stop! My classmates tell me to be quiet and give me dirty looks. Am I embarrassed? TOTALLY! How do I quit? Jackie Cracker Dear Jackie, You just need to nd some self-control. Maybe if you think about where you are, you will control yourself better. Why don’t you wear mittens? Good luck! Josie

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

School always ends in June. Jen often plays tennis on Thursdays. It is cold outside. Affirmative Verb

Singular

Plural

Other Verbs

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

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

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

I laugh You laugh She/He/It laughs

funny.

We/You/They are (’re)

a lot.

We/You/They laugh

Contractions In informal English, we often drop a letter and replace it with an apostrophe: you are you’re. Exception The third person singular of have is has. Time markers Include always, often, sometimes, occasionally, never.

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Simple Present

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Name:

Date:

Group:

Spelling Rules: Third Person Singular Ending Verb

Rule

Most verbs (work, see, eat) Verbs that end with a consonant + y (try, worry, apply) Verbs that end with ch, o, s, sh, x, z (search, do, pass, fish, fix, fizz)

Example

Add s.

works, sees, eats

Change the y to i and add es.

tries, worries, applies

Add es.

searches, does, passes, fishes, fixes, fizzes

1. Underline the verb in each sentence. Then, complete each sentence with one of the following subjects. You may use some subjects more than once. I • It • Jack • Susan • They • We • You 1. Susan

is ready for her vacation.

2.

enjoy my grandmother’s cookies.

3.

are at the beach.

4.

rains a lot every spring.

5.

is at his aunt’s house today.

6.

am a good writer.

7.

are a great friend.

8.

love their dog.

9.

work on our project every weekend.

10.

is a beautiful day.

2. Complete the text with the simple present of the verbs in parentheses. Dear Diary, I(

Vocabulary

) have

1

a pet peeve. It really (

My brother, Jack, ( He (

)

) 4

3

)

2

his teeth outside the bathroom.

it all the time. He just (

)

5

around the house with his mouth full of toothpaste. It ( disgusting. Sometimes he ( because he ( It (

)

)

) 8

10

that it (

pet peeve: particular dislike

me!

7

)

6

wander: move around without a purpose

to drip it onto the floor )

9

me.

me crazy! Argh!

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Grammar Section

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113

VERBS

Name:

Date:

Group:

Negative Verb To Be

Singular

Plural

Other Verbs

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

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

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

I do not (don’t) You do not (don’t) She/He/It does not (doesn’t)

We/You/They are (’re)

not funny.

laugh a lot.

We/You/They do not (don’t)

Contractions You can also contract the verb and not: you/we/they aren’t, she/he/it isn’t. 3. Write affirmative and negative sentences in the simple present.

Affirm ativ e 1. Anna chews gum constantly. 2.

Ne ga tive Anna doesn’t chew gum constantly. Jill isn’t always late.

3. I am very shy. 4.

We don’t love to play basketball.

5.

They aren’t out of control.

6. Mia and I are slow eaters. 7.

Yann doesn’t worry too much.

8. Luc tries too hard. 9.

She doesn’t have a guitar.

10. Josh passes the puck well.

T alk b ack Talk about your good and bad habits with a classmate. Make a list. Choose a habit you want to break before the end of the school year.

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one hundred and fourteen

4. Underline the bad habits mentioned in the following dialogue. Complete the text with the simple present of the verbs in parentheses. Jenn: O.K., we (have) have I (know, negative)

1

to make a list of bad habits. 2 what mine (be)

4 Lori: I (know) ! You (bite) your nails. My bad habit (be) 7 I (argue) with everybody!

Simple Present

.

3

5 6

that

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Name:

Date:

Group:

Jenn: What about Liz? She (chew) Lori: You (be) and we both (make) Jenn: That (be)

9

8

her hair.

right! She (do) 11 excuses.

,

10

true! My brother’s bad habit (be) 14 that he (eat, negative) breakfast. 12

13

Lori: Oh, I (have) 16

one more. I always (pop) 17 my gum. My mother (hate) that! 15

Jenn: So (do)

18

I!

How many bad habits do Lori and Jenn mention?

Pronunciation: Third Person Singular Ending Verb

Pronunciation

Example

Most verbs (buys, falls, learns, reads, swims)

/z/

buy/z/, fall/z/, learn/z/, read/z/, swim/z/

Verbs that end with the sound k, f, p or t (works, laughs, keeps, hits)

/s/

work/s/, laugh/s/, keep/s/, hit/s/

Verbs that end with the sound ch, s, sh, x or z (watches, misses, washes, fixes, freezes)

/iz/

watch/iz/, miss/iz/, wash/iz/, fix/iz/, freez/iz/

To know how to pronounce the ending of a verb, pay attention to the final sound of the base form.

5. Think about the third person singular ending of the following verbs. Then, categorize them according to their pronunciation. cough • fear • fish • keep • kiss • mix • play • quiz • ring • think • touch • trim • walk • write • yell 1. Ends with /s/ sound • coughs

2. Ends with /iz/ sound

3. Ends with /z/ sound

•

•

•

•

•

•

•

•

•

•

•

•

•

•

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Grammar Section

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VERBS

Name:

Date:

Group:

Yes/No Questions Verb To Be

Singular

Other Verbs

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

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

Am I Are you Is she/he/it

Do I Do You Does she/he/it

busy?

Are we/you/they

Plural

have an appointment?

Do we/you/they Information Questions

Verb To Be

Other Verbs

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

Plural

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

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

Why are we/you/they

have an appointment?

When do we/you/they

Go to Reference Section page 202 for more information

about question words.

6. Use the prompts and write yes/no questions. 1. you / like spaghetti

Do you like spaghetti?

2. he / eat sushi 3. I / annoy you 4. we / need our calculators 5. they / ask too many questions 6. she / work in the summer 7. you / want to leave 8. it / seem too difficult 9. I / look tired 10. we / have to do this

Grammar Game Person, Place or Thing? Choose a person, place or thing. Tell a classmate which category you chose. Have your classmate ask you yes/no questions to guess the specific person, place or thing. Count the number of questions it takes. The winner is the player who needs to ask the fewest questions to guess the answer.

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Simple Present

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Name:

Date:

Group:

7. Complete the interview with information questions that fit the answers.

Studio

Spotlight on... Anthony Rogan, Paintballer

Studio:

1. Why do you like paintball?

Anthony: Studio:

I like paintball because it is intense and exciting. 2.

Anthony: Studio:

I play paintball at Paintball Mirabel. 3.

Anthony: Studio:

You need from 50 to 100 paintballs for each hour. 4.

Anthony: Studio:

You wear protective equipment such as a suit, a helmet, a neck guard and gloves. 5.

Anthony: Studio:

You play for half a day or all day. 6.

Anthony: Studio:

You play up to six matches in half a day. 7.

Anthony:

Writ

The referees make sure that players don’t cheat.

e

t

Write a letter to ask for advice about a bad habit. Use the model on page 112 as a guide. Use the simple present affirmative and include negative forms and at least one question.

Dear Josie,

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Grammar Section

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117

VERBS

Name:

Date:

Group:

Present Continuous GRAMMAR CH CK

Where Am I

Read the riddle. Circle all the present continuous verbs. Look at the charts below if you need help.

I am standing outside. It is snowing. Someone is flying through the air. He is rotating. He is landing on a snowy platform. People are wearing goggles and they have big boots and boards on their feet. Spectators are cheering. Competitors are winning prizes. Where am I?

Use the present continuous to describe an action in progress at the time of speaking. He is doing his homework now. I’m playing games on my computer. You can also use the present continuous to talk about things that will happen soon. I’m working next Monday. They are leaving tonight. Affirmative

Singular

Plural

Negative

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

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

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

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

reading a message.

We/You/They are (’re)

not reading a message.

We/You/They are (’re)

Contractions You can also contract the verb and not: you/we/they aren’t, she/he/it isn’t. Time markers Include (right) now, today, presently, currently, at this moment. Spelling Rules: Continuous Verbs Verb

Rule

Example

Most verbs (carry, go)

Add ing.

carrying, going

Verbs that end with one e (make, rise)

Remove the e and add ing.

making, rising

Most verbs that end with a short vowel sound + a consonant (fit, swim)

Double the last consonant and add fitting, swimming ing.

Verbs that end with ie (lie, die)

Replace the ie with y and add ing.

lying, dying

Exceptions If you need help, refer to a dictionary.

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Present Continuous

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Name:

Date:

Group:

1. Complete the sentences with the present continuous of the verbs in parentheses. Write P if the action is in progress or F if the action will happen later. 1. I can’t go to the movies because I (bake) am baking 2. Tomorrow we (play)

a cake at the moment.

against a team from Sherbrooke.

3. She can’t talk to you right now since she (run) the door. 4. They (go) 5. Cindy (travel)

P

out

to a concert in two days. to China next Tuesday.

6. I don’t believe that you (hold) 7. This afternoon our class (have) for class president. 8. The kidnappers (ask) 9. You scared me, and my heart (beat)

a real diamond in your hand. an election for a big ransom. really fast.

2. Complete the message with the present continuous or simple present of the verbs in parentheses. Joss says: Alice, 1 I (write) am writing to tell you that I (play, negative) in your band anymore. I can’t hear what the other musicians 3 (do) while the drummer (bang) 5 his drum so loudly. When you (sing) , it sounds 6 as though a cat (scream) . The other musicians 7 (listen, negative) to themselves or anybody else. 8 9 I (be) sorry that I (send) you a message instead of telling you in person but my head 10 (hurt) from the practice yesterday. 11 I (come, negative) out of my bedroom 12 until it (stop) !

2

4

Good luck anyway, Joss

Send

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Grammar Section

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119

VERBS

Name:

Date:

Group:

3. Look at the picture below. Use the prompts and write sentences in the present continuous that describe what the teens are doing. May

Peter

Duke

Mick Alex

Alice

The band is rehearsing.

1. The band/rehearse 2. Alex/concentrate on his guitar solo 3. Peter and Alice/listen to Alex 4. Duke/watch his fingers 5. Mick/play his drum 6. Alice/hold a microphone 7. May, Peter and Mick/watch Alice 8. May/sit on sofa

Grammar Game But I’m Not . . . Form a small group. The first person starts by describing one thing she or he is doing and one thing she or he isn’t doing. Example: “I’m singing but I’m not playing baseball.” The next person adds an action. Example: “I’m not playing baseball but I am making a sandwich.” Make your sentences as ridiculous as possible.

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4. Write the sentences from Exercise 3 in the present continuous negative. Use contractions. 1. The band isn’t rehearsing. 2. 3. 4. 5. 6. 7. 8.

Present Continuous

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Name:

Date:

Group:

Questions Yes/No Questions

Singular

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

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

Am I Are you Is she/he/it

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

watching the game?

Are we/you/they

Plural

Information Questions

watching the game?

How are we/you/they

about question words. Go to Reference Section page 202 for more information

5. Choose subjects and verbs and write yes/no questions in the present continuous. Write a short answer for each question. Subjects

Verbs

Charles and Francois

compete

I

fight

Audrey

laugh

Serena and I

listen

The music teacher

play

The soccer team

sneeze

You

visit

You and Cindy

watch

Question 1. Is Audrey playing video games?

Short Answer Yes, she is.

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

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Grammar Section

one hundred and twenty-one

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VERBS

Name:

Date:

Group:

6. Write an information question about the underlined information in each sentence. 1. What are you thinking about? I am thinking about the weekend. 2. Derek is playing tonight. 3. They are staying in Montréal for two weeks. 4. Gillian is coming over this afternoon. 5. The dog is eating my shoe. 6. I am getting to the practice by bus. 7. I am reading an English book because I want to improve my English. 8. I am going to Florida on vacation next summer.

Writ

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t

Write a “Where am I?” riddle using verbs in the present continuous. Include at least one negative. Refer to the riddle on page 118 for a model.

Where am I?

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Present Continuous

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Name:

Date:

GRAMMAR

MiX

Group:

Simple Present and Present Continuous

A. Complete the telephone conversation with the simple present and present continuous of the verbs in parentheses. Use contractions where possible.

Use the simple present for facts, habits, feelings and present states. Use the present continuous for an action in progress.

Jenna: Hello. Will: Hey, Jenna. It (be) ’s

1

Jenna: I (do, negative)

3

Will: Where (be) Jenna: He (sit) (play) (play)

5

Will. What (you, do)

?

2

anything. I (be)

4

bored.

Jared?

on the couch, as usual. He and James the same video game that they 8 every day. 6

7

Will: Again? They really (love) Jenna: Yeah. I (want) (be, negative) to come over? Will: Maybe later. I (paint)

9

that game.

to play badminton but they interested. (You, want) 10

11

13

12

my bedroom right now.

Jenna: Nice. What colour? Will: Blue. Sorry, I (have) 15 me. We (be) Jenna: O.K. Call me when you (finish) to see that colour.

14

to go. My mother (call) 16 ready to do the second coat. . I (want)

17

18

B. Complete the news report with the simple present and present continuous of the verbs in parentheses. Hello, this is Jerome Forget with today’s top story. An elephant from the Granby Zoo 1 (cause) is causing a large traffic jam on Boulevard David-Bouchard. The elephant escaped from the zoo last night and at the moment it (stand) 2 3 on the side of the road. As I speak, I (watch) 4 the action from the roof of our news truck. Five police cars (be) 5 now in the area and I (see) a helicopter coming towards us. 6 7 I (think) the police (capture) to capture the 8 elephant with a large net. This story (fascinate) me because 9 I see how one animal (get) the attention of hundreds of people 10 without trying to. We all (want) this story to have a happy ending.

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Grammar Section

one hundred and twenty-three

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VERBS

Name:

Date:

Group:

Simple Past GRAMMAR CH CK

Dear Fred,

Read the note.

I cleaned the bird cage and I fed the cat. I didn’t have time

Underline the regular simple past verbs.

to take the dog for a walk. Eddie called. He left a message for you. He didn’t go to the practice yesterday. He told me to tell you to call him back.

Circle the irregular simple past verbs.

See you later, Dana

Look at the charts below if you need help.

Use the simple past for completed facts or actions. I cleaned my room yesterday. Affirmative Verb To Be

Regular Verbs

Subject + was/were + rest of the sentence. Singular

Plural

I was You were She/He/It was

Subject + base form of the main verb+d/ed/ied + rest of the sentence.

Use the list on page 206 to learn the past tense of irregular verbs.

I/You/She/He/It

I/You/She/He/It

tired.

We/You/ They were

Irregular Verbs

enjoyed the game.

We/You/They

saw the movie.

We/You/They

Time markers Include yesterday; earlier; last week/month/year; in 2003; when I was little; a few minutes/hours/days/years ago. Spelling Rules: Regular Past Tense Verbs Verb

124

Rule

Example

Most verbs that end with a consonant (enjoy, learn)

Add ed.

enjoyed, learned

Verbs that end with e (agree, create)

Add d.

agreed, created

Verbs that end with a consonant + y (carry, fry)

Change the y to i and add ed.

carried, fried

Verbs that end with a vowel + one consonant (drop, permit)

Double the last consonant and add ed.

dropped, permitted

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Simple Past

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Name:

Date:

Group:

1. Complete the chart with verbs in the base form or simple past. Highlight the base form of the irregular verbs. Base Form 1.

Simple Past

shrink

2. 3.

Base Form

shrank

7.

pay

worried

8.

quit

play

9.

4.

read

10.

5.

scare

11.

6.

hit

12.

Simple Past

kept agree caught frighten

2. Complete the joke with simple past verbs.

One evening, Henri was watching TV. There (be) was 2 He (go) to the door and (open) 4 anyone. He (sit) and (open)

down and (watch) 7 another knock on the door. So he (get) 9 the door. There (be) 5

a knock at the door. 3 it, but he (see, negative)

1

6

TV again. He (hear) 8 up again 10 still no one there.

11 He (start) to watch TV again. Knock, knock. 12 Henri (become) really irritated. He 13 14 (fling) open the door and (yell) , 15 “Who’s there?” “Me” (say) a tiny voice from 16 the ground. There on the doormat (stand) a snail. 17 18 Henri (feel) so mad, he (pick) 19 up the snail and (throw) it over the fence.

Three years later, Henri was watching TV when someone (knock) 21 on the door. He (open) the door. No one 22 (be) there. Then a tiny voice from the 23 ground (say) , 24 “Hey! Why (you, do) 25 that? It really (hurt) my feelings.”

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Grammar Section

Vocabulary

fling: throw yell: shout loudly

20

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VERBS

Name:

Date:

Group:

Negative Verb To Be

Regular Verbs

Subject + was/were + not + rest of the sentence. Singular

Plural

I was not (wasn’t) You were not (weren’t) She/He/It was not (wasn’t)

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

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

We/You/They were not (weren’t)

go outside.

We/You/They did not (didn’t)

3. Complete the speech bubbles with wasn’t, weren’t or didn’t.

Who Did It? 1 I didn’t do it. 2 I even there. You

4 We see what happened. They 5 anywhere 6 close. He deny it.

3

listen to me.

7 He at 8 fault. You there when it happened. 9 We hear a thing.

4. Complete the dialogue with verbs in the simple past. Jenna: You (be) were

1

in front of your video games for four hours.

Jared: No, I (be, negative) there for that long. Jenna: Yes, you (do)

. I (sit, negative)

2

3

, and you (cut, negative) the grass. Dad was really mad the last time you (forget) 6 to do it. 4

5

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Simple Past

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Name:

Date:

Jared: No, he (be, negative) He (know) it on purpose.

Group:

Vocabulary

.

7 8

I (do, negative)

chores: work around the house

9

Jenna: Sure, Mom and Dad (be, negative) at all. That’s why they (take)

mad on purpose: us to the water park. intentionally 10

11

Jared: They (take, negative)

12

us to the water park.

Jenna: I know. I’m being sarcastic. Jared: It (be, negative) of me that we (go, negative) You (do, negative)

just because 14 . 15 your chores either. 13

Jenna: That (be, negative)

16

Jared: Oh sure. The shopping mall (be, negative)

17

my fault.

open at any other time, right?

Jenna: Oh, whatever.

Pronunciation: Ending of Past Tense Verbs Verb

Pronunciation

Example

Verbs that end with the sound t or d (permit, end)

/id/

permit/id/, end/id/

Verbs that end with the sounds ch, f, j, k, s, sh or x (search, cough, plunge, like, kiss, wash, fix)

/t/

search/t/, cough/t/, plunge/t/, lik/t/, kiss/t/, wash/t/, fix/t/

All other sounds (agree, fill, score, play)

/d/

agree/d/, fill/d/, scor/d/, play/d/

To know how to pronounce the ed ending of past tense verbs, pay attention to the final sound of the base form of the verb.

5. Circle the regular verbs in the joke in Exercise 2. Then, write them in the chart below to show how to pronounce them. /id/

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/t/

/d/

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one hundred and twenty-seven

127

VERBS

Name:

Date:

Group:

Yes/No Questions Verb To Be

Singular

Plural

Other Verbs

Was/Were + subject + rest of the question?

Did + subject + base form of the main verb + rest of the question?

Was I Were you Was she/he/it

Did I/you/she/he/it

away?

Were we/you/they

have a good day?

Did we/you/they Information Questions

Verb To Be

Singular

Plural

Other Verbs

Question word + was/were + subject + rest of the question?

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

When was I Why were you Where was he/she/it

When did I/you/she/he/it

happy?

Why were we/you/they

go outside?

Why did we/you/they

Go to Reference Section page 202 for more information

about question words.

6. Write yes/no questions in the past tense with words from the word bank.

Grammar Game Group Story Work with three or four classmates, and choose three verbs at random from the list of irregular verbs on page 206. Player 1 begins a story with a sentence that uses the first verb she or he chooses. Player 2 adds a sentence that includes his or her first verb. Continue the story around the circle until no more verbs are left. Use the simple past.

Subject

Verb

Rest of the Question

Philip Randy and Mike I Marie-Lea you and I your parents you and your sister

be disappear leave go know quit have

in the forest? home early? his job? away for the weekend? absent yesterday? a great summer? how to bake cookies?

1. Did Philip quit his job? 2. 3. 4. 5. 6. 7.

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Simple Past

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Name:

Date:

Group:

7. Complete the dialogue with yes/no questions and information questions. Use the underlined information to write the questions. Killian: Hi Charles. When did you get back from your trip to Alberta?

1

Charles: I got back yesterday. Killian:

2

Charles: Yes, I had a great time. It was really fun to see the Rocky Mountains. Killian:

3

Charles: We visited Banff, Jasper, Lake Louise and Calgary. Killian:

4

Charles: No, the mountains weren’t as big as I expected. They were even bigger. Killian:

5

Charles: My parents and my brother went with me. Killian:

6

Charles: Yes, the weather was good. It was sunny and warm every day. Killian:

7

Charles: Yes, we did lots of activities. We rode horses in the mountains and went up in a gondola. It was cool. Killian:

8

Charles: I was a little bit scared in the gondola at first. It goes really high. Killian:

9

Charles: We ate the most amazing Chinese food. We ate steak, too, of course. Killian:

10

Charles: Yes, I bought souvenirs. I have a huge cowboy hat to show you.

Writ

e

t

Write about an activity or trip you enjoyed on a separate piece of paper. Use the simple past.

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129

VERBS

Name:

Date:

Group:

Past Continuous GRAMMAR CH CK Read the news article.

Mountain biker races bear see anything different, but suddenly a big black furry thing was coming in

Circle the past continuous verbs.

my direction. I stopped and looked at it carefully. That’s when I realized

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

it was a bear! My heart was beating very fast. I turned around and started Philip Renault of Morin Heights

pedalling in the opposite direction as

was riding his mountain bike in the

fast as I could. The bear was chasing

forest near his home earlier this week

me. Luckily for me, I am really t. I

when he got a big surprise. Philip

didn’t stop until I got home. When

said, “I was going up one of my

I looked behind me, the bear wasn’t

favourite trails. I wasn’t expecting to

there anymore. Whew!”

Use the past continuous to describe an action in progress at a certain moment in the past. The girls were talking during the movie. Affirmative

Negative

Subject + was/were + base form Subject + was not/were not + base form of the of the main verb+ing + rest of the main verb+ing + rest of the sentence. sentence. Singular I was You were She/He/It was Plural

I was not (wasn’t) working You were not (weren’t) last night. She/He/It was not (wasn’t)

We/You/They were

working last night.

We/You/They were not (weren’t)

Time markers Include at, while, during. 1. Complete the sentences with past continuous verbs. Use contractions. 1. It (snow, negative) wasn’t snowing while we (drive) were driving home last night. 2. We (eat, negative) we (practise) 3. It (rain)

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. on the parade yesterday.

4. Alex and I (study, negative)

130

lunch while

Past Continuous

for the history exam all night.

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Name:

Date:

Group:

5. I (work, negative) you (watch)

while TV.

6. Millie (play)

basketball all evening.

7. You and Jay (argue, negative)

a lot during the meeting.

8. The teachers (correct, negative)

exams over spring break.

9. The student council (promote)

an activity day.

10. Joe (look, negative) you (hide)

for you while .

2. Look at the schedule and write what was happening during each time slot.

21 May alent Show Audition Schedule

Room D-212

10:00:

Luke and Lucy: sing a duet

10:15:

Alice Cooper: plays new song

10:30:

The Marvello Duo: performs tightrope routine

10:45:

Judges: take a break

11:00:

Mr. Dodd: chants ancient verses

11:15:

Jay, Kim and Alexa: dance to a hip-hop song

11:30:

The school orchestra: interpret a Strauss waltz

12:00:

Everybody: eat lunch

Grammar Game Mime It Choose an action verb and think of an activity. Mime it for a classmate. Your classmate tries to guess what you were doing. Example: Eating a sandwich. Use the past continuous.

At 10:00: 1. Luke and Lucy were singing a duet. At 10:15: 2. At 10:30: 3. At 10:45: 4. At 11:00: 5. At 11:15: 6. At 11:30: 7. At 12:00: 8.

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131

VERBS

Name:

Date:

Yes/No Questions

Singular

Plural

Group:

Information Questions

Was/Were + subject + base form of the main verb+ing + rest of the question?

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

Was I Were you Was she/he/it

When was I Where were you Why was she/he

playing?

Were we/you/they

going?

How were we/you/they

about question words. Go to Reference Section page 202 for more information

3. Write a yes/no or an information question to match the underlined words in each answer. 1. Was Jason talking to his dog? Yes, Jason was talking to his dog. 2. I was doing my homework last night. 3. Jonas was talking to Joy. 4. They were playing paintball last weekend. 5. No, Julie wasn’t working when I arrived. 6. I was going to the bank when you saw me. 7. Yes, they were looking for something. 8. They were making money by washing cars. 9. Joey was yelling outside. 10. They were helping Jill to wash the dishes.

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Past Continuous

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Name:

Date:

Group:

Simple Past or Past Continuous? Simple Past

Past Continuous

Use while to introduce the past continuous. Use when to introduce the simple past.

A completed action I watched “The Big Bang Theory” last night.

An action in progress in the past She was playing hockey last night.

An action that interrupted an action in progress The phone rang while I was sleeping.

An ongoing action interrupted by another action I was sleeping when the phone rang.

A sequence of completed actions that happened one after another I washed my face, had breakfast and went to school.

A continued or repeated action in the past T alk ack I was studying every day Work with a classmate. for hours.

b

Student A uses the past continuous to start a sentence about an activity she or he was doing. Student B continues the sentence with a crazy interruption in the simple past: A: Last night I was doing my homework . . . B: . . . when suddenly, aliens kidnapped me!

4. Reorder the words to create sentences. 1. called

you

sleeping

when

were

I

When I called, you were sleeping. 2. Jay

were

arrived

3. started

when

we

4. police

dancing

when

crying

6. rain

having

were

sleeping

8. you

dinner

were

him

arrived

5. help

7. I

leaving

volleyball

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we

the

they

was

when

saw

the

storm

were

Liz

arrived

fun

started

the

you

was

hurt

when

were

playing

when

we

while

we

Grammar Section

cooking

were

while

one hundred and thirty-three

133

VERBS

GRAMMAR

MiX

Name:

Date:

Group:

Simple Past and Past Continuous

Complete the article with the simple past or past continuous of the verbs in parentheses.

Québec climber saves man in Himalayas Louis Rousseau, a mountain climber from Saint-Jerome, 1 Québec, ( ) was getting ready to climb a mountain in the Himalayas last week. Mr. Rousseau 2 ( ) in his tent when an 3 emergency call ( ) him up. 4 A porter in another team ( ) 5 sick and he ( ) trapped on the 6 mountain. The porter’s team ( ) that it 7 ( ) too dangerous to rescue the man, who 8 ( ) from sickness caused by high altitude, so they 9 ( ) him. Mr. Rousseau and his team ( , negative) 10 11 to help. They quickly ( ) 12 rescue equipment and ( ) up to save the man. When they 13 14 ( ) the porter, his lungs ( ) 15 with uid and he ( ) close to death. Rousseau 16 ( ) him oxygen and rst-aid treatment. While 17 they ( ) him down the mountain, a medical team 18 ( ) to help. Thanks to Rousseau’s team, the porter, 19 a father of seven children, ( ) .

Writ

e

t

Write a diary entry from the point of view of a climber who was on the mountain on the day of the rescue. Describe what you saw. Use the simple past and past continuous. Dear Diary,

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Past Continuous

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Name:

Date:

Group:

The Future Hi. When are you going to get here?

GRAMMAR CH CK

I’ll be there in about an hour. Will Josh be there then?

No, he won’t. He’ll be at work until four.

Read the dialogue. Highlight the future verbs.

Good. Where are we going to hide?

Fred says he will bring a tent. We’ll put it in the woods behind the house. Then, we’re all going to run out and yell, “Happy Birthday, Josh!”

Look at the chart below if you need help.

Great! He is going to be so surprised.

Yeah. He’ll never get over it.

Future With Will Use the simple future for future actions or states. I will be absent tomorrow. Affirmative

Negative

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

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

Singular

I/You/She/He/It

I/You/She/He/It

Plural

We/You/They

will (‘ll) work this summer.

We/You/They

will not (won’t) work this summer.

Time markers Include later, tonight, tomorrow, next week/month/year/summer.

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135

VERBS

Name:

Date:

Group:

1. Complete the sentences with the verbs in parentheses with will. 1. Leah says that she (help) will help

us at the car wash tomorrow.

2. Ed and Gerry (bring)

the buckets.

3. Jade (be, negative)

able to come.

4. We (arrive, negative)

late.

5. You and Lucas (find)

customers.

6. I (collect, negative)

the money.

7. Eve-Marie and Eli (wash)

the cars.

8. David’s brother (bring, negative) his car. 9. The students (raise) a lot of money. 10. They (use) to help build schools in Haiti.

it for their trip

2. Read the following activities. Check the activities that you think you will do before you turn 18. Then, write sentences about them with will or won’t. get a job

climb a mountain

travel to China

finish high school

move to a new town or city

get a car

go skydiving

be on television

move into an apartment

Grammar Game I Predict With a classmate, take turns being a fortune teller. Predict what your classmate will do or be in one year, five years, ten years and twenty-five years. Use the future with will.

136

one hundred and thirty-six

1. I will/won’t get a job. 2. 3. 4. 5. 6. 7. 8. 9.

The Future

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Name:

Date:

Group:

Yes/No Questions

Information Questions

Will + subject + base form of the main Question word + will + subject + base verb + rest of the question? form of the main verb + rest of the question? Singular

Plural

Will I/you/she/he/it

When will I Why will you need money? Where will she/he/it

Will we/you/they

need money?

Why will we/you/they

Go to Reference Section page 202 for more information

about question words.

3. Write questions with will using the elements in the word boxes. Write an answer for each question.

Qu es tion Word What time

Where

When

What

How

How tall

Why

How long

Verb

En d of the Qu es tion

leave arrive

our dog?

go

for lunch?

be

to bring? at the airport?

find

Su bjec t

need

our cousins

your parents

stay

you and Gerry

Nick

miss

we

Vanessa

I

Marsha

when she grows up? for Europe? the show? at our house?

Question

Answer

1. What time will Nick arrive at the airport?

1. He’ll arrive at noon.

2.

2.

3.

3.

4.

4.

5.

5.

6.

6.

7.

7.

8.

8.

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VERBS

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Date:

Group:

Future With Going To You can also use be + going to to talk about the future. The team is going to play in a tournament. Affirmative

Singular

Plural

Negative

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

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

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

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

going to go by train.

We/You/They are (’re)

not going to go by train.

We/You/They are (’re)

Contractions You can also contract the verb and not: you/we/they aren’t, she/he/it isn’t. 4. Complete the sentences with going to. 1. The next time my favourite band comes to town, I’m going to buy tickets. 2. The next time it rains, 3. The next time we have a day off, 4. The next time we have a math exam, 5. The next time we lose a game, 6. The next time our teacher is absent, 5. Rewrite the sentences in the negative. 1. I’m going to do my homework. I’m not going to do my homework. 2. We’re going to clean the kitchen.

3. They’re going to be angry.

4. You’re going to move away.

5. She’s going to buy a new cellphone.

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The Future

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Name:

Date:

Group:

Yes/No Questions

Information Questions

Am/Are/Is + subject + going to + base Question word + am/are/is + subject + form of the main verb + rest of the going to + base form of the main verb question? + rest of the question? Am I Are you Is she/he/it

Singular

Why am I going to see Where are you How is she/he/it the play?

Are we/you/they

Plural

going to see the play?

When are we/you/they

Go to Reference Section page 202 for more information

about question words.

6. Write a yes/no question or an information question to match the underlined words in each answer.

T alk b ack

1. Are you going to clean the basement? Yes, I’m going to clean the basement.

Take turns asking a partner about his or her plans for next summer. Use yes/no and information questions with will and going to.

2. Jenny is going to wash the car after lunch. 3. Jake is going to help us with the project. 4. Yes, Jesse is going to leave soon. 5. I’m going to go shopping in Laval. 6. The show is going to cost $150.00

Writ

e

t

Write about your plans for next summer. Use will and going to in the affirmative and negative.

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VERBS

Name:

Date:

Group:

There + Be GRAMMAR CH CK Read the story. Underline there + is, are, was or were. Look at the chart below if you need help.

ere is a mystery in my village. Once there was an old man who lived alone on a farm. ere were some teenagers who wanted to use his barn for a party. e man said there wasn’t any way that they were going to use his barn. e teenagers were angry. “ere will be trouble,” they said. ey came back that night. Neighbours say there were ashing lights coming from the barn. e next morning, there was no sign of the old man or the teenagers. ey were all gone! To this day, there are still no clues that explain what happened.

Use there + is, are, was or were to identify things or to say that something exists. The verb to be must agree with the noun that follows it. There is a big storm outside. There are many cars on the road. Affirmative There + be + subject + rest of the sentence. Simple Present

140

Negative There + be + not + subject + rest of the sentence.

There is (’s) a cat on the chair. There is not (isn’t) a cat on the chair. There are two cats. There are not (aren’t) two cats.

Simple Past There was an accident last night. There were two accidents.

There was not (wasn’t) an ac­ cident last night. There were not (weren’t) two accidents.

Future With There will be a snow day Will tomorrow. There will be two snow days.

There will not (won’t) be a snow day. There will not (won’t) be two snow days.

one hundred and forty

There + Be

You can also form the negative with not any or no. There aren’t any cookies or There are no cookies.

