Heading Up 2nd Ed

2

nd

Edition

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

CONNECTED CLASSROOM

Robert Thérien Angelo Georgakatos

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

CONFORMS TO THE PROGRESSION OF LEARNING

Editorial Coordination Kathryn Rhoades Production Management Danielle Latendresse Production Coordination Rodolphe Courcy Proofreading Colleen Ovenden Cover and Page Design Pige communication Illustrations Frédéric Bizier

Acknowledgements

We wish to extend our special thanks to the following teachers for their valuable feedback during the consultations for the 2nd edition.

Sylvie Boulanger, Commission scolaire de la Beauce-Etchemin André Boulay, Le Séminaire du Sacré-Coeur Mélissa Lachance, Commission scolaire des Navigateurs Mélanie Laroche, Commission scolaire des Navigateurs Ion Pasere, Collège Régina Assumpta Claudia Tohermes, Académie Antoine-Manseau Pierre Tremblay, Commission scolaire des Affluents Elizabeth Wadden, Collège Saint-Maurice Author Acknowledgements

To my students and colleagues, for teaching me how to teach, to the whole CEC team, for making this such a pleasant and enriching experience, and to Joanne, Francis, Tiffany and Simone, for everything, thank you.

— Robert Thérien

To Patrick, Robert and Kathy, thank you for making this such a pleasant and rewarding experience. To Patricia, James and Giulia, your patience and support carried me. Thank you all.

— Angelo Georgakatos

La Loi sur le droit d’auteur interdit la reproduction d’œuvres sans l’autorisation des titulaires des droits. Or, la photocopie non autorisée — le photocopillage — a pris une ampleur telle que l’édition d’œuvres nou­velles est mise en péril. Nous rappe­lons donc que toute reproduction, partielle ou totale, du pré­­sent ouvrage est inter­dite sans l’autorisation écrite de l’Éditeur.

Heading Up 1 Connected Classroom, Competency Development and Text-based Grammar, 2nd Edition Enriched Secondary Cycle Two, Year One © 2017, Les Éditions CEC inc.

9001, boul. Louis-H. La Fontaine Anjou (Québec) H1J 2C5

Tous droits réservés. Il est interdit de reproduire, d’adapter ou de traduire l’ensemble ou toute partie de cet ouvrage sans l’autorisation écrite du propriétaire du copyright.

Dépôt légal : 2017 Bibliothèque et Archives nationales du Québec Bibliothèque et Archives Canada ISBN : 978-2-7617-9125-0 ( Connected Classroom, Competency and Text-based Grammar, 2nd Edition, avec activités interactives) ISBN : 978-2-7617-3757-9 (Competency and Text-based Grammar, 1st Edition, 2012)

ISBN : 978-2-7617-9126-7 ( Connected Classroom, Competency and Text-based Grammar, 2nd Edition, version MaZone avec activités interactives pour 1 an)

Imprimé au Canada 1 2 3 4 5 21 20 19 18 17

© 2017, Les Éditions CEC inc. • Reproduction prohibited

Editorial Management Patrick Johnston

Table of Contents Letter to Students.........................................................................v Scope and Sequence Chart......................................................vi

Inside Heading Up 1............................................................... viii Competency Development Checkup......................................... 2

CHAPTERS

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CHAPTER 1

CHAPTER 4

MIGHTIER THAN THE SWORD

GOING INDIE

Think About It............................................................................. 3 First Stop..................................................................................... 4 Viewing

Think About It........................................................................... 71 First Stop................................................................................... 72 Viewing

TASK 1 I Am Not a Baby!...................................................... 6

Reading TASK 2 Lyrics and Music by You!........................................... 8 TASK 3 Should Have Read More Carefully.......................... 15

Talk About It TASK 4 What Are You Saying?............................................ 21

Write About It

TASK 1 Landing a Dream Job.............................................. 74

Reading TASK 2 The Indie Scene....................................................... 76 TASK 3 For Sale................................................................... 83

Talk About It TASK 4 Ready or Not?......................................................... 89

Write About It

TASK 5 In Your Own Words................................................. 22

TASK 5 Living Indie.............................................................. 90

Above and Beyond.................................................................. 24

Above and Beyond.................................................................. 92

CHAPTER 2

CHAPTER 5

I WILL LIVE FOREVER

ALL ALONE?

Think About It........................................................................... 25 First Stop................................................................................... 26 Viewing

Think About It........................................................................... 93 First Stop................................................................................... 94 Viewing

TASK 1 Did I Do That?................................................................ 28

Reading TASK 2 YouTube Fame.......................................................... 31 TASK 3 Fame? Not My Priority............................................ 38

Talk About It TASK 4 20 Questions........................................................... 45

Write About It TASK 5 Me, Famous?........................................................... 46

Above and Beyond.................................................................. 48 CHAPTER 3

TASK 1 Our Ears to the Sky................................................. 96

Listening TASK 2 Made Out of What?................................................ 98

Reading TASK 3 It’s All About the Numbers......................................100 TASK 4 Always the Same Story...........................................106

Talk About It TASK 5 Our Message to the Stars.......................................111

Write About It TASK 6 How Would Aliens React?......................................112

THE SILVER LINING

Above and Beyond.................................................................114

Think About It........................................................................... 49 First Stop................................................................................... 50 Viewing

FANTASTIC!

TASK 1 J-Mac: Blossoming Through Basketball................... 52

Reading TASK 2 Physically Enabled................................................... 54 TASK 3 Love Thy Neighbour................................................ 61

Talk About It TASK 4 I Lost My Voice!....................................................... 67

Write About It TASK 5 Overcoming Adversity............................................. 68

Above and Beyond.................................................................. 70

CHAPTER 6

Think About It..........................................................................115 First Stop..................................................................................116 Viewing TASK 1 Weekend Warriors.................................................118

Reading TASK 2 Some Imagination Required...................................120 TASK 3 A Knight’s Trials......................................................127

Talk About It TASK 4 Truth, Embellishment or Lie?...................................133

Write About It TASK 5 A Fantastic Story....................................................134

Above and Beyond.................................................................136

HEADING UP 1 Table of Contents

iii

EXTRA READINGS CHAPTER 1 MIGHTIER THAN THE SWORD What an Idiom!.......................................................................138

CHAPTER 4 GOING INDIE A Difficult Decision.................................................................151

CHAPTER 2 I WILL LIVE FOREVER In the Name of Love...............................................................143

CHAPTER 5 ALL ALONE? The New Ambassador............................................................155

CHAPTER 3 THE SILVER LINING

CHAPTER 6 FANTASTIC Amazing Fantasy....................................................................159

A Bit Nippy, You Say?............................................................147

GRAMMAR POINTS CHAPTER 1 MIGHTIER THAN THE SWORD POINT 1 Review of Verb Tenses

Study Guide............................................................................168 Practise the Point.....................................................................169 POINT 2 Parts of Speech

Study Guide............................................................................171 Practise the Point.....................................................................172 CHAPTER 2 I WILL LIVE FOREVER POINT 3 Overview of Clauses and Sentence Types

Study Guide............................................................................174 Practise the Point.....................................................................175 POINT 4 Complex Sentences: Adverb

and Noun Clauses

CHAPTER 4 GOING INDIE POINT 7 Modals: Advanced Use

Study Guide............................................................................190 Practise the Point.....................................................................191 POINT 8 Modals in Reported Speech

Study Guide............................................................................194 Practise the Point.....................................................................195 CHAPTER 5 ALL ALONE? POINT 9 Compound Adjectives

Study Guide............................................................................198 Practise the Point.....................................................................199 POINT 10 Order of Adjectives

Study Guide............................................................................202 Practise the Point.....................................................................203

Study Guide............................................................................178 Practise the Point.....................................................................179

CHAPTER 6 FANTASTIC!

CHAPTER 3 THE SILVER LINING

Study Guide............................................................................206 Practise the Point.....................................................................207

POINT 5 Past Perfect

Study Guide............................................................................182 Practise the Point.....................................................................183 POINT 6 Present and Past Unreal Conditionals

POINT 11 Uncountable Nouns

POINT 12 Preposition Combinations

Study Guide............................................................................210 Practise the Point.....................................................................211

Study Guide............................................................................186 Practise the Point.....................................................................187

WRITING THE NARRATIVE TEXT........................................................215

THE OPINION TEXT..............................................................221

Sentence Types........................................................................216 THE DESCRIPTIVE TEXT.....................................................219

Stating Facts and Opinions....................................................221 Transition Words and Phrases...............................................222

Topic Sentences.......................................................................220 Graphic Organizers...............................................................220

THE PERSUASIVE TEXT......................................................223 TEXT MODELS.......................................................................224

REFERENCES Oral Interaction Tips...............................................................227 Competency Development Strategies....................................228 How to Debate........................................................................229 How to Improve Your Spelling...............................................230 Response Process....................................................................231

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Writing Process.......................................................................232 Production Process..................................................................233 Irregular Plural Nouns............................................................234 Common Compound Nouns..................................................235 Common Phrasal Verbs..........................................................236 Common Irregular Verbs........................................................238

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Autumn Reset...........................................................................164

Dear students,

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You are beginning the first year of your final cycle in high school, heading up to a diploma and the wonders that lie ahead after secondary education. This book was designed especially for students who are already fluent in English and ready to learn more about themselves and the English language.

Heading Up 1 contains everything you need in a single package, so you can use it wherever you are, at school or at home, as a resource for homework or review, or to share with your family and friends.

The authors of Heading Up 1 have striven to write stimulating themes and tasks, as well as design a variety of activities to help you further develop your skills in English.

Some of the features of this book are: • stories that take you to different times and places • articles that discuss thought-provoking topics • poems that will make you smile and reflect • authentic videos to broaden your horizons and make you a better listener • recommended novels and movies in line with the themes of each chapter • extra readings to help you explore these themes further • tips and models for writing different types of texts: narrative, descriptive, opinion and persuasive.

No matter how well you speak, read and write in English now, there is always room for improvement. This book will help you better understand and use the subtleties of the English language.

So take charge, “head up” your own learning experience with the help of your peers, your teachers, this book and all of the other resources at your disposal.

May this year be as enriching as writing this book was for us,

Sincerely, Mr. G and Mr. T

HEADING UP 1 Letter to Students

v

Scope and Sequence Chart STRATEGIES Oral Interaction

Viewing/ Listening

C1

C2

What is the power of words?

HOW to

HOW to

What does fame mean to you?

HOW to

HOW to

How can you cope with adversity?

