Enriched English as a Second Language
Secondary Cycle One • Year One
ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ
Student Workbook
• Competency-developing tasks
• Contextualized grammar
• Extra grammar practice
• Extra readings
Conforms to
the PROGRESSION
of learning
Enriched English as a Second Language
Secondary Cycle One • Year One
ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ
Student Workbook
• Competency-developing tasks
• Contextualized grammar
• Extra grammar practice
• Extra readings
Zipline
Enriched English as a Second Language
Secondary Cycle One, Year One
Acknowledgements
The publisher would like to thank the following teachers
for their valuable contributions to the publication of
Zipline, Enriched English as a Second Language.
Student Workbook
Cynthia Beyea, C.S. des Laurentides
Arielle Aaronson, Catherine Durand, Yuly Gonzalez
Nicole Caissie, Collège Charles-Lemoyne
© 2015 TC Media Books Inc.
Michelle Collister, Collège St-Hilaire
Editor: Susan Ballinger, Jennifer McMorran
Project Managers: Michèle Devlin, Paula Kielstra,
Vanessa Copeland
Proofreader: Nancy Perreault
Photo Researcher: Rachel Irwin
Permissions Researcher: Marc-André Brouillard
Book and Cover Designer: Micheline Roy
Typesetter: Micheline Roy
Printer: TC Imprimeries Transcontinental
Julie Plamondon, C.S. des Patriotes
ALL RIGHTS RESERVED.
No part of this book may be reproduced by any means
known or not yet known without prior permission from
TC Media Books Inc.
Any use not expressly authorized shall constitute an
infringement, which could result in legal action against
the individual or institution reproducing any part of this
book without permission.
ISBN 978-2-7650-4662-2
Legal deposit: 1st quarter 2015
Bibliothèque et Archives nationales du Québec
Library and Archives Canada
Printed in Canada
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ITIB
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Olha Reshetnikova, C.S. des Affluents
table of contents
Table of Contents
Review Unit Exercise Your Brain .........................................
1
Brush up your English skills—and test your problem-solving
abilities!
Unit 1 I Want Candy! .....................................................................
9
Learn about candy’s good and not-so-good sides.
Grammar: Simple present; plural nouns; countable nouns and
uncountable nouns
Write a product review of a memorable treat.
Extra
Reading: Working in Candy Land
Word Games: Sweet expressions
Unit 2 Good Guys and Bad Guys ........................................
37
Explore the traits that dene a character.
Units
Grammar: Subject pronouns; possessive adjectives; yes / no questions
in the simple present
Write a character sketch.
Extra
Reading: Zorro! Or The Curse of Capistrano
by Johnston McCulley
Word Games: Personality adjectives
Unit 3 Sticky Situations ..............................................................
65
Explore difcult situations.
Grammar: Imperatives; modals should and could; discourse markers
Write tips for dealing with a sticky situation.
Extra
Reading: Island of the Blue Dolphins by Scott O’Dell
Word Games: Survival vocabulary
Unit 4 The History of Video Games ................................
93
Explore the history and making of video games.
Grammar: Simple past of to be and regular verbs; modals must
and have to
Design a storyboard for your own video game.
Extra
Reading: Video Games Becoming Required Coursework
in Schools by Emily Chung
Word Games: Gaming verbs
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Table of Contents
iii
Unit 5 Twisted Tales ......................................................................
121
Learn how fairy tales can be transformed.
Grammar: Possessive form of nouns; simple past of irregular verbs
Write a new version of a traditional tale.
Units
Extra
Reading: Rumpelstiltskin, Private Eye by Jason Sandford
Word Games: Word endings
Unit 6 Enter at Your Own Risk ..............................................
149
Explore some of Earth’s extreme places.
Grammar: Prepositions at, in and to; simple future
Write a travel brochure for your own extreme adventure.
Extra
Reading: The Voyage of the Northern Magic by Diane Stuemer
Word Games: False cognates
Reference Section
Grammar Section
Verbs
iv
Simple Present.................................................................................................
Present Continuous ........................................................................................
Simple Past ......................................................................................................
Past Continuous ..............................................................................................
Simple Future ..................................................................................................
Imperatives ......................................................................................................
Modals ..............................................................................................................
178
190
195
209
212
220
221
Sentence Builders
Simple and Compound Sentences ...............................................................
Nouns ...............................................................................................................
Pronouns ..........................................................................................................
