Studio English As A Second Language Secondary Cycle Two Year One

Secondary Cycle Two Year 0ne
t
S odi
Gillian Baxter
ENGLISH AS A SECOND LANGUAGE
STUDENT WORKBOOK
Cynthia Beyea
Tollof Nelson
Derek Wright
Conforms to
the PROGRESSION
of Learning
t
S odi
Gillian Baxter
STUDENT WORKBOOK
Cynthia Beyea
Tollof Nelson
Derek Wright
Studio
English as a Second Language Acknowledgments
Secondary Cycle Two, Year One
The publisher would like to thank the following teachers
Student Workbook for their valuable contributions to the publication of
Studio, Year One.
Marie-Josée Asselin : C.S. des Samares
David Baillargeon : C.S. des Navigateurs
Gillian Baxter, Cynthia Beyea, Tollof Nelson, Derek Wright
Michael Carroll : C.S. des Samares
© 2012 Chenelière Education Inc. Mary Chiechi : C.S. de Laval
Editor: Melissa Repas Many Hanphiboune : C.S. de Montréal
Project managers: Jeanine Floyd, Roberto Blizzard, Adina Paventi : C.S. des Patriotes
Lee Ann Dalton
Proofreader: Nancy Perreault
Photo researchers: Stephanie Colvey, Marie-Chantal Laforge
Book designers: Andrée Lauzon, Josée Brunelle
Cover designer: Josée Brunelle
Typesetters: Micheline Roy, Julie Champoux (Interscript)
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
Chenelière Education 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 978-2-7650-3669-2
Legal deposit: 1st quarter 2012

Bibliothèque et Archives nationales du Québec
Library and Archives Canada
Printed in Canada
1 2 3 4 5 ITIB 16 15 14 13 12
We acknowledge the financial support of the Government of Canada through
the Canada Book Fund (CBF) for our publishing activities.
Government of Québec – Tax credit program for book publishing – SODEC
Table of Contents
Units
Unit 1 Everyone Can Be a Star.............................................. 1

What can your teacher and classmates learn from you?
Explore your talents and strengths and share them with the class.
Grammar: Simple present and imperatives
Unit 2 Reality Check.............................................................. 19

How are reality television shows made?
Learn about the characteristics and techniques of reality television.
Grammar: Adverbs of frequency, adjectives and question words
Unit 3 Unexpected Outcomes .................................................. 37

How do unexpected events and their outcomes affect us?
Explore events that took surprising turns.
Grammar: Simple past and past continuous
Unit 4 Teens and Screens ..................................................... 55

How do social media make or break friendships?
Discuss the risks and rewards of social media.
Grammar: Modals and conditional sentences
Unit 5 Making Music .................................................................. 73

How do songs tell stories?
Learn how artists write their songs and what inspires them.
Grammar: Pronouns, possessives and phrasal verbs
Unit 6 Rights and Rites ............................................................. 91

What does it mean to be a teenager?
Imagine how teenage life changes from one generation to another.
Grammar: The future and conjunctions
Reproduction prohibited © Chenelière Education Inc. Table of Contents i

Grammar Section
1. Imperatives................................................................................................ 110
Afrmative, Negative
2. Simple Present .......................................................................................... 112
Afrmative, Negative, Yes/No Questions, Information Questions
3. Present Continuous ................................................................................... 118
4. Simple Past ............................................................................................... 124
Verbs
5. Past Continuous ......................................................................................... 130

6. The Future.................................................................................................. 135
With Will, With Going To, Yes/No Questions, Information Questions
7. There + Be................................................................................................... 140
8. Modals........................................................................................................ 144
9. Conditional Sentences ............................................................................... 150
Yes/No Questions, Information Questions
10. Nouns ......................................................................................................... 153

Types, Plurals, Countable and Uncountable, Possessive Form
11. Articles and Quantiers............................................................................. 157
12. Pronouns, Possessives and Demonstratives............................................. 160
Sentence Builders
Types, Indenite Pronouns, Demonstratives

13. Adjectives................................................................................................... 166
Order, -ed or -ing, Comparatives and Superlatives
14. Adverbs...................................................................................................... 172
Manner, Time, Frequency, Degree
15. Prepositions............................................................................................... 177
Place, Direction, Time
16. Conjunctions .............................................................................................. 182
17. Capitalization ............................................................................................. 185
18. Punctuation................................................................................................ 187
Reference Section
A. Functional Language ................................................................................. 191
B. The Writing Process................................................................................... 194
C. The Production Process............................................................................. 196
D. Strategies................................................................................................... 198
E. Verb Tense Overview ................................................................................. 201
F. Question Words.......................................................................................... 202
G. Question Formation ................................................................................... 203
H. Common Phrasal Verbs ............................................................................. 204
I. Common Irregular Verbs........................................................................... 206
ii Table of Contents Reproduction prohibited © Chenelière Education Inc.

Overview of Studio
Second Cycle Year One
Units
In the rst section of Studio, you will nd six interesting units.
The opening page of each unit explains what you will learn and do.
Opening Page
The unit number and title
help you identify the unit. The title gives you an idea
of what the unit is about.
The leading sentence and
introduction of the unit
present the theme.
The One-Minute Challenge
The descriptions of the activates your prior
tasks tell you what you will knowledge. Work alone,
do in the unit. in pairs or in teams to make
a list in one minute. You can
The descriptions of the also add an element of
Extra Reading and the competition.
Production Studio tell you
about the ideas and skills The guiding question
that you will reinvest. presents the focus of the unit.
Tasks
Each unit contains six tasks that focus on reading,
listening, speaking or writing.
The tab on the top of the page

indicates the focus of each task.
The task number and title

help you to nd the task easily.
Step-by-step
The introduction helps you instructions tell
to understand the purpose you what to do.
of the task.
The Grammar Preview

explains the grammar
you need and gives
you a few exercises to
practise it.
Reproduction prohibited © Chenelière Education Inc. Overview iii

Word Play
The Word Play activity lets you practise
vocabulary presented in the unit.
Extra Reading
The Extra Reading text and activity let you explore the unit’s theme further.
The What Do You Think? box

allows you to express an
opinion on the topic, either
orally or in writing.
Production Studio
The Production Studio lets you
reinvest what you learned in the
unit and create a media text.
iv Overview Reproduction prohibited © Chenelière Education Inc.

Grammar Section
In the second section of Studio, you will nd grammar notes and numerous
exercises to help you practise and reinforce your grammar skills.
The titles tell The Grammar Mix section lets you combine
you what you two grammar concepts in the same exercise,
will learn and just as you do in everyday English.
practise. The ! box
points out
grammar
The opening pages information
show grammar to watch
in context and out for.
provide a Grammar
Check for you to nd
out what you already
know.
The grammar
notes help you
understand the
concepts.
The Grammar Game

allows you to practise
the grammar while
interacting orally. The Write It section lets you practise
your grammar skills by writing a text.
Reference Section
In the third section of Studio, you will nd useful reference tools to help you use
English in different situations, such as Functional Language, Strategies, Writing
and Production Processes, and additional grammar references.
Reproduction prohibited © Chenelière Education Inc. Overview v

Icons
The tabs tell you the focus of each task.
SETTING UP READING STUDIO LISTENING STUDIO SPEAKING STUDIO WRITING STUDIO
Vocabulary The Vocabulary icon indicates new words to learn.
CD
The CD icon indicates that there is a listening activity or the text is recorded.
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 and produce texts.
Talkback offers additional

T alk b ack opportunities
to practise speaking.
The mouse icon indicates ways to use

technology for the tasks and project.
Soundcheck points
out tips to practise
S o nd Check your pronunciation.
Language Prompts Go to Grammar Section page

150
Lang age ctice.
gives you an example of for more information and pra
p r om p ts the language you need
for oral activities.
This box tells you where to nd more
grammar information or practice.
Culture Clip introduces

you to another aspect
of the unit’s theme in
C l t re Clip world culture.
vi Overview Reproduction prohibited © Chenelière Education Inc.

UNIT
1Star Everyone Can Be a
People have very different talents and abilities. We often

recognize and appreciate other people’s talents more
than our own.
In this unit, explore your

talents and strengths and
share them with the class.
Discover your strongest

intelligence types.
Read about unusual talents
and interesting skills.
Teach your classmates
how to do something.
One-Minute
Write instructions for
your skill.
Challenge
Make a list
Practise grammar: simple of famous people
present and imperatives.
and their
talents.
Extra Reading
Do Schools Encourage or
Discourage Creativity?
Production Studio
Present a star for an
unusual talent show.
What can your teacher and classmates learn from you?

Reproduction prohibited © Chenelière Education Inc. Unit 1 one 1
SETTING UP Name: Date: Group:
1. My Strengths
Think about some of your interests and pastimes. What are
your talents and strengths?
1. List six things you enjoy doing.
d.
a.
b.
e.
c. f.
2. Read the statements. Check (✓) the appropriate rating.
Strongly e Strongly
I am good at: 1. Agree 2. Agree 3. Disagre 4. Disagree
a. playing a musical instrument. 1 2 3 4

b. playing a sport or dancing. 1 2 3 4
c. cooking or baking. 1 2 3 4
d. drawing or painting. 1 2 3 4
e. working with other people. 1 2 3 4
f. defending my opinion and ideas. 1 2 3 4
g. writing songs, poems or stories. 1 2 3 4
h. looking after a pet. 1 2 3 4
i . memorizing facts or dates. 1 2 3 4
j . organizing social events or parties. 1 2 3 4
k. playing board games or strategy games. 1 2 3 4
3. Use your answers in Step 2 to list three of your strengths

(rating 1 or 2 ) and three of your weaknesses (rating 3 or 4 ).
Strengths Weaknesses
1. 1.
2. 2.
3. 3.
2 two Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
4. Work with a partner. Find out your partner’s interests, strengths and
weaknesses. Then, write a paragraph about your partner. Use the
Grammar Preview for help.
S o nd Check
Describe your partner to
a classmate. Don’t forget
to pronounce the s at the
end of the third person
singular verb.
He likes . . .
Simple Present She plays . . .
Use the simple present to describe facts, habits and present states.
Verb Other Verbs

Afrmative Subject + am/are/is + rest of the Subject + base form of the verb (+s or es)
sentence. + rest of the sentence.
My strength is memorizing facts. I like playing soccer. Sara loves baking.
Negative Subject + am/are/is + not + rest Subject + do/does + not + base form of
of the sentence. the main verb + rest of the sentence.
I am not good at skiing. I do not draw well. Yann does not dance.
Yes/No Am/Is/Are + subject + rest of Do/Does + subject + base form of the
Questions question? main verb + rest of question?
Are you organized? Do you like reading?
Information Question word + am/are/is + Question word + do/does + subject + base
Questions subject + rest of question form of the main verb + rest of question
What are your hobbies? What do you like to read?
Complete the paragraph with the simple present of the verbs in parentheses.
Travis (love) loves 1

to take photos. He (carry) 2
his camera
with him everywhere he (go) 3

. He (take) 4
photos of
people, places and animals. Travis (vary) 5

his technique and (try)
6
to take photos from different angles. Travis (be) 7
very talented and (hope) 8

to be a professional photographer one day.
His family and friends already (ask) 9

him to take photos at special
events. He also (teach) 10

photography at the local youth centre.
112 for mo re information and practice.

Go to Grammar Section page
Reproduction prohibited © Chenelière Education Inc. Unit 1 three 3

LISTENING STUDIO Name: Date: Group:
C2 2. Intelligent in Different
Ways
Think about your talents and strengths and discover your
strongest intelligence types.
1. Read the words. Rate them from 1 to 8 in order of importance to

you. (Number 1 is the most important.)
numbers music pictures my body
nature myself words other people
2. What do you already know about multiple intelligences?
CD
3. Listen to the statements. Check (✓) those that describe you.
A. B.
1. 2. 3. 4. 1. 2. 3. 4.
5. 6. 7. 8. 5. 6. 7. 8.
C. D.
1. 2. 3. 4. 1. 2. 3. 4.
5. 6. 7. 8. 5. 6. 7. 8.
E. F.
1. 2. 3. 4. 1. 2. 3. 4.
T alk b ack 5. 6. 7. 8. 5. 6. 7. 8.
Find a classmate who
has the same strongest
intelligence type as you
G. H.
do. Discuss and compare 1. 2. 3. 4. 1. 2. 3. 4.
your strengths. Are they
similar? 5. 6. 7. 8. 5. 6. 7. 8.
Are you good at . . . ?
What about you? Me too.
4. Count the number of check marks in each section. Write the totals
below. Discover your strongest intelligence types.
A. B. C. D. E. F. G. H.
4 four Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
5. Read the descriptions of your strongest intelligence types. Underline

the key words that describe you.
A. B.
Logical-mathematical
Number-smart people learn
best when they use logic and
problem solving. They like to
conduct experiments and play
Linguistic mathematical games.
Word-smart people learn
best through words and C. Bodily-kinesthetic
language. They use oral and
written language to express Body-smart people learn Try other tests to
themselves. through physical movement compare the results
and touch. They have good and confirm your
coordination and like strongest intelligence
to be active. types.
D.
E. Naturalist
Nature-smart people learn
from their environment.
They like to group things
in categories and look for
Visual-spatial similarities and differences. F.
Picture-smart people
learn best when they
use pictures and G. Musical
diagrams. They like Music-smart people learn best
to create mental through sounds and rhythm. They
images. are sensitive to the emotions that Interpersonal
music creates and their mood Self-smart people
changes when they listen to music. learn best when they
can work alone and be
independent. They are
H. Interpersonal not easily inuenced
People-smart individuals by other people.
learn through cooperation and
teamwork. They communicate
well and are sensitive
to other people’s moods.
6. Look at your ratings in Step 1. Do they reect your strongest

intelligence types? Explain your answer.
Reproduction prohibited © Chenelière Education Inc. Unit 1 ve 5

READING STUDIO Name: Date: Group:
C2 3. Unusual Talents
Find out about some unusual talents and skills.
1. What unusual talents do you or your friends have?
2. Read about three unusual talents. Underline the unusual talent in

each text.
You Speak Calling All Ducks

WOH? e in Québec, Every year in Stuttgart,
Since you liv Arkansas, people get together to
k at least
you probably spea n you show off their duck-calling
ca
two languages, but back- talents. Hunters make duck calls
w w or ds to attract ducks during hunting
say even a fe her
m er ’s Yo uT ub e video which shows has season. They use an instrument
wards? Alyssa Kra mediately saying them backwards like a whistle to make the
im e
hearing words and n hits. The 14-year-old says that sh en sounds. This isn’t as easy as it
an tw o m ill io ar ou nd . Ev
more th he ad and just turns them y professor seems. Combine your musical
or ds in he r
sees the w philosoph and naturalist intelligence to
Andrew Levine, a
more impressive is ntences backwards in four different learn different types of duck
se
who can say whole speakers come from many different calls for greeting, feeding and
languages. Ba ck w ar d- mon are that
s. Th e on ly th in gs they have in com e say more. When you hear the expert
background r should w duck callers, it’s hard to tell
ey do w ell in sc ho ol and are smart. O which one is the real quack!
th
trams?
Passion for Fashion

Some people have the creati
fashion skills necessary to ma vity and
ke their own
clothes but can you imagine a
dre
made from duct tape? Every ss or suit
year, high
school students show off their
imagination
and artistic talent and create Vocabulary
their formal
graduation outfits out of du duct tape: strong
ct tape. They
also make accessories. They adhesive tape
use
in a variety of colours and pri duct tape
nts to invent greeting: friendly
crazy creations that make the
m look great message
Courtesy of DUCK TAPE® brand
duct tape
on grad night!
quack: duck’s call
6 six Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
3. Complete the chart with a description of each talent.
Talent Description
1.
2.
3.
4. Answer the following questions.
a. Which of the three talents do you think is the most unusual?

Why?
C l t re Clip
b. Which intelligence type do you associate with each talent? Guinness World Records is
the world’s best-selling
Refer to page 5 for the list of intelligence types. There may copyrighted book. It
be more than one. features many strange
and unique talents and
includes facts about the
biggest, the fastest and
every other superlative.
Its history began at a
dinner party in 1955 at
c. Which of these activities would you like to try? Why? which Sir Hugh Beaver,
head of the Guinness
company, asked what the
fastest game bird was. No
one could find the answer,
so he decided to publish a
book of facts. Every year
new records are added to
the book.
Reproduction prohibited © Chenelière Education Inc. Unit 1 seven 7

Name: Date: Group:
Practise vocabulary related to the unit.

1. Read the words on the word list. Find and highlight them in the
word search grid. They can be found horizontally, vertically and
diagonally.
Vocabulary
baking interesting musical star

cheer interpersonal naturalist strength
draw intrapersonal quack study
duct tape kinesthetic read talent
greeting linguistic skill visual spatial
grid logical spin weakness
L A N O S R E P R E T N I
A A B L I N G U I S T I C
I Q N A T U R A L I S T I
T U M O B A K I N G T E T
A A U A S T U D Y N R P E
P C S G D R A W T I E A H
S K I R C R E A D T N T T
L A C I G O L P K E G T S
A S A D W E A R A E T C E
U P L D N C H E E R H U N
S I S T L L I K S G T D I
I N T E R E S T I N G N K
V R A T S S E N K A E W I
2. Circle the remaining letters. Write the letters below to nd the
mystery word.
Mystery Word
8 eight Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group: READING STUDIO
4. Word Search C2
Maybe you think you could never be an artist, speak another language or learn
how to play a sport. You can learn almost anything with a little help!
1. Do you ever do word search puzzles in magazines, newspapers or online?
2. What are some steps you think you need to follow to create a word search?
3. Read the text. Look at the text features. Underline the verbs in the imperative.
Text Features How to Create a Word Search

Audience: anyone Many websites provide step-by-step instruc-
who wants to learn tions of how to do just about everything. Learn
how to make a word how to create a word search in ten easy steps.
search
Many people enjoy doing word searches to
Topic: step-by-step exercise their minds and expand their
instructions for vocabulary. You can create a word search
creating a word about your favourite subject.
search
Purpose: to inform 1 d:
the reader about You will nee
how to do ✓ a pencil
something ✓ an eraser
ter
✓ a highligh
er
✓ graph pap
ry
✓ a dictiona
r
✓ a compute
Reproduction prohibited © Chenelière Education Inc. Unit 1 nine 9

Name: Date: Group:
Step 1: First of all, prepare your material. 2
Language: simple, Tip If you don’t have graph paper, create a table on
clear and concise; your computer and print it out to use instead.
imperatives give
instructions and
Step 2: Then, choose a theme.
sequence markers
show order (first, Think about things that interest you. You can create a
then, next) word search about sports, music, food, or your favourite
television show, movie or book.
Step 3: Next, make a word list.

List words related to the theme. Aim for 25 to 30 words.
Culture: the English
Tip Vary the length of the words you include. Include
language words of 12 to14 letters and shorter words of three to
3
four letters.
Text components Step 4: Determine the size of your grid.

Count the number of letters in the longest word. If
1 List of material the longest word is entertainment, your grid will be
2 Steps 13 squares across and 13 down.
3 Tips
Tip Try not to make your word search bigger than
15 x 15. It will be difcult to nd words to ll in all the
spaces.
Step 5: Then, place the words in the grid.

Place them horizontally, vertically and diagonally. You can
share letters. For example, if you include the words
television and pastime, you can use the same i for both
words.
Tip Put a checkmark beside each word on your list

as you place it in the grid. P
A
S
T
S I O N
E V I
T E L
M
E
Step 6: After that, choose a mystery word.

When you nish placing most of the words, count the
empty spaces. If there are more than 12 to 15, think of
shorter words to complete the puzzle. Then, choose a
word related to the theme for your mystery word.
Step 7: Then, complete the puzzle.

Place the letters of the mystery word in the grid. There
should be no empty spaces in your puzzle.
10 ten Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
Step 8: Create a word list.

List all the words included in your word search (except for
the mystery word, of course). Place the words in
alphabetical order.
Tip To make the word search more difcult, do not

provide a word list. Instead, write denitions for the
words. The reader must read the denition and dis-
cover the word before nding it in the puzzle.
Step 9: Test your word search.

Copy the word search on another sheet of paper and do it
at least twice. Give it to someone else to test.
Step 10: Finally, publish your word search.

Prepare the nal copy of your puzzle on the computer
and give it to your friends to enjoy!
Tip Add illustrations to make it more attractive.
4. Create your own word search following the steps listed above. Give it to your classmates to do.
Imperatives
110
ctice.
for more information and pra
Use imperatives to tell someone what to do.
Afrmative Negative
Base form of the verb + rest of the Do not (Don’t) + base form of the main verb
sentence. + rest of the sentence.
Fold the paper in half. Do not try this at home.
Write your name on the paper. Don’t talk when the teacher is talking.
Write ve instructions for your word search. Underline the imperative in each one.
1.
2.
3.
4.
5.
Reproduction prohibited © Chenelière Education Inc. Unit 1 eleven 11

SPEAKING STUDIO Name: Date: Group:
C1 5. Be a Star!
You don’t often get to share your talents and skills with your
classmates and teachers. This is your chance to teach them
something about yourself.
1. Decide what you will teach your classmates. Look at the list for
some ideas.
My Skills
Make cookies Draw a perfect circle

Look after a pet Perform CPR
Play a scale on the piano Make a movie
Vocabulary
Hold a football Perform a cheer
cheer: a shout of
encouragement Play a guitar chord Spin a pen on your nger
CPR: cardiopulmonary Write a poem Send a text message
resuscitation Draw a cartoon character Say the alphabet backwards
spin: twist Study for a test Juggle three balls
2. Prepare your presentation. Think about the materials you need. Use
your imagination.
Materia ls
3. Think about how to teach the skill to others. Write some notes to
help you.
Note s
12 twelve Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
Lang age
p r om p ts
First of all, prepare your
material.
Then, choose a theme.
Next, make a word list.
4. Take turns teaching your teammates your skill. Use the Language After that, choose a
Prompts and the Grammar Preview in Task 4 for help. mystery word.
Finally, publish your
5. As you listen to your teammates, write three things about their skills. word search.
For example: Sarah baking. She cookies and cakes.
She the ingredients together.
1.
2.
3.
1.
2.
3.
1.
2.
3.
Reproduction prohibited © Chenelière Education Inc. Unit 1 thirteen 13
WRITING STUDIO Name: Date: Group:
C3 6. My Skill Step By Step

Share your skill with others by providing step-by-step
instructions that are easy to follow.
1. Complete the graphic organizer with information about your skill.

Use the model in Task 4 and information in Task 5 for help. Use
imperatives to give instructions.
List of Ma te rials
Tips
St ep s
Fu n Fact About My Sk ill
14 fourteen Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
2. Write the rst draft of your how-to text. Refer to your ideas in the
graphic organizer as you write.
3. Revise your text carefully. Use this writing checklist.
I included clear step-by-step I used imperatives correctly.

instructions.
My text is well organized. I checked my spelling and

punctuation.
4. Exchange your text with a classmate. Get feedback on the content

and clarity of your ideas.
5. Write the nal copy of your text. Integrate feedback, changes and
corrections. Include a picture or photo if possible.
6. Publish your work by sharing it with your classmates.
Reproduction prohibited © Chenelière Education Inc. Unit 1 fteen 15

Name: Date: Group:
C2 Extra Reading
Do Schools Encourage or Discourage Creativity?
An Expert Opinion A Teenager Speaks Out
Sir Ken Robinson is an Do schools encourage or discourage creativ-
expert on education and ity? I definitely think they encourage it. At my
creativity. He believes that school, the teachers push students to be cre-
children are very creative ative. They offer us different assignments so
but that they lose their cre- we can choose the ones that interest us. That
ativity when they go to way, we are more motivated to learn. I also
school. He thinks that edu- love the fact that my school offers programs
cation disconnects people for students who have different talents
from their natural talents and interests. We have music, art and sports
because students are not concentration programs.
encouraged to develop their talents in the class- The students in these
room. programs get the chance
Robinson says, “Every education system on to develop their talents
earth has the same hierarchy of subjects. Every and skills every day.
one, doesn’t matter where you go. You’d think it I’m in the music concen-
would be otherwise but it isn’t. At the top are tration program. I have
mathematics and languages, then the humanities, fewer periods in some of
and at the bottom are the arts. Everywhere on my other subjects so I have
earth. And in pretty much every system too, there’s to work really hard but I
a hierarchy within the arts. Art and music are nor- don’t mind because I love
mally given a higher status in schools than drama being part of a special program. I have the
and dance. There isn’t an education system on the chance to express my creativity and develop
planet that teaches dance every day to children the my talent during class time. That makes me
way we teach them mathematics. Why? Why not? I want to get up and go to school every day.
think this is rather important. I think math is very Well, almost every day!
important but so is dance. Children dance all the
time if they’re allowed to. We all do. We all have
bodies, don’t we?”
Before Reading
1. What school subjects do you think are the most important? Why?
2. What is your denition of creativity?
16 sixteen Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
While Reading
3. Read the texts. Underline the authors’ ideas about creativity in schools.
After Reading
4. Answer the questions. Use complete sentences.

a. According to Sir Ken Robinson, what is the hierarchy of subjects in school?
b. Why do you think Robinson believes that children lose their creativity when they
go to school?
c. What are two ways in which the teenager’s school encourages creativity?
d. Do you know of any efforts made in your school to encourage creativity? What are they?
e. Do you think that schools should give all subjects equal status? Explain your answer.
W ha t Do You Th ink?
Do you think that schools encourage or discourage creativity? Use information from
the texts to support your ideas. Discuss your opinion with your classmates.
Reproduction prohibited © Chenelière Education Inc. Unit 1 seventeen 17

Name: Date: Group:
C1 C2 C3 Production Studio
Present a star for an unusual talent show.
Pre-Production
Step 1 Think about people who have unusual talents. Choose a candidate for
an unusual talent show.
I will present: myself someone I know
a person I researched other
Step 2 Include a description of the person and his or her unusual talent.
The person The talent
Step 3 Prepare a media text about your candidate. Choose the format for your
media text. Use photos, video clips or a demonstration to show the
person’s talent.
I will produce a:
poster computer presentation other
Production
Step 4 Produce your media text. Present it to a sample audience. Get
feedback from your classmates. Use the feedback to revise and edit
View videos of your work.
unusual talents on
the Internet to find
ideas for your
media text.
Post-Production
Step 5 Present your candidate to the class. Ask your classmates for feedback.
Step 6 Evaluate your work. Decide how you can improve next time.
18 eighteen Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

UNIT
2Check Reality
Reality shows are some of the most popular shows on television

and the Internet. There are reality shows for almost every age
group and interest.
In this unit, learn about the

characteristics and tech-
niques of reality television.
Talk about popular reality
shows.
Listen to reality show
contestants.
Read about some charac-
teristics of reality shows.
Learn about reality shows One-Minute
from the past. Challenge
Write an outline of your Make a list of
own reality show. reality television
shows.
Practise grammar: adverbs
of frequency, adjectives
and question words.
Extra Reading
Reality: How Much
Is Too Much?
Production Studio
Create a casting call to
encourage teenagers
to audition for your new
reality show.
How are reality television shows made?

Reproduction prohibited © Chenelière Education Inc. Unit 2 nineteen 19
1. What’s Real for Me?

There are reality shows on television and the Internet to
interest almost everyone.
1. Read the reality TV show categories in the chart below. Write the
name of a reality show in each category. Add the audience each
show targets, such as children, teenagers, adults, males or females.
T alk b ack
Work with a partner. 1. Talent 2. Games 3. Adventure
Compare your chart
with your partner’s
chart. Discuss the American Idol
shows that you both
wrote down.
Audience: Audience: Audience:
• What show do
you have in the Everyone
category . . .?
• Do you like the
show . . .? 4. Cooking 5. Daily Life 6. Celebrities
• Why do you like the
show . . .?
• I like / don’t like this /
that show because . . .
• What is another show Audience: Audience: Audience:
for the category . . .?
7. Jobs 8. Romance 9. Fashion
Audience: Audience: Audience:
2. Choose one of the shows from the chart. Explain why it is popular.
Name
Nameof
ofthe
theshow
show:
Why itof
Name is the
popular
show:
20 twenty Reality Check Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
3. Answer the following questions about your reality television viewing

habits.
a. How often do you watch reality shows?
every day often sometimes rarely
b. How often do you look for information about your favourite reality
shows on the Internet or in magazines?
every day often occasionally never
c. How often do you vote for contestants on reality shows?

every week often seldom never
Adverbs of Frequency
Use adverbs of frequency to talk about how often you do an activity.
More Frequent Less Frequent
always every often sometimes rarely never

(morning, day, week) occasionally seldom
Position of adverbs of frequency

• Put adverbs of frequency that begin with every at the beginning or end of a sentence.
Every morning, Paul watches the sports news. Evan watches his favourite game show every day.
• Put adverbs of frequency after the verb to be.
Michèle is always excited at the start of a new season of her favourite talent show.
• Put adverbs of frequency before other verbs.
Sasha rarely watches reality shows about home decorating.
Use the information in Steps 1 and 3 to help you write sentences about your
reality television viewing habits. Use a variety of adverbs of frequency.
1.
2.
3.
4.
5.
practice.
172 for more information and
Reproduction prohibited © Chenelière Education Inc. Unit 2 twenty-one 21

C2 2. Reality TV Contestants
Do you ever watch a reality show and think “I can do that!”?
1. Check (√) the ve adjectives that you think best describe a good
reality show contestant.
Vocabulary
aggressive competitive emotional successful
athletic condent intelligent sweet
attractive devious open-minded talented
compassionate egotistical outgoing trustworthy
CD 2. Listen as ve young people say why they would be good reality show
contestants. Write each person’s name next to the caption that best
describes him or her. Then, write down the adjectives that the
contestants use to describe themselves.
166
for more about adj ect ives .
Brett Li Naveen Jason Felicia

Caption Name Adjectives
• successful
1. Interesting life story Naveen •

•
2. Makes friends easily

•
•
•
•
3. Difcult to like
•
•
22 twenty-two Reality Check Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group: SETTING UP
Caption Name Adjectives
•
4. Familiar personality •
type
•
•
•
5. Special talent
•
•
3. Write the name of of a popular reality show that ts each person. Explain the
reason for your choice.
Show Reason
Brett
Li
Naveen
Jason
Felicia
4. a. Would you be a good reality show contestant? Yes No

b. Name a friend or family member who has the characteristics of a
good reality show contestant.
c. Describe yourself and your friend or family member. Use adjectives.

T alk b ack
Talk about the pros and
You Friend or Fami ly Memb er cons of being a reality
show contestant.
The positive / negative
thing is . . .
The advantages /
disavantages are . . .
On the one hand you . . . ,
on the other hand, you . . .
Reproduction prohibited © Chenelière Education Inc. Unit 2 twenty-three 23

C2 3. Making A Reality Show

Although some reality shows are unique, most have the same
characteristics.
1. What do you like about reality shows? What do you dislike?
I like I don't like

• •
• •
• •
2. Read the following interview with a reality TV producer. Underline

the characteristics of successful reality shows.
Vocabulary How Does Reality Happen?

cameras rolling: Studio interviews Steven Lucas, producer of many popular reality shows,
lming is taking place about some of their common characteristics.
cast: people in a show
faraway: distant Studio (S.): What is the most impor- S.L.: Editing is essential in reality
tant characteristic of a reality show television. In most shows, the editing
outcome: nal result
in your opinion? is very creative and can generate sus-
script: written text of pense, compress time or make events
Steven Lucas (S.L.): Reality shows
show appear more dramatic than they
don’t follow a script. Viewers see
undergo: experience events that happen to participants as really are. Editing can affect how
they actually take place. Not having a viewers perceive events on a reality
script is at the heart of reality televi- show and influence how they feel
sion. about the cast.
S.: If there is no script, how do you S.: How can you be sure viewers will
know what to film? be interested in what you film?
S.L.: We film everything! Most reality S.L.: A key characteristic of reality
shows film hundreds of hours of television is conflict. Many reality
action to produce just one episode for shows create situations that put
television. Producers always keep the participants in conflict with other
cameras rolling because you never people, with nature, or even with
know when something unexpected themselves. The conflict can be phys-
or shocking might happen. ical, mental or emotional. Conflict in
reality shows creates excitement for
S.: How do you decide what film the viewers and can lead to the elimi-
footage to keep and what to leave nation of contestants.
out?
24 twenty-four Reality Check Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
S.: Where does the filming take place? Contestants might get an extreme
S.L.: The right setting is another makeover or their homes might
essential characteristic of successful be completely renovated and
reality shows. The setting might be an redecorated.
exotic, faraway country, a luxurious S.: How do you decide who wins the
mansion beside the ocean, or some- competition and receives the prize?
where serious such as an executive S.L.: The rewards winners receive at
board room or a hospital. Of course, the end of a show are very important.
the setting can be very familiar to Most reality shows offer big prizes to
viewers, such as a home or a school. the winning contestants. The prize
Having a unique, unusual location might be money or a recording con-
can capture viewers’ imagination. On tract that can lead to fame and for-
the other hand, familiar locations are tune. So the judging on reality shows
easy for viewers to relate to. is critical. Some of the most popular
S.: What are some other important reality shows use celebrities to judge
characteristics of good reality shows? the contestants. Many shows also let
S.L.: In many reality shows contest- viewers at home participate and vote
ants compete for big rewards, for their favourite contestants by
so competition is essential! The phone or the Internet. Celebrity
competition can focus on physical judges and audience participation
or mental talents, such as singing or make the viewing experience more
solving problems. However, not all exciting and interactive. Viewers feel
reality shows are competitive. Some as though they have some control
reality shows have a life-changing
transformation as their focus.
over the outcome of the show.
•
3. Read the characteristics you underlined. Complete the chart.
a. Which characteristic do you think is the b. Which characteristic do you think is the
most important? least important?
Why? Why?
4. What other characteristics of reality shows can you think of?
Reproduction prohibited © Chenelière Education Inc. Unit 2 twenty-ve 25

C1 4. Reality TV, Past and

Present
Reality TV is very popular today, but it is not new.
In fact, reality shows are almost as old as TV itself.
1. Read about some popular reality shows from the past.
What modern reality shows do they make you think of?
Candid Camera was a funny TV show that The Ed Sullivan Show was a talent show in
began in 1948 and was popular for five decades. the 1950s and 1960s. Famous stars and amateur
Hidden cameras in everyday locations filmed entertainers appeared on Ed Sullivan’s stage.
people’s reactions to unusual and hilarious Performers included singers, actors, comics and
situations. circus acts.
This show makes me think of: This show makes me think of:
The Galloping Gourmet was a Canadian The Real World is one of the longest running
cooking show in 1969 starring the comical chef reality shows. When it began in 1992, it was a
Graham Kerr. The chef prepared complicated bold new show that exposed the day-to-day
meals, sometimes setting small fires or causing interactions of a group of strangers living
other humorous accidents. The show was filmed together on the show’s set. The show touches on
in front of a live audience. a variety of controversial subjects.
This show makes me think of: This show makes me think of:
2. Choose one of your favourite reality shows or the one that you
dislike the most and complete the chart.
1. Name
2. Setting
3. Contestants
4. Examples of conict
5. Examples of
competition
6. Judging
7. Prizes
8. Reasons that you like

or dislike the show
26 twenty-six Reality Check Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
3. Describe the show to a partner. Listen to your partner’s description.

Take turns asking questions. Use the Grammar Preview and
Language Prompts for help.
Lang age
Question Words p r om p ts
The name of the show is . . .
Use question words to ask for specic information about • It takes place . . .
people, places and events. • The contestants are . . .
• Conflict happens when . . .
Question Word To Ask About Example • The judges are . . .
Who Identity of people Who are the contestants? • You can win . . .
• I like this show
What Identity of things What surprising things because . . .
and events happen? • It’s a good show
Where Place Where do the contestants because . . .
travel? • Question words: who,
what, where, when, why,
When Time When does the audience vote?
how
Why Reason Why do some contestants
become emotional?
How Manner How do the show’s producers
edit the film footage?
Write a question for each of the following answers.

S o nd Check
1. Question (Q): Where does the show take place?
Pronounce the final s
Answer (A): The show takes place on a tropical island. on plural nouns clearly:
contestants, examples,
2. Q:
reasons.
A: The contestants are all high school students.
3. Q:
A: The contestants learn who is eliminated at the
4. Q:
beginning of each episode.
A: The winner is chosen by combining the judges’ scores

! Don’t forget to put a
question mark (?) at the
end of each question.
and the number of audience votes.
5. Q:
A: My friends and I like the show because the contestants
are erce competitors.
202 for more information.
Go to Reference Section page
4. Discuss the following questions in teams or with the class.

a. How is reality TV different now?
b. Why do you think that people still like to watch reality shows?
c. What do you think reality TV will be like in the future?
Reproduction prohibited © Chenelière Education Inc. Unit 2 twenty-seven 27

C2 5. A New Reality Show

Some people dream of having a job they love, becoming
C l t re Clip famous, or just having a quiet life with friends and family.
The British reality show
Pop Idol began the Idol 1. What is one of your dreams?
phenomenon in 2001.
The talent show was a
huge hit and American
Idol and Canadian Idol
quickly followed. The
Idol franchise has more 2. Who can help make your dream become reality?
than 50 versions in
110 countries. Hundreds
of millions of viewers
around the world vote
for their favourite con-
testants. Just partici- 3. Read the outline of a proposed reality show called The Family
pating in the show can Favourite. Look at the text features.
bring success. Jennifer
Hudson, who came only
seventh in American Idol,
won an Academy Award
for Best Supporting The Family Favourite 1
Actress.
The Scenario 2
The Family Favourite is a fascinating new reality show for the
whole family. It shows teenagers in Québec who try to make
their extreme dreams come true. However, they can attain their
Text Features dreams only if their families make tough sacrices for them. 3
Topic: new Québec- The Cast
based reality show The host is a high school career counsellor. The contestants are
three ambitious teenagers.
Audience: whole
family Sam is 17. He is an excellent hockey
player who trains hard and dreams of
Purpose: to making it to the NHL. Sam’s parents
describe the show spend several hours every week driv-
to viewers ing him to hockey practices, games and
tournaments. They pay a lot of money
Text components for his hockey equipment and private
1 Title coaching. Unfortunately, the family
does not have enough time or money
2 Subtitles for Sam’s younger brother to do his fa-
– The Scenario vourite activities. Sam feels that he has
– The Cast a talent that is too important to waste.
– A Typical Episode
– The Judging and
the Prize
Sam
3 Paragraphs
28 twenty-eight Reality Check Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
Maria is a gifted 14-year-old singer and dancer. She is certain she

Language: simple
will be a famous pop music sensation before she is 18 years old. She
sentences, descrip-
has no doubts that she is outgoing and talented. Her
tive adjectives
father and sisters live at home in their small town
Culture: Québec but Maria lives with her mother in a tiny apartment
pop culture in Montréal so that she can go to a special school for
artists. Maria’s family spends a lot of money on her
singing and dance lessons and on her extravagant
clothes for performances. Maria says that she prac-
tises everyday so she can become a star and buy the
Maria family a big house where they can all live together.
Josh is in Secondary Three at his local high school.
He is an excellent student. He hopes to study at a
prestigious, expensive university in the U.S.A. one
day. He works hard and has high marks in all his
subjects. When Josh is not at the library, his
brothers must be quiet so that they do not disturb
him. Josh’s parents save all their extra money for
his future university expenses. They do not know if
they have enough money to pay for both of Josh’s
Josh brothers to continue their education after high
school. Josh believes that a good education is the
most important dream that anyone can have.
A Typical Episode
Every episode covers the same action. The host conducts a short in-
terview with each contestant and his or her family. The contestants
talk about their dreams and the families talk about the sacrices
they must make for the “family favourite.” The cameras follow the
contestants everywhere they go. The settings include places like
home and school, as well as hockey arenas, rehearsal studios and
libraries. Viewers see how hard contestants work to make their
dream come true. They also see how much each family sacrices.
Between scenes of the contestants’ activities, the host interviews
individual members of the families. The editing reveals conict
when brothers and sisters are jealous of all the attention the “family
favourite” receives. Some parents occasionally feel guilty about
everything they do to help make their child’s dream come true.
These feelings create tension in the families.
Vocabulary
The Judging and the Prize
expensive: costing
After ve episodes, viewers vote by Internet for the contestant they
a lot of money
think deserves a scholarship to help him or her succeed. His or her
gifted: talented family also wins a big cash prize so that they can stop sacricing
rehearsal: practice and begin to follow their own dreams.
reveals: exposes
waste: not use
Reproduction prohibited © Chenelière Education Inc. Unit 2 twenty-nine 29

Name: Date: Group:
4. Complete the table with information from the description of

The Family Favourite.
Ca st Co mpetit io n
The host,
Se tting Co nf lict
Ju dg in g Pr izes
5. Which contestant would you vote for? Why?
6. Imagine a new contestant for the show. Write a description of the

person. Include the person’s age, qualities, dream and family
sacrices.
30 thirty Reality Check Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
Learn some adjectives by doing a crossword puzzle.

1. Read the adjectives that describe reality show contestants.
Read the crossword puzzle clues below.
Adjectives
2. Use the adjectives to complete the crossword puzzle.
aggressive
Clues athletic
Across Down attractive
2. Synonym for honest 1. People who accept everyone compassionate
6. Synonym for deceitful are _____. competitive
7. Opposite of shy 3. Synonym for sociable condent
4. People who understand other devious
10. People who think with their heart
are _____. people’s feelings are _____. egotistical
11. Opposite of a failure 5. Synonym for smart emotional
12. Opposite of gentle 8. People who are good at sports intelligent
are _____. open-minded
13. People who are only interested
in themselves are _____. 9. Opposite of ugly outgoing
14. An excellent musician or singer 11. A kind friendly person is _____. successful
is _____. sweet
15. Someone who always tries to talented
win is _____. trustworthy
Reality Contestants Crossword Puzzle

1 3
2
4
5
6
7
8
9
10
11
12
13
14
15
Reproduction prohibited © Chenelière Education Inc. Unit 2 thirty-one 31

C3 6. Create a Reality Show

Write the outline of an exciting new reality show for
teenagers in Québec.
1. Brainstorm ideas for your reality show. Write your ideas in the
graphic organizer below. Use the outline in Task 5 as a model.
Sc en ar io
Ca st Co mp et itio n
Se tt in g Conflict
Ed itin g Judging Pr iz es
32 thirty-two Reality Check Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
2. Write the draft of the outline. Refer to your ideas in Step 1 as you write.
Use a variety of adjectives to describe your show.
3. Revise and edit your outline. Use this writing checklist.
Each sentence expresses a clear idea. The scenario is clear.

I used a variety of adjectives. My outline includes information
about the scenario, cast,
I checked my spelling and punctuation.
competition, setting, conict,
editing, judging and prizes.
4. Exchange your text with a classmate. Ask for feedback on the content and clarity
of your outline.
5. Write your nal copy. Integrate feedback, changes and corrections.
Reproduction prohibited © Chenelière Education Inc. Unit 2 thirty-three 33

Name: Date: Group:
C2 Extra Reading
Sa ra h S m ar t: T V Bl og s ter
Reality: How Much Is Too Much?
Reality shows are on almost every television network and all over the Internet. In fact,
some networks and Internet sites only broadcast reality shows. Maybe we’re experiencing
reality overload.
It seems that people can’t get enough reality programming. This is good for reality show
producers and television networks because they earn big money from these shows.
Reality shows are inexpensive to produce compared to other types of programming.
However, some people don’t like the direction reality television is taking. Many viewers
think that reality shows are fake. After all, how many people are really themselves in front
of a camera? How much of the drama is real? How many of the crises, breakdowns and
ghts are staged? Critics of reality television complain that reality shows often display the
dumber, meaner and more vulgar aspects of society.
Let’s face it; no one is going to tune in to watch people talk about their normal, boring
days. However, they will tune in for big drama, emotional tantrums, races for prize
money, dancing and singing competitions and devious, backstabbing contestants.
Reality shows satisfy people’s need to escape their own dull lives for an hour or two.
Entertainment is important because it provides an easy escape from the
Vocabulary pressures of daily life. However, watching endless reality shows may not be
backstabbing: disloyalty the best way to escape. Diverse programming with more sit-coms, science
ction shows, dramas, cartoons and movies would be better. However,
earn: receive payment
these types of shows are more expensive for television producers to create
overload: excess because they require actors, animators, script writers and many other
staged: scripted talented people.
tantrums: angry outbursts Television viewers need shows other than just reality shows—not only for
tune in: watch or listen entertainment, but for diversity, creativity and inspiration.
sarah · 11 hours ago · Comments: 4 · Tags: reality show, television, entertainment, network
Before Reading
1. What is your denition of reality television?
34 thirty-four Reality Check Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
2. Write down the characteristics of two other types of television shows and answer
the questions below.
Newscasts Dramas
Characteristics Characteristics
How are newscasts similar to reality shows? How are dramas different from reality shows?
While Reading
3. Some television viewers do not like to watch reality shows. Read the blog about the negative
side of reality TV.
a. Highlight all the sentences that contain negative comments about reality television.
b. Underline all the sentences that contain positive comments about reality television.
c. Circle the main idea of the text.
After Reading
4. Answer the questions with information from the text. Use complete sentences.
a. Why is the popularity of reality television good for the show producers?
b. What other types of television shows are mentioned in the text?
c. What is the problem with these other types of television shows?
d. What are television viewers missing if they watch only reality television shows?
Are there too many reality shows on television? Use examples from the text and your own
experience to explain your answer. Discuss your opinion with your classmates.
Reproduction prohibited © Chenelière Education Inc. Unit 2 thirty-ve 35

PRODUCTION STUDIO Name: Date: Group:
Create a casting call to encourage teenagers to audition for
your new reality show.
Pre-Production
Step 1 Brainstorm ideas for your casting call. Choose the format for your
media text.
I will produce a:
magazine advertisement radio advertisement
Internet advertisement other
Step 2 Plan your casting call. Think about the following:

• Purpose:
• Audience (type of contestants):
• Type of language:
• Text components:
Production
Step 3 Create your casting call. Present a rough copy to a sample audience
and get feedback. Use the feedback to revise and edit your work.
Post-Production
Step 4 Present your casting call to the class. Observe your classmates’
reactions and write down their comments.
Use software to
make your
advertisement
interesting.
Step 5 Evaluate your work. How can you improve your casting call?
36 thirty-six Reality Check Reproduction prohibited © Chenelière Education Inc.

UNIT
3 Unexpected
We all experience unexpected events, and their outcomes can be good

or bad. An unexpected event can even result in important discoveries.
One thing is certain: life is full of surprises!
In this unit, explore

events that took
surprising turns.
Explore how people feel

when unexpected events
happen.
Talk about an event that had
an unexpected outcome.
Read about a medical trial
that went wrong.
Write a newspaper article.
Learn about some One-Minute
unexpected discoveries. Challenge
Practise grammar: simple Make a list of
past and past continuous. positive and
negative
emotions.
Extra Reading
Unexpected Fashion
Production Studio
Bring history to life! Show
how an unexpected
discovery happened.
How do unexpected events and their outcomes affect us?

Reproduction prohibited © Chenelière Education Inc. Unit 3 thirty-seven 37
1. Emotional Roller
Coaster
We all experience emotions at different times and for
different reasons.
1. Look at each photo.
a. Describe how you think the person is feeling. Use the

adjectives below.
b. Name an event that can make you feel this way.
Vocabulary
annoyed frightened shocked
disappointed frustrated surprised
excited pleased worried
1.
a. worried
excited
T alk b ack b. a test
Work with a partner.
Compare your answers
for Steps 1 to 3.
• What did you write
for . . . ?
• I wrote . . .
• How do you feel when . . . 2.
• I feel . . . a.
• That’s not how I feel
when . . . b.
• My friend always
overreacts when . . .
3.
a.
b.
4.
a.
b.
38 thirty-eight Unexpected Outcomes Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
5.
a.
b.
6.
a.
b.
7.
a.
b.
8.
a. 9.
b. a.
b.
2. Read the list of events. Write an emotion that each event makes you feel.
Event Emotion
a. A friend or family member is in hospital. worried, frightened
b. You nd $50 on the sidewalk.
c. A friend cancels Friday night plans with you.
d. Your family is going on a last-minute vacation.
e. You have an emergency dental appointment.
f. You discover that one of your friends is experimenting
with illegal drugs.
g. You leave your part of a team project for school on the bus.
h. School is closed because of a winter storm.
3. Do you or someone you know sometimes overreact to certain

events? How?
Reproduction prohibited © Chenelière Education Inc. Unit 3 thirty-nine 39

Learn about different word forms. Create an unexpected

story about a normal school day.
1. Complete the chart with the correct word forms. Vocabulary
! Adjectives that end

in ed describe a feeling.
Base Verb Adjective
Form With ed
Adjective
Form With ing
Josh is interested in the 1. amaze amazed amazing
book.
2. amusing
Adjectives that end
in ing describe a 3. annoy
characteristic.
The book is interesting. 4. bore
5. confusing
6. disappointed
7. disgust
8. embarrassed
9. exciting
10. exhausted
2. Complete the story with adjectives from Step 1. Compare your outcome with a classmate’s.
What a Day!
excited
Every day when I wake up for school I’m _____________________1
. I know it’s going to be
a /an _____________________2 day! I walk to the bus stop and I’m_____________________3
to meet my friends waiting there. They are always _____________________4 to see me. The
school day is _____________________5. My classes are _____________________6 and my
teachers are _____________________7.
After school, I go home for supper. I’m _____________________8 by my mother’s cooking. It’s
my job to wash the dishes and I always do a /an _____________________9 job. I’m usually
_____________________10 around 10:00 pm, so I get ready for bed and read for a while. The
book I’m reading is _____________________11 . Then I turn out the light and go to sleep. The
next day, I’m_____________________12 to do it all again!
40 two
forty Unexpected Outcomes Reproduction prohibited © Chenelière Education Inc.
2. You Never Know! C2
Sometimes events happen that are completely unexpected.

