Zipline Enriched English As A Second Language Secondary Cycle One Year One 1-1-9782765046622 Compress

Enriched English as a Second Language Secondary Cycle One • Year One
ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ
Student Workbook
• Competency-developing tasks
• Contextualized grammar
• Extra grammar practice
• Extra readings
Conforms to
the PROGRESSION
of learning
Student Workbook
• Competency-developing tasks
• Contextualized grammar
• Extra grammar practice
• Extra readings
Zipline
Enriched English as a Second Language Acknowledgements
Secondary Cycle One, Year One
The publisher would like to thank the following teachers
Student Workbook for their valuable contributions to the publication of
Zipline, Enriched English as a Second Language.
Cynthia Beyea, C.S. des Laurentides
Arielle Aaronson, Catherine Durand, Yuly Gonzalez Nicole Caissie, Collège Charles-Lemoyne
© 2015 TC Media Books Inc. Michelle Collister, Collège St-Hilaire
Editor: Susan Ballinger, Jennifer McMorran Julie Plamondon, C.S. des Patriotes
Project Managers: Michèle Devlin, Paula Kielstra,
Olha Reshetnikova, C.S. des Affluents
Vanessa Copeland
Proofreader: Nancy Perreault
Photo Researcher: Rachel Irwin
Permissions Researcher: Marc-André Brouillard
Book and Cover Designer: Micheline Roy
Typesetter: Micheline Roy
Printer: TC Imprimeries Transcontinental
ALL RIGHTS RESERVED.

No part of this book may be reproduced by any means
known or not yet known without prior permission from
TC Media Books Inc.
Any use not expressly authorized shall constitute an
infringement, which could result in legal action against
the individual or institution reproducing any part of this
book without permission.
ISBN 978-2-7650-4662-2
Legal deposit: 1st quarter 2015

Bibliothèque et Archives nationales du Québec
Library and Archives Canada
Printed in Canada
2 3 4 5 6 ITIB 22 21 20 19 18
table of contents Table of Contents
Review Unit Exercise Your Brain ......................................... 1
Brush up your English skills—and test your problem-solving
abilities!
Unit 1 I Want Candy! ..................................................................... 9

Learn about candy’s good and not-so-good sides.
Grammar: Simple present; plural nouns; countable nouns and
uncountable nouns
Write a product review of a memorable treat.
Extra Reading: Working in Candy Land

Word Games: Sweet expressions
Unit 2 Good Guys and Bad Guys ........................................ 37

Explore the traits that dene a character.
Grammar: Subject pronouns; possessive adjectives; yes / no questions
in the simple present
Units
Write a character sketch.
Extra Reading: Zorro! Or The Curse of Capistrano

by Johnston McCulley
Word Games: Personality adjectives
Unit 3 Sticky Situations .............................................................. 65

Explore difcult situations.
Grammar: Imperatives; modals should and could; discourse markers
Write tips for dealing with a sticky situation.
Extra Reading: Island of the Blue Dolphins by Scott O’Dell

Word Games: Survival vocabulary
Unit 4 The History of Video Games ................................ 93

Explore the history and making of video games.
Grammar: Simple past of to be and regular verbs; modals must
and have to
Design a storyboard for your own video game.
Extra Reading: Video Games Becoming Required Coursework

in Schools by Emily Chung
Word Games: Gaming verbs
Reproduction prohibited © TC Media Books Inc. Table of Contents iii

Unit 5 Twisted Tales ...................................................................... 121
Learn how fairy tales can be transformed.
Grammar: Possessive form of nouns; simple past of irregular verbs
Write a new version of a traditional tale.
Extra Reading: Rumpelstiltskin, Private Eye by Jason Sandford

Word Games: Word endings
Units
Unit 6 Enter at Your Own Risk .............................................. 149

Explore some of Earth’s extreme places.
Grammar: Prepositions at, in and to; simple future
Write a travel brochure for your own extreme adventure.
Extra Reading: The Voyage of the Northern Magic by Diane Stuemer

Word Games: False cognates
Verbs
Simple Present................................................................................................. 178
Present Continuous ........................................................................................ 190
Simple Past ...................................................................................................... 195
Past Continuous .............................................................................................. 209
Grammar Section
Simple Future .................................................................................................. 212

Imperatives ...................................................................................................... 220
Modals .............................................................................................................. 221
Sentence Builders
Simple and Compound Sentences ............................................................... 225
Nouns ............................................................................................................... 227
Pronouns .......................................................................................................... 230
Adjectives......................................................................................................... 232
Adverbs ............................................................................................................ 234
Prepositions ..................................................................................................... 237
Articles: Denite and Indenite ................................................................... 239
Question Words .............................................................................................. 240
Punctuation ..................................................................................................... 241
Capitalization .................................................................................................. 242
Reference Section
Functional Language ..................................................................................... 243

Strategies ......................................................................................................... 245
Verb Tense Overview...................................................................................... 247
Simple Past of Common Irregular Verbs ..................................................... 249
The Response Process ..................................................................................... 250
The Writing Process ........................................................................................ 251
The Production Process .................................................................................. 252
Peer Editing Guide ......................................................................................... 253
Self-Evaluation Guide .................................................................................... 254
iv Table of Contents Reproduction prohibited © TC Media Books Inc.

Overview of
Secondary Cycle One • Year One
Units
In the rst section of Zipline, you will nd a short review unit and six theme-based units.
The Review Unit helps you review previously covered
English grammar and vocabulary. It also gives you a chance
to get to know your classmates as you play games and solve
brain puzzles with them.
The six theme-based units expand your knowledge

of grammar, language and vocabulary as you explore
interesting topics through reading, viewing, writing
and discussing ideas.
The opening page

of each unit explains
what you will learn
and do.
The Icebreaker task

introduces the unit theme
and helps you share what
you know about the topic
with your classmates.
The Tasks
Each unit contains tasks that focus on reading, viewing, writing and discussing.
The tabs indicate the
focus of each task.
The introduction to
each task helps you to
understand its purpose.
Step-by-step instructions
explain what to do.
Reproduction prohibited © TC Media Books Inc. Overview v

The Writing Project
The Grammar Point at the end of each
box draws your unit allows you to use
attention to a the writing process to
grammar notion create a personalized
that you will use in text on the theme of
the unit tasks. the unit.
Exercises give you a

chance to practise it.
Extras
These extra features appear in each theme-based unit.
Extra Reading texts

and activities encourage
you to further explore
the theme of the unit.
Word Games pages The Grammar Check

focus on vocabulary offers additional
words and pronunciation. practice of the notions
presented in the unit’s
Grammar Points.
Exercises allow you
to become familiar
with theme-related
vocabulary and to
practise problematic
pronunciation.
vi Overview Reproduction prohibited © TC Media Books Inc.

Grammar Section
In the second section of Zipline, you will nd grammar notes and numerous
exercises to help you practise and reinforce your grammar skills.
Grammar boxes explain the

notion and provide examples.
Exercises let you practise

the grammar notion.
Reference Section
In the third section of Zipline, you will nd useful reference tools such as
Functional Language, Strategies and additional grammar references to help
you use English in different situations.
Tabs
The unit tabs indicate the focus of each task. ICEBREAKER
SPEAKING READING VIEWING
WRITING GRAMMAR POINT WRITING PROJECT
EXTRA READING EXTRA GRAMMAR EXTRA LANGUAGE
Reproduction prohibited © TC Media Books Inc. Overview vii

Icons C1 This icon indicates that you will interact orally in English.
C2 This icon indicates that you will reinvest understanding of texts.
C3 This icon indicates that you will write or produce texts.
DVD The DVD icon indicates that there is a video viewing activity.
The CD icon indicates that there is a listening activity

CD
or that a recording of the text is available.
This icon indicates that you will reinvest a grammar notion

seen in a Grammar Point.
Boxes STRATEGY REMINDER Strategy Reminder boxes offer strategies for

completing the tasks.
USEFUL LANGUAGE Useful Language boxes suggest language prompts

to help you participate actively in oral tasks.
VOCABULARY Vocabulary boxes provide denitions or synonyms to help

you understand the meaning of unfamiliar words.
SPEAK UP Speak Up boxes provide guiding questions and language

prompts for additional oral activities.
Red Flag boxes highlight common grammar and

vocabulary errors to avoid.
FYI boxes offer additional information on a topic or

FYI a grammar issue.
PRONUNCIATION Pronunciation exercises help you master intonation

and pronunciation through repetition, sound matching
and tongue twisters.
Bands These bands indicate the phases of the response process.
Before Reading While Reading After Reading

Before Viewing While Viewing After Viewing
This band indicates where to nd more information about a grammar notion.
Go to pages 227 and 228 of the Grammar Section for more information and practice.
viii Overview Reproduction prohibited © TC Media Books Inc.

Exercise Your Brai
Exercise Review
Your Brain UNIT
In this review unit, brush up your English skills—and test

your problem-solving abilities!
Get to know your classmates.
Review basic English vocabulary and grammar with a twist.
Learn how to cope with your new school environment.
Test your organization and time management skills.
Exercise your memory in preparation for the year ahead.
Reproduction prohibited © TC Media Books Inc. one 1

REVIEW UNIT
Name: Date: Group:
1. Brain Workout C1
Wake up your brain with some simple word gymnastics.

1. Complete the brain puzzles with a partner. Take turns. First, say the
answers out loud. Then, write them down. Correct each other as you
SPEAK UP work.
Introduce yourself to a. Begin with December and list the months of the year backwards.
your classmates. Find
someone whose first or
last name starts with the
same letter as yours.
Then, find someone with
the same birth month as
yours. Next, put them in alphabetical order.
b. Add the month, date and year together to nd the sum of your date
of birth (mm/dd/yyyy).
Now, calculate the sum of the rst day of school this year.
c. Create a nickname for yourself, using an adjective that begins with

the same letter as your rst name. Tell the class your nickname.
Listen to your classmates’ nicknames. How many can you remember?

Write them on a sheet of paper.
2. Play a game with your partner. Choose a letter. Take turns saying a word
that starts with that letter for each category. Write the word in the chart.
Try to come up with as many words as you can for each category.
Animals Fruits Colours Clothing
2 two Exercise Your Brain Reproduction prohibited © TC Media Books Inc.

REVIEW UNIT
Name: Date: Group:
2. How Sharp Are You? C2
See if your brain is ready for high school! Solve these word
puzzles and practise using articles.
Read the short brainteasers and circle the correct article ( a, an or the ). STRATEGY REMINDER
Then, write your answer.
Complete the sentences
a. Jason’s mother has three children. ( A / The ) rst child is named April and questions first. Then,
and ( an / the ) second child is named May. What is ( the / a ) third read them carefully to
child’s name? spot the clues that will
give you the correct
answers.
b. How much dirt is in ( a / an ) hole that measures two feet by three feet
by four feet?
c. If you are running ( the / a ) race and you pass ( the / a ) person in second
place, what place are you in now?
d. How many letter f’s are in ( an / the ) sentence below?
Family friends of my cousin Martin shed

in the water off the coast of Vancouver.
e. Which is correct?
1. ( A / The ) fur of ( a / an ) zebra is brown.
2. ( A / The ) fur of ( a / an ) zebra are brown.
f. Can ( a / an ) man living in the United States be buried in Canada?
g. How many birthdays does ( a / the ) average person have?
h. ( A / an ) plane crashes on ( the / an ) line dividing Ontario and

Manitoba. Where do they bury ( a / the ) survivors?
i. ( A / an ) electric train is travelling north but ( a / the ) wind is blowing

south. Which way will ( the / an ) smoke blow?
j. Which word in the dictionary is spelled incorrectly?
Reproduction prohibited © TC Media Books Inc. Review Unit three 3

REVIEW UNIT
Name: Date: Group:
3. A Game of Memory C3
Test your memory while practising prepositions of place.
1. Are you having trouble keeping track of your school supplies? Can’t nd
that elusive eraser? Test your memory. Study the image below for one
minute. Then, cover the image and complete Step 2.
STRATEGY REMINDER
Read the sentences in
Step 2 before beginning
Step 1 so that you know
what to look for.
2. Try to remember where all of the objects are. Use the simple present
of to be and prepositions of place to specify each object’s location.
a. The yellow book is under the apple.
Prepositions
of Place b. The pencil cup the books.
behind c. The pencil sharpener the triangle.
Word Box
beside
d. The scissors the cup.
between
in front of e. The blue book the orange book.
in / inside f. The paper clips the books.
next to
g. The apple the books.
on
under h. The yellow ruler the pink ruler.
i. The green book the red and orange books.
3. Use as many of the prepositions as you can to describe where the green
pen is.
4 four Exercise Your Brain Reproduction prohibited © TC Media Books Inc.

REVIEW UNIT
Name: Date: Group:
4. Riddle Me This C2
Use problem-solving skills to untangle these puzzles.
1. Complete the logic problem below with the simple present of the verbs.
Then, read the clues and complete the chart to solve the problem.
Maya’s new school (be) so big that she and her friends
(have) classes in different classrooms this year. A different teacher
(teach) each subject. There (be) three oors in
her high school, and today her friends all (have) classes on different
oors. Maya (want) to meet up with her three friends for lunch.
She (need) to nd them at recess to arrange a meeting point.
Help her gure out in which classrooms her friends (be) ,
which subject they are studying, and the names of their teachers.
Maya’s three friends: George, Willa, Rosie

Subjects: history, math, French
Rooms: 101, 201, 301
CLUES
Teachers: Ms. Ali, Mr. Howard, Ms. Ste-Croix

• Rosie’s classroom is one oor below Willa’s.
• George is not in room 101, but he is in math class.
• One of the friends is in room 201 with Mr. Howard.
• The French class is in room 101, but the teacher is not Ms. Ste-Croix.
Maya’s friend Subject Room Teacher
George
Willa
Rosie
2. Write sentences in the simple present to describe what subject each

student has, in which room and with which teacher.
a.
b.
c.
Reproduction prohibited © TC Media Books Inc. Review Unit five 5

REVIEW UNIT
Name: Date: Group:
3. Simon does not want to do homework on weekends, so he has to create

a homework schedule for Monday through Thursday. Help him create his
schedule:
• Read all about his homework obligations.
• Fill in the chart below with a schedule that meets his obligations.
Simon’s Homework Obligations

Simon goes to swimming practice on Tuesday nights, so he has
only two hours to spend on school work that night.
Simon’s math teacher gives 30 minutes of homework every
night of the week—except for Fridays.
Simon’s history teacher assigns one history essay per week,
which takes two hours to write and is due on Friday.
He has an English quiz every Thursday and needs to study for
one hour in order to pass.
Simon studies at least 90 minutes per week for the biology
quiz he has every Friday.
Monday Tuesday Wednesday Thursday
5−6 math problems

swimming practice
p.m. (30 minutes)
6−7
supper supper supper supper
p.m.
7−8
p.m.
8−9
p.m.
4. Write ve sentences that describe your weekly homework obligations.

Use the sentences in Step 3 as a model.
a.
b.
c.
d.
e.
6 six Exercise Your Brain Reproduction prohibited © TC Media Books Inc.

REVIEW UNIT
Name: Date: Group:
5. I Spy C3
VOCABULARY
Follow a trail of clues and create a mystery locker mate.
locker mate person
who shares a locker
1. Look carefully at the items in the open lockers below.
Locker 112 Locker 116 Locker 120
2. Read the following descriptions of a typical day in the life of three

Secondary students: Mélanie, Jean-Pascal and Benjamin. Use the
descriptions to match each student to the correct locker. Give at least
two reasons for your answers in the chart below the illustration.
Mélanie from a novel. She usually brings her lunch, but

today she did not bring it because it was pizza
day in the cafeteria. This afternoon, she had
Mélanie is in the Sports-Études concentration. an hour of supervised study and then she had
This morning in English class, she had to give a hockey practice for the rest of the afternoon. She
poster presentation about her favourite character hopes to play on the Olympic team one day.
Reproduction prohibited © TC Media Books Inc. Review Unit seven 7

REVIEW UNIT
Name: Date: Group:
Jean-Pascal
Benjamin
Benjamin’s parents own a bakery. He
started his day by getting up early to
work with them before going to school.
Jean-Pascal is in the Arts program at his school
He doesn’t like getting up so early,
with a concentration in multimedia. He loves
but today his parents let him bring a
drawing and designing video games. On the
treat to share with his French class.
way to school today, he stopped at his favourite
Benjamin’s concentration is in Music.
fast-food place to buy lunch. He buys his lunch
He plays classical guitar, but he also
there about three times a week. After school
wants to start playing electric guitar.
today, J-P had swimming practice and then
This afternoon, he practised his part in
he went over to a classmate’s house to nish
a rehearsal for a school concert that
a group project for science class.
will take place over the weekend.
VOCABULARY 3. These three students all share their lockers with another student. Choose
rehearsal practice one of the lockers and write a paragraph describing the mystery locker
session mate’s background and typical day based on the other items you see in
that locker. Use both the simple present and simple past tenses.
Name of locker mate:
STRATEGY REMINDER
Use the remaining items in
one of the lockers to infer
some personal details
about the locker mate.
Use the descriptions of the
three students as models
for your paragraph.
4. Ask a classmate to match your description to the correct locker.

Locker:
8 eight Exercise Your Brain Reproduction prohibited © TC Media Books Inc.

I Want Candy! UNIT
1
I Want
Candy!
In this unit, learn about candy’s good and not-so-good sides.
Talk about some nutritious new candy products.
Watch a video about how jelly beans are produced.
Read about one very special stick of gum.
Write a product review of a memorable treat.
Practise grammar: the simple present, plural nouns,
countable nouns and uncountable nouns.
Reproduction prohibited © TC Media Books Inc. nine 9

ICEBREAKER
Name: Date: Group:
1. Sweet Tooth C1
With so many types of candy, it can be difcult to choose.

1. With a partner, brainstorm as many types of candy as you can and write
them below. Compare your answers with other teams to see who came
up with the most.
2. Discuss which types of candy match the textures below. Write the candy
next to the adjective. Use a dictionary if necessary.
USEFUL LANGUAGE Adjective Candy

• What’s the difference
between gooey and chewy
sticky?
• What do you think?
• I’m not really sure.
• Let’s look it up. creamy
crunchy
gooey
sticky
stretchy
10 ten I Want Candy! Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
3. Do you have a sweet tooth? Take a quiz to nd out. Check the answers VOCABULARY
that best represent you. Compare scores with your partner.
slushie sweet watery
drink made with syrup and
1. My favourite breakfast is
SWEET QUIZ a.
b.
wafes with lots of maple syrup
toast with peanut butter
ice chips
sprinkled covered with
small bits or drops
c. bacon and eggs dipped put into a liquid
for a few seconds
2. My favourite holiday is allowance spending
a. Halloween money from a parent
b. Christmas
c. Thanksgiving
How Sweet Are You?
3. When I want a snack, I get
a. a popsicle, two or three candy bars . . . and a slushie If you checked
b. a granola bar • mostly As
c. a bag of chips What a sweet tooth! You
4. My favourite drink is love candy and wish every
day were Halloween.
a. soda or pop
b. juice • mostly Bs
c. water You like sugar but, overall,
you are a pretty balanced
5. I believe milk is
eater.
a. a good match for cookies
b. part of a healthy breakfast • mostly Cs
c. great with spaghetti and meatballs A dentist’s dream! Your
candy consumption is
6. My favourite frozen treat is minimal and you usually
a. chocolate caramel crunch ice cream prefer salty snacks.
b. frozen blueberry yogurt
c. pass the pretzels, please!
7. My favourite donut is
a. covered in caramel and sprinkled with crunchy candy
b. plain (no icing)
c. cheese avoured
8. I believe that fruit is
a. best dipped in chocolate
b. a great snack
c. okay, especially with peanut butter
9. I usually spend this much of my allowance on sweet snacks:
a. 30% or more
b. between 10% and 30%
c. between 0% and 10%
Reproduction prohibited © TC Media Books Inc. Unit 1 eleven 11

GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Simple Present: Describing Things and Expressing Likes and Dislikes
Describing Likes and Dislikes

Use the simple present of the verbs to be and to Use the simple present to talk about your
have to describe people, places or things. present likes and dislikes.
To be To have
Afrmative: Use the base form of verbs.
Add s for the third person singular.
I I
Singular
am have
I like to eat licorice, but Jamie likes to eat
You are You have chocolate.
She / He / It is She / He / It has
Negative: Put do not before the base form
We are We have of the verb. Use does not for the third
Plural
You are You have person singular.

They are They have I do not like taffy. Erin does not like licorice.
Afrmative: Put the verb after the subject.

Licorice is chewy. Candy canes have stripes. FYI Don’t forget that we can also
use the contracted forms of
Negative: For the verb to be, put not after verbs.
the verb.
Marshmallows are not crunchy.
Negative: For the verb to have, put do not
before the base form of the verb. Use does
not for the third person singular.
Taffy does not have nuts in it.
A. Complete the sentences. Use the present tense of the verb in parentheses.
1. (be, afrmative) Dark chocolate not as sweet as milk chocolate.
2. (have, afrmative) This lollipop a bubble gum centre.
3. (have, negative) I a sweet tooth.
4. (like, negative) My brother green candy.
5. (prefer, afrmative) Clara chocolate with nuts.
B. Write a short description of the type of candy that you prefer. Use adjectives from Task 1 in
your description. Use the simple present of the verbs to be and to have.
Go to pages 178, 180, 184 and 186 of the Grammar Section for more information and practice.
12 twelve I Want Candy! Reproduction prohibited © TC Media Books Inc.

SPEAKING
Name: Date: Group:
2. Candy Store C1
What if you could decide what types of candy to sell?
1. Imagine that you and a group of your classmates own a candy store
together. You must choose an interesting new product to sell. As part of
your research:
• Read the reviews of three new types of candy.
• Underline the descriptions of each candy.
LemHoney Fresh
If you can’t choose between a sweet or sour snack, you should check out
this new candy. LemHoney Fresh drops are difcult to miss because they
come in a bright yellow package. Although the colour and texture of the
candy might remind you too much of a cough drop, the taste is simple and
refreshing. Each drop has a tangy lemon-avoured outside with a smooth honey
centre. There are seven candies in each package—just enough to satisfy your sugar craving. If you like
fruity avours, this new product may be for you!
Brocco-Choco Crunch
When you need a chocolate x, the last thing you think about is broccoli. But
with this new candy, you can have both! Brocco-Choco Crunch balances
the health benets of broccoli with the sweet indulgence of chocolate and
toffee. The broccoli orets are coated in toffee and then dipped in dark
chocolate to make a crunchy treat. Believe it or not, this product is rich and
delicious, so even though the candy bits are small, they are very satisfying. But you
will have to look carefully! The dark green wrapper is easy to miss on candy shelves.
Maple Bagel Bites VOCABULARY

Do you have a serious sweet tooth? Look no further! Maple Bagel Bites
tangy strong and sharp
are shaped like miniature bagels with a sticky maple glaze. While they craving strong desire
produce an explosion of avour, these treats are made from 100% whole fix something that
wheat our—and each bite is packed with vitamins. Like traditional satisfies a strong desire
bagels, these soft, sugary candies are packaged in a single florets broccoli flowers
coated completely
or double roll. If you need a sugar rush, they will
covered
denitely do the trick. And they are small wrapper packaging
enough to t two into your mouth at glaze thin, shiny coating
once! Just don’t skip your next dentist of melted sugar
appointment! sugar rush short burst
of energy after eating
something very sweet
Reproduction prohibited © TC Media Books Inc. Unit 1 thirteen 13

Name: Date: Group:
2. Complete the chart with information from the text.

Taste Texture Ingredients
LemHoney Fresh
Brocco-Choco Crunch
Maple Bagel Bites
3. In your opinion, which of the three new products has the most effective
packaging? Use information from the text to support your opinion.
USEFUL LANGUAGE
• That may be true, but . . .
• Can you give me an
example of . . .? 4. In groups of three or four, decide which of the three new products will be
• Can you describe it more sold in your store. Discuss what you like and don’t like about each candy
clearly? and come to a consensus. Justify your choice below.
• Let’s not forget
about . . .
5. As a group, discuss the following questions. Use the simple present to

express your likes and dislikes.
What is your favourite type of candy? Why?

Is there any type of candy you don’t like at all? Why?
Which candy has the best commercial? wrapper? name?
What other types of candy would you sell in your candy store?
14 fourteen
I Want Candy! Reproduction prohibited © TC Media Books Inc.
WRITING
Name: Date: Group:
3. The Perfect Candy C3
Design an ideal candy for a specic group of people.
1. Choose a specic group of people for whom you would like to design a
new candy, or make up your own.
athletes spies grandparents
students babies other:
2. Think about the ideal taste, texture and ingredients for your candy.
Brainstorm ideas and write them below.
Taste Texture Ingredients
3. Write a short paragraph describing your candy and its packaging.

Use adjectives and the simple present of the verbs to be and to have.
Explain why your sweet treat is perfect for the specic group you chose.
Reproduction prohibited © TC Media Books Inc. Unit 1 fifteen 15

GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Nouns: Plurals, Countable Nouns and Uncountable Nouns
Plurals
To form the plural of nouns
Rule Examples
Most nouns: add s. lollipop lollipops

jelly bean jelly beans
Nouns ending in ch, sh, s, x or z, candy kiss candy kisses

and most nouns ending in o: add es. mango mangoes
Nouns ending with a consonant + candy candies
y: change the y to ies. strawberry strawberries
For most nouns that end with f or leaf leaves
fe: change the f or fe to ves. knife knives
Countable Nouns Uncountable Nouns Some nouns are always

uncountable in English:
We can put a number (three, four) or We cannot put a number or an
for instance,
an indenite article (a, an) in front of indenite article in front of an
a countable noun. uncountable noun.
Brett wanted a lollipop. Sally doesn’t like licorice.
I’d like more honey.
When there is more than one, use
the plural form. Uncountable nouns are considered
Maya ate four caramels. singular.
Read the sentences. Indicate whether the underlined noun is countable (C ) or uncountable (U ).
If it is countable, write the plural form.
1. I want a banana with my sundae. C bananas
2. I accidentally replaced the sugar with salt.

3. Do you want an ice cream sandwich?
4. Give me that marshmallow.
5. Peter only eats green candy.
6. I always put sugar in my cereal.
7. Is that a cherry tomato?
8. Please pass the maple syrup
16 sixteen I Want Candy! Reproduction prohibited © TC Media Books Inc.

READING
Name: Date: Group:
4. Sugar: A Bittersweet Story C2
Sugar can make you sick, but it may also have some surprising
health benets.
Before Reading
1. Unscramble the words to form desserts with health benets. If you have
trouble, look for the words in the text on pages 18 and 19.
a. UBRLRYEBE EIP e. YNHOE
b. RATOCR ECKA f. RDAK OOLCEHCAT
c. SLOASEMS g. KUPPNIM IPE
d. PELMA YUPRS
2. Circle the plural form of the sweet treat in bold. Give yourself a challenge:
time yourself and see how fast you can complete the exercise correctly!
a. fruit: fruites fruit fruits
b. sweet potato: sweets potato sweet potatos sweet potatoes
c. blueberry: blueberries blueberrys blueberry
d. nut: nutses nuttes nuts
e. chocolate: chocolats chocolates chocolattes
f. pecan: pecannes pecans pecanes
g. pie: pise pyes pies
h. marshmallow: marshmallows marshmallowes marshmalloes
3. What are some negative consequences and positive consequences of sugar

consumption? Write your predictions in the chart below.
Negative Consequences Positive Consequences
While Reading
4. Read the text on pages 18 and 19. As you read:
• Highlight the negative consequences of excessive sugar consumption
mentioned in the text.
• Underline the possible health benets of moderate sugar consumption.
Reproduction prohibited © TC Media Books Inc. Unit 1 seventeen 17

Name: Date: Group:
Spotlight
on Sugar
ave you ever visited the chimpanzees in humans started to trade with each other, sugarcane
a zoo and noticed how much fruit they eventually spread all across the world. Sugar
eat? Chimpanzees are categorized as quickly became popular among people everywhere.
omnivorous frugivores: this means that, while they
It was not until 500 AD that sugar cane was
eat from every food group, they almost always
processed into a powder in India, making it
choose to eat fruit if given the chance. In fact, fruit
possible to add sugar to other ingredients and
represents nearly 60% of their diet. Fruit has lots
foods. Over time, humans developed their sweet
of natural sugars in it, and some scientists believe
tooth and began to search for more ideal locations
that human beings got their sweet tooth from their
to grow the crop. Some historians argue that
ape ancestors. One thing is certain: humans have
Europeans were motivated to explore the New
certainly been eating—and loving—sugar for a long
World because they wanted to nd a better place
time.
to plant large crops of sugar cane.
Sugar cane was rst cultivated over 10 000 years
Eventually, plantation owners in the Caribbean
ago on the island of New Guinea. Then, and for
islands used slave labour to grow massive amounts
thousands of years afterwards, humans consumed
of sugar cane. This made sugar much easier to buy
sugar by chewing the sugar cane plant and
around the world. Sugar went from being a luxury
drinking its juice. They saw it as a cure for a wide
item to being an everyday part of Europeans’ diets.
range of aches and pains, as well as a mood lifter.
In 1700, the average person in England consumed
One Guinean myth even explains that the human
about four pounds of sugar per year. Today, the
race was created—not from a man and a woman,
average American eats about 77 pounds of the
but from a man and a stalk of sugar cane. When
sweet stuff annually.
With this change in sugar-eating habits came a
VOCABULARY
change in sugar-related illnesses. In 1900, about 5%
ape a large primate, similar to a monkey but
with no tail of Americans suffered from high blood pressure.
aches and pains minor medical problems Today, that number is closer to 30%. And our
crop cultivated plants for food production problems with sugar have continued to increase.
18 eighteen I Want Candy! Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
The number of people who have If you really want to increase the
type 2 diabetes (often caused by nutritional value of your sweets,
over-consumption of sugar) has choose candies and desserts that
more than doubled since 1980. Sugar contain real food such as fruits, nuts
consumption is also considered the and vegetables. As long as you are
main villain in the alarming rise of not allergic to them, nuts add a
obesity among children. So, it is no protein boost to sweet snacks.
surprise that doctors constantly warn Pumpkin pie and carrot cake are very
us to eat less sugar: eating too much high in vitamin A, which is great for
of it is like feeding poison to our your teeth and skin, and blueberry
bodies. pie is full of antioxidants, which help
prevent cancer.
But what about that sweet tooth
that was handed down to us from the apes? It isn’t Although only a few North American sweets use
just going to disappear. Although we should be vegetables as a base, they are used more often in
careful of our sugar consumption, the good news is other places. In many Asian countries, for example,
that eating a moderate amount of sugar may it is common to nd sweets made from vegetables
actually have some health benets. A growing and beans. In India, chickpea our is commonly
number of studies are reporting that you may be used to make sweets. In China, Korea and Japan,
able to feel good about giving in to your sweet many desserts are made with red bean paste or
tooth, within reason. One of these studies found sweet potatoes, and that is only the tip of the
that people who eat a small amount of candy every iceberg. Adding sugar and other ingredients to a
day live longer than those who never eat candy, surprisingly wide range of vegetables can turn them
and eating chocolate on a regular basis seems to into delicious desserts.
decrease the risk of developing heart disease. Other
Always remember that whether you get your
studies have found that eating a little bit of candy
sugar x from caramel-lled chocolates or from
while working can improve your mood as well as
pumpkin pie made with a whole-wheat crust,
your ability to concentrate.
you still have to be careful. Let’s face it, sugar is
If you want to satisfy your sweet tooth, you sugar. Our bodies are only able to process a certain
should still try to eat sweets that will contribute amount of it before it starts to make us sick.
to your good health. Some common sweets contain Portions are important, so control the quantity of
nutritional benets. For example, dark chocolate sugar that you eat while increasing the quality of
with more than 70% cacao can improve your skin, your sweets, and you may be able to have your
your circulation and your energy levels. It can even cake and eat it, too!
help ght cancer! Maple syrup contains zinc, which
can help heal wounds, as well as calcium and
VOCABULARY
manganese, which build healthy bones. Molasses is
giving in stop resisting
high in iron, a mineral that helps the production of
the tip of the iceberg a small part of
red blood cells, and some researchers believe that something big
honey can help ght harmful bacteria in your body. have your cake and eat it, too have the best
of both options
Reproduction prohibited © TC Media Books Inc. Unit 1 nineteen 19

Name: Date: Group:
After Reading
5. When sugar was rst cultivated thousands of years ago, what did humans
believe were its health benets?
6. Name two factors that helped promote the spread of sugar around the
SPEAK UP world.
Have students form small
groups to discuss the
following points.
• How much candy do
they really consume?
• How much sugar is too
much?
• What effect does sugar
have on their mood 7. What sugar-related health problems does this article mention?
and energy?
• What advice can they
give each other?
8. Name three possible benets of eating candy in small amounts.

a.
b.
c.
9. The key to eating sugar and staying healthy is to eat it in moderation.

Write three tips to help candy-lovers control their sugar consumption.
a.
b.
c.
20 twenty I Want Candy! Reproduction prohibited © TC Media Books Inc.

VIEWING DVD
Name: Date: Group:
5. Jelly Beans: From A to Z C2
Ever wonder how the sugary snacks we love so much are made?
Before Viewing
1. Associate these jelly bean colours with jelly bean avours.
red FYI One major jelly bean

producer claims that
green America’s favourite jelly
bean avour is Very
yellow Cherry. Their top seller
white in Asia is Lemon Lime.
In Australia, people
black prefer the Bubble
Gum-avoured beans.
2. Predict which four ingredients are used to make a jelly bean. Circle your
guesses.
honey water cream maple syrup
cornstarch sugar bananas milk
eggs our butter salt
beans jelly corn syrup oil
3. Correct the mistakes in the following sentences. Pay attention to the

plural nouns and the verbs.
a. These jelly beans contains the juice of many cherry.
b. Strangely enough, there are no bean in jelly beans.
c. How do they makes the jellys beans?
d. The recipe calls for a lot of sugars and waters.
e. The sugar centres also contains corns syrup.
f. The outside of the jelly bean are fruits avoured.
Reproduction prohibited © TC Media Books Inc. Unit 1 twenty-one 21

Name: Date: Group:
STRATEGY REMINDER While Viewing
Read the statements DVD Read the statements in the chart below. As you watch the video
before you watch the 4. about the making of jelly beans, check True or False.
video so that you know
which information to
listen for. Statement True False
Read the vocabulary
definitions to better a. A jelly bean is really two candies in one.
understand the video.
b. The avour of a jelly bean is on the inside.
c. The centre of a jelly bean is made from sugar and

maple syrup.
d. The moulds are made of cornstarch.

VOCABULARY
e. You can t 648 jelly beans into one tray.
moulds forms that
produce a standard shape f. Jelly beans are mostly a Christmas treat.
drizzle pour a thin
stream of liquid g. Workers drizzle avouring onto the jelly bean
shell outside covering centres in huge steel drums.
slurry syrup mixture
h. This process is called “sugar drawing.”
i. The colour of the syrup matches the avour.
j. Traditionally, green jelly beans taste like green apples.
k. Each jelly bean has a shell made of three layers of

sugar and syrup.
After Viewing
5. Use the simple present of the verbs in the word box to complete the
sentences that describe the jelly bean production process.
a. One machine mixes a sugar slurry.

collect
cover b. A different machine cornstarch moulds.
Word Box
create
c. The depositor slurry into moulds.
dump
flavour d. Sugary centres for 24 hours.
harden
e. Machines the centres from trays.
mix
squirt f. Workers the centres with juice.
g. Machines the centres with coats of sugar.
h. A conveyer belt the hardened jelly beans.
22 twenty-two I Want Candy! Reproduction prohibited © TC Media Books Inc.

READING
Name: Date: Group:
6. Too Much of a Good Thing? C2
When does candy stop being a treat and start being dangerous?
Before Reading
1. Is gum chewing a good thing or a bad habit? Consider the situations

below and circle whether or not you think chewing gum is a good idea.
a. After eating a garlicky meal Go for it Maybe No way!
b. While doing your homework Go for it Maybe No way!
c. While playing a sport Go for it Maybe No way!
d. Before going to the dentist Go for it Maybe No way!
e. When talking to your teacher after class Go for it Maybe No way!
2. List the pros and cons of chewing gum.

VOCABULARY
Pros: pros and cons
advantages and
disadvantages
procrastinating
avoiding as long as possible
Cons:
3. Would you consider gum to be a type of candy? Why or why not?
4. Some people say that chewing gum is a bad habit. Which of the following
habits do you consider really bad?
saying “LOL” procrastinating

smoking cheating on exams
texting while walking singing in the shower
lying to your parents biting your nails
Reproduction prohibited © TC Media Books Inc. Unit 1 twenty-three 23

Name: Date: Group:
While Reading
5. Read the text on pages 24 to 26. As you read:

• Underline the advantages of the chewing gum meal.
• Highlight the negative effects of the chewing gum meal.
Charlie and is about a

young boy who wins a trip to visit the local
chocolate factory, along with four other children
the Chocolate his age. But once they enter the factory, the ve
children learn just how wild and eccentric its
Factory owner, Willy Wonka, can be. As the children tour

the factory together, each of their personal bad
habits gets them into trouble. In this excerpt, Violet
Beauregarde, an obsessive gum chewer, discovers
by Roald Dahl
that her habit can be disastrous to her health.
his gum,” Mr. Wonka went on, “is my “What do you mean, it’s tomato soup, roast beef,
latest, my greatest, my most fascinating and blueberry pie?” said Violet Beauregarde.
invention! It’s a chewing gum meal! “If you were to start chewing it,” said Mr. Wonka,
It’s . . . it’s . . . it’s . . . that tiny little strip of gum “then that is exactly what you would get on the
lying there is a whole three-course dinner all by menu. It’s absolutely amazing! You can actually feel
itself!” the food going down your throat and into your
“What sort of nonsense is this?” said one of the tummy! And you can taste it perfectly! And it lls
fathers. you up! It satises you! It’s terric!”
“My dear sir!” cried Mr. Wonka. “When I start “It’s utterly impossible,” said Veruca Salt.
selling this gum in the shops it will change “Just so long as it’s gum,” shouted Violet
everything! It will be the end of all kitchens and all Beauregarde, “just so long as it’s a piece of gum
cooking! There will be no more marketing to do! and I can chew it, then that’s for me!” And quickly
No more buying of meat and groceries! There’ll be she took her own world-record piece of chewing
no knives and forks at mealtimes! No plates! No gum out of her mouth and stuck it behind her left
washing up! No garbage! No mess! Just a little strip ear. “Come on, Mr. Wonka,” she said, “hand over this
of Wonka’s magic chewing gum—and that’s all magic gum of yours and we’ll see if the thing works.”
you’ll ever need at breakfast, lunch, and supper! This
“Now, Violet,” said Mrs. Beauregarde, her
piece of gum I’ve just made happens to be tomato
mother, “don’t let’s do anything silly, Violet.”
soup, roast beef, and blueberry pie, but you can have
“I want the gum!” Violet said obstinately.
almost anything you want!”
“ What’s so silly?”
VOCABULARY “I would rather you didn’t take it,” Mr. Wonka
strip small piece told her gently. “ You see, I haven’t got it quite right
obstinately stubbornly yet. There are still one or two things . . .”
24 twenty-four I Want Candy! Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
“Oh, to heck with that!” said Violet, and it’s exactly as though I’m
suddenly, before Mr. Wonka could stop her, she shot swallowing it! It’s as
out a fat hand and grabbed the stick of gum out of though I’m chewing
the little drawer and popped it into her mouth. At and swallowing great big
once, her huge well-trained jaws started chewing spoonfuls of the most
away on it like a pair of tongs. marvellous blueberry pie
“Don’t!” said Mr. Wonka. in the world!”
“Fabulous!” shouted Violet. “It’s tomato soup! It’s “Good heavens, girl!”
hot and creamy and delicious! I can feel it running shrieked Mrs. Beauregarde
down my throat!” suddenly, staring at Violet,
“what’s happening to your
“Stop!” said Mr. Wonka. “The gum isn’t ready
nose!”
yet! It’s not right!”
“Oh, be quiet, mother, and
“Of course it’s right!” said Violet. “It’s working
let me nish!” said Violet.
beautifully! Oh my, what lovely soup this is!”
“It’s turning blue!” screamed Mrs. Beauregarde.
“Spit it out!” said Mr. Wonka.
“ Your nose is turning blue as a blueberry!”
“It’s changing!” shouted Violet, chewing and
“Your mother is right!” shouted Mr. Beauregarde.
grinning both at the same time. “The second course
“Your whole nose has gone purple!”
is coming up! It’s roast beef! It’s tender and juicy !
Oh boy, what a avour! The baked potato is “What do you mean?” said Violet, still chewing
marvellous, too! It’s got a crispy skin and it’s all away.
lled with butter inside!” “Your cheeks!” screamed Mrs. Beauregarde.
“But how in-teresting, Violet,” said “They’re turning blue as well! So is your chin! Your
Mrs. Beauregarde. “You are a clever girl.” whole face is turning blue!”
“Keep chewing, kiddo!” said Mr. Beauregarde. “Spit that gum out at once!” ordered
“Keep right on chewing, baby! This is a great day for Mr. Beauregarde.
the Beauregardes! Our little girl is the rst person in “Mercy! Save us!” yelled Mrs. Beauregarde. “The
the world to have a chewing-gum meal!” girl’s going blue and purple all over! Even her hair is
Everybody was watching Violet Beauregarde as changing colour! Violet, you’re turning violet, Violet!
she stood there chewing this extraordinary gum. What is happening to you!”
Little Charlie Bucket was staring at her absolutely “I told you I hadn’t got it quite right,” sighed
spellbound, watching her huge rubbery lips as Mr. Wonka, shaking his head sadly.
they pressed and unpressed with the chewing, and
Grandpa Joe stood beside him, gaping at the girl.
VOCABULARY
Mr. Wonka was wringing his hands and saying,
“No, no, no, no, no! It isn’t ready for eating! It isn’t crispy crunchy
spellbound fascinated
right! You mustn’t do it!”
gaping staring, mouth open with surprise
“Blueberry pie and cream!” shouted Violet. “Here wringing twisting tightly when distressed
it comes! Oh my, it’s perfect! It’s beautiful! It’s . . . shrieked screamed in alarm
Reproduction prohibited © TC Media Books Inc. Unit 1 twenty-five 25

Name: Date: Group:
“I’ll say you haven’t!” cried Mrs. Beauregarde. But there was no saving her now. Her body was
“Just look at the girl now!” swelling up and changing shape at such a rate that
Everybody was staring at Violet. And what a within a minute it had turned into nothing less than
terrible peculiar sight she was! Her face and hands an enormous round blue ball— a gigantic blueberry,
and legs and neck, in fact the skin all over her body, in fact— and all that remained of Violet Beauregarde
as well as her great big mop of curly hair, had turned herself was a tiny pair of legs and a tiny pair of arms
a brilliant, purplish-blue, the colour of blueberry sticking out of the great round fruit and a little head
juice! on top.
“It always goes wrong when we come to the “It always happens like that,” sighed Mr.
dessert,” sighed Mr. Wonka. “It’s the blueberry pie Wonka. “I’ve tried it twenty times in the Testing
that does it. But I’ll get it right one day, you wait and Room on twenty Oompa-Loompas, and every one
see.” of them nished up as a blueberry. It’s most
annoying. I just can’t understand it.”
“Violet,” screamed Mrs. Beauregarde, “you’re
swelling up!” “But I don’t want a blueberry for a daughter!”
yelled Mrs. Beauregarde. “Put her back to what she
“I feel sick,” Violet said.
was this instant!”
“You’re swelling up!” screamed Mrs. Beauregarde
Mr. Wonka clicked his ngers, and ten
again.
Oompa-Loompas appeared immediately at his side.
“I feel most peculiar!” gasped Violet.
“Roll Miss Beauregarde into the boat,” he said
“I’m not surprised!” said Mr. Beauregarde. to them,“ and take her along to the Juicing Room at
“Great heavens, girl!” screeched Mrs. once.”
Beauregarde. “You’re blowing up like a balloon!” “The Juicing Room?” cried Mrs. Beauregarde.
“Like a blueberry,” said Mr. Wonka. “What are they going to do with her there?”
“Call a doctor!” shouted Mr. Beauregarde. “Squeeze her,” said Mr. Wonka. “We’ve got to
“Prick her with a pin!” said one of the other squeeze the juice out of her immediately. After that,
fathers. we’ll just have to see how she comes out. But don’t
worry, my dear Mrs. Beauregarde. We’ll get her
“Save her!” cried Mrs. Beauregarde, wringing her
repaired if it’s the last thing we do. I am sorry about
hands.
it all, I really am . . . ”
VOCABULARY
peculiar strange
swelling up growing larger
gasped made a sound of surprise
screeched made a high-pitched scream
annoying irritating
squeeze press, compress
26 twenty-six I Want Candy! Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
After Reading
6. Willy Wonka claims his gum will change the world by eliminating knives
and forks and by reducing the garbage and mess surrounding mealtime.
What other things would this invention eliminate?
7. Originally, Violet’s parents do not seem too concerned about her chewing
the piece of gum. They even start to encourage her. What happens to
make them change their minds?
8. Who is responsible for Violet’s nal condition? Discuss this question with
two of your classmates. Write notes in the chart to prepare arguments
for the people involved. Then, take turns defending your opinions and
responding to your classmates’ opinions.
Mr. & Mrs. Beauregarde Violet Beauregarde Willy Wonka
9. With your group, discuss the following questions.
How important is it for teens to learn and practise healthy food

habits?
Whose responsibility is to ensure that you practise healthy food
habits: yours, your family’s or your school’s?
Reproduction prohibited © TC Media Books Inc. Unit 1 twenty-seven 27

WRITING PROJECT
Name: Date: Group:
7. A Candy Review C3
Write a product review of a memorable candy.
1. Choose a candy that you have tasted and can describe well enough to
review. This candy must have at least some healthy ingredients.
2. Take notes in the graphic organizer for each step of the review process.
Background Information
Where can you buy this candy? Why did you choose to review it?
STRATEGY REMINDER
Use vocabulary words
that you have learned
throughout the unit to
help you describe your
candy.
Description
What does it look like? How is it packaged? How does it taste? What is the texture like?
Health Benets
What is this candy made of? What are its health benets?
Final Impressions
Would you recommend this candy? Why or why not?
28 twenty-eight I Want Candy! Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
3. Write the rst draft of your candy review. Use your notes from Step 2 to
help you organize your thoughts. Use the simple present and the verbs
to be and to have to describe the candy. Refer to the texts on page 13
as models.
Introduction
Writing Checklist
Description I introduced my candy in an

interesting manner.
I described my candy using the
simple present and the verbs
to be and to have.
I included my opinion and
recommendations.
I checked my spelling and
punctuation.
I used resources to check my
work: dictionary, Grammar
Points, information from tasks.
Conclusion
4. Revise and edit your text. Use the writing checklist for help.
5. Exchange texts with a classmate. Ask for feedback on content and form.
6. Write the nal copy of your text. Make changes and corrections.
Add an image of your candy at the top.
7. Present your candy review to your classmates.
Reproduction prohibited © TC Media Books Inc. Unit 1 twenty-nine 29

EXTRA READING
Name: Date: Group:
A Career in Candy C2
Some people can spend their whole lives playing with candy.
Before Reading
1. What types of careers can be related to candy production? List ve

different jobs you can think of.
2. Choose one of the careers above and write a short job description.
What is this person responsible for?
architects
Word Box
3. Complete the sentences with the appropriate career from the word box.
artists
a. collect information and analyze their
engineers results.
researchers
b. design and test new products and
scientists develop solutions for technical problems.
c. use their imagination to visualize and
create works of art.
d. perform tests and scientic experiments
in elds such as physics and medicine.
e. design buildings and other large
structures.
While Reading

• Highlight the different professions presented.
• Underline the different candy creations mentioned in the text.
30 thirty I Want Candy! Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
Working in
Candy Land
o most people, Willy Wonka is just a character Bompas and Parr work with a team of food
in a Roald Dahl book, whose fantastic professionals to make remarkable candy creations.
inventions sound too good to be true. But for They experiment with museum installations,
some candy lovers, that eccentric chocolate maker interactive exhibits and unique dinner parties.
must be a role model and an inspiration. All over But when the duo rst started working with food,
the world, people with a career in candy are they mostly experimented with jelly. Clients hired
working very hard to create fabulous sugar them to develop crazy shapes for jelly moulds. After
masterpieces that could rival those from Charlie and making jellies in the shape of Buckingham Palace
the Chocolate Factory. These people include artists, and an edible map of the United States, Bompas
architects, food scientists and engineers. If you are a and Parr gave themselves a new challenge: to make
creative problem solver who has a sweet tooth and jellies that shine in the dark! Today their signature
likes to play with candy, there could also be a job products are so popular that some brides request a
out there for you! jelly tower from them instead of a wedding cake.
After the partners conquered the jelly market,
The Art of Candy
they began to design candy installations for events
Did you like to play with your food when you were
and museums. Their goal was to combine candy
little? Did you make gumdrop castles with candy
production with architecture to create an
rainbows? Do you like to experiment with colour,
unforgettable experience.
texture and form? Food artists Sam Bompas and VOCABULARY
In 2010, they built an
Harry Parr would probably answer “yes” to all of
installation inspired by jelly fruit-flavoured
these questions. In 2007, these partners opened
Willy Wonka: a chewing gum gelatin dessert, also
up their studio, Bompas & Parr, and began known as Jell-o
micro-factory where guests
exploring the possibilities for combining candy, edible that can be
mixed their own gum. There eaten
art, architecture and imagination.
were 200 unusual avours signature classic
Reproduction prohibited © TC Media Books Inc. Unit 1 thirty-one 31

Name: Date: Group:
available, such as yogurt, chili, curry or g. Some of A team of researchers in the United States is
the gum even changed avour as it was chewed! trying to solve a different problem. As packaged
Two years later, thousands of people came to scale candy became more popular, natural sweets like
Mt. Rocky, a 30-foot climbing wall made entirely of fruit became less popular—and fruit producers
chocolate with a chocolate waterfall. Later that year, are upset that they are losing money to candy
Bompas and Parr created an enormous mini-putt companies. The solution? Make fruit taste like
course on the roof of a local building. The best part? candy. Fruit producers experimented for years
All the obstacles were made of cake! before they unveiled an exciting new product.
This new variety of grape is called Cotton Candy:
Bompas and Parr believe that if you can dream
it tastes like the sugary treat but it is a lot healthier.
it, you can achieve it. They are always looking for
Who knew that grapes could taste like candy?
new ways to mix art and candy. So the next time
you have a brilliant idea for a crazy creation, you Some food scientists want to see if they can
know who to call. make our wildest dreams come true. A team of
Harvard University scientists is developing a type
The Science of Candy of nanotechnology that can control how we taste
If you are someone who likes to solve problems different avours. This technology can trap
and to conduct experiments, then you might like different avours into capsules that are just
to try working with a team of food scientists. These millionths of a millimetre in size. The capsules
engineers and researchers spend months and dissolve upon contact with our saliva or after a
sometimes years developing new food and candy certain amount of chewing. With more research,
products. The work can be very rewarding: some it might be possible to have three or more avours
breakthroughs in technology may change the way contained in one small stick of gum. So Willy
candy is made forever. Wonka’s three-course chewing gum might one
day become a reality!
Do you remember the last time you stepped on
a piece of gum? Were you frustrated as you scraped Other food scientists specialize in making
the sole of your shoe on the ground, hoping to get healthier, more natural alternatives to sugary
rid of the gum? Gum stuck to sidewalks is not snacks. When Nicky Bronner realized that his
only frustrating, it’s also expensive. Public Halloween candy was lled with unhealthy
sanitation departments can spend millions of ingredients, he decided to do something about it.
dollars each year trying to make public places At just 12 years old, he began working with local
gum-free. So how can we solve this problem? A chefs to develop recipes for all-natural candy that
team of British scientists has developed a new kind still tastes good. With his father, he founded the
of chewing gum that has the same taste and texture company Unreal Brands Inc. Although his products
as regular gum but that only arrived in stores last year, they are already very
dissolves in water. popular.
VOCABULARY
Researchers hope to
scale climb Whether you prefer creating works of art or
see their laboratory
sanitation health conducting experiments, remember that you can
work on the shelves of
dissolves disperses do both with candy. So if you can’t get through the
in a liquid candy stores soon.
day without your sugar x, there could be a way to
unveiled presented make a career out of that sweet tooth.
for the first time
32 thirty-two I Want Candy! Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
After Reading
5. When Bompas and Parr rst opened their studio, what was their specialty?
6. Why did fruit producers want to create a grape that tastes as sweet as
cotton candy?
7. Choose one of the professions you highlighted in the text. Write an

advertisement for a job in the candy industry for this profession. Use the
template below.
Job Title:
Company Name:
Company Description:
Location:
Job Description (the applicant will be required to):

•
8. Of the jobs described in the text, which one would you prefer to have?
Why?
Reproduction prohibited © TC Media Books Inc. Unit 1 thirty-three 33

EXTRA LANGUAGE
Name: Date: Group:
Word Games
There are many ways to describe your favourite treat!
1. Complete each sentence with the correct word from the word box.
a. Xavier loves strawberries in chocolate.
Word Box
coated
dipped b. My grandmother loves almonds in
drizzled crunchy brown sugar.
glazed c. My favourite donuts are with powdered
sprinkled sugar.
d. Marnie prefers donuts with chocolate icing.
e. The ice cream is with hot caramel sauce.
2. Match the idioms about candy to their denitions.

Idioms Denitions
a. sugar-coat something 1. extremely easy
b. the icing on the cake 2. make something seem more acceptable
c. sweet-talk (someone) 3. very excited
d. a piece of cake 4. persuade or atter
e. like a kid in a candy store 5. be the most extreme example of something
f. take the cake 6. the best part of a good thing
3. Complete the following sentences with the idioms from Step 2.

a. Marvin can anyone to get what
he wants.
b. Winning this game will be .
c. When I visited the Hockey Hall of Fame last year, I was

.
d. I thought the last exam was difcult, but this history exam
!
e. Serena doesn’t take criticism well, so you may need to

your opinions.
f. Molly loved going to the concert, but meeting the musicians

afterwards was .
34 thirty-four I Want Candy! Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
4. Find and circle the words from the word box in the puzzle below. STRATEGY REMINDER
Answers may be horizontal, vertical, forwards, backwards and diagonal.
Look for double letters or
less common letters such
M V S E Y P V D J B P C as “k” or “z” first.
C A C E U W E Y L L O Q
C H R R S T E U C A P X • dipped
• glazed
D R Y S Z S E H T Q I S • drizzled
I S U O H B A E C E L P • sprinkled
• coated
P W R N E M D L P A L R
Word Box
• chewy
P O D R C G A Z O N O I • molasses
• crunchy
E B R H O H L L H M L N • marshmallow
• licorice
D Y H O N E Y A L E F K
• lollipop
D E L Z Z I R D Z O G L • sticky
• syrup
L I C O R I C E T E W E
• honey
O G Y Y K C I T S U D D • blueberry
PRONUNCIATION CD
5. Listen to these fun tongue twisters. Practise saying them to your partner.
Remember to pronounce the s at the end of certain words.
a. She sells sea shells by the sea shore. The shells she sells are sea shells,
I’m sure.
b. Helen’s husband hates hot tea. Henry’s horse always hurts his hooves
in holes when he hunts.
6. Choose a type of candy that is countable. Write a short tongue

twister to practise pronouncing the nal s in the plural form. Revise
and edit your rst draft to create your nal version.
STRATEGY REMINDER
First draft: Get feedback on the first
draft of your tongue
twister from a classmate
so that you can improve it
in the final version.
Final version:
Reproduction prohibited © TC Media Books Inc. Unit 1 thirty-five 35

EXTRA GRAMMAR
Name: Date: Group:
GRAMMAR Check
To review the simple present, go back to page 12.
A. Use the simple present of to be and the adjectives in the word box to describe the sweets. Write one
afrmative and one negative sentence. Some words may be used more than once.
1. Gummi worms . They .
Word Box
chewy
2. Maple syrup . It .
creamy
3. Jelly beans . They . crunchy
4. Ice cream . It . sticky
5. Caramel . It .
B. Read the sentences. Correct errors in the simple present.
1. Willy Wonka love inventing new kinds of candy.
2. This candy has not a chewy caramel centre.
3. My mom don’t likes candy with nuts in it.
4. In America, most people prefers Very Cherry jelly beans.
5. Blueberries has antioxidants in them.
To review plural, countable and uncountable nouns, go back to page 16.
C. Write the plural form of the nouns below.
1. candy 4. tomato
2. lunch box 5. jelly bean
3. sugar pie 6. leaf
D. Decide if the noun is countable or uncountable in the context of the sentence. Write C for countable
or U for uncountable.
1. Caroline went to two stores ( ) to nd her favourite fudge ( ).
2. The inventor ( ) made a new type of candy ( ) with nuts ( ).
3. Kelvin chews gum ( ) while he plays basketball.
4. Hallie used lots of sugar ( ) to bake ve loaves ( ) of bread.
5. Mathilda tried the gumdrops ( ) and some black licorice ( ).
36 thirty-six I Want Candy! Reproduction prohibited © TC Media Books Inc.

Good Guys and bad
Good Guys
UNIT
and Bad Guys 2

In this unit, explore the traits that define a character.
Read about characters’ personality traits.
Watch a video about the making of a Canadian superhero.
Talk about your favourite good guy and bad guy.
Write a character sketch.
Practise grammar: subject pronouns, possessive adjectives
and yes / no questions in the simple present.
Reproduction prohibited © TC Media Books Inc. thirty-seven 37

ICEBREAKER
Name: Date: Group:
1. Character Traits C1
What words can describe good guys’ and bad guys’ personalities?
1. With a partner, nd two other adjectives in the word box that you
associate with each of the underlined words in the sentences.
arrogant evil mean
Word Box
brave fearless nice
comical friendly polite
FYI Although the word
considerate funny self-important
usually refers to
a male in English, courageous greedy selfish
the terms courteous humorous stingy
and can also cruel kind vain
be used to refer to
female characters.
a. Voldemort is mean to Harry Potter.
b. Mulan was a very brave young woman.
c. Many people thought that Sherlock Holmes was arrogant.
d. Cruella De Vil was not very kind to the Dalmatians.
e. Little Red Riding Hood was very polite to strangers.
f. The Grinch stole Christmas because he was greedy.
g. Homer Simpson is a really funny character.
2. With your partner, classify the words from the word box into the correct
column below.
Good Guy Bad Guy
38 thirty-eight Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
3. Which good guys and bad guys are particularly memorable? Complete
the chart with characters from different media sources. Write one or two
of the personality traits that best describe each character.
Good Guy Traits Bad Guy Traits

Books
Television / Games
Movies
4. Discuss the characters you chose with your partner. USEFUL LANGUAGE
• This character seems like
a. Did you write down any character(s) that your partner is unfamiliar
a bad guy but . . .
with? If so, describe the character(s).
• She is more interesting
b. Which character do you like best? Explain your choice to your partner. than . . .
c. Which of the characters do you consider the most realistic? Why? • I doubt your character
would . . .
d. Together, can you think of another character for each category?
Discuss this new character and his or her personality traits.
e. Compare one of your characters to one of your partner’s characters.

In a ght, who would win?
Reproduction prohibited © TC Media Books Inc. Unit 2 thirty-nine 39

GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Talking About Characters
Using Subject Pronouns

Subject pronouns replace nouns as subjects in a sentence.
Subject Pronoun Subject pronouns are the same gender as the nouns they replace.
I
Singular
Voldemort is my favourite bad guy.

you He looks like a snake.
she / he / it
The 3rd person plural pronoun they is Use as a subject pronoun
we used to replace both males and females. and as a possessive
Plural
adjective when the noun

you Shrek and Fiona are giant ogres. has no gender or the
they gender is unknown.
They have green skin and small ears.
Possessive Adjectives: Using His and Her

Possessive adjectives indicate a relationship or possession.
Possessive Adjective Dracula’s skin was as white as snow.
His cape was blood red.
my
Singular
your In English, 3rd person possessive adjectives

her / his / its are the same gender as the noun they
replace, not the noun that follows them.
our
Luke Skywalker missed his mother.
Plural
your
Princess Leia did not know that
their
Luke was her brother.
A. Complete the sentence with the correct subject pronoun. Highlight the correct possessive adjective.
1. Jasmine is a beautiful princess. brushes (his / her / their) long dark hair.
2. Bilbo is a hobbit. is short and (his / her / its) feet are very hairy.
3. Frankenstein is a monster. has bolts in (her / their / his) neck.
4. Batman and Catwoman are heroes. wear black masks on (her / their / his) faces.
5. Miss Piggy is a muppet. has blond hair and wears lipstick on (his / her / their) lips.
B. Write sentences to describe one male character and female character. Include subject pronouns and
possessive adjectives. Use the sentences in Step A as models.
1.
2.
40 forty Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
VIEWING DVD
Name: Date: Group:
2. Our Own Hero C2
Learn about a different kind of hero. apologetic
Word Box
Before Viewing crusader
humorous
1. Use the clues below and the words in the word box to complete patriotic
the crossword puzzle. Find the hidden word and write it below.
peacekeeper
socially conscious
a.
b.
c.
Clues
a. devoted to his or her country d.
b. politely offering excuses e.
c. caring about society
d. amusing, comical f.
e. an activist who ghts for a cause
f. person who helps maintain law and order
Hidden Word: is a slang term for a Canadian.
2. Complete the sentences with the words in the word box.

a. Canadians are very when
they make mistakes.
b. Emily’s attitude always
makes me laugh.
c. If you are feeling , you should visit
Ottawa on Canada Day.
d. Jean-Philippe is a against smoking.
He goes to different schools to talk about the harmful effects of cigarettes.
e. Because I am the middle child and hate it when my sisters ght, I am
the family .
f. Brianna volunteers at a local food bank during the holiday season
because she is .
Reproduction prohibited © TC Media Books Inc. Unit 2 forty-one 41

Name: Date: Group:
STRATEGY REMINDER While Viewing
Read the statements and 3. DVD Read the following questions about the video. As you watch, circle
the definitions before the correct answers.
you watch the video so
that you know which a. Forty years ago, Captain Canuck was published as a paper comic.
information to listen for. Today, it is produced as a
1. TV show 2. web comic 3. comic book
VOCABULARY
b. Which of the following are Canadian superheroes?
reboot new version
ying off the shelves 1. Wolverine 2. Snowbird 3. Hawk
selling quickly 4. Sasquatch 5. Silver Skater 6. Puck
caught the eye was
noticed c. Which of these behaviours make Captain Canuck typically Canadian?
track down search for 1. He apologizes before beating people up.
launch tell the public
2. He is polite to his fans.
about something new
do-gooders people who
3. He drinks maple syrup to get his super powers.
try to help others 4. He is a peacekeeper.
meathead stupid person 5. He sings “O Canada” after every ght.
After Viewing
4. In 1975, why did Richard Comely decide to create the Captain Canuck
character?
5. Do you think that today’s comic books are too violent? Why or why not?
SPEAK UP
groups to discuss the 6. In your opinion, will the updated version of this Canadian superhero be
following points. popular? Why or why not?
• Is having a patriotic
superhero important
to Canadians?
• What would a superhero
from Québec be like? 7. What other personality traits should Captain Canuck have in order to
seem more Canadian? Write three extra traits.
a.
b.
c.
42 forty-two Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Asking Yes / No Questions in the Simple Present
Use the following word order to ask questions that can be answered with a simple “yes” or “no.”
With the Verb To Be FYI To change a sentence

Use the simple present of the verb to be + subject + rest of the question. with into a
yes/no question, invert
Verb to be Subject Rest of the question the position of the verb
and the subject.
I right?
Singular
Am
Are you ready to start?
Is she / he / it a superhero?
Are we on the right track?

Plural
Are you sure about that?

Are they cartoon characters?
With Other Verbs

Use do / does + subject + base form of main verb + rest of the question.
Verb to do Subject Main verb Rest of the question

I this character?
Singular
Do know
Do you like her name?
Does she / he / it wear a mask?
Do we see them on TV?

Plural
Do you watch their movies?

