Jump in 1 3rd Ed by Les Éditions CEC

English as a Second Language Cycle One, Secondary One

JUMP IN 3rd Edition

CONNECTED CLASSROOM

Competency Development and Text-Based Grammar Carole Gauthier Gwenn Gauthier Leena M. Sandblom

CONFORMS TO THE PROGRESSION OF LEARNING

Table of Contents

CHAPTERS 1 GETTING TO KNOW YOU CHAPTER

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Task 1 Essential Language Spelling, Greeting and Leave-Taking . . . . . . . . . . 2

Grammar

Task 3 Questions in the Simple Present . . . . . 46

Reading

Task 4 Monster Talk . . . . . . . . . . . . . . . . . . . . . 48

Grammar

Task 5 More on Questions in the Simple Present . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Viewing Task 6 How to Use the “Rule of 3” for Zombie Survival . . . . . . . . . . . . . . . . . . . 54 Task 7 Write About It A Day in the Life of a Creature . . . . . . . . . . . . . . . . . . . . . . . . 56

GRAMMAR & VOCABULARY Bonus Grammar Review Questions

in the Simple Present . . . . . . . . . 58 Bonus Vocabulary Hooked on Monsters . . . . . . . . 67

Reading

3 BOY, WAS MY FACE RED!

Task 2 Getting to Know Famous People . . . . . 6

CHAPTER

Grammar

Task 3 The Simple Present . . . . . . . . . . . . . . . . 9

Reading

Task 4 Teens Around the World . . . . . . . . . . . . 11

Grammar

Task 5 More on the Simple Present . . . . . . . . . 16

Viewing

Task 6 If the World Were a Village of 100 People . . . . . . . . . . . . . . . . . . . . 18 Task 7 Write About It My Portrait . . . . . . . . . . 21

GRAMMAR & VOCABULARY Bonus Grammar Review the Simple Present. . . . . 23 Bonus Vocabulary Everyday Words . . . . . . . . . . . . 27 Bonus Grammar The Simple Present

of Other Verbs . . . . . . . . . . . . . . . 28 Bonus Vocabulary Review Everyday Words . . . . . . 33

2 CREEPY CREATURES CHAPTER

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Task 1 Essential Language Describing Things . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Reading

Task 2 About Creatures . . . . . . . . . . . . . . . . . . . 39

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Task 1 Essential Language Discourse Markers . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Reading

Task 2 Dear Journal . . . . . . . . . . . . . . . . . . . . . . 73 Grammar Task 3 The Simple Past . . . . . . . . . . . . . . . . . . . 77 Reading Task 4 Dealing with Embarrassing Situations . . . . . . . . . . . . . . . . . . . . . . . . 79 Grammar

Task 5 More on the Simple Past . . . . . . . . . . . . 81

Listening

Task 6 TeenTime Podcast . . . . . . . . . . . . . . . . . 84 Task 7 Write About It What Is Your Most Embarrassing Moment? . . . . . . . . . . . . . 87

GRAMMAR & VOCABULARY Bonus Grammar Review the Simple Past . . . . . . . 89 Bonus Vocabulary I Did, You Did, We All Did . . . . 93 Bonus Grammar Practise the Simple Past . . . . . . . 94 Bonus Vocabulary How Embarrassing! . . . . . . . . . 97 Bonus Grammar More on the Simple Past . . . . . . 98 Bonus Vocabulary Test Yourself! . . . . . . . . . . . . . . 100

Letter to Students . . . . . . . . . . . . . . . . . . . . . . . . . . iii Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . iv Scope and Sequence Chart . . . . . . . . . . . . . . . . . . vi Inside Jump In 1: A Step-By-Step Overview . . . . . viii Check It Out! How to Improve My English . . . . . . xi Check It Out! T he Purpose of Essential Language Tasks in the Chapters . . . . xii

4 CRIME SCENE INVESTIGATORS

6 YOU CAN’T SCARE ME

CHAPTER

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Task 1 Essential Language Stall-for-Time Expressions. . . . . . . . . . . . . . . . . . . . . . . 102

Task 1 Essential Language Asking for and Giving Opinions . . . . . . . . . . . . . . . . . . . 169

Reading

Task 2 Talk Like a Detective . . . . . . . . . . . . . . . 104

Task 2 Hacker: The Script . . . . . . . . . . . . . . . . . 172

Grammar

Task 3 Questions in the Simple Past . . . . . . . . 107 Reading Task 4 Can You Solve the Crime? . . . . . . . . . . . 110

Grammar

Task 5 Asking Questions with Did . . . . . . . . . . 116 Listening Task 6 Crime Stoppers . . . . . . . . . . . . . . . . . . . 119 Task 7 Write About It Write the Beginning of a Mini-Mystery . . . . . . . . . . . . . . . . . . 121

Task 5 Comparing with Adjectives . . . . . . . . . . 184 Viewing Task 6 How to Make Movie Magic . . . . . . . . . . 188 Task 7 Write About It Lights! Camera! Action! . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

GRAMMAR & VOCABULARY

Task 3 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . 176

Reading

Task 4 Hacker: The Storyboard . . . . . . . . . . . . . 179

GRAMMAR & VOCABULARY

Bonus Grammar Review Questions

Bonus Grammar Review Adjectives . . . . . . . . . . . . 194

in the Simple Past . . . . . . . . . . . . 124 Bonus Vocabulary Mystery Words . . . . . . . . . . . . . 134

Bonus Vocabulary Opposites Attract . . . . . . . . . . . 198

5 TIME TRAVEL CHAPTER

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Task 1 Essential Language Asking for and Giving Clarification . . . . . . . . . . 136

Reading

Task 2 Travelling Back in Time . . . . . . . . . . . . . 139

Grammar

Task 3 The Future . . . . . . . . . . . . . . . . . . . . . . . 142

Reading

Task 4 Time Travel into Your Future . . . . . . . . . 145

Grammar

Task 5 The Future with Be Going To . . . . . . . . 148

Viewing

Task 6 How to Make a Time Capsule. . . . . . . . 151 Task 7 Write About It Time Travelling into the Future . . . . . . . . . . . . . . . . . . . . 153

GRAMMAR & VOCABULARY Bonus Grammar Review the Future with

Will and Be Going To . . . . . . . . . 155 Bonus Vocabulary What’s the Time? . . . . . . . . . . . 165

Bonus Grammar Comparing with Adjectives . . . . . 199

REFERENCE SECTION Essential Language

Essential Language . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Strategies and Tools

The Response Process . . . . . . . . . . . . . . . . . . . . . . . 208 The Writing and Production Processes . . . . . . . . . . 210

Grammar

The Simple Present . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Questions in the Simple Present . . . . . . . . . . . . . . . 212 The Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Questions in the Simple Past . . . . . . . . . . . . . . . . . . 214 The Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Questions in the Future . . . . . . . . . . . . . . . . . . . . . . 215 Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Capital Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Sentence Formation . . . . . . . . . . . . . . . . . . . . . . . . . 219 Common Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . 220 Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Scope and Sequence Chart GUIDING QUESTION

ESSENTIAL LANGUAGE

1 GETTING TO KNOW YOU

What can you tell me about yourself?