HOW to

HOW to

Are you indie, mainstream or somewhere in-between?

HOW to

HOW to

What if we were not the only sentient life in the universe?

HOW to

HOW to

HOW to

HOW to

HOW to

HOW to

Mightier Than the Sword

use appropriate stress and pronunciation for targeted words

create practice opportunities

transfer your knowledge of vocabulary and structures.

take notes as you are viewing a text

I Will Live Forever request and give feedback

use a timeline to map a story

The Silver Lining rephrase or recast

brainstorm to predict content

Going Indie

support your opinion

All Alone?

How do some people escape to a world of fantasy?

Fantastic!

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describe events, ideas and experiences

self-evaluate

prepare for viewing a text using KWL deal with words you don’t understand while listening

watch for the main idea

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GUIDING QUESTIONS

GRAMMAR POINTS Reading

Writing

C2

C3

HOW to

HOW to

Autumn Reset (for evaluation purposes) 1. Review of Verb Tenses 2. Parts of Speech

What an Idiom!

HOW to

HOW to

3. Overview of Clauses and Sentence Types 4. Complex Sentences: Adverb and Noun Clauses

In the Name of Love

HOW to

HOW to

5. Past Perfect 6. Present and Past Unreal Conditionals

A Bit Nippy, You Say?

HOW to

7. Modals: Advanced Use 8. Modals in Reported Speech

A Difficult Decision

HOW to

9. Compound Adjectives 10. Order of Adjectives

The New Ambassador

HOW to

11. Uncountable Nouns 12. Preposition Combinations

Amazing Fantasy

gain a deeper understanding of the text

set personal goals

HOW to © 2017, Les Éditions CEC inc. • Reproduction prohibited

pay selective attention

generalize beyond the text

use guiding questions and prompts to prepare to respond

reflect on language register and audience

plan a text

STUDY GUIDE and PRACTISE THE POINT

EXTRA READINGS

HOW to

find the underlying meaning of the text

HOW to

form your own opinion of the facts or information presented in a text

use targeted grammatical structures

HOW to

identify text features (internal and external)

HOW to predict

use online resources

HOW to

guess meaning from context

HOW to

identify the most important part(s) of the text

use new vocabulary in your writing

HOW to

use knowledge of grammar to construct the meaning of the text

HEADING UP 1 Scope and Sequence Chart

vii

Inside Heading Up 1

2nd Edition

Heading Up 1, 2nd Edition, is comprised of five sections: a section of six theme-based chapters; an Extra Readings section; a Grammar Points section, a Writing section; and a helpful References section. Explore the features that will help you broaden your language-learning experience.

CHAPTERS

First Stops offer brief C 1 activities to activate your knowledge of the theme and to help you practise oral interaction.

Reading C 2 tasks are organized with Before, While and After Reading activities, along with one or more reading How to … 1 strategies

• Notes 2 columns appear alongside reading texts to facilitate note-taking and vocabulary development.

• Grammar Notice 3 boxes ask you to consider grammar as you are reading along, and also refer you to the grammar rules and practice in the Grammar Points section of the book.

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• Glossaries 4 provide definitions of unfamiliar words, along with its part of speech.

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The chapters begin with a guiding question and Think About It activity for oral interaction, as well as suggested theme-related readings and movies listed in the LEARN MORE rubric.

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TALK ABOUT IT

WRITE ABOUT IT

C1

C3

Discuss your answers to activities 1 and 2 with a partner. Try to come to an agreement as to what the best answers are for each statement in Activity 2.

Use one of the descriptions of teens from Activity 2 as a story starter to continue and conclude your own story.

My POV In general, do you believe teenagers and older adults seek fame for the same reasons?

Why?

Talk About It, Write About It and My POV rubrics in the margins provide additional oral interaction and writing activities throughout a chapter. The POV rubric offers a topic question that can be answered in writing or discussed in a group.

Viewing and Listening C 2 tasks are also organized with Before, While and After activities, along with appropriate How to … strategies.

Talk About It C 1 presents tasks with games, scenarios, role-plays and other activities for more dynamic oral interaction situations.

Above And Beyond pages are included in order to have fun with the theme and the learning process.

Write About It C 3 tasks help you to reinvest your learning by offering you a choice of text-types and templates to make it simple for you to start writing.

• Project Zones 5 indicate ways to include the production process as you develop Competency 3.

HEADING UP 1 Inside Heading Up 1

ix

The GRAMMAR POINTS material is divided into three parts: Autumn Reset, Study Guide and Practise the Point.

• The Autumn Reset 6 is a section that helps teachers assess student needs at the beginning of the school year.

• Practise the Point 7 activities follow the Study Guide rules, including text-based exercises.

• A Notes 8 column is a space for you to write your own examples or remind yourself of something important about the grammar point.

The WRITING SECTION 9 offers tips on how to write narrative, descriptive, opinion and persuasive texts, with models for each text type.

Practice activities 10 include writing different sentence types, developing topic sentences and using transition words and phrases.

The REFERENCE SECTION provides tips on learning strategies and processes, as well as useful lists of compound nouns, phrasal verbs and common irregular verbs.

x

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EXTRA READINGS C 2 allow you to read another in-depth text about the theme.

The readings and activities are designed so that you can do them autonomously.

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GOING INDIE Are you indie, mainstream or somewhere in-between?

CONTENTS FIRST STOP..................................................... 72 VIEWING Task 1: Landing a Dream Job.... 74 READING Task 2: The Indie Scene .......... 76

Task 3: For Sale...................... 83 TALK ABOUT IT Task 4: Ready or Not?............. 89 WRITE ABOUT IT Task 5: Living Indie.................. 90 ABOVE AND BEYOND......................................... 92 EXTRA READINGS A Difficult Decision.................151

THINK ABOUT IT …

Most artists have a strong need for independence, to be true to their art. But if they want to earn a living, they often need the help of promoters, producers and other people that make all art an industry.

Some feel this industry has a bad influence on art by trying to make it conform to what the public wants to buy. But don’t we all want to be popular?

How is it possible to be both truly independent and successful?

As a class, discuss or write about your initial thoughts regarding these questions.

LEARN MORE Our Band Could Be Your Life

by Michael Azerrad Goodbye 20th Century: A Biography of Sonic Youth

by David Browne Juno (2007) Billy Elliot (2000)

Glossary

be true mot noun to definition their art expression make art mot noun definition according to their values

CHAPTER  • Going Indie

71

NAME:

First 1

ST P

GROUP:

The terms “indie” and “mainstream” are not used only to describe artists; they can also represent the way people live their life. If you are indie, you will always make your own choices as to what you buy, wear or do without following trends or doing what others do.

LOOKING THE PART

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Look at the pictures below and give them a rating from 1 to 6, 1 for the person who looks the most indie, and 6 for the one who looks the most mainstream.

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NAME:

2

GROUP:

ACTING THE INDIE PART

© 2017, Les Éditions CEC inc. • Reproduction prohibited

Choose from the words in parentheses to complete the sentences below, then write a few words to justify your answers.

3

1.

To contact friends, an indie person is most likely to use (an old flip phone, an iPhone, an Android phone, any smart phone, no phone at all).

2.

To get from one place to another, indies are most likely to use (a bicycle, public transportation, a small used car, someone else’s car, their own two feet).

3.

If you are a true indie, you will listen to music (on an iPod, on your smart phone, on a portable CD player, on old vinyl records, on an FM radio).

4.

An indie buys clothes (at thrift stores, at small boutiques, at a department store, online, from local artisans).

5.

A likely hobby for an indie would be (collecting something, drawing, sewing clothes, photography, making jewelry).

INDIE THROUGH AND THROUGH? With a partner, think of or research two popular indie singers or bands.

Write down facts about their lifestyle and discuss whether it matches your perception of the indie lifestyle.

TALK ABOUT IT

C1 Discuss your answers to activities 1 and 2 with a partner. Try to come to an agreement as to what the best answers are for each statement in Activity 2.

CHAPTER  • Going Indie

73

NAME:

TASK

ONE

C2

GROUP:

Landing a Dream Job VIEWING SETTING IT UP

In the video called “Top 10 Tips for Getting into the Video Game Industry,” Watchmojo.com and Hi-Rez Studios, one of the largest independent video game companies, team up to help you get work in the industry.

A Before Viewing 1 DEFINING EXPRESSIONS a. awash with b. choice idea c. getting the feel of d. jack-of-all-trades e. likely scenario f. no brainer g. rub shoulders with

Match the expressions from the video that appear in the list with their definitions below.

1.

event that has a good chance of happening

5.

containing large numbers or amounts of something

2.

becoming familiar with something

6.

a decision that does not require much thinking

3.

spend time with experts in a field

7.

4.

an excellent suggestion

able to do many things fairly well without being an expert in any

2 PREPARING TO VIEW Complete the following sentences to see how much you know about the video game industry.

1.

The total revenue for US video game companies in 2015 was (2.35, 5.23, 23.5, 352) billion dollars.

2.

Canada has the (second, third, fourth, fifth, sixth) largest number of people working in the video game industry.

3.

The number of gamers in China is (a quarter of, half of, more than, ten times) the entire population of the US.

4.

The total international revenue for the video game industry in 2015 was estimated at about (9.15, 91.5, 915, 9,150) billion dollars.

5.

The 2017 prize pool for Hi-Rez SMITE PC World Championship was (1,000, 10,000, 1 million, I billion) dollars.

With a partner, share what features you like most about video games, then write a short summary of your discussion using full sentences.

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For more practice on this video, check out the interactive activities.

NAME:

GROUP:

With partners, brainstorm at least ten suggestions for getting a job in any field.

Write these suggestions on a separate sheet of paper. Discuss and write down your three best suggestions below.

3.

2.

1.

B While Viewing © 2017, Les Éditions CEC inc. • Reproduction prohibited

3 CHECKING FOR GLOBAL UNDERSTANDING As you listen, note down in your own words the ten tips for getting a job in the gaming industry. Highlight those that are similar to the tips you wrote above.

10.

9.

8.

7.

6.

5.

4.

3.

2.

1.

HOW to brainstorm to predict content Try these tips when you want to predict the content of a text: - Find partners and clarify the topic together - Suggest ideas, noting down all suggestions without discussion - Review and evaluate the ideas you brainstormed, removing those that are not suitable - Rank acceptable ideas according to how significant they are.

C After Viewing 4 CHECKING FOR GREATER UNDERSTANDING

TALK ABOUT IT

Explain which tip would be the hardest for you to follow and which one would be the easiest.

