Upshot (Answer key): English as a second language - secondary cycle two, year one : student workbook. [2-1] 9782765050742, 9789765050766

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SECONDARY CYCLE TWO • YEAR ONE

UPSHOT ENGLISH AS A SECOND LANGUAGE

Student Workbook • • • • •

Reinvestment-based units Competency-developing tasks Contextualized grammar Extra grammar practice Extra readings

Arielle Aaronson Gillian Baxter Cynthia Beyea Conforms to the PROGRESSION of Learning

SECONDARY CYCLE TWO • YEAR ONE

UPSHOT ENGLISH AS A SECOND LANGUAGE

Student Workbook • • • • •

Reinvestment-based units Competency-developing tasks Contextualized grammar Extra grammar practice Extra readings

Arielle Aaronson Gillian Baxter Cynthia Beyea

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

Acknowledgements The publisher would like to thank the following teachers for their valuable contributions to the publication of Upshot, English as a Second Language. Yves Lord, C.S. des Premières-Seigneuries Julie Plamondon, C.S. des Patriotes

Arielle Aaronson, Gillian Baxter, Cynthia Beyea © 2015 TC Media Books Inc. Editor: Jennifer McMorran Project Managers: Paula Kielstra, Vanessa Copeland Proofreader: Nancy Perreault Photo Researcher: Rachel Irwin Permissions Researcher: Marc-André Brouillard Book and Cover Designer: Micheline Roy Typesetter: Micheline Roy Printer: TC Transcontinental Printing

ALL RIGHTS RESERVED. No part of this book may be reproduced by any means known or not yet known without prior permission from TC Media Books Inc. Any use not expressly authorized shall constitute an infringement, which could result in legal action against the individual or institution reproducing any part of this book without permission. ISBN 978-2-7650-5074-2

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

Philippe Turcotte, C.S. des Premières-Seigneuries

Table of Contents

UNI TS

1

Music and Your Mind ....................................................

1

Find out how music impacts our lives. Grammar: Simple present; imperatives Write the soundtrack for your life. Extra Reading Lemonade Mouth by Mark Peter Hughes

2

The Art of Connecting ............................................... 25

3

The Amelia Earhart Mystery ............................... 49

4

What a Waste ........................................................................ 73

5

Tough as Nails ...................................................................... 97

6

Exploring Science Fiction...................................... 121

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Explore the world of modern communication. Grammar: Question words; adverbs of frequency Write a how-to guide for communicating in the modern age. Extra Reading The Clan of the Cave Bear by Jean M. Auel

Try to solve one of history’s greatest mysteries. Grammar: Simple past and past continuous; question formation in past tenses Write a news story that reveals the truth. Extra Reading “The Legend of Daedalus and Icarus”

Learn astounding facts about waste. Grammar: Modals; conditional sentences Write an FAQ sheet. Extra Reading Flush by Carl Hiaasen

Discover what it takes to be a survivor. Grammar: Phrasal verbs; pronouns and possessives Write the prole of a survivor. Extra Reading Louis Zamperini Biography

Get into the weird world of science ction. Grammar: The future with will and be going to; conjunctions Write the ending of a freaky story. Extra Reading Twenty Thousand Leagues Under the Sea by Jules Verne

Table of Contents

iii

Simple Present .....................................................................

148

Present Continuous ............................................................

154

Simple Past ...........................................................................

160

Past Continuous ...................................................................

166

The Future ............................................................................

171

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

176

Modals ...................................................................................

180

Conditional Sentences .......................................................

186

Nouns .....................................................................................

189

Articles and Quantiers.....................................................

193

Pronouns, Possessives and Demonstratives...................

196

Adjectives..............................................................................

202

Adverbs .................................................................................

208

Prepositions ..........................................................................

213

Conjunctions ........................................................................

218

Transition Words .................................................................

221

Capitalization.......................................................................

222

Punctuation ..........................................................................

224

Question Words .................................................................

227

Functional Language .........................................................

229

The Writing Process ............................................................

230

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

231

Strategies ..............................................................................

232

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

234

Question Formation ...........................................................

235

Common Phrasal Verbs ......................................................

236

Common Irregular Verbs ...................................................

238

Verbs

146

Sentence Builders

GRAM M AR SE CTI ON

RE F E RE NCE SE CTI ON iv

Imperatives ...........................................................................

Table of Contents

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Overview of Upshot Secondary Cycle Two • Year One UNITS In the rst section of Upshot, you will nd six interesting units. The theme-based units expand your knowledge of grammar, language and vocabulary through reading, watching, speaking and writing activities, culminating in a nal reinvestment task. The opening page of each unit explains what you will learn and do. The title gives you an idea of what the unit is about. The introduction to the unit presents the theme.

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

The descriptions of the tasks tell you what you will do in the unit. The description of the nal reinvestment task explains the ultimate goal of the unit.

The guiding question presents the focus of the unit.

The One-Minute Challenge activates prior knowledge and gives you ideas that you can use throughout the unit. Work alone, in pairs or as a group to make a list in one minute.

TASKS Each unit contains six unit tasks that focus on reading, watching, speaking and writing, and one nal reinvestment task that focuses on reinvestment and writing. The task number and title help you nd the task easily.

The tabs indicate the focus of each task.

The introduction helps you understand the purpose of the task and how it will help you complete the nal reinvestment task.

Each unit covers two grammar notions in a Grammar Point.

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

These grammar notions are reinvested in the tasks of the unit.

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Overview

v

VOCABULARY Vocabulary is presented in multiple ways throughout the unit.

The Vocabulary rubric lets you learn and practise theme-related words and expressions.

Vocabulary exercises are found throughout the tasks.

PRONUNCIATION

FINAL REINVESTMENT TASK

Each unit presents a Pronunciation rubric that helps you practise your English pronunciation.

The nal reinvestment task allows you to gather all of the information you have learned in the unit in a nal written production.

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

vi

Overview

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GRAMMAR SECTION In the second section of Upshot, you will nd the grammar notions and numerous exercises to help you practise and reinforce your grammar skills. The titles tell you what you will learn and practise.

Exercises let you practise the grammar notion.

Each grammar notion starts with a Grammar Check to help you nd out what you already know.

The Red Flag box points out grammar information to watch out for.

The grammar charts help you understand the notions.

REFERENCE SECTION In the third section of Upshot, 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.

ICONS The tabs tell you the focus of each task. WARM-UP

READING

WATCHING

SPEAKING

WRITING

FINAL REINVESTMENT

GRAMMAR POINT

EXTRA READING

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Overview

vii

The bands indicate the phases of the response process. Before Reading

While Reading

After Reading

Before Watching

While Watching

After Watching

This band indicates where to nd more information about a grammar notion. Go to pages 181 to 186 of the Grammar Section for more information and practice.

G

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

DVD

The DVD icon indicates when to watch the video.

CD

The CD icon indicates when to listen to an audio track.

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.

Strategy boxes focus on reading, speaking, listening and writing with examples and opportunities for concrete practice.

Strategy Reminder boxes offer useful strategies for completing a task. Speak Out boxes provide guiding questions and language prompts for additional oral activities. Useful Language boxes suggest language prompts to help you participate actively in oral tasks. Text Features boxes outline the characteristics and structure of model texts. Glossary boxes provide denitions for difcult words and expressions. Red Flag boxes highlight common grammar or vocabulary errors to avoid. FYI (For Your Information) boxes provide interesting facts or tips related to the theme.

viii

Overview

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UN

IT

Music and Your Mind Chances are you listen to some kind of music every day. It can be a part of everything from shopping to holidays to hanging out with your friends. Discover why music has such an important

1

inuence on our daily lives.

In this unit, you will: • Read about the effect of music on the teenage mind. • Talk about the role of music in your life. • Write about how music inuences different aspects of your life. • Watch a video about using music to make a difference. • Read about the use of music in the media. • Practise grammar: simple present and imperatives.

LE

NG

E

Final Reinvestment Task: • Create and analyze a playlist for your life.

TE

CH

AL

Make a list of all the music genres you know.

ON

E-

MI

NU

What role does music play in your life?

Unit 3

1

WARM-UP

WARM-UP

Name:

Date:

1.

Group:

The Function of Music

C1

Look at how music is used in different situations. These examples may help you explain your playlist choices in the nal task.

1. Read the listed functions of music. Choose a song for each situation. Explain why you chose it. Share your ideas with a partner.

Function

Reason

Song

To send a message John Lennon’s “Give (politics, peace, love) Peace a Chance”

To put you in a good mood or to celebrate

It promotes world peace.

Students’ answers will vary.

To bring out viewers’ emotions in movies and TV shows To pass on traditions

Express and Support an Opinion It is important to communicate your ideas clearly when discussing a topic. Use the prompts in the Useful Language box to help you state your opinion. Support your opinion with a reason or an example.

2. Discuss the statements below with a group of classmates. Decide if you agree or disagree with each statement and explain why. Learning a musical instrument can help a person improve his or her language and reading skills. Listening to sad music can make a person feel happier. A person’s concentration can be improved by listening to background music. Music is used on television and in lms to make you feel a certain way.

2

two

Music and Your Mind

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Name:

Date:

Grammar

POINT

GRAMMAR POINT

Group:

Simple Present

Use the simple present to describe facts, habits, repeated actions and present states. Verb To Be

Other Verbs

Afrmative

Subject + am / are / is + rest of the sentence. Johanne is a big music fan.

Subject + base form of the main verb (+ s / es) + rest of the sentence. Marie practises piano every day.

Negative

Subject + am / are / is + not + rest of the sentence. I am not a musical person.

Subject + do / does + not + base form of the main verb + rest of the sentence. Chad does not sing in the shower.

Yes / No Questions

Am / Is / Are + subject + rest of the question? Are you ready for the concert?

Do / Does + subject + base form of the main verb + rest of the question? Do you want to learn how to play ute?

Information Questions

Question word + am / are / is + subject + rest of the question? What is your favourite song?

Question word + do / does + subject + base form of the main verb + rest of the question? When does the band have rehearsals?

*We often use the contractions aren’t / isn’t and don’t / doesn’t.

A. Write afrmative and negative sentences in the simple present. 1.

Afrmative: Sara takes piano lessons. Do not forget that the third person singular form takes an – . The final – is always pronounced.

Negative: Sara doesn’t / does not take piano lessons. 2.

Afrmative: Renaud wants to be in the school band. Negative: Renaud doesn’t want to be in the school band.

3.

Afrmative: Mena practises piano every day. Negative: Mena doesn’t / does not practise piano every day.

B. Write an appropriate question for each of the following responses. 1. My favourite type of music is pop. What is your favourite type of music? 2. No, I don’t like classical music. Do you like classical music? 3. Yes, he’s going to the concert. Is he going to the concert?

Go to pages 148 to 153 of the Grammar Section for more information and practice. Reproduction prohibited © TC Media Books Inc.

Unit 1

three

3

READING

Name:

Date:

Group:

Music and the Teenage Mind

2.

C2

Read about how music can help you improve your life. It might help you choose songs to include in your playlist in the nal task. Before Reading

1. Match each vocabulary word with its denition. Look for the words in the text and use their context to guess their meaning.

Guess Meaning from Context To guess the meaning of unknown words, study the surrounding words and sentences. You will find context clues that may help you guess the meaning of the word. Word a. to release

6

1. attitude or disposition

b. upbeat

3

2. words of a song or poem

c. mood

8

3. happy

d. lyrics

2

4. being part of a group

e. belonging

4

5. to sing with closed lips

7

6. to let go

g. mindset

1

7. to stay with

h. to hum

5

8. state of feeling or emotion

f.

G

Denition

to stick with

2. Discuss the following questions with a group of classmates. Use the simple present. How does music inuence your emotions? How do you use music to express your identity? Do you think music helps you perform better in school? Why or why not? Do you think you will listen to the same music when you are older? Why or why not?

While Reading

3. Read the text and highlight the positive effects of music on a teen’s life.

4

four

Music and Your Mind

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Name:

Date:

Group:

Music and the Teenage Mind B

abies and teenagers do it. Parents and grandparents do it. Everybody listens to music. Music is as much a part of culture as language is and it can have an impact on every aspect of a person’s life. Music is particularly important for teenagers. It can inuence your emotions, help you to shape your identity and even have an impact on how well you perform at school.

Music and Emotions The teenage years are lled with emotions. Teenagers use music to help them cope with the various situations that they face in their everyday lives. After a difcult day at school, listening to your favourite song can help you release the stress and anxiety of the day. When you get through an oral presentation that you’ve been worried about for weeks, music can help you celebrate your success. When your friends get together, you connect to each other by listening to some of your favourite tunes. There’s nothing like an uptempo song to give you energy and make you feel good about yourself. In fact, it has been proven that listening to upbeat classical music improves a person’s mood. Sad music evokes many different emotions but not necessarily negative ones. When people listen to sad music, they experience peace and nostalgia. So even if the music itself is sad, the emotions connected with it are mainly positive. The person may feel comforted or reassured by the melody and lyrics. Music helps people to feel better about themselves. Learning to play an acoustic instrument can help improve teenagers’ self-esteem. It provides a way for them to express themselves and deal with challenging or difcult situations. Music also increases their sense of belonging to a group. Maybe you look forward to singing camp songs around a re or holiday evenings when family and friends get together around the piano. When people sing together, they experience a feeling of acceptance, togetherness and a greater sense of community.

Music and Identity Who doesn’t question who he or she is at some point during the teenage years? At this time, teenagers try to gradually break away from their parents’ inuence and gure out who they are as individuals. Music contributes to this process as the music teenagers choose to listen to is often determined by their friends or social groups. Many teenagers identify with a certain group based on a shared taste in music.

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Unit 1

cope manage tunes songs or melodies evokes brings to mind peace calm self-esteem condence ve

5

Name:

Date:

Group:

Studies show that the music people listen to as teenagers sticks with them into their adult lives. Because teenagers tend to experience things with more emotion and drama than adults, music gets attached to the memories and creates strong emotional connections. When adults hear songs that they listened to as teens, the same emotions surface and seem as strong as they were years before. So, in twenty or thirty years when you hear a song that is one of your favourites today, don’t be surprised if those memories and emotions quickly come back to you.

Music and School Do you have to study for a history test or write a composition for tomorrow’s English class? Consider using music to stimulate your brain and be more efcient. You can use music in your studies to help you develop your full potential even if you are not a musician. People perform tasks more efciently when their minds are relaxed and focused. Music can help you attain this mindset so that when you begin working or studying, you maximize the effects of your work. However, the type of music you choose to listen to is important. Studies show that instrumental music helps increase a person’s concentration skills. The higher your concentration is, the more information your brain is able to absorb. Listen to relaxing music while you study and choose faster, upbeat music if you need the energy and motivation to get started on an assignment. Studies show that children and teenagers who study music generally perform better in school than those who have no musical training. They usually have better visual skills and a better understanding of language. This is because learning and practising an instrument stimulates the brain and helps a person develop skills that they then transfer to other areas. Music doesn’t necessarily make you smarter but it can help you optimize the time you spend studying or working on an assignment. Even if you don’t have music with you in class, just hearing the songs in your mind can help you achieve the same effect. So the next time your teacher explains an assignment, take a moment to hum a few notes of your favourite song in your head, relax your mind, focus and get ready to tackle the work with condence.

efcient productive tackle begin

6

six

Even if you aren’t the world’s next Mozart or John Lennon, music can help you achieve an emotional balance, better understand who you are as a person and improve your study skills. Whether you are listening to or playing music, singing along or simply dancing to a popular tune, music activates many different areas of the brain and is benecial to you in many areas of your life. Why not give it a try?

Music and Your Mind

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Name:

Date:

Group:

After Reading

4. Read the statements below. Identify each statement as true (T) or false (F). If the statement is false, write the correct information from the text. Use the simple present.

Statement

T

a. Singing with others makes a person feel accepted and part of a community.

X

b. Music stimulates many different areas of the brain.

c. Listening to instrumental music in the background gives you energy and motivation. d. Adults usually don’t remember the music they listened to as teenagers. e. Music can help you in school only if you play an instrument.

F

G

Correction

X

Instrumental music helps increase a person’s concentraX

tion. Upbeat music gives you energy and motivation. Studies show that the music people listen to as

X

teenagers sticks with them into their adult lives. Music in your studies can help you develop your full

X

potential even if you are not a musician.

5. Find sentences in the text to support each of the statements below. a. Learning a musical instrument can help a person improve their language and reading skills.

Studies show that children and teenagers who study music generally perform better in school than those who have no musical training. They usually have better visual skills and a better understanding of language.

As a class, look back at the discussion questions in Step 2 on page 4. Were your ideas similar to the information presented in the text?

b. Listening to sad music can make a person feel happier.

When people listen to sad music, they experience peace and nostalgia. So even if the music itself is sad, the emotions connected with it are mainly positive. c. A person’s concentration can be improved by listening to background music.

Studies show that instrumental music helps increase a person’s concentration skills.

Reproduction prohibited © TC Media Books Inc.

Unit 1

seven

7

SPEAKING

Name:

Date:

3.

Group:

Music in My Life

C1

How important is music to you? Your answers will help you create and analyze your playlist in the nal task.

1. Read the statements below. Check if the statement is true for you. Yes

Statement

No

a. Music is a big part of my daily life. b. I listen to music at least one hour per day. c. I often have a song or a piece of music stuck in my head. d. I carry my music with me everywhere I go. e. I listen to certain songs based on how I feel.

Music can change my mood.

f.

g. I experience strong emotions when I listen to music. h. I listen to music during recess and at lunchtime. i.

I practise a musical instrument at least one hour per day.

j.

Music helps me sleep.

k. I listen to music to help me when I study.

I often sing along to the music or songs I am listening to.

l.

m. I notice and appreciate the music in movies and TV shows.

G

2. Choose four statements from Step 1. Write them as questions and interview a partner. Write your partner’s answers below. Use the simple present to ask about his or her habits.

Question

Yes

No

a. Students’ answers will vary.

b.

c.

d.

8

eight

Music and Your Mind

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

3. Use the information from Step 2 to introduce your partner to a group of your classmates.

4. Compare your answers to the statements from Step 1 with your group. List three things that you all have in common. a. Students’ answers will vary.

b.

c.

PRONUNCIATION

Third Person Singular

CD

It is important to pronounce the –s in the third person singular simple present tense. She likes the same music as I do. The / s / sound can be pronounced in three different ways. The pronunciation depends on the nal sound of the main verb.

Verb

Pronunciation

Example

Most verbs (sings, plays, buys, knows)

/z/

sing / z /, play / z /, buy / z /, know / z /

Verbs that end with the sound f, k, p, t (coughs, talks, stops, writes)

/s/

cough / s /, talk / s /, stop / s /, write / s /

Verbs that end with the sound s, x, ch, sh, ge (kisses, mixes, teaches, brushes, changes)

/ iz /

kiss / iz /, mix / iz /, teach / iz /, brush / iz /, change / iz /

1. Listen to each word and repeat it aloud. Focus on the endings you hear. a. he / she listens

d. he / she chooses

g. he / she carries

j. he / she memorizes

b. he / she experiences

e. he / she taps

h. he / she practises

k. he / she concentrates

c. he / she helps

f. he / she beats

i. he / she learns

l. he / she hums

2. Listen to each word again. Write the words in the correct column according to the ending sound.

/z/

/s/

/ iz /

listens

helps

chooses

carries

taps

experiences

hums

beats

practises

learns

concentrates

memorizes

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Unit 1

nine

9

Name:

Date:

Group:

Feelings

VOCABULARY

Use adjectives to describe how you feel. Use nouns to refer to an emotion that you are feeling. I am happy (adjective) because I have no homework tonight. My happiness (noun) is important to me.

Research shows that music can affect animals’ emotions. For example, classical music can have a calming effect on dogs, but heavy metal can increase their anxiety.

1. Complete the diagram below with words that describe feelings. Use nouns or adjectives. Students’ answers will vary.

joy Feelings

2. Complete the chart with the missing nouns or adjectives. Use a dictionary if needed.

Adjective

Noun

Adjective

Noun

a. happy

happiness

h. sad

sadness

b. joyful

joy

i . angry

anger

c. fearful

fear

j . bored

boredom

d. excited

excitement

k. confused

confusion

e. condent

condence

l . frustrated

frustration

f. calm

calmness

m. jealous

jealousy

g. proud

pride

n. hopeful

hope

3. Read the situations. Write an adjective describing how you feel in each one. Explain your choice to your partner. Students’ answers will vary. a. Your history teacher gives you a surprise test. b. You receive tickets to see your favourite band in concert. c. You have to give an oral presentation in English class. d. You didn’t have time to study for an exam. e. Your friend is very quiet and acting strangely. f. You forgot your cellphone at home.

10

ten

Music and Your Mind

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Name:

Date:

4. Music and Me

Group:

WRITING

C3

Consider the ways that music affects you. In the nal task, you will choose songs that represent these aspects of your life.

1. Discuss the following questions with a group of classmates. Do you choose a song based on how you feel? Does listening to a certain song change the way you feel?

Remember that planning your writing will make for a clearer text. Make sure your notes in the chart are precise.

Do you listen to the same music as your friends? Do you listen to music when you study?

2. Take notes in the graphic organizer to explain how music inuences your emotions, identity and study habits. Use information from the tasks on pages 4 and 8, and the vocabulary on page 10 for help.

Music and my . . . Emotions

VOCABULARY

Students’ answers will vary.

Identity

Study habits

3. Write a paragraph explaining how music affects these aspects of your life. Use the information in Step 2. Use the simple present.

Reproduction prohibited © TC Media Books Inc.

Unit 1

G

eleven

11

DVD

WATCHING

Name:

Date:

Alive Inside

5.

Group:

C2

Music inuences a person’s emotions and can help restore an older person’s sense of identity. In the nal task, you will write about music on your playlist that is important to you today. Before Watching

1. Do you think that music has the power to change a person’s life? Why or why not?

Students’ answers will vary.

2. Describe a moment or situation when music helped you or someone you know.

Students’ answers will vary.

3. Match each vocabulary word or expression with its denition. Word / Expression

Denition

a. inert

4

1. talking quickly and with energy

b. unresponsive

8

2. show emotion

c. mute

6

3. bring back to original condition or state

d. voluble

1

4. without movement

e. quicken

7

5. in a dazed or confused state

3

6. not able to speak

g. assume expression

2

7. bring to life

h. out of it

5

8. unable to react or respond

f.

restore

While Watching DVD

Watch the video and check the words in the Word box that are used to describe Henry.

Word Box

4.

12

twelve

3 inert • 3 voluble • 3 mute • 3 fun loving 3 depressed • sad • 3 unalive • 3 unresponsive frustrated • 3 animated • 3 quickened • angry

Music and Your Mind

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

After Watching

5. According to Henry’s daughter, what was Henry like when he was younger?

Henry was fun loving, singing all the time, playful and always into music, loved singing and dancing.

6. How does the doctor describe Henry? The doctor describes Henry as being inert, maybe depressed, unresponsive and almost unalive.

7. What happens when the nurse prepares a playlist for Henry including his favourite music?

Read the questions in Steps 5 to 9 before viewing the video. Listen for key words to help you focus.

Henry lights up and becomes more expressive. His eyes open wide and he starts to sing and rock. Henry is animated by the music.

8. What happens after the earphones are removed? The effect of the music continues. Henry is usually unable to answer simple questions but he becomes very talkative and answers the doctor’s questions.

9. What does Henry say about the role of music in his life? Henry says that he is crazy about music and beautiful sounds, that he liked music when he was young and he went to big dances.

10. How has modern music technology contributed to making a difference in the lives of people who are “out of it”?

Possible answers: With modern technology, we have access to any music at any time. We can create a playlist in minutes and use it to help bring back a sense of identity to people who are no longer in their usual state of mind.

11. In the reading text in on pages 5 and 6, you learned that the songs people remember as adults are the ones that were important to them in their teenage lives. How is this shown to be true in the video?

Possible answers: Henry sings or hums along with the music he hears. He talks about his favourite singer and begins to imitate him and is able to sing a few lines from one of his songs. When Henry listens to his music, he is restored to himself, he remembers who he is and his identity comes back to him for a while. The feelings of love, romance and having dreams that Henry felt as a young man are brought back to him through the music. Reproduction prohibited © TC Media Books Inc.

Unit 1

Discuss these questions with your group: • Has Henry’s story changed your opinion on whether music can change lives? Why or why not? • Have you or someone you know been influenced by music as powerfully as Henry? • Think of the music that is important to you today. Do you think any of the songs you listen to now will still be important to you when you are older? Which ones and why? thirteen

13

GRAMMAR POINT

Grammar

Name:

Date:

POINT

Group:

Imperatives

Use imperatives to give orders or instructions. Afrmative

Negative

Base form of the main verb + rest of the sentence. Turn down your music, please.

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

We can use or with imperatives.

A. Rewrite the sentences as imperatives. Use always or never where possible. 1.

You are not allowed to bring your cellphone to class. Do not / Don’t / Never bring your cellphone to class.

2.

You should remove your earphones when someone is talking to you. Always remove your earphones when someone is talking to you.

3.

You have to practise your instrument at least one hour per day. Practise your instrument at least one hour per day.

4.

You should not let other people tell you what to do. Do not / Don’t / Never let other people tell you what to do.

5.

You can expand your taste in music by listening to different styles. Expand your taste in music by listening to different styles.

6.

If you’re having trouble sleeping, listening to music can help you relax. Listen to music to help you relax and fall asleep.

7.

You can play energetic music to help motivate yourself. Play energetic music to help motivate yourself.

8.

You should not listen to extremely loud music. Do not / Don’t / Never listen to extremely loud music.

B. Use the information from the text on pages 5 and 6 to write four tips telling teenagers how to use music to improve their lives. Use the imperative. 1. Students’ answers will vary. 2. 3. 4. Go to pages 146 and 147 of the Grammar Section for more information and practice.

14

fourteen

Music and Your Mind

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

6.

Music in the Media

READING

Group:

C2

Music can be used to inspire emotion, to promote products and to encourage you to spend money. The songs you choose in the nal task may also be used in these ways. Before Reading

1. Write examples of songs or music used in each medium. A is a short, memorable song used in advertising. Jingles were first used in radio advertisements in the 1920s.

Students’ answers will vary. Television shows

Movies

Commercials

Video games

2. Take the “Jingle Challenge.” Work with a partner to match each of the classic jingles with its product. Use the context of the sentence to help you guess.

Jingle excerpt

Product

a. “I’m lovin’ it.”

3

b. “The best part of waking up is

in your cup.”

6

c. “Double your pleasure, double your fun.”

5

d. “Zoom zoom zoom.”

4

e. “I am stuck on on me.” f.

brand ‘cause

’s stuck

2. KitKat 3. McDonald’s 4. Mazda

1 5. Doublemint gum

“Gimme a break, gimme a break, break me off a piece of that bar.”

Reproduction prohibited © TC Media Books Inc.

1. BAND-AID

2

Unit 1

6. Folgers

fteen

15

Name:

Date:

Group:

While Reading

G

3. Read the text. While you read, circle six verbs in the imperative.

The Medium is Music S

ure, you listen to music for music’s sake. But have you ever stopped to consider the music that accompanies the other types of entertainment that you consume? You might not have realized just how big of a role music plays in advertising, TV shows, movies and even video games. Or have you?

Informative text Topic: the use of music in various media Language: informal but informative; simple and clear Purpose: to analyze songs in different contexts Audience: general Text components: 1) Introduction presenting different contexts to be covered in the text 2) Body paragraphs explaining and analyzing specific songs used in each type of context 3) Conclusion restating the main ideas and inviting readers to consider their own reactions

Catchy memorable banked on depended on lent given up-and-comers new artists

16

sixteen

Try watching TV without the sound or try getting to the next level in that video game with the volume down low. There’s something missing, and it isn’t just dialogue. Music sells products in advertisements and it tells stories in lms and television shows. Finding the right music to accompany an onscreen performance is like selecting the right playlist for your study session or evening workout. Choose well and, in the case of advertising, each time you hear the song you will think of the product even if you aren’t watching the commercial. In the case of movies and video games, it helps create the suspense, drama or romance that makes the scene memorable and evocative.

Advertising In the early days of television and up until the 1980s, jingles were the most commonly used form of music in advertising. Jingles are short songs written to promote a particular product. Catchy jingles stick in your mind. You might not go out and buy the product, but you remember the jingle and if you hum it, you become an advertisement for the brand! Nowadays, it is not uncommon to hear songs by popular artists advertising products and brands. Because people are familiar with the music, they are more likely to pay attention to the commercial that uses it. The brain also spends more time processing familiar information, especially when that information is linked to personal memories. The more familiar the song or music, the more likely the person is to retain the information about the product it promotes. Pepsi banked on this in 1984 when it teamed up with Michael Jackson. The commercial used Jackson’s hit “Billie Jean” but with new lyrics written to promote Pepsi. The catchy, upbeat melody was hard to resist and people soon started singing the new lyrics as much as the original ones. The result? The company’s sales increased signicantly. Many artists have continued Jackson’s trend by associating with brands, increasing the products’ popularity and the artists’ album sales. Major brands like Apple have even lent their star power to the careers of up-and-comers like Feist by featuring her song “1234” in an ad for the Apple iPod nano. The use of an Music and Your Mind

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

unknown but catchy song was unconventional, but then so is Apple. It was a good match. We know that instrumental music played in the background creates a relaxed state, making a person more open to assimilating new information. That is why marketers have used classical or other instrumental music to sell everything from running shoes to telephones, cars, sports drinks and computers. A classic example is the commercial for the kickoff to the 2012 Olympic Games featuring soccer star David Beckham and Beethoven’s “Ode to Joy.” Most people recognize the opening notes to this majestic classical piece. The marketers played on the familiarity of the piece to attract viewers’ attention; the entertaining and original ad became that much more memorable.

TV and Movies A lm or television show’s soundtrack can be as important as the actors. Think of scary lms like the classic Jaws. Even if you haven’t seen that movie, you can probably hum the fateful music that announces the shark is about to strike. Another iconic few notes of music are those associated with the Star Wars theme music. The great symphonic score is like an anthem that tells of the heroism and adventure that is to come in the lm. Coming-of-age movies like The Breakfast Club and The Fault in Our Stars feature soundtracks of the big hits of their era. They feature sad or uplifting songs that try to tell us how to feel even before the action unfolds.

kickoff start fateful catastrophic strike attack Coming-of-age moving into adulthood unfolds happens exoduses departures enhances adds to

Video Games Music and video games have become so closely connected that there are orchestras and composers that work exclusively to create music to accompany this kind of virtual action. Mostly instrumental, these evocative pieces set the mood for mass exoduses from planet earth, intergalactic battles, high-speed car chases through major city streets and contemporary and historic military battles. Music in television, lm and advertising enhances the message, whatever it might be, just like it can enhance your everyday life. When the right music is paired with the right brand or dramatic action, it creates a winning situation for the marketer, director or game developer. Pay attention to the music the next time you are consuming other forms of entertainment. Consider how much of your reaction is affected by the musical accompaniment, whether it’s a desire to go shopping, an urge to cry or laugh, or an adrenaline rush that gets you to the next level.

