View point

en gli sh

as a

View

se co co nd mpe ten la ng cy ua ge cy cle

de

vel

angelo georgakatos

p in t

op

m

en tw t o, ye ar on e

an

dt ext

-ba se

dg ram

ma

r

Table of Contents Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii Letter to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

Section

1

Scope and Sequence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . iv Inside This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00

Learning and Evaluation Situation Chapters

Assessing My Competency Development . . . . . . . . . . . . . . . . . 00 Chapter 1 All That Glitters…

STARTING POINT Task 1 Simply Irresistible . . . . . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 2 The Real Value of Gold . . . . . . . . . . . . . . . . . . . . . .

LISTENING TIME Task 3 Thanks Grandpa! . . . . . . . . . . . . . . . . . . . . . . . . . .

VIEWING TIME Task 4 A Prime Gift . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TALK ON Task 5 What’s Important to You? . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 6 What Did She Learn? . . . . . . . . . . . . . . . . . . . . . . . .

START WRITING Task 7 True Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

END PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EXTRA READING Smells Great! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 2 I Did It! STARTING POINT Task 1 World Famous . . . . . . . . . . . . . . . . . . . . . . . . . . .

TALK ON Task 2 Successful Quotes . . . . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 3 All That Talent . . . . . . . . . . . . . . . . . . . . . . . . . . . .

VIEWING TIME Task 4 True Success . . . . . . . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 5 What Really Matters . . . . . . . . . . . . . . . . . . . . . . .

LISTENING TIME Task 6 It’s Over . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

START WRITING Task 7 Not Impossible . . . . . . . . . . . . . . . . . . . . . . . . . . .

END PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EXTRA READING Juggling Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 3 Go Ahead, Make Me Laugh STARTING POINT Task 1 Everybody’s a Comedian . . . . . . . . . . . . . . . . . . . .

LISTENING TIME Task 2 I’m No Fool . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 3 Tickle My Funny Bone . . . . . . . . . . . . . . . . . . . . . .

TALK ON Task 4 Do You See the Humour in It? . . . . . . . . . . . . . . . . .

READING TIME Task 5 The Bravest Teens . . . . . . . . . . . . . . . . . . . . . . . . .

START WRITING Task 6 Try Not to Laugh . . . . . . . . . . . . . . . . . . . . . . . . . .

VIEWING TIME Task 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

END PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EXTRA READING Should We Laugh Now? . . . . . . . . . . . . . . . . . . . . . . . . .

Note au CEC: J’ai corrigé quelques numéros de Task car certains étaient en double

iv

4 6 10 11 13 14 20 22 23

30 32 33 38 40 43 44 46 47

54 56 57 62 63 68 70 72 73

Chapter 4 Get Connected STARTING POINT Task 1 I Do That a Lot . . . . . . . . . . . . . . . . . . . . . . . . . . .

VIEWING TIME Task 2 Connection Lost . . . . . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 3 Are Teens Too Connected? . . . . . . . . . . . . . . . . . . .

TALK ON Task 4 Make Contact . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LISTENING TIME Task 5 Very Close . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

START WRITING Task 6 Connection Found! . . . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 7 I Know What You Said . . . . . . . . . . . . . . . . . . . . . .

END PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EXTRA READING We Are All Connected . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 5 The Upside of Defeat STARTING POINT Task 1 The Brighter Side . . . . . . . . . . . . . . . . . . . . . . . . .

VIEWING TIME Task 2 The Longest Practice . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 3 Mostly Seated . . . . . . . . . . . . . . . . . . . . . . . . . . .

LISTENING TIME Task 4 The Real Winner . . . . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 5 A Fish Out Of Water . . . . . . . . . . . . . . . . . . . . . . .

START WRITING Task 6 Victory Is Mine! . . . . . . . . . . . . . . . . . . . . . . . . . .

TALK ON Task 7 My Competitive Side . . . . . . . . . . . . . . . . . . . . . .

END PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EXTRA READING A Winning Loss! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter 6 How Random!

STARTING POINT Task 1 Never Expected That . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 2 Hard To Believe . . . . . . . . . . . . . . . . . . . . . . . . .

VIEWING TIME Task 3 Spontaneous Goodness . . . . . . . . . . . . . . . . . . . .

TALK ON Task 4 That’s How It Goes . . . . . . . . . . . . . . . . . . . . . . .

READING TIME Task 5 Just A Random Hug . . . . . . . . . . . . . . . . . . . . . .

LISTENING TIME Task 6 Scientific Curiosity . . . . . . . . . . . . . . . . . . . . . . . .

VIEWING TIME Task 7 Paid It Forward . . . . . . . . . . . . . . . . . . . . . . . . . .

START WRITING Task 8 It Must Be Fate . . . . . . . . . . . . . . . . . . . . . . . . . .

END PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EXTRA READINGS Jackpot! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Catch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

80 82 84 89 90 92 94 98 99

104 105 107 111 113 119 121 122 123

130 132 137 139 140 143 145 146 147 148 153

Section

2

Grammar Study and Practice

Chapter 1 Point 1 VERBS: PAST A Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B Past Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

164 165 166 167 168 169

Point 2 VERBS: PRESENT A Simple Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B Present Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . .

Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

171 172 173 174 175 176

Chapter 2 Point 3 VERBS: FUTURE Future Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Negative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

00 00 00

Point 4 VERBS: Imperative Imperative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

00 00

Point 5 SUBJECT-VERB AGREEMENT Chapter 3 Point 6 QUESTION WORDS Question Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How + Adverb/Adjective . . . . . . . . . . . . . . . . . . . . . . . . .

00 00

Point 7 CAPITALIZATION . . . . . . . . . . . . . . . . . . . . . .

00

Point 8 PUNCTUATION . . . . . . . . . . . . . . . . . . . . . . . .

00

Section

3

Chapter 4 Point 9 ADJECTIVES A Common Types of Adjectives . . . . . . . . . . . . . . . . . . . . .

B The Order of Adjectives . . . . . . . . . . . . . . . . . . . . . . . . .

00 00

Point 10 PRONOUNS AND POSSESSIVE ADJECTIVES A Subject, Object and Reflexive Pronouns . . . . . . . . . . . . . 00 B Possessive Adjectives and Pronouns . . . . . . . . . . . . . . . 00 Point 11 ADVERBS Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

00

Chapter 5 Point 12 NOUNS: COUNTABLE AND UNCOUNTABLE A Countable and Uncountable Nouns . . . . . . . . . . . . . . . . . 00 B Countable and Uncountable Nouns with Quantifiers . . . . 00 Point 13 MODALS A Expressing Ability and Possibility . . . . . . . . . . . . . . . . .

B Expressing Permission and Obligation/Necessity . . . . . .

C Expressing Suggestion/Advice and Habit . . . . . . . . . . . .

00 00 00

Point 14 CONJUNCTIONS A Coordinating Conjunctions . . . . . . . . . . . . . . . . . . . . . . .

B Subordinating Conjunctions . . . . . . . . . . . . . . . . . . . . . .

00 00

Chapter 6 Point 15 PREPOSITIONS . . . . . . . . . . . . . . . . . . . . . . .

A Prepositions of Time . . . . . . . . . . . . . . . . . . . . . . . . . . .

B Prepositions of Place . . . . . . . . . . . . . . . . . . . . . . . . . .

00 00 00

Point 16 CONDITIONS . . . . . . . . . . . . . . . . . . . . . . . .

Real Conditional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

00 00

Production Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Common Compound Nouns . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

CREDITS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

00 00 00 00 00 00

Reference Section

Oral Interaction Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Competency Development Strategies . . . . . . . . . . . . . . . . . . .

How to Debate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How to Spell Better . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Response Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

00 00 00 00 00 00

v

[Secondary Cycle II, Year I] Scope and Sequence Chart STRATEGIES

CHAPTER

GUIDING QUESTIONS

Talking Tip

Reading Tip

Writing Tip

c 1•2•3

Viewing and Listening Tips c 1•2•3

c 1•2•3

c 1•2•3

1 All That

What do you value most?

Prepare for an oral interaction activity in advance.

Identify key words in a text.

Take effective notes as you listen.

Avoid repeating the same mistakes.

2 I Did It

What does it take to succeed?

Encourage others to contribute to the conversation.

Identify passages you can personally connect to.

Pay attention to the speaker’s tone and how it changes as you listen.

Write an effective outline.

3 Go Ahead,

What’s so funny?

Add to others’ comments by sharing similar experiences.

Summarize as you read.

Relate what you hear to personal experiences.

Capture and maintain your reader’s attention.

How and why do people connect?

Bring new ideas to the conversation.

Take note of important Pay attention to questions you may background music have as you read. or sound effects as you view.

Research ideas, opinions and facts before writing.

How do you deal with defeat?

Don’t be afraid of making a mistake.

Make predictions as you read.

Keep your sentences short and concise.

How do random events and luck shape our lives?

Support your opinion by citing examples.

Take note of new Make predictions words or expressions. about the video you are about to watch.

Glitters …

Make Me Laugh

4 Get

Connected

5 The Upside

Infer meaning as you watch.

of Defeat

6 How

­Random!

vi

Remain on topic.

GRAMMAR POINTS

Grammar Study and Practice EXTRA READINGS 1. VERBS: PAST A Simple Past • Negative Form • Interrogative Forms B Past Continuous • Negative Form • Interrogative Forms

2. VERBS: PRESENT A Simple Present • Negative Form • Interrogative Forms B Present Continuous • Negative Form • Interrogative Forms

Smells Great!

3. VERBS: FUTURE Future Forms • Negative Forms • Interrogative Forms

4. VERBS: Imperative • Imperative • Negative Form

Juggling Time

6. QUESTION WORDS Question Words How + adverb / adjective

7. CAPITALIZATION 8. PUNCTUATION

Should We Laugh Now?

9. ADJECTIVES A Common Types of Adjectives B The Order of Adjectives

10. PRONOUNS AND POSSESSIVE ADJECTIVES A Subject, Object and Possessive Pronouns B Possessive Adjectives and Pronouns

We Are All Connected

5. SUBJECT-VERB AGREEMENT

11. ADVERBS 12. NOUNS: COUNTABLE AND UNCOUNTABLE A Countable and Uncountable Nouns B Countable and Uncountable Nouns with Quantifiers

14. CONJUNCTIONS A Coordinating Conjunctions B Subordinating Conjunctions

A Winning Loss

16. CONDITIONS Real Conditional

Jackpot!

The Catch

13. MODALS A Expressing Ability and Possibility B Expressing Permission and Obligation/Necessity C Expressing Suggestion/Advice and Habit 15. PREPOSITIONS A Prepositions of Time B Prepositions of Place

vii

Chapters

section

1

CHAPTER 1 All That Glitters …

CHAPTER 2 I Did It!

3 29

CHAPTER 3 Go Ahead, Make Me Laugh 53 CHAPTER 4 Get Connected

79

CHAPTER 5 The Upside of Defeat

103

CHAPTER 6 How Random!

129

ix

CH APT ER OVERVIE W

ALL that glitters ...

CHAPTER

1

starting point. ........................................... 4 Reading Time The Golden Era............................................... 6

Listening Time

Thanks Grandpa!............................................ 10

Viewing Time............................................. 11 Talk On...................................................... 13 Reading Time The Necklace................................................. 14

Start Writing............................................ 20 End Project................................................ 22 EXTRA READING

WHAT DO YOU VALUE MOST?

Girls Want Boys to Tone Down the Body Spray............................................... 23

How About This What do different people and cultures around the world consider precious and valuable? What have people treasured throughout history? How do you define what’s most precious to you?

What value do we place on irresistible objects?

Who decides what is precious and valuable for society? How does someone or something become irresistible? How far will some people go to acquire what they value most? e Think about these questions and discuss your answers.