5 REINVESTING YOUR UNDERSTANDING What are two main differences between working in the gaming industry and most other jobs? Explain your answer using information from the video.

C1 There is only one woman from the collective in the video. What does this say about the place of women in the gaming industry?

If you were a game designer, in what type of company would you prefer to work? Explain your choice.

CHAPTER  • Going Indie

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NAME:

TASK

TWO

C2

GROUP:

The Indie Scene READING

For more practice on this reading and its vocabulary, check out the interactive activities.

Ever wondered how independent artists fare against big companies?

In the worlds of cinema, music and gaming, the indie artists or developers have competed against giants for years, and yet, they are still around.

How do they do it?

A Before Reading - mull over - (get) the best bang for your buck - bells and whistles - take a back seat - a piece of the pie

1 USING EXPRESSIONS FROM THE TEXT Use resources to find the meaning of the expressions listed in the margin and then write five original sentences. Use each expression once.

1.

2.

3.

4.

HOW to

form your own opinion of the facts or information presented in a text Ask yourself the following questions as you read the text: - Is the information presented objectively?

- How credible are the sources?

- Does the author use language that is appropriate to the topic and text type?

5.

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2 RECOGNIZING LABELS For each of the following categories of entertainment, circle the names of the three real companies.

FILM

MUSIC

Warmer Brothers

Gilbert Films

Fat Possum Records

4ad

Paramount Pictures

Othello Studios

Vinyl Records

Beatz Studios

Unreversal Studios

Nissan Music Studios

Metro-Goldwyn-Mayer

Universal Music Group

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SETTING IT UP

NAME:

GROUP:

VIDEO GAMES Double Fine Productions

Pixelated Productions

Bazynga Games

Activision

Unisoft

Alientrap

There are nine real companies listed in the previous activity: five are indie and four are major. Complete the table below with those nine company names.

Then, add one more indie and two more major companies of your choice to the list. Be sure they are film, music or video-game companies.

Major label/studio

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Indie label/studio

B While Reading HOW to

3 READING THE TEXT As you read the text on pages 78 to 80, take note of its internal and external text features.

Consider the overall impact the text features have on your appreciation and understanding of the text.

When you finish reading, reflect on how this strategy helped you to better understand the text.

TALK ABOUT IT

C1 With a partner or in a group, answer the following questions, then discuss your opinions.

- Why do you think indie labels have not been swallowed up by their bigger counterparts?

- Is every artist’s dream to be rich and famous? Why?

identify text features Take note of the following text features as you read: Internal - the subject or main topic - the tone or language the author uses - the various and distinct part of components of the text.

External - the intent or purpose of the text - the target audience: who is this text written for?

- references to anything cultural.

CHAPTER  • Going Indie

77

Indie?

Indeed!

By Lou Scan N. 1

5

GRAMMAR NOTICE

What do you know about the different meanings of these modals?

To learn more, see page 190.

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15

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25

30

35

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Edgy, raw, deep, powerful … the last movie you saw was nothing like this. Most likely, one of Hollywood’s six major film studios produced it.

Got a little earworm stuck in your head from your playlist this morning?

Chances are, one of three major record labels is behind it. Are you still mulling over strategies to the video game you were playing last night? One of only a handful of video game developers is most likely the creator of that game. Major film studios, such as Universal Pictures or Warner Bros. Pictures dominate box office sales. And in the music industry, Universal Music Group and Warner Music Group also dominate and comprise two of the three major music labels in the world today. With so few companies controlling so much of what we see and hear in the media, we can’t help but wonder about “the little guy”— the independent record label or game developer who wants to swim against the stream. Is there any room for small fish in such a big sea? Indeed. Go indie!

Indie Cinema Hollywood blockbusters are great: the action, the suspense, the explosions, the romance—audiences love them. In terms of entertainment value, you are most likely getting the best bang for your buck out of a Hollywood movie. The major film studios have enough money to invest in the best visual effects, the most exotic locations, the most

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elaborate sets and the highest-paid actors. It’s no wonder you’re getting such a quality product.

The only danger to having a virtually unlimited budget, however, is the risk of focusing so much on the peripheral bells and whistles that the story itself ends up taking a back seat to CGI effects and scantily-clad, over-exposed, overpaid actors.

What’s more, in order to cover the astronomical costs of big, mainstream film production, the movie must gain global acceptance and the best way to do that is by limiting dialogue. So the focus really goes to fluff rather than substance.

Indie movies, on the other hand, are often based on a great story or idea that an artist will develop into a movie, focusing almost entirely on the vision he or she had at its inception. The budget of an indie film is usually limited, so the producer relies more on great stories and quality acting rather than awesome visual effects and the selling potential of A-list actors who often earn salaries in the tens of millions of dollars.

Clint Eastwood once said, “You are always hoping that movie audiences are interested in characters and interested in story values rather than just mindless special effects.

But you never know.”

This is not to say that all huge Hollywood actors shun the indie film industry. Quentin Tarantino’s Pulp Fiction (1994) was produced with a

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Notes

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85

© 2017, Les Éditions CEC inc. • Reproduction prohibited

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budget of only $8.5 million, but features performances by screen legends like Bruce Willis, John Travolta and Harvey Keitel. The indie sleeper hit The Eternal Sunshine of the Spotless Mind (2004) cost about $20 million to make and stars Hollywood powerhouses Jim Carrey and Kate Winslet.

The biggest difference between mainstream Hollywood films and independently-made movies, though, is not budget. It is the degree of creative control given to the director.

This goes back to the artistic vision mentioned earlier. A mainstream Hollywood movie director must follow what the major film studio prescribes. Focus groups, surveys and film executives decide what goes into those movies. It’s an industry driven by marketing and the bottom line. In indie films, the film’s creator decides what to include and how to portray it—full creative control.

Since most indie films don’t get the same promotional exposure as mainstream flicks, specific venues were created in the form of film festivals. The Sundance Film Festival, founded by Hollywood icon Robert Redford, takes place every year in Utah. It promotes the work of independent filmmakers and is the largest of its kind in the US. By the same respect, South by Southwest, (a.k.a. SXSW) which takes place every year in Austin, Texas, premieres truly independent films and lasts over a week. Overseas, the prestigious Cannes Film Festival showcases international films of all kinds every year in May. Also, let’s not forget that just about anyone with a phone (or better yet, a DSLR), a good movie idea and decent video editing software can

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make an independent film that may achieve success on such sites as YouTube or Vimeo. So what are you waiting for?

Notes

Indie Music Everyone knows that one of the best ways to discover new music is by simply getting online. Websites and apps such as iTunes, YouTube, Spotify and Google Play offer a sensational variety of tunes for a listener to choose from and download. The advantage to the indie artist is that he or she doesn’t necessarily need a major record label to put music out there.

In many cases, the musician records a song and simply puts it up for download or streaming on one of these sites. Then, if the song takes off, the artist ends up making a lot more money than if he or she had decided to wait for a record label to offer a contract. How much money depends directly upon the success of the song or album. For instance, iTunes usually keeps 30 per cent of each purchase and the independent artist keeps the rest. However, if a record label is involved, then iTunes gets 30 per cent, the label gets 47 per cent and the artist gets 23 per cent.

Amazon and Google offer similar deals to artists.

Although the artist gets a much smaller percentage when a record label is involved, it’s important to note that artists signed with big record labels usually get much more exposure due to the publicity and promotion that the labels pay for.

An indie artist usually does not advertise his or her work, and the intention is not to go up against the big labels anyway. The web platforms

Glossary

earworm noun a song you can’t stop repeating in your head blockbusters noun films, books, etc. that are hugely popular scantily-clad adj wearing few clothes and showing a lot of bare skin A-list adj the most famous shun verb to avoid or ignore bottom line noun financial profit DSLR acronym digital single lens reflex camera

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Glossary

foothold noun a base to build from savvy adj having practical knowledge

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now offer a much easier medium for indie artists to get their songs out there—that is something they couldn’t do before.

Indie Games The video game industry is a global force to be reckoned with. It continues to surpass the movie industry by several billion dollars every year.

It is no wonder that so many people want a piece of that pie. Fortunately for independent game makers, it is easy enough to design and develop a simple game, usually as an app, at a fairly minimal cost. All you need is a firm understanding of coding, a great idea and a decent computer.

Because of this, many people are able to create their own video game with relative ease. Getting others to buy and play it is a whole other story. The annual Independent Games Festival in San Francisco, California, and the Independent Games Summit in Cologne, Germany, offer a venue for people to showcase their gaming creations. Even though most gamers still gravitate to the major developers’ blockbuster games, such as the Call of Duty and Battlefield series, smaller games, often made for smartphones or tablets, have been meeting with more and more success every year.

Despite the success some indie game developers have experienced, the video game genre is rooted in exceptionally high-quality graphics, flawless digital sound, elaborate storylines, vast gaming environments and seamless interfaces. In order to achieve all that, you need a healthy budget to work with and ample resources. This is where indie game developers are at a disadvantage.

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They simply don’t have access to those kinds of funds. Much like movies, if an indie game doesn’t have as much visual appeal as its mainstream counterpart, then the game itself had better be really good and have something very unique about it if it is to become popular.

Many indie artists are caught in a dilemma: they would love to have their creation experienced by as many people as possible, but in order to accomplish this, they’d have to compromise their product, which is something most are not willing to do.

So in effect, a music label or video game developer is only as successful as product sales or fan base dictate.

With so few major players dominating the market, though, independent artists often have a hard time gaining a foothold in mainstream media. So savvy consumers have taken to the internet to get their dose of indie entertainment. With music, films and games now à la carte and readily available to anyone with an internet connection, finding alternative entertainment has become easier than ever before.

So if you’re looking for a song or movie or game that isn’t formulaic or mainstream and was made just the way its creator envisioned, go indie!

© 2017, Les Éditions CEC inc. • Reproduction prohibited

Notes

NAME:

GROUP:

C After Reading 4 CHECKING FOR GLOBAL UNDERSTANDING Complete the main idea for each subtitled section of the text.

Indie Cinema 1.

Compared to mainstream flicks, indie films focus more on …

a. effects and visuals, rather than plot

© 2017, Les Éditions CEC inc. • Reproduction prohibited

b. storyline and artistry, rather than CGI c.

acting quality and big names, rather than scenario.

Indie Music 2.

Artists can gain better online fame if they …

a. are associated

with a record label

b. go at it

independently

c.

are on multiple media sites.