Reproduction prohibited © TC Media Books Inc.

Unit 1

seventeen

17

Name:

Date:

Group:

After Reading

4. Analyze the types of music mentioned in the text and the effect they have on the audience. Complete the chart with information from the text.

Song or type of music

How the music is used Promote Pepsi

“Billie Jean” by Michael Jackson

Classical music like Beethoven’s “Ode to Joy”

Familiar to listeners;

Hard to resist familiar melody; people

catchy, upbeat

sang new lyrics

Unknown but catchy

Use of unconventional music ts brand

Kickoff to the 2012

Familiar to listeners;

Creates a relaxed state and makes people

Olympic Games

majestic music

more open to assimilate information;

nano

original ad makes it memorable Announces shark

Jaws theme music

Impact on viewers or listeners

melody Promote Apple iPod

“1234” by Feist

Characteristics of the music

Fateful music

Scares them

Symphonic score

Prepares viewers for the heroism and

attack

Movie Star Wars theme music

adventure that will follow in the lm

5. Do you think it is manipulative when advertisement uses music to inuence viewers or listeners? Why or why not?

Students’ answers will vary.

6. When musicians sell their music to advertisers, do you think they lose credibility as artists? Why or why not?

Students’ answers will vary.

18

eighteen

Music and Your Mind

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

7.

FINAL REINVESTMENT

Group:

Analyzing the Playlist of Your Life

C3

Create a playlist and explain how each song affects your emotions, your identity and your school work. Pay attention to text features in the model on pages 16 and 17.

1. Choose two songs to represent each aspect. Provide the following information for each one.

Music and emotions a. Song title: Students’ answers will vary.

b. Song title:

Artist or source:

Artist or source:

What the song is about:

What the song is about:

Reason(s) for selecting:

Reason(s) for selecting:

lyrics

melody

rhythm

lyrics

melody

rhythm

Music and identity c. Song title:

d. Song title:

Artist or source:

Artist or source:

What the song is about:

What the song is about:

Reason(s) for selecting:

Reason(s) for selecting:

lyrics

melody

rhythm

lyrics

melody

rhythm

Music and school e. Song title:

f. Song title:

Artist or source:

Artist or source:

What the song is about:

What the song is about:

Reason(s) for selecting:

Reason(s) for selecting:

lyrics

melody

Reproduction prohibited © TC Media Books Inc.

rhythm

lyrics

melody

Unit 1

rhythm

nineteen

19

Name:

Date:

Group:

2. Take notes on how each song from your playlist makes you feel and

Music and identity

Music and emotions

why you chose it for that aspect of your life.

Song 1

Song 2

Song 3

Song 4

I used the simple present and imperatives correctly.

Music and school

Song 5

I checked my spelling and punctuation. I used vocabulary words from the unit.

Song 6

I included all of the required information in my text.

G

3. Write the rst draft of your text. Include one paragraph for each aspect and give and analyze your playlist choices. Refer to the text on pages 16 and 17 as a model. Use the simple present and at least three vocabulary words from the unit.

4. Revise and edit your text. Use the writing checklist. 5. Exchange your draft with a partner. Ask for feedback. 6. Write your nal copy. Integrate feedback, changes and corrections. 7. Publish your work. Read and discuss your classmates’ texts.

20

twenty

Music and Your Mind

Reproduction prohibited © TC Media Books Inc.

EXTRA READING Name:

Date:

How to Form a Rock Band

Group:

C2

Find out what happens when some creative students share a detention period. Before Reading

1. Have you or anyone you know ever had a detention? What is the atmosphere usually like in detention?

Possible answers: The atmosphere is usually serious and tense. The students and teachers are usually not very happy to be there.

2. For each sentence below, replace the underlined verb with its synonym

Word Box

in the Word Box. Conjugate the verb in the simple present.

G

jump • move restlessly • move slowly play • pull away • write

a. When I listen to Mozart, my mind drifts into a fantasy world.

When I listen to Mozart, my mind moves slowly into a fantasy world. b. She scribbles down the titles of songs that she hears on the radio.

She writes down the titles of songs that she hears on the radio. c. When classical music is playing, the children do not dget.

When classical music is playing, the children do not move restlessly. d. Every morning, I hop out of bed when my alarm goes off.

Every morning, I jump out of bed when my alarm goes off. e. The viewers shrink back from the screen when the music starts.

The viewers pull away from the screen when the music starts. f. The musicians strum their guitars in rhythm.

The musicians play their guitars in rhythm. While Reading

3. Read the text. While you read, underline references to music and the impact it has on the characters.

Reproduction prohibited © TC Media Books Inc.

Unit 1

twenty-one

21

Name:

Date:

Group:

Lemonade Mouth (excerpt) by Mark Peter Hughes

I

t started like this:

Detention that day was downstairs with Mrs. Reznik, the music teacher. When I walked into the music room, a cluttered, windowless basement space near the A.V. closet and the school’s boiler room, the little radio on Mrs. Reznik’s desk was playing a commercial with a catchy jingle, that “Smile, Smile, Smile” one about teeth. It kind of stuck in my mind. That’s not unusual for me. There’s always some tune or other drifting around in my head. [ . . . ] I studied the blackboard where Mrs. Reznik had set down the law in sharp, spidery chalk letters. Detention Rules: 1. No gum chewing, food or drink in the classroom. 2. You will remain seated. 3. You will not talk. 4. The rst time you break a rule, your name will go on the board. The second time, you will receive another detention. [ . . . ] My chair squeaked and I almost jumped. Mrs. Reznik looked up. “Name please?” The other detainees, two boys and two girls, turned to look. I tried to smile. I may have been an introverted Virgo of the worst kind, but at least I was working on it.

presentation that morning and I felt sorry for him. The Amazon girl with the leather skirt, savagely ripped tights, and short spiky hair was Stella Penn. After she’d pulled that crazy stunt at an assembly earlier that week, everybody knew who she was. The other two I didn’t know. Tapping nervously on his desk at the far end of the front row sat a sullen, thick-necked boy with an overgrown mop of frizz. To my left dgeted a skinny Indian-looking girl with long dark hair, big brown eyes and, at her feet, a huge, gray double bass case. She was biting her nails like a stress-end. [ . . . ] Wen and Stella stared vacantly at the wall, the frizzy-haired boy tapped on his desk and the skinny girl absently ngered a pile of rubber bands […] I realized the commercial had come back on Mrs. Reznik’s radio again. Smile, smile, smile! Would you like the perfect smile? Don’t you want your rst impression to be great? I looked up. Every head in the room was nodding with each oomp-oomp-oomp of the tuba. Bernbaum Associates, Bernbaum Associates, Bernbaum Associates Can x your smile—Don’t Wait!

“Olivia,” I reminded her. “Olivia Whitehead.” Mrs. Reznik frowned and scribbled something on a piece of paper. “You can all read the rules. I suggest you use this hour to work on something productive.” Some pop song came on—Desiree Crane or Hot Flash Smash, somebody like that. Still, it was the “Smile, Smile, Smile” commercial that looped through my mind. The other kids went back to staring into space. I only recognized two of them. Wendel Gifford, a kid who always seemed to dress in crisp, preppy clothes, was in my Social Studies class. We’d never actually spoken, but he’d embarrassed himself during a

22

twenty-two

Music and Your Mind

A.V. closet room with audiovisual equipment detainees prisoners preppy clean, neat style of clothes tights leggings stunt act sullen morose mop of frizz messy hair stress-end person under stress rubber bands elastics nodding moving the head up and down

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Soon after that, Mrs. Reznik’s cellphone rang. She put it to her ear and a second later she stepped out of the room again to take it, only this time she switched off the radio before she left. It took me a minute or so to adjust to the silence. My eyes drifted back to the rules again, and I found myself pondering Mrs. Reznik’s skinny D’s and the steep slope of the tops of her T’s when I suddenly noticed that something felt wrong. I looked around. Everybody in the room was looking at me. That’s when I realized I’d been singing the smile song. My face went warm. After a moment, Stella laughed. Wen shrugged kindly and turned back around, and then everybody else did too. I wanted to die. There are different opinions about what happened next. Mo, who of course I now know was the skinny girl, says it was Charlie, who at that time I only knew as the frizzy-haired boy, tapping on his desk that started it. Charlie says it was Mo. She picked out a rubber band, stretched it between her thumbs and icked it with her ngers. By changing the length she altered the pitch, making the same bouncing notes as the tuba in the commercial. I don’t remember who was rst, but it doesn’t actually matter because before long they were doing it together. And it sounded good. Boom tappa boom tappa boom. Oomp-oomp-oomp. Stella and Wen looked up. The next thing I knew, Stella shot out of her seat. She hopped over a row of desks to where Charlie sat. “What are you doing?” he whispered, shrinking back from her. I wondered if he thought she was going to hit him. Big as he was, Stella looked like she could take him.

Group:

tinny and crazy. But in a good way. By that time I guess Wen wanted to get into the act. He went to the storage closet and rummaged around. Eventually, with a big silly grin, he held up a kazoo. “Yes!” Stella whispered. Still plucking her rubber band, Mo giggled. I kept glancing over my shoulder at the door, expecting Mrs. Reznik back any second. They played through the full song—the verse and even the Bernbaum part. Wen had the melody. It was a joke, but it still worked. The music from their makeshift instruments sounded so unusual, so exciting. My heart pounded. I suddenly didn’t care if Mrs. Reznik showed up. The next time the verse began, I sang the words. Smile, smile, smile! Would you like the perfect smile? Don’t you want your rst impression to be great? Hearing myself sing in front of people felt weird. I’d never thought I had a very pretty voice. Instead of a pure, clear sound like the singers in, say, a Disney cartoon, mine is kind of low and scratchy, like a three-pack-a-day smoker. It’s always been that way, even when I was little. But Stella nodded, Wen winked and everybody was grinning. Then dial, dial, dial! Change your life, improve your style! Call our dental experts ‘fore it gets too late! It felt like one of those perfect moments where everything comes together. But like I said, I don’t believe in accidents. Even if this strange, musical moment, the nal result of a long chain, of seemingly unlikely events, never came to anything else, it was meant to be. Something new had been born.

“Don’t stop tapping!” On the wall over his head hung a beaten-up ukulele. She reached across, grabbed it off the hanger and took it back to her seat. After adjusting the tuning pegs, Stella started strumming the chords of the jingle along with Mo and Charlie. The ukulele sounded

Reproduction prohibited © TC Media Books Inc.

beaten-up old get into the act take part makeshift temporary scratchy rough Unit 1

twenty-three

23

Name:

Date:

Group:

After Reading

4. Complete the table with information about the characters. Include information about their physical description and character traits.

Character

Description Possible answers: music teacher; writes in sharp, spidery letters; leaves detention to

Mrs. Reznik

answer a phone call Often has music stuck in her head; introverted; Virgo; feels sorry for Wendel; sings a

Olivia Whitehead

jingle out loud; has a low, scratchy voice Dresses in crisp, preppy clothes; in Olivia’s Social Studies class; embarrassed himself

Wendel Gifford

during a presentation; sympathizes with Olivia Amazon girl with a leather skirt, savagely ripped tights and short spiky hair; pulled a

Stella Penn

crazy stunt in assembly; plays the ukulele Sullen, thick-necked boy; overgrown mop of frizzy hair; taps on his desk

Charlie

Skinny, Indian-looking, long dark hair, big brown eyes; plays double bass; bites her Mo

nails; stressed; plays with rubber bands

5. How do Olivia’s feelings change between the moment that she realizes she is singing the jingle out loud and the moment that she starts singing with the other students?

First Olivia is embarrassed and wants to die when she realizes that she was singing out loud. When the other students join in, she is rst worried that Mrs. Reznik will come back but then nds the music exciting and joins in by singing the jingle.

6. How does music bring the ve individuals together? Possible answers: They use their individual talents to recreate the jingle. Even though it is started as a joke, the music is effective and creates a perfect moment for the ve students. They work together to make the performance a success.

24

twenty-four

Music and Your Mind

Reproduction prohibited © TC Media Books Inc.

UN

IT

The Art of Connecting What drives humans to communicate with each other, and what tools have we developed to achieve this goal? How has modern technology changed the way we communicate? Conversation is

2

an art, and so is connecting in this modern age.

In this unit, you will: • Learn why humans are born to communicate. • Watch how teens react to the culture of connectivity. • Read about the art of conversing. • Observe and evaluate a conversation. • Practise grammar: question words and adverbs of frequency.

LE

NG

E

Final Reinvestment Task: • Write a how-to guide for communicating in the modern age.

EON

In today’s modern era, how can we connect with others?

MI

NU

TE

CH

AL

Make a list of all of the different ways you communicate with friends and family each day.

Unit 3

25

WARM-UP

WARM-UP

Name:

Date:

1.

Meet and Greet

Group:

C1

Consider how cultural differences play a role in communication when you are meeting someone for the rst time. You will need to consider context when you write your how-to guide in the nal task.

1. When you meet someone for the rst time, do you typically kiss them on the cheek, hug them or shake their hand? Or do you do something completely different? Explain.

Students’ answers will vary.

2. With a partner, read about each traditional greeting custom. Then, match the behaviour to the culture you believe it represents.

nod a small up-and-down movement of the head bow a slight bend from the waist

Greeting

Answer

a. Family and close friends hug. In formal situations or to show respect, say namaste and nod your head.

3

b. A slight bow is customary, even for casual greetings. You may even see people bowing while on the phone.

6

c. A small nod and a smile are typical greetings. Denitely no kissing.

1

d. A hongi is performed in formal situations. The greeters close eyes and press their foreheads and noses to each other.

2

e. A rm handshake is appropriate in formal situations. Friends may hug or slap each others’ backs, but do not expect a smile.

5

A traditional greeting involves placing palms together in front of the chest and poking out the tongue slightly.

7

6. Japan

4

7. Tibet

f.

g. A prolonged handshake or embrace is common, during which you are expected to ask about the health and family of the other.

Country 1. China

2. New Zealand

3. India

4. Senegal

5. Russia

3. Discuss the following questions your partner. Which greeting custom from Step 2 surprised you the most? What should you do if you are travelling and do not know the greeting traditions of the region? Explain.

26

twenty-six

The Art of Connecting

Reproduction prohibited © TC Media Books Inc.

Name:

Date: Date:

Grammar

POINT

GRAMMAR POINT

Group:

Question Words

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

To Ask About

Example

Who

A person

Who do you text the most?

What

A thing or event

What does LOL stand for?

Where

A place

Where do you want to meet?

When

A date or time

When can I get a new phone?

Why

A reason

Why do we use our hands to talk?

Which

A choice or distinction

Which game do you prefer?

How

A way, a manner

How does David like his new tablet?

How much

An amount

How much time do you spend on the computer?

How many

A quantity

How many apps did Ingrid install?

A. Complete each sentence with the appropriate question word. 1.

What

is the name of your favourite game app?

2.

Why

don’t you call Ashley instead of texting her?

3.

Where

is the cord to charge your cellphone?

4.

Who

is calling at this time of night?

5.

How many

times a day do you speak to your mother?

6.

When

does Ms. Lachance nd time to check her email?

B. Write complete questions using the prompts. Then, answer them in your own words. Refer to page 3 for question formation in the simple present. 1.

send / each day / when / your rst text message / you / do Q: When do you send your rst text message each day? A: Students’ answers will vary.

2.

messages / send / you / how many / per day / do Q: How many messages do you send per day? A: Students’ answers will vary.

Go to page 227 of the Grammar Section for more information and practice. Reproduction prohibited © TC Media Books Inc.

Unit 2

twenty-seven

27

READING

Name:

Date:

2. Although verbal language is unique to humans, 43-year-old Koko the gorilla can use sign language to express over 1000 English words. She can even invent new words by combining two old ones:

Group:

Communication Fixation

C2

Connecting is an essential part of human nature. Understanding the importance of communication across the ages will prepare you to write your how-to guide to modern communication in the nal task. Before Reading

1. With a partner, write a list of synonyms for the verb communicate. Possible answers: correspond, interact, contact, inform, get in touch

G

2. Using the synonyms from Step 1, write three questions to ask your partner about his or her communication habits. a. Students’ answers will vary. b. c.

3. Ask your partner your questions. 4. Fill in the blanks with the vocabulary from the Word Box.

Word Box

devices

a. The sign said “No

devices

b. He installed program

gather

c. I need to

pantomiming gossip updates

,” so I put away my cellphone.

updates

gather

on his old computer.

some data for my biology report.

d. Amelia spreads

gossip

e. The clown was

pantomiming

about her friends. as he tried to imitate the monkey.

While Reading

G

5. Read the text on pages 29 and 30. As you read, underline the main idea of each section. Then, complete the subtitles by adding the missing question word.

Find the Main Idea The main idea of a text is the message the author wants you to retain. It is often at the beginning of a text, but you may also have to read the whole text if the main idea is implied. The main idea usually answers questions such as and

28

twenty-eight

The Art of Connecting

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Group:

What Are We Talking About? The nature of human communication

I

magine you are trying to surprise a friend when his dog sees you walk in. You make eye contact with the dog, put a nger to your lips and shake your head. But instead of cooperating, the dog starts barking. The dog is not trying to be disobedient. He doesn’t listen to your warning because he simply cannot understand you. Humans have developed a complex system of communication that is different than other species’ systems and includes gestures, facial expressions and words that relay information. Why

did our ancestors need to communicate?

Thousands of years ago, our ancestors rst learned to communicate so they could work together to survive. The world was a dangerous place, and humans adapted to their surroundings by developing communication skills. Early humans shared information about where to nd food and which types of plants were poisonous. They needed to warn each other when a dangerous animal was nearby. Our ancestors also developed their communication skills so they could pass on information about the weather or about different land formations. Because these humans were stronger in greater numbers, they also needed to communicate each other’s whereabouts in case an individual needed help. How

did the rst humans communicate?

Initially, these interactions began as body movements. Early humans developed a sign language that may have involved waving their hands to indicate danger or shaking their heads to indicate disapproval. As humans slowly became cooperative, they began to use other techniques. Pointing directs our attention elsewhere, because we have a natural instinct to follow the direction of the nger. Pantomiming helps us interpret an action based on what we already know, which is the rst step to building language. Why

do humans talk to each other?

We know that sharing information makes life easier and less dangerous. But what are other reasons why connecting is such an essential part of human nature? For one, people talk to develop social bonds with one another. Having a conversation with someone sends out strong signals: It says you consider the other person important. Since humans developed communication when it was so important that they work together, the importance of social bonds has not disappeared over time.

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whereabouts locations bonds close relationships

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Another reason humans talk is because socializing is enjoyable. Research shows that humans who are severely isolated from others almost always exhibit signs of depression. Even people who have become socially isolated for some reason—they get lost or lose close friends and family—create “friends” with whom they interact on a daily basis. Some people adopt animals or make dolls. Often, we talk to other people so that we can help them. Have you ever given directions to someone who was lost? What about telling a friend about a school assignment they missed? In each of these cases, you probably weren’t looking for the other person to reciprocate. You were simply sharing information with that person because you were able to. Finally, humans talk to reafrm and maintain their reputations. Most conversations are about recounting personal experiences or gossiping about other people. These conversations help build and manage our social networks, and they also give us a reputation. Are you a sympathetic person? A funny person? A good listener? People can gather this information about you through conversation. Why

do people use modern communication technology? People often respond to Facebook status updates by liking or commenting on the content for various reasons, but it is not usually because they actually like the content but because they want to send out a social signal to build the relationship. In many cases, the conversation that follows a status update is much more important than the status update itself. What

has changed about the way we connect in modern times?

exhibit show, demonstrate reciprocate give something in return reafrm conrm again trending popular get lost in the shufe get forgotten

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Modern technology has changed how we communicate with each other, but it hasn’t changed why connecting is so essential to our nature. Our motivations for sharing information online are the same as those of our ancestors. Think about the most recent links your friends posted to their social network accounts. They might have been trending news items, giving information about a concert or warning you about bad weather. We also update our status to tell others of our whereabouts or moods. We use online platforms to share basic information just like early humans used hand gestures. Another change in the way we connect is how often we connect. It is much easier to send messages with modern devices. The consequences are that our messages get lost in the shufe or that we say so much that people stop listening.

The Art of Connecting

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Name:

Date:

Group:

After Reading

6. Name three types of information early humans needed to communicate. a. Where to nd food; which plants were poisonous b. Whereabouts of dangerous animals or other people c. Information about the weather or land formations

7. What were some of the communication techniques used by early humans?

They used body movements such as waving hands, shaking heads, pointing and pantomiming.

8. Why do humans talk to each other? List your answers in order of how important you think each is. a. Possible answers: It makes life easier and less dangerous. b. Talking is enjoyable. c. It develops social bonds. d. It reafrms and maintains reputations. e. It helps others.

9. How has human communication changed or stayed the same over time?

Discuss these questions with your group: 1. Look at the list you made in the One-Minute Challenge. Did you communicate with others more often for practical reasons or for fun? Explain your answer. 2. How do you prefer to communicate with friends? By text? By phone? Face-to-face? 3. Does your method of communication change depending on the message you need to send? Explain.

Explain your answer using information from the text.

Possible answers: Communication has changed because people make communication very public. Sometimes the conversation that follows a status update is more important than the status. The amount of information and how often we communicate have increased. Communication has not changed in the sense that our motivations for sharing information are the same as those of our ancestors.

10. Think about your own habits. What are the main reasons you connect with other people? How do these compare to the ideas mentioned in the text?

Students’ answers will vary.

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DVD

WATCHING

Name:

Date:

3.

Group:

Connect (Too) Much?

C2

Has modern technology really made us more connected? Understanding the dangers of modern communication devices will help you write your how-to guide to modern communication in the nal task. Before Watching

1. Make a list of different activities you can do with a smart phone. For each activity, indicate if it is something you do when you are alone (A) or if it is something you do when you are with other people (W).

Possible answers: play games (A)

check email (A)

make phone calls (A)

research information (W and A)

download music (A)

use GPS or maps (W and A)

2. Read the sentences and choose a synonym from the Word Box for the underlined vocabulary.

Word Box

Sentence

call guilty sele socializing

Synonym

a. Hold on a second, I want to take a photo of myself.

sele

b. When people make a big mistake, they often feel bad.

guilty

c. Interacting with others is an important part of human development.

socializing

d. You should phone your friend before we leave.

call

While Watching

3.

DVD

Watch the video once. Listen to the teenagers talk about their relationships with their smart phones. Note any similarities and differences you have with their habits.

Similarities

Differences

Students’ answers will vary.

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4. Watch the video again. Complete the chart while watching. Consequences of a cellphone addiction Possible answers: running into poles while texting; inability to concentrate on homework due to cellphone distractions; lack of sleep as a result of staying up playing on cellphone; guilty of not living in the moment and experiencing life

Reasons teenagers need cellphones For sending late-night panic texts about homework; to communicate with parents; to be cool / to t in with peers; to research answers to homework; to store music and pictures

How cellphones affect communication Pros: They help shy kids overcome social

Cons: They hurt face-to-face

anxiety and build relationships with

interactions; teenagers become

other teenagers; they help teens

less confrontational and feel they

widen their social circle.

can say whatever is on their mind.

Discuss these questions with your group: • How would you spend your time if you did not have a cellphone? • How does your answer differ from your classmates’? • Why do you think cellphones are not used for making phone calls anymore? • What is the best way for teens to communicate with each other today? Why?

After Watching

5. In your words, what was the main idea of the video? Possible answer: People spend too much time on their cellphones and are missing out on real interaction with friends and family.

6. Do you agree with the this idea? Why or why not? Students’ answers will vary.

7. Did this video make you want to change your cellphone habits? Why or why not?

Students’ answers will vary.

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or

VOCABULARY

?

The verbs say and tell both mean to communicate verbally with someone, but we use them differently. Use say to indicate what someone said. Francis said that he was hungry. Mom says it’s raining. Jeanne said, “I’m tired.” We can also use the construction say to someone. Kelly said to me that she liked my new shoes. Use tell to indicate when someone is communicating something to someone in particular. Francis told Mia that he was hungry. Mom tells me it’s raining. Jeanne told Jeff that she was tired.

Tell a friend

Always use tell when you are referring to orders or advice. Dad told me to wait right here. Mr. Mills told us to read pages 34 to 42 for homework. 1. Read the dialogue below and correct the incorrect uses of say and tell. told Tara: When are auditions for the school play? David said me they are this week. say Raul: I think they’re next week, but I heard Mrs. Lapointe tell that lots of students already signed up. Tara: Sign up? No one told me that we had to sign up!

Just say it

Raul: Don’t worry about it. Mrs. Lapointe said the sheet will be up until Friday. told Tara: Do you know which play she chose? Martin said Chris that he thinks it will be The Lion King. said Raul: Yeah, he told the same thing to me, but I heard it might be Cats. Tara: I’m so curious. My mom told me I just have to be patient, but it’s so difcult. said Raul: I know, my dad told the same thing. Do you want to practise together for the audition? Tara: That’s a great idea! How about tomorrow after school? told Raul: Can we say Thursday instead? My mom said me to be home early tomorrow. Tara: Ok, sounds good. See you then!

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The Art of Connecting

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Date:

Grammar

POINT

GRAMMAR POINT

Name:

GRAMMAR POINT

Group:

Adverbs of Frequency

Use adverbs of frequency to describe how often something happens. +

Meaning

–

always, usually, often, regularly, sometimes, occasionally, rarely, never

Adverbs have different placements in a sentence depending on the type of verb they modify. Type of Verb

Rule for Adverbs of Frequency

Example

Main verb

Place before the main verb.

Sean usually brings his phone.

Verb to be

Place after the verb to be.

We are never angry at each other.

Auxiliary verb (will, might, could, can, etc.)

Place between the auxiliary and the main verb.

You can always talk to me.

A. Decide whether the adverbs are placed correctly (C) or incorrectly ( I ). Rewrite the sentences to correct the errors. 1.

C

My stepdad makes pancakes on Saturday always.

X

My stepdad always makes pancakes on Saturday. 2.

I

We will never call Mason for help. X

3.

Cassidy updates regularly her social media account. X

Cassidy regularly updates her social media account. 4.

Ryan will check his email usually before going to sleep. X

Ryan will usually check his email before going to sleep. B. Write sentences to describe how often you do the following actions. Use the prompts. 1.

talk on the phone Students’ answers will vary.

2.

send letters in the mail

3.

connect to a smart device

Go to page 210 of the Grammar Section for more information and practice. Reproduction prohibited © TC Media Books Inc.

Unit 2

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WRITING

Name:

Date:

4. Wanted!

Group:

C3

Now it is your turn to observe and react. Find someone with bad cellphone habits who could benet from the how-to guide that you will write in the nal task.

1. Observe your family, friends and classmates for bad cellphone habits. Take notes below of three examples of bad habits.

Remember that planning your writing will make for a clearer text. Make sure your notes are precise.

• Students’ answers will vary.

•

•

offender a person who breaks a rule

G

2. Choose the worst offender, Upshot’s Most Wanted. 3. Prepare a wanted poster. Describe the bad cellphone habit. Include pertinent information like who, what, where and when. Use complete sentences and adverbs of frequency to describe the offence.

WANTED By Upshot Communication Committee Who:

What :

Where :

When :

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The Art of Connecting

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Name:

Date:

5.

Connecting Face-to-Face

Group:

READING

C2

Learn how to break down a conversation step-by-step. In the nal task, you will break down modern interaction in the same way. Before Reading

1. Think about the last face-to-face conversation that you had with someone. Answer the following questions. a. When was it? Students’ answers will vary. b. Who did you talk to? c. How long did the conversation last? d. What did you talk about? e. What emotions did you feel while talking?

2. Write four sentences using adverbs of frequency from the Word Box that describe conversations you have with friends or family. Use a different adverb for each sentence. a. We always talk about our friends.

G Word Box rarely

b. Students’ answers will vary.

usually

c.

always

d.

often

e.

never sometimes occasionally

While Reading

3. Read the text on pages 38 and 39. As you read, annotate the following information in the text: • For communication strategies you already use, write H. • For tips that you want to try, write

.

• For things you disagree with, write 6.

Annotate and Take Notes Make notes as you read to help you remember important information in a text. Choose different symbols to represent various content as it relates to you.

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How to Have a Conversation H How-to guide Topic: how to have a conversation Language: informal but informative; simple and clear Purpose: to teach readers a skill Audience: general Text components: 1) Title and introduction telling what you will learn in the how-to guide 2) Body paragraphs giving step-by-step instructions and examples for each instruction

ave you ever seen someone you know approaching and ducked your head to avoid talking to them? Ever started chatting with an adult only to realize that you don’t have much to say, or been so nervous you start to babble? Face-to-face communication can often be difcult! It is difcult to anticipate what the other person will say or how he or she might react to your words. And knowing where to put your hands or what facial expressions to use can be a real pain! Fortunately, like with any form of art, you can always improve your conversation skills with practice. Here are some tips to help you stay relaxed the next time Aunt Rose wants to know how school is going. 1. Know who you are talking to. If you are talking to someone you already know, try to remember what their interests are. This way, you can lead off with a topic they will likely have a lot to talk about. Ask about an upcoming project or game, or talk about something you did together. If you have just been introduced, see if you can learn some interesting information about the person right away, like how they know the person who introduced you, or where they go to school. Start with questions such as: “How do you know . . . ?” or “Do we go to the same school?” Finding something you have in common is an excellent conversation starter. 2. Ask questions. People usually like to talk about themselves. Therefore, asking questions is a surere way to get them engaged. You can start with general questions that anyone can answer, such as: “What did you do this weekend?” or “Have you seen any good movies lately?” After that, you can move to more specic questions that relate to their answers. If your partner indicates interest in a certain activity, ask questions about that. Finally, you should rarely ask yes or no questions. If your question is open-ended, it allows the other person to do more of the talking. This makes the conversation easier for you.

ducked lowered babble talk without a purpose pain annoyance lead off begin surere denite

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The Art of Connecting

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Date:

Group:

3. Listen actively. You might be so nervous about making conversation that your mind wanders or you just don’t stop talking and you forget to listen for the answers to the questions you have asked! Remember to relax and stop thinking about what to say next. If you have asked the right questions, you won’t even have to worry about that. One strategy is to ask a follow-up question. These types of questions show you were listening and will make your conversation partner feel good. Try something like: “I like skiing, too! What is your favourite ski hill?” Another strategy is to repeat back what the other person said using different words: “So you’re saying you didn’t like the movie? Why not?” Not only will you show your partner that you are interested in the conversation, but your enthusiasm will make him or her want to keep telling you more. 4. Accept silences. Although they can sometimes be scary, silences are a natural part of every conversation. Some cultures even welcome silences as an opportunity to reect on what has been said so far. After all, nobody can keep talking forever! While we tend to get nervous around silence, a skilled conversationalist will use these moments to take a break and collect their thoughts. They can also provide an opportunity to steer the conversation in a different direction. If you are very uncomfortable with silence, try making a small gesture to ll the gap such as searching for a piece of gum or readjusting a hat, skirt or jacket. 5. Talk about items of general interest. Did you think the math homework last night was too hard? Have you dusted off your winter boots for a new season? Did you see the latest viral video? If you are struggling to nd an interesting topic of conversation, stick to the basics. Anyone can talk about school assignments or the weather! You might think the topic is boring, but the conversation may lead to unexpected places. And who knows? You might learn something new about your partner. 6. Tell stories. People always like a good story, especially a funny one. If you are having trouble coming up with interesting questions for your partner, it’s time to take the reins. Start by saying something that keeps your listener engaged, such as: “You’ll never believe this!” or “The craziest thing just happened to me.” If you aren’t good at coming up with stories on the y, you might want to have a funny anecdote prepared—just in case. 7. Know when to say goodbye. Whether a conversation runs out of steam, gets interrupted or one of the participants has to leave, it must eventually come to an end. This is not a bad sign, so don’t become alarmed! The important thing is to recognize when the conversation is over. Always end your interaction on a positive note so that your partner will want to talk to you again in the future. You can say something like: “It was great chatting with you” or “See you soon!”