Notes:

Starting Point

task 1 c

1•2•3

Name:

Group:

Simply Irresistible activity

1

e Complete the following boxes with your five most-valued possessions.

Your choices can include both the intangible (memories, a poem, a relationship, etc.) and the tangible (a smart phone, a watch, a teddy bear, etc.)

e Check the box next to the correct word to indicate whether each

With a partner, take turns trying to guess each other’s most-valued possession by asking only yes/no questions.

• Is your item tangible?

• Did someone give you …

• Do you keep it in your …

Possession Possession

4

q TANGIBLE q INTANGIBLE

5

q TANGIBLE q INTANGIBLE

q TANG LE q INTANIB G

ssion

c 1 Chat

LE

q TANGIBGIBLE q INTAN

Posse

Ouick

Po ss es si o n 1

intangible: something you cannot touch or physically manipulate tangible: opposite of intangible

Po ss es si on 2

Glossary

3

possession is tangible or intangible.

q T q INANGIBLE TANG

IBLE

activity

2

e Which possession is your most valued? Why?

4 > Chapter 1 • Starting Point • All That Glitters …

IBLE

Name:

activity

Group:

3

e Place the following tempting scenarios in order of their irresistibility, where 1 is the most irresistible and 6 is the least.

#1

ing orn er m e e t Sc n th ittle sis l i p o l u ake t your or scho ially w You ind tha y left f er part te to f alread rgot h hocola . has she fo urite c n table and n favo kitche and eate on the mished time bar are fa much You ’t have st. don reakfa b for

io nar

:

er #

Ord

Scenario #2

Sce

n

You ario Scenario #4 You often do your #3 stay absolu t e a Yo homework after school in u w l spend an entire very ake y hav your favourite teacher’s class that impor to finis e to Saturday playing your h t favourite onlin because she usually stays It is ’s due t ant pro a e mul h m j e late. One afternoon, she tells free idnig nex ect game and feel a b tiplayer t ad you she has to make a hav zing ou ht, it’s day. headache startin e at g. t Your online clan nee hou phone call and won’t be leas side, yo d r s t yo s u to u complete one back for ten minutes. You are e of wo two m fin r al x o q k u est, h r which may take notice the answer key to elect auste and y e ov r o er d i tw c u o . hours. You know the following day’s test warm blank Your th n e at e in e d c ten t w omf h minutes your p on her desk. orta your ult as alre ain will be ady ble intolerable. r bed aOrd .

Order #: er # : Order #:

Scenario #

5

While surf in you come g online ads, ac item you h ross a luxury ave wante d to buy for a v e but could ry long time, ne discounte ver afford. It is d 70%, bu t you will still ne e substantia d to borrow a la money to mount of buy it. You w in debt for almost a y ill be ear.

Order #:

activity

Scenario #6 While at dinner with some friends in a fancy restaurant, you spot a world-famous celebrity doing something very inappropriate. You’ve got your new smart phone with its high-res camera and the celebrity has not seen you.

Order #:

4

e In a group, discuss your rankings of the previous scenarios. Reach a consensus about which two temptations are the least and most irresistible.

Notes:

Glossary famished: extremely hungry exhausted: really tired ads: advertisements; publicity borrow: take something temporarily then return it

5

Reading Time

task 2 c

1•2•3

Name:

Group:

The Real Value of Gold In The Golden Era, you will read about the role gold has played in the evolution of human civilization. It is no wonder people have valued this precious metal over the centuries: it has fulfilled many important functions, and continues to be useful today in areas including modern technology and the world of finance.

Before Reading activity

1

e Highlight the statements you believe are false.

Reading tip Identify key words in a text.

Here’s how: • Focus first on verbs and nouns, then adverbs and adjectives.

Keywords are rarely prepositions, articles or conjunctions.

• Look for clues in previous sentences.

• Keep the text title in mind when looking for keywords.

The two are often linked.

People started using gold in jewellery about 500 years ago.

Gold is an excellent conductor for electricity.

ars It takes over 100 ye to ld go r fo er in wat start rusting.

Your computer at home contains gold.

When world markets crash, gold prices drop substantially.

Gold is toxic and should never be consumed. ore We have mined m um in um gold than al over the centuries.

Pure gold is easy to bend and mould.

Gold exists only on our planet.

e Discuss the reasons for your answers in a group.

While Reading activity

2

e While reading, highlight the words you believe to be key in the text.

e If necessary, refer back to the Reading Tip and take notes in the margin beside the text.

6 > Chapter 1 • Reading Time • All That Glitters …

notes 5

Shakespeare once said, “All that glitters is not gold.” He was trying to tell us that, just because something looks good and appealing, this does not guarantee that it truly is good or valuable. One thing is for sure: actual gold certainly glitters and appeals to many people, and this has been the case from the dawn of civilization right up to modern times.

By Andriana Kanello

10

15

20

Gold in Ancient Times

Grammar Point

The ancient Egyptians revered gold and used it extensively. They thought it was an actual piece of the sun, and it was considered divine in Egyptian society. Because of gold’s divine nature, pharaohs were buried in golden coffins and often surrounded by valuable golden objects within the tomb.

The famous boy-king Tutankhamen was entombed in three gold coffins, one of which was made of pure gold and weighed over 100 kg.

Look at the verbs in orange in the text.

What tense are they?

To learn more, see page 164.

Proof of the importance of gold in ancient Egypt appears in the form of hieroglyphs that date back almost 5,000 years. By 1,500 BC the value of gold had taken on an international aspect, and it became a common currency of trade.

By 550 BC, the ancient Greeks were looking for gold in mines throughout the Mediterranean and the Middle East. Afterwards, the Romans began using more advanced methods of mining gold, which allowed them to mint millions of gold coins, particularly between 200 and 400 AD. Some centuries later, South American civilizations produced vast quantities of gold that they used in decorative clothing and masks.

Glossary revered: admired; considered sacred buried: dug a hole, put something in it and then refilled it coffin: a box or casket used for burying people currency: form of money BC: before Christ mint: make or produce, specifically a coin AD: after death (of Christ)

7

notes

A More Modern Ore

25

Glossary safe haven: a safe refuge; somewhere you feel protected thus: for this reason area: region drive: motivation

30

35

You would think that after so many thousands of years of mining gold, the total amount extracted would be considerable. You would be wrong. Since mining began over 5,000 years ago, we have collected about 146,000 tons of gold. That might seem like a lot, but compare it to the 5,000,000 tons of aluminium produced in North America only—in one year—and you begin to understand the true rarity of gold.

In times of financial crisis, many world markets crash, and large companies lose substantial value. The price of gold, however, rarely drops during a financial crisis. On the contrary, investors see it as a safe haven and buy more of it, thus increasing its value further.

Its value extends into the areas of modern science and technology. Because it is so malleable and non-toxic, and since it conducts electricity and does not rust, it is often used in computer circuits, space shuttles, office buildings and dental procedures and is even sprinkled in some drinks.

Tomorrow’s Gold

40

The drive to find and mine more gold has some prospectors looking up—wayyyyyyy up! Based on data collected by NASA spacecraft, there are asteroids within our solar system that may contain billions of tons of gold. If scientists and business leaders are seriously considering such ambitious mining projects, one thing is certain: the value of gold will almost definitely reach astronomical levels!

8 > Chapter 1 • Reading Time • All That Glitters …

Name:

Group:

Ouick

After Reading activity

c 1 Chat

3

e Go back and verify your answers to

the Before Reading activity on page XX. activity

4

e Answer the following questions about the text.

1. “All that glitters is not gold” means: a)

Gold does not glitter. b) Shiny objects are always expensive.

c)

Appearances may be deceiving. d) Fake and real gold look very similar.

2. Where did the ancient Egyptians believe gold came from?

3. Why were pharaohs often entombed with gold artefacts?

4. When did countries start using gold for global trade?

With a partner or in a group, discuss whether you agree or disagree with the following statements: • The importance of gold is overrated. It’s just a pretty, shiny metal.

• Mining gold exploits the poor and empowers the rich.

• It is just a question of time before jewellery made of gold goes out of style.

• I totally agree because …

• I can’t agree with that because …

• Gold will eventually …

5. Who developed complex gold-mining techniques in order to produce many gold coins?

6. What are four characteristics of gold?

7. Do you believe scientists can realistically mine gold in space? Why?

8. Do you value an item made of gold or any other precious metal? Why?

9

Listening Time

task 3 c

1•2•3

Name:

Group:

Thanks Grandpa!

In Thanks Grandpa!, Billy’s grandfather sits on his balcony every morning and watches as Billy waits for the bus to take him to school. Recently, he has noticed Billy trying to build up the courage to talk to a girl he sees at the bus stop. But the girl barely knows Billy exists, and he often arrives home feeling down and discouraged. So one day, his grandfather decides to help him out.

Before Listening activity

1

e Rate the following features of a gift in their order of importance to you, where 1 is the most important and 6 is the least.

Listening tip Take effective notes as you listen.

Here’s how: • Have more than one pen or pencil ready.

• Keep your notes short. Complete sentences are unnecessary and distracting.

• Stay focused on the text; don’t get distracted by your surroundings.

t he person giving you the gift the occasion/reason for it i ts compatibility with your tastes

i ts financial value i ts origin i ts packaging

While Listening activity

2

e Decide if the following statements about Billy are true or false.

1. T F He had a fun day at school.

2. T F His great-grandfather was a quiet teen.

3. T F H e will sell the pendant on eBay. 4. T F His grandfather lied to him.

After Listening activity

3

e Answer the following questions about the text.

1. Why does Billy think his grandfather can’t understand the girl trouble he is having?

2. When Billy asks about the value of the pendant, his grandfather answers: “It’s as valuable as you want it to be, Billy.” What do you think he means by that?

3. Why do you think Billy was excited when his grandmother saw him?

10 > Chapter 1 • Listening Time • All That Glitters …

Viewing Time Name:

Name:

task 4 c

1•2•3

Group:

Group:

11

Name:

After Viewing e

activity

4

12 > Chapter 1 • Viewing Time • All That Glitters …

Group:

task 5 c

1•2•3

Name:

Group:

What’s Important to You? To Help You Interact • I agree with you because I once …

• That’s not necessarily true because …

• I think you’re mistaken because …

• Why do you think that …

Talking tip Prepare for an oralinteraction activity in advance.

Here’s how: • Take note of any keywords essential to the topic.

• Make sure the instructions are clear to you.

• Use resources to find words you’ll need to use and don’t know in English.

activity

e Decide whether you agree or disagree with the following

statements. Be prepared to defend your point of view using examples and life experiences.

1. You cannot put a price tag on the most precious things in life.

2. An object is only truly valuable when it is shared.

3. Society places value on too many unimportant things, events and people.

4. Very often, what you want is not what you need.

5. If something is irresistible, it’s probably not good for you.

6. There is no such thing as an MVP (most valuable player) on a team.

7. Everything precious is replaceable.

e Hold a group debate. Support your point of view. In the end, try to reach a consensus on each of the previous statements.

e Which statements were most hotly debated? Why? activity

To Help You Interact • I believe that 100 years ago, people …

• Teenagers today tend to …

• In the future, most teens will probably …

• I don’t think that is accurate because …

1

2

e Which three of the following aspects of life do you believe teenagers … most valued 100 years ago most value today

will most value in the future family friends gadgets

work health money

education independence aesthetics

e Share your answers in a group and discuss the reasons for your choices. Can you reach a consensus?

13

Reading Time

task 6 c

1•2•3

Name:

Group:

What Did She Learn?

In The Necklace, Mme Loisel and her husband learn the true meanings of hard work and poverty because of one fateful evening at a grand ball. Because of her desire for valuable jewellery and precious stones, Mme Loisel eventually learns an invaluable life lesson.