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Name:

Date:

Group:

1. This is Dave’s office. Write five sentences about what he has, and three sentences about what he does not have. Use there is, there are, there isn’t and there aren’t. 1. There is a desk. 2. 3. 4. 5. 6. 7. 8. 9. 2. What did Jenna put in her spaghetti sauce? Use there was or there were to write sentences about the ingredients she used. Then, write about three ingredients that she did not use. Use there wasn’t or there weren’t. 1. There was olive oil. 2. 3. 4. 5. 6. 7. 8. 3. Imagine that you are going to the beach tomorrow. Write about what will and will not be there. Use there will be or won’t be. There will be . . .

There won’t be . . .

1. There will be sand.

1.

2.

2.

3.

3.

4.

4.

5.

5.

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VERBS

Name:

Yes/No Questions Simple Present

Are + there + subject + rest of the question? Are there (any) new players on the team this year?

Date:

Group:

Information Questions Question word + are + there + subject + rest of the question? Why are there new players on the team?

Simple Past Were + there + subject + rest Question word + were + of the question? there + subject + rest of the question? Were there (any) new players When were there new players on the team last year? on the team last year? Future With Will + there be + subject + Will rest of the question? Will there be (any) new players on the team next year?

We often use any with yes/no questions with there + be. Are there any cookies?

Question word + will + there be + subject + rest of the question? When will there be new players on the team?

Go to Reference Section page 202 for more information

about question words.

4. Look at the picture. Write three questions with the simple present, three questions with the simple past and three questions with the future with will. Use there + be in all the questions.

1. Is there a soccer ball? 2. 3. 4. 5. 6. 7. 8. 9. 10.

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There + Be

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Name:

Date:

Group:

5. Reorder the words to create questions. 1. day

off

be

a

when

there

will

When will there be a day off? 2. many

why

so

3. drill

a

4. year

new

5. new

be

there

6. Why

car

so

Writ

e

there

when

was

there

mosquitoes

fire

why

where

there

in

are

there

so

this

a

centre

the

are

many

shopping

many

were

teachers

will

people

T alk b ack

t

Describe what was in your bedroom when you were younger, what is there now, and what will be there when you are older. Use there was or there were, there is or there are and there will be.

Ask questions about a classmate’s bedroom in the past, present and future. Use there + be.

When I was little, there

Now, there

When I am older, there

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143

VERBS

Name:

Date:

Group:

Modals GRAMMAR CH CK Read the comic strip. Circle the modals. Look at the charts below if you need help.

Use modals to add meaning to the main verb. Meaning

Modal

Example

Ability

can, could I can (can’t) ride a unicycle. (past tense of can) He could (couldn’t) ride one when he was young.

Possibility

could, might, may, You could (couldn’t) bring a dictionary. can You might (mightn’t) need one.

Certainty

will

The doctor will (won’t) help you.

Desire

would

I would (wouldn’t) prefer to leave.

Obligation

must, have to*

You must (mustn’t) call your mother. He has to (doesn’t have to) leave now.

Suggestion

should

You should (shouldn’t) get some help.

The negative form of can may be one word: cannot. There is no contraction for may.

*Have to is not a modal but functions like a modal.

Affirmative Subject + modal + base form of the main verb + rest of the sentence. You should eat your vegetables. It might rain later.

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Modals

Negative Subject + modal + not + base form of the main verb + rest of the sentence. He could not (couldn’t) answer the question. She cannot (can’t) swim.

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Name:

Date:

Group:

Can and Could Use can for abilities in the present, and could for abilities in the past. I can swim across a lake but when I was little, I could only swim across the pool. 1. Complete the text with can or could in the affirmative or negative. When I was really young, I thought I could

1

do

anything. I thought I was Superman or something. Now I realize two things. One, I

2

do something if

I really want to do it, and two, I

3

accomplish

anything significant unless I’m willing to work for it. For example, when I was about 10, I

4

head a

soccer ball more than three or four times in a row. I used to get really frustrated, but I

5

stop trying because

I really wanted to learn this skill. My mother always said I 6

do anything I put my mind to, so I kept at

it. Eventually, with practice, I more. Now I

7 8

do more and

do over 70, and I won’t stop

practising until I

9

do over a hundred. So

remember this: If you want to learn something badly enough and you’re willing to work for it, you.

10

do it!

2. Write five activities you could not do when you were young, but that you can do now. 1. When I was young

,

but now

.

2. When I was young

,

but now

.

3. When I was young

,

but now

.

4. When I was young

,

but now

.

5. When I was young

,

but now

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.

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VERBS

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Group:

Must and Have To In the affirmative, must and have to are very similar in meaning. They show obligation. In the negative, they have different meanings. Must Not/ Mustn’t

Don’t Have To

Obligation: You must not be absent.

No obligation: He doesn’t have to take the exam.

To express obligation in the past, use had to. I had to wash the car yesterday. To express obligations in the future, use must or will have to. Marie-Claude must /will have to take the dog for a walk every day for the next week. 3. Complete the job interview tips with must or have to in the affirmative or negative.

Job Interview Tips 1. You have to/must

make a good rst impression.

2. You

prepare for the interview.

3. You

forget to bring a copy of your CV.

4. You

be late.

5. You

arrive two hours early for your interview.

6. You

dress well for the interview.

7. You

look the boss in the eye.

8. You

bring a gift for the boss.

4. Complete the obligations with have to, has to or had to. 1. When I was in elementary school, I had to building. In high school, I 2. Last winter, I cut the grass. Next winter I

line up before entering the make sure I’m on time for my classes.

shovel the snow. Now I shovel the snow again.

3. Last weekend I

finish my science project. Today I do my English assignment. Next weekend I study for a big math test.

4. Charlie can’t come with us. He to come later but his father said he

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Modals

clean the garage. He wants study. Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

Could, might, may, will and should For possibility, use could, might or may. For certainty, use will.

You could/might/may grow taller.

You will grow older.

For a suggestion or advice, use should.

You should eat your vegetables.

5. Read the statements. Write a sentence using should or shouldn’t for each one. Check the statements that apply to you. study harder

1. I should/shouldn’t study harder.

have more fun

2.

take better notes

3.

get a job

4.

clean my bedroom

5.

be nicer to my parents

6.

get more exercise

7.

6. Circle the correct modals in the sentences below. 1. You may / should clean your locker. I know you will / could be able to find your math book. 2. I’m not sure, but I will / may need some help later. Can I call you? 3. Our coach is certain that Jess may / will make the provincial team. 4. Ricky promised that he should / will call me tomorrow. 5. I did not hear the weather forecast. It should / might be cold and windy. 6. I could / will give him good advice for sure. 7. It might / should be a good idea to bring some food. I think I will stop at the store. 8. We may / should stop talking in class or the teacher could / should get angry. 9. I really want to succeed so I will / may study every night. 10. Joseph has no rhythm, but he might / should learn to play the drums.

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VERBS

Name:

Date:

Yes/No Questions

Singular and Plural

Group:

Information Questions

Modal + subject + base form of the main verb + rest of the question?

Question word + modal + subject + base form of the main verb + rest of the question?

Can you help me? Should they take riding lessons?

When can you help me? Where should they take riding lessons?

Go to Reference Section page 202 for more information

about question words.

7. Add a subject and a modal to the prompts to write questions. 1. Ask for a better salary

T alk b ack

Should I ask for a better salary?

2. When/arrive

Make a list of five things you want to complain about. Take turns sharing your complaints with a classmate. Use modals to give your classmate advice about his or her complaints. Example: You should tell your teacher that you don’t understand.

3. Like to go to a movie 4. Where/meet you for lunch 5. Go to the washroom 6. Who/play chess 7. Give me a hand 8. How/help you 9. Do my homework

8. Write a yes/no question or an information question to match the underlined words in each answer. 1. Should I eat Marie’s lunch? No, I don’t think Marie will be happy if you eat her lunch. 2. The teacher wants us to finish the project before the end of this class. 3. No, I am not strong enough lift the box for you. 4. I plan to study after the game. 5. The best place to look for that book is in the school library.

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Modals

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Name:

GRAMMAR

Date:

MiX

Group:

Modals

Complete the diary entry with modals.

Dear Diary, 1 2 You will never believe what happened to me today. I thought it rain, so I was carrying my umbrella. I also had my school bag, my lunch and my trumpet. 3 I was worried that I forget something on the bus because it was difcult 4 to carry everything. I knew I do something when the bus arrived at my stop. 5 Suddenly, a guy was standing next to me. “ you like some help?” he asked. 6 7 “It be difcult to carry all those things. I take your case.” I smiled and gave it to him. He got off the bus rst. When I got off, I looked for him but he was 8 running away with my trumpet! A woman yelled, “Wait! I catch him,” and she 9 ran off after the guy. Before I react, she was jumping on the thief and holding him down. Then the police came and arrested the thief. Luckily for me, I got my trumpet back. 10 Some people say you never trust strangers, but today I discovered that some 11 strangers be friends.

Writ

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Do you think that strangers can be friends? Write five reasons why they can and five reasons why they might not be. Use as many modals as possible. Reasons why strangers can be friends

Reasons why strangers might not be friends

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Grammar Section

Grammar Game Can You? In small groups, take turns naming a skill that you have. Example: “I can play the guitar. Can you do that?” The other group members respond, “I can/can’t do that.” For each negative response, score one point.

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VERBS

Name:

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Group:

Conditional Sentences GRAMMAR CH CK

Alexa: Will I get married?

Read the dialogue.

Fortune Teller: If you meet a good person, you might get married.

Circle the if-clauses.

Alexa: Will I have children?

Underline main clauses.

Fortune Teller: If you become pregnant you will have children. Alexa: Will I travel to many different countries?

Look at the chart below if you need help.

Fortune Teller: If you get a good job, you may travel to many places. Alexa: You are not a very good fortune teller. You’re not very convincing. If you want to get paid for this, you may be disappointed.

Use real conditional sentences to describe true or probable conditions. They have two parts: the if-clause describes the condition and the main clause describes what happens as a result. You can also place the main clause before the if-clause. Meaning

Rule

Example

Truths, facts, and habits

Use the simple present tense in the if–clause and the main clause.

If she is busy, she doesn’t answer her phone.

Possibilities, suggestions and advice

Use the simple present tense in the if–clause and a modal in the main clause.

If our team wins the game, we might play in the finals.

Instructions, commands and invitations

Use the simple present tense in If you want better marks, the if–clause and an imperative study harder. in the main clause.

1. Complete each sentence with a main clause from the list below. If-Clauses 1.

c

Main Clauses a. get another one from the library

if you help me.

2. If it rains,

b. We will take her to the doctor

.

3.

if they watch TV in English.

4.

if he arrives late at the airport.

5. If the music is too loud, 6. If you finish your book,

150

7.

if she gets sick.

8.

if we get hungry.

one hundred and fifty

. .

Conditional Sentences

c. I will finish faster d. turn it down e. Students might understand the language better f. We might stop for lunch at your house g. Maxime will miss his flight h. they always cancel the tennis tournament. Reproduction prohibited © Chenelière Education Inc.

Name:

Date:

Group:

2. Write a main clause for each if-clause. 1. I will help you

if you ask me politely.

2.

if we all pass the exam.

3.

if the teacher looks at you.

4.

if the bus is late.

5.

if you don’t get that job.

6.

if he buys those ugly shoes.

7.

if they go to the cinema.

8.

if I listen carefully.

9.

if we whisper quietly.

10.

if the boots are too small.

3. Write an if-clause for each main clause then circle the modal in each sentence. 1. I will go shopping tomorrow if I have extra money

.

2. Julie can beat Marie in tennis

.

3. They might all become scientists

.

4. We could see a few elephants

.

5. You can always get to class early

.

6. My history teacher might not be happy

.

7. She could lift twenty books

.

8. Jules would buy all the shoes in the store

.

9. I can see the top of the mountain

.

10.They will take all the empty boxes to the recycling container

.

T alk b ack Write down five realistic goals you have and tell them to your partner. Your partner will predict what conditions you need to accomplish these goals. For example: My goal is to travel this summer. If you save enough money, you can travel this summer.

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VERBS

Name:

Yes/No Questions

Date:

Group:

Information Questions

You can invert the clauses in conditional questions.

If-clause + simple present or If-clause + question word + modal + subject + rest of the simple present or modal + question? subject + rest of the question? If she is busy, does she answer the phone? If our team wins the game, will we play in the finals?

Can I tell Thomas that he got the job if I see him? If I see him, can I tell Thomas that he got the job?

If she is busy, why does she ignore her calls? If our team wins the game, when will we play in the finals?

You can also start questions with what if. What if we’re late? What if I don’t make the team?

What if we have an accident?

Go to Reference Section page 202 for more information

about question words.

4. Write a question that matches the underlined information in each sentence. 1. If he is late, who sends him to the office? Is he is late, the teacher sends him to the office.

Grammar Game Conditional Chains Play in groups or as a class. The first student gives the first part of a conditional: i.e. If I miss my English class . . . The next student continues: If I miss my English class, the teacher will give me extra homework. The next student: If the teacher gives me extra homework, etc.

2. If there is a flood, we will go to high land. 3. If there is a fire we go outside. 4. If there is a blizzard we go home on skis. 5. If there is a tornado we will go down into the basement. 6. If we get trapped in a storm we should wait in the car. 7. If there is a risk of avalanche, we must carry transmitter devices.

Writ

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Write a list of tips on a separate piece of paper to someone who wants to visit your town. Use conditionals to give your advice. For example: If you like French cuisine, you should try . . . If you enjoy shopping, visit . . . If you like cultural events, go to . . . If you want to have fun, you could . . .

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Conditional Sentences

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Name:

Date:

Group:

Nouns GRAMMAR CH CK

If you have these qualities, student council needs YOU!

Read the poster. Circle the singular nouns. Underline the plural nouns.

You want to make school more fun. You have lots of ideas. You like teamwork . You have energy, a smile and spare time. You like to organize events and activities.

Look at the charts below if you need help.

Come to an information meeting on Monday, September 12 at noon. Room D-212

Types of Nouns Type

Used to Identify

Example

Common

Physical things

car, dog, house, pen

Proper

Names, places, days, months, holidays, languages and nationalities

Charles, Montréal, Monday, July, Halloween, Italian

Abstract

Feelings, activities, qualities and concepts joy, skiing, beauty, courage

Collective

More than one person or thing

couple, team

Spelling Rules: Plural Nouns Noun

Rule

Example

Most nouns (day, house, song)

Add s.

Nouns ending with consonant + y (baby, country)

Drop the y babies, countries and add ies.

Nouns ending with ch, o, s, sh or x (lunch, potato, kiss, bush, box)

Add es.

Most nouns ending with f or fe (self, wife) Exceptions: chief, roof

Change f selves, wives or fe to ves. chiefs, roofs

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days, houses, songs

lunches, potatoes, kisses, bushes, boxes

Grammar Section

Grammar Game Work with a partner. Your teacher will give you a noun. In one minute, see how many other nouns you can think of that relate to it. Example: snow skiing, winter, shovel, ice, etc. The team with the most words in each round gets a point.

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SENTENCE BUILDERS

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Group:

Exceptions Some nouns change their form in the plural. (child, crisis, foot, person, woman)

children, crises, feet, people, women

Some nouns do not change in the plural. (fish, moose, sheep, tuna)

fish, moose, sheep, tuna

Some nouns are always plural. clothes, congratulations, glasses, pants, (clothes, congratulations, glasses, pants, pyjamas) pyjamas Some nouns cannot be plural. (applause, equipment, snow)

No plural

1. Complete the crossword puzzle with the plural forms of the following nouns. Use a dictionary for help. Down 2. city

Across 1. mouse

3. business

2

4. party

3

1

5. wolf 7. fox

6. holiday

11. chill

8. knife 9. brush

12. salmon 5

10. cross

4 7

13. life 14. elf

6

15. tomato 8 12

11

9

10

13 14 15

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Nouns

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Name:

Date:

Countable Nouns

Group:

Uncountable Nouns

Name things we can count candy, girl, zebra

Name things we cannot count silver, snow, assistance, fun

Take a number or a/an in front two teens, an obstacle, a dog

Cannot take a number or a/an in front milk, rain, advice

Have a plural form two cats, three boxes

Do not have a plural form money, information, homework

Take plural verbs when used in the plural Dogs are fun.

Always take a singular verb

Some nouns can be both countable and uncountable, depending on their meaning. I found a hair in my soup. (countable) Her hair is red. (uncountable)

Time is short.

Are often preceded by words like Are preceded by (too) much, a little a couple/pair of, a few, (too) many She has many friends. They have too much work.

2. Indicate with an X whether each noun is countable or uncountable. Then indicate what type of noun it is (common, proper, abstract or collective). Noun

Count

Type

Countable Uncountable Common

Proper

Abstract Collective

1. happiness 2. city 3. teenager 4. Hawaii 5. gang 6. fatigue 7. jeans 8. crowd 9. shoe 10. Monday 11. homework 12. hair 13. herd 14. news 15. sheep

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Possessive Form Noun

Rule

Example

Add an apostrophe + s (’s) the dog’s bone, Mathias’s to the end. dad, Melissa’s book, the boss’s car

Singular nouns

Plural nouns that Add an apostrophe + s (’s) the men’s room, do not end with s to the end. the people’s rights Plural nouns that Add an apostrophe end with s to the end.

the kids’ game, the students’ desks

Inanimate objects Use of.

the possessive form of a noun

Use the possessive to show that an object belongs, or is related, to someone or something.

3. Match the owners and their possessions. Write sentences using the possessive form. Owners Thomas The horses Francois The men The bird Jennifer The children The Laytons

nest legs hats chair

Possession house bicycle dog basketball team

1. Thomas’s dog is funny. 2. 3. 4. 5. 6. 7. 8.

Writ

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Write about three of your favourite things and three of a classmate’s favourite things.

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Nouns

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Name:

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Group:

Articles and Quantifiers GRAMMAR CH CK

Limerick

Read the limerick. Circle the articles.

There once was a student who found

Look at the chart below if you need help.

An English book dropped on the ground He learned a new phrase That he repeated for days Because of the wonderful sound.

Articles introduce a known or unknown person or thing. Articles Type

Rule

Example

Indefinite: Use a or an with a singular countable a and an noun to refer to an unspecified person or thing. Plural nouns do not take indefinite articles.

Definite: the

She has a sister. I have brothers. He flew an airplane to Cuba. He flies airplanes every day.

Use a before consonants or consonant sounds. Use an before vowels or a silent h.

a rat, a university, a hat

Use the with a singular or plural noun to refer to a specific person or thing.

There is a hamburger on the counter. The hamburger smells delicious. There is a girl in the kitchen. The girl’s name is Beatrice.

an egg, an onion, an hour

1. The following sentences contain errors in the use of articles. Correct the errors. an

1. I visited the California last winter. I took a airplane to get there. 2. My favourite food is the sushi. 3. There is the dog outside. A dog is barking at my cat! 4. I am looking for new hobby. I want to try the snowboarding. 5. My uncle sailed across an Atlantic ocean. 6. We got a lot of the snow last winter.

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SENTENCE BUILDERS

Name:

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Group:

Quantifiers specify the quantity or amount of something. Quantifiers Used With Countable Nouns

Used With Uncountable Nouns

Used With Both Countable and Uncountable Nouns

Quantifier

(too) many, a few

(too) much, a little

some, any, enough

Example

I have many friends. She made a few errors in her exam.

There is too much work. He has a little trouble in math.

I have some tickets for the game. Do you have any money? I don’t have enough time to go.

T alk b ack

2. Complete the sentences with much or many. 1. How much

money do you have?

2. How

people do you know?

3. Joel always has too 4. There are

Work with a partner. Find a picture in this book that represents a noun. Challenge your partner to use the noun in a sentence with a quantifier. Example: A: teenagers B: Some teenagers are texting their friends.

excuses. reasons to get a job.

5. Sometimes I think I have too

responsibility.

6. He doesn’t have

friends.

7. Sometimes my sister doesn’t have 8. How

patience.

days until vacation?

3. Complete the dialogue with some or any. Andrew: I don’t have any Brianna: I will get

1 3

money. Do you have 4

banks around here.

Brianna: Then how are we going to buy Andrew: I don’t know. But I have

one hundred and fifty-eight

5 6

Brianna: Do you have

158

cash?

at the bank.

Andrew: I don’t think there are

Andrew: Yes, I have

2

7 8

granola bars in my bag.

peanut ones?

.

Articles and Quantifiers

food?

Any is used with negative verbs and with questions. We don’t have any pencils. Do you have any paint?

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Name:

Date:

Group:

4. Complete the text with a little or a few.

Dear Diary,

2 friends were studying trouble with the math test today. 4 3 things they said confused me. I had at lunch, so I joined them. 5 errors. time to review my notes but it wasn’t enough. I’m sure I made quite

I had a little

1

6

I hope the teacher shows me

GRAMMAR

MiX

sympathy when she corrects it.

Articles and Quantifiers

Circle the correct article or quantifier to complete the sentences. Underline the nouns. Write C above countable nouns and U above uncountable nouns. u Hey Joss, I’m writing about a / the

1

band.

I know we have any / some

2

problems, but not so much / many 3 problems that

we can’t solve them. I think if you have a few / a little

4

patience and a / the

5

more open attitude, you will see that we aren’t so bad. The rst problem is that we didn’t have many / enough

6

time to practice, but now we are planning

more rehearsals. We also don’t have enough / any 8

some / a little

with an/the

11

14

music. I am working on

more songs. They will be ready in a little / a few

I also decided to take some / enough a few/a little

7

more work, a/the

12

10

9

days.

singing lessons. I’m sure that with

band can rock! We are a / an

13

original group

only original playlist in the school. I think it is worth an / the

effort! Do you have enough/any

16

15

time next week to get together?

Alice P.S. Do you know some / any 17 good drummers? I’m looking for a / the

18

new one.

Send

Writ

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Write a diary entry on a separate piece of paper with nouns from the word box. Circle the articles and quantifiers you use. excitement • free time • friends • fun • hobbies • homework job • money • parents • parties • responsibilities • school • stress Reproduction prohibited © Chenelière Education Inc.

Grammar Section

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SENTENCE BUILDERS

Name:

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Group:

Pronouns, Possessives and Demonstratives GRAMMAR CH CK Read the news bulletin.

NEW

CRA-Z Radio Bulletin

S!

NEW

S!

“Attention! Attention! This is a special news bulletin. A man is barricaded inside the post office. It is surrounded by police. People say he became angry when the clerk asked him if he wanted to mail a letter. They say he covered himself with postage stamps and locked the clerk in her office. Customers said he told them to leave before he locked the door behind them. The police department asks you to keep yourself at a distance for the rest of the day. Continue listening for all your updates on the situation.”

Highlight the pronouns and possessive adjectives. Look at the chart below if you need help. How many pronouns and possessive adjectives did you find?

Use pronouns to replace nouns. Possessive adjectives are pronouns that function as adjectives. Types of Pronouns Subject Pronouns

160

Object Pronouns

Possessive Adjectives

He is a guitarist.

Joe called me.

That is my dog.

The dog is mine.

He hurt himself.

I

me

my

mine

myself

You

you

your

yours

yourself

He

him

his

his

himself

She

her

her

hers

herself

It

it

its

–

itself

We

us

our

ours

ourselves

You

you

your

yours

yourselves

They

them

their

theirs

themselves

one hundred and sixty

Possessive Pronouns

Pronouns, Possessives and Demonstratives

Reflexive Pronouns

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Name:

Date:

Group:

1. Write S above subjects and O above objects. Then, rewrite the sentences and replace the underlined words with pronouns. O

1. Could you give Mae and Leah some money? Could you give them some money? 2. Mike and Chemir will be absent tomorrow.

3. Jenny and I invited Tom to the party.

4. Josh will help you and me.

5. The girls asked Sue for help.

6. Dale and Leo called you and Liza last night.

7. Max and I saw Lady Gaga in concert.

8. If you and Scott join the team, the team will be stronger.

2. Complete the texts with possessive adjectives. If you need help, refer to the chart on page 160. 1. Julie says that her father wants to come on the class trip. I want father to come because he is less strict. I thought about Rory’s parents, but he says mom is away that weekend at annual yoga retreat. 2. I lost

smart phone. I called brother and he says it might be in car. He’s at girlfriend’s house right now so I have to wait.

3. Maika says that brother is really annoying. All he does is play games all day with the volume really loud, so she can’t even hear 4.

dog is so busy chewing neighbour’s cat stealing food!

5. We can’t have parties at a fire in dad’s shed. Reproduction prohibited © Chenelière Education Inc.

video music.

bone it didn’t even see

house because

brother’s friends started

Grammar Section

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SENTENCE BUILDERS

Name:

Date:

Group:

3. Write the reflexive pronoun that corresponds to each subject. himself

1. Freddie

5. a car

2. Alex and Jade

6. I

3. you

7. your brother and I

4. your mother

8. you and Robin

4. Circle the correct object or reflexive pronoun to complete each sentence. 1. Yann told me / myself to find you. 2. I was snowboarding and hurt me / myself . 3. A man crashed into me / myself . 4. You can make you / yourselves some sandwiches after the game. 5. The old man was talking to him / himself . 6. Lizzie made her / herself soup when she was sick. 7. My sister hit her / herself on the forehead. 8. He lost me / myself with his complicated explanations. 9. We lost us / ourselves in the movie. 10. They were arguing amongst them / themselves . 5. Complete each sentence with the correct subject and object pronouns and possessives. 1. I, me, my, mine

I is

dog. The dog

2. we, us, our, ours

lost cat. This one can’t be because it’s too small.

3. they, them, their, theirs

don’t think this is cat is bigger.

4. you, your, yours

say this coat is coat was blue.

5. she, her, hers

found wallet is in it.

6. you, your, yours

162

am Simon. This is .

one hundred and sixty-two

I asked has

, but I thought coat. It’s definitely

if this was name on it.

Pronouns, Possessives and Demonstratives

because

, but

. bag

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Name:

Date:

Group:

Use an indefinite pronoun to refer to a person, place or thing that is not specific. Indefinite Pronouns Pronoun everybody/everyone

Meaning all

Example Everybody fell asleep during the movie.

everything

He bought everything we wanted.

everywhere

He looked everywhere for you.

someone/somebody something

unknown or unimportant

anything anywhere

nobody/no one

He needs something to do. I left my books somewhere.

somewhere anybody/anyone

Someone broke the vase.

practically every person or thing, or no particular one; any becomes negative when used with a negative verb

Anybody can do that!

negative

Nobody came to my party.

I’ll eat anything for lunch. I can’t find my coat anywhere. She doesn’t want anybody to help her.

nothing

I have nothing to say.

nowhere

I went nowhere on my vacation.

Do not use no-pronouns with negative verbs. They are already negative. Incorrect: I didn’t do nothing wrong. Correct: I did nothing wrong.

6. Circle the correct indefinite pronoun to complete each sentence. 1. Somebody / Anybody stole my pencil! I looked somewhere / everywhere for it. Does somebody / anybody know who took it? 2. Is everybody / anybody going shopping this weekend? I have to buy something / anything for my mom’s birthday. If nobody / anybody is going, I will go by myself. 3. Everybody/nobody was going to come over to my house yesterday. We were going to do everything/something fun but anyone / no one came. 4. Everything / Something strange happened last night. I heard a noise downstairs, but when I looked, I didn’t see nothing / anything . Then suddenly, no one / someone called my name. 5. Sometimes I feel as though anybody/nobody listens when I talk. Is anyone / someone listening? 6. Everywhere / Somewhere I look, no one / someone is trying to sell me something. I don’t need anything / nothing !

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Group:

Use a demonstrative to draw attention to a person, creature or thing. It agrees with the noun. Demonstratives Near

Far

Singular

this

that

Plural

these

those

Adjectives We can use this /that and these /those as adjectives. This /That house is mine. These /those kids are annoying. Pronouns We can use this /that and these /those as pronouns to replace a noun and a demonstrative adjective. This /That was boring. These /those are my friends. [On the telephone] This is Melissa. 7. Complete the conversations with this, that, these or those. A: Hello, this

is the Lucky Pet Animal Shelter.

B: Hello. is Peter Samson. I’m calling about I saw on your website yesterday. Do you still have it? A: Yes,

is your lucky day.

A: Where did you get B: I got them at

is great little dog.

new store. are cool shoes! I love the colour.

A:

are the potatoes you have to peel. potatoes! But there are so many!

A:

is why we pay you! Get busy!

B:

job is terrible.

A: Hey, Louis.

is my friend, Alex. Alex,

B: Nice to meet you.

T alk b ack Work with a classmate. Student A names another classmate and an object in the class. Student B makes up a sentence about them using pronouns, possessives and/or demonstratives. A: I see Sandra and I see a chair. B: That is not her chair, it’s mine. I see David and I see a book. A: That is his book and he keeps it for himself. I see . . .

new shoes?

A:

B: All

black poodle

is Louis.

are my friends, Jose and Luke.

A: Hi, guys.

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Pronouns, Possessives and Demonstratives

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Name:

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GRAMMAR

MiX

Group:

Pronouns, Possessives and Demonstratives

Complete the text with pronouns, possessives and demonstratives from the word box. You will use some words more than once. anybody • her • herself • my • she • someone • that • this • those • us This

1

text is about

2

Jessie. Because

4

to take care of

6 8

fun I know:

parents work a lot, 7

12

14

usually

16

11

13

17

that make

20 21

often cares for

favourite hobby: 15

friends, though

only on the ski hill.

does cool moves on her board.

the one who always tells

basically has

cool little Italian

still has time for

sees

friend,

even has a part-time job.

is how she pays for

snowboarding.

22

9

works as a dishwasher at

restaurant.

18

5

. Not only that, but

little brother and sister.

10

3

19

’s

crazy stories

all laugh. To top it all off,

’s a good student and the teachers

all really like

23

. If there’s

24

I know who is fun and successful, it’s Jessie!

Writ

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Write a text about someone you know who is fun to be with. Circle the pronouns, possessives and demonstratives that you use.

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Name:

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Adjectives GRAMMAR CH CK Read the advertisement. Circle the adjectives. Look at the chart below if you need help.

Use adjectives to add information and descriptions about people, places or things. Adjectives usually precede nouns but follow verbs like be, become, seem and get. Nils is a fast runner. Nils is fast. Order of Adjectives Quantity a few four several

Size small big tiny

Description pretty unusual dark

Age

Shape

Colour

antique round blue old triangular mauve teenage flat yellow

Origin Albertan Italian Québécois

Adjectives never take a plural form in English. fat cat fat cats

Use commas to separate multiple adjectives. It is not necessary to put a comma after numbers or between the last two adjectives. eight small, hairy Tasmanian devils 1. Place the words in the correct order and use them in a sentence. 1. puppies/cute/tiny/four The four tiny, cute puppies stayed close to their mother. 2. apples/juicy/red/big/several

3. tennis players/blond/tall/talented/Swedish

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Adjectives

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4. night/rainy/dark/cold

5. woman/Asian/elegant/older/tiny

6. table/decorative/antique/small

2. Write sentences about the people and things below, using the adjectives. Use at least two adjectives in each sentence. Add your own adjectives if you wish. People and Things best friend car clown house lollipop mayor movie star show sunset worm

arrogant crazy fast huge magnificient slimy

Adjectives charming colourful dependable embarrassed foolish frightening idiotic lively proud romantic smart sticky

comfortable expensive hilarious loud shiny tiny

1. The fast car was very expensive. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Grammar Game The Opposites Game Play against a classmate. Make a list of ten adjectives. Take turns saying one of the adjectives. Your partner has to give an adjective that has the opposite meaning. Dictionaries are allowed! Reproduction prohibited © Chenelière Education Inc.

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Adjectives : -ed or -ing Adjectives ending with -ed

Adjectives ending with -ing

Describes a feeling I am interested in this new book. They are bored in biology class. The fans were excited at the hockey game.

Describes a characteristic The book is interesting. The class is so boring! The game was really exciting.

3. Circle the correct adjective to complete the sentences. 1. I really didn’t like that movie. It was so bored / boring ! 2. My brother is easily bored / boring. It’s difficult to hold his interest. 3. My little sister drives me crazy. She is so annoyed / annoying . 4. Bungee jumping is definitely excited / exciting . 5. I was horrified / horrifying when I found out about the accident. 6. That teacher tells great jokes. She’s really amused / amusing . 7. Were you as discouraged / discouraging as I was by that math test? 8. My parents were very irritated / irritating when I got home so late. 9. The way my uncle survived cancer is really inspired / inspiring . 10. Etienne was in a terrible overwhelmed / overwhelming situation.

Use comparatives to compare two things. Use superlatives compare more than two things. If two things are equal, use as + adjective + as. My cat is as big as your dog. Your bike isn’t as big as my scooter. Comparatives and Superlatives Comparatives One-syllable adjectives

One-syllable adjectives ending with one vowel and a consonant

168

Add er + than.

Superlatives

small smaller than Will is smaller than you.

Add est and place the before the adjective. small the smallest Will is the smallest guy on the team.

Double the final consonant and add er + than. big bigger than My cat is bigger than your dog.

Double the final consonant and add est. Place the before the adjective. big the biggest This is the biggest cat in the world.

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Adjectives

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Two-syllable adjectives ending in y

Change the y to i and add er + than. lazy lazier than You are lazier than I am.