Indie Games 3.

Boyhood cast and crew: Ellar Coltrane, Patricia Arquette, Richard Linklater (writer /director), Ethan Hawke

Since indie game developers don’t have huge budgets, they can only succeed if their games …

a. have exceptionally

high-quality graphics

b. are inspired

by bigger, more popular games

c.

have something unique about them.

5 CHECKING FOR GREATER UNDERSTANDING Answer the following questions about the text.

1.

Which two media industries do Universal and Warner dominate?

2.

What four features of mainstream films do viewers find appealing?

3.

A movie with a five- to ten-million-dollar budget is considered a major production.

4.

If you could visit one particular indie film festival, which one would you choose? Why?

TRUE

FALSE

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GROUP:

5.

How have internet music sites benefited the indie musician?

6.

Do you believe that profits from music sales are divided fairly among the website, record label and artist? Why? Support your answer with information from the text.

7.

Why is it relatively easy to create an indie video game?

8.

What features of a video game do major game developers invest in when creating games?

9.

If you were an artist, would you be willing to compromise your creation for fame and wealth? Explain.

WRITE ABOUT IT

C3 Look at your response to D. If you chose “movie,” then write its plot summary.

If you chose “song,” then write its lyrics.

If you chose “game,” then write a short walk-through.

D Follow-Up

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1.

Write the title of an indie film, song or game and explain why it is considered indie.

2.

In general, do you prefer indie or mainstream media? Why?

© 2017, Les Éditions CEC inc. • Reproduction prohibited

NAME:

NAME:

GROUP:

TASK

For Sale

THREE

C2

READING SETTING IT UP

© 2017, Les Éditions CEC inc. • Reproduction prohibited

British indie group Empfasis has reached an important fork in their musical road. The talented trio will have to decide what direction to take their band, but will there be consensus? Read “Artistic Integrity” to find out.

A Before Reading 1 MATCHING WORDS Match the words from the text with their antonym.

1.

2.

3.

4.

5.

6.

7.

profoundness stardom appealing catchy forefront harmonious resent

a. background b. superficiality c. appreciate d. forgettable e. anonymity f. cacophonic g. unattractive

2 PREPARING TO READ What are the advantages and disadvantages to being a mainstream musical artist? Complete the table below.

Advantages

Disadvantages

Considering the advantages and disadvantages you listed above, do you believe a mainstream artist may be true to his or her personal values? Explain.

B While Reading 3 READING THE TEXT As you read the text on pages 84 to 86, take note of its internal and external text features.

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Artistic

Integrity

Notes

Hey you two, GRAMMAR NOTICE

What is the difference between a direct quote and reported speech?

To learn more, see page 194.

5

Last night’s gig was awesome! We rocked that place to the ground! I don’t know about you, but I felt like a superstar. My throat is killing me this morning, but it was well worth it. Gabby, your voice was as angelic and haunting as always.

Nicely done! Mike, you sounded good too. Hard to believe there were only 300 people there. They sounded more like 3000! Maybe one day …

Which brings me to the reason for this email—someone came to see me with an offer last night after you two left. Her name is Deborah Ling and she’s with BigCorp Records.

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Now, before you both remind me of how well Greyhound Records has treated us, I think you should have a look at her offer. She has all three of our albums and she has been to four of our shows, so she knows we’re good. Gabrielle, she specifically said that she loves your voice and songwriting style and to quote, she “absolutely adores the profoundness of your lyrics.” She also thinks it’s cool that I can drum and sing at the same time. It’s not something she sees often in a band. Mike, she thinks you’re top notch too.

Her offer is very interesting, to say the least. It involves breaking our contract with Greyhound, but I believe the benefits make it worth it. She emailed me the details of her offer this morning. Here is what BigCorp is offering, with some conditions: - a three-album contract, with an option to extend in five years - a North American tour for each album release, with options on Europe - guaranteed airplay on all major North American radio stations - visual promotion: our faces will be on billboards, TV and magazines - 10% of all record sales to us, with a signing bonus of $100,000 - BigCorp will take care of the sale, production, distribution and promotion for all our albums.

Gabby, Mike, I think we hit the jackpot! There is only one direction our band can go from here: up. We’ll be playing Wembley Stadium in no time! Gone are the days of 2000 or 3000 records sold. We’ll be selling hundreds of thousands of records. “Empfasis” will be a household name in no time. What more could we ask for? Our band will rocket to stardom.

Phil

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From: Phil Rollins [phil.r@empfasis.uk] To: Gabrielle Peters [gabby@empfasis.uk]; Mike Strutherford [themechanic@empfasis.uk] Subject: Opportunity’s knocking at the door

Notes From: Gabrielle Peters [gabby@empfasis.uk] To: Phil Rollins [phil.r@empfasis.uk]; Mike Strutherford [themechanic@empfasis.uk] Subject: Re: Opportunity’s knocking at the door

35

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Hi guys, Wow Phil, that sounds amazing! It’s nice to hear that someone recognizes and acknowledges our work. This Deborah from BigCorp sounds like she’s got a good ear for music, and I’m not just saying that because she thinks I’m a good songwriter—your talent is undeniable, Phil. Mike, you’re good too.

A $100,000 signing bonus!?!? Double wow! My share of that will definitely help me breathe financially for a while. Greyhound has been really good to us, though. They have always given us total artistic control over our music. Not too many record labels do that. Will BigCorp give us the same freedom? Just what are the conditions Deborah mentioned?

On the surface, the offer looks very appealing, but you know how important it is for Empfasis to maintain its artistic integrity. Don’t forget, Phil: We are who we are because of the songs we write and play. Mike, what’s your take on this?

Gabrielle

From: Mike Strutherford [themechanic@empfasis.uk] To: Phil Rollins [phil.r@empfasis.uk]; Gabrielle Peters [gabby@empfasis.uk] Subject: Re: Opportunity’s knocking at the door

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Hi Phil and Gabby, Oh wow, this is becoming serious. You both know how much I love being a member of Empfasis, but that has always just been my side job. I have only six months to go before I officially become a mechanic. But now, I believe I need to rethink my career. Gabby, I agree with you when you say that our artistic integrity is important, but BigCorp is throwing A LOT of money our way. Deborah’s offer is very interesting. Nonetheless, I’d like to hear BigCorp’s conditions.

Mike

From: Phil Rollins [phil.r@empfasis.uk] To: G abrielle Peters [gabby@empfasis.uk]; Mike Strutherford [themechanic@empfasis.uk] Subject: Re: Opportunity’s knocking at the door

60

Hey you two, All right, here are the conditions BigCorp mentioned. I don’t really see them as conditions, though. They’re actually pretty good ideas.

• BigCorp will have full control over our wardrobe. They will provide us with clothes to wear at shows, interviews and promotional events, all free of charge.

We get to keep everything they give us. There will be mostly turtlenecks.

• BigCorp will occasionally provide us with melodies, riffs and lyrics to include in our songs.

Glossary

gig noun a music performance airplay noun broadcasting time billboards noun large advertising panel Wembley Stadium noun major sports and concert venue in London, England household name expression very well known riffs noun melodies or patterns repeated in a piece of music

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- As much as Deborah loves our songs, she believes we can reach a much larger audience if we focus our songwriting skills on shorter, catchier tunes with a happy chorus.

- They would like to expand our musical horizons by adding a keyboard player to our band and by bringing the keyboard to the forefront of our songs.

- Deborah believes that having me as the lead singer with Gabby as backup would create the most harmonious musical combination for Empfasis.

And that’s it! See? Their conditions are really not that unreasonable. So what do you two think? Should I email Deborah and set up a meeting? Gabby, it looks like you may just get that home by the sea you’ve been dreaming of all these years. Mike, you can buy that Lamborghini you’re always talking about.

Phil

From: Mike Strutherford [themechanic@empfasis.uk] To: Phil Rollins [phil.r@empfasis.uk]; Gabrielle Peters [gabby@empfasis.uk] Subject: Re: Opportunity’s knocking at the door

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Glossary

catchier adj easier to remember chorus noun refrain; repeated lyrics in a song appealing adj attractive; likeable

From: Gabrielle Peters [gabby@empfasis.uk] To: Phil Rollins [phil.r@empfasis.uk]; Mike Strutherford [themechanic@empfasis.uk] Subject: Re: Opportunity’s knocking at the door 85

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Phil, BigCorp’s conditions don’t seem that bad but I don’t know if we will be able to compose songs like we did before. It seems like they have a very clear vision of how Empfasis should look and sound. Maybe it’s not a bad thing. We’ve been indie for a long time and it’s been fun. Maybe a little mainstream can be cool too. And the money is very appealing. If I’m going to sacrifice my career as a mechanic, it has to be worth my while. Besides, if it doesn’t work out with BigCorp, I can always go back to mechanics school. OK, I’m in. Gabrielle?

Mike

100

Well, mates, I don’t know what to say. BigCorp clearly wants to take Empfasis in a very different direction. A “happy chorus”? I’m not even sure I know what that means! It also seems to me like you two have already made up your minds about Deborah’s offer. I’m not so sure I have.

Guys, she’s asking us to completely change everything Empfasis represents, its very essence, our raison d’être! And you two are ready to do so for a couple of bucks?

OK, I must be honest. Those “couple of bucks” have been on my mind a lot, and we have all been living financial struggles for a while now. Maybe the cash will open the door to other opportunities … maybe we can leave BigCorp after the contract expires … maybe going mainstream isn’t all that bad … maybe … maybe …

And what if I don’t agree to the conditions and we don’t sign with BigCorp?

Then you two will resent me and things will never be the same among us again.

The big question now is, am I willing to sacrifice my artistic integrity to go mainstream with my two best friends? This is complicated. Let me sleep on it, guys. I’ll get back to you tomorrow morning.

Gabrielle

© 2017, Les Éditions CEC inc. • Reproduction prohibited

Notes

NAME:

GROUP:

C After Reading 4 CHECKING FOR GLOBAL UNDERSTANDING

© 2017, Les Éditions CEC inc. • Reproduction prohibited

Underline the false information in each sentence, then write the correct information in the space provided underneath.

1.

Empfasis is a mainstream band thinking about moving into the indie scene.

2.

Deborah Ling approached Mike with an offer to sign with BigCorp Records.

3.

Greyhound Records is a major mainstream record label.

4.

Gabrielle’s initial reaction to Deborah’s offer is one of suspicion.

5.

If Empfasis signs with Deborah, BigCorp Records will have to accept Empfasis’ conditions.