Do they ght crime?
Write yes / no questions that you could ask to guess a character’s identity. Use the simple present and the
prompts.
1. be / bad guy Is this character a bad guy?
2. be / animal
3. have / a partner
4. wear / costume
5. have / superpowers
6. be / video game
Reproduction prohibited © TC Media Books Inc. Unit 2 forty-three 43

SPEAKING
Name: Date: Group:
3. Guess Who? C1
Who is your classmate’s favourite good guy and bad guy? Play a
guessing game.
1. Think about your favourite good guy and your favourite bad guy. Write
notes about their physical descriptions, personality traits and typical
actions. Do not show your sheet to your partner.
Favourite Good Guy Favourite Bad Guy
Name
Physical description
Personality traits
Actions
2. Find a partner and take turns asking yes / no questions in the simple
present to guess each other’s characters. Continue asking yes / no
questions until you discover each character’s identity.
USEFUL LANGUAGE Think about:
• whether the character is good or bad,
• Is it a character from
a...? male or female, real or cartoon, old or young
• whether the character appears in a book,
• Is the character in a story
about . . . ? movie, game or television program
• Does the character • what the character wears
have . . . ? • what the character can do
• Can the character . . . ?
• Is the character’s
enemy . . . ?
44 forty-four Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
READING
Name: Date: Group:
4. Building a Believable C2
Character
When it comes to good guys and bad guys, actions speak louder
than words.
Before Reading
1. Match the actions with the character traits that they demonstrate.
a. courageous 1. Laughing when a classmate slips and falls in

the mud during gym class
b. loyal 2. Claiming that you are the reason the school

volleyball team is undefeated
c. arrogant 3. Hating a girl from your science class because

she has such cool clothes
d. thoughtful 4. Running into a burning building to rescue a

stray cat
e. stubborn 5. Supporting a friend even when you hear a

negative rumour about him
f. jealous 6. Sending your friend a postcard from Arizona

because she has a postcard collection
g. cruel 7. Refusing to take an umbrella with you—even

though it is pouring rain
2. Choose two character traits that are not listed in Step 1. Write a sentence
for each that describes the trait through the action.
a.
b.
While Reading
• Highlight the actions that show the rst June is a “good guy.”
• Underline the actions that show the other June is a “bad guy.”
Reproduction prohibited © TC Media Books Inc. Unit 2 forty-five 45

Name: Date: Group:
Tuesday of the
Other June
by Norma Fox Mazer
“Tuesday of the Other June” is a short story that

focuses on the relationship between two young
girls, both named June.
e good, be good, be good, be good, my “January!” I’d yell when I was little.“February!
June,” my mother sang as she combed my No, November!” My mother laughed her honey
hair; a song, a story, a croon, a plea.“ It’s laugh. She had little emerald eyes that warmed me
just you and me, two women alone in the world, like the sun.
June darling of my heart, we have enough troubles
Every day when I went to school, she went to
getting by, we surely don’t need a single one more,
work. “Sometimes I stop what I’m doing,” she said,
so you keep your sweet self out of ghting and all
“lay down my tools, and stop everything, because
that bad stuff. People can be little-hearted, but turn
all I can think about is you. Wondering what you’re
the other cheek, smile at the world, and the world’ll
doing and if you need me. Now, Junie, if anyone
surely smile back.”
ever bothers you—”
We stood in front of the mirror as she combed
“—I walk away, run away, come on home as fast
my hair, combed and brushed and smoothed. Her
as my feet will take me,” I recited.
head came just above mine; she said when I grew
another inch she’d stand on a stool to brush my “Yes. You come to me. You just bring me your
hair. “I’m not giving up this pleasure!”And she trouble, because I’m here on this earth to love you
laughed her long honey laugh. and take care of you.”
My mother was April, my grandmother had I was safe with her. Still, sometimes I woke up
been May, I was June. “And someday,” said my at night and heard footsteps slowly creeping up
mother, “you’ll have a daughter of your own. What the stairs. It wasn’t my mother, she was asleep in
will you name her?” the bed across the room, so it was robbers, thieves,
and murderers, creeping slowly . . . slowly . . . slowly
toward my bed.
I stuffed my hand into my mouth. If I screamed
VOCABULARY
and woke her, she’d be tired at work tomorrow.
croon soft song
The robbers and thieves lled the warm darkness
plea serious request
and slipped across the oor more quietly than cats.
creeping moving slowly
Rigid under the covers, I stared at the shifting dark
shifting moving slightly
and bit my knuckles and never knew when I fell
knuckles joints of a nger
asleep again.
46 forty-six Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
In the morning we sang in the The next Tuesday, the Other June
kitchen. “Bill Grogan’s GOAT! Was again stood next to me at the edge of
feelin’ FINE! Ate three red shirts, the pool. “What’s your name?”
right off the LINE!” I made
“June.”
sandwiches for our lunches, she
made pancakes for breakfast, “Wrong. Your—name—is—
but all she ate was one pancake Fish—Eyes.”
and a cup of coffee. “Gotta y, “June.”
can’t be late.”
“Fish Eyes, you are really stupid.”
I wanted to be rich and take She shoved me into the pool.
care of her. She worked too hard,
The swimming teacher looked up, frowning,
her pretty hair had gray in it that she joked
from her chart. “No one in the water yet.”
about. “Someday,” I said, “I’ll buy you a real house
and you’ll never work in a pot factory again.” Later, in the locker room, I dressed quickly and
wrapped my wet suit in the towel. The Other June
“Such delicious plans,” she said. She checked
pulled on her jeans.“You guys see that bathing suit
the windows to see if they were locked. “Do you
Fish Eyes was wearing? Her mother found it in a
have our key?”
trash can.”
I lifted it from the chain around my neck.
“She did not!”
“And you’ll come right home from school
The Other June grabbed my ngers and
and—”
twisted. “Where’d she nd your bathing suit?”
“—I won’t light res or let strangers into the “She bought it, let me go.”
house and I won’t tell anyone on the phone that
“Poor little stupid Fish Eyes is crying. Oh, boo
I’m here alone,” I nished for her.
hoo hoo, poor little Fish Eyes.”
“I know, I’m just your old worrywart mother.”
After that, everyone called me Fish Eyes. And
She kissed me twice, once on each cheek. “But you
every Tuesday, wherever I was, there was also the
are my June, my only June, the only June.”
Other June—at the edge of the pool, in the pool, in
She was wrong, there was another June. I met the locker room. In the water, she swam alongside
her when we stood next to each other at the edge me, blowing and hufng, knocking into me. In
of the pool the rst day of swimming class in the the locker room, she stepped on my feet, pinched
Community Centre. my arms, hid my blouse, and knotted my braids
“What’s your name?” She had a deep growly together. She had large square teeth, she was
voice. shorter than I was, but heavier, with bigger bones
“June. What’s yours?”

VOCABULARY
She stared at me. “June.”
worrywart a person who worries, often to excess
“We have the same name.” growly low, threatening
shoved pushed
“No we don’t. June is my name, and I don’t give
hufng breathing very heavily
you permission to use it. Your name is Fish Eyes.”
braids a hairstyle formed by three overlapping
She pinched me hard. “Got it, Fish Eyes?”
strands of hair
Reproduction prohibited © TC Media Books Inc. Unit 2 forty-seven 47

Name: Date: Group:
and square hands. If I met her outside on the street, going to get you, Fish Eyes,” for my heart to slink
carrying her bathing suit and towel, she’d walk like a whipped dog down into my stomach. My
toward me, smiling a square, friendly smile. “Oh arms were covered with bruises. When my mother
well, if it isn’t Fish Eyes.” Then she’d punch me, noticed, I made up a story about tripping on the
blam! her whole solid weight hitting me. sidewalk.
I didn’t know what to do about her. She was My weeks were no longer Tuesday, Wednesday,
training me like a dog. After a few weeks of this, Thursday, and so on. Tuesday was Awfulday.
she only had to look at me, only had to growl,“I’m Wednesday was Badday. (The Tuesday bad feelings
were still there.) Thursday was Betterday and Friday
was Safeday. Saturday was Goodday, but Sunday
VOCABULARY
was Toosoonday, and Monday—Monday was
whipped beaten
nothing but the day before Awfulday.
bruises marks on the skin from an injury
After Reading
3. Complete the chart below. For each character, name one character trait.
Justify your answers with at least one example of actions from the text.
Character Trait Example
June’s mother
June
Other June
4. How do you think the conict between the two Junes is resolved in the
end? Write a short paragraph explaining your prediction.
48 forty-eight Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
WRITING
Name: Date: Group:
5. Choose Your Own Adventure C3
Imagine how a character might react in a certain situation.
1. Read the character sketch below. Underline the words that describe the
main character’s personality traits.
Raven is a character that appears in numerous North American First

Nations stories. They say that Raven lives in a time and place where
animals and birds are people, just like humans. Raven is a clever and
charming character, but he is also mischievous and greedy. He
frequently uses his intelligence and shape-changing abilities to trick
his friends into doing what he wants. Raven loves food, so one
winter, when he was very hungry, he tricked his friend Crow into
throwing a party, or potlatch, with a huge buffet of food. Whenever
he got to the end of the buffet line, he changed into a different
animal and went back to the front of the line to get more food. Raven
even lied and said that he had given the party so that the other
animals would invite him to their parties in the future.
Many stories are told about how Raven stole the sun. Now
Raven has black eyes, black feet, a black beak and black feathers, but
a long time ago, his feathers were as white as snow. It was a time
VOCABULARY
of great darkness because a greedy old man kept the sun locked
clever smart, ingenious
in a heavy box. Raven hated the endless night and longed for the
mischievous tricky,
warmth of the sun. Clever Raven charmed the old man into opening malicious
his box and stole the sun’s re, letting light into the world. But the potlatch large feast held
old man caught Raven, and Raven had to escape by the old man’s by West Coast Aboriginals
chimney. The smoke and re turned his entire body black for all time. to celebrate an event
longed had a strong
desire
2. Choose two of Raven’s character traits and nd actions in the text that
demonstrate them.
a.
b.
Reproduction prohibited © TC Media Books Inc. Unit 2 forty-nine 49

Name: Date: Group:
3. Read the short text. Brainstorm possible scenarios for how Raven will
react to the situation. Write your notes in the box below.
While travelling through the forest, Raven sees a beautiful young girl
picking berries. He immediately falls in love with her and decides
that he must marry her. The only problem is that she is the daughter
of the greedy old man who had kept the re of the sun locked away
in a box. This is the same man who tried to kill Raven when he stole
the sun. The old man will never allow Raven to marry his daughter.
What does Raven do?
Possible scenarios:
STRATEGY REMINDER
Make sure the character’s
actions you choose match
the traits described in the
character profile.
4. Choose one of your scenarios. Write a short paragraph to complete the

story. Explain what Raven decides to do. Describe his actions. Use subject
pronouns and possessive adjectives.
50 fifty Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
READING
Name: Date: Group:
6. Creating Great Good Guys C2
and Bad Guys

Learn useful tips for creating memorable characters.
Before Reading
1. Read the following information about a character named Albert. Write

one follow-up yes / no question related to each piece of information to
learn more about Albert.
a. Albert plays the guitar. Does Albert play in a band?
b. Albert is Canadian.
c. Albert doesn’t eat pizza.
d. Albert has one sister.
e. Albert drives a tractor.
f. Albert’s mother is Haitian.
2. Complete the descriptions with the words in the word box.
Word Box
complex
a. A character is when it is based on a personal exaggerated
or physical trait attributed to a group of people in general. predictable
stereotypical
b. characters are like real people: they have many
unforgettable
different personality traits.
c. Caricatures are drawings or characters with one major trait that is

for comical effect.
d. Characters with only a few personality traits are

because they always react the same way, so you can tell what will
happen next.
e. To make your character , you must

give it a unique talent, weakness or habit.
While Reading
• Highlight ways to create an unforgettable character.
• Underline ways to gain inspiration for creating your characters.
Reproduction prohibited © TC Media Books Inc. Unit 2 fifty-one 51

Name: Date: Group:
Character or
Caricature?
ave you ever gone to a street fair and gotten To create an unforgettable story, it is important
your picture sketched by a cartoonist? The to step away from caricatures and start writing
drawing probably looks a lot like you, but in about complex characters. Just like real people,
it you have huge eyes or an enormous head. These good characters exhibit many personality traits, and
pictures, called caricatures, take one or two of your because of this complex set of traits, they do not
distinctive features and magnify their proportions. react the same way in every situation. That is what
The result is an exaggerated image that is often very helps us relate to them as if they were real people,
funny and sometimes a bit embarrassing. and it adds interest to a story.
Caricatures are also used in stories to create No person is angry 100% of the time, so a
characters that have one exaggerated personality character should not be, either. And, like people,
trait. This type of character always acts in a way that characters should be able to surprise us at times.
reects this trait. An example is a virtuous person If an otherwise mean and selsh young prince
who always does the right thing no matter what, secretly leaves food for a poor family, readers will
or a greedy person who thinks about nothing but want to read more to nd out why he did
money or power. something so unpredictable.
We often nd examples of caricatures in soap So, what is the secret to making an
operas, romance novels or fairy tales. Think about unforgettable good guy or bad guy character?
the nosy neighbour whose entire life is devoted to After you have decided whether your character
spreading gossip, or the jealous stepmother who is will be male or female, old or young, realistic or
always trying to ruin her stepdaughter’s life. These fantastic, human or animal, follow these
personalities can help create funny or frightening suggestions to give your character some depth:
situations, but they can also become predictable
» Give your character a personality that is not
and boring over time because they always act the
limited to the story’s events. It is important to
same way.
understand the whole character before you can
VOCABULARY know how he or she will react in various
soap operas daytime TV drama episodes about situations. A good exercise is to make a list of
domestic situations your character’s likes and dislikes.
nosy interested in other people’s business
gossip rumours
relate to understand, sympathize with
depth complexity, nuance
52 fifty-two Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
Dislikes character better if he always eats three donuts

Likes before putting on his superhero outt. Make
• waiting in line
• skateboarding a list of strange habits that people you know
p • mint chip ice cream
• wearing a baseball ca have in order to help you get ideas.
• bullies
• reading biographies
ces
• never nishes senten
on
• dances when music is
» Create an interesting past for your character. Did nter
he or she survive a tornado? Learn to play the • wears shorts even in wi
piano? Maybe your character kept a snake as • never eats cheese
a pet or has a twin sister. More information is
always better!
» Develop a purpose or goal for your character. Following this advice will almost certainly help you
Strong motives make great stories. For example, avoid writing a caricature instead of a character.
people like stories about good guys who ght And if you are having a difcult time nding
passionately for justice. They also like stories inspiration for your character, just observe the
about bad guys who start out as good characters world around you. Maybe your uncle had an
and only become evil after some terrible event interesting job when he was younger. Maybe your
has occurred in their lives. Trying to discover cousin makes the best grilled cheese sandwiches
characters’ motives is one thing that keeps in the world. Perhaps the girl sitting next to you in
readers hooked on a story. English class has the habit of tying her hair
together using a pencil. By using a combination of
real personality traits and habits, you could
When Robin was little make up a new and fantastic personality.
, his family didn’t have
much money. He was After writing down all of your ideas, it is
always picked on by th
rich kids. He promised e time to see what kind of a character you have
that he would get reveng
one day. When he grew e created. Think of a situation and imagine how
up, he dedicated his lif
to stealing from the ric e your character would react.
h to give to the poor.
Or better yet, try to role-play your
character. It may sound silly, but dressing,
talking or behaving like your new character will
» Give your character a unique talent or special
help you better understand his or her personality.
ability. One technique is to imagine a skill that
And once you develop your main character, it is
you would love to have and to give your character
time to start writing your story!
this ability. But remember that nobody is perfect,
and that your character must also have some
weaknesses. So, even if he has a photographic
memory, he might be colour-blind!
VOCABULARY
hooked on devoted to
» Help your character stand out by adding an weaknesses faults
unusual habit. Characters are more memorable
colour-blind unable to distinguish colours
when they have weird likes or unpredictable
stand out be more visible
dislikes. For example, we may remember a
Reproduction prohibited © TC Media Books Inc. Unit 2 fifty-three 53

Name: Date: Group:
SPEAK UP After Reading
Have students form small 4. Name one positive aspect and one negative aspect of a caricature.
following points. Positive
• How many caricatures
can you name from
current pop culture?
Negative
• What special ability
would you like to have
yourself?
• Does anyone you know
have an odd habit that
5. Why are good characters more complex?
you could give to a
character?
6. What is the advantage of creating a character with an unusual habit?
7. Write three things you can do to get inspiration for creating a character.
8. Choose two well-known caricatures. Add information about them in

the chart below to make them more complex characters. Think about:
a. an interesting past b. a unique talent c. an unexpected habit
Character’s Name: from:

a.
b.
c.
Character’s Name: from:

a.
b.
c.
54 fifty-four
Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
WRITING PROJECT
Name: Date: Group:
7. My Character Sketch C3
Create your own good guy or bad guy character.
1. Choose the kind of character you want to create. Complete the STRATEGY REMINDER
information below. Review different good and
girl good guy name: bad guys covered in this
unit to get ideas for your
boy bad guy age: own character. Use the
adjectives in the unit’s
other: word boxes to describe
your character.
2. Brainstorm some ideas in the chart about your character.
Character Description
Physical description: Personality traits:
Likes and dislikes: Unique talent or habit:
Interesting Past
Story That Demonstrates Character Traits
Situation:
Character’s actions:
Reproduction prohibited © TC Media Books Inc. Unit 2 fifty-five 55

Name: Date: Group:
3. Write the rst draft of your character sketch. Use your notes from Step 2
to help you organize your thoughts. Use subject pronouns and possessive
adjectives to describe your character. Refer to the character sketch in Task
5 as a model.
Writing Checklist
Description
I used my notes to create
a complex character.
I used subject pronouns and
possessive adjectives.
I used actions to demonstrate
my character’s personality
traits.
punctuation.
work.
History
Story
6. Write the nal copy of your text on a poster. Make changes and
corrections. Add an image of your character.
7. Present your character sketch to the class.
56 fifty-six Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
EXTRA READING
Name: Date: Group:
A Tale of Two Men C2
Good guy or bad guy? Some characters hide their true identity
behind a mask.
Before Reading
1. List famous characters who are mild-mannered in their daily lives but
become daring heroes when they put on a mask, suit or cape.
VOCABULARY
2. Write sentences to identify the true identities of popular good guys mild-mannered gentle,
and bad guys that you know. Use his or her in your descriptions. calm
a. Batman is a good guy. His true identity is Bruce Wayne. daring adventurous,
brave
b.
c.
d.
While Reading

• Underline the words and actions that the authors use to describe Don
Diego Vega.
• Highlight the words and actions that they use to describe Zorro.
An abridged Reader’s Theatre adaptation of
Zorro!
Or The Curse
of Capistrano
by Johnston McCulley,
adapted by Jennifer L. Kroll
Characters (in order of appearance)

Narrator • Tavern Keeper • Gonzales • Don Diego Vega • Don Carlos Pulido • Catalina • Lolita • Ofcer • Zorro • Juan •
Jailer • Governor • Martin
Reproduction prohibited © TC Media Books Inc. Unit 2 fifty-seven 57

Name: Date: Group:
Diego: It is true that I do not have a reputation for

Zorro! Or The Curse of Capistrano takes place
riding like a fool, ghting like an idiot, and playing
in California in the early 1800s, where a corrupt
the guitar under every pretty woman’s window. Yet
governor controls the territory. A daring hero named
I do not wish to be mocked.
Zorro leads local landowners in a ght against the
government. His true identity is a mystery to all. Gonzales: Your pardon, my very good friend! Please
join us! We have been speaking of the notorious
Narrator: In a tavern in the little town of Reina Señor Zorro.
de Los Angeles, Sergeant Pedro Gonzales sits with Diego: More talk of violence! Is it even possible in
soldiers clustered around him. The tavern’s owner these times for a man to hold conversation about
approaches their table, carrying mugs of wine. music or the poets?
Tavern Keeper: They are saying in the town that Gonzales: You are unlikely to nd anyone speaking
Señor Zorro is abroad again. of poetry these days. Zorro, the famous thief and
Gonzales: Señor Zorro, eh? Is it my fate always to cutthroat, is the talk of the town!
hear that name? Mr. Fox, in other words. $
Tavern Keeper: Yes, and he has proved as difcult
as a fox to catch. The next morning, Señor Zorro pays a visit to
Gonzales: He wears a mask, and he ashes a pretty Don Carlos Pulido and his family. When Captain
blade, they tell me. Of course, I have yet to see the Ramon attempts to capture him, Zorro escapes—after
man. He carries out his deeds far from wherever my a display of fancy swordplay that catches the eye of
troops may be. Don Carlos’ daughter, Lolita.
Tavern Keeper: There is a reward. Narrator: Two days later, Don Carlos, his wife
Gonzales: I know it! A pretty reward it is, too, Catalina, and Lolita are on their way to Don Diego
offered by the governor for Zorro’s capture. [. . .] Vega’s house in Reina de Los Angeles. As their
Narrator: The tavern door opens, and the men look carriage bumps along, Carlos rereads an invitation
up. Along with a gust of wind and rain, Don Diego letter from Don Diego.
Vega enters. Don Carlos: (Reading.) The soldiers are pursuing
Don Diego Vega: Did I startle you somewhat, this Señor Zorro, and it has been reported that
señores? the highwayman has a band of rogues under his
command. There is no telling what may happen next.
Gonzales: You, my friend, are so mild-mannered and
Moreover, I have heard that the bandit has visited
soft-spoken that you are unlikely to startle anyone.
your daughter, and he may seek to see her again.
VOCABULARY Catalina: (Interrupting.) It frightens me to think of it!

clustered grouped, assembled Carlos: (Continuing to read.) I therefore beg of
zorro fox (in Spanish) you to come at once to my house in Reina de
deeds actions Los Angeles and make it your home for a day or
gust sudden burst two. I will be away at my ranch, but I have left
startle scare, alarm orders with my servants to cater to you. I hope
cutthroat murderer to see you when I return in three days.
rogues villains, criminals Lolita: I’m sure nothing bad would have happened if
cater to take care of we had stayed at home.
58 fifty-eight Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
Catalina: But my dear! This is a wonderful Carlos: What? My whole family! Are we to go to
opportunity for you to see everything that could be army headquarters?
yours if you would only agree to marry Don Diego. Ofcer: No, to the jail.
Lolita: I’m sorry, Mother, but I can’t marry him. I do $
not love him.
Carlos: It is within your power to save us all from Zorro and his band meet at midnight to discuss plans
nancial ruin. Remember that, and don’t be too for rescuing the Pulido family from the jail.
hasty about your decision. You might nd that you
Zorro: Are we all here?
like him more after you know him better.
Juan: All except Don Diego Vega. He is ill with a
Lolita: I’ll do my best to like him, but I can’t promise
fever.
that I will be his wife.
Narrator: The men decide on a plan. A little later, at
Catalina: Well, Captain Ramon also has asked
the jail, the keeper is going about his nightly duties
permission to court you. He is a dashing
when he suddenly feels a pistol on his temple.
gentleman, don’t you think?
Zorro: Open, if you value your life!
Lolita: He is handsome enough, but I do not like
the look in his eyes. Jailer: What—what is this?
Catalina: (Sighing.) You are too particular. Zorro: Señor Zorro is talking to you! [. . .] Open,
$ fool, or you die instantly!
Jailer: I . . . I’ll open the door. Only spare me!
Captain Ramon comes to pay a visit to Lolita while
Narrator: The guard opens the door, and Zorro’s
she is staying at Don Diego’s house. He becomes rude
troop rushes in.
after Lolita refuses him. Zorro comes to her rescue, and
Lolita nds herself developing feelings for the outlaw. Zorro: Where are the keys to the prison rooms?
Jailer: On . . . on that table, senor.
Narrator: While the young noblemen form a league
Zorro: Lie down! On your face! And remain exactly
with Zorro, Captain Ramon plots his revenge against
as you are! . . . Now, which cell holds the Pulido
Lolita. He visits the governor and convinces him
family?
that the Pulido family is in league with Zorro. The
governor sends his soldiers to their home to make Jailer: (In a mufed voice.) The second one.
arrests. Narrator: The rescuers rush to the second cell,
Ofcer: You are Don Carlos Pulido? where they nd the Pulidos.
Carlos: I have that honor, sir. Catalina: Señor Zorro!
Ofcer: I have orders to place you under military Zorro: I have come with some friends to rescue you!
arrest. [. . .]
Carlos: Arrest! Who gave you such orders? VOCABULARY
Ofcer: His Excellency, the governor. hasty too fast
Carlos: And what’s the charge? court date
Ofcer: Treason and aiding enemies of the state! dashing handsome, daring
[. . .] You and your daughter and wife are all to treason crimes against the state
accompany me. mufed muted, difcult to hear
Reproduction prohibited © TC Media Books Inc. Unit 2 fifty-nine 59

Name: Date: Group:
Narrator: Two of the men lead Carlos out. Two others Juan: We represent the power in this region, do we
escort Catalina. Zorro extends his arm to Lolita. not?
Zorro: You must trust me, señorita! Governor: Yes, of course.
Lolita: (Warmly.) I trust you completely. Martin: You would not wish to stand up against us,
Narrator: The rescuers split up to make pursuit would you?
more difcult. Don Carlos and Doña Catalina are Governor: Of course not! But, I pray you, let the
successfully carried to safety. troopers get this fellow.
For a while, it looks as if Zorro and Lolita will also Juan: You don’t understand. In recent years, the
make their escape. Then, as they round a bend in the people of these parts have been robbed, harassed,
road, they run head-on into a band of troopers. The and imprisoned, simply because they are not friendly
two turn their horses and gallop back into Reina de to the ruling powers. This must stop.
Los Angeles with bullets whizzing all around them. Martin: And so we have banded together to make
Lolita: Señor! My mount is stumbling terribly! I sure it stops. You should know that we ourselves
don’t think I can go much further! rode with Señor Zorro when he invaded the jail and
Narrator: Lolita’s horse starts to fall. Just before she rescued the prisoners.
crashes, Zorro catches Lolita in his arms. The two Governor: (In a placating tone of voice.) Gentlemen,
jump to the ground and rush into a nearby tavern gentlemen. Just let me say—
with Zorro waving his pistol. Martin: Silence, until I am done! We stand together,
Zorro: Out, everyone! and the strength of our united families is behind us.
Narrator: The tavern owner and his staff all hurry Command your soldiers to attack us, if you dare.
out into the street. Lolita slams the door shut and Governor: Good sirs, of course not! Perhaps I was
bolts it, while Zorro tips over a large table. They push hasty in the matter of the Pulido family. I promise
the table up against the door. now that they will receive pardon.
Zorro: I fear this may be our end. Martin: No, you misunderstand. We also want a
Lolita: Surely the saints will save us! [. . .] complete pardon for Señor Zorro, who has done
nothing wrong. And, nally, we ask you to give up
Narrator: Just then, the other members of Zorro’s
your ofce and title, since your governance is no
band ride up to the tavern.
longer desired in this region.
Governor: Ah, look! Young men from all the
Narrator: The governor pauses for a moment to
wealthiest families in the area have come to show
assess the situation. He realizes that he cannot
their loyalty. Thank you, men! But please, just move
rule without the support of the inuential families
to the side, and let my troopers deal with this.
represented before him.
Governor: (Sighing.) I suppose I have no choice but
to submit to your wishes.
VOCABULARY Martin: Señor Zorro, Señorita Lolita! Do you hear
split up go in different directions this man? Open the door and come out.
whizzing ying rapidly
Narrator: Zorro and Lolita cautiously push away
mount horse
the table, pry open the door, and step out to face the
troopers soldiers
crowd.
placating calming, pacifying
Governor: Take off your mask, man! I wish to see
60 sixty Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
the face of the man who has cost me so much. and takes his hand in hers.
Zorro: Well, all right. But I fear that you will be Lolita: How I misjudged you! How we have all
disappointed when you see my poor features. misjudged you! You have revealed your true self to
Narrator: Señor Zorro removes his mask. The crowd us only when wearing a mask!
gasps. Standing before them is none other than Don THE END
Diego Vega. Lolita looks at Don Diego. She laughs
After Reading
Word Box
4. Write complete sentences about Don Diego
agile intellectual romantic
Vega’s and Señor Zorro’s personalities. Use the
adjectives in the word box. Justify your choices brave intelligent sickly
with examples from the text. dangerous mild-mannered soft-spoken
heroic protective unromantic
Don Diego Vega Señor Zorro
5. Lolita tells Zorro that he reveals his “true self” only with the help of a mask.
Why do you think wearing a disguise helps some characters to be more
fearless?
Reproduction prohibited © TC Media Books Inc. Unit 2 sixty-one 61

EXTRA LANGUAGE Name: Date: Group:
Word Games
1. We can add a prex that means “not” to the following adjectives. Find the
correct prex for each adjective. Write the words in the appropriate boxes.
Word Box
capable • considerate • flexible • happy • honest • lucky • organized •
patient • pleasant • polite • popular • replaceable • responsible
dis- un- im- in- ir-
disorganized
2. Test your knowledge. Circle the correct word in each frame of the chart.
Points Prexes meaning “not” Synonyms Opposites Extremes
The correct prex for A synonym for The opposite of The extreme form
“happy:” “mean:” “generous:” of “unkind:”
10
a. dishappy a. cruel a. evil a. evil
b. unhappy b. unhappy b. greedy b. funny
c. inhappy c. humble c. unpopular c. dishonest
The correct prex for A synonym for The opposite The extreme form
“possible:” “fearless:” of “honest:” of “pretty:”
20
a. unpossible a. cowardly a. unhonest a. cute
b. impossible b. brave b. greedy b. nice
c. inpossible c. incapable c. dishonest c. beautiful
The correct prex for A synonym for The opposite of The extreme form
“replaceable:” “arrogant:” “compassionate:” of “funny:”
30
a. irreplaceable a. dishonest a. cruel a. hilarious
b. disreplaceable b. evil b. inappropriate b. friendly
c. inreplaceable c. vain c. imperfect c. clever
The correct prex for A synonym for The opposite The extreme form
“moral:” “greedy:” of “polite:” of “sad:”
40
a. unmoral a. dishonest a. unpleasant a. unlucky
b. immoral b. selsh b. rude b. miserable
c. irmoral c. unpopular c. courageous c. upset
3. Use a dictionary to check your answers. For each correct answer in a row,
Total points: give yourself the number of points listed for that row. Add up your points
to see if you are the class champion.
62 sixty-two Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
PRONUNCIATION CD
4. Listen to the following word pairs. Repeat the words. Be careful to make the correct sounds.
a. rst thirst c. theme team e. clothing closing
b. sink think d. three tree f. mass math
5. Listen and circle the word you hear.

a. moth moss c. tin thin e. pass path
b. clothes close d. sank thank f. mouse mouth
6. Listen for the missing words and write them in the sentences below.
a. Will Lila have a for her party?
b. Elias went over to the window to look at the .
c. My brother never his closet door and he never

puts his away.
d. While out in the woods, Heather saw a small .
e. The boat hit a rock and quickly in the stormy sea.
f. Mabel about in the shower.
g. Do you see cat on the porch?
h. Carlos won seats at the show.
i. They walked down the

the beach.
7. Listen to these tongue twisters. Find a partner and practise saying them
to each other.
a. Beth bought both boys bath toys.
b. Theo’s thirteenth birthday is this Thursday.
c. Three ticks on thick trees bothered ten thin men.
8. Write two sentences using as many th-words as you can. Practise saying your sentences with your partner.
a.
b.
Reproduction prohibited © TC Media Books Inc. Unit 2 sixty-three 63

EXTRA GRAMMAR Name: Date: Group:
GRAMMAR Check
To review subject pronouns and possessive adjectives, go back to page 40.
A. Complete the story by lling in the spaces with the correct subject pronoun or possessive adjective.
My cousin Brad wants to become an illustrator. dream is to draw characters for comic
books and video games. Last year, went to the Montréal Comiccon conference for the
rst time. was four days long, but Brad didn’t have much time to miss
family. was too busy making friends! People came from all over Canada to see the
exhibits and attend the discussion panels. also came to meet international artists and
writers who create fantastic comics, games and movies. Brad talked a lot about new
friend Mina. is from Kuujjuaq and writes manga stories based on northern legends.
Brad says that stories are amazing! plan to work together on a manga
this summer. Brad is a fabulous artist and Mina’s stories sound great. can’t wait to see
nished manga. I will ask Brad to sign copy!
To review yes / no questions in the simple present, go back to page 43.
B. Circle the correct verb form in order to complete the questions.

1. ( Am / Is / Are ) you ready to play Guess Who?
2. ( Do / Does / Are ) your character like to eat pizza?
3. ( Do / Is / Are ) we nd your character on television?
4. ( Am / Is / Does ) your character a girl?
5. ( Does / Is / Am ) I on the right track?
C. Complete the interview with the famous superhero. Write the yes / no question
based on the answers given.
1.
Yes, people are in trouble this evening.
2.
No, the police don’t know the identity of the villain.
3.
No, the rain is not a problem for me.
4.
Yes, my superhero suit has a zipper.
5.
No, I don’t have time to answer any more questions.
64 sixty-four Good Guys and Bad Guys Reproduction prohibited © TC Media Books Inc.
STICKY SITUATIONS UNIT
3
Sticky
Situations
In this unit, explore difficult situations.
Read about how to survive some worst-case scenarios.
Talk about what to do when things go wrong at school.
Watch a video that could save your life.
Write tips for dealing with a sticky situation.
Practise grammar: imperatives, modals (should and could)
and discourse markers.
Reproduction prohibited © TC Media Books Inc. sixty-five 65

ICEBREAKER
Name: Date: Group:
1. Worst-Case Scenario C1
Sometimes, things don’t go the way you expect them to.
If you are in a sticky situation, you are in a dilemma. Similarly, a worst-case

scenario is the worst possible thing that can happen in a particular situation.
For example, you decide to go skydiving and your parachute doesn’t open.
Or, you wear a nice white shirt to a special supper and spill spaghetti sauce
all over it.
1. Think about things that can go wrong in each of the following situations.
Complete each sentence with a worst-case scenario.
a. You are at a pool party with a bunch of friends. You dive into the pool
and
b. You have to give an oral presentation and
c. You are on a social media site, chatting with some of your friends
when
STRATEGY REMINDER
Check and correct your
own language as you
talk about worst-case
scenarios. d. You are out for a walk in the woods when
USEFUL LANGUAGE
• What did you put
for . . . ? e. Your mother tells you not to touch her laptop, but you really want to
• What’s the worst that check your email so you use it anyway. Then,
could happen?
• Can you top that?
• How about this: . . . ?
2. Work with a partner. Compare your answers in Step 1 and make up

other worst-case scenarios for each situation.
66 sixty-six Sticky Situations Reproduction prohibited © TC Media Books Inc.

GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Giving Suggestions, Instructions and Rules
With Imperatives
Use imperatives to give suggestions, instructions or rules.
Afrmative: Use the base form of the verb without a subject.
Write your name at the top of the page. Read the text.
Negative: Put do not or don’t before the verb.
Do not walk alone in the woods at night. Don’t feed the animals.
With the Modals Should and Could

Use the modal should to give suggestions, instructions and rules.
Use the modal could to make suggestions only in afrmative sentences.
Afrmative: Put only one modal (should or could) before the
main verb.
You should ask the teacher. You could ask her to explain the rule.
Modals never change form.
Negative: Put should not or shouldn’t before the verb.
Campers should not keep food in their tents. They shouldn’t forget.
A. Complete the suggestions for surviving an evening of babysitting. Use the imperative form of
the verbs in parentheses.
1. (arrive, negative) late.
2. (prepare, afrmative) a survival kit.
3. (include, afrmative) board games, books and a movie.
4. (feel, negative) insulted if the children don’t like your ideas.
B. Read the steps for surviving an oral presentation. Add the correct modal (could, should or shouldn’t)
to complete each sentence.
1. You understand the subject before you begin.
2. You brainstorm ideas with a partner if you like.
3. You also prepare cue cards with keywords and ideas.
4. You really be worried about your presentation if you practise a lot.
5. Finally, you speak slowly and make eye contact with your audience.
Go to pages 220, 222 and 223 of the Grammar Section for more information and practice.
Reproduction prohibited © TC Media Books Inc. Unit 3 sixty-seven 67

READING
Name: Date: Group:
GRAMMAR p int 2. Lost in the Woods C2
We use discourse
Nobody expects to get lost, but it could happen to you.
markers to show the
order in which events Before Reading
happen.
1. What should you do if you lose your cellphone? Complete the sentences
We often place them
with the correct discourse marker from the list below. Use each discourse
at the beginning of a
marker only once.
sentence, followed by
a comma. The discourse
markers after that, next After that, Finally, First, Next, Then, Third,
and then are inter-
changeable, but rst,
a. look around. A quick search may help you nd it.
third and nally must be
used in a specic order. b. use a friend’s phone to call your phone. You
might hear it ring, or maybe someone else will answer it and help you.
c. ask your friends or family if anyone has seen—or

borrowed—your phone. Perhaps your phone isn’t lost after all!
d. , check the usual spots, like where you recharge

it. Sometimes we overlook the obvious.
e. , retrace your recent steps. Maybe it slipped out

of your pocket on the way to class.
f. send a text message to your missing phone. This

will let anyone with access to your phone know that you are looking
for it.
2. If you go for a long walk in the woods, what three items (apart from a
cellphone) should you bring with you, just in case you get lost? Give
a reason for each answer.
Item Reason
a.
b.
c.
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While Reading
3. Read the interview with a survival expert on pages 69 and 70. As you read:
• Underline the imperatives in the text.
• Circle the discourse markers.
Surviving
in the Woods
Intrepid Traveller recently met up with Canadian wilderness expert Maurice

Reynolds. He is the author of A Canadian Hiker’s Survival Guide. With almost
twenty years of experience as a trail guide in our national parks, he is the
go-to guy for tips on surviving in the woods.
Q: It’s often said that prevention is the best for at least a few hours. You don’t want to risk
solution to a problem. So, how can I avoid walking in the wrong direction and making it more
getting lost in the rst place? difcult for rescuers to nd you. After you have
A: First of all, make sure someone always knows calmed down, try to contact your hiking partner
where you are going. If possible, avoid hiking alone. or someone back home. Shout for help as loudly
Take a friend or a pet with you. Then, familiarize as you can and blow your whistle, and then listen
yourself with the trail. Look around and notice for a response in the distance. If you have a
distinct plants or landmarks as you walk. Finally, cellphone with you, call a friend or family member.
always carry basic supplies with you, such as an But remember, don’t walk too far from your tree
extra sweater, a bottle of water, some granola bars if you cannot nd a cellphone signal. You may
and a cellphone with a GPS signal. It’s also a good become even more lost if you spend your time
idea to take along a garbage bag and a whistle. searching for a stronger signal.
Q: I wander off the trail for a moment—that’s all

VOCABULARY
it takes— and I’m lost. What should I do now?
wilderness undeveloped forest and mountain
A: Don’t panic. Stop walking. Take time to look areas
around and get familiar with where you are. Then, go-to guy expert
mark a tree so that you have a point of reference. whistle small instrument used to make a sound
You may be tempted to keep walking in search of wander walk with no direction
help, but your best bet is to nd a tree and stay put stay put do not move
Reproduction prohibited © TC Media Books Inc. Unit 3 sixty-nine 69

Name: Date: Group:
Q: Isn’t it more important to search for water? pools in rocks and broken trees. This water is
A: If you brought a bottle of water, drink some but usually safe to drink. You should only leave your
make sure you save some for later. If not, it is best tree to nd water if you are desperate. Listen for the
to wait several hours before moving from your tree. sound of running water nearby and nd its source.
It might take extra energy to search for a source of Since water ows downhill, walk in this direction
water—and that is energy that you will need to to locate a spring or river.
survive. A person can survive without water for Q: If I have to leave my tree, how do I help
about three days. If you stay in one spot, rescuers people nd me?
may nd you within a few hours.
A: First, leave clues to show rescuers where you
Q: Several hours have passed and I am still at were. For example, tie a ribbon, an elastic band or a
my tree, but it’s starting to get dark. What do I do strip of fabric or paper around a tree branch. Then,
now? mark trees or rocks along your path or leave bits
A: First, nd a place to take shelter. This is your of fabric on the ground to make a trail as you walk
priority. Humans can survive several days without through the woods.
water and even longer without food, but one night Q: Should I try to nd food in the forest?
out in the cold can be deadly. In fact, when your body
A: Many berries, plants and mushrooms are
temperature drops, you may become hypothermic—
poisonous. Most of us cannot distinguish safe plants
and hypothermia is the number one killer of people
from unsafe plants, so don’t eat anything you are not
who are lost in the woods. After you nd a good
sure of. You can survive without food for a very long
spot, concentrate on keeping yourself warm. Put
time if you have water. Although your stomach may
on any extra clothes you have with you. If you have
be screaming for food, wait until rescuers nd you
brought a garbage bag with you, tear holes for your
before eating anything.
head and arms and pull the bag on as a rain coat.
Then, stuff it with dry leaves or pine needles and tie Q: Any last-minute advice for our readers?
it at the bottom. It will help keep you dry and warm. A: Sure. Remember the golden rule: if you are lost
If you didn’t remember to bring a garbage bag, you in the woods, stop and think before you act, because
could stuff leaves into your clothing. Next, construct your actions could have serious consequences.
a temporary shelter from branches and leaves, and
climb in for the night. Finally, if you feel as if you will
fall asleep, curl yourself into the fetal position. This
will help conserve body heat.
Q: What if I’m lost for days and I need water?
A:You will need to search for water after a day or
two. If it rains during this time, drink the water that
VOCABULARY
shelter a structure that gives protection
fetal position bringing your knees to your chest,
like a baby
pools collects
fabric cloth, material
70 seventy Sticky Situations Reproduction prohibited © TC Media Books Inc.

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After Reading STRATEGY REMINDER

4. Read each statement. Circle the correct answer. Scan the text to locate
the paragraph where the
a. The rst thing you should do if you get lost in the woods is: answer can be found.
1. nd water immediately. Then, read the paragraph
2. curl up in the fetal position. more closely to find the
answer.
3. calm down and stay put.
b. If you cannot get a signal on your cellphone when you are

lost in the woods, you should:
1. continue walking until you get a better signal.
2. walk uphill to catch a signal.
3. not walk too far from your tree.
c. The number one killer of people lost in the woods is:

1. fear
2. hypothermia
3. hunger
d. A garbage bag is a necessary survival tool because:

1. you can use it to sit on.
2. you can use it to keep warm at night.
3. you can use it to collect food.
e. If you get thirsty and need to search for water, you should:
1. walk downhill.
2. build a shelter.
3. dig a hole in the ground.
f. If you get hungry, you should:

1. look for leaves and pine needles.
2. eat wild berries or nuts.
3. wait for rescuers to nd you.
5. Name one survival tool mentioned in the text that you did not put on
your list in Step 2. What makes this item important?
6. In any survival situation, the rst step is to calm down and stop panicking.
Why is this so important?
Reproduction prohibited © TC Media Books Inc. Unit 3 seventy-one 71

DVD VIEWING
Name: Date: Group:
3. When Every Second C2
Counts
What if you had only 30 seconds to save your life?
Before Viewing
1. List some life-threatening worst-case scenarios.
2. Match each word with its denition.
a. sinking 1. very dangerous situation

b. frightening 2. enter quickly
c. rush in 3. being pulled under water
d. fallacy 4. rapidly moving water
e. current 5. scary
FYI About 400 people
in North America f. emergency 6. false belief, illusion
drown each year
in sinking cars.
3. Complete the following sentences with the words from Step 2.
a. Yesterday, I witnessed a terrible accident: a car had slipped off the road
in front of our house and was in the river.
b. I immediately dialed 9-1-1 on my cellphone because it was clearly an

.
c. Believe me, it is a to say that cars can oat.
d. When the driver and passenger tried to open the doors, the water
from the river started to .
e. They managed to escape through the windows but they had to swim
hard against the to reach the river bank.
f. The experience was so that I am still shaking.
72 seventy-two Sticky Situations Reproduction prohibited © TC Media Books Inc.

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While Viewing
4. DVD Read the statements in the chart below. Watch a video about
what to do if you are in a sinking car. According to the video, which
statements are false? Check True or False.
Statement True False
a. In a sinking car, you have about three minutes to save

your life.
STRATEGY REMINDER
• As you watch the video,
listen for information
b. Once the car is completely under water, it is too late to related to the
save anyone. statements.
• As you correct the false
statements with your
partner, verify your
understanding of
the video or ask for
c. It is a good idea to call for help from your sinking car. clarification.
d. If you open the car door, the car will sink more quickly.
e. Power windows will always open under water.
USEFUL LANGUAGE
• What did the announcer
say about . . . ?
• What did she mean?
After Viewing • No, that’s not quite
right.
5. Compare your answers with a partner. Discuss the false statements and • I suppose that . . .
correct them with information from the video. • I’m sure that I would . . .
6. With your partner, explore the following questions:

• Would you be able to overcome panic and escape your car in such a
situation? What would you do?
• Have you ever had to act quickly in an emergency situation? If not, how
do you think you would react? Why?
Reproduction prohibited © TC Media Books Inc. Unit 3 seventy-three 73

SPEAKING
Name: Date: Group:
VOCABULARY 4. High School Survival 101 C1
swallow me up make
me disappear Not all sticky situations are life-threatening. Sometimes they are
froze could not move just really embarrassing!
crush defeat
1. Read about two sticky situations that happened to Secondary 1 students.
hat trick three goals As you read, underline the sentences that describe their worst-case
shrug it off act as if it is scenarios.
not important
Myriam’s Embarrassing Moment

Today is ofcially the worst day of my life. I wish a black hole would
swallow me up—I can’t go back to school tomorrow! What happened?
Only the most embarrassing thing ever. After third period history class,
Lila stopped by my locker, and we were talking about the guys we think
are cute. I told her that I wished Cameron Rivers would ask me out. How
was I supposed to know he would walk by AT THAT PRECISE MOMENT?
Well he did, and I’m sure that he heard me! He looked panicked and
hurried off in the opposite direction. My face turned bright red and
I froze. I wanted to climb inside my locker and stay there for the rest
of the day. Cameron is in two of my classes, so I will denitely see him
tomorrow. But how can I possibly face him after this?
Brad’s Bad Move

What was I thinking? It was the biggest match of the season! I had
bragged all day that we would crush the Pioneers, and I even told
everyone that I would score a hat trick. Instead of leading our team to
victory, I caused us to lose the game. At the beginning of the second half,
we were still tied 0−0. The other team had the ball, but I managed to get
it away from them. Then, I meant to pass the ball to our goalie so that
he could move it down the eld, but he was looking the other way, and
my ball went straight into our own goal. I felt sick to my stomach when I
looked around and saw everyone’s face. I tried to shrug it off, but Coach
pulled me out of the game, and we lost 1−0. Now my teammates are
angry with me, and everyone is calling me “Hat Trick.”
74 seventy-four Sticky Situations Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
2. In your own words, describe how each student felt when the worst-case
scenarios happened.
Myriam
Brad
3. Write notes about an embarrassing worst-case scenario that you or a

friend experienced at school.
4. Share your answers from Steps 1, 2 and 3 with a partner. Then, discuss
the following questions. Use modals to give advice and suggestions.
• What advice would you give Myriam for surviving her embarrassing
moment? STRATEGY REMINDER
• What advice would you give Brad for dealing with his bad move? Use your notes and
• What advice would you give for your partner’s worst-case scenario? the useful language
in the box to keep the
conversation going.
5. With your partner, imagine other worst-case scenarios that could happen
at school. Write notes below.
USEFUL LANGUAGE
• First, she could . . .
• Then, I think that he
should probably . . .
• Let’s imagine that . . .
• What else could
happen?
6. Form a team of four. Take turns sharing your worst-case scenarios.
As a team, nd ways to resolve them.
Reproduction prohibited © TC Media Books Inc. Unit 3 seventy-five 75

WRITING
Name: Date: Group:
5. Take It from Me C3
Now that you know a bit more about your high school, you can
tell the bad advice from the good.
1. A classmate has written a list of misguided tips to help rst-year students

survive high school. Read the tips and underline the advice that seems
silly or wrong.
Take it from me, high school can be a real You can’t lose anything if it’s all in the same place!
nightmare, but if you follow my advice, you Finally, you should leave the binder in your locker
once it becomes too heavy to carry to class. Just
can avoid worst-case scenarios and be super
take your books.
successful!
Extracurricular Activities
Class Participation
Don’t waste your time joining after-school clubs,
First of all, don’t ask your teachers questions when teams or other extracurricular activities. You
you don’t understand their lessons. You might already know what you like and what you don’t
annoy them and you will certainly annoy your like, so there’s no point in trying anything new.
classmates. Avoid asking for help from anyone, Don’t complicate your life by meeting more
because it will make you look stupid. people. You can always hang out with your dog
or sister.
Standing Out
Homework
So, you think you’re interesting enough just the
way you are? No way. With so many new faces in If you forget to do your homework, don’t worry
high school, it is important to stand out—fast. about it! Do it on the bus, or if it is for one of your
Dress or act as outrageously as possible, afternoon classes, just skip your morning classes
because you need to make a strong rst so that you can nish it. Your other teachers will
impression or risk being overlooked. You understand. Or better yet, you could tell your
should remake your entire personality teacher that your dog ate your notebook. This
when you enter high school. excuse works every time.
Organization
Multiple binders are for geeks. In high VOCABULARY

school, organization is easy. First, misguided foolish, wrong
buy one giant folder and Take it from me Trust me
label it “everything.” annoy irritate
Then, make sure you standing out getting noticed
put all important papers geeks serious, uncool people
in this folder. extracurricular outside of classes
76 seventy-six Sticky Situations Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
2. Rewrite the tips. Replace the bad advice with good advice. Remember to:
• Include discourse markers, imperatives and the modals should and could.
• Justify each tip with reasons or explanations.
Some Good Advice
Class Participation First of all, participate in class as often as possible! STRATEGY REMINDER
Teachers love students who raise their hands to ask and answer Use resources like the
questions. You should probably avoid being the only person in class Grammar Points and a
dictionary to help you
who does any talking, but don’t be shy. Finally, if you participate, rewrite the survival tips.
you will understand the material better.
Standing Out
SPEAK UP
groups to share their
experiences in their first
Organization months of high school.
• In what way is high
school different?
• What new problems do
they have to deal with?
• What advice can they
give each other?
Extracurricular Activities
Homework
Reproduction prohibited © TC Media Books Inc. Unit 3 seventy-seven 77

READING
Name: Date: Group:
6. When Things Get Crazy C2
Some worst-case scenarios can happen in our everyday lives.

Before Reading
1. Complete the sentences with the correct adjective from the word box.
a. Teens get easily when they aren’t busy.
addictive b. This game is so that I can’t stop playing it.

Word Box
bored
c. Maxine seems with the colour black
flexible
because all her clothes are black.
obsessed
unprepared d. Sammy felt for the surprise history quiz.
weird
e. The zombies in that movie were really .
f. Be so that you can adapt to new situations.
2. When do you or your friends feel this way? Write sentences using the
following verb and adjective combination.
a. feel / frightened
b. get / bored
c. seem / excited
d. feel / anxious
e. be / enthusiastic
STRATEGY REMINDER While Reading
Before you read the text, 3. Read the text on pages 79 to 81. As you read:
look at the titles, subtitles
• Underline the modals should and could.
and illustrations to get a
general idea of the • Put a check mark next to the tip that you think is the most important
content of each section. for surviving each worst-case scenario.
78 seventy-eight Sticky Situations Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
How to Survive a Holiday

Party TIPS
It’s that time of year again. School is out for the winter FIRST, BE PREPARED.
holidays. Outside, snow covers the ground and a cold It happens every year. The teenagers get
wind blows. Inside, the house is cozy and warm. bored, the children get overexcited, and the
Wonderful smells come from the kitchen as your adults get irritable. By planning ahead, you
family prepares to greet cousins, aunts, uncles and could avoid some of these problems and
grandparents for a fantastic holiday feast. You can’t make things fun for everyone.
wait until everyone arrives so that the fun can begin.
MAKE AN ACTIVITY LIST.
Then, you remember what happened last year. Your
aunt complained about the way the table was set, so Brainstorm things to do with family
your mother felt insulted and wouldn’t talk to her. Your members. It is important to keep everyone
16-year-old cousin sulked in the corner the whole time busy. Make a list of games and activities
because her parents made her turn off her cellphone, for people of all ages. For example, you
and your 5-year-old twin cousins went on a rampage could bring out board games for the adults.
through the house, breaking your new hockey stick. You and the other teenagers could take the
After an hour stuck inside, everyone was getting on each younger kids outside to build a snowman.
other’s nerves, and you wondered whether you would
GET ORGANIZED AND ASSIGN ROLES.
make it through another family “celebration.” If your
holiday parties often turn into worst-case scenarios, use Next, you should create a schedule of
the following tips to survive—and maybe even enjoy— activities. Choose a time for each activity
your next family get-together. and put someone in charge of each one. For
example, your aunt could be in charge of
setting the table! Don’t forget to save time for
the best part—the food.
BE FLEXIBLE.
When family members arrive, tell them your
plans. You should have a backup plan ready
and let them decide what they want to do.
Don’t be afraid to adapt the schedule if
necessary.
HAVE FUN AND ENJOY THE PARTY.

Sit back and relax. Don’t worry. Before you
know it, the holidays will be over and you
can go back to school!
VOCABULARY
cozy comfortable
sulked was silent and irritable
on a rampage wildly out of control
make it through survive
backup plan alternative plan
Reproduction prohibited © TC Media Books Inc. Unit 3 seventy-nine 79

Name: Date: Group:
How to Survive When

the Teacher Asks a Question
You know how it goes . . . You spent hours studying for
your history exam last night, so you decided to reward
yourself by breaking out the video game you bought last
weekend. You really meant to stop playing after level two,
but the game is so addictive that you played until well
past midnight and forgot all about the chapter you were
supposed to read for English class!
You’re usually a good student, but today you are
unprepared. When the teacher asks everyone to get out
their books, you hold yours up in front of your face and
try to hide behind it. You sit really low in your chair,
hoping the teacher won’t notice you, but of course she
immediately calls on you. And of course, you don’t have a
clue. The following strategies should help you survive the
next time you haven’t done your homework.
TIPS FIRST, BE A MODEL STUDENT EVERY DAY.

Do your work, pay attention, take notes and listen carefully. Teachers call
on students who don’t pay attention or who don’t seem interested. If your
teacher assumes you have done your work, perhaps you will stay off his
or her radar on those days when you aren’t prepared.
MAKE EYE CONTACT WITH YOUR TEACHER.

When the teacher asks the question, you should make eye contact. Teachers
sometimes like to question students who don’t look at them, especially when
they are hiding behind their books.
THEN, LOOK LIKE YOU ARE THINKING SERIOUSLY ABOUT THE QUESTION.
Teachers appreciate it, and it could give you time to think of an answer . . . or at
least time to come up with a good guess.
NEXT, THINK OF ANOTHER QUESTION TO ASK.

If the teacher chooses you, say, “First, I have another question.” Asking questions
VOCABULARY shows that you are interested. Plus, while answering your question, the teacher
might forget to make you answer the original question.
breaking out
taking out as a FINALLY, PARTICIPATE WHEN YOU DO KNOW THE ANSWER.
special treat
Don’t be shy. Raise your hand and share your ideas as often as you can. Teachers
have a clue
know the answer
don’t want to call on the same student all of the time, so this should reduce the
chances that the teacher will catch you at the wrong time.
come up with
look for and nd
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How to Survive an Encounter with a Vampire

There’s something about that new girl. She might be shy, but she
certainly stands out in a crowd. She has beautiful dark hair and
really pale skin, and she always wears cool sunglasses—even in
winter. You don’t know where she comes from, but you know
that she’s smart. She can answer any question the teacher asks.
With all that studying, she must never sleep! You slipped her a
note during science class this morning, and she agreed to go to
the movies with you this weekend. Awesome!
Your friends think you’re crazy for liking her. They say she’s
weird because she doesn’t have any friends. It’s true that she
never eats lunch in the cafeteria with everyone else . . . and she
is the only girl in Secondary 1 who doesn’t have a mirror in her
locker. You thought it was cool that she wasn’t obsessed with her
appearance—but, wait! No mirror, dark sunglasses, no lunch . . .
Could you be going out with—a vampire? Use these tips to help
you survive a potentially dangerous Friday night date.
TIPS
FIRST, CHECK FOR VAMPIRE TRAITS.

Don’t be fooled by a pretty face. Not all vampires look like Count Dracula, but they do all share
certain traits, such as pointed teeth and ears, cold, pale skin and superhuman strength.
THEN, OBSERVE YOUR CRUSH’S HABITS.

Vampires are sensitive to sunlight, so they tend to avoid it and to wear dark glasses during the
day. They don’t bother to look in mirrors because they don’t have a reection, and vampires
don’t need to eat or drink anything—other than blood, that is!
NEXT, PACK YOUR VAMPIRE PROTECTION KIT.

Even if your crush has the traits and habits of a vampire, there could be a logical explanation for
everything. Nevertheless, it’s better to be safe than sorry, so before your date, pack a bag of items
such as garlic, holy water and religious symbols. These are useful for scaring away vampires.
And don’t forget to pack a wooden stake. If all else fails, it is the best anti-vampire weapon.
AFTER THAT, GET BACKUP.

Be careful. Vampires sometimes travel in packs. If your date
asks to bring a friend, you should nd a reason to say no.
Or, better yet, you could bring a friend along, too. VOCABULARY
FINALLY, IF YOUR DATE DOES TURN OUT crush person you are crazy
about
TO BE A VAMPIRE, FIGHT BACK.
nevertheless however
If your date’s eyes suddenly turn red and you feel her leaning stake pointed piece of wood
in towards your neck, use the items in your kit to scare her backup help from a friend as
away. Then, you really should nd a new girlfriend! prevention
Reproduction prohibited © TC Media Books Inc. Unit 3 eighty-one 81

Name: Date: Group:
After Reading
4. Answer the questions with information from the text.

a. Why is it important to plan ahead for holiday parties?
b. Why is it a good idea to make eye contact with the teacher?
c. What are three clues that someone might be a vampire?

TIPS
TIPS 5. In the chart below:
TIPS
a. Write the tip you believe to be the most important for surviving each
worst-case scenario and justify your choice.
b. Add one tip of your own for each worst-case scenario. Use modals
and imperatives.
How to survive
a holiday party when the teacher asks a question an encounter with a vampire
Tip: Tip: Tip:
Reason: Reason: Reason:
My tip: My tip: My tip:
82 eighty-two Sticky Situations Reproduction prohibited © TC Media Books Inc.

WRITING PROJECT
Name: Date: Group:
7. My Survival Tips C3
Write tips for surviving a worst-case scenario for a class survival

handbook.
1. Choose one or more of the context elements below to create a worst-case

scenario, or make up one of your own.
at home at school on vacation
in the water in the mountains on a train or plane
during a storm with friends involving animals
other:
2. Brainstorm ideas. Write the subject for your worst-case scenario in the
What? box. Take notes in the graphic organizer. Research other ideas if
necessary.
Context of the Worst-Case Scenario
Where?
Who?
When?
Worst-Case Scenario
What?
Tips for Surviving the Worst-Case Scenario
What to do: What NOT to do:

• •
• •
• •
Reproduction prohibited © TC Media Books Inc. Unit 3 eighty-three 83

Name: Date: Group:
3. Write the rst draft of your text. Start with a title and a short paragraph
that describes the worst-case scenario. Refer to your notes from Step 2
and the models in Task 6. Organize your tips. Use discourse markers,
imperatives and the modals could and should.
Writing Checklist
Title: I included a description
and tips.
Worst-Case Scenario:
I used discourse markers,
imperatives and the
modals could and should
correctly.
punctuation.
I used resources to check
my work.
Tip 1:
Tip 2:
Tip 3:
Tip 4:
Tip 5:
Add images if possible.
7. Publish your text in a class worst-case survival handbook.
84 eighty-four Sticky Situations Reproduction prohibited © TC Media Books Inc.

EXTRA READING
Name: Date: Group:
Home Alone C2
What if you were stranded, all alone, on an island?

Before Reading
1. Answer the questions. Share your answers with the class.

a. How long do you think it is possible to survive alone on a deserted
island? Why?
b. What stories from books or movies do you know of that are about
survival in the wilderness? a
c. What are some of the things the people in these stories did to survive?
d. If you had to choose between saving yourself or risking your life to save
someone you love, what would you do? Why?
2. Learn about land formations. Match the denitions to the photos.
1. A ravine is a narrow valley created by running water.

d
2. A harbour is a place of shelter for boats.
3. A sandspit is a narrow point of land created by sand dunes.
4. A cliff is a tall rock face.
5. A headland is a point of high land extending into the sea. e
6. A cave is natural opening in a rock formation.
While Reading
f
• Highlight the essential qualities that Karana’s new house must have.
• Underline the reasons why Karana ultimately chooses to construct her
house where she does.
Reproduction prohibited © TC Media Books Inc. Unit 3 eighty-five 85

Name: Date: Group:
is based on the true

Island of the story of Karana, a Native American teenager whose
tribe is evacuated from their small island off the
Blue Dolphins coast of California. As they are leaving on a ship,
Karana realizes that her 6-year-old brother has
accidentally been left behind. She jumps overboard
to swim back to him. Unfortunately, the boat never
returns for them, and her brother is soon killed
by wild dogs. Karana lives alone on the island for
18 years. The following excerpt begins after Karana
fails to paddle a canoe to the mainland and has to
by Scott O’Dell
return to the island.
was awakened by the waves dragging at my I was surprised that I felt this way, for it was
feet. Night had come, but being too tired to only a short time ago that I had stood on this same
leave the sandspit, I crawled to a higher place rock and felt that I could not bear to live here
where I would be safe from the tide, and again another day.
went to sleep. I looked out at the blue water stretching away
In the morning I found the canoe a short and all the fear I had felt during the time of the
distance away. I took the baskets, my spear, and the voyage came back to me. On the morning I rst
bows and arrows, and turned the canoe over so that sighted the island and it had seemed like a great
the tides could not take it out to sea. I then climbed sh sunning itself, I thought that someday I would
to the headland where I had lived before. make the canoe over and go out once more to look
for the country that lay beyond the ocean. Now I
I felt as if I had been gone a long time as I stood knew that I would never go again.
there looking down from the high rock. I was
happy to be home. Everything that I saw—the otter The Island of the Blue Dolphins was my home; I
playing in the kelp, the rings of foam around the had no other. It would be my home until the white
rocks that guarded the harbour, the gulls ying, men returned in their ship. But even if they came
the tides moving past the sandspit—lled me with soon, before next summer, I could not live without
happiness. a roof or a place to store my food. I would have to
build a house. But where?
That night I slept on the rock and the next day I
began the search. The morning was clear, but to the
VOCABULARY north banks of clouds hung low. Before long they
would move in across the island and behind them
tide the rising and falling of the sea
many other storms were waiting. I had no time to
otter a sea animal
waste.
kelp sea plants
foam small bubbles on the surface of the water I needed a place that was sheltered from the
store put away for future use wind, not too far from Coral Cove, and close to a
cove small bay good spring. There were two such places on the
spring source of fresh water island—one on the headland and the other less
86 eighty-six Sticky Situations Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
than a league to the west. The headland seemed to The cliffs here fell away easily to a wide shelf
be the more favourable of the two, but since I had that was partly covered when the tide came in. It
not been to the other for a long time I decided to was a good place for sea elephants because they
go there and make certain. could crawl halfway up the cliff if the day was
stormy. On fair days they could sh among the
The rst thing I found, which I had forgotten,
pools or lie on the rocks.
was that this place was near the wild dogs’ lair.
As soon as I drew near to it the leader came to The bull is very large and often weighs as much
the opening of the cave and watched me with his as thirty men. The cows are much smaller, but they
yellow eyes. If I built a hut here I would rst have to make more noise than the bulls, screaming and
kill him and his pack. I planned to do this anyway, barking through the whole day and sometimes at
but it would take much time. night. The babies are noisy, too.
The spring was better than the one near the On this morning the tide was low and most of
headland, being less brackish and having a the animals were far out, just hundreds of specks
steadier ow of water. Besides it was much easier against the waves, yet the noise they made was
to reach since it came from the side of a hill and not deafening. I stayed there the rest of the day,
from a ravine as the other one did. It was also close looking around, and that night. At dawn when the
to the cliff and a ridge of rocks which would shelter clamor started again I left and went back to the
my house. headland.
The rocks were not so high as those on the There was another place to the south where
headland and therefore would give me less I could have built my house, near the destroyed
protection from the wind, yet they were high village of Ghalas-at, but I did not want to go there
enough, and from them I could see the north coast because it would remind me of the people who
and Coral Cove. were gone. Also the wind blew strong in this place,
blowing against the dunes which cover the middle
The thing that made me decide on the place to
part of the island so that most of the time sand is
build my house was the sea elephants.
moving everywhere.
Rain fell that night and
lasted for two days. I made a
shelter of brush at the foot of
the rock, which kept off some
VOCABULARY
league about 4.8 km
lair hiding place
brackish slightly salty
fair clear, sunny
specks small dots
deafening very loud
clamor loud noise
brush small trees and bushes
Reproduction prohibited © TC Media Books Inc. Unit 3 eighty-seven 87

Name: Date: Group:
of the water, and ate the food I had stored in the The morning was fresh from the rain. The smell
basket. I could not build a re because of the rain of the tide pools was strong. Sweet odors came
and I was very cold. from the wild grasses in the ravines and from the
sand plants on the dunes. I sang as I went down
On the third day the rain ceased and I went out
the trail to the beach and along the beach to the
to look for things which I would need in building
sandspit. I felt that the day was an omen of good
the house. I likewise needed poles for a fence.
fortune.
I would soon kill the wild dogs, but there were
many small red foxes on the island. They were so It was a good day to begin my new home.
numerous that I could never hope to get rid of
them either by traps
VOCABULARY or with arrows. They
were clever thieves
ceased stopped
and nothing I stored
likewise also
would be safe until
clever skilful
I had built a fence.
omen sign of the future
STRATEGY REMINDER
Scan the text carefully for
information about the After Reading
features of Karana’s island
and their relative position. 4. Based on information from the text, label the following features on the
map of Karana’s island.
cliff • destroyed village • dunes • harbour • headland • Karana’s house

ravine • sea elephants • spring • wild dogs’ cave
sandpit
88 eighty-eight Sticky Situations Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
5. Where did Karana choose to build her house? Why?
6. Why was it urgent for Karana to choose a sheltered spot and build a new
home quickly?
7. If you were left alone on an uninhabited island, what would be your

biggest fear? Why?
8. What do you think happens next? Based on what you have learned about
Karana and her island, write a journal entry to continue her narrative.
What does she face next? And how does she survive?
Reproduction prohibited © TC Media Books Inc. Unit 3 eighty-nine 89

EXTRA LANGUAGE
Name: Date: Group:
Word Games
You might run into one of these words in a worst-case scenario.
1. Read the clues. Use the words in the word box to complete the
crossword puzzle.
cave omen
crash rescue 2 3
1
Word Box
drown safe
earthquake shelter 4
escape starve 5
first aid supplies
8
hurricane trapped 7
6 9
lightning warning
mistake woods
11 10 12
13 14
15
16
17
Across Down
1 refuge 2 trembling of the earth

4 die of suffocation under water 3 forest
5 weaken or die from not eating 6 natural opening in a cliff or mountain
6 violent collision 8 get away from a trap or danger
7 error, wrong choice 9 electrical ash of light during a thunderstorm
10 tropical storm with strong winds 11 save someone from danger
13 provisions or equipment needed for a task 12 stuck, not able to leave
14 secure, free of danger
15 emergency medical treatment
16 sign of the future
17 caution, alert
90 ninety Sticky Situations
Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
2. Match the underlined phrasal verbs to their denition.
a. How did Jack come up with such an original solution Denitions

to the problem?
1. survive
b. I don’t think I could make it through a whole month
without electricity. 2. stop panicking
3. invent, think of
c. We might run out of water before help arrives!
4. use all of something
d. Look out for poison ivy in the woods. It’s everywhere! and have none left
e. When lost, you should calm down and think carefully 5. pay attention to, be
before searching for help. careful of
3. Complete the sentences, using the phrasal verbs from above.

a. Mrs. Gowan’s dog. He likes to bite!
b. It’s difcult for Sandy to a class
period without checking her cellphone.
c. You need to and remember where
you put the keys.
d. Do you think the pharmacy will
emergency kits?
e. Santiago needs to a great idea for
his media presentation.
PRONUNCIATION CD
4. Listen to the words. Underline the syllable that is stressed in each word,
according to what you hear.
a. earthquake c. hurricane e. mistake g. shelter i. emergency

b. escape d. lightning f. omen h. warning j. rescue
5. Listen to the phrasal verbs. Underline the word that is stressed,

according to what you hear.
a. come up with c. make it through e. calm down

b. look out for d. run out of
6. Practise saying the words and phrasal verbs in Steps 4 and 5 with a
partner. Make sure that you stress the correct syllable or word.
Reproduction prohibited © TC Media Books Inc. Unit 3 ninety-one 91

EXTRA GRAMMAR
Name: Date: Group:
GRAMMAR Check
To review imperatives and the modals should and could, go back to page 67.
A. Use the correct form of the imperative of the verbs, afrmative or negative, to complete the
instructions for having a safe camping trip.
1. (pitch) your tent in a safe place.
2. (build) the campre too near your tent.
3. (stay) close to your family and friends.
4. (store) your food in the car at night.
5. (leave) garbage around your campsite.
B. Use the modals should, shouldn’t and could to write ve tips to help your friend get an A on the next
exam. Use each modal at least once.
1.
2.
3.
4.
5.
To review discourse markers, go back to page 68.
C. Read the advice blog. Annie’s response contains 10 errors. Correct errors in the imperatives and
discourse markers.
Anonymous: Help! I have a problem. I think my neighbor is a zombie. He has some

strange habits. He also wears ripped clothing and walks very slowly. What do I do?
Then, make sure your neighbour really is a zombie. To look for signs that identify
zombie behaviour. Watching him to see if he is very strong. Finally, listen carefully
for strange noises. Looked for bite marks on his body. To be careful. Don’t standing
too close to him. First, check for missing body parts and evidence of decomposition
on his skin. Next, don’t staying away from him as much as possible. Good luck!
Annie
92 ninety-two Sticky Situations Reproduction prohibited © TC Media Books Inc.