Change the y to i and add est. Place the before the adjective. lazy the laziest You are the laziest person I know.

Most other adjectives with two or more syllables

Add more or less before the adjective + than. The movie was more/less interesting than we expected.

Add the most or the least before the adjective. That was the most/least interesting movie of the year.

Irregular: bad, good, fun, far

worse than, better than, more fun than, farther/further than The book was better than the movie.

the worst, the best, the most fun, the farthest/furthest It was the best book of the series.

We can also use adverbs as comparatives and superlatives. I eat as slowly as you. I eat more slowly than you. I eat the most slowly in my family. Go to Grammar Section page 172 for more information

about adverbs.

4. Complete the chart with comparative and superlative forms. Equal Comparative

Comparative

1. as smart as

smarter than

2.

busier than

Superlative the smartest

3.

the most happy

4. as nice as 5.

brighter than

6. as fat as 7.

the most obscure

8. as dark as 9.

more useful than

10.

the prettiest

5. Complete each sentence with a comparative or a superlative. I really don’t like soccer. It’s my least

1

favourite

sport, probably because I don’t understand it. I was always the

2

player on my soccer team. On

the other hand, the

3

tennis. I find it

4 5

sport for me is

exciting than soccer and

complicated.

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T alk b ack Giving Compliments Work with a classmate. Take turns giving each other compliments using comparatives and superlatives. Examples: That is the most beautiful picture in the world. You are funnier than the teacher. one hundred and sixty-nine

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SENTENCE BUILDERS

Name:

Date:

Group:

6. Think of a person in each category and write down his or her name. Then write the names on the numbered lines in the text below. Complete the text with equal comparatives: as . . . as . . . Category

Person’s Name

1. a comedian

Category

Jim Carrey

Person’s Name

5. a millionaire

2. an actor

6. a hockey player

3. a genius

7. a chef

4. a world leader My “Amazing” Older Brother My brother thinks that he is really the best at everything. First of all, he thinks he is 1 Jim Carrey (funny) as funny as . I think his jokes are awful. I heard him say recently that he thinks he is (good looking)

2

. Really! That’s not everything. He says his teachers say he is (brilliant)

. Someday he plans to be

3

(powerful)

4

. Obviously, he plans

to be (rich)

5

. Then there’s hockey!

He says he is (good)

. Finally, he

6

even thinks he’s a great chef. He believes he is (talented)

7

. Oh well. If he does ever learn to cook, he’d better invite me over to his big house! 7. Write sentences with the prompts and the comparative adjectives in the word bank. boring •

• cold • dangerous • delicious • exciting • fun hard • healthy • interesting • loud • warm

1. summer – winter

Summer is warmer than winter.

2. bowling – football 3. working – playing 4. yelling – talking 5. skydiving – watching TV 6. dogs – cats 7. hamburgers – tofu 8. Canada – Mexico

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Adjectives

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8. Answer each question with a complete sentence. 1. Which is the coldest month in Québec? January is the coldest month. 2. What is the biggest mammal?

3. What is your least favourite food?

4. What is the best day of the week?

5. Who is the youngest in your family?

6. What is your most interesting class this year?

7. Who is the loudest person in your class?

8. What is the most useful book in the library?

Writ

e

t

What is more important to you, having a lot of money or having a lot of friends?

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Adverbs GRAMMAR CH CK

Figure it Out

Read the riddle. Circle the adverbs. Look at the chart below if you need help.

One very cold winter’s day a boy and his father were driving fast on an icy road. The car suddenly skidded on the ice and crashed into a tree. An ambulance arrived quickly and took the boy and his father to the hospital. They were barely alive. Soon a doctor came into the room to see the boy, and cried loudly, “My son! My son! I never thought this could happen!” Who was the doctor?

Adverbs add information to sentences about when, how often, where or how things happen. They modify verbs, adjectives or other adverbs. You learn quickly. The car is exteremely shiny. The students listen very carefully.

Adverbs of Manner Adverbs of manner describe how something happens. The adverbial form of good is well. You skate well.

We usually place them after the main verb. You sang beautifully. Sebastian Vettel drives fast. Forming Adverbs from Adjectives Adjective

172

Rule

Adverb

Most adjectives (sad, unfortunate, wonderful)

Add ly.

sadly, unfortunately, wonderfully

Adjectives ending with ble (disagreeable, terrible)

Drop the e and add ly.

disagreeably, terribly

Adjectives ending with y (busy, crazy)

Change the y to i and add ly.

busily, crazily

Some adverbs are the same as adjectives. (fast, straight)

Do not change.

fast, straight

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Adverbs

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1. Circle the adjective in each sentence. Then, complete the sentences with the adverbial form. 1. You are a wonderful saxophone player. You played wonderfully 2. The ski hill was smooth. I skied

!

down the hill.

3. My father is very stern. He spoke to me very

when I arrived.

4. Amir’s gift was very thoughtful. Amir

brought a gift.

5. His disappearance was mysterious. He

disappeared.

6. The greedy kids ate all the cookies. The kids ate all the cookies. 7. That was a terrible movie. The movie was

bad.

8. We were hungry. We ate the rest of the lasagna 9. Her injuries were fatal. She was

. injured.

10. My answers were honest. I answered your questions

.

2. Reorder the words to create sentences. 1. ran Jim store quickly the to

Grammar Game

Jim ran quickly to the store.

Find a partner and play against another team of two. Make a list of verbs and adverbs. Show a verb and an adverb to one of the classmates on the other team. The student must act these words out. If his or her partner can guess the two words, the team gets one point. Example: run angrily. Take turns. Count the points and see which team wins!

2. anxiously watch Tara her at looked

3. locker my busily was cleaning I

4. well brother my school at behaved

5. gracefully deer over ravine the the jumped

6. its for the tiger fiercely fought life

7. exercise I patiently am this finishing

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Adverbs of Time Adverbs of time describe when something happens. now, soon, later, today, tomorrow, tonight, yesterday, finally, eventually, next/last week, next/last month We usually place them at the beginning or end of a sentence. Now I have to leave. We will get home soon.

Adverbs of Frequency Adverbs of frequency describe how often something happens. always, once, twice, often, usually, regularly, sometimes, occasionally, rarely, hardly ever, never We usually place them before the main verb. I always do my homework. 3. Choose the most logical adverbs to complete the sentences. 1. (tomorrow, yesterday, once, hardly ever) Yesterday

I went

to a fantastic concert. I am busy with sports and my job every weekend, so I

have the chance to go out.

2. (eventually, last week, never, always) Jeff is should arrive

late, but he

.

3. (finally, later, last weekend, next weekend) Can you call me

?

We need to make plans for the party

.

4. (eventually, sometimes, now, soon) You need to leave because my parents will arrive

!

5. (often, rarely, last night, tomorrow) I so I will have to spend all day

clean my bedroom, cleaning it up!

6. (occasionally, sometimes, always, never) Ralph crazy. I

want to see him again!

7. (always, rarely, often, once) I I

eat meat because got food poisoning from a bad hot dog.

8. (today, twice, next week, hardly ever) Cindy but

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one hundred and seventy-four

drives me

she called me Adverbs

contacts me, . Reproduction prohibited © Chenelière Education Inc.

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Adverbs of Degree Adverbs of degree describe the intensity or degree to which something happens. hardl y, barel y, somewhat, reall y, very, almost, totall y, extremel y, enormousl y, incredibl y, nearl y, enough We usually place them before the verb, adjective or adverb they modify. I really enjoyed the movie. We barely finished the work on time. 4. Use the prompts and adverbs to write sentences. 1. complicated situation – really 2. funny joke – enormously 3. out of control – totally 4. selfish – incredibly 5. time to clean the house – barely 6. help my dad – sometimes 7. bad idea – very 8. finished my homework – almost 9. didn’t work hard – enough 10. an impossible jump – simply

Writ

e

t

Write about a pleasant or unpleasant situation you experienced. Use as many adverbs as you can. Circle them.

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SENTENCE BUILDERS

GRAMMAR

MiX

Name:

Date:

Group:

Adjectives and Adverbs

A. Read the text below. Write Adj above the adjectives and Adv above the adverbs. Adv

Adj

The exam was fairly easy, but when Danielle did not think seriously about what she was doing. She stared dreamily at the teacher, who was correcting a huge pile of papers. The other students worked quietly. In the total silence of the brightly lit room, Danielle imagined that she could hear their rapid thoughts as they concentrated intently on forming their answers. Danielle had a vivid imagination and she began to believe that she could really hear their answers. She began to answer some of the easy questions and then she began to concentrate on completing the exam properly. B. Look at the underlined adjectives and adverbs in the message below. Strike out each one that is incorrect and write the correct word above it. Joss says: Alice, totally

That was a total coolly band practice we had tomorrow. It was surprising. When I arrived, the new drummer was playing so loud I was a bit worrying. I asked calmly if he could play more quiet. He looked at me suspicious, and said rudely that he would play less loud if the guitar player turned down his amplifier. The guitar player gave him a real dirty look but he did it, reluctantly. When we finally all started playing together it sounded reasonable goodly. You didn’t sing near as bad as last time so maybe there is hope for this terribly band! I don’t think we practise often enoughly. Maybe we can practise intensive next week. Joss

Send

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Prepositions GRAMMAR CH CK

Instructions to the movers

Read the note.

When you arrive at the new house: – Put the couch beside the door under the big window. – Put the cushions on the couch. – Put the long table in front of the couch. – Put the bookcase between the couch and the door. – Don’t block the door—we have to be able to get outside. – The two chairs go beside the fireplace. – The red one goes on the left, the beige one goes on the right. – Hang the big picture over the fireplace. – Put the books in the bookcase. – After you get back to your office, call me. I’ll be home at 3:00 p.m. Thanks.

Circle the prepositions. Look at the theory below if you need help.

Prepositions of Place Prepositions of place indicate the relative position of people, places and things. Common prepositions of place Include beside, next to, over, above, on top of, on top, behind, under/below, on the bottom/the top, on/to the left/right, between. 1. Indicate with a checkmark ( ) if the following statements are true or false. True

False

1. The apple is on top of the books. 2. The pencils are in front of the apple. 3. The board is beside the globe. 4. The globe is behind the books. 5. The books are in between the notebook. 6. The notebook is under the apple.

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SENTENCE BUILDERS

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Group:

2. Look at the picture below. Use the prepositions provided and write sentences about the positions of the people in the picture. Randy Assad

Fred

Karen

Natalie

Natalie and Karen are in front of Randy.

1. in front of 2. to the left of 3. to the right of 4. beside 5. between 6. behind

3. Look at the picture below. Complete the description with words or phrases from the word box. You will use some more than once. above • behind • below/under • between • in front of • on on the bottom • on the left/right • on the middle • on top of 1 The plant is on the left . 2 The yellow pig is . 3 There is a bowl 4 the yellow pig. It is the picture and the basket. There is another 5 pig shelf 6 the left. This pig 7 is a book. There are two piles of books on the left shelf. They are 9 the pig. There is a 10 picture the basket 11 right shelf.

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Prepositions

Grammar Game

8

,

In your notebook, draw some empty shelves then draw objects on them. Describe what is on your shelves to a classmate. (Don’t show them.) She or he must draw what you describe. When you’re finished the description, compare the pictures to see how you did. Use prepositions!

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Prepositions of Direction Prepositions of direction indicate where someone or something is moving. Common prepositions of direction Include through, from, away, in, inside, outside, at, onto, over, across, to/toward, up, down. To, In or At? Preposition

Indicates

Example

to

Movement toward a destination

I am going to work. We walk to school.

in

Being in a place with boundaries: in a country, a town, a room, a forest, etc.

He is in Moncton. She is in her bedroom.

at

Being inside or around a destination: at work, at the station, at the lake, at a restaurant

We are at the clinic. They are at the beach.

4. Choose the correct prepositions to complete the text. Bad Dream I am walking toward /at 1 the school. Now I am at /inside 2 school. I am in /into 3 my English class, sitting at /on 4 my desk. My teacher walks over /through 5 to /at 6 me to answer my question, but I can’t remember what it was. She writes hundreds of words over/ on 7 the blackboard. The principal, but not the usual principal, comes out/ through 8 the door. He looks at /to 9 me menacingly and goes from/ away 10 after talking to /at 11 the teacher. When the bell rings, I go at/ to 12 my locker. I look inside /outside 13 my lunchbox and see my favourite sandwich, but when I look at /to 14 it again it is filled with worms. I look over /through 15 everybody’s head and see my friend coming across /over 16 the floor to meet me, but when he arrives it’s really the strange principal again. I jump up /down 17 and I run through /over 18 the crowd and go away/ outside 19 into /onto 20 the courtyard, but suddenly I am falling through/from 21 the air . . . then I wake up!

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Name:

Date:

Group:

5. Complete the message with to, in or at.

Hey Jenn! Guess what? I’m nally in

1

Trinidad. We arrived

2

the airport last night and went

3

our hotel. We are staying

4

a large room with a balcony that overlooks the beach. We had breakfast

5

the hotel

restaurant. I bought this postcard the gift shop and now I’m sitting

6

7

the beach writing to you! Mom is still

8

bed—she doesn’t feel well. Later, we might go 9

town to explore a little bit if she’s better.

Jennifer Beare 376 Drury Lane Summerside, P.E.I. C1N 1H7

Wish you were here! Alexis

Prepositions of Time Prepositions of time indicate the time, date or duration or an event. Preposition

180

Indicates

Example

at

At a specific time At a specific age

I go to work at 10:00 a.m. I stay up late at night. He could read at four years old.

on

On a specific day or date

Her birthday is on July 18. I work on weekends.

in

Part of day (in the morning, We get up early in the afternoon. afternoon or evening, in a month My birthday is in July. or season)

by

A deadline (by a certain time)

You must leave by noon.

from . . . to

From one time to another time

I was absent from Monday to Thursday.

before

Preceding something

I meditate before my exams.

after

Following something

We relax after our exams.

during

At the same time as something

He slept during the movie.

for

Quantity of time

We studied for three hours.

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6. Write sentences about Liz’s day using prepositions of time. Liz will work out at the gym at 8:30 a.m.

1. at 2. to 3. from 4. on 5. before 6. after 7. in 8. for

7. Complete the advice with prepositions from the word bank. You will use some words more than once. after • at • before • behind • beside • from • in • into • on • on top of • over • through • to

Advice From Mom Go to

1

all your classes.

Don’t walk at night.

2

3

Don’t get

4

Don’t sit

5

Go to bed hour.

Writ

e

8

Don’t talk

Brush your teeth every meal.

7

trouble.

troublemakers. 6

Think

the park

Wash your hair 9 time.

a reasonable

you speak.

10

time

strangers.

Call your grandmother her birthday. Don’t get homework.

12

11

in your

Do your laundry weekends. Stay responsibilities.

13

14

your

t

Write eight sentences about your daily schedule on a separate piece of paper. Use prepositions of place, direction, and time. Circle the prepositions you use. Reproduction prohibited © Chenelière Education Inc.

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Conjunctions GRAMMAR CH CK Read the note. Circle the conjunctions. Look at the chart below if you need help.

Conjunctions connect two words, phrases or sentences. They have different functions. Conjunction

Function

and also besides

To add information

He loves hockey and soccer. He also likes tennis. Besides being athletic, he’s also a great musician.

but, except

To show contrast

I love hockey but I prefer soccer. All the students except Julia enjoyed the movie.

because, if, so

To give a reason or cause

I can’t play tonight because I am hurt. Tell me if you have a match this weekend. Tell me when you play so I can come to the match.

or To indicate a choice either . . . or (affirmative) neither . . . nor (negative)

182

Example

one hundred and eighty-two

Conjunctions

The form of the verb with either/neither . . . or depends on the subject closer to the verb: Either Jenny or the boys know where to go. Either the boys or Jenny knows where to go.

Do you prefer hockey or soccer? Either Jon or Jay can replace me. Neither Tim nor Tom is available.

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1. Complete the sentences with and, also, besides, but or except. My Brother 1 We all enjoy junk food, but my brother really loves it. All he wants to 2 3 eat are hotdogs hamburgers. He eats poutine 4 every chance he can. He had a doctor’s appointment last week the 5 doctor told him he really needs to eat more vegetables. improving 6 his diet, he has to get more exercise. He says he will ride his 7 8 bike play basketball, he hates sports. I made 9 a bet with him that he won’t be able to do it. He thinks he will, I know him pretty well. I’m going to win!

2. Complete the sentences with because, if, so or or. 1. I can’t go out tonight because

T alk b ack

2. Jack helped me,

I finished the project on time.

3. I can arrive early

you need some help.

4. You can ask Janie

Mick for assistance.

5.

Accuse a partner of something funny: Your socks don’t match. Your partner has to think of an excuse: My socks don’t match because there was no electricity at my house. Use conjunctions to connect your ideas.

I have to work.

the ref was late, we couldn’t start the game on time.

6. He was late

his car broke down.

7. He called me

I didn’t worry about him.

8. He asked me

I was worried.

3. Complete the sentences with either . . . or or neither . . . nor. 1. You can bring either

a salad

2. You will have to wait.

the doctor

3. I can invite

Mike

4. It’s cold so you should bring 5. He eats 6. 7. I need

a dessert to the party.

meat Katy

the nurse is available.

Ian, but not both. a coat

a sweater.

fish. He eats only vegetables.

Marilou wanted to help us, so I asked June. a pen

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a marker to write this test.

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SENTENCE BUILDERS

Name:

Date:

Group:

4. Combine the sentences into one sentence using a conjunction. 1. I was tired. I went to bed early. I was tired so I went to bed early. 2. He quit his job. He didn’t like his boss.

3. I made a lot of money last summer. I bought a scooter.

4. He said he could leave early. I helped him finish his work.

5. She loves drawing. She loves dancing.

6. Jim didn’t bring any money. Amy didn’t bring any money.

7. I wanted to sing in the concert. My throat was sore.

Writ

e

t

Write sentences using the prompts and conjunctions provided.

1. Two things you like to eat (and, also)

2. Something you did and why (because)

3. Two different activities you dislike (neither . . . nor)

4. Something you will do if you have a reason (if)

5. Two things you are good at (besides)

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Conjunctions

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Name:

Date:

Group:

Capitalization Used For

Example

The first word of a sentence

It was a dark and stormy night.

Proper nouns (names, places, months, days, languages, nationalities)

Mandy went to California last March. Yann is studying Mandarin at the Chinese community centre on Pine Street with Mr. Su.

The pronoun I

Lou and I are in the same class.

Titles

I just read Diary of a Wimpy Kid.

Acronyms

USA, UNESCO, DVD

1. Rewrite the sentences with capital letters in the correct places. 1. last june, i moved to heney street in ottawa, ontario.

2. my french tutor, emile, is from the northwest territories.

3. we visited the glenbow museum during our trip to calgary last july.

4. the queen charlotte islands are in the pacific ocean, off the british columbia coast.

5. jessie goes to pierre ellliot trudeau elementary school.

6. you and i want to play soccer for the montréal impact someday.

7. last wednesday our teacher made us watch a movie by steven spielberg.

8. there are two german girls in my spanish class and i enjoy talking with them.

9. when annie broke her arm, she went to the st. justine children’s hospital in montréal.

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SENTENCE BUILDERS

Name:

Date:

Group:

Write the following titles and authors with capital letters in the correct places.

2.

the adventures of

tom sawyer

mark tw

ain harry potter an d the goblet of re j.k. rowlin g the catcher in the rye

j.d. salinger

dr. jekyll and mr. hyde

to kill a mockingbird

harper lee ernest hemingway

the old man and the sea

charles dickens

a christmas carol

f. scott tzgerald

the great gatsby

1. The Adventures of Tom Sawyer

r.l. stevenson

Mark Twain

2. 3. 4. 5. 6. 7. 8. 3. Circle the letters that should not be capitals and underline the letters that should be capitals. i never thought I would! last Summer, In july, I jumped Off a bridge. Yes, I went Bungee Jumping! Before then, I always thought i Would never do something like that. The Only reason I did It is because my Brother said I couldn’t. I Just had to prove him Wrong! actually, he was right. I didn’t Really jump. I was too afraid, and I told the Instructor to take the bungee cord off. I was going to tell my brother He was right, but, before I knew It, I slipped off the Platform and Down I Went! promise me you won’t tell my brother.

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Capitalization

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Name:

Date:

Group:

Punctuation Punctuation

Function

Example

Period

• To end a sentence • To separate initials • To end abbreviations

My name is Ruth. J.D. Salinger Hollywood Blvd.

Comma

• To separate items in a list

We ate six hotdogs, four hamburgers, some onion rings and a small poutine. I walked, but you ran.

• To separate phrases in a sentence • To separate numbers in a date December 21, 2012 Colon

• To introduce information • To introduce a list • To separate hours, minutes and seconds

Name: John Smith You need to bring: a coat, shoes and a lunch. I ran the marathon in 3:45. School finishes at 3:30 p.m.

Exclamation mark

• To show surprise or emotion • To warn

This tastes terrible! Yuck! Leave me alone!

Question mark

• To indicate a question

What is that?

Apostrophe

• To show possession • To indicate a missing letter in a contraction

That is Kim’s dog. He doesn’t like me.

• To indicate dialogue

“I saw the teacher,” he said. He said, “I met the teacher.”

Quotation marks

Use a comma before or at the end of a quotation.

1. Add commas, periods, apostrophes and colons in the correct places. 1. We bought pencils, pens , paper and glue at the store. 2. He moved to Hollywood California on July 1 2010 3. You didn’t enjoy the game but I did 4. These are the prizes a trip to Disney World a weekend in New York or a day at a spa 5. You tried but you couldn’t finish the race 6. He didn’t finish the exam until 4 15 p.m 7. I didn’t realize there was a problem until Joe Judy and Jack arrived 8. It’s official we won’t have to take the exam

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SENTENCE BUILDERS

Name:

Date:

Group:

2. Complete each sentence with final punctuation: a period, an exclamation mark or a question mark. 1. Watch out! The road’s icy. 2. Do you like your job 3. This is so exciting 4. When can we go home 5. What is his problem 6. This is crazy 7. If you leave early, can I come with you 8. What you don’t know won’t hurt you 9. Who do you think you are You can’t sit on the teacher’s desk 10. I hope our team wins this game What’s the score 11. Hey Why don’t you look where you’re going 12. This is the best party I’ve ever been to 3. Add punctuation to the joke. Use quotation marks, commas, periods, exclamation marks and a question mark.

A man walked into a store. A cute dog was sitting near the cash desk Hello said the clerk Hello said the man That’s a cute dog Does your dog bite he asked No my dog doesn’t bite replied the clerk So the man bent down to pat the dog The dog bit the man’s hand really hard Hey yelled the man angrily You said your dog didn’t bite The clerk smiled That’s not my dog he said

Bad Joke!

A chimpanzee walked into a restaurant. He said to the waiter I m starving I’d like a burger please The waiter was surprised but he served the chimpanzee anyway He thought that maybe the chimpanzee wouldn’t understand prices so he said That will be $25.00 for the burger The chimp took out his wallet and paid The waiter was happy Then the chimp said I would like to order another one The waiter billed him another $25.00 Finally the waiter was curious so he said to the chimp We don’t get a lot of chimpanzees in this restaurant Of course you don’t replied the chimp Look at the price of your hamburgers

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Punctuation

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Name:

GRAMMAR

Date:

MiX

Group:

CAPITALIZATION AND PUNCTUATION

Add punctuation and capital letters to the job application below. J

joe s diner job application form

name chris st Germain

date june 17 2013

address 297 mcdonald st

city ottawa ontario

postal code k1z 7y3

phone number 613-555-1212

education canterbury high school

grade completed 9 experience:

employer

position

dates

moe s coffee house

dishwasher

july–august 2012

ed s landscaping

mowing lawns

july–august 2011

why would you be a good employee

i am hard working, prompt and friendly. i am good with people. i think i would be a good waiter for joe’s diner.

Writ

e

t

Write a letter to present yourself as a candidate for a job you would like to have this summer. Use correct punctuation and capitalization. Dear

,

Sincerely,

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Reference Section Functional Language                     191 The Writing Process                      194 The Production Process                  196 Strategies                              198 Verb Tense Overview                     201 Question Words                         202 Question Formation                      203 Common Phrasal Verbs                   204 Common Irregular Verbs                 206

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REFERENCE SECTION

Functional Language Identification My name is Robert. I’m from the Laurentians. This is my friend, John.

Hi, nice to meet you.

Greetings and Leave-Taking Formal

Informal

Hello. It’s (very) nice to meet you. It was nice seeing/meeting you. Goodbye.

Hi there, how are you doing? How’s it going? What’s up? See you later.

Teamwork and Encouragement Do you have a partner/group? Would you like to work with me/us? e. Thanks, but I’m working with Philipp Can I work with you? What’s your idea? did it! That’s a great idea! Good work. We

Discourse Markers Beginning • First of all, firstly, first, • It started when . . . • It all began with . . .

Not bad. Pretty good. Great and you? Not much. You? Have a good one!

Stalling for Time and Fi

llers Well, let me think about it. Can I have a minute? Hold on a second. I mean . . .

Middle

End

• Second, Third, • Then, Next, Plus, After that, • In addition, • On the other hand, However,

• Finally, • Lastly, • In conclusion, • To conclude,

Furthermore,

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REFERENCE SECTION

Advice and Feedback Could you give me your feedback on my draft? I really need your opinion . What do you think abou t this? Do you have any sugges tions? Why don’t you try to use another word? You could add pictures. If I were you, I would talk to the teacher.

Giving and Asking for Help How do you write/say/spell . . . ? How would you do this? Could you give me a hand with this? Do you want me to help you? How can I help you? I can help you with that.

Telephone Conversations Hello, may I speak to Alex, please? No, he’s not here right now. Yes, just a moment, please. May I take a message? Would you like to leave a message? Could you ask him to call me back? Thank you. Goodbye.

Apologies and Interruptions I’m sorry about that. Please forgive me! I didn’t mean to hurt your feelings. but . . . Excuse me, I don’t mean to interrupt I’m sorry to interrupt but . . . That’s alright. Don’t worry about it.

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Feelings, Interests, Ta

stes and Preferences I like skiing but I don’t lik e skating. I prefer working in team s. I feel frustrated when I don’t understand. Are you interested in tra velling? Would you rather write a song or a story? Do you prefer texting or talking on the phone?

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nts, Describing and Asking about Eve Experiences, Ideas and Issues This is about The Titanic. It takes place on a ship. It was great because . . . The interesting thing was . . . The problem with that is . . . What happened next? vie? Can you tell me more about the mo

Asking for Information Who is in your group? What time can you meet? Where can we find more information? When is the exam? Why are you late? How long did you study?

Agreeing and Disagree ing / Asking for, Giving and Supporting Opinions I agree. I think you’re rig ht. I disagree. I think you’re wrong. In my opinion, the song gives a strong message . What do you think abou t this issue? Are you for or against th e decision? Goal Setting I believe this because . . . ss. My goal is to contribute more in cla Based on the text . . . This year, I plan to use English more For example . . . often in class. Why are you for/against . this point? I need to work on my pronunciation What are your argumen e ts/reasons? By the end of the year, I will improv my English vocabulary.

Reflecting I was able to understand because I took notes. I had difficulty with the text. I need to work on my spelling. This strategy helped me to understand the text.

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REFERENCE SECTION

The Writing Process 1. Prepare to write. Choose your topic: Decide what you want to write about. Reflect on your purpose: Possible reasons include: to express ideas, to give information, to direct, to teach, to persuade, to entertain, to narrate, to describe. Identify your audience: Possible readers include: your teacher, your classmates, your family and friends, groups of people that are particularly interested in your topic, the general public. Select the appropriate text type: Possible text types include: a letter, a poem, a story, a play, a persuasive essay, a comic strip or a news article. Set the tone for your language: Your message should determine whether your language should be simple or complex, formal or informal. Plan your text: Make an outline or use a graphic organizer to arrange your ideas in the correct order and place information where you need it. Investigate possible resources: Think about what you will use to research your topic. You may need to use a dictionary or the Internet, visit the library, check your ideas with your classmates or ask your teacher for guidance.

2. Write a draft. Write: Include your ideas, opinions, thoughts and feelings. Leave space to make adjustments and add new ideas. Support your ideas with facts, examples and arguments.

Compare: Check your outline or graphic organizer to make sure your draft follows the same structure. Check your instructions to make sure you are following them properly. Check the model text, if one has been provided. Add new ideas to your draft.

Cooperate: Discuss your ideas with your classmates. Modify your draft with new ideas or changes that result from your discussion.

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2. Revise your text.

Checklist Clarity

The message and your ideas are clear.

Organization

Your text is well organized.

Language

Your choice of words is appropriate.

Purpose

Your text achieves your intended purpose.

Audience

Your text reaches your target audience.

Feedback

You considered feedback from your classmates or your teacher.

Rewriting

You added, substituted, removed and rearranged ideas and words when you reworked your draft.

4. Edit your text. Use resources: Possible resources to use while editing include model texts, dictionaries, a thesaurus, grammar references, your classmates and your teacher. Get feedback: Have your classmates and teacher look at your text and make comments and suggestions. Use an editing checklist: Look for errors in spelling, capitalization, punctuation, grammar and sentence structure. Check each item off your list as you do it. Create your final copy: Correct your errors and write your final copy.

5. Publish your text (optional). Presentation format: Consider possible formats for presenting your text before choosing the best one for your audience. Resources and strategies: Remember to use resources and strategies to create your final copy and present your text. How to reach your target audience: When you present your text, remember who your target audience is. Think about how you will best reach them. Self-evaluation: Reflect on the writing process and your final product. This will help you to see how you can improve for the next time.

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REFERENCE SECTION

The Production Process In the production process, you will create a media text. Some examples of media texts are posters, videos, computer presentations, web pages and books.

1. Pre-production: Plan your media text. Choose your topic: Decide what you want to talk about. Think about what you already know about the topic. Reflect on your purpose: Possible reasons include: to express ideas, to give information, to direct, to teach, to persuade, to entertain, to narrate, to describe. Identify your audience: Possible viewers include: your teacher, your classmates or the general public. Select the appropriate text type: Decide which text type will best convey your message. Possible text types include: a poster, a brochure, a video, a radio program, a podcast or a web page. Set the tone for your language: Your message should determine whether your language should be simple or complex, formal or informal. Plan your visuals and techniques: Think about what types of images and media techniques will best convey your message. Decide which strategies you will use: Think about the strategies that will best help you produce your media text, such as taking notes, using semantic mapping or inferring. Research possible production resources: Think about the kinds of production resources you will need. Use an example of your text type to help you decide what you need for production. Investigate possible research resources: Think about what you will use to research your topic. You may need to use a dictionary or the Internet, visit the library, check your ideas with your classmates or ask your teacher for guidance. Think about how to cooperate with your team: Discuss your ideas with your classmates. Establish the roles and responsibilities of each team member: Decide what each team member will do to help create your media text. Write a focus sentence for your text: For example: Our group is going to create a commercial to convince student groups to talk about human rights in our school. Decide whether to create a script or a storyboard for your text: Create a visual plan of the production that includes elements such as the action shown through a series of frames or a dialogue between two characters.

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2. Production: Produce your media text. Decide how to create the text: Be sure to follow the decisions that you made in the pre-production phase. Choose the media conventions and techniques you will use: Think about the elements and techniques you need to use, such as logos, images, symbols and narration. Check your resources: Make sure your resources are appropriate for the kind of text you are producing. Consider feedback from your classmates or ask your teacher for guidance. Identify the editing techniques you will use for your text.

3. Post-production: Present and reflect on your media text. Present your media text to your target audience. Then reflect on your media text, using the following ideas to guide your reflection: Audience feedback and reactions to your text: Your audience’s feedback helps you decide if your text was effective or needs work. Teamwork: Think about how everyone performed their assigned roles in the team. How to improve your text: Based on the feedback you receive, discuss what you could do to improve your media text. Your goals for future media texts: Reflect on the production process and your final product. This will help you to see how you can improve for the next time.

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REFERENCE SECTION

Strategies for Oral Interaction (C1)

Ask questions

Gesture, Stall for time or Substitute

Recast

Ask for feedback about how you are doing. If you don’t understand, ask others to clarify what they mean.

Use gestures to clarify your message or words like um when you’re not sure, or use less precise words to describe what you mean.

Repeat back wha t you hear to chec k understanding.

Take risks

Practise

Experiment with new language. It is okay to make errors! Lower anxiety by reminding yourself that you’re getting better.

Look for opportunities outside of class to practise speaking English.

e yourself Encourag s and other rts to ll effo Support a lish. ng speak in E

ate

Check and co rrect what yo u say. Pay atten tion to any ne w language you ’re using.

Develop cultural understanding

Communicate with English speakers to learn more about their culture.

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Rephrase

Self-monitor and Self-evalu

Reference Section

Repeat your ideas using different words to help others understand.

Set goals and objectives Set short-term an d long-term goals to improve your En glish.

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Strategies for Understanding Texts (C2) Activate prio knowledge r

Focus your attention

Think abou t what you already know about the s ubject.

Ask questions

Avoid distractions and plan in advance which information you need to pay attention to.

If your resources cannot help you, ask for assistance.

Take notes

Lower anxiety

Write down important ideas.

Accept that you will not understand everything. This is normal when learning a new language.