Before Reading activity

a. clerk b. delighted c. lend d. fastened e. graceful f. garments g. reward h. haggling

1

e Match the words from the text that appear in the margin with their definitions below.

1.

low-ranking government employee

5.

give temporarily

2.

clothes

6.

negotiating

3.

attached or connected

7.

elegant

4.

happy

8.

prize or payment

activity

2

e Who would you trust unconditionally with your most valued possession? a parent your brother or sister a school principal

your best friend the police an old friend

a teacher a bank nobody

Why?

While Reading activity

3

e While reading, highlight the words you believe to be key in the text. e Refer to the Reading Tip on page XX and, if necessary, take notes in the margin beside the text.

14 > Chapter 1 • Reading Time • All That Glitters …

notes

BY GUY DE MAUPASSANT

Abridged

She was one of those pretty and charming girls born into a family of

5

10

artisans. She had no marriage portion and no expectations, so she married a humble clerk in the Ministry of Education. Her tastes were simple because she had never been able to afford anything extravagant, but she was unhappy. She suffered endlessly from the poorness of her house, which lacked every luxury. She had no clothes, no jewels, nothing. And these were the only things she loved. She wanted so much to charm, to be desired and to be attractive. She had a rich friend, whom she refused to visit, because when she returned home, she would cry for days, filled with regret, despair, and misery.

n

One evening her husband came home holding a large envelope in his hand.

“Here’s something for you,” he said. She tore the paper and pulled out a printed card on which were these words: “The Minister of Education and Madame Ramponneau request the pleasure 15 of the company of Monsieur and Madame Loisel at the Ministry on the evening of Monday, January the 18th.”

Glossary expectation: hope for something to happen

Grammar Point Look at the verbs in orange in the text.

What tense are they?

To learn more, see page 171.

Instead of being delighted, she threw the invitation across the table, crying.

“What’s the matter with you?” M. Loisel asked. She wiped her wet cheeks and said, “Nothing. Only I don’t have a dress and so I can’t go to this party.”

20

“How much would a very simple dress cost?” he asked sympathetically.

“Maybe 400 francs,” she answered.

He grew pale, for this was exactly the amount he had been saving for a hunting gun. “Very well. I’ll give you 400 francs. But try to get a really nice dress with the money.”

25

She bought herself a nice dress, but as the day of the party began to draw closer, she seemed sad and anxious. M. Loisel asked her: “What’s the matter with you?”

15

notes

“I’m miserable at not having any jewels to wear,” she replied. “I would almost rather not go to the party.”

Glossary

30

“Wear flowers,” he said.

“No … there’s nothing so humiliating as looking poor in the middle of a lot of rich women.”

rather: prefer

“Then go and see Madame Forestier and ask her to lend you some jewels.”

“Great idea!” she replied.

35

40

The next day she went to see her friend and told her about her trouble.

Madame Forestier went to her dressing-table, took up a large box, brought it to Madame Loisel, and said, “Choose, my dear.”

Madame Loisel found a superb diamond necklace; her hands trembled as she fastened it around her neck. She remained in ecstasy at the sight of herself. Then, hesitantly, she asked, “Could you lend me this one?”

“Yes, of course.”

45

She embraced her friend and went away with her treasure. The day of the party arrived. Madame Loisel was a success. She was the prettiest woman present, elegant, graceful, smiling and very happy. She danced ecstatically all night and left with M. Loisel at about four o’clock in the morning. When she got home and was taking off her garments, she suddenly screamed. The necklace was no longer around her neck!

“What’s wrong?” asked her husband.

“I … I … I’ve no longer got Madame Forestier’s necklace …”

50

“What? Impossible!”

They searched everywhere. They could not find it.

“I’ll go over all the ground we walked,” he said, “and see if I can’t find it.”

He returned at about seven with nothing. Later, he went to the police station and then to the newspapers to offer a reward. She waited impatiently. Loisel 55 came home at night, his face lined and pale; he had discovered nothing.

n

60

By the end of a week, they had lost all hope. Loisel declared, “We must replace the diamonds.” In a shop at the Palais-Royal they found a necklace like the one they were looking for, worth forty thousand francs. They were able to get it for 36,000. Loisel possessed 18,000 francs left to him by his father. He borrowed the rest without even knowing if he could repay it,

16 > Chapter 1 • Reading Time • All That Glitters …

notes

and he went to get the new necklace. When Madame Loisel took back the necklace to Madame Forestier, she did not open the case. Madame Loisel was relieved. If Madame Forestier had noticed the substitution, would she not have accused her of being a thief?

n

65

70

75

Madame Loisel then came to know the true meaning of poverty. She came to know the heavy work of the house, and, dressed like a poor woman, she went to the grocer, where she haggled for every halfpenny of her money.

Her husband worked in the evenings and often at night. It took them ten years to pay off everything. Madame Loisel looked old and tired now.

Glossary relieved: felt better or no longer concerned deeply moved: emotionally touched

One Sunday morning, she saw a woman walking with a child. It was Madame Forestier, still young, still beautiful. Should she speak to her? Yes, certainly. And now that she had paid, she would tell her all. “Good morning, Jeanne.” The other woman did not recognise her, and was surprised at being addressed by a poor woman.

“But … Madame … I don’t know you … you are making a mistake.”

“No … I am Mathilde Loisel.”

“Oh … my poor Mathilde, how you have changed!”

“Yes, I’ve had some hard times since I saw you last … and all because of you.”

“Because of me! How is that?”

80

“You remember the diamond necklace you lent me for the ball at the Ministry? Well, I lost it.”

“No, you brought it back.”

“I bought you another one just like it. And for the last ten years we have been paying for it. It wasn’t easy … we had no money … well, it’s paid for 85 at last, and I’m glad indeed.”

Madame Forestier halted. “You say you bought a diamond necklace to replace mine?”

“Yes. They were very much alike.” She smiled, with innocent pride.

90

Madame Forestier, deeply moved, took her two hands. “Oh, my poor Mathilde! But mine was an imitation. It was worth at the very most 500 francs!”

17

Name:

Group:

After Reading activity

4

e Highlight the letter above the chronologically correct chain of events from the story.

A B C 1. M. Loisel receives an 1. M. Loisel meets Mathilde 1. M. Loisel receives an invitation to a ball. and they marry. invitation to a ball.

2. M. Loisel meets Mathilde 2. M. Loisel receives an 2. Mathilde borrows and and they marry. invitation to a ball. loses Mme Forestier’s necklace.

3. Mathilde borrows and 3. Mathilde borrows and 3. M. Loisel meets Mathilde loses Mme Forestier’s loses Mme Forestier’s and they marry. necklace. necklace.

4. Mathilde discovers the 4. M. Loisel and Mathilde 4. Mathilde discovers the necklace was fake. live in total poverty and necklace was fake. misery.

5. M. Loisel and Mathilde 5. Mathilde discovers the 5. M. Loisel and Mathilde live in total poverty and necklace was fake. live in total poverty and misery. misery. activity

5

e Answer the following questions about the text.

1. Mathilde Loisel always wanted a)

to start her own business b) to be rich and popular

c)

to have children d) a simpler life

2. Why did Mathilde get upset upon reading the invitation to the ball?

3. What did M. Loisel intend to buy with the 400 francs he had saved?

4. Why was Mathilde sad and anxious as the party date approached?

18 > Chapter 1 • Reading Time • All That Glitters …

Name:

Group:

5. How did Mathilde think she would look if she wore flowers to the ball?

6. Why do you think Mme Loisel’s hands trembled as she tried on the necklace?

7. Why did Mme Loisel scream when they got home?

8. How did M. Loisel try to retrieve the lost necklace?

9. Why do you think Mme Loisel looked “old and tired” after she had repaid the debts?

10. Do you believe Mme Loisel deserved all the suffering she experienced? Why?”

activity

6

e Choose one of the following scenarios from the story and describe what you would do if you were a)

Mathilde, when she discovers the necklace is missing b) M. Loisel, when Mathilde tells him that she has nothing to wear to the ball c) Madame Forestier, when Mathilde tells her the truth about the necklace

Ouick c 1 Chat

On a blank sheet of paper, write out the list of keywords you highlighted in the text. With a partner, take turns retelling the story, using your list as a resource. Fill in your partner’s story using keywords of your own.

• M. Loisel also …

• You forgot the part about …

• How about when Mathilde …

19

task 7 c

1•2•3

True Value

e Choose one of the text types below and check off the topic you will write about.

Choice #1 Write a PERSONAL STORY about q the most valuable life lesson you or someone you know ever learned

OR q how you resisted or gave in to an irresistible temptation

Choice #2

Writing

tip Avoid repeating the same mistakes.

Here’s how: • Make a list of words you know you often misspell.

Verify their correct spelling using resources.

4 • Add new words to your list as you go.

• Refer to your list during the revision phase of any written task.

Four Steps to Producing a Text 1 Plan Your Text e Brainstorm ideas. e Write an outline.

Write an OPINION TEXT about what you think of

2 Write a Rough Draft

q how our society values material wealth

e Examine the models on the next page to help you

OR q people who try too hard to make themselves irresistible

e Don’t worry about spelling for now. structure your text.

3 Revise and Edit Your Text

e Use resources to ensure your grammar, spelling and punctuation are accurate.

e Verify that you have clearly expressed your ideas and

Glossary gave in: agreed to; accepted wealth: riches; affluence

remained on topic.

e Share your text with another student and exchange feedback.

4 Write the Final Draft

20 > Chapter 1 • Start Writing • All That Glitters …

TEXT-TYPE

Models

Choice #1

Choice #2

PERSONAL STORY

OPINION TEXT

(TITLE) Give your story a title that reflects its overall idea.

• My Unforgettable …

• The Day I …

• The Experience of …

• My Moment of …

(TITLE) Give your text a title that catches the reader’s attention.

• The Most Incredible …

• The Greatest Lie …

• Everyone Should Think About …

• Not All Important Things …

(INTRODUCTION) Introduce yourself and all other pertinent people in your story.

• A few years ago, I was with …

• My life lesson came when …

• I was once faced with …

• When I was much younger …

(INTRODUCTION) State your opinion in the very first paragraph.

• There is no doubt in my mind that …

• I have often thought about …

• I can honestly say that …

• Most people disagree when I say that …

(BODY) Elaborate on the events and the role you played.

• When I was least expecting …

• I knew I was about to experience …

• I woke up in the morning, thinking …

• I couldn’t believe they …

(BODY) Support your opinion by giving details and examples.

• I know this because …

• Most of the time, people understand that …

• I think everyone will agree when I say …

• Who could ever believe that …

(CONCLUSION) Explain how things ended and what lesson was learned, if any.

• After all that, I realized that …

• I don’t think anything valuable was …

• I learned that temptation sometimes …

• Everybody involved understood that …

(CONCLUSION) Reiterate your opinion and end with a strong statement.

• This is precisely why I …

• I think I made my point clear when …

• That is why I believe that …

• If more people thought like that, we …

21

End Project

c 1•2•3

All That Glitters …

Choice #1 Conduct a survey using the guiding question “What do you value most?” and present your results and conclusions to the class in the form of a slide show (Powerpoint or other) presentation.

e Ask as many people as possible (at least 50) the guiding question and take note of their answers and their age group (under 20 years old, 21 to 40, 41 to 60, 61 and over).

e Compile your subjects’ answers and analyze the data by answering the following questions:

Did most people give a tangible object or something intangible as an answer?

How many answers can you put a price on?

What was the most common/popular answer? Why do you think it was?

Choice #2 Do some research on one of the following objects of value and give a slide show (Powerpoint or other) presentation to your class on your findings.

1.

4. saffron

2.

