Secondary III

Student Workbook COMPLIES WITH THE PROGRAM IN THE NEW CURRICULUM

GIBBS • TZINEVRAKIS

ENGLISH AS A SECOND LANGUAGE

■

Student Workbook

Secondary III

The Connecting Doors series is specially designed for the new English as a Second Language program for adult education. This innovative material proposes a variety of well-structured activities that will capture students’ attention and maintain motivation as they progress in English.

It’s a Matter of Taste

ANG-3102-1 Project Supervisor

Charles Gibbs

ENGLISH AS A SECOND LANGUAGE

■

Antonia Tzinevrakis

The collection integrates grammar, vocabulary, listening and speaking tasks in an easy-to-use format.

IT’S A MATTER OF TASTE

■

Connecting Doors covers the complete Diversified Basic Education program for ESL courses for Secondary III.

ANG-3102-1

THE SERIES INCLUDES THREE WORKBOOKS.

Joining a Community

It’s a Matter of Taste

Communicating Information

ANG-3101-2

ANG-3102-1

ANG-3103-1

PRODUCT CODE 4208 ISBN 978-2-7655-0763-5

www.grandduc.com Éditions Grand Duc

Groupe Éducalivres inc. 955, rue Bergar, Laval (Québec) H7L 4Z6 Téléphone : 514 334-8466 ■ Télécopie : 514 334-8387 InfoService : 1 800 567-3671

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Éditions Grand Duc

12-01-12 3:25 PM

ENGLISH AS A SECOND LANGUAGE

Secondary III

Student Workbook

It’s a Matter of Taste

ANG-3102-1 Project Supervisor

Charles Gibbs Antonia Tzinevrakis

Éditions Grand Duc

Groupe Éducalivres inc. 955, rue Bergar, Laval (Québec) H7L 4Z6 Téléphone : 514 334-8466 ■ Télécopie : 514 334-8387 InfoService : 1 800 567-3671

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ACKNOWLEDGEMENTS The publisher wishes to thank the following people for their comments and suggestions during the development of this project: Mrs. Terri Charchuk, teacher, Maison des Adultes, C.s. des Premières-Seigneuries Mrs. Sylvie Anne Croteau, teacher, Centre l’Escale, C.s. des Draveurs Mrs. Catherine Dufresne, teacher, Centre la Croisée, C.s. des Affluents Mr. Giuseppe Fiorella, teacher, Centre Louis-Fréchette, C.s. de la Pointe-de-l’Île Mrs. Danielle Gendron, teacher, Centre Odilon-Gauthier, C.s. des Premières-Seigneuries Mr. Frédéric Lehoux, teacher, Centre d’éducation aux adultes du St-Maurice, C.s. de l’Énergie Mrs. Caroline Levasseur, teacher, Centre Odilon-Gauthier, C.s. des Premières-Seigneuries Mrs. Barbara Mann, teacher, Centre de l’Envol, C.s. des Découvreurs Mrs. Roxanne Roy, teacher, Centre du Nouvel-Envol, C.s. de la Vallée-des-Tisserands

© 2012, Éditions Grand Duc, a division of Groupe Éducalivres Inc. 955 Bergar, Laval (Québec) H7L 4Z6 Telephone: 514-334-8466 ■ Fax: 514-334-8387 www.grandduc.com All rights reserved. Cover and Graphic Design: Gisèle Henniges Illustrations: Serge Rousseau, Mathieu Benoit and Volta Création We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities. It is illegal to reproduce this publication, in full or in part, in any form or by any means (electronic, mechanical, photographic, recording, magnetic or other) without first obtaining written permission from the publisher. By respecting this request, you will encourage the authors in the pursuit of their careers. PRODUCT CODE 4208 ISBN 978-2-7655-0763-5 Legal deposit Bibliothèque et Archives nationales du Québec, 2012 Library and Archives Canada, 2012

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Printed in Canada 1 2 3 4 5 6 7 8 9 0 HLN 1 0 9 8 7 6 5 4 3 2

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Table of Contents Structure of the Student Book..........................................................................

chapter 1 Environmental Awarenessâ€‰.........................................