Organize ideas visually Show the relationships between ideas.

Skim Look over the text to get the general idea.

Scan Look for the information you need.

Self-monitor and Self-evaluate

u’re Pay attention to how yo ct doing. Check and corre on your own work. Reflect . what you’ve learned

Practise Read and listen to English outside th e classroom—from cereal boxes to TV shows.

Compare Infer Make deductions from context clues.

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Focus on similarities and differences.

Predict

esses lligent gu te in e k a w. M at you kno h w n o d e bas

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REFERENCE SECTION

Strategies for Writing Texts (C3) ork Plan your w

Activate prior knowledge

ses Use the pha r go of the writin cess. pro production

Think about what you already know about the subject.

Focus your attention Ask questions

Avoid distractions. Pay attention to model texts when available.

Plan Think about th e steps for your text or project. Incl ude all the necess ary elements.

If your resourc es cannot help yo u, ask for assista nce. Ask others fo r feedback on your draft.

Transfer

ar Use new gramm points in your text or production.

Cooperate Self-monito and Self-ev r aluate

Pay attentio n to how yo u’re doing. Chec k and corre ct your own w ork on what you . Reflect ’ve learned .

Recombine Put language or ideas together in a new way.

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Work with others to complete your project.

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Verb Tense Overview Verb To Be Tense Simple Present

Simple Past

Future With Will Future With Going To

Affirmative I am (’m) You are (’re) He/She/It is (’s) We/You/They are (’re) I was You were He/She/It was We/You/They were

Negative

happy.

there.

I am (’m) not You are not (’re not, aren’t) He/She/It is not (’s not, isn’t) We/You/They are not (’re not, aren’t) I was not (wasn’t) You were not (weren’t) He/She/It was not (wasn’t) We/You/They were not (weren’t)

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

I/You/He/She/It will (’ll) be strong. We/You/They

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

going to be late.

sad.

here. will not (won’t) be weak.

I am not (’m not) You are not (’re not, aren’t) He/She/It is not (’s not, isn’t) We/You/They are not (’re not, aren’t)

going to be early.

Verb To Have Tense

Affirmative

Simple Present

I have You have He/She/It has We/You/They have

Simple Past Future With Will Future With Going To

Negative

an apple.

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

have a car.

II/You/He/She/It We/You/They

had fun.

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

did not (didn’t) have lunch.

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

will (’ll) have money.

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

will not (won’t) have a vacation.

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

going to have a plan.

I am not (’m not) You are not (’re not, aren’t) He/She/It is not (’s not, isn’t) We/You/They are not (’re not, aren’t)

going to have a headache.

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REFERENCE SECTION Other Verbs Tense

Affirmative

Negative

Simple Present

I/You eat. He/She/It eats. We/You/They eat.

Simple Past (regular verbs)

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

worked.

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

did not (didn’t) work.

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

spoke.

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

did not (didn’t) speak.

Simple Past (irregular verbs) See list of irregular verbs on page 206 Present Continuous

Past Continuous

Modals

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

I am not (’m not) You are not (’re not, aren’t) talking. He/She/It is not (’s not, isn’t) walking. We/You/They are not (’re not, aren’t) I was I was not (wasn’t) You were You were not (weren’t) singing. running. He/She/It was He/She/It was not (wasn’t) We/You/They were We/You/They were not (weren’t) I/You/He/She/It should help. I/You/He/She/It should not (shouldn’t) help. We/You/They would (’d) stay. We/You/They would not (wouldn’t) stay. I am (’m) You are (’re) He/She/It is (’s) We/You/They are (’re)

Question Words Question Word Who What* Where When Why How Which Whose

To Ask About identity of persons identity of things and events place time reason manner, means, degree choices possession

Example Who is your coach? What do you do on weekends? Where does your mother work? When are you leaving? Why does he hate cats? How do you do this exercise? Which shirt do you prefer? Whose dog is this?

* What can also be a subject: What is his problem?

How + Adjective/Adverb How much How many How old How big/tall/high/small How long How often How far

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To Ask About quantity (uncountable nouns) quantity (countable nouns) age size duration/length frequency distance

Reference Section

Example How much money do I need? How many girls are on the team? How old is your dog? How small is an atom? How long will this last? How often is he absent? How far is the store from here?

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Question Formation Verb To Be Tense

Yes/No Questions

Simple Present

Simple Past

Future With Will Future With Going To

Am I Are you Is she/he/it Are you/we/they Was I Were you Was she/he/it Were you/we/they Will I/you/he/she/it Will you/we/they Am I Are you Is he/she/it Are you/we/they

happy?

asleep?

sing? going to dance?

Information Questions Where am I? Who are you? When is she/he/it at work? Why are you/we/they here? Where was I? Who were you? When was she/he/it in Florida? Why were you/we/they in trouble? Where will I/you/he/she/it sing? When will you/we/they Where am I going to be? Who are you going to see? When is he/she/it going to school? What are you/we/they going to do?

Other Verbs Tense Simple Present

Simple Past (all verbs)

Present Continuous

Past Continuous

Modals

Yes/No Questions Do I Do you Does he/she/it Do we/you/they Did I Did you Did he/she/it Did we/you/they Am I Are you Is he/she/it Are we/you/they Was I Were you Was he/she/it Were we/you/they Can I/you/he/she/it Would we/you/they

Reproduction prohibited © Chenelière Education Inc.

Information Questions

work?

see it?

dancing?

sleeping?

come?

When do I How do you Where does he/she/it Why do we/you/they Why did I How did you When did he/she/it Where did we/you/they Why am I When are you How is he/she/it Where are we/you/they Why was I Where were you When was he/she/it How were we/you/they When can I/you/he/she/it Why would we/you/they

Reference Section

run?

see it?

dancing?

sleeping?

come?

two hundred and three

203

REFERENCE SECTION

Common Phrasal Verbs A phrasal verb combines a verb with a preposition or adverb. A phrasal verb can have a different meaning from the original verb. Some phrasal verbs take a direct object. The object can sometimes be placed in between the two words. She asked him out. Base Verb Phrasal Verb ask

invite

Lili asked Ricky out on a date.

ask around

inquire about

She was asking around about you.

back off

retreat

Jay backed off when he saw that I was angry.

move backwards or withdraw move backwards or make a copy of or support

The car backed out of the driveway. He backed out of the deal. The truck backed up to the door. I backed up my hard drive. He backed up my version of the story.

call back

return a call

Lee called me back.

call off

cancel

They called off the beach party because of the weather.

call on

make a request

The teacher called on me to answer the question.

cross out

delete

I crossed out my errors.

cross off

delete

We crossed them off our guest list.

cut down

reduce

I need to cut down on hamburgers.

cut off

remove

He cut off his finger.

cut up

cut in pieces

We cut up some potatoes.

drop in

arrive informally

She dropped in to see us.

drop off

deliver

I dropped my sister off at the mall.

drop out

quit

He dropped out of school last year.

fill in

complete, replace

I filled in the hole. He filled in for me yesterday.

fill out

complete

Please fill out this job application.

fill up

make full

We need to fill the car up with gas.

find out

investigate

Can you find out who she is?

get along

have a good relationship

They get along well.

get away

escape

The mouse got away from the cat.

get even

get revenge

I want to get even with my brother.

get in

enter

I can’t get in the house. The door is locked.

get on/off

embark/disembark

I get on the bus at 7:00 a.m. I get off at 7:45 a.m.

get over

recover from

get through

arrive at the end, to finish

I am getting over my last boyfriend. You got over your cold. We got through our marathon. He got through the entire Harry Potter series in one month.

get up

rise

You get up early every morning.

back back up

cross

cut

drop

fill

find

get

204

Example

ask out

back out of

call

Meaning

two hundred and four

Reference Section

Reproduction prohibited © Chenelière Education Inc.

Base Verb Phrasal Verb

give

grow

hand

keep

look

pass pay put

run

stay

take

make a gift of or betray

Joe gave away his dog. You gave away the end of the film!

give up give up on

abandon, quit

I gave up on the exam after ten minutes.

grow up

become an adult

When will you grow up?

hand in

give work to a teacher

We handed in our homework.

hand out

distribute

The teacher handed out the tests.

hand over

surrender an object or authority

I handed my cell phone over to the principal.

keep on

continue

We have to keep on trying to understand.

keep up

maintain or persevere

I tried to keep up with you in the race.

look after

take care of

I have to look after my little sister tonight.

look over

review

My father looked over the contract.

look up

make up

raise your eyes or check for information be careful look outside invent or repair a broken friendship

I looked up and saw a bear. We looked up the words in the dictionary. Look out for bears! He looked out the window. She made up a big story. We made up after our argument.

pass away

die

My grandfather passed away last year.

pass out

lose consciousness

I passed out when I saw the ghost.

pay back

return money or get revenge

He paid back the money he owed me. She paid me back for forgetting her birthday.

put off

delay

The teacher put off the exam to next week.

put up with

endure

I put up with my little brother.

run away

escape

June ran away from home.

run into

meet by accident

We ran into our teacher at the store.

run out

finish a supply or go to get something

We ran out of milk. I ran out to the store to buy some milk.

stay up

remain awake

They stayed up all night.

stay out

remain out of the house He stayed out for three days.

stay in

remain inside a house

She stayed in during the storm.

take away

remove

My parents took away my cellphone.

take back

return

I took my present back to the store.

leave (airplane) or remove clothing start or stop turn on/off something working increase or turn up/down decrease volume take off

turn

Example

give away

look out make

Meaning

Reproduction prohibited © Chenelière Education Inc.

The plane took off at 1 p.m. Take off your shoes. I turned on the television. My father turned it off. I turned up the volume. My father turned it down.

Reference Section

two hundred and five

205

REFERENCE SECTION

Common Irregular Verbs

206

Base Form

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

awake

awoke

awoken

hang

hung

hung

send

sent

sent

be beat

was/were been beat beaten

have hear

had heard

had heard

set shake

set shook

set shaken

become begin bite bleed blow

became began bit bled blew

become begun bitten bled blown

hide hit hold hurt keep

hid hit held hurt kept

hidden hit held hurt kept

shine shoot shrink shut sing

shone shot shrank shut sang

shone shot shrunk shut sung

break bring broadcast build burst buy

broke brought broadcast built burst bought

broken brought broadcast built burst bought

know lay lead leave lend let

knew laid led left lent let

known lain led left lent let

sit sleep slide speak speed spend

sat slept slid spoke sped spent

sat slept slid spoken sped spent

catch choose come cost cut deal

caught chose came cost cut dealt

caught chosen come cost cut dealt

lie light lose make mean meet

lay lit lost made meant met

lain lit lost made meant met

spit split spread spring stand steal

spat split spread sprang stood stole

spat split spread sprung stood stolen

dig do draw drink drive eat fall

dug did drew drank drove ate fell

dug done drawn drunk driven eaten fallen

mislead mistake outgrow overcome overhear oversleep overthrow

misled mistook outgrew overcame overheard overslept overthrew

misled mistaken outgrown overcome overheard overslept overthrown

stick stink strike swear sweep swim swing

stuck stank struck swore swept swam swung

stuck stunk stricken sworn swept swum swung

feed feel fight find fling fly

fed felt fought found fling flew

fed felt fought found flung flown

pay put quit read rebuild redo

paid put quit read rebuilt redid

paid put quit read rebuilt redone

take teach tell think throw understand

took taught told thought threw understood

taken taught told thought thrown understood

forbid forecast forget forgive freeze get

forbade forecast forgot forgave froze got

forbidden forecast forgotten forgiven frozen got

repay reset rewrite ride ring rise

repaid reset rewrote rode rang rose

repaid reset rewritten ridden rung risen

undo upset wake wear weave weep

undid upset woke wore wove wept

undone upset woken worn woven wept

give go grind grow

gave went ground grew

given gone ground grown

run say see sell

ran said saw sold

run said seen sold

win wind withdraw write

won wound withdrew wrote

won wound withdrawn written

two hundred and six

Reference Section

Reproduction prohibited © Chenelière Education Inc.

Sources Unit 3 p. 37: Todd Davidson PTY LTD. • p. 38: (1) Pawel

Legend

Gaul/iStockphoto • (2) elenathewise/Istockphoto •

b: bottom

l: left

t: top

r: right

c: centre

(3) sorendis/iStockphoto • (4) Jane norton/iStockphoto • p. 39: (5) drbimages/iStockphoto • (6) sturti/iStockphoto • (7) drbimages/iStockphoto • (8) egeeksen/iStockphoto • (9) drbimages/iStockphoto • p. 46: samotrebizan/

Photos

Shutterstock • p. 47: David H. Lewis/iStockphoto • (background) Zachary Williams/iStockphoto • p. 48: Matthew

Cover (sound desk) Anthony Brown/iStockphoto • (spots)

Benoit/Shutterstock • p. 50: David Morgan/iStockphoto •

VALIK-NOVIK/Shutterstock • (microphone) Vladimir

(memos) Uyen Le/iStockphoto • (arrows) Mike McDonald /

Koletic/Shutterstock • (lm strip) Eleana/Shutterstock •

Shutterstock • p. 51: Magdalena Jankowska/iStockphoto

(background) Mitar Vidakovic/Shutterstock • (photographer)

• p. 52: (t) gmalandra/iStockphoto • (b) nicholas belton/

Latife Yardim-Seyrek/iStockphoto

iStockphoto • p. 53: miha19750405/Shutterstock

Icons (headset) Gaby Kooijman/Shutterstock • (video

Unit 4 p. 55: Image Source/maxx Images • p. 56 (t)

camera) Andrey Zyk|Dreamstime.com • (microphone) Ken

ra2studio/Shutterstock • (icons) Polina Katritch/Shutterstock

Shorley/Istockphoto • (computer mouse) zts/Bigstockphoto

• (b) ostill/Shutterstock • p. 57: ostill/Shutterstock • p. 58:

• (clapper) Christoph Weihs/Shutterstock • (coloured ags)

gcpics/Shutterstock • p. 60: Golden Pixels LCC/Shutterstock

S-e-r-g-o|Dreamstime.com

• p. 61: Iakov Filimonov/Shutterstock p. 65: Elenathewise/

Unit 1 p. 1: konstantynov/Bigstockphoto • p. 2: ladendron/ iStockphoto • p. 5: (A) Sergej Khakimullin/Shutterstock • (B) Viktor Gmyria/Shutterstock • (C) Kevin Dodge/Corbis • (D) Swinnerrr|Dreamstime.com • (E) Yellowj/Shutterstock

iStockphoto • p. 66: RapidEye/iStockphoto • p. 68: (l, background) Picsve/Shutterstock • (r, background) Zachary Williams/iStockphoto • p. 69: notkoo/Shutterstock • p. 70: drbimages/iStockphoto

• (F) PT Images/Shutterstock • (G) Augusto Cabral/

Unit 5 p. 73: Radius Images/Punchstock • p. 74: Seamartini

Shutterstock • (H) kristian sekulic/iStockphoto • p 6: (l)

graphics/Shutterstock • p. 76: (notes) sharpner/Shutterstock

stuartbur/iStockphoto • (r) Andrejs Jegorovs/Shutterstock

• (Neil Young) THE CANADIAN PRESS/Chris Young • p. 77:

• (b) DUCK and the DUCK logo are registered trademarks of

(Régine Chassagne, Arcade Fire) Tim Mosenfelder/TJM/

SHurTech Brands, LLC • p. 9: (girl) Rido81/Bigstockphoto

Corbis • (Avril Lavigne) Brian Patterson/Corbis • p. 78: Alex

• (icons) Jiri Vaclavek/Shutterstock • p. 10: Ronen/

Mit/Shutterstock • p. 80: Tatiana Popova /Shutterstock •

Shutterstock • p. 13: Steve Granitz/Getty • p. 14: A-Digit/

p. 82: Tatiana Popova /Shutterstock • p. 84: Jason Moore/

Istockphoto • p. 15: (l) BelleMedia/Shutterstock • (r) mostafa

ZUMA Press/Corbis • p. 85: Joe Giron/Corbis • p. 87:

fawzy/Shutterstock • p. 16: (l) Sebastiaan ter Burg/Creative

vectorgirl/Shutterstock • p. 88: (choir) Eric Whitacre’s

Commons • (r) Joanne Green/iStockphoto • (b) Peter

Virtual Choir 2.0, “Sleep” • (Eric Whitacre) © Alexander

Sobolev/Shutterstock

MacNaughton

Unit 2 p. 19: Artur Marciniec/iStockphoto • p. 20:

Unit 6 p. 91: Svetlana Braun/iStockphoto • p. 93: Monkey

Alexander Raths/Shutterstock • p. 22: (Brett) Martin

Business Images/Shutterstock • p: 94: tilsonburg/

Allinger|Dreamstime.com • (Li) Daniel Laor/iStockphoto

iStockphoto • p. 95: spxChrome/iStockphoto • p. 97:

• (Naveen) Khoj Badami/iStockphoto • (Jason) Yuri Arcurs/

suttisukmek/Shutterstock • p. 98: Adrian Burke/Corbis •

Shutterstock • (Felicia) drbimages/iStockphoto • p. 25:

p. 99: (Mathieu) Thinkstockphotos • (Alysha) Chris Schmidt/

Petro Teslenko/iStockphoto • p. 26: (l) FreeSoulProduction/

iStockphoto • (Zak) Neustockimages/iStockphoto • (Sara)

Shutterstock • (r) MisterElements/Shutterstock • p. 28:

shorrocks/iStockphoto • p. 100: Alkindza/iStockphoto •

walik/iStockphoto • p. 29: (t) Jason Stitt/Shutterstock •

p. 103: Sebastian Crocker/Shutterstock • p. 106: William

(b) Jane norton/iStockphoto • p. 33: MisterElements/

Attard McCarthy/Shutterstock

Shutterstock • p. 34: (t) oliveromg/Shutterstock • (b) vector-illustration/Shutterstock

Reproduction prohibited © Chenelière Education Inc.

Sources

two hundred and seven

207

Grammar Section p. 108: (t) David Calicchio/iStockphoto

Reference Section p. 190: borysshevchuk/iStockphoto •

• (b) Germanskydiver/Shutterstock • p. 109: René Mansi/

p. 191: hjalmeida/iStockphoto • p. 192: jaroon/iStockphoto

iStockphoto • p. 110: Stockphoto4u/iStockphoto • p. 111:

• p. 193: bholland/iStockphoto • p. 194: Elena Schweitzer/

Juliengrondin | Dreamstime.com • p. 113: @erics/

iStockphoto • p. 197: (t) CEFutcher/iStockphoto • (b) kristian

shutterstock • p. 115: Lukasz Kulicki/iStockphoto • p. 117:

sekulic/iStockphoto • p. 198: asiseeit/iStockphoto • p. 199:

Ivanstov/iStockphoto • p. 118: Brenda Carson/ Dreamstime

AngiePhotos/istockphoto • p. 200: pixdeluxe/iStockphoto

• p. 119: dscott/iStockphoto • p. 120: photohoo/iStockphoto

• p. 201: dream1974/iStockphoto • p. 202: digihelion/

• p. 121: THEPALMER/iStockphoto • p. 122: ashworks/

iStockphoto • p. 204: alvarez/iStockphoto

iStockphoto • p. 123: Melinda Fawver/Dreamstime • p. 124: (t) Elena Elisseeva/Dreamstime • (c) Justin

Texts

Horrocks/iStockphoto • (b) drbimages/iStockphoto • p. 125: Neustockimages//iStockphoto • p. 127: Dolce Vita/

Unit 4 “Dear Friend I’ve Never Met.” Courtesy of Heather

Shutterstock • p. 128: AntiMartina/iStockphoto • p. 130:

Grace Stewart.

Antagain/iStockphoto • p. 131: photomak/iStockphoto • p. 132: AndrzejStajer/iStockphoto • p. 133: (t) Jarenwicklund/ Dreamstime • (b) eyecrave/iStockphoto • p. 134: LeahAnne Thompson/Shutterstock • p. 138: Christian lagereek, Fahraeus/Dreamstime • p. 139: tepic/iStockphoto • p. 140: Steve Debenport/iStockphoto • p. 141: Henrik Larsson/

Unit 5 “Life Is a Highway” Words & Music by Thomas William Cochrane © UNIVERSAL - POLYGRAM INTERNATIONAL PUBLISHING, IN. ON BEHALF OF UNIVERSAL MUSIM PUBLISHING CANADA AND SKY IS FALLING ENT., INC. (ASCAP)

iStockphoto • p. 142: Izakowski/Dreamstime • p. 143: Grady Reese/iStockphoto • p. 144: Tyler Stalman/iStockphoto • p. 147: Kaj Gardemeister/Dreamstime • p. 149: (t) Andreew » Johnson/iStockphoto • (b) MiquelMunill/ iStockphoto • p. 153: vovan/Shutterstock • p. 154: (t) lululu/ Shutterstock • (b) Maxim Kulko/Shutterstock • p. 157: (t) jannoon028/Shutterstock • (b) Spas Tonov/iStockphoto • p. 158: burwellphotography /iStockphoto • p. 160: mgkaya/ iStockphoto • p. 162: ma-k/iStockphoto • p. 163: zwolafasola/ iStockphoto • p. 164: Raymond Gregory/Shutterstock • p. 165: Denis Babenko/Shutterstock • p. 166: Jon Helgason/ Dreamstime • p. 167: Charlie Hutton/Shutterstock • p. 170: Christi Tolbert/Shutterstock • p. 171: Photobac/ Shutterstock • p. 172: Darren Hedges/Dreamstime • p. 173: Zhiqian Li/Dreamstime • p. 176: Sean Locke/iStockphoto • p. 177: Tomislav Pinter/Dreamstime • p. 178: (t) Denis Raev/Dreamstime • (b) Dinozzo/Dreamstime • p. 179: Knud Nielsen/Dreamstime • p. 180: Aleksandar Todorovic/ Shutterstock • p. 182: Poznyakov/Shutterstock • p. 183: Ju-Lee/iStockphoto • p. 184: (t) Jason Lugo /iStockphoto • (b) Petro Feketa/iStockphoto • p. 186: (t) Sebastian Crocker/ Shutterstock • (b) Nagy Melinda/Shutterstock • p. 187: Richard Semik/Shutterstock • p. 188: (t) Payless Images/ Shutterstock • (b) Wetnose/Dreamstime

208

two hundred and eight

Sources

Reproduction prohibited © Chenelière Education Inc.

Secondary Cycle Two

Year 0ne

ENGLISH AS A SECOND LANGUAGE Gillian Baxter Cynthia Beyea Tollof Nelson Derek Wright

TEACHER’S GUIDE

Studio English as a Second Language Secondary Cycle Two, Year One Teacher’s Guide Gillian Baxter, Cynthia Beyea, Tollof Nelson, Derek Wright © 2012 Chenelière Education Inc. Editor: Melissa Repas Project managers: Jeanine Floyd, Lee Ann Dalton Proofreader: Nancy Perreault Book designers: Josée Brunelle, Andrée Lauzon Cover designer: Josée Brunelle Typesetter: Fenêtre Sur Cour Printer: Imprimeries Transcontinental Production company: Ocean Television Sound engineer: James Duhamel Director/coordinator: Brad Morson DVD: Expérience 7

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from Chenelière Education Inc. Those pages bearing the note “Reproduction permitted © Chenelière Education Inc.” may be reproduced solely by the teacher whose students personally use the workbook that is an integral part of the series which includes this workbook, and exclusively for those students referred to in this paragraph. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. Legal deposit: 1st quarter 2013 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada 1

2

3

4 5

ITM

16

15

14

13

12

We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities. Government of Québec – Tax credit program for book publishing – SODEC

Credits CD: Unit 4, Task 1 “Dear Friend I’ve Never Met,” courtesy of Heather Grace Stewart; Unit 5, Task 3 “Life Is a Highway,” words and music by Thomas William Cochrane © Universal-Polygram International Publishing Inc. on behalf of Universal Musim Publishing Canada and Sky Is Falling Ent., Inc. (Ascap); Unit 5, Extra text “Hey There, Delilah,” words and music by Tom Higgenson © 2005 WB Music Corp., Fearmore Music and So Happy Publishing DVD: Unit 1 John Bramblitt, © 2005 MississippiUptown ; Unit 3 Accidents Happen, © 2012 CBS. All rights reserved.; Unit 4 Life, Work and Smartphones, © 2011 Canadian Broadcasting Corporation; Unit 6 Lost Adventures of Childhood, © 2009 Sunday Night Entertainment Inc. Extra Texts: Unit 1 “The Little Boy” by Helen E. Buckley. From Chicken Soup for the Soul, edited by Jack Canfield and Mark Victor Hansen. Reprinted with the permission of Health Communications, Inc., www.hcibooks.com; Unit 2 An excerpt from The Hunger Games by Suzanne Collins. Excerpt and “An Interview with Suzanne Collins” used with the permission of Scholastic Inc © 2008. Interview retrieved from Scholastic. com in June, 2012; Unit 3 “Henry Jekyll’s Story,” Chapter 12 of Robert Louis Stevenson, The Strange Story of Dr. Jekyll and Mr. Hyde (pp. 39-42), retold by John Escott. London, Pearson Education, 2000. Reprinted by permission; Unit 4 “Words” by Heather Grace Stewart. Reprinted with the author’s permission; Unit 5 “Hey There, Delilah” written by Tom Higgenson, recorded by Plain White T’s. From the book Chicken Soup for the Soul: The Story Behind the Song by Jack Canfield, Mark Victor Hansen & Jo-Ann Geffen. © 2009 by Chicken Soup for the Soul Publishing, LLC. Published by Chicken Soup for the Soul Publishing, LLC. Chicken Soup for the Soul is a registered trademark of Chicken Soup for the Soul Publishing, LLC. Reprinted by permission. All rights reserved; Unit 6 “A Driving Lesson” by Monsieur_Brightsword, Mesa, Arizona.Teenink [On line] http://www.teenink.com/nonfiction/ memoir/article/271914/a-Driving-Lesson/. Reprinted with the permission of Teen Ink Magazine and Teenink.com

Table of Contents Table of Contents Handout

1

Overview Scope and Sequence Chart........................................................

2

4

212

Extra Material Audio CD Tracks..................................................................... Audio CD Transcripts............................................T 1.1–T 6.2 DVD Segments ....................................................................... DVD Handouts .................................................. DVD 1–DVD 4 Extra Texts and Handouts....................................................... Suggested Websites...............................................................

3

Page

215 216 223 224 232 255

Evaluation Student Unit Grammar Quizzes.................................................. Q 1–Q 6 Self-Evaluation Log............................................................. SEL Peer Evaluation ..................................................................... PE Unit Reection.......................................................................UR

256 262 265 266

Teacher General Competency Rubrics .............................................GEN Project Evaluation Rubrics..................................................PRO Individual Progress Log .......................................................IND Observation Grids.................................................................. OG

267 272 279 280

ES1 Teacher’s Notes and Grids ....................................ES 1.1 Student Handouts ............................................ ES 1.2–ES 1.4 ES2 Teacher’s Notes and Grids ....................................ES 2.1 Student Handouts ............................................ ES 2.2–ES 2.5 ES3 Teacher’s Notes and Grids ....................................ES 3.1 Student Handouts ............................................ ES 3.2–ES 3.5

283 287 294 301 310 316

Answer Keys DVD Handouts ........................................................DVD1–DVD4 Extra Texts .................................................................................. Unit Grammar Quizzes.................................................... Q1–Q6 ES 1 ................................................................ AK ES 1.3–ES 1.4 ES 2 ................................................................ AK ES 2.2–ES 2.4 ES 3 ................................................................ AK ES 3.2–ES 3.3

AK-2 AK-6 AK-15 AK-18 AK-20 AK-22

212 Studio Year One

n Scope and Sequence Chart

Reproduction prohibited © Chenelière Education Inc.

Task 4 Participation in oral interaction Production Studio Participation in oral interaction

Task 5 Articulation of the message Production Studio Participation in oral interaction

C1 Interacts Orally

Task 2 Evidence of understanding of texts through the response process Task 3 Evidence of understanding of texts through the response process Task 5 Use of knowledge from texts in a reinvestment task Production Studio Management of strategies and resources

Task 2 Evidence of understanding of texts through the response process Task 3 Evidence of understanding of texts through the response process Task 4 Use of knowledge from texts in a reinvestment task Production Studio Management of strategies and resources

C2 Reinvests Understanding

Scope and Sequence Chart Functional Language

Task 5 Discourse markers

Task 6 Participation in the writing process Content of the message Formulation of the message Production Studio Participation in the production process

Task 4 Identication and description Request for information

Unit 2 Reality Check

Task 6 Content of the message Formulation of the message Production Studio Content of the message Participation in the production process

Unit 1 Everyone Can Be a Star

C3 Writes and Produces Texts

Task 1 Adverbs of frequency Task 4 Question words

Task 1 Simple present Task 4 Imperatives

Grammar

Task 1 Chart Questionnaire Task 2 Audio text: Prole descriptions Task 3 Interview Task 4 Factual descriptions Tasks 5 and 6 Outline Extra Reading Blog

Task 1 Questionnaire Task 2 Audio text: Questionnaire Descriptions Task 3 Descriptions Task 4 How-to text Task 5 Presentation Task 6 How-to text Extra Reading Opinion text

Text Types

Reproduction prohibited © Chenelière Education Inc.

Studio Year One n Scope and Sequence Chart

213

Task 4 Content of the message Production Studio Participation in oral interaction

Task 3 Articulation of the message Production Studio Participation in oral interaction

C1 Interacts Orally

Task 2 Evidence of understanding of texts through the response process Task 3 Evidence of understanding of texts through the response process Task 5 Evidence of understanding of texts through the response process Production Studio Use of knowledge from texts in a reinvestment task

Task 2 Evidence of understanding of texts through the response process Task 4 Evidence of understanding of texts through the response process Task 6 Evidence of understanding of texts through the response process Production Studio Use of knowledge from texts in a reinvestment task

C2 Reinvests Understanding

Functional Language

Task 3 Feelings

Task 6 Participation in the writing process Content of the message Formulation of the message Production Studio Content of the message

Task 4 Interests, tastes and preferences

Unit 4 Teens and Screens

Task 5 Content of the message Formulation of the message Production Studio Participation in the production process

Unit 3 Unexpected Outcomes

C3 Writes and Produces Texts

Task 2 Modals Task 4 Conditional sentences

Task 2 Simple past and past continuous Task 3 Questions in the simple past and past continuous

Grammar

Task 1 Poem Task 2 Audio text: Interview Task 3 Blog Task 4 Questionnaire Tasks 5 and 6 Advice column Extra Reading Feature article

Task 1 Descriptions Task 2 Personal account Task 3 Story Tasks 4 and 5 Newspaper article Task 6 Audio text: Radio show Extra Reading: Informational text

Text Types

214 Studio Year One

n Scope and Sequence Chart

Reproduction prohibited © Chenelière Education Inc.

Task 2 Evidence of understanding of texts through the response process Task 3 Evidence of understanding of texts through the response process Task 5 Evidence of understanding of texts through the response process Production Studio Management of strategies and resources

Task 2 Evidence of understanding of texts through the response process Task 4 Use of knowledge from texts in a reinvestment task Task 5 Evidence of understanding of texts through the response process

Task 3 Participation in oral interaction Production Studio Content of the message

C2 Reinvests Understanding

Task 4 Articulation of the message Production Studio Participation in oral interaction

C1 Interacts Orally

Functional Language

Task 4 Goal setting

Task 6 Content of the message Formulation of the message Participation in the writing process Production Studio Formulation of the message

Task 3 Agreeing, disagreeing and giving an opinion

Unit 6 Rites and Rights

Task 6 Formulation of the message Participation in the writing process Production Content of the message

Unit 5 Making Music

C3 Writes and Produces Texts

Task 1 The future Task 5 Conjunctions

Task 1 Pronouns and possessives Task 4 Phrasal verbs

Grammar

Task 1 Proles Task 2 First-person narrative Task 3 Chart Task 4 Audio text: Radio report Tasks 5 and 6 First-person narrative Extra Reading Radio play

Task 1 Song playlist Task 2 Proles Task 3 Audio text : Lyrics Task 4 Tips Tasks 5 and 6 Critique Extra Reading Magazine article

Text Types

Audio CD AudioTracks CD Tracks Track Introduction ...........................................................................1

1

T1 –

02:50 min 03:43 min

T2 –

03:43 min 04:39 min

T3 –

01:29 min

–

04:08 min

T4

04:51 min 04:43 min 03:48 min

– – T5

04:45 min 03:23 min

T6 –

Making Music Task 2 (p. 76): Canadian Songwriters — Proles..................10 Task 3 (p. 80): Sing Along Song — Lyrics.............................11 Extra Text: Hey There, Delilah — Lyrics ................................12

6

07:23 min 04:04 min

Teens and Screens Task 1 (p. 56): Virtual Friends — Poem ...................................8 Task 2 (p. 58): When Cyberbuddies Become Cyberbullies — Interview ........................................................9

5

–

Unexpected Outcomes Task 2 (p. 41): You Never Know! — Personal account............ 6 Task 6 (p. 50): I Didn’t Know That — Radio show ...................7

4

0:34 min

Reality Check Task 2 (p. 22): Reality TV Contestants — Prole descriptions.............................................................................4 Task 3 (p. 24): Making a Reality Show — Interview ................ 5

3

Handout

Everyone Can Be a Star Task 2 (p. 4): Intelligent in Different Ways — Questionnaire ... 2 Task 4 (p. 9): Word Search — How - to text ............................3

2

Duration

Rites and Rights Task 4 (p. 98): Teen-Aging Anxiety — Radio report .............. 13 Extra Reading (p. 106): The Golden Dolphin — Play ........... 14

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Studio Year One n Audio CD Tracks

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Name: ___________________________________________ Date: ________________________ Group: ___________

Intelligent in Different Ways A. 1.