Their outcomes can be surprising.
1. What are some activities that you do with your family on weekends
or vacations?
2. Read the story about a surprising family vacation. Circle all the verbs
in the simple past. Underline all the verbs in the past continuous.
Selena’s Surprising Family Vacation

1. I never like going on vacation with my family. We usually go to boring places and
visit a lot of museums and historic sites. So, I was not very excited last summer when
I learned that I was going to Prince Edward Island with my whole family. I know it’s a
beautiful place, but what can a 15-year-old girl do there?
2. It took six hours by car to get to the farmhouse that my parents found on the
Internet for a super low price. During the whole trip, my annoying little brother was
playing video games and my older sister was texting her boyfriend.
3. When we finally arrived at the farmhouse in the evening, we all looked at it in
horror. It was so old and decrepit that it looked like it would fall over in a strong wind.
No wonder it was so cheap! The paint was peeling off the outside walls and some of
the windows were smashed. Inside was even worse. The floors were crooked, the walls
were stained and the entire place was covered in dust. I think a family of birds was
living in the chimney. I was definitely NOT looking forward to the next two weeks.
4. I was arguing with my sister about which bed I wanted in the room that we were
sharing when my mom called us for supper—cold leftovers from our picnic lunch.
Since there was no TV or Internet in the house, the whole family went to bed early.
The next day would surely be as depressing. But then, in the middle of the night,
something unexpected happened!
5. I was sleeping on my lumpy mattress when I heard something scurry under my
bed. I woke up instantly. I was tired but I wasn’t able to go back to sleep. I decided to
investigate. I was walking around my bed when suddenly something ran over my foot.
I screamed! What the heck was that? I was shaking and wanted to tell my parents that
something creepy was happening. As I approached my bedroom door, I got the fright
of my life. Right in front of me was a giant rat!
6.
I was shocked! The rat was about fifty centimetres Vocabulary
long and disgusting. I don’t think it was happy that my
dust: household dirt
family was staying in its house. I woke up my parents and
told them the story. They didn’t believe a word and lumpy: bumpy
thought I was dreaming. My mom walked me back to my peeling off: coming off
room and guess what was sitting beside my bed? The rat! scurry: run quickly
stained: had dirty marks
Reproduction prohibited © Chenelière Education Inc. Unit 3 forty-one 41

Name: Date: Group:
7. We both screamed, which woke up my sister. We all ran back to my parents’ room.
My little brother was already there; he was holding a plastic beach toy for protection.
(What a dummy!) We spent the rest of the night huddled together on my parents’
bed, waiting for the sun to rise.
8. When morning finally came, we packed the car and went straight to the nearest
hotel, which was a beautiful, luxury resort. So, instead of staying in a disgusting old
farmhouse, I spent two wonderful weeks on Prince Edward Island. I relaxed by the
pool, swam in the ocean, met new friends and learned
how to play tennis. It was the best family vacation ever!
Vocabulary
huddled: stayed close
together
3. Draw a line to match each paragraph with its description.
Paragraph 1. a. When the family arrived, they were shocked because the
farmhouse where they were staying was in terrible shape.
Paragraph 2. b. Something woke up Selena and when she investigated she saw
a giant rat!
Paragraph 3. c. The car trip was long and Selena’s brother and sister were very
annoying during the whole trip.
Paragraph 4. d. Selena wasn’t excited to go to Prince Edward Island on a

family vacation because she thought it was going to be boring.
e. There was nothing to do in the farmhouse, so the whole

Paragraph 5.
family went to bed, but in the middle of the night something
unexpected happened.
4. Summarize paragraphs 6 to 8 in your own words. Write one

sentence for each paragraph.
Paragraph 6.
Paragraph 7.
Paragraph 8.
42 forty-two Unexpected Outcomes Reproduction prohibited © Chenelière Education Inc.

5. How can family vacations or activities be both fun and frustrating?
Simple Past and Past Continuous

Use the simple past to describe completed events in the past.
Use the past continuous to describe an action in progress at
a certain moment in the past.
! Some verbs are irregular
in the simple past.
I went to Maine last summer.
A simple past event can interrupt a past continuous event.
My sister dropped her phone in the pool while she was texting her boyfriend.
Simple Past Past Continuous

Afrmative Subject + base form of the main Subject + was/were + base form of the
verb+ed + rest of the sentence. main verb+ing + rest of the sentence.
I played tennis at the hotel. I was playing tennis when the ball hit
me in the head.
Negative Subject + did not + base form Subject + was/were not + base form
of the main verb + rest of the of the main verb+ing + rest of the
sentence. sentence.
My brother did not (didn’t) eat He was not (wasn’t) feeling well at the
any lobster. restaurant.
A. Write the innitive form of these irregular past tense verbs.

was/were to be 1
heard 2
woke up 3
went 4
told 5
spent 6
B. Complete the paragraph with the simple past and the past continuous.
My family (take) took 1

a family vacation to Maine last summer. One day,
while I (swim) 2
in the ocean I (be) 3
sure I (see)
4
a shark. I (get) 5
out of the water fast! The life-
guard (run) 6
to me because I (scream) 7
so loudly.
That’s when my little brother (jump) 8
out of the water. He (hold)
9
a boogie board straight above his head. He (think) 10
it was a great joke.

124 and 130 and Reference
Go to Grammar Section pages
info rmation and practice.
Section page 206 for more
Reproduction prohibited © Chenelière Education Inc. Unit 3 forty-three 43

C1 3. It Really Happened
Think about a time when something unexpected happened
to you or someone you know. What was the outcome?
1. Write information about the unexpected event in the graphic

organizer.
My Story
Who was there? Where did it happen? When did it happen?
What happened? Explain the sequence of events.
S o nd Check
The ed at the end of
regular verbs in the
past can sound What was the outcome?
different depending
on the verb:
• asked: /t/ sound
• turned: /d/ sound
• wanted: /ed/
pronounced as a What emotions did the people feel?
separate syllable
Lang age 2. Tell your story to a partner. Decide who will be Partner A and
Partner B and follow the instructions for your role.
p r om p ts
Partner A
• I felt . . .
• I was . . . Partner A
u can.
Partner B
ll yo ur sto ry. Give as much information as yo
• Te lp.
• How did you feel? nizer “My Story” for he
• Were you . . .? • Use the graphic orga
……….
• You felt . . .
er retell your story.
• What did you do? • Listen to your partn
needed.
• Help your partner if
44 forty-four Unexpected Outcomes Reproduction prohibited © Chenelière Education Inc.

Partner B
• Listen to your partn
• Take notes on a shee
er’s story.
! Do not use did
to form questions in
t of paper while you lis the past with the verb
information about the ten. Include to be.
main questions.
• Ask any questions yo
u have. •Was he excited?
………. • Where were you
• Retell your partner yesterday?
’s story. Use your note
• Ask your partner for s.
help if needed.
3. Change roles and repeat Step 2.
Questions in the Simple Past

and Past Continuous
Simple Past Past Continuous

Yes/No Did + subject + base form of Was/were + subject + base form of the
Questions the main verb + rest of the main verb+ing + rest of the question?
question?
Did you go on vacation last Were they eating supper yesterday when
summer? you called?
Information Question word + did + subject Question word + was/were + subject

Questions + base form of the main verb + base form of the main verb+ing + rest
rest of the question? of the question?
Where did you go on vacation last What were they eating for supper?
summer?
Complete the following questions with verbs in the simple past or past continuous.
did they eat
1. What (eat, they) ___________________________ at the restaurant Friday night?
2. What (do, you) _______________________ when I (call) ______________________
you yesterday?
3. (do, she) ___________________________ her homework last night?
4. Who (talk, he) __________________________ to on the phone?
Go to Grammar Section
pages 128 and 132 for
5. Why (laugh, you) __________________________ during class? more information and
practice.
Reproduction prohibited © Chenelière Education Inc. Unit 3 forty-ve 45

C2 4. A Trial Goes Wrong

! An experiment is
something you try
Read about a medical experiment that went very wrong.
1. Scan the newspaper article to nd the answers to the following

without knowing the questions.
outcome. Scientists
conduct experiments to a. When did the event happen?
develop medications. b. Where did it take place?
An experience is
something you live.
My first year of high c. Who participated?
school was an exciting
experience.
2. Read the newspaper article. Highlight sentences that describe what
happened to the six men.
3. Were the participants well prepared for the trial? Yes No
Write the sentence from the text that supports your answer.
4. Does the company know why the men suffered such severe
reactions? Yes No
Write the sentence from the text that supports your answer.
The Inverted Pyramid

Lead sentence and rst paragraph include
all the most important facts.
Middle paragraphs include quotes
and details about the facts.
Last paragraph:
conclusion.
46 forty-six Unexpected Outcomes Reproduction prohibited © Chenelière Education Inc.

Text Features
Text components
1
Medical drug trial takes horrific turn
1 Headline: includes 2
REPORTED BY PIERRE MANSBRIDGE
only important
words 3 Six men are fighting for their lives after suffering
2 Byline: reporter’s
terrible reactions during a medical drug trial.
name All the participants involved in an experimental medical drug trial are in
3 Lead sentence: the intensive care unit in at Northwell Park Hospital in London, England.
grabs reader’s They suffered severe reactions on Monday to an experimental medical drug
attention; includes
developed to treat arthritis and leukemia. This trial was the first clinical test of
the drug on humans. 4
only most
important facts The scene in the laboratory was a living medical hell, say witnesses. Minutes
4 Paragraphs: after the participants received an injection of the experimental drug, they
answer who, what, began to tear off their shirts. They screamed that they were burning up and
when, where, why,
that their heads were going to explode. Participants began passing out. They
were vomiting, and screaming in pain and terror.
how 5
5 Photo and caption The pharmaceutical company apologized to the
patients and their families. A spokesperson for the
Topic: medical company said, “We are shocked and devastated. We
drug trial understand that the families are very upset. We were
Culture: medicine not expecting this.” Some of the men’s family mem-
bers say the company did not give the participants Six men are in hospital after a
and health
enough information about the possible dangers of medical trial goes horribly wrong.
the drug. In fact, the company did not tell the
Language: clear and participants that some dogs died when the drug was tested on animals.
informative; text gives All the participants in the drug trial were in good health before they
factual information in received the drug. They agreed to take part in the experiment for payment.
third person (he, she, A lawyer for one of the men said, “These were healthy people involved in a
it, they) clinical drug trial where everything seemed to go wrong. I think the scariest
Purpose: to inform
thing for the families is that they don’t know what the outcome will be.”
Doctors are treating the men, but there is no antidote for the drug.
readers about an
event An investigation by medical authorities will attempt to discover what caused
this shocking event. They hope that it will prevent other clinical drug trials
Audience: newspaper from putting participants in similar danger.
readers
Post Script
All the men survived the effects of the drug trial. However, they are at risk Vocabulary
of developing fatal diseases. Doctors amputated the ngers and toes of passing out: losing
one of the patients. All the men sued the pharmaceutical company. consciousness
sued: took legal
5. Is it worth risking lives to develop medications that can save lives?
action
Explain your answer.
tear off: remove
quickly
treat: cure
trial: test
upset: emotionally
hurt
Reproduction prohibited © Chenelière Education Inc. Unit 3 forty-seven 47

WRITING
SETTING
STUDIO
UP Name: Date: Group:
C3 5. You’re the Reporter

Write a newspaper article about an event that will interest
readers in your class.
1. Brainstorm ideas for your newspaper article. Research the topic if

necessary.
a. The topic of my article will be an event related to:
school community sports entertainment
news weather other____________________
b. The event I will write about is:

______________________________________________________
2. Plan your newspaper article. Use the inverted triangle and model
text in Task 4 for help.
a. Write down the facts and details that you will include in your
article.
Who w as in vo lv ed ? What happened?
Where and wh en di d it ha
ppen? Why did it happen?
Ho w did it ha pp en ? What are some details?
48 forty-eight Unexpected Outcomes Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
b. Write a short, catchy headline for your article.

Headline:
c. Write the lead sentence:
d. Include a photo of a person, place or incident central to the event.

Write a caption that explains the photo.
The photo will be of:
The caption will say:
187 for
Go to Grammar Section page rks.
tati on ma
e. Include a short quote. Use quotation marks. information about quo
My quote will be from:

My quote will be:
3. Write a rough draft of your newspaper article on a separate piece

of paper.
4. Revise and edit your newspaper article. Use this writing checklist.
I included all the text components of a I provided details about the facts.
newspaper article.
I used the third person and past
I used the inverted pyramid structure. tenses correctly.
I answered all the main questions: I checked my spelling and
Who? What? When? Where? Why? How? punctuation.
5. Exchange your newspaper article with a classmate.

Get feedback on the organization and clarity of your information.
Reproduction prohibited © Chenelière Education Inc. Unit 3 forty-nine 49

C2 6. I Didn’t Know That

Listen to the radio show Did You Know? to learn about how
two useful discoveries happened unexpectedly.
1. Write down some uses of these everyday items.
a. Post-It Notes • •
• •
b. Velcro • •
• •
CD
2. As you listen, take notes about the people, places, times and
important objects mentioned in the text for each unexpected
Vocabulary to listen for
discovery.
product: item
weak: not strong Post-It Notes Velcro
choir: group of people
who sing together People
bur: small round seed
of a plant covered with
tiny hooks that attach
to clothing and fur
grab: hold on to Places
fastener: something
that holds things
together
Times
Important
Objects
50 fty Unexpected Outcomes Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
3. Choose one of the items. Use your notes to explain its discovery.
In ve nt io n
4. Write what happened after the discovery of your chosen invention.
What Ha pp en ed Ne xt
C l t re Clip
The Fly is a 1986 blockbuster movie about a scientific experiment that went wrong in a very
weird way. An eccentric scientist built a teleportation machine, but when he teleported
himself, a fly was in the machine with him. During teleportation, the fly’s genetic code mixed
with the scientist’s. For the rest of the movie, the scientist slowly and gruesomely turned into
a human-sized fly!
What are some other movies or books about unexpected events or with unexpected endings?
Reproduction prohibited © Chenelière Education Inc. Unit 3 fty-one 51

Name: Date: Group:
C2 Extra Reading
Unexpected Fashion Fashion

For the first half of the twentieth century, jeans
were the rugged, inexpensive clothing of cowboys,
lumberjacks and factory workers. Then, in the
1950s, jeans became popular with North American
teenagers when famous, young actors wore them in
popular movies and TV shows. Jeans turned into a
symbol of rebellion for teenagers and most adults
considered the young people who wore them to be
dangerous. Jeans were even banned in schools and
many public places. The 1950s was also the decade
when girls began to wear jeans.
N
o piece of clothing is more North Ameri- In the 1960s and 70s, hippies wore jeans embroi-
can than jeans. These pants were invented dered with flowers. The pants were a symbol of the
in the late nineteenth century by two im- anti-war, peace and love movement. By the 1980s,
migrants to America: Jacob Davis and Levi Strauss. jeans were mainstream and lost most of their youth
Without intending to, the two men turned denim culture significance. Expensive designer brands be-
and metal rivets into the most popular clothing came popular and jeans were an acceptable fashion
item in the world. choice for teenagers and adults.
Jacob Davis was a tailor who made tents and Today, people all over the world pay high prices
horse blankets from denim that he purchased from for their favourite brand of jeans. What began as a
Levi Strauss, a cloth supplier. At the time, denim tough, practical piece of clothing is now a central
was not a popular material for clothing. item in modern fashion. Imagine, from horse
blankets and tents to the fashionable pants that
In 1870, a woman came to Jacob Davis for a pair
teenagers wear almost every day!
of inexpensive pants for her husband, who was a
very large man. In fact, he was so large that his pants
often split along the seams and had to be repaired Vocabulary
or replaced. So Jacob Davis made the man a pair of cloth: material
sturdy pants with denim from Levi Strauss. He also decade: period of ten years
used metal rivets to hold the pockets in place. The mainstream: popular
pants were a hit and soon Jacob Davis was making with the general public
them for many customers. People called the new rivets: metal pins that
style of pants jeans. hold things together
Jacob Davis and Levi Strauss started the Levi rugged: tough
Strauss & Company in San Francisco, California. seams: lines of stitching
They created the first pair of Levi’s 501 jeans in the split: separate, tear
1890s—a style that is still one of the world’s best sturdy: strong
selling items of clothing today. tailor: someone who makes clothing
52 fty-two Unexpected Outcomes Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
Before Reading
1. How do you dress for different situations?
School:
Home on the weekend:
Going out with friends:
While Reading
2. Read the text. Highlight the different decades mentioned in the text.
After Reading
3. In what decades did key moments in the history of jeans happen?
Key Moment Decade

a. Jeans were a symbol of peace.
b. Girls began to wear jeans.
c. Jeans were popular with factory workers.
d. Jeans became popular with the general public.
e. The rst pair of Levi’s 501 jeans was made.
f. Jeans became a symbol of rebellion for teenagers.
a. How do your clothes express your personality?
b. How do teenagers today reject mainstream culture through their fashion choices?
Why did jeans become the most popular clothing item in the world? Discuss your opinion with
your classmates.
Reproduction prohibited © Chenelière Education Inc. Unit 3 fty-three 53

Name: Date: Group:
Bring history to life! Show how an unexpected
discovery happened.
Pre-Production
Step 1 Choose an unexpected discovery.
My choice:
Step 2 Decide how you will present the discovery. Choose the format of your
media text.
I will produce a:
live skit video photo story radio newscast
other
Step 3 Research your discovery and plan your media text.
Production
Step 4 Create your media text. Present it to a sample audience. Get feedback
from your classmates. Use the feedback to revise and edit your work.
Post-Production
Step 5 Present your media text to the class. Ask your classmates for feedback.
Step 6 Evaluate your production process. What was easy? What was difcult?
54 fty-four Unexpected Outcomes Reproduction prohibited © Chenelière Education Inc.

UNIT
4Screens Teens and
Many people use social media to build friendships and communicate

with each other. Other people believe that the risks of social media
are greater than their benets.
In this unit, explore the

risks and rewards of
social media.
Discuss online friendship

habits.
Read about the pros and
cons of social media.
Learn new Internet
vocabulary.
Write a letter of advice.
Practise grammar:
modals and conditional One-Minute
sentences. Challenge
Make a list of
the most popular
Extra Reading social media.
To Play or Not to Play
Online?
Production Studio
Help make younger
students smart users of
social media!
How do social media make or break friendships?

Reproduction prohibited © Chenelière Education Inc. Unit 4 fty-ve 55
1. Virtual Friends
Some people nd it very rewarding to make friends online.
1. What qualities or characteristics do you look for in a friend?
•
•
•
2. Do you have any friends that you communicate with only online?
Why or why not?
3. Read the poem.
Dear Friend I’ve Never Met

Once upon a time
in the social network race
you and I met
in Cyberspace.
Divided by lines:
longitude, latitude;
we’ve typed and texted
tears, gratitude.
Now we’re closer than neighbours;

in tune like a song.
(and your dog never leaves
doodoo on my lawn.)
Some say it’s not real.

How can it be?
How can you trust what
you can’t see?
But you sense when I’m down.

This is holy. Sublime.
(Alright, not exactly.
But it makes a good rhyme.)
56 fty-six Teens and Screens Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
You’ve read me at my worst.

Vocabulary
You’ve read me at my best.
FedEx: mail delivery
You’ve loved me all the same; company
forgiven typos, and the rest. microbyte: measure-
ment of information
You’re a microbyte of madness,
typos: typed mistakes
and sunshine, and fresh air.
(And faster than FedEx,
so I know you really care.)
I know you’ll reply

whenever I hit “send.”
I know this is real—
you’re my Forever-friend.
– Heather Grace Stewart

a. How is the “Forever-friend” the speaker’s friend even though they
have “never met”? Find at least three qualities of this friend.
•
b. Why do some people doubt this friendship?
c. Can a virtual friendship be as real and as valuable as a

face-to-face friendship? Discuss your opinion with a classmate.
Reproduction prohibited © Chenelière Education Inc. Unit 4 fty-seven 57

LISTENING
SETTING
STUDIO
C2 2. When Cyberbuddies
Become Cyberbullies
Listen to an interview about the dangers of cyberbullying.
1. Match each word with its denition. Write the appropriate letter on
the line.
Vocabulary
1. bystander d
________ a. see with your own eyes
2. cyberbullying ________ b. features that protect personal
information
3. privacy settings ________ c. social scientist
4. sociologist ________ d. person who sees something wrong
and does nothing
5. witness ________ e. online intimidation and harassment
T alk b ack
Discuss ways that
people can hurt others
online. What are the CD 2. Read the following statements. Then, listen to the interview
consequences of and circle if the statements are true or false. Correct the false
cyberbullying? statements.
True False
a. Cyberbullies write hateful things online that they also say face to face.
b. Cyberbullying includes posting embarrassing pictures and videos online.
c. The reason that cyberbullies are rarely caught is that their victims
don’t have the courage to report them.
d. Parents and teachers can easily detect cyberbullying.
e. Sending insulting messages repeatedly to someone online is a criminal

offence.
f. Bystanders are not responsible for the rise of cyberbullying.
58 fty-eight Teens and Screens Reproduction prohibited © Chenelière Education Inc.

3. Write a code of conduct to promote netiquette or good manners

online. Use information from the listening text. Refer to the Grammar
Preview for help with modals.
User Dos Don’ts
Users should practise good

All users of manners or netiquette.
social media
Victims of
cyberbullying
Witnesses of
cyberbullying
Modals
Use modals to add meaning to the main verb. S o nd Check
Advice (noun) and advise
Meaning Example (verb) are often confused.
The emphasis falls on the
Ability I can’t create my own website. second syllable but the
pronunciation is different:
Suggestion You could send me a text message. You can advise (ad-vYZE)
someone by giving advice
Desire He would like to play an online game. (ad-vICE).
Possibility It might be more interesting to chat.
Advice She should not spend too much time online.
Obligation We must update our profiles regularly.
Complete the sentences with can, could, should, might or must. For some sentences,
more than one answer is possible.
1. Some online games aren’t free. We ____________ pay to play.
2. She ____________ post too much information online. It ____________ be dangerous.
3. I ____________ come over tonight. I’ll let you know.
4. ____________ you change your settings or do you need help?
144
Go to Grammar Section page e.
inform ation and practic
for more
Reproduction prohibited © Chenelière Education Inc. Unit 4 fty-nine 59

READING
SETTING
STUDIO
C2 3. Two Faces of Friendship

It can be surprising when a friend shows a different face
online.
1. Match the verbs on the left with the corresponding synonyms and
antonyms. Look at the words in bold in the text below for help.
Vocabulary Verb Synonym Antonym

a. blur obscure clarify
Verbs
• blur b. exhibit be modest
• dare challenge back down
c.
• mislead
• show off d. label not label
• tag e. deceive inform correctly
2. How are blogs different from newspaper articles or editorials?
3. Read the responses to a blogger’s question. Underline the main

ideas.
Do people sometimes act one way online and

Question of the Week!
another way off-line?

Adam—
Yes! I think it’s too easy to fake being someone else when you
are online. Sure, it’s nice to feel magical and heroic when you
are playing an online game if you are shy in real life. But the
line gets blurred for some people. Online, I see a lot of people
I know who represent themselves in ways that can mislead others. They try to
look better and act cooler than they are in real life. Sometimes they compete
to have the highest numbers of friends to tag, but their friendships are very
articial. Sometimes they write cruel comments. Several of them intimidate or
bully others. They call them names and insult them. I know that they wouldn’t
dare say these things face to face. They really seem like hypocrites. What kind
of power trip does it give them anyway? When I meet them in person, I’m not
sure what type of person I’m really dealing with. That worries me.
60 sixty Teens and Screens Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
Veronika—
No, not really. In my opinion, an online identity is just an

extension of your off-line identity. You’re not going to become
someone different suddenly, just because you’re connected to
a screen. It’s true that some people make themselves look
prettier or seem sweeter or more outgoing than they normally are. But we all
know that appearances can be deceiving. I don’t think people manipulate others
when they make themselves look better online. Technology gives them a chance
to be someone new and to explore other aspects of their personality that they
normally don’t get a chance to show off in public. In real life they may be
introverted and shy but online they move into the spotlight, speak up and
connect with people. They are not being articial. In fact, social media are
giving them a second chance to socialize and make friends. As long as what
they do is in good taste and it’s safe, I think it’s ne.
4. List examples from the text of positive and negative ways that people
can act differently online.
Positive Negative
5. Add your own opinion to the blog. Share it with a classmate.
Reproduction prohibited © Chenelière Education Inc. Unit 4 sixty-one 61

C1 4. A Friendly Chat
How do you use social media to build and develop friendships?
1. Read and answer the following questions.
a. Do you do any of the following online activities to connect with
others? Check (✓) the appropriate reply.
Social Media Activities Yes No
1. Create proles on social media networks

2. Send instant messages
3. Read or create blogs
4. Upload and download photos and videos
5. Play online video games
6. Other:
b. Why do you use social media? Check (✓) all the reasons
that apply.
Reasons for Using Social Media
1. Like to make and develop new online friendships

2. Find it easier to stay in touch with existing friends
and family
3. Enjoy creating and sharing personal content
4. Find it easier to connect onscreen
5. Want to widen experience of the world
6. Other:
c. Why do you not use social media? Check (✓) all the reasons
that apply.
Reasons for Not Using Social Media
1. Don’t have the technology

2. Don’t know how
3. Prefer to spend time on other activities
4. Had bad experiences
5. Parents impose restrictions
6. Other:
62 sixty-two Teens and Screens Reproduction prohibited © Chenelière Education Inc.

2. Complete the sentences with information about your friendship

habits. Use the Grammar Preview for help.
a. If my friends want to contact me, they
b. If I spend a long time off-line,
c. If I have the choice of calling or texting someone, I
d. If I need to tell a friend something important, I
3. Share and compare your answers in

Steps 1 and 2 with a few classmates. Lang age p r om p ts
Discuss the importance of social Do you prefer texting or talking on the phone?
media in your friendships. I really prefer sending written messages.
Are you interested in making new friends online?
Would you rather communicate face to face?
I feel it’s easier to stay in touch online.
Conditional Sentences
Use real conditional sentences to describe true or probable conditions. They have
two parts: the if-clause describes a condition and the main clause describes the result.
Meaning Rule Example

Truths, facts, Use the simple present If he has homework to do, he doesn’t
and habits tense in the if–clause and usually chat online.
the main clause.
Possibilities, Use the simple present If they have homework to do, they should
suggestions tense in the if–clause eliminate any distractions.
and advice and a modal in the main
clause.
Write the letter of the main clause that completes each if–clause.
If–Clause Main Clause

1. If I play too many video games, I d a. turns off her cellphone.
2. If she goes to the cinema, she b. won’t get enough sleep.
3. If we don’t stop late-night chatting, we c. might get expelled from school.
4. If they post cruel remarks, they d. don’t have time for other activities.
5. If you create a prole online, you e. should check your security settings.
150
ctice.
for more information and pra
Reproduction prohibited © Chenelière Education Inc. Unit 4 sixty-three 63

Name: Date: Group:
Word webs can help you to connect words. Learn vocabulary

associated with technology.
Combine words in each word web to make new words. For example,
webcam is a combination of the words web and camera.
seminar camera
C l t re Clip webcam
Lewis Carroll, the author of Alice in
Wonderland, loved to invent blended
words that he called “portmanteau”
words. For example, frabjous includes
web
the sounds and meanings of fabulous,
rapture and joyous into one word.
episode logbook
(show)
inter intra
network
learning magazine
citizen etiquette
electronic
mail commerce
64 sixty-four Teens and Screens Reproduction prohibited © Chenelière Education Inc.

5. Are You a Screenager? C2
Think about how often you use the Internet and social media.
1. Check (✓) your answers to these questions.
Do you . . . Frequently Often Occasionally Rarely
a. spend more time online than you intend to?

b. check your messages and emails before
doing important work?
c. avoid studying, doing chores, playing sports
or other activities to spend more time
online?
d. spend more time with friends online than
face to face?
e. get angry if someone interrupts you when
you are online?
f. stay up late to log on at night?
2. What would you change about your online habits?
T alk b ack
Share your answers
with a classmate.
Find out what you
have in common.
I would spend less
time online.
3. Read the advice column. Underline the problems mentioned in the
I would spend more
rst letter. Then, highlight the advice given in the response.
time with my school
friends.
Ask TechMan
This week’s topic: You and the Internet
Dear TechMan,
I’m writing to ask your advice about my Internet problem. My

parents and my brother are worried about the way my online life is
taking over my everyday life. Let me explain.
Every day I spend about seven hours chatting, texting and playing
games with classmates or friends I meet online, as well as surfing,
watching videos and downloading music. I’m not really sure this is a
Reproduction prohibited © Chenelière Education Inc. Unit 4 sixty-ve 65

Name: Date: Group:
serious problem but everyone around me thinks it’s a ridiculous

amount of time. In my opinion, it’s not really taking over my life—it’s
just enhancing it. It’s true that when I wake up I turn on the com-
puter and check the latest postings, blogs and email messages. Some-
times I wake up in the morning with my earphones still plugged in
my ears!
Now I’m getting a little defensive. My parents tell me I should do

something more productive, like playing sports with real people, but
I would rather socialize online. My grades are dropping a little at
school because I put off doing my homework for just another minute
of surfing. I think I learn a lot from all the reading and research I do
on the Internet! It’s true that I don’t get enough sleep on weekday
nights, but I catch up on the weekends for all the missing hours.
Do you think I might have a problem? Or am I just a normal teen-

ager who has to sort out a few priorities?
Sincerely yours,
Zombie-Teen
Text Features
Audience: teens Dear Zombie-Teen, 1
with Internet
problems I can understand how confused you
2
feel about the time you spend on the
Topic: Internet use Internet with your friends. Your love of the Internet actually makes you
get angry or annoyed when your family questions you. This probably
Purpose: to give
advice hurts them and makes you feel a little guilty inside. Am I right?
There are a lot of things you could do to improve your lifestyle. Take
Text components
some time to reflect on the consequences of spending seven hours per
1 Salutation
day online. Will your friendships suffer if you reduce the time you spend
2 Expression
of sympathy chatting, blogging, text messaging or gaming? If your grades, your
3 Advice directed at family life and your health are all suffering, you probably do need to set
solving the problem some priorities. 3
66 sixty-six Teens and Screens Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
Language: familiar, If you need to concentrate better, you might take a day “off-line” and
simple and interact with friends face to face. If you want to fight insomnia, try
descriptive
taking a warm bath instead of sleeping with your laptop! If you are iso-
lating yourself from your family, you should respect a regular weekday
Culture: Internet and weekend schedule and ask them to help you live up to it. You could
users looking for see an Internet addiction therapist but I’m not sure you really have
advice a disorder that is out of control. I think that you just have some bad
habits.
I hope this advice helps you. You should trust yourself. Don’t be ashamed
4 Words of to ask for help from others. We all have to learn how to manage our time
encouragement online and it isn’t easy to do this alone. Imagine living your life without
5 Closing and being a zombie! 4
signature
Best of luck!
Vocabulary
TechMan 5
ashamed:
embarrassed
4. Reect on TechMan’s advice by answering the following questions.

a. Is the advice helpful? Why or why not?
b. How does TechMan show that he is sensitive to Zombie-Teen’s

feelings?
c. What is the difference between a bad habit and an addiction? T alk b ack
Share answers to
Question 4c. Reach
an agreement on the
difference between a bad
habit and an addiction.
Reproduction prohibited © Chenelière Education Inc. Unit 4 sixty-seven 67

C3 6. Dear TechMan
Respond to requests for advice as the guest columnist for
Dear TechMan.
1. Read both letters and choose one to answer.
Dear TechMan,
Man,
Dear Tech r y popular old
er I recently got angry online. I accused my
o f v e
n t ly s a w a group e r la b . T h ey asked best friends of starting a competition to
I rece t
g h in g in the compu e younger
n t s la u o f s o m see who could tag the most friends. They
stude o rate pho
tos
nd
the whole
s c h o o l t
a n e m a il about it a were annoyed and disconnected me from
ed
e n t s o n li ne. I receiv s e e med like a
big their everyday lives. Now they won’t even
stud ipa t e. It
p r e s s u r e d to partic t h e t a rg ets is my say hello when I pass them in the
felt f
I r e a li z e d that one o
joke until
hallway. What should I do?
?
n d . W h a t should I do
best frie Sincerely,
Sincerely, Friendless
Clueless
2. Brainstorm ideas for advice. Plan your text using the graphic
organizer below. Note down your ideas for each paragraph.
Use the model in Task 5 for help.
Structure Notes
Pa ra grap h 1
Express your sympathy.
Pa ra grap h 2
Offer specic points of
advice.
Pa ra grap h 3
Encourage your writer
to act.
68 sixty-eight Teens and Screens Reproduction prohibited © Chenelière Education Inc.

3. Write a draft of your letter. Use modals and conditionals to give

advice.
4. Revise your text. Use this writing checklist.
I respected the components of I used modals and conditionals

a response letter. correctly.
My advice is clear and answers I checked my spelling and
the request for help. punctuation.
My text is well organized.
5. Edit your text using resources. Get feedback on the content and
clarity of your ideas.
Reproduction prohibited © Chenelière Education Inc. Unit 4 sixty-nine 69

C2
Extra Reading
To Play or Not To Play Online?
MANY PEOPLE HAVE QUESTIONS ABOUT THE SOCIAL VALUE OF ONLINE GAMES.
WHO BENEFITS? AND AT WHAT COST?
A
s you throw purple light on a green ogre, or are dissatisfied with their lives, so they try to
your mother enters your room and turns red substitute real relationships with virtual ones. In
hot with anger. You promised to play for just these cases, their virtual friends rarely become real
“one hour,” but you got so involved in the game that friends outside of the game. Other experts observed
you “deleted” an entire day. It would be easy for how players may strengthen the bonds of their
your mother to pull the plug on a game like World off–line relationships with family members and
of Warcraft (WoW), part of a new generation of friends who also get into the game. These users can
videogame platforms called Massively Multiplayer also make strong, supportive and long-lasting
Online Role-Playing Games (or MMORPGs). Before friendships—with people they have never met.
she blows her lid, you might ask her to consider Because they experience emotional adventures that
what scientists, child experts and psychologists say they rarely face in everyday life, these players may
about the social benefits and risks of these games. begin to communicate off–line, travel to meet with
one another and even form romantic relationships!
Social Life Enriched or Impoverished?
Character Players: Friends or Enemies?
In recent years, MMORPGs like World of
Warcraft have attracted millions of users. Players As in all sports and games, teamwork and
can get absorbed by all of the details and dynamics language can degenerate and players can bully other
of the game. Psychologists have noted that some character players. MMORPGs sometimes bring out
players become obsessed and isolate themselves the dark side in people because they don’t have to
from social activities in real life. They often spend pay the price for bad behaviour. Players can cheat,
four to seven hours per day online. trick or even kill other player characters without
risking the loss of their experience points. On the
However, other research reveals that the social other hand, because the risk is low, many character
aspect of the game may become more important players may become heroic and help others. They
than the fantasy life it creates. Gamers may begin might rush into a cave filled with spiders to help
by playing alone. Quickly, they learn how important other players, trade secrets or help them accomplish
it is to create friendships in their mission.
Vocabulary order to cast a magic spell,
blows her lid: gets make special medicine or In the end, it is clear that players of
angry tame a monster. They can MMORPGs can experience a high level
bond: strong link join teams with players from of personal development and interpersonal
across the planet and ac- connection. Explain this to a parent who
impoverished: made
less rich complish missions together. is turning red in the face and you
may find they start to turn green
pull the plug: turn off Relationships —with envy!
tame: make gentle Reinforced or Replaced?
turn green: become Child experts don’t agree
jealous
on the question. Some say
turning red: becoming that gamers lack self-esteem
angry
70 seventy Teens and Screens Reproduction prohibited © Chenelière Education Inc.

Before Reading
1. What objections do parents and teachers usually have to online games? Can you imagine any
potential benets that come from playing them? Complete the chart with this information.
Common Objections Potential Benets
While Reading
2. Read the article. Underline all the modal verbs.
After Reading
3. Complete the chart on the social benets and risks of MMORPGs with information
from the text.
Social Benets Social Risks
Do the benets of MMORPGs outweigh the risks? Use information from the chart and extra
examples from your own experience to illustrate your points. Discuss your opinion with your
classmates. Students’ answers will vary.
Reproduction prohibited © Chenelière Education Inc. Unit 4 seventy-one 71

Name: Date: Group:
Help make younger students smart users of social media!
Pre-Production
Step 1 Think about what younger students should know about social media.
Choose a specic topic to focus on.
I will give advice on:
ghting cyberbullying
View cyberbullying
and netiquette online or face-to-face friendships
campaigns on the balancing time spent online and off-line
Internet for ideas of
media texts. the risks and rewards of online gaming
other
Step 2 Decide how you will present the advice. Choose the format of your
media text.
I will produce a:
poster pamphlet tip sheet video poem
other
Production
Step 3 Create your media text. Present it to a sample audience. Get feedback
from your classmates. Use the feedback to revise and edit your work.
Post-Production
Step 4 Present your media text to the class. Ask your classmates for
feedback.
Step 5 Evaluate your work. How can you improve next time?
Improvements:
72 seventy-two Teens and Screens Reproduction prohibited © Chenelière Education Inc.

UNIT
5Music Making
Songwriters tell original stories through music. Lyrics, melodies

and rhythms shape those stories and make them memorable.
In this unit, learn how

artists write their songs
and what inspires them.
Discuss songs that you
remember.
Learn about some
Canadian songwriters.
Listen to a popular song
and interpret it.
Explore some creative
One-Minute
ideas for songwriting. Challenge
Read about a parody of Make a list of songs
a song. that tell a story
about love.
Write a song critique.
Practise grammar:
pronouns, possessives
and phrasal verbs.
Extra Reading
Eric Whitacre’s Virtual
Choir
Production Studio
Use a song to tell your
story.
How do songs tell stories?

Reproduction prohibited © Chenelière Education Inc. Unit 5 seventy-three 73
1. My Tunes
Think about some of your favourite sounds and songs.
What tunes stay with you?
1. Make a personal playlist with as many songs as you can for each of
the following categories.
be r
Ch ildhood songs that I rem em
T alk b ack
Compare your playlist
with your classmates’.
Discuss what makes
songs, sounds and So un ds of na ture that I lov e
jingles memorable.
My favourite childhood
song is . . .
What’s yours?
I love the commercial
about . . . It’s so funny
when . . .
He’s hilarious.
ge t out of my he ad
Ad ve rtis ing jingle s that I can’t
Vocabulary
jingles: catchy
advertising slogans
that are often musical
movie s and TV sh ow s
Me mo rable the me so ng s fro m
74 seventy-four Making Music Reproduction prohibited © Chenelière Education Inc.

in event or pe riod in my life

So ng s tha t rem ind me of a ce rta
! Do not confuse the

possessive adjective its
with the contraction it’s.
It’s too bad. The band
gave its last performance
tonight.
2. Why do you think you remember certain songs, sounds and jingles? Use pronouns
and possessives in your answer. Use the Grammar Preview for help.
Pronouns and Possessives

Subject Object Possessive Possessive Reexive
Pronouns Pronouns Adjectives Pronouns Pronouns
I, you, he, she, it, me, you, him, my, your, his, mine, yours, myself, yourself,
we, you, they her, it, us, you, her, its, our, his, hers, its, himself, herself,
them your, their ours, yours, itself, ourselves,
theirs yourselves,
themselves
We saw U2 in I told them Dad’s CD is in That MP3 player The singers

concert. about the new Mom’s car. His is hers. are proud of
album. cellphone is also themselves.
in her car.
Circle the correct pronoun or possessive in each sentence.
1. We /us love to go to the ocean and listen to its /it’s sounds.
2. Every time I hear he/ him /his, I remember my /mine childhood.
3. You often make up you/ your own stories to tell you/ yourself .
4. She /her always takes good care of her /herself voice. Go to Grammar Section
page 160 for more
5. Don’t disturb them /they. Just sing quietly to you/ yourself . information and practice.
6. We should really see their /they performance for us/ ourselves .
Reproduction prohibited © Chenelière Education Inc. Unit 5 seventy-ve 75

READING
SETTING
STUDIO
C2 2. Canadian Songwriters
Canadian songwriters impress the world with their profound
lyrics, unique voices and strong convictions.
1. Unscramble the following words to match their denitions.
a. OJNU DAWARS _____________________ —trophies given

annually to Canadian artists and bands for artistic achievements
in all aspects of music
b. MAYMGR RASWAD _____________________ —trophies given

annually in the U.S.A. for achievements in all branches of the music
industry
c. ORCK DAN LORL LAHL FO FMEA __________________________

—a museum dedicated to the history of inuential rock music
artists, producers and engineers
2. Read the following texts.
Veteran rock singer Neil Young lives by his words, “Listen to your own
voice. Don’t listen to someone else . . . The way to move forward is to
keep searching for whatever it is that interests you.” Born in Toronto on
November 12, 1945, he never stopped pushing musical boundaries and
changing his own identity. Rolling Stone magazine ranks him as one of
the greatest recording artists of all time. He began his career as a guitarist
and vocalist in folk-country bands like Buffalo Springfield, Crazy Horse
and Crosby, Stills, Nash and Young. Later, as a solo artist, he composed
immensely popular soft-acoustic ballads like “Heart of Gold,” “Philadel-
phia,” the Oscar-nominated theme song of the film about AIDS of the
same name, and the alternative-rock song “Rockin’ In the Free World,”
for which he was named the “godfather of grunge.” In 2011, he released
“Angry World,” which won the Grammy Award for Best Rock Song. He
was inducted into the Rock and Roll Hall of Fame in 1995 and was made
an Officer of the Order of Canada in 2009. Neil Young always reaches out
to those in need, from small farmers and environmentalists to people
with disabilities.
Vocabulary
disabilities: handicaps
grunge: 1990s garage-band style
inducted: become a member
ranks: rates
76 seventy-six Making Music Reproduction prohibited © Chenelière Education Inc.

Arcade Fire is an indie rock band based in Montréal, Québec. The

husband and wife duo Win Butler and Régine Chassagne sing and
play along with Will Butler, Richard Reed Parry, Tim Kingsbury,
Jeremy Gara, and Sarah Neufeld. The band’s first album, Funeral,
contains songs about lost family members, as well as turmoil in
Haiti, the homeland of Chassagne’s parents. Chassagne herself was
born in Montréal, Québec, on August 18, 1977. In 2011, Arcade
Fire’s third album, The Suburbs, won both a Grammy and a Juno
award for Album of the Year. The band is known for its huge variety
of instruments, including guitar, drums, bass guitar, piano, violin,
cello, double bass, xylophone, French horn, accordion, harp, and
mandolin. Arcade Fire used the song “Wake Up” to raise funds for
relief organizations working in Haiti, and they write about the
poverty and destruction the people of Haiti endure. They also
raise money with their music to help rebuild the country and give
concerts in Haiti to raise the morale of the townspeople. Chassagne
says, “We’re happy to see people appear genuinely happy about the
music. So we play our hearts out.”
Singer, songwriter and musician Avril Lavigne was born on September

27, 1984, in Belleville, Ontario. As a child, she sang songs at church
with her mother, performed at country fairs and in 1999, she won a
contest to sing on stage with Shania Twain. She was soon noticed by
music industry professionals, and exploded onto the Canadian music
scene when she was 17. She immediately became famous for her
tomboy punk style of clothing and focused her energies on her music
and songwriting, rather than her image. It paid off: her debut single,
“Complicated,” was selected to be on the TV show “Dawson’s Creek.”
Lavigne became the best-selling female artist of 2002. The Grammy
nominated and Juno award-winning Lavigne writes emotional pop-
rock songs about her experiences in life, and about being true to
oneself. She says, “Why should I care what other people think of me?
I am who I am.” Lavigne has worked with the Make-A-Wish Founda-
tion as well as many human rights and AIDS awareness organizations,
and currently focuses her own foundation’s work on supporting
young people with serious illnesses and disabilities.
Vocabulary
indie: independent
tomboy: a girl who likes clothes and activities that boys usually like
turmoil: extreme difculties
Reproduction prohibited © Chenelière Education Inc. Unit 5 seventy-seven 77

READING
SETTING
STUDIO
3. Complete each songwriter’s star chart.
(Birthplace and Birthdate)
(Most Remarkable First Hit Single

Achievement) or Album
(Humanitarian Cause) (Notable Quote)
(Birthplace and Birthdate of Régine Chassagne)
(Most Remarkable First Hit Single

Achievement) or Album
(Birthplace and Birthdate)
(Most Remarkable First Hit Single or Album

Achievement)
78 seventy-eight Making Music Reproduction prohibited © Chenelière Education Inc.

Songs that contain rhymes are easier to remember,

especially when the rhyming words shape the story.
1. Read the following words. Write down as many words as you
can that rhyme with each one.
Sound True Hair Moon
found
2. Add a phrase to each refrain. Write a phrase that has six syllables
and that rhymes with the word in bold. Use the list of words in
Step 1 for help.
a. He took a walk in the woods and he didn’t make a sound,
wanted to turn around
He took a walk in the woods but ________________________________________________.
b. She said she’d love me always and she said she’d love me true,
She said she’d love me always but ______________________________________________.
c. We walked along the beachside and the stars shone in our hair,
We walked along the beachside but ____________________________________________.

d. I looked out to the ocean and the waves danced with the moon,
I looked out to the ocean but __________________________________________________.
3. Invent your own phrase and ask a classmate to complete it with a rhyme.
Reproduction prohibited © Chenelière Education Inc. Unit 5 seventy-nine 79

LISTENING
SETTING
STUDIO
C2 3. Sing Along Song

Songs make stories memorable through repetition
and rhyme.
1. Match the following words with their denitions. Vocabulary
1. lyrics c
______ a. words that rhyme at end of lines
2. verse ______ b. catchy line that engages listeners
3. refrain ______ c. words of a song
4. bridge ______ d. chorus repeated after each verse
5. hook ______ e. part of song that tells the story
6. end rhyme ______ f. link between verse and refrain
CD 2. Listen to the song. Fill in the missing words.
Title and Hook Life Is a Highway

by Tom Cochrane
Life’s like a road that you travel on

gone
When there’s one day here and the next day _____________
Sometimes you bend, sometimes you stand
Sometimes you turn your back to the _____________
There’s a world outside every darkened door
Verse Where _____________ won’t haunt you anymore
Where the brave are free and lovers soar
Come ride with me to the distant _____________
We won’t hesitate
To _____________down the guarding gate
There’s not much time left _____________
Life is a highway
I wanna _____________ it all night long
Refrain
If you’re going my way
I wanna _____________ it all night long
Through all the cities and all these _____________ Vocabulary

It’s in my _____________ and it’s all around bend: curve or angle
I love you now like I loved you then guarding: protective
This is the _____________ and these are the hands haunt: appear often
From Mozambique to those Memphis nights like a ghost
Life Is a Highway” Words & Music by
Thomas William Cochrane © UNIVERSAL –
The Khyber Pass to Vancouver’s _____________ load: baggage
POLYGRAM INTERNATIONAL PUBLISHING,
Knock me down and back up again
IN. ON BEHALF OF UNIVERSAL MUSIM
PUBLISHING CANADA AND SKY IS soar: y
FALLING ENT., INC. (ASCAP) You’re in my blood, I’m not a _____________ man
80 eighty Making Music Reproduction prohibited © Chenelière Education Inc.

There’s no load I can’t hold

Extended Refrain Road’s so _____________ this I know
I’ll be there when the light comes in
Just tell ‘em we’re _____________
There was a _____________ between you and I

Bridge A misunderstanding once
But now, we look it in the _____________
3. Summarize the story the song tells.

Complete the following graphic organizer. C l t re Clip
Tom Cochrane is a Canadian
singer-songwriter whose solo
career took off with the hit song
a. Who are the “Life Is a Highway.” His charity work
main characters? during famine relief campaigns in
West Africa inspired the song. He
said that you can’t change the
world as a single individual,
but you can spread the love
along the way, which
hopefully has a ripple
effect. He uses his
music to support
b. What are the obstacles to their love? various humani-
tarian causes.
c. When d. What
and where is the main
does the story take message (theme)?
place (setting)?
4. Reread the extended refrain. Interpret the following lines.

a. “There’s no load I can’t hold”:
b. “Road’s so rough this I know”:
c. “I’ll be there when the light comes in”:
Reproduction prohibited © Chenelière Education Inc. Unit 5 eighty-one 81

SPEAKING
SETTING
STUDIO
C1 4. Tricks of the Trade

Try some tips from songwriters and nd the music
in yourself.
1. Read the list of tips. Check (✓) three ideas that you would like to put
in your toolbox. These tips will help you in the Production Studio.
2. Underline the phrasal verbs you nd in the tips.
A Songwriter’s Toolbox
Tips on Song Writi ng
1. Set aside time for integrating music

into your daily schedule. If you have
20 minutes, spend ve listening, ve
playing, ve improvising and ve recording.
2. Look over a few poems, short stories and songs.
Read some and absorb their rhythms and rhymes.
3. Pick up a diary or notebook and write down things you nd musically
inspiring (sounds, lyric images, catchy lines, etc.).
4. Close your eyes and imagine an experience you had. Relive it and
write down the rst words you think of.
5. Cut out inspiring phrases, quotes, information and words from a
magazine or newspaper and create a word collage.
Lang age Tips on Melody and Rhyt hm

p r om p ts
My goal is to read
songs aloud. 6. Dance around to the beat of a repeated rhythm (2-3; boom-chick-
boom-chicka, etc.). Make up words to sing to the beat.
I plan to record all my
ideas in a notebook. 7. Tap rhythmically on things around you (your belly, a desktop,
In the future, I need a plastic bucket, etc.).
to try different styles.
8. Sing familiar melodies in different musical styles (lullaby, rock,
hip-hop, etc.) and vary the rhythm.
9. Remix a familiar tune by inserting silences and sounds (sirens,
laughter, trafc, etc.).
10. Play or sing a single note and explore different dynamics (very soft
to very loud), textures (brushing, tapping, slapping) and durations
(do-doo-dooo).
82 eighty-two Making Music Reproduction prohibited © Chenelière Education Inc.

3. Complete the following chart and discuss the tips you want to add to
your songwriting toolbox with your classmates.
a. Reasons for tips

I chose
b. Most challenging tip
c. Most creative tip
d. Most fun tip
e. Goal (tip I want

to try and why)
Phrasal Verbs
Phrasal verbs combine a verb with a preposition or adverb. The meaning of the original
verb often changes. For example:
Phrasal verb Meaning Example

take off begin a jump or ight The bird took off from the branch.
take on accept responsibility She takes on too much work.
take over become the person in charge Please take over as chairperson.
Complete the phrasal verb in each sentence.

up
1. You really should look ________ the denition.
2. William decided to take ________ his sister’s present.
3. Keep ________ the good work you’re doing!
4. They didn’t want to come home. They wanted to stay ________ .
5. Let’s hand ________ our work on time.