2 CREEPY CREATURES

Why are frightening creatures so special?

Describing things

3 BOY, WAS MY FACE RED!

How do you deal with an embarrassing moment?

Using discourse markers

CHAPTER

4 CRIME SCENE INVESTIGATORS

Who did it?

5 TIME TRAVEL

What’s Ahead

CHAPTER

Spelling, greeting and leave-taking

Use cognates

STRATEGIES: VIEWING / LISTENING

Predict

Preview Skim the text

Use what you know and make a guess

Listen for specific information

Scan the text

Activate prior knowledge

Pay selective attention Take notes

Monitor your comprehension Check for global understanding Stall-for-time expressions

Read for meaning

Asking for and giving clarification

Predict

Check for details

Take notes

Organize information Skim and scan

Listen for the general idea Listen for specific information

Stay cool

6 YOU CAN’T SCARE ME CHAPTER

What does it take to make a scary movie?

Asking for and giving opinions

Infer Visualize Skim Review

Activate prior knowledge

CHAPTER

STRATEGIES: READING

STRATEGIES: WRITING

Use resources

Use varied resources

Plan

Write a good introduction

Check your ideas

Brainstorm

GRAMMAR

BONUS GRAMMAR & VOCABULARY

The Simple Present • How to Form the Simple Present with To Be • Using the Simple Present • How to Form the Simple Present with Other Verbs • How to Form the Negative with To Be • How to Form the Negative with Other Verbs

Bonus Grammar Review the Simple Present

Questions in the Simple Present • How to Ask Questions with To Be • How to Ask Questions with Do or Does • How to Ask Questions with Other Verbs

Bonus Grammar Review Questions in the Simple Present

The Simple Past • Understanding and Using the Simple Past • How to Form the Simple Past • Pronouncing the -ed Ending • How to Form the Negative in the Past

Bonus Grammar Review the Simple Past

Questions in the Simple Past • How to Ask Yes/No Questions with To Be • How to Ask Information Questions with To Be • How to Ask Yes/No Questions with Did • How to Ask Information Questions with Did

Bonus Grammar Review Questions in the Simple Past

The Future • How to Form the Future with Will • Using the Future with Will • How to Ask Questions with Will • Understanding and Using Be Going To • How to Form the Future with Be Going To • How to Ask Questions with Be Going To

Bonus Grammar Review the Future with Will and Be Going To

Adjectives • Descriptive and Possessive Adjectives • Understanding and Using Adjectives • Adjective Word Order • Demonstrative Adjectives • Understanding and Making Comparisons • Using the Superlative

Bonus Grammar Review Adjectives

Bonus Vocabulary

vii

Inside Jump In 1: A Step- By- Step Overview Jump In 1 is comprised of chapters for classroom use; a bonus grammar and vocabulary section for autonomous work; and a helpful reference section for functional language, learning processes, and grammar charts and rules.

CHAPTERS Jump In

Chapters begin with a guiding question, a warm-up activity and a Talk Box, so you can quickly start thinking and talking about the topic.

The Essential Language Task

Talk About It

Talk Box

In the first task, read a dialogue and use the essential language (functional language) in a Talk About It or other speaking activity. This task helps you to interact orally with the topic at hand and prepares you for the rest of the oral interaction in the chapter. Essential Language usually includes one or two Talk Boxes.

Talk Box

The Reading, Listening and Viewing Tasks Each reading,

listening and viewing task comes with activities to do before, during and after each text, followed by a Talk About It for oral interaction. After the second reading, a box called How is it going? asks you to self-monitor your progress in the chapter so far. Simply put a ✔ in the coloured box that applies to you. = It’s easy. = It’s somewhat easy. = It’s difficult.

Strategies

To help you learn more efficiently, read the Strategy boxes.

For more practice, go to the interactive activities. Talk About It

viii

How is it going?

Glossaries For the meaningin-context of difficult words, use the glossaries.

Grammar Sections

The grammar content for each chapter appears in two sections. First, grammar tasks in the chapter introduce usage and/or form to students in the classroom setting. Additional autonomous practice is found in the Bonus Grammar & Vocabulary section. The second section consolidates or expands on the grammar notion.

Understanding Grammar Points

Form Charts

Look for texts and charts in green. They illustrate the function and form of the grammar notion. Practice Activities

A variety of activities are provided between the grammar charts. Grammar Tips More specific

grammar points are offered in the margins.

For more practice, go to the interactive activities.

Bonus Grammar Look for the red stickers for where to find more practice activities in the workbook.

How Is It Going? A self-monitoring box appears at the end of some grammar sections that show more advanced grammar notions.

Write About It with Models

A step-by-step layout of the writing task is offered at the end of each chapter along with models of text types.

BONUS GRAMMAR AND VOCABULARY C2C3 Bonus Grammar (autonomous) A minimum of five supplementary pages of grammar activities per chapter provide you with many opportunities for autonomous work. Remember to look back at the grammar sections in the chapters to help you along. Bonus Vocabulary (autonomous)

Activities offered include word searches, quizzes, crossword puzzles and vocabulary logs.

REFERENCE SECTION Essential Language You will find all the functional language you need for this level. The material follows the MELS’ Progression of Learning guidelines. Strategies and Tools This resource provides

you with an overview of processes to help you learn.

Grammar You can see most of the

grammar charts from this book together in this section, plus essential information on articles, plural nouns, adjectives, prepositions, punctuation, capitalization and sentence formation, as well as a handy list of common irregular verbs.

Grammar

Do I ...

I can ...

speak during class discussions?

write my ideas to prepare for a discussion.

talk clearly and express my ideas well?

ask for help when I don’t understand.

use correct grammar and vocabulary?

think about what I want to say.

choose good resources to help me communicate?

take risks by using new words and expressions.

Competency Do I ...

pay attention when I listen to, view and read texts? give clear and thoughtful answers that show I understand the texts? use information from the texts to help me express my ideas? choose good strategies and resources when I listen to, view and read texts?

I can ... look for context cues to help me learn the meaning of new words. choose strategies to use when I read, listen to or view a text. check that I understand something by talking about what I heard or saw. compare what I think with what other people think. think about what I already know about a topic.

Competency Do I ...

use the writing process? write and produce texts that are well written? use correct grammar, vocabulary and punctuation? select and use good strategies and resources when I write and produce texts?

I can ... take more time to plan before I write or produce my text. research my topic and use a variety of resources to do my research. use vocabulary that I read in other texts. give my opinions to other people and ask for their opinions too. choose strategies that will help me write and produce texts.

Check It Out! The Purpose of Essential Language Tasks in the Chapters

Read dialogues carefully. Practise them with a partner. Pay special attention to new vocabulary.

Do the activities in Essential Language tasks to practise what you have learned.

Use information in Essential Language tasks to help you interact with partners during Talk About It and other oral activities.

It’s never easy to start an English conversation in class. Near the beginning of each chapter, you will find a useful language task called Essential Language. This task gives you an opportunity to use functional language like expressions and sentence starters to help you interact more easily in a conversation. Here are some steps to follow to help you use this information effectively.

Use Talk Boxes or other word lists to help you explore similar words.