Unit 1

I like telling jokes and stories.

2. I am good at memorizing information. 3. I work well in classes like English, French and history. 4. Reading is one of my favourite pastimes. 5. I love learning new languages. 6. I enjoy saying tongue twisters and rhymes. 7.

People say I have a good vocabulary.

8. I can see myself being a teacher, lawyer, business manager or comedian. B. 1.

I like doing Sudokus and brainteasers.

2. I am good at calculating numbers in my head. 3. I work well in classes like math and science. 4. Using technology is one of my favourite pastimes. 5. I love solving problems. 6. I enjoy playing strategy games like chess. 7.

People say I am very organized.

8. I can see myself being a computer programmer, accountant, engineer or detective. C. 1.

I like taking things apart and trying to put them back together.

2. I am good at activities that need coordination. 3. I work well in classes like physical education and drama. 4. Participating in sports and physical activities is one of my favourite pastimes. 5. I love building things and working with my hands.

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Audio CD Track 2 Handout T 1

6. I enjoy spending time outside being physically active. 7.

People say I talk with my hands.

8. I can see myself being a mechanic, surgeon, athlete or actor. D. 1.

I like taking photos and making videos.

2. I am good at nding my way in new places. 3. I work well in classes like geography and art. 4. Drawing and painting are my favourite pastimes. 5. I love reading books and magazines that have many illustrations. 6. I enjoy doing jigsaw puzzles and looking at optical illusions. 7.

People say I am good at giving directions to places.

8. I can see myself being a graphic designer, photographer, artist or architect. E. 1.

I love activities like hiking and camping.

2. I am good at recognizing different types of plants, owers and trees. 3. I work well in classes like science and biology. 4. Caring for a pet is one of my favourite pastimes. 5. I like learning about how I can protect the environment and prevent pollution. 6. I enjoy watching nature programs on television. 7.

People say I am “green” because I feel strongly about protecting the planet.

8. I can see myself being a veterinarian, landscaper, zoologist or chef.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Intelligent in Different Ways F.

1.

Unit 1

Task 2, Step 3 Workbook page 4

CD

I like spending time with a few close friends.

H. 1.

Audio CD Track 2 Handout T 1 cont.

I like the challenge of teaching something to someone else.

2. I am good at identifying my strengths and weaknesses.

2. I am good at sorting out arguments between my friends.

3. I work well when I can choose my own activities and work at my own speed.

3. I work well in groups and when I can share my ideas with others.

4. Keeping a journal is one of my favourite pastimes.

4. Organizing social events is one of my favourite pastimes.

5. I love having time to myself to do my hobbies and pastimes.

5. I love being in a crowd of people.

6. I enjoy working on my own. 7.

People say I am independent and have a strong character.

8. I can see myself being a psychologist, counsellor, psychiatrist or writer. G. 1.

6. I enjoy group games and team sports more than individual activities. 7.

People say I am a leader.

8. I can see myself being a salesperson, social worker, manager or politician.

I like learning about musical instruments.

2. I am good at hearing when a note is off-key. 3. I work well when I listen to music. 4. Listening to music is one of my favourite pastimes. 5. I love singing, humming, whistling or tapping my feet or hands. 6. I enjoy going to concerts and other musical performances. 7.

People say I am good at imitating accents.

8. I can see myself being a composer, conductor, musician or music teacher.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Reality TV Contestants

Unit 2 CD

Hello, my name is Naveen. I’m 25 years old. I want to be a reality show contestant so I can tell my life story to people. I was born in a very poor country and came to Québec with my family. It was really difcult for me in the rst few years but I studied hard at school and now I have a good job and I’m successful. Being honest and trustworthy are the keys to success for a good life and for a good reality show. I’m Li and I know I would make an amazing reality show contestant because I always win, no matter what! I don’t think you need to be big and strong or pretty and sweet to be a winner. You just have to make people do what you want them to do. I think that it’s ne to be egotistical. People say we should all play by the rules, but if the rules don’t help me win, I do my own thing. Some people think I’m devious and untrustworthy but that’s their opinion. I just think I’m condent. Hey, I’m Jason. I would like to be a reality show contestant because I want to share my special talent with the world. I love to play the guitar and

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Task 2, Step 3 Workbook page 22

Audio CD Track 4 Handout T 2

piano. Some people say I’m attractive and that I sing well. I have the heart of an artist and sometimes music can make me emotional. My sister says I’m just a sweet guy. My name is Felicia and I love meeting new people— all kinds of people from all over the world. I like to hear about the different ways people live. I think we can learn so much from other cultures. I make friends easily because I’m very open-minded and outgoing. I would love to be a reality show contestant and have the chance to meet interesting people. I’m also a good listener because I’m compassionate. Hi, my name’s Brett. I’m 17 years old and I’m just a regular guy. I’m a big sports fan. I live to play almost any kind of sport: the rougher the better! I love football, hockey and rugby. I’m very athletic. Everyone who knows me knows I’m an athlete because I look like an athlete and I dress like an athlete. I would be an awesome contestant on a reality show because I’m competitive and aggressive. Yeah!

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I Didn’t Know That

Unit 3 CD

Host: Welcome to a new edition of the Studio Radio show “Did You Know?" It’s the show that tells you how the things that people use every day were invented. I’m your host, Albert Smart. First of all, let’s hear from our reporter Penny about the unintentional invention of Post-it notes. Penny: Everyone knows what Post-it notes are, right? They’re those fantastic little sticky notepapers. Most people use them almost every day, and most people love them! But did you know that Post-its were not an intentional creation? In 1970, a scientist named Dr. Spencer Silver was working on a new product for the company 3M in the United States. He was trying to develop a new type of super glue but it always turned out too weak. The glue stuck to objects, but not very well. It was super weak instead of super strong. Nobody knew what to do with the stuff but Dr. Silver didn’t throw it away, just in case. Then, one Sunday four years later, another 3M scientist named Arthur Fry was singing in the choir at his church. He used paper bookmarks to mark the pages in his song book but the problem was that the bookmarks often fell out. That’s when he remembered Dr. Silver’s glue. He put some of the glue on his bookmarks and—success! With the weak glue, the bookmarks stayed in place but could still be lifted off and repositioned without damaging the pages of the book.

Task 6, Step 2 Workbook page 50

Audio CD Track 7 Handout T 3

Now, let’s hear from our next reporter, Ben, about how the idea for Velcro unexpectedly came to its inventor. Ben: It may surprise you but Velcro was not invented in a high tech research lab. The idea came unexpectedly to an engineer after a long walk on a beautiful day in 1948. Georges de Mestral from Switzerland loved to take long walks with his dog in the forest. But often both the man and his dog returned home covered with burs, the prickly round seed containers from certain plants. Burs grab on to clothing and animal fur and can be very difcult to remove. After his walk, Georges de Mestral and his dog were covered with burs, as usual. But instead of removing them, he went to his microscope and inspected one of them. He saw that the bur was covered with hundreds of tiny hooks that stuck to his pants and his dog’s fur. Georges de Mestral was smart enough to see the potential of this unexpected discovery. Something so simple could replace buttons and zippers. Many people laughed at his idea but in 1955, Georges de Mestral perfected his discovery by using nylon to produce a secure fastener. He called his invention , from the rst syllables of the French words , which means loop, and , which means hook.

3M began selling Post-its around the world in the 1980s, ten years after Dr. Silver developed the glue. Today, Post-its are one of the most popular school and ofce products available and 3M sells billions of them every year. In fact, there’s a Post-it for almost every occasion.

Today, Velcro is a multi-million dollar industry. It is used in clothing, shoes, tents, furniture, hospital equipment and much, much more. Not bad for an invention based on an annoying seed case.

Host: Thank you, Penny. That really is fascinating. Post-it notes were invented as a solution to a problem no one knew existed and now we can’t do without them!

Well, that’s all for this edition of “Did You Know?" Think about some of the things you use every day and nd out where they began. It might surprise you!

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Host: Thank you, Ben. Velcro, another remarkable story about an unexpected discovery.

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When Cyberbuddies Become Cyberbullies

Unit 4 CD

Interviewer: In today’s podcast, we are going to direct our listeners’ attention to the dangers of cyberbullying. We’ve invited a special guest to speak with us, sociologist and clinical psychologist Dr. Richardson. Welcome to our program, Doctor. Dr. Richardson: Thank you. I’m happy to speak with you about the biggest problem facing young Internet users today. Cyberbullying is increasing and it’s destroying online friendship and the cybercommunity. I.: What are the most common forms of cyberbullying? Dr. R.: Emails or instant text messages with direct insults or threats are the most common, as well as hateful blog postings. Some cyberbullies steal passwords, take on somebody’s identity and send messages from the stolen accounts. Still others take embarrassing photos and videos and distribute them online in order to ridicule people. You can often hear cyberbullies calling people names in chatrooms and multiplayer game platforms. The list goes on and on. Some cyberbullies even design websites to destroy people. I.: That sounds scary. So why don’t victims report cyberbullying more often? Dr. R.: Actually, most victims would like to report them but cannot. Cyberbullies usually remain anonymous. I.: Do social media networks have anything to do with that? Dr. R.: To some extent, yes. Social media networks make it easy for cyberbullies to hide behind privacy settings and spread hatred about someone. It gives them the freedom to commit acts that they would never carry out in person.

Task 2, Step 2 Workbook page 58

Audio CD Track 9 Handout T 4

Dr. R.: Well, the rst thing, of course, is to set an example and practise good manners, or . Never write insults or messages that you might regret. If you’re a victim of cyberbullying, you must ignore any hateful messages and never answer them. You should also copy the content and send it to your Internet service provider. Finally, I strongly suggest that you talk to an adult you trust. I.: Those are good ideas. Speaking of adults, why don’t they take action more often? Dr. R.: Well, increasing numbers of students are being bullied through instant text messaging and digital camera devices in cellphones. Technology makes it hard for parents and teachers to detect where and when this is happening. Students could receive messages anywhere at school, or even in the privacy of their own bedroom. I.: Dr. Richardson, is cyberbullying considered a criminal offence? Dr. R.: Yes. According to the Criminal Code of Canada, it is a crime to send insulting messages repeatedly to others, making them fear for their own safety. It’s also a crime to write and publish insults or false information designed to destroy a person’s reputation. I.: Do you have any advice for the witnesses of cyberbullying? Dr. R.: They shouldn’t just be bystanders and pretend that nothing’s happening. They must do something about it. When witnesses don’t take action, they allow the bullying to continue. I.: That’s one strong and clear opinion! Thank you, Dr. Richardson! Dr. R.: My pleasure.

I.: What should all social media users do to prevent cyberbullying?

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Hey There, Delilah

Unit 5

Extra Text

CD

Audio CD Track 12 Handout T 5

Hey There, Delilah, by Tom Higgenson Hey there Delilah what’s it like in New York City I’m a thousand miles away But girl tonight you look so pretty, yes you do Times Square can’t shine as bright as you, I swear it’s true Hey there Delilah don’t you worry about the distance I’m right there if you get lonely give this song another listen Close your eyes, listen to my voice it’s my disguise I’m by your side Oh it’s what you do to me Oh it’s what you do to me Oh it’s what you do to me Oh it’s what you do to me What you do to me Hey there Delilah, I know times are getting hard But just believe me girl, someday I’ll pay the bills with this guitar We’ll have it good, we’ll have the life we knew we would My word is good

A thousand miles seems pretty far But they’ve got planes and trains and cars I’d walk to you if I had no other way Delilah I can promise you That by the time that we get through The world will never ever be the same And you’re to blame Hey there Delilah You be good and don’t you miss me Two more years and you’ll be done with school And I’ll be making history like I do You’ll know it’s all because of you We can do whatever we want to Hey there Delilah here’s to you This one’s for you Oh it’s what you do to me Oh it’s what you do to me Oh it’s what you do to me Oh it’s what you do to me What you do to me

Hey there Delilah, I’ve got so much left to say If every simple song I wrote to you Would take your breath away, I’d write it all Even more in love with me you’d fall, we’d have it all Oh it’s what you do to me Oh it’s what you do to me Oh it’s what you do to me Oh it’s what you do to me

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Name: ___________________________________________ Date: ________________________ Group: ___________

Teen-Aging Anxiety

Unit 6 CD

HOST: Nick Armstrong here for STR–Studio Teen Radio—the radio station teens tune into. Today’s feature story: Teen-Aging Anxiety. A recent report about a new syndrome called , sometimes referred to as , focuses on the alarming numbers of teenagers in Canada and the United States who are growing up with an obsessive fear of aging. Apparently, these fears and obsessions have pushed many teens towards anti-aging cosmetics, anti-aging treatments and even plastic surgery! Get this: a recent study found that over 12 000 13 to 19-year-old Americans and Canadians went through a Botox injection routine to remove wrinkles and lines on the face. This means that in the past 15 years, the number of teens getting Botox injections has increased by over 100%. Is this obsession with looking younger unhealthy? And why do teens fear getting older or looking older? We invited four teens to our studio today to give us some perspective on this issue. Welcome to our program, Mathieu, Sara, Zak and Alysha. Mathieu, Sara, Zak and Alysha: Hi! Hello! H.: Sara, let’s start with you rst. Do you have any idea why teens today seem to fear growing older? Sara: Honestly, I think young people are easily inuenced by everything we see in advertising and popular culture. Being beautiful used to be associated with looking thin. Now it’s also about looking as young as possible. I mean, how many anti-aging messages do we receive every day on television or in Internet pop-ups? How many celebrities and fashion models look like freshfaced teens? Those images and messages make it hard to accept the idea of getting older. We keep thinking we could look more beautiful if we just take this pill, put on that cream, do that treatment, look like that star . . . H.: Well, that would explain the growing statistics. How about you, Mathieu? What’s your explanation? Do guys feel the same pressure as girls?

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Task 4, Step 3 Workbook page 98

Audio CD Track 13 Handout T 6

Mathieu: I agree with Sara that there is tremendous pressure to look young. And guys do get the same messages. There are a lot of inuential young male celebrities pushing the youth message. We’ll have to wait to see if they remain popular as they grow and look older. Personally, I feel like young people fear growing older because they have a negative view of the elderly. Like me, maybe they visit their grandparents in old folks’ homes and are horried by the life they lead. They can’t accept seeing people whose health or memory is declining and they want to do everything they can to reverse the process. H.: Interesting point, Mathieu. How about you, Zak? Do you think young people today are living in fear of aging? Zak: I don’t know if anything has really changed. It seems to me that humans have always tried to avoid aging: trying out new products, staying in shape, keeping a youthful appearance. If teenagers really fear aging these days, maybe it’s because they fear the future. They don’t know how to handle any new decisions or responsibilities—so they hold on to the past. They want to protect the past as though it were something precious. H.: Hmm, I never thought about it like that. What about you, Alysha? Are teens afraid of the future? Alysha: Absolutely! Sadly, there are a lot of teens who have a hard time facing reality, so they turn to the past, to pop stars, to anti-aging treatments. At the same time, though, I think there are many teens who reject all of that as articial nonsense. They can see through the consumer hype. I believe there are a lot of teens who want to get a life, a real life, with a real age. They have no problem with growing older and looking older because they accept the natural cycle of life. I do! H.: That’s really good news, Alysha. This discussion could go on forever but we’re out of time for today. Thank you all for your fresh perspectives. M., S., Z. and A.: Thank you. Goodbye! Reproduction permitted © Chenelière Education Inc.

DVD Handouts DVD Handouts Duration

1

Suggested for Handout

John Bramblitt

13:27 min

Unit 1

DVD 1

2

Accidents Happen

8:17 min

Unit 3

DVD 2

3

Life, Work and Smartphones

16:14 min

Unit 4

DVD 3

4

Lost Adventures of Childhood

11:36 min

Unit 6

DVD 4

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Name: ___________________________________________ Date: ________________________ Group: ___________

John Bramblitt

Suggested for Unit 1

DVD

Video 1

Handout DVD 1

Before Viewing 1. Write two talents you think being blind helps you develop. Support your answer with a reason.

While Viewing Read Questions 2 to 6 before you watch the video. Then, watch the video and answer the questions. 2. Circle the feeling that best describes how John Bramblitt felt when he discovered he was losing his sight. a. worry

c. calm

b. anger

d. none of the above

3. Circle the activity that best helped John Bramblitt cope with his blindness. a. writing

c. painting

b. using a computer

d. all of the above

4. Circle the solution for each challenge encountered by John Bramblitt. Challenge

Solution

Orientation: How to remember where he was and what he had done

a. Use glue.

c. Use slick paint.

b. Use white liquid paper.

d. None of the above

Colours: How to differentiate between different colours

a. Ask another artist.

c. Use Braille on the bottles.

b. Feel each colour’s texture.

d. All of the above

Continuation: How to paint each part of the picture

a. Use his imagination. b. Use one hand to see, one hand to ll in the paint. c. Have fun. d. All of the above

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Name: ___________________________________________ Date: ________________________ Group: ___________

John Bramblitt

Suggested for Unit 1

DVD

Challenge Colours: How to know if the colours work well together

Video 1

Handout DVD 1 cont.

Solution a. Use special paints.

c. Talk to another artist.

b. Ask his mother.

d. None of the above.

5. How does painting help John Bramblitt in everyday life? Write down the appropriate letter. 1. Remembers colours and shapes

a. helps him do more in a 3-D world

2. Painting in 2-D

b. helps him get around every day and keep more in his mind

3. Touching something

c. allows him to take in detailed information and “see” object

After Viewing 6. Which of John Bramblitt’s new skills do you think is most amazing? Why?

7. Which intelligence type do you think John Brambitt demonstrates most? Why?

8. Do you think that our society promotes the creativity and unique talents of people with various disabilities? Explain.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Accidents Happen

Suggested for Unit 3

DVD

Video 2

Handout DVD 2

Before Viewing 1. What is the denition of serendipity? Check your denition after watching the video. My denition:

Video’s denition:

2. Circle the feeling that you most associate with serendipity. Use a dictionary if necessary. excitement

relief

shock

joy

3. Write a sentence to explain why.

While Viewing Read the intentions in Question 4 before you watch the video. Then, watch the video and complete the chart. 4. Write the unexpected invention for each intention. Intention

Invention

1. Heal a cut nger with salve 2. Experiment with sulphur and a hot stove 3. Prescription for hypertension 4. Create cardboard sculptures 5. Provide food for goats 6. Transport milk in camels’ stomachs

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Name: ___________________________________________ Date: ________________________ Group: ___________

Accidents Happen

Suggested for Unit 3

DVD

Video 2

Handout DVD 2 cont.

7. Keep a bookmark in a hymnal at church 8. Create a magic chair for a MIT show

9. Develop motion-activated software

10. Invent synthetic rubber After Viewing 5. Which of the above inventions surprised you the most? Explain.

6. Can serendipity change the world? Support your answer with your own examples.

7. Write a diary entry about a time you experienced serendipity. Include the following details: •

People involved

•

Time

•

Place

•

Events

Reproduction permitted © Chenelière Education Inc.

•

Emotions

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Name: ___________________________________________ Date: ________________________ Group: ___________

Life, Work and Smartphones

DVD

Suggested for Unit 4

Video 3

Handout DVD 3

Before Viewing 1. Which technological devices do you consider absolutely indispensable for your daily life? Why?

While Viewing Read Questions 2 to 6 before you watch the video. Then, watch the video and answer the questions. 2. Complete the chart with personal benets and risks of using smartphones and other devices. Personal benets

Personal risks

3. Complete the chart with benets and risks of using smartphones and other devices for work. Professional benets

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Professional risks

Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

Life, Work and Smartphones

DVD

Suggested for Unit 4

Video 3

Handout DVD 3 cont.

After Viewing 4. Check if the following statements apply (Yes) or do not apply (No) to you. Give a reason for each answer. Yes

No

1. I use more than one mobile device at a time. Reason: 2. I text during class. Reason: 3. The rst thing I do in the morning is check my mobile device. Reason: 4. I send more than fty text messages a day. Reason: 5. I check my Facebook page more than three times a day. Reason:

5. Compare your answers to Question 5 with a classmate. Write two ways you are similar and one way you are different.

6. What are ve recommendations you make for people to enjoy a healthy life balance with mobile devices? Explain, using examples.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Lost Adventures of Childhood

DVD

Suggested for Unit 6

Video 4

Handout DVD 4

Before Viewing 1. What childhood adventures come to mind when you read the title of the video?

While Viewing Read Questions 2 to 4 before you watch the video. Then, watch the video and answer the questions. 2. Complete the T-Chart to compare the experience of children in the past with children’s experiences now. Then

Now

3. Identify three ways technology is changing childhood.

4. What is lost in modern childhood?

After Viewing 5. How do you think your childhood adventures compare to those of the children shown in the video?

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Name: ___________________________________________ Date: ________________________ Group: ___________

Lost Adventures of Childhood

DVD

Suggested for Unit 6

Video 4

Handout DVD4 cont.

6. Do you think parents should track and monitor their teenage children? Explain your reasons.

7. Play is a rite of passage for children. Do you agree or disagree? Support your opinion with examples.

8. Write a story about one of your own childhood adventures. Show how it benetted you as a person. Include: •

An introduction

•

A climax

•

Rising action

•

Falling action

Reproduction permitted © Chenelière Education Inc.

•

A resolution

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Extra Reading Handouts Extra Reading Handouts 1 2 3

Handout

“The Little Boy” by Helen E. Buckley

Unit 1

ER 1

An Excerpt from by Suzanne Collins

Unit 2

ER 2

Unit 3

ER 3

“Henry Jekyll’s Story,” Chapter 12 of

4

“Words” by Heather Grace Stewart

Unit 4

ER 4

5

“Hey There, Delilah” Written by Tom Higgenson, recorded by Plain White T’s

Unit 5

ER 5

“A Driving Lesson” by Monsieur_Brightsword, Mesa, Arizona

Unit 6

ER 6

6

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Name: ___________________________________________ Date: ________________________ Group: ___________

Everyone Can Be a Star

Unit 1

Extra Reading

Handout ER 1

The Little Boy Once a little boy went to school. He was quite a little boy. And it was quite a big school. But when the little boy Found that he could go to his room By walking right in from the door outside, He was happy. And the school did not seem Quite so big any more. One morning, When the little boy had been in school a while, The teacher said, “Today we are going to make a picture.” “Good!” thought the little boy. He liked to make pictures. He could make all kinds: Lions and tigers, Chickens and cows, Trains and boats — And he took out his box of crayons And began to draw. But the teacher said, “Wait! It is not time to begin!” And she waited until everyone looked ready. “Now,” said the teacher, “We are going to make owers.” “Good!” thought the little boy, He liked to make owers, And he began to make beautiful ones With his pink and orange and blue crayons. But the teacher said, “Wait! And I will show you how.” And she drew a ower on the blackboard. It was red, with a green stem. “There,” said the teacher. “Now you may begin.” The little boy looked at the teacher’s ower. Then he looked at his own ower. He liked his ower better than the teacher’s.

Reproduction permitted © Chenelière Education Inc.

But he did not say this. He just turned his paper over And made a ower like the teacher’s. It was red, with a green stem. On another day, When the little boy had opened The door from the outside all by himself, The teacher said, “Today we are going to make something with clay.” “Good!” thought the little boy. He liked clay. He could make all kinds of things with clay: Snakes and snowmen, Elephants and mice, Cars and trucks — And he began to pull and pinch His ball of clay. But the teacher said, “Wait! It is not time to begin!” And she waited until everyone looked ready. “Now,” said the teacher, “We are going to make a dish.” “Good!” thought the little boy, He liked to make dishes, And he began to make some That were all shapes and sizes. But the teacher said, “Wait! And I will show you how.” And she showed everyone how to make One deep dish. “There,” said the teacher, “Now you may begin.” The little boy looked at the teacher’s dish Then he looked at his own. He liked his dishes better than the teacher’s But he did not say this,

Studio Year One n Extra Reading Handouts

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Name: ___________________________________________ Date: ________________________ Group: ___________

Everyone Can Be a Star

Unit 1

Extra Reading

Handout ER 1 cont.

He just rolled his clay into a big ball again, And made a dish like the teacher’s. It was a deep dish.

To tell him what to do But the teacher didn’t say anything. She just walked around the room.

And pretty soon The little boy learned to wait And to watch, And to make things just like the teacher. And pretty soon He didn’t make things of his own anymore.

When she came to the little boy, She said, “Don’t you want to make a picture?” “Yes,” said the little boy. “What are we going to make?” “I don’t know until you make it,” said the teacher. “How shall I make it?” asked the little boy. “Why, any way you like,” said the teacher. “And any colour?” asked the little boy. “Any colour,” said the teacher. “If everyone made the same picture, And used the same colours, How would I know who made what,

Then it happened That the little boy and his family Moved to another house, In another city, And the little boy Had to go to another school. This school was even bigger Than the other one, And there was no door from the outside Into his room. He had to go up some big steps, And walk down a long hall To get to his room. And the very rst day He was there, the teacher said, “Today, we are going to make a picture.” “Good!” thought the little boy, And he waited for the teacher

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And which was which?” “I don’t know,” said the little boy. And he began to make pink and orange and blue owers. He liked his new school, Even if it didn’t have a door Right in from the outside! – From edited by Jack Caneld and Mark Victor Hansen. Health Communications, Inc., 1993.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Everyone Can Be a Star

Unit 1

Extra Reading

Handout ER 1 cont.

Before Reading 1. How do you show your creativity in school?

While Reading 2. a. Read the poem “The Little Boy.” Circle two examples where the boy showed his creativity. b. Underline two examples where the boy was discouraged from using his creativity. After Reading 3. Why is the little boy happy when the teacher says they are going to make owers?

4. What makes him draw a ower that is similar to his teacher’s ower? Explain.

5. What happens when the little boy begins to play with the clay?

6. What happens when the little boy goes to a new school?

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Everyone Can Be a Star

Unit 1

Extra Reading

Handout ER 1 cont.

7. How are his two schools and two teachers different? First school / Teacher

Second school / Teacher

8. Which school would you prefer to attend and why? Explain your answer.

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Reality Check

An Excerpt from

Unit 2

Extra Reading

Handout ER 2

by Suzanne Collins

For a moment, the cameras hold on Peeta’s downcast eyes as what he says sinks in. Then I can see my face, mouth half open in a mix of surprise and protest, magnied on every screen as I realize, Me! He means me! I press my lips together and stare at the oor, hoping this will conceal the emotions starting to boil up inside of me. “Oh, that is a piece of bad luck,” says Caesar, and there’s a real edge of pain in his voice. The crowd is murmuring in agreement, a few have even given agonized cries. “It’s not good,” agrees Peeta. “Well, I don’t think any of us can blame you. It’d be hard not to fall for that young lady,” says Caesar. “She didn’t know?” Peeta shakes his head. “Not until now.” I allow my eyes to icker up to the screen long enough to see that the blush on my cheeks is unmistakable. “Wouldn’t you love to pull her back out here and get a response?” Caesar asks the audience. The crowd screams assent. “Sadly, rules are rules, and Katniss Everdeen’s time has been spent. Well, best of luck to you, Peeta Mellark, and I think I speak for all of Panem when I say our hearts go with yours.” The roar of the crowd is deafening. Peeta has absolutely wiped the rest of us off the map with his declaration of love for me. When the audience nally settles down, he chokes out a quiet “Thank you” and returns to his seat. We stand for the anthem. I have to raise my head out of the required respect and cannot avoid seeing that every screen is now dominated by a shot of Peeta and me, separated by a few feet that in the viewers’ heads can never be breached. Poor tragic us. But I know better.

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About This young adult novel takes place in the future in the nation of Panem, once known as North America. The Capitol controls all resources and every year holds a “reaping,” when kids between the ages of 12 and 18 are chosen by lottery to compete as “tributes” in the Hunger Games. In this contest for survival, teenagers ght to the death on live TV. The main heroine, Katniss, 16, volunteers to take her little sister’s place in the games. She develops a complicated relationship with Peeta, a boy from her district. Katniss masters her skills to survive while trying to remain a caring person during this unfair and brutal competition. The author, Suzanne Collins, said the inspiration for the story came to her while she was channel surng between reality TV programming and actual war coverage. She believes we need to get real about violence, war, and the difcult search for “reality” in our media-saturated world.

After the anthem, the tributes le back into the Training Center lobby and onto the elevators. I make sure to veer into a car that does not contain Peeta. The crowd slows our entourages of stylists and mentors and chaperones, so we have only each other for company. No one speaks. My elevator stops to deposit four tributes before I am alone and the nd the doors opening on the twelfth oor. Peeta has only just stepped from his car when I slam my palms into his chest. He loses his balance and crashes into an ugly urn lled with fake owers. The urn tips and shatters into hundreds of tiny pieces. Peeta lands in the shards, and blood immediately ows from his hands.

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Reality Check

Unit 2

“What was that for?” he says, aghast. “You had no right! No right to go saying those things about me!” I shout at him. Now the elevators open and the whole crew is there, Efe, Haymitch, Cinna, and Portia. “What’s going on?” says Efe, a note of hysteria in her voice. “Did you fall?” “After she shoved me,” says Peeta as Efe and Cinna help him up. Haymitch turns on me. “Shoved him?”

Extra Reading

Handout ER 2 cont.

your feet. Which do you think will get you more sponsors?” The smell of wine on his breath makes me sick. I shove his hands off my shoulders and step away, trying to clear my head. Cinna comes overs and puts his arm around me. “He’s right, Katniss.” I don’t know what to think. “I should have been told, so I didn’t look so stupid.” “No, your reaction was perfect. If you’d known, it wouldn’t have read as real,” says Portia.

“This was your idea, wasn’t it? Turning me into some kind of fool in front of the entire country?” I answer.

“She’s just worried about her boyfriend,” says Peeta grufy, tossing away a bloody piece of the urn.

“It was my idea,” says Peeta, wincing as he pulls spikes of pottery from his palms. “Haymitch just helped me with it.”

My cheeks burn again at the thought of Gale, “I don’t have a boyfriend.”

“Yes, Haymitch is very helpful. To you!” I say. “You are a fool,” Haymitch says in disgust. “Do you think he hurt you? That boy just gave you something you could never achieve on your own.” “He made me look weak!” I say. “He made you look desirable! And let’s face it, you can use all the help you can get in that department. You were about as romantic as dirt until he said he wanted you. Now they all do. You’re all they’re talking about. The star-crossed lovers from District Twelve!” says Haymitch. “But we’re not star-crossed lovers!” I say. Haymitch grabs my shoulders and pins me against the wall. “Who cares? It’s all a big show. It’s all how you’re perceived. The most I could say about you after your interview was that you were nice enough, although that in itself was a small miracle. Now I can say you’re a heartbreaker. Oh, oh, oh, how the boys back home fall longingly at

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“Whatever,” says Peeta. “But I bet he’s smart enough to know a bluff when he sees it. Besides you didn’t say you loved me. So what does it matter?” The words are sinking in. My anger fading. I’m torn now between thinking I’ve been used and thinking I’ve been given an edge. Haymitch is right. I survived my interview, but what was I really? A silly girl spinning in a sparkling dress. Giggling. The only moment of any substance I had was when I talked about Prim. Compare that with Thresh, his silent, deadly power, and I’m forgettable. Silly and sparkly and forgettable. No, not entirely forgettable, I have my eleven in training. But now Peeta has made me an object of love. Not just his. To hear him tell it I have many admirers. And if the audience really thinks we’re in love . . . I remember how strongly they responded to his confession. Star-crossed lovers. Haymitch is right, they eat that stuff up in the Capitol. Suddenly I’m worried that I didn’t react properly. From Scholastic Inc © 2008

, by Suzanne Collins.

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Reality Check

Unit 2

Extra Reading

Handout ER 2 cont.

An Interview with Suzanne Collins

Telling a story in a futuristic world gives you this freedom to explore things that bother you in contemporary times. So, in the case of , issues like the vast discrepancy of wealth, the power of television and how it’s used to inuence our lives, the possibility that the government could use hunger as a weapon, and then rst and foremost to me, the issue of war.

“The Hunger Games” is a reality television program. An extreme one, but that’s what it is.

And while I think some of those shows can succeed on different levels, there’s also the voyeuristic thrill, watching people being humiliated or brought to tears or suffering physically. And that’s what I nd very disturbing. There’s this potential for desensitizing the audience so that when they see real tragedy playing out on the news, it doesn’t have the impact it should. It all just blurs into one program. And I think it’s very important not just for young people, but for adults to make sure they’re making the distinction. Because the young soldier’s dying in the war in Iraq, it’s not going to end at the commercial break. It’s not something fabricated, it’s not a game. It’s your life. From Scholastic.com, June, 2012.

Before Reading 1. Do you like science ction texts or movies? Why or why not?

2. Do reality TV shows have too much importance in our society? Why or why not?

While Reading 3. Read the excerpt of the novel

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Underline all the references to reality TV.