The History
The History
of UNIT
of Video Games 4
In this unit, explore the history and making of video games.
Read about the history of popular video games.
Watch a video about groundbreaking teen game designers.
Talk about a fictional voyage to a new planet.
Design a storyboard for your own video game.
Practise grammar: the simple past of to be and regular verbs,
modals (must and have to).
Reproduction prohibited © TC Media Books Inc. ninety-three 93

ICEBREAKER
Name: Date: Group:
1. Take a Guess C1
How much do you know about popular video games?

1. Are you a video game novice or a video game whiz? Work with a
partner to take a quiz and nd out! Circle the correct answers.
History of Video Games Quiz

VOCABULARY 1. The rst video games were: 6. The rst home video game system
novice beginner a. Japanese appeared in the:
whiz expert b. American a. 1990s
c. Russian b. 1980s
c. 1970s
2. Pong, the rst popular arcade
game, was a: 7. Game Boy was the rst:
a. space war game a. controller
USEFUL LANGUAGE b. ghting game b. arcade game
• Do you know anything c. table tennis game c. hand-held game
about . . . ?
3. The main character’s original 8. The name of a popular video game
• Give me a moment to name in Super Mario Bros. was: in the 1980s that featured a gorilla
think.
a. Italianman as the villain was:
• Let’s come back to that
question. b. Plumberman a. Donkey Kong
• Are you sure c. Jumpman b. Monkey Kong
about that? c. King Kong
4. Many people around the world
started to play Pac-Man and Tetris 9. Guitar Hero was the rst successful
in the: in the 2000s.
a. 2000s a. adventure game
b. 1990s b. rhythm game
c. 1980s c. strategy game
5. Sonic the Hedgehog was famous 10. The Wii was innovative because it
for his ability to: had:
a. run a. high-denition graphics
b. jump b. a large storage capacity
c. ght c. motion-sensitive remotes
2. Discuss the following questions with your partner. Share your opinions
and describe your video game habits.
Do you like playing video games? Why or why not?
How much time do you spend playing video games per day / week?
What are some popular video games? What is your favourite?
What are your family’s “house rules” involving video games?
94 ninety-four The History of Video Games Reproduction prohibited © TC Media Books Inc.
GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Simple Past: To Be and Regular Verbs
Use the simple past to:

• report facts that were true in the past
• describe actions or situations completed in the past
• identify past habits or talk about past feelings, likes and dislikes
To be
I Afrmative: Put the verb after the
Singular
was
subject.
You were
She / He / It was Kelsey was a fan of video games.
Negative: Put not after the verb, or use
We were
the contracted form wasn’t or weren’t.
Plural
You were
Éloi was not happy with his new game.
They were
The aliens weren’t easy to kill.
Regular Verbs
I Afrmative: Add ed to the base form
Singular
played
of regular verbs.
You played
She / He / It played Nancy wanted to try the guitar game.
Negative: Put did not or didn’t before Only the verb agrees with
We played its subject in the past tense.
the base form of regular verbs.
Plural
You played
Ben did not smile after he lost to Drew.
They played
We didn’t ask Anna to play.
A. Complete the sentences with the correct form of the verb to be in the simple past.
1. Nolan Bushnell and Allan Alcorn the creators of Pong.
2. I very interested in video games as a child.
3. The inventor of Tetris from Russia.
4. Joysticks common accessories in the past, but not today.
B. Write the verb in parentheses in the simple past to complete the timeline.
1. Albert Gore (invent, negative) the rst home video game console.
2. The arcade game Space Invaders (start, afrmative) a gaming revolution.
3. The video game industry (crash, negative) last year.
4. In recent years, mobile games (gain, afrmative) major popularity.
Reproduction prohibited © TC Media Books Inc. Unit 4 ninety-five 95

READING
Name: Date: Group:
2. Get Inspired! C2
Learn about the stories behind famous video games.

Before Reading
1. Match the verbs with their denitions.
a. devise 1. work with someone else

b. realize 2. become aware of something
c. team up 3. invent, create
d. defy 4. react violently with emotion
e. explode 5. oppose or resist
2. Complete the following sentences with the verbs from Step 1. Use the
simple past of each verb.
a. When Mike lost the game, he with anger.
b. The students and the professors to create a
video game together.
c. When the designer tried playing her new game, she
that some of the graphics needed work.
d. Luka’s parents told him to go to bed, but he
them and stayed up to play his new video game.
e. The marketing manager a strategy to sell the
new console game.
While Reading
3. Read the text on pages 97 to 99. As you read, decide which heading
from the list below corresponds to which paragraph. Write the correct
heading in the space above each paragraph.
a. Food for thought!

VOCABULARY b. From tragedy comes a happy ending
sci- science ction
c. A virus goes viral
brought back
reanimated d. Students turn a sci- book into a hit game
e. From table tennis to TV screen
f . Childhood memories brought back to life
g. Landlords and loved ones
96 ninety-six The History of Video Games Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
Simple Beginnings:
The Origins of
Popular Video Games
Do you know what inspired the creation of some of the most famous video games of all time?
Read about the origins of popular video games to nd out.
Spacewar!: Bushnell to create a coin-operated

game that everyone could play.
For this new project, Bushnell
Although the rst computer games appeared in the asked Alcorn to design a game
1940s, they were extremely simple and the systems simulating a table tennis match.
that operated them were too difcult for most Because most people knew how
people to understand. But in 1961, engineers to play table tennis, they were able
created a new kind of computer that was easier to to concentrate on the play rather
operate. Massachusetts Institute of Technology than the rules. Alcorn worked hard
students Stephen Russell, Wayne Wiitanen and to gure out how to score points
Martin Graetz wanted to show off this new and how to get the characteristic
computer, so they created a new game, Spacewar!, “ping-pong” sound that Bushnell
that demonstrated the computer’s complex wanted. After Alcorn nished his
abilities. The game’s theme was inspired by project, Bushnell tried it and was impressed.
Stephen’s favourite sci- book series, Lensman, They named the game Pong because it perfectly
by E.E Smith. Spacewar! consisted of two described the hollow ringing sound of the ball.
human-operated spaceships trying to shoot at each They decided to put the game in a cabinet, add a
other. But these spaceships were also revolving coin box to it and place it in a California bar. A few
around a central sun, so players also had to avoid days later, the creators received a telephone call:
colliding with the star. This double objective made their machine had stopped working. To Bushnell
the game very popular! and Alcorn’s surprise, the machine was jammed
with quarters because people had played it so
Pong: much! At that moment, they realized that their
game was a huge hit.
Nolan Bushnell, Ted Dabney and Allan Alcorn were VOCABULARY

the creators of Pong, the rst arcade game that gure out understand and solve
marked the beginning of the video game industry jammed stuck
in 1972. In that year, Alcorn teamed up with hit a success
Reproduction prohibited © TC Media Books Inc. Unit 4 ninety-seven 97

Name: Date: Group:
The character was so popular that he eventually got

his own game in 1983. But he wasn’t the only
character inspired by a real person. The ghostly
character Boo was based on the wife of one of the
designers. Usually shy and quiet, one day she
Pac-Man: exploded because she was mad that her husband
was always working. In the game, Boo shrinks
when Mario is around. But when Mario goes away,
The name of the most famous arcade game of the Boo grows large and scary.
80s, Pac-Man, was inspired by the Japanese slang
word “paku-paku,” a term used to describe the The Legend of Zelda:
sound of the mouth opening and closing while
eating. Food and eating were certainly the basic
concepts behind the creation of this game. In fact, When video game designer Shigeru Miyamoto
Toru Iwatani, the designer of Pac-Man, conceived was a child, he was an imaginative boy who liked
his idea thanks to pizza. One day, he ordered a to explore the hillsides and gardens around his
whole pizza for lunch. After he took a piece and ate childhood home in Sonobe, Japan. In his
it, the remaining pizza inspired Pac-Man’s shape. explorations, he entered mysterious caves and
To add excitement to a game centred on eating, discovered beautiful forests and lakes. Years later,
Iwatani created a maze with food in it where he wanted to incorporate his childhood experiences
enemies lurked around every corner. The enemy into video games. In 1986, he devised a new kind of
ghosts gave the player a purpose and the game was game full of adventures where the main character
more fun. The game was released in 1980. With interacted with his environment. This game was
a family-friendly theme centred on food, bright The Legend of Zelda, where the main character,
colours, cute ghost-shaped monsters and chirpy Link, ventures into new worlds, looks
sounds, Pac-Man attracted everyone’s interest: for helpful items, solves
kids, adults, men and women! puzzles and ghts
enemies in order to
Super Mario Bros.: rescue Princess Zelda.
When he rst appeared in the video game Donkey

Kong Country in 1981, Nintendo producers called
their jumpy character Jumpman. However, when
the producers were trying to think
of a better name, rumour has
it that the ofce building VOCABULARY
landlord barged in and slang informal
angrily demanded the rent. lurked hid and waited
The name of their landlord chirpy a bright, cheerful sound
was Mario, which inspired rumour has it it is said that . . .
Nintendo’s number one landlord a person who owns a building
Italian hero Super Mario. shrinks becomes smaller
98 ninety-eight The History of Video Games Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
The Sims:
The Sims is a simulation game where players

create characters and then must raise them, take
care of them and even keep them happy. It is the
best-selling game series designed for a computer
to date. However, it did not have such a spectacular
beginning. Its creator, Will Wright, developed the
idea for a real-life simulation game after a re
destroyed his house. He wanted to translate his Angry Birds:
desire to rebuild his home and life into a video
game. At rst, the game designers created The Sims
characters as part of a different computer game The Angry Birds concept is simple: the player
called SimCity in which players create buildings must launch cross-eyed, wingless birds into the
and other urban structures. However, during the air to knock down structures and win points. This
development of SimCity, Wright and his team straightforward game has fascinated players since
realized that the characters were actually more its release in 2009. Although the game does not
interesting than the buildings so they focused on look complicated, Angry Birds required hours of art
the development of the characters. But executives design and a team of creative developers to turn
did not believe the game would sell, and the release sketches of unhappy birds into the hit game it is
of The Sims in 2000 was considered a gamble. today. The idea of Angry Birds actually originated
Luckily for Wright and his team, it deed all from an art project featuring birds by Finnish game
expectations by becoming one of the most designer, Jaakko Iisalo. When he was asked to come
protable games of all time. up with a proposal for a memorable game that
would be fun and easy to play, he remembered this
art project. He worked for hours on his computer
creating birds with big eyebrows and beaks. When
he presented his bird sketches to the development
team, they loved them. The game concept evolved
into irritable birds being launched at pigs.
Contrary to popular belief, the pigs don’t mean to
hurt anyone. According to the creators, the pigs
are just very hungry so they need to steal the birds’
eggs for survival. They are also sick, which explains
their green colour. The idea for sick pigs came from
the swine u epidemic, which was sweeping the
VOCABULARY globe at the time of the game’s creation.
to date currently
gamble risk
FYI The 2009 swine flu (influenza) was
cross-eyed having the eyes an epidemic caused by the H1N1 virus,
turned inward toward the nose which originally came from a virus
straightforward clear, simple that lived in pigs.
Reproduction prohibited © TC Media Books Inc. Unit 4 ninety-nine 99

Name: Date: Group:
After Reading
STRATEGY REMINDER 4. Match the descriptions to the correct game.

A heading tells the reader Description Game
what the paragraph
will be about. Use the a. The name of this game was based 1. Angry Birds
paragraph headings from on the sound of a ball.
the While Reading activity
to help you complete b. This game is recognized for the 2. Pac-Man
Steps 4 and 5. main character’s jumping skills.
c. This game was invented to show 3. Pong
off a new computer’s abilities.
SPEAK UP 4. Super Mario
d. This game includes exploration
Bros.
Have students form small and problem-solving.
groups to discuss the e. In this game, the main characters
following points. 5. The Sims
are upset because pigs stole their
• Which video games are
eggs.
the most popular 6. The Legend
today? f. In this game, the player controls of Zelda
• Are some games the lives of the characters.
inappropriate for
certain ages? g. The name of this game is based 7. Spacewar!
• How much time spent on a Japanese word for an eating
gaming is healthy? sound.
5. Write one source of inspiration for each video game according to the text on pages 97 to 99.
a. Spacewar!:
b. Pong:
c. Pac-Man:
d. Super Mario Bros.:
e. The Legend of Zelda:
f. The Sims:
g. Angry Birds:
6. In your opinion, is nding an idea for a hit video game more about hard
work or luck? Justify your response, using examples from the text.
100 one hundred The History of Video Games Reproduction prohibited © TC Media Books Inc.
VIEWING DVD
Name: Date: Group:
3. Teen Game Designers C2
Learn about teens who were on the cutting edge of game design.
Before Viewing
1. Do you think teenagers can be good video game designers? Why or why
not?
2. Name a conict or a challenge that you face or one of your friends faces
in everyday life that could be a good inspiration for a video game.
3. Read the sentences and guess the meaning of the words in bold by
examining their context. Look up the words in a dictionary and verify
whether your guesses were correct.
a. His passion for video games turned into a successful career as a designer.
b. The 15-year-old was staggered to learn that his video game sold over 10 000 copies.
c. The company was on the leading edge of video game technology. No other company made
better products.
d. My computer crashed last night and I had to start my video game project from scratch.
My Guess Denition
STRATEGY REMINDER
a.
You may find several
definitions for a word or
phrase in a dictionary.
b. Use the context of the
sentences to choose
the correct definition.
c.
d.
Reproduction prohibited © TC Media Books Inc. Unit 4 one hundred and one 101
Name: Date: Group:
While Viewing
4. DVD Watch the video and circle the correct answer.
a. The Oliver twins were typical ( Canadian / British ) teenagers.

b. The Oliver twins learned to write computer programs
( at school / at home ).
c. The Oliver twins published their rst game when they were ( 13 / 14 )
years old.
d. A ( teacher / doctor ) persuaded the twins’ parents to let them turn the
hobby into a business.
e. The ( Oliver twins / Darling brothers ) were the founders of the
Codemasters company.
f. The Oliver twins met the Darling brothers at a ( trade show / TV show ).
g. The Oliver twins were mainly video game ( publishers / writers ).
h. The ( Robin Hood / Dizzy ) game was a global best-seller.
After Viewing
5. Use the simple past of the verbs in the word box to complete the
sentences based on the video. Use the negative form if necessary.
a. At rst, video games a hobby for the Oliver
twins.
Word Box
attend learn
be like b. The twins to write game programs from
scratch.
create stop
earn work c. The twins $75 for their rst video game.
d. They university right away. They
studying to focus on video games.
e. The Darling brothers the low pay in the video
game industry, so they their own company.
f. The Oliver twins on 50% of all Codemasters
games.
6. Name two reasons that the Oliver twins and the Darling brothers were
successful in the video game business. Use the simple past.
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WRITING
Name: Date: Group:
4. Invent Your Own Story C3
Make up a story to describe the origin of your favourite video

game.
1. Choose a video game, computer game or game app that you enjoy playing.
2. Invent a story that might explain the game’s creation, based on what you
know of the game. Take notes in the graphic organizer below.
Game Creator:
Characters: Place & Time of Creation:
Inspiration:
3. Write a short text describing the inspiration behind the creation of the
game you chose. Look at the texts in Task 2 for help. Use the simple past
of regular verbs.
SPEAK UP
Find a partner to discuss
and compare stories with.
• How are the stories
similar? Different?
• Which story is funnier?
Which is more believable?
• What do you think is the
most common form of
inspiration? Why?
Reproduction prohibited © TC Media Books Inc. Unit 4 one hundred and three 103
GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Modals: Expressing Obligation Using Must, Have to
Use the modals must and have to when expressing an obligation.

Afrmative: Put the modal before the base form of a verb. The modals have different
You must nd the hidden treasure. I have to beat this level. meanings in the negative.
Negative: For must, put not after the modal.

(optional)
Jonathan must not forget to do his homework.
Negative: For have to, put do / does not before the modal. (obligatory)
We do not have to nish this level tonight.
Anton does not have to go to practice tomorrow.
Remember that we can use contractions for negative sentences:

They mustn’t use the trap door; it’s a trick!
I don’t have to be home until supper time.
A. Circle the modals and underline the main verbs that follow them.
1. You must take the golden cup.
2. Each storyboard frame has to have a description.
3. You don’t have to nd the hidden key.
4. The parrot mustn’t see you.
B. Complete the sentences with an afrmative or negative modal according to the context.
1. If you want to design a video game, you have an original idea rst.
2. You nish your homework before you play your new video game.
3. Watch out! You wake up the dragon or you will lose points!
4. Johnny start at level two since he is already at level four.
C. Describe the rules of a video game or other type of game you played recently. Write two afrmative
sentences and two negative sentences using modals.
1.
2.
3.
4.
Go to page 224 of the Grammar Section for more information and practice.
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SPEAKING
Name: Date: Group:
5. Quest for Evradis C1
Make decisions to help your civilization survive this game.
1. Read the story for a game named Quest for Evradis. Work in groups of
three or four to complete the missions.
You are the ruler of a planet in a far distant galaxy. But evil aliens
invaded and only nine of your species have survived, including you. VOCABULARY
You have to make a new home on the planet of Evradis—but your quest a search
spaceship can carry only six people. You must choose ve people to healing making healthy again
go with you, and you must hurry! Your planet will explode in an hour!
USEFUL LANGUAGE
2. Mission One: Discuss each character with your group
• We (don’t) have to
and decide which ve people to take with you. Use modals take . . .
to justify your choices.
• We must bring someone
• Alassan: Your beloved partner who is also a strong leader. who . . .
• Nassor: Your young son who has x-ray vision. • Why do you think he is
• Galena: She understands all the languages of the universe. a good choice?
• Freyr: He can predict the future from dreams but is very old. • I see your point,
but . . .
• Meridel: She can navigate a spaceship, but she steals.
• Daran: He’s the strongest and fastest man from your planet.
• Ika & Iko: They have healing powers, but they cannot be separated.
Name Justication
1.
2.
3.
4.
5.
Reproduction prohibited © TC Media Books Inc. Unit 4 one hundred and five 105
Name: Date: Group:
During your journey to Evradis, you have some problems with your
spaceship. You have to make an emergency stop on planet Eggios.
The ruler of this planet is willing to offer you powerful resources in
exchange for members of your crew. Which two resources will you
choose, and which two crew members will you surrender?
3. Mission Two: Read the options below and discuss them with your
VOCABULARY group. Choose two items to keep and decide which two people to leave
crew members of a team behind. Justify your choices.
surrender give up Resources
possession or control
fuel a material burned to > a highly destructive weapon > long-lasting fuel
produce heat or power
spoils becomes unt for
eating > tons of Eggish food that never > a tool that can x any
spoils (not very tasty, though) machine
We will exchange:
a. for
because
b. for
because
4. After a long journey of many light years, you nally made it! You’re now
in Evradis, your new home. Discuss with your group and write three laws
that will help keep peace and structure in your new society. Use modals.
a.
b.
c.
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READING
Name: Date: Group:
6. Designing Video Games C2
What does it take to make a career out of video games?

Before Reading
1. Do you think it would be fun to design video games? Why or why not?
2. What type of video game would you design? Choose one and explain
your choice.
simulation game strategy game arcade game

racing game ghting game role-playing game
music game trivia game survival game
FYI CNN named a

career in video
game design #15
3. Name some popular video game companies that you know. out of the top
100 best jobs
in America.
4. Designing a hit video game involves many steps. Predict the correct order
for the steps of the design process. Number the sentences from one to six.
a. Tom presents his video game idea to a development studio.

b. Tom has a great idea for a game about giant spiders.
c. Tom writes a document that describes his game and lists all of its features.
d. Tom draws scenes for his new video game.
e. Tom creates the characters and main obstacles in his video game.
f. Tom sees his video game in the window of the gaming store near his house.
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Name: Date: Group:
While Reading
5. Read the interview with a professional video game designer on pages
108 to 110. As you read, highlight the instructions for designing a video
game that begin with modals.
Inside the Studio

You have a great idea for a new video game, but you don’t have a clue
how to make your idea come alive on screen? You’re not alone. Check
out EZGamerZ interview with expert game designer Alexander Novikov
to see how the process really works.
Q: It’s a long road from game enthusiast to After you have your idea, you have to develop a
game designer. If I want to design a video game, storyboard. This document will show others a
where do I start? visual image of how the game will look and give
A: First of all, you must come up with an original a brief description of what the players will have
idea for a game. Create a story, develop unique to do as they progress through the levels.
characters and give them a mission. You can nd Q: Can you tell us a little bit more about this
inspiration from lots of different sources such “storyboard?” What should it look like?
as movies, books, sports, childhood games or A: A storyboard is a series of drawings that
television programs. You can also draw from your represent each scene of the game in sequential
dreams, nightmares, past experiences or memories. order. Each frame of the storyboard includes a
Once you have an idea, you have to ask yourself a drawing of a scene. A text box appears underneath
few questions in order to turn your idea into a each frame of the storyboard where designers
storyline: Who is the main character? What is his describe the goal of the scene or list instructions for
or her goal? Where does the game take place what players need to do in that scene. Storyboards
(for instance, in a jungle, a castle or outer space)? help game developers understand the general
What obstacles will the characters encounter aspects of the game. A good storyboard may also
throughout the game? highlight problems in the game right away, before
things get too complicated. Let me show you one
VOCABULARY of my storyboards for a game I developed called
have a clue have any knowledge of X-Country Runner:
draw from use as a source of inspiration
frame scene
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Level 1: You must run through the farm to cross the nish line as fast as you can. But be
careful: there are obstacles everywhere!
a. b.
You have to ride on the backs of the pigs in

You must catch the eggs before they hit the d.
c. order to cross the pigsty. You must not fall in
ground. If you drop one, you must start over.
the mud, or you will lose a life!
c. d.
You have to jump the fences to escape the The fence of the sheep pen is open! Earn an
angry bull. You must pay attention: if you slip extra 100 points if you are able to close it
in the mud you will get caught! before any of the sheep escape.
As you can see here, the storyboard explains what the details of your game in the storyboard. The
players have to do to in each scene in order to storyboard should only focus on the key elements.
complete the level. For instance, I explain which You can present the remaining details of your
tools the character needs to use, and I show which game in the game design document.
additional actions will boost the player’s score. You
can use storyboards in different ways depending on VOCABULARY
what aspect of the game you want to focus on. Just pigsty a place to keep pigs
remember that you don’t have to include all boost increase
Reproduction prohibited © TC Media Books Inc. Unit 4 one hundred and nine 109
Name: Date: Group:
Q: I’m not sure our readers know what a game main character move around his world? What can
design document is. Can you give us some more he do? What weapons does he use? Don’t forget
information? to describe the mechanics of the game. Does the
A: Every video game designer must create a game player need to solve puzzles or collect items to
design document, which describes the game in get to the next level? What are the traps to avoid?
detail. This document is meant to help the game When describing each level, you need to think
developers understand all aspects of the game as about aspects such as location, enemies, collectable
you imagine it. If you forget to list a specic detail items, power-ups—anything the main character
in this document, it’s not going to appear in the will encounter in every scene of the game level.
game! Most game design documents include a brief Q: But how does the game get from the paper
overview of what the game is about, a description to the screen?
of the characters and setting, an explanation of how A: When the game design document is nished,
the game is played, notes on the soundtrack and you have to formally pitch your proposal to a
artwork, the storyline, and a list of any devices that development studio. If they like your idea, they
the player interacts with. The length of your game will accept your proposal and hire computer
design document will depend on the complexity of programmers to turn it into a real game. Once
the game. the game is ready, the studio must send copies to
Q: What other factors do designers need to keep different gaming stores. Then people everywhere
in mind? can purchase and play your game!
A: While you write up your ideas, you will need Q: What makes a successful video game design
to write a “core statement,” or a statement that in your opinion?
describes the basic concept of your game. For A: In a nutshell, I think that all the features of
example, is your game about nding a lost treasure the game should work well together so that it
or ghting an evil villain? The core statement for makes sense to a player. For me, that’s the key
my game is: X-Country Runner is a racing game to designing a successful game.
about a runner who navigates crazy obstacles to win
the game. My game has four levels, and each level
takes place in a different location: a farm, a desert, a
forest and nally a city.
As you start writing the details of your game,
think about how it will be played. How does your
VOCABULARY
mechanics details of how something
works
traps items that trick a character
power-ups objects that give the main
character extra abilities
pitch present and sell an idea
in a nutshell in a few words
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Name: Date: Group:
After Reading
6. Name three sources of inspiration that can help you develop a new video
game.
a.
b.
c.
7. According to Alexander, why is it important to make a storyboard before

you begin working on the game design document?
8. In your own words, list the six steps of the design process in their correct
order.
a.
b.
c.
d.
e.
f.
9. Which step would be the most difcult for you? Why?
10. Based on what you have read, does a career as a video game designer
interest you? Justify your answer.
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WRITING PROJECT
Name: Date: Group:
7. Storyboarding My Game C3
Design a storyboard for your own video game!
1. Read about a video game based on the life of a high school student.
You just started Secondary 1, and your goal is to progress through

high school and graduate Secondary 5 in one piece. But each day
you discover new obstacles that jeopardize your success—evil
teachers, missing homework, broken calculators and library
fines. You must advance through each grade to reach graduation
day and win the game. Your Level 1 mission: get to school on time.
2. Think of three obstacles that can prevent you from getting to school on
time. Choose from the list below, or make up some of your own.
VOCABULARY an angry dog an alarm clock set incorrectly

jeopardize put in danger
a slippery patch of ice
nes fees to pay
overcome master or a late bus
conquer
3. Add one item players can collect to gain a bonus point:
4. Brainstorm ideas for beating Level 1. When do you encounter the obstacles,
and how can you overcome them? Take notes in the space below.
a. First obstacle:
Instructions
b. Second obstacle:
Instructions
c. Third obstacle:
Instructions
d. Bonus point:
Instructions
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5. Draw or write a description of each scene as you imagine it to appear.

Include instructions for players, using information from your notes. Use
the modals must and have to. Refer to the model on page 109 for help.
Level 1 Mission: Get to school on time.
a. b.
c. d.
Writing Checklist
6. Revise and edit your text. Use the writing checklist for help. I included three obstacles and a bonus
7. Exchange storyboards with a classmate. Ask for feedback on point item in my storyboard.
content and form. I used the modals must and have to to
8. Write the nal copy of your storyboard. Make corrections. give instructions.
I checked my spelling and punctuation.
9. Present your storyboard to the class.
I used resources to check my work.
Reproduction prohibited © TC Media Books Inc. Unit 4 one hundred and thirteen 113
EXTRA READING
Name: Date: Group:
Video Games in Schools C2
Can video games be fun—and help you learn?

Before Reading
1. Do you think video games can be educational? Why or why not?
2. Is it a good idea to use video games to teach subjects in school? Justify

your response.
3. Which video game might make an interesting school project? Highlight

one game from the list and justify your choice below.
Project Goal Subject
Worldcraft Build a city and create your own virtual society History
Tales of Explore new worlds using an avatar and write a story about French
Adventure your adventures Language
Arts
Virtual Operation Label body parts and perform a virtual surgery Science
Shopping Spree Complete a shopping excursion based on a budget provided Mathematics

for you
4. In your opinion, which other popular video games could be adapted to

teach school subjects? What subjects could they help teach?
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While Reading STRATEGY REMINDER

5. Read the text on pages 115 to 117. As you read: The text is broken into
four sections. Read each
• Underline three schools where video game projects have been carried separately and be sure
out. that you understand
• Circle three video games that have been implemented in those schools. before moving to the next
section.
Video Games
Becoming Required
Coursework in
Schools
tarting this fall, in order to graduate, every The college partnered with two Calgary-based
student at Olds College in Olds, Alberta, will businesses: The GoForth Institute, an online small
have to complete an iPad game in which business training company, which provided the
they open a virtual lemonade stand and gradually course content; and game developer Robots and
build it into a business empire. Video games, Pencils, which built the app. “This is the rst time
once considered entertainment, are increasingly that something like this has been tried in North
becoming part of required coursework at all levels America, as far as we know,” said Williams of the
of education, complementing traditional learning project, which cost more than $2 million to develop.
tools such as problem sets and books. Heather Hood, 33, who is in her last year of a
At Olds College, the Farmville-esque game Bachelor of Applied Science in horticulture at
Lemonade Stand is a central part of the new Olds College, was one of 600 students who tested
mandatory Discover Entrepreneurship course. the app over the summer. She worked through
“What we’ve done is take the things that make 12 modules on topics ranging from business
computer games so addictive and apply them to planning to marketing to cash ow.
education,” said Toby Williams, the college’s Completing a module unlocks achievements
director of entrepreneurship and international in the game. Finishing the marketing module,
development.
The college wanted to ensure all of its students
were trained in entrepreneurial skills. Williams VOCABULARY
and her colleagues thought a game might be able entrepreneurial skills knowledge
to offer the hands-on approach that the college of how to start and run a business
emphasizes. “It’s not a real-life situation, but it’s emphasizes gives importance to
close to that.” achievements accomplishments
Reproduction prohibited © TC Media Books Inc. Unit 4 one hundred and fifteen 115
Name: Date: Group:
for example, gives the students the ability to buy Nevertheless, game-based learning modules are
signs and start marketing to customers. “I was still far less popular in the classroom than traditional
actually disappointed when I nished it,” recalled methods. “The shift that needs to happen . . . is
Hood, who described the course as well-written. the reawakening of the idea that learning can and
She said she liked the fact that she could work should be fun and entertaining,” she said.
at her own pace. At the same time, the game Darren Wershler, an English professor at
displayed other students’ achievements, pressuring Concordia University in Montreal, acknowledged
her “to not get behind the pack.” Hood said she there are still relatively few courses where games
thought the game was fun, but isn’t sure about the appear regularly. “But I think that will start
value of the virtual “practical” experience it changing fairly dramatically,” he added.
provided. She also had mixed feelings about its In Wershler’s contemporary Canadian ction
central role in the course. class at Concordia University in Montreal, video
“There were times when I found it super- games aren’t just a teaching tool. They have been
annoying and just wanted to whiz through the part of his “reading” list for the course for several
gaming part so I could get the reading done,” she years. This is the second year that students will be
recalled, “and there were times when I wanted assigned to play the indie adventure game
to see how much money my lemonade stand had Superbrothers: Sword & Sworcery, made by
made.” But she said the experience was fun, and Toronto-based Capybara Games, in addition to
might appeal to students younger and more into reading the poetry collection Portable Altamont by
gaming than herself. Brian Joseph Davis and the rst volume of Bryan
Lee O’Malley’s comic book series Scott Pilgrim’s
Experience without consequences Precious Little Life, among other works.
“If the outcome is learning in the end, then why
not?” says Katrin Becker, an adjunct professor Not a gimmick
at Mount Royal University who researches and “Students, I think, are excited to see the things
designs educational video games. She added that that are important to them reected in their
games can provide students with learning coursework,” Wershler said. Not all of them react
experiences that could be “painful or dangerous to it the same way, he said, but roughly the same
or expensive” in real life — such as running their proportion of the class ends up playing the game as
rst business or performing surgery on an animal. would read the information if it was delivered
“In a game, they can nd out what happens if you to them in a book.
do it wrong without any negative consequences to Emma Healey, 22, an English literature student
the real world,” Becker said. “And that’s really very who took Wershler’s course last year, admitted that
valuable.”
VOCABULARY
whiz through rush
shift change
reawakening realization
acknowledged recognized
indie independent, not part of a big company
gimmick a trick to attract attention
roughly approximately
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at rst, “there was a part of me that was like,

‘Oh, a fun gimmick, you’re getting people to play
video games in your class so that your class is cool.’”
Healey eventually played the game and found
it to be a valuable educational experience. “It
denitely broadened my thinking about what
counts as literature.”
The rise of video games in the classroom isn’t
limited to post-secondary institutions. Toronto
elementary school teacher Liam O’Donnell plans
to introduce Minecraft, a popular computer game
published by Stockholm-based Mojang, that allows
the player to design, build and explore virtual
worlds, to his Grade 1 class at Withrow Public
School this year. The open-ended game allows Challenges for teachers
players to do everything from ght each other with That may all be encouraging to teachers, but
swords, to build castles, to fall into lava pits if they incorporating games into coursework can be more
take a wrong turn. challenging than it looks. Wershler said he is
O’Donnell had great success using the game, mindful of the fact that many games take longer
which he himself loves, to help students in Grade 4 to complete than a book, can be expensive and
to 6 who came to him for special help with reading sometimes must be played on expensive
and writing over the past few years. He found technology. Because of that, he chooses older,
that basing writing exercises on the students’ cheaper games that can be downloaded
experiences in the game helped overcome the lack and played on a computer or mobile device.
of condence that made many of them refuse to Becker said commercial games can also be
even try writing. “They were all so lled with their challenging for teachers, because they don’t come
own stories.” with lesson plans. “Teachers don’t have time to
And the games can spawn unexpected learning develop their own courseware,” she said.
experiences. One of his Grade 5 students became Despite the difculties, Becker said she is a huge
fascinated by lava in the game and wondered proponent of games in education, as they provide
what would happen when lava and water touched new options for learning. “It’s yet another tool
each other. O’Donnell encouraged him to approach to use,” she said. “And I think the richer the
the question scientically, to make a prediction and environment, the better off we are.”
gure out how he would test it in the game.
Source: Emily Chung, CBC News
“He then eventually went off . . . found out
what happens in-game and was amazed, and then VOCABULARY
wrote up his results,” O’Donnell recalled. “And broadened expanded, increased
then he asked me, ‘Is that what happened in real spawn create
life?’”With further nudging, the boy—who went off left and started working on a plan
originally had resisted writing at all—did more nudging encouragement
research and authored a report about underwater mindful aware
volcanoes. proponent advocate
Reproduction prohibited © TC Media Books Inc. Unit 4 one hundred and seventeen 117
Name: Date: Group:
After Reading
6. For each video game, write one of the goals for using it in a class project.
Game Goal
Lemonade Stand
Superbrothers:
Sword & Sworcery
Minecraft
7. What did Heather Hood like about working with video games?
8. Why does Katrin Becker think that video games can be valuable learning
tools?
9. List some of the challenges of implementing video games into coursework.

a.
b.
c.
10. What kind of skills can video games teach us?
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EXTRA LANGUAGE
Word Games
You may notice these words the next time you play a video
game.
1. Unscramble the word in parentheses to make a verb from the word box.
Then, write the word in the simple past.
capture
a. The wicked witch (uapectr) captured the prince. climb
b. The dynamite (pexldoe) and killed the create
Word Box
monster. destroy
c. Sir Rufus (mhsas) the window to get to the escape
sleeping princess. explode
float
d. A famous rock star (tearce) the soundtrack
to the new rhythm game. kick
smash
e. The villagers (pesaec) before the lava
reached their homes.
f. Aliens (tysdeor) the city with their weapons.
g. Maize (cikk) the zombies and they vanished.
h. Princess Grace (micbl) the mountain to
access enemy territory.
i. The mushrooms that (olaft) to the ground
gave power boosters to the characters.
FYI How to pronounce
PRONUNCIATION CD ed in the simple
past:
2. Listen to the words in the simple past. Write the words you hear in the • / t / after sounds
correct pronunciation category according to their nal –ed sound. where vocal cords
don’t vibrate (k, p,
/t/ /d/ / / t, sh, ch, x, f, s)
• / d / after sounds
where vocal cords
vibrate (b, d, g, l,
m, n, r, v, z and
vowels)
• / / after sounds
with a final t or d
3. Write three sentences using the words you heard. Practise saying them
with a partner.
a.
b.
c.
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119
EXTRA GRAMMAR
Name: Date: Group:
GRAMMAR Check
To review the simple past, go back to page 95.
A. Circle the correct form of either wasn’t or weren’t.

I ( wasn’t / weren’t ) satised with the new release of the Fantasy Adventure series.
This game ( wasn’t / weren’t ) good at all! For one thing, the levels ( wasn’t / weren’t )
challenging and the enemies ( wasn’t / weren’t ) hard to defeat. In my opinion, the
new main character, Tark, ( wasn’t / weren’t ) as good as the old character, Finn.
He ( wasn’t / weren’t ) fast and his powers ( wasn’t / weren’t ) unique. What’s more,
the quality of the graphics ( wasn’t / weren’t ) very good. What a disappointment!
B. Complete the sentences with the simple past form of the verb in parentheses.
1940: Edward U. Condon (design) a computer that (play)
the traditional Chinese game Nim for the Westinghouse Electric Corporation.
1952: A.S. Douglas (program) the game OXO, which was based on the
traditional game tic-tac-toe.
1955: The war game Hutspiel (simulate) a conict with the Soviet Union.
1956: Arthur Samuel (demonstrate) his checkers computer game on
national television. His program (defeat) a human checkers master.
To review the modals must and have to, go back to page 104.
C. Rewrite the sentences and correct them for errors in modal usage.
1. You have not to nish the whole game tonight.
2. You must to nd healing plants to restore your health.
3. Your simulation character have to nd a job.
4. You must don’t forget to build schools for the village children.
5. Your horse must eats something or it will die.
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Twisted Tales UNIT
5
Twisted
Tales
In this unit, learn how fairy tales can be transformed.
Read two traditional fairy tales.
Talk about fairy tales from your childhood.
Watch an unusual video about the three little pigs.
Write a new version of a traditional tale.
Practise grammar: the possessive form of nouns and
the simple past of irregular verbs.
Reproduction prohibited © TC Media Books Inc. one hundred and twenty-one 121
ICEBREAKER
Name: Date: Group:
1. Tell a Tale C1
How well do you remember the fairy tales from your childhood?
1. Match the fairy tale titles to the story clues.
a. The Little Mermaid 1. big bad wolf

b. Rapunzel 2. white rabbit
c. Sleeping Beauty 3. sea witch
d. Little Red Riding Hood 4. magic mirror
e. Cinderella 5. spinning wheel
f. Alice in Wonderland 6. tall tower
g. Snow White 7. glass slipper
2. With a partner, share your answers to Step 1. Together, choose a fairy

tale to retell. Discuss the story and write a summary of the main events.
Once upon a time,
Then one day,
After that,
USEFUL LANGUAGE
• Do you remember what
comes next? And then,
• How do you spell that?
• We can’t forget to
mention . . .
• I think this happens later. Finally,
3. Find a pair of students with a different story. Retell your stories out loud
to your new partners. Each person should speak at least twice.
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4. With the same partners, compare your two fairy tales, using the Venn
diagram. Write what is unique about each story in the outer section.
Write what the two stories have in common in the middle section.
FAIRY TALE 1: FAIRY TALE 2:
5. What did you nd most surprising about your diagram? Why?
FYI Many cultures have their
own versions of familiar
fairy tales. For example,
a story similar to
is known
as in Italy,
in England
and
6. Why do you think we can nd so many similarities across different fairy in France.
tales?
Reproduction prohibited © TC Media Books Inc. Unit 5 one hundred and twenty-three 123
GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Possessive Form of Nouns
Adding ’s to the end of a noun indicates possession or a relationship

between words.
Add ’s if the noun ends in a vowel or a consonant except s. Do not use an apostrophe with
a possessive adjective.
Dorothy’s shoes were red ruby slippers.
We were afraid of the witch’s spell.
If the noun ends in s, add only an apostrophe (’).
Prince Charming found the princess’ glass slipper.
You must leave your friends’ party by midnight.
This possessive form is used mainly for people, animals and regions.
For inanimate objects, omit the ’s or use of.
The horse jumped over the castle wall.
They couldn’t nd the owner of the slipper.
A. Underline the possessive form of the nouns in the text. Then,

complete the chart to indicate which items belong to which character.
When the clock struck midnight, the four witches were ready to begin. They started the re and
placed the big cauldron over the ames. Hilda added Helga’s swamp water. Next, Hilda’s sister Hattie
sprinkled in some eye of newt and Hattie’s daughter Hazel threw in some bat wings. Helga chopped
Hattie’s lizard tail, while Hazel stirred in Hilda’s spider webs. Helga’s pigskin went in next, followed
by Hilda’s toad blood. Then came the nal ingredient: Hazel’s fresh sh bone.
Helga Hilda Hattie Hazel
B. Rewrite the sentences using the possessive form.
1. The eyes of the dragon were green.
2. The swords that belong to the guards are heavy.
3. Flora had to clean the cage of the mice.
4. Deena liked the story of her mother.
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READING
Name: Date: Group:
2. Once Upon a Time C2
Discover some common characteristics of traditional fairy tales.

Before Reading
1. The wh- words can help us remember important story elements. Match
the literary terms to the correct wh- word and denition in the margin.
Term Wh- Word Denition Wh- Words

what
when & where
a. characters which
who
why
b. setting
Denitions
• the perspective of a
person or narrator
c. storyline telling the story
• the important events
in the story
d. lesson • the time and place of
the events in the story
• the people in the story
• the author’s message;
e. point of view what we learn from
the story
2. Think about the characteristics that are common to all fairy tales.
Write two ideas for each literary term in the chart.
• feature both good and evil characters

Characters
•
•
Setting
•
•
Storyline
•
•
Lesson
•
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While Reading
3. Read the fairy tales on pages 126 to 128. As you read, underline the use
of the possessive form of nouns.
The Fairy’s
Gift
nce upon a time, there was a widow who speak, either a ower or a jewel will fall from your
had two daughters. The widow’s elder mouth.”
daughter was very much like her mother. When the girl arrived home, her mother was
They were both unpleasant and very difcult to very angry with her for staying out so long. “I am
live with. The younger daughter was like her father. very sorry, Mother,” said the girl. As she spoke,
She was polite, good-natured and one of the most roses, pearls and diamonds fell from her mouth.
beautiful girls anyone had ever seen. Despite the
younger daughter’s pleasant character, the mother “What is this?” cried the mother. “What does
favoured her elder daughter. The younger daughter this mean?” As the young girl explained, more and
lived in the kitchen and worked all the time. more diamonds fell from her mouth.
Twice a day, the younger daughter walked to The greedy mother suddenly had an idea. She
the well to get some water. One day, when she called her elder daughter. “Wouldn’t you like to
arrived at the well, she saw a poor old woman who have the same gift as your sister? Go to the well
begged her for some water. The younger daughter and when a poor woman asks for some water, give
immediately lled her pitcher with water and gave it to her.”
it to the old woman to drink. The elder daughter was not very happy but took
When the woman nished drinking she said, a silver cup from the house and walked to the well.
“You are such a pretty girl and so very kind. I will There, a beautiful woman wearing magnicent
give you a gift.” The clothes came out of the woods and asked her for
VOCABULARY younger daughter did water. It was the same fairy but this time, disguised
widow a woman not know that the old as a princess.
whose husband has died
woman was actually a “Do you think I came here to serve you and let
elder older
fairy in disguise. This you drink from my silver cup?” said the daughter,
well a natural source
of water fairy saw how polite rudely. “Get your own water.”
greedy desiring and well-mannered
“You are not very polite,” said the fairy. “I think
wealth or prot the young girl really
I will give you a gift as well. For every word you
toad amphibian with was. She told the girl,
speak, a snake or a toad will fall from your mouth.”
dry, warty skin “For every word you
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The elder daughter returned home. When she “Sir, my mother has sent me from my home!”
arrived at the house, her mother greeted her she cried.
impatiently. “Well, what happened?”
As she spoke, pearls and diamonds came out of
The daughter began to tell her story and as her mouth. The prince’s compassion touched the
she did so, two snakes and two toads fell from her girl, and as she continued to speak, more jewels fell
mouth. “Oh my!” cried the mother. “What is the from her lips. The prince fell in love instantly and
meaning of this? I am certain this is your sister’s brought her to the palace where they were married
fault. I will make her pay for this.” and lived happily ever after.
The younger daughter was afraid and ran into As for the elder daughter, she became so hateful
the woods to hide. At that moment, a handsome and nasty that even her own mother did not want
prince was riding through the forest on his way her. She left her home and wandered the woods,
home from hunting. When he saw the young girl looking for someone to take her in. Alas, no one
weeping, he asked her what had happened. would have her. She eventually died alone in the
forest.
The Emperor’s
New Clothes
nce upon a time, there was an emperor who The emperor gave the men a bag of gold. He
was obsessed with clothes. He did not care bought two looms for his castle so they could
about anything else. He changed clothes start work on his new suit immediately.
almost every hour and loved to show them off to
Soon, the emperor wanted to nd out how
his people.
things were progressing but he felt nervous when
One day, two swindlers came to the palace. he remembered that stupid and incompetent
They introduced themselves to the emperor. people could not see the material. “I’ll send my
“We are two of the best tailors in the world. minister instead,” said the emperor. “He is very
After many years of research, we have invented intelligent and competent. He will tell me what
a very special type of cloth, so light and ne the suit
that it looks invisible to anyone who is stupid VOCABULARY is like.”
or incompetent.” weeping crying
alas unfortunately
The emperor was curious. “If I were dressed
swindlers frauds
in a suit made of this cloth,” he thought, “I
tailors people who make clothes
would know which of my men are stupid and
looms tools used to make fabric
incompetent.”
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“Minister, go and see how the tailors’ work is What he didn’t know was that all the men were
coming along,” said the emperor. thinking the same thing. Nobody could see the
The emperor’s wise, old minister went to see fabric but nobody wanted to admit it.
the tailors. When he entered the room, he looked The emperor took a deep breath. “It is the most
at the looms. “Oh no, I cannot see anything,” he beautiful suit I’ve ever seen,” he lied.
thought to himself. But he did not want to appear The emperor undressed and the swindlers
stupid. The swindlers asked him what he thought pretended to put the clothes on him. “Look how
of the cloth with its beautiful patterns and exquisite well they t,” they exclaimed. “This is certainly the
colours. They pointed at the empty looms. most magnicent suit ever.”
The minister was so embarrassed that he “Yes, yes,” agreed the emperor. He turned to the
pretended he could see the cloth. “It is quite mirror and pretended to admire himself. “It is time
beautiful,” he said. “I shall tell the emperor that for the royal procession,” said the emperor. “Let us
I like it very much.” go.”
“We need some more money for thread to The emperor’s servants pretended to lift his
weave more cloth,” said the swindlers, laughing cloak and hold it out behind him. They did not
to themselves. want people to know that they could not see the
“I shall tell the emperor,” said the minister. fabric either.
The minister returned to the emperor. He As the emperor walked out into the street, there
described the suit’s beautiful colours and said that was a murmur among the people. One by one,
soon it would be ready to wear. Everyone in the they pretended that they could see the emperor’s
town talked about the cloth. They could not wait new suit. “Oh, look at that beautiful material
for the day of the royal procession so they could see and exquisite colours.” “I’ve never seen such a
the emperor’s magnicent new suit. magnicent suit,” they said.
Finally, the swindlers made the announcement. The emperor continued through the crowd
“The emperor’s new suit is ready.” They entered the feeling terrible. “All these people can see my suit
emperor’s chambers, holding their arms in the air and yet I, the ruler of the land, cannot.”
pretending to carry the clothes. “Here is the coat, Eventually, the emperor walked by a small child.
here are the pants and here is the cloak,” they said. As he did, the child exclaimed, “The emperor is
The emperor panicked. “I can see nothing at naked!”
all,” he thought. “How terrible. I must be stupid The crowd went silent. “The emperor isn’t
and incompetent. I cannot let them know that I wearing any clothes!” the child repeated. At that
can’t see the cloth.” He looked around at his men. moment, the people in the crowd began to
Nobody guessed what the emperor was thinking. whisper one by one. “The child is right. The
emperor is naked.”
VOCABULARY
The emperor realized that his people were right,
thread cord
but he would not admit defeat. He continued to
weave interlace to form fabric
walk with his head high in the air, as his servants
cloak cape or coat
carried the imaginary cloak all the way back to the
t be the right size for
palace.
naked without clothing
defeat the act of losing
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After Reading SPEAK UP

4. Answer the questions about each story. Have students form small
The Fairy’s Gift groups to discuss the
following points.
a. Why did the mother send her elder daughter into the woods? • Which story did you like
better? Why?
• Which story’s lesson is
more important?
• How can each lesson be
b. Was the fairy’s gift to the younger sister as good as it appears?
applied to high school?
Name some advantages and disadvantages.
Advantages:
Disadvantages:
The Emperor’s New Clothes

a. What happened when the minister went to see the tailors?
b. Why did the child announce that the emperor was naked?
5. Explain the lesson that each story provides.

a. The Fairy’s Gift:
b. The Emperor’s New Clothes:
6. Name two characteristics of fairy tales that both stories have in common.
Use your answers from Step 2 for help.
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WRITING
Name: Date: Group:
3. Life After the Fairy Tale C3
Think about what happens after the fairy tale ends.
1. Imagine you are one of the characters from The Fairy’s Gift or
The Emperor’s New Clothes. Choose a scenario from the list below.
a. You are the younger daughter and live in the palace with the prince.
The fairy’s gift was nice—but now you have owers and jewels
falling from your mouth each time you speak.
b. You are the elder daughter and live alone in the woods. You must
nd a way to use the fairy’s gift to your advantage.
c. You are the emperor and you have just returned to the palace after
your humiliating experience at the parade. You are a tiny bit worried
about the kingdom’s opinion of you.
Scenario:
2. Write a journal entry describing your experience. Use the possessive form
of nouns as often as possible.
Dear Diary,
STRATEGY REMINDER
Use resources like the
stories in Task 2 and a
dictionary to help you
write your journal entry.
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SPEAKING
Name: Date: Group:
4. Read All About It! C1
What if some of your favourite fairy tales became newspaper

headlines?
1. With a partner, read the headlines and identify the fairy tale being
described.
a. Golden-Haired Girl Imprisoned in Tower for Years
b. Wolf Disguised as Old Woman Stalks Local Girl
c. “Cut out her heart!” Demands Jealous Stepmother
d. Witch Lures Princess to Castle, Girl Pricks Finger on Spinning Wheel
e. Stepmother Enslaves Stepdaughter After Father’s Death
f. Girl Disappears After Chasing Rabbit: Police Suspect Mad Hatter
g. Witch Steals Woman’s Voice in Exchange for Legs VOCABULARY

stalks follows obsessively
lures convinces someone
to follow
2. Discuss the questions with your partner. Talk about characters and write
your answers.
USEFUL LANGUAGE
a. What do these fairy tale headlines have in common?
• Do you remember the
name of . . . ?
• No, that’s not the right
title.
b. Why do you think traditional fairy tales all share these elements? • Let me think about
it for a minute.
3. Choose a favourite fairy tale and write a headline about it. Look at
Step 1 for help. Then, share your headline with the class.
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DVD VIEWING
Name: Date: Group:
5. The Three Little Pigs C2
What if the fairy tale didn’t tell the whole story?

Before Viewing
1. Briey summarize the story of The Three Little Pigs as you remember it.
2. What is the lesson of this story? Check the correct response and justify
your choice.
a. Being lazy can get you in trouble.
b. Travelling too far from home can be dangerous.
c. There are always consequences to breaking the law.
d. If you don’t succeed at rst, try again.
SPEAK UP
• Why are wolves always
the bad characters?
• Do you think the third
pig was justified in
killing the wolf? Why or
why not?
3. Write three possible headlines to describe the story of The Three Little
• If you could have given Pigs. Use some of the words in the box for help.
the pigs one resource
before leaving their
mother’s house, what boil • destroy • lure • shocking • threaten • wicked
would it be? Why?
a.
b.
c.
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While Viewing DVD
4. Watch the video and respond to the statements below.

a. I liked disliked the video because STRATEGY REMINDER
Don’t worry if you don’t
understand every detail.
b. The video surprised me because Focus on understanding
the overall message.
5. Watch the video again. Check the elements that have been changed from
the original story. Describe how they either changed or stayed the same.
Characters:
Setting:
Storyline:
Point of View:
After Viewing
6. Compare answers to Steps 4 and 5 with a partner. Discuss the changes

you noticed in the video.
7. What is the objective of the video? Explain your answer.
8. Who is / a re the victim(s) in the video? The wolf or the little pigs? Explain
your answer.
Reproduction prohibited © TC Media Books Inc. Unit 5 one hundred and thirty-three 133
GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Simple Past of Irregular Verbs
Many English verbs are irregular in the afrmative form of the simple past tense.
These verbs do not use the ed ending.
Afrmative: See page 249 for the simple past of common irregular verbs. Use the same verb
form with all subjects.
Cinderella left the ball when the clock struck midnight.
Negative: Put did not before the base form of the verb.
The prince did not nd her right away.
A. Complete the table below.
Base Form Simple Past Base Form Simple Past
1. become 6. know
2. begin 7. think
3. broke 8. throw
4. ght 9. understood
5. went 10. write
B. Complete the text with the past tense of the irregular verbs in parentheses.
Little Red Riding Hood (be, afrmative) very excited to visit her grandmother. They
(see, negative) each other very often. Red (leave, afrmative)
her home and (go, afrmative) into the woods. On the way, she (meet, afrmative)
a wolf. The wolf (speak, afrmative) to her and asked her where
she was going. She (tell, afrmative) him she was going to visit her grandmother.
The wolf (lose, negative) any time. He (run, afrmative) as fast
as he could to the grandmother’s house. But Red (see, afrmative) him leave and
she (know, afrmative) about fairy tales. She (get, afrmative) to
the house rst and (hide, afrmative) her grandmother. When the wolf opened the
door, he (see, negative) Red waiting for him. POW! was the last thing the wolf
(hear, afrmative) before his head (hit, afrmative) the ground.
134 one hundred and thirty-four Twisted Tales Reproduction prohibited © TC Media Books Inc.
READING
Name: Date: Group:
6. Fractured Fairy Tales C2
Learn how traditional tales can be transformed.

Before Reading
1. Write a short description of a possible twisted tale based on the titles

below.
a. Little Red Baseball Cap: the story of a teenage boy who ghts
STRATEGY REMINDER
a hungry wolf on the way home from school
First, decide which
b. Sleeping Ugly: traditional tales are being
twisted. Think about what
happens in the original
story. Then, use language
c. Goldilocks and the Three Hares: clues from the new title to
help you write a short
description of twisted tale.
d. Beauty and the Feast:
VOCABULARY
hares rabbits
2. Name several books or lms you know that are twisted versions of feast large meal
traditional fairy tales.
Tangled,
3. Complete these traditional storylines by writing the past tense of the verb
in parentheses.
a. A prince (nd) a princess sleeping in a castle and
(wake) her up with a kiss.
b. A wolf (eat) Red Riding Hood’s grandmother.
c. A young woman (throw) her hair out the window
and (let) the prince use it to climb the tower.
d. A little duck (be) very ugly but he (grow)
up into a beautiful swan.
e. A beautiful woman (fall) in love with a horrible
monster.
f. A princess (sleep) on a mountain of mattresses and
(feel) a tiny pea.
Reproduction prohibited © TC Media Books Inc. Unit 5 one hundred and thirty-five 135
Name: Date: Group:
While Reading
4. Read the text on pages 136 to 138. As you read, look at the fairy tale
checklist and check the characteristics that appear in both stories.
Fairy Tale Checklist

The Wolf and The story begins with
the Seven It has a magical setting.

It features royalty.
Little Kids There are talking animals.
There is a struggle between good and evil.
It contains a moral or a lesson.
It ends with . . .
ORIGINAL VERSION
nce upon a time, there was a mother goat The wolf dashed off to the store and bought
who had seven little kids. One day, she some honey to eat. Several minutes later, he
went to the market to get some food. returned to the kids’ home and knocked on the
Before she left, she called her kids to her and said, door again.
“My children, I am going to nd some food. “Open the door,” the wolf said in a soft voice.
Beware of the wolf. If you let him in, he will eat “It is your mother. I have brought you something
you up. He disguises himself, so be very careful. to eat.”
You will recognize him because of his gruff voice
“Show us your paws!” cried one of the kids.
and his black feet.”
When the kids saw the wolf’s black paws, they
Shortly after the mother left, there was a knock shouted, “You are not our mother! You are the
at the door. wolf! Go away!”
“Who is it?” asked one of the little kids. The wolf left and went to see the baker. “I have
“It is your mother. I have brought you hurt my foot,” he said. “Please rub some our on it
something to eat,” said the wolf in a gruff voice. for me.”
The kids could hear from his voice that it was The wolf returned to the house and knocked on
not their mother, and they refused to open the the door. “Open the door, please,” he said softly.
door. The little kids shouted, “Show us your paws!”
VOCABULARY
The wolf lifted his white paw up to the window.
kids baby goats
When the little kids saw it, they believed it to be
gruff low and harsh-sounding
their mother and they opened the door.
dashed ran quickly
paws animal feet The wolf raced through the open door. When
baker person who makes bread and cakes the kids realized they had been tricked, they tried to
keen strong, powerful hide. But the wolf, who had a keen sense of smell,
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found them and gobbled them up, one by one. Only went to the well for some water. As he walked, the
the youngest kid escaped; he was able to hide inside stones in his stomach knocked against each other.
the clock case, and the wolf didn’t nd him. When the wolf got to the well, he leaned over
Suddenly full and very tired, the wolf went out to drink. The stones were so heavy, they pulled him
to the garden, lay under a tree and fell asleep. into the well and the wolf drowned.
When the mother goat came home and could The mother goat and the seven little kids danced
not nd her kids anywhere, she realized what had around the well singing, “The wolf is dead! The wolf
happened. She dropped her basket of food and fell is dead!” And they lived happily ever after.
to the oor crying. All of a sudden, she heard a little
voice.
“Mother, I am in the clock case. All of my
brothers and sisters were eaten by the wolf, but I hid
from him.”
The mother goat ran outside with the youngest The Goat and
kid. They found the wolf still fast asleep under the
tree. She saw that his stomach was moving.
“Is it possible that my kids are still alive?” she
the Seven
thought. Indeed it was! The wolf had gobbled them
down in such a hurry that he had swallowed them
Little Pups
whole.
The mother goat ran to get some scissors, a
needle and some thread. She cut open the wolf’s TWISTED TALE
stomach and out popped the little kids, one by one.
They were so happy they hugged their mother and
jumped about with joy.
nce upon a time, there was a mother goat
The mother goat said, “Quickly! Go and fetch who had seven kids. One day, she went to
some big stones. We will ll the wolf’s stomach with the market to get some food. Before she left,
them while he sleeps.” she called her kids to her and said, “My children,
The seven kids brought the stones and carefully I am going to nd some food. Beware of the wolf.
placed them into the wolf’s stomach. Then the If you let him in, he will eat you up. He disguises
mother goat sewed him up again. The wolf did not himself, so be very careful. You will recognize him
move. because of his gruff voice and his black feet.”
When the wolf nally awoke, he stood up. The Shortly after the mother left, there was a knock at
stones in his stomach made him very thirsty so he the door.
“Who is it?” asked one of the little kids.
VOCABULARY
“It is your mother. I have brought you something
gobbled ate quickly to eat,” said the wolf in a gruff voice.
fetch nd and bring back
drowned died from staying under The kids could hear from his voice that it was not
the water too long their mother, and they refused to open the door.
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Name: Date: Group:
The wolf dashed off to the store and bought At that moment, the mother goat arrived home.
some honey to eat. Several minutes later, he Just as the wolf was about to pounce on the kids,
returned to the kids’ home and knocked on the the mother goat shouted, “Wait!” As she ran
door again. towards the wolf to stop him, her basket dropped
and the seven pups fell out. When the wolf saw the
“Open the door,” he said in a soft voice. “It is
pups, he stopped.
your mother. I have brought you something to eat.”
“What are you doing with my babies?”
“Show us your paws!” cried one of the kids.
When the kids saw the wolf’s black paws, they “Your babies?” asked the goat.
shouted. “You are not our mother! You are the wolf!
“Yes, my babies. They were hungry. That’s why
Go away!”
I’m here. I wanted to bring them back some
The wolf left and went to see the baker. “I have delicious goat for their dinner. My wife went out
hurt my foot,” he said. “Please rub some our on it for food one day and never came home. Rumour
for me.” has it she was boiled alive by three little pigs or
something. I don’t really like to talk about it,
Meanwhile, the mother goat was on her way
though.”
back from the market with two baskets full of
delicious food. As she walked through the woods, “Oh! I’m so sorry for your loss,” replied the
she heard a whimper. She stopped to listen. She mother goat, “but that’s no reason to go around
walked towards the sound and found seven baby eating my babies. That’s the sort of behaviour that
wolves huddled together under a tree. gives wolves a bad name. I have lots of food here.
Would you and your pups like to stay for dinner?”
“Poor pups,” thought the goat. “Their mother
must have abandoned them.” She picked up the “We would love to,” said the wolf. “Thank you
pups, placed them carefully in one of the baskets very much.”
and continued on her way home.
And that was the rst of many feasts shared by
Back at the house, the wolf had returned to try the wolf, the goat, the seven kids and the seven
his luck one last time. He knocked on the door. pups.
“Open the door, please,” he said softly. In fact, not too long after, the goat and the wolf
were married and the rather large and very unusual
The little kids shouted, “Show us your paws!”
family lived happily ever after.
The wolf lifted his white paw up to the window.
When the kids saw it, they believed it to be their
mother and they opened the door.
VOCABULARY
whimper soft sound indicating pain
huddled sitting close together
pups baby wolves
pounce jump, attack
behaviour actions
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After Reading
5. Place the events in the order in which they happened in the twisted
version of the fairy tale. FYI This fairy tale was
originally published
The mother goat nds seven little wolf pups in the woods. by brothers Jacob
and Wilhelm Grimm.
The mother goat prepares to go to the market to get food. Together, these
storytellers collected
The wolf explains that he is getting food for his babies because and published over
their mother was boiled alive by the three little pigs. 200 stories based on
German folklore and
The mother goat arrives home with the wolf pups. fairy tales. Many of
these stories have
The wolf pretends to be the kids’ mother and asks them to open become classics.
the door.
The wolf shows the kids his white paw.
The mother goat warns the little kids about the wolf.
The goat, the wolf and all the children live happily ever after.
The mother goat picks up the wolf pups and walks to her house.
The little kids open the door to the wolf.
6. Compare the twisted tale with its original version. Write similarities and
differences between the two stories.
Similarities Differences
a. Both stories a.
b. b.
c. c.
d. d.
Reproduction prohibited © TC Media Books Inc. Unit 5 one hundred and thirty-nine 139
WRITING PROJECT
Name: Date: Group:
7. My Twisted Tale C3
Write your own twisted tale for a class anthology.
1. Write the name of the story you will use for your twisted tale.
2. Decide which elements of the traditional version of your story you will
change. Check all that apply.
the main characters the lesson
the setting the storyline
the point of view the ending
3. Plan your twisted tale. Take notes in the graphic organizer below.
STRATEGY REMINDER Characters Setting

Look back through the
unit to help you decide
which fairy tale to choose.
Make sure to pick a story
that you are already
familiar with in its original
version.
Point of View Lesson
Storyline
Ending
140 one hundred and forty Twisted Tales Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
4. Write the rst draft of your text. Use your notes from Step 3 to help you
organize your thoughts. Use the possessive form of nouns and irregular
verbs in the simple past. Refer to the model on pages 136 to 138.
Writing Checklist
I used the possessive form of
nouns.
I used the correct form of
irregular verbs in the simple
past.
My story is a twisted version of
a traditional fairy tale.
punctuation.
work.
6. Exchange texts with a classmate. Ask for feedback on content
and form.
Add illustrations, if possible.
8. Publish your text in the class anthology.
Reproduction prohibited © TC Media Books Inc. Unit 5 one hundred and forty-one 141
EXTRA READING
Name: Date: Group:
Rumpelstiltskin, Revisited C2
Read a fractured version of the well-known fairy tale.

