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ENGLISH AS A SECOND LANGUAGE

TZINEVRAKIS

CONNECTING

Secondary V

CONNECTING

Connecting Doors covers the complete Diversified Basic Education program for ESL courses for adult education.

Student Workbook

ANG-5101-2

FOR THE SECONDARY V COURSES, THE SERIES INCLUDES THREE WORKBOOKS.

ENGLISH AS A SECOND LANGUAGE

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

EXAMINING ISSUES

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.

GIBBS

oors

ANG-5102-1

ANG-5103-1

Examining Issues

Suggestions and Advice

Influencing Others

PRODUCT CODE 4365 ISBN 978-2-7655-2209-6

CONNECTING

ANG-5101-2

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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Secondary V

Student Workbook COMPLIES WITH THE PROGRAM IN THE NEW CURRICULUM

ANG-5101-2 Project Supervisor

Charles Gibbs Antonia Tzinevrakis

Examining Issues


Secondary V

ENGLISH AS A SECOND LANGUAGE

CONNECTING

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Student Workbook COMPLIES WITH THE PROGRAM IN THE NEW CURRICULUM

ANG-5101-2 Project Supervisor

Charles Gibbs Antonia Tzinevrakis

Examining Issues

SCHEDULE

Length of course ANG-5101-2: 50 hours

START DATE EXPECTED END DATE STUDENT’S SIGNATURE TEACHER’S SIGNATURE

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


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 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 Mrs. Caroline Levasseur, teacher, Centre Odilon-Gauthier, C.s. des Premières-Seigneuries Mrs. Roxanne Roy, teacher, Centre du Nouvel-Envol, C.s. de la Vallée-des-Tisserands

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© 2014, 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 H IMAGES REFERENCES: Legend − r: right, l: left, t: top, b: bottom, c: centre page 19: © Tanveer Islam, personal; page 23rt: © Alex Treadway/National Geographic Society/Corbis 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 4365 ISBN 978-2-7655-2209-6 Legal deposit Bibliothèque et Archives nationales du Québec, 2014 Library and Archives Canada, 2014

Printed in Canada 1234567890L10987654


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

IV

chapter 1 A Globalized Economy................................................

2

The Future Progressive Tense....................................................................................... The Verbs To Do and To Make................................................................................ Chapter Review and Self-Evaluation........................................................................

4 8 20

chapter 2 Reducing Poverty. ........................................................ 22 Transitional Expressions...................................................................................... So as Adverb.. ................................................................................................... Neither/Either................................................................................................... I Wish + Simple Past........................................................................................... Chapter Review and Self-Evaluation........................................................................

24 29 31 35 40

chapter 3 Sustainable Development.......................................... 42 First Conditional................................................................................................ Present Perfect vs. Simple Past.. ............................................................................ Chapter Review and Self-Evaluation........................................................................

44 49 60

chapter 4 Languages .................................................................... 62 Review of the Present Perfect Tense........................................................................ Review of the Present Perfect Progressive Tense. ....................................................... Present Perfect vs. Present Perfect Progressive Tenses. ............................................... Review of Phrasal Verbs....................................................................................... Chapter Review and Self-Evaluation........................................................................

64 69 74 79 80

chapter 5 Abuse . ........................................................................... 82 Metaphors.. ...................................................................................................... 86 Conditionals..................................................................................................... 92 Chapter Review and Self-Evaluation........................................................................ 100

Final Review.. .................................................................................................... 102 Grammar.......................................................................................................... 108 Communication and Learning Strategies...................................................... 114 Glossary........................................................................................................... 122


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. In this course, you will examine a number of social issues. We hope that you take advantage of the readings, listening activities and class discussions to think seriously about the topics presented in this book. You may see a new way of looking at a situation, and even reconsider your own opinion. In the meantime, you will be developing your ability to use English in a number of different settings. You will improve your skills in reading, writing, understanding and speaking in English.

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.

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 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.

IV

B Use In the Use section, you will complete the activity using strategies and resources.

C Reinvest 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.

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.

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

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 and Final Review

Glossary

These sections are for practice and reference. Not only will they help you increase your vocabulary, they will also help you find the correct word when you need it. The Final Review section provides a review of all the grammar notions covered in the course.

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.