6.

Gabrielle needs a few days to give some thought to Greyhound Records’ offer.

5 CHECKING FOR GREATER UNDERSTANDING Answer the following questions about the text.

1.

How does Deborah Ling know about Empfasis?

2.

a. What are Gabrielle’s two distinct musical skills?

b.

What are Phil’s two distinct musical skills?

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GROUP:

3.

Why do you think Phil didn’t include BigCorp’s conditions in his first email to Gabrielle and Mike?

4.

Transcribe the sentence from the text that tells the reader that the members of Empfasis will split the signing bonus three ways.

5.

Do you agree with Gabrielle when she tells Mike and Phil that BigCorp Records is asking them to sell out? Explain.

6.

What do you think are the advantages and disadvantages to being an indie musical artist?

Advantages

TALK ABOUT IT

7.

Disadvantages

Which member of Empfasis do you believe has the strongest personality? Why?

C1 With a partner or in a group, compare and discuss your answers to question 5 on this page and to Activity 2 from page 83. Then, answer this question: Who has the better advantages: the indie or the mainstream musician?

88

C Reinvest Your Understanding You are Gabrielle Peters. Send Phil and Mike an email with your decision.

Be sure to explain why you made this choice.

From: Gabrielle Peters [gabby@empfasis.uk] To: Phil Rollins [phil.r@empfasis.uk]; Mike Strutherford [themechanic@empfasis.uk] Subject: Re: Opportunity’s knocking at the door

© 2017, Les Éditions CEC inc. • Reproduction prohibited

NAME:

NAME:

GROUP:

Ready or Not?

TASK

FOUR

C1

TALK ABOUT IT SETTING IT UP

© 2017, Les Éditions CEC inc. • Reproduction prohibited

When you are about to undertake a new task or activity, how much do you rely on available resources and what does that say about you?

1 PREPARING FOR DISCUSSION With a partner, think of the human and material resources that are available for each of the following situations: • creating a Facebook page • preparing for a job interview • recording a song • visiting a tourist attraction • writing a novel • cooking for friends • a situation of your own: • repairing an electronic device playing a new video game • • planning a camping trip Make a list of the material and human resources an ultra-conformist would use in each of these situations.

Getting ready for a job interview

A tourist spot

Preparing a meal

Repairing electronics

New video game

Camping trip

Facebook page

Song

Novel writing

New situation

2 DISCUSSION Join another pair of students and compare your lists of resources. Discuss how each of you would prepare for the situations listed above, mentioning the resources you would use. Recast and rephrase your teammates’ comments as needed.

3 WRITING Briefly explain in which situation you would be the most conformist, and in which you would be the most indie.

Most conformist

HOW to rephrase or recast Remember these tips when you want to rephrase (say in other words) or recast (rephrase to verify comprehension) what someone said: - Don’t change all the words; keep some key words - Keep your sentences short - Use a rising intonation when you recast and a neutral intonation when you rephrase.

My POV What are the pros and cons of having so many resources available for everything you may possibly want to do?

Most indie

CHAPTER  • Going Indie

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NAME:

TASK

FIVE

C3

GROUP:

Living Indie WRITE ABOUT IT

of Text You Want to Write

Glossary

lifehack noun a tip or trick that simplifies an everyday task hook noun a surprising fact, quote or saying that grabs readers’ attention at the beginning of a text

D Write a Draft Go with the flow of your ideas.

Don’t stop to correct spelling or grammar for now.

1 An advice column

Examine the Text Organization on the next page to help you structure your text.

2 A video script for a lifehack

Use new vocabulary from this chapter.

B Choose Your Topic Write about one of the following: how to remain true to yourself how to make it as an indie artist how to create your own look how to live the indie life another topic related to this chapter:

C Plan Your Text Look through the chapter to find ideas, or do some research on the internet.

Brainstorm ideas and vocabulary related to your choice.

Try and think of a hook for your text.

Write an outline of your text.

Plan to write about 250 words, or whatever length your teacher assigns.

E Revise Your Text Read your text aloud a few times.

Ask yourself if your message is clear.

Make additions or changes to any part you think is unclear.

Check the word count and add or delete as necessary.

F Edit Your Text Check your punctuation, spelling and grammar.

Show your draft to someone (a classmate, teacher, etc.) to get some feedback.

If you can, put your text aside for a while and come back to it for a fresh look.

It could take you several drafts and revisions to come up with something you are happy with.

Write your final version.

G Go Public Share your text with someone.

90

© 2017, Les Éditions CEC inc. • Reproduction prohibited

A Choose the Type

NAME:

GROUP:

PROJECT ZONE

© 2017, Les Éditions CEC inc. • Reproduction prohibited

With partners, prepare a media presentation (e.g., Prezi, Powerpoint, Impress) about the career of an indie artist you like. Include some of the following media in your presentation: newspaper or magazine article, online article, fact sheet, poster, video, or any other medium.

TEXT ORGANIZATION An Advice Column A Script for a Life Hack Video Request from a Person • Write what the person asking for your advice wants to know.

• Sign the request with a pseudonym.

Dear …

I want to know what I can do to …

Hopeful Wannabe Your Advice

HOW to

Title

• Find a title that says what you will be explaining in the video.

All you need to know about …

Introduction

• Address your audience directly.

• Use a warm friendly tone.

• Try not to speak too fast or too slow.

Hey, I’m glad you’ve clicked on my link.

Let me help you through the process of …

Answer the person directly.

• Use a warm, friendly tone to offer your advice.

• Describe in detail what the person must, should, could, or might do.

Your Life Hack Dear Wannabe, • Break down the process you want I am glad that you want to … Here are to explain in a step-by-step form. a few things you may want to consider.

• Include instructions for the use of visuals First, you absolutely must … in brackets.

Also, you should …

• Describe briefly what the person must, Then again, you could … should, could, or might do.

This may or may not work for you, but you (Show a picture of …) might try …

The first thing you must know about how to … is … (Point towards the …)

Closing Then, you can … (Roll your eyes) • Finish your column with advice for other Another important step would be to … readers in more general situations.

For all of you who would like to …, remember that …

use targeted grammatical structures Try the following tips when your teacher asks you to use specific grammatical structures: - Read the page that explains the structure in the grammar section or look it up on the internet - Examine the examples and exercises to avoid common errors - Use a variety of forms for the targeted structure (i.e., affirmative, negative, interrogative, contractions) - Pair up with another student to verify each other’s use of the structure.

Closing

• Finish your video script by thanking your audience.

Thanks for your …

CHAPTER  • Going Indie

91

NAME:

GROUP:

Above

AND

BEYOND ALL ABOUT … MY LIFESTYLE Make a collage, a digital collage or a photomontage representing your lifestyle, between indie and conformist.

List the objects and personal characteristics that are part of your life and think of pictures, drawings, symbols, words, or any other object that may represent them. © 2017, Les Éditions CEC inc. • Reproduction prohibited

Put yourself at the centre of the collage or photomontage and place the other elements nearer to or farther from you depending on how important they are in your life.

You may want to give a shape to the contour of your work.

Share your work with others, discussing what you chose to include in your work.

My Lifestyle Objects

Image

Personal characteristics

Image

JUST FOR KICKS Solve the puzzle below to reveal a quote about being true to yourself from Bernard M. Baruch, an American philanthropist.

To solve it, fill in the spaces with a letter from just under that column. The letters under each column are for that column only. Black squares represent the space between two words. A few letters are given to get you started.

B

w

y

a

a

s

Glossary

collage noun a form or art that incorporates many materials photomontage noun making a picture out of many other pictures

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’

B e a a

s

w h a o h

a d d a

i

e d m c a d h

e

h m e

n

n

h o

r w o n o m

r

n b a e

t

t

r

e o u

t

t

o

t

t

t

t

w

.

e e

m h m

’

y

y

o u

a

s

i

d n

s

t

n

s

o

u

e d o w n

a

y

NAME:

GROUP:

EXTRA READINGS

A Difficult Decision

C2

SETTING IT UP

© 2017, Les Éditions CEC inc. • Reproduction prohibited

In Robert Frost’s classic poem “The Road Not Taken,” the narrator makes a decision that he believes put his life on a very specific path. Which life path will you choose and how many others have made the same choice?

A Before Reading 1 MAJOR LIFE DECISIONS The narrator of the poem you will read encounters a fork in the road and must make the difficult decision of which path to take. For each category below, write a major life event that requires you to make a difficult decision.

Category Finances Relationships

Education

Career

Health

Major life event that requires a difficult decision

Should I borrow money to buy a car, or should I be debt-free and take public transit?

Should I

Should I

Should I

Should I

2 DISCUSS WITH A PARTNER Share your answers from above with a partner. Then, take turns answering the following questions: • Which option do you think most people would choose for each major life event you wrote about?

Glossary

fork noun place where a road divides in two

• How would you choose?

• What do you think that says about you?

B While Reading 3 READING THE TEXT As you read the poem on the following page, take note of its internal and external text features and their impact on your appreciation and understanding of the text.

EXTRA READINGS • Going Indie

151

The Road

Not Taken

Glossary

diverged verb split; separated in two directions undergrowth noun low-lying bushes or shrubbery wear noun usage trodden verb walked on hence adv in the future

152

By Robert Frost

Two roads diverged in a yellow wood, And sorry I could no t travel both And be one traveler, long I stood And looked down on e as far as I could To where it bent in th e undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that th e passing there Had worn them really about the same, And both that morni ng equally lay In leaves no step had trodden black.

Oh, I kept the first fo r another day!

Yet knowing how way leads on to way, I doubted if I should ever come back.

I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less tra veled by, And that has made al l the difference.

© 2017, Les Éditions CEC inc. • Reproduction prohibited

Notes

NAME:

GROUP:

B After Reading 4 WHAT’S THE MAIN IDEA? Check off the box that corresponds to the general meaning of the poem.

The narrator goes for a walk in the woods and ends up getting lost.

By chance, he finds the right path that leads him home. The path is well travelled and worn and that makes it easy to walk.

© 2017, Les Éditions CEC inc. • Reproduction prohibited

The narrator goes for a walk in the woods and must decide between two paths. He chooses the path that seems the less worn of the two.

He believes that this decision has a major impact on his life.

The narrator goes for a walk in the woods and takes two different paths to reach his destination. Once at his destination, he realizes that the choices he has made in his life were not easy and have made him the person he is today.