Before Reading
1. How much do you know about the fairy tale Rumpelstiltskin? Take the
quiz to nd out! Circle the correct answers.
1. The author of the story is: 4. The king hides the girl: 7. Rumpelstiltskin asks for what
a. Hans Christian Andersen a. in a tall tower gift from the miller’s daughter?
b. The Brothers Grimm b. at the bottom of a lake a. a diamond necklace
c. Charles Perrault c. in the castle b. her rst born child
c. her hand in marriage
2. A miller is someone who: 5. If the girl cannot do as asked:
a. crushes grain to make a. she will turn into a pumpkin 8. Rumpelstiltskin agrees to go
our b. she will be released away if the girl can guess:
b. grows vegetables c. she will die a. his name
c. xes shoe leather b. his age
6. The miller’s daughter gets help c. his nationality
3. The king orders the miller’s from:
daughter to: a. her fairy godmother 9. How many days does he give
a. bake delicious pies b. her father her to guess?
b. sing beautiful songs c. Rumpelstiltskin a. 3
c. spin straw into gold b. 5
c. a week
While Reading
2. Read the text on pages 143 to 146, or follow along as your classmates
read. As you read, underline the clues that helped Rumpelstiltskin solve
the mystery.
A Reader’s Theatre adaptation of
Rumpelstiltskin,
Private Eye
by Jason Sandford
Characters (in order of appearance)

Narrator • Miller • Rumpelstiltskin • Happy • Captain of the Guard • Miller’s Daughter • King
142 one hundred and forty-two Twisted Tales Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
Narrator: The name on my door ran to the castle. I stopped at the guard house by
says it all—”Rumpelstiltskin, the drawbridge. My friend Happy was on duty.
Private Eye.” That crazy wolf Happy: What’s up, Rump?
who blew down those pigs’
Rumpelstiltskin: I need to see the king. Got a case
houses? I caught him. When Jack
that involves him.
stole the giant’s golden-egg-laying
hen, I tracked him down. ‘Course, Happy: The captain of the guard said no one gets
things don’t always go so smoothly. Take my last in today. The captain’s got a major case of hay fever
case. What started out as a good mystery almost and is in a nasty mood.
ended with me in the dungeon . . . all because of Rumpelstiltskin: Now why would hay fever be
the captain of the guards, a miller’s daughter, and a bothering him in the castle?
whole lot of straw. Happy: The captain found someone to spin straw
It began on a rainy Friday afternoon when the into gold for the king. He ordered us to bring him
miller walked in the door. He and his daughter had every bit of straw in the kingdom.
been in the news a lot lately. Rumour had it she’d Rumpelstiltskin: Can the miller’s daughter really
been spinning straw into gold for the king, but I spin straw into gold?
didn’t believe that for a minute.
Narrator: Happy nodded.
Miller: I’m looking for a private eye. It’s my
Happy: Straw goes in the storeroom at night, gold
daughter. She’s been kidnapped by the king.
comes out the next day.
Narrator: The king was a little greedy. Still, he
Narrator: I was just about to ask Happy to let me
was a nice guy and I had trouble believing that he
in the castle to snoop around when the captain of
would kidnap anyone.
the guard appeared.
Rumpelstiltskin: Can your daughter really spin
Captain: What is he doing here?
straw into gold?
Rumpelstiltskin: I’m looking for the miller’s
Miller: Of course not. What fairy tale do you think
daughter. Have you seen her?
this is?
Narrator: The captain glared at me. As he leaned
Rumpelstiltskin: Then why would the king kidnap
close to me, I caught a whiff of him. Phew! His
her?
uniform was lthy, and he smelled like rotten sh.
Miller: Well . . . I was bowling with the captain of
Captain: I don’t talk to little creeps like you,
the palace guard, and I happened to mention how
Bumplestiltskin.
intelligent my daughter is, how beautiful she is,
how she can spin straw into gold. Next day she was
gone. I guess the captain told the king what I said.
Can you get my daughter out of the castle? VOCABULARY
Narrator: I thought about it. I’d had a run-in with private eye investigator
the captain of the guard before. It didn’t surprise spinning twisting to make thread
me that he was mixed up in this. But why would drawbridge a bridge that raises
up so things can pass underneath
the king keep the miller’s daughter in the castle if
snoop secretly look
she couldn’t spin straw into gold? Surely he’d have
glared stared with anger
discovered that little fact by now. I told the miller I’d
whiff smell, odour
take the case. I shook hands with the miller, then
Reproduction prohibited © TC Media Books Inc. Unit 5 one hundred and forty-three 143
Name: Date: Group:
Rumpelstiltskin: Rumpelstiltskin. The name’s Rumpelstiltskin: Where’s all the straw and gold?
Rumpelstiltskin. Miller’s Daughter: Oh, the captain’s already
Narrator: The captain had never been able to stashed the straw. As for the gold . . . well, I
remember my name. He walked back into the suppose you’ll be taking the blame for that.
castle. Narrator: Suddenly an alarm went off in my head.
Rumpelstiltskin: Where’s the miller’s daughter? I’d been set up! I tried to run, but the woman
Happy: She’s in the storeroom, but you’d better grabbed me.
stay away. Miller’s Daughter: I’ve got the thief! Guards!
Narrator: I thanked Happy, then walked away. Guards!
Things just didn’t make sense. No one could spin Rumpelstiltskin: No! I’m here to help you.
straw into gold, but it sure sounded as if that were Miller’s Daughter: I don’t need your help. I’m
happening. I had to get in the castle to see for going to be queen.
myself—but how? I looked down at the moat and
Narrator: Before I could say anything, the
saw water shooting out of a drainpipe. Bingo!
storeroom door opened, and in walked the captain
Later that night, after the rain had stopped, I swam and a couple of guards.
across the moat and squirmed through the
Captain: Looks like we’ve caught the thief. You
drainpipe. Talk about disgusting—mushy garbage
made it easy, Bumpeltallskin.
and rats everywhere. I even got a bath in some old
sh stew that someone had dumped down the Rumpelstiltskin: Rumpelstiltskin. The name’s
drain. Soon the drainpipe widened into a sewer. It Rumpelstiltskin.
was so dark in there. Eventually I found the pipe Captain: Whatever.
leading to the storeroom. Rumpelstiltskin: What’s going on? Tricking the
Miller’s Daughter: Who’s there? king into believing the miller’s daughter can spin
Rumpelstiltskin: My name’s Rumpelstiltskin. I’m a straw into gold isn’t going to do anything for you.
private eye. Your father sent me to help you. Narrator: The captain laughed.
Miller’s Daughter: Great. I thought I’d be stuck in Captain: We’ll see. Arrest him.
here until not-so-happily ever after. Narrator: I pushed my shoe under some straw and
Narrator: Suddenly she wrinkled her nose. kicked it up into the captain’s face. He exploded
Miller’s Daughter: Phew! into a t of coughs and sneezes as the other guards
tried to help him.
Narrator: I crawled out of the drain and stood up.
Then it hit me: the miller’s daughter had supposedly Captain: Get him!
been spinning straw into gold all night, but there Narrator: I jumped. It was forty feet down—right
was no gold—and only a little straw—in the room. into the moat. I pulled myself out of the water and
ran for my life. I hid in an apple tree on Old
McDonald’s farm, listening to my radio. It was full
VOCABULARY of news about me stealing twenty bags of gold from
moat water surrounding a castle the king’s treasury. It was a good scam. The captain
drainpipe pipe that carries water out to the ground was stealing gold from the treasury to convince the
sewer pipe that carries sewage or dirty water king that the miller’s daughter could spin straw into
scam fake, fraud gold. The miller’s daughter would marry the king,
144 one hundred and forty-four Twisted Tales Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
the captain would gain a fortune in stolen gold, and Captain: You are trying my patience,
I’d be on my way to the dungeon. Stumblestiltskin.
Narrator: I wanted to scream. I couldn’t let the Rumpelstiltskin: The name’s . . . oh, never mind.
captain get away with this, but what could I do? The gold is nearby.
Suddenly it hit me. I felt something in my pocket Narrator: We descended a stairway and walked
that hadn’t been there the day before. I pulled it down a long hall. I was just getting nervous when
out: a gold coin. How had that gotten in there? the captain pulled out a handkerchief, took a deep
All at once, I knew how to expose the captain as a breath, and sneezed.
thief, stop the king from marrying a con artist, and Rumpelstiltskin: The gold’s in there.
clear my name. The radio said the king’s wedding
Narrator: I said, pointing to the nearest door. It led
would be that Saturday in the castle.
to the dungeon.
On the wedding day, I hid until the miller and his
King: Open the door.
daughter were marching down the aisle. Then, with
a yell I jumped up on the pipe organ. The king and Narrator: Happy marched forward and swung the
his bride were horried. The captain of the guard door wide open. There were piles and piles of straw.
ran toward me. At rst no one understood.
Captain: You’re under arrest, Wrinklesoftskin! King: Where’s the gold?
Rumpelstiltskin: Rumpelstiltskin! The name’s Narrator: Happy smiled, and turned toward the
Rumpelstiltskin! king.
Captain: Whatever. Happy: The captain said all the straw in the
kingdom had been turned into gold. If that’s true,
Rumpelstiltskin: I have come to throw myself
what’s this straw doing here?
on the mercy of Your Majesty. And to restore the
stolen gold. Rumpelstiltskin: The miller’s daughter didn’t spin
any straw into gold. The captain swapped the straw
Narrator: That got the greedy king’s attention. He
for gold from the treasury, then blamed his theft on
signaled for silence.
me. The two were working to rob you, Your Majesty.
King: Very well. Please tell me where my gold is.
King: Then where is my gold?
Rumpelstiltskin: I’ll do better than that; I’ll show
Rumpelstiltskin: Hidden in the sewer under the
you.
castle.
Narrator: I started walking toward the throne room.
Narrator: Then I pulled out the gold coin I’d found
King: Where are you going? in my pocket.
Rumpelstiltskin: The gold’s in the castle.
Narrator: The captain of the guard and the miller’s
daughter exchanged worried looks, but the king
didn’t notice. He really wanted his gold back. So I
took off, with the king, Happy, the miller and his VOCABULARY
daughter, and the captain trooping along behind trooping marching
me. handkerchief small cloth used to
wipe nose or face
swapped exchanged
Reproduction prohibited © TC Media Books Inc. Unit 5 one hundred and forty-five 145
Name: Date: Group:
Rumpelstiltskin: I tripped over the bags climbing Happy: Thanks. Glad to know that you’re not a
up here to “rescue” the miller’s daughter, and this thief.
slid into my pocket. Then I remembered how the Rumpelstiltskin: How’s the king doing, now that
captain smelled like rotten sh the other day—just he knows his gold-spinning bride was a fake?
like I did after crawling through the sewer. I gure
Happy: Actually, he’s feeling great. He just heard
he was hiding the gold there.
about this guy named Midas, who has the golden
Miller’s Daughter: It wasn’t my fault. My father touch. The king thinks he’ll be rolling in gold before
and the captain made me do it. the week is out.
Narrator: The miller, his daughter, and the Narrator: I groaned. It looked as if the king would
captain began yelling and arguing like you wouldn’t be keeping me busy for the next few happily ever
believe. The king ordered Happy to throw them all afters—very busy.
in the dungeon. Happy and I then crawled into the
THE END
sewer and retrieved all the stolen gold. The next day
I came to the castle to see Happy.
VOCABULARY
Rumpelstiltskin: Congrats on the promotion.
bumped up promoted
Narrator: He’d been bumped up to captain. groaned made a noise of disappointment
After Reading
3. Why was the captain’s hay fever bothering him in the castle?
4. What did Rumpelstiltskin notice about the captain the rst time he saw him?
5. What did Rumpelstiltskin realize when he found the gold coin in his pocket?
6. Do the characters in this story live “happily ever after?” Explain your answer.
146 one hundred and forty-six Twisted Tales Reproduction prohibited © TC Media Books Inc.
EXTRA LANGUAGE
Name: Date: Group:
Word Games
We can change the function of a word by changing its ending.
1. Complete the table below. Find a corresponding noun or adjective for

each word.
Noun Adjective
magic
magic magical
heroic
royalty
beauty
charming
mysterious
surprise
happiness
sad
luck
dangerous
PRONUNCIATION CD
Pay attention to the spelling
of the words. They may vary
2. Irregular verbs in the past tense are often formed by changing the vowel by only one sound but by
sound in the word. Listen to the word pairs. Repeat the words. more than one letter.
Be careful to make the correct sounds.
a. blow blew d. come came g. speak spoke j. ght fought
b. win won e. give gave h. hide hid k. throw threw
c. eat ate f. freeze froze i. feed fed l. break broke
3. Listen again and circle the word you hear.
4. Listen for the missing words and write them in the sentences below.
a. Herbert seeds to the birds in his yard.
b. Our tennis team the tournament this year.
c. What would you like to for dinner?
d. After you nish this exercise, we will take a .
Reproduction prohibited © TC Media Books Inc. Unit 5 one hundred and forty-seven 147
147
EXTRA GRAMMAR
Name: Date: Group:
GRAMMAR Check
To review the possessive form of nouns, go back to page 124.
A. Rewrite the following sentences with the possessive form of the underlined noun.
1. The evil stepmother took away the baby toy.
2. The prince stepped into the dragon cave.
3. The class favourite fairy tale is Cinderella.
4. All of the king men couldn’t nd the shoe owner.
5. The fairy magic wand granted the children wish.
To review the simple past of irregular verbs, go back to page 134.
B. Write the base form of each of the irregular verbs in the simple past.
1. spoke 5. thought 9. caught
2. bet 6. taught 10. cut
3. had 7. was / were 11. bought
4. stole 8. froze 12. drank
C. Complete the text below with the simple past form of the following verbs.
come • eat • nd • go • lie • say • strike • swear
Early this morning, disaster once again in fairy tale land. Just days after Snow White
missing, her wicked stepmother the king’s body in the royal
chambers. Beside the bed a half-eaten apple. It seems that the King
downstairs for a midnight snack. He most likely a poisoned apple that the queen had
prepared for Snow White the night before. When interviewed by the press, the queen ,
“I will never forgive Snow White for causing all this trouble. I I would kill her and
believe me, I will.”
148 one hundred and forty-eight Twisted Tales Reproduction prohibited © TC Media Books Inc.
Enter at Your
Enter at Your
UNIT
Own Risk 6
In this unit, learn about some of Earth’s extreme places.
Read about extreme travel destinations.
Watch a video about hiking the West Coast Trail.
Discuss the perfect packing list for extreme travellers.
Write a travel brochure for your own extreme adventure.
Practise grammar: the prepositions at, in and to and the simple
future.
Reproduction prohibited © TC Media Books Inc. one hundred and forty-nine 149
ICEBREAKER
Name: Date: Group:
1. My Travel Style C1
What kind of traveller are you?
1. Look at the travel words below. Circle the location you would most like
to visit. Underline the activity you would most like to try.
hike shop the Amazon rainforest

paraglide the Rocky Mountains eat exotic foods
Costa Rica learn a language Mongolia
surf Egypt downhill ski
visit a museum New York City Tanzania
Switzerland sunbathe stay with locals
Greece Australia Vietnam
2. Discuss the travel destinations and activities with a partner, and place
them into the categories indicated below.
Relaxing Challenging Extreme
USEFUL LANGUAGE 3. Discuss the following questions with your partner.

• I find this place / activity Where have you travelled? What was your favourite trip? Why?
really . . . What travel activity would you most want to do?
• I don’t think I agree. If you could travel anywhere, where would you go?
• What type of activity is
that?
• Why do you say that?
4. Do you like to take risks when you travel? Why or why not?
150 one hundred and fifty Enter at Your Own Risk Reproduction prohibited © TC Media Books Inc.
GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
Using Prepositions of Place: At, In and To
Use the preposition at to indicate: Use the preposition to to indicate:

the general location of a person, thing or event. movement towards a specic destination.
Oh no! I left my homework at home. The Rumson family will travel to Mexico
The children are at the park with their in February.
grandmother. Félix will go back to school next week.
Note: To does not always act as a preposition.
We often see it as part of an innitive, as in
Use the preposition in to indicate:
the sentence: I want to dance!
the location of people and things in places with
recognized geographic boundaries, such as towns,
provinces or countries.
Tabitha lives in Bonn, which is a town in Germany.
Never use the preposition to indicate a place with
the location of people and things inside a physical geographic boundaries.
structure.
Jean-Marc is studying in the library.
A. Read the sentences and circle the correct preposition.

1. Yesterday, we hiked ( in / to ) the top of Mount Washington.
2. Dimitri eats his lunch ( in / to ) the cafeteria.
3. The Biosphere is ( in / at ) Montréal.
4. Carrie baked a surprise cake while her mother was ( to / at ) work.
5. Will you come ( to / at ) my house for dinner tonight?
B. Complete the sentences with at, in or to.

1. Meet me the statue tomorrow.
2. Mr. Beckman dreams of going the beach.
3. Marie-Anne didn’t answer her phone because she is
Chibougamau.
4. I can’t wait to visit my friend Alice Australia!
5. Go the pharmacy and buy some toothpaste.
Reproduction prohibited © TC Media Books Inc. Unit 6 one hundred and fifty-one 151
READING
Name: Date: Group:
2. Extreme Travel C2
Destinations
Which of these extreme places would you like to visit?
Before Reading
1. In your opinion, what makes a destination extreme?
2. Name a destination that you consider to be extreme and write what

you know about it. Underline the prepositions at, in and to. Look at the
model for help.
Mount Everest is the tallest mountain in the world. It is located in the

Himalayas, which is a mountain range in Asia. Many people travel to
STRATEGY REMINDER Mount Everest each year. They meet in a village at the bottom of the
To activate your prior mountain before beginning their climb to the top.
knowledge on a topic, ask
yourself questions such as
Where is it located? and
How do you get there?
3. Read the sentences below. Use context clues to determine the meaning
of the underlined word. Then, identify the correct synonym.
a. The beaches, mountains and lakes make the landscape in New Zealand
unforgettable.
sea scenery beach
b. The view from the top of that mountain was so stunning that I couldn’t
stop thinking about it for days.
beautiful boring painful
c. I wish I could buy this expensive watch, but I don’t have the money.
cheap comfortable costly
d. My friend gave me several pointers to help me organize my trip.

tips suitcases stories
e. This plate of exotic food looks so tempting that my mouth is watering!

disgusting difcult attractive
152 one hundred and fifty-two Enter at Your Own Risk Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
While Reading
4. Read the text on pages 153 to 155. As you read, underline words that
describe where the extreme travel destinations are located.
Enter
If You Dare
Every country has interesting and beautiful places to
visit, but some destinations are not for the faint of
heart. Read the texts and take a virtual tour of some
of the most extreme locations in the world.
allol, Ethiopia ymyakon, Russia

Let’s begin by visiting a place that easily tops If you’re not a fan of intense heat, how
the list of extreme destinations: Dallol, about a visit to the coldest village on Earth?
Ethiopia. Back in the 1960s, this was a busy town Only about 500 people live in Oymyakon
where people mined for salt. At that time, scientists permanently—and it’s easy to understand why!
recorded the hottest average temperature for an The temperature there is usually around
inhabited location: 35 degrees Celsius. But often -50 degrees Celsius in January, but in 1924 one
the temperature reached much higher, up to Russian scientist recorded an all-time low of
46 degrees Celsius. Dallol is considered extreme -71 degrees Celsius! Ironically, the name
not only because of the heat. It is located in the Oymyakon means “non-freezing water”
Afar region of Eastern Africa, which is known for because of a nearby hot spring.
geysers that spit toxic gases, hot springs lled with
Certainly, the temperatures in the winter have
bubbling acid, earthquakes, sand storms, salt
a major impact on daily life. Dressing warmly is so
canyons and volcanoes.
important that banks in Oymyakon give loans for
Why would anyone want to visit Dallol? residents to buy expensive fur coats. Although the
Although the heat may be horrible, the landscape cold climate can be hostile, Oymyakon residents
can be stunning. Brightly-coloured mineral have learned to adapt. Many of them raise reindeer
deposits surround hot springs. The salt canyons are or go ice shing to survive. In winter, people leave
pink and form strange shapes, all of which could their cars running all day because if they stop
make travellers think that they are visiting another them, they will not start again. Villagers do not
planet. Before you put own cellphones. Even if they could get service,
Dallol on your list of VOCABULARY the devices would not work in such cold
places to visit, however, temperatures. The next time you complain about
faint of heart fearful
remember that you can walking to school in the cold, remember that
inhabited occupied
only get there by camel. Oymyakon’s only school will not close until it
loans money to be
paid back over time gets colder than -52 degrees Celsius!
Reproduction prohibited © TC Media Books Inc. Unit 6 one hundred and fifty-three 153
Name: Date: Group:
on Juan Pond and the Dead Sea They had to hike FYI We can talk about
back to civilization waterfalls using
Another surprising place that can boast of both the singular
from this very remote
“non-freezing water” is Antarctica. Don Juan (the waterfall) and
location, and their
Pond, also called Lake Don Juan, is one of the the plural (the falls).
adventure captured the
saltiest bodies of water in the world. It is a small,
public’s attention. Even today, Angel Falls is so
shallow pond that measures approximately
remote that visitors must either y over it to catch
0.25 square kilometres. It is named after the two
a glimpse or take a ve-hour ride in a dugout
helicopter pilots who discovered it in 1961, Don
canoe from the nearest village to reach the bottom
Roe and John Hickey. On that day, the temperature
of the falls.
was around -30 degrees in Antarctica, but the
water in the pond was still liquid because of its
ount Thor, Canada
high salt content.
If you like the idea of visiting an isolated
The approximate salt content of Don Juan Pond location with a stunning vertical drop,
water is 40%, which is 18 times saltier than the Mount Thor is another good choice for you. Mount
ocean. If you were to go for a swim in this pond, all Thor is a mountain located in the Auyuittuq
of that salt would make it extremely easy to oat. National Park on Bafn Island in Canada. This
However, you might prefer oating in the Dead mountain is special because it has the world’s
Sea, which is nearly 35% salt. Because it is located tallest vertical drop: 1 250 metres. To compare,
between Jordan and Israel, the water in the Dead the Eiffel Tower measures 324 metres, the
Sea is warmer, making it a more traditional tourist CN Tower is 553 metres tall and the Burj Khalifa,
attraction. One blogger gave the following pointers the tallest building in the world, measures
for Dead Sea oating: make sure you don’t have 828 metres. But wait. There is more: this drop
any cuts before getting presents a 105-degree overhang, making it quite
into the water, don’t let a tempting challenge for mountain climbers all
any of the water get in around the world. About 30 teams of climbers tried
your mouth or eyes and to get to the top before one nally succeeded in
just lean back and oat. May 1985. It took them 33 days to do it.
If you’re interested in BASE jumping or
ngel Falls, Venezuela paragliding, you may be thinking that Mount Thor
is the perfect destination. Sorry to disappoint you,
Those of you who prefer unsalted water
but it is forbidden to jump off any mountain in
might want to head to Angel Falls. If you
Auyuittuq National Park since it would take too
make the trip down to South America, you can visit
long for emergency crews to arrive.
the world’s tallest waterfall. The water for the falls
drops from a stunning height of 979 metres. VOCABULARY
boast be proud of something
Angel Falls is named after the American
shallow not deep
pilot Jimmie Angel. Mr. Angel was the rst
stranded left in a helpless position
non-indigenous person to see the falls. He sighted
remote far from other inhabited places
the waterfall from his airplane in 1933, but the
overhang the top of a rock that projects beyond
world only took interest in his discovery in 1937 its base
after he and a small group of people became BASE jumping using a parachute to jump from
stranded near the waterfall during a return visit. Buildings, Antennae, Spans (bridges) or Earth
154 one hundred and fifty-four Enter at Your Own Risk Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
ristan da Cunha make visiting other villages a challenge. As a result,

each village developed its own traditions and its
If you are in the mood for a long boat trip to
own language. So how can people all over the
a place where you can really get away from
island communicate with each other? There are
it all, a trip to Tristan da Cunha might be right up
three ofcial and commonly spoken languages
your alley. Tristan da Cunha is a small volcanic
in Papua New Guinea: Tok Pisin, Hiri Motu and
island located in the middle of the Atlantic Ocean.
English.
It is the world’s remotest inhabited location. In fact,
most people were unaware of Tristan da Cunha’s
anta Cruz del Islote, Colombia
existence before a volcanic eruption in 1961 forced
Ever thought about taking a trip to a place
the inhabitants to seek refuge in England. Today the
where you just can’t get away from it all?
volcano is dormant again and the island is home to
Located in the Caribbean Sea about two hours off
about 300 English-speaking inhabitants, most
the coast of Colombia, this tiny island has 1 200
of whom earn their living through potato farming
residents living on less than one square kilometre!
and sheep herding.
That is the highest population density in the world.
Tristan da Cunha is a very quiet, clean island. There are 97 different buildings on the island, and
It is an overseas territory of Great the only unoccupied space is a
Britain but, since it is located public square smaller than a tennis
8 589 km from London and it court. Buildings are so close
does not have an airport, it takes together that islanders must walk
seven days by boat to get there. If through their neighbours’ kitchens
you decide to go, you should plan to get from one place to another.
to stay for a while and you must There is no school or cemetery
calculate plenty of time to get there on Santa Cruz del Islote. Instead,
and back. residents have to travel to a
different island for these basic needs. The island
apua New Guinea has no running water, so it must be transported
Still want to visit a remote location, but you there every three weeks.
also love learning new languages? Try visiting
What is it like to live in such a crowded place?
Papua New Guinea, a country on the eastern half
It probably feels a lot like living in one big family.
of the island of New Guinea, close to Australia. It is
Doors are never locked and you can bet that
a pretty small country: 462 840 square kilometres,
secrets don’t last long. If you make this island your
which is roughly the same size as the state of
destination, you will be impressed by the people’s
California. Despite its small size, it is also the most
warmth and hospitality. Just don’t expect to have a
linguistically and culturally diverse country on the
room all to yourself.
planet. According to the Ethnologue website, there
are around 6 900 languages spoken around the
world today and 836 of those languages are spoken VOCABULARY
in Papua New Guinea.
right up your alley suited to your interests
Why are there so many languages on this one herding protecting large amounts of sheep
island? Each village in Papua New Guinea is very roughly approximately
isolated from its neighbours. There are obstacles swamps wetlands
like mountains, forests, rivers and swamps that bet imagine
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Name: Date: Group:
After Reading
5. Write the number of the extreme destination inside the circle it

corresponds to on the map. Use the text for help.
1. Tristan da Cunha
2. Angel Falls
3. Dallol
4. Oymyakon
5. Don Juan Pond
6. Mount Thor
7. The Dead Sea
8. Papua New Guinea
9. Santa Cruz del Islote
6. Which of the extreme destinations are you most interested in visiting? Why?
7. Which one are you least interested in visiting? Why?
8. Choose one of the extreme locations and imagine that you were born
there. What challenges would you face there that you do not face here
in Québec?
9. Do you think that Québec sounds like an extreme location to people from
the places described in this text? Justify your answer.
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VIEWING DVD
Name: Date: Group:
3. The Hike of a Lifetime C2
Find out if the West Coast Trail is for you!
Before Viewing
1. Do you think that hiking is a difcult activity? Why or why not?
2. Match the different activities to their equipment.

a. swimming 1. clubs
b. soccer 2. goggles
c. bowling 3. saddle
d. golf 4. shin guards
e. cycling 5. rod and bait
f. shing 6. helmet
g. baseball 7. pins
h. horseback riding 8. catcher’s mitt
3. What kind of equipment might be necessary to complete a really intense

hike? Explain your answer.
FYI Canada’s West Coast

shores were so
dangerous to access
that the rough seas
caused many
shipwrecks. Survivors
4. Some people travel to challenge themselves and to accomplish lifetime goals. often died on the
Check the challenges below that interest you. Add one of your own. shores before reaching
help inland. Soon,
this part of Canada
sailing around the world climbing Mt. Kilimanjaro became known as
the “Graveyard of
competing in a triathlon going on a marathon shopping the Pacic.”
in a foreign country spree in Paris
driving across Canada
biking through Europe
Reproduction prohibited © TC Media Books Inc. Unit 6 one hundred and fifty-seven 157
Name: Date: Group:
While Viewing
5. DVD Read the following statements. As you watch the video, check if
the sentences are True or False.
STRATEGY REMINDER
Read the statements and Statement True False
make sure you understand
them before you watch a. It is easy to hike the West Coast Trail.
the video so that you
know which information b. It takes 6 to 8 days to hike the West Coast Trail.
to listen for.
c. It rarely rains on the West Coast Trail.
d. Parks Canada built bridges and ladders to help hikers

along the trail.
e. No orientation sessions are offered to future hikers.
f. Hikers are encouraged to tackle the trail without any

preparation.
g. Even prepared hikers sometimes push themselves too

hard on the trail.
h. It is normal to spend 6 or 7 hours each day hiking.
i. Injured hikers are rescued by ambulance.
After Viewing
6. Would you like to hike the West Coast Trail? Why or why not?
7. If you were to take an extreme hike, who would you ask to accompany
you? Justify your answer.
8. Why do you think some travellers enjoy taking vacations that involve
intense challenges?
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SPEAKING
Name: Date: Group:
4. Pack Your Bags C1
Pack a suitcase for travellers looking for an extreme adventure.
1. Maude is taking a trip to Angel Falls and needs to get organized. Read
about what she packed and why. Highlight the prepositions of place
at, in and to. r
Maude Olivie
Maude’s trip to Angel Falls
3 sunblock—to protect my skin because it’s sunny
in Venezuela.
3 hiking boots—to get to the waterfall, since the trip there might
be muddy and slippery. At the falls, the boots can help me
explore the area.
3 a Spanish phrase book—to communicate with people in
Venezuela because they speak Spanish.
3 a bathing suit—not for jumping off the top! There is a pool
at the bottom of the falls and I might want to go swimming
to cool off.
Amara
2. In groups of three or four, discuss each student’s trip activities and Jerom e
write three items they need to bring. Justify your choices, using the
prepositions at, in and to.
Jerome
Destination: Oymyakon
3 USEFUL LANGUAGE
• She / he should
take . . .
• I don’t think that is
useful because . . .
3 • Let’s check to see what
the text says.
• I forgot about that!
Good idea.
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Name: Date: Group:
Amara
Destination: Santa Cruz del Islote
3
FYI Trouble packing?
There’s an app for
that! A growing
number of mobile
programs tell you
what to pack and 3
how to pack it
for just about any
destination.
Olivier
Destination: the West Coast Trail
3. Whose trip was the hardest to pack for? Whose trip was the easiest?
Explain your answers.
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GRAMMAR POINT
Name: Date: Group:
GRAMMAR p int
The Future with Will
Use the simple future with will to describe future events and situations
or to make predictions.
Afrmative: Add will before the base form of the verb.
I will hike the West Coast Trail next year.
Negative: Add will not before the base form of the verb.
You will not get injured if you prepare carefully.
A. Read the sentences. Underline the verbs and rewrite each sentence in
the simple future.
1. I go shopping in Milan.
(afrmative)
2. You stay with a family in Costa Rica.
(negative) We can use the contracted form
of .
3. He eats exotic foods in Turkey.
(afrmative)
4. My cellphone works in Oymyakon.
(negative)
B. Write ve sentences describing your travel itinerary to New Zealand.

Use the future with will.
New Zealand Travel Itinerary
Monday Tuesday Wednesday Thursday Friday
go mountain explore the Lost skydive bungee jump white-water raft
climbing World Cave in Matamata in Queenstown on the Kawarau
in Mount Cook River
National Park
1. On Monday,
2.
3.
4.
5.
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WRITING
Name: Date: Group:
5. Two for the Road C3
Travelling can be more fun with a friend!
1. Read the advertisement for a travel buddy that Adventure Girl posted on
a popular travel website. Underline the future with will.
Wanted: A Travel Buddy

Hi! This year I will go on a climbing trip to Mount Thor. It will be my rst
time climbing the highest vertical drop in the world, but I am up for the
VOCABULARY
challenge. I will leave Montréal on July 6 of this year, and will hopefully
up for ready for
start climbing around July 10. I am looking for a fellow mountain-climbing
fellow another
fanatic to join me on this trip. We will share the expenses and tent along
the way, so female climbers only, please! I will take care of ight and
hotel reservations. If you are interested in joining me, you will need
to bring your own climbing equipment, some camping gear and warm
clothes. Get ready! This will be a long climb so you will need to bring a lot
of food that won’t spoil, your good mood and your sense of adventure.
—Adventure Girl
SPEAK UP
following points.
• What do you think
about travelling with a
stranger? 2. Choose an extreme place you want to visit and explain your choice.
• What are some of the
benefits of a travel
buddy? The risks?
• What questions would
you ask a travel buddy
before the trip?
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3. Complete the chart to help organize your ideas.
When will you travel? How will you get there?
List several items you will need to pack to prepare for your trip.
3
3
3
3
What kind of travel buddy are you looking for?
4. Use the information from Step 3 to write an advertisement for a travel

buddy. Include the future with will. Look at the model for help.
Reproduction prohibited © TC Media Books Inc. Unit 6 one hundred and sixty-three 163
READING
Name: Date: Group:
6. The Intrepid Camper C2
Have you ever thought about spending a summer doing

something extraordinary?
Before Reading
1. What are your favourite summer activities? Check all that apply.
sleep talk to friends paint or draw shop

read travel hike, bike or jog watch TV
babysit play an instrument learn a new hobby play video games
2. Think about your summer vacation this year. Read the list of summer
plans and predict what you will and will not do. Write full sentences
using the future with will.
Summer Plans a. I will not make my bed.
• make my bed b.
• go to the pool c.
• see my friends d.
• ride my bike e.
• learn to waterski
f.
• paint my room
g.
• babysit
• sleep late every day h.
• go to summer camp i.
3. What is your idea of a perfect summer vacation? Explain your answer.
While Reading
4. Read the text on pages 165 and 166. As you read, underline
descriptions of the activities that are offered at each summer camp.
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Name: Date: Group:
A Different
Kind of Camp
ummer vacation is just around the corner. another galaxy. This camp may be just down the
You are probably getting excited about two road, but if you choose to accept this mission,
months away from school, catching up on you will travel further than you ever dreamed
sleep and just relaxing . . . Or maybe you you could.
remember last summer, when the days began to
seem a little too long and boring. Sure, you were Adrenaline Rush
happy to take a break from school, but after a few Whitewater rafting, ziplining and rock climbing
weeks, you were looking for something to do. are just a few of the activities that you will enjoy
at Adrenaline Rush, located near Sutton, Québec.
If you want to make your summer vacation
Adrenaline Rush is an ideal camp for active
more exciting, look no further! Extreme Camping,
people who like excitement and who love to
Inc. will nd the perfect summer camp for you.
try new things. Each camp session begins with
Using interviews and questionnaires, our team
team-building exercises to encourage trust and
of specialists will match you with the summer
commitment. Throughout the week, you will get
camp of your dreams. We promise to add some
a chance to practise your rappelling skills and
adventure and maybe even a little danger to
you will learn how to orient yourself in the wild
your life this season. Check out a few of the
by observing your surroundings and using a
camps we offer.
compass. By the end of the two weeks, you will
be able to build your own re and set up your
Close to Home: Québec
own tent. Campers will eat and sleep alongside
Galactic Adventure their teammates in order to encourage a sense of
Ever wonder what astronauts really do up in space? community. Camp sessions will wrap up with an
You can satisfy your curiosity with Galactic obstacle course competition in which you and
Adventure. During a one-week program at our your team members will put your new skills to
facilities in Lévis, Québec, you will rst learn the test. Winners get to take home their very own
about aerodynamics by building and launching Adrenaline Rush compass and carabiners.
your own rocket. Next, you will nd out what it is
really like to be an astronaut while spending time
in our simulators and hearing about daily life in VOCABULARY
space from a former Canadian astronaut. By the facilities buildings
end of the week, you will participate in virtual down the road not very far away
missions to the moon, other planets and even rappelling descending a rock face with a rope
carabiners tools used for climbing
Reproduction prohibited © TC Media Books Inc. Unit 6 one hundred and sixty-five 165
Name: Date: Group:
Further Aeld: City Lights

the Canadian North Come practise your English skills
in the city that never sleeps!
Arctic Chill This camp combines urban
The Great White North calls to exploration with a chance to get
the spirit of adventure in many to know the people and language
Canadians. Recently, that call has of one of the most dynamic cities
become more urgent: with global in North America. City Lights
climate change affecting this region, the future of offers an exceptional opportunity to learn more
Canada’s northern territory is uncertain. Arctic Chill about New York City. You will begin your two-week
offers you the chance to travel to this glacial stay by touring local neighbourhoods. These tours,
environment and learn about the culture of the led by experienced guides, will teach you all about
people who live in it. Discover what the local the lives of the people who live there. After a few
population is doing to preserve their home, and days, you will practically be a local! In your second
learn what you can do to help. At this camp, located week, you will spend the mornings learning about
in Rankin Inlet, Nunavut, you will stay with local the food, art or history of the Big Apple. In the
Inuit and experience their traditional food and afternoons, you will volunteer your time working
culture. You will learn methods of Arctic hunting on a project of your choice. This will give you
and take a side trip to view polar bears. But be a chance to get to know local residents and to
prepared for your three-week summer adventure: practise your English language skills in an
don’t forget your jacket or sunglasses! authentic environment.
New York Adventures Overseas Edition: the Amazon

Camp Ninja Campazon
Deep in the woods of upper New York State, a Located in one of the most exotic, dangerous
deadly force of ninjas are honing their skills. They and diverse ecological systems in the world, the
practise creeping up on their enemy. They disguise Campazon program is designed to create lifelong
themselves until they are almost invisible. They memories. Your unforgettable adventure will begin
learn to ght with swords, knives and throwing with a two-hour canoe ride just to access the camp
stars. They swim in the lake, tell stories around site. For the rest of your stay, you will sleep in
campres and roast marshmallows. Camp Ninja is treehouses that offer an excellent view of the
a week-long immersion into the world of the ninja; rainforest, and you will wake up to the sounds
campers will receive training in martial arts, stealth of exotic birds, insects and howler monkeys.
and Japanese culture. They will also enjoy more Local tribe members will teach you how to nd
traditional summer camp activities such as nature food in the jungle, how to build shelters and how
walks and campres. Campers will each go home to avoid danger. You will also learn about the
with their own Camp Ninja T-shirt and the secrets rainforest’s diverse plant and animal life; our
of a ninja warrior. resident ecologist will teach you how to identify
different species of plants and animals. Just don’t
VOCABULARY forget your bug spray! This jungle is not for luxury
honing perfecting
travellers.
stealth secrecy
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After Reading SPEAK UP

5. What is the purpose of the text you just read? Explain your answer. Have students form small
following points.
• How do you feel about
going to summer camp?
• What are the pros and
cons of going away to
summer camp?
6. Write the name of the camp that corresponds to its objective. • If you could invent a
type of summer camp,
a. Learn about ecological diversity what would it be?
b. Practise team building
c. Travel to outer space
d. Develop language skills
e. Learn about preserving nature
f. Improve self-defence skills
7. Propose a new activity for each camp based on your

understanding of its description. Use the future with will.
Galactic Adventure You will learn how to prepare special meals in outer space.
Adrenaline Rush
Arctic Chill
Camp Ninja
City Lights
Campazon
8. Which camp sounds the most interesting to you? Why?
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WRITING PROJECT
Name: Date: Group:
7. Writing a Travel Brochure C3
Create a travel brochure about a trip to an extreme destination.
1. Choose an extreme destination for your travel brochure and research it.
My destination is:
It is extreme because:
2. Brainstorm ideas about your trip and complete the chart below.
STRATEGY REMINDER
Trip Overview
Look for vocabulary,
expressions and sentence When is the trip?
structures in the text on
pages 165 and 166 that How long will it last?
you can transfer or adapt
for your text. What type of person will enjoy this trip?
What will make this trip special?
Activities
Items to Pack
3
3
3
3
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Name: Date: Group:
3. Write the rst draft of your travel brochure. Look at your notes from
Step 2 for help, and refer to the texts on pages 165 and 166 as a model.
Use the prepositions at, in and to and the future with will to complete
your text.
Writing Checklist
Trip Overview
I Introduced my trip in an
interesting manner.
I described the travel adventure
using the future with will.
I included interesting activities
and suggestions for what to
pack.
Activities I checked my spelling and
punctuation.
work.
Items to Pack
Add images of your destination.
7. Present your travel brochure to your classmates.
Reproduction prohibited © TC Media Books Inc. Unit 6 one hundred and sixty-nine 169
EXTRA READING
Name: Date: Group:
An Extreme Family Voyage C2
How do you feel about taking a long vacation with your family?
Before Reading
1. Briey describe a particularly memorable trip that you took with your
family. Where did you go, and why was it memorable?
2. Imagine that your parents decide to take you on a four-year trip around
the world. Complete the chart below.
a. How will you react? b. Which places will you want to visit?
c. What are the benets of travelling with family? d. What are some of the challenges?
3. Complete the sentences with the correct word from the word box. Use
the context and the denitions on pages 171 to 173 for help.
a. The harried teacher forgot to grade the quizzes.
cramped up b. We couldn’t get around the blocking the gate.

Word Box
harried c. Our resort offers families a of activities to

myriad choose from.
sentries
d. Max didn’t see the snake lying in the .
underbrush
e. The small car left the family’s legs all .
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Name: Date: Group:
While Reading

• Underline the family’s reasons for going on the trip.
• Highlight what they had to do to prepare.
In this book, Canadian Diane Stuemer tells the

true story of how she and her family spent four
years sailing around the world. Diane describes
adventures such as ghting storms at sea,
The Voyage of the encountering exotic wildlife, evading pirates
and meeting interesting and friendly people
Northern Magic everywhere. Read about why she and her

husband chose to take their three sons, aged
eleven, nine and ve, on this dangerous trip.
Then, learn about the family’s stop in Komodo,
an island near Indonesia that is famous for its
by Diane Stuemer giant Komodo dragons.
discovered, to my surprise, that we could sail With this as our goal, however, we had no choice but
around the world for about half as much as it cost to leave immediately. In a few years Michael would
us to live three years in the suburbs. I drank it all be too old to want to stay cramped up in a small
in. The pictures the story conjured up in my mind boat with his parents. So within days, our
were so vivid I simply knew this was for us. And initial ten-year strategy evolved into a one-year plan.
when I put the magazine down, I knew our lives Considering that within that year, we would have
were forever changed. Not only did I want to sail to nd a suitable boat, sell our business, rent out
around the world, I had to do it. our house, take courses, and prepare for this
monumental trip, this might have seemed an
***
impossible goal. Yet in a strange way we knew,
The more we investigated, the more Herbert and irrevocably, that we would move heaven and earth
I became convinced that we were meant to do this as if need be. Somehow we would make it happen.
a family. Undertaking this challenge together would Once the passion of this great dream had seized
be an incredible gift to our boys’ development, hold of us, we could no more ght it than we could
and to our relationships with them. We felt that in have stopped an avalanche.
particular Michael, our oldest son, really needed
***
a fresh start and the boost that would come with
tackling such a lofty goal. For some reason, his VOCABULARY
self-condence had been in a steady decline. We conjured up evoked
were certain the trip would help give him a stronger tackling solving a problem
start in life. lofty difcult
cramped up conned to a small space
irrevocably without a doubt
seized grabbed
Reproduction prohibited © TC Media Books Inc. Unit 6 one hundred and seventy-one 171
Name: Date: Group:
And so, just one year after we had decided to Six months later . . .
undertake our odyssey, as the warm summer
We were sailing along the south shore of
air began to take on the tang of colder days to
Rinca Island, whose ragged volcanic peaks plunged
come, we pulled up anchor and set off on our
right down into the ocean beside us. The island was
circumnavigation. We were untried sailors, in a
clearly outlined in the misty grey pre-dawn light.
vessel we had never sailed. Our entire sailing
As the sun began rising behind it, I realized it was
experience consisted of six afternoons on the
actually shaped just like a sleeping dragon, with its
Ottawa River in a twenty-three-foot boat. We
head resting on the ocean surface and a long tail
weren’t 100 per cent ready, it is true, but we were
that curved elegantly alongside its body. It
ready enough to leave. During the next four or ve
was almost as if this mighty beast was guarding
months of cruising down the eastern seaboard
the entrance to the island, home of the real
we would have time to sort out the myriad details
Komodo dragon, and anyone foolish enough
unattended to and begin learning about the craft to
to intrude might nd themselves snapped up
which we were entrusting our family’s lives.
in its hungry jaws.
That crazy, harried, impossible phase was
My imagination feasted on this primeval scene
behind us. Now the whole world lay ahead.
as the sun began to stretch its rst golden rays
*** over the back of the sleeping dragon and we
began tiptoeing our way in through the strait.
VOCABULARY The narrow channel between Komodo and Rinca
islands is notorious for its unpredictable currents,
seaboard land bordering the sea
whirlpools, and riptides. Sure enough, waves
myriad many
suddenly reared up to bash us, and the current
harried busy, anxious
pushed us violently away, as if they, too, were
intrude come uninvited
sentries whose job it was to discourage unwanted
jaws mouth
visitors. But at last, around noon, we made our
primeval ancient, primitive
entrance into the shelter of Komodo Island.
tiptoeing moving very carefully
riptides powerful water currents
sentries guards
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Name: Date: Group:
Before leaving, we had a more important

mission to accomplish. We had to seek out an
encounter with the legendary Komodo dragon, the
real-life giant lizard that was probably the basis for
the ubiquitous dragon of Far East legend.
In years past, it was the practice for tourists
coming to Komodo to bring a live goat along with
them. The poor doomed creature would be left,
bleating, tethered to a tree as the people stood
back and watched the monstrous lizards tear it
apart. People no longer bring goats, but the
dragons, which reach three metres in length and
live fty years or more, haven’t forgotten, and still Finally, we reached the dragon-feeding spot.
gather at the former feeding spot, hoping for a And there, indeed, a Komodo dragon lay in wait,
snack. Park ofcials have stocked the island with his two-metre length spread out languorously in
deer, and it’s now up to the dragons, of which there a sunny spot on the forest oor. He was sleeping,
are only a few thousand left, to hunt for their own or resting at least, storing up the sun’s energy like
food. A Komodo dragon is an adept hunter, a living solar panel.
capable of bringing down a fully-grown water
We got within a few metres of the great black
buffalo.
leathery beast, watched over by our guide and also
We headed into the forest with a young guide. by large unblinking black lizard eyes. Michael was
He was heavily armed to protect us from these a little too nonchalant for my taste, and I had to
carnivorous dragons—with a long forked stick. Our keep reminding him not to get too close. As I was
guide had a real nose for the dragons, and kept lming the dragon close up with the video camera
peeling off the path into the underbrush after he sneezed, making me jump. The dust raised by
suddenly pricking up his ears, like a German his sneeze looked just like a puff of real dragon
Shepherd, at some sound or smell we were not able smoke.
to perceive.
As the seven of us walked down a narrow path
VOCABULARY
deep into the orchid-lled forest, we began to
make jokes about which of us was most liable to ubiquitous present everywhere
be snapped up by a hungry dragon. It’s not doomed destined for misfortune
unknown for them to eat humans, especially small bleating making a scared noise
ones. A few years before, a Swiss man had been tethered tied with a rope
separated from his tour group, and only his glasses had a real nose for be able to sense something
and camera were ever found. I joked that as long peeling off leaving
as you weren’t the last in line you were safe. This underbrush plants growing in a forest
sparked a game like musical chairs in which snapped up eaten quickly
whoever was bringing up the rear would try to sparked inspired
sneak into a safer spot in the middle. sneak into secretly move
languorously without energy
nonchalant unworried
Reproduction prohibited © TC Media Books Inc. Unit 6 one hundred and seventy-three 173
Name: Date: Group:
After Reading
5. Circle the correct answers based on the text.

a. How many people are in the Stuemer family?
3 people 4 people 5 people
b. How did Diane Stuemer learn about circumnavigation?

on television in a magazine on the Internet
c. How long did it take the Stuemer family to prepare for their trip?
10 years 5 years 1 year
d. How much time did the family spend sailing before the trip?
6 afternoons 6 months 1 year
e. What does Komodo Island look like?

a sleeping dragon a volcano a sailboat
f. What is a Komodo dragon?

a real dragon a giant lizard an iguana
6. Why did the Stuemers decide to leave on their trip as soon as possible?
7. The author writes that one primary motivation to sail around the world
was to give her teenage son a “fresh start.” Name three other ways to
get a “fresh start” in life.
a.
b.
c.
8. Do you think the kind of trip the Stuemers took would change a family?
Would it make them closer or just create more tensions? Justify your
opinion.
174 one hundred and seventy-four Enter at Your Own Risk Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
EXTRA LANGUAGE
Word Games
Be careful—sometimes familiar words can be misleading!
1. Read the text and highlight the false cognates.

Cognates are words that
are written similarly and
Hi! I saw your ad for a travel buddy, and I’d love to do the West Coast have the same meaning
Trail with you. I am actually a university student so I can travel during in different languages.
the summer. I like hiking, and I already have some boots, a vest made For example, dragon
out of waterproof tissue and a rst-aid kit in case we get blessed. means the same thing
What else should I pack? I plan to go to the library tonight and buy in English and French.
a travel book. I have family in Vancouver, so I may rest with them a False cognates are
few extra days before the trip. My cousin Min demanded me to take words that are written
her shopping! similarly but have
different meanings in
— Soo-jin
different languages.
For example, the English
word coin means a piece
2. Write the false cognates in the chart below. Then, write the correct of money—not a corner.
word Soo-jin should have used.
False cognate Correct word
a. actually currently
b.
c.
d.
e.
f.
g.
PRONUNCIATION CD
3. Listen to the following word pairs. Repeat the words. Be careful to make the correct sounds.
a. ship chip d. same shame g. catch cash
b. cheat sheet e. bash batch h. match mash
c. shoe chew f. sheep cheap i. show sew
4. Listen to the words again and circle the word you hear in the pairs above.
Reproduction prohibited © TC Media Books Inc. Unit 6 one hundred and seventy-five 175
175
EXTRA GRAMMAR
Name: Date: Group:
GRAMMAR Check
To review the prepositions at, in and to, go back to page 151.
A. Read the following message and complete the sentences with the correct preposition. Choose from
at, in or to.
Rachel,
I’m sorry to tell you that I won’t be able to come your birthday party
next week. I will be China! It will be my rst trip Asia, and
I’m very excited. My father is already Beijing, but he will come meet
my mother and me the airport. We will also meet up with my cousin
Don, who is studying Peking University. I think we are planning to stay
a nearby hotel for a few nights before heading the Great Wall.
I will be back home Canada by Labour Day. Will you spend the
weekend your chalet? If not, maybe we can meet up and celebrate your
birthday then!
Camille
To review the future with will, go back to page 161.
B. Jackson is planning a trip across the Canadian Rockies. Look at his options and write an afrmative
and a negative sentence indicating what he plans to do. Use the future with will.
3 take the train Jackson will take the train. He will not / won’t drive.
drive
3 travel with a friend

travel alone
stay in hotels
3 camp
hike around Lake Louise

3 bike around Peyto Lake
3 go ziplining
go bungee jumping
176 one hundred and seventy-six Enter at Your Own Risk Reproduction prohibited © TC Media Books Inc.
Grammar and Reference Sections
Verbs Sentence Builders
Simple Present Simple and Compound Sentences ........................ 225

Verb to be, afrmative and negative.............. 178 Nouns
Verb to be, yes / no questions........................... 181 Plural forms....................................................... 227
Verb to be, information questions .................. 182 Countable and uncountable ............................ 228
There is and there are ...................................... 183 Possessive forms................................................ 229
Other verbs, afrmative and negative............ 184 Pronouns
Other verbs, yes / no questions ......................... 188 Subject pronouns.............................................. 230
Other verbs, information questions ................ 189 Object pronouns ............................................... 231
Present Continuous Adjectives
Afrmative........................................................ 190 Position and order ............................................ 232
Negative ............................................................ 192 Possessive adjectives ......................................... 233
Yes / no questions .............................................. 193
Adverbs
Information questions...................................... 194
Verbs
Adverbs of time ................................................ 234

Simple Past Adverbs of frequency ....................................... 235
Verb to be, afrmative and negative.............. 195 Discourse markers: sequence adverbs
Verb to be, yes / no questions........................... 198 and ordinal numbers ........................................ 236
Verb to be, information questions ................. 199 Prepositions
There was and there were ............................... 200 Prepositions of place ........................................ 237
Regular verbs, afrmative................................ 201 Prepositions of time, date and duration......... 238
Irregular verbs, afrmative .............................. 203
Articles: Denite and Indenite............................. 239
All verbs, negative ............................................ 205
Question Words ........................................................ 240
All verbs, yes / no questions .............................. 207
Punctuation ............................................................... 241
All verbs, information questions ..................... 208
Capitalization ............................................................ 242
Past Continuous
Afrmative and negative ................................ 209
Yes / no questions ............................................. 211
Information questions ..................................... 211
Simple Future
Future with will, afrmative and negative..... 212 Reference Section
Yes / no questions with will............................... 215
Information questions with will ...................... 216 Functional Language ............................................... 243
Future with be going to, afrmative Strategies................................................................... 245
and negative ..................................................... 217
Verb Tense Overview ............................................... 247
Yes / no questions with be going to ................. 219
Simple Past of Common Irregular Verbs ............... 249
Information questions with be going to ........ 219
The Response Process .............................................. 250
Imperatives................................................................ 220
The Writing Process ................................................. 251
Modals
Can..................................................................... 221 The Production Process .......................................... 252
Could ................................................................. 222 Peer Editing Guide ................................................... 253
Should ............................................................... 223 Self-Evaluation Guide ............................................. 254
Must and have to ............................................. 224
Reproduction prohibited © TC Media Books Inc. one hundred and seventy-seven 177
GRAMMAR SECTION Name: Date: Group:
Simple Present
Verb To Be
Afrmative
VERBS
Use the simple present tense of to be to describe people, places and things.
Subject Example: verb Example: contractions

FYI We often use to talk about
I am 12 years old. I’m 12 years old. time, weather or distance.
Singular
You are a musician. You’re a musician.

She / He / It is cold. She’s / He’s / It’s cold.
We are happy about it. We’re happy about it.

Plural
You are right! You’re right!

They are from Mexico. They’re from Mexico.
A. Circle the correct form of the verb to be.
My name (am / is / are) Devi and I (am / is / are) in Secondary 1. My English

class (am / is / are) fun because all of my friends (am / is / are) different.
I (am / is / are) tall and shy. My best friend, Amina, (am / is / are) short and
really funny. Donovan (am / is / are) a good athlete and Angelo (am / is / are) a
musician. Cole and Theresa (am / is / are) bilingual. It (am / is / are) always
a good idea to ask them for help with English assignments.
B. Underline the subject in each sentence. Complete the sentences with the simple present of the verb to be.
Do not use contractions.
Hello, everybody, and welcome to the rst day of school! This FYI We often use and
to introduce
an important year for you. We your new teachers and we people and topics.
excited to meet you. My name Ms. Ginger and

I your Ingredients teacher.
This Mr. Graham and he your Measurement teacher. Mrs. Chopin and Mr. Liszt
the Recipe teachers. They very creative in the kitchen. I happy to introduce
your Food Safety teacher, Ms. Mitt. Her class very important. We happy to welcome
you as new students at Feasting Academy. We hope that you ready to work very hard. It
the best cooking school in the country!
178 one hundred and seventy-eight Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
C. Underline the subject and verb in each sentence. Then, write the
contraction on the line.
1. We are so glad you could come.

2. She is ready to apologize now.
VERBS
3. You are not allowed to eat dessert before dinner.
4. They are excited to go to the cinema tonight.
5. It is one of my favourite books.
6. I am so hungry that I could eat an elephant!
D. Write complete sentences to describe Alisha and Bryan. Use the information in the proles and the verb to be.
Model Answer
Name: Melanie Fuentes 1. This is Melanie Fuentes. She is thirteen years

Age: 13 old. Her interests are manga, reading and
Interests: manga, reading, music
music. Her favourite colour is bright red. Her
Favourite colour: bright red
dream is to write a book one day.
Dream: to write a book one day
Name: Alisha Winters 2. This is

Age: 12
Interests: karate, writing
Favourite colour: orange
Dream: to become a police
ofcer
Name: Bryan McHale 3.

Age: 13
Interests: video games, drawing
Favourite colour: grey
Dream: to walk on Mars one day
E. Use the verb to be to write complete sentences about yourself. Give the following information: your
age, your interests, your favourite colour and your dream.
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and seventy-nine 179
Simple Present
Verb To Be
Negative The rst person singular has
VERBS
Form a negative sentence by adding not after the verb. The verb to be has only one negative contraction.
two different negative contractions, for example You’re not and You aren’t.
Subject Example: verb + not Example: contractions

I am not 12 years old. I’m not 12 years old.
Singular
You are not a musician. You’re not a musician. / You aren’t a musician.
She / He / It is not cold. She / He / It’s not cold. / She / He / It isn’t cold.
We are not happy about it. We’re not happy about it. / We aren’t happy about it.
Plural
You are not right! You’re not right! / You aren’t right!
They are not from Mexico. They’re not from Mexico. / They aren’t from Mexico.
A. Complete the sentences with the negative form of the verb to be. Do not use contractions.
This is not my idea of a vacation! It very sunny

and the people friendly. The showers
hot, and the air conditioning cold. I sure
what to do because the weather predictable. The worst part?
I allowed to touch my phone or my computer! My twin sisters
upset because they worried about missing
friends from home. But they are only six; they thirteen like me!
B. Circle the negative form of the verb to be and its subject in each sentence. Then, write both forms of the
negative contraction.
1. You are not happy with your class schedule.
2. We are not late because we ran all the way to school.
3. If they are not invited, then I am not coming.
4. It is not four o’clock yet, so she is not home from school.
180 one hundred and eighty Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Simple Present
Verb To Be
Yes / No Questions
VERBS
These questions can be answered with a simple “yes” or “no.”
Follow this word order: simple present of the verb to be + subject + rest of the question.
Verb to be Subject Rest of the question

FYI To change a sentence with into
I happy? a yes/no question, simply invert the
Singular
Am
Are you a swimmer? position of the verb and the subject.
Is she / he / it in the gymnasium?
Are we late for the show?

Plural
Are you good at math?

Are they from Germany?
A. Circle the correct form of the verb to be to complete the questions. Underline the subject.
1. ( Am / Is / Are ) your bike red or blue?

2. ( Am / Is / Are ) you in Secondary 3?
3. ( Am / Is / Are ) we near your house?
4. ( Am / Is / Are ) I a fast runner?
5. ( Am / Is / Are ) the computer broken?
B. Read the answers. Write a yes / no question for each answer.
1. Q: Is the show tonight? A: Yes, the show is tonight.

2. Q: A: No, I am not late for class.
3. Q: A: No, you are not ready to leave.
4. Q: A: Yes, we are in the same class.
5. Q: A: Yes, Sena is happy with her decision.
6. Q: A: No, her brothers are not twins.
7. Q: A: Yes, they are in Secondary 5.
8. Q: A: Yes, Dave is excited to play.
9. Q: A: No, it is not lunchtime yet.
10. Q: A: No, Perry and Tom are not here.
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and eighty-one 181
Simple Present
Verb To Be
Information Questions
VERBS
These questions request specic information and cannot be answered with a simple “yes” or “no.”
Start with the question word and then follow the same word order as for yes / no questions.
Question word Verb to be Subject Rest of the question

When I most happy?
Singular
am
Why are you still there?
Who is she / he / it with?
Where are we now?

Plural
How are you this morning?

What are they angry about?
For more information on question words, see page 240.
A. Underline the subject in each question. Write the correct form of the verb to be.
1. Where the bus? 4. When you available?

2. Who Bryce and Cleo? 5. How your new skates?
3. Why I so tired? 6. What Maria’s idea?
B. Read the article about Kelvin Doe. Write information questions based on the underlined information.
My hero is Kelvin Doe (1). He is from Sierra Leone (2).

He is only 16 years old (3) but he is already a world-famous
engineer and DJ (4). He is smart and ambitious. He makes
radio equipment with material that he nds in the garbage.
His inventions are important because they help his
community (5). He is an inspiration to many people. His
motto is “Through innovation, we can build our nation” (6).
1. Who is your hero? 4.

2. 5.
3. 6.
182 one hundred and eighty-two Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Simple Present
There Is and There Are
Use there is and there are to say that something exists, or to
VERBS
describe things. In these types of sentences, the subject comes FYI To form yes/no questions with
after the verb. Make sure that the verb agrees with the subject and , simply invert
the position of the verb and .
that follows it.
There is a park in my neighbourhood. (singular)
There are many trees in the park. (plural)
1. There ( is / are ) many different colours in the rainbow.

2. There ( is / are ) twenty-ve students in my history class.
3. We ( is / are ) scared because there ( is / are ) a storm coming.
4. Ronald ( is / are ) happy when there ( is / are ) cake for dessert.
5. There ( is / are ) only one possible answer.
6. ( Is / Are ) there sports facilities at your school?
B. Complete the text with there is and there are. Underline the subjects they agree with.
I live in a large city. In my city, a metro system because many

people. It is easy to travel to my city because an airport. a
train station as well. four museums and two movie theatres.
a large stadium because two professional sports teams in my city.
many parks. many cities in the world, but
only one city like my city!
C. Think about your own city or town. Write a short paragraph to describe where
you live, using there is and there are. Use the paragraph above as a model.
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and eighty-three 183
Simple Present
Other Verbs
Afrmative
VERBS
Use the simple present tense of other verbs to present facts, identify habits or talk about feelings,
likes and dislikes.
Use the base form of the verb. Add an s to form the 3rd person singular.
Subject Example: verb

FYI The verb has an
I live in Victoria. irregular form in the 3rd
Singular
play soccer. person singular: .

You
She / He / It walks to school.
We study after supper.

Plural
You like cherry pie.

They prefer action movies.
Pay attention to these spelling rules for the 3rd person singular.
Verb Rule Examples

Most verbs Add s. eat eats, play plays, call calls, take takes
Verbs ending with Change y to i y ies, try tries

a consonant + y and add es.
Verbs ending with Add es. search searches, do does, pass passes, wash washes,
ch, o, s, sh, x, z x xes, buzz buzzes
A. Complete the sentences with the simple present of the verb.
1. Maggie usually (go) to bed after she (nish) her homework.

2. I (play) basketball every day with my friends.
3. Sam and Helen (do) the dishes after supper.
4. Jack always (try) to solve the problems that Vincent (create) .
5. Henry and I (walk) to hockey practice.
6. Olga (watch) her favourite TV program on Thursdays.
7. When the teacher (ask) a tough question, she often (call)
on Maya.
8. My parents (worry) when I (forget) to call home.
9. Sanaa (study) a lot before science exams.
10. You always (pass) the ball to Jeffrey.
184 one hundred and eighty-four Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
B. Write a full sentence to match each activity in the word box to the correct person.
Use the simple present.
Word Box 1. Layla is a doctor. Layla examines patients.

cook meals 2. Rocco is a professor.
VERBS
do portraits
3. Sumata is a chemist.
examine patients
4. Ralph is a journalist.
x lights
y planes 5. Emily is an electrician.
mix chemicals 6. Yuko is a painter.

teach students 7. Danny is a restaurant chef.
write stories 8. Sebastian is a pilot.
C. Read the activities on the calendar. Write complete sentences reporting which activities each person does
on each day of the week.
A.M. P.M.
Monday art class: Arielle and Suri basketball: Paulo
Tuesday band practice: Marcus
Wednesday gym: Suri student council meeting: Aiko
Thursday science lab: Aiko, Martin
Friday drama club: Arielle, Martin
Saturday soccer: Paulo, Arielle swimming: Martin
Sunday piano lessons: Marcus video games: Suri
1. Arielle: On Monday morning, Arielle has art class. On Friday afternoon, she goes to drama
club and on Saturday morning, she plays soccer.
2. Suri:
3. Paulo:
4. Marcus:
5. Aiko:
6. Martin:
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and eighty-five 185
Simple Present
Other Verbs
Negative
VERBS
Form a negative sentence by adding do not or does not before the base In the 3rd person singular,
form of the verb. becomes .
Subject Example: do / does not + verb Example: contractions

I do not live in Victoria. I don’t live in Victoria.
Singular
You do not play soccer. You don’t play soccer.

She / He / It does not walk to school. She / He / It doesn’t walk to school.
We do not study after supper. We don’t study after supper.

Plural
You do not like cherry pie. You don’t like cherry pie.
They do not prefer action movies. They don’t prefer action movies.
A. Circle the verb in each sentence. Rewrite the sentences in the negative. Do not use contractions.
1. Jackie likes snakes.

2. Omar plays the trumpet.
3. We eat cereal for lunch.
4. Ali and René take the bus.
5. I eat meat every day.
6. Callie goes to bed early.
7. Your brother washes the car.
8. Mia’s family lives up north.
B. Write a negative sentence about each person’s dislikes. Use contractions.
Dislikes
1. Reggie doesn’t like spiders.
Snakes Spiders
2. Caleb and Minnie
Sean Reggie
Cara David 3. Cara
Mae
4. David and Mae
Vegetables Homework
5. Asaf
Caleb You 6. Sean
Minnie
7. You
Asaf
186 one hundred and eighty-six Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
C. Complete the text with the simple present of the verbs in parentheses. Do not use contractions.
A Great Idea
Sometimes the best ideas (be, afrmative) the
VERBS
simplest ones. Ann Makosinski (think, afrmative)
so! She (consider, negative) herself a hero,
but many people do. Ann (be, afrmative)
15 years old and she (live, afrmative) in Victoria,
B.C. She (play, afrmative) the piano and (go,
afrmative) to a local high school with her
friends. But Ann (be, negative) your typical
teenager! When she (come, afrmative) home after school, Ann (like, afrmative)
to work on science projects. Some of them (work, negative) ,
but Ann (get, negative) discouraged. Ann’s recent invention (be, afrmative)
a human-powered ashlight. This device (use, afrmative)
heat from your hand to make it light up. This ashlight (require, negative)
batteries! Ann (be, afrmative) very excited about winning rst prize at the
2013 Google Science Fair, but she (think, negative) she is special. She (say,
afrmative) that she (be, afrmative) just an average teenager!
D. Write a short text about a friend you think is special. Use the simple present of to be and of other verbs.
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and eighty-seven 187
Simple Present
Other Verbs
Yes / No Questions
VERBS
Follow this word order: do / does + subject + base form of main verb + rest
of the question.
Don’t forget to use for
Verb to do Subject Main verb Rest of the question the 3rd person singular.
I my calculator?
Singular
Do need
Do you want a cookie?
Does she / he / it like spaghetti?
Do we live in the same neighbourhood?

Plural
Do you play an instrument?

Do they write letters home?
A. Use the pictures to discover what kind of pizza toppings Vincent and his friends like.
Complete the questions with the correct form of to do. Answer with “Yes” or “No.”
Marco Juan Andy
Vincent Nina Lee
1. Marco like musrooms?

2. Nina and Marco prefer the same toppings?
3. Juan like onions?
4. Andy prefer meat on his pizza?
5. Vincent want mushrooms?
6. Nina and Andy like salami?
7. Vincent and Lee have the same preferences?
8. Vincent and his friends agree on the pizza toppings?
B. C1 Write three yes / no questions to ask a classmate about pizza preferences.
1.
2.
3.
188 one hundred and eighty-eight Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Simple Present
Other Verbs
VERBS
Question word Verb to do Subject Main verb Rest of the question

How I to your house?
Singular
do get
Why do you feel sad?
Where does she / he / it live now?
Who do we invite to the party?

Plural
What do you like to cook?

When do they need our help?
A. Complete the questions with the correct form of the verb to do. Underline the subject.
1. When the bus leave for the ski trip?

2. Where we meet before the movie?
3. Why Anton always arrive late?
4. How I nd the chemistry lab?
5. What you want to do after school?
B. The following questions have errors in their word order. Underline the errors and rewrite the questions,
using the correct word order.
1. How I do catch a sh?

2. When set does the sun tonight?
3. How like do you your new smartphone?
4. What do want you for lunch?
5. Where birds do go in the winter?
C. C1 Write two information questions in the simple present to ask a classmate about his or her habits.
1.
2.
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and eighty-nine 189
Present Continuous
Afrmative
VERBS
Use the present continuous tense to describe ongoing actions or actions that We do not generally use
are happening right now. the present continuous for
To form the afrmative, use the simple present of the verb to be before the verbs that express
present participle (base form + ing) of the main verb. emotions.
Subject Example: verb to be + Example: contractions

present participle of main verb
I am doing my homework. I‘m doing my homework.
Singular
You are listening to music. You’re listening to music.

She / He / It is waiting for us. She / He / It’s waiting for us.
We are having a party. We’re having a party.
Plural
You are acting silly. You’re acting silly.

They are watching a video. They’re watching a video.
Pay attention to these spelling rules for the present participle.
Verb Rule Examples

Most verbs Add ing. do doing, walk walking
Verbs ending in one e Remove the e before adding ing. ride riding, close closing
Short verbs ending in Double the consonant before adding ing. run running, cut cutting
one vowel + a consonant
Verbs that end in ie Replace ie with y before adding ing. lie lying, die dying
A. Put the words in the correct order to form sentences in the present continuous.
1. ringing / cellphone / my / again / is
2. is / me / sending / my sister / another text message
3. to get / on / my nerves / starting / this / is
4. turning / I / off / my / am / cellphone now
190 one hundred and ninety Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
B. Complete the text with the present continuous of the verbs in parentheses. Do not use contractions.
Hi Malika,
My rst term of high school (end) with a bang! I (do)
VERBS
really well in school. Plus, I (make)
a lot of new friends. My friend Sean is here. He (help) me with my
presentation on global warming. We (put) together a video of images
from around the world. We (think) of adding a soundtrack.
My whole class (plan) to go on a eld trip to Ottawa tomorrow to
visit the Science and Technology Museum. I can’t wait! It (snow) really
hard right now. We (get) our rst winter storm. I hope that the snow
removal trucks (work) hard to clear the roads so that we can get to
Ottawa after all. Sean (wait) , so I had better go.
Cassie
C. Look at the illustration. Write complete sentences describing what the

characters are doing. Use contractions. Look at the word box for ideas.
Word Box
bark • carry • cry • frown • hold • jump • look • play • pull • run • set • sing • swing • yawn • wave
1 1. She ‘s frowning.
2 2. He
3. He
5
3 4. They
4
5. He
6. She
6 7 7. It
8. It
8 10
9. He
9
10. She
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and ninety-one 191
Present Continuous
Negative FYI Don’t forget that there are two ways to
VERBS
form the negative contraction of .

Form a negative sentence by adding not after the verb to be.
You can also use a negative contraction of to be.
Subject Example: verb to be + not + Example: contractions

present participle of main verb
I am not doing my homework. I‘m not doing my homework.
Singular
You are not listening to music. You’re not listening to music.