7. argan oil

5. petrol

3.

8.

macadamia nuts 6.

diamonds

meteorites

platinum 9.

uranium

comic books

e Your presentation should address any

important points you discover as well as the following questions.

How is the object used?

What was the most original/unique answer?

Who started using/exploiting/producing it?

What is the link or pattern between peoples’ answers and their age group?

Why is it considered so valuable?

What can you conclude from your results?

What surprised you most about your findings?

e Present your data and conclusions to the

class in the form of a slide show containing relevant charts and graphs.

When did this object gain recognized value?

Has it ever lost its value? Why? What surprised you most about your findings?

What do you think will become of it in the future? Why?

e Don’t forget to include lots of pertinent

images in your slide show and be sure to cite all of your online and hard-copy sources.

22 > Chapter 1 • End Project • All That Glitters …

RA READING CHAPTER 1 • EXT Group: Name:

Smells Great!

e important od is probably mor will read go g lin el sm d an looking text, you The importance of pulation than to any other. In the boys. As you might r po fo nt ys ce ra sp to the adoles ly think about body hers. al re rls gi en te t r than ot about wha ts are more popula expect, some scen

Before Reading ac ti vi ty

1

agers do e What do teen

le?

to seem irresistib

us question. ers to the previo sw an ur yo s us sc your team p, di e In a small grou ehensive list of the best answers from the rest ers from Write a compr swers to the answ an s p’ ou gr ur yo and compare of the class.

While Reading ac ti vi ty

2

e text.

ve to be key in th

u belie light the words yo gh hi g, in ad re le e Whi XX and, ding Tip on page ea R e th to er ef gin e R notes in the mar if necessary, take beside the text.

23

notes

irls Want G Boys to Tone Down the Body Spray

By Carolin Vesely, Winnipeg Free Press

5

Like many of her peers, Amanda McNeil, 19, spent much of her early teens walking around with her head in a cloud. As usual, boys were to blame. The beautiful brunette with icy blue eyes wrinkles her nose as she recalls those days in the hallways at Winnipeg’s Hedges Middle School. “At first you think it’s kind of nice, but after a while, it becomes really heavy and cloying,” says McNeil. “These 13-year-old boys, they get their first scent and they bathe themselves in it.”

History seems to be repeating itself, as McNeil’s little sister Janel, who enters Grade 8 this fall, says she has already “walked through the Axe clouds.” It turns out those masculinity-in-a-can ads are right about one thing: Certain scents can drive girls crazy—especially if the word “moderation” is missing from the wearer’s vocabulary.

“I like guys who smell good, but if they use too much, you don’t want to be around them,” says Lindsay Waedt, 18, who recently graduated.

Katie Desautels, also 18, agrees: “Cologne smells different on different guys, because of their natural scent. But if they use too much, it covers up their natural scent.”

24 > Chapter 1 • Extra Reading • All That Glitters …

notes

How much is too much?

“One spray, not five,” says Alisha Keller, 14, who is going into Grade 9.

“They think if it’s really strong, it’ll attract girls more.”

“It should just be ‘spray and walk through,’ “ adds Tamara Scibberras, 18.

Clayton Nicoles, who is going into Grade 10, admits his application method is a little more liberal than that.

“I usually just do an X across my front, usually after skateboarding, because I’ll smell all sweaty,” says Nicoles, 15, who has been using Axe (usually chocolate) for about a year.

Most of the popular body sprays on the market are deodorants, but they’re not antiperspirants—so they’ll cover up the stink, but they won’t stop you from sweating. Critics complain they’re too often used as a substitute for regular bathing and regular hygiene.

“They pile it on after phys-ed,” says one Winnipeg teacher of grades 7 and 8 about the “never-ending battle” to get boys to tone it down.

“I remember when Axe first came on the market; they all had to have it.

But I think it was more of a trend three or four years ago. It seems to have kind of worn off.”

Not according to the men’s grooming industry, which last year pulled in $1.6 billion in total sales in Canada alone, according to a recent article in Maclean’s magazine. “The men’s-care market is now growing at the same rate as its female counterpart,” the article states.

Speaking of female counterparts, aren’t they the real motivation behind all this spraying?

“Sometimes,” Nicoles admits. “And sometimes you just don’t want people to think you have bad hygiene.”

Colton Bebeau, 13, who uses “a bunch” of sprays, but prefers chocolate Axe, believes that if you smell really bad, it’s not going to attract girls.

OK, so what does attract girls? (In the under-$10 category, we mean.)

We asked four teen girls to do a blind smell test of five popular body sprays, and to rate them out of five.

Glossary peers: people of similar age or status wrinkles: gestures in a way to express disgust recalls: remembers cloying: excessive and unpleasant wearer: the person wearing the scent sweaty: of sweat or perspiration stink: bad smell tone it down: use much less trend: a fashion or style worn off: no longer effective

25

notes

Glossary trigger: the “button” you press on a spray bottle unmanly: not very masculine BO: Body Odour

Before you push the trigger, dude, check out what they had to say.

Adidas Deep Energy deo body spray

Old Spice Pure Sport body spray

Janel: “Definitely smells like deodorant—like a no-name brand.”

(3)

Janel: “Smells lemony. It’s pretty good.” (3) Victoria: “This smells like Irish Spring soap—nice and clean, but more like deodorant than cologne.” (3) Katie: “Smells a little fruity. I’d let my boyfriend wear this.” (3) Lindsay: “Smells like dish soap. It’s kind of girly, so I guess an unmanly man could wear this.” (2.5)

26 > Chapter 1 • Extra Reading • All That Glitters …

Victoria: “There’s something flowery added to it. I like it.” (3.5) Lindsay: “Smells like shaving cream.

It’s not bad. It’s better than BO, I guess.” (3) Katie: “It’s kind of strong. If you’re sitting in a restaurant smelling this, not good.” (2.5)

notes

Axe “the irresistible scent of chocolate” deodorant body spray Janel: “That’s chocolate Axe. Almost all the guys in my school wear this. The halls reek of it.

It’s too strong. It smells like the chocolate you get at Dollarama.”

(0) Victoria: “This is a boy smell. It’s pleasant, but it’s really strong and there’s something vinegary there.

Reminds me of Axe.” (1) Lindsay: “Ooh, this one smells good. It’s like vanilla, reminds me of baked stuff.” (4.5) Katie: “Not bad. I like it. A good summer scent, for sure.” (4)

The way to spray Ari Driver, owner of Perfume Paradise, offers this rule of thumb for the application of any scent— cheap aerosol or otherwise: “If you can smell it on yourself, you’ve got too much on.”

Driver reminds fans of body sprays that they are mostly alcohol.

“There’s no botanicals in them at all,” she says.

So forget that old tip about applying scent to your pulse points.

That really only applies to pure perfumes.

Glossary reek: stink; smell very bad reminds me: makes me remember rule of thumb: fundamental rule otherwise: other way

When it comes to drugstore body sprays, Driver says a little on the chest should suffice.

Better yet, raise your arm over your head and spray a bit down your back.

“Your body heat will amplify the fragrance,” says Driver. “And it softens it a bit if you use it on your back.

“Everybody’s nose is at the level of your neck, so if you wear scent at a lower level on your body, you won’t be in everybody’s face.” © Copyright (c) Postmedia News

27

Name:

Group:

After Reading activity

3

e Answer the following questions about the text.

1. What general advice concerning body spray does the article give to teen boys?

You may use your own words to answer this question.

2. What would Amanda McNeil often think about during her early teens?

3. What adjectives does Amanda use to describe the scent of body spray in her high school hallways?

4. Why can certain scents “drive girls crazy” (line XX)?

5. Alisha Keller believes that if a scent is really strong, it’ll attract more girls.

TRUE

FALSE

6. When does Clayton Nicoles habitually apply body spray?

7. What regular activities do many teens replace with body spray?

8. The Winnipeg teacher of grades 7 and 8 teacher believes that body spray for boys is becoming:

MORE popular

LESS popular

28 > Chapter 1 • Extra Reading • All That Glitters …

9. Highlight the two reasons Clayton Nicoles gives for using body spray. a) it’s

cheap

d)

it attracts girls

b)

it’s obligatory at his school

e)

it makes him feel rich

c)

it has healing properties

f)

it hides bad hygiene

10. Do you believe that body sprays should be banned in school? Why?

activity

4

e Circle the letter corresponding to the image that best represents

the advice on which body part is ideal to spray when using scents. a)

b)

c)

29

CH APT ER OVERVIE W

GET CONNECTED

CHAPTER

4

starting point. .......................................... 80 Viewing Time Connection Lost............................................. 82

Reading Time

Are Teens Too Connected?.............................. 84

Talk On...................................................... 89 Listening Time Very Close..................................................... 90

Start Writing............................................ 92 Reading Time I Know What You Said..................................... 94

End Project................................................ 98 EXTRA READING

We Are All Connected.................................... 99

HOW AND WHY DO PEOPLE CONNECT?

How About This In this modern age, it is easier than ever for people around the world to connect. Personal digital devices and social networks give us the freedom and flexibility to connect with others almost anywhere, at any time.

• What are the advantages and disadvantages of being constantly connected?

• Do teenagers spend too much time texting?

Are they too connected?

• How long can you go without using a communication device?

• Has communication technology made it easier or harder to make friends?

• Do you think it is possible to contact anybody anywhere, even someone famous? e Think about these questions and discuss your answers.

Notes:

Starting Point

task 1 c

1•2•3

Name:

Group:

I Do That a Lot 1

activity

e Complete the following graphic organizer on the methods you use to connect and communicate with others.

Methods

How many hours per week do you

When do you usually

Do you think you spend too much time doing this?

1. physically hang out with friends (outside of school hours)

q YES

q NO

2. text message

q YES

q NO

3. talk on the phone

q YES

q NO

4. chat online / email / social network

q YES

q NO

5. video chat

q YES

q NO

activity

2

e Have you ever gotten into trouble doing any of the above? Why?

e Which one of the five methods do you think is the most beneficial to social relationships? Why?

e Which one do you think is the most destructive to social relationships?

Why?

80 > Chapter 4 • Starting Point • Get Connected

Name:

activity

Group:

3

e Write G beside each method you think is a good way of connecting with someone new and B beside each method you think is bad.

1.

Follow the person secretly for a few days to see what her or his interests are. Then, initiate a conversation with this person, pretending you have the same interests.

2.

ind out this person’s email address and send this person a picture of yourself F with your likes and dislikes.

3.

et to know this person’s friends and tell them you are interested in meeting G and talking with her or him.

4.

Send the person an online request to be your friend on a social network.

5.

Write this person a poem and read it to her or him in front of her or his friends.

6.

Without saying a word, walk up and hand the person a note with your cellphone number and the words “Text me!” written beside it. Then, walk away.

7.

Walk right up to the person and tell the person a joke.

8.

Leave the person an anonymous letter in her or his locker, asking her or him to meet you somewhere.

9.

Mail the person a handwritten letter at home.

10.

Find a song that reminds you of this person and share it with her or him. activity

4

e Which of the above methods do you consider the best? Why?

e Which of the above methods do you consider the worst? Why?

e What other method can you suggest, that is not mentioned above?

Ouick c 1 Chat

• Share your answers to activities 3 and 4 with a partner or in a group.

Discuss the reasons for your answers and reach a consensus.

• Think about the time you first met someone important to you.

- How and where did you meet this person?

- Who initiated the contact?

Why? Share your experience with a partner or in a group. Decide who has the most interesting story.

• That’s a great way to connect with someone because …

• I once did something similar to …

• I think that’s a very bad idea because …

81

Viewing Time

task 2 c

1•2•3

Name:

Group:

Connection Lost In the video On Time, a young man shares his story of disconnection with a curio salesman. Afterwards, the young man decides to buy a very special briefcase from the salesman. Watch and see how the briefcase helps the young man make a new connection and forget his loss.