TALK ABOUT IT C 1 TALK BOX Hmmm … / Ummm … Let me think … Give me a moment … Just a minute …

xii

So … Well … You know … Wait a second … I mean … Let’s see …

CHAPTER

GETTING TO KNOW YOU What can you tell me about yourself?

JUMP IN It’s never easy to start school again. Let’s see what you remember from English class in elementary school. Check the box that is true for you. THINGS YOU CAN DO

VERY WELL

SO-SO

NOT VERY WELL

GLOSSARY greet: say hello describe: give characteristics I have brown hair.

I can spell my name in English. I can greet people in English. I can ask people how they are. I can describe myself. I can talk about my favourite things.

Find out how your classmates answered the sentences. Tell a partner what else you can do.

TALK BOX Questions What can you say? What else can you do? Answers I can ask ... I can talk about ... I can also ...

TASK

group:

name:

Essential Language ACTIVITY 1 Practise saying the letters of the alphabet with a partner. G = gee H = aich I = eye J = jay K = kay L = ell

M = emm N = enn O = oh P = pee Q = kiou R = are

S = ess T = tee U = you V = vee W = double you X = ex

Y = why Z = zed

ACTIVITY 2 Write the eight words that your teacher spells. 1.

Write down five words that your partner says. Check your spelling with your partner.

My partner’s words 1.

ACTIVITY 3 Read this conversation. Work in pairs. Practise William and Elisha’s conversation. Use your own names.

Hi, my name is William. What’s your name? William

How do you spell that? William. It’s spelled double you, eye, ell, ell, eye, ay, emm.

It’s Elisha.

I spell it ee, ell, eye, ess, aich, ay. What’s your name again? Elisha

A = ay B = bee C = cee D = dee E = ee F = eff

name:

group:

ACTIVITY 4 Read the following conversations with a partner.

CONVERSATION 1

you today? Elisha: Hi, William. How are ? William: I’m good. And you later. Elisha: Not too bad. See you

William: Bye for now.

CONVERSATION 3

CONVERSATION 2

Mr. Thompson: Hello, Jonathan. How ar e things? Jonathan: Fine, thanks. How about you? Mr. Thompson: Pret ty good. I have to go now. See you soon. Jonathan: Bye.

PRONUNCIATION TIP Use the chart on page 2 to help you pronounce each letter correctly.

Alison: Goo d afternoon, Ms. James. H ow are you to Ms. James: day? Hi, Alison. I’m just fine. How Alison: Well, ’s it going? I could be be tter. I have a Ms. James: bad cold. Take care, th en .

ACTIVITY 5 Make up a new conversation with a partner. Use Conversations 1, 2 and 3 as your model.

ACTIVITY 6 Meet and greet five new classmates. Write their names as they spell them for you. 1. 2. 3. 4. 5.

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

ACTIVITY 7 Write a sentence about yourself. It can be true or false.

Example: My name is Sophia and I have brown hair.

My name is Craig and I like video games.

My name is:

Say your sentence aloud. Can your classmates guess what is true or false?

TALK BOX Questions Do you eat / play / like …? Answers Yes, I do. No, I don’t.

With a team of four or five, find people NOT on your team who do the activities. Use the Talk Box to help you. Put an “X” on each activity that someone does. The group that gets the most “X”s in 20 minutes wins.

Find someone who … … plays a musical instrument.

… makes their own lunch.

… takes guitar lessons.

… likes to fish.

… eats sushi.

… plays badminton.

… does not play video games.

… is thirteen.

… speaks three languages.

… loves cats.

… eats chips every day.

… does not take the bus to school.

… does not eat meat.

… skateboards.

… has a pet snake.

… eats eggs for break fast.

ACTIVITY 8

name:

group:

ACTIVITY 9 Answer the questions about yourself.

TALK BOX

1. What is your favourite food?

Questions Answers What? name a thing Who? name a person How many? say the number

2. Who is your favourite actor or athlete? 3. What is your favourite TV show?

4. What is your favourite subject at school? 5. What is your favourite pastime?

Get into groups of four or five. Ask each other the questions.

ACTIVITY 10 Work with a partner to fill in the chart.

How many students are in the class? Total

Girls

What is your room number?

Boys

Name one thing on the teacher’s desk.

Is your teacher female or male?

What can you see from the classroom window?

How many chairs are there in the classroom?

What colour are the walls?

Are the desks in single rows or together?

CHAPTER 1

GETTING TO KNOW YOU

TASK

group:

name:

Getting to Know Famous People

READING

A Before You Read WORD BOX

For more practice, go to the interactive activities.

• Marion Cotillard • Penny Oleksiak

• Malala Yousafzai • Andre De Grasse

• Ryan Gosling • Harry Styles

B While You Read Write the name of each person beside his or her biography. Read the Strategy box. Circle any cognates you know.

STRATEGY USE COGNATES Cognates are words that are the same or similar in English and French. biography = biographie author = auteur June = juin

Use the Word Box list to help you name these people.

WHO AM I? is a world-class sprinter. He is the first Canadian to win medals in three sprint events— the 100m, 200m and 4x100m relay—at the summer Olympics. His mother and father immigrated to Canada from the Caribbean. They were both sprinters when they were young.

is a singer with the British boy band One Direction. The group was formed during the competition on The X Factor. They didn’t win, but they signed a record contract afterwards. This person supports numerous charities. He actually gave his hair to one! His solo acting debut was in the film Dunkirk.

French-born received a 15-minute standing ovation at the premiere of La Vie en Rose for her portrayal of Édith Piaf. You may know her best for her role in The Dark Knight Rises. She is also a singer and musician. She is a spokesperson for Greenpeace. is a Pakistani activist for female education. She is a young adult now and studies at Oxford University. At the age of 15, the Taliban shot her in the head on her way to school. Even today, the Taliban don’t like the idea of girls going to school.

Canadian is an internationally famous actor. He started his acting career on the Mickey Mouse Club. He is also a musician. He was nominated two times for an Academy Award as Best Actor.

GLOSSARY is an Olympic swimmer. At 16 years old, she is the first Canadian athlete to win four medals at a single summer Games. At Rio 2016, she became Canada’s youngest Olympic gold medallist ever.

spokesperson: someone with the authority to speak for an organization shot: hit by a bullet from a gun

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

C After You Read ACTIVITY 1 Complete the chart with the correct names. There can be more than one name in each category. 1. … goes to university. 2. … is a Greenpeace spokesperson. 3. … is British.

4. … helps girls to get an education. 5. … is an Olympic athlete. 6. … is a swimmer. 7. … is Canadian. 8. … is an actor and a musician.

ACTIVITY 2 Who is your favourite person in the photos?

Why?

Name three other people you admire. NAME

TALK ABOUT IT

TALK BOX

In small groups, tell each other about the people you admire. Do any of you have the same names in your list?

WHY DO YOU ADMIRE THEM?