Future with To Be + Going To.. ............................................................................... Present Progressive for Future............................................................................... Interjections..................................................................................................... Should............................................................................................................ Demonstrative Adjectives..................................................................................... Demonstrative Pronouns. .................................................................................... Chapter Review and Self-Evaluation........................................................................

4 6 7 10 13 14 18

chapter 2 Health and Well-Beingâ€‰................................................ 20 Expressing Preferences with Would Prefer/Would Rather.............................................. Modal Auxiliaries May, Can and Could...................................................................... Adverbs of Time................................................................................................. Adverbs of Degree.............................................................................................. Good vs. Well.. .................................................................................................. Chapter Review and Self-Evaluation........................................................................

22 23 28 29 30 36

chapter 3 Consumer Rights and Responsibilities.................... 38 Obligation and Prohibition.. .................................................................................. Review of Gerunds............................................................................................. Gerunds and Parallel Structure.............................................................................. Adjectives Followed by Infinitives. .......................................................................... Parallel Structure with Adjectives........................................................................... Chapter Review and Self-Evaluation........................................................................

40 45 46 49 50 56

Grammar.......................................................................................................... 58 Communication and Learning Strategies.......................................................... 63 Glossary........................................................................................................... 71

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Structure of the Student Book Learning a new language can be fun. We hope you will find the activities in this book interesting and that you enjoy learning English. This book follows the story of four adults who meet at a career counselling workshop: Sandra, Binta, Amir and Amélie. They are different ages and have different backgrounds, needs and interests. Like you, they all have important decisions to make concerning their future studies and work. We hope that the dialogues and activities in this book will help you make your own decisions in the near future.

chapter

Chapter Structure At the beginning of each chapter, you will find two pages with illustrations or pictures. These pages will allow you to talk about the theme with your teacher and classmates. This will help you remember what you already know about the theme. Each chapter has pages for learning activities, grammar and vocabulary. The grammar and vocabulary pages will help you complete the activities that follow.

1 Environmental Awareness

In this chapter,

you will…

•

understand and respond to invitations

•

discuss future plans using the Present Progressive and the expression going to

•

express your thoughts and feelings about the environment

•

identify interjections in English

•

study demonstrative adjectives and pronouns

•

advise and persuade people using the modal auxiliary should

Word Bank smog

greenhouse effect

a) What do you think these photos have in common?

pollution

climate change

b) How do you feel when you look at each picture?

ice

carbon emissions

melt

heat

atmosphere

oxygen

c) What words can you use to describe these pictures?

global warming

damage

d) How is the Arctic affected by the changing climate?

Activities The activities have one or more symbols that show what you have to do in that activity: interacting

reading

listening

writing

The instructions for each activity are clearly numbered (1, 2, 3…). You should follow the instructions in the correct order so you can maximize the benefit of each activity. The activities are divided into three sections:

A Plan

B Use

C Reinvest

In the Plan section, you will think about the situation, try to remember past experiences, give your opinion and practise the vocabulary you need for the activity. In the Use section, you will complete the activity using strategies and resources. In the Reinvest section, you will apply what you learned to a new situation. You may have to answer a question or complete a small task. You will see that you have progressed in English.

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The chapters have the following features:

Ways to Say It The Ways to Say It box helps you complete a speaking activity. This will give you ideas for how to say something.

This text is simply for you to learn unique aspects of culture in Québec and around the world.

Strategies Used Learning strategies will help you learn better and faster. Each activity has suggestions for the learning strategies you could use in that activity.

Word Bank The Word Bank is a short list of words that are useful to complete an activity, such as talking with someone on a certain topic. You can follow the structure in the examples and replace some words from the Word Bank or with different words you know.