She / He / It is not waiting for us. She / He / It’s not waiting for us.
We are not having a party. We’re not having a party.
Plural
You are not acting silly. You’re not acting silly.

They are not watching a video. They’re not watching a video.
A. Complete the text with the present continuous of the verbs in parentheses. Do not use contractions.
My friend Martin (come) to my birthday party this afternoon. He has

a cold and he (feel) well enough to go out. Stuart and Sami (arrive)
until later because their dad (give)
them a lift. My mom says that we (have) my favourite pizza because
the restaurant is closed for the holidays. We (show) any videos at the
party because the player (work) . I guess the only reason that I (cry)
is that I am so much older and wiser now.
B. Answer the following questions with complete sentences. Use negative contractions.
1. Are you sleeping right now?
2. Is it raining inside the classroom?
3. Is your teacher dancing the samba?
4. Are your classmates ying paper airplanes?
192 one hundred and ninety-two Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Present Continuous
Yes / No Questions
VERBS
Follow this word order: am / is / are + subject + present participle of main verb + rest of the question.
Verb Subject Present participle Rest of

to be of main verb the question
I a good grade?
Singular
Am getting
Are you coming to my house?
Is she / he / it waiting for us?
Are we walking to the mall?

Plural
Are you planning your presentation?

Are they eating in the cafeteria?
A. Complete the letter with the correct form of the verb to be.
Dear Kim,
you enjoying your stay at the ski resort with your friend Paula?
you spending a lot of time on the ski slopes? it snowing a lot?
you keeping up with Paula on the ski slopes? she teaching you how to slalom?
her older brothers still training for the ski patrol? You are so lucky to be there.
I thinking of taking the rst plane out to join you? You bet—just kidding!
Your big sis, Lucy
B. Write yes / no questions in the present continuous. Use the verb and the subject in parentheses.
1. (swim, she)
2. (fall, leaves)
3. (text, Jack)
4. (leave, we)
5. (stay, they)
6. (run, cat)
7. (listen, you)
8. (joke, he)
9. (sing, teacher)
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and ninety-three 193
Present Continuous
VERBS
Question Verb Subject Present participle Rest of the

word to be of main verb question
How I so far?
Singular
am doing
Why are you reading that book?
Where is she / he / it going now?
Who are we waiting for?

Plural
What are you trying to do?

When are they getting here?
A. Put the words in the correct order to form information questions in the present continuous.
1. why / they / are / so hard / laughing
2. how / your brother / is / in Secondary 3 / doing
3. Cassandra / who / is / now / dating
4. are / you / what / planning / for lunch / to eat
B. C1 Write three information questions to ask a classmate. Use the present continuous and the prompts
in parentheses. Write down your classmate’s answers.
1. Q: (what, listen)
A:
2. Q: (where, eat)
A:
3. Q: (why, wear)
A:
194 one hundred and ninety-four Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Simple Past
Verb To Be
Afrmative
VERBS
Use the simple past tense of to be to report facts that were true at some point in the past or
to describe a situation in the past.
Subject Example
FYI Common time markers in the
I was a fat baby. simple past include
Singular
You were on vacation.

and
She / He / It was sick last week.
We were excited to go skating.

Plural
You were very late.

They were at a concert on Saturday.
The year 1967 (was / were) a big year for Montréal. It (was / were)
the 100th anniversary of the Canadian Confederation. It (was / were)
also the year of the Montréal International and Universal Exposition—
also known as Expo 67. Canadians (was / were) proud to host this
major world event. Expo 67 (was / were) possibly the most successful
World’s Fair of the 20th century.
The 1967 World’s Fair (was / were) supposed to be held in
Moscow, but it (was / were) moved to Montréal instead. The people
of Montréal (was / were) nervous because the Fair (was / were) fast
approaching! But Mayor Jean Drapeau (was / were) condent that
the city could complete the project. Many countries (was / were) not
sure if the site would be ready, but in the end, Expo 67 (was / were) a
huge success. Sixty-two countries (was / were) selected to participate
in the festivities, and Canada (was / were) happy to welcome over
50 million people to Montréal. Many of the iconic pavilions
(was / were) conserved after the event and have become some of
Montréal’s most famous landmarks.
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and ninety-five 195
B. Write a sentence with the simple past of the verb to be to describe the colour of each item.
Use the clues in parentheses to identify each colour.
1. Sasha’s new skirt (apple) Sasha’s new skirt was red.
2. The owers (banana)

VERBS
3. Carla’s backpack (sky)

4. My shoes (celery)
5. Aiden’s glasses (chocolate)
6. The ice cream (carrot)
7. The kittens (zebra)
8. Your cellphone (grape)
9. My mom’s pants (elephant)
C. Complete the sentences with the correct tense of the verb to be: the simple present or the
simple past. Look at the time markers for clues.
1. Yesterday, Hannah tired, but now she energized.

2. Last night, we wet, but today we dry.
3. Last week, my parents in Alberta, but now they in Québec.
4. Yesterday, I twelve, but today I thirteen.
5. Last year, you short, but now you tall.
6. Yesterday, Pimh sad, but today he happy.
7. Last week, the TV broken, but now it xed.
8. Last year, I in Primary, but this year I in Secondary.
9. Last night, the cats hungry, but this morning they full.
D. Write three sentences about how you changed from last year to this year. Use the simple past
and the simple present of to be and time markers.
1.
2.
3.
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Name: Date: Group:
GRAMMAR SECTION
Simple Past
Verb To Be
Negative
VERBS
Form a negative sentence by adding not after the verb. To form a negative contraction of the verb to be
in the simple past, replace was not and were not with wasn’t and weren’t.
Subject Example: verb to be + not Example: contractions

I was not a fat baby. I wasn’t a fat baby.
Singular
You were not on vacation. You weren’t on vacation.

She / He / It was not sick last week. She / He / It wasn’t sick last week.
We were not excited to go skating. We weren’t excited to go skating.

Plural
You were not very late. You weren’t very late.

They were not at a concert on Saturday. They weren’t at a concert on Saturday.
A. Complete the sentences with the negative form of the verb to be. Do not use contractions.
In my opinion, the new James Bond movie very good. The characters
believable, and the story interesting. The actor
the type of James Bond I like. He handsome enough. In
addition, I happy with the special effects. The explosions
loud enough, and the lasers bright enough. My friends Andy and Scott
too impressed, either. Scott satised with Bond’s spy
gadgets because they very sophisticated. Finally, the ending
very clear to me. I sure if the villain died. In conclusion, my trip to the cinema
very enjoyable.
B. Underline the contraction in each sentence. Change the sentence from the simple present to the simple
past. Use contractions.
1. You’re not very happy. You weren’t very happy.
2. I’m not sure of the answer.

3. Joel isn’t scared of the dark.
4. She’s not afraid to y.
5. We aren’t fteen years old.
6. The cat isn’t in the tree.
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and ninety-seven 197
Simple Past
Verb To Be
Yes / No Questions
VERBS
Follow this word order: simple past of the verb to be + subject + rest of the question.
Verb to be Subject Rest of the question

FYI To change a sentence with into
I too early? a yes/no question, simply invert the
Singular
Was
Were you tired last night? position of the verb and the subject.
Was she / he / it born in Spain?
Were we right?
Plural
Were you excited about the show?

Were they at the beach this morning?
A. Write questions to ask how each person felt yesterday. Use the simple past of the verb to be and a word
from the word box for each question.
1. My rst day of Secondary 1 was yesterday. Word Box

Were you nervous? angry
2. Sally forgot her winter coat at home. cold
disappointed
embarrassed
3. Jeffrey’s pants fell down during gym class.
excited
hungry
4. My dad’s favourite team lost the game. nervous
scared
5. You did not sleep the night before the exam. tired
6. Jorge and Ivan won a trip to Aruba.
7. I forgot my lunch on the bus yesterday morning.
8. Nina’s kid brother borrowed her laptop without asking her.
9. We saw a skunk last night.
198 one hundred and ninety-eight Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Simple Past
Verb To Be
VERBS
Question word Verb to be Subject Rest of the question

Where I when you called?
Singular
was
Sometimes or is
Why were you sad? the subject.
What was she / he / it afraid of?
When were we supposed to come over?

Plural
Who were you angry with?

How far were they from the stadium?
A. Underline the subject of the sentence. Circle the correct form of to be to complete the questions.
Then, answer each question in your own words.
1. Where (was / were) the re yesterday?

2. How long (was / were) people trapped in the building?
3. How far (was / were) you from the ames?
4. Who (was / were) the rst person to respond?
5. What (was / were) the cause of the re?
6. Why (was / were) the reghters nervous?
B. Imagine that you are a journalist and your job is to report on a local bank robbery
that happened last night. Write information questions with the simple past of to be
to ask the witnesses. Use Step A as a model.
1. Where
2. When
3. How
4. Who
5. What
6. Why
Reproduction prohibited © TC Media Books Inc. Verbs one hundred and ninety-nine 199
Simple Past
There Was and There Were
Use there was and there were to describe or identify things that
VERBS
existed in the past. In these types of sentences, the subject comes FYI To form yes / no questions with
after the verb. Make sure that the verb agrees with the subject and , simply invert the
that follows it. position of the verb and .
There was a baseball game last week. (singular)

There were 4000 fans at the game. (plural)
A. Underline the subject of each sentence. Circle the correct form of the verb.
My Grandfather’s Garage
There (was / were) all kinds of things in my grandfather’s garage. There (was / were)
a very old car with a loud horn. There (was / were) two canoes, but there (was / were)
only one paddle. There (was / were) ve bicycles, but none of them worked. In one
corner there (was / were) a stack of dishes from the 1920s. In another corner there
(was / were) three different television sets—all broken! There (was / were) a family of
mice living inside an old tire. There (was / were) a large telescope and there
(was / were) hundreds of old magazines. On shelves, there (was / were) two or three
old radios and there (was / were) lots of different tools. There (was / were) two big
windows and two big doors. But my favourite part? There (was / were) an old
ice cream machine—and it wasn’t broken!
B. Complete the sentence with there was or there were.
1. no cellphones when my grandmother was my age.

2. In those days, radios and TVs, but no computers.
3. On our street, a house painted pink and green.
4. In my basement, an old Ping-Pong table.
5. squirrels living in our attic.
6. so many apples on that tree last fall!
7. a lot of owers in the garden.
200 two hundred Verbs Reproduction prohibited © TC Media Books Inc.

Name: Date: Group:
GRAMMAR SECTION
Simple Past
Regular Verbs
Afrmative
VERBS
Use the simple past tense to describe actions that were completed in the past, We use the same verb form for
to identify past habits or to talk about past feelings, likes and dislikes. all subjects in the simple past.
Add ed to the base form of regular verbs. Follow these spelling rules.
Verbs ending with Rule Examples

e, ee or ie Add d. smile smiled, free freed, lie lied
a vowel + y Add ed. play played, stay stayed
a consonant + y Change y to i and add ed. try tried, carry carried
a single vowel + Double the last consonant stir stirred, slip slipped, commit committed
a consonant and add ed.
a vowel + a double Add ed. roll rolled, pass passed, call called
consonant
an unstressed syllable Add ed. remember remembered, wonder wondered
A. Underline the verb in each sentence. Write the simple past of each verb on the line.
1. You dance to the music.

2. We stop at the crosswalk.
3. Marie and Joe dress in shorts.
4. I hurry to the store to buy eggs.
5. The dogs play together.
6. Xavi clips his ngernails.
7. The wind howls in the trees.
8. My grandparents enjoy travelling.
9. The students study for the exam.
10. The cook’s son delivers the pizza.
11. We admit defeat.
12. I consider my options.
13. It rains a lot in that region.
14. You often call your friends.
15. Our old cat chases squirrels.
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and one 201
B. Match the correct verbs in column 1 to the words in column 2 to complete the sentences below.
Use the simple past of the verbs.
1. The teenager watched a horror lm. 1 2

2. The squash team arrest her long hair
VERBS
3. The hungry man brush the suspect

drop an exciting trip
4. My teammate
kick an important game
5. The cook order a horror lm
6. The princess plan the hot plate
play a delicious pizza
7. The world traveller
watch the soccer ball
8. The police ofcer
C. Put the following sentences in the simple past. Remember to change the time markers.
1. I try to get all my homework done before my favourite show starts.
2. You never call your friends now: you just text them.
3. Julie smiles every time that she plays that song.
4. Tomorrow, our team will travel to Sherbrooke to play in a basketball tournament.
5. Stefan lives in Rome with his father and his stepmother now. He loves it.
D. Use the verbs in the box to write sentences about your day yesterday.
1. Yesterday, I worked on my French project. Word Box

2. Yesterday, I call
3. Yesterday, I play
talk
4. Yesterday, I
walk
5. Yesterday, I
watch
6. Yesterday, I
work
202 two hundred and two Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Simple Past
Irregular Verbs
Afrmative
VERBS
Irregular verbs have different forms in the simple past afrmative.
Here are some common irregular verbs.
We use the same verb form for
Subject have do make see go write all subjects in the simple past.
I had did saw went wrote
Singular
made
You had did made saw went wrote
She / He / It had did made saw went wrote
We had did made saw went wrote

Plural
You had did made saw went wrote

They had did made saw went wrote
For a list of common irregular verbs, see page 249.
A. Read the news article. Circle the regular verbs and underline the irregular verbs.
Baby Panda Born in Washington Zoo

In early August 2013, the Smithsonian National Zoo’s giant panda, Mei
Xiang, stopped eating and started sleeping—a lot! Zookeepers began to
worry about her health. She had no fever and no other obvious signs of
illness, so veterinarians performed many tests on the prized panda. After
several days, they found the reason for Mei Xiang’s odd behaviour—she
was pregnant!
Mei Xiang had difcult pregnancies. One of her baby cubs died in 2012
after only six days. So this time, veterinarians kept her under 24-hour
observation. They put her in isolation and asked visitors to be very quiet.
Then, they waited.
On August 23, news sources all over the world reported that Mei Xiang gave birth to a healthy panda
cub. Everyone cheered as the new mother picked up her baby and held it in her arms. Zookeepers left
the pandas alone for two days. Then, veterinarians took the cub away from Mei Xiang for a quick
examination. The baby panda soon became agitated. It wiggled and squeaked for its mother! After
experts determined that the baby was healthy, they returned it to Mei Xiang.
Zookeepers said earlier today that Mei Xiang and her cub were doing very well.
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and three 203
B. Circle the correct form of the simple past of these irregular verbs.
1. win a) win b) winned c) won

2. think a) thought b) thank c) think
VERBS
3. speak a) spoked b) speakt c) spoke

4. come a) became b) came c) comed
5. read a) readt b) read c) rode
6. bring a) brought b) brang c) bringed
7. leave a) left b) leaved c) love
8. run a) runned b) ron c) ran
9. choose a) chosen b) choosen c) chose
10. forget a) forgot b) forgat c) forgetted
C. Complete the text with the simple past of the verbs in parentheses.
Today (be) the best day of Secondary 1. First, when I (wake) up

and (look) out of the window, I (see) lots of snow on the ground.
I (put) on a pair of jeans and my favourite T-shirt and (go) downstairs
for breakfast. It (be) my lucky day: my dad (make) pancakes!
I (walk) to school with my sister. On the way, we (have) a snowball

ght. We (be) wet by the time we (get) to school, but our clothes
(dry) quickly. During math class, the teacher (call) on me, and
I (give) the correct answer! Next, the art teacher (use) my
papier-mâché project as an example for the class. She (say) that my use of colour
(be) extraordinary! In gym class we (play) ball hockey.
Our team (have) a tough time until I (score) the winning goal!
My teammates (be) really happy. I (leave) school feeling terric.
When I (get) home, my mom (tell) me that

there (be) an envelope waiting for me on the kitchen table.
I (open) it and (nd) two tickets to
Saturday night’s hockey game! I (give) my mom a big hug
and (thank) my dad. What an amazing day!
204 two hundred and four Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Simple Past
All Verbs
Negative Remember to use the base form of the
VERBS
Form a negative sentence by adding did not before the base form of both main verb, not the simple past form.
regular and irregular verbs, except for the verb to be.
Afrmative Negative Contractions

I studied last night. I did not study last night. I didn’t study last night.
Singular
You went to bed early. You did not go to bed early. You didn’t go to bed early.
She / He / It walked home. She / He / It did not walk home. She / He / It didn’t walk home.
We played tennis. We did not play tennis. We didn’t play tennis.
Plural
You saw a movie. You did not see a movie. You didn’t see a movie.
They did the dishes. They did not do the dishes. They didn’t do the dishes.
A. Write the negative form of the following sentences. Do not use contractions.
1. He said goodbye.
2. Marcie bought milk.
3. You stopped writing emails.
4. We went to the movies.
5. I walked the dog.
B. Look at Jack’s to-do list. Use the afrmative or negative of the simple past to write a sentence
indicating whether each activity was done or not. Look at the check marks for clues.
1. He didn’t make his bed. make my bed

2. call Julio
3. 3 do my math homework
4. work on my French project
5. nish reading The Hobbit
6. 3 babysit Camille
7. prepare supper
8. 3 study English verbs
9. watch TV
10. practise the trumpet
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and five 205
C. Underline the incorrect form of the simple past. Write the corrected sentence on the line.
Use contractions.
1. Lina didn’t cleaned the house.

2. The twins ate not their peas.
VERBS
3. Éric not slept well last night.

4. Alex did’nt know Sarah.
5. The video game worked not.
6. I not did my homework.
7. Théo didn’t went to Paris.
8. Mason not forget his pass.
9. It not did snow yesterday.
10. Bill didn’t catched the ball.
11. Gita didn’t came to the beach.
12. You not choose the right path.
D. Write six sentences about what you did and what you did not do last weekend. Use both the
afrmative and the negative simple past.
Afrmative Negative
1. 1.
2. 2.
3. 3.
E. C1 Compare your weekend with a partner. Write one afrmative and one negative sentence
that represents your similarities or differences.
We We
206 two hundred and six Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Simple Past
All Verbs
Yes / No Questions
VERBS
Follow this word order for all verbs except for the verb to be: did + subject + base form of main verb + rest of
the question.
Did Subject Main verb Rest of the question

I all my work?
Singular
Did nish
Did you bring your skateboard?
Questions with the verb
Did she / he / it like the meal?
are formed differently.
Did we forget to buy the milk?
Plural
Did you watch the game last night?

Did they read the book?
For questions with the verb to be, see pages 198−199.
A. Read the answers and underline the verbs. Write a yes / no question in the simple past for each answer.
1. Q: A: Yes, Gary celebrated his birthday.

2. Q: A: Yes, the cat got stuck in a tree.
3. Q: A: Yes, your hair turned white.
4. Q: A: No, it didn’t rain all day.
5. Q: A: No, we didn’t go to the beach.
6. Q: A: Yes, Carmen sang in the play.
B. Marc-André just returned from his class trip to New York City. Ask him if he did
the items on his to-do list.
1.
2.
3.
4.
5.
6.
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and seven 207
Simple Past
All Verbs
VERBS
Question word Did Subject Main verb Rest of the question

Where I my keys?
Singular
did put
When did you buy that outt?
Why did she / he / it leave early?
What did we do before TV was invented?

Plural
How did you make that cake?

Who did they meet at the skate park?
A. Read the text and complete the questions and answers. Use the simple past tense.
Terracotta Warriors: Unearthed!

On March 29, 1974, Chinese farmers made a fantastic discovery:
they found large pieces of clay buried in their elds. They called
archaeologists to investigate. What a surprise! There were over 8 000
clay soldiers buried in the earth. Every soldier was life-sized and had
a unique design. Some soldiers even rode on clay horses. The soldiers
also carried weapons because they were made to protect the grave
of the rst emperor of China, Qin Shi Huangdi.
1. Q: the farmers live? A: They lived in .

2. Q: When the soldiers? A: They found them .
3. Q: How many soldiers ? A: They found .
4. Q: What ? A: They carried .
5. Q: carry weapons? A: To protect the emperor’s grave.
B. C1 Use the following verbs to write three information questions in the simple past to ask about
a classmate’s winter holidays.
1. (go)
2. (see)
3. (do)
208 two hundred and eight Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Past Continuous
Afrmative and Negative
VERBS
Use the past continuous tense to describe actions that:
• were in progress at a certain moment in the past
• were in progress while another action was happening The past continuous tense is used with
• were interrupted by another action verbs of actions but not verbs that
refer to states or feelings (love, know,
To form the afrmative, use the simple past of the verb to be before doubt, taste). These verbs are always
the present participle (base form + ing) of the main verb. expressed in the simple past tense.
To form the negative, add not after the verb to be.
Subject Example: afrmative Example: negative

I was studying last night. was not (wasn’t) lying to you.
Singular
You were playing chess. were not (weren’t) paying attention.

She / He / It was moving quickly was not (wasn’t) working properly.
We were talking in class. were not (weren’t) making noise.

Plural
You were swimming laps. were not (weren’t) arguing with each other.
They were cooking dinner. were not (weren’t) sitting down.
A. It was chaos when Miss Nelson walked into her classroom! Circle the correct form of the verb to be.
Then, choose the correct verb from the word box and write the present participle. Use each verb once.
1. Danielle (was / were) her nails. Word Box

2. Boris and Todd (was / were) on their cellphones. text
3. Kamil (was / were) in his notebook. read
laugh
4. I (was / were) Gone With the Wind.
sing
5. Katrina and Molly (was / were) a video online.
draw
6. Justin (was / were) a joke.
watch
7. Aimee and Oliver (was / were) at Justin’s joke. tell
8. Amanda (was / were) a song. paint
B. Imagine you were in Miss Nelson’s class. Write what you were doing. Then, write what your classmate
next to you was doing.
1.
2.
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and nine 209
C. Read about Joey’s Halloween adventure below and underline the verbs in the past continuous. Then,
check if the sentences in the chart are true or false. Rewrite the false sentences in the negative form of the
past continuous.
This year, Halloween was scarier than usual! Although I was planning to
VERBS
dress up as a vampire, my friend Joey convinced me to be a police ofcer

with him. It was cold when we left my house; the wind was blowing and
it was raining. We were carrying pillowcases to collect candy. We got to
Mr. Hernandez’s house and were standing on his porch when we heard
someone yell, “Police! Help!” Then we heard a crash and someone
was screaming. I wasn’t moving because I didn’t know what to do!
I wasn’t a real police ofcer. Then I noticed that Mr. Hernandez
was laughing. I forgot that he organizes a haunted house every year!
True False
1. Joey was planning to dress up as a police ofcer.
2. It was raining on Halloween.
3. Joey was carrying a pillowcase.
4. The boys were standing on Mr. Perez’s porch.
5. Someone was screaming for help.
6. Mr. Hernandez was bleeding.
D. Becca did not come when her mother called her for dinner because she was busy. Write two sentences
describing what Becca was doing and two sentences describing what she wasn’t doing when she was
called for dinner.
1. 1.
2. 2.
210 two hundred and ten Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Past Continuous
Yes / No Questions
VERBS
Follow this word order: was / were + subject + present participle of main verb + rest of the question.
Question Short answers

Was I saying it correctly? Yes, you were. No, you weren’t.
Singular
Were you talking to me? Yes, I was. No, I wasn’t.

Was she / he / it listening to the news? Yes, she was. No, she wasn’t.
Were we doing it right? Yes, you were. No, you weren’t.

Plural
Were you taking a shower? Yes, I was. No, I wasn’t.

Were they preparing dinner? Yes, they were. No, they weren’t.
Question Verb Subject Present participle Rest of

word to be of main verb the question
When I to study?
Singular
was planning
Why were you yelling at me?
Where was she / he / it going last night?
How were we playing the game?
Plural
What were you talking about?

Who were they inviting to the party?
Write a yes / no or an information question to match the underlined words in each answer.
1.
No, I wasn’t studying for history.
2.
Alex was playing badminton last night.
3.
Yuko and Tam were arguing this morning.
4.
Yes, the orchestra was playing Mozart.
5.
Marie-Claire was walking to the park when I saw her.
6.
Mr. Soleil was correcting papers on the weekend.
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and eleven 211
Simple Future
With Will
Afrmative
VERBS
Use the simple future with will to describe future events and situations or to make predictions.
Add will before the base form of the verb.
Subject Example: will + verb Example: contractions

FYI Common time markers
I will be 13 tomorrow. I’ll be 13 tomorrow. in the future include
Singular
You will like this movie. You’ll like this movie.

She / He / It will arrive next Monday. She / He / It’ll arrive next Monday.
We will go to the same school. We’ll go to the same school.

Plural
You will see me tomorrow! You’ll see me tomorrow!

They will read the book later. They’ll read the book later.
A. Write sentences to describe what everyone will do to prepare for the party.
1. Alex
Alex
• Wash the dishes:
2. Kay and I ay and me
• Sweep the oor: K
3. Jayson son
• Set the table: Jay
ibel
4. Maribel • Get the video: Mar
or ate th e cu pc ak es: Jeremy and Lin
5. Jeremy and Lin • Dec
April
6. April • Select the music:
Brent
7. Brent
• Buy the snacks:
me
• Bake the cookies:
8. I Trevor and Layla
• Prepare the meal:
-Marc
9. Trevor and Layla
• Mix the salad: Jean
10. Jean-Marc
B. What will you do on your next birthday? Write four sentences about your plans. Use the future with will.
1.
2.
3.
4.
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Name: Date: Group:
GRAMMAR SECTION
C. Circle the verb in each sentence in the rst column. Complete the sentences in the second column
with the future with will of the same verb. Do not use contractions.
Yesterday Tomorrow
1. I ate spaghetti for supper. I will eat tacos for supper.
VERBS
2. Jackie played soccer. Jackie hockey.
3. It rained in the morning. It all day.
4. We went on a hike. We to the beach.
5. You wore a skirt. You jeans.
6. Alonzo ran for 20 minutes. Alonzo for 25 minutes.
7. I spoke to my friend Robert. I to my friend Penny.
8. We did our French homework. We our math homework.
9. Kenata drove to the store. Kenata to the bank.
10. Ming spoke to her mother. Ming to her sister.
11. You wanted some ice cream. You some pie.
12. It snowed last winter. It this winter, too.
D. Complete the sentences with the future with will and the pronouns in parentheses. Use contractions.
1. We are lost, so (we) we’ll need to look at a map for directions.

2. It is raining, so (I) need to take my new umbrella to school.
3. They have a long trip ahead, so (they) need to pack a lunch to eat in the car.
4. My mom is very tired, so (she) need to order a pizza for supper.
5. We have a math test tomorrow, so (we) need to study hard tonight.
6. Daniel forgot his cellphone, so (he) need to use a pay phone.
7. You missed the bus, so (you) need to take a taxi.
8. My parents aren’t home yet, so (I) need to make supper myself.
E. C1Talk to a partner. Write complete sentences about three things that you will both need to do before
the end of this week. Use contractions.
1.
2.
3.
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and thirteen 213
Simple Future
With Will
Negative
VERBS
Form a negative sentence by adding will not before the base form of the verb. Replace will not with
won’t to form a contraction.
Subject Example: will not + verb Example: contractions

I will not be 13 tomorrow. I won’t be 13 tomorrow.
Singular
You will not like this movie. You won’t like this movie.
She / He / It will not arrive next Monday. She / He / It won’t arrive next Monday.
We will not go to the same school. We won’t go to the same school.

Plural
You will not see me tomorrow! You won’t see me tomorrow!

They will not read the book later. They won’t read the book later.
A. Unscramble the words to form a complete negative sentence.
1. not / we / before midnight / home / be / will
2. to make / will / tonight / not / have time / I / supper
3. play / not / on our team / badminton / will / Kareem
4. Abdul / will / partners / be / and Connie / this year / not
5. your / not / family / to / Guatemala / will / this winter / go
B. Write a negative sentence using the future with will to describe each picture. Use contractions.
1. 2. 3.
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GRAMMAR SECTION
Simple Future
With Will
Yes / No Questions
VERBS
Follow this word order: will + subject + base form of main verb + rest of the question.
Will Subject Main verb Rest of the question
I my work on time?
Singular
Will nish
Will you be there later?
Will she / he / it eat meat? FYI To change a sentence with into
a yes/no question, simply invert the
Will we win the game? position of the subject and .
Plural
Will you watch the game with me?

Will they come to the party?
A. Read the answers. Write a yes / no question in the future with will for each answer.
1. Q:
A: Mateo will nish his homework tonight.
2. Q:
A: It will rain tomorrow evening.
3. Q:
A: The performance will be a huge success.
4. Q:
A: My parents will order pizza.
5. Q:
A: You will love this book.
B. Ask questions about the movie you will watch. Use the future with will and the prompts.
1. they / fall in love

2. Westley / wake up
3. Inigo / get revenge
4. the prince / die
5. the magic / work
6. it / end well
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and fifteen 215
Simple Future
With Will
VERBS
Question word Will Subject Main verb Rest of the question

Where I you?
Singular
will meet
Why will you wait until Tuesday?
When will she / he / it travel to Vancouver?
What will we do in class today?
Plural
Who will you hire as a math tutor?

How will they choose a winner?
A. Complete the questions and answers with information from the Camp Summervale schedule.
Use the future with will. Look at the answers for clues.
CAMP SUMMERVALE SCHEDULE

8 a.m. 9 a.m.−noon Noon 1:30−5 p.m. 6 p.m. 7:30 p.m.
Breakfast Kayaking lesson Lunch Afternoon hike BBQ dinner in the Bonre
in the cafeteria Open water swim on the beach on Mount Cedar main tent on the beach
(toast and cereal) (sandwiches (hot dogs and (bring
and fruit) hamburgers) marshmallows)
1. Q: What for breakfast?

A: We will eat for breakfast.
2. Q: When kayaking?
A: We will go kayaking
3. Q: eat lunch?
A: We lunch on the beach.
4. Q: Where
A: We will hike on
5. Q: eat dinner?
A: We will at 6 p.m.
6. Q: What for dinner?
A: We will eat for dinner.
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GRAMMAR SECTION
Future
With Be Going To
Afrmative
VERBS
Use the future with be going to to describe an intended event or situation or to make predictions.
Add am / is / are + going to before the base form of the verb.
Subject Be + going to Rest of the sentence

I attend the concert.
Singular
am going to
You are going to love this pizza.
She / He / It is going to win the game.
We are going to meet you right here.

Plural
You are going to hide the gifts.

They are going to call us back.
A. Make a prediction about what subject each

Word
art • chemistry • drama • math
Box
student is going to study based on their career
preferences. Write your prediction below and history • biology
use the word box for help.
1. Brian wants to be an accountant.

2. Kendra wants to be a doctor.
3. Ben and April want to be actors.
4. Lucy wants to be a pharmacist.
5. Caleb and Éloi want to be photographers.
6. My brother wants to be a teacher.
B. Write about your family’s plans for the weekend. Complete the sentences with be going to. When you are
nished, share your plans with a partner.
1. When I get home from school on Friday,

2. After breakfast on Saturday,
3. In the afternoon, my
4. Saturday night,
5. When I wake up on Sunday,
6. On Sunday evening,
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and seventeen 217
Future
With Be Going To
Negative
VERBS
Add not before going to to form the negative.

Subject Be + not + going to Rest of the sentence
I like this movie.
Singular
am not going to
We can use contractions with
You are not going to believe me.
She / He / It is not going to be pleased.
We are not going to see you soon.

Plural
You are not going to wear a costume.

They are not going to have fun tonight.
A. Rewrite the predictions in the negative form. Use contractions.
1. This movie is going to be sad.
2. My math course is going to be difcult.
3. I am going to hate my new school.
4. We are going to lose our volleyball game.
5. The pizza is going to be delicious.
B. Complete the sentences with the afrmative or negative form of be going to.
1. Stephanie is allergic to lactose. She (drink) milk.

2. Our star player just got injured. We (win) the game.
3. It’s snowing! This afternoon I (go) sledding with Katie.
4. Today is my birthday. My mom (make) a cake for me.
5. Damien is tired. He (come) over after dinner.
6. I am wearing a banana costume. You (laugh) at me.
7. It is 27°C outside today. Megan and Liam (wear) jackets.
8. It’s summer vacation. We (celebrate) .
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GRAMMAR SECTION
Future
With Be Going To
Yes / No Questions
VERBS
Follow this word order: am / is / are + subject + going to + base form of the main verb + rest of the question.
Question Short answers

Am I going to stay for soccer practice? Yes, you are. No, you aren’t.
Singular
Are you going to watch TV tonight? Yes, I am. No, I’m not.
Is she / he / it going to play in the snow? Yes, she is. No, she isn’t.
Are we going to hike to the top? Yes, you are. No, you aren’t.
Plural
Are you going to study for the math exam? Yes, we are. No, we aren’t.
Are they going to bake cupcakes together? Yes, they are. No, they aren’t.
Question Verb Subject Going to + base form Rest of

word to be of the main verb the question
When I at school?
Singular
am going to arrive
Why are you going to plan a surprise party?
How is she / he / it going to save the world?
What are we going to talk about now?
Plural
When are you going to tell me the truth?

Who are they going to ask for help?
Complete the dialogue with a yes / no or information question using be going to.
1. Tasha: ?
Neil: This weekend I’m going to help distribute turkeys for Thanksgiving dinner.
2. ?
Tasha: Yes, I think we are going to donate a turkey.
3. ?
Neil: It’s going to be delivered on Saturday. I am volunteering from 10 a.m. to 4 p.m.
4. Tasha: Busy day! ?
Neil: We can nish the English project Sunday morning.
5. ?
Tasha: Yes, Alison and I are going to be available. See you then!
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and nineteen 219
Imperatives
Use imperatives to give commands, instructions, rules or directions.
To form the imperative, use the base form of the verb without a subject. FYI If you want to be more
VERBS
polite when using the

Form a negative imperative sentence by placing do not or don’t before the verb. imperative to give
commands, add .
Verb Afrmative Negative
do Do the dishes. Do not / Don’t do the dishes.
circle Circle the verbs. Do not / Don’t circle the verbs.
raise Raise your hand in class. Do not / Don’t raise your hand in class.
A. Complete the text with the imperative form of the verbs in parentheses.
How to Write a Hit Pop Song

Always dreamed of being a rock star? Here are some tips to help you write the next big pop song.
• (listen) to as much music as possible. (know) what sounds
and styles interest you. (learn) to recognize a catchy melody when you hear one.
• (think) of a message that you want to send your audience. Every good song
tells a good story. All stories have a beginning, a middle and an end. (divide)
your song into three parts. (sing, negative) at your audience. (connect)
with it. (remember) to include questions, too.
• (write) a “hook” for your song—a catchy tune that you repeat. This is the part
of the song that the audience will remember. (write, negative) a song longer
than four minutes. Listeners like to remember all of the words and sing along.
• If you need advice, (ask) a friend to listen to your music. Whatever happens,
(get, negative) discouraged! Genius takes time.
B. Write one do and one don’t for each of the following situations. Use imperatives.
1. You arrive 20 minutes late to class.

Do:
Don’t:
2. You are cat-sitting and you lose the cat!
Do:
Don’t:
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Name: Date: Group:
GRAMMAR SECTION
Modals
Can
Ability and Possibility
VERBS
Add the modal can before the base form of a verb to express an ability or a possibility.
Form a negative sentence by placing cannot or can’t before the verb.
Afrmative Negative
Modals remain the
I can walk on my hands. I cannot / can’t walk on my hands. same with all subjects.
You can sleep at my house. You cannot / can’t sleep at my house.
They can count to ten in Spanish. They cannot / can’t count to ten in Spanish.
A. Match each superhero to his or her powers. Write one

afrmative and one negative sentence.
read minds • change shapes • become invisible

walk up buildings • y • ght crime
control the weather • heal quickly
1. Superman can y . He cannot become invisible. .

2. Wolverine . He .
3. Professor X . He .
4. Spider-Man . He .
5. Batman . He .
6. Storm . She .
B. Create a superhero. Use the modals can and can’t to write about your hero’s three abilities
and three limitations.
Abilities Limitations
1. 1.
2. 2.
3. 3.
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and twenty-one 221
Modals
Could
Past Ability and Future Possibility
VERBS
Add the modal could before the base form of the verb to express
a past ability. It can also be used to express a future possibility or to
We do not use or
suggest a possible solution to a problem.
to express a negative future possibility
Form a negative sentence about a past ability by putting could not or possible solution.
or couldn’t before the verb.
I could walk on my hands. I could not / couldn’t walk on my hands.
You could get a math tutor. You could not / coudn’t get a math tutor.
A. Circle the correct modal to complete the sentences.
1. When I was eight years old, I (can / could not) stay up past nine on week nights, but now that
I am twelve, I (can / could not).
2. To save up for a new bike, you (could / could not) do some babysitting on the weekends.
3. Last week, we (could / could not) go skating at the outdoor rink because the ice had melted.
4. Louis (could / could not) take tennis lessons if he wants to improve his game.
5. The weatherman said that the winds (could / could not) reach 70 kilometres per hour tomorrow.
B. Read the timeline. Use the modals could and couldn’t to write about one of Simon’s abilities and
one of his limitations at different ages.
Age: 1 2 3 4 5 6 8 9 10 12
Simon He He He He He He He He He
learns learns learns learns learns learns learns learns learns learns to
to crawl to talk to walk to draw to write to read to skate to swim to play play the
words hockey trumpet
1. At the age of 2, Simon could talk but he couldn’t draw.

2. At the age of 4,
3. At the age of 6,
4. At the age of 8,
5. At the age of 10,
222 two hundred and twenty-two Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Modals
Should
Probability and Suggestion FYI The modals and are
VERBS
Add the modal should before the base form of the verb to express often used to offer advice in the
a probability or a suggestion. form of a strong suggestion.
Form a negative sentence by putting should not or shouldn’t
.
before the verb.
You should read that book. You should not / shouldn’t read that book.
The storm should start tonight. The storm should not / shouldn’t start tonight.
A. Indicate whether the modal should is used to express a probability or a suggestion in each of the
following sentences.
1. The train should arrive in about 10 minutes if it isn’t late

2. You should always turn off the lights when you leave a room to save electricity.
B. Samir wants to go surng for the rst time. Give him some advice. Use the modals should
and should not and the prompts below.
1. take / lessons:
2. go surng / alone:
3. try it / stormy day:
4. watch out / rocks:
5. surf / at night:
C. Complete the paragraph with the correct modal: should, could, can’t or shouldn’t.
Dear Abbie,
I don’t know what to do. you give me some advice? My friend Selena just texted
me that she get a copy of our next history exam for $10. She thinks she
buy it because she’s failing history. She wanted to know if I
lend her the money to buy it. I know that I do it: it is cheating. I know that she
get the mark she deserves if she won’t study, but I just let
a friend fail. Maybe I help her just this one time. I am a bit upset with her. She
put me in such a difcult position. What I do?
Reproduction prohibited © TC Media Books Inc. Verbs two hundred and twenty-three 223
Modals
Must and Have To
Obligation
VERBS
Add the modals must or have to before the base form of a verb to express obligation.
To form a negative sentence, use must not (or mustn’t) before the verb to indicate that something
should not be done. Use do not (or don’t) have to to indicate that there is no obligation.
I must turn off the lights. I must not / mustn’t turn off the lights.
You have to eat your salad rst. You do not / don’t have to eat your salad rst.
A. Circle the correct modal to complete the sentences below.
1. You (must / mustn’t / don’t have to) be prepared if you want to go camping.
2. Before you leave, you (must not / do not have to / have to) pack enough food for several days.
3. You (don’t have to / must not / must) forget to bring a tent and a sleeping bag!
4. At the campsite, you usually (mustn’t / have to / don’t have to) cook your food over a re.
5. After you nish eating, you (have to / must / don’t have to) wash the paper plates.
6. You (mustn’t / must / have to) leave any food out overnight.
7. In the morning, you (do not have to / must / must not) pick up all trash from the campsite.
B. Write sentences to describe some of the rules at your school. Use the modals in parentheses.
School Rules
1. (must) In the halls,
2. (must not) In the library, students
3. (have to) In the classrooms, students
4. (don’t have to) In the cafeteria, students
5. (mustn’t) In the school yard, students
224 two hundred and twenty-four Verbs Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Simple and Compound Sentences
SENTENCE BUILDERS
A simple sentence is a group of words that contains one subject and one verb (one complete idea).
The subject indicates who or what is doing the action.
The verb indicates what action is happening.
It is raining. My brother took an umbrella to school.
Simple sentences can also have no stated subject when they are imperatives.
In this case, the subject of the sentence is implied.
Close your books. Look!
A compound sentence is made up of two or more simple sentences
(two complete ideas). They are joined by a conjunction.
It is raining so my brother took an umbrella to school.
The conjunctions used to form compound sentences have different functions:
• Use and to add information. I play the trumpet and Jamie plays the clarinet.
• Use or to indicate a choice. You can sit or you can stand.
• Use but to compare or contrast. He likes olives but she like mushrooms.
• Use so to indicate a result or purpose. It is getting late so I have to go home.
A. Indicate whether the words form a simple sentence ( S ) or an incomplete sentence ( I ).
S I S I
1. She cries 6. Her blue eyes
2. Pretty yellow dress 7. The dog barks
3. I don’t want to go 8. But the brown
4. You are 9. Lucy has it
5. Choose this or 10. You’re funny
B. Read the sentence and decide if it is simple or compound. Write your answer on the line.
1. I’ll bring the plates and you bring the cups.

2. Hugo needs the salt and the pepper.
3. Clarice and Jack tell funny stories.
4. Do you prefer red or black?
5. My mom is late so I’ll walk home.
6. We can go or we can stay.
7. You can’t leave now.
Reproduction prohibited © TC Media Books Inc. Sentence Builders two hundred and twenty-five 225
C. Circle the conjunction and then complete the compound sentences with logical ideas.
1. You can buy the blue skirt or .

SENTENCE BUILDERS
2. so we watched a scary movie.

3. but Jeremy didn’t want to.
4. Mr. Henderson is the art teacher and .
5. or we can go to the beach.
6. I don’t like tomatoes so .
7. Ottawa is the capital of Canada but .
8. and Laura writes poetry.
D. Decide if the sentences below are simple (S) or compound (C) and write it on the line. If it is simple,
transform the sentence to compound. If it is already compound, transform it to simple.
1. Nancy and Logan play basketball after school. S

Nancy and Logan play basketball after school so they come home late.
2. The class didn’t understand so my teacher explained again.
3. Please raise your hand.
4. You should nish the homework tonight.
5. Brianna can study or she can play outside.
6. It is too hot in this classroom.
7. I wanted to go swimming but the water was too cold.
8. The tennis players wore green and white.
226 two hundred and twenty-six Sentence Builders Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
GRAMMAR SECTION
Nouns
SENTENCE BUILDERS
Plural Forms
Follow these spelling rules to form the plural of nouns.
Noun Rule Examples

Most nouns Add s. cat cats, house houses, chief chiefs
Nouns ending in ch, sh, s or x, Add es. church churches, dish dishes,
and most words ending in o kiss kisses, fox foxes, potato potatoes
Nouns ending in consonant + y Change y to i and add es. baby babies, party parties
Most nouns ending in f or fe Change f or fe to ves. half halves, knife knives, leaf leaves
(except cliff, chief, roof, safe)
Exceptions
Some nouns have an irregular plural form:
child children person people man men tooth teeth mouse mice foot feet
Some nouns do not change form in the plural: deer, sh, salmon, moose, sheep.
Some nouns are always plural: police, jeans, pants, scissors, glasses.
A. Circle the correct plural noun.
1. Put your books in two ( boxs / boxes ).

2. Look at the ( moose / meese ) on the side of the road!
3. We saw a family of ( wolves / wolfs ) at the zoo.
4. Mrs. Ames has four ( children / childs ).
5. Please wash the ( tomatos / tomatoes ) and chop the ( carrots / carrotes ).
6. Karina bought two new ( dress / dresses ) yesterday.
7. The dentist has to check my ( tooths / teeth ) for (cavitys / cavities ).
8. I called the ( polices / police ) when I heard ( screams / screames ).
B. Write a complete sentence for each word. Use the plural of the noun.
1. sh:
2. person:
3. family:
4. leaf:
Reproduction prohibited © TC Media Books Inc. Sentence Builders two hundred and twenty-seven 227
Nouns
SENTENCE BUILDERS
Countable and Uncountable
Countable nouns Uncountable nouns

We can put a number (one, three, many) or an We cannot put a number or an indenite article in
indenite article (a, an) in front of a countable noun. front of an uncountable noun.
The boys wanted a dog. The boys wanted information.
I ate rice for supper.
When there is more than one, use the plural form of
countable nouns. Uncountable nouns are considered singular.
I ate two apples. The news are is not encouraging.
Some nouns can be either countable or uncountable depending

on how they are used:
Look! There are six chickens in the yard. Some words that are countable in French
I want chicken for supper tonight. are uncountable in English.
A. Decide if the underlined noun is countable or uncountable in the context of the sentence.
Write C for countable or U for uncountable.
1. My mom went to the store ( ) to buy milk ( ).

2. The quarterback ( ) threw the football ( ) for a touchdown ( ).
3. Mr. Hobbes drinks coffee ( ) while he teaches.
4. Hallie owns three cats ( ) and two dogs ( ).
5. All the librarian ( ) wants is peace ( ) and quiet ( )!
6. You will need a dictionary ( ) for these exercises ( ).
7. Jamie loves to eat bread ( ) and peanut butter ( ).
8. You will need a calculator ( ) to do your homework ( ).
B. Highlight the mistakes in the following sentences. Write the correct word on the line.
1. I will ask the teacher for more informations about the project.
2. We ordered a big plate of spaghetti with meat sauces.
3. Patrick drank many cup of tea to stay awake.
4. Marcy wants to buy furnitures for her new house.
5. Happiness are the key to life.
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Name: Date: Group:
GRAMMAR SECTION
Nouns
Possessive Forms
SENTENCE BUILDERS
We indicate possession by adding ’s to the end of a noun.
I love my mother’s cooking.
Listen to the children’s story. This possessive form is used mainly for people,
animals and regions.
If the noun ends in s, add only an apostrophe (’).
For inanimate objects, omit the or use .
I want to watch the boys’ game.
You must take your parents’ advice.
A. Underline the nouns in each sentence. Write the possessive form.
1. The bone belongs to the dog. the dog’s bone
2. The smiles belong to the children.

3. The eyes belong to the tiger.
4. This cap belongs to the bottle.
5. The homework belongs to Kevin.
6. The tail belongs to the monkey.
7. The house belongs to the Wilsons.
8. The books belong to the students.
9. The balcony belongs to the bedroom.
B. Match the countries in the word box with their capital cities. Use the possessive form.
1. France’s capital is Paris. Word Box

2. capital is Rome. Australia
Canada
3. capital is Ottawa.
China
4. capital is Beijing.
France
5. capital is Moscow.
Japan
6. capital is Canberra. Italy
7. capital is Tokyo. Russia
Reproduction prohibited © TC Media Books Inc. Sentence Builders two hundred and twenty-nine 229
Pronouns
SENTENCE BUILDERS
Subject Pronouns
We use subject pronouns to replace nouns as subjects in a sentence.
Singular
I like to watch thunderstorms.

You want to be a police ofcer.
The 3rd person plural pronoun is used to replace both males
She / He / It didn’t hear the bell ring.
and females, as well as animals and inanimate objects.
We are happy for you!
Plural
You went to Peru last year.

They ate pizza last night.
A. Underline the subject in each sentence. Write the corresponding subject pronoun in the space provided.
1. The mayor decided to host a pie contest.

2. My friends and I wanted to enter the contest.
3. Sally rolled out the pie dough.
4. Jim mixed the fruit and poured it in.
5. Sally and Jim left the pie in the oven too long.
6. The pie came out burned!
7. The other pies were delicious.
B. Complete the conversation with subject pronouns.
Abdul: Hey, Daniel! Did hear about the school snowboarding trip?
Daniel: Yeah, sounds like a lot of fun.
Abdul: will denitely sign up. Do know Claire and Sam? want
to come, too.
Daniel: know Claire. is in my biology class. don’t think that
know Sam.
Abdul: Sam? is an awesome snowboarder. Do think you can come, too?
will have a great time!
Daniel: will ask my mom. thinks snowboarding is dangerous.
Abdul: should tell your mom that Claire, Sam and I will be there, too. will
make sure that don’t get hurt!
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Pronouns
SENTENCE BUILDERS
Object Pronouns
We use object pronouns to replace nouns or pronouns that are the object of a verb or preposition.
Subject pronoun Object pronoun Example

I I hope you will call me.
Singular
me
you you Sometimes I can’t believe you.
she / he / it her / him / it If you have a question, ask it.
we us Teachers just don’t understand us.

Plural
you you We won’t leave without you.

they them I think we should wait for them.
Complete the answers by replacing the underlined words with object pronouns.
1. Q: Do you have geometry class with Mrs. Ali?

A: Yes, I learn a lot from .
2. Q: Can Jimmy help you with your English homework?
A: Yes, but I’m too shy to ask .
3. Q: Where are the pictures of your trip to New York City?
A: I will post when I get home.
4. Q: Do you know where my calculator is? I looked everywhere.
A: Maybe you lost .
5. Q: Why does Freddie smile at me every morning?
A: I think he likes .
6. Q: Can we work on our project this weekend?
A: Sure, I will ask Sam if he can help .
7. Q: Can your mom bake a cake for my birthday party?
A: I will ask .
8. Q: What will you do with all of those apples?
A: I will eat , of course!
9. Q: Do you want to watch the new Harry Potter lm with me?
A: Sorry, but I saw last weekend.
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Adjectives
SENTENCE BUILDERS
Position and Order

We use adjectives to add information about people, places and things.
Place adjectives after verbs like to be, to become, to get or to feel.
In English, adjectives never take a plural
Jeannie is smart. I feel sad. We got very cold. or change form according to the noun
Place adjectives before nouns. they are describing.
We bought new sneakers. A large cat walked by.
When we use two or more adjectives before a noun, we generally use this order:
Number Size Description Shape Colour Origin
many huge beautiful round orange Canadian
one tiny funny square black international
twelve wide happy triangular pale local
Twelve beautiful Siamese cats sat in the sun.
A. Circle the choice with the correct adjective order.
1. a. a big black spider 5. a. beautiful two earrings small

b. a black big spider b. two small beautiful earrings
c. a spider big black c. small two beautiful earrings
2. a. the tiny famous French restaurant 6. a. funny six square keys

b. the famous tiny French restaurant b. six funny square keys
c. the tiny French famous restaurant c. six square funny keys
3. a. four rats ugly brown 7. a. one huge moose Canadian

b. ugly four brown rats b. one moose huge Canadian
c. four ugly brown rats c. one huge Canadian moose
4. a. a yellow big round moon 8. a. a crazy brown German shepherd

b. a round big yellow moon b. a brown crazy German shepherd
c. a big round yellow moon c. a German crazy brown shepherd
B. Write a sentence with the three adjectives provided.
1. green / happy / small The happy green frog ate a small y.
2. scary / big / red
3. tall / several / crazy
4. timid / one / brown
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Adjectives
SENTENCE BUILDERS
Possessive Adjectives
We use possessive adjectives to indicate a relationship or possession.
Subject Possessive
pronoun adjective
I my Possessive adjectives are the same gender as the noun they replace:
Singular
you your
she her
he his
it its
we our
Plural
you your
they their
A. Underline the subject of the sentence and circle the possessive adjective that matches the subject.
1. I can’t nd ( your / his / my ) history essay!

2. My sisters want to cut ( his / her / their ) hair very short.
3. Julio believes he lost ( his / her / your ) watch.
4. We switched the TV to ( her / our / your ) favourite program.
5. Are you going to ( your / his / our ) soccer practice tonight?
6. Monika is upset because ( his / her / their ) brother got sick.
7. My dictionary lost ( his / its / her ) cover.
8. Chris and David will go to ( their / his / your ) chalet this weekend.
B. Write the possessive adjective that corresponds to the noun provided.
1. a giraffe its neck 7. me brother

2. you homework 8. Maria and I answer
3. Carly grandfather 9. a father children
4. Tito and I math teacher 10. you calculator
5. reworks colour 11. Amélie backpack
6. the song lyrics 12. the sh bowl
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Adverbs
SENTENCE BUILDERS
Adverbs of Time
We use adverbs of time to describe when something happens.
Past Present Future

last night, earlier, yesterday now, today soon, later, tonight, tomorrow, next week
We usually place adverbs of time at the beginning or the end of a sentence.

Tomorrow Beatrice will nish her project. We have to leave now.
A. Decide if the adverb in each sentence is correct or incorrect. If it is incorrect, rewrite the sentence with a
different adverb of time.
Correct Incorrect
1. Yesterday we will have a history exam.
2. Jayma is doing her homework last night.
3. We will need to go home soon.
4. The team ate pizza after they won tomorrow.
5. Don’t forget to call me later!
6. Today is Sunday and there is school yesterday.
7. The class trip to La Ronde is yesterday!
B. Write complete sentences using the prompts. Pay attention to your verbs.
1. tonight / spaghetti
2. soon / rain
3. later / homework
4. last night / basketball game
5. now / very cold
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Adverbs
SENTENCE BUILDERS
Adverbs of Frequency
We use adverbs of frequency to describe how often something happens.
+ Degree of frequency –
always, usually, often, regularly, sometimes, occasionally, rarely, twice, once, never
We usually place adverbs of frequency before the main verb. They are sometimes placed after the verb to be.
We often go to the movies on Saturday nights.
Rachel is rarely on time.
A. Write complete sentences using the prompts. Use the verb tense of your choice.
1. eat, never
2. go, often
3. play, regularly
4. be, sometimes
5. tell, always
B. Circle the correct adverb of time or frequency in each sentence.
1. ( Always / Yesterday ) I went to the store to buy a pair of jeans. I ( soon / always ) go to the same
store because they ( usually / earlier ) have the newest styles.
2. Emmy and Sareka are coming over ( soon / rarely ) so that we can practise our Reader’s
Theatre presentation. We ( yesterday / always ) have fun studying together.
3. The principal said that we will ( earlier / always ) use tablets instead of textbooks ( next year / twice )
if all goes well.
4. At lunch in the cafeteria, I ( occasionally / tonight ) try to sit with different groups of people.
( Yesterday / Always ) I sat with a group of new kids from Senegal. It is (always / tomorrow ) fun
to meet new people.
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Discourse Markers
SENTENCE BUILDERS
Sequence Adverbs and Ordinal Numbers

We use sequence adverbs and ordinal numbers to indicate the order in which things happen.
Time
Sequence
adverbs rst then next after that nally
Ordinal rst second third fourth twenty-seventh

numbers (1st) (2nd) (3rd) (4th) (27th)
Remember to place a comma after the sequence adverb or ordinal number:

First, do your homework. Next, check your answers. After that, clean your room.
A. Place the steps for checking out a library book in order from 1 to 5. Use ordinal numbers.
How to check out a library book
Go to the check-out desk and ask the librarian to scan your book.
Research the title of your book in the computer system.
Find the correct bookshelf and locate your book.
Write or print the book’s call number so that you can go search for it.
Thank the librarian and place your book in your backpack.
B. Write the steps for making your favourite sandwich. Use sequence adverbs in your sentences.
1. First,
2.
3.
4.
5.
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Prepositions
SENTENCE BUILDERS
Prepositions of Place
We use prepositions of place to indicate the relative position of people, places and things.
The circle is:
in / inside the box on the box under the box next to / beside the box
behind the box in front of the box between the boxes
In English class, I sit between Amanda and Zack. Pierre sits behind me, next to Chiara.
A. Complete the sentences with the correct preposition of place.
red pepper parsley

1. The tomatoes are cauliflower
the bag. tomatoes
broccoli
2. The pear is
cucumbers
the peaches.
3. The broccoli is apple yellow pepper
the red pepper.
red onions apple
4. The carrots are pear
bananas
the bag.
lemon
5. One tomato is
the other tomato.
6. The green pepper is
the lemon and the carrots. green pepper peaches
carrots
B. Use as many prepositions as possible to describe where the cauliower is.
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Prepositions
SENTENCE BUILDERS
Prepositions of Time, Date and Duration

We use these prepositions to indicate the time, date, day or duration of an event.
Time School starts at 7:45 every morning.

at, in Tina and Grace play basketball in the afternoon.
Date / Day The project is due on April 15.

on Our plane leaves on Thursday.
Duration We have English class from 8 a.m. to 9:30 a.m.

from . . . to They will be in Scotland from June 18 to July 2.
A. Circle the prepositions in the sentences below. Write whether it is a preposition of date, day, time
or duration.
1. I have orchestra practice at 4:30 this afternoon. time

2. Billy is only free from six to seven o’clock tonight.
3. We eat brunch together on Saturday mornings.
4. The Jaguars have a home game on November 30.
5. Mom will pick you up in the morning.
B. Complete the paragraph with the correct preposition of time.
This is Rob Scoop, broadcasting live 6 p.m. 10 p.m. every weekday

evening. Live coverage of tonight’s news begins 6:15 p.m., after the weather
forecast. We will discuss this year’s edition of the Cannes Film Festival, which will begin
May 14. This evening’s broadcast will also cover news from the United Nations
Summit that took place Thursday, May 5. Finally, tune in 9:30 p.m.
to listen to the week’s top celebrity tweets. Don’t change the station, because we’ll be right
back a few minutes after a word from our sponsors.
C. Write the correct preposition of time or place in the space provided. Choose between on or in.
1. the pool 3. April 15 5. my room

2. the morning 4. the table 6. Friday night
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Articles
SENTENCE BUILDERS
Denite and Indenite
We use the denite article the before singular and plural nouns to refer to specic people, places,
events or things.
I went to the football game last night. Did you nd the information you need?
We use the indenite article a (or an) in front of singular countable nouns to refer to non-specic people,
places or things when they are mentioned for the rst time. We omit the article when these nouns are plural.
Do you have an idea? I have ideas.
I need a book about snakes. I need books about snakes.
a an
Use a before consonants or consonant sounds. Use an before vowels or a silent h.
a cat an ugly duckling
a pencil an orange
a unicorn an hour
For more on countable and uncountable nouns, see page 228.
A. Choose a word from the word box to complete each sentence. Add an indenite article (a, an).
Word Box actress • calculator • key • orange • recipe • spoon • stamp • umbrella
1. You need to stay dry in the rain.

2. You need to do the math homework.
3. You need to eat soup.
4. You need to make orange juice.
5. You need to unlock the door.
6. You need to mail that letter.
7. You need to play the role of Juliet.
8. You need to bake a pie.
B. Decide whether the underlined nouns require a denite article, an indenite article or no article.
1. I went to see Prime Minister speak at Canada Day celebration last week.
2. We called an electrician to come x broken light in front hall.
3. Dad ordered pizza with pepperoni and tomatoes for supper tonight.
4. My favourite sport is volleyball. I am captain of junior team.
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Question Words
SENTENCE BUILDERS
Question words are used at the beginning of information questions to ask for specic information.
Question word To ask about Example

Who a person’s identity Who is your favourite actor?
What a thing or an event What are you talking about?
Where a place Where do you do your homework?
When a date or time When will your parents arrive?
Why a reason Why are you laughing?
How a way, a manner How did you get a hall pass?
Which a choice or distinction Which classes do you like?
Whose a relationship or possession Whose workbook is on the oor?
How + adjective To ask about Example

How much quantity (uncountable) How much time do we have?
How many quantity (countable) How many people are coming?
How old age How old were you when you moved here?
How big / small size How big is your bedroom?
A. Complete the questions with the correct question word to match the answers.
1. Q: did you nd that funny video? A: I found it on the Internet.

2. Q: backpack is this? A: I think that it’s Chloe’s.
3. Q: did you travel to Ottawa? A: I took the train.
4. Q: is your new gym teacher? A: Ms. Wong.
5. Q: did Leo leave so early? A: Because he had a dental appointment.
6. Q: cookies did you eat? A: I only ate two.
B. Circle the correct question word.
1. ( What / Which ) do you prefer, the blue one or the red one?
2. ( How many / How much ) milk is left in the carton?
3. ( Whose / Which ) coat is that, Amy’s or Suri’s?
4. ( Why / How ) did they get to the stadium, by car or by bus?
5. ( How old / How big ) will your brother be on his next birthday?
6. ( What / How) does “peculiar” mean? It means “strange.”
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Punctuation
SENTENCE BUILDERS
Use a period ( . ) Example
• to end a sentence Close your books.
• for initials U.S.A.
• for abbreviations Mr. Humboldt, Davenport St.
Use a comma ( , )
• to separate items in a list I saw monkeys, gorillas, giraffes and tigers.
• to separate ideas in a sentence. It’s late, but I don’t want to go home.
• to separate dates, cities and provinces I was born on May 8, 2002, in Alma, Québec.
Use a question mark ( ? )

• to ask a question Can I go to the zoo with you?
Use an exclamation mark ( ! )

• to show surprise or emotion Wow! It’s so great to see you!
Use an apostrophe ( ’ )
• to show a relationship or possession My mother’s cookies are the best.
• to indicate a contraction I can’t come tonight because I’m busy.
A. Write the following dates with commas (name of month, date, year).
1. 30/11/2013 3. 25/03/1958
2. 02/06/1984 4. 07/07/2007
B. Underline the words that are missing an apostrophe. Write the words with the correct punctuation
on the lines.
1. I cant come because I have too much homework . can’t
2. When is Davids brother coming back

3. Faisal doesnt want to leave the party
4. Isnt that your brother over there
5. I wonder why Lara and Paul arent here
C. Add the correct punctuation in the box at the end of each sentence in Step B: a period or a question mark.
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Capitalization
SENTENCE BUILDERS
Use a capital letter for Example

• the rst word of a sentence The test is in one hour.
• the pronoun I My brother and I went to the movies last night.
• proper nouns (names, places, It is Ariel’s birthday on Thursday.
months, days, holidays, We are going to France for Christmas!
languages, nationalities) My last English class is on June 14.
• titles I saw Mrs. Abel talking to Dr. Hughes on Main Street.
A. Rewrite the sentences, using correct capitalization.
1. toronto is not the capital of canada.
2. when you ski in the canadian rockies, do you prefer whistler or banff?
3. i just saw mr. halliday at the somerville public library.
4. did your sister camille graduate from concordia university?
5. jimmy and i went to see the yankees play baseball in new york city.
6. we celebrate halloween every year in october.
7. my japanese friend wants to visit prince edward island.
B. Answer the following questions. Pay attention to your capitalization and punctuation.
1. Where were you born?

2. When is your next birthday?
3. What are your two favourite holidays?
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REFERENCE SECTION
Functional Language C1
Sharing Information
Stating and asking for opinions
Describing events and issues In my opinion, . . .
I’m going to talk about . . . What about you?
This is about . . . What do you think about . . . ?
It happened . . . Can you explain your opinion?
There was a problem when . . . Give me an example.
What are your arguments?
Linking ideas
First, . . . Agreeing and disagreeing
Second, . . . I agree. I think you’re right.
After that, . . . I disagree. I think you’re wrong.
On the other hand, . . . No, that’s not quite right.
Then, . . . I suppose so, but . . .
Finally, . . . That may be true, but . . .
In conclusion, . . .
Stalling for time Cooperating with Others
Let me think about it.
Can I have a minute?
Requesting and offering assistance
Can you show me how to . . . ?
Hold on a second.
Let me give you a hand with . . .
What I mean is . . .
Do you want me to help you?
Asking follow-up questions
What happened next?
Asking for feedback
Could you give me your feedback?
Can you tell me more about . . . ?
I really need your opinion.
Can you describe it?
Do you have any suggestions?
Can you give me an example?
What should I do?
When did this happen?
How does it end? Responding to suggestions
I think you should . . .
Sure. That’s a good idea.
What do you suggest?
I think it would be better if . . .
That’s a great suggestion.
Interrupting and responding politely
Before you continue . . .
Sorry to interrupt, but . . .
That’s okay.
Don’t worry about it.
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REFERENCE
REFERENCE SECTION
SECTION
Functional Language
Making decisions
Reflecting on Your Progress
What did you decide? Reecting on your personal
Let me think about it. development as an English learner
I decided that . . . I need to improve . . .
Are you for or against the decision? I could practise . . .
Are you sure? I was able to understand because . . .
We need to agree on this. This text was difcult because . . .
A better way to do it is . . .
Using the Processes The strategy I used was . . .
Exploring texts with others Setting goals
What did you notice about this text? Next time I will . . .
I noticed that . . . My objective is to . . .
Do you understand why . . . ? This year, I hope to . . .
I think it means that . . . I need to work on . . .
Let’s look it up.
Reecting on teamwork
Based on the text, I think . . .
It was difcult to . . .
Making connections to texts The best part was . . .
I know what the author means. I think it would be better if . . .
The same thing happened to . . . Our team needs to . . .
I know someone who . . . Let’s try to improve . . .
That is so true. Next time, we could . . .
Would you react this way?
Brainstorming and discussing ideas
for texts
Any ideas?
I have some ideas about . . .
We should do some research about . . .
I’ll take notes.
What format should we use?
Giving and responding to feedback
You should add an example.
This paragraph is unclear. You could . . .
I think this is wrong.
You should check your spelling.
This is great.
Thanks for the feedback.
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REFERENCE SECTION
Strategies C1 C2 C3
Strategies for Monitoring Your Progress

Lower your anxiety. Set short-term and long-term
objectives to improve your English. Remind
yourself that you are improving every day.
Encourage yourself and others. Look for

opportunities to practise speaking, reading
or writing English outside the classroom.
Take risks. Don’t be afraid to make mistakes.