Questions Answers Who is your favourite person? My favourite person is … I like … best. Why do you like him / her? He / she is very talented. I really like the way he / she plays / sings / writes / acts. He / she is kind / generous / funny / pretty.

group:

TASK

name:

The Simple Present

GRAMMAR

A How to Form the Simple Present with To Be Full form

Contracted form

I am

I’m

You are

You’re

He / She / It is

He’s / She’s / It’s

We are

We’re

You are

You’re

They are

They’re

BO N U S

GRpaAMgeMs 23AR and 28

For more practice, go to the interactive activities.

B Using the Simple Present

GRAMMAR TIP

You can’t always use a contraction. Use the simple present to describe something or someone Denis and Carole are in the same class. and to state facts. Complete the sentences by using the verb to be in the simple present. When possible, use the contracted forms shown above. When you’ve completed the exercise, write the name of each girl beside her picture.

My name

Jenny. I

a bit nervous because this my two BFFs. We Can you tell us apart? My hair taller than Jade. Tanja and Jade

in Secondary 1. I a really big school. Jade and Tanja in the same English class. Yay! long and curly. Tanja dressed in pink.

GLOSSARY BFF: best friend forever

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

GRAMMAR TIP

Subject and regular verb

Verb to have

Verb to go

If a verb in the ends in ss, x, ch, sh, o or z, add es to form the third person singular. He wishes. She watches. It does.

I like, walk, play, eat

I have

I go

You like, walk, play, eat

You have

You go

He / She / It likes, walks, plays, eats

He / She / It has

He / She / It goes

We like, walk, play, eat

We have

We go

You like, walk, play, eat

You have

You go

They like, walk, play, eat

They have

They go

D Using the Simple Present GRAMMAR TIP If a verb ends in y, change y to i + es to form the third person singular. He cries. She studies. It flies. Exception: when y is preceded by a vowel, add only s. He plays. She enjoys.

Use the simple present to talk about possession, habits and preferences (likes, dislikes).

ACTIVITY 1 Unscramble the words and use the simple present to make a sentence. 1. talk / with / Karen / her friends 2. have / Jimmy / a new phone 3. to secondary school / Thomas / go

ACTIVITY 2 Fill in the blanks with the correct form of the verbs in the Word Box. Some verbs are used more than once.

WORD BOX • make • prepare • come • have • like

• love • play • be • spend • walk

On the weekend, Charlie and Jake the school yard. They

to practise basketball at for about an hour. Then Charlie’s dad

to get him. Jake

home. Charlie

in Sec 2. Beside basketball, he French at school. Jake

math and

one year younger than Charlie, so they

in the same class. Jake favourite activity

basketball, but his

acting. Every year he

a role

in the school play. The boys

cousins, so in the summer they

time at their cottage on Windy Lake. Both of them swimmers, and they both

a really good cheesecake. Jake

good

to cook. Charlie snacks for the family.

C How to Form the Simple Present with Other Verbs

group:

Teens Around the World

TASK

name:

READING

What are these texts about? Use the preview strategy.

STRATEGY PREVIEW

ACTIVITY 2 Skim the texts quickly. Circle cognates and underline any new words. Find the new words in the glossary, use a dictionary, or ask your teacher.

Look over the text without reading. Look at the titles and photos to get an idea of what the text is about.

B While You Read Skim the texts again to find the country that each teen comes from. Write the names of each teen on the map.

CHAPTER 1

GETTING TO KNOW YOU

YOU ARE NOT ALONE I am Camilia. I’m 13 years old. I live in Guatemala. I go to boarding school in a city a few hours away from my home. Every Monday morning, I take a bus to school. I don’t return back to my hometown until Friday. At home I do chores and help my father in the fields. My favourite activity on the weekend is fishing with my father. I speak an indigenous language, Yucatec Maya, and Spanish, of course.

My name is Askhat. I live in Kazakhstan. Every morning, I eat some meat for breakfast, drink a glass of juice, and then I go to school. I love horseback riding and playing my new electric piano. In my village, sometimes the water is not good to drink. My school is not open today because there is a snowstorm. I want to become a doctor one day.

GLOSSARY boarding school: a school where students sleep, eat and study away from home: distance from home chores: jobs at home horseback riding: riding a horse

Hi, I am Nadine and I live in South Africa. I am 16. I will finish secondary school this year. After school, I make a little bit of money at my parents’ restaurant. My mother and father work long hours. My parents are not rich and they need the money for my education. I take ballet lessons. I love dancing. I want to study dancing in America or Europe next year.

These are stories about the habits of teens from around the world.

My name is Andrés. I live in Ecuador, and I am 14. Every day after school, I take coding classes. I really love to make basic video games. I also like to play soccer with my friends on the weekends. My two brothers are older than me. One day, I want to be a video game designer.

I’m Samantha. I live in Vancouver, but I am from Yellowknife in the Northwest Territories. I am First Nations. My father is Dane-zaa (pronounced Dan-EH-zah) and my mother is British. I study languages at the University of British Columbia. In my free time, I go snowboarding at Cypress Mountain. I’m eighteen years old.

GLOSSARY Hi! My name is Paul, I’m 15, and I live in the Northern Territory of Australia. I swim every day in my school’s new pool. Every week, we have swim competitions. I want to be an Olympic swimmer in the future.

coding: writing instructions for a computer program First Nations: people living on the continent of North America before the arrival of Europeans pool: a man-made container of water for swimming

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

C After You Read ACTIVITY 1 Write the name of the person being described. NAME

DESCRIPTION

This person loves video games. This person eats a breakfast with meat. This person is active in a sports competition.

This person wants to study medicine. This person works with her family in a restaurant. This person lives in South America. This person is First Nations.

ACTIVITY 2 Write the correct verb in the present. Use the contracted form in the negative. Then, complete the sentence with the correct answer from the text. 1. Camilia

from

2. Spanish

the official

. of Guatemala.

3. In Askhat’s village, the water 4. Askhat

playing his new electric

5. Nadine

at her parent’s

6. Nadine 7. Andrés

to drink. . . lessons.

basic video

This person lives away from her family.

name:

group:

8. Andrés’ two brothers 9. Samantha

than him.

snowboarding at Cypress

10. Yellowknife

in the

11. Paul

in the Northern Territory of

12. Paul

every day in his school’s new

. .

CLASSMATE 1

CLASSMATE 2

TALK BOX Questions What do/don’t you like to do? Is there anything you don’t like? Answers My favourite thing to do is … I never …

ACTIVITY 4 Who do you want to meet in the story? What do you want to ask that person?

How is it going? How are you doing with strategies?

How are you doing with this reading?

I look for cognates............................................

I use the information from the text to write......................................

I preview and skim before I read.............

CHAPTER 1

GETTING TO KNOW YOU

TASK

group:

name:

More on the Simple Present

GRAMMAR

BO N U S

GRAMMs 23AR page and 28

Full form

Contracted form

I am not

I’m not

You are not

You aren’t*

He / She / It is not

He / She / It isn’t*

We are not

We aren’t*

You are not

You aren’t*

They are not

They aren’t*

* See page 23 for other contracted forms.

ACTIVITY 1 For more practice, go to the interactive activities.

GRAMMAR TIP In English, you can use short answers. Question: Are you a student? Answer: Yes, I am. You don’t have to repeat the last part of the question: Yes, I am a student.

Highlight all the examples of to be in the negative form.