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Unit 2

skilled good steer direct take the reins take control on the y without preparation anecdote story runs out of steam loses energy

Laughing for ten minutes a day can burn up to 40 calories. The next time a friend tells a funny story, remember that laughing is an enjoyable and healthy way to spend your time.

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Name:

Date:

Group:

After Reading

4. Invent a social situation that might be awkward. Describe it below. Students’ answers will vary. Discuss these questions with your group: • Of these tips, which is the hardest? The easiest? Why? • Talk about a particularly difficult conversation you remember having. What happened? • Are there any topics you always avoid? What are they and why? • In your opinion, why can face-to-face conversations be challenging? • Why do you think some people find it easier to send online or text messages instead of calling or talking to someone in person?

5. Exchange your workbook with a partner. Discuss each person’s situation and nd three tips from the text that could make things easier. Refer to your annotations of strategies you already use (*) and tips you want to try (#).

Tip 1: Students’ answers will vary.

Tip 2:

Tip 3:

6. Write the main idea of each tip from the text in one sentence. 1.

The main idea of a text is the message the author wants you to retain. Refer to the Reading Strategy box on page 28.

Possible answers: Talk about something that interests your partner.

2. Ask open-ended questions to encourage the other person to talk about

him or herself. 3. Listen to your partner and ask follow-up questions to show that you are

interested in the conversation. 4. Silences are a natural part of a conversation and allow you to collect your

thoughts. 5. If you are struggling to nd a topic in common, talk about something

general such as school assignments or the weather. 6. Tell a funny story instead of asking your partner questions.

7. End your conversation on a positive note so that your partner will look

forward to speaking to you again.

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Name:

Date:

6.

Evaluate That!

Group:

SPEAKING SPEAKING

C1

Use a rubric to evaluate people’s conversation skills. This evaluation will help you decide which modern communication skills you want to focus on in the nal task.

1. With a partner, discuss the communication strategies presented in the text on pages 38 and 39. Together, place them in order of importance from 1 to 7. Students’ answers will vary.

Importance

Strategy Know who you are talking to. Ask questions. Listen actively. Accept silences. Talk about items of general interest. Tell stories. Know when to say goodbye.

2. Form a group of four. Pick two conversation topics from the

TOPICS

suggestions in the box or come up with you own.

3. Participate in a role play with your group. Two students will form Pair A and two students will form Pair B.

Pair A: Have a conversation about one of the topics you chose in Step 2. Use as many of the communication strategies from Step 1 as you can.

Pair B:

Observe the conversation. Write down the communication strategies you observe in the chart below.

Strategies used

The score in last night’s game Season nale of your favourite TV show Plans for the weekend Next week’s math test The menu in the cafeteria Other

Students’ answers will vary.

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Unit 2

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Name:

G

Date:

Group:

4. As a group, evaluate how well the communication strategies were used. Use the rubric below. Use adverbs of frequency.

4 – Advanced

3 – Accomplished

2 – Developing

Participant always uses this strategy to encourage conversation.

Participant often uses this strategy to encourage conversation.

1 – Beginner

Participant sometimes uses Participant rarely uses this strategy to encourage this strategy to encourage conversation. conversation.

5. Switch roles. Take notes on the second conversation and discuss your evaluation.

6. Were the strategies used more successfully in the second conversation? Explain your answer.

Students’ answers will vary.

PRONUNCIATION

Sound

CD

In English the / h / sound is unvoiced, which means that the vocal cords do not vibrate when we say it. However, we can hear this sound when it is pronounced correctly. Imagine the sound you make when you try to fog up your glasses to clean them. To see if you are making the sound correctly, put your hand in front of your mouth. If you can feel your breath on your hand but your vocal cords aren’t vibrating, you’re on the right track! •

We usually pronounce the / h / sound when it is at the beginning of a word: help how hungry house

•

When the h comes in the middle, it is usually silent: which when shepherd

•

For some exceptions, there is a silent h at the beginning of a word: honour hour

1. Listen to the words and circle the ones you hear.

Hey!

a. e y e

hi

d. a n d

hand

g. h a i r

air

b. h i t c h

itch

e. h o w l

owl

h. a r t

heart

c. h e a r

ear

f. e e l

heel

i. ale

hail

Hello!

2. Listen to each word and repeat it out loud after the speaker.

42

hand-held

heartache

human

histor y

hobby

healthy

forty-two

The Art of Connecting

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Name:

Date:

7.

Group:

FINAL REINVESTMENT

How to Communicate in the Modern Age C3

Write a how-to guide for engaging in meaningful communication in the modern age.

1. Think of and list different ways that we communicate with modern devices.

Students’ answers will vary.

2. Choose three forms of modern communication. Write each form in the rst column. Think of problems that arise when communicating in these ways.

Forms of modern communication

Pay attention to text features. See the model how-to guide on pages 38 and 39.

Problems

1.

2.

3.

3. Read the tips for writing a how-to guide in the box below. TIPS FOR WRITING A HOW-TO GUIDE A how-to guide provides skills to solve or avoid problems. • Decide what situations you want to help your audience with. • Think about why these situations are specic to modern communication. • Consider what devices these skills will be most useful for. • Introduce your topic in an interesting manner. • Provide descriptions and an example for each step of the guide.

4. Think of two tips that solve the problems of each form of communication you identied in Step 2. Write notes in the graphic organizer on the next page.

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Name:

Date:

Tips

Group:

Notes, descriptions and examples

Form of communication: 1.

2.

Form of communication: 1.

2.

Form of communication: 1.

2.

G My title and introduction clearly indicate what the how-to guide is about.

5. Write a draft of your how-to guide. In your introduction, mention the three forms of communication you chose. Include one paragraph per tip. Refer to the model on pages 38 and 39. Use question words and adverbs of frequency in your writing. Use vocabulary from the unit.

My tips provide descriptions and examples of how to communicate.

6. Revise and edit your how-to guide. Use the writing checklist.

The language is simple and clear.

8. Write your nal copy. Integrate feedback, changes and

I checked my work for spelling and punctuation.

9. Publish your work. Read and discuss your classmates’ how-to

I used question words and adverbs of frequency correctly.

44

forty-four

7. Exchange your draft with a partner. Ask for feedback. corrections. guides.

The Art of Connecting

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EXTRA READING Name:

Date:

A Different Kind of Conversation

Group:

C2

Is it possible to have a conversation with no words? Before Reading

1. Think about how we communicate without words. Explain how you would interpret each emoticon or emoji below. a.

>. domesticated animal march to the beat of a different drum > to behave in a different way than other people

Belfast, shows that dogs can discern between

tunes > songs

human music of different genres. “Our own research

pitches > degrees of sound

has shown that dogs certainly behave differently in response to different types of music, e.g., showing behaviours more suggestive of relaxation in response to classical music and behaviours more suggestive of agitation in response to heavy metal music,” Wells wrote in an email. Considering the great demand for new ways to please our pets, more progress is likely to be made in the eld of animal music. But no matter how well composers perfect their dog, cat and monkey songs, the animals will probably never appreciate their

tones > musical sounds tempos > speeds grating > harsh or irritating wired > programmed thumping > hitting against something to produce a muted sound cellist > person who plays the cello, a string instrument tailored > made especially for someone eld > domain relative pitch > the ability to recognize the same sequence of notes in different keys absolute pitch > the ability to identify notes without a reference tone

species-specic music quite as much as humans appreciate ours. According to Snowdon, they lack an important musical ability that we possess: relative pitch. “We can recognize that a sequence of notes is the same whether it’s in the key of F or A at,” he said. “I have found that animals have very good absolute pitch, but they don’t have relative pitch. They can learn to recognize a sequence of notes, but if you transpose the notes to a different key, so that the sequence uses the same relative notes but the key

254

Upshot Year One  Extra Reading

Reproduction permitted © TC Media Books Inc.

Name:

Date:

Extra Reading Unit 1

Group:

Handout ER 1 (cont.)

Music and Your Mind

Before Reading 1. How are humans similar to their pets? How are they different than them? Think about your personal experience with pets.

2. Match each word with its denition. Word

Denition

a. scale

1. high-pitched

b. wisdom

2. humorous use of words that sound the same but have different meanings

c. shrill

3. succession of musical notes

d. ungraspable

4. type of animal

e. breed

5. difcult to understand

f. pun

6. knowledge acquired with age and experience

3. Complete the sentences with words from the chart above. a. I like all dogs but my favourite b. Johanna let out a favourite group in concert.

is denitely the Dalmatian. scream when she got tickets to see her

c. My English teacher loves to use d. Edouard learned a new e. The grandmother shared her

to make us laugh. in music class today. with her grandson.

f. The new concepts we learned in science class today were

.

While Reading 4. As you read, underline sentences that provide information about how animals perceive music and respond to it.

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Upshot Year One  Extra Reading

255

Name:

Date:

Extra Reading Unit 1

Group:

Handout ER 1 (cont.)

Music and Your Mind

After Reading 5. Read the statements below. Put a check mark in the T or F column to indicate if each statement is true or false. If the statement is false, write the correct information from the text. Statement

T

F

Correction

a. People assume that their pets will like the same music as they do. b. Music composed for tamarins is pleasing to the human ear. c. It is possible to buy music composed especially for animals. d. Most likely, a Chihuahua will like the same music as a Labrador. e. Animals have both absolute and relative pitch.

6. Do you think researchers will continue to pursue studies in animal music? Support your opinion with information from the text.

7. Should we invest money in research on animals’ music preferences, or should that money go to other research? Support your opinion.

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Upshot Year One  Extra Reading

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Name:

Extra Reading Unit 2

Date:

Group:

Handout ER 2

The Art of Connecting

Bound for Shenzhen

in a country where I looked like I belonged but really didn’t.

I was sitting on a hard plastic bench in the station,

After I spent 10 minutes walking up and down

waiting for my train to be announced. Normally,

the rows of crowded benches looking for a seat,

this would not be a problem, but this was no ordinary

a matronly woman took pity on me, and urged her

train station. Well, that is not true. Technically, there

family to squish together to make room for me.

was nothing exceptional about it; there were no people

I looked at her, unsure if the space was really for me,

dressed in robes pushing carts laden with owls and magic broomsticks or anything else that would distinguish this station from dozens of others. This train station was a perfectly normal one for China. Therefore, as one might expect, I was having some difculty understanding the blaring announcements from the tinny PA system. Just

since there were probably 200 other people looking for seats. She smiled, nodded and gestured to me to sit. I quickly and gratefully sank onto the bench. I leaned forward and thanked her in Mandarin. She smiled and quickly rattled off a few sentences in reply. I mentally gathered the few phrases I had

a little. The voice spoke extremely fast, so fast that

memorized. “Dui bu qi, wo shi mei guo ren. Wo sho

I imagined he must have been a debater in high

xiao zhong guo.” Translated, I said (or think I said),

school. I couldn’t make out a single word! I was

“I’m sorry. I am American. I speak little Mandarin.”

just listening for the magical word “Shenzhen”

The lady smiled, nodded, reached out to pat my

and hoping I would get on the correct train. However,

hand, and said something more slowly, but I still

this plan did not work as I had hoped.

didn’t understand. Then she and her family rose

Sighing, I stood, grabbed my back pack, purse,

and left. Their vacant seats were immediately lled

and duffel bag, and staggered to the nearest

by other weary travellers who were grateful to rest

information desk, hoping with all of my might that

their sore feet.

someone there a) spoke English, and b) could

I ried through my jam-packed purse, searching

tell me when my train would leave and where to

for my travel dictionary and ashcards with

get it. After 10 minutes of heroic attempts to nd

handy phrases like “I want a hotel room with air

someone with any knowledge of English, I hit a wall.

conditioning, a shower and a toilet” written on them

A solid, 90-foot wall made of the unyielding stone

in both pinyin and characters. I sifted through them,

of impossible communication.

looking for any card that could possibly help me out

I trudged forlornly back to where I had been

of this nightmare of a situation. Unfortunately, I had

sitting, only to nd that my seat was now occupied

not foreseen this, and soon realized that a card with

by a woman who was studying a map, and a little

the words “I am travelling to Shenzhen and I think

girl, currently busy painting the bench with soy

my train has been delayed. When will it arrive, and

sauce. I turned back the way I had come, wondering

at which gate will it be boarding?” was not in my

what had possessed me to travel by train by myself

stack of 100 Useful Phrases for Any Situation (except the circumstance I was in).

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The Art of Connecting

Sighing loudly, I stashed the cards in my purse

She smiled and turned to walk back to the

and reached for my dictionary. I allowed myself

information desk. All of a sudden, I saw something

a brief, wistful thought—I wish I was uent in

in her hand that I hadn’t noticed before: a dictionary.

Mandarin—before I looked up the word for gate.

I smiled as I collected my bulky belongings and

I ipped through the pages hurriedly, not wanting

headed to gate six to wait for my train.

to waste a second and consequently miss my train. I didn’t know what I would do if that happened. Where would I go? All of a sudden, a shadow fell over me. I

GLOSSARY carts > small vehicles pulled or pushed by hand

apprehensively looked up, and to my great relief,

laden > lled

I saw one of the women from the information desk

blaring > very loud

in front of me.

PA system > speakers that play announcements

“Dui bu qi (I’m sorry),” she said contritely, “I no want scare you.” “Mei guan xi (That’s okay),” I replied, relaxing

make out > understand staggered > walked unsteadily unyielding > inexible, rm

slightly, but not totally, since adrenaline was still

trudged forlornly > walked sadly

coursing through my veins.

squish > move together with no space between

“I not know shima (what) you ask then,” she said

gratefully > appreciatively

in halting, broken English. “Now I zhidao (know).

rattled off > said

Train lai (will come) soon. Gate liu (six).”

weary > very tired

“Xiexie ni! (Thank you!),” I exclaimed, overjoyed

ried > searched

that I now knew which gate to go to and that the train

jam-packed > extremely full

was still en route to the station.

pinyin > system for transcribing Chinese into the Latin alphabet

“Mei guan xi (You’re welcome),” she said, smiling widely. “Wo hen (I’m very) happy help you.” “Wo hen gao xing ren shi ni (I’m very happy to have met you),” I said, using another of my memorized phrases and truly meaning it.

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sifted > searched nightmare > bad dream boarding > getting on the train wistful > pensive, reective ipped > turned

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The Art of Connecting

Before Reading 1. Which languages do you speak? What additional language(s) would you like to learn?

2. Have you ever been in a situation where you had difculty communicating with someone? What happened?

3. What strategies can you use to communicate with someone who does not speak the same language as you or who has limited knowledge of your language?

4. Look at each of the hand signals below. What meaning do you associate with each signal? Signal

Associations and meanings

a.

b.

c.

d.

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The Art of Connecting

While Reading 5. As you read, underline examples of successful communication between the traveller and other people. Include examples of nonverbal communication. After Reading 6. The traveller experiences many different emotions throughout the story. Read each excerpt in the table below and identify the emotion associated with each one. Excerpt

Emotion

a. “ . . . I hit a wall. A solid, 90-foot wall made of the unyielding stone of impossible communication.”

1. relief

b. “I quickly and gratefully sank onto the bench.” c. “I allowed myself a brief, wistful thought—I wish I was uent in Mandarin . . .” d. “I didn’t know what I would do if that happened. Where would I go?” e. “All of a sudden, a shadow fell over me. I apprehensively looked up . . .” f. “’Xiexie ni! (Thank you!),’ I exclaimed, overjoyed that I now knew which gate to go to and that the train was still en route to the station.”

2. happiness 3. nervousness 4. frustration, discouragement 5. fear, uncertainty 6. regret

7. Where does the story take place and what information is the traveller waiting to hear?

8. What popular story is the traveller referring to when she mentions a train station where there are “people dressed in robes pushing carts laden with owls and magic broomsticks”?

9. What does the traveller mean when she says she was in “ . . . a country where I looked like I belonged but really didn’t”?

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The Art of Connecting

10. How had the traveller prepared for her trip? In what ways was her preparation inadequate?

11. How did the woman from the information desk eventually nd a way to communicate with the traveller?

12. How do you think the woman from the information desk and the traveller felt at the end of the story?

13. What would you do if you were in the same situation as the traveller?

14. Write three communication tips that could make interactions easier for a person who will travel to a country where he or she does not speak the language. Tip 1: Tip 2: Tip 3:

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Handout ER 3

The Amelia Earhart Mystery

Laura Dekker: A Heroine for Our Times

She dodged near-collisions with cargo ships, and

By Emine Saner

worried about pirates. Not in the least squeamish,

She survived weeks at sea with just a few cockroaches

she had to rescue live ying sh that had ung

for company—and did her homework too. Emine Saner

themselves into her cabin, and scrub the stinking

salutes the teenage sailor.

remains of decomposing squid from the deck. She

What do you do when you fulll your life’s ambition

survived weeks at sea with no company—except

at the age of 16? Laura Dekker, the youngest sailor

for the ants and cockroaches that had stowed

to circumnavigate the globe single-handedly,

away in her cabin. On top of all that, she had to do

arrived at the Caribbean island of St Maarten on

schoolwork.

Saturday to a rapturous welcome and a relieved

She is determined

family. While we wait to hear what she does next,

All of the above was nothing compared to the battle

we celebrate her life so far.

she faced against the Dutch authorities before she

She was born to sail

set off. Although her parents supported her plans,

Her Dutch parents were living on a yacht in a port in

Dekker was placed under state guardianship by a

New Zealand when Dekker was born and she was

Dutch court, which stopped her attempt to start her

six when she rst sailed solo. At eight, she decided

world voyage when she was 14, saying it was unsafe

her dream was to sail around the world, and, aged

and would damage her development. A few months

just 13, Dekker sailed solo from the Netherlands

later, she ran away but was found in St Maarten and

to England and back—a trip her father had hoped

escorted back to the Netherlands. In July 2010, a

would “cure her wanderlust,” according to her

court lifted the state supervision and said the trip

website. Her mother has said “she sails like a devil,”

could go ahead (in the meantime, Dekker had done

while her grandfather says “she’s a stoic. She will

training in rst aid and sleep management, and was

keep a cool head in the most extreme of situations.”

a more experienced solo sailor). “Over a period of

She is good with cockroaches She took on six-metre-high waves and extreme weather—on one occasion, heading in to the Cape of Good Hope, her storm jib (a sail used in storms) got jammed and she nally managed to take it down in the early hours of the morning. Another of her sails ripped completely during the voyage. She slept on a damp bed and lived on rice and pasta, with cookies and pancakes as an occasional treat.

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11 months I was constantly afraid that Youth Care would lock me up,” she wrote on her blog. “It was all a frightening and traumatic experience. So often these terrible memories come to me. I can’t ignore them. Now, after sailing around the world, with difcult port approaches, storms, dangerous reefs, and the full responsibility of keeping myself and [her boat] Guppy safe, I feel that the nightmares the Dutch government organizations put me through, were totally unfair.” In their defence, Joost Lanshage

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The Amelia Earhart Mystery

from the Netherlands Bureau of Youth Care said:

peace that it brings,” she wrote earlier in December.

“If Laura had drowned we would be accused of not

You can feel the apprehension of the media attention

doing enough to protect her. Thank God she’s OK

she knew she would eventually attract. “At sea, I feel

and I think that’s partly due to the safety measures

comfortable and I come to rest.”

we enforced as part of the condition for allowing her to go.”

GLOSSARY

She becomes the youngest person to circumnavigate the globe

circumnavigate > sail around

Dekker has just pipped the previous youngest, Jessica Watson, an Australian who sailed around the world, arriving in Sydney in May 2010, three days before her 17th birthday. In June 2010, Abby Sunderland, a 16-year-old sailor from the US, was rescued in the Indian Ocean after breaking her

single-handedly > without help, unassisted wanderlust > strong desire to travel stoic > person who accepts challenges without complaining or showing emotion jammed > stuck dodged > avoided squeamish > easily disgusted stowed > hidden

mast in an attempt to do the same. It was back in

damage > injure or harm

2009 that a boy—17-year-old Michael Perham, from

allowing > permitting

England—held the record. However, Guinness World

pipped > beat someone in a race

Records will not verify any of these claims, saying

mast > structure that holds a ship’s sails

they do not want to encourage minors to take on

barrel vault > semi-circular architectural structure

dangerous challenges. She is a reluctant superstar Reading the blog Dekker kept during her voyage, it is clear that she values solitude and a proximity to nature. She writes about meeting penguins, seals, birds, whales and dolphins and has a deep appreciation of the beauty the world has to offer. “Yesterday the clouds gathered in an arch that reached down to the sea far on the horizon, and when the sun came down oating in the water it turned the arch into a barrel vault of lights,” she wrote on Christmas Eve. “Sometimes I try [to] adjust the sails to make us go faster, but mostly I simply enjoy the endless silky blue ocean and the quiet

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Handout ER 3 (cont.)

The Amelia Earhart Mystery

Before Reading 1. Unscramble the letters to nd the word that matches each denition. Denition

Letters

a. insects with long antennae and legs, usually considered pests

Word

rcokcsaoehc

b. slightly wet

padm

c. past tense of “ing”

ulgfn

d. clean by rubbing hard

bsurc

e. terrifying; very scary

gihrftgenin

f. died by suffocating in or inhaling water

onedrwd

2. Complete the sentences with the words from the chart above. a. Your hands are so dirty! You need to

them before dinner!

b. That character in the horror movie we watched last night was so . c. My sister got in trouble when she

a spaghetti noodle across the

kitchen. d. The spider

in the big bowl of water.

e. Watch out! There are three giant f. The towels are still

under the table. . Put them back in the dryer.

3. Which of the following adventures interests you the most? Rate each adventure from 1 = most interesting to 4 = least interesting. backpacking through Europe with a friend

climbing Mount Everest

sailing around the world

learning to y a plane

4. Discuss the following questions with a group of classmates. a. Which of the adventures listed in Step 3 is the most popular among your classmates? Why? b. Which one is the least popular? Why? c. Do you know anyone who has ever participated in any of these types of adventures?

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Group:

Handout ER 3 (cont.)

While Reading 5. As you read, underline the challenges that the young sailor, Laura Dekker, faced during her journey. After Reading 6. How might Laura’s parents’ lifestyle have contributed to her passion for adventure?

7. Laura’s father hoped that her solo trip from the Netherlands to England at age 13 would “cure her wanderlust.” What do you think he meant by that?

8. What reason did the Dutch authorities give for preventing Laura from starting her solo journey around the world when she was 14?

9. How did Laura react when the authorities stopped her from starting her trip? Do you think she made the right decision?

10. How did Laura further prepare for her trip while waiting for the Dutch authorities to lift the state supervision?

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Handout ER 3 (cont.)

The Amelia Earhart Mystery

11. Complete the prole card for each of the teenagers mentioned in the text. Name:

Name:

Age:

Age:

Nationality:

Nationality:

Exploit:

Exploit:

Name:

Name:

Age:

Age:

Nationality:

Nationality:

Exploit:

Exploit:

12. What do you think the writer means when she writes that Laura is a “reluctant superstar”?

13. Which of Laura’s challenges would you nd the most difcult to deal with? Why?

14. If you had the opportunity to interview Laura for a news article, what three questions would you ask her about her adventure?

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What a Waste

Paraguayan Landll Orchestra Makes Sweet Music from Rubbish By Jonathan Gilbert

of Carapeguá, 50 miles from Asunción, to conduct a youth orchestra. After he brought the group to Cateura to perform,

They race towards a rubbish truck as it empties its

the gancheros asked Chávez if he could teach music

load at a vast landll on the edge of the city, hauling

to their children, many of whom would spend

away bin liners that overow with household waste.

afternoons playing in the rubbish as they waited for

Their hands are black with dirt and their faces are

their parents to nish work.

hidden by headscarves that protect them from the high sun. An estimated 500 gancheros (recyclers) work

But as the months passed, Chávez—a longtime fan of Les Luthiers, an Argentinian band that uses homemade instruments—realized the ever-growing

at Cateura on the outskirts of Asunción, where

number of children under his tutelage needed to

1.5 tonnes of rubbish are deposited daily, separating

practise at home if they were to progress.

plastic and aluminium that they sell on for as little as 15p a bag. Among the mounds of refuse, however, are used oven trays and paint pots. Cast aside by the 2 million residents of the capital of Paraguay, they are

“A violin is worth more than a recycler’s house,” says Chávez. “We couldn’t give a child a formal instrument as it would have put him in a difcult position. The family may have looked to sell or trade it.” “So we experimented with making them from the

nonetheless highly valued by Nicolás Gómez, who

rubbish. We discovered which materials were most

picks them out to make violins, guitars and cellos.

comfortable, which projected the right sound and

Gómez, 48, was a carpenter and ganchero but now works for Favio Chávez, the conductor of Paraguay’s one and only landll orchestra. The Cateura Orchestra of Recycled Instruments

which withstood the tension of the strings. It was ne to hand these out as they had no monetary value.” Gómez travels three times a week to Cateura to dig out material. He shapes the metal oven trays

is made up of 30 schoolchildren—the sons and

with an electric saw to form the body of a violin and

daughters of recyclers—whose instruments

engineers cellos from oil barrels. The necks of his

are forged from the city’s rubbish. And while its

string instruments are sculpted from old strips of

members learned to play amid the ies and stench of

wood, called palé.

Cateura, they are now receiving worldwide acclaim,

Now with the aid of colleagues, Chávez—who

culminating earlier this month with a concert in

has been teaching music since he was 13—uses

Amsterdam that included Pachelbel’s Canon.

the instruments to give classes to around 70 children

The project was born in 2006 when Chávez, 37, began work at the landll as a technician, helping

and also directs weekly orchestra practice. But he has a goal that goes beyond music.

recyclers to classify refuse. But his passion for music

Chávez believes the mentality required to learn an

took him home each weekend to the small town

instrument can be applied more widely to lift his pupils out of poverty.

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Handout ER 4 (cont.)

What a Waste

Paraguay is the fastest-growing country in the

“My dream is to be a musician,” says Noélia, 13,

Americas, but nearly a third of its population lives

clutching her guitar, made by Gómez from two large

below the poverty line. The gancheros and their

tins that once contained a Paraguayan sweet potato

children live in slums, called bañados, which occupy

dessert. Her 16-year-old aunt, María Ríos, also plays

the swamps between Asunción and the River

in the orchestra.

Paraguay. “The state does nothing,” says Gladys Águilar, 61,

“Going to other countries has opened my mind so much,” says Ada, 14, a violinist. Following the trip to

from a shantytown next to the landll. “Politicians

Amsterdam—its rst outside of South America—the

put a sweet in our mouths with their promises. But

orchestra will play this year in Argentina, the US,

when they are elected all they care about is power

Canada, Palestine, Norway and Japan. Chávez has

and the sweet turns bitter.”

also received an invitation to play at June’s Meltdown

Chávez recognizes the shortcomings of the government, but says families can improve their

festival in London. Like her sister, Ada hopes to become a musician

lives by considering the long term. “Poor people

and also dreams of owning a Stradivarius violin,

need to eat today,” he says. “They don’t think about

worth millions of pounds. But for now she is more

tomorrow’s problems. But learning music means

than content to play her current instrument, whose

you have to plan. It’s very challenging to explain to

face was taken from an old paint tin. “I don’t care

a child who lives in adverse conditions that if his

that my violin is made out of recycled parts,” she

dream is to play the piano he needs to sit on a stool

says. “To me, it’s a treasure.”

for ve hours a day.” Many parents also struggle to see the advantages of such an attitude. “Most tell their kids that a violin

GLOSSARY outskirts > region outside of a city

can’t feed you; that they need to work to eat,” says

15p > 15 pence or about 30 cents

Jorge Ríos, 35, a recycler whose two daughters play

mounds > hills or mountains

in the orchestra. “But thanks to that violin my kids

Cast aside > thrown away

have seen new countries. They have an opportunity

withstood > held out against

for a better future.”

shantytown > section of a city where people live in poorly built huts or houses

Ada and Noélia Ríos started attending Chávez’s classes in a chapel two years ago after their grandmother, also a recycler, signed them up. They

shortcomings > failures, weaknesses pounds > monetary unit used in the United Kingdom

enjoy Chávez’s strict regime, practising for two hours a day at their home—a shack with earth oors in the San Cayetano slum—and have travelled around Latin America with the orchestra.

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Handout ER 4 (cont.)

What a Waste

Before Reading 1. Match each word with its denition. Then, nd and circle each word in the word search grid. Word

Denition

a. cello

1. garbage

b. forged

2. tool used for cutting which has a thin blade of metal with sharp teeth

c. landll

3. poor neighbourhood in a city

d. refuse

4. offensive smell or odour

e. rubbish

5. created

f. saw

6. wet lands

g. shack

7. anything that is thrown away

h. slums

8. metal

i. stench

9. musical instrument; second largest instrument in the violin family

j. swamps

10. area of land built up from layers of garbage covered in earth

k. tin

11. a roughly built cabin

F

O

R

G

E

D

R

L

S

P

M

A

W

S

H

A

O

K

C

A

H

S

C

N

L

S

E

C

I

L

N

D

L

A

Y

B

T

U

E

F

E

W

B

C

I

M

T

I

C

U

L

E

N

S

S

L

R

E

F

U

S

E

R

L

2. Circle the remaining letters in the word search grid. Write the letters below to nd the mystery word. Mystery word:

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Handout ER 4 (cont.)