Go to Reference Section
n.
page 204 for more informatio
6. She just ran ________ an old friend at the party.
Reproduction prohibited © Chenelière Education Inc. Unit 5 eighty-three 83

READING
SETTING
STUDIO
C2 5. Song Parody
Some songs tell funny stories by challenging and changing
the lyrics of popular hits.
1. What are some reasons an artist may want to parody an original

production?
2. Read the text. Highlight the writer’s opinion in the rst paragraph.
Underline the main arguments in the body of the text.
Text Features Weird Al’s New and

Topic: Weird Al’s Improved Nirvana 1
parody of Nirvana “Smells Like Nirvana,” by Weird Al
Language: descrip Yankovic, is a classic example of song
tive, conveys opin parody. Weird Al did more than ridicule the
ions; transition grunge rock group, Nirvana, and their hit 2
words connect ideas song. In my opinion, he improved the song
and indicate support by making the lyrics easy to understand
and examples and by making the public laugh about the
Purpose: to give nonsense they sometimes listen to. 3
an opinion First, the title is memorable. “Smells Like
Audience: song Nirvana” suggests that the band stinks. In a
writers and fans literal sense, Nirvana smells because of the
of pop rock music messy look of the former lead singer, Kurt
Cobain. Figuratively speaking, the band
Culture: musical
stinks because listeners cannot understand
styles in popular
what the band is singing about. The title reflects the central message of
culture
the song: some bands do not really care about making sense or being
Text components understood. 4
1 Catchy title
Second, “Smells Like Nirvana”raises the topic of clear speech. Weird Al sings
2 Introduction about how the original song is “unintelligible.” For example, he sings the
3 General state- hilarious rhyming nonsense “it’s hard to bargle nawdle zouss with marbles in
ment of opinion my mouth”. In the music video, the lyrics have subtitles so that viewers can
4 Body of argu- actually follow the song.
ments that Third, Weird Al’s parody mocks the original hook and refrain. His band
support the uses Nirvana’s signature style of heavy guitars but the guitar solos are replaced
general opinion by Weird Al gargling water. He makes fun of the apathetic attitude of the 5
5 Details and original song and changes key words: the hook “hello—how low?” becomes
examples “don’t know—oh no.” In addition, he replaces Nirvana’s screaming lyrics “I feel
6 Conclusion stupid and contagious, here we are now, entertain us.” Instead he sings, “well
that restates we don’t sound like Madonna, here we are now, we’re Nirvana.”
the main points
84 eighty-four Making Music Reproduction prohibited © Chenelière Education Inc.

Vocabulary
apathetic: not Finally, the verses of Weird Al’s parody tell an engaging story: the
interested mystery of Nirvana’s success. That story leaves listeners with some
gargling: making questions. For example, how can a garage band from Seattle become
noises with liquid famous when they don’t care about entertaining their public? How can
in the mouth the band expect people to buy their albums when the band doesn’t want
messy: dirty, to sing clearly?
disorganized To sum up, Weird Al’s parody makes people reflect on the importance 6
mocks: makes fun of of having song lyrics that make sense and hearing bands that sing
stinks: smells bad; clearly. The humorous message forces audiences to examine their own taste
is not good in music. Consumers have to answer the question: “Does the music they
unintelligible: hard listen to Smell Like Nirvana?”
to understand
3. Verify your understanding of the text by answering the following questions.

a. Why is the title memorable?
b. How does Weird Al make fun of Nirvana’s lead singer?
c. What are three benets of the parody to listeners?

•
•
•
4. In your opinion, is it important for pop song lyrics to makes sense? Why or why not?
C l t re Clip
Nirvana (1987-1994), an alternative rock group
from Seattle, Washington, popularized grunge
music with its loud refrains, distorted guitar
sounds and incomprehensible lyrics. Kurt Cobain, T alk b ack
lead singer of Nirvana, admitted that Weird Al’s Share your answers
parody showed that his band was successful and to Question 4 with a
popular. Most artists, including Madonna, Michael partner. Support your
Jackson and Lady Gaga, welcome Weird Al’s point of view with as
parodies of their work and are honoured to have many examples as
him make fun of their songs. you can.
Reproduction prohibited © Chenelière Education Inc. Unit 5 eighty-ve 85

C3 6. What Makes a Pop

Song Great?
Discover what distinguishes a great song from a good one by
writing a critique of song lyrics.
1. Select a pop song you would like to analyze. Print out the lyrics.
2. Analyze the lyrics using the following questions. Answer yes or

no to each question. Support each answer with examples from
the song.
Questions Yes/No Examples
1. Is the title memorable?
2. Does the title reect the

central message, story
or feeling?
3. Do the opening lines of

the song create interest?
4. Does the song have

a good hook?
5. Is it easy to recognize
and sing along with
the chorus?
6. Do the verses tell an

engaging and dramatic
story?
7. Do the instruments
and voices support and
enhance the lyrics?
8. Does the song have

a good beat?
9. Does the song tell a

story that appeals to
a wide audience?
86 eighty-six Making Music Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
3. Share your answers with a classmate. Make sure that your comments
are clear.
4. Write a draft of your critique. Use the model in Task 5 for help.
My general opinion is clear My text is well organized and one idea

in the rst paragraph. leads to the next.
I supported my opinion with My conclusion restates the main
arguments and examples. opinion.
8. Take turns sharing your critiques.
Reproduction prohibited © Chenelière Education Inc. Unit 5 eighty-seven 87

C2 Extra Reading
Eric Whitacre’s Virtual Choir

World Record: Largest Virtual Performance!
Eric Whitacre’s virtual choir connects over 2000 voices and enchants millions online.
About the Musician The Challenges and How He Overcame Them

Eric Whitacre did not study music as a young boy. He • Recruiting and organizing singers around the world
joined a choir for the rst time when he was at univer- to participate
sity. The experience changed his life and he went on to Whitacre announced his goal of breaking the world
study music formally at the prestigious Juillard School. record of 900 voices for a virtual performance and set a
Whitacre is now known as one of the most popular and deadline for submissions. He wrote press releases, gave
hippest classical conductors of his generation. Videos of radio interviews, posted invitations on social media
his musical performances went viral on YouTube. He is and even hosted recording parties.
bringing a new audience to classical music. • Teaching people to sing English lyrics with the
same accent
Inspiration for the Project Whitacre produced an instructional video for singers
Whitacre was inspired to create a virtual choir by a in which he asked singers to focus on producing clear
young woman who posted a video on his fan page. In consonant sounds and long uid vowel sounds.
it, she sang one of his choral pieces and told him that • Conducting all 2051 singers with the same tempo
she enjoyed his music. After seeing her post, he asked Whitacre posted free downloads of sheet music of all
singers to submit videos of themselves using webcams. the vocal parts of Sleep. In addition, he posted a video
Each singer sang his or her individual part. Their voices of himself conducting the music in silence and later
were then edited together to make a video performance. added a piano track to which people could sing along.
The Results • Synchronizing unied audio-visual support for all
the webcam recordings
One of his rst projects featured 185 performers from Whitacre inspired information-technology consul-
12 countries singing Lux Aurumque. Within 60 days tants to build a web-based system, compress all of the
of its release on YouTube, it had over a million hits. Scott video and audio tracks and then transfer them to a 3D
Haines volunteered to assemble the video. It took him environment to bring everything together. The process
between 700 and 1000 hours of work over three to four took months to complete.
months to line up all the voices and videos. It was such
a success that Whitacre started another virtual choir
project, Sleep, that combined 2051 voices from Vocabulary
58 countries. Thousands of webcam faces from choir: musical ensemble of singers
countries as far apart as Singapore and Madagascar hosted: welcomed and entertained guests
are grouped in oating spheres. The overall harmonic mesmerizing: attracting interest as if by a
effect is mesmerizing. magic spell
went viral: spread massively and immediately
88 eighty-eight Making Music Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
Before Reading
1. How many members do choirs usually have?
2. Where and when do choirs usually practise?
3. What is the meaning of the word virtual in Virtual Choir?
a) imaginary b) essential c) digitally simulated
While Reading
4. Read the article. Underline the most important facts and surprising statistics
about Eric Whitacre’s production.
After Reading
5. Summarize the article for a short news capsule. Write a catchy headline and integrate some
of the facts and statistics you underlined in Step 4.
What new type of popular music can digital technology help people create?
Reproduction prohibited © Chenelière Education Inc. Unit 5 eighty-nine 89

Name: Date: Group:
Use a song to tell your story.
Pre-Production
Step 1 Think about a personal story or a moment in your life that can be
described in song. Choose the type of song for your presentation.
I will use:
an original song a parody an existing song
Step 2 Decide on how you will present your story. Choose the format of your
media text.
I will produce:
an oral presentation a live performance
a podcast recording a music video a slide show
other
Production
Step 3 Create your story using your song. Present it to a sample audience.
Ask your classmates to critique it. Use the feedback to revise and edit
your work.
Post-Production
Step 4 Present your media text to the class. Ask your classmates for feedback.
Improvements:
View different
songwriters’ lyrics
on the Internet for
inspiration.
90 ninety Making Music Reproduction prohibited © Chenelière Education Inc.

UNIT
6Rights Rites and
The teenage years are more than just an age. Experiences and
events make this transition from childhood to adulthood different
for different people.
In this unit, imagine how

teenage life changes from
one generation to another.
Discuss the right age for

teen rights.
Listen to teens talk about
the pressures of aging
today.
Read stories about
personal trials or rites
of passage.
Write a personal coming-
of-age story.
One-Minute
Challenge
Practise grammar: the
future and conjunctions. Make a top-ten
list of teen
challenges.
Extra Reading
The Golden Dolphin
(A Radio Play for Two
Voices)
Production Studio
Create a time capsule
about your teen years.
What does it mean to be a teenager?

Reproduction prohibited © Chenelière Education Inc. Unit 6 ninety-one 91
1. My Generation
How is your generation different from other generations?
1. Brainstorm how the rights and restrictions of a typical teenager
change from generation to generation. Think about the differences
in technology, social life, and rules at home and school.
2. Write proles of three teens from the past, present and future. Use
the “I” point of view. Look at the Grammar Preview for help with the
future tense.
Past (1900s)
T alk b ack
Compare and contrast
your texts with the
facts about other Present (2000s)
generations.
I agree / disagree with
the fact that the teen of
the future will have less
free time.
I said the same thing
about Generation Y. Future (2100s)
3. Share your proles. Read the teen timeline. What do you think
Generation Alpha will be called?
Who’s Who Baby Boomers Generation X Generation Y Generation Z Generation Alpha
Also known as Hippies Latchkey kids Millennials Digital natives ?

Born between 1945–1965 1960–1982 1980–2000 1995–2010 2010–2025
Witnessed Economic Economic Regional and Terrorism and Economic crisis
stability, uncertainty and cultural ecological and slowdown
movements divorce, the conicts, problems, ...
for women, Cold War, disco email, satellite digital revolu-
civil rights and hip hop, technology tion of Internet
and peace cable TV and social
media
Traits Idealistic, Individualistic, Hi-tech, Globally Expected
competitive like to optimistic connected, to be more
challenge tolerant, educated and
authority exible materialistic
92 ninety-two Rites and Rights Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
! The contraction
of will + not is won’t.
The Future
Use the future to express an action or intention to act in the future.
Will Be Going To
Use Expresses an action that will take Expresses an intention to act in
place in the future. the future.
Afrmative Subject + will + base form of the Subject + am/are/is + going to +

main verb + rest of the sentence. base form of the main verb + rest
of the sentence.
I will graduate in two years. We are going to travel to Europe
next year.
Negative Subject + will not (won’t) + base Subject + am/are/is not + going
form of the main verb + rest of to + base form of the main verb +
the sentence. rest of the sentence.
My parents will not come with us They are not going to see the film
to the show. tonight.
Write the highlighted verbs in the appropriate verb tense (simple present, simple past
or future). Use the time markers for help.
will always be
Children be (always) _____________________ 1
children, many people say. Kids simply
love ______________ 2 to play. Yet kids today have (negative) _________________ 3 the
same freedom to play as they did thirty years ago. For example, children of the baby-
boomer generation go ________________ 4 outside in the streets or parks to run around
with friends. These days, parents worry __________________ 5 more about the security
of their children and monitor _________________ 6 them more closely. Over the next
few years, most children stay (probably) _______________________ 7 inside or
practise ____________________ 8 organized sports or activities instead. What happen
_________________________ 9 to the next generation of kids? Some people predict that
they develop (negative) _______________ 10 the same creativity as earlier generations.
Only time tell _________________ 11 if they be ________________ 12 right or wrong.
135
Go to Grammar Section page e.
ation and practic
for more inform
Reproduction prohibited © Chenelière Education Inc. Unit 6 ninety-three 93

READING
SETTING
STUDIO
C2 2. When Rites Go Wrong

Many teens learn to grow up by pushing the limits of the law.
1. How do some teens get into trouble?
2. Read the story and underline the legal issues that the writer faced.
No Rite of Way
“Who are you?” the police officer asked.
“Ha! That’s a good question!” I shot back, the smell of beer floating in the
air between us.
I knew he was just asking for my name, age and address so that he could file
a report: Karen Livingston. 14. 1318 Blackbridge Lane. He took me and my
friends back home where we belonged. When he pulled into the driveway
with the red, white and blue lights flashing, all the neighbours saw us. Me,
Sofia, Carl and Malik.
We thought we were going to get away with skinny-dipping again. We got
past the security guard at Briggs’ private quarry in Oka. When we felt the
searchlight on our heads, we tried to hide underwater. We were too cool to
get caught. This time, though, I gasped as I grabbed the solid shape of a
black leather boot at the edge of the water. The officer wearing that boot
didn’t move. He turned around to let us get to our feet and get dressed.
In the car we tried to justify our actions but we were also laughing. The of-
ficer turned and said, “The problem with you teens is that you think you’re
Vocabulary entitled to everything. You trespass where and when you please.” He was
entitled: have the right. I remember it like it happened yesterday, the words sinking in. My
right to heart was pounding with something that was hard to name then, some kind
of hurt pride.
gasped: took a
sudden breath Once I digested the truth, I could speak to my parents without embarrass-
hurt: injured ment or fear. I confessed everything. I looked Mom and Dad in the eyes and
quarry: rock mine listed my crimes. I was guilty of lying, drinking beer, trespassing in a private
sometimes lled quarry and swimming without a swimsuit. I did more than speak honestly.
with water I suddenly grew older.
skinny-dipping: When I look back on that night, it still makes me wonder. That question still
swimming in the rings in my ears 15 years later: Who are you? And is she, that 14-year-old
nude girl, connected to who I am now?
trespass: go on
someone’s land
without permission
94 ninety-four Rites and Rights Reproduction prohibited © Chenelière Education Inc.

3. Fill out the police report about the incident.
Name:
Age:
Address:
Accomplices:
Location:
Offences:
s:
Consequence
T alk b ack
What legal and parental
4. Answer the questions about the story. consequences should
Karen face for her
a. Who is the narrator? offences? Discuss which
ones are the fairest.
b. Why wasn’t the narrator embarrassed or scared to confess what
happened?
c. When did the story happen? Do you think a story like this could happen today?
5. Does the story reect what it really means to be a teen? Explain your answer.
Reproduction prohibited © Chenelière Education Inc. Unit 6 ninety-ve 95

SPEAKING
SETTING
STUDIO
C1 3. An Age for All Things

What are some of the things you can’t wait to do? Is it hard to
wait?
1. Read the following list. Write down what you think is the right age
for each right, privilege or activity. Explain your choices in point
form.
2. Add two other issues that would cause discussion or debate with
your parents.
Right, privilege Age Explanation

or activity
a. Get a part-tim e job
tr o or
b. Ta ke the me elf
C l t re Clip bus by yours
The Aborigines of
Australia have a
traditional rite of
passage for adoles- c. Leav e scho ol for
cent boys called a lunc h
walkabout. They send
the boys into the
wilderness for up to
six months. As the
boys wander alone in d. Sp end a night at
the desert and learn home without your
to survive far from parents
home, they think
about the big ques-
tions of life.
e. Ge t a cellp hone
f. Go on vacatio n with
a friend
g. Get a social media

account
96 ninety-six Rites and Rights Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
Right, privilege Age Explanation

or activity
h. St ay out late
i. Da te
j. Drink
k. Vote
l. Ge t m arried
m. Drive a car
n. Change your appearance:

dye your hair, get a
tattoo
Lang age
p r om p ts
o. Other: I agree with you about
the age for driving. I
think you’re right.
I totally disagree with
you on that point. I think
you’re wrong.
3. Think about how the appropriate age to do certain things differs I believe the best age
from one generation to the next. Put a star next to those things for voting is really 18,
that have changed signicantly over time. not 16 as you say.
In my opinion, the
4. Discuss your opinion in small groups. Support your opinion with earliest age for dating
facts and examples. Comment on generational differences. should be 15.
Reproduction prohibited © Chenelière Education Inc. Unit 6 ninety-seven 97

C2 4. Teen-Aging Anxiety
Listen to teens discuss their fear of growing older and
looking older.
1. Decode the message in the word wheel.
?
2. List some reasons why teenagers might fear growing older.
CD
3. Listen to the rst part of the radio report as you read the following
transcript. Cross out the words that the speaker does not use. Write
down the synonym you hear above each word.
fears
Apparently, these worries and obsessions have pushed many teens towards anti-aging
cosmetics, anti-aging treatments and even plastic surgery! Imagine: a recent study found that
over 12 000 13–19 year-old Americans and Canadians went through a Botox injection
routine to eliminate wrinkles and lines on the face. This means that in the past 15 years, the
number of teens getting Botox injections has multiplied by over 100%. Is this obsession with
appearing younger unhealthy? And why do teens fear getting older or looking older?
98 ninety-eight Rites and Rights Reproduction prohibited © Chenelière Education Inc.

Name: Date: Group:
CD
4. Listen to the report and match the speakers with the following
statements. Write down keywords to support each statement.
We keep thinking I believe there are a lot

we could look more beautiful if of teens who want to get a life, a real
we just take this pill, put on that life, with a real age. They have no
cream, do that treatment, problem with growing older and
look like that star . . . looking older . . .
Speaker: Speaker:
Keywords: Keywords:
Personally,
They don’t know how
I feel like young people
to handle any new decisions or
fear growing older because they
responsibilities—so they hold on
have a negative view
to the past.
of the elderly.
Speaker: Speaker:
Keywords: Keywords:
Mathieu Alysha Zak Sara
5. With which speaker do you identify most? Explain your answer.
6. Do teens experience more pressure to stay younger than earlier generations did?
Reproduction prohibited © Chenelière Education Inc. Unit 6 ninety-nine 99

C2 5. Coming of Age
Stories about personal growth help readers understand their
own experience.
1. What emotions might teens experience if their parents are getting
divorced?
2. List acceptable and unacceptable ways of dealing with these

emotions.
Acceptable Unacceptable
• •
• •
• •
• •
Text Features 3. Read the story. Pay attention to the use of conjunctions. Highlight
one conjunction that adds information, one that indicates contrast,
Topic: growing up in
one that indicates choice and one that indicates cause.
the midst of personal
conict 1
Text components
1 Title
Summer Tomatoes
2 First-person point When do we lose our innocence and gain the experience of a young adult?
of view How does it happen? Does it just happen gradually, or can it happen
3 Setting (time, suddenly, on a hot summer day? 2
place, mood) Whenever I think of those tomatoes, a strange sadness fills me. I am brought
4 Conict or problem back to the painful memory of seeing the tomato plants I planted with my
mother and younger brothers in the early summer. The anger shaking the
walls of our house forced me to go outside. Although we all still lived under
Vocabulary the same roof, the divorce was already tearing the roots of our family apart.
choked: prevented
I stared at the ruined garden. Some of the red tomatoes lay on the ground,
from growing
their skins split from absorbing too much rain and sun. Others were choked
orphaned: without by weeds. Many lay half-green in the mud, food for worms. Orphaned. Torn.
parents
Rotten. I remember picking them up as I blinked away my twelve-year-old 3
rotten: not good tears. All of the injured and abandoned. I held them in my arms and blindly
anymore cried in the heat waves of the sun.
target: focus of
Without knowing why, I directed all of my broken sorrow at one target. I
attention 4
aimed to strike Mr. Henderson’s house. The house of the retired Armed
torn: cut open
100 one hundred Rites and Rights Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
5 Suspense or rising
action Forces commander with his perfect flower garden, his neat cedar hedges, his
windows sparkling in the sun.
6 Climax or high point
of action I hurled my grief into one wide diagonal arc. Splat! The rotten ammunition
7 Falling action shot out. Splat! I didn’t care about the warm green juice bleeding down my
5
arms. The heat in my heart pushed me on. Splat! So the tomatoes rained on
8 Resolution of initial Mr. Henderson’s windows, patio and lawn until there was nothing left.
problem
I turned around. Before I could wipe my arms on my dirty jeans and run, I
Language: descriptive hit a wall. A towering shadow blocked out the sun and reached for my right
1) Conjunctions give arm. It lifted me directly off the ground. I don’t remember what Mr. Hender- 6
ow and connec- son said then. However, I distinctly remember the warm feeling streaming
tion to the ideas. down my legs that went cold when it hit my ankles. I remember being
marched to the front door.
2) Sensory details
and images add Then he heard the flashing rage of my parents’ voices. When he heard the
crashing of dishes, audible behind our front door, his hand stopped in mid- 7
symbolic meaning
air. He neither knocked nor rang the doorbell. Instead, he turned to me and
to the story. immediately buried the anger in his face.
Purpose: to entertain He looked at me and I looked at him. As if for the first time, I looked into
and provoke reection another human being’s eyes and saw a man, a neighbour, who had also been
8
Audience: teenagers broken by sadness. Although he could have disciplined me, he opened the
and adults secure frame of his arms and held me. He had understood, needed no expla-
nation, no apology. Without a word, we walked back to his garden. We
Culture: teenage years picked up the splattered pieces of the injured. To-
gether.
When I faced my parents and brothers later that Vocabulary
evening, they stared at me. Quietly, I swept up the grief: sadness
broken dishes in the kitchen. Without a word, I hedges: rows of tall
washed and dried my newborn hands. bushes
hurled: threw
4. Make some inferences from the text.
a. What adjectives are used to describe the summer tomatoes?

Why does the author describe them this way?
b. Write down two reasons why Mr. Henderson decides not to ring
the bell or knock on the door.
T alk b ack
Reach a consensus about
the best answers to the
questions in Step 4.
Reproduction prohibited © Chenelière Education Inc. Unit 6 one hundred and one 101
Name: Date: Group:
c. What does the narrator mean when he says, “I washed and dried
my newborn hands”?
S o nd Check
Pronounce the initial h
sounds: he, his, hers,
himself, herself, hands,
human, hurt, heart, however,
etc. If you put your hand in
front of your mouth, you
should feel your breath.
Conjunctions
Conjunctions connect words, phrases and sentences. They have different functions.
Function Conjunction Example

To add information and, also, as well, besides, I threw the ball and she caught
plus, furthermore it.
To indicate contrast or although, but, however, Although I left a message, she
opposition instead, still, yet didn’t call.
To indicate choice or either . . . or; neither . . . They either skied or boarded.
alternatives nor; on the one hand . . . on
the other hand.
To indicate cause as a result, because, Since you weren’t here, I went
consequently, so, if, since alone.
Circle the appropriate conjunctions in the following letter of apology.
Dear Jonathan,
I’m writing this letter ( because / and / yet)1 I regret what I said to you the other day.
(As a result / Although )2 I have trouble controlling my anger, I need to learn to be more
careful ( since / and / but)3 words can hurt.
I should have taken some time out. (Besides / Instead / Consequently)4, I blew my top
( and / but / because)5 spoke without thinking.
( If / So / Since)6 you will forgive me, I promise that I won’t talk like that again!
Sincerely,
Max Go to Grammar Section page

182
info rm ation and practice.
for more
102 one hundred and two Rites and Rights Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Sharpen your vocabulary by using a thesaurus.
A thesaurus is a reference book that can help you find more enriched
and precise vocabulary for your writing. Words are listed alphabetically
like they are in a dictionary and are named by their part of speech, such
as adj. for adjective, n. for noun, v. for verb. Each entry is followed by
lists of synonyms (syn.) and antonyms (ant.) that help to indicate the
word’s meanings.
1. Read the thesaurus entry for the word grown-up.
Grown-up: adj. syn. adult-like, mature, developed, ready, accomplished,

prime, experienced, learned, qualified, skilled ant. young, childish,
babyish, infantile, underdeveloped, immature, naïve, ignorant,
underqualified, unskilled
2. Circle the synonym that best completes each sentence.

a. Mr. Larson always picked the most (ready, developed, skilled ) candidates as ski instructors.
b. Lauren seemed so much more (learned, mature , accomplished) than her peers because
she could handle more responsibility.
c. After graduating from college, Jack was ( ready , experienced, learned) for change.
3. Use antonyms of the words in Step 2 to complete the following sentences.

a. Please stop hiring such ______________________ ski instructors. People pay a lot of
money for these lessons.
b. The students in her classroom were very ______________________ because they
complained about every assignment she gave them.
c. Jeremy shared too much personal information online because he was
______________________ about the dangers of the Internet.
4. Rewrite the following paragraph by writing synonyms or antonyms for the words mature and
immature.
When I started babysitting at the age of thirteen, people always thought I looked much too
immature ___________________1. I insisted that I was very mature __________________2
and had even taken classes for babysitters with the Red Cross. I would show them my
training certicate to prove to them that I was not too immature ______________________3.
I gained their trust by the very mature __________________4 way I spoke to them about
myself. After all, maturity isn’t all about your age.
Reproduction prohibited © Chenelière Education Inc. Unit 6 one hundred and three 103
C3 6. Rite of Passage
Coming-of-age stories shape our experience by dramatizing
moments of personal growth.
1. Choose an event to write about. Think back to a moment in your life

which challenged you to act with more maturity.
2. Complete the following graphic organizer for your story. Note as

many details and feelings as you can.
Title:
Characters:
Setting:
Problem/Conict:
Solution:
Introduction
Rising Action
Climax
Falling Action
Resolution
104 one hundred and four Rites and Rights Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
3. Write a draft of your coming-of-age story. Use the appropriate verb

tenses as you narrate the story from the perspective of someone
looking back upon earlier years.
I respected the components of a My text is well organized and I used

coming-of-age narrative. appropriate conjunctions.
My story develops logically from a I used verb tenses correctly.
specic situation, problem or conict.
I checked my spelling and
My story develops with rising action, punctuation.
a climax and a plausible resolution.
7. Take turns sharing your story.
Reproduction prohibited © Chenelière Education Inc. Unit 6 one hundred and ve 105
Name: Date: Group:
C2
Extra Reading
Read a story about a teenage romance.
The Golden Dolphin (A Radio Play for Two Voices)

Sean: Hey, Katherine! Katherine: Oh! I remember loving the dizzy feeling I’d
Katherine: Hi, Sean! What are you doing here outside get—just like this.
the park? I thought you were still at Samantha’s party. Sean: Me too, the whole world is turning around me!
Sean: Oh, I left early. I’m tired of seeing people who (Pause . . . we hear the merry-go-round spinning.) Oh
kiss at parties and then just dump each other five hours the dolphin has crossed over to your back! Let me try to
later. put it back in place.
Katherine: It’s true that people don’t seem to take the Katherine: Sean, I’ve noticed you, too. And that was
time to get to know each other really romantic.
before they rush into things. Sean: What was?
Sean: There’s another reason Katherine: Telling me about
why I left the party. There’s somehow your heart stopped when
thing I’ve been waiting a long you saw me, and then your
time to tell you and I was hoping dream.
to meet you alone. Sean: I guess the golden
Katherine: What did you . . . ? dolphin inspired me. But who
Sean: I really like you, Katherine. gave you that necklace in the first
place?
Katherine: Really, Sean? I admit
I have been aware of you looking Katherine: My grandfather gave
at me, but I . . . it to my grandmother after their
first year of dating. He said it
Sean: Early this year, I saw you would protect their love. She al-
walking to school wearing that necklace, the one with ways wore it, even after 45 years of marriage!
the golden dolphin swimming. My heart just stopped
when I saw you. Sean: That’s a long time.
Katherine: You mean this necklace? It’s very precious Katherine: Yes, she told my father to give it to me after
to me. she died. She said it would bring me good luck in love.
Sean: I can tell. You know, once I had a dream about Sean: Can I kiss you, Katherine?
the two of us. Can I tell it to you? Katherine: As long as we promise not to dump each
Katherine: Sure. other in five hours!
Sean: We were just little kids playing hide-and-go-seek Sean: I promise. (They kiss . . . silence . . . followed by
in a park. The sun was setting and our parents were the rusty sound of the merry-go-round.)
calling us home for supper. Then you came out of
hiding and you began running in circles around me.
The dolphin was sparkling in the sunlight . . . and Vocabulary
suddenly it pulled both of us up magically in the air!
dump: end a relationship
Katherine: I can imagine running in circles . . .
hide-and-go-seek: children’s game in which one
Sean: Come stand with me on this merry-go-round. player tries to nd other players
Jump on—and hold tight! I’ll spin you like we’d spin
merry-go-round: rotating platform with handles
when we were little kids.
or bars that children push on playgrounds
rush into things: move ahead without thinking
106 one hundred and six Rites and Rights Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Before Reading
1. How is dating different today from your parents’ generation?
2. What does it mean to be “romantic?” Give specic examples.
While Reading
3. Give two reasons why Sean left the party.
4. Why is the golden dolphin necklace precious to Katherine? Does it give her good luck?
5. In your opinion, will Sean and Katherine’s relationship last more than ve hours?
After Reading
6. Write a diary entry about the encounter from the perspective of Sean or Katherine.
Relate their feelings and hopes. Use appropriate verb tenses.
Do teens today fall in and out of love too quickly? Discuss your opinion with your classmates.
Reproduction prohibited © Chenelière Education Inc. Unit 6 one hundred and seven 107
Name: Date: Group:
C1 C3 Production Studio
Create a time capsule about your teen years.
Pre-Production
Step 1 Make some predictions about your teen years. Imagine how these years
will have a lasting impact on the person you will become ten years from
now. Brainstorm the following questions.
Use photo, word • What things do you hope to accomplish during your teen years?
processing or other • What difculties or challenges will you face?
software to make • What would you like your future self to remember about being a
your time capsule
visually appealing.
teenager?
Step 2 Plan your time capsule. Decide on the format of your media text.
I will produce a:
box of memorabilia (notes, certicates, souvenirs)
digital diary or scrapbook
podcast or video interview with myself
other
Production
Step 3 Create your time capsule. Include objects that represent the teen years
you have already experienced. Include others that represent what you
hope to accomplish before you are 20.
Step 4 Present your time capsule to a sample audience. Ask your classmates
for constructive criticism. Use the feedback to revise and edit your
work.
Post-Production
Step 5 Present your time capsule to the class. Ask your classmates if your
predictions seem realistic.
108 one hundred and eight Rites and Rights Reproduction prohibited © Chenelière Education Inc.
REFERENCE SECTION
Grammar Section
VERBS SENTENCE BUILDERS
Imperatives .......................................................... 110 Nouns................................................................... 153
Affirmative, Negative.......................................... 110 Types, Plurals..................................................... 153
Simple Present .................................................... 112 Countable and Uncountable .............................. 155
Affirmative .......................................................... 112 Possessive Form ................................................ 156
Negative.............................................................. 114 Articles and Quantifiers ...................................... 157
Yes/No Questions, Information Questions ........ 116 Articles ............................................................... 157
Present Continuous ............................................. 118 Quantifiers.......................................................... 158
Affirmative, Negative.......................................... 118 Pronouns, Possessives and Demonstratives.....160
Yes/No Questions, Information Questions ........ 121 Types of Pronouns.............................................. 160
Simple Past .......................................................... 124 Indefinite Pronouns............................................ 163
Affirmative .......................................................... 124 Demonstratives .................................................. 164
Negative.............................................................. 126 Adjectives ............................................................. 166
Yes/No Questions, Information Questions ........ 128 Order of Adjectives............................................. 166
Past Continuous................................................... 130 Adjectives: -ed or –ing........................................ 168
Affirmative, Negative.......................................... 130 Comparatives and Superlatives......................... 168
Yes/No Questions, Information Questions ........ 132 Adverbs ................................................................ 172
Simple Past or Past Continuous?...................... 133 Manner ............................................................... 172
The Future............................................................ 135 Time.................................................................... 174
Future with Will – Affirmative, Negative ............ 135 Frequency........................................................... 174
Yes/No Questions, Information Questions ........ 137 Degree ................................................................ 175
Future With Going To – Affirmative, Negative.... 138 Prepositions ......................................................... 177
Yes/No Questions, Information Questions ........ 139 Place ................................................................... 177
There + Be............................................................. 140 Direction ............................................................. 179
Affirmative, Negative.......................................... 140 Time.................................................................... 180
Yes/No Questions, Information Questions ........ 142 Conjunctions ........................................................ 182
Modals .................................................................. 144 Capitalization ....................................................... 185
Affirmative, Negative.......................................... 144 Punctuation .......................................................... 187
Yes/No Questions, Information Questions ........ 148

Conditional Sentences......................................... 150
Yes/No Questions, Information Questions ........ 152
Reproduction prohibited © Chenelière Education Inc. Reference Section one hundred and nine 109
VERBS Name: Date: Group:
Imperatives
GRAMMAR CH CK Rule s f o r Be i ng Co o l
Read the rules. 1. Stand tall. Have great 6. Always face your problems.
Underline the posture: it shows condence. Don’t whine and don’t run
imperatives. 2. Never argue with people. away.
Look at the chart 3. Be passionate about what 7. Try to use your own words
below if you need you do. and expressions. When
help. 4. Never talk down to anyone. everybody else uses the
same new word,
How many imper- Everyone is equal.
use your own different word.
atives did you find? 5. Speak clearly and with
condence. People will want 8. Be friends with different
to listen to you. types of people.
Use the imperative to tell someone what to do.

You can
Come here. use always
or never with
Affirmative Negative imperatives.
Base form of the verb + Do not (Don’t) + base form Always ask for
rest of the sentence. of the main verb + rest of help.
the sentence.
Never give up.
Singular Stay calm. Do not (don’t) worry about it.
and Plural
1. Underline the company’s tips and suggestions. Then, write them as imperatives.
SKY HIGH SKYDIVING COMPANY OFFERS YOU A DAY SKY HIGH

OF EXCITEMENT YOU WILL NEVER FORGET
SKYDIVING
Do you love thrills? You might want to try skydiving! COMPANY
Our day-long introduction to skydiving is the place to start.
The day starts early. You should arrive at our base camp at
8:00 a.m. It’s not necessary to bring a lunch—we will supply
a gourmet meal at the landing site. We suggest you wear
comfortable clothing that isn’t too loose. It’s not a good idea
to wear tight clothes like jeans. It’s also a good idea to eat a
light, healthy breakfast on the morning of your dive. The best
advice we can give you is to relax and enjoy yourself. And be
sure to pay close attention to what your instructor tells you
to do. Then you’ll have a great experience!
110 one hundred and ten Imperatives Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
1. Try skydiving.
2.
3.
4.
5.
6.
7.
8.
9.
2. Rewrite these sentences as imperatives. Use always or never.
1. You should eat your vegetables.

Always eat your vegetables. Grammar
Game
2. You shouldn’t eat uncooked hamburger. Please . . .
In small groups,
take turns telling
3. Telling lies about other people isn’t a good idea. your teammates to
do something. For
example: “Please
pick up a pen.”
4. If you speak English during English class you will improve. “Close your book.”
If you say please,
your teammate
should do what
5. Your parents want you to call them when you’re going to be late. you say. If you do
not say please, she
or he should not
do it. Score a point
for each mistake
Writ e t
your partner
makes.
Write five tips for students starting high school. Use imperatives.
1.
2.
3.
4.
5.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and eleven 111
Simple Present
GRAMMAR CH CK
Read the advice
ASK JOSIE
column. This week’s topic: Bad Habits
Circle all the Dear Josie,
simple present
verbs. I have a bad habit that I need to break. Everybody looks at me when
Look at the chart I do it! My bad habit is that I crack my knuckles constantly. When
below if you need
I am in an exam, I just don’t stop! My classmates tell me to be quiet
help.
and give me dirty looks. Am I embarrassed? TOTALLY!
How do I quit?
Jackie Cracker
Dear Jackie,
You just need to nd some self-control. Maybe if you think about
where you are, you will control yourself better. Why don’t you
wear mittens?
Good luck!
Josie
Use the simple present to describe:

• Facts School always ends in June.
• Habits Jen often plays tennis on Thursdays.
• Present states It is cold outside.
Affirmative
Verb Other Verbs
Subject + am/are/is Subject + base form of the main verb
+ rest of the sentence. (+ s or es) + rest of the sentence.
Singular I am (’m) I laugh
You are (’re) You laugh
She/He/It is (’s) funny. She/He/It laughs a lot.
Plural We/You/They are (’re) We/You/They laugh
Contractions In informal English, we often drop a letter and replace it with an apostrophe:
you are you’re.
Exception The third person singular of have is has.
Time markers Include always, often, sometimes, occasionally, never.
112 one hundred and twelve Simple Present Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Spelling Rules: Third Person Singular Ending

Verb Rule Example
Most verbs Add s. works, sees, eats
(work, see, eat)
Verbs that end with Change the y to i tries, worries, applies
a consonant + y and add es.
(try, worry, apply)
Verbs that end with ch, o, s, Add es. searches, does, passes,
sh, x, z fishes, fixes, fizzes
(search, do, pass, fish, fix, fizz)
1. Underline the verb in each sentence. Then, complete each sentence with one of the
following subjects. You may use some subjects more than once.
I • It • Jack • Susan • They • We • You
1. Susan is ready for her vacation.

2. enjoy my grandmother’s cookies.
3. are at the beach.
4. rains a lot every spring.
5. is at his aunt’s house today.
6. am a good writer.
7. are a great friend.
8. love their dog.
9. work on our project every weekend.
10. is a beautiful day.
2. Complete the text with the simple present of the verbs in parentheses.
Dear Diary, Vocabulary

I( ) have 1
a pet peeve. It really ( ) 2
me! pet peeve:
particular dislike
My brother, Jack, ( ) 3
his teeth outside the bathroom.
wander:
He ( ) 4
it all the time. He just ( ) 5
move around
around the house with his mouth full of toothpaste. It ( ) 6 without a purpose
disgusting. Sometimes he ( ) 7
to drip it onto the floor
because he ( ) 8
that it ( ) 9
me.
It ( ) 10
me crazy! Argh!
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and thirteen 113
Negative
Verb To Be Other Verbs
Subject + am/are/is + not + rest Subject + do/does + not + base form of
of the sentence. the main verb + rest of the sentence.
Singular I am (’m) I do not (don’t)
You are (’re) not You do not (don’t) laugh
She/He/It is (’s) funny. She/He/It does not (doesn’t) a lot.
Plural We/You/They are (’re) We/You/They do not (don’t)
Contractions You can also contract the verb and not: you/we/they aren’t, she/he/it isn’t.
3. Write affirmative and negative sentences in the simple present.
Affirm ativ e Ne ga tive
1. Anna chews gum constantly. Anna doesn’t chew gum constantly.
2. Jill isn’t always late.
3. I am very shy.
4. We don’t love to play basketball.
5. They aren’t out of control.
6. Mia and I are slow eaters.
7. Yann doesn’t worry too much.
8. Luc tries too hard.
9. She doesn’t have a guitar.
10. Josh passes the puck well.
4. Underline the bad habits mentioned in the following dialogue.

T alk b ack Complete the text with the simple present of the verbs in parentheses.
Talk about your
good and bad
habits with a Jenn: O.K., we (have) have 1
to make a list of bad habits.
classmate. Make
a list. Choose a I (know, negative) 2
what mine (be) 3
.
habit you want
to break before Lori: I (know) 4
! You (bite) 5
the end of the your nails. My bad habit (be) 6

that
school year. I (argue) 7
with everybody!
114 one hundred and fourteen Simple Present Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Jenn: What about Liz? She (chew) 8

her hair.
Lori: You (be) 9

right! She (do) ,
10
and we both (make) 11

excuses.
Jenn: That (be) true! My brother’s bad habit (be)

12
13
that he (eat, negative) 14
breakfast.
Lori: Oh, I (have) one more. I always (pop)

15
16
my gum. My mother (hate) 17
that!
Jenn: So (do) 18
I!
How many bad habits do Lori and Jenn mention?
Pronunciation: Third Person Singular Ending

Verb Pronunciation Example
Most verbs /z/ buy/z/, fall/z/,
(buys, falls, learns, reads, learn/z/, read/z/,
swim/z/ To know how
swims) to pronounce
Verbs that end with /s/ work/s/, laugh/s/, the ending
the sound k, f, p or t keep/s/, hit/s/ of a verb, pay
(works, laughs, keeps, hits) attention to the
final sound of
Verbs that end with /iz/ watch/iz/, miss/iz/, the base form.
the sound ch, s, sh, x or z wash/iz/, fix/iz/,
(watches, misses, washes, freez/iz/
fixes, freezes)
5. Think about the third person singular ending of the following verbs. Then, categorize
them according to their pronunciation.
cough • fear • fish • keep • kiss • mix • play • quiz •

ring • think • touch • trim • walk • write • yell
1. Ends with /s/ sound 2. Ends with /iz/ sound 3. Ends with /z/ sound
• coughs • •
• • •
• • •
• • •
• • •
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and fifteen 115
Yes/No Questions
Am/Is/Are + subject + rest of Do/Does + subject + base form of the main
the question? verb + rest of the question?
Singular Am I Do I
Are you Do You
Is she/he/it busy? Does she/he/it have an appointment?
Plural Are we/you/they Do we/you/they
Information Questions
Question word + am/is/are + Question word + do/does + subject + base
subject + rest of the question? form of the main verb + rest of the question?
Singular Why am I When do I
Why are you When do you have an
Why is she/he/it busy? When does she/he/it
appointment?
Plural Why are we/you/they When do we/you/they
about question words.

Go to Reference Section page 202 for more information
6. Use the prompts and write yes/no questions.
1. you / like spaghetti Do you like spaghetti?
2. he / eat sushi
3. I / annoy you
4. we / need our calculators
5. they / ask too many questions
6. she / work in the summer
7. you / want to leave
8. it / seem too difficult
9. I / look tired
10. we / have to do this
Grammar Game
Person, Place or Thing?
Choose a person, place or thing. Tell a classmate which category you chose. Have your classmate
ask you yes/no questions to guess the specific person, place or thing. Count the number of questions
it takes. The winner is the player who needs to ask the fewest questions to guess the answer.
116 one hundred and sixteen Simple Present Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
7. Complete the interview with information questions that fit the answers.
Studio Spotlight on...

Anthony Rogan, Paintballer
Studio: 1. Why do you like paintball?

Anthony: I like paintball because it is intense and exciting.
Studio: 2.
Anthony: I play paintball at Paintball Mirabel.
Studio: 3.
Anthony: You need from 50 to 100 paintballs for each hour.
Studio: 4.
Anthony: You wear protective equipment such as a suit, a helmet, a neck guard
and gloves.
Studio: 5.
Anthony: You play for half a day or all day.
Studio: 6.
Anthony: You play up to six matches in half a day.
Studio: 7.
Anthony: The referees make sure that players don’t cheat.
Writ e t
Write a letter to ask for advice about a bad habit. Use the model on page 112 as a guide.
Use the simple present affirmative and include negative forms and at least one question.
Dear Josie,
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and seventeen 117
Present Continuous
GRAMMAR CH CK
Read the riddle. Where Am I
Circle all the
present continuous I am standing outside. It is snowing. Someone is flying through
verbs. the air. He is rotating. He is landing on a snowy platform. People
Look at the charts are wearing goggles and they have big boots and boards on their
below if you need
help. feet. Spectators are cheering. Competitors are winning prizes.
Where am I?
Use the present continuous to describe an action in progress at the time of speaking.
He is doing his homework now. I’m playing games on my computer.
You can also use the present continuous to talk about things that will happen soon.
I’m working next Monday. They are leaving tonight.
Affirmative Negative
Subject + am/are/is + base form Subject + am/are/is + not + base form
of the main verb+ing + rest of the of the main verb+ing + rest of the
sentence. sentence.
Singular I am (’m) I am (’m)
You are (’re) reading You are (’re) not reading
She/He/It is (’s). a message. She/He/It is (’s). a message.
Plural We/You/They are (’re) We/You/They are (’re)
Time markers Include (right) now, today, presently, currently, at this moment.
Spelling Rules: Continuous Verbs

Verb Rule Example
Most verbs (carry, go) Add ing. carrying, going
Verbs that end with one e Remove the e and add ing. making, rising
(make, rise)
Most verbs that end with a short Double the last consonant and add fitting, swimming
vowel sound + a consonant ing.
(fit, swim)
Verbs that end with ie (lie, die) Replace the ie with y and add ing. lying, dying
Exceptions If you need help, refer to a dictionary.
118 one hundred and eighteen Present Continuous Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
1. Complete the sentences with the present continuous of the verbs in parentheses.
Write P if the action is in progress or F if the action will happen later.
1. I can’t go to the movies because I (bake) am baking a cake at the moment. P
2. Tomorrow we (play) against a team from Sherbrooke.
3. She can’t talk to you right now since she (run) out
the door.
4. They (go) to a concert in two days.
5. Cindy (travel) to China next Tuesday.
6. I don’t believe that you (hold) a real diamond in your hand.
7. This afternoon our class (have) an election

for class president.
8. The kidnappers (ask) for a big ransom.
9. You scared me, and my heart (beat) really fast.
2. Complete the message with the present continuous or simple present of the verbs
in parentheses.
Joss says:
Alice,
I (write) am writing 1
to tell you that I (play, negative) 2
in your band anymore. I can’t hear what the other musicians

(do) 3
while the drummer (bang) 4
his drum so loudly. When you (sing) 5

, it sounds
as though a cat (scream) 6
. The other musicians
(listen, negative) 7
to themselves or anybody else.
I (be) 8
sorry that I (send) 9
you a message instead of telling you in person but my head

(hurt) 10
from the practice yesterday.
I (come, negative) 11
out of my bedroom
until it (stop) 12
!
Good luck anyway,
Joss
Send
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and nineteen 119
3. Look at the picture below. Use the prompts and write sentences in the present
continuous that describe what the teens are doing.
Peter
May Duke
Mick
Alex
Alice
1. The band/rehearse The band is rehearsing.
2. Alex/concentrate on his guitar solo

3. Peter and Alice/listen to Alex
4. Duke/watch his fingers
5. Mick/play his drum
6. Alice/hold a microphone
7. May, Peter and Mick/watch Alice
8. May/sit on sofa
4. Write the sentences from Exercise 3 in the present continuous

Grammar Game negative. Use contractions.
But I’m Not . . .
Form a small group. 1. The band isn’t rehearsing.
The first person starts
by describing one thing 2.
she or he is doing and
one thing she or he 3.
isn’t doing. Example:
“I’m singing but I’m not 4.
playing baseball.” The
next person adds an 5.
action. Example: “I’m
not playing baseball but
6.
I am making a sandwich.” 7.
Make your sentences as
ridiculous as possible. 8.
120 one hundred and twenty Present Continuous Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Questions
Yes/No Questions Information Questions
Am/Are/Is + subject + base form Question word + am/is/are + subject +
of the main verb+ing + base form of the main verb+ing + rest
rest of the question? of the question?
Singular Am I Why am I
Are you watching Where are you watching
Is she/he/it the game? When is she/he/it the game?
Plural Are we/you/they How are we/you/they

5. Choose subjects and verbs and write yes/no questions in the present continuous.
Write a short answer for each question.
Subjects Verbs
Charles and Francois compete
I fight
Audrey laugh
Serena and I listen
The music teacher play
The soccer team sneeze
You visit
You and Cindy watch
Question Short Answer

1. Is Audrey playing video games? Yes, she is.
2.
3.
4.
5.
6.
7.
8.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and twenty-one 121
6. Write an information question about the underlined information in each sentence.
1. What are you thinking about?

I am thinking about the weekend.
2.
Derek is playing tonight.
3.
They are staying in Montréal for two weeks.
4.
Gillian is coming over this afternoon.
5.
The dog is eating my shoe.
6.
I am getting to the practice by bus.
7.
I am reading an English book because I want to improve my English.
8.
I am going to Florida on vacation next summer.
Writ e t
Write a “Where am I?” riddle using verbs in the present continuous. Include at least one
negative. Refer to the riddle on page 118 for a model.
Where am I?
122 one hundred and twenty-two Present Continuous Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
GRAMMAR MiX Simple Present and Present Continuous Use the simple present
for facts, habits, feelings
A. Complete the telephone conversation with the simple present and present states. Use
the present continuous
and present continuous of the verbs in parentheses.
for an action in progress.
Use contractions where possible.
Jenna: Hello.
Will: Hey, Jenna. It (be) ’s 1
Will. What (you, do) 2
?
Jenna: I (do, negative) 3
anything. I (be) 4
bored.
Will: Where (be) 5
Jared?
Jenna: He (sit) 6
on the couch, as usual. He and James
(play) 7
the same video game that they
(play) 8
every day.
Will: Again? They really (love) 9
that game.
Jenna: Yeah. I (want) to play badminton but they
10
(be, negative) 11
interested. (You, want) 12
to come over?
Will: Maybe later. I (paint) 13
my bedroom right now.
Jenna: Nice. What colour?
Will: Blue. Sorry, I (have) 14
to go. My mother (call)
15
me. We (be) 16
ready to do the second coat.
Jenna: O.K. Call me when you (finish) . I (want)
17 18
to see that colour.
B. Complete the news report with the simple present and present continuous of the verbs
in parentheses.
Hello, this is Jerome Forget with today’s top story. An elephant from the Granby Zoo
(cause) is causing 1
a large traffic jam on Boulevard David-Bouchard.
The elephant escaped from the zoo last night and at the moment it (stand)
2
on the side of the road. As I speak, I (watch) 3
the action from the roof of our news truck. Five police cars (be) 4
now in the area and I (see) 5

a helicopter coming towards us.
I (think) 6
the police (capture) 7
to capture the
elephant with a large net. This story (fascinate) 8
me because
I see how one animal (get) 9
the attention of hundreds of people
without trying to. We all (want) 10
this story to have a happy ending.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and twenty-three 123
Simple Past
GRAMMAR CH CK Dear Fred,
Read the note. I cleaned the bird cage and I fed the cat. I didn’t have time
Underline the to take the dog for a walk.
regular simple
Eddie called. He left a message for you. He didn’t go to the
past verbs.
practice yesterday. He told me to tell you to call him back.
Circle the irregular
simple past verbs. See you later,
Dana
Look at the charts
below if you need
help.
Use the simple past for completed facts or actions.