I’m in Secondary 1 this year. I’m not nervous, but I am a little excited. The teachers aren’t too strict. They are really quite nice. Most of my primary school friends aren’t in my class this year. This is too bad. But I am sure I will make new friends. My father is happy that I’m in a school close to home. My mother isn’t so happy. She thinks I should be at a special sports school. I’m not unhappy at all. I am in lots of sports activities. So I think it isn’t necessary to have even more sports at school.

ACTIVITY 2 Complete the sentences with the verb to be in the negative form. Use contractions. 1. Is your father an engineer? 2. Are you going to the arena today? 3. Is the teacher sick today?

GRAMMAR TIP You can also use short answers with other verbs. Do you like hockey? Yes, I do. OR No, I don’t.

4. Is it cold outside? 5. Are your parents at home?

ACTIVITY 3 Answer the questions in the negative or affirmative. 1. Are you a Quebecer? 2. Is J.K. Rowling French? 3. Is it summer right now?

4. Are dogs better than cats?

A How to Form the Negative with To Be

name:

group:

B How to Form the Negative with Other Verbs Full form

Contracted form

I do not like

I don’t like

You do not like

You don’t like

He / She / It does not belong

He / She / It doesn’t belong

We do not live

We don’t live

You do not live

You don’t live

They do not live

They don’t live

ACTIVITY 1 Highlight all the examples of verbs in the negative form.

I go to the arena almost every day. I don’t like all the practicing we have to do. My coach isn’t always very gentle with us. He doesn’t want us to be late, and he doesn’t accept excuses. But I admit, he is a very good coach. I really prefer to play games, not practise. Right now we don’t win many games, but he thinks we are improving. I don’t think I will play soccer this winter. There just isn’t enough time in my schedule. Also, my best friend doesn’t want to play either, so that works out.

ACTIVITY 2 Answer the questions in the negative even if they are not true. Use contractions. 1. Do you like sushi? 2. Does your father have a Cadillac? 3. Does your mother work in an office? 4. Do you have a brother? 5. Does your best friend have a sister? 6. Do you have a pet? 7. Does your best friend like sushi?

CHAPTER 1

GETTING TO KNOW YOU

TASK

group:

name:

If the World Were a Village of 100 People

VIEWING

A Before You Watch ACTIVITY 1

1. How many people are there

Close to 2 billion

Close to 50 billion

Close to 8 billion

France

India

Costa Rica

English

Spanish

Chinese

4. Which country is in North America?

Canada

Brazil

Iceland

5. How do you say “hello” in Spanish?

Allo

Hola

Hey

in the world?

2. Which country is in Asia?

For more practice, go to the interactive activities.

3. What language is spoken

by most people in the world?

ACTIVITY 2 Write the name of each continent in the correct blank space on the world map.

WORD BOX

• Asia

• North America

• Europe*

• Africa

• Australia

* In many places in the world, students learn that Europe and Asia are actually one continent called Eurasia.

• South America

Circle your answers.

name:

group:

ACTIVITY 3

Answer the following questions to predict the details of the video. Out of 100 people, how many people do you think are from:

STRATEGY

• Asia?

• Africa?

PREDICT

• North America?

• Europe?

Try to make a prediction about the details of the video.

• Central and South America?

• Oceania (Australia and New Zealand)?

B While You Watch Watch the video. Correct your answers in Activity 3 above, if necessary.

C After You Watch ACTIVITY 1 Circle the continent where most speakers of each language come from. SPANISH

Asia

South America

Africa

ENGLISH

North America

Europe

Asia

HINDI

Europe

Asia

Australia

ARABIC

Asia

Australia

Africa

CHINESE

South America

Africa

Asia

RUSSIAN

Australia

Europe

Africa

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

ACTIVITY 2

NI HAO MA

Chinese

English

NAMASTE

Spanish

Hindi

HOLA

Spanish

English

EI JE

Arabic

Bengali

ZDRAVSTVUYTE

Russian

Hindi

AHLAN

Spanish

Arabic

BOM DIA

Chinese

Portuguese

TALK ABOUT IT Find three people in your class who know how to say “thank you” in a language other than English or French. Share what you learn with a partner.

TALK BOX

ACTIVITY 3 Imagine you will be travelling around the world. You speak English and French. Based on what you learned in the video, which other language would you recommend learning? Why?

Questions Can you say … Do you know … What did you find out? Answers You say … In Italian, they say … I learned …

How is it going? How are you doing with strategies?

How are you doing with this viewing?

I predict....................................................................

I use the information from the video to answer questions..................

What languages are these greetings in? Circle your answers.

group:

My Portrait

TASK

name:

WRITE

ABOUT IT

Make a portrait of yourself or of someone you admire. Include a poster and a short text in your portrait. Follow the steps and check the models on page 22.

A Choose a Subject • Write a text about yourself.

Review the texts in this chapter.

• Write a text about

Make a list of ideas and information

someone you admire.

B Plan Your Text about yourself or the person you admire. Organize your ideas in a poster. Use it to help you plan your text.

A Write Write a text using the information

in your poster. Don’t stop to think about spelling or grammar. Write in the simple present.

GLOSSARY

A Prepare Your Portrait If possible, use the computer for

the final version of your portrait. Take a selfie or a photo of the person you admire or find one on the internet. Paste the photo on your poster and add a title.

portrait: a representation of someone visually and/ or in words selfie: a photograph you take of yourself

B Revise and Edit Check your spelling and grammar

now. Show your copy to a classmate or to the teacher to get feedback. Make final corrections.

B Go Public Display your work

around the classroom and have a read-around.

STRATEGY USE RESOURCES

Get help writing your text. You can • consult your dictionary • use the internet • go back in the chapter to • ask your teacher find information or classmates for help

GO TO THE NEXT PAGE FOR MODELS . CHAPTER 1

GETTING TO KNOW YOU

MODELS A poster about you … or the person you admire MY POSTER

Widelene

Name: Age:

Favourites

science

• Subject at school: • TV show: • Pastime: • Sports I watch: • Sports I play:

tacos Black-ish coding football tennis

• Food:

Three things I don’t like

1. loud people 2. cute pet videos 3. homework

AND A short text about you … or the person you admire

Use the simple present

My name is … I am … years old. His/Her name is … He/She is … years old.

Talk about your favourite things

My favourite food is … His/Her favourite food is … I like … He/She likes …

Talk about what you don’t like

I don’t like … He/She doesn’t like … I really hate … He/She really hates …

My Selfie I am 13 years old. My name is Widelene. d play tennis. I watch I love to eat tacos an favourite TV show y football all the time. M arn coding and le is Black-ish. I want to n. practice whenever I ca ople and cutsie pet I really dislike loud pe I hate homework t videos. I like school bu fair. t on weekends. That ’s no

Who I Admire Her name is Widelen. She is 13 years old. She loves to eat tacos and play tennis. She watches football all the time. Her favourit e TV show is Black-ish. She wants to learn coding and practises whenever she can. She really dislikes loud people and cutsie pet videos. She likes school but she hates homewo rk on weekends. She says it’s not fair!

name:

group:

Review the Simple Present

BONUS

GRAMMAR

GRAMMAR & VOCABULARY

A Affirmative Forms of the Verb To Be Full form

Contracted form

I am happy.