What a Waste

While Reading 3. In this text, you will learn about the gancheros, a Spanish word for people who pick through garbage to nd and sell plastic and aluminum. As you read, underline words and phrases describing the difcult living and working conditions of the gancheros and their children. After Reading 4. Scan the text to nd the correct quantities to complete the chart. Number of . . .

Quantity

a. gancheros who work at Cateura b. tonnes of daily rubbish deposited each day in Cateura c. schoolchildren in the Cateura Orchestra of Recycled Instruments d. times per week that Gómez travels to Cateura to dig out material e. children taught by Chávez and his colleagues 5. According to Chávez, why are children not given formal instruments?

6. What material does Gómez use to make violins and cellos?

7. What impact has music had on Ada and Noélia Rios’ lives?

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What a Waste

8. Find sentences in the text to support each of the statements below. a. Chávez believes that the skills developed when learning to play an instrument can help children to create a better future for themselves.

b. Politicians say they will help the poor people of Paraguay but when they are elected, they do not keep their promises.

c. Some of the residents are more concerned about providing their family with what they need in the present rather than planning for the future.

9. Circle the idiomatic expression that best ts the main idea of the text. Explain your answer. a. To talk trash b. To waste your breath c. One man’s trash is another man’s treasure. d. Garbage in, garbage out

10. There are waste pickers and dumpster divers in Canada who, like gancheros, collect and sell reusable materials thrown in the garbage. Does this surprise you? Why or why not?

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Handout ER 5

Tough as Nails

Notes from the End of the World (excerpt) By Donna Burgess

Chapter 1 April 30 Cindy Maybe I’m stupid for running, but what have I been

I’m quick enough to sprint between weapons, if necessary. I haven’t had to yet, but luck has this dumb way of running out, doesn’t it? The morning sun is bright and dew glistens like

doing for the last nine months, anyway? Running.

shards of glass on forgotten lawns. A little dog

I need to run. It’s the last thing I have left of my old

peers at me from behind a thick oak tree. He trots

life. Everything else has been taken—my parents,

along with me, keeping up but staying back, timid

my friends, my school. My future. [. . .]

of humans now. When I turn, he darts away. [. . .]

Common logic indicates that I need to be able

By Halloween last year, the N-Virus was

to hear them coming. Shamblers are slow, but they

beginning to wrap its stinking ngers around the

can be surprising. Especially when they move in

heart of Palm Dale. Mr. Graves had decorated

droves. But I know them by their smell. Death has

anyway, but later at the community Christmas

this distinctive stink. It oats up like rancid garbage.

powwow, he mentioned how he regretted it.

It smells . . . feverish. And no matter how much I

Mrs. Graves had turned by January and went to

smell it, I never grow used to it.

the Pastures soon after.

During the brief hours when the Internet and

I pass the Jensen’s place—the prettiest home in

electricity is on, Nick and I printed out a map of

the Flats. Like many of the other homes, their front

Sawgrass Flats from Google Earth, and traced out

door sports a messy red spray-painted “CLEARED.”

running routes. We then determined where we could

The windows above the porch are broken out.

strategically place weapons. Just in case.

Someone else must be around, lying low. Maybe

Behind Mr. Law’s house, we left a pair of hedge

watching me as I pass. Switching off my music, I jog

trimmers. A block over, we stood a short, sharp

along, even more watchful now, because sometimes

spade next to Mrs. Billings’ garage. Another block

the living are worse than the dead. Guardsmen,

farther along, we left one of my softball bats behind

police, soldiers and scavengers are a rare sight

the rose bushes at Mr. David’s and Mr. Howard’s

lately, but still, it’s best to take no chances. People

elegant cottage. David was meticulous over those

you could trust a year ago are the ones you now have

roses. There’s nothing left but a tangle of thorny

to avoid at all costs. They’re the ones with the guns,

vines now. I’d heard that David had to kill Howard.

so they’re the ones with the power.

After that, he vanished. I assumed he killed himself,

I stop, bend at the waist and suck clean, cool air.

too. He always said he couldn’t get along without

Another. And here it is—that smell. That stink I’ve

Howard.

come to know so well.

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Tough as Nails

Straightening up, I slowly turn and look around.

to be destroyed. That’s rule number one. If you can’t

To the right, I spot the Shambler. He might’ve been

remember that one, you’re not going to get very far.

somewhere around middle-aged, if he’d lived. He’s

Pajama Pants thrusts his arms at me one last

wearing stained pajama pants, no shirt and no

time and then sinks to his knees. He’s done and I’m

shoes. His gray hair sticks out from his head like

done with him. I let go of the axe and plant my foot

a frizzy halo. The bones of his chest glint through

in his chest, shoving him backwards. Then I step

the rotten, moss-coloured tatters of esh. [. . .]

over him, plug my earbuds back into my ears, and

I dart to the left and double back toward the

start running again. Nick’s usually with me, so of

Jensen’s place. Despite the lack of decent food,

course, the day he’s not is the day I get a visit from

I’m quick. But the Shamblers are quick, too, and

a Shambler. Maybe it’ll be best to keep it to myself.

this one is on me in an instant, the stink of his breath wafting up from behind. He grabs my ponytail, but his grip is no good because the pads of his ngers

GLOSSARY

are gone. I slip away as his teeth click together

Shamblers > people who walk slowly and awkwardly; zombies

loudly, a near miss at the side of my throat.

droves > large numbers; groups

I’d left a short-handled pickaxe near the Jensen’s back patio, but it’s so far away. But I need to get there before Mr. Pajama Pants has me for lunch. [. . .] I grab it up and spin back toward my friendly

feverish > excited, as if with a high temperature brief > short hedge trimmers > tools used to cut plants spade > tool used to dig dew > tiny drops of water that form at night

neighbourhood Shambler. Steeling myself (isn’t that

shards > sharp pieces

a comic book line), I raise the pickaxe, ready.

darts > moves quickly

Mr. Pajama Pants lunges at me, his stupid mouth

sports > is covered with

wide open, his teeth looking huge without lips to

tatters > something that is torn or in pieces

frame them. I wait for the exact instant and then

esh > body tissue

plunge the pointed blade of the axe forward. It sinks

lack > deciency or absence

into his eye—all the way in. The eyeball pops like an old tomato and splatters on my face and hands.

wafting up > moving through the air grip > hold of the hand

I shove it harder and he stops moving altogether.

pickaxe > tool with pointed end used to break up the ground

The smell of rancid blood lls my nostrils and I turn

Steeling > mentally preparing for something difcult

my face away, searching for a clean breath.

lunges > moves suddenly at something, attacks

If you’ve seen pretty much any zombie movie, you know you need to aim for the head. The brain has

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plunge > to push something rmly into something else shove > push

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Extra Reading Unit 5

Group:

Handout ER 5 (cont.)

Tough as Nails

Before Reading 1. Write what you already know about zombies. Think about books you have read or movies you have seen to help you.

2. What would you do if you found yourself in the middle of a zombie attack?

3. Match each expression with its meaning. Expression

Meaning

a. to lie low

1. to avoid something no matter how much effort is required

b. to have your luck run out

2. to hide or conceal yourself

c. to keep it to yourself

3. to come to the end of your good fortune

d. to avoid at all costs

4. to keep something a secret

4. Complete the sentences with the expressions from the chart above. a. I’ll tell you about the surprise but you have to promise to

.

b. Ahmad always managed to get out of difcult situations but one day his . c. When Emily realized there were wild animals nearby, she decided to so she wouldn’t be seen. d. Jacob hates speaking in front of people. He tries to

.

While Reading 5. As you read, underline words and phrases that describe the Shambler. Pay attention to its physical appearance, its smell and its behaviour. After Reading 6. Find sentences in the text to support each of the statements below. a. Cindy’s life has changed drastically over the last few months.

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Handout ER 5 (cont.)

Tough as Nails

b. Shamblers don’t always travel alone.

c. The residents have limited access to the Internet and electricity.

d. Cindy is still able to run fast even though there is not a lot of food to eat.

e. The Shambler called Pajama Pants dies.

7. Read the three excerpts below. Choose one of the excerpts and illustrate it in the box. Your illustration must reect the description. Share your illustrations with the class and describe what you have drawn. Excerpt 1

Excerpt 2

Excerpt 3

“The morning sun is bright and dew glistens like shards of glass on forgotten lawns. A little dog peers at me from behind a thick oak tree. He trots along with me, keeping up but staying back, timid of humans now.”

“To the right, I spot the Shambler. He might’ve been somewhere around middle-aged, if he’d lived. He’s wearing stained pajama pants, no shirt and no shoes. His gray hair sticks out from his head like a frizzy halo. The bones of his chest glint through the rotten, moss-coloured tatters of esh.”

“Mr. Pajama Pants lunges at me, his stupid mouth wide open, his teeth looking huge without lips to frame them. I wait for the exact instant and then plunge the pointed blade of the axe forward. It sinks into his eye—all the way in.”

Excerpt:

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Extra Reading Unit 5

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Handout ER 5 (cont.)

Tough as Nails

8. In the story, Cindy thinks that Mr. David may have killed himself. Why do you think someone living in Cindy’s world might consider suicide?

9. Choose ve characteristics of a survivor that Cindy displays from the list below. Give an example from the story for each of the ve characteristics you choose. exibility: optimism: creativity: self-condence: security: perception: sense of humour: independence: perseverance: control:

10. Do you think Cindy will tell Nick about the attack? Why or why not?

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Handout ER 6

Exploring Science Fiction

Frankenstein An abridged Reader’s Theatre adaptation By Mary Shelley

Characters

Sailor 2: Stranded on that piece of ice, just ahead.

*Narrators 1, 2 and 3 (N1, N2 and N3)

Captain: The driver is unconscious. Quick! Pull him up!

Sailors 1, 2 and 3

N3: The sailors drag the man onto the ship.

Captain Robert Walton, an explorer

Sailor 3: He looks awful. He’s not going to make it.

*Victor Frankenstein, a young scientist

Captain: What is your name, sir?

*Henry Clerval, Victor’s best friend

Victor: (Mumbling) Dr. Victor Frankenstein.

Father, Victor’s father

Captain: We must get him warm.

Elizabeth, Victor’s ancée

N1: Later, the Captain sits in a chair beside Victor’s bed.

*Creature, Frankenstein’s monster

Captain: What happened to you?

Mr. De Lacey, an old blind man

Victor: (Weakly) I will tell you. Then perhaps you can

Agatha, De Lacey’s adult daughter

stop the terrible evil I have unleashed on the world.

Felix, De Lacey’s adult son

N2: Victor begins a most remarkable story . . .

*Starred characters are major roles.

Scene 2

Scene 1

In a messy laboratory in Ingolstadt, Germany

On the deck of a ship, far out in the Arctic Ocean

N3: Victor Frankenstein, 21, is a scientist. Ever

N1: Captain Robert Walton and his crew are on a

since his mother died, he has been obsessed with

dangerous voyage. They are searching for a passage

uncovering the mysteries of life and death.

to the North Pole.

N1: Body parts—feet, legs, heads, hands, arms—

Sailor 1: We’re stuck in the ice, Captain!

are piled up around his laboratory.

Sailor 2: If we don’t break through soon, we will

N2: As a storm rages outside, Victor hovers over a large

run out of supplies.

table. On it is the body of a man—a huge man—that

Sailor 3: We could abandon ship and walk across

Victor has constructed from pieces of various corpses.

the ice to land.

Victor: (Whispering) At last, I have found a way to

Captain Walton: Too dangerous—the nearest land

reanimate lifeless matter.

is hundreds of miles away.

N3: Rain lashes against the window.

Sailor 1: Look! What is that out on the ice?

Victor: (Louder) I will stop illness.

Sailor 2: It’s a dogsled.

N1: Wind rattles the windows.

Sailor 3: (Looking through a spyglass) The driver

Victor: (Even louder) I will reverse aging!

is enormous. He must be 8 feet tall!

N2: Lightning ashes.

N2: The crew watches, perplexed, as the sled

Victor: (Very loud) I will bring back the dead!

disappears over the horizon.

N3: A clap of thunder shakes the room.

Sailor 1: Captain, another sled!

Victor: (Shouting) A new species will bless

Captain: Where?

ME as its creator!

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Extra Reading Unit 6

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Handout ER 6 (cont.)

Exploring Science Fiction

N1: Victor watches the creature on the table open

Elizabeth: He disappeared one evening. When we

its dull yellow eyes. Victor is confused.

found him, he was dead. He’d been strangled.

Victor: You were supposed to be beautiful . . .

Henry: Who is responsible for this tragedy?

N2: Two more ashes of lightning!

Father: The court says it was Justine, the nanny.

Victor: . . . but . . . you are . . . hideous!

Little William’s chain was found in her pocket.

N3: Another clap of thunder!

Elizabeth: I don’t believe she could have done this.

Victor: What have I done?

Henry: Where is she now?

N1: Victor ees into the night.

Father: She was sentenced to death and executed.

N2: A few hours later, in the early morning,

But it can’t be true. This was the work of a monster.

a distraught Victor runs into his childhood friend

N3: A terrible thought occurs to Victor.

Henry Clerval.

Victor: (Quietly) A monster . . .

Henry: Victor? How wonderful to see you!

Elizabeth: Yes. And Justine was no monster.

Victor: Henry! Oh, Henry! Oh, the eyes! The eyes!

Victor: It’s my fault.

Henry: Victor, what is wrong? You are so pale and thin.

Henry: Victor, it is not your fault.

Victor: It . . . it is nothing. Oh, but you cannot

Victor: It’s . . . the dull yellow eyes . . .

imagine how happy I am to see you.

Elizabeth: The what?

Henry: You look as if you haven’t slept in days.

Henry: The poor man has been driven mad with grief.

Victor: I have been caught up in my work . . .

Victor: (To himself) Am I responsible for the deaths

Henry: Let’s go to your apartment.

of two innocent people?

N3: When they arrive, Victor asks Henry to wait outside

Scene 4

while, full of dread, he goes upstairs to his laboratory.

In the mountains outside Geneva

Victor: (To himself, relieved) The creature is gone!

N1: Victor is hiking alone, muttering to himself.

Scene 3

Victor: My fault. My fault. Oh. Oh—

Several months later, at Elizabeth’s house in Geneva,

N2: Just then, Victor spies the creature approaching

Switzerland

at superhuman speed.

N1: In a small parlor, Victor sits with his ancée,

Victor: Be gone, vile insect! Or stay so I can kill you!

Elizabeth; his father; and Henry.

Creature: I expected this reaction. All humans hate

Father: Victor, I have called you back from Ingolstadt

the wretched, and I am more miserable than any

because I have devastating news. Your little brother,

living thing. But how can you, my creator, hate me?

William . . .

Victor: I never should have created you.

N2: Tears stream down Father’s face.

Creature: You, who should have nurtured me, called

Elizabeth: (Taking Father’s hand) William has been

me hideous and abandoned me. I was kind and

murdered.

good; only misery made me a end. Please, listen

Henry: No!

to my tale before you judge me.

Victor: What? How? When?

N3: The creature begins his story . . .

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Extra Reading Unit 6

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Group:

Handout ER 6 (cont.)

Exploring Science Fiction

Scene 5

Scene 6

In the hills of Ingolstadt, soon after Victor abandoned

Back in the mountains outside Geneva

the creature

N3: Finishing his story, the creature makes a

N1: The creature sits outside the window of a

promise.

cottage, watching the family that lives there: an

Creature: Be kind to me now, Dr. Frankenstein, and

old blind man named Mr. De Lacey and his children,

I will once again be virtuous.

Agatha and Felix.

Victor: But why did you kill my brother?

Agatha: Is that sh I smell, Felix?

Creature: I didn’t mean to. I thought he might be my

Felix: It is, Agatha. My specialty, for Father’s

friend because he was too young to have prejudices.

birthday.

When he called me an ogre, I got angry and . . .

Creature: (Struggling) Speh-shuhlll-teee.

Victor: What do you want from me?

De Lacey: It smells delicious.

Creature: I want you to make me a companion—

Creature: Dee-lish-oooos.

someone like me.

N2: Day after day, the creature secretly observes the

Victor: I will not bring more evil into the world.

De Laceys. He learns to speak by listening to them.

Creature: I am evil because there’s no love in my life.

Over time, he comes to view them as his own family.

N1: Victor softens.

N3: One day, when Mr. De Lacey is home alone, the

Victor: All right. I’ll do this if you swear that you’ll

creature knocks on their door.

never bother human beings again.

Creature: (To himself) Will he run from me in terror

Creature: My companion and I will leave the human

as everyone else has always done?

world forever.

De Lacey: Who is there?

N2: With that, the creature is gone.

Creature: A traveller in want of rest.

Scene 7

De Lacey: Please, come in and sit by the re. Where

In a remote cottage in Scotland

are you heading?

N3: Victor stands in front of a table. Before him is the

Creature: I am on my way to visit friends, but they’ve

almost-nished body of a female creature.

never met me in person. I am nervous. If they reject

Victor: What if the two creatures have children? They

me, I will be an outcast forever.

could create a whole population of monsters.

De Lacey: Most people are friendly—unless they are

N1: Victor looks up and sees the creature in the

blinded by prejudice.

doorway, a ghastly grin on his face.

N1: Just then, Felix and Agatha walk in.

Victor: No! I won’t do it!

Agatha: Aaaaagghhh!

N2: Victor rips the female to pieces. The creature

Felix: Get away from my father, you monster!

howls in agony.

Creature: I know now that there is no hope for me

Creature: How dare you!

among humans!

Victor: I will never create another end like you!

N2: The creature ees.

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Extra Reading Unit 6

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Handout ER 6 (cont.)

Exploring Science Fiction

Creature: You are my creator, but I am your master.

Victor: I am dying. I will not be able to carry out my

And I can make it so that you hate the light of day!

duty, to destroy the monster I created. If you ever

Victor: Do not poison the air with your evil words.

see the creature, you must kill it, Captain. You must!

Leave, or kill me. I don’t care anymore!

N1: Victor coughs and sputters . . . and dies.

Creature: I will not do you the favour of killing you

N2: Just then, the Captain looks up and sees the

now. But beware: I will have my revenge.

creature standing in the corner of the room, in

N3: A few days later, Victor learns that Henry Clerval

the shadows.

has been murdered.

Creature: I came to beg his forgiveness. I killed

Scene 8

everyone he ever loved and caused him terrible

In a house on an island off the coast of Spain

suffering. I hated him, but not as much as I hate

N1: A few months have passed. Victor is sitting with

myself. All I ever wanted was love—but it is true that

Elizabeth. They have just been married.

I am a wretch. All that is left for me is death.

Elizabeth: It is terrible to see you suffer.

N3: The creature leaps from the cabin window onto

Victor: I am sorry. It is a joyous day.

a raft of ice. He is soon carried away by the waves

Elizabeth: We will never forget Henry, my dear,

and lost in the darkness of the sea.

but do try to be happy on our wedding day. N2: There is a rustling outside.

GLOSSARY

Victor: Stay here. I . . . I need a breath of fresh air.

crew > a group of people who work together

N3: Victor grabs a pistol and a sword and goes

unleashed > set loose

outside.

matter > substance

Victor: (Into the darkness) I know you are here,

lashes > beats violently against something

you monster.

ees > runs away

Elizabeth: Ahhhhhhhh!

distraught > agitated and deranged

Victor: Elizabeth!

dread > fear

N1: Victor races back inside, but he is too late.

strangled > choked, suffocated

Elizabeth has been murdered.

grief > sadness wretched > despicable

Scene 9 Back on Captain Walton’s ship N2: The Captain has listened intently to all that Victor

end > evil spirit, demon want > need outcast > a person who is rejected

has told him.

virtuous > morally good

Captain: So the creature murdered Elizabeth too?

swear > promise

How horric.

ghastly > shocking, frightful

Victor: Yes. I’ve been chasing it ever since.

racks > strains

N3: A spasm of coughing racks Victor’s body.

beg > ask for

Captain: Rest easy, friend.

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Extra Reading Unit 6

Group:

Handout ER 6 (cont.)

Exploring Science Fiction

Before Reading 1. Describe Frankenstein’s monster based on what you know from movies and books.

While Reading 2. As you read, underline words and phrases about Frankenstein’s creature. Pay attention to its personality traits, feelings and physical appearance. After Reading 3. Put the events of the play in chronological order by numbering them from 1-10. The creature asks Victor to create a companion for him. Victor tells the story of how he created a creature from the body parts of various corpses. Victor spends the rest of his life chasing the creature in order to destroy it. Victor’s little brother is strangled and his nanny, Justine, is found guilty of his murder. The creature murders Elizabeth on her wedding night. Captain Robert Walton and his crew rescue Victor Frankenstein from the Arctic Ocean. Victor destroys the female companion and the creature threatens to take revenge on Victor. Victor meets the creature in Geneva and the creature tells Victor his story. The creature comes to ask Victor for forgiveness but Victor is dead so the creature jumps onto a raft in the ocean and disappears. Victor goes into his laboratory and discovers that the creature has disappeared. 4. Why does Victor want to create life?

5. How does the creature learn to speak?

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Handout ER 6 (cont.)

Exploring Science Fiction

6. How does the creature feel about himself at the end of the story?

7. Was Victor right to destroy the female companion? Explain your answer.

8. Who is (are) the victim(s) in this story? Explain your answer.

9. Choose three of the characteristics of science ction stories listed below. Explain why each applies to Frankenstein. A good science ction story . . . includes technology that could one day be possible and that could change the world for the better.

has a main character who has a chance of solving a problem without using superpowers.

is fun to read because readers can enjoy the story and be transported to an imaginary world.

does not feature vampires, zombies, ghosts, demons, unicorns or elves.

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Extra Listening Unit 1

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Handout EL 1

Music and Your Mind

Before Listening 1. What type of music do you listen to? Who are some of your favourite musicians?

2. What positive effect does music have on your life?

Word Box

3. Complete the sentences with words from the Word Box. Use context clues to help you. cope efcient evoke

a. Sometimes it is easier to

self-esteem tackle tunes

with problems when you talk about them

with friends. b. The Beatles and the White Stripes are two of my favourite bands. I love listening to their . c. Sarah nds she is more

when she listens to music while studying.

d. Music can help improve a person’s

.

e. When I listen to music, I have enough energy to f. Classical music can While Listening

any job.

a sense of calm for me.

CD

4. As you listen to the audio recording of “Music and the Teenage Mind,” check the positive effects of music on a teenager’s emotions as mentioned in the recording. cope with everyday situations

release stress and anxiety

connect to their parents

celebrate successes

connect to friends

feel inspired

express themselves

feel accepted

make them feel good about themselves

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Extra Listening Unit 1

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Handout EL 1 (cont.)

Music and Your Mind

5. Listen to the audio recording a second time. For each section of the chart below, write key words related to the topic. Complete as much of the chart as possible. Topic

Notes

a. Effect of listening to an uptempo song

b. Effect of learning to play an acoustic instrument

c. Effect of singing together

d. Effect of listening to instrumental music

e. Effect of studying music

After Listening 6. Compare your notes with a partner. Add any information to the chart that you may have missed. 7. Which of the positive effects of music listed in the recording have you experienced? Provide an example.

8. Do you think that music plays a more important role in a teenager’s life or in an adult’s life? Use information from the audio recording to support your ideas.

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Handout EL 2

The Art of Connecting

Before Listening 1. Think of someone you enjoy communicating with. What qualities or behaviours make them easy to talk to?

2. Read the sentences and use context clues to determine the meaning of each underlined verb. a. To start a conversation, it’s a good idea to lead off with a topic you know a lot about. hit

begin

play

b. If someone is discussing a subject that makes you uncomfortable, try to steer the conversation in a different direction. direct

have fun doing

persuade

c. When you are nervous during a conversation, it is easy to babble. talk without a purpose

spit

cry

d. Sometimes you need to take the reins and tell a story to keep the conversation moving. take a moment

turn around

take control

e. Think about ending the conversation if it runs out of steam. gets too loud

loses energy

becomes scary

f. When I saw Lana approaching, I ducked my head to avoid talking to her. nodded While Listening

raised

lowered

CD

3. Listen to the audio recording of “How to Have a Conversation” once to familiarize yourself with the topic. Then, read the communication tips below. As you listen to the recording a second time, check the communication tips you hear. Put down your cellphone.

Don’t talk about politics.

Tell a story.

Be comfortable with silences.

Don’t ask too many questions.

Adapt your conversation to the person who you are talking to.

Discuss topics of general interest. Say goodbye when it’s the right time. Use body language to show interest.

Don’t stare. Be a good listener.

Ask questions.

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Extra Listening Unit 2

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Handout EL 2 (cont.)

The Art of Connecting

After Listening 4. According to the recording, it is better to ask open-ended questions rather than yes or no questions. Why do you think open-ended questions are better?

5. Describe a situation where you used one of the communication tips successfully.

6. Which tip do you nd the most difcult to follow? Explain your answer.

7. Which tip do you nd the easiest to follow? Explain your answer.

8. Do you think it is possible to learn how to be a better communicator? Why or why not?

9. Refer back to the good communicator you provided in Step 1. Which of the communication tips does he or she follow?

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Handout EL 3

The Amelia Earhart Mystery

Before Listening 1. Have you or someone you know ever been lost? How did you or the person you know nd the way back again? Briey describe the experience.

2. Imagine you are undertaking a long and complicated journey to a place that you have never been before. What would you bring to help you navigate?

3. Match each word with its denition. Use a dictionary to help you. Word

Denition

a. leg

1. degenerates

b. afforded

2. part of a journey

c. tasks

3. winds blowing against a plane

d. impaired

4. jobs

e. degrades

5. gave

f. headwinds

6. negatively inuenced

While Listening

CD

4. Listen to the audio recording of “The Final Flight” once to familiarize yourself with the text. Then, read the questions below. As you listen to the recording a second time, check the correct answer to each question. a. What time did Amelia Earhart and Fred Noonan leave Lae? 8 p.m. 10:00 a.m. midnight b. How long was this nal ight supposed to be? 18 hours 4 hours 22 hours

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Extra Listening Unit 3

Group:

Handout EL 3 (cont.)

The Amelia Earhart Mystery

c. Earhart reported seeing a ship. Which ship did she likely see? USS Ontario SS Myrtlebank

USS Itasca d. How many stars did Noonan use to nd their position? 4 11 57

e. How long had Noonan and Earhart been awake when they ran into trouble? 16 hours 18 hours 24 hours

f. When Earhart could not nd Howland Island, what did she begin searching for? Lae Nikumaroro Island USS Itasca and Howland

After Listening 5. Name three factors that made this last leg of the journey especially difcult.

6. What do you think Earhart could have done differently to prevent her disappearance?

7. Do you think Earhart’s act was heroic or foolish? Explain your answer.

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Extra Listening Unit 4

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Handout EL 4

What a Waste

Before Listening 1. A warrior can be someone who ghts to protect something important to him or her. What do you think waste warriors ght to protect?

2. What social and environmental issues do you think are worth ghting for? List three.

3. Match the vocabulary words with their denitions. Word

Denition

a. to solve

1. to give for temporary use

b. shelters

2. to try to x a problem

c. to tackle

3. to nd a solution

d. to loan

4. refuges; places to sleep

e. to borrow

5. to use temporarily

While Listening

CD

4. Listen to the audio recording of “FAQ: What It Takes to Be a Waste Warrior” once to familiarize yourself with the topic. Then, read the statements in the chart below. As you listen to the recording a second time, check true or false. Statement

True

False

a. You need to have special training to be a waste warrior. b. People should not care about waste because there is still space for it on Earth. c. Waste warrior projects can be as simple as reducing your own waste. d. Kelly, Gabrielle and Tomas started waste reduction projects in their local communities. e. Kelly collected used jeans so that she could use them in art projects. f. Gabrielle gives the food she collects to families who need it. g. Tomas started the Green Events program in order to raise money.

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Upshot Year One  Extra Listening

289

Name:

Date:

Extra Listening Unit 4

Group:

Handout EL 4 (cont.)

What a Waste

After Listening 5. How did each waste warrior’s project impact his or her community? Waste warrior project

Impact

Kelly (Teens for Jeans)

Gabrielle (Donate, Don’t Dump)

Tomas (Green Events program)

6. Which of the three waste warrior projects do you think is the most interesting? Explain your answer.

7. Do you think that being environmentally aware is a trend that is popular right now and that people will eventually lose interest in it?

290

Upshot Year One  Extra Listening

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Name:

Date:

Extra Listening Unit 5

Group:

Handout EL 5

Tough as Nails

Before Listening 1. Do you know any teenagers who are making a difference in the world? What are they doing?

2. Make a list of the human rights that you know. List at least three.

3. Match each word with its denition. Use a dictionary to help you. Word

Denition

a. blow up

1. discouragement

b. threats

2. carry on, ght

c. hopelessness

3. destroy with bombs

d. ban

4. stronger

e. forgiveness

5. menaces

f. rule

6. to pass a law saying something cannot be done

g. mightier

7. pardon

h. wage

8. regime, control

While Listening

CD

4. Listen to the audio recording of “Prole of a Survivor” once to familiarize yourself with the text. Then, read the questions below. As you listen to the recording a second time, check the correct answer to each question. a. What did the Taliban do in January 2009? They kidnapped Malala’s father because he was an educational activist. They decided they would hold girls hostage in their schools. They declared that girls could no longer attend school.

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Upshot Year One  Extra Listening

291

Name:

Date:

Extra Listening Unit 5

Group:

Handout EL 5 (cont.)

Tough as Nails

b. Why did Malala receive death threats from the Taliban? The Taliban discovered her blog describing life under Taliban rule. She continued to attend school.

She spoke at a press conference.

c. What happened on October 9, 2012? Malala spoke at a press conference for local media. Malala began attending school once again. Malala was shot in the head by a Taliban gunman. d. What did Malala say was born when she survived the Taliban attack? Weakness, fear and hopelessness

Strength, power and courage

Forgiveness, compassion and peace e. What does Malala say is mightier than a sword? paper

pen

peace

After Listening 5. List two rights that Malala promotes in her speech.

6. What does Malala say she would do if she saw the Talib who shot her? Why?

7. Malala believes that education is the solution to changing the world. Do you agree or disagree with her? Explain your answer.

8. Do you think that one day people around the world will all have access to the same rights? Why or why not?

292

Upshot Year One  Extra Listening

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Name:

Date:

Extra Listening Unit 6

Group:

Handout EL 6

Exploring Science Fiction

Before Listening 1. Examine the title of the story. What do you think Twenty Thousand Leagues Under the Sea will be about? Write your prediction below.

2. Before airplanes, travel by sea was the most popular method of transportation. Would you ever go on a long voyage across the sea? Why or why not?