Parts of Speech The Parts of Speech box is placed where you start learning a new aspect of English grammar. It will help you compare the different parts of speech so you can see how they all work together to form sentences.

iCT Challenge These are activities that will require you to use Information and Communication Technologies, such as computers or recording equipment. Ready for the challenge?

self-evaluatioN At the end of each chapter, there is a page where you can evaluate your own progress. You can also give your opinion about what you liked or did not like about the chapter.

The end of the book has the following sections: Grammar

Grammar

Cognates and False Cognates

Cognates Cognates are words that have the same (or almost the same) meaning in English and in French. There are many cognates in French and English. Recognizing cognates is an important strategy that can help you learn the language. Preference Celebration

Do you have a preference? Let’s have a celebration!

Avez-vous une préférence? Faisons une célébration!

False Cognates False cognates are words in English and French that look similar and sound similar, but don’t have the same meaning. Here is a list of some false cognates.

English/French actually/actuellement

The Grammar section is for reference. It will help you increase your vocabulary and find the correct word when you need it. Communication and Learning Strategies

French Meaning at this time, currently

a commercial message

a warning

to help

to be present

attend/attendre

to be present

to wait for

bless/blesser

to give a blessing

to injure

cent

1¢

100

chance

luck

opportunity

character/caractère

personality; a person in a book or a play

personality

charge

money you have to pay

a load, weight

coin

money made of metal

corner

command/commander

to insist

to order

deception/déception

deceitful act

disappointment

deranged/déranger

a mental health problem

to bother, to annoy

engaged/engagé

promised to be married

active, implicated

entrée

a main course or meal

an appetizer

eventually/éventuellement

at a later time

possibly

experience/expérience

something that happened

a scientific experiment

gentle/gentil

not aggressive

kind, likable

gratuity/gratuité

a tip

free

gross/gros

disgusting

fat

ignore/ignorer

disregard

to be unaware of

inscription

words carved on an object

registration for an activity or course

library/librairie

where you borrow books

occasion

an opportunity

piece/pièce

a part of something

proper/propre

correct

quit/quitter

to stop

rate/rater

English Meaning in fact

advertisement/avertissement assist/assister

to evaluate

rest/rester

to relax

sale

reduced price

sensible

practical

Grammar

where you buy books used, second-hand a room clean; own to leave to make a mistake to stay in one place dirty emotional

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Communication and Learning Strategies

Sometimes you may find it easy to interact, read and write in English. At other times, you may feel it is very difficult.

Don’t panic! When you learn a new language, there are things you can do to help you face the difficulties. These are called communication and learning strategies. They can be learned and practised to make learning a new language such as English easier and more fun. Communication and Learning Strategies are: • actions you do • attitudes you take • steps you follow • techniques you use

… to help you learn and use English.

In this section, the meaning of each communication and learning strategy is explained.

There are many different Communication and Learning Strategies. The most important ones are listed and explained in the following pages.

Throughout the book, you will find short lists of strategies you can use, like this one:

Strategies Used Inferring Scanning for specific information Planning steps related to a task

This list reminds you about the importance of using strategies as you do the activity. It also recommends strategies that may be useful for the activity you are about to do. These steps will help you to learn English:

1 Look at the list of strategies before you start the activity. 2 When you have finished the activity, think about which strategies you used most.

3 Put a check mark (✓) beside the strategies you think were helpful. Of course, you will probably use other strategies as well. The following pages explain each of the strategies more fully.