The narrator goes for a walk in the forest and ends up travelling down a road that leads him on a series of adventures. Later in his life, he realizes the mistakes he has made and regrets going down that road.

5 UNDERSTANDING THE TEXT Answer the following questions about the text.

1.

A rhyme scheme is the rhyming pattern found within a stanza of a poem.

The last sound of each verse is represented by A or B. What rhyme scheme do all the stanzas in the poem follow?

a. A

B B A B

b. A

A B A B

c. A

B A B A

d. A

A B B A

e. A

B A A B

2.

What is the narrator contemplating in the first stanza?

3.

In the second stanza, the narrator compares the wear and tear of the two roads. Which road does he believe is more worn or travelled?

a. the first road

(stanza 1)

4.

b. the second road

(stanza 2)

c. neither

Which verse from the third stanza tells the reader that the narrator would like to travel down both roads?

EXTRA READINGS • Going Indie

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GROUP:

5.

Why do you think the narrator will be telling this story in the future “with a sigh”?

6.

What contradictory information exists between the second and fourth stanzas?

7.

Many interpret the moral of this poem to mean that you shouldn’t follow the masses, but rather go off on your own and do your own thing if you want to be happy in life. Do you believe that swimming against the stream makes a person happy? Explain.

8.

Robert Frost actually wrote this poem to demonstrate how humans often attribute major life events and situations to trivial, unimportant decisions.

Do you believe that we give too much importance to decisions and choices that are not that major? Explain, citing at least one example from your life.

C Reinvest Your Understanding Now write a four-verse stanza of your own about going against the masses and doing your own thing. Be sure to establish and follow a rhyme scheme.

You may use the starting verse below or begin with one of your own.

When everyone goes one way,

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NAME:

NAME:

GROUP:

Chapter 5 • All Alone?

EXTRA READINGS

The New Ambassador

C2

SETTING IT UP

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In Part 1 of “The Enlightened,” budding young astronomer Katcha Fallingstar makes a startling discovery. As her professor, the Canadian Space Agency and even the Prime Minister learn about her discovery, Katcha is faced with the greatest challenge of her life.

A Before Reading 1 WHO ARE YOU GOING TO CALL? Complete the table below with the three people or authorities you would call if you were to make an important scientific discovery.

People or authorities you would call

What do you expect from each person or authority you would call?

I would call

first.

I would call

second.

I would call

last.

2 WHAT WOULD BE A NATIONAL EMERGENCY? With a partner, write a list of five possible events or situations that would, in your opinion, require a direct intervention by the Prime Minister of Canada.

1.

2.

3.

4.

5.

B While Reading 3 UNDERSTANDING NEW WORDS THROUGH CONTEXT As you read the text on pages 156 and 157, highlight the words or expressions you don’t fully understand.

Go back and guess their meaning from the context. Write your definition in the margin beside the text.

Then, verify the accuracy of your definitions by consulting a resource such as a dictionary, a classmate or your teacher.

EXTRA READINGS • All Alone?

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Chapter 4 • Going Indie!

STUDY GUIDE

Notes Read the information in the Study Guide.

Write your own examples in this column.

We should eat more fruit and vegetables, but we can eat junk food once in a while.

Definition

A modal is a verb that combines with another verb to give it an additional meaning, such as offering advice or expressing ideas like probability. They are always followed by the base form of the verb.

You might finish in time, but I doubt it. modal

+ verb (base form)

1 FORMS • Here are the eight common modals with some of their meanings: can / may could might must should will would

ability, permission, possibility, request ability, permission, possibility, request, suggestion ability, possibility, probability, suggestion deduction, necessity, obligation advice, necessity, prediction decision, future, intention, prediction, promise, suggestion conditional, past habit, invitation, preference, request, suggestion

• Some two-word verbs function exactly like modals: had better / ought to advice, suggestion, recommendation have / has to obligation, deduction, inference used to* past habit

2 FUNCTION We use different modals to express various degrees of the same meaning.

Meaning

Weakest Strongest

advice, suggestion

might, could, should, can, ought to, must, had better, will

deduction, inference

might, could, may, should, have / has to, must, will

permission

might, could, may, can

probability, prediction

might, could, may, can, should, will

request

might, could, would, can, will

Special Note

• When used to is an adjective, it takes on a different meaning and form.

I used to swim. (I swam regularly in the past, but not anymore.)

verb

I am used to swimming. (I have been swimming for a while; I do it regularly.)

adjective

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POINT

Modals: Advanced Use

NAME:

GROUP:

PRACTISE THE POINT

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1 Each of the following sentences has an error. Correct the sentences in the space provided. a.

He can talks all he wants. I’m not going to listen to him.

b.

I don’t can understand a word she says.

c.

Do could you give me a hand?

d.

She can’t swim when she was young.

e.

Wouldn’t you study more if you want to succeed?

f.

You will ski down that hill, but it’s very unlikely.

g.

Jacob uses to be nice, but he has changed.

For more grammar practice, check out the interactive activities.

2 Choose the best modal for each sentence. a.

(May, Might, Must) I really go see that show? I don’t like that type of music.

b.

She’s absolutely sure that you (may, would, will) come see her.

c.

If I were in your shoes, I (can, would, will) be thankful for what she did for you.

d.

Now that we’ve cleared up this issue, we (can, used to, would) move on.

e.

This bag looks very heavy! (May, Will, Would) I carry it for you?

f.

She (can, might, will) be able to help you, but I’m not sure she wants to.

g.

I’m not an expert, but you (had better, might, will) try rebooting your computer.

h.

(Can, Must, Should) I go with you? I’d really like to visit Mexico.

i.

She (couldn’t, shouldn’t, wouldn’t) call him names. That’s bullying.

j.

I’d feel better if I (could, had better, may) do something about it.

k.

Josie (used to, should, will) be a good goalie, but she gave up soccer.

l.

You (can, had better, would) watch out! She’s mean when she’s angry.

m. Mr. Grant (can, may, ought to) know better than to give us a test on Friday afternoon! n.

If I (may, would, will), I’d like to offer you a piece of advice.

POINT  • Modals: Advanced Use

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3 Match the beginning of each sentence with the most logical ending. a.

If he were serious about getting better at badminton,

i. he will practice a lot more. ii. he would get a private coach. iii. he had better quit the game altogether. b.

Since you have no intention of helping me with this assignment,

i.

I will do it myself. iii.

I would find another partner. c.

Before Michelle moved from her small town to Montréal,

i. she would use the metro to get to school. ii. she ought to bike to school. iii. she never used to walk to school. d.

Judging from the awful way you look this morning,

i. you ought to help me wake him up. ii. you must have slept badly last night. iii. you might have nodded off this afternoon. e.

I know you’re a great hockey fan, but

i. could we not watch the game at home on TV? ii. might we not finish this chess game? iii. can we not turn down the volume?

4 Choose the modal that has the strongest meaning. a.

I know this is hard but you (can, had better, could) try a little harder.

b.

I hear someone at the door. That (could, may, will) be my brother.

c.

(Can, Might, May) I turn down the volume? I can’t concentrate.

d.

The way things are going, this (can, could, should) be a very long day.

e.

That’s enough! (Could, Will, Can) you stop pestering me?

f.

The teacher says you (have to, should, might) submit another text to make up for the last one.

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g.

Trust me! The answer (might, may, must) be 322.

h.

Only one win in ten games! They (will, may, might) never make the playoffs.

i.

I’ll ask you one last time. (Would, Might, Will) you leave me alone!

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ii.

I ought to rely on you.

NAME:

GROUP:

5 Write three examples using three different modal verbs for each situation. Share your

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­answers with a partner. a.

Your friend wants to know how to improve her writing skills. Give her three pieces of advice.

b.

You need someone to explain a math problem to you. Ask three different people.

c.

You hear a strange noise. Tell your worried sister what you think the noise was.

6 Edit the following text that contains ten mistakes. Five mistakes are about modals and

five are about either spelling or other grammar points. To verify spelling, remember to read the text backwards word by word, from the last word to the first.

It seems the word “indie” is use to describe anything these days: indie-folk music, indie video games, indie wrestling, yes, even wrestling! The way I see it, there are two essential aspects to the word: Indie might only be used for something that is self-produced (not produced by a major company) and the artist had better also challenge the established way art is produced.

5

The artist has to goes against the mainstream, try to break the mould. But now with the internet, everyone would produce their own art whitout the help of a large corporation that should want to control artistic content for profit. Most of these self-produced artists call himself indie, even tough they sound or look totally mainstream. If we continue to label everything as indie,

10

this may surely render the word meaningless, as happened with “punk.”

POINT  • Modals: Advanced Use

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Chapter 4 • Going Indie!

STUDY GUIDE

Modals in Reported Speech Read the information in the Study Guide.

Write your own examples in this column.

My uncle told me I could borrow his kayak for the weekend.

1 SENTENCE FORMATION • When we report what someone has said, thought or believed without quoting that person directly, we have to make changes to the pronouns, verb tenses, word order, etc. that were found in the original sentence.

Direct quote (original sentence)

Jason said, “My sister is weird.”

He asked me, “Can you sing?”

“Go to your room,” my mother told me.

Reported speech

Jason said (that) his sister was weird.

He asked me if I could sing.

My mother told me to go to my room.

2 FORM OF THE MODAL a. Changes in form In reported speech, many modals change to a form that is further in the past.

Direct quote

She said, “I can / will cook.”

“I may / must cook,” she said.

She said, “I will cook.”

Reported speech

She said she could / would cook.

She said she might / had to cook.

She said she would cook.

b. No changes in form However, other modals remain the same.

Direct quote

She said, “I could / might / used to cook.”

“I should / ought to cook,” she said.

Reported speech

She said she could / might / used to cook.

She said she should / ought to cook.

Special Note

• When we report something immediately after someone said it, we can either keep the original verb tense or change it to the past.

Direct quote: The teacher just said, “You must study for tomorrow’s test.”

Reported speech: The teacher just said we must study for tomorrow’s test.

OR The teacher just said we had to study for tomorrow’s test.

• We can keep the present tense in reported speech when it deals with facts or common knowledge.

She said that there are 24 hours in a day.

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Notes

NAME:

GROUP:

PRACTISE THE POINT 1 Complete the reported speech sentences with words from the list. Use each

For more grammar practice, check out the interactive activities.

choice once.

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could

might ought to

had to used to

should couldn’t cannot shouldn’t didn’t use to would wouldn’t

1.

“I can’t do this anymore.”

He said he

do this anymore.

2.

“She might want to see you.”