I cleaned my room yesterday.
Affirmative
Verb To Be Regular Verbs Irregular Verbs
Subject + was/were + Subject + base form of Use the list on page 206
rest of the sentence. the main verb+d/ed/ied + to learn the past tense
rest of the sentence. of irregular verbs.
Singular I was
You were I/You/She/He/It I/You/She/He/It
enjoyed saw the
She/He/It was tired.
the game. movie.
Plural We/You/
We/You/They We/You/They
They were
Time markers Include yesterday; earlier; last week/month/year; in 2003; when I was little;
a few minutes/hours/days/years ago.
Spelling Rules: Regular Past Tense Verbs

Verb Rule Example
Most verbs that end with a consonant Add ed. enjoyed, learned
(enjoy, learn)
Verbs that end with e Add d. agreed, created
(agree, create)
Verbs that end with a consonant + y Change the y to i and carried, fried
(carry, fry) add ed.
Verbs that end with a vowel + one consonant Double the last dropped, permitted
(drop, permit) consonant and add ed.
124 one hundred and twenty-four Simple Past Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
1. Complete the chart with verbs in the base form or simple past. Highlight the base form
of the irregular verbs.
Base Form Simple Past Base Form Simple Past

1. shrink shrank 7. pay
2. worried 8. quit
3. play 9. kept
4. read 10. agree
5. scare 11. caught
6. hit 12. frighten
2. Complete the joke with simple past verbs.
One evening, Henri was watching TV. There (be) was 1

a knock at the door.
He (go) 2
to the door and (open) 3
it, but he (see, negative)
4
anyone.
He (sit) down and (watch)

5 6
TV again. He (hear)
7
another knock on the door. So he (get) 8
up again
and (open) 9
the door. There (be) 10
still no one there.
He (start) 11
to watch TV again. Knock, knock. Vocabulary
Henri (become) 12
really irritated. He fling:
(fling) 13
open the door and (yell) 14
, throw
“Who’s there?” “Me” (say) 15
a tiny voice from yell:
shout loudly
the ground. There on the doormat (stand) 16
a snail.
Henri (feel) 17
so mad, he (pick) 18
up the snail and (throw) 19

it over the fence.
Three years later, Henri was watching TV when someone (knock) 20
on the door. He (open) 21

the door. No one
(be) 22
there. Then a tiny voice from the
ground (say) 23
,
“Hey! Why (you, do) 24
that? It really (hurt) 25
my feelings.”
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and twenty-five 125
Negative
Verb To Be Regular Verbs
Subject + was/were + not + rest of the Subject + did not + base form of the
sentence. main verb + rest of the sentence.
Singular I was not (wasn’t) I did not (didn’t)
You were not (weren’t) You did not (didn’t)
She/He/It was not (wasn’t) alone. She/He/It did not (didn’t) go outside.
Plural We/You/They were not We/You/They did not
(weren’t) (didn’t)
3. Complete the speech bubbles with wasn’t, weren’t or didn’t.
Who Did It?

I didn’t 1
do it. We 4
He 7
at
I 2 see what happened. They fault. You 8
even there. You 5

anywhere there when it happened.
3
close. He 6
We 9
listen to me. deny it. hear a thing.
4. Complete the dialogue with verbs in the simple past.
Jenna: You (be) were 1

in front of your video games for four hours.
Jared: No, I (be, negative) 2
. I (sit, negative) 3
there for that long.

Jenna: Yes, you (do) , and you (cut, negative)
4
5
the grass. Dad was really mad the last time you (forget)
6
to do it.
126 one hundred and twenty-six Simple Past Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Vocabulary
Jared: No, he (be, negative) .
7
chores:
He (know) 8
I (do, negative) 9
work around
it on purpose. the house
Jenna: Sure, Mom and Dad (be, negative) 10
mad on purpose:
at all. That’s why they (take) 11
us to the water park. intentionally
Jared: They (take, negative) 12
us to the water park.
Jenna: I know. I’m being sarcastic.
Jared: It (be, negative) 13
just because
of me that we (go, negative) 14
.
You (do, negative) 15
your chores either.
Jenna: That (be, negative) 16
my fault.
Jared: Oh sure. The shopping mall
(be, negative) 17
open at any other time, right?
Jenna: Oh, whatever.
Pronunciation: Ending of Past Tense Verbs

Verb Pronunciation Example
Verbs that end with /id/ permit/id/, end/id/
To know how
the sound t or d to pronounce
(permit, end) the ed ending
of past tense
Verbs that end with the /t/ search/t/, cough/t/,
verbs, pay
sounds ch, f, j, k, s, sh or x plunge/t/, lik/t/, kiss/t/, attention to the
(search, cough, plunge, like, wash/t/, fix/t/ final sound of
kiss, wash, fix) the base form
of the verb.
All other sounds /d/ agree/d/, fill/d/,
(agree, fill, score, play) scor/d/, play/d/
5. Circle the regular verbs in the joke in Exercise 2. Then, write them in the chart below
to show how to pronounce them.
/id/ /t/ /d/
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and twenty-seven 127
Yes/No Questions
Was/Were + subject + rest of the Did + subject + base form of the main verb
question? + rest of the question?
Singular Was I
Were you Did I/you/she/he/it
away? have a good day?
Was she/he/it
Plural Were we/you/they Did we/you/they
Information Questions
Question word + was/were + Question word + did + subject + base form
subject + rest of the question? of the main verb + rest of the question?
Singular When was I
Why were you When did I/you/she/he/it
happy? go outside?
Where was he/she/it
Plural Why were we/you/they Why did we/you/they

6. Write yes/no questions in the past tense with words from the word bank.
Grammar Subject Verb Rest of the Question

Game Philip be in the forest?
Group Story Randy and Mike disappear home early?
Work with three I leave his job?
or four classmates, Marie-Lea go away for the weekend?
and choose three
verbs at random you and I know absent yesterday?
from the list of your parents quit a great summer?
irregular verbs on you and your sister have how to bake cookies?
page 206. Player 1
begins a story with
a sentence that uses
the first verb she or
1. Did Philip quit his job?
he chooses. Player 2 2.
adds a sentence that
includes his or her 3.
first verb. Continue
the story around the 4.
circle until no more
verbs are left. 5.
Use the simple past.
6.
7.
128 one hundred and twenty-eight Simple Past Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
7. Complete the dialogue with yes/no questions and information questions.

Use the underlined information to write the questions.
Killian: Hi Charles. When did you get back from your trip to Alberta? 1
Charles: I got back yesterday.

Killian: 2
Charles: Yes, I had a great time. It was really fun to see the Rocky Mountains.
Killian: 3
Charles: We visited Banff, Jasper, Lake Louise and Calgary.

Killian: 4
Charles: No, the mountains weren’t as big as I expected. They were even bigger.
Killian: 5
Charles: My parents and my brother went with me.

Killian: 6
Charles: Yes, the weather was good. It was sunny and warm every day.
Killian: 7
Charles: Yes, we did lots of activities. We rode horses in the mountains and went up in a
gondola. It was cool.
Killian: 8
Charles: I was a little bit scared in the gondola at first. It goes really high.
Killian: 9
Charles: We ate the most amazing Chinese food. We ate steak, too, of course.
Killian: 10
Charles: Yes, I bought souvenirs. I have a huge cowboy hat to show you.
Writ e t
Write about an activity or trip you enjoyed on a separate piece of paper. Use the simple past.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and twenty-nine 129
Past Continuous
GRAMMAR CH CK
Mountain biker races bear
Read the news
see anything different, but suddenly
article.
a big black furry thing was coming in
Circle the past
my direction. I stopped and looked
continuous verbs.
at it carefully. That’s when I realized
Underline the
simple past verbs. it was a bear! My heart was beating
very fast. I turned around and started
Look at the chart
below if you need Philip Renault of Morin Heights pedalling in the opposite direction as
help. was riding his mountain bike in the fast as I could. The bear was chasing
forest near his home earlier this week me. Luckily for me, I am really t. I
when he got a big surprise. Philip didn’t stop until I got home. When
said, “I was going up one of my I looked behind me, the bear wasn’t
favourite trails. I wasn’t expecting to there anymore. Whew!”
Use the past continuous to describe an action in progress at a certain moment in the past.
The girls were talking during the movie.
Subject + was/were + base form Subject + was not/were not + base form of the
of the main verb+ing + rest of the main verb+ing + rest of the sentence.
sentence.
Singular I was I was not (wasn’t)
You were working You were not (weren’t) working
She/He/It was last night. She/He/It was not (wasn’t) last night.
Plural We/You/They were We/You/They were not (weren’t)
Time markers Include at, while, during.
1. Complete the sentences with past continuous verbs. Use contractions.
1. It (snow, negative) wasn’t snowing while we (drive) were driving home last night.
2. We (eat, negative) lunch while

we (practise) .
3. It (rain) on the parade yesterday.
4. Alex and I (study, negative) for the history exam all night.
130 one hundred and thirty Past Continuous Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
5. I (work, negative) while

you (watch) TV.
6. Millie (play) basketball all evening.
7. You and Jay (argue, negative) a lot during the meeting.
8. The teachers (correct, negative) exams over spring break.
9. The student council (promote) an activity day.
10. Joe (look, negative) for you while

you (hide) .
2. Look at the schedule and write what was happening during each time slot.
21 May alent Show Audition Schedule Room D-212

Grammar
Game
10:00: Luke and Lucy: sing a duet
Mime It
10:15: Alice Cooper: plays new song Choose an action
verb and think of an
10:30: The Marvello Duo: performs tightrope routine activity. Mime it for
10:45: Judges: take a break a classmate. Your
classmate tries to
11:00: Mr. Dodd: chants ancient verses guess what you were
doing. Example:
11:15: Jay, Kim and Alexa: dance to a hip-hop song Eating a sandwich.
11:30: The school orchestra: interpret a Strauss waltz Use the past
continuous.
12:00: Everybody: eat lunch
At 10:00: 1. Luke and Lucy were singing a duet.

At 10:15: 2.
At 10:30: 3.
At 10:45: 4.
At 11:00: 5.
At 11:15: 6.
At 11:30: 7.
At 12:00: 8.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and thirty-one 131

Was/Were + subject + base form of the Question word + was/were + subject +
main verb+ing + rest of the question? base form of the main verb+ing + rest
of the question?
Singular Was I When was I
Were you Where were you
Was she/he/it playing? Why was she/he going?
Plural Were we/you/they How were we/you/they

3. Write a yes/no or an information question to match the underlined words in each answer.
1. Was Jason talking to his dog?

Yes, Jason was talking to his dog.
2.
I was doing my homework last night.
3.
Jonas was talking to Joy.
4.
They were playing paintball last weekend.
5.
No, Julie wasn’t working when I arrived.
6.
I was going to the bank when you saw me.
7.
Yes, they were looking for something.
8.
They were making money by washing cars.
9.
Joey was yelling outside.
10.
They were helping Jill to wash the dishes.
132 one hundred and thirty-two Past Continuous Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Simple Past or Past Continuous?

Simple Past Past Continuous Use while
A completed action An action in progress in the past to introduce
the past
I watched “The Big Bang Theory” She was playing hockey last night.
continuous.
last night. Use when to
An action that interrupted An ongoing action interrupted introduce the
an action in progress by another action simple past.
The phone rang while I was I was sleeping when the
sleeping. phone rang.
A sequence of completed actions A continued or repeated action
that happened one after another in the past
I washed my face, had breakfast I was studying every day T alk ack b
and went to school. for hours. Work with a classmate.
Student A uses the past
continuous to start a sen-
tence about an activity she
4. Reorder the words to create sentences. or he was doing. Student B
continues the sentence with
a crazy interruption in the
1. called you sleeping when were I simple past:
When I called, you were sleeping. A: Last night I was doing my
homework . . .
2. Jay were arrived leaving we when B: . . . when suddenly, aliens
kidnapped me!
3. started when we him the saw storm
4. police dancing arrived they the were when
5. help when crying was Liz arrived
6. rain having were fun started the when we
7. I dinner sleeping you was were while cooking
8. you were volleyball hurt playing we were while
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and thirty-three 133
GRAMMAR MiX Simple Past and Past Continuous
Complete the article with the simple past or past continuous of the verbs in parentheses.
Québec climber saves man in Himalayas

Louis Rousseau, a mountain climber from Saint-Jerome,
Québec, ( ) was getting 1
ready to
climb a mountain in the Himalayas last week. Mr. Rousseau
2
( ) in his tent when an
3
emergency call ( ) him up.
4
A porter in another team ( )
5
sick and he ( ) trapped on the
6
mountain. The porter’s team ( ) that it
7
( ) too dangerous to rescue the man, who
8
( ) from sickness caused by high altitude, so they
9
( ) him. Mr. Rousseau and his team ( , negative)
10 11
to help. They quickly ( )
12
rescue equipment and ( ) up to save the man. When they
13 14
( ) the porter, his lungs ( )
15
with uid and he ( ) close to death. Rousseau
16
( ) him oxygen and rst-aid treatment. While
17
they ( ) him down the mountain, a medical team
18
( ) to help. Thanks to Rousseau’s team, the porter,
19
a father of seven children, ( ) .
Writ e t
Write a diary entry from the point of view of a climber who was on the mountain on the day
of the rescue. Describe what you saw. Use the simple past and past continuous.
Dear Diary,
134 one hundred and thirty-four Past Continuous Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
The Future
Hi. When are you going I’ll be there in about an hour. GRAMMAR CH CK
to get here? Will Josh be there then? Read the dialogue.
Highlight the
future verbs.
No, he won’t. He’ll be at work Good. Where are we going
until four. to hide? Look at the chart
below if you need
help.
Fred says he will bring a tent. Great! He is going to be
We’ll put it in the woods behind so surprised.
the house. Then, we’re all
going to run out and yell,
“Happy Birthday, Josh!”
Yeah. He’ll never get over it.
Future With Will

Use the simple future for future actions or states.
I will be absent tomorrow.
Subject + will + base form of the Subject + will not (won’t) + base form
main verb + rest of the sentence. of the main verb + rest of the sentence.
Singular I/You/She/He/It will (‘ll) work this I/You/She/He/It will not (won’t)
Plural We/You/They summer. We/You/They work this summer.
Time markers Include later, tonight, tomorrow, next week/month/year/summer.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and thirty-five 135
1. Complete the sentences with the verbs in parentheses with will.
1. Leah says that she (help) will help us at the car wash tomorrow.
2. Ed and Gerry (bring) the buckets.
3. Jade (be, negative) able to come.
4. We (arrive, negative) late.
5. You and Lucas (find) customers.
6. I (collect, negative) the money.
7. Eve-Marie and Eli (wash) the cars.
8. David’s brother (bring, negative)

his car.
9. The students (raise)

a lot of money.
10. They (use) it for their trip

to help build schools in Haiti.
2. Read the following activities. Check the activities that you think you will do before you
turn 18. Then, write sentences about them with will or won’t.
get a job climb a mountain travel to China

finish high school move to a new town or city get a car
go skydiving be on television move into an apartment
1. I will/won’t get a job.

Grammar
Game 2.
I Predict 3.
With a classmate, 4.
take turns being
a fortune teller. 5.
Predict what your
classmate will do 6.
or be in one year,
five years, ten years 7.
and twenty-five
years. Use the 8.
future with will.
9.
136 one hundred and thirty-six The Future Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:

Will + subject + base form of the main Question word + will + subject + base
verb + rest of the question? form of the main verb + rest of the
question?
Singular Will I/you/she/he/it When will I
Why will you
need money? need money?
Where will she/he/it
Plural Will we/you/they Why will we/you/they

3. Write questions with will using the elements in the word boxes. Write an answer for
each question.
Qu es tion Word Verb

What time Where
leave En d of the Qu es tion
When What
arrive
How How tall our dog?
go
Why How long for lunch?
be
to bring?
find
at the airport?
Su bjec t need
when she grows up?
our cousins your parents stay
for Europe?
you and Gerry Nick miss
the show?
we Vanessa at our house?
I Marsha
Question Answer
1. What time will Nick arrive at the airport? 1. He’ll arrive at noon.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and thirty-seven 137
Future With Going To

You can also use be + going to to talk about the future.
The team is going to play in a tournament.
Subject + am/are/is + going to + base Subject + am/are/is not + going to +
form of the main verb + rest of the base form of the main verb + rest of
sentence. the sentence.
Singular I am (’m) I am (’m)
You are (’re) going to go You are (’re) not going to
She/He/It is (’s) by train. She/He/It is (’s) go by train.
Plural We/You/They are (’re) We/You/They are (’re)
4. Complete the sentences with going to.
1. The next time my favourite band comes to town, I’m going to buy tickets.
2. The next time it rains,
3. The next time we have a day off,
4. The next time we have a math exam,
5. The next time we lose a game,
6. The next time our teacher is absent,
5. Rewrite the sentences in the negative.
1. I’m going to do my homework.

I’m not going to do my homework.
2. We’re going to clean the kitchen.
3. They’re going to be angry.
4. You’re going to move away.
5. She’s going to buy a new cellphone.
138 one hundred and thirty-eight The Future Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:

Am/Are/Is + subject + going to + base Question word + am/are/is + subject +
form of the main verb + rest of the going to + base form of the main verb
question? + rest of the question?
Singular Am I Why am I
Are you going to see Where are you going to see
Is she/he/it the play? How is she/he/it the play?
Plural Are we/you/they When are we/you/they

6. Write a yes/no question or an information question to match the underlined words

in each answer.
T alk b ack
1. Are you going to clean the basement? Take turns asking
Yes, I’m going to clean the basement. a partner about his
or her plans for next
2. summer. Use yes/no
Jenny is going to wash the car after lunch. and information
questions with will
3. and going to.
Jake is going to help us with the project.
4.
Yes, Jesse is going to leave soon.
5.
I’m going to go shopping in Laval.
6.
The show is going to cost $150.00
Writ e t
Write about your plans for next summer. Use will and going to in the affirmative and negative.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and thirty-nine 139
There + Be
GRAMMAR CH CK
Read the story. ere is a mystery in my
village. Once there was
Underline there +
is, are, was or were. an old man who lived
Look at the chart alone on a farm. ere
below if you need were some teenagers who
help. wanted to use his barn
for a party. e man said
there wasn’t any way that
they were going to use
his barn. e teenagers
were angry. “ere will be trouble,” they said. ey came back that
night. Neighbours say there were ashing lights coming from
the barn. e next morning, there was no sign of the old man
or the teenagers. ey were all gone! To this day,
there are still no clues that explain
what happened.
Use there + is, are, was or were to identify things or to say that something exists.
The verb to be must agree with the noun that follows it.
There is a big storm outside. There are many cars on the road.
There + be + subject + rest There + be + not + subject + You can
of the sentence. rest of the sentence. also form the
negative with
Simple There is (’s) a cat on the chair. There is not (isn’t) a cat on
not any or no.
Present the chair.
There are two cats. There are not (aren’t) two cats. There aren’t
any cookies or
Simple Past There was an accident last There was not (wasn’t) an ac There are no
night. cident last night. cookies.
There were two accidents. There were not (weren’t) two
accidents.
Future With There will be a snow day There will not (won’t) be a
Will tomorrow. snow day.
There will be two snow days. There will not (won’t) be two
snow days.
140 one hundred and forty There + Be Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
1. This is Dave’s office. Write five sentences about what he has, and three sentences about
what he does not have. Use there is, there are, there isn’t and there aren’t.
1. There is a desk.
2.
3.
4.
5.
6.
7.
8.
9.
2. What did Jenna put in her spaghetti sauce? Use there was or there were to write
sentences about the ingredients she used. Then, write about three ingredients that she
did not use. Use there wasn’t or there weren’t.
1. There was olive oil.

2.
3.
4.
5.
6.
7.
8.
3. Imagine that you are going to the beach tomorrow. Write about what will and will not
be there. Use there will be or won’t be.
There will be . . . There won’t be . . .
1. There will be sand. 1.

2. 2.
3. 3.
4. 4.
5. 5.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and forty-one 141

Simple Are + there + subject + rest Question word + are + there We often
Present of the question? + subject + rest of the use any
question? with yes/no
Are there (any) new players Why are there new players questions with
there + be.
on the team this year? on the team?
Simple Past Were + there + subject + rest Question word + were + Are there any
cookies?
of the question? there + subject + rest of the
question?
Were there (any) new players When were there new players
on the team last year? on the team last year?
Future With Will + there be + subject + Question word + will + there
Will rest of the question? be + subject + rest of the
question?
Will there be (any) new When will there be new
players on the team next players on the team?
year?

4. Look at the picture. Write three questions

with the simple present, three questions with
the simple past and three questions with
the future with will. Use there + be in all
the questions.
1. Is there a soccer ball?

2.
3.
4.
5.
6.
7.
8.
9.
10.
142 one hundred and forty-two There + Be Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
5. Reorder the words to create questions.
1. day off be a when there will

When will there be a day off?
2. many why so there mosquitoes are
3. drill a when was fire there
4. year new there why so this are many teachers
5. new be there where a centre shopping will
6. Why car so there in the many were people
Writ e t T alk b ack

Ask questions about a
Describe what was in your bedroom when you were younger, classmate’s bedroom
in the past, present and
what is there now, and what will be there when you are older.
future. Use there + be.
Use there was or there were, there is or there are and there will be.
When I was little, there
Now, there
When I am older, there
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and forty-three 143
Modals
GRAMMAR CH CK
Read the comic
strip.
Circle the modals.
Look at the charts
below if you need
help.
Use modals to add meaning to the main verb.
Meaning Modal Example

Ability can, could I can (can’t) ride a unicycle. The negative
(past tense of can) He could (couldn’t) ride one when he form of can
was young. may be one
word: cannot.
Possibility could, might, may, You could (couldn’t) bring a dictionary. There is no
can You might (mightn’t) need one. contraction
Certainty will The doctor will (won’t) help you. for may.
Desire would I would (wouldn’t) prefer to leave.

Obligation must, have to* You must (mustn’t) call your mother.
He has to (doesn’t have to) leave now.
Suggestion should You should (shouldn’t) get some help.
*Have to is not a modal but functions like a modal.
Subject + modal + base form of the main Subject + modal + not + base form of the
verb + rest of the sentence. main verb + rest of the sentence.
You should eat your vegetables. He could not (couldn’t) answer the question.
It might rain later. She cannot (can’t) swim.
144 one hundred and forty-four Modals Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Can and Could

Use can for abilities in the present, and could for abilities in the past.
I can swim across a lake but when I was little, I could only swim across the pool.
1. Complete the text with can or could in the affirmative or negative.
When I was really young, I thought I could 1

do
anything. I thought I was Superman or something. Now I
realize two things. One, I 2
do something if
I really want to do it, and two, I 3
accomplish
anything significant unless I’m willing to work for it. For
example, when I was about 10, I 4
head a
soccer ball more than three or four times in a row. I used to get
really frustrated, but I 5
stop trying because
I really wanted to learn this skill. My mother always said I
6
do anything I put my mind to, so I kept at
it. Eventually, with practice, I 7
do more and
more. Now I 8
do over 70, and I won’t stop
practising until I 9
do over a hundred. So
remember this: If you want to learn something badly enough
and you’re willing to work for it, you. 10
do it!
2. Write five activities you could not do when you were young, but that you can do now.
1. When I was young ,

but now .
but now .
but now .
but now .
but now .
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and forty-five 145
Must and Have To

In the affirmative, must and have to are very similar in meaning. They show obligation.
In the negative, they have different meanings.
Must Not/ Mustn’t Don’t Have To

Obligation: You must not be absent. No obligation: He doesn’t have to take the exam.
To express obligation in the past, use had to.

I had to wash the car yesterday.
To express obligations in the future, use must or will have to.

Marie-Claude must /will have to take the dog for a walk every day for the next week.
3. Complete the job interview tips with must or have to in the affirmative or negative.
Job Interview Tips

1. You have to/must make a good rst impression.
2. You prepare for the interview.
3. You forget to bring a copy of your CV.
4. You be late.
5. You arrive two hours early for your interview.

6. You dress well for the interview.
7. You look the boss in the eye.
8. You bring a gift for the boss.
4. Complete the obligations with have to, has to or had to.
1. When I was in elementary school, I had to line up before entering the

building. In high school, I make sure I’m on time for my classes.
2. Last winter, I shovel the snow. Now I
cut the grass. Next winter I shovel the snow again.
3. Last weekend I finish my science project. Today I
do my English assignment. Next weekend I
study for a big math test.
4. Charlie can’t come with us. He clean the garage. He wants
to come later but his father said he study.
146 one hundred and forty-six Modals Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Could, might, may, will and should

For possibility, use could, might or may. You could/might/may grow taller.
For certainty, use will. You will grow older.
For a suggestion or advice, use should. You should eat your vegetables.
5. Read the statements. Write a sentence using should or shouldn’t for each one. Check the
statements that apply to you.
study harder 1. I should/shouldn’t study harder.
have more fun 2.
take better notes 3.
get a job 4.
clean my bedroom 5.
be nicer to my parents 6.
get more exercise 7.
6. Circle the correct modals in the sentences below.
1. You may / should clean your locker. I know you will / could be able to find your
math book.
2. I’m not sure, but I will / may need some help later. Can I call you?
3. Our coach is certain that Jess may / will make the provincial team.
4. Ricky promised that he should / will call me tomorrow.
5. I did not hear the weather forecast. It should / might be cold and windy.
6. I could / will give him good advice for sure.
7. It might / should be a good idea to bring some food. I think I will stop
at the store.
8. We may / should stop talking in class or the teacher could / should get angry.
9. I really want to succeed so I will / may study every night.
10. Joseph has no rhythm, but he might / should learn to play the drums.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and forty-seven 147

Modal + subject + base form of the Question word + modal + subject +
main verb + rest of the question? base form of the main verb + rest of
the question?
Singular Can you help me? When can you help me?
and Plural Should they take riding lessons? Where should they take riding lessons?

7. Add a subject and a modal to the prompts to write questions.
1. Ask for a better salary Should I ask for a better salary?
T alk b ack 2. When/arrive

Make a list of five
things you want to 3. Like to go to a movie
complain about.
Take turns sharing 4. Where/meet you for lunch
your complaints
with a classmate. 5. Go to the washroom
Use modals to give
your classmate 6. Who/play chess
advice about his
or her complaints. 7. Give me a hand
Example: You
should tell your 8. How/help you
teacher that you
don’t understand. 9. Do my homework
8. Write a yes/no question or an information question to match the underlined words

in each answer.
1. Should I eat Marie’s lunch?

No, I don’t think Marie will be happy if you eat her lunch.
2.
The teacher wants us to finish the project before the end of this class.
3.
No, I am not strong enough lift the box for you.
4.
I plan to study after the game.
5.
The best place to look for that book is in the school library.
148 one hundred and forty-eight Modals Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
GRAMMAR MiX Modals
Complete the diary entry with modals.
Dear Diary,
You will 1
never believe what happened to me today. I thought it 2
rain, so I was carrying my umbrella. I also had my school bag, my lunch and my trumpet.
3
I was worried that I forget something on the bus because it was difcult
4
to carry everything. I knew I do something when the bus arrived at my stop.
5
Suddenly, a guy was standing next to me. “ you like some help?” he asked.
6 7
“It be difcult to carry all those things. I take your case.”
I smiled and gave it to him. He got off the bus rst. When I got off, I looked for him but he was
8
running away with my trumpet! A woman yelled, “Wait! I catch him,” and she
9
ran off after the guy. Before I react, she was jumping on the thief and holding
him down. Then the police came and arrested the thief. Luckily for me, I got my trumpet back.
10
Some people say you never trust strangers, but today I discovered that some
11
strangers be friends.
Writ e t
Do you think that strangers can be friends? Write five reasons why Grammar
they can and five reasons why they might not be. Use as many modals Game
as possible.
Can You?
In small groups,
Reasons why strangers can be friends take turns naming
a skill that you
have. Example:
“I can play the guitar.
Can you do that?”
The other group
members respond,
“I can/can’t do that.”
For each negative
response, score
Reasons why strangers might not be friends one point.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and forty-nine 149
Conditional Sentences
GRAMMAR CH CK Alexa: Will I get married?
Read the dialogue. Fortune Teller: If you meet a good person, you might get married.
Circle the if-clauses.
Alexa: Will I have children?
Underline main
clauses. Fortune Teller: If you become pregnant you will have children.
Look at the chart Alexa: Will I travel to many different countries?
below if you need
Fortune Teller: If you get a good job, you may travel to many places.
help.
Alexa: You are not a very good fortune teller. You’re not very
convincing. If you want to get paid for this, you may be disappointed.
Use real conditional sentences to describe true or probable conditions. They have
two parts: the if-clause describes the condition and the main clause describes what
happens as a result. You can also place the main clause before the if-clause.
Meaning Rule Example

Truths, facts, Use the simple present tense If she is busy, she doesn’t
and habits in the if–clause and the main answer her phone.
clause.
Possibilities, Use the simple present tense If our team wins the game,
suggestions and advice in the if–clause and a modal we might play in the finals.
in the main clause.
Instructions, commands Use the simple present tense in If you want better marks,
and invitations the if–clause and an imperative study harder.
in the main clause.
1. Complete each sentence with a main clause from the list below.
If-Clauses Main Clauses

1. c if you help me. a. get another one from the library
2. If it rains, . b. We will take her to the doctor

c. I will finish faster
3. if they watch TV in English.
d. turn it down
4. if he arrives late at the airport.
e. Students might understand
5. If the music is too loud, . the language better
6. If you finish your book, . f. We might stop for lunch at your house
g. Maxime will miss his flight
7. if she gets sick.
h. they always cancel the tennis
8. if we get hungry. tournament.
150 one hundred and fifty Conditional Sentences Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
2. Write a main clause for each if-clause.
1. I will help you if you ask me politely.
2. if we all pass the exam.
3. if the teacher looks at you.
4. if the bus is late.
5. if you don’t get that job.
6. if he buys those ugly shoes.
7. if they go to the cinema.
8. if I listen carefully.
9. if we whisper quietly.
10. if the boots are too small.
3. Write an if-clause for each main clause then circle the modal in each sentence.
1. I will go shopping tomorrow if I have extra money .
2. Julie can beat Marie in tennis .
3. They might all become scientists .
4. We could see a few elephants .
5. You can always get to class early .
6. My history teacher might not be happy .
7. She could lift twenty books .
8. Jules would buy all the shoes in the store .
9. I can see the top of the mountain .
10.They will take all the empty boxes to the recycling

container .
T alk b ack
Write down five realistic goals you have and tell them to your
partner. Your partner will predict what conditions you need to
accomplish these goals. For example: My goal is to travel this
summer. If you save enough money, you can travel this summer.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and fifty-one 151

You can invert the
If-clause + simple present or If-clause + question word + clauses in conditional
modal + subject + rest of the simple present or modal + questions.
question? subject + rest of the question? Can I tell Thomas that
If she is busy, does she answer If she is busy, why does she he got the job if I see
the phone? ignore her calls? him?
If our team wins the game, If our team wins the game, If I see him, can I tell
Thomas that he got
will we play in the finals? when will we play in the finals?
the job?
You can also start questions with what if.

What if we’re late? What if I don’t make the team? What if we have an accident?

4. Write a question that matches the underlined information in each sentence.
1. If he is late, who sends him to the office?

Grammar Game Is he is late, the teacher sends him to the office.
Conditional Chains 2.
Play in groups or as a If there is a flood, we will go to high land.
class. The first student
gives the first part of a 3.
conditional: i.e. If I miss
If there is a fire we go outside.
my English class . . . The
next student continues: 4.
If I miss my English class,
the teacher will give me
If there is a blizzard we go home on skis.
extra homework. The 5.
next student: If the
teacher gives me extra If there is a tornado we will go down into the basement.
homework, etc.
6.
If we get trapped in a storm we should wait in the car.
7.
If there is a risk of avalanche, we must carry transmitter devices.
Writ e t
Write a list of tips on a separate piece of paper to someone who wants to visit your town.
Use conditionals to give your advice.
For example:
If you like French cuisine, you should try . . .
If you enjoy shopping, visit . . .
If you like cultural events, go to . . .
If you want to have fun, you could . . .
152 one hundred and fifty-two Conditional Sentences Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Nouns
GRAMMAR CH CK
If you have these qualities, Read the poster.
Circle the singular
student council needs YOU! nouns.
Underline the
You want to make school more fun.
plural nouns.
You have lots of ideas. Look at the charts
You like teamwork . below if you need
help.
You have energy, a smile and spare time.
You like to organize events and activities.
Come to an information meeting on Monday,
September 12 at noon. Room D-212
Types of Nouns
Type Used to Identify Example
Common Physical things car, dog, house, pen
Proper Names, places, days, months, holidays, Charles, Montréal, Monday, July,
languages and nationalities Halloween, Italian
Abstract Feelings, activities, qualities and concepts joy, skiing, beauty, courage
Collective More than one person or thing couple, team
Spelling Rules: Plural Nouns

Noun Rule Example
Grammar
Game
Most nouns Add s. days, houses, songs Work with a partner.
(day, house, song) Your teacher will
give you a noun. In
Nouns ending with consonant + y Drop the y babies, countries
one minute, see how
(baby, country) and add ies. many other nouns
Nouns ending with ch, o, s, sh or x Add es. lunches, potatoes, you can think of that
relate to it. Example:
(lunch, potato, kiss, bush, box) kisses, bushes, boxes
snow skiing, winter,
Most nouns ending with f or fe Change f selves, wives shovel, ice, etc. The
or fe to ves. team with the most
(self, wife)
words in each round
Exceptions: chief, roof chiefs, roofs gets a point.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and fifty-three 153
SENTENCE BUILDERS Name: Date: Group:
Exceptions
Some nouns change their form in the plural. children, crises, feet, people, women
(child, crisis, foot, person, woman)
Some nouns do not change in the plural. fish, moose, sheep, tuna
(fish, moose, sheep, tuna)
Some nouns are always plural. clothes, congratulations, glasses, pants,
(clothes, congratulations, glasses, pants, pyjamas) pyjamas
Some nouns cannot be plural. No plural
(applause, equipment, snow)
1. Complete the crossword puzzle with the plural forms of the following nouns. Use a
dictionary for help.
Down
Across 2. city
1. mouse 2 3. business
4. party 1 3 5. wolf
6. holiday 7. fox
8. knife 11. chill
9. brush 12. salmon
5 4
10. cross
7
13. life
14. elf 6
15. tomato
11 12 9
10
13
14
15
154 one hundred and fifty-four Nouns Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Countable Nouns Uncountable Nouns

Name things we can count Name things we cannot count Some nouns
candy, girl, zebra silver, snow, assistance, fun can be both
countable and
Take a number or a/an in front Cannot take a number or a/an in front
uncountable,
two teens, an obstacle, a dog milk, rain, advice depending on
Have a plural form Do not have a plural form their meaning.
two cats, three boxes money, information, homework I found a hair
in my soup.
Take plural verbs when used Always take a singular verb (countable)
in the plural Her hair is red.
Dogs are fun. Time is short. (uncountable)
Are often preceded by words like Are preceded by (too) much, a little
a couple/pair of, a few, (too) many
She has many friends. They have too much work.
2. Indicate with an X whether each noun is countable or uncountable. Then indicate what
type of noun it is (common, proper, abstract or collective).
Noun Count Type

Countable Uncountable Common Proper Abstract Collective
1. happiness
2. city
3. teenager
4. Hawaii
5. gang
6. fatigue
7. jeans
8. crowd
9. shoe
10. Monday
11. homework
12. hair
13. herd
14. news
15. sheep
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and fifty-five 155
Possessive Form
Noun Rule Example Use the
Singular nouns Add an apostrophe + s (’s) the dog’s bone, Mathias’s possessive to
to the end. dad, Melissa’s book, show that an
object belongs,
the boss’s car
or is related,
Plural nouns that Add an apostrophe + s (’s) the men’s room, to someone
do not end with s to the end. the people’s rights or something.
Plural nouns that Add an apostrophe the kids’ game,

end with s to the end. the students’ desks
Inanimate objects Use of. the possessive form
of a noun
3. Match the owners and their possessions. Write sentences using the possessive form.
Owners Possession
Thomas The horses nest house
Francois The men legs bicycle
The bird Jennifer hats dog
The children The Laytons chair basketball team
1. Thomas’s dog is funny.

2.
3.
4.
5.
6.
7.
8.
Writ e t
Write about three of your favourite things and three of a classmate’s favourite things.
156 one hundred and fifty-six Nouns Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Articles and Quantifiers

GRAMMAR CH CK
Limerick Read the limerick.
Circle the articles.
There once was a student who found
Look at the chart
An English book dropped on the ground below if you need
help.
He learned a new phrase
That he repeated for days
Because of the wonderful sound.
Articles introduce a known or unknown person or thing.
Articles
Type Rule Example
Indefinite: Use a or an with a singular countable She has a sister.
a and an noun to refer to an unspecified person I have brothers.
or thing.
Plural nouns do not take indefinite He flew an airplane to Cuba.
articles. He flies airplanes every day.
Use a before consonants a rat, a university, a hat
or consonant sounds.
Use an before vowels or a silent h. an egg, an onion, an hour
Definite: Use the with a singular or plural noun There is a hamburger on the counter.
the to refer to a specific person or thing. The hamburger smells delicious.
There is a girl in the kitchen.
The girl’s name is Beatrice.
1. The following sentences contain errors in the use of articles. Correct the errors.
an
1. I visited the California last winter. I took a airplane to get there.
2. My favourite food is the sushi.
3. There is the dog outside. A dog is barking at my cat!
4. I am looking for new hobby. I want to try the snowboarding.
5. My uncle sailed across an Atlantic ocean.
6. We got a lot of the snow last winter.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and fifty-seven 157
Quantifiers specify the quantity or amount of something.
Quantifiers
Used With Used With Used With Both Countable
Countable Nouns Uncountable Nouns and Uncountable Nouns
Quantifier (too) many, a few (too) much, a little some, any, enough
Example I have many friends. There is too much I have some tickets for the
She made a few work. game. Do you have any money?
errors in her exam. He has a little I don’t have enough time to go.
trouble in math.
2. Complete the sentences with much or many.

T alk b ack
1. How much money do you have? Find a picture in this
book that represents a
2. How people do you know? noun. Challenge your
partner to use the noun
3. Joel always has too excuses. in a sentence with
a quantifier.
4. There are reasons to get a job. Example: A: teenagers
B: Some teenagers are
5. Sometimes I think I have too responsibility. texting their friends.
6. He doesn’t have friends.
7. Sometimes my sister doesn’t have patience.
8. How days until vacation?
3. Complete the dialogue with some or any.
Andrew: I don’t have any 1

money. Do you have 2
cash?
Brianna: I will get 3
at the bank.
Andrew: I don’t think there are 4
banks around here. Any is used with
negative verbs and
Brianna: Then how are we going to buy 5
food? with questions.
Andrew: I don’t know. But I have 6
granola bars in my bag. We don’t have
Brianna: Do you have 7
peanut ones? any pencils.
Do you have
Andrew: Yes, I have 8
. any paint?
158 one hundred and fifty-eight Articles and Quantifiers Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
4. Complete the text with a little or a few.
Dear Diary,
I had a little trouble with the math test today.
1 2
friends were studying
4
at lunch, so I joined them.
3
things they said confused me. I had
time to review my notes but it wasn’t enough. I’m sure I made quite
5
errors.
I hope the teacher shows me

6
sympathy when she corrects it.
GRAMMAR MiX Articles and Quantifiers

Circle the correct article or quantifier to complete the sentences. Underline the nouns.
Write C above countable nouns and U above uncountable nouns.
u
Hey Joss,
1
I’m writing about a / the band.
2
I know we have any / some problems, but not so much / many 3 problems that
4 5
we can’t solve them. I think if you have a few / a little patience and a / the
more open attitude, you will see that we aren’t so bad. The rst problem is that
6
we didn’t have many / enough time to practice, but now we are planning
7
more rehearsals. We also don’t have enough / any music. I am working on
8 9
some / a little more songs. They will be ready in a little / a few days.
10
I also decided to take some / enough singing lessons. I’m sure that with
11 12 13
a few/a little more work, a/the band can rock! We are a / an original group
14 15
with an/the only original playlist in the school. I think it is worth an / the
16
effort! Do you have enough/any time next week to get together?
Alice
P.S. Do you know some / any 17 good drummers? I’m looking for a / the 18
new one.
Send
Writ e t
Write a diary entry on a separate piece of paper with nouns from the word box. Circle the
articles and quantifiers you use.
excitement • free time • friends • fun • hobbies • homework

job • money • parents • parties • responsibilities • school • stress
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and fifty-nine 159
Pronouns, Possessives
and Demonstratives
GRAMMAR CH CK S! CRA-Z Radio Bulletin NEW
NEW S!
Read the news
bulletin. “Attention! Attention! This is a special news bulletin. A man is
barricaded inside the post office. It is surrounded by police. People
Highlight the
pronouns and pos- say he became angry when the clerk asked him if he wanted to mail
sessive adjectives. a letter. They say he covered himself with postage stamps and locked
Look at the chart the clerk in her office. Customers said he told them to leave before
below if you need he locked the door behind them. The police department asks you to
help. keep yourself at a distance for the rest of the day. Continue listening
How many pro- for all your updates on the situation.”
nouns and posses-
sive adjectives did
you find?
Use pronouns to replace nouns. Possessive adjectives are pronouns that function as adjectives.
Types of Pronouns
Subject Object Possessive Possessive Reflexive
Pronouns Pronouns Adjectives Pronouns Pronouns
He is a guitarist. Joe called me. That is my dog. The dog is mine. He hurt himself.
I me my mine myself
You you your yours yourself
He him his his himself
She her her hers herself
It it its – itself
We us our ours ourselves
You you your yours yourselves
They them their theirs themselves
160 one hundred and sixty Pronouns, Possessives and Demonstratives Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
1. Write S above subjects and O above objects. Then, rewrite the sentences and replace
the underlined words with pronouns.
O
1. Could you give Mae and Leah some money?
Could you give them some money?
2. Mike and Chemir will be absent tomorrow.
3. Jenny and I invited Tom to the party.
4. Josh will help you and me.
5. The girls asked Sue for help.
6. Dale and Leo called you and Liza last night.
7. Max and I saw Lady Gaga in concert.
8. If you and Scott join the team, the team will be stronger.
2. Complete the texts with possessive adjectives. If you need help, refer to the chart
on page 160.
1. Julie says that her father wants to come on the class trip. I want
father to come because he is less strict. I thought about Rory’s parents, but he says
mom is away that weekend at annual yoga retreat.
2. I lost smart phone. I called brother and he says it might be in

car. He’s at girlfriend’s house right now so I have to wait.
3. Maika says that brother is really annoying. All he does is play video
games all day with the volume really loud, so she can’t even hear music.
4. dog is so busy chewing bone it didn’t even see

neighbour’s cat stealing food!
5. We can’t have parties at house because brother’s friends started

a fire in dad’s shed.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and sixty-one 161
3. Write the reflexive pronoun that corresponds to each subject.
1. Freddie himself 5. a car

2. Alex and Jade 6. I
3. you 7. your brother and I
4. your mother 8. you and Robin
4. Circle the correct object or reflexive pronoun to complete each sentence.
1. Yann told me / myself to find you.

2. I was snowboarding and hurt me / myself .
3. A man crashed into me / myself .
4. You can make you / yourselves some sandwiches after the game.
5. The old man was talking to him / himself .
6. Lizzie made her / herself soup when she was sick.
7. My sister hit her / herself on the forehead.
8. He lost me / myself with his complicated explanations.
9. We lost us / ourselves in the movie.
10. They were arguing amongst them / themselves .
5. Complete each sentence with the correct subject and object pronouns and possessives.
1. I, me, my, mine I am Simon. This is dog. The dog

is .
2. we, us, our, ours lost cat. This one can’t be

because it’s too small.
3. they, them, their, theirs don’t think this is because

cat is bigger.
4. you, your, yours say this coat is , but I thought

coat was blue.
5. she, her, hers found coat. It’s definitely .

wallet is in it.
6. you, your, yours I asked if this was , but bag

has name on it.
162 one hundred and sixty-two Pronouns, Possessives and Demonstratives Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Use an indefinite pronoun to refer to a person, place or thing that is not specific.
Indefinite Pronouns
Pronoun Meaning Example
everybody/everyone all Everybody fell asleep during
the movie.
everything He bought everything we wanted.
everywhere He looked everywhere for you.
someone/somebody unknown or Someone broke the vase.
something unimportant He needs something to do. Do not use
somewhere I left my books somewhere. no-pronouns
with negative
anybody/anyone practically every Anybody can do that! verbs. They
person or thing, are already
anything I’ll eat anything for lunch. negative.
or no particular one;
anywhere I can’t find my coat anywhere. Incorrect:
any becomes negative
I didn’t do
when used with She doesn’t want anybody nothing wrong.
a negative verb to help her. Correct:
I did nothing
wrong.
nobody/no one negative Nobody came to my party.
nothing I have nothing to say.
nowhere I went nowhere on my vacation.
6. Circle the correct indefinite pronoun to complete each sentence.
1. Somebody / Anybody stole my pencil! I looked somewhere / everywhere for it.

Does somebody / anybody know who took it?
2. Is everybody / anybody going shopping this weekend? I have to buy something /

anything for my mom’s birthday. If nobody / anybody is going, I will go by myself.
3. Everybody/nobody was going to come over to my house yesterday.
We were going to do everything/something fun but anyone / no one came.
4. Everything / Something strange happened last night. I heard a noise downstairs,
but when I looked, I didn’t see nothing / anything . Then suddenly,
no one / someone called my name.
5. Sometimes I feel as though anybody/nobody listens when I talk. Is anyone /
someone listening?
6. Everywhere / Somewhere I look, no one / someone is trying to sell me something.
I don’t need anything / nothing !
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and sixty-three 163
Use a demonstrative to draw attention to a person, creature or thing. It agrees with

the noun.
Demonstratives
Near Far
Singular this that
Plural these those
Adjectives We can use this /that and these /those as adjectives.

This /That house is mine. These /those kids are annoying.
Pronouns We can use this /that and these /those as pronouns to replace a noun
and a demonstrative adjective.
This /That was boring. These /those are my friends. [On the telephone] This is Melissa.
7. Complete the conversations with this, that, these or those.
A: Hello, this is the Lucky Pet Animal Shelter.

B: Hello. is Peter Samson. I’m calling about black poodle
I saw on your website yesterday. Do you still have it?
A: Yes, is your lucky day. is great little dog. T alk b ack
Work with a classmate.
Student A names
A: Where did you get new shoes? another classmate
and an object in the
B: I got them at new store. class. Student B makes
up a sentence about
A: are cool shoes! I love the colour. them using pronouns,
possessives and/or
demonstratives.
A: I see Sandra
A: are the potatoes you have to peel. and I see a chair.
B: All potatoes! But there are so many! B: That is not her chair,
it’s mine. I see David
A: is why we pay you! Get busy! and I see a book.
B: job is terrible. A: That is his book and
he keeps it for himself.
I see . . .
A: Hey, Louis. is my friend, Alex. Alex, is Louis.

B: Nice to meet you. are my friends, Jose and Luke.
A: Hi, guys.
164 one hundred and sixty-four Pronouns, Possessives and Demonstratives Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
GRAMMAR MiX Pronouns, Possessives and Demonstratives
Complete the text with pronouns, possessives and demonstratives from the word box.
You will use some words more than once.
anybody • her • herself • my • she • someone • that • this • those • us
This 1
text is about 2
fun I know: 3
friend,
Jessie. Because 4
parents work a lot, 5
basically has
to take care of 6
. Not only that, but 7
often cares for
8
little brother and sister. 9
even has a part-time job.
10
works as a dishwasher at 11
cool little Italian
restaurant. 12
is how she pays for 13
favourite hobby:
snowboarding. 14
still has time for 15
friends, though
usually 16
sees 17
only on the ski hill.
18
does cool moves on her board. 19
’s
the one who always tells 20
crazy stories
that make 21
all laugh. To top it all off,
22
’s a good student and the teachers
all really like 23
. If there’s 24
I know who is fun and successful, it’s Jessie!
Writ e t
Write a text about someone you know who is fun to be with. Circle the pronouns, possessives
and demonstratives that you use.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and sixty-five 165
Adjectives
GRAMMAR CH CK
Read the
advertisement.
Circle the
adjectives.
Look at the chart
below if you need
help.
Use adjectives to add information and descriptions about people, places or things.
Adjectives usually precede nouns but follow verbs like be, become, seem and get.
Nils is a fast runner. Nils is fast.
Order of Adjectives
Adjectives
Quantity Size Description Age Shape Colour Origin never take a
plural form
a few small pretty antique round blue Albertan
in English.
four big unusual old triangular mauve Italian
several tiny dark teenage flat yellow Québécois fat cat
fat cats
Use commas to separate multiple adjectives. It is not necessary to put a comma

after numbers or between the last two adjectives.
eight small, hairy Tasmanian devils
1. Place the words in the correct order and use them in a sentence.
1. puppies/cute/tiny/four
The four tiny, cute puppies stayed close to their mother.
2. apples/juicy/red/big/several
3. tennis players/blond/tall/talented/Swedish
166 one hundred and sixty-six Adjectives Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
4. night/rainy/dark/cold
5. woman/Asian/elegant/older/tiny
6. table/decorative/antique/small
2. Write sentences about the people and things below, using the adjectives. Use at least
two adjectives in each sentence. Add your own adjectives if you wish.
People and Things Adjectives

best friend car arrogant charming colourful comfortable
clown house crazy dependable embarrassed expensive
lollipop mayor fast foolish frightening hilarious
movie star show huge idiotic lively loud
sunset worm magnificient proud romantic shiny
slimy smart sticky tiny
1. The fast car was very expensive.

2.
3.
4.
5.
6.
7.
8.
9.
10.
Grammar Game
The Opposites Game
Play against a classmate. Make
a list of ten adjectives. Take turns
saying one of the adjectives. Your
partner has to give an adjective
that has the opposite meaning.
Dictionaries are allowed!
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and sixty-seven 167
Adjectives : -ed or -ing

Adjectives ending with -ed Adjectives ending with -ing
Describes a feeling Describes a characteristic
I am interested in this new book. The book is interesting.
They are bored in biology class. The class is so boring!
The fans were excited at the hockey game. The game was really exciting.
3. Circle the correct adjective to complete the sentences.
1. I really didn’t like that movie. It was so bored / boring !

2. My brother is easily bored / boring. It’s difficult to hold his interest.
3. My little sister drives me crazy. She is so annoyed / annoying .
4. Bungee jumping is definitely excited / exciting .
5. I was horrified / horrifying when I found out about the accident.
6. That teacher tells great jokes. She’s really amused / amusing .
7. Were you as discouraged / discouraging as I was by that math test?
8. My parents were very irritated / irritating when I got home so late.
9. The way my uncle survived cancer is really inspired / inspiring .
10. Etienne was in a terrible overwhelmed / overwhelming situation.
Use comparatives to compare two things. Use superlatives compare more than two things.
If two things are equal, use as + adjective + as.
My cat is as big as your dog. Your bike isn’t as big as my scooter.
Comparatives and Superlatives

Comparatives Superlatives
One-syllable Add er + than. Add est and place the before
adjectives the adjective.
small smaller than small the smallest
Will is smaller than you. Will is the smallest guy on the team.
One-syllable Double the final consonant Double the final consonant and add
adjectives and add er + than. est. Place the before the adjective.
ending with big bigger than big the biggest
one vowel and My cat is bigger than your dog. This is the biggest cat in the world.
a consonant
168 one hundred and sixty-eight Adjectives Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Two-syllable Change the y to i and add er + than. Change the y to i and add est.
adjectives Place the before the adjective.
ending in y lazy lazier than lazy the laziest
You are lazier than I am. You are the laziest person I know.
Most other Add more or less before the adjective Add the most or the least before
adjectives with + than. the adjective.
two or more The movie was more/less interesting That was the most/least interesting
syllables than we expected. movie of the year.
Irregular: worse than, better than, more fun the worst, the best, the most fun,
bad, good, than, farther/further than the farthest/furthest
fun, far The book was better than the movie. It was the best book of the series.
We can also use adverbs as comparatives and superlatives.