3. Complete the sentences with words from the Word Box. Use context clues to help you. Word Box

frigate harpoon

narwhal scales

a. “Evacuate the ship! The ship is b. The crew was

sinking stranded

submarine whale

!” yelled the captain of the vessel. on a desert island after a hurricane destroyed their ship.

c. The great blue

is the largest mammal on earth.

d. The

is a type of whale with a large tusk.

e. Look at the large

plunge under the water!

f. In Moby Dick, the whale hunter used a long g. The impressive

to try to catch the whale.

sailed into battle.

h. My goldsh’s body is covered in golden While Listening

.

CD

4. Listen to the audio recording of an excerpt from Twenty Thousand Leagues Under the Sea once to familiarize yourself with the text. Then, read the questions below. As you listen to the recording a second time, check the correct answer to each question. a. Which country organizes an expedition to nd the sea monster? Canada

The United States

France

b. What is the name of the frigate? the John F. Kennedy

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the Queen Elizabeth

the Abraham Lincoln

Upshot Year One  Extra Listening

293

Name:

Date:

Extra Listening Unit 6

Group:

Handout EL 6 (cont.)

Exploring Science Fiction

c. What is Ned Land’s nationality? French

British

Canadian

d. Who throws the harpoon at the beast? Ned Land

Professor Aronnax

Conseil

e. How does the narrator determine that the beast is a metal submarine? He sees it.

He climbs to the top and kicks it.

He touches it.

f. What came out of the submarine at the end of the story? an alligator

eight men wearing masks

a man made of iron

After Listening 5. In the beginning of the story, why is the world so fascinated with the beast?

6. Why do you think the narrator said it was “necessary to communicate with the beings living inside the machine”?

7. In your opinion, how did the three men feel as they descended into the submarine?

8. Read the following newspaper headline: “Scientists discover life on Mars.” Would you sign up for an expedition to uncover whether there is indeed life on Mars? Why or why not?

294

Upshot Year One  Extra Listening

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Extra Grammar

Extra Grammar Handouts

Handout

 Unit 1: Grammar Exercises Simple Present                               GE 11 Imperatives                                  GE 12 Grammar Quizzes

Guide Page 296 299

Simple Present                               GQ 11 Imperatives                                  GQ 12  Unit 2: Grammar Exercises Question Words                              GE 21 Adverbs of Frequency                         GE 22 Grammar Quizzes Question Words                              GQ 21 Adverbs of Frequency                         GQ 22  Unit 3: Grammar Exercises Simple Past                                  GE 31 Past Continuous                              GE 32 Grammar Quizzes Simple Past                                  GQ 31 Past Continuous                              GQ 32  Unit 4: Grammar Exercises

300 301

Modals                                      GE 41 Conditional Sentences                        GE 42 Grammar Quizzes Modals                                      GQ 41 Conditional Sentences                        GQ 42  Unit 5: Grammar Exercises Phrasal Verbs                               GE 51 Pronouns and Possessives                     GE 52 Grammar Quizzes Phrasal Verbs                                GQ 51 Pronouns and Possessives                     GQ 52  Unit 6: Grammar Exercises The Future with Will and Be Going To             GE 61 Conjunctions                                 GE 62 Grammar Quizzes The Future Will and Be Going To                 GQ 61 Conjunctions                                 GQ 62

312 313

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302 303 304 305 306 308 310 311

314 315 316 317 318 319 320 323 324 325

Upshot Year One  Extra Grammar

295

Name:

Date:

Grammar Exercises Unit 1

Group:

Handout GE 1.1

Simple Present

A. Circle the correct form of the simple present. 1. My brother (play / played / plays) the violin. 2. Nate and I (wants / want / wanting) to see the new James Bond movie. 3. Marissa (do not like / does not likes / does not like) broccoli. 4. Alex and Felicia (are / is / am) fteen years old. 5. You (have not / do not have / does not have) soccer practice tonight. 6. My school bag (is / are not / has not) ripped. 7. We (don’t are / aren’t / not is) nished with the exercises. 8. I (does / are / am) late for class! 9. Mr. Martin (doesn’t give / doesn’t gives / don’t give) homework. 10. Everyone (hope / hopes / hoped) the Montréal Canadiens will win the Cup. B. Write the afrmative or negative form of the verb to be in the simple present. Use context clues for help. 1. Ripe bananas

yellow. Unripe ones

2. The apple in my lunch box 3. Zebras

red.

orange with black stripes.

4. My brother’s lizard 5. The sky 6. I

green.

brown with a green stomach. usually purple, but today it

a pretty shade of magenta.

bright red! Sunburn, ouch!

7. The Pepsi logo

red, white and blue.

C. Write sentences to describe an object or objects with the colour(s) indicated. Use Step B as a model. 1. red and white 2. yellow 3. pink 4. white with black spots 5. green and red

296

Upshot Year One  Extra Grammar

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Name:

Date:

Grammar Exercises Unit 1

Group:

Handout GE 1.1 (cont.)

Simple Present

D. Mrs. Rubio’s English class took a survey to nd out which jobs they do around the house. Look at the results and add your name to one of the jobs. Then, write a sentence for each subject. Wash the dishes

Do the laundry

Take out the trash

Walk the dog

Émilie

Carlos

Jessica

Liam

Renaud

Aurélie

Lucie

Jeff

Mathieu

Jeff

1. Mathieu

.

2. Aurélie

.

3. Jessica and Lucie

.

4. Émilie and Renaud

.

5. Liam

.

6. Jeff

and

.

7. I

.

E. Underline the correct simple present verb. Then, answer the question. 1. (Are / Is) Calgary in Manitoba?

2. (Is / Does) Toronto have an NHL hockey team?

3. (Are / Do) polar bears white?

4. (Is / Do) geese y north for the winter?

5. (Does / Are) merci mean thank you in French?

6. (Do / Is) spaghetti a type of dessert?

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Upshot Year One  Extra Grammar

297

Name:

Date:

Grammar Exercises Unit 1

Group:

Handout GE 1.1 (cont.)

Simple Present

F. Write an afrmative or negative sentence in the simple present for the pairs below. 1.

Afrmative: My favourite type of music is hip hop. Negative:

2.

Afrmative: Negative: The tennis practice does not / doesn’t start at 8 a.m.

3.

Afrmative: Your French teacher is Mme Pelletier this year. Negative:

4.

Afrmative: You live near the library. Negative:

G. Put the words in the correct order to form information questions in the simple present. 1. is / absent / Colin / why / today 2. school / Béatrice / does / how / to / get 3. this / is / when / over / period 4. music group / is / favourite / your / which

H. Write a yes/no or an information question for each answer below. 1. Q: A: Yes, I understand the math homework. 2. Q: A: The park is next to the high school. 3. Q: A: No, the library isn’t open right now. 4. Q: A: I play chess because I love strategy games.

298

Upshot Year One  Extra Grammar

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Name:

Grammar Exercises Unit 1

Date:

Group:

Handout GE 1.2

Imperatives

A. Underline the imperatives in the following text. The pancake recipe in my family is famous! Follow these instructions to make the most delicious, uffy pancakes you’ll ever taste. First, nd these six ingredients and put them on the table: our, milk, one egg, sugar, baking powder and oil. Then, measure one cup of our and pour it in a big bowl. Add one tablespoon of sugar and baking powder. After the dry ingredients are mixed, it’s time for the wet ones. In a small bowl, mix one egg, one tablespoon of oil and one cup of milk. Add the wet ingredients to the dry ingredients. Stir the batter until the mixture is wet, but do not overmix. A few small lumps will make the pancakes ufer. Finally, take the batter and spoon it onto a hot griddle. Wait until small bubbles form on the top before ipping the pancakes over. Watch the pancakes carefully and do not let them burn. Pour some syrup over them and enjoy! B. Use the verbs in the Word Box to complete the sentences with an afrmative or negative imperative. 1.

the door behind you.

2.

your feet on the sofa.

3.

your book to page 127.

4.

one apple per day.

5.

in the hallways.

6.

the lights when you leave.

7.

your teeth before going to bed.

8.

when the teacher is talking.

9.

before entering her ofce.

10.

Word Box brush eat knock look open put run shut talk turn off

both ways before you cross the street.

C. Write ve tips for students learning English. Use imperatives. 1. 2. 3. 4. 5.

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Upshot Year One  Extra Grammar

299

Name:

Date:

Grammar Quiz Unit 1

Group:

Handout GQ 1.1

Simple Present

A. Kyle interviewed Shannon for the school paper but he didn’t listen! Complete the questions and answers as Shannon corrects his mistakes.

/10

1. Kyle: So Shannon, you have two brothers, right? Shannon: No, I

any brothers.

I

one sister.

2. Kyle: Oh.

?

Shannon: No, my favourite sport

tennis. It is soccer.

3. Kyle: But you said you don’t like to run. Shannon: I said I

to run, but I

to hold a racquet. 4. Kyle: OK. You are in the orchestra.

?

Shannon: No, I don’t play the violin. I told you that I

the tuba.

5. Kyle: Right. And you work at the mall on the weekends. Shannon: No, I

at the grocery story. Bethany at the mall. Kyle, you didn’t listen to anything I said!

B. Complete the text with the simple present of the verbs in parentheses. Gabrielle Daleman (be)

/10

not your average Canadian teenager. At only

17 years old, Daleman (feel)

more pressure than most students her age.

As the youngest Canadian gure skater to appear at the 2014 Winter Olympics in Sochi, she (attend)

a regular high school but she (spend, negative) her afternoons hanging out at the mall with her friends. Instead, her

friends (watch)

her on television as she (compete)

on the world stage. It (appear, negative) (crack)

that this teen ever

under the pressure. She (hold)

of a Canadian national gure skating champion and we (think)

the title she’s

got a very promising and exciting career ahead of her!

300

Upshot Year One  Extra Grammar

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Name:

Date:

Grammar Quiz Unit 1

Group:

Handout GQ 1.2

Imperatives

A. What are the rules of the library? Use the verbs in the Word Box to complete the sentences with an afrmative or negative imperative.

Word Box

be bring

eat forget

raise return

run talk

1.

because your feet make too much noise.

2.

quietly or whisper.

3.

your hand to ask questions.

4. Never

your books before the due date.

6.

on the pages of a book.

7.

the catalogue to search for books.

8. Always

10.

use write

food near the computers.

5.

9.

/10

your library card with you. respectful of the books. to check out your books.

B. Rewrite these sentences as imperatives. Use always or never.

/10

1. It’s polite to send thank-you notes when you receive gifts.

2. It isn’t a good idea to forget your sunblock.

3. It is safer to look both ways before crossing the street.

4. It’s important to stay calm during a crisis.

5. It isn’t polite to talk with your mouth full.

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Upshot Year One  Extra Grammar

301

Name:

Date:

Grammar Exercises Unit 2

Group:

Handout GE 2.1

Question Words

A. Match the underlined part of the answer to the appropriate question word. Sentence

Question Word

1. Tonight, we are eating supper with Julie.

a. Why

2. We will go to a restaurant because it’s her birthday.

b. Who

3. We will meet at the restaurant at 7 p.m.

c. Where

4. Julie will take a taxi, but we will come on foot.

d. When

5. I plan to order the lasagna.

e. How

6. Afterwards, we will go back to my house for cake.

f. How many

7. I hope she can blow out all fteen candles!

g. What

B. Complete each sentence with the appropriate question word. 1.

is in your lunch box today?

2.

pair of shoes is yours?

3.

does the baseball game start?

4.

do we always have so much homework?

5.

is Uncle Nick able to eat all that pasta?

C. Jason just arrived at your school from Calgary. Finish the questions below to learn more about him.

302

1. What

?

2. Why

?

3. Where

?

4. How many

?

5. Who

?

6. When

?

7. Which

?

8. How often

?

9. How far

?

10. How much

?

Upshot Year One  Extra Grammar

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Name:

Date:

Grammar Exercises Unit 2

Group:

Handout GE 2.2

Adverbs of Frequency

A. Check the correct adverb placement to complete the sentence. 1. I [

] update [

2. Susannah [

] takes seles on her phone [

3. Mr. Cooper [ 4. You [ 5. [ 6. We [ 7. I [

] my social media account. (regularly) ] is [

] can [

] late for class. (rarely)

] contact Henry by texting him. (usually)

] My mom [

] uses her social media account. (never)

] play games [ ] am [

]. (always)

] on our cellphones. (often)

] nervous before basketball games. (sometimes)

B. Indicate with a check mark if the adverbs of frequency are in the correct or incorrect place. Then, rewrite the incorrect sentences to correct the errors. Sentence

Correct

Incorrect

1. Caroline goes rarely to the cinema.

2. I occasionally go jogging with my dog.

3. Renaud never is dressed for the weather.

4. Michael will often work out at the gym.

5. My mom buys sometimes my favourite cereal.

C. Write sentences to describe how often you do the following actions. 1. Apologize: 2. Be late for class: 3. Study for tests:

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Upshot Year One  Extra Grammar

303

Name:

Date:

Grammar Quiz Unit 2

Group:

Handout GQ 2.1

Question Words

A. Circle the most logical word to complete each question.

/5

1. (Which / Where) country is bigger, Japan or India? 2. (When / Why) is Alicia crying? 3. (What / Who) is that guy talking to Paul? 4. (What / How) do you want for supper? 5. (When / Where) did I put my keys? B. Match the correct question word to the sentence it best completes. Question Word

/5

Sentence

1. Who

a.

do you like manga so much?

2. How many

b.

does he get to school each day?

3. Why

c.

is your favourite fruit?

4. What

d.

tacos do you want?

5. How

e.

is calling you?

C. Indicate with a check mark if the question word is correct or incorrect based on the answers provided. Then, write the correct question word where necessary. Sentence

Correct

/10

Incorrect

1. What are you from? I am from Poland. 2. How many dogs do you have? I have two dogs. 3. Where is your birthday? It is June 28th. 4. Which dress do you prefer? I prefer the blue one. 5. How much did you run? I ran to the park. 6. Where is your father? He is at home. 7. When is your favourite avour? It’s chocolate. 8. Who do you get to school? I walk to school. 9. Who made this cherry pie? My grandmother did! 10.How are you sad? Because my cat died.

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Grammar Quiz Unit 2

Date:

Adverbs of Frequency

Group:

Handout GQ 2.2

A. Underline the adverbs of frequency. Then, rewrite each sentence with the adverb in the correct place.

/10

1. You never are tired after your rugby games. 2. Simon can get Arianne usually to smile. 3. Rarely I get sick. 4. Ethan will call when he’s running late always. 5. Mr. Howell gives sometimes pop quizzes.

B. Put the words in the correct order to form sentences with adverbs of frequency.

/5

1. never / my dad / bagels / buys 2. I / shower / in / usually / the mornings 3. calls / grandma / regularly / his / Luc 4. often / are / hungry / at night / we 5. his friends / will / Jackson / always / support

C. Order the adverbs of frequency from the least frequent (1) to the most frequent (5).

/5

1. rarely 2. sometimes 3. always 4. never 5. often

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305

Name:

Date:

Grammar Exercises Unit 3

Group:

Handout GE 3.1

Simple Past

A. Read the text. Underline the regular verbs in the simple past and highlight the irregular verbs in the simple past. Yesterday was an amazing day! I woke up early, so I took the long way to school and picked up my friend Juliette. She was surprised to see me! We decided to stop at our friend Florence’s house on the way. She was ready to leave, so we walked to school together. While we waited at the stop sign, we heard the sound of kittens meowing. We looked everywhere and nally found the source of the noise up a tree. Juliette saw the kittens rst. She said there were three of them. We tried to reach them but they were too far up. We called gently to them but they did not move. We rang the doorbell of the house at the corner, but they did not answer. We had to do something! Florence stayed with the kittens and Juliette and I ran around the corner to the re station. I asked the remen to bring a ladder. They came with their truck and a big ladder and rescued the kittens. They were so cute! We brought them back to Juliette’s house. Her dad fed them for the day. After school we asked our parents if we could each adopt one and they said yes! I named my kitten Gus! B. Write the verbs in the simple past. Indicate with a check mark if they are regular (R) or irregular (I) verbs. R

I

R

1. say

6. put

2. speak

7. ask

3. talk

8. hold

4. want

9. go

5. run

10. open

I

C. Rewrite the sentences to correct errors in the simple past. 1. Jeff telled me he was sorry. 2. Katie throw me a surprise party! 3. We don’t cried during the lm.

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Grammar Exercises Unit 3

Group:

Handout GE 3.1 (cont.)

Simple Past

D. Underline the verb that correctly completes each yes/no question. 1. (Was / Were / Did) David excited to go to Paris? 2. (Was / Were / Did) he pack enough clothes? 3. (Was / Were / Did) his passport still valid? 4. (Was / Were / Did) his French classes useful? 5. (Was / Were / Did) the airplane land safely? 6. (Was / Were / Did) Anna at the airport in Paris? 7. (Was / Were / Did) he call his mother when he arrived? 8. (Was / Were / Did) his suitcase get lost? E. Write a question in the simple past using the underlined information in each sentence. 1. Elena was happy because she saw her favourite band in concert. 2. She went with her best friend, Natalia. 3. The concert started at 8 p.m. 4. It took place on the Plains of Abraham. 5. They arrived by bike from Limoilou.

F. Complete the sentences with verbs from the Word Box in the simple past. Then, ask Andrea about her trip. Write one information question and one yes/no question. Word Box

Andrea

eat

go

ride

travel

visit

to Prince Edward Island to see her grandparents. She

to the beach, she

her bike, she

lobster and she

Anne of Green Gables’ house. Question 1: Question 2:

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307

Name:

Date:

Grammar Exercises Unit 3

Group:

Handout GE 3.2

Past Continuous

A. Complete the sentences with the past continuous of the verbs in parentheses. 1. Monique (study)

for the test when you called.

2. When my dad arrived, we (play)

basketball.

3. At this time yesterday, I (swim)

in the Caribbean Sea.

4. It (snow)

when Marcus got to the hospital.

5. You didn’t take notes because you (listen, negative) 6. The sun (shine, negative) 7. The crowd (cheer)

. when I left for school.

for me at the nish line.

8. Mr. Dufort (smile, negative)

when he handed back my exam.

B. Look at Camp Mosaic’s schedule and describe what everyone was doing yesterday at the time indicated. Camp Mosaic: Aug. 8 9:30 a.m.

Blue team raises the camp ag

11:00 a.m.

Purple team plays badminton

noon

Everyone eats lunch

2:15 p.m.

Green team swims in the lake

4:30 p.m.

Counsellors have a meeting

7:00 p.m.

Everyone sings campre songs

9:30 p.m.

Counsellors turn out the lights

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

308

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Grammar Exercises Unit 3

Past Continuous

Group:

Handout GE 3.2 (cont.)

C. Complete the sentences with was or were to form yes/no questions in the past continuous. 1.

Jeremy talking to Alison on the phone?

2.

I going to order the sh or the chicken?

3.

you thinking about the ending of the lm?

4.

the dog acting strangely last night?

5.

we doing the same math problem?

D. Write a yes/no or an information question to match the underlined part of each answer. 1. Q: A: I was planning to nish my project tomorrow. 2. Q: A: Yes, Adam was talking to Suzette. 3. Q: A: Veronica was crying because her dog died. 4. Q: A: The Yankees were playing in Tampa Bay. 5. Q: A: No, they weren’t painting a mural. 6. Q: A: Chloe was feeling terric. 7. Q: A: Charlie was performing three experiments. 8. Q: A: I was singing because I was happy. 9. Q: A: Yes, Max was waiting for his mother. 10. Q: A: I was holding owers in my hand.

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Upshot Year One  Extra Grammar

309

Name:

Date:

Grammar Quiz Unit 3

Simple Past

Group:

Handout GQ 3.1

A. Underline the incorrect verb in the simple past. Then, write its correct form.

/5

1. Last week, my dad buyed me a dog for my birthday! 2. Casey writed me a note in class this morning. 3. Everyone laughed when I droped the ball. 4. I thought Helen taked that picture of us. 5. Gio pass me the ball during yesterday’s game. B. Rewrite the sentences in the simple past.

/5

1. My friend Roger has a motorbike. 2. The math test is difcult. 3. Joannie Rochette speaks at our graduation. 4. The pizza costs $12.50. 5. The examples are very clear.

C. Underline the error in each question. Then, rewrite the correct question below.

/10

1. Where did he travelled? 2. Did he was a good basketball player? 3. Did he ate my last cookie? 4. How many books he did take out of the library? 5. Sent they the package?

310

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Grammar Quiz Unit 3

Group:

Handout GQ 3.2

Past Continuous

A. Complete the sentences with was or were to form questions in the past continuous. 1. Why 2.

the scuba diver looking for lost treasure? your friend playing baseball, too?

3. When

your parents travelling in Spain?

4. What

Joe’s teammates chanting during the game?

5.

the water shining in the sun?

6.

your feet hurting after the marathon?

7. How

the twins feeling last night?

8. Where 9. 10.

/10

Jade going when you saw her? the cat meowing when you left? Anna’s classmates organizing a party for her?

B. Complete the sentences with the past continuous or the simple past. 1. Hyunjae (eat)

lunch when he received the news.

2. When Shira (come)

to practice she was wearing a necklace.

3. I noticed your accent while you (talk) 4. It (rain)

/5

to me.

when Jack proposed to Nancy.

5. Mohamed was sleeping when his teacher (call)

on him.

C. Reorder the words to create sentences.

/5

1. was / sleeping / class / I / made / during 2. at noon / Jason / playing / was / volleyball 3. was / when / crying / I / her / called / Layla 4. you / playing / the / all morning / piano / were 5. her / was / homework / Aurélie / doing / last night / not

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Upshot Year One  Extra Grammar

311

Name:

Date:

Grammar Exercises Unit 4

Group:

Handout GE 4.1

Modals

A. Check the modal that best completes the sentence. Indicate what meaning the modal adds to the main verb (ability, suggestion, desire, possibility, obligation). 1. You have a big game tomorrow. You should

might

go to bed early.

would

Meaning: 2. Andy can

like to study Chinese next year. must

would

Meaning: 3. The survey is optional. You may not

complete it if you don’t want to.

don’t have to

can’t

Meaning: 4. I would bring my umbrella if I were you. It might

can

rain later.

must

Meaning: 5. I am so hungry I could

eat a whole pizza. have to

would

Meaning: B. Rewrite each sentence in the form of a question. 1. They can speak Spanish. 2. Tina would like this spaghetti. 3. This could be the last dance. 4. Max should tie his shoes. 5. You have to wash the dishes. 6. We should go to the park tonight.

312

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Grammar Exercises Unit 4

Group:

Handout GE 4.2

Conditional Sentences

A. Match the if-clauses to the correct main clauses to form real conditional sentences. Main Clause

If-clause 1. If I drink too much coffee,

a. you will need an umbrella.

2. If it rains later,

b. I will be hungry during class.

3. If we win the game,

c. you should go to the hospital.

4. If you break your leg,

d. I won’t be able to sleep.

5. If Halley gets lost,

e. we will celebrate with pizza.

6. If I don’t nish my breakfast,

f. I might have nightmares.

7. If Joey ruins my snow fort,

g. she will call for directions.

8. If I watch a scary movie,

h. he will have to build me a new one.

B. Complete the real conditional sentences with either an if-clause or a main clause. 1. If you speak loudly in the library,

.

2. My mother will be upset

.

3. If I don’t nish my homework,

.

4. If you follow the road all the way to the end,

.

5. We might leave early

.

6. You should call 9-1-1

.

7. If you meet the Prime Minister,

.

8. If you don’t have any bread,

.

9. My friends might go to the park

.

10. I will get my hair cut

.

C. Circle the verb that best completes each sentence. 1. If you want to buy lunch at the cafeteria, you (should brought / should bring) money. 2. He (might leave / could not leave) early if he is tired. 3. If she is scared of heights, she (would go / should not go) on that bridge! 4. We (might come / might came) if you start the party early. 5. If you want to make your locker look nicer, you (could hang / will hang) some pictures.

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Upshot Year One  Extra Grammar

313

Name:

Date:

Grammar Quiz Unit 4

Group:

Handout GQ 4.1

Modals

A. Circle the modal that best completes each sentence.

/5

1. The sky is dark and cloudy; I think it (can / might / should) rain. 2. My mom is working late so I (have to / can / would) pick up my sister after school. 3. Wow, did you hear that solo? Kiran (may / must / can) really sing! 4. Avery forgot her hockey stick; she (would / could / can) like to borrow yours. 5. You (would / may / should) add chocolate chips to your cookies! B. Complete each sentence with a modal in the afrmative or the negative. Use a modal that matches the meaning indicated in parentheses. 1. Kelsey 2. I

/10

study for her math test. (suggestion) sleep because I am anxious about the game tomorrow. (ability)

3. Shira

be home by 10 p.m. (obligation)

4. You

eat too much candy or you’ll be sick. (suggestion)

5. After a thunderstorm you

see a rainbow. (possibility)

6. My uncle

like to go to a museum for his birthday. (desire)

7. Although the sky is grey, it 8. Mr. Roberts

snow until tomorrow. (possibility) give us a week to read the rst chapter. (suggestion)

you raise your hand next time? (ability)

9. 10. We

cook with onions because Pete is allergic to them. (obligation)

C. Read the scenarios and write a one-sentence piece of advice. Use the modals should, could, might and have to.

/5

1. You are babysitting and you accidentally break a plate. 2. Your mother’s birthday party is tonight but you offered to tutor a friend. 3. You walk into the washroom at school and you hear someone crying. 4. You borrowed a library book and now you can’t seem to nd it anywhere. 5. You have soccer practice but you need to study for your math test.

314

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Grammar Quiz Unit 4

Group:

Handout GQ 4.2

Conditional Sentences

A. Put the words in the correct order to form real conditional sentences.

/5

1. arrives late / he / Jake / my performance / will miss / if 2. you / you / a bear / if / should not run / see / after it 3. may want / you / if / Cara / a glass of milk / she / give / a cookie 4. he / will clean / has time / Luke / if / his room 5. if / you / should read / you / are bored / a book

B. Match the if-clauses to the correct main clauses to form real conditional sentences. If-clause

/10

Main Clause

1. If you think you have a fever,

a. she might visit her cousin.

2. If I have the ingredients,

b. he could become a rock star.

3. If Brendan practises the guitar more,

c. you will have bad luck.

4. If our team makes the playoffs,

d. I will make a cherry pie.

5. If Katie has time this weekend,

e. I think I will cry.

6. If the concert is sold out,

f. their teacher will throw a pizza party.

7. If I eat peanuts,

g. we will celebrate!

8. If their class has perfect attendance,

h. you should take your temperature.

9. If a black cat crosses your path,

i. they should go to bed early.

10. If they are tired,

j. I will have an allergic reaction.

C. Complete the real conditional sentences with either an if-clause or a main clause.

/5

1. If you are cold,

.

2. You might get in trouble

.

3. If it rains,

.

4. He should be careful

.

5. If you win the contest,

.

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Upshot Year One  Extra Grammar

315

Name:

Date:

Grammar Exercises Unit 5

Group:

Handout GE 5.1

Phrasal Verbs

A. Use the phrasal verbs in the Word Box to complete the sentences below. Word Box

call on calm down

drop off gure out

ll out get up

1. When you are nished, please

give up hand in

look out warm up

your assignment to the teacher.

2. Why does Mrs. McKinnon always

Carli?

3. During an emergency, it is always important to rst 4. Please

.

this medical form.

5. I still cannot

how the dog escaped!

6. Athletes must always

their muscles before they perform.

7. I forgot my lunch, so my mother will

my sandwich at school.

8. Survivors always persevere and never 9. I always

.

late on Saturdays since I have to wake up early during the week.

10. Be careful!

for the falling ice.

B. Circle the preposition that best completes each phrasal verb. 1. Mason thinks I should check (out / in / off) the new 5 Seconds of Summer album. 2. With to-do lists, you can cross (up / down / off) items as you complete them. 3. My grandmother is someone I can always count (up / on / in). 4. Did you hear that Ricky asked (out / back / down) Alicia? 5. The plane is schedule to take (up / off / out) at 7 p.m. 6. Mrs. Buell handed (off / in / out) the tests as we walked into class. 7. Can you nd (in / out / on) who that new student is? 8. If you don’t understand, you can look (out / down / up) the words in a dictionary. 9. Emily and Amy had a big ght yesterday, but they just made (up / in / away). 10. I’m so sad. My pet rat ran (back / away / in) last weekend. C. Complete the sentences using the phrasal verbs in parentheses. 1. (pick up) Every day, 2. (calm down) You must 3. (grow up) I can’t believe

316

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Grammar Exercises Unit 5

Date:

Group:

Handout GE 5.2

Pronouns and Possessives

A. Indicate with a check mark if the underlined words in the sentences are subjects or objects. Then, write the pronoun associated with the underlined words in the chart below. Sentence

Subject

Object

Pronoun

1. Ariane wanted to bake some cookies. 2. Ariane asked her brother for help. 3. Ariane and her brother mixed the our, eggs and sugar. 4. Then, Ariane and her brother added the chocolate chips. 5. The oven was set to 350°. 6. Ariane’s brother ate the rst cookie. 7. They gave Kareem and me some cookies. 8. Ariane ate the rest of the cookies. B. Complete each sentence with the correct possessive adjective or possessive pronoun. 1. The backpack belongs to me. It is

backpack.

2. The dog belongs to Mrs. Collins. The dog is 3. This book belongs to you. It is

. book.

4. This cellphone belongs to my father. It is

.

5. The keys belong to Marie. They are

keys.

6. These shoes belong to me. They are 7. This house belongs to us. It is

. house.

8. Those are your chocolates. They are

.

C. Circle the pronoun that best completes each sentence. 1. I taught (me / myself) how to read Braille. 2. Lucien asked (you / yourself) for help with the homework. 3. Yesterday Annabeth hurt (her / herself) playing hockey. 4. The kitten scratched (it / itself) behind its ear. 5. Can you tell (me / myself) how to get there?

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Upshot Year One  Extra Grammar

317

Name:

Date:

Grammar Quiz Unit 5

Group:

Handout GQ 5.1

Phrasal Verbs

A. Match the beginning of each sentence with a logical ending.

/5

Beginning

Ending

1. I need to gure

a. on me to pick you up on time.

2. Don’t drop

b. off your shoes at the door.

3. Take

c. out who is coming to the party.

4. Be sure to hand

d. out of high school.

5. You can count

e. in your assignment.

B. Write the preposition that best completes each phrasal verb. 1. I’ll lend you $10 if you promise to pay

/10

what you owe me.

2. Don’t be afraid to look

new vocabulary words in the dictionary.

3. We are going to check

the new bookstore next weekend.

4. I always drink hot chocolate to warm 5. Turn

in the winter.

the volume; the music is too loud!

6. Mom says to get

the car—we’re late!

7. Did you call

the person who left the message?

8. Oh no! We just ran

of milk! Can you go buy some?

9. Fred said he would drop

my hockey equipment later.