Adjectives.........................................................................................................
Adverbs ............................................................................................................
Prepositions .....................................................................................................
Articles: Denite and Indenite ...................................................................
Question Words ..............................................................................................
Punctuation .....................................................................................................
Capitalization ..................................................................................................
225
227
230
232
234
237
239
240
241
242
Functional Language .....................................................................................
Strategies .........................................................................................................
Verb Tense Overview......................................................................................
Simple Past of Common Irregular Verbs .....................................................
The Response Process .....................................................................................
The Writing Process ........................................................................................
The Production Process ..................................................................................
Peer Editing Guide .........................................................................................
Self-Evaluation Guide ....................................................................................
243
245
247
249
250
251
252
253
254
Table of Contents
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Overview of
Secondary Cycle One • Year One
Units
In the rst section of Zipline, you will nd a short review unit and six theme-based units.
The Review Unit helps you review previously covered
English grammar and vocabulary. It also gives you a chance
to get to know your classmates as you play games and solve
brain puzzles with them.
The six theme-based units expand your knowledge
of grammar, language and vocabulary as you explore
interesting topics through reading, viewing, writing
and discussing ideas.
The opening page
of each unit explains
what you will learn
and do.
The Icebreaker task
introduces the unit theme
and helps you share what
you know about the topic
with your classmates.
The Tasks
Each unit contains tasks that focus on reading, viewing, writing and discussing.
The tabs indicate the
focus of each task.
The introduction to
each task helps you to
understand its purpose.
Step-by-step instructions
explain what to do.
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Overview
v
The Writing Project
at the end of each
unit allows you to use
the writing process to
create a personalized
text on the theme of
the unit.
The Grammar Point
box draws your
attention to a
grammar notion
that you will use in
the unit tasks.
Exercises give you a
chance to practise it.
Extras
These extra features appear in each theme-based unit.
Extra Reading texts
and activities encourage
you to further explore
the theme of the unit.
Word Games pages
focus on vocabulary
words and pronunciation.
The Grammar Check
offers additional
practice of the notions
presented in the unit’s
Grammar Points.
Exercises allow you
to become familiar
with theme-related
vocabulary and to
practise problematic
pronunciation.
vi
Overview
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Grammar Section
In the second section of Zipline, you will nd grammar notes and numerous
exercises to help you practise and reinforce your grammar skills.
Grammar boxes explain the
notion and provide examples.
Exercises let you practise
the grammar notion.
Reference Section
In the third section of Zipline, you will nd useful reference tools such as
Functional Language, Strategies and additional grammar references to help
you use English in different situations.
Tabs
The unit tabs indicate the focus of each task.
ICEBREAKER
SPEAKING
READING
VIEWING
WRITING
GRAMMAR POINT
WRITING PROJECT
EXTRA READING
EXTRA GRAMMAR
EXTRA LANGUAGE
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Overview
vii
Icons
C1
This icon indicates that you will interact orally in English.
C2
This icon indicates that you will reinvest understanding of texts.
C3
This icon indicates that you will write or produce texts.
DVD
CD
The DVD icon indicates that there is a video viewing activity.
The CD icon indicates that there is a listening activity
or that a recording of the text is available.
This icon indicates that you will reinvest a grammar notion
seen in a Grammar Point.
Boxes
STRATEGY REMINDER
USEFUL LANGUAGE
VOCABULARY
SPEAK UP
Strategy Reminder boxes offer strategies for
completing the tasks.
Useful Language boxes suggest language prompts
to help you participate actively in oral tasks.
Vocabulary boxes provide denitions or synonyms to help
you understand the meaning of unfamiliar words.
Speak Up boxes provide guiding questions and language
prompts for additional oral activities.
Red Flag boxes highlight common grammar and
vocabulary errors to avoid.
FYI boxes offer additional information on a topic or
a grammar issue.
FYI
PRONUNCIATION
Bands
Pronunciation exercises help you master intonation
and pronunciation through repetition, sound matching
and tongue twisters.
These bands indicate the phases of the response process.
Before Reading
While Reading
After Reading
Before Viewing
While Viewing
After Viewing
This band indicates where to nd more information about a grammar notion.
Go to pages 227 and 228 of the Grammar Section for more information and practice.
viii
Overview
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Exercise Your Brai
Exercise
Your Brain
Review
UNIT
In this review unit, brush up your English skills—and test
your problem-solving abilities!