It’s a normal part of learning a language.
Use resources to check your language and

correct your mistakes.
Cooperate with others to reach a common

goal.
Notice which strategies are really useful in

a given situation.
Strategies for Oral Interaction C1
Think about what you know before you speak.
Ask for more time if you are not sure what to say.
Rephrase or substitute words to clarify a statement.
When you make a mistake, correct it or ask for help.
Listen carefully and respond to what others are saying.
Ask questions to verify that you understood correctly.
Ask others to rephrase their ideas using different words when you don’t understand.
Correct your classmate’s mistakes to help them improve their English.
Ask follow-up questions to get additional information.
Cooperate with others to reach a consensus in discussions and projects.
Look for opportunities to speak English.
Learn English jokes and watch English TV and movies to help you actively participate
in English culture.
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REFERENCE
REFERENCE SECTION
SECTION
Strategies
Strategies for Reinvesting Understanding of Texts C2
Focus your attention on what you need to know to lower anxiety.
Skim the text to get a general idea of the topic.
Think about what you know about the subject.
Scan the text for specic information.
Make intelligent guesses based on images, context, cognates and other clues.
Make predictions regarding meaning or development.
Take notes and organize information logically.
Compare elements in texts to discover similarities and differences.
Cooperate with others to better understand texts. Ask questions to clarify meaning.
Practise: read and listen to English outside the classroom—from cereal boxes to TV shows.
Strategies for Writing or Producing Texts C3
Plan: think about the steps needed to carry out the task. Follow the phases of the writing
or production process.
Manage your resources: instructions, text models, sources, checklists, etc.
Refer to text models. Notice their components and features.
Think about what you already know about the topic.
Brainstorm ideas, do research and take notes.
Organize the information while referring

to text models.
Transfer and recombine language and

information from previous tasks.
Cooperate with others to give and receive

feedback.
Monitor your work: revise and edit your

text or production to improve it.
Reect on what you have learned.
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REFERENCE SECTION
Verb Tense Overview

Regular Verbs
Tense Afrmative Negative
Simple Present I / We / You / They walk. I / We / You / They do not walk.
She / He / It walks. She / He / It does not walk.
Present Continuous I am walking. I am not walking.
She / He / It is walking. She / He / It is not walking.
We / You / They are walking. We / You / They are not walking.
Simple Past I / We / You / They walked. I / We / You / They did not walk.
(regular verbs) She / He / It walked. She / He / It did not walk.
Simple Future I / We / You / They will walk. I / We / You / They will not walk.
(with will) She / He / It will walk. She / He / It will not walk.
Future I am going to walk. I am not going to walk.
(with be going to) She / He / It is going to walk. She / He / It is not going to walk.
We / You / They are going to walk. We / You / They are not going to walk.
Imperative Walk. Do not walk.
Modals I / We / You / They should walk. I / We / You / They should not walk.
She / He / It can walk. She / He / It cannot walk.
Tense Yes / no questions Information questions
Simple Present Do I / we / you / they walk? When do I / we / you / they walk?
Does she / he / it walk? How long does she / he / it walk?
Present Continuous Am I walking? Why am I walking?
Is she / he / it walking? Where is she / he / it walking?
Are we / you / they walking? How often are we / you / they walking?
Simple Past Did I / we / you / they walk? Why did I / we / you / they walk?
Did she / he / it walk? How far did she / he / it walk?
Simple Future Will I / we / you / they walk? When will I / we / you / they walk?
(with will) Will she / he / it walk? Where will she / he / it walk?
Future Am I going to walk? When am I going to walk?
(with be going to) Is she / he / it going to walk? How far is she / he / it going to walk?
Are we / you / they going to walk? Where are we / you / they going to walk?
Modals Should I / we / you / they walk? Where should I / we / you / they walk?
Can she / he / it walk? How far can she / he / it walk?
Verb To Be
Tense Afrmative Negative
Simple Present I am noisy. I am not noisy.
She / He / It is noisy. She / He / It is not noisy.
We / You / They are noisy. We / You / They are not noisy.
Simple Past I / She / He / It was noisy. I / She / He / It was not noisy.
We / You / They were noisy. We / You / They were not noisy.
Past Continuous I / She / He / It was being noisy. I / She / He / It was not being noisy.
We / You / They were being noisy. We / You / They were not being noisy.
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REFERENCE
REFERENCE SECTION
SECTION
Verb Tense Overview

Verb To Be
Tense Yes / no questions Information questions
Simple Present Am I noisy? When am I noisy?
Is she / he / it noisy? Why is she / he / it noisy?
Are we / you / they noisy? How often are we / you / they noisy?
Simple Past Was I / she / he / it noisy? When was I / she / he / it noisy?
Were we / you / they noisy? Why were we / you / they noisy?
Past Continuous Was I / she / he / it being noisy? How often was I / she / he / it being noisy?
Were we / you / they being noisy? Why were we / you / they being noisy?
Spelling Rules
Tense Rule Example
Simple Present Adding s to the base form for the 3rd person singular:
• Most verbs (listen, nd, make, hear): Add s. • listens, nds, makes, hears
• Verbs ending with ch, sh, o, s, x, z (watch, wish, • watches, wishes, goes
go): Add es.
• Verbs ending with a consonant + y (try, carry): • tries, carries
Change y to i and add es.
Present and Past Adding ing to the base form to create the present and
Continuous past participles:
• Most verbs (walk, study, eat): add ing. • walking, studying, eating
• Verbs ending with one e (write, cooperate): drop • writing, cooperating
the e and add ing.
• Two- or more-syllable verbs if stress falls on the last • admitting, swimming
syllable (admit) and some one-syllable verbs (swim):
double the last consonant and add ing.
• Verbs ending with a single l after a vowel (travel, • travelling, signalling
signal): double the l and add ing.
• Verbs ending with ie (lie, die): change the ie to y • lying, dying
and add ing.
Simple Past Adding ed to the base form of regular verbs:
• Most verbs ending with a consonant (stay, start, • stayed, started, returned
return): add ed.
• Verbs ending with e (like, dance): add d. • liked, danced
• Verbs ending with a consonant + y (try, carry): • tried, carried
change the y to i and add ed.
• One-syllable verbs ending with a single vowel + one • stopped, preferred
consonant (except w, x, y) (stop, prefer): double the
two hundred and forty-eight last consonant and add ed.
• Verbs ending with a single l after a vowel (model, • modelled, travelled
travel): double the l and add ed.
248 Reference Section Reproduction prohibited © TC Media Books Inc.

REFERENCE SECTION
Simple Past of Common Irregular Verbs

Base Form Simple Past Base Form Simple Past Base Form Simple Past
awake awoke give gave shine shone
be was / were go went shoot shot
bear bore grind ground shrink shrank
beat beat grow grew shut shut
become became hang hung sing sang
begin began have had sit sat
bend bent hear heard sleep slept
bite bit hide hid slide slid
bleed bled hit hit speak spoke
blow blew hold held speed sped
break broke hurt hurt spend spent
bring brought keep kept split split
build built know knew spread spread
burst burst lay laid stand stood
buy bought lead led steal stole
catch caught leave left stick stuck
choose chose lend lent stink stank
come came let let strike struck
cost cost lie lay swear swore
cut cut light lit sweep swept
deal dealt lose lost swim swam
dig dug make made swing swung
do did mean meant take took
draw drew meet met teach taught
drink drank pay paid tear tore
drive drove put put tell told
eat ate quit quit think thought
fall fell read read throw threw
feed fed ride rode understand understood
feel felt ring rang undo undid
ght fought rise rose upset upset
nd found run ran wake woke
y ew say said wear wore
forbid forbade see saw weave wove
forget forgot sell sold weep wept
forgive forgave send sent win won
freeze froze set set wind wound
get got shake shook write wrote
Reproduction prohibited © TC Media Books Inc. Reference Section two hundred and forty-nine 249
REFERENCE SECTION
The Response Process C2
Use the response process to construct the meaning of written, spoken and visual texts individually and
with your classmates. The phases of the process will help you understand a text’s literal meaning, as well
as its underlying meaning. You may need to go back and forth between the phases as you work.
1. Explore the text.

Before you read, listen to or view the text:
Use the title, subheadings and images to predict or infer what the text will be about.
Think of what you already know about the topic.
Read the vocabulary denitions to better understand the text.
Determine which strategies and resources will help you understand the text. Will you take notes,
complete a graphic organizer or highlight important information?
While you read, listen to or view the text:
Use the prompts and guiding questions to focus your attention. Take notes on important details.
Look for the overall message of the text.
Mark off sections that will need clarication or discussion.
After you are nished:
Write down any ideas, reactions and answers or questions to better understand the text.
Share your thoughts, impressions and answers with your classmates to verify, deepen and adjust
your understanding of the text’s literal meaning and its underlying meaning.
2. Connect with the text.

Establish a personal connection to the text:
Think about how the text can relate to your own or someone else’s experiences.
Form an opinion based on what you read, heard or saw.
Discuss your impressions and share your experiences with your classmates to deepen understanding.
3. Generalize beyond the text.

Think about how the information can relate to your
community and your life.
Discuss the bigger issues presented in the text and
share what you know about them.
Talk about solutions to various problems presented
in the text.
Reect on your understanding of the text and your
use of the response process through self-evaluation,
class discussion or feedback.
250 two hundred and fifty Reference Section Reproduction prohibited © TC Media Books Inc.
REFERENCE SECTION
The Writing Process C3
Use the writing process to improve the quality of your texts. Follow the phases of the process to make
sure your text is complete and well developed. You may need to go back and forth between the
phases as you work.
1. Prepare to write.
Before you start to write your text:
Identify the text components in model texts.
Brainstorm topic ideas with classmates and take notes in a graphic organizer.
Research your topic. Read other sources or discuss ideas with classmates in order to develop
your text.
Consider the purpose and audience for your text and select appropriate language.
Organize your ideas: create an outline for your text.
2. Write a draft.
As you write, focus on your message:
Refer to your outline as you write down your ideas, thoughts and opinions to make sure that
your draft is complete and has the correct text components.
Check the instructions to make sure you are following them. Adjust your text and outline.
3. Revise your text.

Discuss your draft with a classmate. Get feedback on organization, clarity and coherence.
Check that your text achieves its purpose and has all the required elements.
Make adjustments to the content, organization and language to improve the draft.
4. Edit your text.

Get feedback from a classmate on your vocabulary,
spelling, grammar and punctuation.
Use resources to check and correct errors.
Write a nal copy of your text.
5. Publish your text (optional).

Share your nished text with your intended audience.
Reect on the nal version of your text and your use
of the writing process through self-evaluation, class
discussion or audience feedback.
Reproduction prohibited © TC Media Books Inc. Reference Section two hundred and fifty-one 251
REFERENCE SECTION
The Production Process C3
Use the production process to create media texts. Follow the phases of the process to get a better
understanding of the media and your role as both a producer and a consumer.
1. Pre-production
Before you start to write and produce your media text:
Identify the text components in models of media texts.
Brainstorm topics and ideas with your teammates.
Research your topic and take notes.
Discuss ideas with your teammates in order to develop your media text.
Select a medium and corresponding media conventions.
Consider the purpose and audience for your media text and select appropriate language.
Write a focus sentence and create an outline or storyboard for your media text.
Plan your visuals and choose your media techniques.
Get feedback on your ideas from classmates and make adjustments to your plan.
2. Production
Work with your teammates to produce a preliminary version of your media text.
Refer to your outline or storyboard and use appropriate media conventions.
Use a writing process to write your text or script.
Get feedback on your preliminary version from a sample audience.
Revise and edit your media text. Make adjustments to its organization, clarity and coherence
based on feedback. Add nal touches.
3. Post-production
Share your media text with its
intended audience.
Reect on the nal version of
your media text and your use of
the production process through
self-evaluation, class discussion
or audience feedback.
252 two hundred and fifty-two Reference Section Reproduction prohibited © TC Media Books Inc.
REFERENCE SECTION
Peer Editing Guide C3
When you edit a classmate’s work, it is important to give

constructive criticism. Your feedback can help your
classmate improve both written and media texts.
You should have your classmate’s planning and research
notes, and the rst draft of your classmate’s text.
Here are some general rules:
1. Read the draft a rst time. Correct any errors you notice as you read.
2. Read the text a second time and take notes on the text as a whole:
• List the text’s strong point and its weak point.
• Point out errors in sentence structure, word choice or general organization.
• Suggest areas for improvement.
3. Give your classmate your feedback and respond to any questions. Always give
examples of what works well in the text. Always suggest a way to solve a problem
or improve the text.
Peer Editing Checklist

The questions in this checklist will help you pinpoint areas that may need improvement.
Participation • Did my classmate use the phases of the processes to complete the task?
in the writing • Did my classmate take the time to analyze the text models?
and production • Was the text adequately planned?
processes
• Was enough research done on the topic and text features?
• Was an outline prepared before writing the draft?
Content of • Is the text appropriate for the intended audience and purpose?
the message • Are the ideas pertinent?
• Are the ideas well developed and supported with examples?
• Are the main ideas organized coherently?
• Are all the required elements included in the text?
Formulation • Is the grammar accurate?
of the message • Are the vocabulary and language level appropriate?
• Does the text use new language correctly?
• Is the text easy to understand?
Presentation • Is the text appropriate for the type of presentation intended?
or production • Will the images, video and / or music planned for the text enhance
the message of the text?
Reproduction prohibited © TC Media Books Inc. Reference Section two hundred and fifty-three 253
REFERENCE SECTION
Self-Evaluation Guide C1 C2 C3
1. Use the following questions to evaluate your ability to interact orally.

Participation in • Do I use English at all times in English class?
oral interaction • Do I participate actively in discussions and exchanges?
• Do I react to and build on what others say?
• Do I look for occasions to practise speaking English?
Content of • Do I contribute ideas during discussions?
the message • Do I express my personal viewpoint?
• Do I explain and support my ideas with examples?
• Do I ask questions to continue the discussion?
Articulation • Do I take risks with language?
of the message • Do I use different words to clarify what I mean?
• Do I use targeted grammar and vocabulary correctly?
• Do I notice and correct my own mistakes?
2. Use the following questions to evaluate your ability to reinvest understanding of texts.
Evidence of • Do I focus on important details while reading, listening or viewing?
understanding of • Do I look for the overall message of the text?
texts through the • Do I share my understanding with others and adjust it if necessary?
response process • Do I make personal connections with the text and share them with others?
Use of knowledge • Can I select relevant ideas from the texts to reinvest?
from texts in a • Do I combine ideas from the texts with my own ideas?
reinvestment task • Do I understand how to use text features from models in my work?
3. Use the following questions to evaluate your ability to write and produce texts.
Participation • Do I identify the components of text models and their features?
in the writing • Do I brainstorm with others, research the topic and write an outline?
and production • Do I write a rst draft and then ask for feedback?
processes • Do I revise and edit the draft to improve the text?
Content of the • Are my ideas pertinent?
message • Do I develop my ideas and support them with examples?
• Do I consider the intended audience and the purpose of the text?
• Do I organize my ideas in a coherent manner?
Formulation of the • Are my grammar and vocabulary accurate?
message • Do I use appropriate text features and components?
• Is my message clear and easy to understand?
4. Evaluate your use of strategies and resources.

Strategies • Do I know which strategies and resources can help me?
and resources • Do I use them?
254 two hundred and fifty-four Reference Section Reproduction prohibited © TC Media Books Inc.
Sources
Photos and Illustrations
Cover Digital Vision Vectors via Getty Images (title) • Henrik Unit 3 p. 65: michaeljung /Shutterstock.com • p. 66: dgmata
Sorensen /Getty Images /123RF Stock Photo (girl) • grynold /Shutterstock.com (silhouettes) •
p. 67: ehtesham /Shutterstock.com • p. 68: Africa Studio
Front Pages p. iv: YanLev /Shutterstock.com (Verbs) •
/Shutterstock.com • p. 69: GlobalStock /iStockphoto (man) • Arman
Ditty_about_summer /Shutterstock.com (Sentence Builders) • connel
Zhenikeyev /Shutterstock.com (woman) • p. 70: Sinelyov /Shutterstock.
/Shutterstock.com (Reference) • p. viii: BeRad /Shutterstock.com (bull’s
com • p. 71: Diego Cervo /Shutterstock.com • p. 72: ProjectB
eye) • design36 /Shutterstock.com (dart) • barbaliss /Shutterstock.com
/iStockphoto (car) • Christopher Edwin Nuzzaco /Shutterstock.com
(rubric bands)
(bubbles) • p. 73: OzZon /Shutterstock.com • p. 74: Illustrations by
Review Unit p. 1: Kali Nine LLC /iStockphoto (group) • Stephanie Strickland • p. 75: yexelA /Shutterstock.com • p. 76: SergiyN
Canoneer /Shutterstock.com (cogwheels) • p. 2: Nelia Sapronova | Shutterstock.com • p. 77: Twin Design /Shutterstock.com • pp. 78−81:
/Shutterstock.com • p. 3: prapass /Shutterstock.com • p. 4: IhorZigor Illustrations by Peter Lubach • p. 83: Indigosh | Dreamstime.com •
/Shutterstock.com (left) • Elena Kharichkina /Shutterstock.com (right) • p. 85: andreiuc88 /Shutterstock.com (a) • Gertan /Shutterstock.com (b) •
p. 5: Paul Hakimata Photography /Shutterstock.com • p. 6: mtkang Kevin Eaves /Shutterstock.com (c) • Mike Charles /Shutterstock.com (d) •
/Shutterstock.com • p. 7: Illustration by Stephanie Strickland archives /iStockphoto (e) • keiichihiki /iStockphoto (f) • p. 86: inc
/Shutterstock.com • p. 87: Sebastien Burel /Shutterstock.com • p. 88:
Unit 1 p. 9: yulkapopkova /iStockphoto • p. 10: Madlen
Terence /Shutterstock.com • Map by Yanick Vandal, Colpron • p. 90:
/Shutterstock.com (candies) • sx70 /Shutterstock.com (silhouettes) • p. 11:
Rich Carey /Shutterstock.com • p. 91: Jennie Book /Shutterstock.com •
Mike Flippo /Shutterstock.com • p. 12: Madlen /Shutterstock.com •
p. 92: Aaron Amat /Shutterstock.com
p. 13: Dmitry Melnikov /Shutterstock.com (top) • dossyl /Shutterstock.
com (middle) • valzan /Shutterstock.com (bottom) • p. 14: Karramba Unit 4 p. 93: ©Iason Athanasiadis • p. 94: 1000words
Production /Shutterstock.com (silhouette) • p. 15: FamVeld /iStockphoto • | Dreamstime.com (video game) • mamanamsai /Shutterstock.com
p. 16: Ruth Black /Shutterstock.com • p. 17: Diana Taliun (silhouette) • p. 95: RedKoala /Shutterstock.com • p. 96: CREATISTA
/Shutterstock.com • p. 18: Sam DCruz /Shutterstock.com • p. 19: Teresa /Shutterstock.com • p. 97: Ivengo /Shutterstock.com (title background) •
Kasprzycka /Shutterstock.com • p. 20: kezza /Shutterstock.com (top) • Courtesy of The Strong®, Rochester, New York (image) • p. 98:
ValaGrenier /iStockphoto (bottom) • p. 21: Brian A Jackson Jitalia17 /iStockphoto (pizza) • Rob Marmion /Shutterstock.com
/Shutterstock.com • p. 22: Gyvafoto /Shutterstock.com • p. 23: Julian (pepperoni) • Catherine Lane /iStockphoto (Super Mario) • catwalker
Rovagnati /Shutterstock.com • p. 24: peepo /iStockphoto • pp. 25−26: /Shutterstock.com (Zelda) • p. 99: catwalker /Shutterstock.com
Illustrations by Peter Lubach • p. 28: Leah-Anne Thompson (the Sims) • Ziva_K /iStockphoto (Angry Birds) • p. 101: ©David
/Shutterstock.com • p. 30: Twin Design /Shutterstock.com • p. 31: Darling • p. 102: Berci /Shutterstock.com • p. 103: Edyta Pawlowska
photo Mark Dye • p. 33: NinaM /Shutterstock.com (top) • Jo Ann Snover /Shutterstock.com • p. 104: Thinglass /Shutterstock.com • p. 105:
/Dreamstime.com (bottom) • p. 34: YaiSirichai /Shutterstock.com • p. 35: mozzyb /Shutterstock.com (planets) • ComicVector703 /Shutterstock.com
Alexander Raths /Shutterstock.com • p. 36: Jason Stitt /Shutterstock.com (silhouette) • p. 106: Fer Gregory /Shutterstock.com • p. 107: Dikiiy
/Shutterstock.com • p. 108: pinkypills /Shutterstock.com (lights) •
Unit 2 p. 37: semmickphoto /123RF Stock Photo • p. 38: Belinda
Veronica Louro /Shutterstock.com (boy) • p. 109: Illustrations by Peter
Pretorius /Shutterstock.com • p. 39: yexelA /Shutterstock.com •
Lubach • p. 110: Mandy Godbehear /Shutterstock.com • p. 112:
p. 40: Albert Ziganshin /Shutterstock.com • p. 41: Captain Canuck
Photographee.eu /Shutterstock.com • p. 114: Konstantin Yolshin
illustration by Fadi Hakim <fadi@captaincanuck.com • p. 42: rook76
/Shutterstock.com • p. 115: Monkey Business Images /Shutterstock.com •
/Shutterstock.com • p. 43: Julien Tromeur /Shutterstock.com •
p. 116: Monkey Business Images /Shutterstock.com • p. 117: Lisa F.
p. 44: rudall30 /Shutterstock.com (warrior) • Karramba Production
Young /Shutterstock.com • p. 118: Goodluz /Shutterstock.com • p. 120:
/Shutterstock.com (silhouette) • p. 45: Jeka /Shutterstock.com (boy) •
DM7 /Shutterstock.com
Alhovik /Shutterstock.com (horns, halo) • Andres Rodriguez
| Dreamstime.com (girl) • p. 46: igor kisselev /Shutterstock.com (girl) • Unit 5 p. 121: ©Marleen Vorster | Madame Thenadier •
Michael C. Gray /Shutterstock.com (sky) • p. 47: fredgoldstein p. 122: Lightspring /Shutterstock.com (frog prince) • rangepuppies
/iStockphoto.com • p. 49: SMIRNOVA IRINA /Shutterstock.com /iStockphoto (silhouettes) • p. 123: Ron and Joe /Shutterstock.com •
(borders) • Artem Emov /Shutterstock.com (totem) • p. 50: Hedrus p. 124: Vince Clements /Shutterstock.com • p. 125: Victor Zastolskiy
/Shutterstock.com (top) • Billy Read /Shutterstock.com (bottom) • p. 51: | Dreamstime.com • pp. 126−128: Illustrations by Peter Lubach •
andere andrea petrlik /Shutterstock.com • p. 52: Anna Bryukhanova p. 129: J. Palys /Shutterstock.com • p. 130: Illustration by Peter Lubach •
/iStockphoto.com • p. 54: judilyn /Shutterstock.com • p. 55: Vorobyeva natrot /Shutterstock.com (notebook) • p. 131: argus /Shutterstock.com
/Shutterstock.com • p. 57: Nulman Vladyslav /Shutterstock.com (top) • (tree) • Brian A Jackson /Shutterstock.com (newspaper) • Karramba
Sebastian Tomus /Shutterstock.com (bottom) • p. 63: Javier Brosch Production /Shutterstock.com (silhouette) • pp. 132−133: Illustrations
/Shutterstock.com • p. 64: Anirender /Shutterstock.com by Christine Delezenne • p. 135: Ioana Grecu /Dreamstime.com •
pp. 136−138: Illustrations by Peter Lubach • Kozoriz Yuriy
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/Shutterstock.com (background eld) • p. 140: Elena Schweitzer p. 221: alphaspirit /Shutterstock.com • p. 223: Veronica Louro
/Shutterstock.com • p. 142: Kachalkina Veronika /Shutterstock.com • /Shutterstock.com • p. 225: ajt /Shutterstock.com • p. 227: Andrey
p. 143: powerlines /iStockphoto • p. 146: tanuha2001 Armyagov /Shutterstock.com • p. 229: FreeS /Shutterstock.com • p. 230:
/Shutterstock.com • p. 147: Julien Tromeur /Shutterstock.com • Svetlana Foote /Shutterstock.com • p. 231: jaroon /iStockphoto • p. 233:
p. 148: Pushkin /Shutterstock.com Sarah Cates /Shutterstock.com • p. 236: Kesu /Shutterstock.com •
p. 237: Aleksandr Bryliaev /Shutterstock.com (boxes) • monticello
Unit 6 p. 149: Tom Wang /Shutterstock.com • p. 150: photoloni
/Shutterstock.com (bag) • p. 238: michaeljung /Shutterstock.com •
/Shutterstock.com (paraglider) • ComicVector703 /Shutterstock.com
p. 239: Monkey Business Images /Shutterstock.com • p. 240: Africa
(silhouettes) • p. 151: FrameAngel /Shutterstock.com • p. 152:
Studio /Shutterstock.com
Undergroundarts.co.uk /Shutterstock.com (footsteps) • Ammit Jack
/Shutterstock.com (kayaker) • p. 153: Galyna Andrushko Reference Section p. 243: mast3r /Shutterstock.com •
/Shutterstock.com • p. 154: vicspacewalker /Shutterstock.com • p. 244: sunabesyou /Shutterstock.com • p. 245: YanLev
p. 155: ©Christian Kieffer • p. 156: Milos Dizajn /Shutterstock.com /Shutterstock.com • p. 246: YanLev /Shutterstock.com • p. 250:
(world map) • Asier Romero /Shutterstock.com (girl with globe) • p. 157: Monkey Business Images /Shutterstock.com • p. 251:
Jpiks /Shutterstock.com • p. 158: Alexander Raths /Shutterstock.com • monkeybusinessimages /iStockphoto • p. 252: Tyler Olson
p. 159: Monkey Business Images /Shutterstock.com (four teenagers) • /Shutterstock.com • p. 253: B Calkins /Shutterstock.com
Tatiana Kasyanova /Shutterstock.com (arrows) • MaxyM
/Shutterstock.com (paper background) • yexelA /Shutterstock.com
(silhouettes) • p. 160: Dragon Images /Shutterstock.com • p. 161: Texts
Galyna Andrushko /Shutterstock.com • p. 162: Givaga /Shutterstock.com
(paper) • Mikadun /Shutterstock.com (mountains) • p. 163: Photobac Unit 1 p. 24: Excerpted from
/Shutterstock.com • p. 164: Dragon Images /Shutterstock.com • by Roald Dahl, Penguin Books. Unit 2 p. 46: “Tuesday of the
p. 165: Rido /Shutterstock.com • p. 166: igor kisselev Other June” by Norma Fox Mazer, originally appeared in 1986,
/Shutterstock.com • p. 167: Oleh Slobodeniuk /Shutterstock.com • William Morrow
p. 168: Oleksiy Mark /Shutterstock.com • p. 170: Texelart & Co, 1st edition. • p. 57: Excerpted from
/Shutterstock.com • p. 171: Dudarev Mikhail /Shutterstock.com • by Johnston McCulley, adapted by Jennifer L. Kroll,
p. 172: Verkhovynets Taras /Shutterstock.com • p. 173: Anna Kucherova (2002) Teacher Ideas Press.
/Shutterstock.com • p. 174: aragami12345s /Shutterstock.com Unit 3 p. 86: Excerpted from by Scott
(sailboat) • jnumber9 /Shutterstock.com (anchor) • p. 175: IgorXIII O’Dell. Copyright © 1960 by Scott O’Dell. Copyright © renewed 1988
/Shutterstock.com • p. 176: feiyuezhangjie /Shutterstock.com by Scott O’Dell. Reprinted by permission of Houghton Mifin Harcourt
Publishing Company. All rights reserved. Unit 4 p. 115: Excerpted
Grammar Section p. 178: Darrin Henry /Shutterstock.com •
from “Video Games Becoming Required Coursework in Schools” by Emily
p. 179: Andy Dean Photography /Shutterstock.com (top) • Samuel
Chung, The Canadian Broadcasting Corporation. Unit 5 p. 142:
Borges Photography /Shutterstock.com (middle) • Max Topchii
© 1998 by Jason Sanford. Adapted from the story “Rumplestiltskin,
/Shutterstock.com (bottom) • p. 180: majeczka /Shutterstock.com •
Private Eye.” in with permission from
p. 181: Paul Maguire /Shutterstock.com • p. 182: Paula Aguilera/MIT
Meadowbrook Press, www.meadowbrookpress.com. Unit 6
Media Lab • p. 183: Ivan_Sabo /Shutterstock.com • p. 184:
p. 171: Excerpted from
Pressmaster /Shutterstock.com • p. 187: Andrew Federman
by Diane Stuemer ©2002 Diane Stuemer. Reprinted by
Photography • p. 188: Roman Oksenyuk /Shutterstock.com •
permission of McClelland & Stewart.
p. 189: gorillaimages /Shutterstock.com • p. 191: Illustration by Peter
Lubach • p. 193: hxdbzxy /Shutterstock.com • p. 195: meunierd
/Shutterstock.com • p. 198: Eric Isselée /Shutterstock.com •
p. 199: Anton Gvozdikov /Shutterstock.com • p. 200: Bodik1992 Videos
/Shutterstock.com (paper) • vita khorzhevska /Shutterstock.com (vintage
room) • p. 201: Piotr Marcinski /Shutterstock.com • p. 203: Hung Unit 1 p. 22: © 2013 Discovery
Chung Chih /Shutterstock.com (panda) • Trevor Hunt /iStockphoto Channel.
(paper) • p. 204: LattaPictures /iStockphoto • p. 205: worker Unit 2 p. 42: “Captain Canuck Returns” CBC News (2013)
/Shutterstock.com • p. 207: Alessandro Storniolo /Shutterstock.com • © Canadian Broadcasting Corporation.
p. 208: Lukas Hlavac /Shutterstock.com • p. 210: Kesu Unit 3 p. 73: “Surviving the Worst” © ABC News Nightline 2013.
/Shutterstock.com • p. 211: Rineca Photography /Shutterstock.com • Unit 4 p. 102: :
p. 212: Picsve /Shutterstock.com • p. 213: Arno van Dulmen © Discovery Channel.
/Shutterstock.com • p. 214: Monkey Business Images /Shutterstock.com Unit 5 p. 133: “Three Little Pigs” Advert copyright Guardian News
(left) • Julija Sapic /Shutterstock.com (middle) • Arman Zhenikeyev & Media Ltd 2012.
/Shutterstock.com (right) • p. 216: nano /iStockphoto • p. 217: Elena Unit 6 p. 158: Footage of
Stepanova /Shutterstock.com • p. 219: JFunk /Shutterstock.com • provided by Parks Canada.
256 two hundred and fifty-six Sources Reproduction prohibited © TC Media Books Inc.
e a ch e r ’s G ui d e
T
Zipline
Credits
Enriched English as a Second Language Extra Reading Texts: Unit 1 Copyright © 2013 National Public Radio,
Secondary Cycle One, Year One Inc. NPR news report titled “How Chocolate Can Save the Planet” by
Teacher’s Guide Joanne Silberner originally published on NPR.org on November 19,
2007. Used with the permission of NPR. Any unauthorized duplication
© 2016 TC Media Books Inc. is strictly prohibited. Unit 2 The Picture of Dorian Gray: An abridged
Reader’s Theatre adaption originally by Oscar Wilde, adapted by
Editors: Susan Ballinger, Jennifer McMorran Spencer Kayden, copyright © 2011 Scholastic Scope. Unit 3
Project Managers: Michèle Devlin, Paula Kielstra, Excerpt(s) from Noodle Soup for Nincompoops by Ellen Wittlinger,
Vanessa Copeland copyright © 2006 by Ellen Wittlinger. Reprinted by permission of
Proofreader: Nancy Perreault Curtis Brown, Ltd. Unit 4 Excerpt(s) from “The Evolution of Video
Permissions Researcher: Marc-André Brouillard Games in Canada” by Peter Nowak, copyright © The Canadian
Typesetter: Pige Communication Broadcasting Corporation. Unit 5 Excerpt(s) from The School for
Good and Evil by Soman Chainani, copyright © 2013 Harper Collins.
Digital Content Unit 6 “Extreme Skiing at the Crater of Japan’s Mount Yotei Volcano”
Editor: Audrée-Isabelle Tardif by Louise Healy, copyright © 2013 Guardian News & Media Ltd.
Project Manager: Laurie Etchessahar-Lafrance Photos: p. 266: LHF Graphics/Shutterstock.com • p. 317: Valentin
Contributing Authors: Michelle Collister, Nécia Gourdes, Chemyakin/Shutterstock.com
Olga Reshetnikova, Philippe Turcotte
Copy Editor: Stephanie Colvey
Proofreader: Nancy Perreault
About the websites suggested in this guide

All websites suggested in this guide are closely related to the subject
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were functional. Since these links lead to external websites,
TC Media Inc. is not responsible for their content. After publication,
the address or content of a site may be modified by the site owner
or even by other parties. It is therefore recommended that you verify
that the sites are still functional and pertinent before suggesting
them to your students. Note as well that certain sites may contain
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Table of Contents
Overview Guide Page
 Scope and Sequence                                                   260

Extra Materials
 Suggested Websites                                                    262
 CD and DVD Track Lists                                                 264
 Reader’s Theatre                                                      266
Extra Reading Handouts                                                268
 Extra Reading Activity for Unit 1                                          269
Extra Grammar Handouts                                               299
 Grammar Exercises for Unit 1                                           300
 Grammar Quizzes for Unit 1                                             304
Evaluation Components                                                 330
 Evaluation Grids for the Student                                          331
 Evaluation Grids for the Teacher                                         336
 Evaluation Situation 1                                                   343
 Evaluation Situation 2                                                   358
Digital Tools                                                            373
 Digital Tools from Chenelière Éducation                                   373

 Digital Tools Offered with Zipline                                          377
 Overview of Interactive Workshops                                       377
Reproduction prohibited © TC Media Books Inc. Zipline Year One  Table of Contents 259
Scope and Sequence Chart
Workbook C1 Interacts C2 Reinvests C3 Writes and Vocabulary &

Orally Understanding Produces Texts Pronunciation
Review Unit Task 1 Task 2 Task 3 • Basic vocabulary
Exercise Articulation Evidence Formulation
Your Brain Task 4 Task 5
Evidence Content
Use of knowledge Formulation
Unit 1 Task 1 Task 4 and Extra Reading Tasks 3 and 7 • Idioms and
I Want Candy! Task 2 Evidence Content adjectives
describing food
Participation Use of knowledge Formulation
• Tongue twisters:
Articulation Tasks 5 and 6
nal s
Evidence
Unit 2 Task 1 Task 2 and Extra Reading Tasks 5 and 7 • Prexes,

Good Guys Task 3 Evidence Content adjectives,
and Bad Guys synonyms and
Participation Tasks 4 and 6 Formulation
antonyms
Articulation Evidence
• The th sounds
Use of knowledge
Unit 3 Task 1 Tasks 2, 3 and 6 Tasks 5 and 7 • Vocabulary

Sticky Task 4 Evidence Content related to the
Situations theme; phrasal
Participation Extra Reading Formulation
verbs
Articulation Evidence
• Word stress
Use of knowledge
Unit 4 Task 1 Tasks 2, 6 and Extra Reading Tasks 4 and 7 • Verbs related to
The History Task 5 Evidence Content the theme
of Video Participation Use of knowledge Formulation • -ed endings
Games
Articulation Task 3
Evidence
Unit 5 Task 1 Tasks 2, 6 and Extra Reading Tasks 3 and 7 • Sufxes, nouns
Twisted Task 4 Evidence Content and adjectives
Tales related to the
Participation Task 5 Formulation
theme
Evidence
• Word pairs of
Use of knowledge irregular verbs
in simple past
Unit 6 Task 1 Tasks 2, 3 and 6 Tasks 5 and 7 • False cognates

Enter at Your Task 4 Evidence Content • Minimal pairs
Own Risk Participation Use of knowledge Formulation with sh, s and ch
Articulation Extra Reading
Evidence
260 Zipline Year One  Scope and Sequence Chart Reproduction prohibited © TC Media Books Inc.
Functional Language Grammar Text Types Final Project
Task 1 Giving examples, reacting Review of articles, Brainteasers,

prepositions, simple logic problems,
present and simple past descriptive texts
Task 1 Brainstorming, giving Simple present, plural Product reviews, Write a product
examples, reacting nouns, countable nouns informative texts, review of a
Task 2 Expressing opinions and uncountable nouns reality TV clip, memorable
and asking for others’ opinions, literary excerpt candy.
contributing to teamwork
Task 1 Asking information Subject pronouns, TV news report, Create your own
questions, giving examples and possessive adjectives and short story, good guy or bad
adding details yes / no questions in the character sketch, guy character
Task 3 Asking yes / no questions simple present myth, informative sketch.
text, Reader’s
Theatre piece
Task 1 Asking and answering Imperatives, modals Interview, TV news Write tips for
questions, giving examples, (should and could), report, narratives, surviving a worst-
brainstorming discourse markers advice column, case scenario for
Task 4 Giving advice and how-to guide, a class survival
suggestions, describing scenarios literary excerpt handbook.
Task 1 Asking and answering Simple past of to be and Informative text, Design a
questions about habits, stating regular verbs, modals TV documentary storyboard for
opinions (must and have to) clip, interview, your own video
Task 5 Contributing to teamwork, storyboard, news game.
supporting opinions and asking for article
opinions, expressing decisions
Task 1 Asking for and giving Possessive form of Fairy tales, Write a new
suggestions, asking for and offering nouns and simple past advertisement version of a
feedback, telling a story of irregular verbs video, Reader’s traditional tale.
Task 4 Giving examples, expressing Theatre piece
opinions, reacting
Task 1 Stating opinions and Prepositions at, in and to, Informative texts, Write a travel
asking for others’ opinions, asking simple future promotional video, brochure for your
information questions, reacting advertisement, own extreme
Task 4 Making suggestions, giving travel brochure, adventure.
examples, discussing opinions literary excerpt
Reproduction prohibited © TC Media Books Inc. Zipline Year One  Scope and Sequence Chart 261
Suggested Websites
Workbook Task Page Website

Review Unit 2 3  Find brainteasers to share with the class.
Exercise Your http://kids.niehs.nih.gov/games/riddles/questions.htm#read
Brain http://sharpbrains.com/brainteasers/
4 6  Read advice on how teens can manage their time.

http://www.wikihow.com/Manage-Your-Time-Wisely-As-a-High-School-
Student
Unit 1 2, 7 13, 28  Read reviews of candy products.

I Want Candy! www.candyblog.net
http://www.candygurus.com/
5 21  Learn about strange jelly bean avours.

http://www.jellybelly-uk.com/avours/beanboozled/
Extra 30  Check out careers in the candy industry.

Reading http://www.mars.com/global/careers/job-search.aspx
Extra 33  Get tips on writing a good job advertisement.

Reading http://www.wikihow.com/Write-an-Ad-for-a-Job
Unit 2 1 38  Find ideas for your lists of good and bad characters.
Good Guys http://www.comicvine.com/prole/the_poet/lists/cvs-top-100-science-
and Bad Guys ction-and-fantasy-characters-list/38638
2 42  Visit the link to watch Captain Canuck videos.

http://www.captaincanuck.com/
5 49  Read more about Raven’s mythic adventures.

http://www.ankn.uaf.edu/npe/culturalatlases/yupiaq/marshall/raven/
athabaskan.html
http://www.samstudies.org/anthology/library/periodicals/afs/jaf/32-124/a/01
Extra 57  Learn about using Reader’s Theatre in the classroom.

Reading http://esldrama.weebly.com/readers-theater.html
http://www.readingonline.org/electronic/carrick/
Word Games 63  Watch a Berlitz ad demonstrating the minimal pair sinking and thinking.
https://www.youtube.com/watch?v=VSdxqIBfEAw
Unit 3 1 66  Learn how to get out of worst-case scenarios.

Sticky http://www.amazon.ca/Worst-Case-Scenario-Survival-Handbook-
Situations Quicksand/dp/0811825558/ref=sr_1_2?ie=UTF8&qid=1431435343&sr=8-
2&keywords=worst+case+survival+handbook
2 71  Find advice on how to survive in the wild.

http://www.wildernesscollege.com/basic-survival-skills.html
3 72  Read about how to escape 25 dangerous situations.

http://list25.com/25-dangerous-situations-and-how-to-escape -them/
262 Zipline Year One  Suggested Websites Reproduction prohibited © TC Media Books Inc.
Workbook Task Page Website
Unit 3 5 76  Check out some advice columns for kids and teens.
Sticky http://www.askdrm.org/col_kids.html
Situations
5 77  Learn about how to survive high school.
(cont.)
http://www.wikihow.com/Survive-Middle-School
Word Games 90  Make your own word puzzles.

http://www.puzzle-maker.com/CW/index-old.htm?UserChoseOldPuzzleMaker
Unit 4 1 94  Learn about the history of video games.

The History http://www.museumofplay.org/icheg-game-history/timeline/
of Video Games
6 111  Explore careers in video game design.
http://www.ontariocolleges.ca/SearchResults/ARTS-CULTURE-
ANIMATION/_/N-lh67
7 112  Create an online storyboard.

http://www.storyboardthat.com/
Extra 114  Discover cool educational video games.

Reading http://www.tvokids.com/games
Unit 5 1 122  Read fairy tales from around the world.

Twisted Tales http://www.worldoftales.com/
1 123  Read different versions of Rumpelstiltskin.

http://www.surlalunefairytales.com/rumpelstiltskin/other.html
5 132  Watch an online version of The Three Little Pigs.

http://www.literactive.com/Download/live.asp?swf=story_les/three_little_
pigs_US.swf
6 135  Access resources for working with fractured fairy tales.

http://www.readwritethink.org/les/resources/interactives/fairytales/
http://www.readwritethink.org/les/resources/lesson_images/lesson853/
FracturedFairyTalesBooklist.pdf
6 139  Learn more about the Brothers Grimm.

http://www.grimmfairytales.com/en/bio
Extra 142  Read Rumpelstiltskin’s story online.

Reading http://www.eastoftheweb.com/short-stories/UBooks/Rum.shtml
Unit 6 3 157  Watch a video on what to pack for the West Coast Trail.
Enter at Your https://www.youtube.com/watch?v=QnWUzU8jKXQ
Own Risk
4 159  Read tips for packing for long trips.
http://www.canadianliving.com/life/travel/10_tips_for_packing_for_long_
trips.php
4 160  Watch a video about Santa Cruz del Islote.

https://www.youtube.com/watch?v=aNiXuOc4qeg
5 162  Check out online advertisements for travel buddies.

https://www.lonelyplanet.com/thorntree/forums/travel-companions
7 168  Discover atypical travel destinations.

http://avorwire.com/293413/10-of-the-most-bizarre-vacation-destinations
Reproduction prohibited © TC Media Books Inc. Zipline Year One  Suggested Websites 263
Audio CD Track List CD
Track Section Duration Page

 1 Introduction 0:44 min
 2 Unit 1 Extra Reading 6:43 min Workbook page 31

I Want Candy! Text “Working in Candy Land”
 3 Pronunciation: -s Endings 0:56 min Workbook page 35

Step 5

Good Guys and Text Zorro! Or The Curse of Capistrano
Bad Guys by Johnston McCulley, adapted by
Jennifer L. Kroll
 5 Pronunciation: The th Sound 1:06 min Workbook page 63

Step 4

Step 5

Step 6

Step 7
 9 Unit 3 Task 2 5:35 min Workbook page 69

Sticky Text “Surviving in the Woods”
Situations
 10 Pronunciation: Syllable Stress 1:05 min Workbook page 91

Step 4
 11 Pronunciation: Word Stress 0:47 min Workbook page 91

Step 5

The History of Text “Inside the Studio”
Video Games
 13 Pronunciation: -ed Endings 1:38 min Workbook page 119

Step 2

Twisted Tales Text Rumpelstiltskin, Private Eye
by Jason Sandford
 15 Pronunciation: Irregular Past 1:49 min Workbook page 147

Tense Verbs
Step 2
264 Zipline Year One  Audio CD and DVD Track Lists Reproduction prohibited © TC Media Books Inc.
Tense Verbs
Step 3

Tense Verbs
Step 4

Enter at Your Text “Enter If You Dare”
Own Risk
 19 Pronunciation: Minimal Pairs 1:22 min Workbook page 175

Step 3
 20 Pronunciation: Minimal Pairs 1:01 min Workbook page 175

Step 4
 21 Evaluation Situation 1: Task 3 6:32 min Teacher’s Guide page 348

Text “Creepy Crawly Cookery”
 22 Evaluation Situation 2: Task 1 3:35 min Teacher’s Guide page 363

Text “Myths Busted!”
DVD Track List DVD

 1 Unit 1 Factory Made: Jelly Beans 6:34 min Workbook page 22
I Want Candy!
 2 Unit 2 “Captain Canuck Returns” 3:06 min Workbook page 42

Good Guys
and Bad Guys
 3 Unit 3 “Sinking Car: How to Escape” 5:14 min Workbook page 73

Sticky
Situations
 4 Unit 4 Gameheadz: The History of Video 6:23 min Workbook page 102
The History of Games
Video Games
 5 Unit 5 “Three Little Pigs Advert” 2:05 min Workbook page 133
Twisted Tales
 6 Unit 6 Is the West Coast Trail for You? 5:43 min Workbook page 158
Enter at Your
Own Risk
Reproduction prohibited © TC Media Books Inc. Zipline Year One  Audio CD and DVD Track Lists 265
Reader’s
EvaluationTheatre
Components
What is Reader’s Theatre?
Reader’s Theatre is a type of theatre where actors are not required

to memorize their lines. Instead, they perform a dramatic reading
of a script. Emphasis is placed on vocal expression, rather than
visuals like sets and costumes. Readings can be done seated or
can be staged.
This is a dramatic style that is easily adaptable to the classroom
context. With its focus on vocal expression, Reader’s Theatre only requires
a script. Zipline contains prepared Reader’s Theatre scripts tailored to second
language learners. You may also choose to have students adapt a text from the book
in teams to create their own original script. Read the how-to guide below for a step-by-step
explanation of how to implement this approach in your classroom.
What are the benets of Reader’s Theatre?

• It is enhances comprehension.
• It allows students to play and experiment with English.
• It offers a great opportunity to practise English pronunciation.
• Rehearsals allot students the time to repeat phrases. This repetition offers a chance to focus on form,
to improve prosody (rhythm, speed, pitch, intonation, pausing) and to develop and gain uency.
• With its set lines, scripts reduce the pressures associated with independently producing uent stretches
of speech. For weaker students, this opportunity to uidly read scripted lines may boost their condence
to speak in English in front of a group.
• It engages multiple language skills. Students practise reading and speaking as performers and listening
skills as members of the audience.
• It is easy to implement within a classroom setting as it only requires a script.
How-to guide
1. Ask students to silently read the text once to familiarize themselves with it.
2. Model the text for the students. To do this, you may choose to employ reading strategies such as:
• choral reading, i.e. the class reads the entire text aloud together
• shared reading, i.e. you read the text aloud and students choose when to join in and read aloud
• echo reading, i.e. you read a portion of the text and students repeat
3. As a class, discuss the plot, the characters and the setting. Brainstorm what each character might look
like and/or sound like.
266 Zipline Year One  Reader’s Theatre Reproduction prohibited © TC Media Books Inc.
4. Divide the class into smaller groups so that all students have the opportunity to participate in the
reading.
5. Assign roles. You may choose to assign the roles based on students’ levels. Alternatively, students can
negotiate and make this decision as a group.
6. Provide students with time to practise and rehearse. Use this time to correct students’ pronunciation.
Focus on aspects such as:
• intonation
• speed
• enunciation
• volume
• stress
• rhythm
7. Have groups perform. You may choose to have students perform one group at a time in front of the
class or to have multiple groups perform for one another in different areas if space permits. Remind
students to look at the audience as well as at the other characters while performing.
Tips
• Bring small props such as hats or masks.
• Use sound effects or music to help students get into character.
• Place scripts on a music stand so that students’ hands are free.
• Have students employ strategies used in theatre such as freezing as a group to signal the end of a scene.
Characters that need to exit a scene in Reader’s Theatre normally turn their backs to the audience rather
than leaving the performance area.
• Film or record students’ performances so that students can see or hear themselves speak. This offers
students an opportunity to independently notice errors.
Helpful websites and examples

• https://www.hip-books.com/teachers/readers_theatre/
• http://www.aaronshep.com/rt/RTE.html
• http://en.copian.ca/library/learning/howtokit/theatre/theatre.pdf
• http://curriculumplus.ca/Docs/Guides/RT_resource.pdf
• https://www.youtube.com/watch?v=Bq0Ohvo_b1U
• http://learning.blogs.nytimes.com//2012/08/10/readers-theater-drama-strategies-to-use-with-any-days-
times-part-5/
Reproduction prohibited © TC Media Books Inc. Zipline Year One  Reader’s Theatre 267
Extra Reading
Guide
Extra Reading Handouts Handout
Page
 Unit 1: “How Chocolate Can Save the Planet”              ER 1 269

By Joanne Silberner
 Unit 2: The Picture of Dorian Gray
An abridged Reader’s Theatre adaptation                  ER 2 274
By Oscar Wilde, adapted by Spencer Kayden
 Unit 3: Excerpt from Noodle Soup for Nincompoops          ER 3 280
By Ellen Wittlinger
 Unit 4: “The Evolution of Video Games in Canada”          ER 4 286
By Peter Nowak
 Unit 5: Excerpt from The School for Good and Evil            ER 5 291
By Soman Chainani
 Unit 6: “Extreme Skiing at the Crater of Japan’s
Mount Yotei Volcano”                                   ER 6 295
By Louise Healy
268 Zipline Year One  Extra Reading Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
Extra Reading Handout ER 1

I Want Candy!
Unit 1
How Chocolate Can Save the Planet

By Joanne Silberner
Many people agree that chocolate is good for the released. As more carbon is released into the air,
soul, and researchers are nding that chocolate the planet gets warmer.
can be good for the body, too. But the environment? That worries Dario Ahnert, a plant expert at the
How could chocolate help with global climate change? State University of Santa Cruz in eastern Brazil. He
The answer is found in a little piece of paradise, says farmers need an incentive to save the remaining
a patch of rainforest in eastern Brazil. Everywhere forest, and he hopes chocolate will be that incentive.
you look, something is growing. Orchids nestle in Chocolate used to be a huge industry here, but
the crooks of trees. There are hundreds of shades of in the past two decades, plant disease and low prices
green, and the forest is loud with birds and insects. in the world market for cocoa beans devastated the
Some areas have been thinned out and planted industry. Farmers turned to other ways of making
with cacao trees—the source of chocolate. The pods a living, including logging trees or burning the forest
contain the magical beans that Aztecs counted like for farmland or pasture. When the nutrients in
gold. The cultivated cacao trees grow just a bit higher the soil were used up, the land was abandoned.
than a man can reach, and rainforest trees tower Ahnert wants to persuade farmers to return
over them like something out of Dr. Seuss—some to chocolate farming and preserve the forest.
round like lollipops, some at like a plate. His friend, Joao Tavares, shows it can be done.
And here’s the climate connection. Rainforest
Cabruca farming
trees and plants store massive amounts of carbon—
Joao Tavares is a fourth-generation cocoa producer.
keeping it from getting into the air as carbon dioxide.
Tavares, along with his brother and father, has
Can chocolate help save the rainforest? 2200 acres of rainforest planted with cacao trees.
There’s a lot less rainforest than there once was. They grow cocoa using a method called cabruca—
There used to be 330 million acres of rainforest in cutting down just a few of the tall rainforest trees
eastern Brazil, called the Mata Atlantica. Settlers and planting the mid-height cacao trees underneath.
arrived hundreds of years ago and began destroying Inside Tavares’ cabruca forest, the ground is
the forest for the wood, and to create elds for covered in a thick layer of composting leaves.
pasture and crops. Only seven per cent of the Mata It’s moist, shady and cool here in the cabruca.
Atlantica remains, and destruction is still going on. Football-shaped pods—striped in yellow and green
Every time a tree is burned, its stored carbon is
Reproduction permitted © TC Media Books Inc. Zipline Year One  Extra Reading 269
Name: Date: Group:

I Want Candy! (cont.)
Unit 1
and orange and brown—jut out from the trunks carbon storage can be measured on cabruca-like
and branches of the cacao trees. farms, and whether a carbon credit system would
Tavares has worked hard to maintain, and also to help farmers—and the environment.
restore, his little piece of the rainforest. He says that
Reviving the land through chocolate
in the past 10 years, he has planted many wild trees.
And there’s an even more ambitious idea out there.
“We understand that we have to preserve
Howard Shapiro, chief agronomist at Mars, hopes
the cabruca,” Tavares says, “even if you have less
that chocolate could even bring back a little of the
production.”
forest paradise that’s been lost.
He gets fewer cacao trees to the acre by planting
He’s doing tests with local scientists at Brazil’s
inside the forest. But he avoids the drawbacks other
national chocolate research institute.
farmers struggle with when they grow cacao trees
“This is an area that’s been planted on degraded
on more open land.
land,” Shapiro says, giving a tour of the three-acre
“You have more production, but you have lots
research plot.
of problems,” Tavares explains. “You have more
After the forest disappeared, the soil became hard
disease, more insects, so we decide to preserve.”
and compact, like yellow cement. Only weeds grew
There’s also an expanding market for
in it. Shapiro and his colleagues asked local farmers
environmentally friendly chocolate. Tavares has been
what sort of plants they would like, both in the long
able to get a premium for some of his crop.
run and while they wait for the soil to become rich
Carbon credits for farmers? enough to support cacao trees.
Still, his friend, professor Ahnert, admits that cabruca “What we decided to do was, we would begin
is a tough sell: Farmers want more so-called modern with annual crops,” Shapiro explains. “Corn,
approaches and quicker money. That’s why Ahnert beans—things that have a cash crop value—melons,
hopes that cabruca can become part of the carbon squashes, and begin to establish bananas for shade,
credit market. Farmers would then get money for then start to plant cacao.”
preserving forest trees, as well as for their chocolate. They also planted rubber trees and heliconia
“You could increase the income, so I hope owers. The rst plants went in seven years ago.
someday people that maintain this area are able to Now it’s easy to grab a handful of soil. It’s dark
get carbon credits,” Ahnert says. brown, moist and crumbly, like devil’s food cake with
The World Agroforestry Centre and the chocolate worms. But the worms are good for the soil.
manufacturer Mars Inc. are currently studying how
270 Zipline Year One  Extra Reading Reproduction permitted © TC Media Books Inc.
Name: Date: Group:

Unit 1
“See all the little owers on this tree?” Shapiro VOCABULARY

asks, pointing to a cacao tree. “All those little pink
patch > small area of land
buds . . . It’s healthy. These trees are healthy.” pods > cases that contains seeds or beans
Shapiro wants to work out the details, but he’s Settlers > colonists
ready to say the project is a success. “We learned pasture > a eld where animals feed
that you could take totally abandoned land, and crops > plants grown by farmers as food
you could restore it to protability after about three logging > cutting down trees
soil > earth
years,” he says.
moist > damp, humid
So, will preserving, and even replanting, some
struggle > have difculty
of this forest in eastern Brazil x the Earth’s climate
expanding > growing
problem? No. But in this little corner of the world, degraded > in poor condition
it may help. And at least we’ll have more chocolate. shade > area protected from direct sunlight
crumbly > breaking into pieces
buds > leaves or owers before they open
Name: Date: Group:

Unit 1
Before Reading
1. Complete the sentences with the words or expressions in the word box. Use a dictionary
to help you.
drawback jut out thinned out tower over

Word
Box
incentive premium tough sell work out

in the long run so-called
a. That store is giving customers free reusable bags as an to shop

there.
b. The main of living in Canada is the cold winters.
c. I don’t mind paying a for organic fruits and vegetables.
d. The tomato plants needed to be so they would have room to grow.
e. My sister has grown so much since last summer—she me now.
f. It started raining so we stood under the rocks that over the trail
to stay dry.
g. Convincing the kids to save their cookies for later will be a .
h. My boyfriend just cancelled our date at the last minute!
i. Good planning of our assignment made a big difference .
j. Before we invite everyone to the party, we need to the details.
While Reading
2. As you read, underline the ways in which cabruca, a special type of cacao farming, can help
the environment.
After Reading
3. The article describes cacao as “magical beans that Aztecs counted like gold.” What do you think
this means?
4. Name one way that rainforest trees and plants benet the environment.
Name: Date: Group:

Unit 1
5. How big was the Mata Atlantica before the settlers arrived? How big is it today?
6. What is the cabruca method of farming?
7. List the advantages and disadvantages of the two types of farming in the chart below.
Advantages Disadvantages
Traditional
chocolate
farming
Cabruca
farming
8. How can the carbon credit market encourage farmers to use the cabruca method?
9. Do you think chocolate can really save the planet? Explain your answer.
10. Today, forests cover over 50 per cent of Canada. In the future, do you think that Canada could
lose its forests like eastern Brazil? Explain your answer.
Name: Date: Group:

Good Guys and Bad Guys
Unit 2
The Picture of Dorian Gray

An abridged Reader’s Theatre adaptation
By Oscar Wilde, adapted by Spencer Kayden
Characters (in order of appearance) Henry: When you are old and wrinkled and ugly, you
Narrators 1 and 2 Dorian Gray will suffer horribly. So do not squander the blossom
(N1 and N2) of your youth!
Sibyl Vane
Henry Wotton Mother Basil: There—I am nished!
Basil Hallward Jim Vane N2: Dorian looks at the picture. His cheeks ush
Butler Old woman with pleasure as he sees how handsome he looks.
N1: Then he cringes.
Scene 1
Basil: What’s the matter? Don’t you like it, Dorian?
N1: It is late 19th-century London. Basil Hallward,
Dorian: How sad it is! I will grow old and horrible,
a painter, is nishing the portrait of a handsome
but this picture will stay the same. If only I could
young man.
be young forever, and the portrait could grow old.
N2: His friend Henry Wotton watches.
I would give my soul for that!
Henry: This is your best work, Basil. There is such
purity and youth in his face. Scene 2
Basil: He is so innocent. I feel I must protect him N2: Dorian takes the portrait home and spends
from this cruel world. hours admiring it.
Butler: Mr. Dorian Gray is here to see you, sir. N1: Months later, Henry comes to visit Dorian.
Henry: Is that him? I must meet him! The two men have become friends.
Basil: Please, Henry, I don’t want you to corrupt him. Dorian: Henry, I am in love.
N1: Dorian enters. He is incredibly handsome. Henry: Who is she?
N2: Basil introduces the two men, then goes back Dorian: An actress named Sibyl Vane. She is
to his painting. absolutely divine!
Henry: You seem unspotted by the world, Mr. Gray. Henry: A common actress?
You have the most marvellous youth, and youth Dorian: She is the loveliest thing I have ever seen
is the only thing worth having. in my life. I spoke to her in her dressing room.
Dorian: Why do you say that? She called me, “Prince Charming.”
Henry: As a youth, wherever you go, you charm Henry: You must think of your position in society, Dorian.
the world. But when your youth goes, your beauty Dorian: I want you to come see her onstage. When
will go with it, and then you will discover that you watch her perform, you will see she is a genius!
the world doesn’t want you anymore. I want to marry her. I love her.
N1: Dorian listens with a look of fear in his eyes.
Name: Date: Group:

Good Guys and Bad Guys (cont.)
Unit 2
N2: Meanwhile, Sibyl tells her mother and brother Scene 3

about Dorian. N1: At home, Dorian walks past his portrait. He
Sibyl: Oh, Mother, I am so happy! Prince Charming suddenly stops and stares at the face in the painting.
is the most beautiful man. Dorian: How odd. Something is different. The smile
Mother: You don’t even know his name. is twisted. My expression looks cruel.
Sibyl: I know. Isn’t that romantic? N2: Dorian checks his own face in a mirror.
Jim: Promise to be careful with this gentleman. Dorian: I remain the same, but the painting has
Sibyl: Oh, don’t worry. To know him is to trust him. changed. Could it be my wish came true, that I can
Jim: If he ever does you any wrong, I’ll kill him. remain young and pure while the portrait grows old
I swear it. and suffers?
N1: That evening, Dorian and his friends go to N1: Dorian is frightened. He speaks to the painting.
the theatre to see Sibyl in Romeo and Juliet. Dorian: Will you show all of my wrongs while my own
N2: Sibyl performs terribly. She is listless and beauty is untarnished? But, no! I don’t want to be
articial. wicked. I will go back to Sibyl and ask her to forgive me.
N1: Basil and Henry think she is absolutely N2: Henry comes to visit. Dorian quickly covers
incompetent. the painting.
Henry: Sibyl is very beautiful, Dorian. But she can’t Henry: I’m so sorry about Sibyl.
act. Let’s go. Dorian: I was brutal to her, but I want to be good.
Dorian: (Sadly) Last night she was a great artist. I can’t bear the idea of my soul being hideous. I am
This evening she is just a mediocre actress. going to apologize and ask her to marry me.
N2: After the play, Dorian goes backstage. Henry: But, Dorian, haven’t you heard? Sibyl Vane is
Sibyl: How badly I acted tonight! dead. She was found in her dressing room. It seems
Dorian: You have no idea what I suffered. she drank poison.
Sibyl: Don’t you see? You have shown me what Dorian: Dead? How terrible! I feel like I have
love really is. That’s why I wasn’t able to pretend on murdered her.
the stage tonight. I no longer want to be an actress. N1: After Henry leaves, Dorian looks at the portrait again.
I just want to love you. Dorian: It seems the painting has been punished
Dorian: You have killed my love, Sibyl. You are for my cruelty to Sibyl. Does this mean it doesn’t
shallow and stupid. What a fool I was to love you. matter what I do? From now on, I will stay young
I never want to see you again. and handsome and free to do whatever I like, while
N1: Sibyl falls to her knees, sobbing. the image on the canvas reveals all the guilt.
Sibyl: No! Don’t leave me! N2: Dorian hides the portrait in the attic and covers
N2: Dorian turns and leaves. it, so no one will see it.
Name: Date: Group:

Unit 2
Scene 4 Dorian: It is too late.

N1: Every day, Dorian grows more cruel. He pretends N2: Suddenly, an uncontrollable feeling of hatred
to love women, then he throws them away. comes over Dorian.
N2: He pressures his friends to use drugs, but Dorian: You’re the one who painted the portrait.
abandons them when they become drug addicts. This is all your fault!
N1: Nearly 20 years go by. Dorian still has the same N1: In a rage, Dorian kills Basil.
innocent young face he did when Basil painted him. N2: The next evening, Dorian goes to a party.
N2: Sometimes, he creeps upstairs to stare at his He is nervous and distracted.
portrait. Henry: What did you do last night?
Dorian: (To the portrait) Ha! Your face is evil Dorian: I went to the club. No, I don’t mean that.
and aging, full of hideous wrinkles. How delightful I forget what I did. But I didn’t get home until 3 a.m.
it is to stare at one’s own sins. Just ask my servant!
N1: Basil comes to visit Dorian. N1: Dorian runs out of the party.
Basil: Dorian, I have heard terrible rumours about
Scene 5
you. I don’t believe them—especially when I look
N2: Late one night, Dorian walks out of a tavern full
at you. Evil is a thing that writes itself across
of sailors and thieves.
a man’s face.
Old woman: Good night, Prince Charming.
Dorian: (Smiling) So you want to see corruption
Dorian: What did you call me?
face-to-face?
Old woman: Prince Charming.
Basil: I don’t think you are capable of these foul
Dorian: Don’t call me that!
deeds. But to know the truth, I would have to see
N1: Dorian hurries down a dark street. All
your soul.
of a sudden, a hand closes around his throat.
Dorian: Follow me.
Dorian: What do you want?
N2: Dorian leads Basil to the attic and shows him
Jim: Sibyl Vane was my sister. Her death is your fault.
the painting.
Dorian: I never knew her!
N1: Basil gasps. He recognizes the paint, the frame,
Jim: For years, I have searched for you knowing only
the brushwork. But the face is not that of the innocent
your pet name, Prince Charming. I heard it tonight
boy he once painted. It is the face of a monster.
by chance. Prepare to die!
Basil: What does this mean?
N2: Jim aims a gun at Dorian’s head.
Dorian: The face you painted has been punished for
Dorian: Wait! When did she die?
every evil thing I have done. It is the face of my soul.
Jim: Eighteen years ago. Why?
Basil: It has the eyes of the devil! You must be worse
Dorian: Look at my face!
than people say, Dorian. But you can change.
Name: Date: Group:

Unit 2
N1: Jim drags Dorian into the light and sees his N1: Dorian notices the hands in the portrait are
young face. stained red.
Jim: Forgive me, sir! I almost killed an innocent man. Dorian: Does this mean I should confess?
N2: Dorian runs away. The old woman steps out Give myself up? The picture is the only evidence
of the shadows. of my crimes. I must destroy it.
Old woman: You should have killed that terrible man. N2: Dorian grabs a knife.
Jim: He was no more than a boy. The man I’m Dorian: I will kill the past. When that is dead,
looking for is nearly 40. I will be free.
Old woman: Ha! They say he sold his soul to the devil N1: Dorian stabs the painting. There is a horrible
for a pretty face. I knew him 18 years ago. He hasn’t cry and a crash.
changed much since then. N2: The servants run upstairs. They nd hanging
on the wall a portrait of their master as they last saw
Scene 6
him. He looks young and beautiful.
N1: Back at home, Dorian is tired of feeling like
N1: On the oor is a dead man, with a knife in his
a hunted animal.
heart. He is withered, wrinkled and hideous.
Dorian: Henry, I have done too many dreadful things
N2: It is not until they look at the rings on his ngers
in my life. I’ve poisoned my soul. But I am going
that they recognize it is their own master, Dorian
to change and become a good person.
Gray.
Henry: Don’t change. You have a perfect life. You do
whatever you like, yet nothing touches you. You are VOCABULARY
exactly the same as the young man Basil once painted. squander > waste something in a foolish manner
Dorian: I am not the same, Henry. But I will be good cringes > bends his head or body in fear
from now on. listless > no energy or enthusiasm
N2: That night, Dorian is energized by his decision shallow > supercial, not capable of serious thought
odd > strange
to lead a good life.
untarnished > pure, not damaged
Dorian: Perhaps the portrait senses the change in
creeps > moves slowly and carefully in order to avoid
me. Maybe the signs of evil have already gone away! being heard or noticed
N1: Dorian goes to the attic. wrinkles > lines in the skin
Dorian: Aaaaah! The face is more loathsome than sins > evil actions
before. foul deeds > evil actions

loathsome > repulsive
N2: The mouth has a sly smile.
sly > deceitful, dishonest
Dorian: (To the painting) You believe I can’t change?
withered > old, deteriorated
Name: Date: Group:

Unit 2
Before Reading
1. Do you wish you could stay young forever? Why or why not?
2. List three advantages and three disadvantages of getting older.
Advantages Disadvantages
a. d.
b. e.
c. f.
While Reading
3. As you read, underline the changes in Dorian’s portrait. Highlight the changes in Dorian’s
character.
After Reading
4. Put the events of the play in chronological order by numbering them 1-8.
Sibyl commits suicide.