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Reality Check

Unit 2

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After Reading 4. Dene the following words or expressions from the text. a.

b.

5. Answer the following questions about the text. a. Why is the audience’s perception so important to all the participants of the Hunger Games? Clarify.

b. How does the fact that Peeta declared his love for Katniss in public help her in the Hunger Games? Explain.

6. Is Ms. Collins right to say that we are at risk of being desensitized because of what we see in the media? Explain your position.

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Unexpected Outcomes

Unit 3

Extra Reading

Handout ER 3

Henry Jekyll’s Story Chapter 12 of I, Dr Henry Jekyll, was born in the year 1830. My family was rich. I studied to be a doctor. I liked the hard work. Other people soon had a good opinion of me, and I liked that too. I seemed to have a good future in front of me. Everything looked bright and good. My worst problem was my love of fun. I enjoyed the wild nightlife too much. Many people have found that a love of fun helps them to enjoy life. I wanted to seem serious, and this did not help. So I was careful to hide this side of my life. In this way, my life became a lie. Even before I nished my studies, I already had a double life. My actions were not serious, but I did not want them to be a part of my working life. The years passed, and I grew older and more sensible. But it was too late to change my double life. And then, through my scientic studies, I learned something important. I learned that man has two sides—a good side and an evil side. I knew that this was true of me. I was honest about it. As a doctor, I tried to learn more and to help sick and suffering people. The other part of me was also honest about its search. Slowly it became clear to me that man is not just one person. He is two people. “Can I separate the two sides?” I asked myself. “Can I make two people—one good, one bad— from a single person? If I can, life will be much easier. The bad person can live in his own bad way, without hurting the good person and people’s opinion of him. And the good person’s good name will be in no danger because of the other person’s bad actions. It seems wrong that we have to live with both persons in the same body.” At that time I was doing some scientic work. I found that some chemicals have a great power.

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They can change a person’s body—they can change its shape, and make it bigger or smaller. I do not want to be too clear about the scientic part of this story. My reason? Because, as my story will show, my experiments were not completed. It was a long time before I decided to try the chemicals. There were too many things that could go wrong. I was afraid of dying. But nally I had to know! I had to have the answer! My experiments showed me the liquid that was necessary. Then I bought from Maw and Company —the chemists—a lot of the special salt chemical that I needed to put into it. Late one night, I carefully put the salt chemical and liquid into a glass and mixed them together. I watched the liquid change colour. Then, nervously, I drank what was in the glass. I looked down at my body. I saw immediately that I was smaller than before. There was no mirror in my workroom then—I brought it in later. I went quickly across the dark courtyard and into the house. It was after midnight. All my servants were asleep, so did not see me. I went quietly up to my bedroom and straight to my mirror. In it, for the rst time, I saw the man that I decided to call Edward Hyde. He was much smaller and younger than Henry Jekyll. I can only believe that the evil side of me was not fully grown. It was not as strong as my good side. The worst part of me was not as old and tired as the good and honest part. The ugly face in the mirror was an evil face. I knew that. But I felt no fear. I welcomed it, because it seemed very natural. The face looked more alive than my usual face. Later I realized that people could not come near me without a feeling of great dislike. They hated me before I ever spoke.

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Unexpected Outcomes

Unit 3

Extra Reading

“This is probably because they have never met a man like Edward Hyde. He is a man who is all bad—all evil,” I told myself. “Most people are good and bad.” Now came the next part of my experiment. I returned to my workroom and prepared the chemical again—and drank it. Once again I suffered the terrible pains of change. But I soon had the face and body of Henry Jekyll. That night my life changed forever. The experiment was a success, and from that time I was two

Handout ER 3 cont.

people. One was Edward Hyde—a man who was completely evil. The other man was dear old Henry Jekyll. As time passed, I felt a greater and greater need to escape into the younger, more exciting body of Edward Hyde. And it was so easy. I only had to drink the liquid, and there I was! In my new life. Robert Louis Stevenson, , Retold by John Escott. London, Pearson Education, 2000, pp. 39-42.

Before Reading 1. People have different sides to their personalities. How do you act in different situations? At home

At school

With friends

While Reading 2. Read the excerpt from Use two different coloured highlighters to highlight the personality traits of Dr. Jekyll and Mr. Hyde.

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Unexpected Outcomes

Unit 3

Extra Reading

Handout ER 3 cont.

After Reading 3. Answer the questions about the text. a. What problem did Dr. Jekyll have as a young man?

b. What are the two sides of people, according to Dr. Jekyll?

c. What was the initial outcome of Dr. Jekyll’s experiment on himself?

d. What adjectives does the author use to describe the physical characteristics of Dr. Jekyll and Mr. Hyde? Dr. Jeckyll

Mr. Hyde

5. Why do people show different sides of their personalities in different situations?

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Teens and Screens

Unit 4

Extra Reading

Handout ER 4

Words By Heather Grace Stewart

You’re texting him and he’s texting her; You know how it goes, mostly a blur; Calling me geeky, or maybe just strange. They’re just words, But they’ll last for days.

I’ll smile sweetly, try not to stare at your sad old eyes and thinning hair. Seeing the jealousy in your gaze; You’ll have no words, No words for days.

You post a photo, a few words, not more; They’ll laugh so hard when I walk through that door. Calling me gay; one of the queers. They’re just words, But they’ll last for years.

Text it, blog it, put it on Twitter. They’re just lies. They’re just litter. You’re a bully on a bus with a prepaid phone, and words. Just words.

Text it, blog it, put it on Twitter. They’re just lies. They’re just litter. You’re a bully on a bus with a prepaid phone, and words. Just words. Is that all you’ve got? Someday I’ll be stronger, with all this behind me. Someday I’ll shine brighter, my true love beside me. And you’ll be paying the same old fare; Just a bully on a bus marked:

In about 20 years (I know this story), You’ll come up to me with a phony “sorry.” Wishing you’d made something out of yourself. They’re just words, But, somehow, they’ll help.

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Teens and Screens

Unit 4

Extra Reading

Handout ER 4 cont.

Before Reading 1. Do you think social media is a good way of communicating these feelings? Happiness

Sadness

Love

While Reading 2. Read the poem ”Words” by Heather Grace Stewart. Highlight your favourite line and say why you like it:

After Reading 3. Reread the poem. What does the narrator of the poem say will happen to the bully in 20 years?

4. Name three different ways the bully uses technology to throw “lies and litter” at the narrator.

5. What does the narrator of the poem do about the bullying?

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Teens and Screens

Unit 4

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Handout ER 4 cont.

6. a. Is it easy to ignore hurtful things you read in social media? Why or why not?

b. Could social media be used to prevent or stop bullying, and how?

7. Did you enjoy the poem? Yes, because:

No, because:

8. Compare and contrast the poem “Words” with the poem “Dear Friend I’ve Never Met” on page 56.

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Making Music

Unit 5

Extra Reading

Handout ER 5

“Hey There, Delilah” Written by Tom Higgenson, recorded by Plain White T’s

The song “Hey There, Delilah” was actually written in 2004, years before it got big on radio. I was hanging out with my friend Kim in Chicago, where we’re from. She said that her friend Delilah wanted to hang out, which was ne with me. It was the last day before Delilah went back to school in New York. We picked her up and I was instantly smitten. It was like an angel walked into the room. She was gorgeous, with a face you could stare at forever. I was irting with her all night. We (the Plain White T’s) had just nished our rst album, so I played some of our music for her in the car as we were driving. Delilah said she liked the CD so I gave her a copy. I told her I’d write a song for her on the new album and it became a running joke between us. We talked every day online, still irting, and we joked back and forth when she continued to ask for her song. Eventually I said I really would write a song for her and kiddingly told her that it would be the one that would make us famous—and that she’d be my date for the Grammys. I knew she had a boyfriend so it was innocent irtation and nothing happened, even though we both knew it would have if it had been up to me. I was living with my mom in an apartment at the time. I was in my bedroom with an acoustic guitar and came up with the guitar riff that became the opening to “Hey There, Delilah.” It had a nice progression and I knew it could make a good song. Since I didn’t really know Delilah, I was trying to think what I could say to her after I had written the beginning of the lyrics:

For the full song lyrics, go to Audio Transcript T 5, p. 221.

I knew I was onto something kind of special when I wrote:

I’d never gotten too poetic with lyrics before. I took my time over the next few months to make sure that every line was powerful and meant something. Writing about how I planned to pay the bills playing my guitar reects my dreamy romantic nature.

Since Delilah had two more years of school, and I knew she wasn’t at all in love with me, I got a kick out of this:

When I wrote the chorus, I thought it was a throwaway lyric and that I’d go back and redo it. The more I played it, and as I was writing the rest of the song, the more I started thinking the chorus was sweet and that it worked. It turns out that it’s the part that everyone sings along with. Contact between Delilah and myself had become more sporadic. Before I nished the song, and before I’d told Delilah anything about it, the

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Making Music

Unit 5

band started to tour and she came to a show in New York. She was wearing a white sweater and a big oppy hat like Audrey Hepburn and looked gorgeous. I called Delilah when I got the rst promo copy of the CD the song was on. We hadn’t spoken in a few months but I wanted to tell her about it and get her a copy. I drove half an hour to her house to deliver it and was kind of nervous. At the house, we sat down in a sitting room surrounded by ceramic dolls. She didn’t want to listen to the song with me there, so we had some small talk for about 20 minutes. It was very awkward. All I could say to her was, “I tried to write a song as beautiful as you are and wanted you to have one of the rst copies.” It turned out that she loved the song and came to a few more shows and wore an “I Am Delilah” T-shirt, which became a very popular item. The CD came out in January on an indie label, Fearless Records. The song became an underground hit rst on myspace.com and other places

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online. With its success, we were signed to Hollywood Records. We weren’t initially sure about re-releasing the song on the new album because it was older, but the record company folks made us realize that it was good exposure to the mass market. As a bonus track, it became an immediate radio success. Delilah called me when she heard it at her gym. She got a real kick out of it. It was #1 in ten countries, including the U.S., for which we have a Billboard plaque, and it was nominated for two Grammys. During that time, I broke up with the girlfriend I had and Delilah and her boyfriend were broken up. Everything I’d foreseen came true—she actually would be my date for the Grammys. I got back with my girlfriend and she with her boyfriend before Awards night, but we still went to the show together and fullled the prophecy of the song. From by Jack Caneld, Mark Victor Hansen & Jo-Ann Geffen. Copyright 2009 by Chicken Soup for the Soul Publishing, LLC.

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Making Music

Unit 5

Extra Reading

Handout ER 5 cont.

Before Reading 1. How would you feel if someone wrote a song just for you? Explain.

2. Explain the meaning of these words or expressions, in the context of this song: •

We picked her up and I was

•

Contact between Delilah and myself had become

•

Everything I’d foreseen came true . . .

•

Give this song

While Reading 3. Read the story about the song, “Hey There, Delilah.” Underline the steps involved in creating the song. After Reading 4. Answer the questions about the text. a. When was the song written and where was the songwriter when he met his inspiration?

b. What does the songwriter mean when he said the chorus “was a throwaway lyric”?

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Unit 5

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Handout ER 5 cont.

c. Why was this song released twice?

d. What does the writer refer to when he talks about the prophecy of the song? How was the prophecy fullled?

e. How did the song become a popular hit? Name the events that lead to its popularity.

5. Tom said that he took his time to “make sure that every line was powerful and meant something." After studying the song, do you agree with him? Explain.

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Rights and Rites

Unit 6

Extra Reading

Handout ER 6

A Driving Lesson I am not my father. As a boy he was always ahead in life. He had a job at eight. He could drive at nine (this was okay because he grew up on a farm). He has led a very competitive life, excelling at everything he tries. Like I said, I am not my father. I follow the rules and take no risks, so you can probably imagine the fear and reluctance I felt when Dad decided to teach me how to drive. I was 13. The day was like any other—unremarkable— until . . . “Hey, Josh, let’s go for a drive!” My father, always the optimist, encouraged, “It’ll be fun.” I don’t remember what I was doing at the time. It doesn’t matter. It was probably something stupid or pointless like playing on the computer or staring off into space, mouth wide open. I didn’t understand what he really meant, so I simply answered with my usual “Sure.” I began to walk to the garage when a large hand denied my passage, and my father pressed the gleaming silver car key into my hand. I felt my heart skip a beat, not out of joy or surprise, but sheer terror. I stared at my father in disbelief. Dad only smiled and said, “You should start learning how to drive.” “Dad, I won’t even have my permit for another two years,” I objected. He immediately went into lecture mode. “I learned to drive when I was nine, or was it seven? Anyway . . .” I don’t remember the rest. I have this habit of tuning him out. I don’t know what kind of voodoo he employed, but somehow he managed to get me into the car. I turned it on, put it into reverse, and slowly pressed the gas.

up. I didn’t even hit any pedestrians! I was by no means a great driver; my dad had to yell “Josh, stop!” frequently. Soon, pressing the brake became an immediate response to his voice. I was having the time of my life cruising around my neighbourhood. I could have spent an eternity navigating these roads I never knew existed. However, all good things must come to an end. Besides, the day was growing old, and the sun had dipped below the horizon, so I drove home, not needing to slam on the brakes even once. Condent of my newfound driving abilities, I sailed us straight into the garage (maybe a little too fast). My foot reached for the brake, and we slowed a bit. “Josh, stop!” I heard, and mechanically moved my foot from one pedal to the other. My foot had been on the brake; now it was on the gas, pressed all the way to the oor. I didn’t realize this mistake until it was too late. My body pushed back into the seat as we accelerated. My terror was only momentary, because a great “Boom!” pulsed through the garage. The car had stopped, or rather, the wall had stopped us. I stared through the windshield at the mangled ladder that lay between us and the wall, gazing at the destruction that I had caused. It was too much to bear. Holding back tears, I glanced over at my stunned father and said, “Sorry, Dad.” I was expecting punishment. A grounding for life. No more food. Forty lashes. Maybe even death-byguillotine. I was ready to plead for my life, but instead my dad started laughing. “You busted that wall up pretty good, Josh.”

“Josh, stop!” I barely managed to stop in time. If I hadn’t, I would have hit the garage door. “Open the garage door before you turn the car on, okay?” Dad chuckled.

I learned two things that day. One: never speed into a garage. EVER. The next was even more important. I discovered that no matter what happens, you should keep a positive outlook. I look at my father’s optimism and how happy he is, and I know that that’s the kind of life I want to live.

The next hour was a blur. At rst, I inched through the streets of my neighbourhood. In time, I sped

Teenink [On line] http://www.teenink.com/nonction/ memoir/article/271914/a-Driving-Lesson/

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Rights and Rites

Unit 6

Extra Reading

Handout ER 6 cont.

Before Reading 1. Is learning to drive a priority for you? Why or why not?

2. How would you react if your parents offered to teach you how to drive at the age of 13?

While Reading 3. Read the text. Underline the words and expressions that describe the changing emotions of the narrator. After Reading 4. Explain or dene the following words and expressions in your own words, in the context of the story: a.

b.

c.

d.

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Rights and Rites

Unit 6

Extra Reading

Handout ER 6 cont.

5. Complete the following chart about the differences between Josh and his father: Josh

Josh’s dad

6. How do Josh’s feelings about his driving lesson evolve during the text? Clarify by contrasting the positive emotions versus the negative emotions. Negative

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Positive

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Name: ___________________________________________ Date: ________________________ Group: ___________

Rights and Rites

Unit 6

Extra Reading

Handout ER 6 cont.

7. Josh now looks at his dad differently. Justify this statement using references from the whole story.

8. In your opinion, did Josh’s father act responsibly in: a. taking him for his rst driving lesson at 13? Justify.

b. laughing after the garage incident? Justify.

9. Do you believe we should change the law so that teens can take driving lessons earlier? Explain.

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Suggested Websites Unit

Task

Page

1 Everyone Can Be a Star

2

5

http://www.bg.org/bg/custom/ resources_ftp/client_ftp/ks3/ict/ multiple_int/

Take a quiz to nd out your intelligence type.

5

12

http://www.howcast.com/

Watch videos that model how to do something.

2

22

http://www.ehow.com/about_4779706_ reality-tv-casting-calls.html

Read about how casting calls for reality TV shows work.

3

24

http://jobs.aol.com/articles/2010/04/30/ reality-television-secrets/

Read a TV writer’s account of how reality shows are really made.

1

39

http://www.hahaha.com/en/watch-this/ videos?page=1&act=gags

View videos of unexpected events and surprising reactions on the Gags website.

6

51

http://www.imdb.com/title/tt0091064/

Watch the theatrical trailer of .

1

57

http://heathergracestewart.com/

Read more poems by a Québec poet.

5

65

http://www.netaddiction.com/index. php?option=com_bfquiz&view=onepage &catid=46&Itemid=106

Take a quiz to calculate your use of the Internet.

Production Studio

72

http://www.netsmartz.org

Watch videos or read information on Internet risks.

2

76

http://www.cbc.ca/doczone/episode/ life-is-a-highway.html

Watch a documentary that explores the boom in Canadian music in the 1990s.

4

82

http://www.youtube.com/ watch?v=hd6LkLo0oaA

Watch Marie Digby.

Extra Reading

88

http://www.ted.com/talks/eric_ whitacre_a_virtual_choir_2_000_voices_ strong.html

Watch a presentation by Eric Whitacre.

2 Reality Check

3 Unexpected Outcomes

4 Teens and Screens

5 Making Music

Website

Description

http://www.youtube.com/ watch?v=6WhWDCw3Mng

6 Rights and Rites

by

Watch the viral YouTube video of .

Production Studio

90

http://www.songlyrics.com/

Search for different song lyrics.

1

92

http://www.theskykid.com/

Read about young talent in music and the arts.

5

100

http://www.scholastic.com/browse/article. jsp?id=7950

Read a list of the top comingof-age novels of all time.

6

104

http://teenink.com/

Read stories written by teens.

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Name: ___________________________________________ Date: ________________________ Group: ___________

The Simple Present Imperatives

Unit 1

Grammar Quiz 1

Handout Q 1

A. Complete the dialogue with the simple present of the verbs in parentheses. Chloé: Which (prefer)

1:

you 2

James: I (like, negative)

watching sports or playing sports? 3

either! I (be, negative)

a

very athletic person. 4

Chloé: So, if you don’t like sports, what do you like? What (be) 5

James: I (spend) (appreciate, negative) 7

Chloé: (be)

your hobbies?

hours every day playing the drums. My parents 6

always

the noise!

musical your strongest intelligence type then?

James: No! On the test, my strongest intelligence type is logical-mathematical but I (agree, 8

negative)

intelligence type is musical. (think) (be)

11

9

with the results. I (think) 10

you

my strongest

your test results

accurate?

Chloé: Yes, I do. I (enjoy) 13

James: (be)

15

12

playing soccer and dancing. I (move) 14

all the time and I (have)

good coordination.

I right in saying that you’re bodily-kinesthetic?

Chloé: Exactly! /15 points B. Rewrite the following sentences as imperatives. 1. You need to take the multiple intelligence test.

2. The students have to read the texts about unusual talents.

3. You must not teach the same skill as your partners.

4. It is a good idea to gather your material and prepare your presentation.

5. Students must not speak too softly during the presentation.

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Adverbs of Frequency Question Words

Unit 2

Grammar Quiz 2

Handout Q 2

A. Complete each sentence by replacing the word or words in parentheses with the most appropriate adverb of frequency from the word box. Use each adverb only once. always • every afternoon • hardly ever • never • often • once • regularly • sometimes • twice • usually 1. Paul is a reality TV fanatic. He (generally)

watches two hours of

reality television (every day after school)

.

2. People who do not like reality TV say that the shows are (without exception) fake. The TV producers edit the shows so viewers (almost never) see the true story. 3. Emma and Sarah were reality TV contestants (one time)

. They

did not like the experience so they will not do it (a second time)

.

4. I enjoy cooking but I’m (frequently)

very busy with school

projects. However, I (not ever)

miss my favourite cooking show

on TV. 5. Kevin plays lacrosse (at equal intervals) and again)

in summer. (Every now

he even watches it on TV. /10 points

B. Complete the paragraph with the question words from the word box. Use each question word only once. how how • long • how many • how much • how old • what • where • which • who • why I watch this show all the time because it has such good singers. Wait a second, 1

2

is that? 3

season?

is there a new contestant in the middle of the

5

is she? I can’t wait to hear her sing! will her voice sound?

7

6

song will she choose?

will she last before the judges and the audience 8

eliminate her? Though, maybe she will win.” 9

4

does she come from? She looks like a teenager.

of them deserves to win?

10

people are competing now?

money does the winner receive? /10 points

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Simple Past Past Continuous

Unit 3

Grammar Quiz 3

Handout Q 3

A. Complete the text with the simple past of the verbs in parentheses. 1

My parents (be) 2

very worried yesterday evening because I (stay out)

4

them because I (lose) 5

3

late with my friends. I (call, negative) my cellphone. They (believe, negative)

me. /5 points

B. Complete the text with the past continuous of the verbs in parentheses. 1

What an amazing day my dad and I had yesterday! While we (play) 2

hockey in the driveway, I noticed that he (smile) 3

he (act, negative)

from ear to ear and 4?

normally. What (happen) 5

Finally, he told me: we (go)

to a Montréal Canadiens game that

evening! /5 points

C. Complete the text with the simple past and the past continuous of the verbs in parentheses. Selena’s Surprising Date 1

Selena’s heart (beat)

2

fast when she (meet) 3

her new boyfriend, Daniel, at the cinema last night. He (be)

4

different from the other boys in her class. The movie trailers (play) 5

so Selena (decide) 6, 8

to go to the washroom quickly. As she (return) 7

the lights (go)

down. Slowly, she (take) 9

Daniel’s hand in the dark. While she (hold)

her boyfriend’s hand gently, a strange boy’s voice (say)

10,

“Hey, I’m

sure you’re a very nice girl, but I think my girlfriend in the seat beside me will be angry if she sees us holding hands!” /10 points 258 Studio Year One

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Modals Conditionals

Unit 4

A. Complete the dialogue with 1. You

Handout Q 4

or

easily contact friends on social media networks. (ability)

2. Personally, I

prefer to meet my friends face to face. (desire)

3. With your schedule, that

be harder than you think. (possibility)

4. In the past, I 5. You

Grammar Quiz 4

always make my plans online rst. (ability) admit, it’s very convenient to chat online! (obligation)

6. True, but

we try to meet our friends in person? (suggestion, negative)

7. Which you choose if you could use either video chats or instant messenger? (condition) 8. Video chats

work but I almost always look a bit weird. (ability)

9. So, talking with webcams 10. No, there

be the best solution? (possibility, negative) be a better way to connect! (obligation) /10 points

B. Underline the correct verb in each sentence. 1. If I spend too much personal time on social media sites, my parents (turn / turned) off the computer. 2. If Anna doesn’t update her Facebook prole every day, she (feels / should feel) depressed! 3. If children play online video games with strangers, someone (monitored / should monitor) them. 4. If Harry plays the video game with a partner, he (defeats / defeated) the monster. 5. If you share your password with friends, you (will compromise / should compromise) your privacy. 6. If someone discovers your password, you (change / should change) it. 7. If you create a secure email address, a stranger (didn’t guess / cannot guess) your identity. 8. If Jacob is media smart, he never (reveals / revealed) his age in his email address. 9. Carl (helped / might help) you set up an account if you need assistance. 10. You (ask / should ask) your parents’ permission if you want to meet an online friend in person. /10 points

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Pronouns and Possessives Phrasal Verbs

Unit 5

Grammar Quiz 5

Handout Q 5

A. Complete the radio commercial with appropriate pronouns and possessives ( ). Apply to the International School of Music Today! As music professionals in the industry, we’ll bring out the best of your musical talents and 1

give 3

2

the tools to climb to the top of

career. 4

team of talented music professionals will initiate 5

the tricks of the trade. These tools will quickly become

into

to use. Other

schools don’t offer the in-depth courses in production techniques and electronic engineering that

6

do. While they may promise big dreams, their courses simply don’t 7.

compare to visit

9

8,

If you’re considering a musical career for

at

10

website today! /10 points

B. Underline the appropriate phrasal verb in each sentence. 1. Carolyn, I want you to (keep on / keep up) the good work you’re doing. 2. You work hard and you have the courage to (take on / take off) new challenges. 3. You never (put up with / put off) your practice sessions. 4. I can’t imagine that you would ever decide to (drop in / drop out of) this school. 5. I realize that your homework requires you to (cut down on / cut up) other activities. 6. Be strong and steady. Don’t (give away / give up) training your voice. 7. If you (ask out / ask around), other people will tell you the same thing. 8. I hope you (get through / get over) the stress of your last performance. 9. You need to (look over / look after) yourself and take good care of your health. 10. I want you to (get on / get away with) the stage and astonish us. /10 points

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The Future Conjunctions

Unit 6

Grammar Quiz 6

Handout Q 6

A. Underline the future verb in each sentence. Then, write the negative form of each verb. 1. I will graduate from high school in two years.

2. Next weekend, Nash is going to work for six hours.

3. The end-of-year school concert will start soon.

4. Rashid and I will be at the game on Saturday.

5. Why are you going to join the army?

/10 points B. Complete each sentence with a conjunction from the word box. also • although • because • besides • either . . . or • except • if • since • so • yet 1. I enjoy getting older 2.

I have a hard time taking on new responsibilities.

I can do the assignment now

3. Doing research is fun

I can do it tomorrow.

I love discovering new ideas and information.

4.

I studied hard for the exam, I received a poor grade.

5.

you were absent, I decided to do your share of the work.

6. What pastimes do you like 7. Call me

reading? you need any help.

8. Dana loves cats

she volunteers at the animal shelter.

9. Majid loves cooking. He says he 10. Everyone

likes soccer.

Julia passed the test. /10 points

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C1 Interacts Orally in English

Self-Evaluation Log

Handout SEL 1

Instructions • Evaluate your progress once a month. Give yourself a score for each line: Doing ne = 3 points Not bad = 2 points Needs work = 1 point • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

I use English at all times. Participation in oral interaction

I contribute throughout interaction. I react to what others say. My ideas are pertinent.

Content of the message

I develop my ideas. I build on what others say.

Articulation of the message

Strategies and resources

I don’t hesitate too much. I can integrate the grammar and vocabulary I learn. I know which strategies help me and I use them. I know which resources help me and I use them.

Total Date

What I want to work on (strategies, skills from the list above)

Date

What I manage well

Comments:

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C2 Reinvests Understanding of Tasks

Self-Evaluation Log

Handout SEL 2

Instructions • Evaluate your progress once a month. Give yourself a score for each line: Doing ne = 3 points Not bad = 2 points Needs work = 1 point • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

I understand texts I read. Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task

Strategies and resources

I understand texts I listen to. I understand texts I view. I share what I understand with others and adjust my understanding if necessary. I can select relevant ideas from the texts to reinvest. I combine ideas from the texts with my own ideas. I understand how to use text features in my work. I know which strategies help me and I use them. I know which resources help me and I use them.

Total Date

What I want to work on (strategies, skills from the list above)

Date

What I manage well

Comments:

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Name: ___________________________________________ Date: ________________________ Group: ___________

C3 Writes and Produces Texts

Self-Evaluation Log

Handout SEL 3

Instructions • Evaluate your progress once a month. Give yourself a score for each line: Doing ne = 3 points Not bad = 2 points Needs work = 1 point • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score

Participation in the writing and production processes

I use all phases of the processes to complete my tasks.

Date

Content of the message

I cooperate with others to give and receive feedback My ideas are pertinent. I consider the audience and purpose. I organize my ideas. I develop my ideas.

Formulation of the message

Strategies and resources

My grammar and syntax are accurate. I can integrate the new grammar and vocabulary I learn. My classmates can understand my messages. I know which strategies help me and I use them. I know which resources help me and I use them.

Total Date

What I want to work on (strategies, skills from the list above)

Date

What I manage well

Comments:

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C3 Writes and Produces Texts

Peer Evaluation

Handout PE

Instruction • Evaluate your classmate’s work. Name of classmate: ______________________________

Criterion

Name of task or project: ______________________________

Doing ne!

Performance

Not bad.

Needs work.

Comment

Date Participation in the writing and production processes

Content of the message

Formulation of the message

Production process only

My classmate used all phases of the processes to complete the task. My classmate was open to and integrated feedback from others. The ideas are pertinent. The product is appropriate for the audience and purpose. The ideas are organized. The ideas are developed and supported. The grammar and syntax are generally accurate. The text reinvests new grammar and vocabulary from the unit. The text is easy to understand at the rst reading. The images, video and/or music enhance the message of the production.

One thing you really like about this product: ________________________________________________________________ One thing that could be improved for next time: _____________________________________________________________ Evaluated by : _______________________________________________ Date: ___________________________________

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Name: ___________________________________________ Date: ________________________ Group: ___________

What Did You Learn?

Unit Reection

Handout UR

Unit number: ____________ Title: _______________________________________________________________________

Instruction • Reect on what you learned in the unit. • Share what you learned with your classmates. • Reinvest language, information and ideas from the unit.

Language Prompts to help share your ideas • I learned . . . • What did you answer for . . . ? • In my opinion . . . • I think that . . . • I think this because . . . • What’s your opinion? • What do you think about . . . ? • Why do you think that? • That’s interesting. • In text ____ it says . . .

1. Look back at the tasks you completed in the unit. a. Write new words you want to remember.

b. Write something interesting you learned in this unit.

2. a. What was the driving question of the unit (on the opening page)?

b. Answer the driving question.

c.

How did your answer to the driving question change from your predictions at the beginning of the unit?

Share and Reinvest 3. In teams, • Discuss your answers to Step 1 and Step 2. • Elaborate on your answers by using information and ideas from the unit and from your own personal experiences. • Listen to your partners. • Ask your classmates questions. • Elaborate on your classmates’ ideas and experiences.

Set a Goal 4. Write your goal for speaking, listening, reading or writing in the next unit.

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C1 Interacts Orally in English

General Rubrics for Competencies

Handout GEN 1

Participation in oral interaction

Note: Expressing stand-alone opinions and ideas (related to the issue but not to the ongoing discussion) is not interacting. Allot an E if student speaks (well or not) but does not interact with peers. A

B

C

Interacts throughout the discussion, and uses a few techniques to help the discussion move forward (e.g. reacts to and prompts peers, helps with words, asks questions).

Interacts throughout the discussion.

Interacts sporadically or mostly when prompted.

B

C

E Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

D

E

Speaks with ease when interacting.

Speaks with some ease when interacting. Hesitations, although present, rarely interfere with interaction.

Speaks with some difculty when interacting, e.g. messages are sometimes choppy/incomplete and/or pauses and hesitations sometimes hinder interaction.

Speaks with much difculty when interacting, e.g. messages are often choppy/incomplete or made up of isolated words. Pauses and hesitations often hinder interaction.

Expresses messages that are mostly incomprehensible, reverts to a language other than English often enough that evaluation is not possible OR does not participate.

When interacting, expresses messages that are clear and contain few errors, if any.

When interacting, makes errors that sometimes affect clarity of messages. Messages are understood with interpretation.

When interacting, makes errors that regularly affect clarity of messages. Messages are understood with interpretation.

When interacting, makes errors that often affect clarity of messages. Messages are mostly understood but require interpretation.

Fluency Accuracy

Articulation of the message**

A

D Rarely expresses ideas or responds to peers.

Targeted Language Conventions Type of Error

Very Few

Some

Many

Too Many

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. ** Teachers should target language conventions for the task based on the progression of learning and notions from the unit.

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Management of strategies and resources *

Content of the message

C1 Interacts Orally in English

General Rubrics for Competencies

Handout GEN 1 cont.

A

B

C

D

E

Discusses the targeted topics, shares relevant ideas and elaborates on them (e.g. refers to personal experience, gives details, asks questions) AND brings up new ideas or aspects to enrich the discussion.

Discusses the targeted topics, shares relevant ideas and elaborates on them (e.g. refers to personal experience, gives details, asks questions).

Expresses basic ideas related to the topic, elaborates somewhat when prompted.

Expresses ideas that are mostly incomplete, repetitive or can apply to any topic (e.g. ).

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

A

B

Selects and manages a variety of strategies and resources effectively. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

C Requires some prompting to use strategies and resources.

D Uses strategies and resources when explicitly told which to use.

E Despite prompting, does not make use of strategies or resources.

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. ** Teachers should target language conventions for the task based on the progression of learning and notions from the unit.

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C2 Reinvests Understanding of Texts

General Rubrics for Competencies

Handout GEN 2

Selection and use of information/ ideas/language Coherence of organization, combination with own ideas

Management of Strategies and Resources *

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

Note: to be able to assess students’ reinvestment, the teacher must be familiar with the texts students have listened to, viewed or read.

A Shows superior understanding of texts and makes pertinent links between texts and own experience.

B Shows solid understanding of texts and makes some links between texts and own experience.

C

D

E

Shows some understanding of texts and makes few links between texts and own experience.

Shows little understanding of texts. Makes no links between texts and own experience.

Shows no understanding of texts. Responses not linked to texts.

A

B

C

D

Chooses appropriate, accurate and pertinent information/ ideas/language from the texts.

Chooses mostly appropriate, accurate and pertinent information/ideas/ language from the texts.