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V


chapter

1A

Globalized Economy IN THIS CHAPTER,

YOU WILL… •

learn about outsourcing, offshoring and fair trade

give your opinion and ask other people’s opinions on outsourcing

use the Future Progressive tense

discuss solutions to problems

distinguish between the verbs to make and to do

Vocabulary Box outsourcing sending work to another company offshoring sending work to another country, usually far away fair trade paying a reasonable price for products so that workers earn a fair salary child labour children working instead of going to school imports products coming into the country exports local products being sold to other countries


Chapter Scenario In this chapter, you will read about and discuss some of the issues of a globalized economy, such as outsourcing, offshoring, child labour and fair trade. You will be looking at the advantages and disadvantages of a globalized economy, and the effect it can have on communities and local economies around the world. a) How can you be sure where something has been grown or manufactured? b) What type of transportation is used to ship merchandise? c) Do you know where your clothing comes from? d) What does our country import? What do we export? e) Are there any products we cannot make in our own country? Why not?

3


Parts of Speech

Grammar Pronoun

THE FUTURE PROGRESSIVE TENSE

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

a word that adds meaning to a verb

Adjective

a word that describes a noun

Preposition/Conjunction

words that show the relationship between nouns or sentences

The Future Progressive tense is used: 1. To say that something will be in progress at a particular moment in the future. On this day next week, I will be swimming in the sea. 2. To talk about future events that have been decided upon. I will be travelling to Asia on a business trip in a few days. 3. To predict a situation. If you call now, Rena will be helping her son with his homework. 4. To make polite enquiries about people’s plans. Will Norman be joining us? The Future Progressive tense uses the following structure:

Affirmative

4

Negative

Interrogative

I’ll/will be staying home tonight.

I will not/won’t be changing jobs.

Will I be going to Asia?

You’ll/will be arriving tomorrow night.

You will not/won’t be working on that project.

Will you be accepting any new contracts?

She’ll/will be sleeping at 9 p.m.

She will not/won’t be replacing Eduardo.

Will she be taking a vacation this week?

We’ll/will be moving soon.

We will not/won’t be outsourcing this year.

Will we be forwarding all the documents?

They’ll/will be watching the hockey game this weekend.

They will not/won’t be raising prices.

Will they be receiving an answer this week?

Chapter 1 – A Globalized Economy

NOTE

The contracted form: will + not = won’t

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NAME:

DATE:

Grammar

THE FUTURE PROGRESSIVE TENSE (continued )

Grammar Practice 1 Look at the examples on the previous page. Use the following words to identify the structure of the Future Progressive tense:

[verb (–ing), subject, will, be, not]

a) Affirmative: +

+

+

.

b) Negative:

+

+

+

+

.

c) Interrogative: +

+

+

?

2 Fill in the blanks by putting the verb in parentheses in the Future Progressive tense. Use the contracted form of will when possible. If you see (neg.), use the negative form. a) I

Example: Will you be running in the Annual Marathon?

(buy) fair trade coffee this week.

b) She if she has to pay more. c) He

(to encourage, neg.) unfair trading practices even (do) the housework all day today.

d)

they

e) It

(live) there for long?

(happen, neg.) right away.

f) They

(shop) for a new car.

g)

you

h) I

(drive) to Boston?

(make) spaghetti tomorrow evening.

i) What

you

j) Diane

(work, neg.) overtime this week.

k) How long

(do) this weekend?

you

l) Who

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(run)

you

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(cook) that dish? (meet) this morning?

A Globalized Economy – Chapter 1

5


ACTIVITY 1

Analyzing and Evaluating Information on an Issue Outsourcing is a practice used by companies that involves transferring a service or its entire production to a different place where costs are lower. Outsourcing may mean lower prices for consumers. However, it has also created a lot of controversy. In this activity, you will listen to a radio talk show on the topic.

A Plan The following are some of the effects of outsourcing on jobs. Conclude each sentence on the left by finding logical endings from the list on the right. 1. Outsourcing production jobs can…

a) salaries, hourly wages, benefits and payroll taxes.

2. It can reduce spending on…

b) workers longer hours without increasing their hourly rate.

3. Regulations might be…

c) reduce labour costs significantly.

4. It’s easier to offer…

d) less strict than in your country.

5. There are less chance of…

e) can easily be replaced.

6. Workers who don’t perform well…

f) strikes and contract negotiations.

B Use

Track 1 1 Look at the Vocabulary Box on the next page and read the questions. 2 Listen to the conversation between the host of a talk show and Allison Frankfort and answer the questions. a) To whom do companies outsource work?

b) What upsets people about outsourcing?

c) What types of jobs are more at risk? Give two examples.