Basil paints the portrait of Dorian.
Dorian rst notices the painting has changed.
Dorian stabs the painting.
Dorian meets Henry.
Dorian falls in love.
Sibyl’s brother confronts Dorian.
Dorian kills Basil.
Name: Date: Group:

Unit 2
5. During the play, Dorian’s character transforms. Name three adjectives that describe Dorian
at the beginning of the play and three adjectives that describe him at the end.
Beginning End
6. Look back at the passages that you underlined and highlighted in Step 3. Describe the relationship
between Dorian Gray and his portrait.
7. Do you think that Henry is a good friend to Dorian? Give an example.
8. Why did Dorian feel the urge to kill Basil?
9. Who do you think the old woman is in Scene 5?
10. At the end of the story, Dorian says he wants to change. Do you think it is possible for him
to become a good man? Explain your answer.
Name: Date: Group:

Sticky Situations
Unit 3
Noodle Soup for Nincompoops

By Ellen Wittlinger
Liza, who’s been my best friend since birth, or anyway. This morning, though, my heart was beating
possibly earlier, is always right in the middle of the so loud, I was afraid they’d look around to see where
action. I’m usually standing on the edge of the crowd, all the noise was coming from.
hoping not to be noticed. It’s always been that way, I opened the paper to page three, like everybody
and neither of us has ever minded. else. There it was:
But now, according to Liza, I do way too much
watching and not nearly enough irting. Up until this Noodle Soup for Nincompoops
year, neither of us talked to boys. We agreed they by Faustina Intelligentsia
were aliens. But ever since Harper showed up, Liza “No question too stupid to answer!”
is suddenly all about the opposite sex. “Who likes who”
takes up three quarters of her conversation. [. . .] “Ha! Did you read this?” Jillie Randolph said.
Robbie Piersall set two boxes of the Weekly “Listen!” And she began to read my column out loud
Newsash on a table in the hallway outside the Little to the assembled group:
Theatre, where kids usually picked up their copies.
I tried to be nonchalant as I sauntered over and “Dear Faustina,
reached into a box. Several other kids were right I am madly in love with my boyfriend, but my
behind me. mother keeps calling it ’puppy love.’ I hate that!
“This is a really good issue,” Robbie announced. I How can I get her to stop?
had the feeling he was looking at me, so I didn’t look —Teenager in Love
up. Actually, I almost never look at Robbie; he’s
the kind of person who looks you right in the Dear Teenager in Love,
eyeballs, even if you hardly know him. It makes Poor you. Have you considered chewing up
me so nervous, I can’t think straight. her bedroom slippers?
“You’re the editor; you have to think it’s good,” —Faustina Intelligentsia”
some eighth grader said as he walked past without
grabbing a copy. As Jillie was reading the column some kids had
“No, really, there’s a new column on page three— come up to look over her shoulder while others
it’s really funny.” stood nearby, listening. They all laughed at my
I took my skinny newspaper and stood back answer. Or rather, Faustina’s answer.
against the wall, where I could see people’s reactions “Who wrote that?” Adam Levine asked as
without them noticing. Not that they ever noticed me he grabbed a paper out of the box.
Name: Date: Group:

Sticky Situations (cont.)
Unit 3
“It doesn’t say.” Patrick Deveraux, an eighth Everybody was talking about my column and
grader, was sharing a paper with his girlfriend, trying to guess who’d written it. They were guessing
Ellie Something-or-Other. “There’s more.” He read all the obviously funny kids—the guys who can break
the second letter aloud: up the teachers, the girls whose sarcasm can drop
an enemy at fty feet. When the second bell rang, I
“Dear Faustina, folded up my newspaper and walked off down the
I’m crazy about a girl who’s two years older hall, invisible as ever. It was wonderful, but it was
than me. I lied to her about my age, but now I’m frightening, too. All these kids wanted to know who I
afraid she’ll nd out and hate me for lying to her. was! Now I really didn’t want them to nd out
What should I do? because I knew they’d be disappointed that it was
—Tangled Web just me, Maggie Cluny.
***
—Dear Tangled Web, Now I was always the last person to leave English
Well, dearie, you have two choices: Keep lying class. Mr. C would put the letters on a corner of his
until she tells everybody what a big phony you are, or desk so I could whisk them up without attracting too
nd a girl two years younger and let her do the lying. much attention, even if he was talking with
—Faustina Intelligentsia” somebody. One afternoon there was a single letter
lying there. [. . .]
The rst bell rang, but nobody moved. Jillie The question was neatly typed with no errors and
started in again, reading the last letter: run out on a sheet of canary yellow paper. I shivered
the minute I saw it.
“Dear Faustina,
I have a crush on my sister’s boyfriend, and I think Dear Faustina,
he likes me, too. Is it okay for me to go for it? I’m having a problem with my best friend. I’ve
—Better-Looking-Sister made some new friends lately, and I don’t think she
likes them. I feel like I’m stuck in the middle between
Dear Better-Looking-Sister, my old friend, who’s sort of quiet, and the new ones,
Sure, sweetheart, go right ahead. Of course it’s who like to party. What should I do?
also okay for your sister to kick your butt from here —Stuck
to Tuscaloosa. Duh.
—Faustina Intelligentsia” [. . .] There was no doubt in my mind—it was from Liza.
[. . .] My best friend since forever was getting ready to
Name: Date: Group:

Unit 3
throw me overboard, and I was supposed to write “Oh, okay.” But she wasn’t hanging around
something funny about it and publish it in the school to hear my response. She’d already had a response,
newspaper! It was impossible—I couldn’t do it. I from Faustina Intelligentsia, and she was obviously
couldn’t even think about it! Except I couldn’t stop following the advice to the letter.
thinking about it either. [. . .]
***
I slept late Sunday. [. . .] Just after noon the
Dear Stuck,
doorbell rang. [. . .]
What you should do, dearie, is get out of the
“I can’t believe you, Maggie!” She started right in
middle! Two roads diverged, and all that. You can’t go
yelling. “Doesn’t our friendship mean anything to
both ways, unless you’re a real split personality.
you? After all these years? You just tell me to ’get out
Here’s the question: Do you want to end up eating
of the middle’ and go to parties with my new friends.
noodle soup with the nincompoop, or do you want
You just wipe me out of your life like . . . like you’re
to have a good time? Do you really have to ask?
erasing a chalkboard!” The anger melted off her
—Faustina Intelligentsia
face, and before I knew it, she was standing there
with her hands over her eyes, crying.
It was the right answer. Faustina was always right.
I pulled her inside the house, and she sniffed and
The rest of that week Liza acted the same as she
rubbed her face on her sleeve, trying to get the mad
always did, nice to me one minute, then running off
back.
with Harper the next. Until Friday, the day the Weekly
“Did you know it was me all along?”
Newsash came out.
“Of course I knew. Well, not immediately, but
Once again everybody was giggling about the
I kept thinking about it. Who else can write that
column. They couldn’t believe they still didn’t know
funny? And I know you and Mr. Chrisman are crazy
who wrote it. I caught up with Liza as she headed
about each other, so of course he got you to do it.
into Mr. C’s room for English.
You thought your best friend wouldn’t gure it out?”
“Got your Newsash, I see.” I wondered if she’d
“If you’re my best friend, why did you write that
read her answer yet, if she’d take Faustina’s advice.
letter to me?”
Liza turned and glared at me. “Yes, I do.”
“I don’t know. You’ve been so weird since we
Her look scalded my cheeks. “So, after school
started hanging around with Harper . . . ”
do you want to—“
“You’re the one who started hanging around with
“I’m busy after school,” she said, inging her
Harper.”
half-and-half hair in my face as she turned away
She shrugged. “Whatever. I wrote the letter to tell
from me. “I’m going to Harper’s. She’s having a party
you . . . it’s hard for me that you don’t like my new
tonight.”
Name: Date: Group:

Unit 3
friends that much. And I thought it would be a funny VOCABULARY

way to do it in a letter to your column. I knew you’d
sauntered > walked slowly, nonchalantly
know it was me because of the yellow paper and all, issue > edition of a magazine
but I didn’t think you’d say, ’Fine, just go off with your grabbing > taking
new friends’!” puppy love > young love
“But I thought you were saying I had to go along chewing > biting
with all your new friends or . . . get out of your way. phony > a fake person
have a crush on > to be intensely infatuated with
I thought you were dumping me.”
someone
“You dumped me! You said, ’two roads diverge’ break up > make laugh
and all that stuff.” Her tears had nally dried up. whisk > remove quickly
“I thought that was what Faustina Intelligentsia shivered > trembled
would tell you. You should get rid of your boring throw me overboard > abandon me
friend and hang out with the ones that want to party. scalded > burned
inging > throwing
It’s not what I wanted you to do.”
shrugged > raised shoulders to indicate indifference
Liza stared at me, her mouth hanging slightly
get rid of > abandon
open. Then she took her st and punched me on
the arm. “You’re nuts, Maggie. You’re a crazy person.
You told me to go hang out with other people even
though you still want to be my best friend?”
“Of course I do. Who else would I hang out with?”
She hit me again, and then we hugged each other,
briey. Liza isn’t really the huggy type. “If you ever do
anything this dumb again, Maggie Cluny, you can be
best friends with Faustina Intelligentsia or the
nincompoop or whoever you are at the moment.”
“I won’t,” I promised as we sank down onto
the sofa.
Name: Date: Group:

Unit 3
Before Reading
1. Read the title of the text. What do you think a “nincompoop” is? Circle your answer.
a. a foolish or stupid person
b. a beautiful girl or woman
c. an intelligent or talented person
2. Do you ever wish you could be someone else? Why or why not?
While Reading
3. Highlight the names of the main characters in the story and underline personal
characteristics for each one.
After Reading
4. People say that opposites attract. This seems true for Maggie and Liza, two different girls who
are best friends. List three ways that Maggie and Liza are different from one another.
5. What is your favourite answer from Faustina Intelligentsia? Explain your answer below.
Teenager in Love Tangled Web Better-Looking-Sister Stuck
6. What is your least favourite answer? Explain your answer below.

Teenager in Love Tangled Web Better-Looking-Sister Stuck
Name: Date: Group:

Unit 3
7. What does Faustina Intelligentsia mean when she writes that Liza should “get out of the middle”?
8. How do you think Maggie’s life would change if her classmates found out that she was
Faustina Intelligentsia?
9. If you were Faustina Intelligentsia, how would you answer the following letter? Write a
response below.
Dear Faustina,
I’m organizing a party with my friends, but now everyone in my class has heard about
it and wants me to invite them. The problem is that there are a lot of uncool kids in my
class and I don’t feel like inviting them. But I don’t want to hurt their feelings either. What
should I do?
—Too Cool for School
Dear Too Cool for School,
—Faustina Intelligentsia
10. Would you ask for and take advice from an advice columnist if you had a problem? Why or why not?
Name: Date: Group:

The History of Video Games
Unit 4
The Evolution of Video Games in Canada

By Peter Nowak
Traditionally, the small town of Brantford, Ontario— Walking into his basement is like strolling into
population 90 000 and located about an hour west a giant EB Games store.
of Toronto—has been known for one thing: It’s where Not surprisingly, video games are a main
Wayne Gretzky was born and raised. attraction of his museum. While the thousands of
But for the past ve years it has been gaining visitors he’s had over the years have been fascinated
a reputation, in nerd circles at least, for an entirely by his computer and software collections, it’s always
different reason. Brantford is also home to the the games that seem to spark the most interest.
Personal Computer Museum, a veritable treasure “The games are the things people remember,”
trove of machinery and software from the past he says.
30 years. It’s tting, then, that Brantford is home to such
Housed in a white barn-like building that used a collection because, like Gretzky and hockey, video
to serve as a bus maintenance depot, the museum games are a source of pride for Canada. About
opened in 2005 thanks to the work of Syd Bolton, 14 000 people here work in video game design,
a former software developer and dabbler in video making Canada a global power in the industry, third
game design. Bolton bought and restored the biggest behind only Japan and the United States.
building to display his collection of aging machines. As far as Bolton knows, the rst commercially
[. . .] successful video game created in Canada was
Bolton says he has more than 1000 computers, either Evolution or B.C.’s Quest For Tires. Both
although he only has enough room to show off about were published in 1983 by Vancouver’s Sydney
100. Even more impressive is his collection of video Development Corporation, a project management
games. While about 3000 pieces of software are on software company started in 1978 by Tarrnie
display in the museum, most of them games, the Williams, a Vancouver native who had spent much
basement of his house nearby is a veritable shrine of the 70s working for IBM.
to the likes of Sony, Microsoft, Nintendo, Sega, Evolution was created by a duo of Vancouver
Activision and the rest. teenagers, Don Mattrick and Jeff Sember, while
It’s the largest known collection of video games B.C.’s Quest for Tires was designed by a pair of young
in Canada. Bolton has almost every game created for men, Paul Butler and Rick Banks, in Ottawa. Both
the PlayStation 2, all 1400 of them, and is just six shy teams approached Sydney to publish their games
of the entire 874-title collection for the original because, as Williams’ son says, it was one of the only
Xbox. All told, he has more than 10 000 video games. software companies around.
Name: Date: Group:

The History of Video Games (cont.)
Unit 4
“It seemed like the best thing to do for a couple Despite having a similar historic pedigree as
of guys with a game,” says Tarrnie Williams Jr., who British Columbia, the same wealth of digital media
is today the executive producer for EA Sports Active school graduates and the same related lm and
line of games. [. . .] television production industry, Ontario today has only
Today, EA employs about 1300 people in British a small slice of the country’s video game employee
Columbia and 2400 across the country. [. . .] Josh pie, at 14 per cent. [. . .]
Holmes, an obsessed video game player who started Subsidies were the name of the game in Québec,
as a play tester at EA Canada in 1995, says the main which is now challenging B.C. as the nation’s largest
company’s rapid growth through the 90s spurred video game employer. The provincial government
not only smaller studios to pop up, but also an kick-started the industry in 1997 by luring Ubisoft
ecosystem of sound and art design rms. to Montreal with hundreds of millions of dollars
“They really spawned the games industry in in incentives. Ubisoft now employs more than
Vancouver,” says Holmes, who is today the studio 2000 people in the province.
creative director at 343 Industries, the Microsoft As in Vancouver, the studio’s presence helped
subsidiary that oversees the Halo franchise. create an ecosystem of support companies and
“There was some sense over time that something design courses at local schools. That also attracted
special was going on and that there was a vibrant other big studios, with multinationals EA and Eidos
industry forming in Vancouver.” following over the past few years, as well as Warner
Today, British Columbia’s video game sector Bros. and THQ setting up shop this year. Québec
employs about 6100, or about 44 per cent of the total as a whole now accounts for about 5200 video game
for the country, according to the Entertainment employees, or 37 per cent of the country’s total. [. . .]
Software Association of Canada. “To attract new technology companies, you try
Although Quest For Tires, a game based to nd something that mixes well with your culture.
on the B.C. comic strip that put players in control That was the rst spark,” [Nathalie Verge, senior
of a caveman riding a stone unicycle, was a big hit adviser for corporate affairs at Ubisoft Montreal,]
for Banks and Butler, it didn’t lead to the same sort says. “It grew not just because of incentives, but also
of industry explosion in Ontario. [. . .] because of talent and training and all the peripherals
British Columbia beneted from a more proactive that surround our business.”
government that saw the value of offering incentives It’s an attitude that is shared by virtually everyone
to video game companies in the form of tax cuts and in the industry—that government assistance aside,
subsidies. Ontario, meanwhile, was slow in getting there’s something about Canadians that just makes
to the table. them naturally adept at creating video games.
Name: Date: Group:

Unit 4
Ray Muzyka, who in 1995 founded BioWare VOCABULARY

in Edmonton with his friends Greg Zeschuk and
treasure trove > a collection of valuable things
Augustine Yip, said Canada benets from many great dabbler > amateur
universities and affordable access to education. shrine > place with venerated objects of an important
Canada’s multicultural nature also means person or thing
shy > lacking, decient
Canadians are inuenced not just by the United
spurred > inspired, sparked
States, but Europe and Asia as well.
subsidiary > company owned by a different company
“We absorb those inuences from all three
subsidies > money given by the government to help
directions while still being open,” he says. “That a business
affords an opportunity to make products that have getting to the table > taking part in discussions
or business negotiations
worldwide appeal.”
pedigree > heritage
Bolton says it’s Canada’s richness of culture and name of the game > important element
fundamental freedoms that make the difference. kick-started > provoked, activated
He relates a story of how he was contacted a few adept at > good at
years ago by a pair of teenagers in Iraq who had an
idea for a video game. Of course, they didn’t have the
means to produce it in their home country, so they
ended up moving to Canada, where they now work
for one of the big companies.
“As a general rule, Canadians are some of the
most creative people in the world,” Bolton says.
“Look at Hollywood or the music industry—it kind
of makes sense that we’re going to produce some
rock stars of the video game world, as it were.”
Name: Date: Group:

Unit 4
Before Reading
1. Which countries do you think produce the most video games? Name at least two.
2. Match the words below with their denitions. Use a dictionary to help you.
Word Denition
a. spark 1. a feeling of condence, self-assurance

b. spawn 2. to create, generate
c. means 3. to attract, seduce
d. pride 4. income, money
e. lure 5. to inspire, excite
3. Complete the sentences with a word from the word box.
Word Box lure means pride spark spawn
a. His science award is a big source of for him.

b. Vacation destinations tourists with inexpensive accommodations
and good food.
c. The invention of the electric guitar many new music genres like American
rock, electric jazz and punk.
d. Social media can revolution by helping protestors communicate and get
organized.
e. My parents did not have the to buy me a horse when I was young.
While Reading
4. In this article, the author mentions that “there’s something about Canadians that just makes
them naturally adept at creating video games.” Underline the reasons why Canada and some
of its provinces are leaders within the video game industry.
After Reading
5. Why is the town of Brantford famous?
Name: Date: Group:

Unit 4
6. Syd Bolton, owner of the museum, says that the “games are the things people remember.” Why do
you think people who visit the museum are more interested in the games than in the computers?
7. According to the author, why are video games a source of pride for Canada?
8. British Columbia and Québec are both leaders in the Canadian video game industry. Compare
the video game sectors in these provinces by completing the chart below.
British Columbia Québec
Number of employees
Per cent of Canada’s total

video game employees
Name(s) of video game

studio(s) found in the
province
9. The article states that “Canadians are some of the most creative people in the world.” Do you
agree with this statement? Explain your answer.
10. In twenty years, today’s computers and video games will be found in a museum like Syd Bolton’s.
In your opinion, what kind of computer and video game technology will be popular in the future?
Name: Date: Group:

Twisted Tales
Unit 5
The School for Good and Evil (excerpt) made him so popular with the girls of Gavaldon. Only
By Soman Chainani now he had a beanstalk in his back garden and a
weakness for magic beans. Meanwhile, Angus, the
The Art of Kidnapping
pointy-eared, freckled hooligan who had vanished
The rst kidnappings happened two hundred years
with Jack that same year, had transformed into
before. Some years it was two boys taken, some
a pointy-eared, freckled giant at the top of Jack’s
years two girls, sometimes one of each. The ages
beanstalk. The two boys had found their way into
were just as ckle; one could be sixteen, the other
a fairy tale. But when the children presented the
fourteen, or both just turned twelve. But if at rst the
Storybook Theory, the adults responded as adults
choices seemed random, soon the pattern became
most often do. They patted the children’s heads and
clear. One was always beautiful and good, the child
returned to sinkholes and cannibals.
every parent wanted as their own. The other was
But then the children showed them more familiar
homely and odd, an outcast from birth. An opposing
faces. Taken fty years before, sweet Anya now sat
pair, plucked from youth and spirited away.
on moonlit rocks in a painting as the Little Mermaid,
Naturally, the villagers blamed bears. No one had
while cruel Estra had become the devious sea
ever seen a bear in Gavaldon, but this made them more
witch. Philip, the priest’s upright son, had grown
determined to nd one. Four years later, when two
into the Cunning Little Tailor, while pompous Gula
more children vanished, the villagers admitted they
spooked children as the Witch of the Wood. Scores
should have been more specic and declared black
of children, kidnapped in pairs, had found new lives
bears the culprit, bears so black they blended with
in a storybook world. One as Good. One as Evil.
the night. But when children continued to disappear
The books came from Mr. Deauville’s Storybook
every four years, the village shifted their attention to
Shop, a musty nook between Battersby’s Bakery and
burrowing bears, then phantom bears, then bears in
the Pickled Pig Pub. The problem, of course, was
disguise. . . until it became clear it wasn’t bears at all.
where old Mr. Deauville got his storybooks.
But while frantic villagers spawned new theories (the
Once a year, on a morning he could not predict,
Sinkhole Theory, the Flying Cannibal Theory) the children
he would arrive at his shop to nd a box of books
of Gavaldon began to notice something suspicious.
waiting inside. Four brand-new fairy tales, one copy
As they studied the dozens of Missing posters tacked
of each. Mr. Deauville would hang a sign on his shop
up in the square, the faces of these lost boys and girls
door: “Closed Until Further Notice.” Then he’d huddle
looked oddly familiar. That’s when they opened up
in his back room day after day, diligently copying the
their storybooks and found the kidnapped children.
new tales by hand until he had enough books for every
Jack, taken a hundred years before, hadn’t aged
child in Gavaldon. As for the mysterious originals,
a bit. Here he was, painted with the same moppy
they’d appear one morning in his shop window,
hair, pinked dimples, and crooked smile that had
Name: Date: Group:

Twisted Tales (cont.)
Unit 5
a sign that Mr. Deauville had nished his exhausting vengefully besieged it, only to discover it was their
task at last. He’d open his doors to a three-mile line own. Indeed, no matter where the villagers entered
that snaked through the square, down hillslopes, the woods, they came out right where they started.
around the lake, jammed with children thirsting for The woods, it seemed, had no intention of returning
new stories, and parents desperate to see if any of their children. And one day they found out why.
the missing had made it into this year’s tales. Mr. Deauville had nished unpacking that year’s
Needless to say, the Council of Elders had plenty storybooks when he noticed a large smudge hiding in
of questions for Mr. Deauville. When asked who sent the box’s fold. He touched his nger to it and discovered
the books, Mr. Deauville said he hadn’t the faintest the smudge was wet with ink. Looking closer, he saw
idea. When asked how long the books had been it was a seal with an elaborate crest of a black swan
appearing, Mr. Deauville said he couldn’t remember and a white swan. On the crest were three letters:
a time when the books did not appear. When asked S.G.E.
whether he’d ever questioned the magical appearance There was no need for him to guess what these
of books, Mr. Deauville replied: “Where else would letters meant. It said so in the banner beneath the
storybooks come from?” crest. Small black words that told the village where
Then the Elders noticed something else about Mr. its children had gone:
Deauville’s storybooks. All the villages in them looked THE SCHOOL FOR GOOD AND EVIL
just like Gavaldon. The same lakeshore cottages and The kidnappings continued, but now the thief had
colourful eaves. The same purple and green tulips a name.
along thin dirt roads. The same crimson carriages, They called him the School Master.
wood-front shops, yellow schoolhouse, and leaning
clock tower, only drawn as fantasy in a land far, far VOCABULARY
away. These storybook villages existed for only one ckle > changing frequently
purpose: to begin a fairy tale and to end it. Everything homely > ugly, unattractive
plucked > pulled out
between the beginning and end happened in the
spirited away > taken away rapidly and secretly
dark, endless woods that surrounded the town.
culprit > a person who is guilty of a crime
That’s when they noticed that Gavaldon too was hooligan > a person who causes trouble
surrounded by dark, endless woods. huddle > sit with arms and legs close to the body
Back when the children rst started to disappear, eaves > part of a roof that sticks out beyond the walls
of a building
villagers stormed the forest to nd them, only to
besieged > surrounded and took over
be repelled by storms, oods, cyclones, and falling
smudge > dirty mark
trees. When they nally braved their way through, seal > ofcial stamp
they found a town hiding beyond the trees and crest > symbol of a family, town or organization
Name: Date: Group:

Unit 5
Before Reading
1. List as many “good” and “evil” fairy tale characters as you can.
Good Evil
2. a. If you could be a “good” fairy tale character, which one would you choose and why?
b. If you could be an “evil” fairy tale character, which one would you choose and why?
While Reading
3. As you read, underline the descriptions of the children who become good characters and
highlight the descriptions of the children who become evil characters.
After Reading
4. Who is being kidnapped from the village of Gavaldon? According to the adult villagers,
who or what is responsible for the kidnappings?
5. List two pieces of evidence that support the children’s Storybook Theory.
6. Check the characteristics that Gavaldon and the towns in the storybooks have in common.
A town square Wide dirt roads A yellow schoolhouse
Purple and green tulips Wood-front shops Dark endless woods
surrounding the town
Name: Date: Group:

Unit 5
7. If you were a villager in Gavaldon, what would you do to try to stop the kidnappings?
8. How do you think the children who become storybook characters feel? Do you think they enjoy
being in the stories?
9. When the Council of Elders asks Mr. Deauville about the magical appearance of the books,
he replies, “Where else would storybooks come from?” What do you think he means by this?
10. Do you think that Mr. Deauville knows more about the storybooks than he says he does?
Explain your answer.
11. What kind of classes do you think would be offered at the School of Good and Evil? Which
ones would you want to take? Why?
Name: Date: Group:

Enter at Your Own Risk
Unit 6
Extreme Skiing at the Crater of Japan’s

Mount Yotei Volcano
By Louise Healy
It takes serious effort—and luck with the weather Sam is a New Zealander who runs Niseko Xtreme
conditions—to scale Japan’s Mount Yotei volcano, Tours, a local company specialising in backcountry
but the fabulous skiing and pristine powder on tours. We liaised with him over 10 days while waiting
the way down makes the trek well worth it. for the perfect conditions—there was much monitoring
Scrambling on all fours to the summit and of weather patterns, avalanche reports and careful
cursing the heavens wasn’t how I imagined this ski map-reading.
experience would pan out. As the cold bit and the wind Finally, we hit the road at 8 a.m. one morning
rumbled ominously, I started to question what on earth and, after an hour’s drive, arrived at the base of
we were doing. But climbing up Mount Yotei, an the mountain. After putting on snowshoes, testing
active volcano, in search of deep powder was never our avalanche transceivers (you would be surprised
going to be easy. at how many people omit this vital bit of kit) and
Most skiers coming to Japan’s northern island packing our shovels, probes, food, boots and skis,
of Hokkaido head for the popular resort of Niseko to we set off for the day.
experience its pristine snow. But for those who want With no tracks in the snow before us, no sight
a non-standard experience, scaling one of Hokkaido’s of fellow hikers, and seeing Yotei suffused in the early
most iconic volcanoes is too big a temptation to resist. morning light, we knew we’d chosen the right day.
Yotei, often referred to as Ezo Fuji (or the Mount It takes between six and eight hours to reach
Fuji) of Hokkaido, is in the Shikotsu-Toya national the summit. We left no margin for error, making
park bordering the popular towns of Niseko, Kutchan it to the peak in ve and a half hours, stopping only
and Makkari on the island’s west coast. While skiing for food and water. This is no leisurely day on the
anywhere in Niseko, Yotei towers majestically in the slopes—it’s a rigorous hike that will test your resolve
distance, usually with small clouds billowing above and tness.
its crater. At 1898 m, it is the highest mountain in With less than a quarter of the hike to go, it became
the region and has the longest vertical ski descent clear the warm weather had created a hazardous
in Hokkaido. Much planning is needed to make challenge. The sugary top layer of snow was starting
a successful ascent—bad weather comes in hard to break under our snow shoes, which left our feet
and fast in this region—so, from our base at the sinking up to half a metre. Knowing our goal was to ski
popular ski town of Hirafu in Niseko, we sought out the deep powder inside Yotei’s crater, we ploughed on.
a well-respected guide: Sam Kerr.
Name: Date: Group:

Enter at Your Own Risk (cont.)
Unit 6
The weather was deceptive above 1000 m—the Back at base, Sam told us conditions needed
bright sun bathed the mountain in a yellow glow to be near perfect to scale Yotei and ski into its crater.
and the winds were biting and dangerously cold but Approximately 100 people each winter attempt the
we pushed on and nally reached the crater’s edge. climb and only around about 20 actually do it.
The crater itself was breathtakingly white from “Now that you have seen Yotei, you can understand
top to bottom; a classic bowl about 400 m high with its beauty and power,” he said.
a 360-degree panoramic view. Although I am an Sitting down that evening, sipping Hokkaido’s
advanced skier, the thought of plunging into this both famous plum wine, it was hard to believe we were
terried and exhilarated me. I watched the rst three part of the lucky 20 per cent who managed to ski
of our group descend into the soft, light powder and Mount Yotei’s crater that winter. Scrambling on all fours
effortlessly glide down to the base. Then I went for it. and cursing the heavens was worth it in the end.
Pushing off from the ledge and skiing into the
crater felt surreal. Unlike other powder runs in busy VOCABULARY
ski resorts, the beauty of this expedition was that we scale > climb
were allowed so much time and space to carve out pristine > untouched, clean
ominously > threateningly
beautiful lines with no competition on our backs.
billowing > moving with the wind
I was skiing on fresh powder that had been sitting
transceivers > device that sends and receives
on a base of untouched snow for weeks. For all electronic or radio signals
my initial reservations, skiing on it felt effortless. set off > began
The main route down the north face starts off suffused > covered
with an exciting 50-degree slope which leads into peak > summit
ploughed on > moved forward with great effort
the open powder bowl. One side of the slope was
deceptive > misleading
extremely icy, while the other side was deep with
pushed on > continued
fresh powder.
glide > move without effort or resistance
We were dubious about starting avalanches so carve out > cut
we took the icy route, which was unnerving at times, dubious > uncertain
but ultimately led us to one of the best runs of the ridge > narrow upper edge of the volcano
season. Later, we had a half-hour descent through
wonderful, untracked bottomless powder, then we
hiked for about 40 minutes out of the crater and back
to the top ridge of Mount Yotei before making our
descent to where the cars were parked.
Name: Date: Group:

Unit 6
Before Reading
1. Which extreme sports do you know? List at least three.
2. Do you think skiing is an extreme sport? Why or why not?
While Reading
3. As you read, underline the author’s description of the snow on the slopes of Mount Yotei.
After Reading
4. Highlight the following idiomatic expressions in the text. Use context clues to match each
expression with its denition in the chart below.
Expression Denition
a. to leave no margin for error 1. to be on one’s hands and knees
b. to pan out 2. to damn God or the universe

3. to be successful, to turn out well
c. to be on all fours
4. way of asking a question that emphasizes
d. to hit the road the speaker’s surprise or confusion
e. to curse the heavens 5. to begin a journey

6. to make sure there is no chance of making
f. what on earth a mistake
g. to test your resolve 7. to determine one’s commitment to a project
5. List three reasons why some skiers might be tempted to climb Mount Yotei.
Name: Date: Group:

Unit 6
6. Why should you plan carefully if you want to climb Mount Yotei?
7. The author experiences a range of emotions throughout the adventure. Complete the chart
with examples from the text of the author’s emotions.
Emotion Evidence from the text
nervous
•
determined
•
8. Why can only 20 per cent of skiers successfully climb and ski on the slopes of Mount Yotei?
9. The author refers to the dangerous weather and risk of avalanches on Mount Yotei. Do you think
skiing in such dangerous conditions is an act of bravery or of foolishness? Explain your answer.
10. If you could, would you try to ski on Mount Yotei? Why or why not?
Extra Grammar
Guide
Extra Grammar Handouts Handout
Page
 Unit 1: Grammar Exercises

Simple Present                               GE 11 300
Plural Nouns, Countable and Uncountable
Nouns                                      GE 12 303
Grammar Quizzes
Simple Present                               GQ 11 304
Plural Nouns, Countable and Uncountable
Nouns                                      GQ 12 305
Subject Pronouns                            GE 21 306
Possessive Adjectives                         GE 22 307
Yes / No Questions in the Simple Present         GE 23 308
Grammar Quizzes
Subject Pronouns                            GQ 21 309
Possessive Adjectives                         GQ 22 310
Yes / No Questions in the Simple Present         GQ 23 311
Imperatives                                  GE 31 312
Modals Should and Could                      GE 32 313
Discourse Markers                           GE 33 314
Grammar Quizzes
Imperatives                                  GQ 31 315
Modals Should and Could                       GQ 32 316
Discourse Markers                           GQ 33 317
Simple Past of To Be and Regular Verbs          GE 41 318
Modals Must and Have To                      GE 42 319
Grammar Quizzes
Simple Past of To Be and Regular Verbs          GQ 41 320
Modals Must and Have To                      GQ 42 321
Possessive Form of Nouns                     GE 51 322
Simple Past of Irregular Verbs                  GE 52 323
Grammar Quizzes
Possessive Form of Nouns                     GQ 51 324
Simple Past of Irregular Verbs                  GQ 52 325
Prepositions At, In and To                      GE 61 326
Simple Future                                 GE 62 327
Grammar Quizzes
Prepositions At, In and To                      GQ 61 328
Simple Future                                GQ 62 329
Reproduction prohibited © TC Media Books Inc. Zipline Year One  Extra Grammar 299
Name: Date: Group:
Grammar Exercises Handout GE 1.1

Simple Present
Unit 1
A. Read the postcard. Complete the sentences with the simple present of the verb to be. Try to
guess the city being described.
I so excited to be visiting one of the most beautiful cities in the world! I lucky
to be here in the spring. The owers in bloom everywhere, the boulevards
lined by bright green trees and the people very fashionable. Tomorrow, I will have
breakfast at a café that supposed to have the best croissants in the neighbourhood.
After that, I will go to a huge art museum. The Mona Lisa and the Venus de Milo there.
I (negative) the most knowledgeable person when it comes to art, but I still
looking forward to it. My hotel near the Eiffel Tower. It lights up every night. Maybe
that why people call this city the City of Light.
What city is being described?
B. Complete the sentences in the simple present with the negative form of the verbs to be or to
have. Do not use contractions.
1. My baby sister Joyce any teeth yet.
2. This movie as funny as I thought it would be.
3. The Atlantic Ocean the largest ocean in the world.
4. Hamburgers any ham in them.
5. Mila believes that ghosts are real, but they .
6. Sam cannot go to the movies with us because he a ticket.
7. My father and I look alike, but we the same personality.
8. Don’t worry. Madeleine told me that she angry with you.
9. No, you spinach stuck in your teeth.
10. I was surprised to nd out that Derek as young as he looks.
C. Write three sentences describing someone famous using the verbs to be and to have. Ask
a classmate to guess who the famous person is.
300 Zipline Year One  Extra Grammar Reproduction permitted © TC Media Books Inc.
Name: Date: Group:

Simple Present (cont.)
Unit 1
D. Write sentences in the simple present with the verbs to be or to have.

1. Pilar / green eyes
2. The Empire State Building / 443 metres high
3. Camels / either one or two humps
4. We / the shortest students in our class
5. My sister / 13 years old
E. Rewrite the following sentences in the simple present using the negative form of the verbs
to be or to have. Use contractions.
1. We have a lot of homework tonight.
2. They are interested in helping us clean up the school.
3. I am afraid of the dark.
4. Marguerite has a fear of heights.
5. These nachos are very spicy.
6. Melanie and Jen are best friends.
7. This yogurt has fresh blueberries in it.
8. The computer is working well.
9. Derek and Susan are both artists.
Reproduction permitted © TC Media Books Inc. Zipline Year One  Extra Grammar 301
Name: Date: Group:

Simple Present (cont.)
Unit 1
F. Complete the sentences with verbs from the word box. Use the simple present.
Word Box choose eat give go love read sleep start study take
1. Megan and Linda at the same school.

2. My father the newspaper every morning.
3. I late on weekends.
4. I lunch with Stacey and Stephanie every day.
5. Xavier always peanut butter and chocolate ice cream.
6. My aunt and uncle me a birthday present every year.
7. The concert at 8:30 p.m.
8. She doing Sudoku puzzles.
9. We a bus to school every day.
10. John to hockey practice after class.
G. Write one afrmative and one negative sentence in the simple present using the prompts below.
1. Mary / like / dark chocolate
a.
b.
2. I / play / volleyball very well
a.
b.
3. Mr. McIntosh / teach / English literature
a.
b.
4. Sidney / watch / too much television
a.
b.
5. Fred / exercise / every morning
a.
b.
Name: Date: Group:
Grammar Exercises Plural Nouns, Countable and Handout GE 1.2

Unit 1 Uncountable Nouns
A. Look at the categories of how to form the plural of nouns in the chart below. Write the plural
form of each of the nouns in the word box under the correct category.
baby bus deer glass life person salmon

Word Box boy candy dress goose man potato scarf
box cap sh key notebook puppy wolf
To form the plural of nouns
Add s. Add es.
Drop the y and add ies. Change f or fe to ves.
babies
Change to an irregular form. Do not change their form.
B. Read the sentences. Decide if the nouns are countable or uncountable. Circle the correct
letter: U (uncountable) or C (countable).
1. I always have juice (U / C), cereal (U / C), eggs (U / C) and ham (U / C) for breakfast.
2. In this book (U / C), you will nd good advice (U / C) to prepare you for the exam (U / C).
3. Jimmy is the boy with red hair (U / C), green eyes (U / C) and freckles (U / C) on his face (U / C).
4. Can you stop at a store (U / C) and buy cheese (U / C), milk (U / C) and sausages (U / C) please?
5. I have great news (U / C)! I got free tickets (U / C) to the hockey game (U / C) next Friday.
C. Underline the error in each sentence. Then, rewrite the correct sentence below.
1. Natalie has many friend from different countries.
2. I like to have a toast with my coffee.
3. Reading helps me learn new informations about different subjects.
Name: Date: Group:
Grammar Quiz Handout GQ 1.1

Simple Present
Unit 1
A. Circle the correct form to the verbs to be or to have in the simple present. /10
1. She (is / are / has) my best friend.
2. You (are / have / is) already 12 years old.
3. Our neighbours (has / have / were) three dogs.
4. Cindy and Janet (are / is / am) sisters.
5. I (am / are / have) hungry enough to eat a whole pizza.
6. Andrea and I (am / have / were) two classes together this semester.
7. They (was / are / had) late for the concert.
8. Alicia (are / had / has) red hair.
9. I (had / am / have) a really bad cold.
10. I (am / are / have) too cold to stay outside any longer.
B. Complete the sentences with the simple present of the verbs in parentheses. /15
1. Tony and Fred (take) guitar lessons after school.
2. Elliot (work, negative) in the evenings.
3. They (stay) at their grandparents’ cottage every winter.
4. Melissa (hate) coffee without sugar.
5. You (know, negative) how to juggle.
6. We (love) riding our bikes after class.
7. Mrs. Bates (see, negative) well without her glasses.
8. Stephanie (like) karaoke singing.
9. These strawberries (look, negative) very fresh.
10. Karla (practise) her piano lessons on the weekends.
11. Jennifer (want, negative) mushrooms on her pizza.
12. Holly (teach) at a school in Dubai.
13. Xavier and Ben (play, negative) on the same baseball team.
14. Shawn (prefer) the Roughriders over the Stampeders.
15. I (work) on a dairy farm every summer.
Name: Date: Group:
Grammar Quiz Plural Nouns, Countable and Handout GQ 1.2

Unit 1 Uncountable Nouns
A. Complete the sentences with the plural form of the nouns in parentheses. /10
1. My little brother lost two (tooth) .
2. The chef has different kinds of (knife) .
3. I need to buy a new set of (headphone) .
4. (Mango) are my favourite fruit.
5. They have visited 20 different (country) .
6. You have ve new (message) in your inbox.
7. Bob drinks eight (glass) of water every day.
8. Ahh! There are two (mouse) under my bed!
9. Tori loves to eat (bean) with maple syrup.
10. My mother has a lot of (video) of me as a baby.
B. Write the nouns in the word box under the correct category (countable or /10
uncountable) in the chart below.
advice hair information sandwich vegetable

Word Box
egg homework research spoon wish
Countable nouns Uncountable nouns
C. Complete the sentences with nouns from the previous table. Write the /5
countable nouns in plural form.
1. Many are green.
2. I need two to make an omelet.
3. I have a lot of to do tonight for my math class.
4. Sara sometimes eats two for lunch if she is really hungry.
5. For about trip destinations, go to www.wondertravel.com.
Name: Date: Group:

Subject Pronouns
Unit 2
A. Underline the subject in each sentence. Then, write the correct subject pronoun above the
subject.
1. Andrea enjoys reading in her free time.
2. Alain and Laura are the best students in our class.
3. My brother’s car is very spacious.
4. These running shoes are on sale.
5. Last month, Alice and I went on a camping trip.
6. At the beginning, the movie was a little boring.
7. Mr. Renaud lives next door.
8. Stella and Clara made chocolate chip cookies.
B. Complete the conversations using subject pronouns.
1. A: Are you coming to the student council meeting tomorrow?

B: Of course, I am. I think is very important.
2. A: How much are these pants?

B: are $70.
3. A: What is that building?

B: I think is a new sports centre.
4. A: What time do Frances and Nick need to be at the metro station?

B: need to be there at 6:00 p.m.
5. A: What do you think about my sister’s boyfriend?

B: I think is funny and outgoing.
6. A: You and Karla should go together to Maria’s party.

B: Maybe it isn’t a good idea. People might think that are a couple.
Name: Date: Group:

Unit 2
A. Underline the subject of the sentence. Next, ll in the blanks with the possessive adjective
that matches the subject.
1. Tony is talking to grandmother on the phone.
2. John’s cat is adorable. fur is white and soft.
3. Keyla lives in a big apartment with brothers.
4. Damon needs to put more effort into school. grades aren’t very good.
5. All the houses in this small town look the same. roofs are all green.
6. Sally is playing chess with father.
7. You should clean shoes.
8. I’m going to hang out with friends this afternoon.
9. Midori and I are going to buy a gift for friend’s birthday.
10. The President gave speech on television last night.
B. Highlight the errors with possessive adjectives in the paragraph. Then, write the correct
possessive adjective above each error.
Last night, the craziest thing happened! I organized a study session at me house with some other
students to prepare for their math exam, but in the end, no one made it to mine house. Bernard
was supposed to bring Adriana in her car, but at the last minute his parents made her babysit our
little sister. Then, Bernard accidentally hit a cat with its car and was too upset to study. Monica and
Ahlem were going to bring her notes, but they metro train broke down and they were stuck on the
metro for two hours. If that wasn’t enough, Mikio called to tell me that its favourite television show
was on so he didn’t feel like coming to mine study session. I hope we will all manage to pass their
test anyway!
C. Write the possessive adjective that corresponds to the noun provided.
1. a cat toy 4. the oven door
2. you computer 5. Joseph bicycle
3. your sister purse 6. me phone
Name: Date: Group:
Grammar Exercises Yes / No Questions in the Simple Handout GE 2.3

Unit 2 Present
A. Circle the correct verb to form a yes / no question in the simple present.
1. (Are / Do) you German?
2. (Do / Does) Mario go skiing in the winter?
3. (Do / Does) Cameron and her boyfriend eat meat?
4. (Is / Does) Isabelle allergic to peanuts?
5. (Is / Are) your father a pilot?
6. (Do / Does) the story books have illustrations?
B. Underline the error in each question. Then, rewrite each question correctly.
1. Does she likes vanilla ice cream?
2. Are you live in the suburbs?
3. Are your sister Emily?
4. Does Mark has a snowmobile?
5. Paul is sick today?
6. You sing in the school choir?
7. Does Kim and George walk together to school?
8. Is you on the rugby team?
9. Are I the only person who knows your secret?
10. Am the tomatoes in your fridge organic?
Name: Date: Group:
Grammar Quiz
Exercises Handout GQ
GE 2.1
2.1
QuestionPronouns
Subject Words
Unit 2
A. Rewrite the sentences using the subject pronouns of the underlined words. /5
1. Our teacher Mrs. Kelly is very sweet but Mrs. Kelly is very strict too.
2. My brother and I are very close. My brother and I have the same hobbies and interests.
3. I saw your birthday pictures on Facebook. Your birthday pictures are really cool.
4. I like my neighbourhood because my neighbourhood has many parks.
5. Albert is very outgoing. Albert has a lot of friends.
B. Complete the conversation with the correct subject pronouns. /15
Mary: What’s wrong Sam? You look very worried.

Sam: My sister lent me her tablet yesterday. specically told me to take care of
because ’s very expensive. But now can’t nd it anywhere. I don’t remember
where put it.
Mary: Did you check all the places where were before?
Sam: Yes, I did. I went back to the cafeteria and asked Jimmy, the clerk, if had seen
it, but he hadn’t. Then, I went back to the library and asked Patrick and Georgiana, who were
sitting beside me, but hadn’t seen it either.
Mary: That’s too bad. Oh! have an idea. Why don’t we ask some of our friends to help
us? can all look for the tablet in different places and ask different people.
Maybe ’ll nd it that way.
Sam: Yes, that’s a good idea. Thanks for your help.
Mary: Look at Patrick over there! I think ’s calling you.
Patrick: Sam! Sam! Hey! Is this your tablet?
Sam: Yes, is. Where did you nd it?
Patrick: was in one of the library’s washrooms. You’re lucky found it!
Name: Date: Group:

Unit 2
A. Circle the correct possessive adjective to complete each sentence. /10

1. That little girl is looking for (his / her / their) parents.
2. My uncle is a great artist. (His / Her / Their) paintings are really beautiful.
3. We’re very sad because (our / their / its) little dog had an accident.
4. Rio de Janeiro is famous for (his / its / their) beaches.
5. Stephanie and Ralph are saving money for (his / its / their) trip to Asia.
6. This cake is easy to make. (Your / Their / Its) recipe is very simple.
7. Victor is buying Christmas presents for (her / his / their) sisters.
8. You’re a good friend. I appreciate (his / your / our) help and advice.
9. Jennifer is driving (his / her / your) father’s car.
10. Emily and Sophia play guitar. (Her / Its / Their) rock band is very good.
B. Complete the conversations with the correct possessive adjectives. /10
Conversation One:
Paula: Let’s take a photo of those panda bears. Did you bring camera?
Agnes: No, I didn’t. But I can take photos with cellphone.
Paula: Quick! Take a picture of that bear. Do you see how it holds bamboo with paw?
It looks like a human hand.
Agnes: Yeah. Actually, panda bears have ve ngers and an extra thumb that helps them hold
food while they’re eating.
Paula: Interesting!
Conversation Two:
Angela: What else do we need for party? Is the music playlist ready?
Charles: Yes, I think so. Amy is going to bring stereo system.
Angela: Did she invite friends to come, too?
Charles: All of them except for Paul. He said he can’t come because grandmother is sick.
Oh! I almost forgot! Jenny and Miriah asked me if they could invite friends too.
Angela: Yes, I think that’s ne. But do we have enough chairs?
Charles: I think we need more. I’ll ask mother if I can bring some extra chairs from home.
Name: Date: Group:
Grammar Quiz Yes / No Questions in the Simple Handout GQ 2.3

Unit 2 Present
A. Rewrite the sentences as yes / no questions in the simple present. /10

1. You are from New Zealand.
2. Sonya speaks three languages.
3. It is very cold outside.
4. The game starts at 7:00 p.m.
5. They have a beach house in Florida.
6. I am a good skater.
7. Alfred is a professional swimmer.
8. Katie and I are in the same class.
9. Arthur and Veronica go to Ireland every year.
10. Your sister is a famous actress.
B. Circle the correct verb to complete each yes / no question. /10
1. (Am / Is / Are) you happy now? 6. (Am / Is / Are) Frank and Jules here?
2. (Do / Does) you get up early? 7. (Am / Is / Are) this the answer?
3. (Do / Does) leopards eat grass? 8. (Am / Is / Are) I your best friend?
4. (Do / Does) Jenny have a boyfriend? 9. (Do / Does) Norman eat meat?
5. (Am / Is / Are) your cat friendly? 10. (Am / Is / Are) you a dancer?
Name: Date: Group:

Imperatives
Unit 3
A. Choose the correct verb from the word box to complete the imperative sentences.
bake do eat make save stay turn

Word Box
buy drink go open sleep take walk
1. When you get to Everett Street, left and for two blocks.
You’ll nd my house there.
2. your books to page 12 and exercises 15 to 20.
3. your document on the computer when you nish.
4. the chicken in the oven for 45 minutes.
5. a pill for your migraine and in bed.
6. to the grocery store and milk and bread.
7. eight glasses of water each day.
8. an appointment with the eye doctor.
9. eight hours per night.
10. fruits and vegetables to stay healthy.
B. Rewrite the following sentences using the negative imperative form of the verbs.
During the exam . . .
1. Talk to your classmates.
2. Use a dictionary.
3. Leave the classroom before the examination period is over.
4. Write with a pencil.
5. Sit too close to your partner.
6. Cheat!
Name: Date: Group:

Modals and
Unit 3
A. Use the prompts to write tips for tidying your bedroom. Write sentences with could, should or
shouldn’t.
1. You (write) a list of the different areas in your bedroom and
check them off when you nish tidying them up.
2. You (sweep) dirt under your carpet.
3. You (forget) to make your bed. An unmade bed will always
make your bedroom look messy no matter how clean it is.
4. When you tidy your closet, you (pick out) clothes you don’t
wear anymore and donate them or throw them away.
5. You (fold) your clean laundry.
6. You (nd) a place for everything and put everything in its place.
7. Your shelves (have) too many items on them.
8. You (leave) food or dishes lying around your room.
9. You (put) your dishes in the dishwasher.
10. You (play) your favorite music while you’re tidying up.
That can make your task more fun.
B. Circle the correct modal to complete the conversation.

Teresa: Mom, I want to go to La Ronde this weekend. Can I go?
Mom: Yes, but you (should / could) invite your brother to go with you.
Teresa: I don’t want to! He (should / could) embarrass me in front of my friends!
Mom: You (shouldn’t / couldn’t) complain so much! Your little brother loves you and likes to
hang out with you and your friends. You (should / could) be thankful to have a brother as sweet
as yours.
Teresa: I suppose I (should / could) invite him if you let me bring Amy and Melissa too.
Mom: Of course, you (should / could) invite them too. They (should / could) help you keep an eye
on your brother while I go on the rides!
C. Write three suggestions for a friend who is having an argument with someone in his or her
family. Use the modals could, should or shouldn’t.
1.
2.
3.
Name: Date: Group:

Discourse Markers
Unit 3
A. Circle the correct discourse marker to complete each sentence.

I had a great birthday yesterday. (Then / First), my parents and I went to an amusement park
and had a lot of fun on the rides. (After that / Finally), my parents took me to my favourite pizza
restaurant and we ate a delicious Neapolitan pizza. (Next / First), we went back home and,
surprise! All my friends were there. (Then / Finally), we ate birthday cake and played games all
night. (After that / Finally), I went to bed. I was tired but really happy.
B. Put the instructions for washing a dog in order from 1 to 5. Next, choose an appropriate
discourse marker from the word box and write it at the beginning of the sentence.
Word Box after that nally rst next then
dry the dog off with a uffy towel.

nd the dog.
put shampoo on the dog and scrub him everywhere.
get the dog wet.
wash off the shampoo.
C. Think about your morning routine. Write six steps for getting ready for school. Use a
discourse marker in each sentence.
1.
2.
3.
4.
5.
6.
D. Think about a food that you know how to prepare. Write instructions for how to make this
recipe using discourse markers.
Name: Date: Group:

Imperatives
Unit 3
A. Complete the following conversations with imperative verbs. /10
Conversation One:
Aisha: Please (speak) louder, I can’t hear you.
Frank: (hold) on! I will go inside where it is quieter.
Aisha: It seems we have a bad signal. (call) me again in ve minutes.
Conversation Two:
Thomas: I need to get healthy. I have no energy!
Karla: Well, (eat, negative) so much junk food. (drink, negative)
soda. (spend, negative) the day watching movies.
(do) exercise!
Conversation Three:
Keith: Bye, mom. I’m meeting Rosie. See you later.
Mom: (wait) ! (go, negative) anywhere. Did you clean up?
Keith: I’ll do it when I come back.
Mom: No, no. (clean) your room now!
B. Complete the following tips for making friends at a new school. Use the verbs /10
in parentheses in their afrmative or negative imperative form depending
on the meaning of the sentences.
1. (be) nice to all classmates of different cultures and backgrounds.
2. (smile) . It invites people to talk to you.
3. (sit) at the back of the classroom where nobody can see you.
4. (attend) school events in order to socialize with classmates.
5. (have) your lunch in the cafeteria with everyone.
6. (try) to please everyone. Just be yourself!
7. (look) for other people who are also new to the school.
8. (change) who you are in order to t in.
9. (join) a club to nd people who have the same interests as you.
10. (judge) people before you get to know them.
Name: Date: Group:

Modals and
Unit 3
A. Complete the following suggestions. Use the modals could, should or shouldn’t /5
and the verbs from the word box.
1. A: Oh boy, I have a terrible cough.
B: You smoking.
Word Box
2. A: My computer froze.
buy
B: You restarting the computer. hang out
3. A: Paul has difculty sleeping at night. stop
try
B: He late movies anymore. watch
4. A: Janet is feeling really sad after her breakup with Ted.
B: She with her friends.
5. A: I don’t know what to give my mother on her birthday.
B: You her a tour package around the Caribbean.
B. Underline the error in each sentence. Then, rewrite the correct sentence below. /10
1. She should to wear her glasses more often.
2. We could organizing a party next week.
3. Paul should is the new goalie of our hockey team.
4. You send could an email to our teacher.
5. She should goes to the doctor.
C. Write ve suggestions for someone who is failing math class. Use the modals /5
could, should and shouldn’t.
1.
2.
3.
4.
5.
Name: Date: Group:

Discourse Markers
Unit 3
A. Fill in the correct discourse marker to complete the steps for uploading photos /10
from your cellphone to Facebook. You may use some discourse markers more
than once.
, download the Facebook application to your cellphone.
, sign in to your Facebook account. ,
click on the photo icon. , select the photos you want to upload.
, select the lter for your photo. , crop the photo
if necessary. , tag yourself and your friends. ,
add a caption. , decide who can see the photo. ,
click on Post and your photos will be uploaded.
B. Look at the illustration below. Based on the illustration, write the ve steps /10
for making French toast. Use discourse markers. You may use some discourse
markers more than once.
1.
2.
3.
4.
5.
Name: Date: Group:
Grammar Exercises Simple Past of and Regular Handout GE 4.1

Unit 4 Verbs
A. Complete the text with the simple past of the verb to be.
When our parents came home from their vacation, they very disappointed in us.
We (negative) ready for their return at all. It already noon, but
my brother Jonah still in bed. My other brother, Fred, (negative)
even at home. There (negative) any food in the pantry and the house (negative)
clean. All of the bedrooms a mess. The plants in our living room
beginning to die. My mother’s favourite vase broken, so she
very upset. We certainly (negative) good housekeepers!
B. Look at the categories of how to form the simple past of regular verbs in the chart below.
Write the simple past of each of the verbs from the word box under the correct category.
admit chat cry dry happen live rob stay

Word Box
carry climb die nish hope prefer smile worry
To form the simple past

+d + ed + ied double consonant + ed
admitted
C. Rewrite the following sentences in the simple past using the negative form of the verb.
1. Marianne failed her history exam.
2. My mother fried eggs for breakfast this morning.
3. Eric discussed the problem with his coach.
4. Fred and Liana chatted online for four hours.
5. Rosemary invited us to her birthday party.
Name: Date: Group:

Modals and
Unit 4
A. Underline the error in the use of modals must or have to in each sentence. Then, rewrite the
correct sentence below.
1. You mustn’t parking in front of the re station.
2. You don’t have take a bus to get there.
3. Ellie must passes her admission exam.
4. Air pilots must to practise for thousands of hours.
5. Freddy have to take the train at 6:00 a.m. tomorrow.
6. Rachel don’t have to go to school next week.
7. I pay must for the library book I lost.
8. You have call your parents before 9 p.m.
9. We has to buy new hiking boots.
10. Katherine has must practise the piano for at least two hours a day.
B. Circle the correct modal to complete the sentences below.

1. Motorcyclists (mustn’t wear / have to wear) a helmet for their protection.
2. Students (mustn’t talk / don’t have to talk) during an exam.
3. Students (mustn’t bring / don’t have to bring) dictionaries to class every day.
4. You (mustn’t wear / don’t have to wear) formal clothes at a high school party.
5. You (mustn’t cross / don’t have to cross) the street when the trafc light is red.
6. She (must be / doesn’t have to be) hungry.
7. My father (mustn’t go / has to go) to work every day.
8. People (mustn’t talk / don’t have to talk) in the library.
Name: Date: Group:
Grammar Quiz Simple Past of and Regular Handout GQ 4.1

Unit 4 Verbs
A. Complete the following sentences with the correct form of the verb to be /10
in the simple past.
1. I (negative) on the hockey team last year.
2. We out of town last weekend.
3. Your project at the Science Fair the best.
4. You (negative) in our dance rehearsal yesterday.
5. Leslie very sad when she heard the news.
6. Marc and André outside when we arrived.
7. That dog (negative) on a leash.
8. Wei my best friend in Grade 3.
9. I on the Internet until midnight last night.
10. Everett and I (negative) prepared for our presentation.
B. Write the following verbs in the simple past. /5
1. like 4. hurry
2. start 5. tie
3. stop
C. Complete the text with the simple past of the verbs in parentheses. /15
Sarah was very tired on Friday evening because she had worked all day at the local
café as a barista. She (want, negative) to go out so she
(invite) some friends over to her house instead. When her friends (arrive)
they (cook) her a delicious dinner. After dinner, they (wash)
the dishes together. Then, they (watch) a horror movie,
but they (like, negative) it. They all (agree)
that the end of the movie was too silly. Her friends (stay) for a while after the
movie and (play) board games. They (decide) to play Clue. Paul
(try) to win the game but he (pick, negative)
the right weapon. Later, Nicky (look) at the clock in the kitchen and (realize)
it was very late! It was time to go and nally let Sarah get some sleep.
Name: Date: Group:

Modals and
Unit 4
A. Rewrite the following sentences using must, mustn’t, have to or don’t have to. /10
1. Don’t smoke inside the building.
2. Showing your ID is obligatory at the reception.
3. It isn’t necessary to make a reservation in advance.
4. No camping in this area.
5. Pay the gym membership fees.
6. Take a shower before swimming in the pool.
7. Eat your vegetables before getting any dessert.
8. Driving without a seat belt is dangerous.
9. It is ne if you do not wear a tie.
10. Don’t forget to call your grandmother.
B. Complete the sentences using must, mustn’t, have to or don’t have to. /10
1. Elena be quiet because I study.
2. The television be turned on in order to work.
3. You come to the park with me, but I hope you will.
4. Teddy forget to buy bread at the store.
5. Mayonnaise be left out. It go in the fridge.
6. You wear a coat today. It’s quite warm outside.
7. They run some errands, so they cannot go to the movies right now.
8. I do homework because I don’t have any tonight.
Name: Date: Group:

Unit 5
A. Circle the correct possessive form.

1. Do you have (Alice’s / Alices’) phone number?
2. The (cheerleader’s / cheerleaders’) uniforms are very colourful.
3. The (children’s / childrens’) playground is over there.
4. (Switzerland’s / Switzerlands’) ofcial languages are French, German, Italian and Romansh.
5. My (parent’s / parents’) names are Sylvie and Joseph.
6. (The boyfriend of my sister / My sister’s boyfriend) is very funny.
7. (The leg of the table / The table’s leg) is broken.
8. (The eyes of my mother / My mother’s eyes) are blue.
9. (The opening of the new store / the new store’s opening) is tomorrow.
10. (The apartment of Dave / Dave’s apartment) is messy.
B. Underline the possessive form of the nouns in the text. Then, complete the chart to indicate
which items belong to which character.
It was the fourth day of summer camp: cabin inspection day. Campers Nora, Jenny, Katie
and Luisa tidied their cabin. Nora and Katie found Katie’s T-shirt, Luisa’s towel and Jenny’s
bathing suit under Luisa’s dufe bag. Everything was wet so they hung it on the clothesline.
Luisa found Jenny’s ashlight behind the door with Nora’s life jacket. Jenny found their
counsellor Stephanie’s whistle under a bed. The only things the girls couldn’t nd were Katie’s
diary and Nora’s paddle. The camp director found the missing items under the cabin!
Character Item
Nora
Jenny
Katie
Luisa
Stephanie
C. Read the rst sentence. Then, complete the second sentence with the possessive form.
1. The cellphone belongs to Tiffany. It is cellphone.

2. The cat belongs to my grandparents. It is cat.
3. The car belongs to Alex. It is car.
Name: Date: Group:

Unit 5
A. Complete the following charts with the correct form of the verbs.
Base form Simple Past Base form Simple Past
swim drink
do give
come sang
grow teach
found ew
know see
slept put
have make
began built
can meet
take felt
B. Complete the text with the simple past of the verbs in parentheses.
Last Sunday, my brother and I (go) to my grandparents’ farm. It was fun,
but grandpa denitely (keep) us busy. He (wake) us up
at around 5:00 a.m. I (feel, negative) like getting up, but I (hear)
grandpa say, “Good morning. Get ready for a productive day.” My sister and I
(get) dressed, (run) downstairs and (meet)
our grandparents in the kitchen. We (eat, negative) cereal like we
usually do. Instead, we (eat) scrambled eggs and delicious pancakes with
strawberry jam that grandma (make) . After breakfast, we (sit down, negative)
all morning: we (feed) the animals, milked cows
and (sweep) the oors. At rst, we (know, negative)
how to do anything, but grandpa (teach) us how and (pay)
close attention to us while we were doing our tasks. After lunch, we (ride)
horses. Then, we (go) to a river and (swim) . At the end of
the day, we were exhausted but happy.
Name: Date: Group:

Unit 5
A. Write the correct possessive form of the underlined nouns. /15

1. Mr. Sanders hair is short and curly.
2. Jenny is the best player on the girls soccer team.
3. Catherine father is a computer engineer.
4. My friend desk is always very tidy.
5. The neighbours TV was stolen last night.
6. The Artic fox fur is white.
7. Jimmy favourite sport is rugby.
8. The actresses costumes are very expensive.
9. Florence voice is soft and pleasant.
10. The women tennis club is on 8th Avenue.
11. Marvin jokes always make me laugh.
12. Nepal mountains are the highest in the world.
13. My grandparents house is big.
14. I answered the children questions.
15. The prince crown was gold.
B. Rewrite the sentences using the correct possessive form. /5

1. I need the phone number of Jana.
2. The children of the Johanssons are talented musicians.
3. The streets of Hong Kong are always very busy.
4. The novels of Charles Dickens are known around the world.
5. I’m going to stay at the beach house of my cousins this summer.
Name: Date: Group:

Unit 5
A. Complete the text with the simple past of the verbs in parentheses. /20
One sunny afternoon, a fox was walking through the woods when he (see)
purple round things in the distance that (catch) his attention. He walked closer
and (nd) a bunch of juicy grapes hanging from a high tree branch. At that
moment, he (feel) very hungry and (think) to himself, “I’m sure
they’re very tasty.” He (take) some steps back and jumped to reach the grapes,
but his jump wasn’t high enough. He (go) back farther, (run)
really fast and jumped again. He almost (get) high enough that time, but not
quite. He (begin) to get frustrated and (give up) . He (make)
his way farther along the path and (keep) looking for something
else to eat. He (come) to an apple orchard and there were some apples on the
ground. He (bite) into one of them, but it was full of worms so he (spit)
it out! Disappointed, he (lay) down and (say) ,
“I (eat) almost nothing today. I will be hungry all night!” He (hang)
his head and cried.
B. Circle the correct form of the verb in simple past. /10

1. Cesar (didn’t found / didn’t nd) any interesting information for his project on the Internet.
2. Auntie Clarisse (made / maked) my favourite lasagna when I visited her.
3. Yves (did not lent / did not lend) me his bike yesterday.
4. My brother’s new car (cost / costed) a lot of money.
5. Coach Bob (didn’t chose / didn’t choose) Carl to be the new goalie of our team.
6. I (did not wake up / did not woke up) early this morning.
7. Laura’s parents (drove / drived) us to the movie theatre.
8. The Lions (losted / lost) last night’s football game.
9. I (heart / heard) cats ghting in the middle of the night.
10. Susan accidentally (broke / broked) her mother’s favourite bowl when she was three years
old.
Name: Date: Group:

Prepositions , and
Unit 6
A. Complete each sentence with the prepositions at, in or to.

1. Susan and Bruce are swimming the river.
2. A lot of people are standing the bus stop.
3. My friend Joyce grew up Newfoundland.
4. Luke works the bank.
5. This street leads St. Antoine Park.
6. Please wait for me the entrance of the library.
7. You can buy souvenirs the gift shop.
8. The 193 bus will take us Raymond Avenue.
9. We’re spending our holidays Jamaica.
10. We’re going a beach party next weekend.
11. My oldest brother lives a small town Scotland.
12. Kevin and Jonah are heading the stadium now.
B. Circle the option that best completes the sentence.