Chooses some appropriate, accurate and pertinent information/ideas/ language from the texts. Shows some weaknesses, such as: • lacking content or coherence • some inaccurate content • too general or irrelevant • some content copied from texts

Chooses little appropriate, accurate or pertinent information/ideas/ language from the texts. Shows many weaknesses, such as: • lacking content or coherence • inaccurate content • too general or irrelevant • chunks of content copied from texts

Information/ ideas/language are inaccurate or invented. OR large parts copied from source texts.

Combines a great many ideas / great deal of information/ language from the text with own ideas to create a coherent product. Content is tailored to meet audience’s needs.

Combines many ideas /much information/language from the text with own ideas to create a coherent product.

Combines some information/ ideas/ language from the text with own ideas.

Combines few ideas/ little information/ language from the text with own ideas.

Own ideas are not included or incoherent.

Content somewhat meets audience’s needs.

Content is poorly suited to audience’s needs.

Content is generally suited to meet audience’s needs.

A

B

Selects and manages a variety of strategies and resources effectively. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

C Requires some prompting to use strategies and resources.

D Uses strategies and resources when explicitly told which to use.

E

Content is unsuited to audience’s needs.

E Despite prompting, does not make use of strategies or resources.

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

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Participation in the writing and production processes*

C3 Writes and Produces Texts

Pertinence and coherence Development Accuracy of targeted language conventions** Text components and features

Clarity

Content of the message

Handout GEN 3

A

B

C

D

E

Personalizes the process to plan and carry out the task. Seeks and integrates feedback from peers and teacher. Cooperates well with others to carry out the production process.

Uses the steps of the process to complete the task.

With some support, uses the steps of the process to complete the task.

Despite support, does not use the steps of the process to complete the task.

Does not use the steps of the process OR does not complete the task.

A

Formulation of the message

General Rubrics for Competencies

B

C

D

E

Text is well adapted to the task requirements (topic, audience, purpose). Ideas are well organized and coherent.

Text is suited to the task requirements. Ideas are generally well organized and coherent.

Text is somewhat suited to the task requirements. Ideas are somewhat organized and coherent.

Text is somewhat unsuited to the task requirements. Ideas lack some organization and coherence.

Text is unsuited to task requirements. Ideas lack organization and coherence.

Ideas and viewpoints are well developed and supported.

Ideas and viewpoints are generally well developed and supported.

Ideas and viewpoints are somewhat developed and supported.

Ideas and viewpoints are somewhat underdeveloped or supported.

Ideas and viewpoints are not developed or supported.

D

E

A

B

C

Contains very few or no errors in the use targeted language conventions (vocabulary/grammar/ functional language).

Contains few errors in the use of targeted language conventions.

Contains some errors in the use of targeted language conventions.

Contains many errors in the use of targeted language conventions.

Errors may be present but do not affect readability or understanding.

Errors may affect readability but not understanding.

Errors or awkward structures sometimes affect readability and understanding. Text is understood with some interpretation.

Errors and/or awkward structures repeatedly affect readability and/or understanding but text is understood with a good deal of interpretation.

All required components and features are present and skillfully tailored to the needs of the task.

All required components and features are present and properly structured.

Most required components and features are present.

Some required components or features are present.

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Text is mostly incomprehensible OR does not respect the task requirements OR student does not complete the task.

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C3 Writes and Produces Texts

General Rubrics for Competencies

Handout GEN 3 cont.

Targeted Language Conventions / Text Components and Features

Management of strategies and resources **

Type of Error

Very Few

Some

A

B

Selects and manages a variety of strategies and resources effectively. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

Many

C Requires some prompting to use strategies and resources.

D Uses strategies and resources when explicitly told which to use.

Too Many

E Despite prompting, does not make use of strategies or resources.

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. ** Teachers should target language conventions for the task based on the progression of learning and notions from the unit.

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C3: Participation in the production process*

C2: Management of strategies and resources *

C1: Participation in oral interaction

Present a star for an unusual talent show.

Unit 1 Workbook page 18

Project Evaluation Grid

Handout PRO 1

A

B

C

D

E

Interacts in English while asking for and receiving feedback about own and others’ talent media texts and uses a few techniques to help the discussion move forward (e.g. prompts peers, helps with words, asks questions).

Interacts throughout the process of giving and receiving feedback about the talent presentations.

Interacts sporadically or mostly when prompted.

Rarely expresses ideas or responds to peers.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

A

B

Selects and manages a variety of strategies and resources effectively to plan, prepare and present the talent media text. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

A

B

C

D

E

Personalizes the process to plan and create the talent media text. Seeks and integrates feedback from peers and teacher. Cooperates well with others to give and receive feedback.

Uses the steps of the process to complete the media text.

With some support, uses the steps of the process to complete the media text.

Despite support, does not use the steps of the process to complete the media text.

Does not use the steps of the process OR does not complete the project.

272 Studio Year One

C

D

Requires some prompting to use strategies and resources.

n Teacher Evaluation Grids

Uses strategies and resources when told explicitly which to use.

E Despite prompting, does not make use of strategies or resources.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Present a star for an unusual talent show.

Pertinence and coherence Development

C3: Content of the message

A

Unit 1 Workbook page 18

B

C

Project Evaluation Grid

D

Handout PRO 1 cont.

E

Description is well adapted to the task requirements (media text presentation for a talent show candidate). Ideas are well organized and coherent.

Description is suited to the task requirements. Ideas are generally well organized and coherent.

Description is somewhat suited to the task requirements. Ideas are somewhat organized and coherent.

Description is somewhat unsuited to the task requirements. Ideas lack some organization and coherence.

Description is unsuited to task requirements. Ideas lack organization and coherence.

Media text is well developed and supported with images and/or video clips.

Media text is generally well developed and supported with images and/or video clips.

Media text is somewhat developed and supported with images and/or video clips.

Media text is somewhat underdeveloped or unsupported with images and/or video clips.

Media text is not developed or supported with images and/or video clips.

Comments:

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

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Name: ___________________________________________ Date: ________________________ Group: ___________

C3: Participation in the production process *

C2: Management of strategies and resources *

C1: Participation in oral interaction

Create a casting call to encourage teenagers to audition for your new reality show.

Unit 2 Workbook page 36

Project Evaluation Grid

Handout PRO 2

A

B

C

D

E

Interacts in English while asking for and receiving feedback about own and others’ casting calls and uses a few techniques to help the discussion move forward (e.g. prompts peers, helps with words, asks questions).

Interacts throughout the process.

Interacts sporadically or mostly when prompted.

Rarely expresses ideas or responds to peers.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

A

B

C

D

E

Selects and manages a variety of strategies and resources effectively to plan, prepare and present the casting call. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

Requires some prompting to use strategies and resources.

Uses strategies and resources when told explicitly which to use.

Despite prompting, does not make use of strategies or resources.

A

B

C

D

E

Personalizes the phases of the process (pre-production, production, post-production) to plan and create the casting call. Seeks and integrates feedback from peers and teacher. Cooperates well with others to give and receive feedback.

Uses the phases of the process to complete the casting call.

With some support, uses the steps of the process to complete the casting call.

Despite support, does not use the steps of the process to complete the casting call.

Does not use the steps of the process OR does not complete the casting call.

Comments:

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

274 Studio Year One

n Teacher Evaluation Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________ Project Evaluation Grid

Handout PRO 3

B

C

D

E

Interacts in English while asking for and receiving feedback about own and others’ discovery projects and uses a few techniques to help the discussion move forward (e.g. prompts peers, helps with words, asks questions).

Interacts throughout the process.

Interacts sporadically or mostly when prompted.

Rarely expresses ideas or responds to peers.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

A

B

C

D

E

Combines a great deal of information/ language and a great many ideas from the unit with own ideas to create a coherent discovery project. Content is tailored to meet audience’s needs.

Combines a lot of information/ language and many ideas from the unit with own ideas to create a coherent discovery project. Content is generally suited to meet audience’s needs.

Combines some information/ideas/ language from the unit with own ideas. Content somewhat meets audience’s needs.

Combines little information/ language and few ideas from the unit with own ideas. Content is poorly suited to audience’s needs.

Own ideas are not included or incoherent. Content is unsuited to audience’s needs.

A C3: Participation in the production process *

Unit 3 Workbook page 54

A

Coherence of organization, combination with own ideas

C2: Use of knowledge from texts in a reinvestment task

C1: Participation in oral interaction

Show how an unexpected discovery happened.

Personalizes the phases of the process (pre-production, production, post-production) to plan and create the discovery project. Seeks and integrates feedback from peers and teacher. Cooperates well with others to give and receive feedback.

B Uses the phases of the process to complete the discovery project.

C With some support, uses the steps of the process to complete the discovery project.

D Despite support, does not use the steps of the process to complete the discovery project.

E Does not use the steps of the process OR does not complete the project.

Comments:

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Help make younger students smart users of social media!

C2: Management of strategies and resources *

C1: Participation in oral interaction

xxx

Project Evaluation Grid

Handout PRO 4

A

B

C

D

E

Interacts in English while asking for and receiving feedback about own and others’ social media projects and uses a few techniques to help the discussion move forward (e.g. prompts peers, helps with words, asks questions).

Interacts throughout the process.

Interacts sporadically or mostly when prompted.

Rarely expresses ideas or responds to peers.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

A

B

Selects and manages a variety of strategies and resources effectively to plan, prepare and present the social media project. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

Development

Pertinence and coherence

A C3: Content of the message

Unit 4 Workbook page 72

C

D

Requires some prompting to use strategies and resources.

Uses strategies and resources when told explicitly which to use.

E Despite prompting, does not make use of strategies or resources.

B

C

D

E

Media text is well adapted to younger students. Ideas are well organized and coherent.

Media text is suited to younger students. Ideas are generally well organized and coherent.

Media text is somewhat suited to younger students. Ideas are somewhat organized and coherent.

Media text is somewhat unsuited to younger students. Ideas lack some organization and coherence.

Media text is unsuited to younger students. Ideas lack organization and coherence.

Advice is well developed and explained.

Advice is generally well developed and explained.

Advice is somewhat well developed and explained.

Advice is somewhat underdeveloped or explained.

Advice is not developed or explained.

Comments:

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

276 Studio Year One

n Teacher Evaluation Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________

Use a song to tell your story.

C2: Management of strategies and resources *

C1: Participation in oral interaction

xxx

Project Evaluation Grid

Handout PRO 5

A

B

C

D

E

Interacts in English while asking for and receiving feedback about own and others’ song projects and uses a few techniques to help the discussion move forward (e.g. prompts peers, helps with words, asks questions).

Interacts throughout the process.

Interacts sporadically or mostly when prompted.

Rarely expresses ideas or responds to peers.

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

A

B

Selects and manages a variety of strategies and resources effectively to plan, prepare and present the song project. Reects on their effectiveness and makes adjustments.

Selects and manages appropriate strategies and resources.

Development

A C3: Content of the message

Unit 5 Workbook page 90

Story is well developed and supported by the content of the song.

B Story is generally well developed and supported by the content of the song.

C Requires some prompting to use strategies and resources.

C Story is somewhat well developed and supported by the content of the song.

D Uses strategies and resources when told explicitly which to use.

D Story is somewhat underdeveloped or unsupported by the content of the song.

E Despite prompting, does not make use of strategies or resources.

E Story is not developed or links with song are unclear.

Comments:

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Create a time capsule about your teen years.

Project Evaluation Grid

Handout PRO 6

A

B

C

D

E

Discusses the time capsules with relevant ideas and elaborates on them (e.g. refers to personal experience, future plans, gives details, asks questions) AND brings up new ideas or aspects to enrich the discussion.

Discusses the time capsules with relevant ideas and elaborates on them (e.g. refers to personal experience, future plans, gives details, asks questions).

Expresses basic ideas related to the time capsules, elaborates somewhat when prompted.

Expresses ideas that are mostly incomplete, repetitive or can apply to any topic (e.g. ).

Reverts to a language other than English often enough that evaluation is not possible OR does not participate.

Accuracy of targeted language conventions**

C3: Formulation of the message

C1: Content of the message

xxx

Unit 6 Student Book page 108

A

B

Contains very few or no errors in the use of targeted language conventions (vocabulary/ grammar/functional language)

Contains few errors in the use of targeted language conventions.

C

D

Contains some errors in the use of targeted language conventions.

Contains many errors in the use of targeted language conventions.

E Text is mostly incomprehensible OR does not respect the task requirements OR student does not complete the task.

Targeted Language Conventions Type of Error

Very Few

Some

Many

Too Many

Use of conjunctions Use of future tense ( )

Comments:

Note: ** Teachers should target language conventions for the task based on the progression of learning and notions from the unit.

278 Studio Year One

n Teacher Evaluation Grids

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Name: ___________________________________________ Date: ________________________ Group: ___________

Individual Progress Log

xxx

Competency

Handout IND

Date and Level of Prociency

C1 Interacts Orally • Participation in oral interaction • Content of the message • Articulation of the message • Management of strategies and resources* Comments:

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task • Management of strategies and resources* Comments:

C3 Writes and Produces Texts • Participation in the writing and production processes* • Content of the message • Formulation of the message • Management of strategies and resources* Comments:

Note: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

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Name: ___________________________________________ Date: ________________________ Group: ___________

C1 Interacts Orally in English

xxx

Handout OG 1

C1 Interacts Orally in English (40%)

280 Studio Year One

n Teacher Evaluation Grids

Task/Date: ____________

Task/Date: ____________

Management of strategies and resources Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Articulation of the message Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Content of the message Task/Date: ____________

Participation in oral interaction Task/Date: ____________

Students

Evaluation Criteria

Task/Date: ____________

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Task/Date: ____________

A B C D E

Observation Grid

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Name: ___________________________________________ Date: ________________________ Group: ___________

C2 Reinvests Understanding of Texts xxx

Handout OG 2

C2 Reinvests Understanding of Texts (30%)

Reproduction permitted © Chenelière Education Inc.

Studio Year One n Teacher Evaluation Grids

Task/Date: ____________

Task/Date: ____________

Management of strategies and resources

Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Use of knowledge from texts in a reinvestment task Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Evidence of understanding of texts through the response process Task/Date: ____________

Participation in the response process

Task/Date: ____________

Students

Evaluation Criteria

Task/Date: ____________

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Task/Date: ____________

A B C D E

Observation Grid

281

Name: ___________________________________________ Date: ________________________ Group: ___________

C3 Writes and Produces Texts

xxx

Handout OG 3

C3 Writes and Produces Texts (30%)

282 Studio Year One

n Teacher Evaluation Grids

Task/Date: ____________

Task/Date: ____________

Management of strategies and resources Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Formulation of the message

Task/Date: ____________

Task/Date: ____________

Task/Date: ____________

Content of the message

Task/Date: ____________

Participation in the writing and production processes Task/Date: ____________

Students

Evaluation Criteria

Task/Date: ____________

Exceeds expectations Meets expectations Acceptable but needs improvement Does not meet all expectations Serious difculties

Task/Date: ____________

A B C D E

Observation Grid

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EVALUATION SITUATION

1

You’ve Got Talent! For use after Units 1 and 2

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1 284 • Evaluation Rubrics for C1, C2 and C3 ES 1.1 285-286 Student Handouts ES 1.2–ES 1.4

287-293

ESL Competencies Evaluated C1: Interacts Orally in English • Participation in oral interaction C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3: Writes and Produces Texts • Content of the message • Formulation of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme of the evaluation situation in general terms. Students will teach a skill to their classmates and write an interview with a talent scout or business shark. • Ask students if they watch talent shows on TV. Ask if they watch reality shows about entrepreneurs who want to promote their business ideas. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria, using the grids for the three ESL competencies on pages 285-286. • Tell students which resources they are allowed to use. • For Task 1, cut handout ES 1.2 into six cards. Group students in teams of three, making sure that each team has three different crafts. When students have nished teaching their skills to their two partners, they may form new teams of three and repeat the presentation. Cards 5 and 6 may be given to more advanced students. Students will also need sheets of white letter-sized paper to practise and teach their skills. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

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Studio Year One n Evaluation Situation 1

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Overview of Evaluation Situation 1 Students learn a new skill and teach it to their partners. They read about talent scouts and business sharks. They learn how ordinary people can become successful stars and entrepreneurs. Finally, they think about one of their strengths (a talent, a skill or a business idea) and write an interview between a talent scout or business shark and themselves.

Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Task 1: Teach Me a Skill 60 min

C1 Interacts orally in English • Participation in oral interaction

How-to

– Discourse markers – Imperatives

Prole description

– Identication and description – Simple present – Adjectives

Interview

– Asking and answering information questions – Identication and description

Task 2: Meet the Agents 45 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 3: In the Studio 75 min

C2 Reinvests understanding of texts • Use of knowledge from texts in a reinvestment task C3 Writes and produces texts • Content of the message • Formulation of the message

284 Studio Year One

n Evaluation Situation 1

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: Teach Me a Skill Task 2: Meet the Agents

Evaluation Situation 1 You’ve Got Talent!

Evaluation Grids

Handout ES 1.1

Task 1: C1 Interacts Orally in English

Participation in oral interaction

A Exceeds expectations Student interacts actively and spontaneously when teaching partners a new skill. Student helps maintain interaction by repeating ideas and using different words to help others understand.

B Meets expectations Student maintains interaction in English when teaching partners and perseveres despite some difculties. Student helps maintain interaction by repeating ideas to check own understanding and asking for clarication when necessary.

C Acceptable but needs improvement Student participates in English when prompted. Student shows understanding of partners’ messages.

D Does not meet all expectations

E Serious difculties

Student cannot maintain interaction solely in English and often reverts to another language. Student needs help from the teacher or peers to understand partners’ messages.

Student uses only one-word statements or gestures. Student does not understand partners’ messages and is unable to complete the task.

Evidence of understanding of texts through the response process

Task 2: C2 Reinvests understanding of texts A Exceeds expectations Student demonstrates superior understanding by answering the questions in Step 3 correctly. Student connects ideas in the text with personal opinions in Steps 4 to 7.

B Meets expectations

C Acceptable but needs improvement

Student demonstrates good understanding by nding most answers to the questions in Step 3. Student connects some ideas in the text with personal opinions in Steps 4 to 7.

Student demonstrates fair understanding by nding some answers to the questions in Step 3. Student connects few ideas in the text with personal opinions in Steps 4 to 7.

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D Does not meet all expectations Student demonstrates poor understanding by nding few answers to the questions in Step 3. Student connects no ideas in the text with personal opinions in Steps 4 to 7.

E Serious difculties Student is unable to answer the questions.

Studio Year One n Evaluation Situation 1

285

Name: ___________________________________________ Date: ________________________ Group: ___________

Task 3: In the Studio

Evaluation Situation 1 You’ve Got Talent!

Evaluation Grids

Handout ES 1.1 cont.

Use of knowledge from texts in a reinvestment task

Task 3: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student adapts ideas and information from the text in Task 2 to write ve interview questions from the perspective of a talent scout or business shark.

Student needs some prompting to adapt ideas and information from the text in Task 2 to write ve interview questions from the perspective of a talent scout or business shark.

Student needs support to write ve interview questions from the perspective of a talent scout or business shark.

Student has difculty adapting ideas and information from the text and is unable to write ve interview questions from the perspective of a talent scout or business shark.

Student is unable to reinvest information from the text to write interview questions from the perspective of a talent scout or business shark.

Formulation of the message

Content of the message

Task 3: C3 Writes and Produces Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

Student’s interview is on topic and ideas are well organized.

Student’s interview is on topic and ideas are generally well organized.

Student’s interview is somewhat pertinent to the topic but lacks organization.

Most of the interview lacks pertinence and/ or coherence.

Student’s interview lacks pertinence and/ or coherence.

Student’s interview is easily understood after one reading. Student writes questions and answers that are grammatically accurate.

Most of the student’s interview is easy to understand after one reading. Student writes questions and answers that are generally grammatically accurate.

Student‘s interview requires a second reading but text is generally understandable. Student’s questions and answers contain several errors.

Student’s interview is difcult to understand, even after a second reading. Most of the student’s questions and answers are grammatically inaccurate.

Most of student’s interview is difcult to understand even after a second reading. Student’s questions and answers are inaccurate.

286 Studio Year One

n Evaluation Situation 1

D Does not meet all expectations

E Serious difculties

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Name: ___________________________________________ Date: ________________________ Group: ___________

Teach Me a Skill

Evaluation Situation 1 You’ve Got Talent!

Task 1

1. Learn how to make a paper craft. Read the instructions on the card. Practise making the paper craft. Craft 1. How to Make a Paper Cup You will need: • one sheet of letter-sized paper Step 1: First, cut the sheet of paper to form a square. Step 2: Then, fold one corner of the paper over to the opposite corner to form a triangle. Step 3: Place the triangle so the folded edge is at the bottom. Step 4: Next, take the bottom right corner of the triangle. Fold it up so the tip touches the middle of the left side of the triangle. Step 5: Then, take the bottom left corner of the triangle. Fold it up over the folded right side so the left tip touches the middle of the right side of the paper. Step 6: After that, fold the top ap down towards you. Step 7: Turn the paper over. Fold the other top ap down towards you. Step 8: Finally, push open the cup and fold in the two pointed tips at each side. You can ll your cup with water and drink! 1. Learn how to make a paper craft. Read the instructions on the card. Practise making the paper craft. Craft 2. How to Make a Paper “Quack Quack” You will need: • one sheet of letter-sized paper • scissors • coloured pens

Handout ES 1.2

2. Work in teams of three. Follow these steps: • Teach your partners how to make the craft. • Listen to your partners. • Follow their instructions. • Make the other paper crafts.

2. Work in teams of three. Follow these steps: • Teach your partners how to make the craft. • Listen to your partners. • Follow their instructions. • Make the other paper crafts.

Step 1: First, cut the sheet of paper to form a square. Step 2: Then, fold one corner of the paper over to the opposite corner to form a triangle. Step 3: Repeat Step 2 to form a smaller triangle. Step 4: Next, open the paper. You can see four triangle folds. Step 5: Take each corner of the paper and fold it to the centre point. You now have a square. Step 6: Next, turn the paper over so the folds are underneath. Step 7: After that, take each corner of the paper and fold it to the centre point. You now have a smaller square. Step 8: Fold the square in half to form a rectangle. You have two folded squares on each side of the paper. Step 9: Then, slip your thumbs and index ngers into the folds and push the sides together to form pyramid-type shapes. Step 10: Finally, colour each outer square a different colour. On the inside triangles, write numbers one to eight. Lift up each ap and write an adjective on each inner triangle.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Teach Me a Skill

Evaluation Situation 1 You’ve Got Talent!

Task 1

1. Learn how to make a paper craft. Read the instructions on the card. Practise making the paper craft. Craft 3. How to Make a Paper Snowake You will need: • one sheet of letter-sized paper • scissors Step 1: First, cut the sheet of paper to form a square. Step 2: Then, fold one corner of the paper over to the opposite corner to form a triangle. Step 3: Repeat Step 2 to form a smaller triangle. Step 4: Next, fold the left side of the paper in towards the middle of the triangle. Step 5: Then, fold the right side of the paper in towards the middle of the triangle You now have a sharp point at the top. Step 6: Turn the paper over. You have two triangles that stick out below the bottom edge of the paper. Step 7: Cut off the two bottom triangles.

Handout ES 1.2 cont.

2. Work in teams of three. Follow these steps: • Teach your partners how to make the craft. • Listen to your partners. • Follow their instructions. • Make the other paper crafts.

Step 8: After that, draw shapes along the outer edges of the triangle. Step 9: Cut out the shapes. Do not cut the top point of the triangle. Step 10: Finally, unfold the paper to see your snowake. 1. Learn how to make a paper craft. Read the instructions on the card. Practise making the paper craft. Craft 4. How to Make a Paper Star You will need: • one sheet of letter-sized paper • scissors Step 1: First, fold the sheet of paper in half from top to bottom. Step 2: Then, fold the paper in half from top to bottom again. Step 3: Next, open the paper to undo the fold you made in Step 2. Step 4: Take the top right corner of the folded paper and fold it over until it touches the fold mark at the left edge of the paper. Step 5: Then, fold down the top left corner over the top edge of the section folded in Step 4. Step 6: Hold the paper so that the pointed tip is at the top. Fold the paper in half vertically until the left and right edges match up. Step 7: Cut the top half of the folded paper at an angle to make a triangle. Step 8: Finally, open the triangle to see your star.

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2. Work in teams of three. Follow these steps: • Teach your partners how to make the craft. • Listen to your partners. • Follow their instructions. • Make the other paper crafts.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Teach Me a Skill

Evaluation Situation 1 You’ve Got Talent!

Task 1

1. Learn how to make a paper craft. Read the instructions on the card. Practise making the paper craft. Craft 5. How to Make a Paper Airplane You will need: • one sheet of letter-sized paper Step 1: First, fold the sheet of paper in half lengthwise. Open the paper to show the crease in the middle. Step 2: Then, fold the top left corner in to touch the centre crease. Step 3: Next, fold the top right corner in to touch the centre crease. The bottom edges now form a straight line across the page. Step 4: Then, fold the top of the paper over at the straight line of the bottom edges. The point of the triangle is about six centimetres from the bottom edge of the paper. Step 5: Fold the top left corner to the centre. Only the tip of the paper touches the centre line. Step 6: Do the same thing with the top right corner. Step 7: After that, take the point from Step 4 and fold it up over the two corners from Steps 5 and 6. Step 8: Turn the paper over and fold it in half. Step 9: Next, make the wings. Fold the top edge of the paper all the way down so it touches the bottom edge of the plane along the centre crease. Step 10: Finally, turn the plane over and repeat Step 9 for the second wing. 1. Learn how to make a paper craft. Read the instructions on the card. Practise making the paper craft. Craft 6. How to Make a Paper Box You will need: • one sheet of letter-sized paper Step 1: First, fold the paper in half from top to bottom. Make a crease line and then open the paper up. Step 2: Then, fold the top of the paper down to meet the centre crease line. Step 3: Next, fold the bottom of the paper up to meet the centre crease line. Step 4: Fold the paper in half from top to bottom. Step 5: Unfold the crease from Step 4. Fold the paper in half from left to right. Step 6: Unfold the crease from Step 5. Step 7: Fold the left side of the paper in to meet the centre crease you made in Step 5. Then, open it up again. Step 8: Fold the right side of the paper in to meet the centre crease you made in Step 5. Then, open it up again. Step 9: Fold the top left corner down and the bottom left corner up to touch the crease you made in Step 7. Step 10: Fold the top right corner down and the bottom right corner up to touch the crease you made in Step 8. Step 11: Take the bottom edge of the top ap and fold it up over the two top corner triangles. Step 12: Take the top edge of the bottom ap and fold it down over the two bottom corner triangles. Step 13: Hold the middle of the top and bottom aps between your thumb and index ngers. Pull the aps in opposite directions towards the outside to form a box. Pinch the corners of the box to straighten the sides.

Reproduction permitted © Chenelière Education Inc.

Handout ES 1.2 cont.

2. Work in teams of three. Follow these steps: • Teach your partners how to make the craft. • Listen to your partners. • Follow their instructions. • Make the other paper crafts.

2. Work in teams of three. Follow these steps: • Teach your partners how to make the craft. • Listen to your partners. • Follow their instructions. • Make the other paper crafts.

Studio Year One n Evaluation Situation 1

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Name: ___________________________________________ Date: ________________________ Group: ___________

Meet the Agents

Evaluation Situation 1 You’ve Got Talent!

Task 2

Handout ES 1.3

Talent Scouts and Business Sharks How can a young athlete go from being an excellent player on the high school football team to the NFL’s next big star? How does a teenager take a small business venture and turn it into a multi-million dollar company? How does a talented small-town musician end up as one of the world’s most popular singers? One way is to be noticed by the right person. Talent scouts and business sharks make their living looking for talented people and recruiting them for the sports, business or entertainment world. Some scouts work on reality television shows. One of the best-known talent scouts is Simon Cowell, whose shows , and created some of the biggest stars of the 2010s. Other shows such as and feature venture capitalists who listen as entrepreneurs present their business ideas. The investors agree to provide money to people who have creative ideas but who don’t have the necessary resources to get the business started. Other talent scouts travel to to business fairs, concerts, sports games and talent shows to nd people who excel at what they do or who stand out from others. Talent scout Peter Morgan shares some of the characteristics that make someone successful in

his eld. “I think the most important quality is to have excellent communication skills. Talent scouts need to be able to interact with potential candidates. We have to be energetic and we need to be exible. We travel often and don’t always work regular hours. If you want a nine-to-ve job, talent scouting is not for you. Talent scouts need patience and determination. We also have to be condent and aggressive to go after the candidates we want.” What exactly do talent scouts look for in a potential candidate? According to Morgan, “Scouts look for talented people who are condent of their abilities and ideas. We want open-minded, outgoing individuals who are competitive and not afraid to show off their strengths. The candidate has to truly believe that he or she has an advantage over the next person.” After they spot an interesting candidate, scouts arrange an interview to nd out more about the person. Morgan says, “We interview candidates to make sure they are really serious about their future in their chosen eld. We invest large amounts of money, time and effort and we don’t want to waste time on someone who isn’t willing to put in the necessary work. We all want to be winners in the end.”

Before Reading 1. What types of reality TV shows do you nd the most interesting? Why? talent

business

physical contest

adventure

other 2. Match each word with its denition. Write the appropriate letter on the line. 1. business venture 2. entrepreneur 3. eld 4. venture capitalist 5. willing 6. to spot 290 Studio Year One

a. to notice b. ready to act c. person who provides money or capital to a small enterprise d. area of activity or interest e. a person who organizes a business venture f. project that involves some risk

n Evaluation Situation 1

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Name: ___________________________________________ Date: ________________________ Group: ___________

Meet the Agents

Evaluation Situation 1 You’ve Got Talent!

Task 2

Handout ES 1.3 cont.

While Reading 3. Read the following questions. Then, read the text below and nd the answers in the text. a. What reality TV shows allow people to show their talents?

b. What reality TV shows are based on business ventures?

c. How do talent scouts nd potential candidates for the elds they represent?

d. What are three characteristics that make a successful talent scout?

After Reading 4. What characteristic of a talent scout do you think is the most important? Why?

5. What characteristics of a potential candidate do you think is the most important? Why?

6. Do you think you would make a good talent scout or business shark? Why or why not?

7. Would a scout notice you for your talent, your sports abilities or your potential as an entrepreneur? Explain your answer.

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In the Studio

Evaluation Situation 1 You’ve Got Talent!

Task 3

Handout ES 1.4

You’re a contestant on the reality show . You have an interview with a person who can turn you into the next star of the entertainment, sports or business world. Think about questions the scout or shark can ask and prepare your answers for your studio interview. 1. Choose the focus of your interview. I will write an interview with: I will write about:

a talent scout

my talent as an actor

my skill as an athlete

business shark my talent as a musician or singer

my business ideas as an entrepreneur

Other: 2. Write ve interview questions that a talent scout or business shark might ask a potential candidate. Use the information from the text in Task 2 for help.

3. Write an interview between a talent scout or business shark and yourself. The rst two questions are provided. Use the questions in Step 2. Include at least ve questions with answers. Scout or Shark (S): What is your name and age? You: S:

Can you tell me about yourself, please?

You:

S: You:

S: You:

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In the Studio

Evaluation Situation 1 You’ve Got Talent!

Task 3

Handout ES 1.4 cont.

S: You:

S: You:

S: You:

S: You:

S: You:

S: 4. Revise and edit your interview. Use this writing checklist. I wrote at least ve interview questions with answers. I included important information and details from the text in Task 2. I used correct question formation. I used the simple present tense correctly. I checked my spelling and punctuation. 5.

Write your nal copy. Check it again for mistakes.

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EVALUATION SITUATION

2

Teen Activism and Social Media For use after Units 3 and 4

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2 295 • Evaluation Rubrics for C1, C2 and C3 ES 2.1 296-299 • Audio Transcript (Task 3) T-ES 2.1 300 Student Handouts ES 2.2–ES 2.5

301-309

ESL Competencies Evaluated C1: Interacts Orally in English • Participation in oral interaction • Articulation of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3: Writes and Produces Texts • Formulation of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme of the evaluation situation in general terms. Students will explore teen activism and how social media can play an important role in activism today. • Ask students what causes they feel strongly about, e.g., the environment, human rights, equality for all people, student rights. Ask if they use social media to get news about their favourite causes or to inform others about their favourite causes. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria, using the grids for the three ESL competencies on pages 296-299. • Tell students which resources they are allowed to use. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

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Overview of Evaluation Situation 2 Students learn about the Canadian charity Free the Children. They read and respond to two texts about the charity. They then reinvest their understanding of the texts by writing a newspaper article. Next, they listen to a recording about how social media can help social activism. Finally, they discuss a cause that is important to them and how social media could help promote their causes.

Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Task 1: Free the Children 60 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

– FAQ – Web page

– Simple present – Simple past – Past continuous

Newspaper article

– Simple present – Simple past – Past continuous

Podcast

– Identication and description

Discussion

– States opinions – Asks for others’ opinions – Makes suggestions

Task 2: Newspaper Article 60 min

C2 Reinvests understanding of texts • Use of knowledge from texts in a reinvestment task C3 Writes and produces texts • Formulation of the message

Task 3: Social Media Tips for Teen Activists 30 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Task 4: What’s Your Cause? 45 min

C1 Interacts orally in English • Participation in oral interaction • Articulation of the message

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Task 1: Free the Children

Evaluation Situation 2 Teen Activism and Social Media

Evaluation Grids

Handout ES 2.1

Evidence of understanding of texts through the response process

Task 1: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student demonstrates superior understanding of the texts by answering all the questions in Step 3 correctly and completely. Student connects a great deal of information from the texts with own ideas in Step 4.