Before Viewing activity

1

e Match the following words or expressions from the video with their definitions. a. sample b. stock market

Glossary curio: a curious or strange object Viewing tip Pay attention to background music or sound effects as you view.

Here’s why: • Very often, the background music defines the tone of the scene: nervous, melancholic, humorous, etc.

• Sound effects often focus the viewer’s attention to sounds that are important to the story: a ticking watch, a ringing bell, etc.

• Scenes with no music or sound effects are just as important.

The lack of sounds focuses the viewer’s attention entirely on the dialogue and visuals.

c. racetrack d. it’s a shame

e. take purchase f. peek

g. getting the hang of h. boarding pass

1.

quick or brief look

2.

pass that lets you get on an airplane 6.

place where races are held

3.

an example or model

7.

financial market

4.

getting accustomed to

8.

it’s too bad

5.

own

While Viewing activity

2

e Highlight whether the following statements are true or false. Note that the young man is the first man who appears in the video. The salesman is the second man who appears.

1. The young man is looking at a picture of his children.

T

F

2. The salesman has a suitcase and a briefcase with him.

T

F

3. The salesman congratulates the young man.

T

F

4. They both speak English and German.

T

F

5. The men’s first names are Frank and Arthur.

T

F

6. The salesman discourages the young man from going to talk to the young lady with the hat.

T

F

7. The young man connects with the young lady with the hat. T

F

82 > Chapter 4 • Viewing Time • Get Connected

Name:

Group:

After Viewing activity

3

e Answer the following questions about the text. You may watch the video a second time.

1. Why did the salesman ask Arthur if he spoke English?

2. Arthur tells the salesman: “She said ‘no’.” What was the question?

3. What does the briefcase show its owner?

4. When the salesman first offered the briefcase to the young man, Arthur responded: “It’s too late, though.” Why was it too late for Arthur?

5. Who walked into the waiting area at the end?

6. Do you believe Arthur made the right decision by talking to the girl with the hat?

Why?

7. How do you think the salesman felt at the end? Why?

8. Why do you think the video is called “On Time”?

83

Reading Time

task 3 c

1•2•3

Name:

Group:

Are Teens Too Connected?

To stay connected, teens use a variety of tools, including social networks, smart phones and text messaging. Since the introduction of text messaging, critics have tried to identify its benefits and disadvantages. For many teens, texting is just a way to stay connected with friends and family. For others, it is a way of life.

Read on and decide for yourself if teenagers text too much and are too connected.

Ouick c 1 Chat

• Share your answers to Activity 1 with a partner and compile your best ones. Do you believe the positive aspects are more important than the negative? Why? Reach an agreement with your partner and find another team with an opposing point of view and debate them.

• Do you think teens are too connected? With a partner, discuss the reasons for your answers.

- If you disagree with your partner, debate your reasons and reach a consensus.

- If you agree with your partner, make a list of all of your common reasons.

• What about the fact that …

• These aspects are more important than …

• Teenagers spend way too much time …

Before Reading activity

1

e Make a list of all the positive and negative aspects of text messaging you can think of.

Positive aspects

Negative aspects

While Reading activity

2

e While reading, highlight the parts of the text you have questions about. e If necessary, refer back to the following Reading Tip.

Reading tip Take note of important questions you may have as you read.

Here’s how: • Use the space in the margin beside the text to write your questions.

• Write down any question you may have that you consider essential to understanding the text.

84 > Chapter 4 • Reading Time • Get Connected

• Limit your questions to three or four per page of text.

• At the end, answer the questions you wrote with what you learned from the text or by using other resources.

notes

BY JOANNE LAUCIUS, Postmedia News, August 7, 2010

I’m no Trekkie, but youthful devotion to text messaging reminds me of the Borg, an alien race organized as a collective. Its reason for existence is to devour all intelligent life in the galaxy. Everyone must be assimilated into the hive.

Resistance is futile.

5

Interconnectedness is good, of course.

Longevity experts, for example, point out that people whose lives are interconnected tend to live longer. Being connected to others keeps you healthy because you are active and needed.

10

But connectedness requires face-to-face interaction. Like other social media, text messaging allows an increase in the volume of connectedness, not the quality.

Teens consider text messages such an indispensable social tool that they message their friends more often than they speak in person, according to a recent report from the Pew Institute, a U.S. polling organization.

15

A typical teen sends about 50 texts a day—about 30 daily texts for boys and 80 for girls, said the survey of 800 teens. Almost a third said they sent more than 100 texts a day. While many schools ban texting, more than half of the respondents said they managed to sneak a text message during class time.

The text-messaging boom has some adults more than a little concerned.

20

While cellphones are supposed to help parents keep track of their kids, parents and teachers have noted that texting allows teens to negotiate issues like extending curfews and assignment deadlines without having to argue the case in a face-to-face or even voice-to-voice conversation with a difficult adult.

Grammar Point Look at the words in orange in the text.

What kind of words are they?

To learn more, see pages XX-XX.

Glossary Trekkie: a fan of the science fiction TV series Star Trek hive: a colony (usually of bees or wasps) longevity: length of life allows: permits ban: prohibit; not permit sneak: do something that nobody else sees curfews: time set to be home or in bed

85

notes

25

Some teachers, addressing the Pew survey on text messaging, said they fear kids are becoming socially maladjusted. Others suggested the need for a new definition of well-adjusted—one that doesn’t demand face-to-face conversation.

Or maybe we need a new definition of “friend.” One that encompasses the Facebook definition.

Note to kids: A “friend” is someone who will patiently pat your shoulder and hand you Kleenex when your relationship disintegrates / your dog dies / you flunk out and your hopes for the future go up in flames. Friends are not the hundreds of people on your Facebook page who “follow” you because it allows them to revel in the details of your disintegrating 35 relationship / dead dog / flunking out. This kind of friendship is more accurately called schadenfreude, a handy German word that means “pleasure in the misfortunes of others.”

30

“Textpert” Drew Olanoff, who designs texting applications for a U.S. company called textPlus, suggests adults should chill out.

40

Glossary flunk out: fail revel: take pleasure misfortunes: bad luck chill out: calm down; relax novelty: joy in doing something new

45

People donated millions of dollars via texting to help Haiti’s earthquake victims, for example. Schools and universities use texting alert systems to remind students about homework assignments and study group sessions and alert them to campus emergencies, Olanoff points out.

Despite repeated predictions that texting will disappear as more sophisti­ cated technologies evolve, its use will continue to grow, he predicts. Teens like texting because it is “less formal” than e-mails and “more personal” than Facebook or Twitter.

The most heavy text message users are those between the ages of 13 and 17, says Olanoff. As teens get older, they get more selective about their texting use.

50

“Once the novelty of constant texting diminishes, they’ll slow down,” he says. “You evolve, you get older.”

For parents of over-enthusiastic texters, Olanoff suggests setting parameters, not banning texting. Texting is great, but not while you’re in church, at school or at the dinner table at Grandma’s.

55

60

Olanoff estimates he gets 50 to 60 texts a day. While he has 5,000 people on his directory, he routinely texts only five people a day—his mother and his four closest friends.

There’s hope for us yet. © Copyright (c) Postmedia News

86 > Chapter 4 • Reading Time • Get Connected

Name:

Group:

After Reading activity

3

e Answer the following questions about the text.

1. Why is interconnectedness good?

2. Explain what the author means by “… text messaging allows an increase in the volume of connectedness, not the quality.”

3. Do you think it is better for a teenager to negotiate with a parent/teacher face to face or by text messaging? Why?

4. Highlight the two answers that best explain the difference between a real friend and a Facebook friend. a)

A Facebook friend might kill your dog.

b)

A real friend will console you when you fail.

c)

A Facebook friend will often call you and ask how you’re feeling.

d)

A real friend will laugh at your misery.

e)

A Facebook friend might laugh at your misery.

f)

A real friend will worsen your disintegrating relationship.

5. According to Olanoff, what are some of the more positive social uses of text messaging?

87

Name:

activity

Group:

4

e Highlight the five answers confirmed in the text.

Possible benefits of being constantly connected

Possible disadvantages of being constantly connected

You may live longer.

Your intelligence suffers.

People like you more.

Kids may become socially maladjusted.

You are guaranteed a job.

Criminals can easily hack your account(s).

You can win more contests.

People can take pleasure in your bad luck.

You can easily donate to charities.

You are more likely to be late for appointments.

You look incredibly cool.

You neglect personal hygiene.

You can stay updated with important news. Various body muscles may get damaged.

activity

5

e Your best friend’s parents have asked for your help. They believe

she spends way too much time texting and they can’t convince her to change that habit. Write your best friend a text message telling her what you think she should do and why.

88 > Chapter 4 • Reading Time • Get Connected

task 4 c

1•2•3

Name:

Group:

Make Contact To Help You Interact

e • The best thing for her to do is …

• I agree, but if he does that, e he will …

• What if the consequence is … e • She should definitely … e

Glossary dared: challenged someone’s courage mainframe: primary or most important computer system Talking tip Bring new ideas to the conversation.

Here’s how: • Share personal experiences that differ from other students’ experiences.

• Ask your teammates original and pertinent questions.

• Play devil’s advocate: when discussing a topic, take a position most people avoid.

To Help You Interact

activity

1

Read the four scenarios below and decide what you think each teenager should do.

Think about the consequences of your suggested actions.

Discuss your opinions with a partner or in a group.

After discussing each other’s ideas, reach a consensus on what each teenager should do.

Tom is a teen paparazzo.

One day he was snapping some shots of the Prime Minister at the airport, and he saw the PM drop his smart phone. Nobody else noticed. By the time Tom picked it up, the PM was gone. Tom quickly took it and put it in his pocket. s Carl is a computer geniu out ab st de mo but he is very his l, oo sch er aft it. One day, him best friend Lucas dared l’s oo sch ir the o int to hack mainframe. Carl refused d. at first, but finally agree all d sse He and Lucas acce of the school’s files.

activity

During a video-ch at for English class, Li project sa spoke and worked with a student living in a city two ho away. They quickly urs became friends and within a week he invited her to hi s house to meet his parent s.

Mira, a shy and quiet tee n, posted a video of herse lf online singing an origin al song and playing the gu itar.

Within a week, she had over 15 million hits and had received offers from agen ts, managers and record companies from around the world.

2

e Number the following developments in telecommunications

according to how important you think they are. Use number 1 for the most important and continue down to number 8 for the least important.

s mart phones

s atellites the telegraph social networks the Internet telephones two-way radio video chatting

• I don’t think that one is the most/least important because …

• This invention is essential to … e With a partner or in a group, come to a consensus about which • Without it, I don’t know what … of the above inventions is the most important.

89

Listening Time

task 5 c

1•2•3

Name:

Group:

Very Close In Have We Met Before?, Nadine asks her friend Sama to wait with her after school at the cafeteria. Nadine is finally going to meet her online crush. She has never connected so deeply with anyone before. Their first meeting promises to be unforgettable!

Before Listening 1

activity

e You will hear the words in the Word Bank in the audio. Associate each word with its appropriate definition.

aspirations noisy superficial spying poking likely

loud; filled with sounds

probable; expected

life objectives, ambitions or desires

extending; sticking out

observing without being seen or noticed

phoney or shallow

While Listening activity

2

e Highlight the three elements Superman22 and TeenQueen4life have in common.

Listening tip Effectively prepare for a listening activity.

Here’s how: • Read all of the instructions and questions before listening to the audio.

• Predict some answers you consider obvious.