I eat as slowly as you. I eat more slowly than you. I eat the most slowly in my family.
about adverbs.
Go to Grammar Section page 172 for more information
4. Complete the chart with comparative and superlative forms.
Equal Comparative Comparative Superlative

1. as smart as smarter than the smartest
2. busier than
3. the most happy
4. as nice as
5. brighter than
6. as fat as
7. the most obscure
8. as dark as
9. more useful than
10. the prettiest
5. Complete each sentence with a comparative or a superlative.
I really don’t like soccer. It’s my least 1

favourite
T alk b ack
Giving Compliments
sport, probably because I don’t understand it. I was always Work with a classmate.
the 2
player on my soccer team. On Take turns giving each
other compliments
the other hand, the 3
sport for me is using comparatives and
superlatives. Examples:
tennis. I find it 4
exciting than soccer and That is the most beautiful
5
complicated. picture in the world. You are
funnier than the teacher.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and sixty-nine 169
6. Think of a person in each category and write down his or her name. Then write
the names on the numbered lines in the text below. Complete the text with equal
comparatives: as . . . as . . .
Category Person’s Name Category Person’s Name

1. a comedian Jim Carrey 5. a millionaire
2. an actor 6. a hockey player
3. a genius 7. a chef
4. a world leader
My “Amazing” Older Brother
My brother thinks that he is really the best at everything. First of all, he thinks he is
(funny) as funny as 1 Jim Carrey
. I think his jokes are awful.
I heard him say recently that he thinks he is (good looking) 2
. Really! That’s not everything. He says his teachers say he is

(brilliant) 3
. Someday he plans to be
(powerful) 4
. Obviously, he plans
to be (rich) 5
. Then there’s hockey!
He says he is (good) 6
. Finally, he
even thinks he’s a great chef. He believes he is (talented) 7
. Oh well. If he does ever learn to cook, he’d better invite

me over to his big house!
7. Write sentences with the prompts and the comparative adjectives in the word bank.
boring • cold • dangerous • delicious • exciting • fun

• hard • healthy • interesting • loud • warm
1. summer – winter Summer is warmer than winter.
2. bowling – football
3. working – playing
4. yelling – talking
5. skydiving – watching TV
6. dogs – cats
7. hamburgers – tofu
8. Canada – Mexico
170 one hundred and seventy Adjectives Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
8. Answer each question with a complete sentence.
1. Which is the coldest month in Québec?

January is the coldest month.
2. What is the biggest mammal?
3. What is your least favourite food?
4. What is the best day of the week?
5. Who is the youngest in your family?
6. What is your most interesting class this year?
7. Who is the loudest person in your class?
8. What is the most useful book in the library?
Writ e t
What is more important to you, having a lot of money or having a lot of friends?
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and seventy-one 171
Adverbs
GRAMMAR CH CK
Read the riddle. Figure it Out
Circle the adverbs.
One very cold winter’s day a boy and his father were driving fast
Look at the chart
below if you need on an icy road. The car suddenly skidded on the ice and crashed
help. into a tree. An ambulance arrived quickly and took the boy and his
father to the hospital. They were barely alive. Soon a doctor came
into the room to see the boy, and cried loudly, “My son! My son!
I never thought this could happen!”
Who was the doctor?
Adverbs add information to sentences about when, how often, where or how things happen.
They modify verbs, adjectives or other adverbs.
You learn quickly.
The car is exteremely shiny.
The students listen very carefully.
Adverbs of Manner
Adverbs of manner describe how something happens.
The adverbial
We usually place them after the main verb.
form of good is well.
You sang beautifully. You skate well.
Sebastian Vettel drives fast.
Forming Adverbs from Adjectives

Adjective Rule Adverb
Most adjectives Add ly. sadly, unfortunately,
(sad, unfortunate, wonderful) wonderfully
Adjectives ending with ble Drop the e disagreeably, terribly
(disagreeable, terrible) and add ly.
Adjectives ending with y Change the y busily, crazily
(busy, crazy) to i and add ly.
Some adverbs are the same as adjectives. Do not change. fast, straight
(fast, straight)
172 one hundred and seventy-two Adverbs Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
1. Circle the adjective in each sentence. Then, complete the sentences with the adverbial form.
1. You are a wonderful saxophone player. You played wonderfully !
2. The ski hill was smooth. I skied down the hill.
3. My father is very stern. He spoke to me very when I arrived.
4. Amir’s gift was very thoughtful. Amir brought a gift.
5. His disappearance was mysterious. He disappeared.
6. The greedy kids ate all the cookies. The kids

ate all the cookies.
7. That was a terrible movie. The movie was bad.
8. We were hungry. We ate the rest of the lasagna .
9. Her injuries were fatal. She was injured.
10. My answers were honest. I answered your questions .
2. Reorder the words to create sentences.
1. ran Jim store quickly the to

Jim ran quickly to the store.
Grammar
Game
2. anxiously watch Tara her at looked Find a partner
and play against
another team of
two. Make a list of
3. locker my busily was cleaning I verbs and adverbs.
Show a verb and
an adverb to one
of the classmates
4. well brother my school at behaved
on the other team.
The student must
act these words out.
5. gracefully deer over ravine the the jumped If his or her partner
can guess the two
words, the team
gets one point.
6. its for the tiger fiercely fought life Example: run angrily.
Take turns. Count
the points and see
which team wins!
7. exercise I patiently am this finishing
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and seventy-three 173
Adverbs of Time
Adverbs of time describe when something happens.
now, soon, later, today, tomorrow, tonight, yesterday, finally, eventually, next/last week, next/last month
We usually place them at the beginning or end of a sentence.

Now I have to leave.
We will get home soon.
Adverbs of Frequency
Adverbs of frequency describe how often something happens.
always, once, twice, often, usually, regularly, sometimes, occasionally, rarely, hardly ever, never
We usually place them before the main verb.

I always do my homework.
3. Choose the most logical adverbs to complete the sentences.
1. (tomorrow, yesterday, once, hardly ever) Yesterday I went

to a fantastic concert. I am busy with sports and my job every weekend,
so I have the chance to go out.
2. (eventually, last week, never, always) Jeff is late, but he

should arrive .
3. (finally, later, last weekend, next weekend) Can you call me ?

We need to make plans for the party .
4. (eventually, sometimes, now, soon) You need to leave

because my parents will arrive !
5. (often, rarely, last night, tomorrow) I clean my bedroom,

so I will have to spend all day cleaning it up!
6. (occasionally, sometimes, always, never) Ralph drives me

crazy. I want to see him again!
7. (always, rarely, often, once) I eat meat because

I got food poisoning from a bad hot dog.
8. (today, twice, next week, hardly ever) Cindy contacts me,

but she called me .
174 one hundred and seventy-four Adverbs Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Adverbs of Degree
Adverbs of degree describe the intensity or degree to which something happens.
hardl y, barel y, somewhat, reall y, very, almost, totall y, extremel y, enormousl y, incredibl y,
nearl y, enough
We usually place them before the verb, adjective or adverb they modify.
I really enjoyed the movie.
We barely finished the work on time.
4. Use the prompts and adverbs to write sentences.
1. complicated situation – really

2. funny joke – enormously
3. out of control – totally
4. selfish – incredibly
5. time to clean the house – barely
6. help my dad – sometimes
7. bad idea – very
8. finished my homework – almost
9. didn’t work hard – enough
10. an impossible jump – simply
Writ e t
Write about a pleasant or unpleasant situation you experienced. Use as many adverbs as you
can. Circle them.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and seventy-five 175
GRAMMAR MiX Adjectives and Adverbs
A. Read the text below. Write Adj above the adjectives and Adv above the adverbs.
Adv Adj
The exam was fairly easy, but when Danielle did not think seriously about what she was
doing. She stared dreamily at the teacher, who was correcting a huge pile of papers.
The other students worked quietly. In the total silence of the brightly lit room,
Danielle imagined that she could hear their rapid thoughts as they
concentrated intently on forming their answers. Danielle had
a vivid imagination and she began to believe that she could
really hear their answers. She began to answer some
of the easy questions and then she began to
concentrate on completing the exam properly.
B. Look at the underlined adjectives and adverbs in the message below. Strike out each one
that is incorrect and write the correct word above it.
Joss says:
Alice,
totally
That was a total coolly band practice we had tomorrow. It was surprising. When
I arrived, the new drummer was playing so loud I was a bit worrying. I asked
calmly if he could play more quiet. He looked at me suspicious, and said rudely
that he would play less loud if the guitar player turned down his amplifier. The
guitar player gave him a real dirty look but he did it, reluctantly. When we finally all
started playing together it sounded reasonable goodly. You didn’t sing near as bad
as last time so maybe there is hope for this terribly band! I don’t think we practise
often enoughly. Maybe we can practise intensive next week.

Joss
Send
176 one hundred and seventy-six Adverbs Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Prepositions
GRAMMAR CH CK
Instructions to the movers
Read the note.
When you arrive at the new house: Circle the
– Put the couch beside the door under the big window. prepositions.
– Put the cushions on the couch. Look at the theory
– Put the long table in front of the couch. below if you need
– Put the bookcase between the couch and the door. help.
– Don’t block the door—we have to be able to get outside.
– The two chairs go beside the fireplace.
– The red one goes on the left, the beige one goes on the right.
– Hang the big picture over the fireplace.
– Put the books in the bookcase.
– After you get back to your office, call me.
I’ll be home at 3:00 p.m. Thanks.
Prepositions of Place
Prepositions of place indicate the relative position of people, places and things.
Common prepositions of place Include beside, next to, over, above, on top of,
on top, behind, under/below, on the bottom/the top, on/to the left/right, between.
1. Indicate with a checkmark ( ) if the following statements are true or false.
True False
1. The apple is on top of the books.
2. The pencils are in front of the apple.
3. The board is beside the globe.
4. The globe is behind the books.
5. The books are in between the notebook.
6. The notebook is under the apple.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and seventy-seven 177
2. Look at the picture below. Use the prepositions provided and write sentences about
the positions of the people in the picture.
Randy
Assad
Fred
Karen Natalie
1. in front of Natalie and Karen are in front of Randy.
2. to the left of
3. to the right of
4. beside
5. between
6. behind
3. Look at the picture below. Complete the description with words or phrases from
the word box. You will use some more than once.
above • behind • below/under • between • in front of • on

on the bottom • on the left/right • on the middle • on top of
The plant is on the left 1

. Grammar Game
The yellow pig is 2
. In your notebook, draw
some empty shelves then
There is a bowl 3
draw objects on them.
the yellow pig. It is 4 Describe what is on your
shelves to a classmate.
the picture and the basket. There is another
(Don’t show them.) She
pig 5
shelf or he must draw what
6
the left. This pig you describe. When
you’re finished the
is 7
a book. There description, compare
are two piles of books 8
, the pictures to see how
you did. Use prepositions!
on the left shelf. They are
9
the pig. There is a
picture 10
the basket
11
right shelf.
178 one hundred and seventy-eight Prepositions Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Prepositions of Direction
Prepositions of direction indicate where someone or something is moving.
Common prepositions of direction Include through, from, away, in, inside, outside,
at, onto, over, across, to/toward, up, down.
To, In or At?
Preposition Indicates Example
to Movement toward a destination I am going to work.
We walk to school.
in Being in a place with boundaries: in a He is in Moncton.
country, a town, a room, a forest, etc. She is in her bedroom.
at Being inside or around a destination: We are at the clinic.
at work, at the station, at the lake, They are at the beach.
at a restaurant
4. Choose the correct prepositions to complete the text.
Bad Dream
I am walking toward /at 1 the school. Now I am at /inside 2

school. I am in /into 3 my English class, sitting at /on 4 my desk.
My teacher walks over /through 5 to /at 6 me to answer

my question, but I can’t remember what it was. She writes
hundreds of words over/ on 7 the blackboard. The principal,
but not the usual principal, comes out/ through 8 the door.
He looks at /to 9 me menacingly and goes from/ away 10
after talking to /at 11 the teacher. When the bell rings, I go
at/ to 12 my locker. I look inside /outside 13 my lunchbox and
see my favourite sandwich, but when I look at /to 14 it again
it is filled with worms. I look over /through 15 everybody’s
head and see my friend coming across /over 16 the floor to
meet me, but when he arrives it’s really the strange principal
again. I jump up /down 17 and I run through /over 18 the
crowd and go away/ outside 19 into /onto 20 the courtyard,
but suddenly I am falling through/from 21 the air . . . then
I wake up!
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and seventy-nine 179
5. Complete the message with to, in or at.
Hey Jenn! Guess what?

I’m nally in 1
Trinidad. We arrived
2
the airport last night and went
3
our hotel. We are staying 4
a large room with a balcony that overlooks the

beach. We had breakfast 5
the hotel
restaurant. I bought this postcard 6
the gift shop and now I’m sitting 7
Jennifer Beare
the beach writing to you! Mom is still 8
376 Drury Lane
bed—she doesn’t feel well. Later, we might go Summerside, P.E.I.
9
town to explore a little bit if she’s better. C1N 1H7
Wish you were here! Alexis
Prepositions of Time
Prepositions of time indicate the time, date or duration or an event.
Preposition Indicates Example

at At a specific time I go to work at 10:00 a.m.
At a specific age I stay up late at night.
He could read at four years old.
on On a specific day or date Her birthday is on July 18.
I work on weekends.
in Part of day (in the morning, We get up early in the afternoon.
afternoon or evening, in a month My birthday is in July.
or season)
by A deadline (by a certain time) You must leave by noon.
from . . . to From one time to another time I was absent from Monday to Thursday.
before Preceding something I meditate before my exams.
after Following something We relax after our exams.
during At the same time as something He slept during the movie.
for Quantity of time We studied for three hours.
180 one hundred and eighty Prepositions Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
6. Write sentences about Liz’s day using prepositions of time.
1. at Liz will work out at the gym at 8:30 a.m.
2. to
3. from
4. on
5. before
6. after
7. in
8. for
7. Complete the advice with prepositions from the word bank. You will use some words
more than once.
after • at • before • behind • beside • from • in

• into • on • on top of • over • through • to
Advice From Mom

Go to 1
all your classes. Wash your hair 8
time
9
time.
Don’t walk 2
the park
at night. Don’t talk 10
strangers.
Brush your teeth 3

Call your grandmother 11
every meal. her birthday.
Don’t get 4
trouble. Don’t get 12
in your
homework.
Don’t sit 5
troublemakers.
Do your laundry 13
Go to bed 6
a reasonable weekends.
hour.
Stay 14
your
Think 7
you speak. responsibilities.
Writ e t
Write eight sentences about your daily schedule on a separate piece of paper. Use prepositions
of place, direction, and time. Circle the prepositions you use.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and eighty-one 181
Conjunctions
GRAMMAR CH CK
Read the note.
Circle the
conjunctions.
Look at the chart
below if you need
help.
Conjunctions connect two words, phrases or sentences.

They have different functions.
Conjunction Function Example The form

and To add He loves hockey and soccer. of the verb with
information either/neither
also He also likes tennis. . . . or depends
besides Besides being athletic, he’s also on the subject
a great musician. closer to the
verb: Either
but, except To show I love hockey but I prefer soccer. Jenny or the
contrast All the students except Julia enjoyed boys know
the movie. where to go.
because, if, so To give I can’t play tonight because I am hurt. Either the boys
a reason Tell me if you have a match this or Jenny knows
or cause weekend. where to go.
Tell me when you play so I can come
to the match.
or To indicate Do you prefer hockey or soccer?
either . . . or a choice Either Jon or Jay can replace me.
(affirmative)
neither . . . nor Neither Tim nor Tom is available.
(negative)
182 one hundred and eighty-two Conjunctions Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
1. Complete the sentences with and, also, besides, but or except.
My Brother
We all enjoy junk food, but 1

my brother really loves it. All he wants to
eat are hotdogs 2
hamburgers. He 3
eats poutine
every chance he can. He had a doctor’s appointment last week 4
the
doctor told him he really needs to eat more vegetables. 5
improving
his diet, he 6
has to get more exercise. He says he will ride his
bike 7
play basketball, 8
he hates sports. I made
a bet with him that he won’t be able to do it. He thinks he will, 9
I know him pretty well. I’m going to win!
2. Complete the sentences with because, if, so or or.

T alk b ack
Accuse a partner
1. I can’t go out tonight because I have to work. of something
funny: Your socks
2. Jack helped me, I finished the project on time. don’t match. Your
partner has to think
3. I can arrive early you need some help. of an excuse: My
socks don’t match
4. You can ask Janie Mick for assistance. because there
was no electricity
5. the ref was late, we couldn’t start the game on time. at my house. Use
conjunctions to
6. He was late his car broke down. connect your ideas.
7. He called me I didn’t worry about him.
8. He asked me I was worried.
3. Complete the sentences with either . . . or or neither . . . nor.
1. You can bring either a salad a dessert to the party.
2. You will have to wait. the doctor the nurse is available.
3. I can invite Mike Ian, but not both.
4. It’s cold so you should bring a coat a sweater.
5. He eats meat fish. He eats only vegetables.
6. Katy Marilou wanted to help us, so I asked June.
7. I need a pen a marker to write this test.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and eighty-three 183
4. Combine the sentences into one sentence using a conjunction.
1. I was tired. I went to bed early.

I was tired so I went to bed early.
2. He quit his job. He didn’t like his boss.
3. I made a lot of money last summer. I bought a scooter.
4. He said he could leave early. I helped him finish his work.
5. She loves drawing. She loves dancing.
6. Jim didn’t bring any money. Amy didn’t bring any money.
7. I wanted to sing in the concert. My throat was sore.
Writ e t
Write sentences using the prompts and conjunctions provided.
1. Two things you like to eat (and, also)
2. Something you did and why (because)
3. Two different activities you dislike (neither . . . nor)
4. Something you will do if you have a reason (if)
5. Two things you are good at (besides)
184 one hundred and eighty-four Conjunctions Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Capitalization
Used For Example
The first word It was a dark and stormy night.
of a sentence
Proper nouns Mandy went to California last March.
(names, places, months, Yann is studying Mandarin at the Chinese
days, languages, community centre on Pine Street with Mr. Su.
nationalities)
The pronoun I Lou and I are in the same class.
Titles I just read Diary of a Wimpy Kid.
Acronyms USA, UNESCO, DVD
1. Rewrite the sentences with capital letters in the correct places.
1. last june, i moved to heney street in ottawa, ontario.
2. my french tutor, emile, is from the northwest territories.
3. we visited the glenbow museum during our trip to calgary last july.
4. the queen charlotte islands are in the pacific ocean, off the british columbia coast.
5. jessie goes to pierre ellliot trudeau elementary school.
6. you and i want to play soccer for the montréal impact someday.
7. last wednesday our teacher made us watch a movie by steven spielberg.
8. there are two german girls in my spanish class and i enjoy talking with them.
9. when annie broke her arm, she went to the st. justine children’s hospital in montréal.
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and eighty-five 185
2. Write the following titles and authors with capital letters in the correct places.
the adventures of
tom sawyer
mark tw ain
harry potter an
d the goblet of
re j.k. rowlin
g
the catcher in the rye

j.d. salinger
dr. jekyll and mr. hyde r.l. stevenson
to kill a mockingbird harper lee
the old man and the sea ernest hemingway
charles dickens
a christmas carol
f. scott tzgerald
the great gatsby
1. The Adventures of Tom Sawyer Mark Twain
2.
3.
4.
5.
6.
7.
8.
3. Circle the letters that should not be capitals and underline the letters that should
be capitals.
i never thought I would!
last Summer, In july, I jumped Off a bridge. Yes, I went

Bungee Jumping! Before then, I always thought i Would
never do something like that. The Only reason I did It is
because my Brother said I couldn’t. I Just had to prove
him Wrong! actually, he was right. I didn’t Really jump. I
was too afraid, and I told the Instructor to take the bungee
cord off. I was going to tell my brother He was right, but,
before I knew It, I slipped off the Platform and Down I
Went! promise me you won’t tell my brother.
186 one hundred and eighty-six Capitalization Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
Punctuation
Punctuation Function Example

Period • To end a sentence My name is Ruth.
• To separate initials J.D. Salinger
• To end abbreviations Hollywood Blvd.
Comma • To separate items in a list We ate six hotdogs, four hamburgers,
some onion rings and a small poutine.
• To separate phrases in a I walked, but you ran.
sentence
• To separate numbers in a date December 21, 2012
Colon • To introduce information Name: John Smith
• To introduce a list You need to bring: a coat, shoes and a lunch.
• To separate hours, minutes I ran the marathon in 3:45.
and seconds School finishes at 3:30 p.m.
Exclamation • To show surprise or emotion This tastes terrible! Yuck!
mark • To warn Leave me alone!
Question • To indicate a question What is that?
mark
Apostrophe • To show possession That is Kim’s dog.
• To indicate a missing letter in He doesn’t like me. Use a
a contraction comma
before
Quotation • To indicate dialogue “I saw the teacher,” he said. or at the
marks He said, “I met the teacher.” end of a
quotation.
1. Add commas, periods, apostrophes and colons in the correct places.
1. We bought pencils, pens , paper and glue at the store.

2. He moved to Hollywood California on July 1 2010
3. You didn’t enjoy the game but I did
4. These are the prizes a trip to Disney World a weekend in New York
or a day at a spa
5. You tried but you couldn’t finish the race
6. He didn’t finish the exam until 4 15 p.m
7. I didn’t realize there was a problem until Joe Judy and Jack arrived
8. It’s official we won’t have to take the exam
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and eighty-seven 187
2. Complete each sentence with final punctuation: a period, an exclamation mark

or a question mark.
1. Watch out! The road’s icy.

2. Do you like your job
3. This is so exciting
4. When can we go home
5. What is his problem
6. This is crazy
7. If you leave early, can I come with you
8. What you don’t know won’t hurt you
9. Who do you think you are You can’t sit on the teacher’s desk
10. I hope our team wins this game What’s the score
11. Hey Why don’t you look where you’re going
12. This is the best party I’ve ever been to
3. Add punctuation to the joke. Use quotation marks, commas, periods, exclamation marks
and a question mark.
A man walked into a store. A cute dog was sitting near

the cash desk Hello said the clerk Hello said the man Bad Joke!
That’s a cute dog Does your dog bite he asked No my
dog doesn’t bite replied the clerk So the man bent down
to pat the dog The dog bit the man’s hand really hard Hey yelled the
man angrily You said your dog didn’t bite The clerk smiled That’s not
my dog he said
A chimpanzee walked into a restaurant. He said to the waiter I m

starving I’d like a burger please The waiter was surprised but he
served the chimpanzee anyway He thought that maybe the chimpanzee
wouldn’t understand prices so he said That will be $25.00 for the
burger The chimp took out his wallet and paid The waiter was happy
Then the chimp said I would like to order another one The waiter
billed him another $25.00 Finally the waiter was curious so he said
to the chimp We don’t get a lot of chimpanzees in this restaurant
Of course you don’t replied the chimp Look at the price of your
hamburgers
188 one hundred and eighty-eight Punctuation Reproduction prohibited © Chenelière Education Inc.
Name: Date: Group:
GRAMMAR MiX CAPITALIZATION AND PUNCTUATION
Add punctuation and capital letters to the job application below.

J
joe s diner job application form
name chris st Germain date june 17 2013
address 297 mcdonald st city ottawa ontario
postal code k1z 7y3 phone number 613-555-1212
education canterbury high school grade completed 9
experience:
employer position dates
moe s coffee house dishwasher july–august 2012
ed s landscaping mowing lawns july–august 2011
why would you be a good employee
i am hard working, prompt and friendly. i am good with people. i think i would be
a good waiter for joe’s diner.
Writ e t
Write a letter to present yourself as a candidate for a job you would like to have this summer.
Use correct punctuation and capitalization.
Dear ,
Sincerely,
Reproduction prohibited © Chenelière Education Inc. Grammar Section one hundred and eighty-nine 189
Reference Section
Functional Language                     191
The Writing Process                      194

The Production Process                  196
Strategies                              198
Verb Tense Overview                     201
Question Words                         202
Question Formation                      203

Common Phrasal Verbs                   204
Common Irregular Verbs                 206
190 one hundred and ninety Reference Section Reproduction prohibited © Chenelière Education Inc.
REFERENCE SECTION
Functional Language
Identification
My name is Robert. I’m from
the Laurentians.
This is my friend, John. Hi, nice to meet you.
Greetings and Leave-Taking

Formal Informal
Hello. Hi there, how are you doing? Not bad. Pretty good.
It’s (very) nice to meet you. How’s it going? Great and you?
It was nice seeing/meeting you. What’s up? Not much. You?
Goodbye.
See you later. Have a good one!
Teamwork and Encouragement Stalling for Time and Fi

llers
Do you have a partner/group? Well, let me think about
it.
Would you like to work with me/us? Can I have a minute?
e.
Thanks, but I’m working with Philipp Hold on a second.
Can I work with you? I mean . . .
What’s your idea?
did it!
That’s a great idea! Good work. We
Discourse Markers
Beginning Middle End
• First of all, firstly, first, • Second, Third, • Finally,
• It started when . . . • Then, Next, Plus, After that, • Lastly,
• In addition, • In conclusion,
• It all began with . . .
• On the other hand, However, • To conclude,
Furthermore,
Reproduction prohibited © Chenelière Education Inc. Reference Section one hundred and ninety-one 191
REFERENCE SECTION
Advice and Feedback

Could you give me your
feedback on my draft?
I really need your opinion
.
What do you think abou
t this? Giving and Asking for Help
Do you have any sugges
tions?
Why don’t you try to use How do you write/say/spell . . . ?
another word?
You could add pictures. How would you do this?
If I were you, I would talk Could you give me a hand with this?
to the teacher. Do you want me to help you?
How can I help you?
I can help you with that.
Telephone Conversations
Hello, may I speak to Alex, please?
No, he’s not here right now.
Yes, just a moment, please.
May I take a message?
Would you like to leave a message?
Could you ask him to call me back?
Thank you. Goodbye.
Apologies and Interruptions

I’m sorry about that.
Please forgive me!
I didn’t mean to hurt your feelings.
but . . .
Excuse me, I don’t mean to interrupt
I’m sorry to interrupt but . . . Feelings, Interests, Ta
stes and Preferences
That’s alright. I like skiing but I don’t lik
e skating.
Don’t worry about it. I prefer working in team
s.
I feel frustrated when I
don’t understand.
Are you interested in tra
velling?
Would you rather write
a song or a story?
Do you prefer texting or
talking on the phone?
192 one hundred and ninety-two Reference Section Reproduction prohibited © Chenelière Education Inc.
nts,
Describing and Asking about Eve Asking for Information
Experiences, Ideas and Issues
Who is in your group?
This is about The Titanic.
What time can you meet?
It takes place on a ship.
Where can we find more information?
It was great because . . .
When is the exam?
The interesting thing was . . .
Why are you late?
The problem with that is . . .
How long did you study?
What happened next?
vie?
Can you tell me more about the mo
Agreeing and Disagree

ing / Asking for,
Giving and Supporting
Opinions
I agree. I think you’re rig
ht.
I disagree. I think you’re
wrong.
In my opinion, the song
gives a strong message
What do you think abou .
t this issue?
Are you for or against th
e decision? Goal Setting
I believe this because . .
. ss.
Based on the text . . . My goal is to contribute more in cla
For example . . . This year, I plan to use English more
often in class.
Why are you for/against .
this point? I need to work on my pronunciation
What are your argumen e
ts/reasons? By the end of the year, I will improv
my English vocabulary.
Reflecting
I was able to understand because
I took notes.
I had difficulty with the text.
I need to work on my spelling.
This strategy helped me to
understand the text.
Reproduction prohibited © Chenelière Education Inc. Reference Section one hundred and ninety-three 193
REFERENCE SECTION
The Writing Process
1. Prepare to write.
Choose your topic: Decide what you want to write about.
Reflect on your purpose: Possible reasons include: to express ideas, to give
information, to direct, to teach, to persuade, to entertain, to narrate, to describe.
Identify your audience: Possible readers include: your teacher, your classmates,
your family and friends, groups of people that are particularly interested in your
topic, the general public.
Select the appropriate text type: Possible text types include: a letter, a poem,
a story, a play, a persuasive essay, a comic strip or a news article.
Set the tone for your language: Your message should determine whether your
language should be simple or complex, formal or informal.
Plan your text: Make an outline or use a graphic organizer to arrange your ideas
in the correct order and place information where you need it.
Investigate possible resources: Think about what you will use to research your
topic. You may need to use a dictionary or the Internet, visit the library, check your
ideas with your classmates or ask your teacher for guidance.
2. Write a draft.
Write:
Include your ideas, opinions, thoughts and feelings.
Leave space to make adjustments and add new ideas.
Support your ideas with facts, examples and arguments.
Compare:
Check your outline or graphic organizer to make sure your draft follows the same
structure.
Check your instructions to make sure you are following them properly.
Check the model text, if one has been provided.
Add new ideas to your draft.
Cooperate:
Discuss your ideas with your classmates.
Modify your draft with new ideas or changes that result from your discussion.
194 one hundred and ninety-four Reference Section Reproduction prohibited © Chenelière Education Inc.
2. Revise your text.
Checklist
Clarity The message and your ideas are clear.
Organization Your text is well organized.
Language Your choice of words is appropriate.
Purpose Your text achieves your intended purpose.
Audience Your text reaches your target audience.
Feedback You considered feedback from your classmates or your teacher.
Rewriting You added, substituted, removed and rearranged ideas and

words when you reworked your draft.
4. Edit your text.

Use resources: Possible resources to use while editing include model texts,
dictionaries, a thesaurus, grammar references, your classmates and your teacher.
Get feedback: Have your classmates and teacher look at your text and make
comments and suggestions.
Use an editing checklist: Look for errors in spelling, capitalization, punctuation,
grammar and sentence structure. Check each item off your list as you do it.
Create your final copy: Correct your errors and write your final copy.
5. Publish your text (optional).

Presentation format: Consider possible formats for presenting your text before
choosing the best one for your audience.
Resources and strategies: Remember to use resources and strategies to create your
final copy and present your text.
How to reach your target audience: When you present your text, remember who your
target audience is. Think about how you will best reach them.
Self-evaluation: Reflect on the writing process and your final product. This will help
you to see how you can improve for the next time.
Reproduction prohibited © Chenelière Education Inc. Reference Section one hundred and ninety-five 195
REFERENCE SECTION
The Production Process

In the production process, you will create a media text. Some examples of media texts
are posters, videos, computer presentations, web pages and books.
1. Pre-production: Plan your media text.

Choose your topic: Decide what you want to talk about. Think about what you already
know about the topic.
Reflect on your purpose: Possible reasons include: to express ideas, to give
information, to direct, to teach, to persuade, to entertain, to narrate, to describe.
Identify your audience: Possible viewers include: your teacher, your classmates
or the general public.
Select the appropriate text type: Decide which text type will best convey your
message. Possible text types include: a poster, a brochure, a video, a radio program,
a podcast or a web page.
Set the tone for your language: Your message should determine whether your
language should be simple or complex, formal or informal.
Plan your visuals and techniques: Think about what types of images and media
techniques will best convey your message.
Decide which strategies you will use: Think about the strategies that will best
help you produce your media text, such as taking notes, using semantic mapping
or inferring.
Research possible production resources: Think about the kinds of production
resources you will need. Use an example of your text type to help you decide what
you need for production.
Investigate possible research resources: Think about what you will use to research
your topic. You may need to use a dictionary or the Internet, visit the library, check
your ideas with your classmates or ask your teacher for guidance.
Think about how to cooperate with your team: Discuss your ideas with your
classmates.
Establish the roles and responsibilities of each team member: Decide what each
team member will do to help create your media text.
Write a focus sentence for your text: For example: Our group is going to create a
commercial to convince student groups to talk about human rights in our school.
Decide whether to create a script or a storyboard for your text: Create a visual plan
of the production that includes elements such as the action shown through a series
of frames or a dialogue between two characters.
196 one hundred and ninety-six Reference Section Reproduction prohibited © Chenelière Education Inc.
2. Production: Produce your media text.
Decide how to create the text: Be sure to follow the decisions that you made in the
pre-production phase.
Choose the media conventions and techniques you will use: Think about the
elements and techniques you need to use, such as logos, images, symbols
and narration.
Check your resources: Make sure your resources are appropriate for the kind of text
you are producing. Consider feedback from your classmates or ask your teacher for
guidance.
Identify the editing techniques you will use for your text.
3. Post-production: Present and reflect on your media text.

Present your media text to your target audience. Then reflect on your media text,
using the following ideas to guide your reflection:
Audience feedback and reactions to your text: Your audience’s feedback helps you
decide if your text was effective or needs work.
Teamwork: Think about how everyone performed their assigned roles in the team.
How to improve your text: Based on the feedback you receive, discuss what you
could do to improve your media text.
Your goals for future media texts: Reflect on the production process and your final
product. This will help you to see how you can improve for the next time.
Reproduction prohibited © Chenelière Education Inc. Reference Section one hundred and ninety-seven 197
REFERENCE SECTION
Strategies for Oral Interaction (C1)
Gesture, Stall for time

Ask questions or Substitute
Recast
Ask for feedback Use gestures to clarify
Repeat back wha
about how you are t your message or words
you hear to chec
doing. If you don’t k like um when you’re not
understanding.
understand, ask sure, or use less precise
others to clarify words to describe what
what they mean. you mean.
Take risks
Experiment with Practise
new language. Look for
It is okay to opportunities
make errors! outside of class
Lower anxiety to practise
by reminding speaking
yourself that English.
you’re getting
better.
e yourself
Encourag
s
and other rts to Rephrase
ll effo Self-monitor
Support a lish. Repeat your ideas
speak in E
ng and Self-evalu
ate using different
Check and co
rrect what yo words to help
say. Pay atten u
language you
tion to any ne
w others understand.
’re using.
Develop cultural
understanding Set goals and
Communicate with objectives
English speakers to Set short-term an
d
learn more about long-term goals
to
their culture. improve your En
glish.
198 one hundred and ninety-eight Reference Section Reproduction prohibited © Chenelière Education Inc.
Strategies for Understanding Texts (C2)
Activate prio
knowledge r Focus your attention
Think abou Ask questions
t what Avoid distractions and
you already plan in advance which If your resources
know
about the s information you need cannot help you,
ubject.
to pay attention to. ask for assistance.
Take notes
Lower anxiety
Write down
Accept that
important
you will not
ideas.
understand
everything. This
is normal when
learning a new
language.
Organize
ideas visually
Skim Show the
Look over the relationships
text to get the Self-monitor between ideas.
general idea. and Self-evaluate
u’re
Pay attention to how yo
ct
doing. Check and corre Practise
on
your own work. Reflect Read and listen to
Scan .
what you’ve learned English outside th
Look for the e
classroom—from
information
cereal boxes to TV
you need.
shows.
Compare
Focus on similarities
and differences.
Infer
Make deductions
from context clues. Predict esses
a ke in te lligent gu w.
M at you kno
e d o n w h
bas
Reproduction prohibited © Chenelière Education Inc. Reference Section one hundred and ninety-nine 199
REFERENCE SECTION
Strategies for Writing Texts (C3)
ork
Plan your w
Activate prior Use the pha r
ses
knowledge go
of the writin cess.
Think about what pro
production
you already know
about the subject.
Focus your attention

Avoid distractions. Pay attention
to model texts when available. Plan
Ask questions Think about th
If your resourc e
es steps for your
cannot help yo text
u, or project. Incl
ask for assista ude
nce. all the necess
Ask others fo ary
r elements.
feedback on
your draft.
Transfer
ar
Use new gramm
points in your text
or production.
Cooperate
Work with
Self-monito others to
and Self-ev r complete
aluate your project.
Recombine Pay attentio
n to how yo
doing. Chec u’re
Put language k and corre
your own w ct
ork
or ideas together on what you . Reflect
in a new way. ’ve learned
.
200 two hundred Reference Section Reproduction prohibited © Chenelière Education Inc.
Verb Tense Overview
Verb To Be
Tense Affirmative Negative
Simple I am (’m) I am (’m) not
Present You are (’re) You are not (’re not, aren’t)
happy. sad.
He/She/It is (’s) He/She/It is not (’s not, isn’t)
We/You/They are (’re) We/You/They are not (’re not, aren’t)
Simple I was I was not (wasn’t)
Past You were You were not (weren’t)
there. here.
He/She/It was He/She/It was not (wasn’t)
We/You/They were We/You/They were not (weren’t)
Future will not
I/You/He/She/It will (’ll) I/You/He/She/It
With Will (won’t)
We/You/They be strong. We/You/They
be weak.
Future With I am (’m) I am not (’m not)
Going To You are (’re) going to You are not (’re not, aren’t) going to
He/She/It is (’s) be late. He/She/It is not (’s not, isn’t) be early.
Verb To Have
Simple I have I do not (don’t)
Present You have You do not (don’t)
an apple. have a car.
He/She/It has He/She/It does not (doesn’t)
We/You/They have We/You/They do not (don’t)
Simple II/You/He/She/It I/You/He/She/It did not (didn’t)
had fun.
Past We/You/They We/You/They have lunch.
Future will (’ll) will not
I/You/He/She/It I/You/He/She/It
With Will have (won’t) have
We/You/They We/You/They
money. a vacation.
Future With I am (’m) I am not (’m not)
going to
Going To You are (’re) You are not (’re not, aren’t) going to have
have a
He/She/It is (’s) He/She/It is not (’s not, isn’t) a headache.
plan.
Reproduction prohibited © Chenelière Education Inc. Reference Section two hundred and one 201
REFERENCE SECTION
Other Verbs
Simple Present I/You eat. I/You do not (don’t) eat.
He/She/It eats. He/She/It does not (doesn’t) eat.
We/You/They eat. We/You/They do not (don’t) eat.
Simple Past I/You/He/She/It I/You/He/She/It did not
worked.
(regular verbs) We/You/They We/You/They (didn’t) work.
Simple Past
did not
(irregular verbs) I/You/He/She/It I/You/He/She/It
spoke. (didn’t)
See list of irregular We/You/They We/You/They
speak.
verbs on page 206
Present Continuous I am not (’m not)
I am (’m)
You are not (’re not, aren’t)
You are (’re)
talking. He/She/It is not (’s not, isn’t) walking.
He/She/It is (’s)
We/You/They are not
We/You/They are (’re)
(’re not, aren’t)
Past Continuous I was I was not (wasn’t)
You were You were not (weren’t)
singing. running.
He/She/It was He/She/It was not (wasn’t)
We/You/They were We/You/They were not (weren’t)
Modals I/You/He/She/It should help. I/You/He/She/It should not (shouldn’t) help.
We/You/They would (’d) stay. We/You/They would not (wouldn’t) stay.
Question Words
Question Word To Ask About Example
Who identity of persons Who is your coach?
What* identity of things and events What do you do on weekends?
Where place Where does your mother work?
When time When are you leaving?
Why reason Why does he hate cats?
How manner, means, degree How do you do this exercise?
Which choices Which shirt do you prefer?
Whose possession Whose dog is this?
* What can also be a subject: What is his problem?
How To Ask About Example

+ Adjective/Adverb
How much quantity (uncountable nouns) How much money do I need?
How many quantity (countable nouns) How many girls are on the team?
How old age How old is your dog?
How big/tall/high/small size How small is an atom?
How long duration/length How long will this last?
How often frequency How often is he absent?
How far distance How far is the store from here?
202 two hundred and two Reference Section Reproduction prohibited © Chenelière Education Inc.
Question Formation
Verb To Be
Tense Yes/No Questions Information Questions
Simple Present Am I Where am I?
Are you Who are you?
happy?
Is she/he/it When is she/he/it at work?
Are you/we/they Why are you/we/they here?
Simple Past Was I Where was I?
Were you Who were you?
asleep?
Was she/he/it When was she/he/it in Florida?
Were you/we/they Why were you/we/they in trouble?
Future With Will Will I/you/he/she/it Where will I/you/he/she/it
sing? sing?
Will you/we/they When will you/we/they
Future With Going To Am I Where am I going to be?
Are you going to Who are you going to see?
Is he/she/it dance? When is he/she/it going to school?
Are you/we/they What are you/we/they going to do?
Other Verbs
Tense Yes/No Questions Information Questions
Simple Present Do I When do I
Do you How do you
work? run?
Does he/she/it Where does he/she/it
Do we/you/they Why do we/you/they
Simple Past Did I Why did I
(all verbs) Did you How did you
see it? see it?
Did he/she/it When did he/she/it
Did we/you/they Where did we/you/they
Present Am I Why am I
Continuous Are you When are you
dancing? dancing?
Is he/she/it How is he/she/it
Are we/you/they Where are we/you/they
Past Continuous Was I Why was I
Were you Where were you
sleeping? sleeping?
Was he/she/it When was he/she/it
Were we/you/they How were we/you/they
Modals Can I/you/he/she/it When can I/you/he/she/it
come? come?
Would we/you/they Why would we/you/they
Reproduction prohibited © Chenelière Education Inc. Reference Section two hundred and three 203
REFERENCE SECTION
Common Phrasal Verbs

A phrasal verb combines a verb with a preposition or adverb. A phrasal verb can have
a different meaning from the original verb. Some phrasal verbs take a direct object.
The object can sometimes be placed in between the two words. She asked him out.
Base Verb Phrasal Verb Meaning Example

ask out invite Lili asked Ricky out on a date.
ask
ask around inquire about She was asking around about you.
back off retreat Jay backed off when he saw that I was angry.
move backwards The car backed out of the driveway.
back out of
back or withdraw He backed out of the deal.
move backwards The truck backed up to the door.
back up or make a copy of I backed up my hard drive.
or support He backed up my version of the story.
call back return a call Lee called me back.
call call off cancel They called off the beach party because of the weather.
call on make a request The teacher called on me to answer the question.
cross out delete I crossed out my errors.
cross
cross off delete We crossed them off our guest list.
cut down reduce I need to cut down on hamburgers.
cut cut off remove He cut off his finger.
cut up cut in pieces We cut up some potatoes.
drop in arrive informally She dropped in to see us.
drop drop off deliver I dropped my sister off at the mall.
drop out quit He dropped out of school last year.
fill in complete, replace I filled in the hole. He filled in for me yesterday.
fill fill out complete Please fill out this job application.
fill up make full We need to fill the car up with gas.
find find out investigate Can you find out who she is?
have a good
get along They get along well.
relationship
get away escape The mouse got away from the cat.
get even get revenge I want to get even with my brother.
get in enter I can’t get in the house. The door is locked.
get get on/off embark/disembark I get on the bus at 7:00 a.m. I get off at 7:45 a.m.
I am getting over my last boyfriend.
get over recover from
You got over your cold.
arrive at the end, We got through our marathon. He got through the entire
get through
to finish Harry Potter series in one month.
get up rise You get up early every morning.
204 two hundred and four Reference Section Reproduction prohibited © Chenelière Education Inc.
Base Verb Phrasal Verb Meaning Example
make a gift of Joe gave away his dog.
give away
or betray You gave away the end of the film!
give
give up
abandon, quit I gave up on the exam after ten minutes.
give up on
grow grow up become an adult When will you grow up?
hand in give work to a teacher We handed in our homework.
hand hand out distribute The teacher handed out the tests.
surrender an object
hand over I handed my cell phone over to the principal.
or authority
keep on continue We have to keep on trying to understand.
keep maintain or
keep up I tried to keep up with you in the race.
persevere
look after take care of I have to look after my little sister tonight.
look over review My father looked over the contract.
raise your eyes
look I looked up and saw a bear.
look up or check for
We looked up the words in the dictionary.
information
be careful Look out for bears!
look out
look outside He looked out the window.
invent or repair She made up a big story.
make make up
a broken friendship We made up after our argument.
pass away die My grandfather passed away last year.
pass
pass out lose consciousness I passed out when I saw the ghost.
return money He paid back the money he owed me.
pay pay back
or get revenge She paid me back for forgetting her birthday.
put off delay The teacher put off the exam to next week.
put
put up with endure I put up with my little brother.
run away escape June ran away from home.
run run into meet by accident We ran into our teacher at the store.
finish a supply We ran out of milk.
run out
or go to get something I ran out to the store to buy some milk.
stay up remain awake They stayed up all night.
stay stay out remain out of the house He stayed out for three days.
stay in remain inside a house She stayed in during the storm.
take away remove My parents took away my cellphone.
take take back return I took my present back to the store.

leave (airplane) The plane took off at 1 p.m.
take off
or remove clothing Take off your shoes.
start or stop
turn on/off I turned on the television. My father turned it off.
something working
turn
increase or
turn up/down I turned up the volume. My father turned it down.
decrease volume
Reproduction prohibited © Chenelière Education Inc. Reference Section two hundred and five 205
REFERENCE SECTION
Common Irregular Verbs