10. Everyone always says kids grow

too fast.

C. Complete the sentences below with the phrasal verbs in the Word Box. Word Box

1. I often

get up

give away

3. Volunteers will 5. I never

318

run away

run into

my friend Stacey at the grocery store.

2. As a child, Nathan often tried to 4. Can you

look over

/5

from home. free T-shirts before the race.

my essay once I am nished? before 10 a.m. in the summer.

Upshot Year One  Extra Grammar

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Grammar Quiz Unit 5

Date:

Group:

Handout GQ 5.2

Pronouns and Possessives

A. Rewrite the sentences and replace the underlined word(s) with an appropriate pronoun or possessive adjective.

/5

1. Marc and Lisa walked to the bakery. 2. Marc wanted to buy a cake for Lisa’s birthday. 3. Lisa chose a cake with chocolate frosting on the cake. 4. Marc and Lisa walked back to Marc’s house with the cake. 5. Marc and Lisa’s friends were waiting for Marc and Lisa.

B. Circle the pronoun or possessive adjective that best completes each sentence.

/10

1. Do you see Rachel and (her / she / hers) brother? 2. That blue Jeep isn’t your car, it’s (our / its / ours). 3. Jamal introduced (his / himself / he) to the audience. 4. You can spend your money, but I’m saving (my / mine / our). 5. Whose glasses are these? I don’t recognize (them / they / it). 6. It’s a good thing (us / them / we) brought a map! 7. When I hang out with Darryl, I always enjoy (myself / me / mine). 8. I miss my sister; I should really call (she / her / him). 9. This is my coat. Is that black one (your / him / yours)? 10. I am waiting for my parents. Please let me know when (they / him / themselves) arrive. C. Complete the text with the appropriate pronoun or possessive adjective. Aaron Van Riper, a reghter from Texas, got the biggest shock of days in a row. On Saturday

/5 life—two

responded to a 9-1-1 call, only to discover that

his wife and son were the victims of a serious car crash. “I don’t know how either one of lived,” he told the press. What’s more? When Taylor Swift quickly donated $15 000 of

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heard the news,

own money to help the family!

Upshot Year One  Extra Grammar

319

Name:

Date:

Grammar Exercises Unit 6

The Future with

Group:

Handout GE 6.1

and

A. Read the text and underline all instances of the future with will or be going to. In a thousand years, we will travel from planet to planet instead of country to country. Our passports won’t just have countries we visit stamped in them; they will keep track of our intergalactic travel as well! New technology will help reduce travel time, and vehicles like space shuttles will bring us quickly from place to place. With a wider network of destinations, you will be able to work and live on different planets. In another thousand years, scientists are going to unlock the secrets to teleportation. Say goodbye to your morning commute—you won’t ever have to sit in trafc again. Just press a button and you’ll be there. Life will be so different in the future . . . B. Review the different uses of the future listed in the chart below and described on page 123 of the Workbook. Determine which use is being expressed in each of the sentences. Write the use in the space provided. Uses a. prediction

c. plan made at the time of speaking

b. promise or offer

d. plan made prior to the time of speaking c

1. Goodbye! We will see you next Saturday! 2. I bet my mom is going to be mad when she sees this mess. 3. I’ll pick you up at 8:30 p.m. tomorrow. 4. Nina is going to be a pirate for Halloween. 5. I think it’s going to rain tonight. 6. Sam and Jenny are going to study for the math quiz together tomorrow. 7. I will clean my room this weekend if you let me go to the party tonight. 8. I will have a slice of your famous pizza, please. C. Write one sentence for each of the uses of the future. a. Prediction: b. Promise or offer: c. Plan made at the time of speaking: d. Plan made prior to the time of speaking:

320

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Grammar Exercises Unit 6

The w with

Group:

Handout GE 6.1 (cont.)

and

D. The new mayor of Wonderland is promising to make exciting changes in the town. Complete the promises with the verbs in parentheses. Use the future with will. 1. The mayor (end)

homelessness.

2. She (raise)

the minimum wage.

3. She (increase)

the number of ice-cream trucks on the road.

4. There (be)

more parks and pools.

5. People (receive)

free pizza for life!

6. There (be, negative)

any trash on the sidewalks.

7. School (start, negative)

so early in the morning.

8. Students (pay, negative)

to use the subway.

9. Companies (be allowed, negative)

to pollute.

10. She (stop, negative)

ghting for a new skate park.

E. Marco is planning a surprise birthday party for Stefania. Look at his list of what he plans to do. Write an afrmative and a negative sentence with the future with be going to. invite her friends invite her teachers make a cake make cupcakes serve lemonade serve fruit punch F. Complete the paragraph with the future of each verb in parentheses. Use the future with be going to. Next summer, I (take)

a road trip with my uncle.

We (go)

across the southwestern United States.

Uncle Ian (drive)

me through six states! We (see) the Grand Canyon. We (hike)

down into the canyon but we (camp, negative) We (have, negative)

overnight. time to see Death Valley, but we (visit)

the Hoover Dam. It (be)

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fun.

Upshot Year One  Extra Grammar

321

Name:

Date:

Grammar Exercises Unit 6

The Future with

Group:

Handout GE 6.1 (cont.)

and

Word Box

G. Complete the dialogues using the prompts below. Use the future with will or be going to. be about outer space be made into a lm be the star

buy it colonize Mars release a new cellphone

write a short story want to go visit

1. A: I heard the InterSpace comic series

.

B: Cool! I hope Taylor Lautner

.

2. A: Mr. Morris says that we

next week.

B: I think mine

.

3. A: When do you think astronauts

?

B: I’m not sure, but I

.

4. A: Next month Apple

.

B: Do you think you

?

H. Indicate with a check mark if the sentences in the future are correct (C) or incorrect (I). Then, rewrite the sentences to correct the errors where necessary. C

I

1. Next Friday, our school will participate in Relay for Life. 2. I aren’t going be in class for the whole day. 3. Alisha and Scott is going to be our team captains. 4. We not will sleep all night since we will be running. 5. My parents will donate $500 to the fundraiser. 6. It’s go to be a great event!

322

Upshot Year One  Extra Grammar

Reproduction permitted © TC Media Books Inc.

Name:

Grammar Exercises Unit 6

Date:

Group:

Handout GE 6.2

Conjunctions

A. Circle the conjunction that best completes each sentence. 1. I like oranges (so / but / because) I hate grapefruit. 2. We went to the movies (or / and / since) it was raining. 3. You can wear my blue shoes (while / but / or) you can buy some new green ones. 4. (Although / And / So) the heat is on, it’s still quite cold in here. 5. Shea went to bed early (and / even though / because) she was tired. 6. The remen showed up (when / or / yet) someone pulled the alarm. 7. I will bring juice (or / and / so) you can bring cupcakes to the party. 8. It’s getting dark, (because / so / but) we have to turn on the lights. 9. I called the plumber (so / because / even though) the shower was broken. 10. I had just zipped up my coat (so / when / even though) it started to snow. B. Combine the sentences into one sentence using a conjunction. 1. Annika loves pizza. Annika loves sushi. 2. My uncle is disappointed. He didn’t catch any sh today. 3. Layla was late for school. She began to run. 4. I enjoy going to the beach. I prefer going to the mountains. 5. You can get there by bike. You can get there by metro. 6. I want to travel to Spain. The plane ticket is too expensive.

C. Underline the conjunction and complete the sentences below. 1. Although Hannah arrived late, 2. We are going to leave tomorrow, so 3. I love the summer because 4. My dad ordered the pizza already, but 5. You can stay up late or

Reproduction permitted © TC Media Books Inc.

Upshot Year One  Extra Grammar

323

Name:

Date:

Grammar Quiz Unit 6

The Future with

Group:

Handout GQ 6.1

and

A. Complete the text with the verbs in parentheses. Use the future with will. I promise I (be)

careful on my trip! I (keep)

and I (make sure) day and I (post)

/5 my money hidden

my passport is safe. I (send)

an email every

photos on my Facebook page to keep everyone up to date.

B. Make predictions about your life in 10 years. Use the future with will.

/5

1. 2. 3. 4. 5. C. Rewrite the sentences in the future with be going to.

/10

1. Kumar learns how to ice-skate. 2. The twins don’t walk to school. 3. Charlie’s mom doesn’t pick him up after school. 4. You bake chocolate chip cookies for dessert. 5. We are not asking the teacher a question. 6. My friend comes over after school. 7. He does not go to bed early. 8. My dad arrives home late from work. 9. We eat snacks before bed. 10. Dave works this weekend.

324

Upshot Year One  Extra Grammar

Reproduction permitted © TC Media Books Inc.

Name:

Date:

Grammar Quiz Unit 6

Group:

Handout GQ 6.2

Conjunctions

A. Match the beginning of each sentence with a logical ending.

/10

Beginning

Ending

1. Besides being a good swimmer,

a. or the Caesar salad?

2. I passed my English exam

b. because the baby is sleeping.

3. Don’t make too much noise

c. the game wasn’t cancelled.

4. Although it looked like rain,

d. he will need to copy your notes.

5. Eloise speaks Spanish,

e. and also my French test.

6. Will you order the pea soup

f. so he didn’t hear the phone ring.

7. Since Pablo is absent today,

g. Alex is also a great runner.

8. Katie is sick with the u

h. or the Arc de Triomphe?

9. My dad was sleeping

i. but her German is better.

10. Do you want to visit the Louvre

j. so she can’t come to your party.

B. Complete the sentences with a conjunction from the Word Box. and

Word Box

1. Today is my birthday,

but

or

so

my mom made me a cake.

2. Lily wants to buy the dress

the matching shoes.

3. Mia raised her hand, 4. I play the ute

because

/10

the teacher didn’t call on her. Xin plays the clarinet.

5. My parents will take either the train 6. This problem is complicated,

the bus. I will need a calculator.

7. You can either take the table by the window 8. I love to eat at my sister’s house 9. I wanted to go to the movies, 10. After school, Patrick likes to make dinner

Reproduction permitted © TC Media Books Inc.

the one in the corner. she is a good cook. it was raining. play video games.

Upshot Year One  Extra Grammar

325

Evaluation Components

Evaluation Grids for the Student

Handout

Page

 Self-Evaluation Log for Competency 1                                  SE 1                  327 Self-Evaluation Log for Competency 2                                  SE 2                  328 Self-Evaluation Log for Competency 3                                  SE 3                  329  Peer Evaluation Sheet for Competency 3                               SE 4                  330  Unit Reection Sheet                                                SE 5                  331

Evaluation Grids for the Teacher

Handout

Page

 General Competency Rubric for C1                                    TE 1                  332 General Competency Rubric for C2                                    TE 2                  333 General Competency Rubric for C3                                    TE 3                  334  Individual Progress Log                                              TE 4                  335  Observation Grid for Competency 1                                    TE 5                  336 Observation Grid for Competency 2                                    TE 6                  337 Observation Grid for Competency 3                                    TE 7                  338  Final Reinvestment Rubric Unit 1                                      TE 8                  339 Final Reinvestment Rubric Unit 2                                      TE 9                  340 Final Reinvestment Rubric Unit 3                                     TE 10                  341 Final Reinvestment Rubric Unit 4                                     TE 11                  342 Final Reinvestment Rubric Unit 5                                     TE 12                  343 Final Reinvestment Rubric Unit 6                                     TE 13                  344

Evaluation Situations

Handout

Page

 Evaluation Situation 1 Teacher’s Notes and Evaluation Rubrics                        ES 11-ES 12                  345 Transcript for Task 2                                                ES 13                  349 Student Handouts                                           ES 14-ES 17                  351  Evaluation Situation 2 Teacher’s Notes and Evaluation Rubrics                        ES 21-ES 22                  360 Transcript for Task 2                                                ES 23                  364 Student Handouts                                           ES 24-ES 27                  366

326

Upshot Year One  Evaluation Components

Reproduction prohibited © TC Media Books Inc.

Name:

Date:

Self-Evaluation Log

Group:

Handout SE 1

C1 Interacts Orally in English

Instructions • Evaluate your progress once a month. Give yourself a score for each criterion. 3 = Always 2 = Most of the time 1 = Rarely • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

I use English at all times. Participation in oral interaction

I contribute throughout the discussion. I react to and build on what others say. My ideas are pertinent and relate to the topic.

Content of the message

I explain and support my ideas. I bring up new ideas to enrich the discussion. I communicate my message with ease.

Articulation of the message

Management of strategies and resources

I do not hesitate when I speak. I use the targeted language correctly. I know which strategies help me and I use them. I know which resources help me and I use them. Total

Date

Skills and strategies I need to work on

What I manage well

Teacher’s comments:

Reproduction permitted © TC Media Books Inc.

Upshot Year One  Student Evaluation Grids

327

Name:

Date:

Self-Evaluation Log

Group:

Handout SE 2

C2 Reinvests Understanding of Texts

Instructions • Evaluate your progress once a month. Give yourself a score for each criterion. 3 = Always 2 = Most of the time 1 = Rarely • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Evidence of understanding of texts through the response process

Use of knowledge from texts in a reinvestment task

Management of strategies and resources

I show a detailed understanding of the reading text / audio recording / video. I make pertinent links between the reading text / audio recording / video and my own experience. I select relevant ideas and language from the reading text / audio recording / video to reinvest. I combine ideas from the reading text / audio recording / video with my own ideas. I know which strategies help me and I use them. I know which resources help me and I use them. Total

Date

Skills and strategies I need to work on

What I manage well

Teacher’s comments:

328

Upshot Year One  Student Evaluation Grids

Reproduction permitted © TC Media Books Inc.

Name:

Date:

Self-Evaluation Log

Group:

Handout SE 3

C3 Writes and Produces Texts

Instructions • Evaluate your progress once a month. Give yourself a score for each criterion. 3 = Yes 2 = Partially 1 = No • Add up your score. Try to improve your score each time you complete the evaluation.

Criterion

Performance

Score Date

Participation in the writing and production processes

Content of the message

I use all steps of the process to complete the task. I cooperate with others to give, receive and integrate others’ feedback. My ideas are pertinent. I consider the audience and purpose. My ideas are well organized. I develop and support my ideas. I use the targeted vocabulary and grammar accurately.

Formulation of the message

My message is clear and easy to understand. I use appropriate text features and components.

Management of strategies and resources

I know which strategies help me and I use them. I know which resources help me and I use them. Total

Date

Skills and strategies I need to work on

What I manage well

Teacher’s comments:

Reproduction permitted © TC Media Books Inc.

Upshot Year One  Student Evaluation Grids

329

Name:

Date:

Peer Evaluation Sheet

Group:

Handout SE 4

C3 Writes and Produces Texts

Instructions • Evaluate your classmate’s work. Check either yes, partially or no for each criterion. Comment on each criterion. Name of classmate:

Criterion

Participation in the writing and production processes

Date:

Performance

Yes

Partially

No

Task number:

Comment

My classmate used all steps of the process to complete the task. My classmate was open to giving, receiving and integrating others’ feedback. The ideas are pertinent. The product is appropriate for the audience and purpose.

Content of the message

The ideas are well organized. The ideas are well developed and supported. The targeted vocabulary and grammar are used accurately.

Formulation of the message

The message is clear and easy to understand. The required text components and features are included.

Production process only

The images, video and/ or music enhance the message of the text.

Describe one aspect of your classmate’s product that you liked.

Describe one aspect of your classmate’s product that could be improved.

330

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Name:

Unit Reection Sheet Unit number:

Date:

Group:

Handout SE 5

What Did You Learn?

Title:

Instructions • Reect on what you learned in the unit. • Share what you learned with your classmates. • Reinvest language, information and ideas from the unit. Language prompts to help share your ideas • I learned . . . • What was your answer for . . . ? • I think that . . . • What’s your opinion? • What do you think about . . . ? • That’s interesting. • If I understand correctly, . . . • Based on my experience, . . . • Tell me why you . . . • That’s possible, but I think . . . • It seems to me that . . . • The text on . . . mentions that . . .

1. Look back at the tasks you completed in the unit. a. Write new words 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 the questions in Step 1 and Step 2. • Elaborate on your answers by using information and ideas from the unit and from your own personal experiences. • Listen to your classmates. • Ask your classmates questions. • Respond to your classmates’ ideas and experiences.

Set a goal. 4. Write your goal for speaking, listening, reading or writing in the next unit.

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331

Name:

Date:

General Competency Rubric

Participation in oral interaction Content of the message Fluency

Handout TE 1

C1 Interacts Orally in English

A

Accuracy

Articulation of the message*

Group:

B

C

Interacts throughout the discussion and uses techniques to help the discussion move forward (reacts to and prompts peers, asks questions)

Interacts throughout the discussion

Discusses the targeted topics, shares relevant ideas and elaborates on them

Discusses the targeted topics, shares relevant ideas and elaborates on them

D

Interacts sporadically or mostly when prompted

E

Rarely expresses ideas or responds to peers OR Speaks but rarely interacts with peers, if at all

Expresses basic ideas related to the topic, elaborates somewhat when prompted

Expresses ideas that are mostly incomplete, repetitive or can apply to any topic

Reverts to a language other than English often enough that evaluation is not possible OR Does not participate Reverts to a language other than English often enough that evaluation is not possible

AND

OR

Brings up new ideas or aspects to enrich the discussion

Does not participate

Speaks with ease when interacting

Speaks with some ease when interacting

Speaks with some difculty when interacting

Speaks with much difculty when interacting

Hesitations and pauses sometimes hinder interaction

Hesitations and pauses often hinder interaction

When interacting, makes errors that sometimes affect clarity of messages

When interacting, makes errors that often affect clarity of messages

When interacting, makes errors that consistently affect clarity of messages

Messages understood with little interpretation

Messages understood with some interpretation

Messages mostly understood but require a lot of interpretation

Hesitates, but pauses do not interfere with interaction When interacting, expresses messages that are clear and contain few errors, if any

Expresses messages that are mostly incomprehensible Reverts to a language other than English often enough that evaluation is not possible OR Does not participate

Targeted language conventions

Management of strategies and resources**

Type of error

Independently selects and manages a variety of strategies and resources effectively

Very few

Selects and manages appropriate strategies and resources

Requires some prompting to use strategies and resources

Some

Many

Uses strategies and resources when explicitly told which to use

Too many

Despite prompting, does not make use of strategies or resources

Reects on effectiveness of strategies and resources and makes adjustments

Notes: * For articulation of the message, target language conventions for the task based on the Progression of Learning and notions from the unit. ** The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card.

332

Upshot Year One  Teacher Evaluation Grids

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Name:

Date:

Selection and use of information / ideas / language Coherence of organization, combination with own ideas

Management of strategies and resources*

Use of knowledge from texts in a reinvestment task

Evidence of understanding of texts through the response process

General Competency Rubric

A

Group:

Handout TE 2

C2 Reinvests Understanding of Texts

B

C

D

E

Shows superior understanding of texts

Shows solid understanding of texts

Shows some understanding of texts

Shows little understanding of texts

Shows no understanding of texts

Makes pertinent links between texts and own experience

Makes some links between texts and own experience

Makes few links between texts and own experience

Makes no links between texts and own experience

Responses not linked to texts

Chooses highly appropriate, accurate and pertinent information / ideas / language from texts

Chooses appropriate, accurate and pertinent information / ideas / language from texts

Chooses some appropriate, accurate and pertinent information / ideas / language from texts

Chooses little appropriate, accurate or pertinent information / ideas / language from texts

Information / ideas / language are inaccurate or invented

Shows some weaknesses, such as: • some inaccurate content • too general or irrelevant content • some content copied from texts Skillfully combines a great deal of ideas / information / language from texts with own ideas to create a coherent product

Combines many ideas / much information / language from texts with own ideas to create a coherent product

Combines some ideas / information / language from texts with own ideas

Independently selects and manages a variety of strategies and resources effectively

Selects and manages appropriate strategies and resources

Requires some prompting to use strategies and resources

Shows some weaknesses, such as: • lacking coherence • lacking own ideas

Shows many weaknesses, such as: • inaccurate content • too general or irrelevant content • chunks of content copied from texts

Combines few ideas / little information / language from texts with own ideas

OR Large parts copied from source texts**

Offers incoherent ideas from texts Own ideas are not included or are incoherent

Shows some weaknesses, such as: • lacking coherence • lacking own ideas Uses strategies and resources when explicitly told which to use

Despite prompting, does not make use of strategies or resources

Reects on effectiveness of strategies and resources and makes adjustments

Notes: * The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. ** If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 2.

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333

Name:

Date:

Pertinence and coherence Clarity

Accuracy of targeted Development language** Text components

Management of strategies and resources*

Formulation of the message

Content of the message

Participation in the writing and production processes*

General Competency Rubric

A

B

C

D

E

With some support, uses the steps of the process to complete the task

Despite support, does not use the steps of the process to complete the task

Does not use the steps of the process

Integrates some feedback from others

Has difculty integrating feedback

Writes a text somewhat suited to the task requirements

Writes a text somewhat unsuited to the task requirements

Writes a text unsuited to the task requirements

Provides ideas that lack some organization and coherence Provides somewhat underdeveloped or supported ideas and viewpoints

Provides ideas that lack organization and coherence

Provides generally well-developed and supported ideas and viewpoints

Provides somewhat organized and coherent ideas Provides somewhat developed and supported ideas and viewpoints

Text contains few errors in the use of targeted language conventions

Text contains some errors in the use of targeted language conventions

Text contains many errors in the use of targeted language conventions

Uses the steps of the process to complete the task

Seeks and integrates feedback from peers and teacher

Integrates feedback from peers and teacher

Writes a text well adapted to the task requirements (topic, audience, purpose)

Writes a text suited to the task requirements

Text contains very few or no errors in the use of targeted language conventions (mechanics / grammar)

Handout TE 3

C3 Writes and Produces Texts

Personalizes the process to plan and carry out the task

Provides well-organized and coherent ideas Provides well-developed and supported ideas and viewpoints

Group:

Provides generally well-organized and coherent ideas

OR Does not complete the task

Provides ideas and viewpoints that are not developed or supported

Produces a text that is mostly incomprehensible OR

Produces errors that do not affect readability or understanding***

Produces errors that may affect readability but not understanding

Includes all required components and skillfully tailors them

Includes all required components and properly structures them

Independently selects and manages a variety of strategies and resources effectively

Selects and manages appropriate strategies and resources

Produces errors or awkward structures that sometimes affect readability and understanding Includes most of the required components

Produces errors or awkward structures that repeatedly affect readability and understanding Includes some of the required components

Requires some prompting to use strategies and resources

Uses strategies and resources when explicitly told which to use

Does not respect the task requirements OR Does not complete the task OR Copies most passages from the source text****

Despite prompting, does not make use of strategies or resources

Reects on effectiveness of strategies and resources and makes adjustments

Notes: * The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. ** For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit. *** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the reader has to either stop to gure out what the student meant or reread a passage in order to understand it. **** If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 3.

334

Upshot Year One  Teacher Evaluation Grids

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Name:

Date:

Individual Progress Log

Competencies C1, C2 and C3

Competency

Group:

Handout TE 4

Date and level of prociency

C1 Interacts Orally in English • Participation in oral interaction • Content of the message • Articulation of the message • Management of strategies and resources* Comments:

C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task • Management of strategies and resources* Comments:

C3 Writes and Produces Texts • Participation in the writing and production processes* • Content of the message • Formulation of the message • Management of strategies and resources* Comments:

Note: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.

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335

Name:

Date:

Observation Grid

Group:

Handout TE 5

C1 Interacts Orally in English

A Exceeds expectations

Evaluation Criteria

B Meets expectations

Participation in oral interaction

C Acceptable but needs improvement D Does not meet all expectations

Content of the message

Articulation of the message

Management of strategies and resources

Task and date

E Has serious difculties

Students

336

Upshot Year One  Teacher Evaluation Grids

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Name:

Observation Grid

Date:

Group:

Handout TE 6

C2 Reinvests Understanding of Texts

Evaluation Criteria

A Exceeds expectations B Meets expectations

Evidence of understanding of texts through the response process

C Acceptable but needs improvement D Does not meet all expectations

Management of strategies and resources

Task and date

E Has serious difculties

Use of knowledge from texts in a reinvestment task

Students

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337

Name:

Date:

Observation Grid

Group:

Handout TE 7

C3 Writes and Produces Texts

A Exceeds expectations

Evaluation Criteria

B Meets expectations

Participation in the writing and production processes

C Acceptable but needs improvement D Does not meet all expectations

Formulation of the message

Management of strategies and resources

Task and date

E Has serious difculties

Content of the message

Students

338

Upshot Year One  Teacher Evaluation Grids

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Name:

Date:

A Skillfully combines a great deal of ideas / information / language from the texts with own ideas to write a complete playlist analysis

B Combines many ideas / much information / language from the texts with own ideas to write a complete playlist analysis

Final Reinvestment Rubric

C

D

Combines some information from the texts with own ideas

Combines little information from the texts with own ideas

Shows some weaknesses, such as:

Shows many weaknesses, such as:

• lacking coherence

Handout TE 8

E Offers incoherent ideas from the texts Own ideas are not included or are incoherent

• lacking coherence • lacking own ideas

Provides an analysis of each song’s effect

Provides some information about each song’s effect

Provides an analysis that lacks detail

Does not provide an analysis of chosen songs

Contains very few or no errors in the use of targeted language conventions (simple present and imperatives)

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

Produces a text that is mostly incomprehensible

Produces errors that do not affect readability or understanding**

Produces errors that may affect readability but not understanding

Produces errors or awkward structures that sometimes affect readability and understanding

Produces errors or awkward structures that repeatedly affect readability and understanding

Includes all required components of a playlist analysis and skillfully tailors them

Includes all required components of a playlist analysis and properly structures them

Includes most of the required components of a playlist analysis

Includes some of the required components of a playlist analysis

Clarity

Development of ideas and viewpoints

• lacking own ideas

Accuracy of targeted language*

Coherence of organization, combination with own ideas

Unit 1 Music and Your Mind

Provides a detailed analysis of how each song affects the chosen aspect (emotions, identity or school work)

Text components

C3 Formulation of the message

C3 Content

C2 Use of knowledge from texts in a reinvestment task

Analyze the playlist of your life.

Group:

OR Does not respect the task requirements OR Does not complete the task OR Copies most passages from the source texts***

Notes: *For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit. **Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the reader has to either stop to gure out what the student meant or reread a passage in order to understand it. ***If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 3.

Comments:

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Upshot Year One  Teacher Evaluation Grids

339

Date:

B

Accuracy of targeted language** Text components

C3 Formulation of the message

Pertinence

Unit 2 The Art of Connecting

C3 Content

Write a how-to guide for communicating in the modern age.

C2 Use of knowledge from C3 Participation in texts in a reinvestment task the writing and Coherence of organization, production combination with own ideas processes*

Name:

A Skillfully combines a great deal of ideas / information / language from the texts with own ideas to write a compelling how-to guide

Combines many ideas / much information / language from the texts with own ideas to write a coherent how-to guide

Group:

Final Reinvestment Rubric

C

D

Combines some information from the texts with own ideas

Combines little information from the texts with own ideas

Shows some weaknesses, such as:

Shows many weaknesses, such as:

• lacking coherence

• lacking coherence

• lacking own ideas

• lacking own ideas

Handout TE 9

E Offers incoherent ideas from the texts Own ideas are not included or are incoherent

Personalizes the process to plan and write the how-to guide

Uses the steps of the process to complete the how-to guide

With some support, uses the steps of the process to complete the how-to guide

Despite support, does not use the steps of the process to complete the how-to guide

Does not use the steps of the process

Creates a highly informative how-to guide that is well adapted to audience’s needs

Creates an informative how-to guide that is suited to audience’s needs

Provides information related to topic that is generally suited to audience’s needs

Provides information that is somewhat unsuited to audience’s needs

Text is uninformative and unsuited to audience’s needs

Contains very few or no errors in the use of targeted language conventions (question words and adverbs of frequency)

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

Produces a text that is mostly incomprehensible

Includes all required components of a how-to guide and skillfully tailors them

Includes all required components of a how-to guide and properly structures them

OR Does not complete the how-to guide

OR Does not respect the task requirements

Includes most of the required components of a how-to guide

Includes some of the required components of a how-to guide

OR Does not complete the task OR Copies most passages from the source texts***

Notes: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. **For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit. ***If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 3

Comments:

340

Upshot Year One  Teacher Evaluation Grids

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Name:

Date:

Coherence of organization, combination with own ideas Accuracy of targeted language* Clarity Text components

C3 Formulation of the message

C2 Use of knowledge from texts in a reinvestment task

Write a news story that explains Unit 3 The Amelia Amelia Earhart’s disappearance. Earhart Mystery

Group:

Final Reinvestment Handout TE 10 Rubric

A

B

C

D

Skillfully combines a great deal of ideas / information / language from the texts with own ideas to create a believable news story

Combines many ideas / much information / language from the texts with own ideas to create a believable news story

Combines some information from the texts with own ideas

Combines little information from the texts with own ideas

Shows some weaknesses, such as:

Shows many weaknesses, such as:

• lacking coherence

• lacking coherence

• lacking own ideas

• lacking own ideas

Contains some errors in the use of targeted language conventions

Contains many errors in the use of targeted language conventions

Contains very few or no errors in the use of targeted language conventions (simple past and past continuous)

Contains few errors in the use of targeted language conventions

Produces errors that do not affect readability or understanding**

Produces errors that may affect readability but not understanding

Includes all required components of a news story and skillfully tailors them

E Offers incoherent ideas from the texts Own ideas are not included or are incoherent

Produces a text that is mostly incomprehensible OR Does not respect the task requirements

Includes all required components of a news story and properly structures them

Produces errors or awkward structures that sometimes affect readability and understanding Includes most of the required components of a news story

Produces errors or awkward structures that repeatedly affect readability and understanding Includes some of the required components of a news story

OR Does not complete the task OR Copies most passages from the source texts***

Notes: *For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit. **Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the reader has to either stop to gure out what the student meant or reread a passage in order to understand it. ***If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 3.

Comments:

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Upshot Year One  Teacher Evaluation Grids

341

Name:

Date:

Selection and use of information/ideas/language Pertinence Accuracy of targeted language** Text components

C3 Formulation of the message

C3 Content

C3 Participation in the writing and production processes*

C2 Use of knowledge from texts in a reinvestment task

Write an FAQ about a waste project.