1. Sasha lost her car keys . . .
a. at the theatre. b. to the parking lot. c. in home.
2. I found a twenty-dollar bill . . .

a. to the bank. b. in the library. c. at the table.
3. Do you think Bill can give us a ride . . .

a. to the airport? b. in the work? c. at Longueil?
4. You should be quiet . . .

a. in the corner. b. to the cinema. c. at church.
5. We’re going to have lunch . . .

a. in the movies. b. at home. c. to the restaurant.
6. Yesterday, my sister drove me . . .

a. in the mall. b. at work. c. to school.
Name: Date: Group:

Simple Future
Unit 6
A. Write an ending for each sentence using the afrmative or negative of the simple future.
1. She lives in Brussels, but in two years . . .
2. Jonathan never takes any trips, but in two weeks . . .
3. Angela rarely wears makeup, but today . . .
4. I usually go to the gym only once a week, but as of next week . . .
5. They usually stay at a hotel in Madrid, but next summer . . .
6. My little sister plays with dolls now, but when she’s 16 years old . . .
7. He never studies before a math test, but after he gets his bad exam results . . .
8. Everyone complains about the heat in July, but in February . . .
9. My father washes the dishes, but next Father’s Day . . .
10. Karen television is broken, so this weekend . . .
B. Complete the letter with the simple future of the verbs in parentheses.
Dear Dad,
Happy Father’s Day! My Father’s Day gift (last) all year. I promise I (mow)
the lawn every week. I (take out) the garbage every
Tuesday morning. I also promise that I (argue, negative) with my
brother and I (forget, negative) to do my homework. I (complain,
negative) about your cooking and I (help) you with
the dishes.
Love,
Jackie
Name: Date: Group:

Prepositions , and
Unit 6
A. Circle the correct preposition to complete the sentences. /10

1. I’ll meet you (at / in / to) the stairs.
2. Could you give me a ride (at / in / to) St. Mathew Street?
3. Hellen is (at / in / to) a rock concert with her friends.
4. We’ll never go back (at / in / to) that bad hotel.
5. You left your watch (at / in / to) the bathroom.
6. Are your parents coming (at / in / to) the ballet recital?
7. Jeff is studying (at / in / to) Oxford University.
8. My mother wears jeans (at / in / to) home.
9. My dogs are playing (at / in / to) the garden.
10. The Canadian Tulip Festival takes place (at / in / to) Ottawa.
B. Complete the following text with at, in or to. /20

Last summer, I travelled London to visit my sister who moved there ve years ago.
She picked me up Heathrow Airport and drove me her beautiful house
a nice neighbourhood Central London. After a tasty lunch and some tea
her apartment, my sister and I went sightseeing and around the city. First,
we went the popular Madame Tussaud’s Museum. this museum, you can
see real-size wax gures of famous people like Michael Jackson or Beyoncé. Later, we went
the Tower Bridge and also the Tower of London. Finally, we met Carl, a
friend of my sister’s, St. Paul’s Cathedral. 6 p.m., Carl took us a
popular restaurant called the Windmill. There, I tried the famous English steak and kidney pie.
It was excellent! It was raining on the way home so we stopped a shop to keep dry. I
bought some souvenirs to give my friends back home. The next day, we rode
my sister’s car all the way Stonehenge. It was exciting to spend time a place
with so much history. I cannot wait to go back England next summer.
Name: Date: Group:

Simple Future
Unit 6
A. Complete the following text using verbs from the word box. Use the simple /10
future with will.
Word Box be have live make miss move need start study work
Samuel and his family to Brazil next year. His mother

for an oil company and his father his own catering business. His parents
in a big house in Sao Paulo which a nice garden and
a swimming pool. Samuel in a new school and a lot
of new Brazilian friends. The weather in Sao Paulo is always nice and hot, so Samuel
to wear a winter jacket anymore. Samuel is positive that his new life in Brazil
exciting and enjoyable, but he his friends for sure.
B. Look at David’s list of New Year’s resolutions. Write each of his resolutions in /10
the simple future. Use either the afrmative or the negative form depending
on whether he plans to do the activity (√) or does not plan to do it (X).
New Year’s Resolutions
Run in the park every weekend. 1. David .
Take Martial Arts classes. 2. He .
Play video games all day. 3. He .
Call my grandparents more. 4. He .
Help around the house more. 5. He .
Keep eating healthy. 6. He .
Play with my cellphone while 7. He .

eating dinner with my family. .
Do better in math. 8. He .
Be nicer to my sister. 9. He .
Spend a lot of time on the 10. He

computer. .
Evaluation Components
Evaluation Grids for the Student Handout Page
 Self-Evaluation Log for Competency 1                                  SE 1                  331

Self-Evaluation Log for Competency 2                                  SE 2                  332
Self-Evaluation Log for Competency 3                                  SE 3                  333
 Peer Evaluation Sheet for Competency 3                               SE 4                  334
 Unit Reection Sheet                                                SE 5                  335
Evaluation Grids for the Teacher Handout Page
 General Competency Rubric for C1                                    TE 1                  336

General Competency Rubric for C2                                    TE 2                  337
General Competency Rubric for C3                                    TE 3                  338
 Individual Progress Log                                              TE 4                  339
 Observation Grid for Competency 1                                    TE 5                  340
Observation Grid for Competency 2                                    TE 6                  341
Observation Grid for Competency 3                                    TE 7                  342
Evaluation Situations Handout Page
 Evaluation Situation 1
Teacher’s Notes and Evaluation Rubrics                       ES 11–ES 13                  343
Transcript for Task 3                                               ES 14                  348
Student Handouts                                           ES 15–ES 18                  350
 Evaluation Situation 2
Teacher’s Notes and Evaluation Rubrics                       ES 21–ES 23                  358
Transcript for Task 1                                               ES 24                  363
Student Handouts                                           ES 25–ES 28                  364
330 Zipline Year One  Evaluation Components Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
Self-Evaluation Handout SE 1
C1 Interacts Orally in English
Log
Instructions
• Evaluate your progress once a month. Give yourself a score for each criterion.
3 = Always 2 = Most of the time 1 = Rarely
• Add up your score. Try to improve your score each time you complete the evaluation.
Criterion Performance Score

Date
I contribute throughout the
Participation in discussion.
oral interaction
I encourage peers to participate.
I make links to personal or
Content of the outside references.
message
I build on the ideas of others.
I communicate my message
with ease.
Articulation of I do not hesitate when I speak.
the message
I use the targeted language
correctly.
I know which strategies help
Management of me and I use them.
strategies and
I know which resources help
resources
me and I use them.
Total
Date Skills and strategies I need to work on What I manage well
Teacher’s comments:
Reproduction permitted © TC Media Books Inc. Zipline Year One  Student Evaluation Grids 331
Name: Date: Group:
Self-Evaluation C2 Reinvests Understanding Handout SE 2

Log of Texts
Instructions
3 = Always 2 = Most of the time 1 = Rarely

Date
I show a detailed understanding
of the text / video.
Evidence of
understanding I support my position with
of texts through arguments from the text / video.
the response I share my understanding of
process the text / video and adjust it if
needed.
I can select relevant ideas and
Use of
language from the text / video
knowledge
to reinvest.
from texts in a
reinvestment I combine ideas from the
task text / video with my own ideas.
Management of me and I use them.
strategies and
I know which resources help
resources
me and I use them.
Total
332 Zipline Year One  Student Evaluation Grids Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
Self-Evaluation Handout SE 3
C3 Writes and Produces Texts
Log
Instructions
3 = Yes 2 = Partially 1 = No

Date
Participation I use all steps of the process to
in the writing complete the task.
and production My work shows improvement
processes through the steps of the process.
My ideas are pertinent. I consider
the audience, topic and purpose.
Content of the
message My ideas are highly organized.
I develop and support my ideas.
My message is clear and easy
to understand.
Formulation of I use appropriate text features
the message and components.
My text includes varied language
and sentence structure.
me and I use them.
Management of I know which resources help
strategies and me and I use them.
resources
I independently edit my text to
improve my work.
Total
Name: Date: Group:
Peer Evaluation Handout SE 4

Sheet
Instructions
• Evaluate your classmate’s work. Check either yes, partially or no for each criterion. Comment on each
criterion.
Name of classmate: Date: Task number:
Criterion Performance Yes Partially No Comment

Participation My classmate used
in the writing all steps of the
and production process to complete
processes the task.
The ideas are
pertinent. The
product is
appropriate for the
audience, topic and
Content of the purpose.
message The ideas are highly
organized.
The ideas are well
developed and
supported.
The message is
clear and easy to
understand.
My classmate uses
the text components
Formulation of and features
the message required for the task.
The text includes
varied language
and sentence
structure.
The images, video
Production and / or music
process only enhance the
message of the text.
Describe one aspect of your classmate’s product that you liked.
Describe one aspect of your classmate’s product that could be improved.
334 Zipline Year One  Student Evaluation Grids Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
Unit Reection Handout SE 5

What Did You Learn?
Sheet
Unit number: Title:
Instructions
• Reect on what you learned in the unit.
• Share what you learned with your classmates.
• Reinvest language, information and ideas from the unit.
Language prompts to 1. Look back at the tasks you completed in the unit.
help share your ideas a. Write new words or expressions you want to remember.
• I learned . . .
• What was your answer
for . . . ?
• I think that . . .
• What’s your opinion? b. Write something helpful you learned in this unit.
• What do you think
about . . . ?
• That’s interesting.
• If I understand 2. a. Describe the theme of the unit in your own words.
correctly, . . .
• Based on my
experience, . . .
• Tell me why you . . .
• That’s possible, but I b. Write something you learned about the theme.
think . . .
• It seems to me that . . .
• The text on . . .
mentions that . . .
Share and reinvest.
3. In teams:
• Discuss your answers to the questions in Step 1 and Step 2.
• Elaborate on your answers by using information and ideas from
the unit and from your own personal experiences.
• Listen to your classmates.
• Ask your classmates questions.
• Respond to your classmates’ ideas and experiences.
Set a goal.
4. Write your goal for speaking, listening, reading or writing in the
next unit.
Name: Date: Group:
General Competency Handout TE 1

Rubric
A B C D E
Participation in oral
Interacts actively Interacts throughout Interacts sporadically Speaks when Provides answers
interaction
and spontaneously the task Makes some attempts prompted or to routine questions
throughout the task Makes frequent to encourage peers when asked direct Does not incite
Actively encourages attempts to encourage to participate in the questions discussion with peers
peers to participate peers to participate discussion Does not often incite
in discussion in the discussion discussion with peers
Contributes pertinent Contributes pertinent Contributes ideas Contributes short, Contributes answers
ideas on a broad ideas to discussions to discussions on simple messages using models or
range of familiar and on familiar subjects familiar topics direct translations
the message
Content of
unfamiliar subjects, Uses facts and from mother tongue

making references to examples to support OR
outside information ideas
and experiences Relies on single
word answers or
Builds on others’ gestures to signal
ideas understanding
Communicates Communicates Requires some Requires support

messages with ease messages with a support to to communicate
Articulation of the message
and condence certain amount of communicate messages

Fluency
Little to no ease messages Hesitations often Expresses messages

hesitations Hesitations do not Hesitations hinder interaction that rely on models
hinder interaction sometimes hinder or direct translation
interaction from mother tongue
Expresses messages Expresses messages Expresses messages Expresses messages OR
using language that using language that are understood, that are understood, Reverts to a language
Accuracy
is accurate and that is somewhat but contain errors that but contain many other than English
idiomatic** accurate and sometimes hinder errors that impede
idiomatic comprehensibility understanding and
require interpretation
Targeted language conventions
Type of error Very few Some Many Too many
Selects and manages Selects and manages Requires some Uses familiar Despite prompting,
Management of
a variety of strategies appropriate strategies prompting to use strategies and does not make use
strategies and
resources*
and resources and resources strategies and resources when of strategies or

effectively to improve Efcient use of a resources told explicitly which resources
oral interaction variety of resources Draws on one or to use Uses simple
Requires little two strategies strategies like
or no support gesturing to
compensate
Notes : * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.
** Idiomatic language includes expressions and sentence structures typical of the English language, e.g. use of gerunds.
336 Zipline Year One  Teacher Evaluation Grids Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
General Competency C2 Reinvests Understanding Handout TE 2

Rubric of Texts
A B C D E
Evidence of understanding of texts
through the response process
Shows understanding Shows solid Shows some Shows basic Shows that texts
of the subtleties of understanding understanding of understanding have been
texts of texts texts of texts understood by
Supports position Forms and justies Negotiates and Able to identify responding
with arguments from opinions adjusts understanding required information nonverbally, with
texts in small groups or about the text single words or short
Negotiates phrases
Supports others meaning with with teacher* Relies on others to
in negotiating others and adjusts adjust Answers simple
meaning* understanding as understanding* questions with
needed* support
Selects appropriate, Selects mostly Selects some Selects little Information / ideas
information / ideas / language
accurate and pertinent appropriate, accurate appropriate, accurate appropriate, accurate and language are
information / ideas and pertinent and pertinent and pertinent inappropriate or
Selection and use of
Use of knowledge from texts in a reinvestment task
and language from information / ideas information / ideas information / ideas inaccurate
texts and language from and language from and language from
texts texts texts
Skillfully combines Combines relevant Combines some Gives opinions about Own ideas are not
and organizes information / ideas information / ideas or texts, when asked, included or are not
combination with own ideas
Coherence of organization,
pertinent information / and language from language from texts but makes few links coherently tied to
ideas and language texts with own ideas with own ideas between own ideas information from
from texts with own to create a coherent Uses model to and texts texts
ideas to create a product create a somewhat Relies on the model OR
personalized product Uses model to create personalized product to complete the task Copies from the
a personalized model**
product
Uses a wide variety Uses appropriate Uses familiar Uses modelled Uses a resource
of strategies and strategies and strategies if reminded strategies provided by the
Management of
strategies and
resources relevant resources teacher

resources*
Needs to be Needs to be
to the task Asks for feedback reminded to diversify reminded to use Requires a great
Offers feedback from peers or teacher use of resources resources and deal of prompting
to peers Uses feedback from feedback from peers and feedback from
peers or teacher or teacher teacher
Notes : * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report
card.
** If only a few passages were copied from the model, but several were written by the student, use the rubric but ignore copied passages when
evaluating competency 2.
Reproduction permitted © TC Media Books Inc. Zipline Year One  Teacher Evaluation Grids 337
Name: Date: Group:
General Competency Handout TE 3

Rubric
A B C D E
Participation in
the writing and
processes*
production
Condently Uses the steps of the When reminded, Requires guidance Does not use the
personalizes the process to complete uses the steps of the throughout the steps steps of the process
processes to plan and the task process to complete of the process
carry out the task the task
Writes a text well Writes a text Writes a text Writes a text Writes a simple text
Pertinence
Content of the message
adapted to the target appropriate for the somewhat suited to somewhat unsuited that does not meet
audience, topic, target audience, the target audience, to the target the task
purpose topic, purpose topic, purpose audience, topic, requirements
purpose
Provides well- Provides generally Provides somewhat Provides ideas and Provides ideas and
development
Organization
organized, developed well-organized, organized, developed viewpoints that lack viewpoints that lack
and supported ideas developed and and supported ideas some organization, organization,
and
and viewpoints supported ideas and and viewpoints development and development and
viewpoints support support
Shows advanced Shows strong Shows acceptable Shows limited Shows little or no
Accuracy of language
understanding of the understanding of the understanding of the understanding of the understanding of the
rst cycle language rst cycle language rst cycle language rst cycle language rst cycle language
repertoire
repertoire (vocabulary, repertoire, making repertoire, making repertoire, making a repertoire

mechanics**, few errors some errors number of errors Includes direct
grammatical translations from
structures and mother tongue
Formulation of the message
idiomatic
expressions), making
few, if any, errors
Produces few, if any, Produces errors that Produces errors that Produces errors or Produces errors or
Clarity of
message
errors do not affect may affect awkward structures awkward structures

readability and readability but not that sometimes that frequently
understanding*** understanding affect readability and hinder
understanding understanding
Includes and tailors Includes required Includes most of the Partially includes Does not respect the
Text components /
elements of style
the required text text components and required text the required text task requirements
features and
components and features components and components and Copies from the
features Effectively uses features features model****
Skillfully uses some elements of Inconsistently uses Uses few elements Does not include
elements of style, style elements of style of style effectively elements of style
e.g. voice, varied
language structures
Selects and uses Uses familiar Requires some Uses strategies that Uses strategies and
appropriate strategies strategies and prompting to use have been modelled resources when
Management of
strategies and
and resources as resources as strategies and guided by the

resources*
Makes use of some

necessary necessary resources resources teacher
Notices and corrects Edits and revises Requires some When reminded, Refers mostly to
errors when revising own text using guidance when self makes basic teacher for guidance
own text feedback provided by or peer editing corrections to own
autonomously teacher and peers texts
Notes: * The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on
the report card.
** Mechanics include spelling, punctuation and capitalization.
*** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the
reader has to either stop to gure out what the student meant or reread a passage in order to understand it.
**** If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages
when evaluating competency 3.
Name: Date: Group:
Individual Progress Handout TE 4

Competencies C1, C2 and C3
Log
Competency Date and level of prociency
• Participation in oral interaction

• Content of the message
• Articulation of the message
• Management of strategies and resources*
Comments:
C2 Reinvests Understanding of Texts
• Evidence of understanding of texts through the

response process
• Use of knowledge from texts in a reinvestment
task
Comments:
• Participation in the writing and production

processes*
• Formulation of the message
Comments:
* The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.
Name: Date: Group:
Observation Handout TE 5
Grid C1 Interacts Orally in English
A Exceeds expectations Evaluation Criteria

B Meets expectations Participation in Content of Articulation Management
C Acceptable but needs improvement oral interaction the message of the message of strategies
D Does not meet all expectations and resources
E Has serious difculties
Task and date
Students
Name: Date: Group:
Observation C2 Reinvests Understanding Handout TE 6

Grid of Texts

B Meets expectations Evidence of Use of knowledge Management
C Acceptable but needs improvement understanding of from texts in a of strategies
D Does not meet all expectations texts through the reinvestment task and resources
response process
Task and date

Students
Name: Date: Group:
Observation Handout TE 7
Grid C3 Writes and Produces Texts

B Meets expectations Participation Content of Formulation Management
C Acceptable but needs improvement in the writing the message of the message of strategies
D Does not meet all expectations and production and resources
processes
Task and date
Students
Evaluation Situation
Evaluation 1
Components
The Wonderful World of Food!

For use after Units 1, 2 and 3
Components of the Evaluation Situation

Teacher’s Guide
• Overview of Evaluation Situation 1                                                               344
• Evaluation Rubrics for C1, C2 and C3 (Handout ES 11–ES 13)                                       345
• Transcript for Task 3 (Handout ES 14, Audio CD Track 21)                                          348
Student Handouts (ES 15–ES 18)                                                                 350
ESL Competencies Evaluated

• Evidence of understanding of texts through the response process
• Use of knowledge from texts in a reinvestment task
General Procedure
Make sure that students understand each step of the procedure

Step 1: Theme and Questions
• Describe the theme in general terms Students will think about their eating habits and learn about
unusual dietary habits around the world
Step 2: Student Handouts and Evaluation Criteria
• Once you have distributed the student handouts, go over the material with the class
• Make sure that students understand what they need to do and what is expected of them for each task
• Explain the evaluation criteria, using the evaluation rubrics for the three ESL competencies on
pages 345–347
• Tell students which resources they are allowed to use
• To maintain control during Task 1, students can start by working in teams of four to six They complete
as much of the handout as possible Then, students form new teams and continue in this way until
the activity is complete
• Collect the handouts when students have nished Use the appropriate answer keys and evaluation
rubrics to evaluate students’ work
Reproduction prohibited © TC Media Books Inc. Zipline Year One  Evaluation Situations 343
Overview of Evaluation Situation 1
Students will discuss their dietary habits with classmates. They will read about Canada’s Food Guide and will
keep a food diary to evaluate and possibly improve their diet. Next, they will learn about some unusual treats in
a listening task about entomophagy. Finally, students will reinvest what they have learned in Tasks 2 and 3 by
writing an opinion text explaining why people should or should not practise entomophagy.
ESL Competency and

Time Text Type Language Repertoire
Evaluation Criteria
Task 1: Our Eating Habits
35 min C1 Interacts Orally in English • Questionnaire • Asking yes / no

questions
• Participation in oral
interaction • Simple present
Task 2: My Food Diary
40 min C2 Reinvests Understanding • Informative • Simple present

of Texts • Modals should and could
• Evidence of understanding
of texts through the
response process
Task 3: Creepy Crawly Cookery
40 min C2 Reinvests Understanding • Interview • Simple present

of Texts
response process
Task 4: To Eat or Not to Eat?
75 min C2 Reinvests Understanding • Opinion • Simple present

of Texts • Modals should and could
• Use of knowledge from texts • Discourse markers
in a reinvestment task
• Supports opinions
C3 Writes and Produces
Texts
344 Zipline Year One  Evaluation Situations Reproduction prohibited © TC Media Books Inc.
Name : Date : Group :
Evaluation Evaluation Rubric for Handout ES 1.1

Situation 1 Task 1
Task 1: C1 Interacts Orally in English
A B C D E
Participation in oral interaction
Interacts actively Interacts actively Interacts Interacts during Is unable to interact

and spontaneously most of the time sporadically during the activity only during the activity or
during the activity during the activity the activity when prompted reverts to a language
Initiates and Maintains Occasionally asks Responds to other than English
maintains interaction interaction by asking and answers questions when Is unable to
during the and answering questions during prompted participate in
discussion by asking questions during the discussion the discussion
and answering the discussion
questions, listening
to others and
elaborating on ideas
Uses yes / no Uses yes / no Sometimes makes Makes errors that Is unable to ask
questions accurately questions accurately errors when asking affect clarity of the yes / no questions
Articulation of the message
at all times most of the time yes / no questions message when in English
Uses the simple Uses the simple but message is clear asking yes / no Is unable to
present accurately present accurately most of the time questions use the simple
and with ease during during the Uses the Occasionally present during
the discussion discussion simple present uses the simple the discussion
accurately most present during the
of the time during discussion
the discussion
Reproduction permitted © TC Media Books Inc. Zipline Year One  Evaluation Situations 345
Evaluation Evaluation Rubrics for Handout ES 1.2

Situation 1 Tasks 2 and 3
Task 2: C2 Reinvests Understanding of Texts
A B C D E
Evidence of understanding
Demonstrates Demonstrates a Demonstrates a fair Demonstrates Is unable to

the response process
a superior good understanding understanding of a partial complete Steps 3

of texts through
understanding of of the text by the text by correctly understanding of the and 4

the text by correctly correctly answering answering some text by answering Response not linked
answering the most of the of the questions in one or two of the to the text in Step 5
questions in Steps 3 questions in Steps 3 Steps 3 and 4 questions in Steps 3
and 4 and 4 Makes few and 4
Makes pertinent Makes some connections between Makes no
connections between connections between the text and own connections between
the text and own the text and own experience in Step 5 the text and own
experience in Step 5 experience in Step 5 experience in Step 5
A B C D E
Evidence of understanding of texts through the
Demonstrates Demonstrates a Demonstrates a fair Demonstrates Is unable to

a superior good understanding understanding of a partial complete Steps 3
understanding of of the text by the text by correctly understanding of the and 4
the text by correctly correctly answering answering some of text by answering Response not linked
answering the most of the the questions in Step one of the questions to the text in Step 5
response process
questions in Step 3 questions in Step 3 3 and by completing in Step 3 and by

and completing all of and completing most some of table in completing only a Responses do not
the table in Step 4 of the table in Step 4 Step 4 small portion of the address broader
table in Step 4 issues in Step 6
Makes pertinent Makes some Makes few
connections between connections between connections between Makes no
the text and own the text and own the text and own connections between
experience in Step 5 experience in Step 5 experience in Step 5 the text and own
Moves beyond Moves beyond Somewhat moves experience in Step 5
context of the text to context of the text beyond context Has difculty
insightfully address to address issues of text to address addressing the
issues at a broader, at a broader, more issues at a broader, broader issues in
more general level in general level in more general level in Step 6
Step 6 Step 6 Step 6
346 Zipline Year One  Evaluation Situations Reproduction permitted © TC Media Books Inc.

Situation 1 Task 4
A B C D E
Use of knowledge from texts
Selects appropriate Selects mostly Selects some Selects little Selects inappropriate
information from appropriate appropriate appropriate or inaccurate

the texts to support information from information from information from information from
opinion about the texts to support the texts to support the texts to support the texts to support
entomophagy opinion about opinion about opinion about opinion
entomophagy entomophagy entomophagy
Task 4: C3 Writes and Produces Texts
A B C D E
Content of the message
Provides well- Provides generally Provides somewhat Provides Provides arguments

developed and well-developed and developed and underdeveloped that are not
detailed arguments detailed arguments detailed arguments arguments that lack developed or detailed
to support opinion to support opinion to support opinion detail
Text contains very Text contains Text contains Text contains Text contains
few, if any, errors few errors in some errors in many errors in many errors,
in the use of the the use of the the use of the the use of the rendering it largely
simple present, simple present, simple present, simple present, incomprehensible
modals, discourse modals, discourse modals, discourse modals, discourse Most of the text
markers or other markers or other markers or other markers or other is difcult to
relevant language relevant language relevant language relevant language understand even
components components components components after a second
required for the task required for the task required for the task required for the task reading
Text easily Most of the text Text requires a Text difcult to Text does not
understood after easily understood second reading understand, even respect the task
one reading after one reading but is generally after a second requirements
Text includes and Text includes and coherent reading
skillfully tailors properly structures Text includes most Text includes some
all required all required of the required of the required
components components components components
(introduction,
three arguments,
conclusion)
Evaluation Transcript for Task 3 C2

Handout ES 1.4
Situation 1 Audio CD Track 21
Creepy Crawly Cookery CD
Host: Hello, everyone! Welcome to today’s discussion a lot! They’re also loaded with iron and vitamins
on entomophagy. “Ento-what?” you might ask. B1 and B3.
Entomophagy. It’s the practice of eating insects. Host: How does that compare with the nutritional
We’ve got nutritionist André Bosch here, along with value of beef and even sh?
bug foodie Claire Hemmings. André, what’s the story André: Lean ground beef and codsh have protein
with entomophagy? It seems to me that the only way levels that are similar to caterpillars but they come
you’d get most people to eat an insect would be on up short in terms of their iron and vitamin levels.
a bet or a dare. Crickets also contain a lot of calcium, which we
André: For most Western cultures, you would be know is good for bone development. Besides
right. But in much of the rest of the world people nutritional value, insects are also abundant and
eat insects for their taste, nutritional value and environmentally sustainable. Farming and harvesting
availability. insects takes very little water and transport fuel
Host: So why do North Americans and Europeans compared to livestock, grains and even vegetables.
go out of their way to avoid eating them? Host: It seems like a no-brainer! Claire, tell us how
André: It is difcult for most North Americans it is you came to be an entomophagist.
and Europeans to get their heads around Claire: I was introduced to entomophagy during a
entomophagy. Because of our farming heritage, trip to Australia. My rst taste was of witchetty
we see insects as the enemy and use lots of grubs—a type of moth larvae. You can eat them raw,
pesticides. But we should really start considering but if you roast them over a nice campre they taste
them as food. There are many benets of eating just like roasted almonds.
insects, starting with the fact that they’re good for When I travelled to Thailand, I saw moth larvae,
you. They are low in fat and carbohydrates and crickets, moth pupae, beetles and dragonies being
high in protein and iron. eaten. I’m an adventurous eater so I tried dry-roasted
For example, if you want to reduce the amount of crickets as snacks and loved them. The larvae are
carbs you eat, go with a silkworm pupae or a nice added to soups, stews and stir-fried meals. In Japan,
steaming bowl of termites. Neither of these has the pupae of the silk moth are considered a delicacy;
any carbohydrates, and they’re both great sources it was hard to nd, but really tasty. But my favourite
of protein and calories. If it’s protein you seek, look was the giant water bug. It can be roasted and eaten
no further than the caterpillar. These little guys whole or ground into a paste for sauces.
contain 28 grams of protein per 100 grams—that’s Host: That’s incredible! Sounds like your travels
have really opened up new gourmet horizons for you.

Handout ES 1.4
Situation 1 Audio CD Track 21 (cont.)
Claire: Denitely! I just got back from Venezuela Claire: It takes some work, but it’s worth it
where I got my boyfriend to try scorpions and even in my opinion.
tarantulas. He isn’t as much of a fan as I am—he Host: Have you got any tips for preparing them?
can’t get past the “yuck factor” and found the Claire: Hmmm, let’s see. Some insects can be eaten
tarantulas were a little on the greasy side. The next raw, but my boyfriend will only eat them cooked, if at
trip is to South Africa where I am looking forward to all! He thinks it is safer and that it improves the
crickets, grasshoppers, termites and caterpillars. taste. Before cooking them, I wash them with water
Host: I’m not sure you could convince me! One and put them in the freezer for about 15 minutes
problem I see is availability. Where do you get these to kill them. You may want to cut the heads from
things—in your backyard? the worms, though you don’t need to. Crickets
Claire: That’s not a good idea. Anything in an urban can have their legs and wings removed—there’s
area is likely to be full of pesticides. Plus, someone not much meat there anyway.
without experience should not go out alone and try But you know, the best way to win over new
to nd insects to eat without training or the help converts is with some chocolate-covered insects.
of an expert. If you eat an insect that you have You can use a wide variety of insects for this treat,
misidentied, you could poison yourself! but I prefer dry-roasted crickets. First, I remove
Host: Then where do you get your bugs? the crickets’ legs and antennae. Next, I drop the
Claire: Right now, I get crickets from the pet store crickets into a bowl of melted chocolate and stir
and I order the rest online. I’m looking into raising them around. Finally, I place them on wax paper
my own, too, because whatever you buy usually until the chocolate hardens. The light, crispy texture
needs to be freshened up a bit. You have to feed is just like chocolate-covered popcorn!
them fresh grains for a few days, which cleans out Host: Hmmm, I might be convinced to try that!
anything unhealthy they may have eaten. Well, that’s all the time we have for today. Thanks,
Host: It sounds complicated! André and Claire. I think you’ve given us all some
food for thought!
Evaluation Handout ES 1.5

Task 1: Our Eating Habits C1
Situation 1
1. Read the statements below. Ask your classmates questions to nd someone who matches
each description. If your classmate answers “yes,” ask him or her to sign your sheet. If your
classmate answers “no,” choose another question or ask another classmate. Each person
may sign your sheet only once.
Find someone who . . . Signature

a. eats breakfast every day. (Do you eat breakfast every day?)
b. eats three meals a day.
c. follows a special diet.
d. snacks between meals.
e. goes grocery shopping with his or her parents or family.
f. believes he or she has healthy eating habits.
g. eats junk food more than three times per week.
h. eats meat at least once a day.
i. often brings a packed lunch to school.
j. usually buys lunch at the cafeteria.
k. grows his or her own food.
l. sometimes eats at a restaurant during the week.
m. sometimes eats at a restaurant on the weekend.
n. is vegetarian or vegan.
o. sometimes skips a meal.
p. mostly eats homemade meals or food.
q. eats supper with his or her family every evening.
r. participates actively in food preparation in his or her home.
s. knows the four food groups that are included in a balanced diet.
t. eats meals while watching television.
2. Discuss the following questions with your classmates. Use the simple present to express your ideas.
a. What is your favourite food? Why?
b. Is there any type of food you do not like at all? Why?
c. Do you have healthy or unhealthy eating habits? Why?

Task 2: My Food Diary C2
Situation 1
Before Reading
1. What do you think a healthy diet consists of?
While Reading
2. As you read the text, underline the number of recommended servings you need from each
food group each day.
Healthy Diet, Healthy Lifestyle!
No matter where you live, how old you are or what Grain Products: Eat six servings from this food
you do in life, one thing is certain—you have to eat! group per day. There are lots of products to choose
Adopting healthy eating habits from a young age will from. For one serving you could eat one slice of
increase your chances of living a healthy lifestyle bread or half a bagel, 125 mL of cooked rice, pasta
as you get older. or couscous or 30 g (a small bowl) of cold cereal.
Canada’s Food Guide is a document produced Try to eat whole grain products when possible.
by Health Canada that provides information about Milk and Alternatives: It is important for you
the amount and the different types of food that to consume three to four servings from this group
Canadians should eat to maintain a healthy diet. each day to make sure your body benets from
According to the guide, people should eat food from nutrients like calcium. One cup of milk counts
four different food groups every day. The amount that as a serving in this group but if you don’t like milk,
a person should eat depends on his or her gender you can replace it with a soy beverage. You could
and age. Find out what you should eat to meet your also eat 175 g (a medium sized bowl) of yogurt or
nutritional needs every day. 50 g (approximately two slices) of cheese to get
Vegetables and Fruit: You should eat six servings one serving. You should drink milk with a low fat
from this food group every day. One serving is equal content such as 2%, 1% or skim.
to 125 mL (half a cup) of fresh, frozen or canned Meat and Alternatives: You might be surprised
vegetables or fruit or 125 mL of cooked leafy to nd out that you only need one or two servings
vegetables. You could also drink 125 mL of juice from this food group each day. There are many
as one serving but you should try to consume possibilities to choose from. First of all, you could
vegetables or fruit more often than juice. Try to eat eat 125 mL (a piece the size of the palm of your
at least one dark green vegetable such as broccoli hand) of meat, sh or poultry.
and one orange vegetable such as carrots every day.

Task 2: My Food Diary C2
(cont.)
Situation 1
If you are vegetarian or wish to lower the amount Finally, you could eat two eggs or 175 mL of tofu for
of meat you consume, you could replace meat with one serving. Make sure you eat lean meat and when
175 mL of cooked legumes such as lentils and beans. possible, remove the visible fat. You should also aim
Peanut butter or other nut butters are an excellent to eat at least two servings of sh each week.
way to meet the requirements for this food group. Combine this nutritious eating plan with physical
One serving of nut butter is equal to two tablespoons. activity every day to maintain a healthy lifestyle!
After Reading
3. According to the food guide, what is considered one serving of the Vegetables and Fruit group?
4. Write what you eat in a typical day on the lines below. Then, calculate the total number of
servings from each food group that you consume each day using the information from the text.
Write your calculations in the chart below.
Breakfast:
Lunch:
Supper:
Snacks:
Number of servings per meal Total number

Food Group
Bkfst Lunch Supper Snacks of servings
Vegetables and Fruit
Grain Products
Milk and Alternatives
Meat and Alternatives
5. Based on your results in Step 4 and on the recommendations in the text, evaluate your daily
diet. Write three ways you could improve your diet.

Task 3: Creepy Crawly Cookery C2
Situation 1
Before Listening
1. In many parts of the world, entomophagy, the practice of eating insects, is common.
Does this surprise you? Why or why not?
2. Match the following expressions with their denitions.
Expression Denition
a. to get your head around something 1. to research something

b. to look into something 2. to convince someone of something
c. to come up short 3. to accept something
d. to win someone over 4. to offer something to think about
e. to give someone food for thought 5. to be decient
While Listening
3. Read the questions below. Listen to the interview and answer the questions.
a. Check the reasons André gives for why other cultures eat insects.
taste nutritional value
tradition availability
b. Check the countries where Claire has eaten insects in the past or will eat insects in
the future.
Thailand Venezuela
South Africa Japan
Egypt Australia
c. List three tips Claire gives for preparing insects as food.

Task 3: Creepy Crawly Cookery C2
(cont.)
Situation 1
4. Listen to the interview again. This time, take notes on the pros and cons of eating insects
in the table below. Provide at least three pros and three cons.
Pros Cons
After Listening
5. In your opinion, what is the most convincing argument given by the speakers of why we should
practise entomophagy?
6. Based on what you heard in the interview, do you think that entomophagy will eventually
become more common in North America?

Task 4: To Eat or Not to Eat? C2 C3
Situation 1
Write an opinion text explaining why North Americans should or should not practise entomophagy.
Use information from the previous tasks to support your opinion. Think about the following elements:
• the strengths and weaknesses of your current diet as discussed in Task 2
• the pros and cons of entomophagy listed in the text in Task 3
1. Choose your point of view.
I believe we should should not practise entomophagy.
2. Read the transcript for Task 3. Underline information in the text that supports your opinion.
3. Plan your text below. Take notes under each section.

a. Introduction: State and briey explain your opinion.
b. Body: Plan three arguments. Use information from Tasks 2 and 3 to support your ideas.
Argument 1:
Argument 2:
Argument 3:
c. Conclusion: Restate your opinion and write a concluding sentence.

(cont.)
Situation 1
4. Write the rst draft of your opinion text. Follow your plan from Step 3. Use the simple present,
the modals should and could and discourse markers.
Writing Checklist
I stated my opinion in the
introduction.
I provided three arguments
to support my opinion.
I used information from
Tasks 2 and 3 to support
my ideas.
I used the simple present
correctly.
I used the modals should
and could correctly.
I used discourse markers
correctly.
I checked my spelling
5. Revise and edit your text. Use the writing checklist. and punctuation.

(cont.)
Situation 1
6. Write your nal copy here. Integrate the changes and corrections you made in Step 5.
Evaluation Situation
Components2
So the Story Goes

For use after Units 4, 5 and 6
Components of the Evaluation Situation

Teacher’s Guide
• Overview of Evaluation Situation 2                                                               359
• Evaluation Rubrics for C1, C2 and C3 (Handout ES 21–ES 23)                                       360
• Transcript for Task 1 (Handout ES 24, Audio CD Track 22)                                          363
Student Handouts (ES 25–ES 28)                                                                 364
ESL Competencies Evaluated

• Evidence of understanding of texts through the response process
• Use of knowledge from texts in a reinvestment task
General Procedure
Make sure that students understand each step of the procedure

Step 1: Theme and Questions
• Describe the theme in general terms Students will think about the characteristics of myths and
legends They will learn about legendary gures and write their own version of a myth or legend
Step 2: Student Handouts and Evaluation Criteria
• Once you have distributed the student handouts, go over the material with the class
• Make sure that students understand what they need to do and what is expected of them for each task
• Explain the evaluation criteria, using the rubrics for the three ESL competencies on pages 360–362
• Tell students which resources they are allowed to use
• For Task 2, cut the handout on page 366 into four cards Group students into teams of four, making
sure that each team has four different prole cards Tell students not to show each other their cards
Each student will also need the handout on page 365 to complete the task
• Collect the handouts when students have nished Use the appropriate answer keys and evaluation
rubrics to evaluate students’ work
358 Zipline Year One  Evaluation Situations Reproduction prohibited © TC Media Books Inc.
Overview of Evaluation Situation 2
In Task 1, students will learn about the characteristics of myths and legends. In Task 2, they will have the
opportunity to discuss and share information about legendary and mythological gures in teams. Next, they will
read a legend about an Irish vampire in Task 3. Finally, students will reinvest what they have learned by writing
their own myth or legend in Task 4.
ESL Competency and

Time Text Type Language Repertoire
Evaluation Criteria
Task 1: Myths Busted!
40 min C2 Reinvests Understanding • Information • Simple present

of Texts
response process
Task 2: What a Character!
50 min C1 Interacts Orally in English • Short proles • Simple past of to be,

regular and irregular
• Participation in oral
verbs
interaction
• Supports opinions
• Asks for others’
• Articulation of message
opinions
Task 3: The Legend of the Dearg-Due
60 min C2 Reinvests Understanding • Legend • Simple past of to be,

of Texts regular and irregular
verbs
of texts through the • Prepositions at, in and
response process to
• Use of knowledge from texts
Task 4: A Tale to Tell
75 min C2 Reinvests Understanding • Myth or legend • Simple past of to be,

of Texts regular and irregular
verbs
• Use of knowledge from texts
in a reinvestment task • Prepositions at, in and
to
Reproduction prohibited © TC Media Books Inc. Zipline Year One  Evaluation Situations 359

Situation 2 Tasks 1 and 2
A B C D E
of texts through the response
Demonstrates Demonstrates a Demonstrates a fair Demonstrates Is unable to answer

superior good understanding understanding of a partial the questions in
understanding of of the text by the text by correctly understanding of the Steps 2, 3 and 4
the text by correctly correctly answering answering some of text by answering a
process
answering all of the most of the the questions in few of the questions
questions in Steps questions in Steps Steps 2, 3 and 4 in Steps 2, 3 and 4
2, 3 and 4 2, 3 and 4
Task 2: C1 Interacts Orally in English
A B C D E
Participation in oral
Initiates and Maintains interaction Occasionally asks Responds to Is unable to interact

interaction
maintains interaction by asking and and answers questions when during the
during the answering questions questions during the prompted discussion
discussion by asking during the discussion Reverts to a
and answering discussion language other than
questions, listening English
to others and
elaborating on ideas
Shares highly Shares mostly Shares some Shares little Shares unrelated or
pertinent information pertinent information pertinent information pertinent information irrelevant
the message
Content of
from character from character from character from character information

prole with group prole with group prole with group prole with group Does not support
Supports opinions in Supports opinions in Supports opinions in Supports opinions in opinions
Step 5 using highly Step 5 using mostly Step 5 using some Step 5 using little
pertinent information pertinent information pertinent information pertinent information
from Task1 from Task1 from Task1 from Task1
Uses the simple past Uses the simple past Uses the simple past Occasionally uses Is unable to use the
of to be, irregular of to be, irregular of to be, irregular the simple past of to simple past of to be,
Articulation of
the message
and regular verbs and regular verbs and regular verbs be, irregular and irregular and regular
accurately and with accurately during the accurately most of regular verbs verbs during the
ease during the discussion the time during the accurately during the discussion
discussion discussion discussion
Evaluation Evaluation Rubric for Handout ES 2.2

Situation 2 Task 3
A B C D E
Demonstrates a Demonstrates a Demonstrates a fair Demonstrates Is unable to

the response process
superior good understanding understanding of the a partial complete Step 3

of texts through
understanding of the of the text by text by accurately understanding of the

text by accurately accurately completing some of text by answering
completing all completing most of the sections of the one or two sections
sections of the story the sections of the story map in Step 3 of the story map in
map in Step 3 story map in Step 3 Step 3
Uses information Uses information Uses some Uses some Does not accurately
from Tasks 1 and 3 from Tasks 1 and 3 information from appropriate identify the
to accurately identify to accurately identify Tasks 1 and 3 to information from components

all the components most of the accurately identify Tasks 1 and 3 to of a legend
of a legend found in components of a some of the identify one Selects inappropriate
the story legend found in the components of a component of a or inaccurate
Selects appropriate story legend found in the legend found in the information from the
information from the Selects mostly story story text to support
text to support appropriate Selects some Selects little answers in Step 4
answers in Step 4 information from the appropriate appropriate
text to support information from the information from the
answers in Step 4 text to support text to support
answers in Step 4 answers in Step 4

Situation 2 Task 4
A B C D E
Skillfully combines Combines relevant Combines some Combines little Is unable to select
information from information and information and appropriate information to create

previous tasks with ideas from texts with ideas from texts to information from a product that
own ideas to write own ideas to create create a somewhat texts with own ideas displays the
a myth or a legend a coherent product personalized product Creates a product characteristics of the
that displays the that displays the that displays some that closely targeted text type
necessary necessary of the characteristics resembles the OR
characteristics of characteristics of the of the targeted text models provided in
the text type (myth targeted text type type Copies from the
the ES models
or legend)
Task 4: C3 Writes and Produces Texts
A B C D E
Text easily Most of the text Text requires a Text difcult to Most of text
understood after easily understood second reading but understand, even is difcult to
one reading after one reading text is generally after a second understand even
coherent reading after a second
Text contains very Text contains few

few, if any, errors in errors in the use of Text contains some Text contains many reading
the use of the simple the simple past, the errors in the use of errors in the use of Text contains many
past, the prepositions at, in the simple past, the the simple past, the errors, rendering
prepositions at, in and to or other prepositions at, in prepositions at, in it largely
and to or other relevant language and to or other and to or other incomprehensible
relevant language components relevant language relevant language Text does not respect
components required for the task components components the task
required for the task Text includes and required for the task required for the task requirements
Text includes and properly structures Text includes most Text includes some
skillfully tailors all all required of the required of the required
required components and components and components and
components and features features features
features such as
setting, characters,
storyline

Handout ES 2.4
Situation 2 Audio CD Track 22
Myths Busted! CD
Who can resist exciting tales of legendary heroes Mythological characters are often gods or
such as Don Juan or King Arthur or mythological goddesses or other supernatural beings who make
gures like King Midas? Everybody loves a good extraordinary things happen. Some heroes have
story. All countries have their own versions of myths special powers and strengths that they use to solve
and legends that contribute to a worldwide culture conicts in the story. Myths often contain characters
of storytelling. called tricksters. These characters like to break
People often use the words myths and legends to rules and play tricks on humans and gods. They
mean the same thing. Although the two types of usually take the form of animals but have human
stories share some characteristics, there are characteristics as well.
important differences that can help you decide if Before people had scientic explanations for
you are reading a myth or a legend. certain natural phenomena, myths were used to
First of all, both myths and legends are stories explain why and how such things happened. For
that were originally told orally and that were passed example, some myths try to explain how the world
down from generation to generation. In fact, the began. Like in any good story, the message is very
word “myth” comes from the Greek word “mythos” important in myths. Myths often contain a symbolic
which means “word of mouth.” meaning and the stories focus on sharing an
Legends often take place in a denite time period important message. Myths teach people how to
or specic year. Myths, on the other hand, do not behave and other important lessons about life.
usually specify a particular setting. We just know that In legends, the action in the storyline is more
they took place a very long time ago. important than the message. Readers are captivated
Both myths and legends feature strong by the exciting events and anxiously follow the hero
characters that perform extraordinary deeds, as he or she struggles to conquer evil. Some events
but there are also differences. Legends might tell the might be modied to make the story even more
story of a hero who helps people in need or who exciting and impressive than it really was.
performs great acts because of their intelligence Whether you read a myth or a legend, one thing
or strength. Legendary characters are often based is certain—the stories will keep you entertained and
on people who really existed. However, the teach you something about life in another time.
character’s actions are usually exaggerated and not
completely true.

Task 1: Myths Busted! C2
Situation 2
Before Listening
1. With a partner, brainstorm and write a list of at least three myths or legends that you know.
While Listening
2. Read the statements below. As you listen, write M or L beside each statement to indicate
whether it describes a myth or a legend.
They often take place in a specic time period or year.

Setting
They do not specify a time but they took place a long time ago.
The characters are heroic and help people in need.

The characters are exaggerated versions of people who really existed.
Characters
The characters are gods or goddesses or have supernatural powers.
The characters include tricksters who break rules and play tricks.
The story explains natural phenomena, e.g. how the world began.
The story teaches people how to behave or life-lessons.
Storyline
The story’s action is more important than the message.
Some events are modied to make the story more exciting.
After Listening
3. List ve similarities between myths and legends.
4. Choose three of the myths or legends you named in Step 1. Determine if each is a myth or a
legend based on what you heard. Write your answers below.

Task 2: What a Character! C1
Situation 2
1. Read your prole of a mythological or legendary gure and familiarize yourself with the main
points.
2. Join your group. Share information about your gure with the other members using your own
words. Use the simple past. Do not show them your prole!
3. As you listen to each member share his or her gure’s prole, take notes on the following
questions. Complete the information for your gure last.
• Was the gure a god or a goddess?
• Was the gure based on someone who really existed?
• Did the story take place at a specic time in the past?
• Did the gure have special powers or help people in need?
• Did the story explain natural phenomena, e.g. how the world began?
Robin Hood Atlas Grace O’Malley Hercules
4. Ask the other members of your group questions and ll in any missing information in your chart.
5. As a group, determine if each character was a legendary gure or a mythical gure. Use the
information from the chart and from Task 1 to support your answer.
Robin Hood: Grace O’Malley:
Atlas: Hercules:
6. Discuss the following questions with your group.

a. Which gure was the most interesting? Why?
b. Which type of story is more captivating: myths or legends? Why?

Task 2: What a Character! C1
(cont.)
Situation 2
Prole: Robin Hood Prole: Atlas
It is believed that Robin Hood was a bandit who Atlas was a Greek hero who fought with the Titans
lived in Nottingham, England. One of the rst against the Olympians. When the Titans were
stories of Robin Hood dates back to the 14th defeated, the god, Zeus, ordered Atlas to stand at
century. the edge of the earth and hold up the sky with his
Robin Hood was a rebel who fought to protect shoulders. The ocean near Atlas was named the
the poor people of his country. This outlaw Sea of Atlas or the Atlantic Ocean in his honour.
supposedly had a group of men who followed One day, Atlas received a visit from Perseus.
him and together they travelled around the land, Atlas did not welcome his visitor. As punishment,
ghting injustice. He became a hero for the Perseus showed him Medusa’s head which
citizens of his land because he stole from the rich turned Atlas into stone. That stone became what
in order to give money to the poor. we know today as the Atlas Mountains.
Prole: Grace O’Malley Prole: Hercules
Grace O’Malley was born in Ireland in 1530. She Hercules was one of the most famous heroes
was a very determined young girl who wanted to of ancient times. He was born from a human
be a sailor like her father. In order to convince her mother and the most powerful Greek god, Zeus.
father to take her along on his expeditions, she His mother abandoned him at birth and Hera,
cut off all her hair to look like a boy. queen of the gods, gave him milk to drink to make
Grace spent her youth defending her country him immortal. However, even as a baby, Hercules
from the English. She eventually married and had had superhuman strength and he hurt Hera. She
four children. That did not stop her from building threw him away from her, spilling the milk. This
a reputation as a erce and intelligent pirate who created the Milky Way. After this, Hera wanted to
had no fear of her enemies. The day after one of kill Hercules. She sent snakes to kill him, but he
her babies was born, Grace’s ship was attacked. strangled the snakes before they could hurt him.
Grace led her men to defeat their attackers. Hercules was known for many extraordinary
Nothing could keep her from protecting her boat exploits such as defeating Cerberus, the
and from getting what she wanted. three-headed dog that guarded the Underworld,
and killing a lion with his hands.
Evaluation Task 3: The Legend of the C2

Handout ES 2.7
Situation 2 Dearg-Due
Before Reading
1. What is more important: money or love? Explain your answer.
While Reading
2. Underline the actions that the main character takes to get revenge.
The Legend of the Dearg-Due
Two thousand years ago, in a small village in Ireland, bring me wealth. I will own more land and be richer
a beautiful young girl lived with her father. She had than I could ever have imagined.”
long, golden hair, bright red lips and eyes that sparkled “But Father, I do not love the chief,” cried the
like shining stars. She was kind and loving and young girl. “Please, allow me to be happy.”
everyone in the village adored her. However, the Her father would not change his mind. His own
young girl only had eyes for one person. She loved greed was more important to him than his
a peasant boy from her village. He too was kind and daughter’s happiness.
caring but he was very, very poor. Every day, they would The poor girl wept with grief and despair but she
meet secretly and confess their love for each other. had no choice but to respect her father’s wishes.
“I will love you forever,” promised the peasant boy. Not long after, the girl married the chief. She
“One day, we will be married and we will live happily soon discovered that like her father, her husband
ever after.” was a very cruel man. He treated her terribly. He
“I cannot wait for that day,” replied the young girl. would not let her walk freely through the elds or
“But rst, we must get my father’s blessing.” bathe in the river. He locked her up in the house like
The young couple promised to love each other a prisoner and kept her away from everyone. The
forever and to marry as soon as they could. young girl was miserable.
Soon after, the girl approached her father and told Meanwhile, her father enjoyed his new-found
him of her intention to marry the young boy. Her father riches and barely gave his daughter another thought.
was a cruel man who had other plans for his daughter. As time went by, the young girl became more and
“I will never allow you to marry a poor boy,” he more discouraged. She spent many days by herself,
said. “I have already made arrangements for your crying and hoping that the peasant boy, her true love,
marriage to the chief of the clan. Your union will would one day come to rescue her.

Handout ES 2.7
Situation 2 Dearg-Due (cont.)
Eventually, the young girl realized that she was lived so miserably. As she walked up the stairs to the
never going to escape her husband’s cruel treatment. bedroom, her anger grew stronger and stronger with
She was heartbroken. She could no longer eat or drink. the memory of every day that she had been forced to
She knew that she would soon die and she swore spend with him.
that she would take revenge on her father and her She found her husband sleeping in their bed.
husband who had treated her so cruelly. As she looked at him, she was lled with such deep
When the young girl died, the villagers were hatred for all the suffering he had put her through
overcome with grief. They felt responsible because that she not only sucked the breath out of him, she
they had not saved her from her terrible fate. The drained him of his blood as well. His blood lled her
girl was buried in the church graveyard, surrounded dead body, making her feel strong and alive again.
by people who had loved her but who had done nothing From that moment, the girl knew that this would be
to help her when she needed them the most. When her fate. She would spend the rest of eternity as a
someone died, it was tradition for the villagers to pile vampire.
rocks on the grave to prevent the person from rising “I am the Dearg-Due, the red blood sucker. I will
again. However, because of the terrible guilt they felt suck the life from people in revenge for what my
for the young girl’s death, they failed to carry out the people did to me. Nobody will ever be safe again.”
ritual. From then on, the Dearg-Due roamed the village
That night, the young girl rose from her grave to at night. She used her beauty to prey on unsuspecting
take revenge on the villagers. young men, luring them away to a quiet place to sink
“It is time to seek my vengeance. I will make them her teeth into their necks and feast on their blood.
suffer like they made me suffer. I will punish them
for leaving me with that cruel man and abandoning
me when I needed them the most. They will pay for VOCABULARY
what they have done.” peasant > poor farm worker
She rst visited her father’s house where she blessing > approval
found him sleeping peacefully. clan > group of families or people with a common bond
“You, my father, are the cause of my suffering,” wealth > money, riches
she whispered. “You kept me from my true love. You greed > extreme desire for wealth
wept > cried
are the reason for my death.”
grief > extreme sadness
She then leaned over her father and sucked every
fate > destiny
breath of life out of him.
carry out > perform
The girl then visited her husband. She entered the
house that she had shared with him, where she had

Handout ES 2.7
Situation 2 Dearg-Due (cont.)
After Reading
3. Complete the story map with information from the story.
Characters Setting
Who: Where:
When:
Storyline
Lesson
Ending
4. Check the characteristics of a legend from Task 1 that are found in this story. Support your
answer with information from the story.
a. The story takes place in a denite time period or a specic year.
b. The character is a hero who helps people in need.
c. The character is based on someone who really existed.
d. Some events are modied to make the story more exciting and impressive.

Task 4: A Tale to Tell C2 C3
Situation 2
Write your own myth or legend using information from the previous tasks to help you. Think
about the characteristics of the text type as you plan the setting, characters and storyline.
1. Choose your text type.
I will write a myth a legend.
2. Choose your hero from the list of characters in Task 2 or choose your own. My hero will be:
Robin Hood Atlas
Grace O’Malley Hercules Other:
3. Plan your text in the story map below. Create an original story including the hero you chose
in Step 2. Be creative!
Characters Setting
Who: Where:
When:
Problem
Event 1 Event 2 Event 3
Ending

(cont.)
Situation 2
4. Write the rst draft of your myth or legend. Follow your plan from Step 3. Respect the
characteristics of the text type. Use the information from Tasks 1 and 2 to help you.
Use the simple past and the prepositions at, in and to.
Writing Checklist
I used information from
Tasks 1 and 2 when writing
my text.
I included the
characteristics of a myth
or a legend.
I used the simple past of
the verb to be and regular
verbs correctly.
I used the simple past of
irregular verbs correctly.
I used the prepositions at,
in and to correctly.
punctuation.
5. Revise and edit your text. Use the writing checklist.

(cont.)
Situation 2
6. Write your nal copy here. Integrate the changes and corrections you made in Step 5.
Digital Tools from Chenelière Éducation
The Zipline collection is offered in digital ipbook on Chenelière Éducation’s platform.
The following pages provide an overview of the platform’s functionalities and of the specics of the
Zipline collection.
The video of the guided tour (in French) of Chenelière Éducation’s platform, viewable at
www.cheneliere.ca under the tab / Secondaire / Tour d’horizon, describes the main features
of the platform and the collections it presents.
It is also possible to view tutorials (in French) which describe how to use the platform’s
basic tools at www.cheneliere.ca under the / Secondaire / Tutoriels.
THE LIBRARY
The Chenelière Éducation website
allows teachers to access a personal
library containing the digital books
they have acquired.
Teachers can access their library
by visiting www.cheneliere.ca /Ma
bibliothèque.
Chenelière Éducation’s PLATFORM

User-friendly and downloadable, the platform is an environment perfectly adapted
for in-class viewing of digital books. It offers a number of advantages. These include enhanc-
ing a workbook with personalized material and consulting various interactive content (hyper-
links, interactive maps, etc.) and reproducible documents offered by the publisher.
THE MAIN MENU

In the platform, teachers can consult the digital version of each of the printed
and digital components of a collection.
The main menu
contains the following
buttons.
1. Table of Contents
2. Additional Material
3. Interactive Workshops
4. My Course
5. Presentations
6. Prole
7. Notes
Reproduction prohibited © TC Media Books Inc. Zipline Year One  Digital Tools 373
The “Table of Contents” button leads to the ipbook’s table of contents and allows you
to explore the book. It is also possible to access the Additional Material in just one click.
The “Additional Material” button accesses the additional material, reproducible documents
and various interactive content offered by the publisher, as well as personal les included
by the teacher. Searches can be carried out by chapter or by type of material (reproducible
documents, hyperlinks, etc.).
The “Interactive Workshops” button allows teachers to consult the list of interactive
workshops related to a title, create groups, assign activities in learning or evaluation mode
to students and access their results.
The “My Course” button allows teachers to group together in one space all the resources
required to teach a course. It is also possible to organize the content of a course in the order
best suited to that course, and to share it with students or with colleagues.
The “Presentations” tool allows for the creation of animated presentations. It is possible to
integrate screen captures, text, images, hyperlinks, page references, audio and video les and
much more!
The “Prole” button allows teachers to modify their personal information. It also provides the
possibility of creating student groups and colleague groups with which teachers can then share
notes and documents.
The “Notes” button groups together all the personal and public notes in one single directory.
In addition, lters allow for rening note search results.
1. The digital flipbook

The digital ipbook of the Zipline collection offers teachers the possibility of projecting pages with
the use of an interactive whiteboard or a projector. In this digital ipbook teachers can display answers
either one by one or all at once, or consult the teacher’s notes for each page in one single click.
The pages of the workbook also contain direct access to digital and interactive content. The following
clickable icons thus appear throughout the pages of the digital ipbook.
Reproducible
Interactive document
Video workshop (handout)
Audio
clip
Hyperlink
Page link
374 Zipline Year One  Digital Tools Reproduction prohibited © TC Media Books Inc.
As with the workbooks, the digital ipbook of the teacher’s guide of Zipline (which brings together
all of the additional material) allows teachers to project reproducible documents using an inter
active whiteboard or a projector. Teachers can also display there all the answers in one single click.
This digital version contains all the reproducible documents in PDF format for easy printing, as
well as in modiable Word format, allowing teachers to adapt documents according to their needs.
2. Interactive workshops
The digital version of the Zipline collection contains 30 interactive workshops or quizzes per year
that are related to the content of the workbook and sorted by theme or by grammar notion. These
workshops are accessible throughout the pages of the digital ipbook as well as by the table of
contents of the interactive workshops. They can be completed in class using an interactive
whiteboard or else individually in learning or evaluation mode. Students can complete them
on their own in class, in the lab or at home using a computer or a tablet.
Each of the workshops includes 10 questions, with two additional tries/attempts (true or false,
multiple choice, llintheblank, matching, draganddrop, dropdown menus, etc.). In learning
mode, students are given a hint to help them answer questions, then the answer and feedback once
they have submitted their answers. In evaluation mode, they get no additional tries, no hints and
no answer. In both modes, however, accumulated points are displayed and are updated as the
students answer questions.
Pages of the workbook related to the workshop content
Hint
Answer
Next try
Navigation tabs Accumulated points Go to the next question
Userfriendly learning management tools are also available to teachers with the interactive work
shops. These tools allow, for example, for the creation of student groups, for assigning activities
to these groups in learning or evaluation mode and for consulting the results.
For more detailed information about interactive workshops, view the tutorials (in French) at
www.cheneliere.ca under the tab / Tutoriels or the user’s guide (in French) available
at www.cheneliere.ca under the tab / Guides de l’utilisateur.
3. Downloading the platform
The downloadable version of Chenelière Éducation’s platform allows you to use most
of its functionalities without the need for an Internet connection. Teachers only need to connect to
the Internet to synchronize operations carried out while ofine. Please note that certain function-
alities, like accessing a website or assigning an interactive workshop to students, require an Internet
connection.
Download
button
For more information about downloading the platform, view the Downloading the platform
(in French) tutorial or consult the user’s guide in French at http://platform.cheneliere.ca/beta/
pages_info/iplus-secondaire/guides.php.
4. Tablet versions of the interactive workshops and student flipbooks

In addition to being available to teachers and students on computers, Chenelière Éducation’s inter-
active workshops are also accessible on iPad and Android tablets. This allows students to complete
workshops on their tablets.
For more information regarding the Chenelière Éducation application for iPad, consult the user’s
guide and tutorials (in French) describing the functionalities of the Chenelière Éducation application
for iPad at www.cheneliere.ca under the tab / Guides de l’utilisateur and / Tutoriels.
DIGITAL TOOLS OFFERED WITH ZIPLINE
The Zipline collection is available on the platform, which is online and downloadable.
The following elements are included.
For students
• The digital flipbook version of the workbook
• Access to 30 interactive workshops and exercises with automatic feedback, to be completed
in class, in the lab or at home (these workshops are related to the workbook’s themes and
grammar notions)
• Complementary documents and all other digital content made available by the teacher
For teachers
• All printed components in digital version
• Interactive workshops and exercises with automatic feedback developed according to the structure
and progression of the collection, to be completed as a group or individually, comprised of
30 workshops related to the workbook’s themes and grammar notions
• Learning management tools to measure students’ progress
• All the reproducible documents in PDF and modifiable Word formats
• Answers that can be displayed one by one
• More than 24 hyperlinks
• Access to 22 CD tracks (recorded texts and pronunciation activities)
• Access to 99 audio tracks containing hundreds of vocabulary words
• Access to six videos with and without English subtitles
OVERVIEW OF INTERACTIVE WORKSHOPS

Completion time for each workshop is approximately 20 to 30 minutes.
A workshop is offered for each of the grammar notions presented in the Grammar Point rubrics of the
workbook. In addition, other workshops cover the grammar notions included in the Grammar Section
of the workbook. For each unit, therefore, workshops covering the notions presented in the Grammar
Point rubrics of the unit are supplemented by workshops covering other grammar notions from the
Grammar section of the workbook.
You can assign these workshops in any order you like directly from the Table of Contents of the Grammar
Section or from the “Interactive Workshops” button.
See the following pages for a list of all the workshops offered with Zipline Secondary Cycle One,
Year One.
Unit 1 I Want Candy!
Notion Covered in Grammar Notion Covered
Workshop Title
Points of the Unit in Grammar Section
Workshop 1: Simple Present, Simple present of to be and Simple present, afrmative
Afrmative and Negative, To Be to have (likes and dislikes), and negative, verb to be, p. 178
p. 12
Workshop 2: Simple Present, Simple present, afrmative
Afrmative and Negative, Other and negative, other verbs, pp. 184,
Verbs 186
Workshop 3: Nouns, Plural Forms Plural nouns, countable Plural nouns, countable and
of Countable and Uncountable Nouns and uncountable nouns, uncountable nouns, pp. 227, 228
p. 16
Workshop 4: Articles Articles, p. 239
Workshop 5: Present Continuous, Present continuous, afrmative
Afrmative and Negative and negative, pp. 190, 192
Unit 2 Good Guys and Bad Guys
Workshop Title
Workshop 6: Pronouns Subject pronouns, p. 40 Subject and object pronouns,
pp. 230, 231
Workshop 7: Adjectives Possessive adjectives, p. 40 Possessive adjectives, position
and order, pp. 232, 233
Workshop 8: Simple Present, Yes / no questions in the Question formation in the simple
Question Formation and There Is / simple present, p. 43 present, there is / there are, pp. 181,
There Are 182, 183, 188, 189
Workshop 9: Present Continuous, Question formation in the present
Question Formation continuous, pp. 193, 194
Workshop 10: Punctuation Punctuation and capitalization,
and Capitalization pp. 241, 242
Unit 3 Sticky Situations
Workshop Title
Workshop 11: Imperatives Imperatives, p. 67 Imperatives, p. 220
Workshop 12: Modals Should Modals should and could, Modals should and could, pp. 222, 223
and Could p. 67
Workshop 13: Imperatives and Imperatives and modals, Imperatives, p. 220
Modals Should, Could and Can p. 67
Modals should, could and can,
pp. 221, 222, 223
Workshop 14: Adverbs of Time Adverbs of time and frequency,
and Frequency pp. 234, 235
Workshop 15: Discourse Markers Discourse markers, p. 68 Discourse markers, p. 236
Unit 4 The History of Video Games
Workshop Title
Workshop 16: Simple Past, Simple past of to be and Simple past, afrmative and negative,
Afrmative and Negative, To Be regular verbs, p. 95 pp. 195, 197, 201, 205
and Regular Verbs
Workshop 17: Past Continuous, Past continuous, afrmative
Afrmative and Negative and negative, p. 209
Workshop 18: Past Continuous, Past continuous, question formation,
Question Formation p. 211
Workshop 19: Modals Must and Modals must and have to, Modals must and have to, p. 224
Have To p. 104
Workshop 20: Simple and Compound Simple and compound sentences,
Sentences p. 225
Unit 5 Twisted Tales
Workshop Title
Workshop 21: Possessive Forms Possessive forms of nouns, Possessive forms of nouns, p. 229
of Nouns p. 124
Workshop 22: Simple Past, Question Simple past of to be and regular
Formation, To Be and Regular Verbs verbs, question formation, pp. 198,
199, 207, 208
Workshop 23: Simple Past of Simple past of irregular Simple past of irregular verbs,
Irregular Verbs verbs, afrmative and afrmative and negative, pp. 203, 205
negative, p. 134
Workshop 24: There Was and There was / there were, p. 200
There Were
Workshop 25: Question Words Question words, p. 240
Unit 6 Enter at Your Own Risk
Workshop Title
Workshop 26: Prepositions Prepositions at, in and to, Prepositions of place, time, date
p. 151 and duration, pp. 237, 238
Workshop 27: Simple Future With Simple future (with will), Simple future with will, afrmative
Will, Afrmative and Negative afrmative and negative, and negative, pp. 212, 214
p. 161
Workshop 28: Simple Future With Simple future with will, question
Will, Question Formation formation, pp. 215, 216
Workshop 29: Future With Be Going Future with be going to, afrmative
To, Afrmative and Negative and negative, pp. 217, 218
Workshop 30: Future With Be Going Future with be going to, question
To, Question Formation formation, p. 219
The most complete workbook
for enriched English!
Student Workbook Teacher’s Guide and Answer Key

Review Unit plus six unique, high-interest themes Answer key
In every unit, varied reading, viewing, speaking and writing tasks Multiple handouts that include extra
A nal writing project that gathers information learned in the reading activities, grammar quizzes
unit in a nal written production and exercises and evaluation tools
An extra reading text and activity to explore the unit’s Two evaluation situations
theme further A CD with pronunciation activities
Contextualized and decontextualized grammar exercises and recorded texts
A grammar section presenting grammar notions and numerous A DVD offering videos with and
exercises without English subtitles
A useful reference section that offers functional language,
strategies, tips for writing and production processes and other
grammar references
Digital Resources
With Chenelière’s new platform, available online and downloadable, you can display, create,
personalize and share pedagogical content and so much more!
For students For teachers
Digital Student Workbook includes a Chenelière Digital versions of all the printed material
Éducation app for iPad A large number of interactive exercises and workshops with
Access to a large number of interactive exercises automatic feedback that follow the progression of the workbook
and workshops with automatic feedback that can and can be done in class or individually
be done in class, in the lab or at home Classroom management tools to monitor your students’ progress
Additional documents and digital content that All handouts in both PDF and Word formats
can be made available by teachers
Answers that appear one-by-one and numerous hyperlinks
The components of Secondary Cycle One

Print Version Digital Version
• Student Workbook • Student Workbook
• Answer Key (Chenelière Éducation app for iPad)
• Teacher’s Guide • Teacher’s Guide and Answer Key

• platform

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Enriched English as a Second Language Secondary Cycle One • Year One

ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ

ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ

© 2015 TC Media Books Inc. Michelle Collister, Collège St-Hilaire

ALL RIGHTS RESERVED.

Legal deposit: 1st quarter 2015

Unit 1 I Want Candy! ..................................................................... 9

Extra Reading: Working in Candy Land

Unit 2 Good Guys and Bad Guys ........................................ 37

Write a character sketch.

Extra Reading: Zorro! Or The Curse of Capistrano

Unit 3 Sticky Situations .............................................................. 65

Extra Reading: Island of the Blue Dolphins by Scott O’Dell

Unit 4 The History of Video Games ................................ 93

Extra Reading: Video Games Becoming Required Coursework

Reproduction prohibited © TC Media Books Inc. Table of Contents iii

Extra Reading: Rumpelstiltskin, Private Eye by Jason Sandford

Unit 6 Enter at Your Own Risk .............................................. 149

Extra Reading: The Voyage of the Northern Magic by Diane Stuemer

Simple Future .................................................................................................. 212

Functional Language ..................................................................................... 243

iv Table of Contents Reproduction prohibited © TC Media Books Inc.

The six theme-based units expand your knowledge

The opening page

The Icebreaker task

Reproduction prohibited © TC Media Books Inc. Overview v

Exercises give you a

Extra Reading texts

Word Games pages The Grammar Check

vi Overview Reproduction prohibited © TC Media Books Inc.

Grammar boxes explain the

Exercises let you practise

SPEAKING READING VIEWING

WRITING GRAMMAR POINT WRITING PROJECT

EXTRA READING EXTRA GRAMMAR EXTRA LANGUAGE

Reproduction prohibited © TC Media Books Inc. Overview vii

C3 This icon indicates that you will write or produce texts.

The CD icon indicates that there is a listening activity

This icon indicates that you will reinvest a grammar notion

Boxes STRATEGY REMINDER Strategy Reminder boxes offer strategies for

USEFUL LANGUAGE Useful Language boxes suggest language prompts

VOCABULARY Vocabulary boxes provide denitions or synonyms to help

SPEAK UP Speak Up boxes provide guiding questions and language

Red Flag boxes highlight common grammar and

FYI boxes offer additional information on a topic or

PRONUNCIATION Pronunciation exercises help you master intonation

Bands These bands indicate the phases of the response process.

Before Reading While Reading After Reading

viii Overview Reproduction prohibited © TC Media Books Inc.

In this review unit, brush up your English skills—and test

Reproduction prohibited © TC Media Books Inc. one 1

Wake up your brain with some simple word gymnastics.

c. Create a nickname for yourself, using an adjective that begins with

Listen to your classmates’ nicknames. How many can you remember?

Animals Fruits Colours Clothing

2 two Exercise Your Brain Reproduction prohibited © TC Media Books Inc.

2. How Sharp Are You? C2

d. How many letter f’s are in ( an / the ) sentence below?

Family friends of my cousin Martin shed

f. Can ( a / an ) man living in the United States be buried in Canada?

g. How many birthdays does ( a / the ) average person have?

h. ( A / an ) plane crashes on ( the / an ) line dividing Ontario and

i. ( A / an ) electric train is travelling north but ( a / the ) wind is blowing