Base Simple Past Base Simple Past Base Simple Past
Form Past Participle Form Past Participle Form Past Participle
awake awoke awoken hang hung hung send sent sent
be was/were been have had had set set set
beat beat beaten hear heard heard shake shook shaken
become became become hide hid hidden shine shone shone
begin began begun hit hit hit shoot shot shot
bite bit bitten hold held held shrink shrank shrunk
bleed bled bled hurt hurt hurt shut shut shut
blow blew blown keep kept kept sing sang sung
break broke broken know knew known sit sat sat
bring brought brought lay laid lain sleep slept slept
broadcast broadcast broadcast lead led led slide slid slid
build built built leave left left speak spoke spoken
burst burst burst lend lent lent speed sped sped
buy bought bought let let let spend spent spent
catch caught caught lie lay lain spit spat spat
choose chose chosen light lit lit split split split
come came come lose lost lost spread spread spread
cost cost cost make made made spring sprang sprung
cut cut cut mean meant meant stand stood stood
deal dealt dealt meet met met steal stole stolen
dig dug dug mislead misled misled stick stuck stuck
do did done mistake mistook mistaken stink stank stunk
draw drew drawn outgrow outgrew outgrown strike struck stricken
drink drank drunk overcome overcame overcome swear swore sworn
drive drove driven overhear overheard overheard sweep swept swept
eat ate eaten oversleep overslept overslept swim swam swum
fall fell fallen overthrow overthrew overthrown swing swung swung
feed fed fed pay paid paid take took taken
feel felt felt put put put teach taught taught
fight fought fought quit quit quit tell told told
find found found read read read think thought thought
fling fling flung rebuild rebuilt rebuilt throw threw thrown
fly flew flown redo redid redone understand understood understood
forbid forbade forbidden repay repaid repaid undo undid undone
forecast forecast forecast reset reset reset upset upset upset
forget forgot forgotten rewrite rewrote rewritten wake woke woken
forgive forgave forgiven ride rode ridden wear wore worn
freeze froze frozen ring rang rung weave wove woven
get got got rise rose risen weep wept wept
give gave given run ran run win won won
go went gone say said said wind wound wound
grind ground ground see saw seen withdraw withdrew withdrawn
grow grew grown sell sold sold write wrote written
206 two hundred and six Reference Section Reproduction prohibited © Chenelière Education Inc.
Sources
Unit 3 p. 37: Todd Davidson PTY LTD. • p. 38: (1) Pawel
Legend
Gaul/iStockphoto • (2) elenathewise/Istockphoto •
b: bottom l: left c: centre (3) sorendis/iStockphoto • (4) Jane norton/iStockphoto •
t: top r: right p. 39: (5) drbimages/iStockphoto • (6) sturti/iStockphoto
• (7) drbimages/iStockphoto • (8) egeeksen/iStockphoto
• (9) drbimages/iStockphoto • p. 46: samotrebizan/
Photos Shutterstock • p. 47: David H. Lewis/iStockphoto •
(background) Zachary Williams/iStockphoto • p. 48: Matthew
Cover (sound desk) Anthony Brown/iStockphoto • (spots) Benoit/Shutterstock • p. 50: David Morgan/iStockphoto •
VALIK-NOVIK/Shutterstock • (microphone) Vladimir (memos) Uyen Le/iStockphoto • (arrows) Mike McDonald /
Koletic/Shutterstock • (lm strip) Eleana/Shutterstock • Shutterstock • p. 51: Magdalena Jankowska/iStockphoto
(background) Mitar Vidakovic/Shutterstock • (photographer) • p. 52: (t) gmalandra/iStockphoto • (b) nicholas belton/
Latife Yardim-Seyrek/iStockphoto iStockphoto • p. 53: miha19750405/Shutterstock
Icons (headset) Gaby Kooijman/Shutterstock • (video Unit 4 p. 55: Image Source/maxx Images • p. 56 (t)
camera) Andrey Zyk|Dreamstime.com • (microphone) Ken ra2studio/Shutterstock • (icons) Polina Katritch/Shutterstock
Shorley/Istockphoto • (computer mouse) zts/Bigstockphoto • (b) ostill/Shutterstock • p. 57: ostill/Shutterstock • p. 58:
• (clapper) Christoph Weihs/Shutterstock • (coloured ags) gcpics/Shutterstock • p. 60: Golden Pixels LCC/Shutterstock
S-e-r-g-o|Dreamstime.com • p. 61: Iakov Filimonov/Shutterstock p. 65: Elenathewise/
iStockphoto • p. 66: RapidEye/iStockphoto • p. 68:
Unit 1 p. 1: konstantynov/Bigstockphoto • p. 2: ladendron/
(l, background) Picsve/Shutterstock • (r, background)
iStockphoto • p. 5: (A) Sergej Khakimullin/Shutterstock •
Zachary Williams/iStockphoto • p. 69: notkoo/Shutterstock •
(B) Viktor Gmyria/Shutterstock • (C) Kevin Dodge/Corbis •
p. 70: drbimages/iStockphoto
(D) Swinnerrr|Dreamstime.com • (E) Yellowj/Shutterstock
• (F) PT Images/Shutterstock • (G) Augusto Cabral/ Unit 5 p. 73: Radius Images/Punchstock • p. 74: Seamartini
Shutterstock • (H) kristian sekulic/iStockphoto • p 6: (l) graphics/Shutterstock • p. 76: (notes) sharpner/Shutterstock
stuartbur/iStockphoto • (r) Andrejs Jegorovs/Shutterstock • (Neil Young) THE CANADIAN PRESS/Chris Young • p. 77:
• (b) DUCK and the DUCK logo are registered trademarks of (Régine Chassagne, Arcade Fire) Tim Mosenfelder/TJM/
SHurTech Brands, LLC • p. 9: (girl) Rido81/Bigstockphoto Corbis • (Avril Lavigne) Brian Patterson/Corbis • p. 78: Alex
• (icons) Jiri Vaclavek/Shutterstock • p. 10: Ronen/ Mit/Shutterstock • p. 80: Tatiana Popova /Shutterstock •
Shutterstock • p. 13: Steve Granitz/Getty • p. 14: A-Digit/ p. 82: Tatiana Popova /Shutterstock • p. 84: Jason Moore/
Istockphoto • p. 15: (l) BelleMedia/Shutterstock • (r) mostafa ZUMA Press/Corbis • p. 85: Joe Giron/Corbis • p. 87:
fawzy/Shutterstock • p. 16: (l) Sebastiaan ter Burg/Creative vectorgirl/Shutterstock • p. 88: (choir) Eric Whitacre’s
Commons • (r) Joanne Green/iStockphoto • (b) Peter Virtual Choir 2.0, “Sleep” • (Eric Whitacre) © Alexander
Sobolev/Shutterstock MacNaughton
Unit 2 p. 19: Artur Marciniec/iStockphoto • p. 20: Unit 6 p. 91: Svetlana Braun/iStockphoto • p. 93: Monkey
Alexander Raths/Shutterstock • p. 22: (Brett) Martin Business Images/Shutterstock • p: 94: tilsonburg/
Allinger|Dreamstime.com • (Li) Daniel Laor/iStockphoto iStockphoto • p. 95: spxChrome/iStockphoto • p. 97:
• (Naveen) Khoj Badami/iStockphoto • (Jason) Yuri Arcurs/ suttisukmek/Shutterstock • p. 98: Adrian Burke/Corbis •
Shutterstock • (Felicia) drbimages/iStockphoto • p. 25: p. 99: (Mathieu) Thinkstockphotos • (Alysha) Chris Schmidt/
Petro Teslenko/iStockphoto • p. 26: (l) FreeSoulProduction/ iStockphoto • (Zak) Neustockimages/iStockphoto • (Sara)
Shutterstock • (r) MisterElements/Shutterstock • p. 28: shorrocks/iStockphoto • p. 100: Alkindza/iStockphoto •
walik/iStockphoto • p. 29: (t) Jason Stitt/Shutterstock • p. 103: Sebastian Crocker/Shutterstock • p. 106: William
(b) Jane norton/iStockphoto • p. 33: MisterElements/ Attard McCarthy/Shutterstock
Shutterstock • p. 34: (t) oliveromg/Shutterstock •
(b) vector-illustration/Shutterstock
Reproduction prohibited © Chenelière Education Inc. Sources two hundred and seven 207
Grammar Section p. 108: (t) David Calicchio/iStockphoto Reference Section p. 190: borysshevchuk/iStockphoto •
• (b) Germanskydiver/Shutterstock • p. 109: René Mansi/ p. 191: hjalmeida/iStockphoto • p. 192: jaroon/iStockphoto
iStockphoto • p. 110: Stockphoto4u/iStockphoto • p. 111: • p. 193: bholland/iStockphoto • p. 194: Elena Schweitzer/
Juliengrondin | Dreamstime.com • p. 113: @erics/ iStockphoto • p. 197: (t) CEFutcher/iStockphoto • (b) kristian
shutterstock • p. 115: Lukasz Kulicki/iStockphoto • p. 117: sekulic/iStockphoto • p. 198: asiseeit/iStockphoto • p. 199:
Ivanstov/iStockphoto • p. 118: Brenda Carson/ Dreamstime AngiePhotos/istockphoto • p. 200: pixdeluxe/iStockphoto
• p. 119: dscott/iStockphoto • p. 120: photohoo/iStockphoto • p. 201: dream1974/iStockphoto • p. 202: digihelion/
• p. 121: THEPALMER/iStockphoto • p. 122: ashworks/ iStockphoto • p. 204: alvarez/iStockphoto
iStockphoto • p. 123: Melinda Fawver/Dreamstime •
p. 124: (t) Elena Elisseeva/Dreamstime • (c) Justin Texts
Horrocks/iStockphoto • (b) drbimages/iStockphoto •
p. 125: Neustockimages//iStockphoto • p. 127: Dolce Vita/ Unit 4 “Dear Friend I’ve Never Met.” Courtesy of Heather
Shutterstock • p. 128: AntiMartina/iStockphoto • p. 130: Grace Stewart.
Antagain/iStockphoto • p. 131: photomak/iStockphoto •
Unit 5 “Life Is a Highway” Words & Music by Thomas
p. 132: AndrzejStajer/iStockphoto • p. 133: (t) Jarenwicklund/
William Cochrane © UNIVERSAL - POLYGRAM
Dreamstime • (b) eyecrave/iStockphoto • p. 134: Leah-
INTERNATIONAL PUBLISHING, IN. ON BEHALF OF
Anne Thompson/Shutterstock • p. 138: Christian lagereek,
UNIVERSAL MUSIM PUBLISHING CANADA AND SKY
Fahraeus/Dreamstime • p. 139: tepic/iStockphoto • p. 140:
IS FALLING ENT., INC. (ASCAP)
Steve Debenport/iStockphoto • p. 141: Henrik Larsson/
iStockphoto • p. 142: Izakowski/Dreamstime • p. 143: Grady
Reese/iStockphoto • p. 144: Tyler Stalman/iStockphoto
• p. 147: Kaj Gardemeister/Dreamstime • p. 149: (t)
Andreew » Johnson/iStockphoto • (b) MiquelMunill/
iStockphoto • p. 153: vovan/Shutterstock • p. 154: (t) lululu/
Shutterstock • (b) Maxim Kulko/Shutterstock • p. 157: (t)
jannoon028/Shutterstock • (b) Spas Tonov/iStockphoto •
p. 158: burwellphotography /iStockphoto • p. 160: mgkaya/
iStockphoto • p. 162: ma-k/iStockphoto • p. 163: zwolafasola/
iStockphoto • p. 164: Raymond Gregory/Shutterstock •
p. 165: Denis Babenko/Shutterstock • p. 166: Jon Helgason/
Dreamstime • p. 167: Charlie Hutton/Shutterstock •
p. 170: Christi Tolbert/Shutterstock • p. 171: Photobac/
Shutterstock • p. 172: Darren Hedges/Dreamstime • p. 173:
Zhiqian Li/Dreamstime • p. 176: Sean Locke/iStockphoto
• p. 177: Tomislav Pinter/Dreamstime • p. 178: (t) Denis
Raev/Dreamstime • (b) Dinozzo/Dreamstime • p. 179:
Knud Nielsen/Dreamstime • p. 180: Aleksandar Todorovic/
Shutterstock • p. 182: Poznyakov/Shutterstock • p. 183:
Ju-Lee/iStockphoto • p. 184: (t) Jason Lugo /iStockphoto •
(b) Petro Feketa/iStockphoto • p. 186: (t) Sebastian Crocker/
Shutterstock • (b) Nagy Melinda/Shutterstock • p. 187:
Richard Semik/Shutterstock • p. 188: (t) Payless Images/
Shutterstock • (b) Wetnose/Dreamstime
208 two hundred and eight Sources Reproduction prohibited © Chenelière Education Inc.
Gillian Baxter TEACHER’S GUIDE

Cynthia Beyea
Tollof Nelson
Derek Wright
Studio
English as a Second Language Credits
Secondary Cycle Two, Year One CD: Unit 4, Task 1 “Dear Friend I’ve Never Met,”
courtesy of Heather Grace Stewart; Unit 5,
Teacher’s Guide Task 3 “Life Is a Highway,” words and music by
Gillian Baxter, Cynthia Beyea, Tollof Nelson, Derek Wright Thomas William Cochrane © Universal-Polygram
International Publishing Inc. on behalf of
© 2012 Chenelière Education Inc. Universal Musim Publishing Canada and Sky Is
Falling Ent., Inc. (Ascap); Unit 5, Extra text “Hey
Editor: Melissa Repas There, Delilah,” words and music by Tom
Project managers: Jeanine Floyd, Lee Ann Dalton Higgenson © 2005 WB Music Corp., Fearmore
Proofreader: Nancy Perreault Music and So Happy Publishing
Book designers: Josée Brunelle, Andrée Lauzon DVD: Unit 1 John Bramblitt, © 2005 Mississippi-
Cover designer: Josée Brunelle Uptown ; Unit 3 Accidents Happen, © 2012 CBS.
Typesetter: Fenêtre Sur Cour All rights reserved.; Unit 4 Life, Work and
Printer: Imprimeries Transcontinental Smartphones, © 2011 Canadian Broadcasting
Production company: Ocean Television Corporation; Unit 6 Lost Adventures of Childhood,
Sound engineer: James Duhamel © 2009 Sunday Night Entertainment Inc.
Director/coordinator: Brad Morson
DVD: Expérience 7 Extra Texts: Unit 1 “The Little Boy” by Helen E.
Buckley. From Chicken Soup for the Soul, edited
by Jack Canfield and Mark Victor Hansen.
Reprinted with the permission of Health
Communications, Inc., www.hcibooks.com; Unit 2
An excerpt from The Hunger Games by Suzanne
Collins. Excerpt and “An Interview with Suzanne
Collins” used with the permission of Scholastic
Inc © 2008. Interview retrieved from Scholastic.
com in June, 2012; Unit 3 “Henry Jekyll’s Story,”
Chapter 12 of Robert Louis Stevenson, The
Strange Story of Dr. Jekyll and Mr. Hyde (pp.
39-42), retold by John Escott. London, Pearson
Education, 2000. Reprinted by permission; Unit 4
“Words” by Heather Grace Stewart. Reprinted
with the author’s permission; Unit 5 “Hey There,
Delilah” written by Tom Higgenson, recorded by
Plain White T’s. From the book Chicken Soup for
the Soul: The Story Behind the Song by Jack
Canfield, Mark Victor Hansen & Jo-Ann Geffen.
© 2009 by Chicken Soup for the Soul Publishing,
LLC. Published by Chicken Soup for the Soul
Publishing, LLC. Chicken Soup for the Soul is a
registered trademark of Chicken Soup for the
Soul Publishing, LLC. Reprinted by permission.
All rights reserved; Unit 6 “A Driving Lesson” by
Monsieur_Brightsword, Mesa, Arizona.Teenink
[On line] http://www.teenink.com/nonfiction/
memoir/article/271914/a-Driving-Lesson/.
Reprinted with the permission of Teen Ink
Magazine and Teenink.com
ALL RIGHTS RESERVED.

No part of this book may be reproduced by any means known
or not yet known without prior permission from Chenelière
Education Inc.
Those pages bearing the note “Reproduction permitted
© Chenelière Education Inc.” may be reproduced solely by the
teacher whose students personally use the workbook that is an
integral part of the series which includes this workbook, and
exclusively for those students referred to in this paragraph.
Any use not expressly authorized shall constitute an in-
fringement, which could result in legal action against the
individual or institution reproducing any part of this book
without permission.
Legal deposit: 1st quarter 2013

Bibliothèque et Archives nationales du Québec
Library and Archives Canada
Printed in Canada
1 2 3 4 5 ITM 16 15 14 13 12
We acknowledge the financial support of the Government of Canada through
the Canada Book Fund (CBF) for our publishing activities.
Government of Québec – Tax credit program for book publishing – SODEC
Table of Contents
Table of Contents
Handout Page
1 Overview
Scope and Sequence Chart........................................................ 212
2 Extra Material
Audio CD Tracks..................................................................... 215
Audio CD Transcripts............................................T 1.1–T 6.2 216
DVD Segments ....................................................................... 223
DVD Handouts .................................................. DVD 1–DVD 4 224
Extra Texts and Handouts....................................................... 232
Suggested Websites............................................................... 255
3 Evaluation
Student
Unit Grammar Quizzes.................................................. Q 1–Q 6 256
Self-Evaluation Log............................................................. SEL 262
Peer Evaluation ..................................................................... PE 265
Unit Reection.......................................................................UR 266
Teacher
General Competency Rubrics .............................................GEN 267
Project Evaluation Rubrics..................................................PRO 272
Individual Progress Log .......................................................IND 279
Observation Grids.................................................................. OG 280
ES1 Teacher’s Notes and Grids ....................................ES 1.1 283
Student Handouts ............................................ ES 1.2–ES 1.4 287
4 Answer Keys
DVD Handouts ........................................................DVD1–DVD4 AK-2
Extra Texts .................................................................................. AK-6
Unit Grammar Quizzes.................................................... Q1–Q6 AK-15
ES 1 ................................................................ AK ES 1.3–ES 1.4 AK-18
ES 2 ................................................................ AK ES 2.2–ES 2.4 AK-20
ES 3 ................................................................ AK ES 3.2–ES 3.3 AK-22
Scope and Sequence Chart
C1 Interacts Orally C2 Reinvests C3 Writes and Functional Language Grammar Text Types
Understanding Produces Texts
Unit 1 Everyone Can Be a Star
Task 5 Task 2 Task 6 Task 5 Task 1 Task 1
Articulation of the Evidence of understanding Content of the message Discourse markers Simple present Questionnaire
212 Studio Year One

message of texts through the Task 4 Task 2
Formulation of the
Production Studio response process Imperatives Audio text: Questionnaire
message
Participation in oral Task 3 Descriptions
Production Studio
interaction Evidence of understanding
Content of the message Task 3
of texts through the
response process Participation in the Descriptions
production process Task 4
Task 4
Use of knowledge from How-to text
texts in a reinvestment Task 5
task Presentation
Production Studio Task 6
Management of strategies How-to text
n Scope and Sequence Chart

and resources Extra Reading
Opinion text
Unit 2 Reality Check

Participation in oral Evidence of understanding Participation in the writing Identication and Adverbs of frequency Chart
interaction of texts through the process description Task 4 Questionnaire
Production Studio response process Content of the message Request for information Question words Task 2
Participation in oral Task 3 Formulation of the Audio text: Prole
interaction Evidence of understanding message descriptions
response process Production Studio Task 3
Participation in the Interview
Task 5 production process
Use of knowledge from Task 4
texts in a reinvestment Factual descriptions
task Tasks 5 and 6
Production Studio Outline
Management of strategies Extra Reading
and resources Blog
Reproduction prohibited © Chenelière Education Inc.

Unit 3 Unexpected Outcomes

Articulation of the Evidence of understanding Content of the message Feelings Simple past and past Descriptions
message of texts through the Formulation of the continuous Task 2
Production Studio response process message Task 3 Personal account
Participation in oral Task 4 Production Studio Questions in the simple Task 3
interaction Evidence of understanding Participation in the past and past continuous Story
of texts through the production process
response process Tasks 4 and 5
Newspaper article
Task 6
Evidence of understanding Task 6
of texts through the Audio text: Radio show
response process Extra Reading:

Production Studio Informational text
Use of knowledge from
texts in a reinvestment
task
Unit 4 Teens and Screens

Content of the message Evidence of understanding Participation in the writing Interests, tastes and Modals Poem
Production Studio of texts through the process preferences Task 4 Task 2
Participation in oral response process Content of the message Conditional sentences Audio text: Interview
interaction Task 3 Formulation of the Task 3
Evidence of understanding message Blog
response process Production Studio Task 4
Content of the message Questionnaire
Task 5
Evidence of understanding Tasks 5 and 6
of texts through the Advice column
response process Extra Reading
Production Studio Feature article
Use of knowledge from
task
Studio Year One n Scope and Sequence Chart

213
Unit 5 Making Music

Articulation of the Evidence of understanding Formulation of the Goal setting Pronouns and possessives Song playlist
message of texts through the message Task 4 Task 2
response process
214 Studio Year One

Production Studio Participation in the writing Phrasal verbs Proles
Participation in oral Task 3 process Task 3
interaction Evidence of understanding Production Audio text : Lyrics
of texts through the Content of the message
response process Task 4
Tips
Task 5
of texts through the Critique
Production Studio Magazine article
Management of strategies
and resources
n Scope and Sequence Chart

Unit 6 Rites and Rights
Participation in oral Evidence of understanding Content of the message Agreeing, disagreeing and The future Proles
interaction of texts through the Formulation of the giving an opinion Task 5 Task 2
Production Studio response process message Conjunctions First-person narrative
Content of the message Task 4 Participation in the writing Task 3
Use of knowledge from process Chart
task Production Studio Task 4
Formulation of the Audio text: Radio report
Task 5 message
of texts through the First-person narrative
Radio play

Audio CD
AudioTracks
CD Tracks
Track Duration Handout
Introduction ...........................................................................1 0:34 min –
1 Everyone Can Be a Star

Task 2 (p. 4): Intelligent in Different Ways — Questionnaire ... 2 07:23 min T1
Task 4 (p. 9): Word Search — How - to text ............................3 04:04 min –
2 Reality Check
Task 2 (p. 22): Reality TV Contestants — Prole
descriptions.............................................................................4 02:50 min T2
Task 3 (p. 24): Making a Reality Show — Interview ................ 5 03:43 min –
3 Unexpected Outcomes
Task 2 (p. 41): You Never Know! — Personal account............ 6 03:43 min T3
Task 6 (p. 50): I Didn’t Know That — Radio show ...................7 04:39 min –
4 Teens and Screens

Task 1 (p. 56): Virtual Friends — Poem ...................................8 01:29 min –
Task 2 (p. 58): When Cyberbuddies Become
Cyberbullies — Interview ........................................................9 04:08 min T4
5 Making Music
Task 2 (p. 76): Canadian Songwriters — Proles..................10 04:51 min –
Task 3 (p. 80): Sing Along Song — Lyrics.............................11 04:43 min –
Extra Text: Hey There, Delilah — Lyrics ................................12 03:48 min T5
6 Rites and Rights

Task 4 (p. 98): Teen-Aging Anxiety — Radio report .............. 13 04:45 min T6
Extra Reading (p. 106): The Golden Dolphin — Play ........... 14 03:23 min –
Reproduction permitted © Chenelière Education Inc. Studio Year One n Audio CD Tracks 215
Name: ___________________________________________ Date: ________________________ Group: ___________
Unit 1 Task 2, Step 3 Audio CD Track 2

Intelligent in Different Ways CD Workbook page 4 Handout T 1
A. 1. I like telling jokes and stories. 6. I enjoy spending time outside being
physically active.
2. I am good at memorizing information.
7. People say I talk with my hands.
3. I work well in classes like English, French
and history. 8. I can see myself being a mechanic,
surgeon, athlete or actor.
4. Reading is one of my favourite pastimes.
5. I love learning new languages. D. 1. I like taking photos and making videos.
6. I enjoy saying tongue twisters and rhymes. 2. I am good at nding my way in new places.
7. People say I have a good vocabulary. 3. I work well in classes like geography
and art.
8. I can see myself being a teacher, lawyer,
business manager or comedian. 4. Drawing and painting are my favourite
pastimes.
B. 1. I like doing Sudokus and brainteasers. 5. I love reading books and magazines that
have many illustrations.
2. I am good at calculating numbers in
my head. 6. I enjoy doing jigsaw puzzles and looking at
optical illusions.
3. I work well in classes like math and
science. 7. People say I am good at giving directions to
places.
4. Using technology is one of my favourite
pastimes. 8. I can see myself being a graphic designer,
photographer, artist or architect.
5. I love solving problems.
6. I enjoy playing strategy games like chess. E. 1. I love activities like hiking and camping.
7. People say I am very organized. 2. I am good at recognizing different types of
plants, owers and trees.
8. I can see myself being a computer
programmer, accountant, engineer 3. I work well in classes like science and
or detective. biology.
4. Caring for a pet is one of my favourite
C. 1. I like taking things apart and trying pastimes.
to put them back together.
5. I like learning about how I can protect the
2. I am good at activities that need environment and prevent pollution.
coordination.
6. I enjoy watching nature programs on
3. I work well in classes like physical television.
education and drama.
7. People say I am “green” because I feel
4. Participating in sports and physical strongly about protecting the planet.
activities is one of my favourite pastimes.
8. I can see myself being a veterinarian,
5. I love building things and working with landscaper, zoologist or chef.
my hands.
216 Studio Year One n Audio CD Tracks Reproduction permitted © Chenelière Education Inc.
Name: ___________________________________________ Date: ________________________ Group: ___________

Intelligent in Different Ways CD Workbook page 4 Handout T 1 cont.
F. 1. I like spending time with a few close H. 1. I like the challenge of teaching something
friends. to someone else.
2. I am good at identifying my strengths and 2. I am good at sorting out arguments

weaknesses. between my friends.
3. I work well when I can choose my own 3. I work well in groups and when I can share
activities and work at my own speed. my ideas with others.
4. Keeping a journal is one of my favourite 4. Organizing social events is one of my
pastimes. favourite pastimes.
5. I love having time to myself to do my 5. I love being in a crowd of people.
hobbies and pastimes.
6. I enjoy group games and team sports more
6. I enjoy working on my own. than individual activities.
7. People say I am independent and have a 7. People say I am a leader.
strong character.
8. I can see myself being a salesperson,
8. I can see myself being a psychologist, social worker, manager or politician.
counsellor, psychiatrist or writer.
G. 1. I like learning about musical instruments.

2. I am good at hearing when a note is off-key.
3. I work well when I listen to music.
4. Listening to music is one of my favourite
pastimes.
5. I love singing, humming, whistling or
tapping my feet or hands.
6. I enjoy going to concerts and other musical
performances.
7. People say I am good at imitating accents.
8. I can see myself being a composer,
conductor, musician or music teacher.
Name: ___________________________________________ Date: ________________________ Group: ___________

Reality TV Contestants CD Workbook page 22 Handout T 2
Hello, my name is Naveen. I’m 25 years old. I want piano. Some people say I’m attractive and that I
to be a reality show contestant so I can tell my life sing well. I have the heart of an artist and some-
story to people. I was born in a very poor country times music can make me emotional. My sister
and came to Québec with my family. It was really says I’m just a sweet guy.
difcult for me in the rst few years but I studied
hard at school and now I have a good job and I’m My name is Felicia and I love meeting new people—
successful. Being honest and trustworthy are the all kinds of people from all over the world. I like to
keys to success for a good life and for a good hear about the different ways people live. I think
reality show. we can learn so much from other cultures. I make
friends easily because I’m very open-minded and
I’m Li and I know I would make an amazing reality outgoing. I would love to be a reality show contest-
show contestant because I always win, no matter ant and have the chance to meet interesting
what! I don’t think you need to be big and strong people. I’m also a good listener because I’m
or pretty and sweet to be a winner. You just have compassionate.
to make people do what you want them to do. I
think that it’s ne to be egotistical. People say we Hi, my name’s Brett. I’m 17 years old and I’m just
should all play by the rules, but if the rules don’t a regular guy. I’m a big sports fan. I live to play
help me win, I do my own thing. Some people almost any kind of sport: the rougher the better!
think I’m devious and untrustworthy but that’s I love football, hockey and rugby. I’m very athletic.
their opinion. I just think I’m condent. Everyone who knows me knows I’m an athlete
because I look like an athlete and I dress like an
Hey, I’m Jason. I would like to be a reality show athlete. I would be an awesome contestant on
contestant because I want to share my special a reality show because I’m competitive and
talent with the world. I love to play the guitar and aggressive. Yeah!
Name: ___________________________________________ Date: ________________________ Group: ___________

I Didn’t Know That CD Workbook page 50 Handout T 3
Host: Welcome to a new edition of the Studio Now, let’s hear from our next reporter, Ben, about
Radio show “Did You Know?" It’s the show that how the idea for Velcro unexpectedly came to its
tells you how the things that people use every day inventor.
were invented. I’m your host, Albert Smart.
Ben: It may surprise you but Velcro was not
First of all, let’s hear from our reporter Penny invented in a high tech research lab. The idea
about the unintentional invention of Post-it notes. came unexpectedly to an engineer after a long
walk on a beautiful day in 1948.
Penny: Everyone knows what Post-it notes
are, right? They’re those fantastic little sticky Georges de Mestral from Switzerland loved to
notepapers. Most people use them almost every take long walks with his dog in the forest. But
day, and most people love them! But did you know often both the man and his dog returned home
that Post-its were not an intentional creation? In covered with burs, the prickly round seed contain-
1970, a scientist named Dr. Spencer Silver was ers from certain plants. Burs grab on to clothing
working on a new product for the company 3M in and animal fur and can be very difcult to remove.
the United States. He was trying to develop a new
type of super glue but it always turned out too After his walk, Georges de Mestral and his dog
weak. The glue stuck to objects, but not very well. were covered with burs, as usual. But instead of
It was super weak instead of super strong. removing them, he went to his microscope and
inspected one of them. He saw that the bur was
Nobody knew what to do with the stuff but covered with hundreds of tiny hooks that stuck to
Dr. Silver didn’t throw it away, just in case. Then, his pants and his dog’s fur.
one Sunday four years later, another 3M scientist
named Arthur Fry was singing in the choir at his Georges de Mestral was smart enough to see the
church. He used paper bookmarks to mark the potential of this unexpected discovery. Something
pages in his song book but the problem was that so simple could replace buttons and zippers.
the bookmarks often fell out. That’s when he Many people laughed at his idea but in 1955,
remembered Dr. Silver’s glue. He put some of the Georges de Mestral perfected his discovery by
glue on his bookmarks and—success! With the using nylon to produce a secure fastener. He
weak glue, the bookmarks stayed in place but called his invention , from the rst syllables
could still be lifted off and repositioned without of the French words , which means loop,
damaging the pages of the book. and , which means hook.
3M began selling Post-its around the world in Today, Velcro is a multi-million dollar industry. It
the 1980s, ten years after Dr. Silver developed the is used in clothing, shoes, tents, furniture, hospital
glue. Today, Post-its are one of the most popular equipment and much, much more. Not bad for an
school and ofce products available and 3M sells invention based on an annoying seed case.
billions of them every year. In fact, there’s a Host: Thank you, Ben. Velcro, another remarkable
Post-it for almost every occasion. story about an unexpected discovery.
Host: Thank you, Penny. That really is fascinating. Well, that’s all for this edition of “Did You Know?"
Post-it notes were invented as a solution to a Think about some of the things you use every
problem no one knew existed and now we can’t day and nd out where they began. It might
do without them! surprise you!
Name: ___________________________________________ Date: ________________________ Group: ___________

When Cyberbuddies Become Cyberbullies CD Workbook page 58 Handout T 4
Interviewer: In today’s podcast, we are going Dr. R.: Well, the rst thing, of course, is to set
to direct our listeners’ attention to the dangers an example and practise good manners, or
of cyberbullying. We’ve invited a special guest to . Never write insults or messages
speak with us, sociologist and clinical psycholo- that you might regret.
gist Dr. Richardson. Welcome to our program,
Doctor. If you’re a victim of cyberbullying, you must ignore
any hateful messages and never answer them.
Dr. Richardson: Thank you. I’m happy to speak You should also copy the content and send it to
with you about the biggest problem facing young your Internet service provider. Finally, I strongly
Internet users today. Cyberbullying is increasing suggest that you talk to an adult you trust.
and it’s destroying online friendship and the
cybercommunity. I.: Those are good ideas. Speaking of adults, why
don’t they take action more often?
I.: What are the most common forms of cyberbul-
lying? Dr. R.: Well, increasing numbers of students are
being bullied through instant text messaging and
Dr. R.: Emails or instant text messages with direct digital camera devices in cellphones. Technology
insults or threats are the most common, as well makes it hard for parents and teachers to detect
as hateful blog postings. Some cyberbullies steal where and when this is happening. Students could
passwords, take on somebody’s identity and send receive messages anywhere at school, or even in
messages from the stolen accounts. Still others the privacy of their own bedroom.
take embarrassing photos and videos and distrib-
ute them online in order to ridicule people. You I.: Dr. Richardson, is cyberbullying considered a
can often hear cyberbullies calling people names criminal offence?
in chatrooms and multiplayer game platforms. The Dr. R.: Yes. According to the Criminal Code of
list goes on and on. Some cyberbullies even Canada, it is a crime to send insulting messages
design websites to destroy people. repeatedly to others, making them fear for their
I.: That sounds scary. So why don’t victims report own safety. It’s also a crime to write and publish
cyberbullying more often? insults or false information designed to destroy a
person’s reputation.
Dr. R.: Actually, most victims would like to report
them but cannot. Cyberbullies usually remain I.: Do you have any advice for the witnesses of
anonymous. cyberbullying?
I.: Do social media networks have anything to do Dr. R.: They shouldn’t just be bystanders and
with that? pretend that nothing’s happening. They must do
something about it. When witnesses don’t take
Dr. R.: To some extent, yes. Social media networks action, they allow the bullying to continue.
make it easy for cyberbullies to hide behind
privacy settings and spread hatred about some- I.: That’s one strong and clear opinion! Thank you,
one. It gives them the freedom to commit acts Dr. Richardson!
that they would never carry out in person. Dr. R.: My pleasure.
I.: What should all social media users do to
prevent cyberbullying?
Name: ___________________________________________ Date: ________________________ Group: ___________
Unit 5 Extra Text Audio CD Track 12

Hey There, Delilah CD Handout T 5
Hey There, Delilah, by Tom Higgenson
Hey there Delilah what’s it like in New York City A thousand miles seems pretty far
I’m a thousand miles away But they’ve got planes and trains and cars
But girl tonight you look so pretty, yes you do I’d walk to you if I had no other way
Times Square can’t shine as bright as you,
I swear it’s true Delilah I can promise you
That by the time that we get through
Hey there Delilah don’t you worry about the The world will never ever be the same
distance And you’re to blame
I’m right there if you get lonely give this song
another listen Hey there Delilah
Close your eyes, listen to my voice it’s my disguise You be good and don’t you miss me
I’m by your side Two more years and you’ll be done with school
And I’ll be making history like I do
Oh it’s what you do to me
Oh it’s what you do to me You’ll know it’s all because of you
Oh it’s what you do to me We can do whatever we want to
Oh it’s what you do to me Hey there Delilah here’s to you
What you do to me This one’s for you
Hey there Delilah, I know times are getting hard Oh it’s what you do to me
But just believe me girl, someday I’ll pay the bills Oh it’s what you do to me
with this guitar Oh it’s what you do to me
We’ll have it good, we’ll have the life we knew we Oh it’s what you do to me
would What you do to me
My word is good
Hey there Delilah, I’ve got so much left to say

If every simple song I wrote to you
Would take your breath away, I’d write it all
Even more in love with me you’d fall, we’d have
it all

Name: ___________________________________________ Date: ________________________ Group: ___________

Teen-Aging Anxiety CD Workbook page 98 Handout T 6
HOST: Nick Armstrong here for STR–Studio Teen Mathieu: I agree with Sara that there is tremen-
Radio—the radio station teens tune into. Today’s dous pressure to look young. And guys do get the
feature story: Teen-Aging Anxiety. A recent report same messages. There are a lot of inuential
about a new syndrome called , young male celebrities pushing the youth mes-
sometimes referred to as , focuses on sage. We’ll have to wait to see if they remain
the alarming numbers of teenagers in Canada popular as they grow and look older. Personally, I
and the United States who are growing up with an feel like young people fear growing older because
obsessive fear of aging. they have a negative view of the elderly. Like me,
maybe they visit their grandparents in old folks’
Apparently, these fears and obsessions have
homes and are horried by the life they lead. They
pushed many teens towards anti-aging cosmetics,
can’t accept seeing people whose health or
anti-aging treatments and even plastic surgery!
memory is declining and they want to do every-
Get this: a recent study found that over 12 000
thing they can to reverse the process.
13 to 19-year-old Americans and Canadians went
through a Botox injection routine to remove H.: Interesting point, Mathieu. How about you, Zak?
wrinkles and lines on the face. This means that in Do you think young people today are living in fear
the past 15 years, the number of teens getting of aging?
Botox injections has increased by over 100%. Is
this obsession with looking younger unhealthy? Zak: I don’t know if anything has really changed.
And why do teens fear getting older or looking It seems to me that humans have always tried to
older? avoid aging: trying out new products, staying in
shape, keeping a youthful appearance. If teenagers
We invited four teens to our studio today to give us
really fear aging these days, maybe it’s because
some perspective on this issue. Welcome to our
they fear the future. They don’t know how to
program, Mathieu, Sara, Zak and Alysha.
handle any new decisions or responsibilities—so
Mathieu, Sara, Zak and Alysha: Hi! Hello! they hold on to the past. They want to protect the
past as though it were something precious.
H.: Sara, let’s start with you rst. Do you have any
idea why teens today seem to fear growing older? H.: Hmm, I never thought about it like that. What
about you, Alysha? Are teens afraid of the future?
Sara: Honestly, I think young people are easily
inuenced by everything we see in advertising and Alysha: Absolutely! Sadly, there are a lot of teens
popular culture. Being beautiful used to be who have a hard time facing reality, so they turn
associated with looking thin. Now it’s also about to the past, to pop stars, to anti-aging treatments.
looking as young as possible. I mean, how many At the same time, though, I think there are many
anti-aging messages do we receive every day on teens who reject all of that as articial nonsense.
television or in Internet pop-ups? How many They can see through the consumer hype. I
celebrities and fashion models look like fresh- believe there are a lot of teens who want to get a
faced teens? Those images and messages make it life, a real life, with a real age. They have no
hard to accept the idea of getting older. We keep problem with growing older and looking older
thinking we could look more beautiful if we just because they accept the natural cycle of life. I do!
take this pill, put on that cream, do that treat-
ment, look like that star . . . H.: That’s really good news, Alysha. This discus-
sion could go on forever but we’re out of time for
H.: Well, that would explain the growing statistics. today. Thank you all for your fresh perspectives.
How about you, Mathieu? What’s your explana-
tion? Do guys feel the same pressure as girls? M., S., Z. and A.: Thank you. Goodbye!
DVD Handouts
DVD Handouts
Duration Suggested for Handout
1 John Bramblitt 13:27 min Unit 1 DVD 1
2 Accidents Happen 8:17 min Unit 3 DVD 2
3 Life, Work and Smartphones 16:14 min Unit 4 DVD 3
4 Lost Adventures of Childhood 11:36 min Unit 6 DVD 4
Reproduction permitted © Chenelière Education Inc. Studio Year One n DVD Handouts 223
Name: ___________________________________________ Date: ________________________ Group: ___________
Suggested Video 1 Handout DVD 1

John Bramblitt DVD for Unit 1
Before Viewing
1. Write two talents you think being blind helps you develop. Support your answer with a reason.
While Viewing
Read Questions 2 to 6 before you watch the video. Then, watch the video and answer the questions.
2. Circle the feeling that best describes how John Bramblitt felt when he discovered he was
losing his sight.
a. worry c. calm
b. anger d. none of the above
3. Circle the activity that best helped John Bramblitt cope with his blindness.
a. writing c. painting
b. using a computer d. all of the above
4. Circle the solution for each challenge encountered by John Bramblitt.
Challenge Solution
Orientation: How to a. Use glue. c. Use slick paint.
remember where he was
b. Use white liquid paper. d. None of the above
and what he had done
Colours: How to a. Ask another artist. c. Use Braille on the bottles.
differentiate between
b. Feel each colour’s texture. d. All of the above
different colours
Continuation: How to a. Use his imagination.
paint each part of the
b. Use one hand to see, one hand to ll in the paint.
picture
c. Have fun.
d. All of the above
224 Studio Year One n DVD Handouts Reproduction permitted © Chenelière Education Inc.
Name: ___________________________________________ Date: ________________________ Group: ___________

John Bramblitt DVD for Unit 1 cont.
Challenge Solution
Colours: How to know if a. Use special paints. c. Talk to another artist.
the colours work well
b. Ask his mother. d. None of the above.
together
5. How does painting help John Bramblitt in everyday life? Write down the appropriate letter.
1. Remembers colours and shapes a. helps him do more in a 3-D world
2. Painting in 2-D b. helps him get around every day and
keep more in his mind
3. Touching something c. allows him to take in detailed
information and “see” object
After Viewing
6. Which of John Bramblitt’s new skills do you think is most amazing? Why?
7. Which intelligence type do you think John Brambitt demonstrates most? Why?
8. Do you think that our society promotes the creativity and unique talents of people with various
disabilities? Explain.
Name: ___________________________________________ Date: ________________________ Group: ___________

Accidents Happen DVD for Unit 3
Before Viewing
1. What is the denition of serendipity? Check your denition after watching the video.
My denition:
Video’s denition:
2. Circle the feeling that you most associate with serendipity. Use a dictionary if necessary.
excitement relief shock joy
3. Write a sentence to explain why.
While Viewing
Read the intentions in Question 4 before you watch the video. Then, watch the video and
complete the chart.
4. Write the unexpected invention for each intention.
Intention Invention
1. Heal a cut nger with salve
2. Experiment with sulphur and a hot stove
3. Prescription for hypertension
4. Create cardboard sculptures
5. Provide food for goats
6. Transport milk in camels’ stomachs
Name: ___________________________________________ Date: ________________________ Group: ___________

Accidents Happen DVD for Unit 3 cont.
7. Keep a bookmark in a hymnal at church
8. Create a magic chair for a MIT show
9. Develop motion-activated software
10. Invent synthetic rubber
After Viewing
5. Which of the above inventions surprised you the most? Explain.
6. Can serendipity change the world? Support your answer with your own examples.
7. Write a diary entry about a time you experienced serendipity. Include the following details:
• People involved • Time • Emotions
• Place • Events
Name: ___________________________________________ Date: ________________________ Group: ___________

Life, Work and Smartphones DVD for Unit 4
Before Viewing
1. Which technological devices do you consider absolutely indispensable for your daily life?
Why?
While Viewing
2. Complete the chart with personal benets and risks of using smartphones and other
devices.
Personal benets Personal risks
3. Complete the chart with benets and risks of using smartphones and other devices
for work.
Professional benets Professional risks
Name: ___________________________________________ Date: ________________________ Group: ___________

Life, Work and Smartphones DVD for Unit 4 cont.
After Viewing
4. Check if the following statements apply (Yes) or do not apply (No) to you. Give a reason for
each answer.
Yes No
1. I use more than one mobile device at a time.

Reason:
2. I text during class.

Reason:
3. The rst thing I do in the morning is check my mobile device.

Reason:
4. I send more than fty text messages a day.

Reason:
5. I check my Facebook page more than three times a day.

Reason:
5. Compare your answers to Question 5 with a classmate. Write two ways you are similar and
one way you are different.
6. What are ve recommendations you make for people to enjoy a healthy life balance with
mobile devices? Explain, using examples.
Name: ___________________________________________ Date: ________________________ Group: ___________

Lost Adventures of Childhood DVD for Unit 6
Before Viewing
1. What childhood adventures come to mind when you read the title of the video?
While Viewing
2. Complete the T-Chart to compare the experience of children in the past with children’s
experiences now.
Then Now
3. Identify three ways technology is changing childhood.
4. What is lost in modern childhood?
After Viewing
5. How do you think your childhood adventures compare to those of the children shown in the video?
Name: ___________________________________________ Date: ________________________ Group: ___________
Suggested Video 4 Handout DVD4

Lost Adventures of Childhood DVD for Unit 6 cont.
6. Do you think parents should track and monitor their teenage children? Explain your reasons.
7. Play is a rite of passage for children. Do you agree or disagree? Support your opinion with
examples.
8. Write a story about one of your own childhood adventures. Show how it benetted you as a
person. Include:
• An introduction • A climax • A resolution
• Rising action • Falling action
Extra Reading Handouts
Extra Reading Handouts
Suggested for Handout
1 “The Little Boy” by Helen E.

Buckley Unit 1 ER 1
2 An Excerpt from
by Suzanne Collins Unit 2 ER 2
3 “Henry Jekyll’s Story,” Chapter 12

of
Unit 3 ER 3
4 “Words” by Heather Grace Stewart Unit 4 ER 4
5 “Hey There, Delilah”

Written by Tom Higgenson,
recorded by Plain White T’s Unit 5 ER 5
6 “A Driving Lesson” by
Monsieur_Brightsword, Mesa,
Arizona Unit 6 ER 6
232 Studio Year One n Extra Reading Handouts Reproduction permitted © Chenelière Education Inc.
Name: ___________________________________________ Date: ________________________ Group: ___________
Everyone Can Be a Star Unit 1 Extra Reading Handout ER 1
The Little Boy
Once a little boy went to school. But he did not say this.
He was quite a little boy. He just turned his paper over
And it was quite a big school. And made a ower like the teacher’s.
But when the little boy It was red, with a green stem.
Found that he could go to his room
By walking right in from the door outside, On another day,
He was happy. When the little boy had opened
And the school did not seem The door from the outside all by himself,
Quite so big any more. The teacher said,
“Today we are going to make something with
One morning, clay.”
When the little boy had been in school a while, “Good!” thought the little boy.
The teacher said, He liked clay.
“Today we are going to make a picture.”
“Good!” thought the little boy. He could make all kinds of things with clay:
He liked to make pictures. Snakes and snowmen,
He could make all kinds: Elephants and mice,
Lions and tigers, Cars and trucks —
Chickens and cows, And he began to pull and pinch
Trains and boats — His ball of clay.
And he took out his box of crayons
And began to draw. But the teacher said,
But the teacher said, “Wait! It is not time to begin!”
“Wait! It is not time to begin!” And she waited until everyone looked ready.
And she waited until everyone looked ready.
“Now,” said the teacher,
“Now,” said the teacher, “We are going to make a dish.”
“We are going to make owers.” “Good!” thought the little boy,
“Good!” thought the little boy, He liked to make dishes,
He liked to make owers, And he began to make some
And he began to make beautiful ones That were all shapes and sizes.
With his pink and orange and blue crayons.
But the teacher said,
But the teacher said, “Wait! And I will show you how.”
“Wait! And I will show you how.” And she showed everyone how to make
And she drew a ower on the blackboard. One deep dish.
It was red, with a green stem. “There,” said the teacher,
“There,” said the teacher. “Now you may begin.”
“Now you may begin.”
The little boy looked at the teacher’s dish
The little boy looked at the teacher’s ower. Then he looked at his own.
Then he looked at his own ower. He liked his dishes better than the teacher’s
He liked his ower better than the teacher’s. But he did not say this,
Reproduction permitted © Chenelière Education Inc. Studio Year One n Extra Reading Handouts 233
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
He just rolled his clay into a big ball again, To tell him what to do
And made a dish like the teacher’s. But the teacher didn’t say anything.
It was a deep dish. She just walked around the room.
And pretty soon When she came to the little boy,

The little boy learned to wait She said, “Don’t you want to make a picture?”
And to watch, “Yes,” said the little boy.
And to make things just like the teacher. “What are we going to make?”
And pretty soon “I don’t know until you make it,” said the teacher.
He didn’t make things of his own anymore. “How shall I make it?” asked the little boy.
“Why, any way you like,” said the teacher.
Then it happened “And any colour?” asked the little boy.
That the little boy and his family “Any colour,” said the teacher.
Moved to another house, “If everyone made the same picture,
In another city, And used the same colours,
And the little boy How would I know who made what,
Had to go to another school.
And which was which?”
This school was even bigger “I don’t know,” said the little boy.
Than the other one,
And there was no door from the outside And he began to make pink and orange
Into his room. and blue owers.
He had to go up some big steps,
And walk down a long hall He liked his new school,
To get to his room. Even if it didn’t have a door
Right in from the outside!
And the very rst day
He was there, the teacher said,
–
“Today, we are going to make a picture.”
“Good!” thought the little boy, From edited by Jack Caneld and
And he waited for the teacher Mark Victor Hansen. Health Communications, Inc., 1993.
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
Before Reading
1. How do you show your creativity in school?
While Reading
2. a. Read the poem “The Little Boy.” Circle two examples where the boy showed his creativity.
b. Underline two examples where the boy was discouraged from using his creativity.
After Reading
3. Why is the little boy happy when the teacher says they are going to make owers?
4. What makes him draw a ower that is similar to his teacher’s ower? Explain.
5. What happens when the little boy begins to play with the clay?
6. What happens when the little boy goes to a new school?
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
7. How are his two schools and two teachers different?
First school / Teacher Second school / Teacher
8. Which school would you prefer to attend and why? Explain your answer.
Name: ___________________________________________ Date: ________________________ Group: ___________
Reality Check Unit 2 Extra Reading Handout ER 2
An Excerpt from by Suzanne Collins
For a moment, the cameras hold on Peeta’s

downcast eyes as what he says sinks in. Then I can About
see my face, mouth half open in a mix of surprise
and protest, magnied on every screen as I realize, This young adult novel takes place in the
Me! He means me! I press my lips together and future in the nation of Panem, once known
stare at the oor, hoping this will conceal the as North America. The Capitol controls all
emotions starting to boil up inside of me. resources and every year holds a “reaping,”
when kids between the ages of 12 and 18 are
“Oh, that is a piece of bad luck,” says Caesar, chosen by lottery to compete as “tributes” in
and there’s a real edge of pain in his voice. The the Hunger Games. In this contest for
crowd is murmuring in agreement, a few have survival, teenagers ght to the death on live
even given agonized cries. TV. The main heroine, Katniss, 16, volun-
teers to take her little sister’s place in the
“It’s not good,” agrees Peeta. games. She develops a complicated rela-
“Well, I don’t think any of us can blame you. It’d tionship with Peeta, a boy from her district.
be hard not to fall for that young lady,” says Katniss masters her skills to survive while
Caesar. “She didn’t know?” trying to remain a caring person during this
unfair and brutal competition.
Peeta shakes his head. “Not until now.”
The author, Suzanne Collins, said the
I allow my eyes to icker up to the screen long inspiration for the story came to her while
enough to see that the blush on my cheeks is she was channel surng between reality TV
unmistakable. programming and actual war coverage. She
believes we need to get real about violence,
“Wouldn’t you love to pull her back out here war, and the difcult search for “reality” in
and get a response?” Caesar asks the audience. our media-saturated world.
The crowd screams assent. “Sadly, rules are
rules, and Katniss Everdeen’s time has been
spent. Well, best of luck to you, Peeta Mellark,
and I think I speak for all of Panem when I say our After the anthem, the tributes le back into the
hearts go with yours.” Training Center lobby and onto the elevators. I
The roar of the crowd is deafening. Peeta has make sure to veer into a car that does not contain
absolutely wiped the rest of us off the map with Peeta. The crowd slows our entourages of stylists
his declaration of love for me. When the audience and mentors and chaperones, so we have only
nally settles down, he chokes out a quiet “Thank each other for company. No one speaks. My
you” and returns to his seat. We stand for the elevator stops to deposit four tributes before I am
anthem. I have to raise my head out of the re- alone and the nd the doors opening on the
quired respect and cannot avoid seeing that every twelfth oor. Peeta has only just stepped from his
screen is now dominated by a shot of Peeta and car when I slam my palms into his chest. He loses
me, separated by a few feet that in the viewers’ his balance and crashes into an ugly urn lled
heads can never be breached. Poor tragic us. with fake owers. The urn tips and shatters into
hundreds of tiny pieces. Peeta lands in the shards,
But I know better. and blood immediately ows from his hands.
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
“What was that for?” he says, aghast. your feet. Which do you think will get you more
sponsors?”
“You had no right! No right to go saying those
things about me!” I shout at him. The smell of wine on his breath makes me sick.
I shove his hands off my shoulders and step away,
Now the elevators open and the whole crew is trying to clear my head.
there, Efe, Haymitch, Cinna, and Portia.
Cinna comes overs and puts his arm around
“What’s going on?” says Efe, a note of hysteria me. “He’s right, Katniss.”
in her voice. “Did you fall?”
I don’t know what to think. “I should have been
“After she shoved me,” says Peeta as Efe and told, so I didn’t look so stupid.”
Cinna help him up.
“No, your reaction was perfect. If you’d known,
Haymitch turns on me. “Shoved him?” it wouldn’t have read as real,” says Portia.
“This was your idea, wasn’t it? Turning me into “She’s just worried about her boyfriend,”
some kind of fool in front of the entire country?” I says Peeta grufy, tossing away a bloody piece of
answer. the urn.
“It was my idea,” says Peeta, wincing as he My cheeks burn again at the thought of Gale, “I
pulls spikes of pottery from his palms. “Haymitch don’t have a boyfriend.”
just helped me with it.” “Whatever,” says Peeta. “But I bet he’s smart
“Yes, Haymitch is very helpful. To you!” I say. enough to know a bluff when he sees it. Besides
you didn’t say you loved me. So what does it
“You are a fool,” Haymitch says in disgust. “Do matter?”
you think he hurt you? That boy just gave you
The words are sinking in. My anger fading.
something you could never achieve on your own.”
I’m torn now between thinking I’ve been used and
“He made me look weak!” I say. thinking I’ve been given an edge. Haymitch is
right. I survived my interview, but what was I
“He made you look desirable! And let’s face it, really? A silly girl spinning in a sparkling dress.
you can use all the help you can get in that Giggling. The only moment of any substance I had
department. You were about as romantic as dirt was when I talked about Prim. Compare that with
until he said he wanted you. Now they all do. Thresh, his silent, deadly power, and I’m forget-
You’re all they’re talking about. The star-crossed table. Silly and sparkly and forgettable. No, not
lovers from District Twelve!” says Haymitch. entirely forgettable, I have my eleven in training.
“But we’re not star-crossed lovers!” I say. But now Peeta has made me an object of love.
Not just his. To hear him tell it I have many
Haymitch grabs my shoulders and pins me admirers. And if the audience really thinks we’re
against the wall. “Who cares? It’s all a big show. in love . . . I remember how strongly they responded
It’s all how you’re perceived. The most I could say to his confession. Star-crossed lovers. Haymitch
about you after your interview was that you were is right, they eat that stuff up in the Capitol.
nice enough, although that in itself was a small Suddenly I’m worried that I didn’t react properly.
miracle. Now I can say you’re a heartbreaker. Oh, From , by Suzanne Collins.
oh, oh, how the boys back home fall longingly at Scholastic Inc © 2008
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
An Interview with Suzanne Collins
And while I think some of those shows can

succeed on different levels, there’s also the
Telling a story in a futuristic world gives you voyeuristic thrill, watching people being
this freedom to explore things that bother you humiliated or brought to tears or suffering
in contemporary times. So, in the case of physically. And that’s what I nd very disturb-
, issues like the vast discrep- ing. There’s this potential for desensitizing the
ancy of wealth, the power of television and how audience so that when they see real tragedy
it’s used to inuence our lives, the possibility playing out on the news, it doesn’t have the
that the government could use hunger as a impact it should. It all just blurs into one
weapon, and then rst and foremost to me, the program. And I think it’s very important not
issue of war. just for young people, but for adults to make
sure they’re making the distinction. Because
the young soldier’s dying in the war in Iraq,
it’s not going to end at the commercial break.
It’s not something fabricated, it’s not a game.
It’s your life.
“The Hunger Games” is a reality television
program. An extreme one, but that’s what it is. From Scholastic.com, June, 2012.
Before Reading
1. Do you like science ction texts or movies? Why or why not?
2. Do reality TV shows have too much importance in our society? Why or why not?
While Reading
3. Read the excerpt of the novel Underline all the references to reality TV.
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
After Reading
4. Dene the following words or expressions from the text.

a.
b.
5. Answer the following questions about the text.

a. Why is the audience’s perception so important to all the participants of the Hunger
Games? Clarify.
b. How does the fact that Peeta declared his love for Katniss in public help her in the Hun-
ger Games? Explain.
6. Is Ms. Collins right to say that we are at risk of being desensitized because of what we see in
the media? Explain your position.
Name: ___________________________________________ Date: ________________________ Group: ___________
Unexpected Outcomes Unit 3 Extra Reading Handout ER 3
Henry Jekyll’s Story
Chapter 12 of They can change a person’s body—they can

change its shape, and make it bigger or smaller.
I do not want to be too clear about the scientic
I, Dr Henry Jekyll, was born in the year 1830. My part of this story. My reason? Because, as my story
family was rich. I studied to be a doctor. I liked the will show, my experiments were not completed.
hard work. Other people soon had a good opinion
of me, and I liked that too. I seemed to have a It was a long time before I decided to try the
good future in front of me. Everything looked chemicals. There were too many things that could
bright and good. go wrong. I was afraid of dying. But nally I had to
know! I had to have the answer!
My worst problem was my love of fun. I enjoyed
the wild nightlife too much. Many people have My experiments showed me the liquid that was
found that a love of fun helps them to enjoy life. necessary. Then I bought from Maw and Company
I wanted to seem serious, and this did not help. —the chemists—a lot of the special salt chemical
So I was careful to hide this side of my life. In this that I needed to put into it. Late one night, I
way, my life became a lie. Even before I nished carefully put the salt chemical and liquid into a
my studies, I already had a double life. My actions glass and mixed them together. I watched the
were not serious, but I did not want them to be a liquid change colour. Then, nervously, I drank
part of my working life. what was in the glass.
The years passed, and I grew older and more I looked down at my body. I saw immediately
sensible. But it was too late to change my double that I was smaller than before. There was no
life. And then, through my scientic studies, I mirror in my workroom then—I brought it in later.
learned something important. I learned that man I went quickly across the dark courtyard and into
has two sides—a good side and an evil side. I the house. It was after midnight. All my servants
knew that this was true of me. I was honest about were asleep, so did not see me.
it. As a doctor, I tried to learn more and to help
sick and suffering people. The other part of me I went quietly up to my bedroom and straight to
was also honest about its search. Slowly it be- my mirror. In it, for the rst time, I saw the man
came clear to me that man is not just one person. that I decided to call Edward Hyde. He was much
He is two people. smaller and younger than Henry Jekyll. I can only
believe that the evil side of me was not fully
“Can I separate the two sides?” I asked myself. grown. It was not as strong as my good side. The
“Can I make two people—one good, one bad— worst part of me was not as old and tired as the
from a single person? If I can, life will be much good and honest part.
easier. The bad person can live in his own bad
way, without hurting the good person and people’s The ugly face in the mirror was an evil face. I
opinion of him. And the good person’s good name knew that. But I felt no fear. I welcomed it, be-
will be in no danger because of the other person’s cause it seemed very natural. The face looked
bad actions. It seems wrong that we have to live more alive than my usual face.
with both persons in the same body.” Later I realized that people could not come
At that time I was doing some scientic work. near me without a feeling of great dislike. They
I found that some chemicals have a great power. hated me before I ever spoke.
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
“This is probably because they have never met people. One was Edward Hyde—a man who was
a man like Edward Hyde. He is a man who is all completely evil. The other man was dear old
bad—all evil,” I told myself. “Most people are good Henry Jekyll.
and bad.”
As time passed, I felt a greater and greater need
Now came the next part of my experiment. I to escape into the younger, more exciting body of
returned to my workroom and prepared the Edward Hyde. And it was so easy. I only had to drink
chemical again—and drank it. Once again I the liquid, and there I was! In my new life.
suffered the terrible pains of change. But I soon
Robert Louis Stevenson,
had the face and body of Henry Jekyll. , Retold by John Escott. London, Pearson Education,
2000, pp. 39-42.
That night my life changed forever. The experi-
ment was a success, and from that time I was two
Before Reading
1. People have different sides to their personalities. How do you act in different situations?
At home At school With friends
While Reading
2. Read the excerpt from Use two different

coloured highlighters to highlight the personality traits of Dr. Jekyll and Mr. Hyde.
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
After Reading
3. Answer the questions about the text.

a. What problem did Dr. Jekyll have as a young man?
b. What are the two sides of people, according to Dr. Jekyll?
c. What was the initial outcome of Dr. Jekyll’s experiment on himself?
d. What adjectives does the author use to describe the physical characteristics of Dr. Jekyll
and Mr. Hyde?
Dr. Jeckyll Mr. Hyde
5. Why do people show different sides of their personalities in different situations?
Name: ___________________________________________ Date: ________________________ Group: ___________
Teens and Screens Unit 4 Extra Reading Handout ER 4
Words
By Heather Grace Stewart
You’re texting him and he’s texting her; I’ll smile sweetly, try not to stare
You know how it goes, mostly a blur; at your sad old eyes and thinning hair.
Calling me geeky, or maybe just strange. Seeing the jealousy in your gaze;
They’re just words, You’ll have no words,
But they’ll last for days. No words for days.
You post a photo, a few words, not more; Text it, blog it, put it on Twitter.
They’ll laugh so hard when I walk through They’re just lies. They’re just litter.
that door. You’re a bully on a bus
Calling me gay; one of the queers. with a prepaid phone, and words.
They’re just words, Just words.
But they’ll last for years.
Text it, blog it, put it on Twitter.