6

Chapter 1 – A Globalized Economy

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NAME:

DATE:

d) Who do companies often hire to do jobs that require only basic skills?

Vocabulary Box contracting giving contracts

e) Name three ways in which a company may save money by outsourcing.

shipped transported IT information technologies (computers)

f) What is the problem with a high turnover of employees?

bottom line financial result Western countries Canada, USA, Europe, Australia, etc.

g) Who trains new employees for customer service functions?

developed countries Western countries developing countries countries that are trying to become more advanced economically and socially

h) Why is it easier for an offshore company to offer 24-hour service?

i) Name three problems involving communicating from another country.

beneficial profitable training learning how to do the job

j) What important things should be done before deciding to outsource?

C Reinvest 1 After listening to the radio talk show, do you believe Allison Frankfort

My New Words

is generally in favour of outsourcing or not? How do you know?

2 Do you agree with Ms. Frankfort? Write a paragraph giving your opinion.

Strategies Used Simplifying Comparing Paying selective attention

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A Globalized Economy – Chapter 1

7


Grammar

THE VERBS TO DO AND TO MAKE

In English, it can be difficult to know when to use the verb to do or the verb to make. The verb to do is used for actions, tasks, activities or obligations. It does not produce a physical object. It also involves an element of responsibility. Here is list of common examples with to do: 1. Actions that involve some kind of preparation (work or study): Do work

She’ll be doing the work by herself.

Do a report

Have you done the report?

Do business

They do business with a country overseas.

Do homework

Most kids don’t like doing homework.

Do volunteer work

Elena really likes to do volunteer work.

2. When we talk about actions that involve some kind of work for the home:

NOTE

Do shopping

I can’t meet you because I have to do the shopping.

Do gardening

Now that spring is here, I have to do the gardening.

Do laundry

I have nothing to wear, so I’d better do the laundry.

Do ironing

My shirts are never smooth because I never do the ironing.

Do dishes

Can you do the dishes while I make lunch?

Here is one exception. Make your bed Do your bed

We say:

✓ ✗

e I leave I make the bed befor the house each day.

3. When we talk about good or bad actions: Do the right thing

You did the right thing by defending that man.

Do your best

She did her best to send the work on time.

Do terribly

The team has done terribly in the last few games.

Do well

You’ve done well, so we’re going to give you a promotion.

Do badly

They had to send the work back because it was done badly.

4. When we refer to an action that is general without being specific:

8

Do anything

Are you doing anything this weekend?

Do something

You have to do something about this situation!

Do nothing

They have done nothing to improve the conditions.

Do everything

I’ll do everything in my power to help.

Chapter 1 – A Globalized Economy

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NAME:

THE VERBS TO DO AND TO MAKE (continued )

DATE:

Grammar

The verb to make is used for creating or producing something. We can usually touch the thing that we create. Here is a list of common examples with make: 1. When we talk about food or beverages: Make tea/coffee

She made tea for me and then made coffee for herself.

Make a salad/sandwich/ pizza, etc.

I’m trying to make salads more often.

Make breakfast/lunch/dinner

I am making breakfast. Do you want some?

Make a drink

What kind of drink would you like me to make for you?

2. When we talk about money: Make money

Did he make much money in the garage sale?

Make a profit

They made a large profit last year.

Make a fortune

She made a fortune investing in those stocks.

3. When we talk about plans or progress: Make plans

They’ve already made plans for this weekend.

Make an exception

Our manager made an exception by giving us more time to finish the job.

Make sure

We want to make sure we are buying a fair trade product.

Make a decision/choice

Have they made a decision about who they will be hiring?

Make a mistake/error

Who made a mistake and wrote the wrong address on the envelope?

Make an improvement

They’ve been making improvements to their product for two years.

Make a difference

Going to the gym has made a difference to the way I feel.

Make an effort

They’re making an effort to satisfy our demands.

4. Other expressions with to make: Make friends

Did you make friends easily when you moved to that country?

Make a complaint

We’ve made a few complaints about the terrible service.

Make a suggestion

I don’t know why I ever make suggestions. No one ever listens to me.

Make a prediction

Has she made many predictions about the future of our economy?

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A Globalized Economy – Chapter 1

9


Grammar

THE VERBS TO DO AND TO MAKE (continued )

Grammar Practice 1 Fill in the blanks with the correct form of the verbs to make or to do in each question and answer. Then, match the questions on the left side with the correct answer on the right. The first one is done for you. 4

a) Will you be doing anything tonight?