• Use resources to find the meaning to words or expressions you don’t understand.

they have the same sense of humour

they watch the same TV shows

they both like pink

they like the same sports team

they go to the same school

they are the same age

they are both afraid of dogs

they have loud neighbours

After Listening activity

3

e Why did Sama and Jonathan explode in laughter at the end?

90 > Chapter 4 • Listening Time • Get Connected

Name:

activity

Group:

4

e Answer the following questions about the text. You may listen to the audio a second time.

1. How long were Nadine and Superman22 chatting online before meeting?

2. Give three subjects the two teens chatted about online.

3. Why didn’t Nadine know what Superman22 looked like before meeting him?

4. How is Superman22 supposed to recognize Nadine?

5. Why did Nadine decide to meet Superman22 in that isolated corner of the cafeteria?

6. Where did Robert and Jonathan tell the girls they were going?

7. What is covering Robert’s eyes?

8. Did you ever meet anyone online that you connected with? If yes, describe how you met and connected. If no, why not?

91

task 6 c

1•2•3

Connection Found!

e Choose one of the text types below and check off the topic you will write about.

Choice #1 Write a LETTER or EMAIL to q a real, living celebrity, explaining why you think she/he should add you to their “friends” list

OR q someone you feel very connected to, explaining why you feel this connection

Choice #2

Writing

esearch ideas, opinions and facts tip R before writing.

Here’s how: • Use popular resources to support or refute an idea or opinion you will develop.

• Find and confirm facts you will mention. Be sure to use reliable sources.

• Note all your sources and refer to them, if necessary.

Four Steps to Producing a Text 1 Plan Your Text

e Brainstorm ideas for both choices.

e Decide which text type to go with, based on the number and level of interest of your ideas.

Write an ARTICLE for your school’s online newspaper about

e Keep the “connection” theme in mind as you plan.

q the pros and cons of social networks

2 Write a Rough Draft

OR

e Examine the models on the next page to help you

q privacy and security when texting or surfing online

e Write an outline.

e Don’t worry about spelling for now. structure your text.

e Keep chronology in mind as you elaborate your text.

3 Revise and Edit Your Text

e Use resources to ensure your grammar, spelling and punctuation are accurate.

Grammar Point Take this writing opportunity to practise using adverbs.

To learn more about adverbs, see pages XX-YY

e Verify how your text flows and how well your ideas follow one another.

e Share your text with another student and exchange feedback.

e If necessary, double-check any facts or statistics you mention.

4 Write the Final Draft

92 > Chapter 4 • Start Writing • Get Connected

TEXT-TYPE

Models

Choice #1

Choice #2

LETTER or EMAIL

ONLINE NEWSPAPER ARTICLE

(DATE) Begin by accurately writing out the full date.

• Monday, February 28, 20XX • Friday, June 23, 20XX

(TITLE) Give your text a title that catches the reader’s attention.

• The Evils of …

• When You Least Expect …

• We Should All …

• Don’t Get Fooled Into …

(SUBJECT LINE) Include a very brief description of what the letter or email is about.

• Subject: Humble Request • Subject: Gratitude for Friendship (SALUTATION) Address the person you are sending the letter or email to.

• Dear Mr. Picard, • Hello Dr. Crusher, • Greetings Ms. Troy, (INTRODUCTION) Make your point and state the reason for your letter or email.

• I am writing you because …

• I have known you since …

(DEVELOPMENT) Give support to what you wrote in the introduction.

• I feel this way because …

• Let me explain why I …

(CONCLUSION) Reiterate the reason for your letter or email and thank the person for her/his time.

• Once again, please consider …

• Thank you so much for …

(INTRODUCTION) Clearly state the subject you will be discussing and your opinion on it in the first paragraph.

• Most of us use or know about …

• Do you feel safe when you …

• I think we need to …

• It’s important to consider …

(DEVELOPMENT) Support your opinion by citing examples and facts.

• The Government of Canada says that …

• Three out of every four people …

• The majority of students in my class …

• I have seen this for myself.

(CONCLUSION) State the subject and your opinion again and end with a strong statement or thoughtful question.

• The time has come to …

• This cannot go on for another …

• How much further will they …

• Can the world afford such a …

(CLOSE) • Regards, • Respectfully,

(YOUR NAME AND LOCATION) • Victoria Ramny, Drummondville • Louisa Jouanne, Saint-Laurent

93

Reading Time

task 7 c

1•2•3

Name:

Group:

I Know What You Said In Tracking Pulse of Online Habits, you will read about how computer software can collect information from “connected” teenagers. Is someone spying on you when you are connected?

Are you sure?

Before Reading activity

1

e Who do you believe is using software to read messages teens text one another?

1. parents

5. teenagers

2. school administrators

6. movie studios

3. marketing companies

7. criminals

4. national security agents

8. politicians

e Share your answers with a partner and discuss the reasons for your choices. activity

2

e What chat terms or expressions (“Weblish”) do you know or commonly

use, and what do they stand for? For example, LOL = laughing out loud.

Write them down below. Avoid using vulgarities.

While Reading activity

3

e While reading, highlight the parts of the text you have questions about. e Refer to the Reading Tip on page XX and, if necessary, take notes in the margin beside the text.

94 > Chapter 4 • Reading Time • Get Connected

notes

Tracking Pulse of Online Habits

By Shannon Proudfoot, Canwest News Service

It’s a marketer’s dream and a teen’s worst nightmare.

5

Pulse is a new software engine that searches through blogs, forums and instant messages to eavesdrop on teen conversations online, providing marketers, movie studios and even politicians with detailed, instant information about their products and competitors.

“Because we’re tracking it in real-time, we pick up on the trends the kids are talking about,” said Jeffrey Greene, CEO of parent company Echometrix.

10

15

The company, based on Long Island in New York State, started FamilySafe, an Internet security program that monitored and analyzed everything a child did online and sent his or her parents a text message alert about anything alarming, Greene said.

Pulse launched June 29, and while other companies do similar social media monitoring, it claims to be the first real-time web tool focused on a teen audience. Pulse listens in on 180 teen blogs and forums, Greene said, as well as the instant message conversations of about 150,000 teens—including some Canadians—whose parents have installed the company’s FamilySafe software.

“We never know who’s talking,” he said. “We don’t even know their e-mail addresses, so everybody is anonymous, except that we know from those who care to tell us whether they’re male or female and what their ages are.”

20

Services like Pulse are in huge demand because they offer nearly instant feedback in a rapidly changing media environment, Greene said, and f­ ly-onthe-wall results are much more accurate than traditional market research.

“Teens are so clever that people who attempt to do research in the teen marketplace often tell us that teens ‘game the system,’” he said. “When 25 teens participate in an online poll or a focus group, they know or think they know what answer we want to hear, so that’s the answer they give.”

30

The company said Pulse predicted Kris Allen’s surprise American Idol victory before the results were announced in May. Teens talk about iPods 13 times more than the Zune MP3 player, the program reveals, and the iPhone gets four times more buzz than the BlackBerry.

Grammar Point Look at the words in orange in the text.

What kind of words are they?

To learn more, see pages XX-XX.

Glossary nightmare: bad dream eavesdrop: listen without being noticed CEO: chief executive officer launched: took off or got started huge: very big; enormus fly-on-the-wall: inconspicuous or unnoticeable point of observation clever: smart buzz: popular discussions

95

notes

They were surprised by the variety of teen conversations, Greene said, with discussions of job losses, food stamps and health care sharing screen time with Xbox and Michael Jackson.

“They’re far more sophisticated than we give them credit for,” he said.

35

Glossary backfire: have an opposite effect end up: finish off; conclude

Sarah Thuswaldner, a 17-year-old student in Ottawa, said she can see why marketers would think it is a good idea, but it could easily backfire.

Some young people expose too much online, she said, but anyone would avoid a website they knew was being monitored by software like this.

“No one wants to be spied on, and no one is going to trust a company that 40 they think is spying on them,” she said.

45

What’s more, Thuswaldner said, marketing executives would be making a big mistake to take online chatter too seriously. The Internet is a place of “throwaway opinions” and extreme points of view, she said, and anyone who believes all of the catchphrases, inside jokes and strange interests that live there would end up with bizarre results.

“I can imagine a marketer, who at 50-something has no idea how a teenager thinks, saying, ‘This is really interesting! We should take this into consideration,’ and the rest of the world going, ‘What is this?!’” she said. © Copyright (c) The Montreal Gazette

FACTBOX

With a database of more than 132 million teen conversations, Echometrix has developed a 29,000-item dictionary of “Weblish” terms unique to electronic teen communication:

BIO Going for a bio break (washroom break).

BAK Back at keyboard.

DIKU? Do I know you?

H&K/HAK Hugs and kisses.

LTHTT Laughing too hard to type.

MEGO My eyes glaze over.

MOTOS Member of the opposite sex.

NFW No friggin’ way!

NHOH Never heard of him/her.

OO Over and out (end of communication).

PDS Please don’t shout.

SCNR Sorry, could not resist.

SWIM See what I mean?

TINWIS That is not what I said.

WOTAM Waste of time and money.

WTGP Want to go private?

YGLT You’re gonna love this.

96 > Chapter 4 • Reading Time • Get Connected

Name:

Group:

After Reading activity

3

e Compare the list of “Weblish” terms from the text (page XX) to the list

you gave in the Before Reading Activity 2 (page YY). Are your answers mostly similar or different? Will you start using any of the new terms you just learned? Why?

activity

4

e Answer the following questions about the text.

1. This text is mostly about a)

a method marketers use to “spy” on teens

b)

the risks involved in exposing too much personal information online

c)

teenagers who are too connected

d)

commonly used text message expressions

2. What personal information does the FamilySafe software ask its users, even if they are not required to answer?

3. Why do you think “fly-on-the-wall” results are much more accurate than traditional market research”?

4. Give three of the eight topics teens write about in their messages.

5. Thuswaldner believes the information marketers collect from teens online is genuine and useful.

TRUE

Ouick c 1 Chat

With a partner or in a group, discuss whether you agree or disagree with the following statements: • Teenagers give too much personal information online.

• The “Pulse” software flagrantly invades its users’ privacy.

• I don’t mind if someone spies on my private conversations, as long as I remain anonymous.

• Marketers will never truly understand teen trends.

• Teenagers are very …

• I think they represent most …

• That’s not really …

• My private conversations have to be …

• Teenagers influence trends by …

• A teenager can spend up to …

FALSE

97

End Project

c 1•2•3

Get Connected Choice #1

Choice #2

Produce an awareness campaign about some of the risks/dangers/ pitfalls of technology.

Choose one of the following scenarios and produce a video or live play about it.

1. A student gets caught texting during an exam.

e An awareness campaign may include

2. A teen loses her/his smart phone and goes to extremes to get it back.

some or all of the following elements: posters with key information

3. A teen experiences the ultimate embarrassment when her/his cellphone rings during …

an informative presentation (Powerpoint or other) informational pamphlets

4. Two people meet and connect online in the strangest way.

an information kiosk, where people may ask questions

5. A teen unexpectedly makes contact with …

a public service video (ad)

6. Come up with another/your own idea (about connected teens).

audio, video or live testimonials

e You may discuss one or several of the following points:

1. texting or talking on the phone while driving

4. information theft

2. long-term risks of talking too long on cellphones

5. financial costs of being connected 24/7 and owning all the latest gadgets

3. physical/social problems that arise from being “connected” or online for too long

6. other:

e Write a script and cast actors.

e Give the actors some time to learn their lines, and then hold a few rehearsals.

e If you are making a video:

e Be objective: include as many facts as you can and limit your opinions.

98 > Chapter 4 • End Project • Get Connected

Edit the video. This may include: cutting scenes adding narration changing the order of scenes adding credits adding music

e Collect information for your campaign

from reliable websites (StatCan, .edu, .gov, etc.). Be sure to include pertinent statistics and numbers and cite the sources.