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Communication and Learning Strategies

Glossary

Most of the difficult words in the book are explained in French in the glossary. This will help you understand the instructions and texts. Words that are the same in English and French (cognates) are not included in the glossary.

about (it is about) – il s’agit de according to – selon add (to) – ajouter addition (in addition) – de plus admit (to) – admettre advice – conseil afraid (to be) – avoir peur after – après; named after – nommé d’après afternoon – après-midi ago (a few minutes ago) – il y a quelques minutes agree (to) – se mettre d’accord agreement – accord aim (to) – viser almost – presque already – déjà always – toujours amazed – impressionné(e); amazing – impressionnant(e) angry – fâché(e) ankle – cheville another – un(e) autre answer (to) – répondre; answer – réponse antique – antiquité anxious – anxieux, anxieuse anyone – n’importe qui appliances – appareils électroménagers apply (to) – s’appliquer ashamed (to be) – avoir honte ask (to) – demander attend (to attend an event) – assister à un événement award – prix awareness – conscience

back (at the back) – au fond backache – mal de dos balanced – équilibré(e) barbell – poids libre barely – à peine beaten – battu(e) beautiful – beau, belle because – parce que become – devenu(e) before – avant began – verbe begin au passé begin (to) – commencer

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beginning – début benefit – avantage best – meilleur(e); le mieux, le plus bike-sharing program – service de partage de vélos bill – facture, reçu birthday – anniversaire bittersweet – aigre-doux blanks – espaces block party – fête de quartier bone – os boost (to) – augmenter borrow (to) – emprunter boss – patron, patronne box – boîte; box office – guichet brackets – parenthèses bran cereal – céréales de son break – pause break down (to) – tomber en panne breath – haleine breathing – respiration briefly – brièvement brother – frère build (to) – construire business – affaires busy – occupé(e) buy (to) – acheter

cake – gâteau call (to) – téléphoner cannot – ne pas pouvoir cash value (no) – aucune valeur marchande cellphone – téléphone cellulaire portatif centre on (to) – être au sujet de centuries – siècles chair – chaise challenge – défi charge (to) – charger; charge – frais; in charge of – en charge de check (to) – vérifier checkout counter – caisse children – enfants choose (to) – choisir classmates – camarades de classe clean (to) – nettoyer climb (to) – grimper clothing – vêtements come back (to) – revenir Glossary

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chapter

1 Environmental Awareness

In this chapter,

you will…

•

understand and respond to invitations

•

discuss future plans using the Present Progressive and the expression going to

•

express your thoughts and feelings about the environment

•

identify interjections in English

•

study demonstrative adjectives and pronouns

•

advise and persuade people using the modal auxiliary should

Word Bank smog

greenhouse effect

pollution

climate change

ice

carbon emissions

melt

heat

atmosphere

oxygen

global warming

damage

Chapter Scenario In this chapter, Sandra and Amir participate in the environment committee at their education centre. They organize different activities and write a brochure to promote environmental awareness. Discuss these questions with your classmates and the teacher. Look at the Word Bank to help you. a) What do you think these photos have in common? b) How do you feel when you look at each picture? c) What words can you use to describe these pictures? d) How is the Arctic affected by the changing climate?

Parts of Speech

Grammar Pronoun

Verb

Future with To Be + Going To

a word that replaces a name or thing

a word that shows an action or state

Adverb

a word that describes a verb

Article

a word that identifies a noun

Noun

a person, place, thing or idea

Modal auxiliary Adjective Preposition/Conjunction

a word that adds meaning to a verb a word that describes a noun words that show the relationship between nouns or sentences

To talk about the future, we can use the verb to be with going to. This form is often used instead of the modal auxiliary will when we speak. The expression going to is followed by another verb. We can use the contracted form of the verb to be.

NOTE

between What is the difference l? wil d an to be + going to makes Using will for the future certain. an action seem more s year! I will stop smoking thi

Affirmative and Question Forms Affirmative

Affirmative with Contraction

Question

I am going to buy an electric car.

I’m going to buy an electric car.

Am I going to buy an electric car?

She is going to take public transport.

She’s going to take public transport.

Is she going to take public transport?

We are going to rent a Bixi tomorrow.

We’re going to rent a Bixi tomorrow.

Are we going to rent a Bixi tomorrow?

In the negative form, we use to be with not going to. We can contract the verb to be in two ways.