She said she

3.

“You ought to be ashamed!”

He said I

4.

“He didn’t use to be like that.”

She said he

be like that.

5.

“Can you help me?”

He asked if I

help him.

6.

“I just had to do it.”

She says she just

7.

“We will see about that.”

He said we

8.

“You may not use your notes.”

The teacher said we

9.

“You know you shouldn’t be here.” She said I knew I

want to see you. be ashamed.

do it. see about that. use our notes. be here.

10. “This used to be a fun place.”

He said this

be a fun place.

11. “I won’t do it without you.”

He said he

do it without me.

12. “You should write your essays now.” She said that we

write our essays now.

2 Rewrite the sentences as reported speech. When necessary, change the modals and pronouns.

1.

Mark said, “I can sing better than you.

2.

She asked me, “Will you let me finish on my own?”

3.

My mother asked me, “Would you do the same if you were me?”

4.

“We must call for an ambulance,” said Judy to her brother.

5.

“I would help you if I could,” she told me.

6.

“I can’t sing, so I won’t,” he said to his teacher.

7.

“You ought to know better,” she told her brother.

8.

“How did you use to do this?“he asked me.

POINT  • Modals in Reported Speech

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3 All of the following sentences contain errors. Highlight the errors and correct them 1.

He told me that he will be here on time for a change.

2.

She asked me what would I liked to do after school.

3.

And then he said that I can’t go to your birthday party.

4.

She warned me that you may try to do this.

5.

I wonder why she told me that I must see what will happen.

6.

He said he did used to play in a band.

7.

My sister asked if will you lend her your guitar.

8.

Yesterday, the coach said you must practise harder if you want to stay on the team.

4 Report what the two people said. Follow the example.

Example: Keith: “What can you do about it?”

Laura: “You will see.”

Answer: Keith asked Laura what she could do about it, and she replied that he would see.

196

1.

Vanessa: “You must be kidding!”

Matt: “You should know it is true.”

2.

Brody: “Can I tell you the answer?”

Amelia: “I’ll find it by myself.”

3.

Katie: “We should do this more often.”

Anthony: “That would be nice.”

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in the spaces provided.

NAME:

GROUP:

5 Complete the following sentences using the correct modals and pronouns. Share your answers

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with a partner and correct them if needed. a.

Why did Sarah say that

b.

Kimberley told Steven that

c.

Justin asked Amber if she

d.

Matt warned Julia that he

e.

Roxanne asked Ryan if she

6 Edit the following text that contains ten mistakes. Five mistakes are about modals in reported speech and five are about either spelling or other grammar points.

Vanessa finally spoted Connor in the cafeteria. “Connor, hey Connor! We really need to talk.”

She did not want to tell him what will happen if they accepted the offer from the agent, but she felt she must.

Connor turned around, removed his earbuds and told Vanessa that she has his full attention.

5

“I got another call from Aaron Zeppelin about our music video. He has make us an offer,” Vanessa said. She was trying to hide her excitment, but could not conceal the quiver in her voice.

“Aaron Zeppelin? I can’t believe he had the nerve to call you again! Which part of ’no way’ doesn’t he understand?” Connor was beside himself. He had already told

10

Vanessa that he can never, and will never, accept any offer from that man.

“Connor, he said his compagny would give us a three-year contract with a $10,000 signing bonus, absolutely no strings attached!” She saw Connor’s jaw drop to the floor.

“What? $10,000? No conditions? Vanessa, this is the begining of the best three years of our lives.”

POINT  • Modals in Reported Speech

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214

THE NARRATIVE...................................................................215

THE OPINION TEXT..............................................................221

Sentence Types........................................................................216 THE DESCRIPTIVE TEXT.....................................................219

Stating Facts and Opinions....................................................221 Transition Words and Phrases...............................................222

Topic Sentences.......................................................................220 Graphic Organizers...............................................................220

THE PERSUASIVE TEXT......................................................223 TEXT MODELS.......................................................................224

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WRITING

NAME:

GROUP:

The Narrative Definition and Purpose A narrative tells a real or imagined story. It describes connected events from the point of view of the storyteller. The narrative’s basic purpose is to entertain, but it can also teach, inform or change the attitude of the reader.

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The form of narratives is very flexible, but certain text features are usually present.

• Plot (series of connected events that lead to the resolution of the conflict) • Characters (people, animals, imaginary) • Setting (time and place) • Conflict or Problem (the central point of the story) • Dialogue (makes the story more lively and more fun to read) • Descriptive language (creates vivid images in the reader’s mind)

Writing the Plot There are many graphic organizers to help you write a narrative. Here is one you can try.

2 In the Rising action, tell your

readers about the conflict and what happens to the characters as they face situations that create suspense.

3 The Climax is where you

write the most suspenseful part of your story, the main turning point.

4 In the Falling action, add

more events that lead to the conclusion, but at a slower pace.

Climax

1 The Exposition is the intro-

5 The Denouement is where you

duction to your story. Include the setting and present the main character(s).

Rising action

Exposition

Falling action

present the end of your story, in which the conflict may or may not be resolved.

Denouement

Five Tips for a Good Narrative 1. Grab your readers’ attention right from the start so they want to read more. You may begin the story with a question, someone talking or something unusual or surprising.

2. Use dialogue and even sounds (onomatopoeia) to make your story lively.

3. Include vivid language that cover all senses; help your readers feel what happens in the story.

4. Use figurative language, including comparisons and metaphors.

5. Make sure to vary the type of sentences you write.

You will find a model of a narrative text on page 224.

WRITING

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Sentence Types Reported Speech When you report what someone said, you sometimes have to change pronouns (when referring to another person), verb tenses and the type of sentence.

• Simple present statements become simple past (remember the past of can is could): Ava said, “I hate seafood.”

Ava said that she hated seafood. (change of pronoun) “I am sorry,” I told Blake.

I told Blake that I was sorry. (no change of pronoun) The boy said, “I can do it!”

The boy said that he could do it.

1.

“Tara knows exactly what she wants,” said Bryce.

2.

“That’s all I can do for you,” Zach told Thomas.

• Simple past statements become past perfect: He told her, “We washed the floor.”

He told her that they had washed the floor.

“Zoe was here last week,” said Kyla Kyla said that Zoe had been here last week.

3.

Julia told Gabriel, “I waited at least 20 minutes.”

4.

“I only did what I was told to do,” replied Andrea.

• In orders or requests, imperative becomes infinitive: “Get out quick!”

She told him to get out quick.

She said, “Don’t stay out too late.”

She said not to stay out too late.

5.

“Ask Alyssa out after class,” he whispered to me.

6.

The coach shouted, “Believe in your teammates and follow the game plan.”

• Questions become statements: “Why did you ask me out?

He asked, “Did you see my dog?”

216

She wondered why I had asked her out.

He asked if I had seen his dog.

7.

“Why did she do such a horrible thing?” he wondered.

8.

She asked Michael, “Where did you go last summer?”

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Practise changing dialogue into reported speech by following the examples for each type of sentence.

NAME:

GROUP:

Dialogue In English we use the following conventions when writing dialogue: • Enclose all spoken words in quotations marks and place other punctuation inside the last quotation mark: “That’s unbelievable!”

• Begin a new paragraph on a new line to indicate that a different character is speaking: “You never told me there was going to be people watching us! I don’t think I can go out there and sing,” I protested.

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“I didn’t know you were so shy,” said Kathy.

The most common verbs used to indicate dialogue (and reported speech) are say and tell, but you can use other verbs to express different emotions and make your story more vivid and interesting:* — She replied, “You should have thought of this before.”

— He whispered in her ear, “I don’t think they saw us. Let’s get out of here.”

— She yelled, “Call the police!”

— “What just happened here?” she wondered out loud.

— Jaden asked Chloe, “What are we supposed to do?”’ *Remember we say something and we tell someone something (see examples above).

Practise these conventions by changing the following sentences into dialogue.

1.

When Michael entered the stadium, he could not believe what he saw.

2.

He told Judy that he had dreamed of this day since the very first time he played soccer.

3.

Judy replied that she did not see what was so special about this stadium.

4.

Olivia told Nathan to be very quiet.

5.

She listened intently but could not hear a sound.

6.

Nathan asked her why he needed to be so quiet.

7.

Olivia replied that she thought she had heard footsteps in the attic.

8.

Nathan told her that she was always imagining things.

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Vivid Language Try to make your narration as vivid as possible by adding a variety of words and expressions to make the reader see, hear, feel what is happening: Boom! The explosion turned the car into a blinding ball of fire.

A thesaurus is a great resource for finding words that create just the right impression on the reader. Use one (paper or online) to look up the words in the table below and add a variety of words to it.

blinding, brilliant, notice, peek, radiantly, sombre, stare

Hearing

booming, hum, murmur, peep, rustle, soft, thunder

Touch

Smell

Taste

damp, glide, sandy, bouquet, foul, bitter, buttery, scrape, sticky, stomp, fragrant, inhale, creamy, gulp, honey, velvet rank, stench, sweet, savor, sip, tart whiff

Practise adding this type of words and expressions to the following sentences to make them more vivid, to help your readers create a clear mental picture.

1.

Teagan fell down the stairs.

2.

The car stopped at the red light.

3.

The eagle caught the rabbit.

4.

I snowboarded down the hill.

Practise writing. Use the information in the previous pages to write a short narrative on one of the following topics or a topic of your own choice.

The storm of the century My best friend

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The best day of my life The day I lost money

My proudest accomplishment My worst pet peeve

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Sight

NAME:

GROUP:

The Descriptive Text The Descriptive Text Definition and Purpose

A descriptive text paints a portrait of a person, place or thing. It uses precise, vivid language to create an impression on the reader. The purpose of a descriptive text can be to inform the reader, or to express your attitudes and feelings about the subject you describe.

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Text Features

Here are the main features of a descriptive text: • An introduction to present your subject You could explain why you chose to write about it, say why this is important or include a short general definition that includes some of the aspects that you will cover in the body of the text.

• The body of the text Include one paragraph for each aspect of the subject. Each paragraph should begin with its own topic sentence. Use vivid language to describe a distinctive feature, or compare and contrast with another subject.

• The conclusion Summarize your main points and include your final thoughts.

INTRODUCTION Aspect 1

Aspect 2

Aspect 3

Aspect 4

Aspect 5

CONCLUSION

Five Tips for a Good Descriptive Text 1. Choose a subject that you find really interesting and research it as much as possible.