I’m happy.

You are nice.

You’re nice.

He / She / It is cold.

He’s / She’s / It’s cold.

We are at home.

We’re at home.

You are right.

You’re right.

They are at home.

They’re at home.

B Negative Forms of the Verb To Be Full form

Contracted form

I am not happy.

I’m not happy.

You are not nice.

You’re not nice.

You aren’t nice.

He / She / It is not cold.

He’s / She’s / It’s not cold.

He / She / It isn’t cold.

We are not at home.

We’re not home.

We aren’t home.

You are not right.

You’re not right.

You aren’t right.

They are not at home.

They’re not home.

They aren’t home.

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

C Understanding and Using the Simple Present Use the simple present • to describe

Andrés is tall. The teacher has dark hair. • to talk about habits

Sean takes the bus every morning. I always sit near the door. • to state a fact

I am in Secondary 1. The sun rises in the east and sets in the west. I don’t like snakes. Marty likes math and Judy prefers Phys Ed. For more practice, go to the interactive activities.

ACTIVITY 1 Choose the correct form of the verb to be: am, is or are. 1. It 2. I

Friday. at home now.

3. They

from Ontario.

4. Alison

late today.

5. Claire and Steve

good friends.

6. She

my sister.

7. We

tired.

8. JoAnne 9. I

in CEGEP. OK, thanks.

10. Ryan

next to Jeremy.

ACTIVITY 2 Write each of the sentences from Activity 1 with contractions, where possible.* Example: It is cold today. = It’s cold today. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. * See the Grammar Tip on page 9.

• to talk about likes, dislikes and wants

name:

group:

ACTIVITY 3 Complete the sentences with the full negative form of the verb to be. 1. My sister 2. I 3. We 4. It

here right now. happy about this. ready to go to bed. nice outside.

5. Our teachers 6. Peter 7. My family 8. I

very strict. at school today. American. good at sports.

ACTIVITY 4 Use the contracted form to rewrite the sentences in Activity 3.

My sister isn’t here right now.

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

ACTIVITY 5 Answer these questions about the text on page 7. Use short answers and contractions. 1. Is Andre De Grasse a Montréal

Canadiens hockey player?

No, he isn’t. / No, he’s not.

2. Is Ryan Gosling a good actor? 3. Are both Penny Oleksiak and

Harry Styles from England?

4. Is Marion Cotillard a UN spokesperson? 5. Is Malala Yousafzai a university student?

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

ACTIVITY 6 Use the verb to be to complete these riddles. Unscramble the letters in parentheses to find the answers.

hose: a long flexible pipe used to move water wings: parts of an animal that allow it to fly

1. I

like a hose. My ears

very big. My nose

are so big that they are like wings on my head. I Answer: I

2. My shape

. (ltaehnep)

oval. I

Some people

usually white or brown.

allergic to me.

Answer: I

3. They

grey.

. (geg)

yellow. They

every day. They

used by some students

not always very comfortable.

Answer: They (lcosho ebssu)

ACTIVITY 7 Fill in the blanks with the correct form of the verb to be.

is a good tennis player. Negative, full form (NF): Paul is not a good tennis player. Negative, contracted form (NC): Paul isn’t a good tennis player.

Example: Paul

1. You

good in English.

NF: NC: 2. Our principal

very strict.

NF: NC: 3. I

happy.

NF: NC: 4. It

NF: NC:

a beautiful day.

GLOSSARY

name:

group:

Everyday Words

BONUS

VOCABULARY

GRAMMAR & VOCABULARY

ACTIVITY 1 Unscramble the letters to find the word.

favourite

Example: E-O-V-R-A-I-F-T-U =

1. R-E-E-H-T-A-C = 2. S-U-B = 3. R-C-O-M-O-L-S-O-A-S = 4. Y-C-O-K-H-E = 5. R-T-O-U-H-A = 6. N-D-U-E-A-T-C-I-O = 7. R-C-O-C-E-S = 8. Y-E-M-N-O =

ACTIVITY 2 Use the words you unscrambled above to complete the sentences. 1. How many students come to school by

2. There are 32 chairs in the

3. The favourite sports of most teens are

and

. 4. Phillip plans to continue his

at a technical school.

5. I want to get a part-time job so I can make some 6. Our

doesn’t give a lot of homework.

PRONUNCIATION TIP Stress the syllable “teen” in the numbers 13, 14, 15, etc.

ACTIVITY 3 Write the words for the following numbers. 1. 6

6. 60

2. 15

7. 16

3. 50

8. 84

4. 13

9. 98

5. 30

10. 156

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

GRAMMAR & VOCABULARY

The Simple Present of Other Verbs

BONUS

GRAMMAR

Subject I You He / She / It We You They Verb to have I You He / She / It We You They

Verb like, walk, play like, walk, play likes, walks, plays like, walk, play like, walk, play like, walk, play Verb to go I You He / She / It We You They

have have has have have have

go go goes go go go

B Spelling for Some Verbs For more practice, go to the interactive activities.

If a verb ends in y, change y to i + es to form the third person singular. cry He cries. study She studies. fly It flies. Exception: When y is preceded by a vowel, just add s. pay He pays. play She plays.

ACTIVITY 1 Choose the correct form of the verb in brackets. 1. We 2. My mother

blond hair. (have)

3. Our family

on vacation every year. (go)

4. Jen 5. I 6. It 7. You

the bus to school. (take)

8. Matt

on the school hockey team. (play) to piano lessons on Wednesdays. (go) cold outside. (look) a good singing voice. (have) to school. (walk)

A How to Form Other Verbs in the Affirmative

name:

group:

C How to Form Other Verbs in the Negative

Notice that you must use an auxiliary verb (do or does) to form the negative of all verbs EXCEPT to be.

Full form

Contracted form

do not like, have, go

don’t like, have, go

You

do not like, have, go

don’t like, have, go

He / She / It

does not like, have, go

doesn’t like, have, go

do not like, have, go

don’t like, have, go

You

do not like, have, go

don’t like, have, go

They

do not like, have, go

don’t like, have, go

ACTIVITY 1 Put the sentences from Activity 1 on page 28 into the negative form. Use contractions. 1. 2. 3. 4. 5. 6. 7. 8.

ACTIVITY 2 What purpose does the simple present serve in these sentences? Check the correct box.* DESCRIBES

HABIT

FACT

LIKES AND DISLIKES

I have brown hair. She doesn’t like fish. We walk to school every day. New Year’s Day is on January 1. *See the usage box on page 24 if you need help.

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

ACTIVITY 3 Fill in the blanks with the correct verb from the Word Box. Underline the word or words that indicate the simple present.

WORD BOX

• play

• read

Example: Most nights, I 1. My father

• watch

read

• eat

• take

• like

a story before I go to sleep.

a walk every night.

2. Usually, our family 3. Jess

dinner early.

4. I

it with her every second week.

5. My brothers

video games every day.

ACTIVITY 4 Change each of the sentences from Activity 3 to the negative form. Use contractions. Example: Most nights, I read a story before I go to sleep.