Decide on the location(s) and begin filming.

adding effects Keep a backup copy of your video in at least one other location and be sure your files are compatible with your school’s video software before the viewing date.

NOTE

Refer to the Production Process on page XX for tips on how to produce a media text.

notes

RA READING CHAPTER 4 • EXT Group: Name:

d e t c e n n o C ll A e r We A

c 1•2•3

on this planet lieve that everyone holds true, be le op pe e m so ry w will read about ho people. If this theo m the Queen In Six Degrees, you ted through a chain of about six fro anyone you want, ec is somehow conn ssible for you to send a message to it means that it is po ptain of the Montreal Canadiens! ca of England to the of how it works: er of Canada.

Here’s an example to the Prime Minist ge sa es m a nd se to and I want The Prime Minister I live in Hong Kong receives the message. usin my co o t t i I send Toronto. in

t to nds i in e s e H ster his si RCMP. the

er ds it to h She sen Ottawa. friend in

it to her She sends nows k boss, who s. n ia c ti li po

He sends it to his contact in Parliament.

it She sends e m ri P e th to s r’ Ministe assistant.

Before Reading 1

u send et, who would yo an pl e th on y od yb will six other people nd a message to an e If you could se ould it say? Keep in mind that five or it to and what w its destination. before it reaches ge sa es m ur yo read ac ti vi ty

Dear

Sincerely,

While Reading 2

about. u have questions yo xt te e th of s argin highlight the part ke notes in the m ta y, ar e While reading, ss ce ne if ge XX and, eading Tip on pa e Refer to the R . beside the text ac ti vi ty

99

notes

Six Degrees by skew bidoo

5

Glossary related: connected by family claims: states; says attempted: tried recipient: person who receives something conducted: organized and took part in acquainted: familiar; known

10

15

20

25

30

100 > Chapter 4 • Extra Reading • Get Connected

Do you know someone who’s related to someone who’s connected to someone who works with someone who’s best friends with a world-famous musician? The Six Degrees of Separation theory claims that connections like these are very probable. If this theory holds true, then the world might very well be a lot smaller than we had originally imagined.

About 50 years ago, a social psychologist named Stanley Milgram attempted an experiment.

He wanted to see how many human connections it would take for an important document to reach a specific recipient the sender did not know personally. At the time, the only way to send letters across the country was by post, so Milgram had to physically mail each document.

The vast majority of the documents never reached their final destination. The very few that did, though, required a chain of between five and seven people to make it. Professor of psychology Judith Kleinfeld does not believe that is convincing enough to validate the theory.

She thinks the Six Degrees theory is popular because people desire security and familiarity and that’s precisely what the theory offers. It makes us feel good to believe that billions of people are all somehow connected.

In the past fifty years, others have tried to replicate Milgram’s experiment and results, using more modern methods. In 2001, Duncan Watts, a research scientist and sociology professor, conducted the Small World Project. In the experiment, participants had to send an email to a target they were not acquainted with. Once

notes 35

40

45

50

55

60

65

70

again, as with the Milgram experi­ ment, most messages never reached their target. The problem with Watts’ participants was motivation.

The original participants were definitely interested in completing the experiment, but the people they sent the emails to were not as motivated. This was the main reason why the majority of human chains were never completed. For the few that did succeed in reaching their destination, the average number of people it took was, you guessed it, six!

As technology continues to evolve, the Six Degrees theory seems to be gaining more and more validity.

In June 2007, Jure Leskovec and Eric Horvitz published a study for Microsoft, analyzing the connect­ edness of Microsoft’s Instant Messenger users. They analyzed over 30 billion conversa­tions of 240 million Instant Messenger users in one month, and found that they were all connected by a chain of, surprise surprise, six people.

In November of that same year, author Steve Jackson wanted to ­­ “unscientifically” experiment with the Six Degrees theory online and see how far it goes. He created a group on Facebook called Six Degrees of Separation, asked all his friends to join, and asked them to ask all their friends, and so on. After a week, his 20 friends had become 30,000 and two weeks after that, he had over two million. This may not

75

80

85

90

95

100

105

110

necessarily confirm that chains of six people can connect everyone on earth; however, it definitely proves that technology has made it possible to connect with a huge number of people in very little time. Jackson points out that what is important is the connection, not how many people it takes: “As progress marches on, the world gets smaller. That’s inevitable. Whether we’re separated by six degrees or ten degrees or one degree isn’t important. What is important is the idea that we are connected.”

Technology may have even reduced the chain from six to three, according to the British cellphone service provider O2. Their study found that people with common interests or social groups can connect through chains of three acquaintances. This means that, even as the world population increases, the time and people required to complete the chain of connectedness decreases.

Jeff Rodrigues, a social-networking expert, believes that text messaging and social networks play a key role in reducing the six degrees of separation, particularly among teenagers. They are more connected to each other than ever before.

Glossary acquaintances: people you know increases: goes up in quantity required: needed decreases: opposite of increases shrink: make smaller

The Six Degrees of Separation theory seems to be standing the test of time, for now. We can only guess what the future holds. Will technology continue to shrink the world or will it create new social barriers? Only time will tell.

101

Name:

Group:

After Reading activity

3

e Answer the following questions about the text.

1. Highlight the correct statement about the Milgram experiment. a)

Ouick c 1 Chat

With a partner or in a group, discuss whether you agree or disagree with the following statements: • Receiving email from someone you don’t know is exciting and mysterious.

• If you know a lot of people, you are more likely to get what you want.

• The Internet will put an end to face-to-face relationships.

• It is better to have very few close friends than many acquaintances or contacts.

• I think that just because …

• I once got a message from …

• I don’t agree with what you said because …

• We need to consider …

• People want to socialize by …

• It’s very important to know …

Most documents successfully reached their final recipient.

Very few documents successfully reached their final recipient.

b)

c)

Most participants worked for the post office.

d) No

one doubts it.

2. What three similarities do the Milgram and Watts experiments share? a)

b)

c)

3. Why did most emails in the Watts experiment never reach their target?

4. What did Jackson’s experiment confirm?

5. Which one of the five experiments described in the text do you find supports the Six Degrees theory the least? Why? Milgram

Watts

Leskovec/Horvitz

Jackson

O2

6. Do you believe that the Six Degrees of Separation theory is valid? Why?

102 > Chapter 4 • Extra Reading • Get Connected

Grammar Study and Practice

section

2

CHAPTER 1

CHAPTER 3

CHAPTER 5

Point 1 VERBS: PAST . . . . . . . . . 164 A Simple Past Negative Form Interrogative Forms B Past Continuous Negative Form Interrogative Forms

Point 6 QUESTION WORDS . . . . . 00 Question Words How + Adverb/Adjective

Point 12 NOUNS: COUNTABLE AND UNCOUNTABLE . . . . . . . 00 A Countable and Uncountable Nouns B Countable and Uncountable Nouns with Quantifiers

Point 2 VERBS: PRESENT . . . . . . 171 A Simple Present Negative Form Interrogative Forms B Present Continuous Negative Form Interrogative Forms

CHAPTER 2 Point 3 VERBS: FUTURE . . . . . . . . 00 Future Forms Negative Forms Interrogative Forms Point 4 VERBS: Imperative . . . . 00 Imperative Negative Form

Point 7 CAPITALIZATION . . . . . . 00 Point 8 PUNCTUATION . . . . . . . . 00

CHAPTER 4 Point 9 ADJECTIVES . . . . . . . . . . 00 A Common Types of Adjectives B The Order of Adjectives

Point 13 MODALS . . . . . . . . . . . . 00 A Expressing Ability and Possibility B Expressing Permission and Obligation/Necessity C Expressing Suggestion/Advice and Habit

Point 10 PRONOUNS AND POSSESSIVE ADJECTIVES . . . . . . . . . 00 A Subject, Object and Possessive Pronouns B Possessive Adjectives and Pronouns

Point 14 CONJUNCTIONS . . . . . 00 A Coordinating Conjunctions B Subordinating Conjunctions

Point 11 ADVERBS . . . . . . . . . . . . 00 Adverbs

Point 15 PREPOSITIONS . . . . . . . 00 A Prepositions of Time B Prepositions of Place

CHAPTER 6

Point 16 CONDITIONS . . . . . . . . 00 Real Conditional

Point 5 SUBJECT-VERB AGREEMENT . . . . . . . . . . 00

163

Name:

Grammar Point 1a

Group:

The Simple Past Verbs in the simple past may u

express a completed action

For example: The officer waited for over three hours.

OR u describe a situation in the past or a past habit For example: They were frustrated.

Regular verbs in the simple past end in ed.

Irregular verbs in the simple past don’t respect a pattern. For a list of irregular verbs, consult pages xx-yy.

1 e

Rewrite the following verbs in the simple past. Circle “R” if the verb is regular or “I” if the verb is irregular.

1. respect

R I

6. send

R I

2. forget

R I

7. deliver

R I

3. give

R I

8. put

R I

4. walk

R I

9. close

R I

5. drink

R I

10. play

R I

2 e

Circle the incorrect form of the simple past in the following sentences, then rewrite it correctly in the space provided.

1. Jessica meeted with her fiancé to discuss the engagement ring.

2. When all the students leaved, she took out her smart phone.

3. Faranak tored the picture in two and threw it in the garbage.

4. Jimmy told Laurent that he really enjoyd his company.

5. All the friends I haved as a child moved to Saskatchewan.

6. The students all gotted together and supported their colleague.

7. Nazanin thinked about the teddy bear she cherished as a child.

8. Jean-Marc founded a very expensive watch on the bus.

9. I learned that poem by heart the first time I readed it.

10. Johnny and Mena breaked up because of her motorcycle.

164 > Grammar Point 1A • The Simple Past

Name:

Group:

Negative form All verbs in the simple past use the auxiliary did + not (or the contraction didn’t), followed by the base form of the verb, except for the verb to be.

Negative form Affirmative

Negative All Verbs

I You He She It We They

I You He She It We They

saw the exhibit.

did not / didn’t see the exhibit.

Verb “to be” I He She It You We They

1 e

was thrilled.

I He She It

was not / wasn’t thrilled.

were thrilled.

You We They

were not / weren’t thrilled.

Rewrite each of the following sentences in the negative form. Use the contracted form only where specified.

1. I put a stop to my online shopping.

2. Timothy and Matthew gave their mom a big hug.

3. Patricia held the diamond with two fingers. (contracted)

4. The thieves were fast enough to escape. (contracted)

5. Michael appreciated the gesture. (contracted)

6. Joshua was the best-dressed student.

7. My favourite song was released last year. (contracted)

165

Name:

Group:

Interrogative forms All verbs in the simple past use the auxiliary did and the base form of the verb, except for the verb to be.

Yes/no questions require a yes or no response.

Information questions require information as a response.

Interrogative forms All Verbs Information questions: Question word

Yes/no questions: Auxiliary “did”

Base form of verb

Subject

Rest of question

Did

you

open

the safe?

Did

she

sell

all her jewellery?

When

did

Kumar

become

so irresistible?

What

did

the bride

decide

to do next?

Verb “to be” Information questions: Question word

Yes/no questions: To be

Subject

Rest of question

Were

they

aware of their treasure?

Was

the sale

a one-time opportunity?

Where

was

Nathalie

this morning?

Who

was

the first

to arrive?

1 e

Rewrite each of the following sentences in the yes/no interrogative form.

1. James bought Elena a necklace last year.

2. Cora was the most admired chef in town.

3. The boy looked for his marbles everywhere.

4. Your speech made her cry.

2 e

Write an information question about the underlined part of each sentence.