The more you know about a person, place or thing, the better you can choose interesting details to add to your text.

2. Decide what overall impression, what message you want to express. This is called a thesis statement and is included in the introduction. It will guide your text and help you decide which details to include in your description.

3. Show your reader what you mean. As in a narrative, try to use words and phrases that create a clear mental image of your topic and appeal to the five senses.

(See Vivid Language, page 218.)

4. Use a graphic organizer to arrange the details into short paragraphs that follow a logical order. It is much easier to read a text that is well organized.

5. Take time to write a good conclusion. Make sure it restates your thesis statement in an original way instead of just repeating it. Your goal is to leave the reader with an interesting final impression.

You will find a model of a descriptive text on page 224.

WRITING

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Topic Sentences

A topic sentence serves two important purposes: for the reader, it offers a precise idea of what will be included in the paragraph and it gives the writer a clear focus on what to write about in the rest of the paragraphs. To write an effective topic sentence, you must mention your subject and the main idea that will be covered in the paragraph.

In the following examples, the topic is in orange and the main idea is in blue.

• The first thing people notice when they land in Cuba is how hot and humid the climate is.

• Owning a dog or a cat also has positive effects on mental health.

• Soccer equipment costs very little compared to hockey.

Practise identifying topic sentences by reading the following paragraph and choosing the most appropriate topic sentence.

The best way I can describe it is that she sounds like a songbird. The tone of her voice goes up and down with every word, almost like yodelling, but a very pleasant yodel. Even when she tries to look angry, her voice remains cheerful. She may be 84, but she always sounds like a little girl talking to her favourite doll.

1.

My grandmother is a funny person.

2.

The most unusual thing about my grandmother is her voice.

3.

My grandmother never gets angry.

4.

The most surprising thing about my grandmother is how young she looks.

Graphic Organizers

A graphic organizer can help you find ideas for your text and arrange them in a logical order.

Practise exploring one of the following topics by filling in the following word web.

Compare your answers with a partner with the same topic. snowboarding a sunset

220

the first snowfall my grandfather

my best friend your own topic

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• One unexpected advantage of having a part-time job is that it improves results in school.

• When you want to learn how to play drums, it is essential to find a good teacher.

NAME:

GROUP:

The Opinion Text Definition and Purpose

This text allows the writer to express an opinion on a subject and offer arguments to support his or her opinion.

Text Features

The main features of an opinion text are very similar to a descriptive text.

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The INTRODUCTION (thesis statement) First argument

The BODY of the text • Include one paragraph for each argument that supports your opinion.

• Begin each paragraph with a topic sentence (see page220).

Second argument Third argument

The CONCLUSION (summarize your main points and include your final thoughts) • The thesis statement is a sentence in which you express your opinion on the topic and briefly present the reasons why you think this way.

• A good argument to support your opinion may be an example, a fact, a comparison, a cause-and-effect statement, or an explanation.

Five Tips for a Good Opinion Text 1. Research your topic thoroughly to find facts and other information to support your opinion. Be careful not to copy other people’s ideas.

2. Do not include extreme statement or overgeneralizations, such as all television shows are bad or everybody loves horror movies.

3. Use short paragraphs of about three to five sentences, beginning with a topic sentence that presents the idea that will support your opinion.

4. Use transition words and phrases to help your reader understand your text and introduce your reasons (see page 222).

5. Avoid obvious arguments or facts that everyone already knows. Instead, try to find new and surprising information that will interest your reader.

You will find a model of an opinion text on page 225.

Stating Facts and Opinions

Use the following functional language to express your opinion and arguments clearly.

Stating your opinion

In my opinion … (not According to me) As far as I am concerned …

The way I see it …

I strongly believe …

I find that …

I feel that …

Stating facts

Clearly …

It is certain that …

It is undeniable that …

The fact is that …

The truth is that …

Without a doubt …

WRITING

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Practise this functional language by writing your opinion on the topics below, adding a fact to support your opinion. a. Mandatory helmets for all sports

c.

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b. Violence in video games

Free public transportation

Transition Words and Phrases

Help your reader progress from one important idea to the next by using transition words and phrases. They show the relationship between your main idea (topic sentence) and the arguments you use to support it, and also the progression from one paragraph to another.

Here are some relationships you may want to express and examples of words and phrases to help you do so. Make sure you look up examples in context to use them correctly.

Addition

Comparison

again, also, besides, in addition

by the same token, likewise, similarly

Contrast

although, however, on the other hand

Example

for example, for instance

Cause and effect

Time

as a result, afterward, consequently, at first, therefore, eventually, meanwhile

Conclusion

all in all, in summary, to conclude

Practise using transition words and phrases by highlighting the most appropriate answer for each sentence. a. Lowering the legal age for driving a car would help teenagers become more responsible.

(For instance, Therefore, In addition), it would allow us to visit friends who live in areas without public transportation.

b. (Although, Similarly, Besides) many people think skateboarding is a dangerous sport,

there were no serious or fatal accidents involving skateboarders in Montréal last year.

c.

222

It is true that most people my age do not care much about politics. (In addition, On the other hand, As a result), most of my friends really care about the environment.

NAME:

GROUP:

The Persuasive Text Definition and Purpose People write persuasive texts to influence readers, make them buy something, accept an idea or take action on an issue. These texts are often biased, presenting only one side of an argument, as opposed to informative texts which should be more objective. Readers should always be cautious when reading persuasive texts such as advertisements, essays and speeches.

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Text Features Like opinion and descriptive texts, a persuasive text usually contains an introduction with a hook to catch the interest of readers, a body made up of short paragraphs presenting important reasons and a conclusion. In the body, each reason presented is supported by facts, examples or details that try to bolster the main idea.

INTRODUCTION Hook

Statement MAIN BODY PARAGRAPHS

Reasons (one paragraph for each reason)

Support

CONCLUSION Summary

Reiterate initial statement

Five Tips for a Good Persuasive Text 1. Use personal pronouns like you, we, us, our and ours to address the readers directly and make them feel part of the discussion.

2. Use techniques such as rhetorical questions, repetition, exaggeration, similes and metaphors to make your message more powerful.

3. Back up your arguments with facts, statistics, quotes from reliable sources or other truthful evidence. They are essential in convincing your readers.

4. Use language that will stir up emotions in your readers, make them feel angry, guilty, or sympathetic.

5. Use transition words and phrases to help your reader understand your ideas and introduce your reasons (see page 222).

Practise these tips by writing a short advertisement on one of the topics below.

1.

A new medication to make you taller

2.

A robot dog as a pet

3.

A trip to the South Pole

4.

A topic of your choice

You will find a model of a persuasive text on page 225.

WRITING

223

NAME:

GROUP:

Text Models Narrative Text: Close Encounter Jana’s hands were cold and sweaty. The dog was big, with menacing eyes that seemed to glow red in the dark.

“Easy boy, easy now,” she said, trying to appear as calm as she could. Jana looked around, trying to find the owner of the loose monster. Nobody, she was all alone.

“GRRRRRRRRRRR!” Slowly, the dog moved towards her, like a predator closing in on its supper.

In a flash, Jana remembered what Wild Adam, the host of her favourite TV show, had said about facing an aggressive dog.

“Look away, make sure you don’t look the dog in the eye.” She tried to focus her eyes just left of the dog while keeping track of its movements.

“GRRRRRRRRRR!” “Don’t run, slowly walk away and talk to it in a calm voice.” Easier said than done, she thought, but she managed to start walking away.

“Sit big dog, stay. What a good dog you are,” she said softly.

To her surprise and relief, the dog stopped growling and sat down. Jana crossed the street and started breathing normally.

Descriptive Text: Aggressive Dogs Many people will react with fear when they hear a dog bark. But barking alone is not a sign of aggressive behaviour for a dog.

Here are the signs you should look and listen for to identify a potentially dangerous dog.

The first thing you will notice in an aggressive dog is its posture. Most of the time, the dog will take a rigid stance, as if getting ready to jump at you. It may look at you directly, ears pulled back and baring its teeth like a predator staring at its supper. Another sign is the hair on its back, the hackles.

224

(183 words)

When this hair is raised, the dog is trying to appear bigger and more menacing.

More than barking, a dog’s growl is a sound that indicates possible aggression.

A growl rumbles, and is much lower than a bark. You can definitely feel the hostility in that sound.

So the next time you hear a dog bark, don’t be afraid. And if the dog displays an aggressive posture and growls, try not to look afraid. That may cause it to attack!

© 2017, Les Éditions CEC inc. • Reproduction prohibited

“GRRRRRRRRRRRR!”

(180 words)

Updated to provide more comprehensive, competency-and grammar-based material.

2nd

Edition

For STUDENTS Content Workbook Chapters six stimulating and level-appropriate themes a variety of tasks and activity types to develop all three ESL competencies six true reinvestment activities, each with a final product six engaging videos for the response process 12 reading texts, half available in audio format grammar-recognition rubrics in the readings, crossreferenced to the grammar section

Extra Readings an extra reading for each chapter, offering reinvestment activities

Writing Section a complete study-and-practice section on how to write more effective sentences and develop narrative, descriptive and opinion-based texts

Grammar and Reference Sections context-based, with varied practice activities consolidated grammar points

For TEACHERS

Teacher’s Resource Book pedagogical notes and answer keys additional reading activities, available in audio format transcripts for videos and audios a complete evaluation package with point-by-point grammar quizzes, combined grammar review tests, evaluation sheets and three evaluation situations a CD and DVD set for the listening and viewing tasks and the evaluation situations

New to Heading Up 1 2nd Edition!

• Refreshing page layout • A new Chapter, new videos and several new readings • New writing section on the narrative, descriptive and opinion-based texts • Optional on-screen subtitles for videos • 150 FREE interactive activities on vocabulary, comprehension and grammar, made available with an activation code.

Digital versions Content Workbook for Students The digital workbook allows students to: • flip through the book, take notes and write in their answers • access videos and audios in the chapters • use the workbook without connecting to the internet • save voice recordings in an audio player 150 interactive activities are a FREE additional component and sold alongside the workbook.

Teacher’s Resource Book For in-class use and correcting, the digital version allows you to: • project, take notes and flip through the entire content workbook • show the answer key, question-by-question • access all reproducible material • share teacher’s notes and documents with your students using the digital workbook • correct your students’ answers directly on their digital workbook • access all videos and audios • work in the digital teacher’s book without connecting to the internet • save voice recordings in an audio player • follow your students’ results in the interactive activities with the MyCECZone dashboard.