Most nights, I don’t read a story before I go to sleep.

1. 2. 3. 4. 5.

ACTIVITY 5 Unscramble the words to make a sentence in the simple present. Is the sentence affirmative or negative?

1. plays / he / soccer / every week / .

Affirmative Negative

2. has / Joanne / two cats / .

Affirmative Negative

3. doesn’t / Pedram / books / read / .

Affirmative Negative

to see a movie every Monday.

name:

group:

ACTIVITY 6

Complete the sentences by describing what the teens in the photos do or don’t do. Write a negative sentence for photos marked with an X.

every night

before she goes to bed

1 They don’t play video games 2 She

on Tuesdays

3 She

every night.

on the weekends

4 They

before she eats dinner

5 She

every Wednesday

7 They

every day at noon

6 They

every day

8 They

on school nights

9 They CHAPTER 1

GETTING TO KNOW YOU

group:

name:

ACTIVITY 7 Complete the text with the correct form of the verb in the simple present. Use the contracted form only where indicated.

7. (to play)

reading. I

forward. He

goalie. We

8. (to play)

stories about vampires. He

10. (to read)

13. (to snowboard)

16. (to go) 17. (to be)

However, we

GLOSSARY forward: the attacking position on a team elves: small imaginary people

20. (to have)

math, I

11. (to read)

and

14. (to be)

to a music camp and

15. (to go)

to a sports camp. This year in Secondary 1, we in the same English class, which 19. (to have)

22. (to be, contracted form)

25. (to help)

18. (to be)

great.

different French and math teachers. For French,

Mr. Marcoux. Josh

in Mr. Frampton’s class. We and that

9. (to enjoy)

12. (to ski)

, so every other weekend we

the slopes. Every summer, he I

to play hockey.

6. (to like)

books about dragons and elves. In the winter, he I

a lot in common.

4. (to have)

to play soccer and Josh

5. (to like)

my friend Josh. We

2. (to be)

best friends, so we

3. (to be)

Tina. This

1. (to be)

21. (to have)

Ms. Lafrance. And in

in Mr. Granger’s class. He 24. (to do)

23. (to be, contracted form)

our homework together, though,

Rewrite the verbs in the text in the negative form. Use contracted forms. 1.

14.

15.

16.

17.

18.

19.

20.

21.

22.

10.

23.

11.

24.

12.

25.

13.

My name

name:

group:

Review Everyday Words

BONUS

VOCABULARY

GRAMMAR & VOCABULARY

ACTIVITY 1 Complete the crossword puzzle.

4 6

7 8 10 11

Across 4. The age of most of your group 9. What you get at school 12. The language you are using now

Down 1. Someone who writes books 2. A favourite winter sport 3. A kind of school after CEGEP 5. What you eat 6. A sport that you play on a field 7. Someone who is in films 8. What you get when you work 10. Where you go every day of the week 11. Something you can eat for breakfast

CHAPTER 1

GETTING TO KNOW YOU

group:

name:

ACTIVITY 2 Choose five words from Chapter 1 that you want to remember. Write them below. 1. 2. 3. 4. 5.

Write a short sentence using each word.

(Functional Language) Greetings Hi! Hello. Good morning. / Good afternoon. How are you? How’s it going? How are things?

Fine, thanks. And you? Not too bad. Pretty good. / Could be better.

Leave-Taking Expressions Bye. Bye for now. See you later. Take care, then. I have to go. See you soon.

Asking for Identification

Giving Identification

What kind of animal is it/she/he? Is it/he/she ferocious? What does it/he/she look like? What colour is it? Is it big or small? Is it round and furry?

It/She/He is an old … It/He/She is calm. It has brown eyes and a big nose. It is brown. It is huge/tiny. It is not round; it is short-haired.

Discourse Markers To express a sequence or tell a story, use transition words like these:

First … Soon after … And then … It all began on (day / date). Next … The next thing … On (date) … So … Third … At (time) … Second … Fourth … It started when (event) … After that … Then … One day … After that … On the other hand …

4 Finally … Eventually … Now … In the end … Last … Today … Since that day … So now … REFERENCE SECTION

Essential Language

203

Hmmm …/Ummm … Give me a moment … Let me think … Just a minute … So … Wait a second … Well … I mean … You know … Let’s see …

Asking for Clarification

Offering Clarification

What do you mean? Could you repeat that, please? Can you say that another way? What do you mean by … ? What is it about? What does … mean?

What I want to say is that … What I said was … To be clear, I … What I mean is that … Let me explain … The question is … To put it another way …

Asking for Opinions

Expressing Opinions

What do you think? What’s your opinion? How do you feel about … ? Why do you say about that?

I think … In my opinion … I believe … Based on the text … From my point of view … I see it this way: …

Asking about Feelings, Interests, Tastes, Preferences

Expressing Feelings, Interests, Tastes, Preferences

Do you enjoy … ? What’s your favourite … ? Why do you like … ? What does she like? What would you rather do / have? How did you feel?

I cried/laughed / was so embarrassed. I don’t like … / I dislike … / I can’t stand … She prefers … He loves … He hates … She’d rather have … I/We/They like …

204

Stall-for-Time Expressions

Ummm … Let me think.

Asking for Help / Advice / Feedback

Offering Help / Advice / Feedback

Can you help me with … ? How would you do this? What should I do? Could you give me your feedback on this?

I can help you with … Let me give you a hand. You should … Here, let me help you.

Agreeing That’s right. I agree. / I agree with … I think so, too. We think you’re right. Me, too! Exactly!

That’s right!

Disagreeing I disagree because … I don’t agree. I think you’re wrong. We don’t agree with …

Suggestions and Invitations Maybe you should … Let’s … / Let’s go to … Why don’t we … ?

Permission

Warnings

May I (formal) / Can I (informal) …? Is it OK if I …? Yes, go ahead. Sure, no problem. No, you may not. (formal) / No, you can’t. (informal)

Be careful. Watch out! You’d better not …

Interrupting Politely

Capabilities

Excuse me. Sorry to interrupt, but … Before you continue …

Can you …? / I can / I can’t … Are you good at …? Do they know how to …? She’s/He’s good at … REFERENCE SECTION

Essential Language

205

Hello.

Telephone Talk

Hello. May I speak to Marc, please?

Who is this?

Marc isn’t here right now. Can I take a message? One moment. Just let me get a pen. OK … I’m ready. Is there anything else? No problem. Bye.

It’s Kendra Hall from school. Not much. Yes, please. Please tell Marc to meet me at Sara’s house tonight at 8:OO p.m. No, that’s it. Thanks a lot. Bye, Tom.

Asking for Information Yes/No questions

Information questions

Are you an only child? Does he have a dog? Did we have a test yesterday?

What happens next? How many sisters do you have? When do you play video games?

Asking about a person

Answering

Do you know … ? Who is … ? Where does he / she live? How tall/old is … ? What colour is his/her hair? Can you describe him/her?

Yes, I do. / No, I don’t. This is … / She is … He/She lives … He is 165 cm tall / 13 years old. His/Her hair is … Terry is … / He is tall/short. She has brown/blonde hair.