Negative Forms Negative

Negative with Contraction

Not going to form

Contraction – subject + to be form

Contraction – to be + not form

I am not going to buy an electric car.

I’m not going to buy an electric car.

(not possible for the subject I )

She is not going to take public transport.

She’s not going to take public transport.

She isn’t going to take public transport.

We are not going to rent a Bixi tomorrow.

We’re not going to rent a Bixi tomorrow.

We aren’t going to rent a Bixi tomorrow.

Chapter 1 – Environmental Awareness

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DATE:

Grammar

Future with To Be + Going To (continued )

Grammar Practice Fill in the blanks with the correct form of to be + going to. Use a negative form if you see “neg.”

1 We

(neg.) survive because of pollution.

the school

give an award to the best project?

5 Global warming

(neg.) stop if we don’t do something now.

Amir

give out the T-shirts next month?

7 There

(neg.) be any fresh oxygen if we continue to cut trees down.

there

be more natural disasters caused by global warming? have another winter without much snow this year?

 I  When  How 

help

sell Bixis to New York City.

3 Many animals

going to

meet next week.

2 Montreal

Example: Are all our efforts the environment?

volunteer to plant new trees around the school. we

go camping in the mountains?

the committee

you this afternoon?

 They

raise the money? attend the committee meeting

agree with us on that idea.

 The residents of this building

start

a recycling program.

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Environmental Awareness – Chapter 1

Grammar

Present Progressive for Future

The Present Progressive can be used to express fixed future plans. Review how to form the Present Progressive tense on page 46 of the book Joining a Community (in the Connecting Doors series). There is no difference between using the Present Progressive tense and to be + going to when we talk about the future. Are you meeting the others tomorrow? = Are you going to meet the others tomorrow? No, I’m not meeting them tomorrow. = No, I’m not going to meet them tomorrow. I’m meeting them on Thursday at 2 p.m. = I’m going to meet them on Thursday at 2 p.m.

Grammar Practice Fill in the blanks with the Present Progressive tense using the verb in brackets. You can use contractions if possible. Use a negative form if you see “neg.”

Example: What are

you doing (do)

tomorrow?

Remember when the verb ends in -e, you have to remove the -e before adding -ing.

1 She 2

(buy) a tree to plant in her yard this afternoon. they

3 When

(purchase) a hybrid? you

4 He

because he

5 She

(schedule) the next event? (move) to the countryside, (start) a farm. (watch) the special program on smog and the effect

on our health at 8 p.m. tonight.

6 They

and they

7 He

(leave) for their country house this weekend, (come, neg.) back until Monday. (buy, neg.) a condo in the city, because he prefers

a cottage in the country.

8 How many spaces in the program

Chapter 1 – Environmental Awareness

(open) next year?

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Grammar

Interjections

Interjections are short exclamations like Oh! or Ah! They are used to express an emotion or create a pause. Interjections are usually placed at the beginning of a sentence. Interjections have no grammatical role, but are used quite often in speaking.

Grammar Practice Match the interjection in the sentences on the left with a meaning on the right.

1 “Ah, that feels good.” 2 “Time to go, eh?”

b) OK

3 “Hey! Look at that!” 4 “Yeah, I agree.”

c) This gives me pleasure.

d) Sorry

5 “Hmm. I’m not so sure.” 6 “Oh! You’re here!”

e) I need your attention.

f) Don’t you agree?

7 “Shall we go now?” “Uh-huh.”

g) You surprised me.

8 “Nah, I don’t want to do that.” 9 “Wow, that’s cool!”

a) I need time to think now.

h) No

i) Yes

 “Oops! I can’t believe I just did that.”

j) That’s amazing.