1. He closed the box gently. (How)

166 > Grammar Point 1A • The Simple Past

Name:

Group:

2. She was exhausted because she searched all night. (Why)

3. I drove my dad’s new car last week. (When)

4. Samantha offered him a sincere apology. (What)

The Past Continuous Verbs in the past continuous may u

express an action that was in progress at a specific moment in the past

For example: I was listening to music yesterday afternoon.

OR u be used with the simple past to indicate that one action was in progress when another action happened

Grammar Point 1b

For example: We were jogging when we saw the accident.

Subject

Auxiliary “to be” in the past

Verb + ing

Rest of sentence

Burt and Ernie

were

looking

for meteorites.

The archaeologist

was

trying

to pry open the door.

You

were

sleeping

during the show.

My uncle

was

working

for a long time.

1 e

Complete the following sentences with the correct form of the past continuous.

1. Kaylie and Rylan (sing)

at the birthday party.

2. She (wonder)

about her future.

3. Tommy (play)

hockey when he broke his watch.

4. The waiter (wear) 5. Your sister (dream)

an irresistible cologne. of castles and unicorns last night.

167

Name:

2 e say pay hold cry fly feel hang talk

Group:

Fill in the blanks using the appropriate verbs from the list in the right margin to form the past continuous.

1. Everyone

at their wedding. That’s how emotional it was.

2. Jim saw me laugh and thought I 3. Lola and I from elementary school.

happy. about our most precious memories

4. Our teacher

something about the fur trade when the bell rang.

5. The officer

the jewels in his left hand.

6. We

for our vacation when I dropped my credit card.

7. The diamond necklace 8. We

loosely around her neck. to Mexico when he proposed!

Negative form All verbs in the past continuous use the auxiliaries was/were + not (or the contractions wasn’t/weren’t), followed by the verb+ing.

Negative form Affirmative

Negative

to be (past) + verb+ing

to be (past) + not + verb+ing

Velma was smiling at all the children in the playground.

Velma was not/wasn’t smiling at all the children in the playground.

Daphne was bonding with him while he was there.

Daphne was not/wasn’t bonding with him while he was there.

They were washing their car when they heard the phone ring.

They were not /weren’t washing their car when they heard the phone ring.

You were searching for hidden treasure in the desert.

You were not/weren’t searching for hidden treasure in the desert.

1 e

Rewrite each of the following sentences in the negative form. Use the contracted form only where specified.

1. Gloria was cleaning her room when she found her earring.

2. Most cultures were simply trying to survive. (contracted)

3. We were reading about the California gold rush.

168 > Grammar Point 1B • The Past Continuous

Name:

Group:

4. Harry was building his model all night.

5. The government was spending the funds wisely. (contracted)

6. My mother was emptying her closet when the ruby fell out.

7. Sarah and Lucien were polishing their silverware. (contracted)

8. You were studying intensely for the final.

9. I was hurrying to class when I saw my best friend. (contracted)

10. It was raining cats and dogs during the game.

Interrogative forms When asking questions in the past continuous, use the verb to be in the past as an auxiliary + verb+ing.

Yes/no questions require a yes or no response.

Information questions require information as a response.

Interrogative forms Information questions: Question word

Yes/no questions: Auxiliary “to be� in the past

Subject

Verb+ing

Rest of question

Were

they

skiing

all day?

Was

Carol

baking

cookies last night?

Was

William

acting

strangely at the party?

What

were

the

kids

doing upstairs?

How

was

she

behaving

towards him?

Why

were

you

saving

your money?

169

Name:

1 e

Group:

Rewrite each of the following sentences in the yes/no interrogative form.

1. Brianna was hoping to go to Spain.

2. Camille and Maurice were studying together.

3. The artist was painting all week.

4. She was rocking the baby on the swing.

5. They were enjoying every moment.

2 e

Write an information question about the underlined part of each sentence.

1. Craig was adding items to his list. (What)

2. They were staring at each other because of the love they had. (Why)

3. We were hiding in our secret garden. (Where)

4. Tamara was filming Marcus on the field. (Who)

5. Sylvie was trying to get my attention by waving her hands in the air. (How)

170 > Grammar Point 2A • The Simple Present

Name:

Group:

The Simple Present Verbs in the simple present express repeated actions and habits, generalities, facts and states of being.

The Simple Present To be I You She/he/it We They

am are is are are

To have I You She/he/it We They

Grammar Point 2a

All other verbs

have have has have have

I You We They She He It

base form of verb

base form of verb+s*

* Add -es to verbs that end in o, s, x, z, ch or sh. * For verbs that end with a consonant+y change the y to i and add -es.

1 e

Complete the following sentences with the correct form of the simple present.

1. David and Joelle (host)

the best parties.

2. My car (sound)

like it doesn’t have much time left.

3. Female crocodiles (defend) 4. I (hope)

their young aggressively. my present is a good one!

5. Your little brother (cry) 6. Lucy (value)

all the time. her vacation time immensely.

7. My father (fix) in our house.

8. We (go)

everything that (break) on diamond-finding expeditions every two months.

9. My music (be) 10. She (sell)

2 e

my life. sea shells by the sea shore.

Rewrite the verbs in the following sentences in their simple present form.

1. Carrie searched for her purse in the morning.

2. My teammates were screaming my name every game.

3. She went on a cruise every year.

4. Tarek had the best teacher in school.

5. I was the most valuable player on my team.

171

Name:

Group:

Negative form All verbs in the simple present use the auxiliaries do + not or does + not (or the contractions don’t or doesn’t), followed by the base form of the verb, except for the verb to be.

Negative form Affirmative

Negative All Verbs

I You We They She He It

write great songs.

I You We They

do not / don’t write great songs.

writes great music.

She He It

does not / doesn’t write great songs.

Affirmative

Negative Verb “to be”

I You She/he/it We They

1 e

am are is are are

skilled.

I You She/he/it We They

am not / I’m not are not / aren’t / you’re not is not / isn’t / she’s not are not / aren’t / we’re not are not / aren’t / they’re not

skilled.

Rewrite each of the following sentences in the negative form. Use the contracted form only where specified.

1. Layla has the coolest bike in school.

2. I am the apple of her eye. (contracted)

3. Eric and Louis want to be pilots. (contracted)

4. This is the last time!

5. I bring my compass everywhere.

6. Running is his favourite pastime. (contracted)

7. You own two precious gems. (contracted)

172 > Grammar Point 1A • The Simple Past

Name:

Group:

Interrogative forms All verbs in the simple present use the auxiliaries do or does and the base form of the verb, except for the verb to be.

Yes/no questions require a yes or no response.

Information questions require information as a response.

Interrogative forms All Verbs Information questions: Question word

Yes/no questions: Auxiliary “to do”

Base form of verb

Subject

Rest of question

Do

you

know

the password?

Does

she

collect

comic books?

Where

do

your parents

shop

for clothes?

What

does

this key

open?

—

Verb “to be” Information questions: Question word

Yes/no questions: To be

Subject

Rest of question

Are

your cousins

millionaires yet?

Is

the coupon

still valid?

How

are

actors

paid?

Who

is

the next

in line?

1 e

Rewrite each of the following sentences in the yes/no interrogative form.

1. Giulia is the nicest person they know.

2. He saves every penny he finds.

3. Pam and Jim make a great couple.

4. This is the most valuable item here.

5. His kids are incredibly talented.

173

Name:

2 e

Group:

Write an information question about the underlined part of each sentence.

1. He believes that hairpin is expensive because it is made of platinum. (Why)

2. Selma values her time at the gym most. (What)

3. We work very well as a team. (How)

4. Roses are planted in the spring. (When)

The Present Continuous

Grammar Point 2b

Verbs in the present continuous express a temporary action that is happening in the present or that is ongoing.

The Present Continuous Subject

Auxiliary “to be” in the present

Verb + ing

Rest of sentence

Dominic

is

going

on an expedition.

Paul and Cynthia

are

keeping

it a secret.

You

are

drawing

a masterpiece.

I

am

telling

the truth.

1 e

Identify all the verbs in the present continuous in the following text by completing the graphic organizer below.

My father and I are considering a new venture. Let me tell you all about it.

Recently, I read about an asteroid that is rapidly approaching our planet. It will not collide with the earth, but it will come very close. So close, actually, that a spacecraft would actually be able to land on it. Astronomers are already following its approach and expect it will be closest to the earth in about six months.

What makes this asteroid so interesting is the amount of gold it contains. There is enough gold in it for my father and me to become very rich! So we are negotiating with aeronautics and mining companies to get exclusive landing and mining rights.

We’re making excellent progress with our plans. Now we just need to raise a little over two billion dollars to fund the project. To accomplish this, I’m bagging groceries after school at my local supermarket and my father is working extra shifts at the coffee shop. Also, I am selling all of my old hockey cards online and my dad is organizing a garage sale next week.

Wish us luck!

174 > Grammar Point 2A • The Simple Present

Name:

Group: Subject

Auxiliary Verb

Example: My father and I

are

Main Verb + ing considering

Person and Number 1st person plural

Negative form All verbs in the present continuous use the auxiliary to be (present) + not (or its contracted form), followed by the verb+ing.

Negative form Affirmative

Negative

to be (present) + verb+ing

to be (present) + not + verb+ing

I You She/he/it We They

1 e

am are is are are

digging here.

I You She/he/it We They

am not / I’m not are not / aren’t / you’re not is not / isn’t / she’s not are not / aren’t / we’re not are not / aren’t / they’re not

digging here.

Rewrite each of the following sentences in the negative form. Use the contracted form only where specified.

1. We are carrying too much equipment.

2. Diane is pursuing her dream. (contracted)

3. The pirate boat is sinking!

4. I am growing prized tomatoes again. (contracted)

5. Mufasa and Simba are protecting the pride.

175

Name:

2 e

Group:

Circle the correct form of the verb for each of the following sentences.

1. Cho Yeung and Marcella a)

isn’t leave

b)

is’nt leaving

2. His brother a)

isn’t ordered

b)

didn’t ordered

isn’t telling isn’t revealing

5. The kids a)

aren’t leaving

d)

are’nt leaving

c)

is not ordering

d)

is’nt ordering

Amanda the truth about her diamond earrings. b)

are not telling

4. The meteorite hunters a)

c)

the yacht after all.

3. Claudia a)

the museum any time soon.

c)

aren’t told

d)

is not tell

the most profitable locations.

b) is not revealed

c) are’nt revealing

d) are not revealing

for the hidden eggs in the right place.

is’nt looking

b)

are not look

c)

aren’t looking

d)

is not looking

Interrogative forms When asking questions in the present continuous, use the verb to be in the present as an auxiliary + verb+ing.

Yes/no questions require a yes or no response.

Information questions require information as a response.

Information questions: Question word

Yes/no questions: Auxiliary “to be” in the present

Subject

Rest of question

Verb+ing

Are

the parents

taking

pictures of their kids?

Is

Joseph

skating

at the park right now?

Am

I

going

upstairs or downstairs?

Who

is

your cousin

tutoring?

—

When

are

his friends

returning

from the trip?

Where

are

those sailors

hiding

the treasure?

1 e

Rewrite each of the following sentences in the yes/no interrogative form.

1. George and Jean-Marc are starting a new computer business.

2. Nancy is teaching gifted students after school.

3. Lars is showing Kirk how to play the drums.

176 > Grammar Point 2B • The Present Continuous

Name:

Group:

4. Many old friends are reconnecting online.

5. The chef is sharpening his favourite knife.

2 e

Write an information question about the underlined part of each sentence.

1. Victor is helping Tasso with his collection of tea cups. (Who)

2. Janelle and her mom are hiking in the Laurentians. (Where)

3. The students are looking forward to spring break. (What)

4. The museum is closing soon. (When)

5. They are learning about the golden age by doing research on the Internet. (How)

177