Unit 4 What a Waste

Group:

Final Reinvestment Rubric

Handout TE 11

A

B

C

Chooses highly appropriate, accurate and pertinent information / ideas / language from the texts about a waste problem

Chooses appropriate, accurate and pertinent information / ideas / language from the texts about a waste problem

Chooses some appropriate, accurate and pertinent information / ideas / language from the texts

Chooses little appropriate, accurate or pertinent information/ ideas / language from the texts

Shows some weaknesses:

Shows many weaknesses:

• some inaccurate content

• inaccurate content

• too general or irrelevant content

• too general or irrelevant content

• some content copied from texts

• chunks of content copied from texts

With some support, uses the steps of the process to complete the FAQ

Despite support, does not use the steps of the process to complete the FAQ

Does not use the steps of the process

Personalizes the process to plan and write out the FAQ

Uses the steps of the process to complete the FAQ

D

E Information / ideas / language are inaccurate or invented OR Large parts copied from source texts***

OR Does not complete the FAQ

Creates a highly informative FAQ that is well adapted to audience’s needs

Creates an informative FAQ that is suited to audience’s needs

Provides a somewhat informative FAQ that is generally suited to audience’s needs

Provides information that is somewhat unsuited to audience’s needs

Text is uninformative and unsuited to audience’s needs

Contains very few or no errors in the use of targeted language conventions (modals and conditionals)

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

Produces a text that is mostly incomprehensible

Includes all required components of an FAQ and skillfully tailors them

Includes all required components of an FAQ and properly structures them

OR Does not respect the task requirements

Includes most of the required components of an FAQ

Includes some of the required components of an FAQ

OR Does not complete the task

Notes: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. **For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit. ***If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competencies 2 and 3.

Comments:

342

Upshot Year One  Teacher Evaluation Grids

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Name:

Date:

A

Combines many ideas / much information / language from the texts with own ideas to write a complete prole of a survivor

C

D

Combines some information from the texts with own ideas

Combines little information from the texts with own ideas

Shows some weaknesses, such as:

Shows many weaknesses, such as:

• lacking coherence

• lacking coherence

• lacking own ideas

• lacking own ideas

E Offers incoherent ideas from the texts Own ideas are not included or are incoherent

Creates a developed prole that includes an analysis of subject’s survivor characteristics and learned lessons

Provides some analysis of subject’s survivor characteristics and learned lessons

Provides an analysis of subject’s survivor characteristics and learned lessons that lacks detail

Does not provide an analysis of subject’s survivor characteristics and learned lessons

Contains very few or no errors in the use of targeted language conventions (pronouns, possessives, phrasal verbs, make and do)

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

Produces a text that is mostly incomprehensible

Produces errors that do not affect readability or understanding**

Produces errors that may affect readability but not understanding

Produces errors or awkward structures that sometimes affect readability and understanding

Produces errors or awkward structures that repeatedly affect readability and understanding

Includes all required components of a survivor prole and skillfully tailors them

Includes all required components of a survivor prole and properly structures them

Includes most of the required components of a survivor prole

Includes some of the required components of a survivor prole

Clarity

Development of ideas and viewpoints

Skillfully combines a great deal of ideas / information / language from the texts with own ideas to write a complete prole of a survivor

B

Accuracy of targeted language*

Coherence of organization, combination with own ideas

Final Reinvestment Handout TE 12 Rubric

Unit 5 Tough as Nails

Creates a highly developed prole that includes a detailed analysis of subject’s survivor characteristics and learned lessons

Text components

C3 Formulation of the message

C3 Content

C2 Use of knowledge from texts in a reinvestment task

Write the prole of a survivor.

Group:

OR Does not respect the task requirements OR Does not complete the task OR Copies most passages from the source texts***

Notes: *For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit. **Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the reader has to either stop to gure out what the student meant or reread a passage in order to understand it. ***If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 3.

Comments:

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Upshot Year One  Teacher Evaluation Grids

343

Name:

Date:

Coherence of organization, combination with own ideas

Unit 6 Exploring Science Fiction

Final Reinvestment Rubric

Handout TE 13

A

B

C

D

Skillfully combines a great deal of ideas / information / language from the texts with own ideas to write a compelling sci- story

Combines many ideas / much information / language from the texts with own ideas to write a compelling sci- story

Combines some information from the texts with own ideas

Combines little information from the texts with own ideas

Shows some weaknesses, such as:

Shows many weaknesses, such as:

• lacking coherence

• lacking coherence

• lacking own ideas

• lacking own ideas

With some support, uses the steps of the process to complete the story

Despite support, does not use the steps of the process to complete the story

Does not use the steps of the process

Own ideas are not included or are incoherent

OR Does not complete the story

Pertinence

Uses the steps of the process to complete the story

Offers incoherent ideas from the texts

Writes an engaging and descriptive story that is adapted to a sci- audience

Writes a descriptive sci- story that is adapted to a sci- audience

Writes a sci- story that is somewhat adapted to a sci- audience

Writes a sci- story that is only partially adapted to a sci- audience

Sci- story is not descriptive and is not adapted to a sci- audience

Accuracy of targeted language**

Personalizes the process to plan and write the story

E

Contains very few or no errors in the use of targeted language conventions (the future with will and be going to, conjunctions and transition words)

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

Produces a text that is mostly incomprehensible

Text components

C3 Formulation of the message

C3 Content

C3 Participation in the writing and production processes*

C2 Use of knowledge from texts in a reinvestment task

Write the ending of a science ction story.

Group:

Includes all required components of a sci- story and skillfully tailors them

Includes all required components of a sci- story and properly structures them

OR Does not respect the task requirements OR

Includes most of the required components of a sci- story

Includes some of the required components of a sci- story

Does not complete the task OR Copies most passages from the source texts***

Notes: *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on the report card. **For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit. ***If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competency 3.

Comments:

344

Upshot Year One  Teacher Evaluation Grids

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Evaluation Situation 1

What’s Your Motivation? For use after Units 1, 2 and 3 Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 1                                                               346 • Evaluation Rubrics for C1, C2 and C3 (Handouts ES 11 and ES 12)                                  347 • Transcript for Task 2 (Handout ES 13, Audio CD Track 20)                                          349 Student Handouts (ES 14–ES 17)                                                                 351 • Answer Keys for Handouts (ES 15 and ES 16)                                                 AK-38 ESL Competencies Evaluated C1 Interacts Orally in English • Participation in oral interaction • Articulation of the message C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3 Writes and Produces Texts • Formulation of the message

General Procedure Make sure students understand each step of the procedure Step 1: Theme and Questions • Describe the theme of the evaluation situation in general terms Students will read and listen to texts about motivation and teenagers They will reect on when they have felt motivated or unmotivated in the past Finally, they will a write journal entry about an activity they lack motivation to do • Lead a class discussion on motivation Suggested questions: Do you feel motivated to get up and come to school when you have a big exam? Do you feel motivated to get up when there’s a fun activity? Step 2: Student Handouts and Evaluation Criteria • Distribute the student handouts At the beginning of each task, go over the instructions and make sure students understand what is expected of them • Go over Task 2 Step 2 and Task 3 Step 2 with the students to make sure they understand the essential vocabulary before they read / listen to the texts • For each task, present the evaluation criteria and the task requirements using the evaluation rubrics provided on pages 347 and 348 • Tell students which resources they are allowed to use • At the end of each period, be sure to collect all handouts • Evaluate the students using the appropriate answer keys and evaluation rubrics

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345

Overview of Evaluation Situation 1 In Task 1, students will discuss different activities and how motivated they are to do each activity. Then, in Task 2, they will listen to an interview that provides tips for teen motivation. In Task 3, they will read a blog article about motivation and monetary rewards. In Task 4, the nal reinvestment task, they will use what they have learned about motivation to write a journal entry about a time when they felt unmotivated and how they plan to gain motivation.

Approximate Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Task 1: I Don’t Want to Do It! 60 min

C1 Interacts Orally in English

• Discussion

• Simple present • Supports opinions

• Participation in oral interaction

• Asks for others’ opinions

• Articulation of the message

• Agrees / Disagrees Task 2: Teen Tips to Motivation 60 min

C2 Reinvests Understanding of Texts

• Podcast interview

• Evidence of understanding of texts through the response process

• Simple present • Imperative form • Advice

Task 3: What’s in It for Me? 75 min

C2 Reinvests Understanding of Texts

• Blog

• Simple present

• Journal entry

• Simple present

• Evidence of understanding of texts through the response process Task 4: Dear Diary 75 min

C2 Reinvests Understanding of Texts • Use of knowledge from texts in a reinvestment task

• Past tenses • Imperative form

C3 Writes and Produces Texts • Formulation of the message

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Name:

Date:

Evaluation Situation 1

C1 Participation in oral interaction*

Task 1:

C1

Interacts Orally in English A

B

Interacts throughout the discussion about teen motivation

Interacts throughout the discussion about teen motivation

AND

C

D

Interacts sporadically or mostly when prompted

Speaks but rarely interacts with peers, if at all

Gives examples, shares own experiences and helps conversation move forward (reacts to what classmates say)

When interacting, expresses messages that are clear and contain few errors, if any

C2

E Reverts to a language other than English often enough that evaluation is not possible OR Does not participate

Speaks with some ease when interacting Hesitations, although present, rarely interfere with interaction

Fluency Accuracy

C1 Articulation of the message

C2 Evidence of understanding of texts through the response process

Handout ES 1.1

Evaluation Rubrics for Tasks 1 and 2

Speaks with ease when interacting

Task 2:

Group:

Speaks with some difculty when interacting (messages are sometimes choppy / incomplete) Pauses and hesitations sometimes hinder interaction

Speaks with much difculty when interacting (messages are often choppy / incomplete or made up of isolated words) Pauses and hesitations often hinder interaction

When interacting, makes errors that sometimes affect clarity of messages

When interacting, makes errors that regularly affect clarity of messages

When interacting, makes errors that often affect clarity of messages

Messages understood with interpretation

Messages understood with interpretation

Messages mostly understood but require interpretation

Expresses messages that are mostly incomprehensible Reverts to a language other than English often enough that evaluation is not possible OR Does not participate

Reinvests Understanding of Texts A

B

C

D

E

Shows superior understanding of the teen motivation tips discussed in the interview

Shows solid understanding of the teen motivation tips discussed in the interview

Shows some understanding of the teen motivation tips discussed in the interview

Shows little understanding of the teen motivation tips discussed in the interview

Shows no understanding of the teen motivation tips discussed in the interview

Makes pertinent connections between the text and own experience in Steps 4 and 5

Makes some connections between the text and own experience in Steps 4 and 5

Makes few connections between the text and own experience in Steps 4 and 5

Makes no connections between the text and own experience in Steps 4 and 5

Responses not linked to the text

Note: *Expressing stand-alone opinions and ideas (related to the issue but not to the ongoing discussion) is not interacting. Allot an E if student speaks (well or not) but does not interact with peers.

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Upshot Year One  Evaluation Situations

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Name:

Date:

Evaluation Situation 1 C2

C2 Evidence of understanding of texts through the response process

Task 3:

Task 4:

Reinvests Understanding of Texts A

B

C

D

Shows superior understanding of the blog article Makes pertinent connections between the text and own experience in Steps 8, 9 and 10

Shows solid understanding of the blog article Makes some connections between the text and own experience in Steps 8, 9 and 10

Shows some understanding of the blog article Makes few connections between the text and own experience in Steps 8, 9 and 10

Shows little understanding of the blog article Makes no connections between the text and own experience in Steps 8, 9 and 10

C2 C3

Selection and use of information / ideas / language Accuracy of targeted language conventions Clarity

C2 Use of knowledge from texts in a reinvestment task

Handout ES 1.2

Evaluation Rubrics for Tasks 3 and 4

E Shows no understanding of the blog article Responses not linked to the text

Reinvests Understanding of Texts Writes and Produces Texts A

C3 Formulation of the message

Group:

B

C

D

Chooses highly appropriate, accurate and pertinent information from the texts to write a journal entry Exceeds task requirements

Chooses appropriate, accurate and pertinent information from the texts to write a journal entry Meets task requirements

Chooses some Chooses little appropriate, appropriate, accurate and accurate or pertinent pertinent information from information from texts the texts Journal entry shows Journal entry shows some weaknesses: many weaknesses: • some inaccurate • inaccurate content content • too general or • too general or irrelevant content irrelevant content • chunks of content • some content copied from texts copied from texts Meets few task Meets some task requirements requirements

Journal entry contains very few or no errors in the use targeted language conventions (simple present, imperatives, past tenses)

Journal entry contains few errors in the use of targeted language conventions (simple present, imperatives, past tenses)

Journal entry contains some errors in the use of targeted language conventions (simple present, imperatives, past tenses)

Journal entry contains many errors in the use of targeted language conventions (simple present, imperatives, past tenses)

Produces errors that do not affect readability or understanding

Produces errors that may affect readability but not understanding

Produces errors or awkward structures sometimes that affect readability and understanding Journal entry understood with some interpretation

Produces errors and/or awkward structures that repeatedly affect readability and understanding Journal entry understood with a good deal of interpretation

E Information is inaccurate or invented OR Large parts copied from texts* OR Unsuited to task requirements

Journal entry is mostly incomprehensible OR Does not respect the task requirements OR Student does not complete the task OR Most passages are copied from the source texts*

Note: *If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competencies 2 and 3.

348

Upshot Year One  Evaluation Situations

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Name:

Date:

Evaluation Situation 1

Teen Tips to Motivation

Group:

Transcript for Task 2 Audio CD Track 20

C2

Handout ES 1.3

CD

Teen Host: Hello, Dr. Charles. Thank you for joining

might inspire another classmate to pursue a career

us today for our live podcast on motivation. It’s a

that requires it. An engineer who builds bridges

topic that a lot of teenagers like me hear about daily

across large rivers like the St. Lawrence certainly

from parents and teachers.

needs to understand algebra! In fact, this type of

Dr. Charles: Thank you. I’m happy to be here.

math is a part of many careers. Even animators

Teen Host: So why is it that adults seem to think

use it!

that teenagers lack motivation?

Teen Host: Really?

Dr. Charles: First of all, I disagree that teenagers

Dr. Charles: Denitely! You see, sometimes it is

are not motivated. Very few teenagers actually have

important to take a step back and re-evaluate a

a problem with not feeling motivated. The problem

situation. That’s another tip. When you feel a lack of

is that they are not always motivated to do what

motivation, try to see the bigger picture. Even slightly

adults want them to do.

adjusting your attitude toward an activity can help

Teen Host: What do you mean?

you become more motivated.

Dr. Charles: I mean that as adults, we have

Teen Host: That does make sense. More sense than

expectations for teenagers. There are certain things

algebra, anyway. I have another problem. I have a

we want them to do. There are certain ways we want

gigantic history project that is due next week, and I’m

them to do these things. If teenagers don’t see the

just not motivated to start it.

importance, it’s difcult to get them to do these

Dr. Charles: I understand. Sometimes we feel

things.

paralyzed when faced with a big project. We just

Teen Host: How do we solve this problem?

don’t know where to start, so we don’t start. Is that

Dr. Charles: Teens, like adults, need to understand

how you feel?

why they are being asked to do a task. There needs to

Teen Host: Exactly.

be a good reason for it. If a teen can see a convincing

Dr. Charles: My suggestion is that you try to break

link between a task and real life, they will be much

the project down into smaller parts. Having trouble?

more motivated to complete the task.

Collaborate with a peer who might be in a similar

Teen Host: I guess that explains why I don’t feel

situation. If you are both unsure, ask your teacher

motivated to do my algebra homework in math.

for help breaking down the big project. This will help

I never see algebra being used outside of the

you attack the smaller parts one at a time.

classroom. Why do I have to do it at all?

Teen Host: Hey, that sounds like a good idea. I can

Dr. Charles: Why do it? Well, high school offers the

try that. I was actually going to ask my mother to

opportunity to be exposed to a variety of subjects

help me.

and ideas. You may not nd algebra exciting, but it

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349

Name:

Date:

Evaluation Situation 1

Group:

Transcript for Task 2 Audio CD Track 20

C2

Handout ES 1.3 (cont.)

Dr. Charles: Parents and family are also a good

Teen Host: That sounds good, but I think winning

place to look for support. But remember that you as

a race involves a lot of hard work. You have to train

teens are well equipped to solve your own problems.

to win a race, not just think about it.

It’s better if you don’t rely too much on your parents

Dr. Charles: [Laughs] You are absolutely right!

and learn to be autonomous. The teenage years

Achieving a goal involves many things. But reecting

are a good time to gain condence in your own

on the nal outcome could motivate you to do the

problem-solving skills. Even if you fail, you’ll learn

necessary work to reach your goal. For example,

from your own mistakes.

you don’t feel like practising your guitar today. But

Teen Host: Funny, that sounds a lot like what my

then you visualize yourself playing your favourite

mother tells me! Any other tips for teens looking for

song in front of your friends at the school talent

motivation?

show. That excitement might get you off the couch!

Dr. Charles: Another helpful tip is to visualize the

Teen Host: That’s very true. Unfortunately, we are

end result of what you are doing. If you set a goal,

almost out of time. Do you have any nal advice for

think about yourself achieving that goal. What will

our listeners?

that look like? How will you feel?

Dr. Charles: One last thing! To get motivated, try to

Teen Host: Hmm. So we use our imagination. I am

make a task fun. If you have to clean your room, put

good at that!

on some energetic music to make the experience

Dr. Charles: Exactly. Athletes do this. Sports

more enjoyable.

psychologists tell athletes to imagine themselves

Teen Host: Good idea! Well, that’s it for our show

crossing the nish line. By visualizing this end result,

today. I have a big history project that I feel pretty

it can feel more attainable.

motivated to start!

350

Upshot Year One  Evaluation Situations

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Name:

Date:

Evaluation Situation 1

Group:

Task 1: I Don’t Want to Do It!

C1

Handout ES 1.4

1. Read the list of activities in the table below. Rate how motivated you feel to do each activity from 0 to 10. 0 = not motivated

10 = very motivated

2. With a group of your classmates, discuss each activity. Use adverbs of frequency (always, often, sometimes, never) to help explain your answers. • Compare your ratings with those of your classmates. • Give a reason and an example to support each rating. • Describe a possible consequence of not completing each activity. 3. With your group, add ve more activities to the list in the table below and rank how motivated you feel to do them as a group. Remember, in order to interact you must participate in the discussion. • React to what others say. • Add details: give examples and share your own experiences. • Use the Useful Language below for help.

I feel motivated to . . . What do you think?

Useful Language I feel (very) unmotivated to . . . It depends on . . .

How motivated do you feel to . . .

I agree / disagree because . . . In my experience . . . Rating from 0 to 10

clean your bedroom? do laundry? take a dog for a walk? clean a cat’s litter box? go for a 5 km run? go to the gym? be on time for class? write a long text for a class? do ve pages of math exercises? babysit other people’s children? wash the dishes after supper?

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351

Name:

Date:

Evaluation Situation 1

Group:

Task 1: I Don’t Want to Do It!

C1

Handout ES 1.4 (cont.)

study for an exam in your worst class? clean the bathroom? do an artistic activity (draw, dance or make music)? eat healthy food? eat junk food? read a book for French class? play sports with your friends? go to a party with your friends? go to work at a job (if you have one)?

4. With your group, come to a consensus about ve activities that teenagers are the most motivated to do and ve activities that they are the least motivated to do. a. Write your answers in the space below. b. You may add your own activities, but you must agree as a group. Hint: Use the Useful Language box on page 351 for help. Five activities that teenagers are the most motivated to do: 1. 2. 3. 4. 5.

Five activities that teenagers are the least motivated to do: 1. 2. 3. 4. 5.

352

Upshot Year One  Evaluation Situations

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Name:

Date:

Evaluation Situation 1

Group:

Task 2: Teen Tips to Motivation

Handout ES 1.5

C2

Before Listening 1. What motivates you to do certain activities?

2. Match each word with its denition. Use a dictionary to help you. Word

Denition

a. link

1. the object of your ambition

b. lack

2. advice

c. goal

3. connection

d. tip

4. to be decient in

While Listening 3. Read the tips below. As you listen, check the tips that you hear for becoming more motivated. Find out the reason for doing something, i.e. the link to the real world. Use a reward system.

Look at the bigger picture.

Imagine yourself achieving your goal.

Stay relaxed.

Get a motivation coach.

Go on a vacation.

Make a task fun.

After Listening 4. In your opinion, which of the tips from the interview is the most helpful for a teenager? Explain your answer.

5. Think about someone you know who has problems feeling motivated. Which ideas from the interview explain this person’s motivation problems? Explain your answer.

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Upshot Year One  Evaluation Situations

353

Name:

Date:

Evaluation Situation 1

Group:

Task 3: What’s in It for Me?

C2

Handout ES 1.6

Before Reading 1. Do you expect a reward when you complete a difcult task, e.g. clean your room?

2. Match each word with its denition. Use a dictionary to help you. Word

Denition

a. inner

1. to be physically t or healthy

b. outer

2. routine tasks in the home

c. reward

3. get better at

d. chores

4. on the inside

e. improve

5. compensation you get for your effort

f. in good shape

6. on the outside

While Reading 3. As you read, highlight the rewards mentioned in the text and underline the activities each reward is associated with. Adam’s Blog: Money for Motivation Different people are motivated by different things.

from an outer source. Alice’s motivation comes

Some of us nd it easy to get out of bed in the

from inside. She is running because she loves it.

morning to attack the challenges of the day. Others

Luka’s motivation is different—it comes from an

nd it extremely difcult to drag ourselves out of bed

outer source. He wants to stay on the soccer team,

and head to school for a long day of classes. What

so he is doing the necessary work to get in shape.

makes you get out of bed in the morning? The theme

Of course, it’s great if you have inner motivation to

of today’s blog post is . . . motivation!

do things, but as human beings, we often need a little

Alice loves to run. She does it because it makes her feel good and it clears her head. Luka

encouragement to accomplish what we need to do. Sometimes when we want to motivate people to

is different. He runs because the soccer coach

do something, we use rewards. We create an outside

told him that if he doesn’t improve his cardio, he

source of motivation. Some schools, for example,

will be cut from the team. There are two different

give small prizes to motivate students to attend

sources of motivation: from an inner source or

school and work hard. At a school in Nova Scotia, up

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Upshot Year One  Evaluation Situations

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Name:

Evaluation Situation 1

Date:

Group:

Task 3: What’s in It for Me?

C2

Handout ES 1.6 (cont.)

to 100 students were late each morning. The school

people attend their classes, but the lower prices

started a system to reward students with prizes

motivate customers to get more exercise.

if they arrived on time. The number of late students

There is also an app that works with your credit

has since dropped from about 100 to just a few. At

card to motivate you to go to the gym. You promise to

another school, students weren’t in very good shape,

attend a certain number of workouts. You also decide

so the staff started a new program. If students

how much you’ll pay if you don’t go. At the end of

walked or rode a bike to school for a few weeks, they

the week, your credit card is not charged if you go to

received a $10 gift certicate. The program worked

your workouts. The app says it has helped 80% of its

really well for a while, but then it stopped. What do

customers reach their tness goals.

you think happened?

Paying Kids to Do Chores?

The Risks of Rewards

If schools and gyms have had some success

The problem was, when the kids stopped getting the

motivating people with nancial rewards, should

reward, a lot of them stopped exercising. They lost

parents try, too? What about paying their kids to do

their motivation.

work around the house? Of course kids will say yes,

Another problem with rewards is that they can

but parents might not agree. They say that kids need

transform a fun activity into “work.” This was seen

to do chores so they learn to be responsible adults.

in an experiment with children and a video game.

Nobody pays your parents to clean their own house;

At rst, the kids were playing it just for fun. Then,

it’s just part of growing up. Not all the work you do

the researchers started giving them a small reward

in life is paid. However, paying kids for helping also

for playing the game. When the kids started getting

teaches them that there is a reward for doing work,

the reward, they stopped playing the game as often.

like in real life.

The reward made the game feel like it was not

Keep Your Eyes on the Prize

something that could just be fun. It suddenly felt like work.

The bottom line is that to feel truly motivated, you need to feel like you’re doing something because it’s

Exercise More, Pay Less

important to you or it makes your life better. You can

Some reward-based systems have been successful,

ask people around you to help you remember what

however. For example, gyms have had success with

is important to you. Rewards can help, but if you do

nancial rewards. One company has experimented

things only for the rewards, it will be difcult to stay

with fees that are lower the more often you go to

motivated. So try to nd a way to see all the little

the gym. With this company, the more often you go

things you have to do as part of the big picture of

to their exercise classes, the less you pay. The idea

where you want to go in life.

is that the company makes money because more

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Upshot Year One  Evaluation Situations

355

Name:

Date:

Evaluation Situation 1

Group:

Task 3: What’s in It for Me?

C2

Handout ES 1.6 (cont.)

After Reading 4. When you have inner motivation, why do you do an activity?

5. Give an example of an outer source of motivation.

6. Describe the two reward-based systems from the text that encourage people to go to the gym.

7. Why do some parents think it is not a good idea to pay children to do chores?

8. Do you think your school should reward you for being on time or for walking or riding your bike to school? Use examples from the text to support your answer.

9. List activities you do from an inner and an outer source of motivation. Give three for each. Inner source of motivation

Outer source of motivation

10. Which source of motivation is most present in your life? Explain your answer.

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Upshot Year One  Evaluation Situations

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Name:

Date:

Evaluation Situation 1

Group:

Task 4: Dear Diary

C2

C3

Handout ES 1.7

Write a journal entry about an activity that you do not feel motivated to do. In your entry, describe an experience where you did not feel motivated to do this activity and reect on how you can motivate yourself from now on. Use information from the previous tasks to help you. 1. Choose one activity that you do not feel motivated to do. Refer to Tasks 1, 2 or 3 for ideas or choose one of the following suggestions. Clean your bedroom.

Do chores around the house.

Get exercise.

Other:

2. Plan your text below. Take notes under each section. a. Introduction: Describe the activity that you are not motivated to do.

b. Include an anecdote about a time in the past when you did not feel motivated to do this activity.

c. Give yourself three tips explaining what you can do to help motivate yourself to do this activity. Use ideas from the texts in Tasks 2 and 3 and use the imperative.

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Upshot Year One  Evaluation Situations

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Name:

Date:

Evaluation Situation 1

Task 4: Dear Diary

Group:

C2

C3

Handout ES 1.7 (cont.)

3. Write the rst draft of your journal entry. Follow your plan from Step 2. Use the simple present, the imperative, the simple past and the past continuous. Do not copy sentences from the readings. Use your own words.

Dear Diary,

Writing Checklist I described the activity and why I do not feel motivated to do it. I included an anecdote about a time in the past when I found it difcult to do the activity. I included three tips for motivating myself based on information from the texts in Tasks 2 and 3.

4. Revise and edit your text. Use the writing checklist.

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Upshot Year One  Evaluation Situations

I used verb tenses correctly (the simple present, the imperative, the past tenses).

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Name:

Evaluation Situation 1

Date:

Task 4: Dear Diary

Group:

C2

C3

Handout ES 1.7 (cont.)

5. Write your nal copy here. Integrate the changes and corrections you made in Step 4.

Dear Diary,

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Upshot Year One  Evaluation Situations

359

Evaluation Situation 2 Components

The Yukon Quest For use after Units 4, 5 and 6 Components of the Evaluation Situation Teacher’s Guide • Overview of Evaluation Situation 2                                                               361 • Evaluation Rubrics for C1, C2 and C3 (Handouts ES 21 and ES 22)                                  362 • Transcript for Task 2 (Handout ES 23, Audio CD Track 21)                                          364 Student Handouts (ES 24–ES 27)                                                                 366 • Answer Keys for Handouts (ES 24 and ES 25)                                                 AK-40 ESL Competencies Evaluated C1 Interacts Orally in English • Participation in oral interaction • Articulation of the message C2 Reinvests Understanding of Texts • Evidence of understanding of texts through the response process • Use of knowledge from texts in a reinvestment task C3 Writes and Produces Texts • Formulation of the message

General Procedure Make sure students understand each step of the procedure Step 1: Theme and Questions • Describe the theme of the evaluation situation in general terms Students will read and listen to texts about the Yukon Quest dogsled race They will reect on the challenges involved in the race Finally, they will write a letter about a day during the Yukon Quest • Lead a class discussion on adventures in the north Suggested questions: Do you know anyone who participates in winter sports competitions? Do you like the challenge of cold weather, or do you want to hide from it? Step 2: Student Handouts and Evaluation Criteria • Distribute the student handouts At the beginning of each task, go over the instructions and make sure students understand what is expected of them • Go over Task 1, Step 3 with the students to make sure they understand the essential vocabulary before they read the texts • For each task, present the evaluation criteria and the task requirements using the evaluation rubrics provided on pages 362 and 363 • Tell students which resources they are allowed to use • At the end of each period, be sure to collect all handouts • Evaluate the students using the appropriate answer keys and evaluation rubrics

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Overview of Evaluation Situation 2 In Tasks 1 and 2, students will read and listen to texts to learn about the Yukon Quest. In Task 3, in the role of mushers, they will discuss different scenarios that could happen during the race and what they will do. In Task 4, the nal reinvestment task, they will write a letter describing a day during the Yukon Quest race.

Approximate Time

ESL Competencies and Evaluation Criteria

Text Types

Language Repertoire

Task 1: The Toughest Race in the World 105 min

C2 Reinvests Understanding of Texts

• Journal entry

• Simple present

• FAQ

• Simple past

• Evidence of understanding of texts through the response process

• Fact sheet

• Modals

• Letter

Task 2: Watch Out—Danger Ahead! 45 min

C2 Reinvests Understanding of Texts

• Interview

• Simple past

• Modals

• Evidence of understanding of texts through the response process Task 3: Mushers: What Will You Do? 45 min

C1 Interacts Orally in English

• Discussion

• Conditional sentences • Future with will

• Participation in oral interaction

• Reaching consensus

• Articulation of the message Task 4: A Day on the Yukon Quest 75 min

C2 Reinvests Understanding of Texts

• Letter

• Simple present • Past tenses

• Use of knowledge from texts in a reinvestment task

• Future with will

C3 Writes and Produces Texts

• Conjunctions

• Formulation of the message

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• Conditional sentences • Transition words

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Name:

Date:

Evaluation Situation 2

C2 Evidence of understanding of texts through the response process C1 Participation in oral interaction*

C2

Reinvests Understanding of Texts

A

B

D

E

Shows solid understanding of texts (Task 1, Steps 4-6; Task 2, Steps 2 and 3)

Shows some understanding of texts (Task 1, Steps 4-6; Task 2, Steps 2 and 3)

Shows little understanding of texts (Task 1, Steps 4-6; Task 2, Steps 2 and 3)

Shows no understanding of texts (Task 1, Steps 4-6; Task 2, Steps 2 and 3)

Makes pertinent connections between the text and own experience (Task 1, Step 7; Task 2, Step 4)

Makes some connections between the text and own experience (Task 1, Step 7; Task 2, Step 4)

Makes few connections between the text and own experience (Task 1, Step 7; Task 2, Step 4)

Makes no connections between the text and own experience (Task 1, Step 7; Task 2, Step 4)

Responses not linked to text

C1

Interacts Orally in English A

B

Interacts throughout the discussion

Interacts throughout the discussion

AND Gives examples, shares own experiences and helps conversation move forward (reacts to what classmates say)

When interacting, expresses messages that are clear and contain few errors, if any Use of conditional sentences always accurate

C Interacts sporadically or mostly when prompted

D Speaks but rarely interacts with peers, if at all

E Reverts to a language other than English often enough that evaluation is not possible OR Does not participate

Speaks with some ease when interacting Hesitations, although present, rarely interfere with interaction

Fluency Accuracy

C

Shows superior understanding of texts (Task 1, Steps 4-6; Task 2, Steps 2 and 3)

Speaks with ease when interacting

C1 Articulation of the message

Handout ES 2.1

Evaluation Rubrics for Tasks 1, 2 and 3

Tasks 1 and 2:

Task 3:

Group:

Speaks with some difculty when interacting (messages are sometimes choppy / incomplete) Pauses and hesitations sometimes hinder interaction

Speaks with much difculty when interacting (messages are often choppy / incomplete or made up of isolated words) Pauses and hesitations often hinder interaction

When interacting, makes errors that sometimes affect clarity of messages

When interacting, makes errors that regularly affect clarity of messages

When interacting, makes errors that often affect clarity of messages

Use of conditional sentences mostly accurate

Use of conditional sentences usually accurate

Messages are mostly understood but require interpretation

Expresses messages that are mostly incomprehensible Reverts to a language other than English often enough that evaluation is not possible OR Does not participate

Inaccurate formulation of conditional sentences Note: *Expressing stand-alone opinions and ideas (related to the issue but not to the ongoing discussion) is not interacting. Allot an E if student speaks (well or not) but does not interact with peers.