BIXI BIXI – a combination of the words “bicycle” and “taxi” – is the name of Montreal’s public bike-sharing system, the first large-scale program of its kind in North America. Riders can rent a bicycle from one station and return it to another. The project is aimed at encouraging people to be active and use environmentally friendly means of transportation. The system was launched on May 12, 2009, with 3,000 bicycles and 300 stations located around Montreal’s central core. It soon expanded to 5,000 bicycles and 400 stations. After implementing the system in Montreal, BIXI began expanding within Canada and around the world. BIXI systems are now found in Boston, London, Melbourne, Ottawa/Gatineau, Québec City, Toronto, Washington D.C. and New York City. The BIXI has won numerous awards for its unique design. Adapted from: “Bixi,” Wikipedia [Online] and “BIXI: Montreal’s Public Bike System,” About [Online].

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Environmental Awareness – Chapter 1

ACTIVITY 1

Making Suggestions and Asking for Opinions Sandra and Amir are discussing how students in their centre can participate in different environmental projects. They are planning a schedule of activities and events for Environmental Awareness Week.

A Plan 1 Do you own a bicycle? Why or why not?

2 Do you know what cities have bike-sharing programs?

3 Do you agree that all cities should have a bike-sharing program? Why or why not?

B Use Vocabulary Box

Track 16

schedule list of activities and the time each one takes place

1 Look at the Vocabulary Box. 2 Listen to the dialogue between Sandra and Amir. 3 Decide which of the following sentences represents the most accurate

cycle to ride a bicycle

summary of their conversation. Circle the correct letter.

eco-friendly ecologically acceptable

a) Sandra and Amir want to start an Environmental Awareness Committee.

object (verb) to refuse

b) Sandra and Amir are trying to choose one event for the committee to organize.

kind of a little bit

c) Sandra and Amir are planning several events to encourage people to think about the environment.

proceeds profits

4 Listen to the dialogue a second time.

Chapter 1 – Environmental Awareness

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5 Answer the following questions. Circle the letter T if the answer is true and the letter F if the answer is false. If the answer is false, write the correct answer in the space provided. a) They are having a meeting with the committee next week. T

b) They are organizing a Rent-a-Bicycle day. T

c) They are thinking of giving T-shirts to all the participants. T

d) They are thinking of selling fruit and muffins in the cafeteria next summer. T

e) They agree on the colour for the T-shirts. T

f) Sandra is ordering the same size for everybody. T

C A Reinvest

My New Words

1 Does your centre or community have an Environmental Awareness Week? What kinds of activities are organized?

2 What are some things we can do to reduce pollution or raise awareness about the environment?

Strategies Used Skimming for the main idea Scanning for specific information Self-monitoring

iCT Challenge Do you know the difference between the greenhouse effect, global warming and climate change? Research the Internet to find out. Greenhouse effect: Global warming: Climate change: Sources:

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Environmental Awareness – Chapter 1

Parts of Speech

Grammar

Should

Pronoun

a word that replaces a name or thing

Verb

a word that shows an action or state

Adverb

a word that describes a verb

Article

a word that identifies a noun

Noun

a person, place, thing or idea

Modal auxiliary Adjective Preposition/Conjunction

a word that adds meaning to a verb a word that describes a noun words that show the relationship between nouns or sentences

Should is a modal auxiliary. It is often used when we want to give our opinion or advice about something, or we want to persuade someone to do something. The negative form is shouldn’t. In a question, should is placed before the subject. In a statement, should is placed after the subject and before the verb.

Question

Affirmative Statement

Negative Statement

Should I speak to Sandra about joining the committee?

You should speak to Amir, because he’s in charge of that.

What kind of car should they buy?

They should buy an electric car.

You shouldn’t speak to Sandra. They shouldn’t buy a car that runs only on gas.

Grammar Practice Complete each sentence below using should or shouldn’t.

1 Everyone

respect the environment.

2 How many activities 3 You

we plan? go to that event. It will be boring.

4 People 5 We

be concerned about the future. ignore the problem.

6 Future generations 7 You

have to inherit our problems. see a doctor if you’re not feeling well.