They’re just lies. They’re just litter.
You’re a bully on a bus
with a prepaid phone, and words.
Just words.
Is that all you’ve got?
Someday I’ll be stronger, with all this behind me.

Someday I’ll shine brighter, my true love beside
me.
And you’ll be paying the same old fare;
Just a bully on a bus marked:
In about 20 years (I know this story),

You’ll come up to me with a phony “sorry.”
Wishing you’d made something out of yourself.
They’re just words,
But, somehow, they’ll help.
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
Before Reading
1. Do you think social media is a good way of communicating these feelings?
Happiness Sadness Love
While Reading
2. Read the poem ”Words” by Heather Grace Stewart. Highlight your favourite line and say why
you like it:
After Reading
3. Reread the poem. What does the narrator of the poem say will happen to the bully in
20 years?
4. Name three different ways the bully uses technology to throw “lies and litter” at the narrator.
5. What does the narrator of the poem do about the bullying?
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
6. a. Is it easy to ignore hurtful things you read in social media? Why or why not?
b. Could social media be used to prevent or stop bullying, and how?
7. Did you enjoy the poem?

Yes, because:
No, because:
8. Compare and contrast the poem “Words” with the poem “Dear Friend I’ve Never Met”
on page 56.
Name: ___________________________________________ Date: ________________________ Group: ___________
Making Music Unit 5 Extra Reading Handout ER 5
“Hey There, Delilah”

Written by Tom Higgenson, recorded by Plain White T’s For the full song lyrics, go to Audio Transcript T 5, p. 221.
The song “Hey There, Delilah” was actually

written in 2004, years before it got big on radio. I
was hanging out with my friend Kim in Chicago,
where we’re from. She said that her friend Delilah I knew I was onto something kind of special
wanted to hang out, which was ne with me. It when I wrote:
was the last day before Delilah went back to
school in New York. We picked her up and I was
instantly smitten. It was like an angel walked into
the room. She was gorgeous, with a face you
could stare at forever.
I was irting with her all night. We (the Plain

White T’s) had just nished our rst album, so I I’d never gotten too poetic with lyrics before.
played some of our music for her in the car as we I took my time over the next few months to make
were driving. Delilah said she liked the CD so I sure that every line was powerful and meant
gave her a copy. I told her I’d write a song for her something. Writing about how I planned to pay
on the new album and it became a running joke the bills playing my guitar reects my dreamy
between us. We talked every day online, still romantic nature.
irting, and we joked back and forth when she
continued to ask for her song. Eventually I said I
really would write a song for her and kiddingly
told her that it would be the one that would make
us famous—and that she’d be my date for the
Grammys. I knew she had a boyfriend so it was
innocent irtation and nothing happened, even Since Delilah had two more years of school,
though we both knew it would have if it had been and I knew she wasn’t at all in love with me, I got
up to me. a kick out of this:
I was living with my mom in an apartment at

the time. I was in my bedroom with an acoustic
guitar and came up with the guitar riff that
became the opening to “Hey There, Delilah.” It
had a nice progression and I knew it could make a
When I wrote the chorus, I thought it was a
good song.
throwaway lyric and that I’d go back and redo it.
Since I didn’t really know Delilah, I was trying The more I played it, and as I was writing the rest
to think what I could say to her after I had written of the song, the more I started thinking the chorus
the beginning of the lyrics: was sweet and that it worked. It turns out that it’s
the part that everyone sings along with.
Contact between Delilah and myself had

become more sporadic. Before I nished the song,
and before I’d told Delilah anything about it, the
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
band started to tour and she came to a show in online. With its success, we were signed to
New York. She was wearing a white sweater and a Hollywood Records. We weren’t initially sure
big oppy hat like Audrey Hepburn and looked about re-releasing the song on the new album
gorgeous. because it was older, but the record company
folks made us realize that it was good exposure
I called Delilah when I got the rst promo copy
to the mass market. As a bonus track, it became
of the CD the song was on. We hadn’t spoken in a
an immediate radio success. Delilah called me
few months but I wanted to tell her about it and
when she heard it at her gym. She got a real kick
get her a copy. I drove half an hour to her house to
out of it.
deliver it and was kind of nervous. At the house,
we sat down in a sitting room surrounded by It was #1 in ten countries, including the U.S.,
ceramic dolls. She didn’t want to listen to the for which we have a Billboard plaque, and it was
song with me there, so we had some small talk nominated for two Grammys. During that time, I
for about 20 minutes. It was very awkward. All I
broke up with the girlfriend I had and Delilah and
could say to her was, “I tried to write a song as
her boyfriend were broken up. Everything I’d
beautiful as you are and wanted you to have one
foreseen came true—she actually would be my
of the rst copies.” It turned out that she loved the
date for the Grammys. I got back with my girl-
song and came to a few more shows and wore an
friend and she with her boyfriend before Awards
“I Am Delilah” T-shirt, which became a very
night, but we still went to the show together and
popular item.
fullled the prophecy of the song.
The CD came out in January on an indie label,
From by
Fearless Records. The song became an under- Jack Caneld, Mark Victor Hansen & Jo-Ann Geffen. Copyright
ground hit rst on myspace.com and other places 2009 by Chicken Soup for the Soul Publishing, LLC.
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
Before Reading
1. How would you feel if someone wrote a song just for you? Explain.
2. Explain the meaning of these words or expressions, in the context of this song:
• We picked her up and I was
• Contact between Delilah and myself had become
• Everything I’d foreseen came true . . .
• Give this song
While Reading
3. Read the story about the song, “Hey There, Delilah.” Underline the steps involved in creating
the song.
After Reading
4. Answer the questions about the text.

a. When was the song written and where was the songwriter when he met his inspiration?
b. What does the songwriter mean when he said the chorus “was a throwaway lyric”?
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
c. Why was this song released twice?
d. What does the writer refer to when he talks about the prophecy of the song? How was the
prophecy fullled?
e. How did the song become a popular hit? Name the events that lead to its popularity.
5. Tom said that he took his time to “make sure that every line was powerful and meant
something." After studying the song, do you agree with him? Explain.
Name: ___________________________________________ Date: ________________________ Group: ___________
Rights and Rites Unit 6 Extra Reading Handout ER 6
A Driving Lesson
I am not my father. As a boy he was always ahead up. I didn’t even hit any pedestrians! I was by no
in life. He had a job at eight. He could drive at nine means a great driver; my dad had to yell “Josh,
(this was okay because he grew up on a farm). He stop!” frequently. Soon, pressing the brake
has led a very competitive life, excelling at every- became an immediate response to his voice.
thing he tries. Like I said, I am not my father. I
follow the rules and take no risks, so you can I was having the time of my life cruising around
probably imagine the fear and reluctance I felt my neighbourhood. I could have spent an eternity
when Dad decided to teach me how to drive. navigating these roads I never knew existed.
I was 13. However, all good things must come to an end.
Besides, the day was growing old, and the sun had
The day was like any other—unremarkable— dipped below the horizon, so I drove home, not
until . . . needing to slam on the brakes even once.
“Hey, Josh, let’s go for a drive!” My father, always Condent of my newfound driving abilities, I sailed
the optimist, encouraged, “It’ll be fun.”
us straight into the garage (maybe a little too
I don’t remember what I was doing at the time. It fast). My foot reached for the brake, and we
doesn’t matter. It was probably something stupid slowed a bit.
or pointless like playing on the computer or
staring off into space, mouth wide open. “Josh, stop!” I heard, and mechanically moved my
foot from one pedal to the other. My foot had been
I didn’t understand what he really meant, so I on the brake; now it was on the gas, pressed all
simply answered with my usual “Sure.” I began to the way to the oor. I didn’t realize this mistake
walk to the garage when a large hand denied my until it was too late. My body pushed back into the
passage, and my father pressed the gleaming seat as we accelerated. My terror was only
silver car key into my hand. I felt my heart skip a momentary, because a great “Boom!” pulsed
beat, not out of joy or surprise, but sheer terror. through the garage. The car had stopped, or
I stared at my father in disbelief. rather, the wall had stopped us.
Dad only smiled and said, “You should start I stared through the windshield at the mangled
learning how to drive.” ladder that lay between us and the wall, gazing at
the destruction that I had caused. It was too much
“Dad, I won’t even have my permit for another two
to bear. Holding back tears, I glanced over at my
years,” I objected.
stunned father and said, “Sorry, Dad.”
He immediately went into lecture mode. “I learned
to drive when I was nine, or was it seven? Anyway I was expecting punishment. A grounding for life.
. . .” I don’t remember the rest. I have this habit of No more food. Forty lashes. Maybe even death-by-
tuning him out. guillotine. I was ready to plead for my life, but
instead my dad started laughing.
I don’t know what kind of voodoo he employed, but
somehow he managed to get me into the car. I “You busted that wall up pretty good, Josh.”
turned it on, put it into reverse, and slowly
pressed the gas. I learned two things that day. One: never speed
into a garage. EVER. The next was even more
“Josh, stop!” I barely managed to stop in time. If I important. I discovered that no matter what
hadn’t, I would have hit the garage door. “Open happens, you should keep a positive outlook. I
the garage door before you turn the car on, okay?” look at my father’s optimism and how happy he is,
Dad chuckled. and I know that that’s the kind of life I want to live.
The next hour was a blur. At rst, I inched through Teenink [On line] http://www.teenink.com/nonction/
the streets of my neighbourhood. In time, I sped memoir/article/271914/a-Driving-Lesson/
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
Before Reading
1. Is learning to drive a priority for you? Why or why not?
2. How would you react if your parents offered to teach you how to drive at the age of 13?
While Reading
3. Read the text. Underline the words and expressions that describe the changing emotions of
the narrator.
After Reading
4. Explain or dene the following words and expressions in your own words, in the context of
the story:
a.
b.
c.
d.
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
5. Complete the following chart about the differences between Josh and his father:
Josh Josh’s dad
6. How do Josh’s feelings about his driving lesson evolve during the text? Clarify by contrasting
the positive emotions versus the negative emotions.
Negative Positive
Name: ___________________________________________ Date: ________________________ Group: ___________

cont.
7. Josh now looks at his dad differently. Justify this statement using references from the
whole story.
8. In your opinion, did Josh’s father act responsibly in:

a. taking him for his rst driving lesson at 13? Justify.
b. laughing after the garage incident? Justify.
9. Do you believe we should change the law so that teens can take driving lessons earlier?
Explain.
Suggested Websites
Unit Task Page Website Description

1 Everyone 2 5 http://www.bg.org/bg/custom/ Take a quiz to nd out your
Can Be a Star resources_ftp/client_ftp/ks3/ict/ intelligence type.
multiple_int/
5 12 http://www.howcast.com/ Watch videos that model how

to do something.
2 Reality 2 22 http://www.ehow.com/about_4779706_ Read about how casting calls

Check reality-tv-casting-calls.html for reality TV shows work.
3 24 http://jobs.aol.com/articles/2010/04/30/ Read a TV writer’s account of

reality-television-secrets/ how reality shows are really
made.
3 Unexpected 1 39 http://www.hahaha.com/en/watch-this/ View videos of unexpected

Outcomes videos?page=1&act=gags events and surprising
reactions on the
Gags website.
6 51 http://www.imdb.com/title/tt0091064/ Watch the theatrical trailer of

.
4 Teens and 1 57 http://heathergracestewart.com/ Read more poems by a

Screens Québec poet.
5 65 http://www.netaddiction.com/index. Take a quiz to calculate your

php?option=com_bfquiz&view=onepage use of the Internet.
&catid=46&Itemid=106
Production 72 http://www.netsmartz.org Watch videos or read

Studio information on Internet risks.
5 Making 2 76 http://www.cbc.ca/doczone/episode/ Watch a documentary

Music life-is-a-highway.html that explores the boom in
Canadian music in the 1990s.
4 82 http://www.youtube.com/ Watch by
watch?v=hd6LkLo0oaA Marie Digby.
Extra 88 http://www.ted.com/talks/eric_ Watch a presentation by Eric

Reading whitacre_a_virtual_choir_2_000_voices_ Whitacre.
strong.html
Watch the viral YouTube video
http://www.youtube.com/ of .
watch?v=6WhWDCw3Mng
Production 90 http://www.songlyrics.com/ Search for different song

Studio lyrics.
6 Rights and 1 92 http://www.theskykid.com/ Read about young talent in

Rites music and the arts.
5 100 http://www.scholastic.com/browse/article. Read a list of the top coming-

jsp?id=7950 of-age novels of all time.
6 104 http://teenink.com/ Read stories written by

teens.
Reproduction permitted © Chenelière Education Inc. Studio Year One n Suggested Websites 255
Name: ___________________________________________ Date: ________________________ Group: ___________
The Simple Present Unit 1 Grammar Quiz 1 Handout Q 1

Imperatives
A. Complete the dialogue with the simple present of the verbs in parentheses.
Chloé: Which (prefer) you 1: watching sports or playing sports?

James: I (like, negative) 2 either! I (be, negative) 3 a
very athletic person.
Chloé: So, if you don’t like sports, what do you like? What (be) 4 your hobbies?
James: I (spend) 5 hours every day playing the drums. My parents
(appreciate, negative) always 6 the noise!
Chloé: (be) 7 musical your strongest intelligence type then?
James: No! On the test, my strongest intelligence type is logical-mathematical but I (agree,
negative) 8 with the results. I (think) 9 my strongest
intelligence type is musical. (think) you 10 your test results
(be) 11 accurate?
Chloé: Yes, I do. I (enjoy) 12 playing soccer and dancing. I (move)
13 all the time and I (have) 14 good coordination.
James: (be) 15 I right in saying that you’re bodily-kinesthetic?
Chloé: Exactly!
/15 points
B. Rewrite the following sentences as imperatives.
1. You need to take the multiple intelligence test.
2. The students have to read the texts about unusual talents.
3. You must not teach the same skill as your partners.
4. It is a good idea to gather your material and prepare your presentation.
5. Students must not speak too softly during the presentation.
/5 points
256 Studio Year One n Grammar Quiz Reproduction permitted © Chenelière Education Inc.
Name: ___________________________________________ Date: ________________________ Group: ___________
Adverbs of Frequency Unit 2 Grammar Quiz 2 Handout Q 2

Question Words
A. Complete each sentence by replacing the word or words in parentheses with the most appro-
priate adverb of frequency from the word box. Use each adverb only once.
always • every afternoon • hardly ever • never • often • once

• regularly • sometimes • twice • usually
1. Paul is a reality TV fanatic. He (generally) watches two hours of

reality television (every day after school) .
2. People who do not like reality TV say that the shows are (without exception)
fake. The TV producers edit the shows so viewers (almost never)
see the true story.
3. Emma and Sarah were reality TV contestants (one time) . They
did not like the experience so they will not do it (a second time) .
4. I enjoy cooking but I’m (frequently) very busy with school
projects. However, I (not ever) miss my favourite cooking show
on TV.
5. Kevin plays lacrosse (at equal intervals) in summer. (Every now
and again) he even watches it on TV.
/10 points
B. Complete the paragraph with the question words from the word box. Use each question word
only once.
how how • long • how many • how much • how old
• what • where • which • who • why
I watch this show all the time because it has such good singers. Wait a second,
1 is that? 2 is there a new contestant in the middle of the
season? 3 does she come from? She looks like a teenager. 4
is she? I can’t wait to hear her sing! 5 song will she choose? 6
will her voice sound? 7 will she last before the judges and the audience
eliminate her? Though, maybe she will win.” 8 people are competing now?
9 of them deserves to win? 10 money does the winner receive?
/10 points
Reproduction permitted © Chenelière Education Inc. Studio Year One n Grammar Quiz 257
Name: ___________________________________________ Date: ________________________ Group: ___________
Simple Past Unit 3 Grammar Quiz 3 Handout Q 3

Past Continuous
A. Complete the text with the simple past of the verbs in parentheses.
My parents (be) 1 very worried yesterday evening because I (stay out)

2 late with my friends. I (call, negative) 3
them because I (lose) 4 my cellphone. They (believe, negative)

5 me.
/5 points
B. Complete the text with the past continuous of the verbs in parentheses.
What an amazing day my dad and I had yesterday! While we (play) 1
hockey in the driveway, I noticed that he (smile) 2 from ear to ear and
he (act, negative) 3 normally. What (happen) 4?
Finally, he told me: we (go) 5 to a Montréal Canadiens game that

evening!
/5 points
C. Complete the text with the simple past and the past continuous of the verbs in parentheses.
Selena’s Surprising Date

Selena’s heart (beat) 1 fast when she (meet) 2
her new boyfriend, Daniel, at the cinema last night. He (be) 3
different from the other boys in her class. The movie trailers (play) 4
so Selena (decide) 5 to go to the washroom quickly. As she (return)

6, the lights (go) 7 down. Slowly, she (take)
8 Daniel’s hand in the dark. While she (hold) 9
her boyfriend’s hand gently, a strange boy’s voice (say) 10, “Hey, I’m
sure you’re a very nice girl, but I think my girlfriend in the seat beside me will be angry if she
sees us holding hands!”
/10 points
Name: ___________________________________________ Date: ________________________ Group: ___________
Modals Unit 4 Grammar Quiz 4 Handout Q 4

Conditionals
A. Complete the dialogue with or

1. You easily contact friends on social media networks. (ability)
2. Personally, I prefer to meet my friends face to face. (desire)
3. With your schedule, that be harder than you think. (possibility)
4. In the past, I always make my plans online rst. (ability)
5. You admit, it’s very convenient to chat online! (obligation)
6. True, but we try to meet our friends in person? (suggestion, negative)
7. Which you choose if you could use either video chats or instant
messenger? (condition)
8. Video chats work but I almost always look a bit weird. (ability)
9. So, talking with webcams be the best solution? (possibility, negative)
10. No, there be a better way to connect! (obligation)
/10 points
B. Underline the correct verb in each sentence.

1. If I spend too much personal time on social media sites, my parents (turn / turned) off
the computer.
2. If Anna doesn’t update her Facebook prole every day, she (feels / should feel)
depressed!
3. If children play online video games with strangers, someone (monitored / should monitor)
them.
4. If Harry plays the video game with a partner, he (defeats / defeated) the monster.
5. If you share your password with friends, you (will compromise / should compromise)
your privacy.
6. If someone discovers your password, you (change / should change) it.
7. If you create a secure email address, a stranger (didn’t guess / cannot guess) your
identity.
8. If Jacob is media smart, he never (reveals / revealed) his age in his email address.
9. Carl (helped / might help) you set up an account if you need assistance.
10. You (ask / should ask) your parents’ permission if you want to meet an online friend
in person.
/10 points
Name: ___________________________________________ Date: ________________________ Group: ___________
Pronouns and Possessives Unit 5 Grammar Quiz 5 Handout Q 5

Phrasal Verbs
A. Complete the radio commercial with appropriate pronouns and possessives (

).
Apply to the International School of Music Today!
As music professionals in the industry, we’ll bring out the best of your musical talents and
give 1 the tools to climb to the top of 2 career.
3 team of talented music professionals will initiate 4 into
the tricks of the trade. These tools will quickly become 5 to use. Other
schools don’t offer the in-depth courses in production techniques and electronic engineering
that 6 do. While they may promise big dreams, their courses simply don’t
compare to 7. If you’re considering a musical career for 8,
visit 9 at 10 website today!
/10 points
B. Underline the appropriate phrasal verb in each sentence.

1. Carolyn, I want you to (keep on / keep up) the good work you’re doing.
2. You work hard and you have the courage to (take on / take off) new challenges.
3. You never (put up with / put off) your practice sessions.
4. I can’t imagine that you would ever decide to (drop in / drop out of) this school.
5. I realize that your homework requires you to (cut down on / cut up) other activities.
6. Be strong and steady. Don’t (give away / give up) training your voice.
7. If you (ask out / ask around), other people will tell you the same thing.
8. I hope you (get through / get over) the stress of your last performance.
9. You need to (look over / look after) yourself and take good care of your health.
10. I want you to (get on / get away with) the stage and astonish us.
/10 points
Name: ___________________________________________ Date: ________________________ Group: ___________
The Future Unit 6 Grammar Quiz 6 Handout Q 6

Conjunctions
A. Underline the future verb in each sentence. Then, write the negative form of each verb.
1. I will graduate from high school in two years.
2. Next weekend, Nash is going to work for six hours.
3. The end-of-year school concert will start soon.
4. Rashid and I will be at the game on Saturday.
5. Why are you going to join the army?
/10 points
B. Complete each sentence with a conjunction from the word box.
also • although • because • besides • either . . . or

• except • if • since • so • yet
1. I enjoy getting older I have a hard time taking on new responsibilities.
2. I can do the assignment now I can do it tomorrow.
3. Doing research is fun I love discovering new ideas and information.
4. I studied hard for the exam, I received a poor grade.
5. you were absent, I decided to do your share of the work.
6. What pastimes do you like reading?
7. Call me you need any help.
8. Dana loves cats she volunteers at the animal shelter.
9. Majid loves cooking. He says he likes soccer.
10. Everyone Julia passed the test.

/10 points
Name: ___________________________________________ Date: ________________________ Group: ___________
C1 Interacts Orally in English Self-Evaluation Log Handout SEL 1
Instructions
• Evaluate your progress once a month. Give yourself a score for each line:
Doing ne = 3 points Not bad = 2 points Needs work = 1 point
• Add up your score. Try to improve your score each time you complete the evaluation.
Criterion Performance Score

Date
I use English at all times.
Participation in I contribute throughout
oral interaction interaction.
I react to what others say.
My ideas are pertinent.
Content of the
I develop my ideas.
message
I build on what others say.
I don’t hesitate too much.
Articulation of
the message I can integrate the grammar
and vocabulary I learn.
I know which strategies help
Strategies and me and I use them.
resources I know which resources help
me and I use them.
Total
What I want to work on (strategies,

Date Date What I manage well
skills from the list above)
Comments:
262 Studio Year One n Student Evaluation Grids Reproduction permitted © Chenelière Education Inc.
Name: ___________________________________________ Date: ________________________ Group: ___________
C2 Reinvests Understanding Self-Evaluation Log Handout SEL 2

of Tasks
Instructions

Date
I understand texts I read.
Evidence of I understand texts I listen to.
understanding
of texts through I understand texts I view.
the response I share what I understand
process with others and adjust my
understanding if necessary.
I can select relevant ideas
Use of from the texts to reinvest.
knowledge
I combine ideas from the texts
from texts in a
with my own ideas.
reinvestment
task I understand how to use text
features in my work.
I know which strategies help
Strategies and me and I use them.
resources I know which resources help
me and I use them.
Total

Comments:
Reproduction permitted © Chenelière Education Inc. Studio Year One n Student Evaluation Grids 263
Name: ___________________________________________ Date: ________________________ Group: ___________
C3 Writes and Produces Texts Self-Evaluation Log Handout SEL 3
Instructions

Date
Participation I use all phases of the processes
in the writing to complete my tasks.
and production I cooperate with others to give
processes and receive feedback
My ideas are pertinent. I consider
the audience and purpose.
Content of the
message I organize my ideas.
I develop my ideas.
My grammar and syntax are
accurate.
Formulation of I can integrate the new grammar
the message and vocabulary I learn.
My classmates can understand
my messages.
I know which strategies help me
Strategies and and I use them.
resources I know which resources help me
and I use them.
Total

Comments:
Name: ___________________________________________ Date: ________________________ Group: ___________
C3 Writes and Produces Texts Peer Evaluation Handout PE
Instruction
• Evaluate your classmate’s work.
Name of classmate: ______________________________ Name of task or project: ______________________________
Doing Not Needs

Criterion Performance Comment
ne! bad. work.
Date
My classmate used all phases
Participation of the processes to complete
in the writing the task.
and production My classmate was open to
processes and integrated feedback from
others.
The ideas are pertinent. The
product is appropriate for the
Content of the audience and purpose.
message The ideas are organized.
The ideas are developed and
supported.
The grammar and syntax are
generally accurate.
The text reinvests new
Formulation of
grammar and vocabulary
the message
from the unit.
The text is easy to understand
at the rst reading.
The images, video and/or
Production
music enhance the message
process only
of the production.
One thing you really like about this product: ________________________________________________________________

One thing that could be improved for next time: _____________________________________________________________
Evaluated by : _______________________________________________ Date: ___________________________________
Reproduction permitted © Chenelière Education Inc. Studio Year One n Student Evaluation Grids 265
Name: ___________________________________________ Date: ________________________ Group: ___________
What Did You Learn? Unit Reection Handout UR
Unit number: ____________ Title: _______________________________________________________________________
Instruction
• 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 you want to remember.
• I learned . . .
• What did you answer
for . . . ?
• In my opinion . . .
• I think that . . . b. Write something interesting you learned in this unit.
• I think this because . . .
• What’s your opinion?
• What do you think
about . . . ?
2. a. What was the driving question of the unit (on the opening page)?
• Why do you think that?
• That’s interesting.
• In text ____ it says . . .
b. Answer the driving question.
c. How did your answer to the driving question change from your
predictions at the beginning of the unit?
Share and Reinvest

3. In teams,
• Discuss your answers to 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 partners.
• Ask your classmates questions.
• Elaborate on 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: ___________
C1 Interacts Orally in English General Rubrics for Handout GEN 1

Competencies
Note: Expressing stand-alone opinions and ideas (related to the issue but not to the ongoing discussion) is not
interacting. Allot an E if student speaks (well or not) but does not interact with peers.
A B C D E
Interacts throughout Interacts throughout Interacts sporadically Rarely expresses Reverts to a language
oral interaction
Participation in
the discussion, and the discussion. or mostly when ideas or responds to other than English
uses a few techniques prompted. peers. often enough that
to help the discussion evaluation is not
move forward possible OR does not
(e.g. reacts to and participate.
prompts peers, helps
with words, asks
questions).
A B C D E
Speaks with ease Speaks with Speaks with Speaks with much Expresses messages
when interacting. some ease when some difculty difculty when that are mostly
Articulation of the message**
interacting. when interacting, interacting, e.g. incomprehensible,

Fluency
Hesitations, e.g. messages messages are often reverts to a language

although present, are sometimes choppy/incomplete or other than English
rarely interfere with choppy/incomplete made up of isolated often enough that
interaction. and/or pauses words. Pauses and evaluation is not
and hesitations hesitations often possible OR does not
sometimes hinder hinder interaction. participate.
interaction.
When interacting, When interacting, When interacting, When interacting,
expresses messages makes errors that makes errors that makes errors that
Accuracy
that are clear and sometimes affect regularly affect often affect clarity of
contain few errors, clarity of messages. clarity of messages. messages. Messages
if any. Messages are Messages are are mostly understood
understood with understood with but require
interpretation. interpretation. interpretation.
Targeted Language Conventions

Type of Error Very Few Some Many Too Many
Note: *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. ** Teachers should target language conventions for the task based on the progression of learning and notions from the unit.
Reproduction permitted © Chenelière Education Inc. Studio Year One n Teacher Evaluation Grids 267
Name: ___________________________________________ Date: ________________________ Group: ___________
C1 Interacts Orally in English General Rubrics for Handout GEN 1

Competencies cont.
A B C D E
Content of the message
Discusses the Discusses the Expresses basic ideas Expresses ideas Reverts to a language
targeted topics, targeted topics, related to the topic, that are mostly other than English
shares relevant ideas shares relevant ideas elaborates somewhat incomplete, repetitive often enough that
and elaborates on and elaborates on when prompted. or can apply to any evaluation is not
them (e.g. refers to them (e.g. refers to topic (e.g. possible OR does not
personal experience, personal experience, ). participate.
gives details, asks gives details, asks
questions) AND questions).
brings up new ideas
or aspects to enrich
the discussion.
A B C D E
Management of
strategies and
Selects and manages Selects and manages Requires some Uses strategies and Despite prompting,
resources *
a variety of strategies appropriate strategies prompting to use resources when does not make use
and resources and resources. strategies and explicitly told which of strategies or
effectively. Reects resources. to use. resources.
on their effectiveness
and makes
adjustments.
268 Studio Year One n Teacher Evaluation Grids Reproduction permitted © Chenelière Education Inc.
Name: ___________________________________________ Date: ________________________ Group: ___________
C2 Reinvests Understanding General Rubrics for Handout GEN 2

of Texts Competencies
Note: to be able to assess students’ reinvestment, the teacher must be familiar with the texts students have listened to, viewed or read.
A B C D E
Evidence of understanding
Shows superior Shows solid Shows some Shows little Shows no

response process
understanding of understanding of understanding of understanding of understanding of

texts and makes texts and makes texts and makes few texts. Makes no links texts. Responses not
pertinent links some links between links between texts between texts and linked to texts.
between texts and texts and own and own experience. own experience.
own experience. experience.
A B C D E
Selection and use of information/
Chooses appropriate, Chooses mostly Chooses some Chooses little Information/

accurate and appropriate, accurate appropriate, accurate appropriate, ideas/language
pertinent information/ and pertinent and pertinent accurate or pertinent are inaccurate or
Use of knowledge from texts in a reinvestment task
ideas/language from information/ideas/ information/ideas/ information/ideas/ invented. OR large

ideas/language
the texts. language from the language from the language from the parts copied from
texts. texts. Shows some texts. Shows many source texts.
weaknesses, such as: weaknesses, such as:
• lacking content or • lacking content or
coherence coherence
• some inaccurate • inaccurate content
content • too general or
• too general or irrelevant
irrelevant • chunks of content
• some content copied from texts
copied from texts
Combines a great Combines many Combines some Combines few ideas/ Own ideas are
combination with own ideas
Coherence of organization,
many ideas / great ideas /much information/ ideas/ little information/ not included or
deal of information/ information/language language from the language from the incoherent.
language from the from the text with text with own ideas. text with own ideas. Content is unsuited
text with own ideas own ideas to create a Content somewhat Content is poorly to audience’s needs.
to create a coherent coherent product. meets audience’s suited to audience’s
product. Content Content is generally needs. needs.
is tailored to meet suited to meet
audience’s needs. audience’s needs.
A B C D E
Management of Strategies
and Resources *
and makes
adjustments.
the report card.
Name: ___________________________________________ Date: ________________________ Group: ___________
C3 Writes and Produces Texts General Rubrics for Handout GEN 3

Competencies
A B C D E
writing and production
Personalizes the Uses the steps of the With some support, Despite support, does Does not use the
Participation in the
process to plan and process to complete uses the steps of the not use the steps steps of the process
processes*
carry out the task. the task. process to complete of the process to OR does not complete
Seeks and integrates the task. complete the task. the task.
feedback from
peers and teacher.
Cooperates well
with others to carry
out the production
process.
A B C D E
Pertinence and
Text is well Text is suited to the Text is somewhat Text is somewhat Text is unsuited to
coherence
Content of the message
adapted to the task requirements. suited to the task unsuited to the task requirements.
task requirements Ideas are generally requirements. Ideas task requirements. Ideas lack
(topic, audience, well organized and are somewhat Ideas lack some organization and
purpose). Ideas are coherent. organized and organization and coherence.
well organized and coherent. coherence.
coherent.
Ideas and viewpoints Ideas and viewpoints Ideas and viewpoints Ideas and viewpoints Ideas and viewpoints
Development
are well developed are generally well are somewhat are somewhat are not developed or
and supported. developed and developed and underdeveloped or supported.
supported. supported. supported.
language conventions**
A B C D E
Accuracy of targeted
Contains very few Contains few Contains some Contains many

or no errors in errors in the use of errors in the use of errors in the use of
the use targeted targeted language targeted language targeted language
language conventions conventions. conventions. conventions.
(vocabulary/grammar/
functional language).
Formulation of the message
Errors may be Errors may affect Errors or awkward Errors and/or

Text is mostly
present but do not readability but not structures awkward structures
incomprehensible OR
affect readability or understanding. sometimes affect repeatedly affect
does not respect the
Clarity
understanding. readability and readability and/or

task requirements
understanding. Text understanding but
OR student does not
is understood with text is understood
complete the task.
some interpretation. with a good deal of
interpretation.
All required All required Most required Some required
Text components
components and components and components and components or

and features
features are present features are present features are present. features are present.
and skillfully tailored and properly
to the needs of the structured.
task.
Name: ___________________________________________ Date: ________________________ Group: ___________
C3 Writes and Produces Texts General Rubrics for Handout GEN 3

Competencies cont.
Targeted Language Conventions / Text Components and Features

A B C D E
Management of
strategies and
resources **
and makes
adjustments.
Name: ___________________________________________ Date: ________________________ Group: ___________
Present a star for an unusual Unit 1 Project Evaluation Handout PRO 1

talent show. Workbook page 18 Grid
A B C D E
Interacts in English Interacts throughout Interacts sporadically Rarely expresses Reverts to a language
while asking for and the process of or mostly when ideas or responds to other than English
in oral interaction
C1: Participation
receiving feedback giving and receiving prompted. peers. often enough that
about own and others’ feedback about the evaluation is not
talent media texts and talent presentations. possible OR does not
uses a few techniques participate.
to help the discussion
move forward (e.g.
with words, asks
questions).
A B C D E
strategies and resources *
C2: Management of
a variety of strategies appropriate strategies prompting to use resources when told does not make use
and resources and resources. strategies and explicitly which to of strategies or
effectively to plan, resources. use. resources.
prepare and present
the talent media text.
Reects on their
effectiveness and
makes adjustments.
A B C D E
C3: Participation in the
Personalizes the Uses the steps of the With some support, Despite support, does Does not use the
production process*
process to plan and process to complete uses the steps of the not use the steps steps of the process
create the talent the media text. process to complete of the process to OR does not complete
media text. Seeks and the media text. complete the media the project.
integrates feedback text.
from peers and
teacher. Cooperates
well with others
to give and receive
feedback.
Name: ___________________________________________ Date: ________________________ Group: ___________
Present a star for an unusual Unit 1 Project Evaluation Handout PRO 1

talent show. Workbook page 18 Grid cont.
A B C D E
Description is well Description is Description Description Description is
Pertinence and
C3: Content of the message
adapted to the task suited to the task is somewhat is somewhat unsuited to task
coherence
requirements (media requirements. suited to the task unsuited to the requirements. Ideas
text presentation Ideas are generally requirements. Ideas task requirements. lack organization and
for a talent show well organized and are somewhat Ideas lack some coherence.
candidate). Ideas are coherent. organized and organization and
well organized and coherent. coherence.
coherent.
Media text is well Media text is Media text is Media text is Media text is not
Development
developed and generally well somewhat developed somewhat developed or

supported with developed and and supported with underdeveloped or supported with
images and/or supported with images and/or unsupported with images and/or
video clips. images and/or video clips. images and/or video clips.
video clips. video clips.
Comments:
the report card.
Name: ___________________________________________ Date: ________________________ Group: ___________
Create a casting call to encourage Unit 2 Project Handout PRO 2

teenagers to audition for your new Workbook page 36 Evaluation
reality show. Grid
A B C D E
while asking for and the process. or mostly when ideas or responds to other than English
in oral interaction
C1: Participation
receiving feedback prompted. peers. often enough that

about own and others’ evaluation is not
casting calls and uses possible OR does not
a few techniques to participate.
help the discussion
move forward (e.g.
with words, asks
questions).
A B C D E
C2: Management of
prepare and present
the casting call.
Reects on their
effectiveness and
makes adjustments.
A B C D E
Personalizes the Uses the phases With some support, Despite support, does Does not use the
the production process *
phases of the process of the process to uses the steps of the not use the steps steps of the process
C3: Participation in
(pre-production, complete the casting process to complete of the process to OR does not complete
production, call. the casting call. complete the casting the casting call.
post-production) to call.
plan and create the
casting call. Seeks
and integrates
feedback from
peers and teacher.
Cooperates well with
others to give and
receive feedback.
Comments:
the report card.
Name: ___________________________________________ Date: ________________________ Group: ___________
Show how an unexpected Unit 3 Project Evaluation Handout PRO 3

discovery happened. Workbook page 54 Grid
A B C D E
in oral interaction
C1: Participation

about own and evaluation is not
others’ discovery possible OR does not
projects and uses participate.
a few techniques to
help the discussion
move forward (e.g.
with words, asks
questions).
A B C D E
texts in a reinvestment task
combination with own ideas

C2: Use of knowledge from
Coherence of organization,
Combines a great Combines a lot Combines some Combines little Own ideas are
deal of information/ of information/ information/ideas/ information/ not included or
language and a language and many language from the language and few incoherent. Content
great many ideas ideas from the unit unit with own ideas. ideas from the unit is unsuited to
from the unit with with own ideas to Content somewhat with own ideas. audience’s needs.
own ideas to create create a coherent meets audience’s Content is poorly
a coherent discovery discovery project. needs. suited to audience’s
project. Content Content is generally needs.
is tailored to meet suited to meet
audience’s needs. audience’s needs.
A B C D E
Personalizes the Uses the phases With some support, Despite support, Does not use the
phases of the process of the process uses the steps of the does not use the steps of the process
C3: Participation in the
production process *
(pre-production, to complete the process to complete steps of the process OR does not complete
production, discovery project. the discovery project. to complete the the project.
post-production) to discovery project.
plan and create the
discovery project.
Seeks and integrates
feedback from
peers and teacher.
Cooperates well with
others to give and
receive feedback.
Comments:
the report card.
Name: ___________________________________________ Date: ________________________ Group: ___________
Help make younger students Unit 4 Project Evaluation Handout PRO 4

smart users of social media! Workbook page 72 Grid
xxx A B C D E
in oral interaction
C1: Participation

about own and evaluation is not
others’ social media possible OR does not
projects and uses participate.
a few techniques to
help the discussion
move forward (e.g.
with words, asks
questions).
A B C D E
C2: Management of
prepare and present
the social media
project. Reects on
their effectiveness
and makes
adjustments.
A B C D E
Pertinence and
Media text is well Media text is suited Media text is Media text is Media text is
C3: Content of the message
coherence
adapted to younger to younger students. somewhat suited to somewhat unsuited unsuited to younger
students. Ideas are Ideas are generally younger students. to younger students. students. Ideas lack
well organized and well organized and Ideas are somewhat Ideas lack some organization and
coherent. coherent. organized and organization and coherence.
coherent. coherence.
Advice is well Advice is generally Advice is somewhat Advice is somewhat Advice is not
Development
developed and well developed and well developed and underdeveloped or developed or
explained. explained. explained. explained. explained.
Comments:
the report card.
Name: ___________________________________________ Date: ________________________ Group: ___________
Use a song to tell your story. Unit 5 Project Evaluation Handout PRO 5
Workbook page 90 Grid
xxx A B C D E
in oral interaction
C1: Participation

about own and others’ evaluation is not
song projects and possible OR does not
uses a few techniques participate.
to help the discussion
move forward (e.g.
with words, asks
questions).
A B C D E
C2: Management of
prepare and present
the song project.
Reects on their
effectiveness and
makes adjustments.
A B C D E
C3: Content of
Story is well Story is generally Story is somewhat Story is somewhat Story is not developed
Development
the message
developed and well developed and well developed and underdeveloped or or links with song are
supported by the supported by the supported by the unsupported by the unclear.
content of the song. content of the song. content of the song. content of the song.
Comments:
the report card.
Name: ___________________________________________ Date: ________________________ Group: ___________
Create a time capsule about Unit 6 Project Evaluation Handout PRO 6

your teen years. Student Book page 108 Grid
xxx A B C D E
Discusses the Discusses the Expresses basic ideas Expresses ideas Reverts to a language
time capsules time capsules related to the time that are mostly other than English
with relevant ideas with relevant ideas capsules, elaborates incomplete, repetitive often enough that
C1: Content of
the message
and elaborates on and elaborates on somewhat when or can apply to any evaluation is not
them (e.g. refers to them (e.g. refers to prompted. topic (e.g. possible OR does not
personal experience, personal experience, ). participate.
future plans, future plans,
gives details, asks gives details, asks
questions) AND questions).
brings up new ideas
or aspects to enrich
the discussion.
A B C D E
language conventions**
Accuracy of targeted
Contains very few or Contains few Contains some Contains many Text is mostly
C3: Formulation
of the message
no errors in the use errors in the use of errors in the use of errors in the use of incomprehensible
of targeted language targeted language targeted language targeted language OR does not
conventions conventions. conventions. conventions. respect the task
(vocabulary/ requirements OR
grammar/functional student does not
language) complete the task.
Targeted Language Conventions

Use of conjunctions
Use of future tense
( )
Comments:
Note: ** Teachers should target language conventions for the task based on the progression of learning and notions from the unit.
Name: ___________________________________________ Date: ________________________ Group: ___________
Individual Progress Log Handout IND
xxx Competency Date and Level of Prociency

C1 Interacts Orally
• 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:
C3 Writes and Produces Texts

• Participation in the writing and production
processes*
• Formulation of the message
Comments:
the report card.
Name: ___________________________________________ Date: ________________________ Group: ___________
C1 Interacts Orally in English Observation Grid Handout OG 1
xxx C1 Interacts Orally in English (40%)

Evaluation Criteria
A Exceeds expectations
B Meets expectations Participation in Content of the Articulation of Management
C Acceptable but needs improvement oral interaction message the message of strategies
D Does not meet all expectations and resources
E Serious difculties
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Students
Name: ___________________________________________ Date: ________________________ Group: ___________
C2 Reinvests Understanding Observation Grid Handout OG 2

of Texts
xxx C2 Reinvests Understanding of Texts (30%)

Evaluation Criteria
B Meets expectations Participation in Evidence of Use of Management
C Acceptable but needs improvement the response understanding knowledge of strategies
D Does not meet all expectations process of texts through from texts in a and resources
E Serious difculties the response reinvestment
process task
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Students
Name: ___________________________________________ Date: ________________________ Group: ___________
C3 Writes and Produces Texts Observation Grid Handout OG 3
xxx C3 Writes and Produces Texts (30%)

Evaluation Criteria
B Meets expectations Participation Content of the Formulation of Management
C Acceptable but needs improvement in the writing message the message of strategies
D Does not meet all expectations and production and resources
E Serious difculties processes
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Task/Date: ____________
Students
EVALUATION SITUATION 1
You’ve Got Talent!
For use after Units 1 and 2
Components of the Evaluation Situation

Teacher’s Guide
• Overview of Evaluation Situation 1 284
• Evaluation Rubrics for C1, C2 and C3 ES 1.1 285-286
Student Handouts ES 1.2–ES 1.4 287-293

ESL Competencies Evaluated
C1: Interacts Orally in English
C2: Reinvests Understanding of Texts
• Evidence of understanding of texts through the response process
• Use of knowledge from texts in a reinvestment task
C3: Writes and Produces Texts
General Step-by-Step Procedure

Make sure that students understand each step of the procedure.
Step 1: Theme and Questions

• Describe the theme of the evaluation situation in general terms. Students will teach a skill to their
classmates and write an interview with a talent scout or business shark.
• Ask students if they watch talent shows on TV. Ask if they watch reality shows about entrepreneurs
who want to promote their business ideas.
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 in each task.
• Describe and explain the evaluation criteria, using the grids for the three ESL competencies on
pages 285-286.
• Tell students which resources they are allowed to use.
• For Task 1, cut handout ES 1.2 into six cards. Group students in teams of three, making sure that
each team has three different crafts. When students have nished teaching their skills to their
two partners, they may form new teams of three and repeat the presentation. Cards 5 and 6 may
be given to more advanced students. Students will also need sheets of white letter-sized paper to
practise and teach their skills.
• Collect the handouts when students have nished. Use the appropriate answer keys and evalua-
tion grids to evaluate students’ work.
Reproduction prohibited © Chenelière Education Inc. Studio Year One n Evaluation Situation 1 283
Overview of Evaluation Situation 1
Students learn a new skill and teach it to their partners. They read about talent scouts and business
sharks. They learn how ordinary people can become successful stars and entrepreneurs. Finally, they think
about one of their strengths (a talent, a skill or a business idea) and write an interview between a talent
scout or business shark and themselves.
Time ESL Competencies and Evaluation Text Types Language Repertoire

Criteria
Task 1: Teach Me a Skill
60 min C1 Interacts orally in English How-to – Discourse markers
• Participation in oral interaction – Imperatives
Task 2: Meet the Agents

45 min C2 Reinvests understanding of texts Prole – Identication and description
• Evidence of understanding of texts description – Simple present
through the response process – Adjectives
Task 3: In the Studio

75 min C2 Reinvests understanding of texts Interview – Asking and answering
• Use of knowledge from texts in a information questions
reinvestment task – Identication and description
C3 Writes and produces texts

284 Studio Year One n Evaluation Situation 1 Reproduction prohibited © Chenelière Education Inc.
Name: ___________________________________________ Date: ________________________ Group: ___________
Task 1: Teach Me a Skill Evaluation Situation 1 Evaluation Grids Handout ES 1.1

Task 2: Meet the Agents You’ve Got Talent!
Task 1: C1 Interacts Orally in English

A B C D E
Exceeds Meets Acceptable Does not meet all Serious
expectations expectations but needs expectations difculties
improvement
Student Student Student Student Student uses