1. He’ll be pasta with a light tomato sauce and a green salad.

b) Who’s going to

2. Can you

me a green tea?

the cleaning after the party? c) What will Medhi be

3. She

very well.

for dinner this evening? d) Would you like anything to drink?

4. No, I think that I’ll be staying home and

e) How did Chantal

5. I

my homework. it this morning.

on her exam? 6. Don’t worry! The kids are going

f) Have you finished the report for Miriam?

to the dishes and all the rest of the housework.

2 Fill in the blanks with to make or to do in the following dialogues. Don’t forget to use the correct verb tense, as required. a) A: I’d like to

something about the problem.

B: Why don’t you

a complaint?

b) A: How are you

with your schoolwork?

B: Not great. But I’ve already c) A: I’m going to

a big difference. a prediction that the economy would be getting better.

B: I hope he’s right. They’ve

10

Chapter 1 – A Globalized Economy

sure it’s whole wheat.

business overseas is not always easy.

B: I know. Communication e) A: He

three friends. some grocery shopping. Do you want me to get you anything?

B: Ok. Get me some cereal, but d) A:

Example: A: Is he doing his best to get the contract? B: Yes, and I think he’s making progress.

the right thing.

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CHAPTER R EVIEW

Grammar 1 Future Progressive tense. Fill in the blanks with the Future Progressive form. Write the negative form when you see (neg.). Use the contracted form if possible. Choose from the following list of verbs to complete each sentence: pay, get, give, ask, make, drive, sell, go, wear, look, come, park, apply, open, fall. a) Who

out the diplomas at the graduation ceremonies?

b) Beatrice a lift from George.

(neg.) with us. She

c) They to Boston.

(neg.) by train. They

d)

they

hotel reservations

in advance or when they get there?

they

e) I’m not sure if I

for a place

my car on the street. It depends if I find a spot;

otherwise, I

for a spot in the parking lot.

f) Do you know if Carmine and Dan or will they wait until next week? g) His sister

the restaurant this weekend for work at the call centre.

h) He

a suit and tie because it’s a formal event.

i) The snow

(neg.) until tomorrow evening.

j) Did you say that

your car? How much

you

for it?

2 Verbs to make and to do. Fill in the blanks with the correct form of to make or to do in the following sentences. You have to choose the correct verb tense. a) Has she

a decision on where she’s moving?

b) Our grandmothers used to c) We

so much ironing in the past.

nothing special last weekend.

d) Don’t worry! Just e) I prefer to

your best. pizza at home.

f) When she saw smoke, she

the right thing by pulling the fire alarm.

g) How much money did the school h) I hope that I

20

Chapter 1 – A Globalized Economy

selling tickets for the concert?

well in the interview.

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NAME:

DATE:

Speaking With a partner, discuss some of the problems of a globalized economy. Discuss what solutions might help fix these problems.

Expressing Personal Opinions Respond to the following statement by giving your opinion. Give examples to support your opinion. We should stop buying products from other countries if there are poor working conditions for local workers.

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

No

a) I can give my opinion on issues such as outsourcing. ............................

b) I can ask other people their opinions on issues in English. ...................

c) I can discuss solutions to issues in English. .............................................

d) I can use the Future Progressive tense correctly. ...................................

e) I can use the verbs to make and to do correctly.....................................

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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A Globalized Economy – Chapter 1

21


ENGLISH AS A SECOND LANGUAGE

TZINEVRAKIS

CONNECTING

Secondary V

CONNECTING

Connecting Doors covers the complete Diversified Basic Education program for ESL courses for adult education.

Student Workbook

ANG-5101-2

FOR THE SECONDARY V COURSES, THE SERIES INCLUDES THREE WORKBOOKS.

ENGLISH AS A SECOND LANGUAGE

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

EXAMINING ISSUES

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.

GIBBS

oors

ANG-5102-1

ANG-5103-1

Examining Issues

Suggestions and Advice

Influencing Others

PRODUCT CODE 4365 ISBN 978-2-7655-2209-6

CONNECTING

ANG-5101-2

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

oors

Secondary V

Student Workbook COMPLIES WITH THE PROGRAM IN THE NEW CURRICULUM

ANG-5101-2 Project Supervisor

Charles Gibbs Antonia Tzinevrakis

Examining Issues

Profile for Éditions Grand Duc

Cd5 examining issues feuilleteur  

Cd5 examining issues feuilleteur  

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