8 Most people say you

Example: Should we make the posters this week? No, we should wait until next week.

Chapter 1 – Environmental Awareness

drink the water in Mexico.

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CHAPTER R EVIEW

Grammar 1 Complete the following sentences with the modal auxiliary should or shouldn’t. You can use the following words or phrases to complete the sentences: go out more often

move

drink more liquids

work so much

worry

plant a tree

You should drink more liquids

Example: It’s really warm outside today.

a) I’m so tired by the end of the week.

b) We hate where we are living right now.

c) I never meet anyone.

d) My garden doesn’t have enough shade.

e) I can’t relax until exams are over.

2 Demonstrative adjectives and pronouns. Fill in the blanks with this, that, these or those. a) Wow!

park is beautiful! Look at all the flowers. I love it here.

b) Do you remember c) Can you help me move

presentation we did in class about climate change? boxes over here? We can put them on the other side.

d) Who were

people we saw at the meeting?

e) I will carry

one here if you carry

f) Look at all

bicycles stationed at the corner. I think I’m going to rent one this weekend.

one over there.

3 Demonstrative pronouns. Fill in the blanks with none or neither. a) I have many friends, but

of them live in the countryside.

b) I told Binta and Amélie about the meeting tomorrow, but

of them can come.

of my two brothers owns a car.

of the many trees on this street are old. The municipality planted them last year.

of the five restaurants on this street do home delivery.

Chapter 1 – Environmental Awareness

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DATE:

Giving Personal Information 1 Before the year changes on January 1, many people make New Year’s resolutions. Write two affirmative and two negative resolutions using the future be going to.

2 Write four things you are planning to do or not do tomorrow. Write affirmative and negative sentences using the Present Progressive tense.

Speaking Think about an event you would like to attend.

1 Talk about the event. Give some details (location, time, price, activities, etc.). 2 Invite someone to attend the event with you. 3 Give some reasons for attending. Try to be persuasive. SELF-EVALUATION

1 How much progress have you made during this chapter? Read the following statements. Check the box that shows how you feel. Yes

a) I can invite people and respond to invitations.................................

b) I can discuss future plans using different forms...............................

c) I can express thoughts and feelings about the environment.........

d) I can identify interjections. ..................................................................

e) I can give advice using should.............................................................

f) I can use demonstrative adjectives and pronouns in English. .......

Maybe

2 What do you like best about this chapter? Why?

3 What do you not like about this chapter? Why?

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Environmental Awareness – Chapter 1

Secondary III

Student Workbook COMPLIES WITH THE PROGRAM IN THE NEW CURRICULUM

GIBBS • TZINEVRAKIS

ENGLISH AS A SECOND LANGUAGE

■

Student Workbook

Secondary III

It’s a Matter of Taste

ANG-3102-1 Project Supervisor

Charles Gibbs

ENGLISH AS A SECOND LANGUAGE

■

Antonia Tzinevrakis

The collection integrates grammar, vocabulary, listening and speaking tasks in an easy-to-use format.

IT’S A MATTER OF TASTE

■

Connecting Doors covers the complete Diversified Basic Education program for ESL courses for Secondary III.

ANG-3102-1

THE SERIES INCLUDES THREE WORKBOOKS.

Joining a Community

It’s a Matter of Taste

Communicating Information

ANG-3101-2

ANG-3102-1

ANG-3103-1

PRODUCT CODE 4208 ISBN 978-2-7655-0763-5

www.grandduc.com Éditions Grand Duc

Groupe Éducalivres inc. 955, rue Bergar, Laval (Québec) H7L 4Z6 Téléphone : 514 334-8466 ■ Télécopie : 514 334-8387 InfoService : 1 800 567-3671

4208-4235_CV_ConnDoors_F.indd 1

Éditions Grand Duc

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Éditions Grand Duc

Published on Mar 17, 2016

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Published on Mar 17, 2016

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