Asking about a past event

Answering

Did you see anything? Were you alone? What happened? Where were you … ? How did it happen? When did you arrive? Who was that?

Yes, I did. / No, I didn’t. Yes, I was. / No, I wasn’t. There was a robbery/fire. I was in … I don’t know. I think … I arrived at … That was …

206

Oh! Hi, Kendra. It’s Tom. What’s up?

Instructions and Classroom Routines Open your books to page … Look over the questions … Read the … Take out your notebooks. Write this down.

You have … minutes to do this. I would like to work with … Say it in English, please. It’s your turn. How was your weekend?

Team Talk 1

Getting organized

During the activity

Do you want to be on our team? Who wants to be the team leader / secretary / spokesperson? Let’s do … / Let’s go … / Let’s try … How about … ? Would you like to … ?

I think this is a good idea. Do you all agree? I do. / I don’t. What’s your opinion? We should try … No, that doesn’t work / make sense. OK, here’s the final decision. Write that down.

Making sure you understand the activity Let’s read the instructions first. What does that word mean? What are we supposed to do here? We have to get/do/find …

Giving encouragement and praise Good work, everyone! Interesting idea! Sweet! What a great idea! We’re almost finished. Hang in there. Good point. We’re doing well.

REFERENCE SECTION

Essential Language

207

Strategies and Tools C2

1 Explore the text • Look at the title and illustrations. • Look for words you know. • Predict what the text is about. • Use resources for words you do not know. • Read each sentence. Stop and ask yourself if you understand it. • Use other helpful strategies for exploring a text.

STRATEGY

1 • Predict

Based on what happened before, I think …

This must be about … • Make an intelligent guess

To be a better reader, keep a reading log. • Read a paragraph or a short section. • Take notes like these. • Skim

This text is about …

otes • Take n

? I just read id d t a h W : Key words k up: eed to loo n I s d r o W people: Important ideas: Important ask about: to d e e n I Things

208

• Organize information

THE RESPONSE PROCESS

There are several ways to document a crime scene. When the CSIs arrive, the first thing they do is record the scene on video …

• Scan for special information

Respond to the text • What did you discover as you explored the text? • What was interesting to you?

3 • Compare

3 Connect with the text

I had the same problem. But I am different from that character.

• Do you identify with something or somebody in the text? • How do you feel about the ideas in the text? • What is your opinion about the ideas in the text?

4 Go beyond the text

• How does it connect with your world?

• Go beyond the text

5 Use resources

I read about it in Chapter 5. It’s perfect for my writing task.

• Do you use these resources? – vocabulary in the chapters – an English learner’s dictionary – input from your classmates – input from your teacher REFERENCE SECTION

Strategies and Tools

209

The Writing Process

STRATEGY

• Plan • Use what you know

Prepare to write • Read the instructions. • Stay cool. Don’t be nervous. • Organize your ideas. • Take notes. • Write down some ideas. • Decide on the type of text you will write.

2 Write a first draft • Prepare your first draft. • Refer to the model and instructions. • Ask for help if you have a problem.

3 Revise

• Focus your attention • Take notes

Publish • Write the final copy. • Present it to the class or your group.

210

The Production Process

1 Pre-production • Brainstorm to find a topic. • Recall what you already know about the topic. • Do some research. • Select the kind of text to produce: poster, computer slideshow, webpage. • Make an outline.

• Ask for help

Can you help me?

2 Production

How do you say … ?

• Create the text. • Use a writing process. • Add illustrations, narration, titles and other features. • Cooperate

• Use a checklist. • Check your writing. Are the ideas clear? • Use grammar and spelling references. • Make corrections. • Ask a classmate to read your text.

Post-production • Revise the text. • Add final touches. • Present the text to the class.

• Check your work

Don’t forget to u these resourc se es: • grammar in the chapters, bo nu s and referen ce sec tions • vocabulary in the chapters

THE WRITING AND PRODUCTION PROCESSES

Grammar THE SIMPLE PRESENT To Be AFFIRMATIVE

Subject + verb

NEGATIVE

Rest of sentence

Subject + verb + not

Rest of sentence

I am / I’m

happy.

I am not / I’m not

happy.

You are / You’re

scared.

You are not / You’re not / You aren’t

scared.

He/She is / He’s/She’s

late.

He is not / He’s/She’s not / She isn’t

late.

It is /It’s

my pet owl.

It is not / It’s not / It isn’t

my pet owl.

We are / We’re

best friends.

We are not / We’re not / We aren’t

best friends.

You are / You’re

brave.

You are not / You aren’t

brave.

They are / They’re

older than me.

They are not / They’re not / They aren’t

older than me.

Other Verbs NEGATIVE

AFFIRMATIVE

Subject

Verb

Subject

Rest of sentence

Do + not

Verb

Rest of sentence

hockey.

do not / don’t

hockey.

You

walk

slowly.

You

do not / don’t

walk

slowly.

He / She / It

runs

fast.

He / She / It

does not / doesn’t

run

fast.

live

there.

do not / don’t

live

there.

You

post

blogs.

You

do not / don’t

post

blogs.

They

speak

Italian.

They

do not / don’t

speak

Italian.

• Notice the spelling for the third-person singular. Amy looks … She climbs … He cooks … Jason goes … It watches … Kim tries … • An apostrophe replaces a missing letter or letters. We’re writing. (omit a) We are writing. They don’t sing. (omit o) They do not sing. • These words are often used with the simple present: usually, sometimes, often, always, never, every day/week/month/year/Monday

REFERENCE SECTION

Grammar

211

1 FOR STUDENTS Content Workbook

CHAPTERS

• six stimulating and level-appropriate themes designed for all three ESL competencies

• 12 reading texts • a variety of tasks and activity types • videos and audios that include authentic and engaging material

• integrated grammar in chapters and follow-up in the Bonus section

BONUS

• autonomous grammar and vocabulary activities to review chapter content and reinforce the writing competency • fun crosswords, word searches and quizzes to motivate and keep students engaged

REFERENCE SECTION

• lists of Essential Language for oral interaction • visual overviews of the response, writing and production processes

• at-a-glance charts of the grammar covered in the chapters as well as other pertinent grammar points for the level

FOR TEACHERS

Teacher’s Resource Book • pedagogical notes and answer keys • transcripts for videos and audios • a complete evaluation package with point-by-point grammar quizzes, evaluation sheets and three evaluation situations • a CD and DVD set for the viewing and listening tasks, and the evaluation situations

This new edition has been considerably updated to provide more comprehensive, competency- and grammar-based material for the Core ESL program in Secondary Cycle One, Year One.

New to Jump In 1 3rd Edition! • simplified page

layout and instructions to facilitate learning • two new themes, ne w videos and several ne w readings • twelve true reinvestm ent ac tivities • comprehensive gramm ar and vocabular y practi ce for autonomous learning • additional oral intera ction ac tivities for practi sing the Func tional Language fou nd in the Progression of Learning • optional on-screen su btitles for videos • More than 300 FREE interactive ac tivities on vocabular y, comprehension and gra mmar

DIGITAL VERSIONS 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

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 • do more than 300 FREE interactive activities