Participation in oral interaction
interacts maintains participates in cannot maintain only one-word

actively and interaction English when interaction solely statements or
spontaneously in English prompted. in English and gestures.
when teaching when teaching Student often reverts Student does
partners a new partners and shows to another not understand
skill. perseveres understanding language. partners’
Student despite some of partners’ Student messages and
helps maintain difculties. messages. needs help from is unable to
interaction Student the teacher complete the
by repeating helps maintain or peers to task.
ideas and using interaction by understand
different words repeating ideas partners’
to help others to check own messages.
understand. understanding
and asking for
clarication
when necessary.
Task 2: C2 Reinvests understanding of texts

A B C D E
Evidence of understanding of texts
improvement
through the response process
Student Student Student Student Student is

demonstrates demonstrates demonstrates demonstrates unable to answer
superior good fair poor the questions.
understanding understanding understanding understanding
by answering the by nding most by nding some by nding few
questions answers to the answers to the answers to the
in Step 3 questions in questions in questions in
correctly. Step 3. Step 3. Step 3.
Student Student Student Student
connects ideas connects some connects few connects no
in the text ideas in the text ideas in the text ideas in the text
with personal with personal with personal with personal
opinions in opinions in opinions in opinions in
Steps 4 to 7. Steps 4 to 7. Steps 4 to 7. Steps 4 to 7.
Reproduction permitted © Chenelière Education Inc. Studio Year One n Evaluation Situation 1 285
Name: ___________________________________________ Date: ________________________ Group: ___________
Task 3: In the Studio Evaluation Situation 1 Evaluation Grids Handout ES 1.1

You’ve Got Talent! cont.
Task 3: C2 Reinvests Understanding of Texts

A B C D E
Use of knowledge from texts
improvement
in a reinvestment task
Student Student Student Student Student

adapts ideas needs some needs support has difculty is unable
and information prompting to to write ve adapting ideas to reinvest
from the text in adapt ideas and interview and information information
Task 2 to write information questions from from the text and from the text to
ve interview from the text in the perspective is unable to write write interview
questions from Task 2 to write of a talent scout ve interview questions from
the perspective ve interview or business questions from the perspective
of a talent scout questions from shark. the perspective of a talent scout
or business the perspective of a talent scout or business
shark. of a talent scout or business shark.
or business shark.
shark.
Task 3: C3 Writes and Produces Texts

A B C D E
of the message
improvement
Content
Student’s Student’s Student’s Most of the Student’s

interview is interview is on interview is interview lacks interview lacks
on topic and topic and ideas somewhat pertinence and/ pertinence and/
ideas are well are generally pertinent to the or coherence. or coherence.
organized. well organized. topic but lacks
organization.
Student’s Most of Student‘s Student’s Most of

interview the student’s interview interview is student’s
is easily interview is easy requires a difcult to interview is
of the message
understood after to understand second reading understand, even difcult to

Formulation
one reading. after one but text is after a second understand even
Student reading. generally reading. after a second
writes questions Student understandable. Most of reading.
and answers writes questions Student’s the student’s Student’s
that are and answers that questions and questions and questions and
grammatically are generally answers contain answers are answers are
accurate. grammatically several errors. grammatically inaccurate.
accurate. inaccurate.
286 Studio Year One n Evaluation Situation 1 Reproduction permitted © Chenelière Education Inc.
Name: ___________________________________________ Date: ________________________ Group: ___________
Teach Me a Skill Evaluation Situation 1 Task 1 Handout ES 1.2

1. Learn how to make a paper craft. Read the instructions on the 2. Work in teams of three.
card. Practise making the paper craft.
Follow these steps:
Craft 1. How to Make a Paper Cup • Teach your partners how to
make the craft.
You will need:
• one sheet of letter-sized paper
• Follow their instructions.
Step 1: First, cut the sheet of paper to form a square.
• Make the other paper crafts.
Step 2: Then, fold one corner of the paper over to the opposite
corner to form a triangle.
Step 3: Place the triangle so the folded edge is at the bottom.
Step 4: Next, take the bottom right corner of the triangle. Fold it up
so the tip touches the middle of the left side of the triangle.
Step 5: Then, take the bottom left corner of the triangle. Fold it up
over the folded right side so the left tip touches the middle of the
right side of the paper.
Step 6: After that, fold the top ap down towards you.
Step 7: Turn the paper over. Fold the other top ap down towards
you.
Step 8: Finally, push open the cup and fold in the two pointed tips
at each side. You can ll your cup with water and drink!
Follow these steps:
Craft 2. How to Make a Paper “Quack Quack” • Teach your partners how to
make the craft.
You will need:
• scissors • Follow their instructions.
• coloured pens • Make the other paper crafts.
Step 3: Repeat Step 2 to form a smaller triangle.
Step 4: Next, open the paper. You can see four triangle folds.
Step 5: Take each corner of the paper and fold it to the centre
point. You now have a square.
Step 6: Next, turn the paper over so the folds are underneath.
Step 7: After that, take each corner of the paper and fold it to the
centre point. You now have a smaller square.
Step 8: Fold the square in half to form a rectangle. You have two
folded squares on each side of the paper.
Step 9: Then, slip your thumbs and index ngers into the folds and
push the sides together to form pyramid-type shapes.
Step 10: Finally, colour each outer square a different colour. On the
inside triangles, write numbers one to eight. Lift up each ap and
write an adjective on each inner triangle.
Name: ___________________________________________ Date: ________________________ Group: ___________

Follow these steps:
Craft 3. How to Make a Paper Snowake • Teach your partners how to
make the craft.
You will need:
• scissors
Step 3: Repeat Step 2 to form a smaller triangle.
Step 4: Next, fold the left side of the paper in towards the middle of
the triangle.
Step 5: Then, fold the right side of the paper in towards the middle
of the triangle You now have a sharp point at the top.
Step 6: Turn the paper over. You have two triangles that stick out
below the bottom edge of the paper.
Step 7: Cut off the two bottom triangles.
Step 8: After that, draw shapes along the outer edges of the
triangle.
Step 9: Cut out the shapes. Do not cut the top point of the triangle.
Step 10: Finally, unfold the paper to see your snowake.
Follow these steps:
Craft 4. How to Make a Paper Star • Teach your partners how to
make the craft.
You will need:
• scissors
Step 1: First, fold the sheet of paper in half from top to bottom.
Step 2: Then, fold the paper in half from top to bottom again.
Step 3: Next, open the paper to undo the fold you made in Step 2.
Step 4: Take the top right corner of the folded paper and fold it over
until it touches the fold mark at the left edge of the paper.
Step 5: Then, fold down the top left corner over the top edge of the
section folded in Step 4.
Step 6: Hold the paper so that the pointed tip is at the top. Fold the
paper in half vertically until the left and right edges match up.
Step 7: Cut the top half of the folded paper at an angle to make a
triangle.
Step 8: Finally, open the triangle to see your star.
Name: ___________________________________________ Date: ________________________ Group: ___________

1. Learn how to make a paper craft. Read the instructions on the card. 2. Work in teams of three.
Practise making the paper craft.
Follow these steps:
Craft 5. How to Make a Paper Airplane • Teach your partners how to make
the craft.
You will need:
Step 1: First, fold the sheet of paper in half lengthwise. Open the paper to
show the crease in the middle.
Step 2: Then, fold the top left corner in to touch the centre crease.
Step 3: Next, fold the top right corner in to touch the centre crease. The
bottom edges now form a straight line across the page.
Step 4: Then, fold the top of the paper over at the straight line of the
bottom edges. The point of the triangle is about six centimetres from the
bottom edge of the paper.
Step 5: Fold the top left corner to the centre. Only the tip of the paper
touches the centre line.
Step 6: Do the same thing with the top right corner.
Step 7: After that, take the point from Step 4 and fold it up over the two
corners from Steps 5 and 6.
Step 8: Turn the paper over and fold it in half.
Step 9: Next, make the wings. Fold the top edge of the paper all the way
down so it touches the bottom edge of the plane along the centre crease.
Step 10: Finally, turn the plane over and repeat Step 9 for the
second wing.
1. Learn how to make a paper craft. Read the instructions on the card. 2. Work in teams of three.
Practise making the paper craft. Follow these steps:
Craft 6. How to Make a Paper Box • Teach your partners how to make
the craft.
You will need:
Step 1: First, fold the paper in half from top to bottom. Make a crease line • Make the other paper crafts.
and then open the paper up.
Step 2: Then, fold the top of the paper down to meet the centre crease line.
Step 3: Next, fold the bottom of the paper up to meet the centre crease line.
Step 4: Fold the paper in half from top to bottom.
Step 5: Unfold the crease from Step 4. Fold the paper in half from left to right.
Step 6: Unfold the crease from Step 5.
Step 7: Fold the left side of the paper in to meet the centre crease you
made in Step 5. Then, open it up again.
Step 8: Fold the right side of the paper in to meet the centre crease you
made in Step 5. Then, open it up again.
Step 9: Fold the top left corner down and the bottom left corner up to
touch the crease you made in Step 7.
Step 10: Fold the top right corner down and the bottom right corner up to
touch the crease you made in Step 8.
Step 11: Take the bottom edge of the top ap and fold it up over the two top
corner triangles.
Step 12: Take the top edge of the bottom ap and fold it down over the two
bottom corner triangles.
Step 13: Hold the middle of the top and bottom aps between your thumb
and index ngers. Pull the aps in opposite directions towards the outside
to form a box. Pinch the corners of the box to straighten the sides.
Name: ___________________________________________ Date: ________________________ Group: ___________
Meet the Agents Evaluation Situation 1 Task 2 Handout ES 1.3

Talent Scouts and Business Sharks

How can a young athlete go from being an his eld. “I think the most important quality is to
excellent player on the high school football team have excellent communication skills. Talent scouts
to the NFL’s next big star? How does a teenager need to be able to interact with potential
take a small business venture and turn it into a candidates. We have to be energetic and we need
multi-million dollar company? How does a to be exible. We travel often and don’t always
talented small-town musician end up as one of the work regular hours. If you want a nine-to-ve job,
world’s most popular singers? One way is to be talent scouting is not for you. Talent scouts need
noticed by the right person. Talent scouts and patience and determination. We also have to be
business sharks make their living looking for condent and aggressive to go after the
talented people and recruiting them for the sports, candidates we want.”
business or entertainment world.
What exactly do talent scouts look for in a potential
Some scouts work on reality television shows. One candidate? According to Morgan, “Scouts look for
of the best-known talent scouts is Simon Cowell, talented people who are condent of their abilities
whose shows , and ideas. We want open-minded, outgoing
and created some of the biggest individuals who are competitive and not afraid to
stars of the 2010s. Other shows such as show off their strengths. The candidate has to
and feature venture capitalists truly believe that he or she has an advantage over
who listen as entrepreneurs present their the next person.”
business ideas. The investors agree to provide
money to people who have creative ideas but who After they spot an interesting candidate, scouts
don’t have the necessary resources to get the arrange an interview to nd out more about the
business started. Other talent scouts travel to to person. Morgan says, “We interview candidates to
business fairs, concerts, sports games and talent make sure they are really serious about their
shows to nd people who excel at what they do or future in their chosen eld. We invest large
who stand out from others. amounts of money, time and effort and we don’t
want to waste time on someone who isn’t willing
Talent scout Peter Morgan shares some of the to put in the necessary work. We all want to be
characteristics that make someone successful in winners in the end.”
Before Reading
1. What types of reality TV shows do you nd the most interesting? Why?
talent business physical contest adventure
other
2. Match each word with its denition. Write the appropriate letter on the line.
1. business venture a. to notice
2. entrepreneur b. ready to act
3. eld c. person who provides money or capital
to a small enterprise
4. venture capitalist d. area of activity or interest
5. willing e. a person who organizes a business venture
6. to spot f. project that involves some risk
Name: ___________________________________________ Date: ________________________ Group: ___________
Meet the Agents Evaluation Situation 1 Task 2 Handout ES 1.3

While Reading
3. Read the following questions. Then, read the text below and nd the answers in the text.
a. What reality TV shows allow people to show their talents?
b. What reality TV shows are based on business ventures?
c. How do talent scouts nd potential candidates for the elds they represent?
d. What are three characteristics that make a successful talent scout?
After Reading
4. What characteristic of a talent scout do you think is the most important? Why?
5. What characteristics of a potential candidate do you think is the most important? Why?
6. Do you think you would make a good talent scout or business shark? Why or why not?
7. Would a scout notice you for your talent, your sports abilities or your potential as an entrepre-
neur? Explain your answer.
Name: ___________________________________________ Date: ________________________ Group: ___________
In the Studio Evaluation Situation 1 Task 3 Handout ES 1.4

You’re a contestant on the reality show . You have an interview with a person
who can turn you into the next star of the entertainment, sports or business world. Think about
questions the scout or shark can ask and prepare your answers for your studio interview.
1. Choose the focus of your interview.

I will write an interview with: a talent scout business shark
I will write about: my talent as an actor my talent as a musician or singer
my skill as an athlete my business ideas as an entrepreneur
Other:
2. Write ve interview questions that a talent scout or business shark might ask a potential
candidate. Use the information from the text in Task 2 for help.
3. Write an interview between a talent scout or business shark and yourself. The rst two ques-
tions are provided. Use the questions in Step 2. Include at least ve questions with answers.
Scout or Shark (S): What is your name and age?

You:
S: Can you tell me about yourself, please?
You:
S:
You:
S:
You:
Name: ___________________________________________ Date: ________________________ Group: ___________
In the Studio Evaluation Situation 1 Task 3 Handout ES 1.4

S:
You:
S:
You:
S:
You:
S:
You:
S:
You:
S:
4. Revise and edit your interview. Use this writing checklist.

I wrote at least ve interview questions with answers.
I included important information and details from the text in Task 2.
I used correct question formation.
I used the simple present tense correctly.
5. Write your nal copy. Check it again for mistakes.
Name: ___________________________________________ Date: ________________________ Group: ___________
Teen Activism and Social Media

Teacher’s Guide
• Evaluation Rubrics for C1, C2 and C3 ES 2.1 296-299
• Audio Transcript (Task 3) T-ES 2.1 300

• Articulation of the message
• Use of knowledge from texts in a reinvestment task


• Describe the theme of the evaluation situation in general terms. Students will explore teen activism
and how social media can play an important role in activism today.
• Ask students what causes they feel strongly about, e.g., the environment, human rights, equality for
all people, student rights. Ask if they use social media to get news about their favourite causes or to
inform others about their favourite causes.

pages 296-299.
• Collect the handouts when students have nished. Use the appropriate answer keys and evaluation
grids to evaluate students’ work.
Students learn about the Canadian charity Free the Children. They read and respond to two texts about the
charity. They then reinvest their understanding of the texts by writing a newspaper article. Next, they listen
to a recording about how social media can help social activism. Finally, they discuss a cause that is impor-
tant to them and how social media could help promote their causes.

Criteria
Task 1: Free the Children
60 min C2 Reinvests understanding of texts – FAQ – Simple present
• Evidence of understanding of texts – Web page – Simple past
through the response process – Past continuous
Task 2: Newspaper Article

60 min C2 Reinvests understanding of texts Newspaper – Simple present
• Use of knowledge from texts in a rein- article – Simple past
vestment task – Past continuous
C3 Writes and produces texts

Task 3: Social Media Tips for Teen Activists

30 min C2 Reinvests understanding of texts Podcast – Identication and description
• Evidence of understanding of texts
Task 4: What’s Your Cause?

45 min C1 Interacts orally in English Discussion – States opinions
• Participation in oral interaction – Asks for others’ opinions
• Articulation of the message – Makes suggestions
Name: ___________________________________________ Date: ________________________ Group: ___________
Task 1: Free Evaluation Situation 2 Evaluation Grids Handout ES 2.1

the Children Teen Activism and Social Media

A B C D E
improvement


superior good fair poor the questions.
understanding understanding understanding understanding
of the texts by of the texts of the texts by of the texts by
answering all by answering answering at answering fewer
the questions in four of the least three of the than three of the
Step 3 correctly questions in questions in Step questions in Step
and completely. Step 3 correctly 3 correctly. 3 correctly.
Student and, in general, Student Student
connects a completely. connects some connects little
great deal of Student information from information from
information from connects the texts with the texts with
the texts with sufcient own ideas in own ideas in
own ideas in information from Step 4. Step 4.
Step 4. the texts with
own ideas in
Step 4.
Name: ___________________________________________ Date: ________________________ Group: ___________
Task 2: Newspaper Evaluation Situation 2 Evaluation Grids Handout ES 2.1

Article Teen Activism and Social Media cont.

A B C D E
improvement
Use of knowledge from texts
in a reinvestment task

selects abundant selects sufcient generally selects is unable
and relevant and relevant selects sufcient insufcient to reinvest
information from information from and relevant information from information
both texts to both texts to information from the texts. from the texts to
write newspaper write newspaper at least one Information write newspaper
article. article. of the texts to from the texts article.
Student Student write newspaper is often not
adapts adapts article. relevant.
information in information to Student has Student
an interesting suit newspaper some difculty adapts little
and compelling article. adapting information
way to suit information to from the texts to
newspaper suit newspaper suit newspaper
article. article. article.

A B C D E
improvement
Student’s Most of Student’s Student’s Most of

newspaper student’s newspaper newspaper student’s
article is easily newspaper article requires a article is difcult newspaper
understood after article is easily second reading to understand, article is difcult
one reading. understood after but is generally even after a to understand,
of the message
Student’s one reading. understandable. second reading. even after a

Formulation
newspaper Student’s Student’s Student’s second reading.

article follows newspaper newspaper newspaper Student’s
the inverted article generally article loosely article does newspaper
pyramid follows the follows the not follow the article displays a
structure. inverted pyramid inverted pyramid inverted pyramid complete lack of
Student structure. structure. structure. organization.
writes in the Student Student writes Student Student
third person. writes in the inconsistently in rarely writes in rarely writes in
Student uses third person. the third person. the third person. the third person.
simple present, Student uses Student uses Student Student uses
simple past and simple present, simple present, rarely uses simple present,
past continuous simple past and simple past and simple present, simple past and
verb tenses past continuous past continuous simple past and past continuous
correctly. verb tenses verb tenses past continuous verb tenses
correctly most of correctly some verb tenses incorrectly.
the time. of the time. correctly.
Name: ___________________________________________ Date: ________________________ Group: ___________
Task 3: Social Media Evaluation Situation 2 Evaluation Grids Handout ES 2.1

Tips for Teen Activists Teen Activism and Social Media cont.

A B C D E
improvement

demonstrates demonstrates demonstrates demonstrates is unable to
superior good fair poor complete the

understanding understanding understanding understanding chart and

of the text of the text of the text of the text answer Steps 3
by correctly by correctly by correctly by correctly and 4.
identifying all the identifying most identifying at identifying only
dos and don’ts in of the dos and least half of the a few of the dos
the recording. don’ts in the dos and don’ts in and don’ts in the
Student recording. the recording. recording.
writes two or Student Student Student
more reasons writes at least writes at least writes reasons
(where possible) one reason per one reason for for only a few of
per tip. tip. more than half of the tips.
Student Student the tips. Student
connects many connects a Student connects only
ideas in the text sufcient connects some a few ideas
with personal number of ideas in the text in the text
opinions in ideas in the text with personal with personal
Steps 3 and 4. with personal opinions in opinions in
opinions in Steps 3 and 4. Steps 3 and 4.
Steps 3 and 4.
Name: ___________________________________________ Date: ________________________ Group: ___________
Task 4: What’s Your Evaluation Situation 2 Evaluation Grids Handout ES 2.1

Cause? Teen Activism and Social Media cont.

A B C D E
improvement

interacts interacts actively interacts in cannot maintain only one-word
oral interaction
Participation in
actively and when discussing English when interaction solely statements or

spontaneously causes. prompted. in English and gestures.
when discussing Student Student often reverts Student does
causes. maintains shows to another not understand
Student interaction by understanding language. partners’
maintains listening to of partners’ Student messages and is
interaction by others, asking messages. needs help from unable
elaborating on and answering the teacher to complete the
ideas, listening questions. or peers to task.
to others, asking understand
and answering partners’
questions. messages.

expresses expresses expresses expresses simple is unable
messages messages messages that messages that to express
of the message
that are easily that are easily are understood are partially understandable
Articulation
understood and understood despite frequent understood with messages.

contain few despite errors. errors. interpretation.
errors. Student Student Messages
Student speaks speaks contain frequent
generally speaks somewhat somewhat errors.
clearly and clearly and clearly but Hesitations
uently. uently with hesitates hinder
some hesitation. frequently. interaction.
Name: ___________________________________________ Date: ________________________ Group: ___________
Evaluation Situation 2 Audio CD Track 15

Social Media Tips for Teen Activists CD Task 3 Handout T-ES 2.1
Do you want to connect with teens who are communities. If you use only one social media
interested in important causes that affect our site, you might miss a lot of potential followers.
society? Then welcome to .
I’m your host, Gabriel Anderson. 6. Join other communities: Be a friend, follower
and subscriber to other causes that promote
Our listeners want positive social change in many social responsibility. There are many important
areas: education, poverty, the environment, causes in the world and they need support, too.
human rights. On today’s podcast, you will hear So provide links from your sites to theirs and they
how you can use social media to help causes that will do the same.
you believe in.
7. Don’t bombard your followers: It’s great to
Of course, we all know that social media sites like keep your community current but be careful not
Facebook, Twitter, YouTube and blogs are great to send too many Tweets. Also, don’t update the
places to post funny messages, photos and videos Facebook page status for your cause every ve
for your friends and family. But did you know that minutes. Too many messages and updates will
these sites can also help you inform people about
annoy your followers.
causes that are important to you?
8. Encourage action: Post a call to action when
If you want to become a successful teen activist you think you and your followers can provide help.
on social media, listen carefully to the following
A call to action might be an urgent request for
list of dos and don’ts. You may attract more
donations to a reliable charity when a natural
followers than you ever thought possible!
disaster happens, for example. It might also be a
1. Dene your cause: Have a clear idea of what request to sign an online petition for your cause,
you are trying to change in your school, your or a call for volunteers to help at an event. When
community or in society. Use social media to your followers take action, you can be certain that
describe the situation you want to change. Explain social change will really happen.
what you hope to achieve. If your cause is not
clear, you will not get many followers. 9. Don’t think that you are the boss: Allow your
followers to give advice and feedback about your
2. Be creative: Use original ways to present social media movement. Most engaged
information about your cause. You can use videos,
supporters want to improve the situation that you
photos, music and animation. If you entertain your
are promoting, so you need to be open and listen.
followers, they will stay with you and spread your
When people feel they are part of a community,
message.
they become committed and engaged.
3. Don’t invent stories: Make sure that everything
you post is authentic and truly reects your 10. Don’t try to do too much: Start slowly, get
cause. You must research and provide accurate comfortable and build a solid foundation. You
information. People will not support your cause cannot change the world overnight. Most of the
if they think that you are exaggerating or not problems highlighted in social activist sites took
telling the truth. a long time to develop. You and your followers
cannot x things with just a couple of posts and a
4. Keep it short and simple: Remember, people
video. If you expect too much too quickly, you may
are busy and have short attention spans. So
become disappointed and abandon the cause.
choose your photos carefully and keep your videos
and posts short and to the point. So, to all teen social activists out there on social
5. Create communities: To connect with as many media: Keep up the good work and perhaps soon
people as possible, create pages for your cause we will all wake up to a better world. Remember,
on different social media sites. This way, you will you can talk to thousands of people with just the
reach many people and build large dynamic click of a mouse!
Name: ___________________________________________ Date: ________________________ Group: ___________
Free the Children Evaluation Situation 2 Task 1 Handout ES 2.2

Free the Children: Improving the Lives of Children Around the World
Frequently Asked Questions (FAQ) about Free the Children
Free the Children is a youth movement and a charity for young people interested in social
activism. It is the world’s largest network of young people helping other young people through
education and action. A young Canadian started Free the Children. At rst, he wanted to help
children who are forced to work in terrible conditions instead of going to school. Now Free the
Children does much more.
Who started Free the Children? • Soon after he formed Free the Children,
• Craig Kielburger, when he was 12 years old Craig travelled to Pakistan and India to
meet with child workers and hear their
Where did Free the Children start? When? stories.
• Toronto, Canada • The prime minister of Canada at the time,
• 1995 Jean Chrétien, was visiting India and
Pakistan on a government trip at the same
What are Free the Children’s goals?
time that Craig was there trying to bring
• Free children from poverty attention to child labour in both countries.
• Free children from exploitation Craig met with the Prime Minister in India
and convinced him to discuss the problem
• Free children everywhere from the belief
of child labour with government leaders in
that they can’t change the world
Pakistan and India.
What inspired Craig to start Free the • The meeting with the Prime Minister was a
Children? major turning point for Free the Children. It
• One morning, while Craig was reading the drew enormous media attention around the
newspaper, he noticed an article about the world.
death of a 12-year-old factory worker in • Free the Children became an important
Pakistan named Iqbal Masih. and respected charity with more than one
• Iqbal was an anti-child labour leader. He million young people involved in education
was ghting for basic human rights for and development programs in 45 countries.
children in his country when someone
How does Free the Children make a
murdered him.
difference?
• As many as 250 000 000 children around
• It has built more than 650 schools in
the world work in factories, mines and
developing countries around the world.
agriculture.
• It educates hundreds of thousands of young
What happened next? people from rich countries about the
• Craig started Free the Children to educate difcult lives of children in poor countries.
people about the terrible living and working • It provides health care, clean water and
conditions for children in poor countries. sanitation to hundreds of poor villages.
He wanted to encourage other children to
join the ght against child exploitation.
Name: ___________________________________________ Date: ________________________ Group: ___________

Teen Activism and Social Media cont.
How does Free the children connect with • Sponsors pay one dollar for every ‘like’ its
young people and raise money? Facebook site gets. It has almost 100 000
• Every year it holds a campaign called the ‘likes’ on Facebook.
Vow of Silence to raise money. • It has more than 100 000 followers on
• Individuals and corporate sponsors donate Twitter.
time and money. • It has over 300 videos on YouTube that
• Social media help Free the Children to supporters have watched more than two
connect with young people around the million times to date.
world.
Take the Vow of Silence for Free the Children

The Vow of Silence is Free the Children’s annual campaign to raise money. In cities all over
Canada, young people choose to be silent every November 30 in solidarity with children who
are silenced everyday by poverty and exploitation. In 2011, more than 100 000 people took
the vow of silence.
Participants promise not to speak for one hour, half a day, or even a full 24 hours. They can
be silent individually, as a group of friends or even as an entire class. It is important to have
parents’ and schools’ permission before taking the vow of silence.
Another way for participants to be silent is to tell their Facebook friends and Twitter
followers that they will not use social media or email on November 30. It is a unique way
to let others know about Free the Children.
Participants ask friends and family to donate $1.00 for every hour they stay silent. Every day,
children are silenced by human rights abuses. Make your voice heard by going silent for
one day!
Before Reading
1. Write down the names of groups or organizations that try to improve your community.
Name: ___________________________________________ Date: ________________________ Group: ___________

2. Match each word with its denition. Write the correct letter on the line.
1. social activism a. someone who works for no pay
2. youth b. young people
3. awareness c. promise not to speak
4. volunteer d. trying to make society better
5. vow of silence e. knowledge
While Reading
3. Read the following questions. Then, read the texts below and nd the answers in the text.
a. Why did Craig Keilburger start Free the Children? What was his motivation?
b. Why was Craig’s meeting with the Prime Minister of Canada important?
c. How does Free the Children make a difference to poor children?
Name: ___________________________________________ Date: ________________________ Group: ___________

d. In what ways are social media important for Free the Children?
e. In your own words, explain the Vow of Silence campaign.
After Reading
4. Answer the questions in complete sentences. Use information from the texts and your own
ideas.
a. Which of Free the Children’s goals do you think is the most important? Why?
b. Do you think the Vow of Silence campaign is an effective way to inform people about Free
the Children? Explain your answer.
Name: ___________________________________________ Date: ________________________ Group: ___________
Newspaper Article Evaluation Situation 2 Task 2 Handout ES 2.3

Write a newspaper article to inform teenagers about Free the Children.
1. Read the inverted pyramid on how to organize information in a newspaper article.
The Inverted Pyramid
First paragraph includes the most important information and facts.

Middle paragraphs include interesting details
about the facts.
Last paragraph concludes
the article.
2. Plan your newspaper article.

a. Complete the graphic organizer by selecting, organizing and adapting information from
both texts in Task 2.
Who? Where? When?
Important Facts Interesting Details
b. Write a headline for your newspaper article.
Name: ___________________________________________ Date: ________________________ Group: ___________
Newspaper Article Evaluation Situation 2 Task 2 Handout ES 2.3

3. Write a rough draft of your newspaper article. Do not copy complete sentences from the
texts. Look at the checklist in Step 4 for task requirements.
4. Revise and edit your newspaper article. Use this writing checklist.
I used the inverted pyramid structure.
I included important information and details from both texts in Task 2.
I wrote in the third person. I used the simple present, simple past and past continuous
verb tenses correctly.
Name: ___________________________________________ Date: ________________________ Group: ___________
Social Media Tips for Evaluation Situation 2 Task 3 Handout ES 2.4

Teen Activists Teen Activism and Social Media
Before Listening
1. What do you use social media for?

to stay in touch with friends to read news events to read people’s opinions
to post your opinion to organize events other
While Listening
2. Listen to the recording for tips on how teen activists can use social media effectively. You will
hear the recording twice. Check whether each tip is a do or a don’t. Give at least one reason
why each tip is important.
Tips Do Don’t Reasons

1. Dene your
cause.
2. Be creative.
3. Invent stories.
4. Keep it short
and simple.
5. Create
communities.
6. Join other
communities.
Name: ___________________________________________ Date: ________________________ Group: ___________
Social Media Tips for Evaluation Situation 2 Task 3 Handout ES 2.4

Teen Activists Teen Activism and Social Media cont.
7. Bombard your
followers.
8. Encourage
action.
9. Be the boss.
10. Do more than

enough.
After Listening
3. Which tip do you think is the most helpful? Why?
4. Which tip do you think is the least helpful? Why?
Name: ___________________________________________ Date: ________________________ Group: ___________
What’s Your Cause? Evaluation Situation 2 Task 4 Handout ES 2.5

1. What causes are important to you? Students’ answers will vary.

human rights the environment student rights
anti-bullying animal rights other
2. Complete the graphic organizer with information about one cause that is important to you.
1. Write the name of your 2. What groups support

cause: your cause?
Why is it important to you?
3. What things do the

groups do to support your
cause?
5. What would you do to 4. How could people use

bring more attention to social media more effect-
your cause? ively to support your cause?
3. Discuss your cause.

a. In teams of two to four:
• Elaborate on the information you wrote in the graphic organizer and answer your
teammates’ questions.
• Listen to your teammates and ask them questions.
• Give your opinions and make suggestions.
b. With your teammates:
• Choose another cause that you all support.
• Use the questions in the graphic organizer to guide your discussion.
• Give your opinions and make suggestions.
Name: ___________________________________________ Date: ________________________ Group: ___________
The End-of-Year Dance

Teacher’s Guide
• Evaluation Grids for C1, C2 and C3 ES 3.1 312-314
• Audio Transcript (Task 2) T-ES 3.1 315



• Describe the theme in general terms. Students will think about making the end of the school year
more memorable and suggest ideas for an organized dance.
• Ask students what can go right or wrong at a school event like a dance or party.

pages 312-314.
• Collect the handouts when students have nished. Use the appropriate answer keys and evaluation
grids to evaluate students’ work.
Students discuss party experiences in groups and think about how they would organize activities. They
listen to two rst-person stories of memories and regrets about the previous year’s dance. They read and
respond to a song that tells a fairy tale story about a night at a dance. They present their ideas to the class
and vote on the best recommendations. Finally, they write an open letter to the student council supporting
their recommendations.

Criteria
Task 1: Having a Ball
30 min C2 Reinvests understanding of texts Short personal – Simple past
• Evidence of understanding of texts stories (audio- – Opinions and suggestions
through the response process recording)
Task 2: Memorable for the Right or Wrong Reasons?

45 min C2 Reinvests understanding of texts Pop song – Pronouns and possessives
• Evidence of understanding of texts
Task 3: All for a Party! A Party for All!

60 min C1 Interacts orally in English Discussion – Modals and conditionals
• Participation in oral interaction cards – Opinions and suggestions
Task 4: Organizing a Memorable Dance

60 min C3 Writes and produces texts Opinion text – Modals
• Content of the message (open letter) – Conjunctions and transition
• Formulation of the message words
– Future
Name: ___________________________________________ Date: ________________________ Group: ___________
Task 1: Having a Ball Evaluation Situation 3 Evaluation Grids Handout ES 3.1

Task 2: Memorable for the The End-of-Year Dance
Right or Wrong Reasons?

A B C D E
improvement

demonstrates demonstrates demonstrates demonstrates unable to provide
superior good fair poor the information
understanding understanding understanding understanding required to
of the text by of the text by of the text by of the text by summarize story
correctly correctly correctly correctly elements of the
summarizing all summarizing summarizing summarizing song in Step 3.
story elements most story some story only a few story Student is
of the song in elements of the elements of the elements of the unable to
Step 3. song in Step 3. song in Step 3. song in Step 3. complete Step 4.
Student Student Student Student
connects many connects a connects some connects only a
ideas in the text sufcient ideas in the text few ideas in the
with personal number of ideas with personal text with
opinions in in the text with opinions in personal
Step 4. personal opinions Step 4. opinions in
in Step 4. Step 4.

A B C D E
improvement

superior good fair poor the questions in
understanding understanding understanding understanding of Steps 2 and 3.
of the text by of the text by of the text by the text by Student is
correctly nding most nding some nding few unable to
completing answers to the answers to the answers to the complete
Steps 2 and 3. questions in questions in questions in Steps 3 and 4.
Student Steps 2 and 3. Steps 2 and 3. Steps 2 and 3.
connects many Student Student Student
ideas in the text connects a connects some connects only a
with personal sufcient ideas in the text few ideas in the
opinions in number of ideas with personal text with
Steps 4 and 5. in the text with opinions in personal
personal Steps 3 and 4. opinions in
opinions in Steps 3 and 4.
Steps 4 and 5.
Name: ___________________________________________ Date: ________________________ Group: ___________
Task 3: All for a Party! A Evaluation Situation 3 Evaluation Grids Handout ES 3.1
Party for All! The End-of-Year Dance cont.

A B C D E
improvement

interacts actively interacts actively participates in cannot maintain only one-word
oral interaction
Participation in
and and English when interaction solely statements or

spontaneously spontaneously prompted. in English and gestures.
throughout the throughout the Student often reverts to Student does
discussion. discussion. shows another not understand
Student Student understanding language. partners’
maintains maintains of partners’ Student messages.
interaction by interaction by messages. needs help from
elaborating on elaborating on the teacher or
ideas, listening ideas, listening peers to
to others, asking to others, asking understand
and answering and answering partners’
questions. questions. messages.
Student Student With some Student Even with

elaborates on explains his or support, student repeats other prompting and
the message
ideas and her ideas and responds students’ ideas, support, student
Content of
supports his or supports them adequately to either rephrasing is unable to

her viewpoint with examples. simply stated or using the express
with examples. messages or same words. pertinent ideas.
questions. Student does
not express
ideas.
Name: ___________________________________________ Date: ________________________ Group: ___________
Task 4: Organizing a Evaluation Situation 3 Evaluation Grids Handout ES 3.1

Memorable Dance The End-of-Year Dance

A B C D E
improvement
Student’s text Student’s text Student’s text Student’s text Student’s text
fully develops generally somewhat does not does not develop
the message
recommendation develops develops adequately the general

Content of
about organizing recommendation recommendation develop the recommendation.

the end-of-the- about organizing about organizing recommendation. Student does
year dance. the end-of-the- the end-of-the- Student not support
Student year dance. year dance. rarely supports ideas with
supports each Student Student ideas with related examples
idea with supports most supports some related examples or details.
relevant and ideas with ideas with or details.
practical relevant and relevant and
examples or practical practical
details. examples or examples or
details. details.
Student’s text Student’s text Student’s text Student’s text Student’s text
respects the mostly respects respects some of respects few of does not respect
conventions of the conventions the conventions the conventions the conventions
an open letter of an open letter of an open letter of an open letter of an open letter
(salutation, (salutation, (salutation, (salutation, (salutation,
Formulation of
paragraph form, paragraph form, paragraph form, paragraph form, paragraph form,
the message
closing). closing). closing). closing). closing).

Student uses Student uses Student uses Student Student is
all of the most of the the targeted rarely uses unable to use
targeted targeted language the targeted the targeted
language language conventions language language
conventions conventions inconsistently conventions repertoire
correctly correctly (modals, future correctly. correctly.
(modals, future (modals, future tense,
tense, tense, conjunctions).
conjunctions). conjunctions).
Name: ___________________________________________ Date: ________________________ Group: ___________
Evaluation Situation 3 Audio CD Track 16

Memorable for the Right or Wrong Reasons? CD Task 2 Handout T-ES 3.1
MIKE: I think the end-of year party we had last PAMELA: I wonder if the end-of-year party really
year was a blast! It was worth all the trouble we lived up to everyone’s expectations. I actually feel
put into organizing it. My friends on Student it was a letdown. Don’t get me wrong: the event
Council and I were very proud when we saw how was perfect in itself and I was ready to have fun.
many people came to the event all dressed up in I even created my own costume and a whole line
crazy costumes. All the time and effort we spent of crazy hats for my friends. But that was the
putting together the decorations, hanging up the problem. I only wanted to party and have fun at
lights and selecting the party music for our DJ the end of the year. Some of my friends felt the
really paid off. Plus, we even recovered the money same. That wasn’t good. One friend told me that
we invested in the event by selling tickets, cool she spent too much money on her costume.
hats and refreshments. Another friend said he later regretted the way he
acted on the dance oor.
It’s true we had less time for school work but this
party really kept our spirits high. We had some- I did help to organize the event but, in the end, I
thing to look forward to in June: a moment to didn’t feel like celebrating. You see, just before the
celebrate being together with friends and class- party I learned that I scored poorly on my French
mates. I remember that we really danced away exam and almost failed my math exam. I was so
the stress of nal exams. Most of all, there was angry with myself, thinking that I could put off my
something magical about stopping to say to studies. I thought I could simply slide by at school,
ourselves, “O.K., we’ve nished this part of our go on to the next level, no problem. But I was
lives at school and now we’re celebrating all the distracted, disorganized and tired because of all
good times we’ve had together.” We’re also the party preparation. My father always tells me,
moving forward to another year, a summer away “Pamela, you can’t get ahead if you leave your
from school, a fresh start for all of us, so it was a studies behind.” Now I know what he means. I just
good kickoff for that, too. wish I’d listened to him earlier.
Name: ___________________________________________ Date: ________________________ Group: ___________
Having a Ball Evaluation Situation 3 Task 1 Handout ES 3.2

Break This Spell and Set Me Free
Once upon a time . . . You knew a prince would come

in a dark corridor far away But never let that proud Gaston
I heard the wind whistle and play Take you to the ball . . . it seems
This awkward storyline: You knew about the rose
You walked so beautifully— I kept to myself for so many years.
as the rumours raced Take this corsage I watered with my tears:
for all to hear . . . Nobody faced Hold on to the petal that glows!
You, head bent with the strain. The stars shine a new constellation
Too sad to look up, you crossed of our storybook transformation.
My path; I would have washed,
washed away your pain . . . Be my Belle and rescue me—
or given you a rose so that you’d see From loneliness.
that I’d be always true. Give me your hand—
I never dared, how could you With tenderness.
Have cared for such a Beast as me? Dance to the band,
Break this spell and set me free!
Be my Belle and rescue me—
From loneliness. “Once upon a time” is a time now far away
Give me your hand— Childhood enchantments have changed
With tenderness. The fears of living in a castle, estranged . . .
Dance to the band, The hopes for the princess who’d stay—
Break this spell and set me free! Forever, for forever is never as intense
As holding you right now in this last dance!
Once upon a time,
On a bus seat far away Be my Belle and rescue me—
I watched the sunlight circle and play From loneliness.
This bittersweet storyline: Give me your hand—
Lost in your books, your dreams With tenderness.
Of chandeliers and fairy wings Dance to the band,
Break this spell and set me free!
Name: ___________________________________________ Date: ________________________ Group: ___________
Having a Ball Evaluation Situation 3 Task 1 Handout ES 3.2

The End-of-Year Dance cont.
Before Reading
1. Match the words in the boxes with the following elements of fairy tale stories.
1. Setting (time and place): 3. Themes:
2. Characters: 4. Chain of events:
a. princes and b. nding true love, c. a curse, a quest, d. once upon a time,
princesses, magical understanding inner a transformation, a in a land far, far away
creatures, evil witches beauty, growing up happy ending (enchanted forest or
and beasts castle)
While Reading
2. Read the lyrics. Which fairy tale does this song refer to? Underline any clues (names,
actions, symbols, events).
After Reading
3. Answer the following questions about the song.

a. Who is narrating the story?
b. Who is he talking to?
c. What words from the song tell us about the characters?
d. Where does the story take place?
4. Do you think it would be appropriate to create a “fairy-tale theme” for an end-of-year dance?
Why or why not? What other themes do you think would be successful? Explain your answer.
Name: ___________________________________________ Date: ________________________ Group: ___________
Memorable for the Right Evaluation Situation 3 Task 2 Handout ES 3.3

or Wrong Reasons? The End-of-Year Dance
Before Listening
1. Match each word with its denition. Write the correct letter on the line.
1. to have a blast a. to motivate people
2. to be worth the trouble b. to ignore
3. to keep spirits high c. a disappointment
4. a letdown d. signicant enough to make an effort
5. putting off e. to have a great time
While Listening
2. Answer the following true/false questions as you listen to two personal stories about
an end-of-year dance.
Statement True False

a. The party was worth all the trouble.
Mike
b. They didn’t recover the money they invested.

c. They had less time for school work.
d. She felt it was a letdown.
Pamela
e. Her friends didn’t feel the same.

f. The party didn’t affect her exams.
3. Write three reasons why the dance was right and why it was wrong.
Why the Dance Was Right Why the Dance Was Wrong
Name: ___________________________________________ Date: ________________________ Group: ___________
Memorable for the Right Evaluation Situation 3 Task 2 Handout ES 3.3

or Wrong Reasons? The End-of-Year Dance cont.
After Listening
4. Which speaker do you identify with more closely, Mike or Pamela? Explain your answer with
reference to your own experience at the end of the year.
5. Make two recommendations to Pamela for next year’s dance.

a. I think you should . . . .
b. You really must . . . .
Name: ___________________________________________ Date: ________________________ Group: ___________
All for a Party! A Party for All! Evaluation Situation 3 Task 3 Handout ES 3.4
1. Form teams of four. Brainstorm ideas for an end-of-year dance.

a. Read the worksheet below.
b. Discuss your opinions on each topic with your team.
c. Reach a consensus and write down your decisions.
End-Of-Year Dance
Topic Decision
1. Venue: school, somewhere else?
2. Budget: small or big? How much

money can students raise or pay?
3. Theme: theme, no theme?
4. Dress: normal, party dress, formal

dress, costumes?
5. Decor: lighting, decorations?
6. Food: snacks and refreshments,

full formal meal?
7. Music: dance music playlist, DJ mix,

top ten party songs?
8. Activities: games, dance contest?
Name: ___________________________________________ Date: ________________________ Group: ___________
All for a Party! A Party for All! Evaluation Situation 3 Task 3 Handout ES 3.4
The End-of-Year Dance cont.
2. Invent a name for your team. Take turns to present your recommendations to the class.
3. Listen carefully to each proposal. Rate each team on the grid below and add comments.
Team Names Star Rating Comments
1.
✩✩✩✩✩
2.
✩✩✩✩✩
3.
✩✩✩✩✩
4.
✩✩✩✩✩
5.
✩✩✩✩✩
6.
✩✩✩✩✩
7.
✩✩✩✩✩
8.
✩✩✩✩✩
4. Vote on the best proposal as a class. Share your comments.
Name: ___________________________________________ Date: ________________________ Group: ___________
Organizing a Memorable Evaluation Situation 3 Task 4 Handout ES 3.5

Dance Party The End-of-Year Dance
Write an open letter to members of the Student Council. Persuade them to make the year
memorable by organizing an end-of-year dance.
1. Read the model open letter below.
Dear Members of Student Council,

I would like to make a few recommendations about the annual talent show next year. The show
is clearly a great tradition at our school but I think we could make some improvements.
First, we should open up the event to more people at school. To be honest, there are too many of
the same acts, so the show does not represent the diversity of the student body. In my opinion, we
should recruit people to present comedy acts, circus acts, pop singers and bands, dance troupes
and even short lms.
Second, we should try to make it easier for the public to attend the event. For example, the cost of
tickets could be reduced. Also, the show could be scheduled on a Friday evening instead of a late
Tuesday afternoon.
Third, I think we should try to publicize the event more. I didn’t see any posters or hear any
announcements about the show this year. No wonder there were so few of us in the auditorium!
To sum up, the annual talent show will become a stronger tradition at our school if you change the
way it is organized. If we open up the talent show to other acts, make it easier to attend and publicize
it, I’m sure that more people will come.
Sincerely yours,
Mathew Anderson
2. Plan the sequence of your open letter. Complete the following graphic organizer. Outline the
overall recommendation you wish to propose, including main points and supporting examples.
Salutation:
General statement of opinion:
BODY
First argument, reason: Second argument, reason: Third argument, reason:
Name: ___________________________________________ Date: ________________________ Group: ___________

Dance Party The End-of-Year Dance cont.
Supporting details: Supporting details: Supporting details:
Conclusion or restatement:
Closing:
Signature
3. Write a draft of your letter. Use modals, conjunctions and transition words, and the future.
Refer to the model in Step 1 for help. Look at the checklist in Step 4 for the task requirements.
Name: ___________________________________________ Date: ________________________ Group: ___________

Dance Party The End-of-Year Dance cont.

I integrated all the text components of an open letter (salutation, paragraph form, closing
and signature).
My general recommendation is clear in the rst paragraph.
My arguments support the general recommendation and are well organized.
I illustrated each argument with examples or details.
My conclusion restates the main points of the letter.
I checked the use of modals, conjunctions and transition words, and the future.
program as well as the
St dio
Designed for ESL students in Secondary Cycle Two, t dio conforms to the ESL
and the
S
. It provides all the material needed to develop the three ESL
competencies and offers a rich variety of Learning and Evaluation Situations (LES), an
extensive Grammar Section and a practical Reference Section. t dio can replace
or complement any other learning material.
S
Student Workbook
Six engaging Learning and Evaluation Situations with mature
high-interest themes
Opportunities and support to help students engage in meaningful
oral interaction
Varied listening and reading texts with activities that focus on
the response process
Model texts and writing tasks that take students through the
writing process
Final projects and extra reading texts that encourage students
to think further about the topic
Contextualized grammar activities and a comprehensive
Grammar Section for more practice
Answer Key – Paper version

for the with teacher’s notes and
suggestions for differentiation and evaluation
CD of listening texts
Teacher’s Guide and Answer Key – Paper version

The complete
Audio-visual package (CD and DVD)
Additional material: evaluation situations and grids, grammar
quizzes, extra reading texts and activities for the DVD
Teacher’s Guide and Answer Key PLUS

The complete paper version of the
A USB key, for use with any computer, interactive whiteboard (IWB) or projector, that holds:
– an interactive version of the complete with handouts
in PDF and Word format
– full-page projection of texts and grammar notions
– direct access to embedded weblinks and the CD and DVD segments
The Components of St dio, Secondary Cycle Two

Year One Year Two
• Student Workbook • Student Workbook
• Answer Key – Paper version • Answer Key – Paper version
• Teacher’s Guide and Answer Key – Paper version • Teacher’s Guide and Answer Key – Paper version
• Teacher’s Guide and Answer Key PLUS • Teacher’s Guide and Answer Key PLUS

Studio English As A Second Language Secondary Cycle Two Year One

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Studio English As A Second Language Secondary Cycle Two Year One

Uploaded by

Copyright:

Available Formats

Secondary Cycle Two Year 0ne

ALL RIGHTS RESERVED.

Legal deposit: 1st quarter 2012

Unit 1 Everyone Can Be a Star.............................................. 1

Unit 2 Reality Check.............................................................. 19

Unit 3 Unexpected Outcomes .................................................. 37

Unit 4 Teens and Screens ..................................................... 55

Unit 5 Making Music .................................................................. 73

Unit 6 Rights and Rites ............................................................. 91

Reproduction prohibited © Chenelière Education Inc. Table of Contents i

5. Past Continuous ......................................................................................... 130

10. Nouns ......................................................................................................... 153

Types, Indenite Pronouns, Demonstratives

ii Table of Contents Reproduction prohibited © Chenelière Education Inc.

The tab on the top of the page

The task number and title

The Grammar Preview

Reproduction prohibited © Chenelière Education Inc. Overview iii

The What Do You Think? box

iv Overview Reproduction prohibited © Chenelière Education Inc.

The Grammar Game

Reproduction prohibited © Chenelière Education Inc. Overview v

SETTING UP READING STUDIO LISTENING STUDIO SPEAKING STUDIO WRITING STUDIO

Vocabulary The Vocabulary icon indicates new words to learn.

C1 This icon indicates that you will interact orally in English.

Talkback offers additional

The mouse icon indicates ways to use

Language Prompts Go to Grammar Section page

Culture Clip introduces

vi Overview Reproduction prohibited © Chenelière Education Inc.

1Star Everyone Can Be a

People have very different talents and abilities. We often

In this unit, explore your

Discover your strongest

What can your teacher and classmates learn from you?

2. Read the statements. Check (✓) the appropriate rating.

a. playing a musical instrument. 1 2 3 4

3. Use your answers in Step 2 to list three of your strengths

2 two Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Verb Other Verbs

Travis (love) loves 1

with him everywhere he (go) 3

people, places and animals. Travis (vary) 5

very talented and (hope) 8

His family and friends already (ask) 9

events. He also (teach) 10

112 for mo re information and practice.

Reproduction prohibited © Chenelière Education Inc. Unit 1 three 3

1. Read the words. Rate them from 1 to 8 in order of importance to

numbers music pictures my body

nature myself words other people

2. What do you already know about multiple intelligences?

4 four Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

5. Read the descriptions of your strongest intelligence types. Underline

6. Look at your ratings in Step 1. Do they reect your strongest

Reproduction prohibited © Chenelière Education Inc. Unit 1 ve 5

2. Read about three unusual talents. Underline the unusual talent in

You Speak Calling All Ducks

Passion for Fashion

6 six Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

3. Complete the chart with a description of each talent.

4. Answer the following questions.

a. Which of the three talents do you think is the most unusual?