Student demonstrates good understanding of the texts by answering four of the questions in Step 3 correctly and, in general, completely. Student connects sufcient information from the texts with own ideas in Step 4.

Student demonstrates fair understanding of the texts by answering at least three of the questions in Step 3 correctly. Student connects some information from the texts with own ideas in Step 4.

Student demonstrates poor understanding of the texts by answering fewer than three of the questions in Step 3 correctly. Student connects little information from the texts with own ideas in Step 4.

Student is unable to answer the questions.

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Task 2: Newspaper Article

Evaluation Situation 2 Teen Activism and Social Media

Evaluation Grids

Handout ES 2.1 cont.

Use of knowledge from texts in a reinvestment task

Task 2: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student selects abundant and relevant information from both texts to write newspaper article. Student adapts information in an interesting and compelling way to suit newspaper article.

Student selects sufcient and relevant information from both texts to write newspaper article. Student adapts information to suit newspaper article.

Student generally selects sufcient and relevant information from at least one of the texts to write newspaper article. Student has some difculty adapting information to suit newspaper article.

Student selects insufcient information from the texts. Information from the texts is often not relevant. Student adapts little information from the texts to suit newspaper article.

Student is unable to reinvest information from the texts to write newspaper article.

Formulation of the message

Task 2: C3 Writes and Produces Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student’s newspaper article is easily understood after one reading. Student’s newspaper article follows the inverted pyramid structure. Student writes in the third person. Student uses simple present, simple past and past continuous verb tenses correctly.

Most of student’s newspaper article is easily understood after one reading. Student’s newspaper article generally follows the inverted pyramid structure. Student writes in the third person. Student uses simple present, simple past and past continuous verb tenses correctly most of the time.

Student’s newspaper article requires a second reading but is generally understandable. Student’s newspaper article loosely follows the inverted pyramid structure. Student writes inconsistently in the third person. Student uses simple present, simple past and past continuous verb tenses correctly some of the time.

Student’s newspaper article is difcult to understand, even after a second reading. Student’s newspaper article does not follow the inverted pyramid structure. Student rarely writes in the third person. Student rarely uses simple present, simple past and past continuous verb tenses correctly.

Most of student’s newspaper article is difcult to understand, even after a second reading. Student’s newspaper article displays a complete lack of organization. Student rarely writes in the third person. Student uses simple present, simple past and past continuous verb tenses incorrectly.

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Task 3: Social Media Tips for Teen Activists

Evaluation Situation 2 Teen Activism and Social Media

Evaluation Grids

Handout ES 2.1 cont.

Evidence of understanding of texts through the response process

Task 3: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

Student demonstrates superior understanding of the text by correctly identifying all the dos and don’ts in the recording. Student writes two or more reasons (where possible) per tip. Student connects many ideas in the text with personal opinions in Steps 3 and 4.

Student demonstrates good understanding of the text by correctly identifying most of the dos and don’ts in the recording. Student writes at least one reason per tip. Student connects a sufcient number of ideas in the text with personal opinions in Steps 3 and 4.

Student demonstrates fair understanding of the text by correctly identifying at least half of the dos and don’ts in the recording. Student writes at least one reason for more than half of the tips. Student connects some ideas in the text with personal opinions in Steps 3 and 4.

Student demonstrates poor understanding of the text by correctly identifying only a few of the dos and don’ts in the recording. Student writes reasons for only a few of the tips. Student connects only a few ideas in the text with personal opinions in Steps 3 and 4.

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E Serious difculties Student is unable to complete the chart and answer Steps 3 and 4.

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Task 4: What’s Your Cause?

Evaluation Situation 2 Teen Activism and Social Media

Evaluation Grids

Handout ES 2.1 cont.

Articulation of the message

Participation in oral interaction

Task 4: C1 Interacts Orally in English A Exceeds expectations

B Meets expectations

Student interacts actively and spontaneously when discussing causes. Student maintains interaction by elaborating on ideas, listening to others, asking and answering questions.

Student interacts actively when discussing causes. Student maintains interaction by listening to others, asking and answering questions.

Student expresses messages that are easily understood and contain few errors. Student generally speaks clearly and uently.

Student expresses messages that are easily understood despite errors. Student speaks somewhat clearly and uently with some hesitation.

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C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student interacts in English when prompted. Student shows understanding of partners’ messages.

Student cannot maintain interaction solely in English and often reverts to another language. Student needs help from the teacher or peers to understand partners’ messages.

Student uses only one-word statements or gestures. Student does not understand partners’ messages and is unable to complete the task.

Student expresses messages that are understood despite frequent errors. Student speaks somewhat clearly but hesitates frequently.

Student expresses simple messages that are partially understood with interpretation. Messages contain frequent errors. Hesitations hinder interaction.

Student is unable to express understandable messages.

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Social Media Tips for Teen Activists

CD

Do you want to connect with teens who are interested in important causes that affect our society? Then welcome to . I’m your host, Gabriel Anderson. Our listeners want positive social change in many areas: education, poverty, the environment, human rights. On today’s podcast, you will hear how you can use social media to help causes that you believe in. Of course, we all know that social media sites like Facebook, Twitter, YouTube and blogs are great places to post funny messages, photos and videos for your friends and family. But did you know that these sites can also help you inform people about causes that are important to you? If you want to become a successful teen activist on social media, listen carefully to the following list of dos and don’ts. You may attract more followers than you ever thought possible! 1. Dene your cause: Have a clear idea of what you are trying to change in your school, your community or in society. Use social media to describe the situation you want to change. Explain what you hope to achieve. If your cause is not clear, you will not get many followers. 2. Be creative: Use original ways to present information about your cause. You can use videos, photos, music and animation. If you entertain your followers, they will stay with you and spread your message. 3. Don’t invent stories: Make sure that everything you post is authentic and truly reects your cause. You must research and provide accurate information. People will not support your cause if they think that you are exaggerating or not telling the truth. 4. Keep it short and simple: Remember, people are busy and have short attention spans. So choose your photos carefully and keep your videos and posts short and to the point. 5. Create communities: To connect with as many people as possible, create pages for your cause on different social media sites. This way, you will reach many people and build large dynamic

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Evaluation Situation 2 Task 3

Audio CD Track 15 Handout T-ES 2.1

communities. If you use only one social media site, you might miss a lot of potential followers. 6. Join other communities: Be a friend, follower and subscriber to other causes that promote social responsibility. There are many important causes in the world and they need support, too. So provide links from your sites to theirs and they will do the same. 7. Don’t bombard your followers: It’s great to keep your community current but be careful not to send too many Tweets. Also, don’t update the Facebook page status for your cause every ve minutes. Too many messages and updates will annoy your followers. 8. Encourage action: Post a call to action when you think you and your followers can provide help. A call to action might be an urgent request for donations to a reliable charity when a natural disaster happens, for example. It might also be a request to sign an online petition for your cause, or a call for volunteers to help at an event. When your followers take action, you can be certain that social change will really happen. 9. Don’t think that you are the boss: Allow your followers to give advice and feedback about your social media movement. Most engaged supporters want to improve the situation that you are promoting, so you need to be open and listen. When people feel they are part of a community, they become committed and engaged. 10. Don’t try to do too much: Start slowly, get comfortable and build a solid foundation. You cannot change the world overnight. Most of the problems highlighted in social activist sites took a long time to develop. You and your followers cannot x things with just a couple of posts and a video. If you expect too much too quickly, you may become disappointed and abandon the cause. So, to all teen social activists out there on social media: Keep up the good work and perhaps soon we will all wake up to a better world. Remember, you can talk to thousands of people with just the click of a mouse! Reproduction permitted © Chenelière Education Inc.

Name: ___________________________________________ Date: ________________________ Group: ___________

Free the Children

Evaluation Situation 2 Teen Activism and Social Media

Task 1

Handout ES 2.2

Free the Children: Improving the Lives of Children Around the World Frequently Asked Questions (FAQ) about Free the Children Free the Children is a youth movement and a charity for young people interested in social activism. It is the world’s largest network of young people helping other young people through education and action. A young Canadian started Free the Children. At rst, he wanted to help children who are forced to work in terrible conditions instead of going to school. Now Free the Children does much more. Who started Free the Children? • Craig Kielburger, when he was 12 years old Where did Free the Children start? When? • Toronto, Canada • 1995 What are Free the Children’s goals? • Free children from poverty • Free children from exploitation • Free children everywhere from the belief that they can’t change the world What inspired Craig to start Free the Children? • One morning, while Craig was reading the newspaper, he noticed an article about the death of a 12-year-old factory worker in Pakistan named Iqbal Masih. • Iqbal was an anti-child labour leader. He was ghting for basic human rights for children in his country when someone murdered him. • As many as 250 000 000 children around the world work in factories, mines and agriculture. What happened next? • Craig started Free the Children to educate people about the terrible living and working conditions for children in poor countries. He wanted to encourage other children to join the ght against child exploitation. Reproduction permitted © Chenelière Education Inc.

• Soon after he formed Free the Children, Craig travelled to Pakistan and India to meet with child workers and hear their stories. • The prime minister of Canada at the time, Jean Chrétien, was visiting India and Pakistan on a government trip at the same time that Craig was there trying to bring attention to child labour in both countries. Craig met with the Prime Minister in India and convinced him to discuss the problem of child labour with government leaders in Pakistan and India. • The meeting with the Prime Minister was a major turning point for Free the Children. It drew enormous media attention around the world. • Free the Children became an important and respected charity with more than one million young people involved in education and development programs in 45 countries. How does Free the Children make a difference? • It has built more than 650 schools in developing countries around the world. • It educates hundreds of thousands of young people from rich countries about the difcult lives of children in poor countries. • It provides health care, clean water and sanitation to hundreds of poor villages.

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Free the Children

Evaluation Situation 2 Teen Activism and Social Media

How does Free the children connect with young people and raise money? • Every year it holds a campaign called the Vow of Silence to raise money. • Individuals and corporate sponsors donate time and money. • Social media help Free the Children to connect with young people around the world.

Task 1

Handout ES 2.2 cont.

• Sponsors pay one dollar for every ‘like’ its Facebook site gets. It has almost 100 000 ‘likes’ on Facebook. • It has more than 100 000 followers on Twitter. • It has over 300 videos on YouTube that supporters have watched more than two million times to date.

Take the Vow of Silence for Free the Children The Vow of Silence is Free the Children’s annual campaign to raise money. In cities all over Canada, young people choose to be silent every November 30 in solidarity with children who are silenced everyday by poverty and exploitation. In 2011, more than 100 000 people took the vow of silence. Participants promise not to speak for one hour, half a day, or even a full 24 hours. They can be silent individually, as a group of friends or even as an entire class. It is important to have parents’ and schools’ permission before taking the vow of silence. Another way for participants to be silent is to tell their Facebook friends and Twitter followers that they will not use social media or email on November 30. It is a unique way to let others know about Free the Children. Participants ask friends and family to donate $1.00 for every hour they stay silent. Every day, children are silenced by human rights abuses. Make your voice heard by going silent for one day!

Before Reading 1. Write down the names of groups or organizations that try to improve your community.

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Free the Children

Evaluation Situation 2 Teen Activism and Social Media

Task 1

Handout ES 2.2 cont.

2. Match each word with its denition. Write the correct letter on the line. 1. social activism

a. someone who works for no pay

2. youth

b. young people

3. awareness

c. promise not to speak

4. volunteer

d. trying to make society better

5. vow of silence

e. knowledge

While Reading 3. Read the following questions. Then, read the texts below and nd the answers in the text. a. Why did Craig Keilburger start Free the Children? What was his motivation?

b. Why was Craig’s meeting with the Prime Minister of Canada important?

c. How does Free the Children make a difference to poor children?

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Free the Children

Evaluation Situation 2 Teen Activism and Social Media

Task 1

Handout ES 2.2 cont.

d. In what ways are social media important for Free the Children?

e. In your own words, explain the Vow of Silence campaign.

After Reading 4. Answer the questions in complete sentences. Use information from the texts and your own ideas. a. Which of Free the Children’s goals do you think is the most important? Why?

b. Do you think the Vow of Silence campaign is an effective way to inform people about Free the Children? Explain your answer.

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Newspaper Article

Evaluation Situation 2 Teen Activism and Social Media

Task 2

Handout ES 2.3

Write a newspaper article to inform teenagers about Free the Children. 1. Read the inverted pyramid on how to organize information in a newspaper article. The Inverted Pyramid First paragraph includes the most important information and facts. Middle paragraphs include interesting details about the facts. Last paragraph concludes the article.

2. Plan your newspaper article. a. Complete the graphic organizer by selecting, organizing and adapting information from both texts in Task 2. Who?

Where?

Important Facts

When?

Interesting Details

b. Write a headline for your newspaper article.

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Newspaper Article

Evaluation Situation 2 Teen Activism and Social Media

Task 2

Handout ES 2.3 cont.

3. Write a rough draft of your newspaper article. Do not copy complete sentences from the texts. Look at the checklist in Step 4 for task requirements.

4. Revise and edit your newspaper article. Use this writing checklist. I used the inverted pyramid structure. I included important information and details from both texts in Task 2. I wrote in the third person. I used the simple present, simple past and past continuous verb tenses correctly. I checked my spelling and punctuation. 5. Write your nal copy. Check it again for mistakes.

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Social Media Tips for Teen Activists

Evaluation Situation 2 Teen Activism and Social Media

Task 3

Handout ES 2.4

Before Listening 1. What do you use social media for? to stay in touch with friends to post your opinion

to read news events

to organize events

to read people’s opinions

other

While Listening 2. Listen to the recording for tips on how teen activists can use social media effectively. You will hear the recording twice. Check whether each tip is a do or a don’t. Give at least one reason why each tip is important. Tips

Do

Don’t

Reasons

1. Dene your cause.

2. Be creative.

3. Invent stories.

4. Keep it short and simple.

5. Create communities.

6. Join other communities.

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Social Media Tips for Teen Activists

Evaluation Situation 2 Teen Activism and Social Media

Task 3

Handout ES 2.4 cont.

7. Bombard your followers.

8. Encourage action.

9. Be the boss.

10. Do more than enough.

After Listening 3. Which tip do you think is the most helpful? Why?

4. Which tip do you think is the least helpful? Why?

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What’s Your Cause?

Evaluation Situation 2 Teen Activism and Social Media

Task 4

Handout ES 2.5

1. What causes are important to you? Students’ answers will vary. human rights

the environment

student rights

anti-bullying

animal rights

other

2. Complete the graphic organizer with information about one cause that is important to you. 1. Write the name of your cause:

2. What groups support your cause?

Why is it important to you?

3. What things do the groups do to support your cause?

5. What would you do to bring more attention to your cause?

4. How could people use social media more effectively to support your cause?

3. Discuss your cause. a. In teams of two to four: • Elaborate on the information you wrote in the graphic organizer and answer your teammates’ questions. • Listen to your teammates and ask them questions. • Give your opinions and make suggestions. b. With your teammates: • Choose another cause that you all support. • Use the questions in the graphic organizer to guide your discussion. • Give your opinions and make suggestions. Reproduction permitted © Chenelière Education Inc.

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EVALUATION SITUATION

3

The End-of-Year Dance For use after Units 5 and 6

Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 3 311 • Evaluation Grids for C1, C2 and C3 ES 3.1 312-314 • Audio Transcript (Task 2) T-ES 3.1 315 Student Handouts ES 3.2–ES 3.5

316-324

ESL Competencies Evaluated C1: Interacts Orally in English • Participation in oral interaction • Content of the message C2: Reinvests Understanding of Texts • Evidence of understanding of texts through the response process C3: Writes and Produces Texts • Content of the message • Formulation of the message

General Step-by-Step Procedure Make sure that students understand each step of the procedure. Step 1: Theme and Questions • Describe the theme in general terms. Students will think about making the end of the school year more memorable and suggest ideas for an organized dance. • Ask students what can go right or wrong at a school event like a dance or party. Step 2: Student Handouts and Evaluation Criteria • Once you have distributed the student handouts, go over the material with the class. • Make sure that students understand what they need to do and what is expected of them in each task. • Describe and explain the evaluation criteria, using the grids for the three ESL competencies on pages 312-314. • Tell students which resources they are allowed to use. • Collect the handouts when students have nished. Use the appropriate answer keys and evaluation grids to evaluate students’ work.

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Overview of Evaluation Situation 3 Students discuss party experiences in groups and think about how they would organize activities. They listen to two rst-person stories of memories and regrets about the previous year’s dance. They read and respond to a song that tells a fairy tale story about a night at a dance. They present their ideas to the class and vote on the best recommendations. Finally, they write an open letter to the student council supporting their recommendations.

Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Task 1: Having a Ball 30 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Short personal stories (audiorecording)

– Simple past – Opinions and suggestions

Task 2: Memorable for the Right or Wrong Reasons? 45 min

C2 Reinvests understanding of texts • Evidence of understanding of texts through the response process

Pop song

– Pronouns and possessives

Discussion cards

– Modals and conditionals – Opinions and suggestions

Opinion text (open letter)

– Modals – Conjunctions and transition words – Future

Task 3: All for a Party! A Party for All! 60 min

C1 Interacts orally in English • Participation in oral interaction • Content of the message

Task 4: Organizing a Memorable Dance 60 min

C3 Writes and produces texts • Content of the message • Formulation of the message

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 1: Having a Ball Task 2: Memorable for the Right or Wrong Reasons?

Evaluation Situation 3 The End-of-Year Dance

Evaluation Grids

Handout ES 3.1

Evidence of understanding of texts through the response process

Task 1: C2 Reinvests Understanding of Texts A Exceeds expectations

B Meets expectations

Student demonstrates superior understanding of the text by correctly summarizing all story elements of the song in Step 3. Student connects many ideas in the text with personal opinions in Step 4.

Student demonstrates good understanding of the text by correctly summarizing most story elements of the song in Step 3. Student connects a sufcient number of ideas in the text with personal opinions in Step 4.

C Acceptable but needs improvement Student demonstrates fair understanding of the text by correctly summarizing some story elements of the song in Step 3. Student connects some ideas in the text with personal opinions in Step 4.

D Does not meet all expectations Student demonstrates poor understanding of the text by correctly summarizing only a few story elements of the song in Step 3. Student connects only a few ideas in the text with personal opinions in Step 4.

E Serious difculties Student is unable to provide the information required to summarize story elements of the song in Step 3. Student is unable to complete Step 4.

Task 2: C2 Reinvests Understanding of Texts

Evidence of understanding of texts through the response process

A Exceeds expectations

B Meets expectations

Student demonstrates superior understanding of the text by correctly completing Steps 2 and 3. Student connects many ideas in the text with personal opinions in Steps 4 and 5.

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Student demonstrates good understanding of the text by nding most answers to the questions in Steps 2 and 3. Student connects a sufcient number of ideas in the text with personal opinions in Steps 4 and 5.

n Evaluation Situation 3

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student demonstrates fair understanding of the text by nding some answers to the questions in Steps 2 and 3. Student connects some ideas in the text with personal opinions in Steps 3 and 4.

Student demonstrates poor understanding of the text by nding few answers to the questions in Steps 2 and 3. Student connects only a few ideas in the text with personal opinions in Steps 3 and 4.

Student is unable to answer the questions in Steps 2 and 3. Student is unable to complete Steps 3 and 4.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 3: All for a Party! A Party for All!

Evaluation Situation 3 The End-of-Year Dance

Evaluation Grids

Handout ES 3.1 cont.

Content of the message

Participation in oral interaction

Task 3: C1 Interacts Orally in English A Exceeds expectations

B Meets expectations

Student interacts actively and spontaneously throughout the discussion. Student maintains interaction by elaborating on ideas, listening to others, asking and answering questions.

Student interacts actively and spontaneously throughout the discussion. Student maintains interaction by elaborating on ideas, listening to others, asking and answering questions.

Student elaborates on ideas and supports his or her viewpoint with examples.

Student explains his or her ideas and supports them with examples.

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C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student participates in English when prompted. Student shows understanding of partners’ messages.

Student cannot maintain interaction solely in English and often reverts to another language. Student needs help from the teacher or peers to understand partners’ messages.

Student uses only one-word statements or gestures. Student does not understand partners’ messages.

With some support, student responds adequately to simply stated messages or questions.

Student repeats other students’ ideas, either rephrasing or using the same words.

Even with prompting and support, student is unable to express pertinent ideas. Student does not express ideas.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Task 4: Organizing a Memorable Dance

Evaluation Situation 3 The End-of-Year Dance

Evaluation Grids

Handout ES 3.1

Formulation of the message

Content of the message

Task 4: C3 Writes and Produces Texts A Exceeds expectations

B Meets expectations

C Acceptable but needs improvement

D Does not meet all expectations

E Serious difculties

Student’s text fully develops recommendation about organizing the end-of-theyear dance. Student supports each idea with relevant and practical examples or details.

Student’s text generally develops recommendation about organizing the end-of-theyear dance. Student supports most ideas with relevant and practical examples or details.

Student’s text somewhat develops recommendation about organizing the end-of-theyear dance. Student supports some ideas with relevant and practical examples or details.

Student’s text does not adequately develop the recommendation. Student rarely supports ideas with related examples or details.

Student’s text does not develop the general recommendation. Student does not support ideas with related examples or details.

Student’s text respects the conventions of an open letter (salutation, paragraph form, closing). Student uses all of the targeted language conventions correctly (modals, future tense, conjunctions).

Student’s text mostly respects the conventions of an open letter (salutation, paragraph form, closing). Student uses most of the targeted language conventions correctly (modals, future tense, conjunctions).

Student’s text respects some of the conventions of an open letter (salutation, paragraph form, closing). Student uses the targeted language conventions inconsistently (modals, future tense, conjunctions).

Student’s text respects few of the conventions of an open letter (salutation, paragraph form, closing). Student rarely uses the targeted language conventions correctly.

Student’s text does not respect the conventions of an open letter (salutation, paragraph form, closing). Student is unable to use the targeted language repertoire correctly.

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n Evaluation Situation 3

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Name: ___________________________________________ Date: ________________________ Group: ___________

Memorable for the Right or Wrong Reasons?

CD

MIKE: I think the end-of year party we had last year was a blast! It was worth all the trouble we put into organizing it. My friends on Student Council and I were very proud when we saw how many people came to the event all dressed up in crazy costumes. All the time and effort we spent putting together the decorations, hanging up the lights and selecting the party music for our DJ really paid off. Plus, we even recovered the money we invested in the event by selling tickets, cool hats and refreshments. It’s true we had less time for school work but this party really kept our spirits high. We had something to look forward to in June: a moment to celebrate being together with friends and classmates. I remember that we really danced away the stress of nal exams. Most of all, there was something magical about stopping to say to ourselves, “O.K., we’ve nished this part of our lives at school and now we’re celebrating all the good times we’ve had together.” We’re also moving forward to another year, a summer away from school, a fresh start for all of us, so it was a good kickoff for that, too.

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Evaluation Situation 3 Task 2

Audio CD Track 16 Handout T-ES 3.1

PAMELA: I wonder if the end-of-year party really lived up to everyone’s expectations. I actually feel it was a letdown. Don’t get me wrong: the event was perfect in itself and I was ready to have fun. I even created my own costume and a whole line of crazy hats for my friends. But that was the problem. I only wanted to party and have fun at the end of the year. Some of my friends felt the same. That wasn’t good. One friend told me that she spent too much money on her costume. Another friend said he later regretted the way he acted on the dance oor. I did help to organize the event but, in the end, I didn’t feel like celebrating. You see, just before the party I learned that I scored poorly on my French exam and almost failed my math exam. I was so angry with myself, thinking that I could put off my studies. I thought I could simply slide by at school, go on to the next level, no problem. But I was distracted, disorganized and tired because of all the party preparation. My father always tells me, “Pamela, you can’t get ahead if you leave your studies behind.” Now I know what he means. I just wish I’d listened to him earlier.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Having a Ball

Evaluation Situation 3 The End-of-Year Dance

Task 1

Handout ES 3.2

Break This Spell and Set Me Free Once upon a time . . .

You knew a prince would come

in a dark corridor far away

But never let that proud Gaston

I heard the wind whistle and play

Take you to the ball . . . it seems

This awkward storyline:

You knew about the rose

You walked so beautifully—

I kept to myself for so many years.

as the rumours raced

Take this corsage I watered with my tears:

for all to hear . . . Nobody faced

Hold on to the petal that glows!

You, head bent with the strain.

The stars shine a new constellation

Too sad to look up, you crossed

of our storybook transformation.

My path; I would have washed, washed away your pain . . .

Be my Belle and rescue me—

or given you a rose so that you’d see

From loneliness.

that I’d be always true.

Give me your hand—

I never dared, how could you

With tenderness.

Have cared for such a Beast as me?

Dance to the band, Break this spell and set me free!

Be my Belle and rescue me— From loneliness.

“Once upon a time” is a time now far away

Give me your hand—

Childhood enchantments have changed

With tenderness.

The fears of living in a castle, estranged . . .

Dance to the band,

The hopes for the princess who’d stay—

Break this spell and set me free!

Forever, for forever is never as intense As holding you right now in this last dance!

Once upon a time, On a bus seat far away

Be my Belle and rescue me—

I watched the sunlight circle and play

From loneliness.

This bittersweet storyline:

Give me your hand—

Lost in your books, your dreams

With tenderness.

Of chandeliers and fairy wings

Dance to the band, Break this spell and set me free!

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n Evaluation Situation 3

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Name: ___________________________________________ Date: ________________________ Group: ___________

Having a Ball

Evaluation Situation 3 The End-of-Year Dance

Task 1

Handout ES 3.2 cont.

Before Reading 1. Match the words in the boxes with the following elements of fairy tale stories. 1. Setting (time and place):

3. Themes:

2. Characters:

4. Chain of events:

a. princes and b. nding true love, princesses, magical understanding inner creatures, evil witches beauty, growing up and beasts

c. a curse, a quest, a transformation, a happy ending

d. once upon a time, in a land far, far away (enchanted forest or castle)

While Reading 2. Read the lyrics. Which fairy tale does this song refer to? Underline any clues (names, actions, symbols, events).

After Reading 3. Answer the following questions about the song. a. Who is narrating the story?

b. Who is he talking to?

c. What words from the song tell us about the characters?

d. Where does the story take place?

4. Do you think it would be appropriate to create a “fairy-tale theme” for an end-of-year dance? Why or why not? What other themes do you think would be successful? Explain your answer.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Memorable for the Right or Wrong Reasons?

Evaluation Situation 3 The End-of-Year Dance

Task 2

Handout ES 3.3

Before Listening 1. Match each word with its denition. Write the correct letter on the line. 1. to have a blast

a. to motivate people

2. to be worth the trouble

b. to ignore

3. to keep spirits high

c. a disappointment

4. a letdown

d. signicant enough to make an effort

5. putting off

e. to have a great time

While Listening 2. Answer the following true/false questions as you listen to two personal stories about an end-of-year dance.

Pamela

Mike

Statement a.

The party was worth all the trouble.

b.

They didn’t recover the money they invested.

c.

They had less time for school work.

d.

She felt it was a letdown.

e.

Her friends didn’t feel the same.

f.

The party didn’t affect her exams.

True

False

3. Write three reasons why the dance was right and why it was wrong. Why the Dance Was Right

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n Evaluation Situation 3

Why the Dance Was Wrong

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Memorable for the Right or Wrong Reasons?

Evaluation Situation 3 The End-of-Year Dance

Task 2

Handout ES 3.3 cont.

After Listening 4. Which speaker do you identify with more closely, Mike or Pamela? Explain your answer with reference to your own experience at the end of the year.

5. Make two recommendations to Pamela for next year’s dance. a. I think you should . . .

.

b. You really must . . .

.

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Name: ___________________________________________ Date: ________________________ Group: ___________

All for a Party! A Party for All!

Evaluation Situation 3 The End-of-Year Dance

Task 3

Handout ES 3.4

1. Form teams of four. Brainstorm ideas for an end-of-year dance. a. Read the worksheet below. b. Discuss your opinions on each topic with your team. c. Reach a consensus and write down your decisions. End-Of-Year Dance Topic

Decision

1. Venue: school, somewhere else?

2. Budget: small or big? How much money can students raise or pay?

3. Theme: theme, no theme?

4. Dress: normal, party dress, formal dress, costumes?

5. Decor: lighting, decorations?

6. Food: snacks and refreshments, full formal meal?

7. Music: dance music playlist, DJ mix, top ten party songs?

8. Activities: games, dance contest?

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n Evaluation Situation 3

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Name: ___________________________________________ Date: ________________________ Group: ___________

All for a Party! A Party for All!

Evaluation Situation 3 The End-of-Year Dance

Task 3

Handout ES 3.4 cont.

2. Invent a name for your team. Take turns to present your recommendations to the class. 3. Listen carefully to each proposal. Rate each team on the grid below and add comments. Team Names 1.

2.

3.

4.

5.

6.

7.

8.

Star Rating

Comments

✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩

4. Vote on the best proposal as a class. Share your comments. Reproduction permitted © Chenelière Education Inc.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Organizing a Memorable Dance Party

Evaluation Situation 3 The End-of-Year Dance

Task 4

Handout ES 3.5

Write an open letter to members of the Student Council. Persuade them to make the year memorable by organizing an end-of-year dance. 1. Read the model open letter below. Dear Members of Student Council, I would like to make a few recommendations about the annual talent show next year. The show is clearly a great tradition at our school but I think we could make some improvements. First, we should open up the event to more people at school. To be honest, there are too many of the same acts, so the show does not represent the diversity of the student body. In my opinion, we should recruit people to present comedy acts, circus acts, pop singers and bands, dance troupes and even short lms. Second, we should try to make it easier for the public to attend the event. For example, the cost of tickets could be reduced. Also, the show could be scheduled on a Friday evening instead of a late Tuesday afternoon. Third, I think we should try to publicize the event more. I didn’t see any posters or hear any announcements about the show this year. No wonder there were so few of us in the auditorium! To sum up, the annual talent show will become a stronger tradition at our school if you change the way it is organized. If we open up the talent show to other acts, make it easier to attend and publicize it, I’m sure that more people will come. Sincerely yours, Mathew Anderson

2. Plan the sequence of your open letter. Complete the following graphic organizer. Outline the overall recommendation you wish to propose, including main points and supporting examples. Salutation: General statement of opinion:

BODY First argument, reason:

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Second argument, reason:

n Evaluation Situation 3

Third argument, reason:

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Organizing a Memorable Dance Party Supporting details:

Evaluation Situation 3 The End-of-Year Dance

Supporting details:

Task 4

Handout ES 3.5 cont.

Supporting details:

Conclusion or restatement:

Closing: Signature

3. Write a draft of your letter. Use modals, conjunctions and transition words, and the future. Refer to the model in Step 1 for help. Look at the checklist in Step 4 for the task requirements.

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Name: ___________________________________________ Date: ________________________ Group: ___________

Organizing a Memorable Dance Party

Evaluation Situation 3 The End-of-Year Dance

Task 4

Handout ES 3.5 cont.

4. Revise your text. Use this writing checklist. I integrated all the text components of an open letter (salutation, paragraph form, closing and signature). My general recommendation is clear in the rst paragraph. My arguments support the general recommendation and are well organized. I illustrated each argument with examples or details. My conclusion restates the main points of the letter. I checked the use of modals, conjunctions and transition words, and the future. I checked my spelling and punctuation. 5.

Write your nal copy. Check it again for mistakes.

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n Evaluation Situation 3

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St dio

Designed for ESL students in Secondary Cycle Two, t dio conforms to the ESL program as well as the and the . It provides all the material needed to develop the three ESL competencies and offers a rich variety of Learning and Evaluation Situations (LES), an extensive Grammar Section and a practical Reference Section. t dio can replace or complement any other learning material.

S

S

Student Workbook Six engaging Learning and Evaluation Situations with mature high-interest themes Opportunities and support to help students engage in meaningful oral interaction Varied listening and reading texts with activities that focus on the response process Model texts and writing tasks that take students through the writing process Final projects and extra reading texts that encourage students to think further about the topic Contextualized grammar activities and a comprehensive Grammar Section for more practice

Answer Key – Paper version for the with teacher’s notes and suggestions for differentiation and evaluation CD of listening texts

Teacher’s Guide and Answer Key – Paper version The complete Audio-visual package (CD and DVD) Additional material: evaluation situations and grids, grammar quizzes, extra reading texts and activities for the DVD

Teacher’s Guide and Answer Key

PLUS

The complete paper version of the A USB key, for use with any computer, interactive whiteboard (IWB) or projector, that holds: – an interactive version of the complete with handouts in PDF and Word format – full-page projection of texts and grammar notions – direct access to embedded weblinks and the CD and DVD segments

The Components of Year One • • • •

St dio, Secondary Cycle Two

Student Workbook Answer Key – Paper version Teacher’s Guide and Answer Key – Paper version Teacher’s Guide and Answer Key PLUS

• • • •

Year Two Student Workbook Answer Key – Paper version Teacher’s Guide and Answer Key – Paper version Teacher’s Guide and Answer Key PLUS