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Name:

Date:

Evaluation Situation 2 Task 4:

C2 C3

Selection and use of information / ideas / language

Handout ES 2.2

Evaluation Rubrics for Task 4 Reinvests Understanding of Texts Writes and Produces Texts A

C2 Use of knowledge from texts in a reinvestment task

Group:

Chooses appropriate, accurate and pertinent information from the texts to write a creative and coherent letter Exceeds task requirements

B Chooses appropriate, accurate and pertinent information from the texts to write a coherent letter Meets task requirements

C

D

Chooses some appropriate, accurate and pertinent information from texts

Chooses little appropriate, accurate or pertinent information from the texts

Letter shows some weaknesses, such as: • some inaccurate content • too general or irrelevant content • some content copied from texts

Letter shows many weaknesses, such as: • inaccurate content • too general or irrelevant content • chunks of content copied from texts

Accuracy of targeted language conventions Clarity

C3 Formulation of the message

Meets some task requirements

E Information is inaccurate or invented OR Large parts copied from text* OR Unsuited to task requirements

Meets few task requirements

Letter contains very few or no errors in the use of targeted language conventions (simple present, past tenses, conditionals, future, conjunctions, transition words)

Letter contains few errors in the use of targeted language conventions (simple present, past tenses, conditionals, future, conjunctions, transition words)

Letter contains some errors in the use of targeted language conventions (simple present, past tenses, conditionals, future, conjunctions, transition words)

Letter contains many errors in the use of targeted language conventions (simple present, past tenses, conditionals, future, conjunctions, transition words)

Text is mostly incomprehensible

Produces errors that do not affect readability or understanding**

Produces errors that may affect readability but not understanding

Produces errors or awkward structures sometimes that affect readability and understanding

Produces errors and / or awkward structures that repeatedly affect readability and understanding

OR

Text is understood with some interpretation

OR Does not respect the task requirements OR Does not complete the task Most passages are copied from the source texts*

Text understood with a good deal of interpretation

Note: *If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages when evaluating competencies 2 and 3. **Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the reader has to either stop to gure out what the student meant or reread a passage in order to understand it.

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Name:

Date:

Evaluation Situation 2

Interview with a Musher

Group:

Transcript for Task 2 Audio CD Track 21

C2

Handout ES 2.3

CD

Host: Hello everyone, thank you for joining us. We

Host: That sounds horrible! Were there any other

are here at the nish line of the Yukon Quest dogsled

dangerous animals that you had to watch out for?

race. We’ve got Bob McKenzie with us. He is one

Bob McKenzie: Just the polar bear this year, but

of the dog mushers that completed the race today.

I heard that another team was attacked by an

Congratulations on your race, Bob, and thanks for

angry moose.

taking the time to tell us about this epic race.

Host: A moose? I didn’t know moose were

Bob McKenzie: Thanks! I’m really happy to be here.

dangerous.

Host: Tell us about what you and the other

Bob McKenzie: Moose can be very dangerous.

competitors faced on the trail this year.

In this case, the moose felt threatened, and it started

Bob McKenzie: It’s always a tough race—with more

kicking the dogs. The dogs got out of the way and

than its share of danger, risks and hazards—and

the moose escaped. There is actually a 53-kilometre

this year was no different! Where do you want me

section of the race where moose attacks are very

to start?

common. Mushers have to be prepared, and make

Host: What about with the most dangerous situation

sure their axe is handy.

you’ve ever faced?

Host: An axe, eh? It sounds like things can get pretty

Bob McKenzie: Hmmm, let me think about it.

dangerous out there on the trail. I guess the cold is

[PAUSES] It would probably have to be the time I woke

another obvious danger.

up to nd a polar bear trying to get into my tent.

Bob McKenzie: Yes, you have to be prepared for

Host: A polar bear? Wow. What happened?

the cold, for sure. The race follows the Yukon River,

Bob McKenzie: Actually, it’s not unusual to see

so cold water is another hazard. This year my sled

polar bears during the race. Usually, they hear the

broke through the ice and I fell in the water. Now

dogs barking and keep their distance. But this was

that was cold.

a young bear that was curious and I guess he wanted

Host: I bet.

to see what was in the tent.

Bob McKenzie: It is very difcult to stay warm when

Host: So what did you do?

you get wet. Keeping yourself and your equipment

Bob McKenzie: I had to react quickly. I started

dry is a major concern. For example, if your matches

yelling really loudly and banging my pots together

get wet, you can’t start a re to get warm again.

and it scared the bear, and it ran off. I was pretty

Then you’re in trouble.

lucky. A few years back, a polar bear attacked a

Host: I can imagine your equipment is really

team of dogs and killed all of them except one!

important. Tell me a bit about that.

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Name:

Evaluation Situation 2

Date:

Group:

Transcript for Task 2 Audio CD Track 21

C2

Handout ES 2.3 (cont.)

Bob McKenzie: Well, a lot of the more technical

put it in the sled. There are regular check points

equipment we use protects us from another major

where veterinarians examine the dogs to make sure

hazard: blizzards. The weather was so bad this

they’re okay to continue the race. If a dog is sick

year that I got off course. Because I was using Spot

or injured, we leave it at the check point and pick

Tracker, though, race followers could tell and they

it up later.

sent skidoos after me to tell me to turn around.

Host: Whew, that’s a relief. Do they give you

Host: This Spot Tracker sounds high-tech.

another dog?

Bob McKenzie: It is. It’s a GPS system that shows

Bob McKenzie: No. Once you leave a dog, you can’t

where you are. I did a lot of extra kilometres that day

have another one. You have to continue the race with

because of that storm, but I still nished the race in

only the dogs you have, so it’s more work for them.

good time.

Host: So it’s a good thing they’re tough.

Host: You must be relieved.

Bob McKenzie: Yeah, they’re really tough. Like I said,

Bob McKenzie: Denitely! In the old days, all you had

the dogs are the heroes of the race.

was a map, a compass and your dogs. Speaking of

Host: Well, Bob, we’re out of time and you’ve got

the dogs, they are the real heroes of the race, but it’s

some celebrating to do. Thanks so much for telling

tough when a dog gets injured or sick, and you have

us more about the Yukon Quest, and congratulations

to leave it behind.

again on a great nish.

Host: You leave a dog? That’s terrible! Did that

Bob McKenzie: Thanks. Come and see me again

happen in this race?

next February!

Bob McKenzie: No, and don’t worry. You don’t leave a dog just anywhere! First of all, if it can’t run, you

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Name:

Date:

Evaluation Situation 2

Group:

Task 1: The Toughest Race in the World

C2

Handout ES 2.4

Before Reading 1. List four sports or activities where people are exposed to and must deal with extreme weather conditions.

2. What do you think makes some people participate in extreme sports?

3. Match each word with its denition. Use a dictionary for help. Word

Denition

a. musher

1. small boots

b. bred

2. things you need

c. harness

3. dogsled driver

d. booties

4. the right to say that you are the best

e. checkpoint

5. ropes to attach dogs to sled

f. supplies

6. difcult to please

g. straw

7. produced an animal for a certain role

h. bragging rights

8. place to stop for verication

i. picky

9. dried long grass

While Reading 4. While you read the following four texts, write down six items the musher needs to bring and their uses. Item

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Use

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Name:

Evaluation Situation 2

Date:

Group:

Task 1: The Toughest Race in the World

C2

Handout ES 2.4 (cont.)

Last night I returned to Fairbanks after dropping off the bags of supplies for the checkpoints. I dropped off the bags that I prepared containing food for the dogs and myself, as well as extra booties to protect the dogs’ feet. The bags cannot weigh more than 18 kg, so I have to be smart about what I pack. I have to bring a lot of dried food that I can rehydrate for the dogs into a sort of warm soup. They burn a lot of calories in a day! The race organizers will make sure the bags are waiting at the checkpoints along the way. After I dropped off the bags I took the dogs for their first visit to the Yukon Quest veterinarian. He examined them all to make sure they were in shape for the race and congratulated me on their good condition. I have an impressive team this year, 12 dogs. My two leaders, Cyder and Mickey, are strong and courageous dogs who love to run. You can see the excitement in their eyes when I put the harness on them. They can’t wait to get on the trail! Now, everything is almost ready for the start of the race. Tomorrow, we will do a training run on some rough terrain as a final test of the new sled. We have to make sure it’s solid, because repairs take time, and if I have to replace the sled during the race I’ll get a penalty of eight hours added to my time. I can’t wait to get started, and the dogs feel the excitement, too! FAQ—The Yukon Quest Q: What is the Yukon Quest? A: The Yukon Quest is a 1635-km dogsled race from Fairbanks, Alaska (USA) to Whitehorse, Yukon (Canada). Some people say that it is the most challenging race in the world. It started in 1984. It follows the historic Klondike route that was used during the gold rush in the late 1800s, and goes through heavy forests, down frozen rivers, through isolated villages and even across mountain chains above the treeline, where there is no protection from the wind. It’s a race, but it’s also a test of wilderness and survival skills. Q: How long does it take to complete the race? A: The race usually takes from 10 to 13 days, depending on the weather conditions. The shortest time was nine days, and the longest was 20. Q: What are the weather conditions like? A: Because the race is held in February in the far north, the weather can be very severe. The average temperature is -20 degrees C, but -40 is common and -50 has been recorded. Additionally, the wind can reach 80 km/h,

The Klondike Gold Rush When gold was discovered in the Klondike region of the Yukon Territory in 1896, an estimated 100 000 people went there, hoping to become rich.

especially on those mountain ranges. Q: How do the mushers carry enough supplies for 10 days or more? A: The mushers carry about 250 kg of supplies on their sleds, but they must also leave bags of supplies at checkpoints along the route, in the way mushers had to stop regularly along the way to pick up supplies during the Gold Rush era. It would be too heavy to carry everything in the sled. The dogs alone require a few kilograms of food per day, each. That’s a lot to pack.

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Name:

Date:

Evaluation Situation 2

Task 1: The Toughest Race in the World

Group:

C2

Handout ES 2.4 (cont.)

Q: What supplies do the mushers need to bring? A: They need food for themselves and the dogs. Of course they need camping supplies and a very warm sleeping bag. They also need straw for the dogs to lie on. The race rules state that they also must carry an axe and snowshoes, and extra booties to protect the dogs’ feet. Another important item is a small gas cooker and pot, to prepare hot food for the dogs and themselves. They need a dog rst aid kit and signal ares to be rescued, in case of an emergency. Q: How do the teams navigate the course? A: The trail is broken and marked, but weather conditions could mask it and make it difcult to nd. That’s why it’s important to bring a map and compass.

Interesting Facts about the Yukon Quest • When climbing and descending the mountains, many mushers put chains on their sled runners to stop them from sliding backwards and from going down the hill too quickly. • The route used by the race is the traditional mail delivery route. Mail in the north was actually delivered by dogsled up until 1963. • In 2006, there was a massive blizzard during the race. Seven teams had to be evacuated by helicopter. • Two-way communication devices (e.g. cellphones or walkie-talkies) are NOT allowed. • Weird rule: If a musher kills a game animal (like a moose or caribou) during the race, he must stop and butcher it (prepare the meat). One year, a musher was attacked by a moose, so he shot it to protect himself. That is a lot of work! December 12 Dear Jim, As you know, I want to participate in the Yukon Quest again this year. My team is strong, but two of my best dogs will soon have puppies so they will not compete with me this time. I know you have many good dogs, and I would like to borrow at least two of them. Here are some things I would like you to consider before choosing them. First of all, make sure the dogs have good, tough feet with their toes close together. Of course all the dogs will wear booties to protect them, but when they have to run more than 160 km per day in frigid Arctic conditions, I can’t take the risk of a dog having frozen toes. The race is only two months away, so the dogs already have to be in really good shape. They can’t be overweight at all, and should even be a little thin, like an Olympic marathon runner. Of course it goes without saying that the dogs have good, thick fur coats to keep them warm. If you have any dogs who are picky eaters, don’t consider them. Dogs that don’t have great appetites

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Name:

Evaluation Situation 2

Date:

Group:

Task 1: The Toughest Race in the World

C2

Handout ES 2.4 (cont.)

will often become even pickier on the trail, and with the number of calories these dogs burn in a day, they have to be good eaters. Finally, we both know that a good sled dog loves to run and be with other dogs. In the case of dogs, the old expression applies—attitude is everything. I need dogs that are dedicated and passionate. As usual, I will share a percentage of any money I win with you. I look forward to hearing from you, Melissa

After Reading 5. Complete the chart with facts about the Yukon Quest. Distance Time of year Terrain

Weather conditions Challenges

6. Write a list of qualities sled dogs need to have for the Yukon Quest. WANTED! SLED DOGS FOR THE YUKON QUEST Dogs must . . . • • • • •

7. In your opinion, what is the most important quality for a sled dog? Explain your answer.

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Name:

Date:

Evaluation Situation 2

Task 2: Watch Out—Danger Ahead!

Group:

C2

Handout ES 2.5

Before Listening 1. What do you think is the biggest challenge of the Yukon Quest that you have learned about so far?

While Listening 2. In the chart, write the dangerous situations that Bob mentions and what the musher has to do in each situation. Challenge faced by teams

What they have to do

After Listening 3. Choose four of the dangerous situations faced by teams. Describe the worst-case scenario for each challenge. A worst-case scenario is the worst thing that could happen in a situation. Challenge faced by teams

Worst-case scenario

4. Of the dangerous situations Bob mentions, which one do you think is the worst? Explain.

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Name:

Date:

Evaluation Situation 2

Group:

Task 3: Mushers: What Will You Do?

C1

Handout ES 2.6

WELCOME, MUSHERS! Thank you for registering for this year’s Yukon Quest, the toughest race in the world! To be well prepared, we want you to consider every possible situation you might face. Read the statements below and think about what you will do if it happens to you. 1. Discuss each statement below with a group of your classmates. a. Take turns reading a situation and saying what you will do if it happens to you during the race. b. Give a reason to support your answer. c. Use conditional sentences. Remember, in order to interact you must participate in the discussion. • React to what others say. • Add details. • Use the Useful Language below for help.

Useful Language If this happens, I will / won’t . . . because . . . I agree / disagree because . . . What do you think? It depends on . . . If this happens to my team . . . If this happens to you, what will you do?

Danger ranking 1-12

1. The temperature drops to -55 °C. 2. You see a polar bear at a distance. 3. A dog has frozen feet. 4. There is a blizzard and you can’t see the trail. 5. You get lost. 6. A polar bear eats your food. 7. You break through the ice on a river. 8. You nd yourself in the middle of a giant herd of caribou. 9. One of the other racers has no food. 10. One of the other racers is injured. 11. Your matches are wet and you can’t start a re. 12. Three of your dogs are killed by a moose attack. 2. As a team, rank the situations from least dangerous (1) to most dangerous (12). You must come to a consensus. Consider the worst-case scenarios for each situation while ranking them. Write your answers in the column provided. Use the Useful Language box above.

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Name:

Date:

Evaluation Situation 2

Group:

Task 4: A Day on the Yukon Quest

C2

C3

Handout ES 2.7

Write a letter to someone back home about your experience on the Yukon Quest so far. Describe the events that happened to you on one day of the race. Use information from the previous tasks to help you and refer to the letter on pages 368 and 369 as a model. 1. Before you write, consider the sequence of events in your day. Your letter must include: a. two problems or dangers you faced earlier in the day b. a worst-case scenario that could happen at some point in the race c. one thing you expect to happen tomorrow 2. Plan your text below. Take notes under each section. a. Salutation: Decide who you will write your letter to. ,

Dear b. Body: Share information about the race and write about your experiences. How your day started

Problem 1

Problem 2

How your day ended

Something you think will happen tomorrow

Worst-case scenario c. Closing: Conclude your letter and sign off.

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Name:

Evaluation Situation 2

Date:

Group:

Task 4: A Day on the Yukon Quest

C2

C3

Handout ES 2.7 (cont.)

3. Write the rst draft of your letter. Follow your plan from Step 2. Pay attention to verb tenses: present and past tenses, conditionals and the future. Use conjunctions and transition words. Do not copy sentences from the readings. Use your own words.

Writing Checklist I included two problems or dangers you can face. I included one thing I expect to happen tomorrow. I included the worst-case scenario that could happen. I used verb tenses correctly (present and past tenses, conditionals, future). I used conjunctions and transition words to connect my ideas.

4. Revise and edit your text. Use the writing checklist.

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Name:

Date:

Evaluation Situation 2

Group:

Task 4: A Day on the Yukon Quest

C2

C3

Handout ES 2.7 (cont.)

5. Write your nal copy here. Integrate the changes and corrections you made in Step 4.

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Upshot Year One  Evaluation Situations

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Digital Tools from Chenelière Éducation The Upshot collection is offered in digital ipbook format on Chenelière Éducation’s platform. The following pages provide an overview of the platform’s functionalities and of the specics of the Upshot collection. The video of the guided tour (in French) of Chenelière Éducation’s platform, viewable at www.cheneliere.ca tour under the tab / Secondaire / Tour d’horizon, describes the main features of the platform and the collections it presents. It is also possible to view tutorials (in French) which describe how to use the basic tools at www.cheneliere.ca under the tab / Secondaire / Tutoriels.

platform’s

THE LIBRARY The Chenelière Éducation website allows teachers to access a personal library containing the digital books they have acquired. Teachers can access their library by visiting www.cheneliere.ca/Ma bibliothèque.

Chenelière Éducation’s

PLATFORM

User-friendly and downloadable, the i+ Interactif platform is an environment perfectly adapted for in-class viewing of digital books. It offers a number of advantages. These include enhancing a workbook with personalized material and consulting various interactive content (hyperlinks, interactive maps, etc.) and reproducible documents offered by the publisher.

THE MAIN MENU In the platform, teachers can consult the digital version of each of the printed and digital components of a collection. The main menu contains the following buttons. 1. Table of Contents 2. Additional Material 3. Interactive Workshops 4. My Course 5. Presentations 6. Prole 7. Notes

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The “Table of Contents” button leads to the ipbook’s table of contents and allows you to explore the book. It is also possible to access the Additional Material in just one click. The “Additional Material” button accesses the additional material, reproducible documents and various interactive content offered by the publisher, as well as personal les included by the teacher. Searches can be carried out by chapter or by type of material (reproducible documents, hyperlinks, etc.). The “Interactive Workshops” button allows teachers to consult the list of interactive workshops related to a title, create groups, assign activities in learning or evaluation mode to students and access their results. The “My Course” button allows teachers to group together in one space all the resources required to teach a course. It is also possible to organize the content of a course in the order best suited to that course, and to share it with students or with colleagues. The “Presentations” tool allows for the creation of animated presentations. It is possible to integrate screen captures, text, images, hyperlinks, page references, audio and video les and much more! The “Prole” button allows teachers to modify their personal information. It also provides the possibility of creating student groups and colleague groups with which teachers can then share notes and documents. The “Notes” button groups together all the personal and public notes in one single directory. In addition, lters allow for rening note search results.

1. The digital flipbook The digital ipbook of the Upshot collection offers teachers the possibility of projecting pages with the use of an interactive whiteboard or a projector. In this digital ipbook teachers can display answers, either one by one or all at once, or consult the teacher’s notes for each page in one single click. The pages of the workbook also contain direct access to digital and interactive content. The following clickable icons thus appear throughout the pages of the digital ipbook. Reproducible Interactive document Video workshop (handout)

Audio clip

Hyperlink

Page link

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Upshot Year One  Digital Tools

Reproduction prohibited © TC Media Books Inc.

As with the workbooks, the digital ipbook of the teacher’s guide of Upshot (which brings together all of the additional material) allows teachers to project reproducible documents using an interactive whiteboard or a projector. Teachers can also display there all the answers in one single click. This digital version contains all the reproducible documents in PDF format for easy printing, as well as in modiable Word format, allowing teachers to adapt documents according to their needs.

2. Interactive workshops The digital version of the Upshot collection contains 30 interactive workshops or quizzes per year that are related to the content of the workbook and sorted by theme or by grammar notion. These workshops are accessible throughout the pages of the digital ipbook as well as by the table of contents of the interactive workshops. They can be completed in class using an interactive whiteboard or individually in learning or evaluation mode. Students can complete them on their own in class, in the lab or at home using a computer or a tablet. Each of the workshops includes 10 questions, with two additional tries/attempts (true or false, multiple choice, ll-in-the-blank, matching, drag-and-drop, drop-down menus, etc.). In learning mode in most workshops, students are given a hint to help them answer questions, then the answer and feedback once they have submitted their answers. In evaluation mode, they get no additional tries, no hints and no answer. In both modes, however, accumulated points are displayed and are updated as the students answer questions. Pages of the workbook related to the workshop content

Hint Answer Next try

Navigation tabs

Accumulated points

Go to the next question

User-friendly learning management tools are also available to teachers with the interactive workshops. These tools allow, for example, for the creation of student groups, for assigning activities to these groups in learning or evaluation mode and for consulting the results. For more detailed information about interactive workshops, view the tutorials (in French) at www.cheneliere.ca under the tab / Tutoriels or the user’s guide (in French) available at www.cheneliere.ca under the tab i / Guides de l’utilisateur. Reproduction prohibited © TC Media Books Inc.

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3. Downloading the platform The downloadable version of Chenelière Éducation’s platform allows you to use most of its functionalities without the need for an Internet connection. Teachers only need to connect to the Internet to synchronize operations carried out while ofine. Please note that certain functionalities, like accessing a website or assigning an interactive workshop to students, require an Internet connection.

Download button For more information about downloading the platform, view the Downloading the platform tutorial (in French) or consult the user’s guide in French at http://platform.cheneliere.ca/beta/pages_info/ iplus-secondaire/guides.php.

4. Tablet versions of the interactive workshops and student flipbooks In addition to being available to teachers and students on computers, Chenelière Éducation’s interactive workshops are also accessible on iPad and Android tablets. This allows students to complete workshops on their tablets. For more information regarding the Chenelière Éducation application for iPad, consult the user’s guide and tutorials (in French) describing the functionalities of the Chenelière Éducation application for iPad at www.cheneliere.ca under the tabs / Guides de l’utilisateur and / Tutoriels.

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Reproduction prohibited © TC Media Books Inc.

DIGITAL TOOLS OFFERED WITH UPSHOT The Upshot collection is available on the The following elements are included.

platform, which is online and downloadable.

For students • The digital flipbook version of the workbook • Access to 30 interactive workshops and exercises with automatic feedback, to be completed in class, in the lab or at home (these workshops are related to the workbook’s themes, vocabulary and grammar notions) • Complementary documents and all other digital content made available by the teacher For teachers • All printed components in digital version • Interactive workshops and exercises with automatic feedback developed according to the progression and structure of the collection, to be completed as a group or individually, comprised of 6 unit workshops and 24 grammar and vocabulary workshops • Learning management tools to measure students’ progress • All the reproducible documents in PDF and modifiable Word formats • Answers that can be displayed one by one • More than 24 hyperlinks • Access to 21 CD tracks (recorded texts and pronunciation activities) • Access to 67 audio tracks containing hundreds of vocabulary words • Access to six videos with and without English subtitles

OVERVIEW OF INTERACTIVE WORKSHOPS Completion time for each workshop is approximately 30 minutes. For each unit, there is one vocabulary workshop on the vocabulary seen in the unit (words taken from Word Boxes, glossary boxes and vocabulary exercises); two or three grammar workshops covering the grammar notions presented in the unit; one unit workshop with grammar and vocabulary questions from the unit plus reading comprehension questions based on a new, theme-related text of approximately 500 words. An additional ve grammar workshops (called “Extra Grammar”) cover grammar notions from the Grammar Section of the workbook. We suggest that these workshops be done throughout the year alongside the unit workshops. To follow this progression, simply follow the numerical progression of the workshops as outlined in the following chart. You can also assign these workshops in any order you like directly from the Table of Contents of the Grammar Section or from the “Interactive Workshops” button. See the following pages for a list of all the workshops offered with Upshot Secondary Cycle Two, Year One.

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Unit 1 Music and Your Mind Workshop

Workshop Title

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

—

—

1

Unit Vocabulary

2

Simple Present

3

Present Continuous (Extra Grammar)

4

Imperatives

Imperatives, p. 14

Imperatives, p. 146

5

Unit Workshop

Simple present, p. 3

Simple present, pp. 148–152

Imperatives, p. 14

Present continuous, pp. 154–157

Simple present, p. 3 —

Simple present, pp. 148–152 Present continuous, pp. 154–157

Unit 2 The Art of Connecting Workshop

Workshop Title

6

Unit Vocabulary

7

Question Words

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

—

—

Question words, p. 27

Question words, p. 227 Simple present, question formation, p. 152 Simple past, question formation, p. 164

8

Adverbs of Frequency and Prepositions

Adverbs of frequency, p. 35

Adverbs (manner, time, frequency, degree), pp. 208, 210, 210, 211 Prepositions, pp. 213, 215, 216,

9

Nouns (Extra Grammar)

—

Nouns: types, plurals, p. 189 Nouns: countable / uncountable, p. 191 Nouns: possessive form, p. 192

10

Unit Workshop

Question words, p. 27

Question words, p. 227

Adverbs of frequency, p. 35

Simple present, question formation, p. 152 Simple past, question formation, p. 164 Adverbs of frequency, p. 210

Unit 3 The Amelia Earhart Mystery Workshop

Workshop Title

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

—

—

11

Unit Vocabulary

12

Simple Past

Simple past, p. 51

Simple past, pp. 160–164

13

Past Continuous

Past continuous, p. 60

Past continuous, pp. 166–169

14

Adjectives (Extra Grammar)

—

Order of adjectives, p. 202 Adjectives: -ed or –ing, p. 204 Comparatives and superlatives, p. 205

15

380

Unit Workshop

Upshot Year One  Digital Tools

Simple past, p. 51

Simple past, pp. 160–164

Past continuous, p. 60

Past continuous, pp. 166–169

Reproduction prohibited © TC Media Books Inc.

Unit 4 What a Waste Workshop

Workshop Title

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

—

—

16

Unit Vocabulary

17

Modals

Modals, p. 75

Modals, pp. 180–184

18

Conditional Sentences

Conditional sentences, p. 84

Conditional sentences, pp. 186–188

19

Modals and Conditional Modals, p. 75 Sentences Conditional sentences, p. 84

Modals, pp. 180–184

Unit Workshop

Modals, p. 75

Modals, pp. 180–184

Conditional sentences, p. 84

Conditional sentences, pp. 186–188

20

Conditional sentences, pp. 186–188

Unit 5 Tough as Nails Workshop

Workshop Title

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

—

—

21

Unit Vocabulary

22

Phrasal Verbs

Phrasal verbs, p. 99

23

Pronouns and Possessives, and Demonstratives

Pronouns and possessives, Pronouns and possessives, p. 196 p. 109 Indenite pronouns, p. 199

—

Demonstratives, p. 200 24

25

Articles and Quantiers (Extra Grammar) Unit Workshop

—

Articles, p. 193 Quantiers, p. 194

Phrasal verbs, p. 99

Pronouns and possessives, p. 196

Pronouns and possessives, p. 109 Unit 6 Exploring Science Fiction Workshop

Workshop Title

Notion Covered in Grammar Points of the Unit

Notion Covered in Grammar Section

—

—

26

Unit Vocabulary

27

The Future with Will and Be Going To

The future with will and be The future with will and be going to, going to, p. 123 pp. 171–175

28

Conjunctions

Conjunctions, p. 131

29

There + Be

30

Unit Workshop

—

Conjunctions, p. 218 There + be, pp. 176–178

The future with will and be The future with will and be going to, going to, p. 123 pp. 171–175 Conjunctions, p. 131

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Conjunctions, p. 218

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UPSHOT

A fun, complete workbook with a focus on reinvestment!

Student Workbook

Teacher’s Guide and Answer Key

Six units offering an original take on innovative themes In every unit, varied reading, watching, speaking and writing tasks A nal reinvestment task that gathers information learned in the unit in a nal written production An extra reading text and activity to explore the unit’s theme further Contextualized and decontextualized grammar exercises A grammar section presenting grammar notions and numerous exercises A useful reference section that offers functional language, strategies, tips for writing and production processes and other grammar references

Answer key Multiple handouts that include extra reading activities, listening activities, grammar quizzes and exercises and evaluation tools Two evaluation situations A CD with pronunciation activities and recorded texts A DVD offering videos with and without English subtitles

Answer Key Colour workbook with answer key Teacher’s notes

Digital Resources With Chenelière’s new platform, available online and downloadable, you can display, create, personalize and share pedagogical content and so much more! For students

For teachers

Digital Student Workbook includes a Chenelière Éducation app for iPad Access to a large number of interactive exercises and workshops with automatic feedback that can be done in class, in the lab or at home Additional documents and digital content that can be made available by teachers

Digital versions of all the printed material A large number of interactive exercises and workshops with automatic feedback that follow the progression of the workbook and can be done in class or individually Learning management tools to monitor your students’ progress All handouts in both PDF and Word formats Answers that appear one by one and numerous hyperlinks

The components of UPSHOT Secondary Cycle Two, Year One Print Version • Student Workbook • Answer Key • Teacher’s Guide

Digital Version • Student Workbook (Chenelière Éducation app for iPad)

• Teacher’s Guide and Answer Key • platform