Get to know your classmates.
Review basic English vocabulary and grammar with a twist.
Learn how to cope with your new school environment.
Test your organization and time management skills.
Exercise your memory in preparation for the year ahead.
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one
1
REVIEW UNIT
Name:
1.
Date:
Brain Workout
Group:
C1
Wake up your brain with some simple word gymnastics.
1. Complete the brain puzzles with a partner. Take turns. First, say the
SPEAK UP
Introduce yourself to
your classmates. Find
someone whose first or
last name starts with the
same letter as yours.
Then, find someone with
the same birth month as
yours.
answers out loud. Then, write them down. Correct each other as you
work.
a. Begin with December and list the months of the year backwards.
Next, put them in alphabetical order.
b. Add the month, date and year together to nd the sum of your date
of birth (mm/dd/yyyy).
Now, calculate the sum of the rst day of school this year.
c. Create a nickname for yourself, using an adjective that begins with
the same letter as your rst name. Tell the class your nickname.
Listen to your classmates’ nicknames. How many can you remember?
Write them on a sheet of paper.
2. Play a game with your partner. Choose a letter. Take turns saying a word
that starts with that letter for each category. Write the word in the chart.
Try to come up with as many words as you can for each category.
Animals
2
two
Fruits
Exercise Your Brain
Colours
Clothing
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Name:
2.
Date:
How Sharp Are You?
Group:
REVIEW UNIT
C2
See if your brain is ready for high school! Solve these word
puzzles and practise using articles.
Read the short brainteasers and circle the correct article ( a, an or the ).
Then, write your answer.
a. Jason’s mother has three children. ( A / The ) rst child is named April
and ( an / the ) second child is named May. What is ( the / a ) third
child’s name?
STRATEGY REMINDER
Complete the sentences
and questions first. Then,
read them carefully to
spot the clues that will
give you the correct
answers.
b. How much dirt is in ( a / an ) hole that measures two feet by three feet
by four feet?
c. If you are running ( the / a ) race and you pass ( the / a ) person in second
place, what place are you in now?
d. How many letter f’s are in ( an / the ) sentence below?
Family friends of my cousin Martin shed
in the water off the coast of Vancouver.
e. Which is correct?
1. ( A / The ) fur of ( a / an ) zebra is brown.
2. ( A / The ) fur of ( a / an ) zebra are brown.
f. Can ( a / an ) man living in the United States be buried in Canada?
g. How many birthdays does ( a / the ) average person have?
h. ( A / an ) plane crashes on ( the / an ) line dividing Ontario and
Manitoba. Where do they bury ( a / the ) survivors?
i. ( A / an ) electric train is travelling north but ( a / the ) wind is blowing
south. Which way will ( the / an ) smoke blow?
j. Which word in the dictionary is spelled incorrectly?
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Review Unit
three
3
REVIEW UNIT
Name:
3.
Date:
Group:
A Game of Memory
C3
Test your memory while practising prepositions of place.
1. Are you having trouble keeping track of your school supplies? Can’t nd
that elusive eraser? Test your memory. Study the image below for one
minute. Then, cover the image and complete Step 2.
STRATEGY REMINDER
Read the sentences in
Step 2 before beginning
Step 1 so that you know
what to look for.
Word Box
2. Try to remember where all of the objects are. Use the simple present
Prepositions
of Place
behind
beside
between
in front of
in / inside
next to
on
under
of to be and prepositions of place to specify each object’s location.
is under
a. The yellow book
the apple.
b. The pencil cup
the books.
c. The pencil sharpener
d. The scissors
the triangle.
the cup.
e. The blue book
the orange book.
f. The paper clips
the books.
g. The apple
the books.
h. The yellow ruler
the pink ruler.
i. The green book
the red and orange books.
3. Use as many of the prepositions as you can to describe where the green
pen is.
4
four
Exercise Your Brain
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Name:
4.
Date:
Riddle Me This
REVIEW UNIT
Group:
C2
Use problem-solving skills to untangle these puzzles.
1. Complete the logic problem below with the simple present of the verbs.
Then, read the clues and complete the chart to solve the problem.
Maya’s new school (be)
(have)
so big that she and her friends
classes in different classrooms this year. A different teacher
(teach)
each subject. There (be)
three oors in
her high school, and today her friends all (have)
oors. Maya (want)
classes on different
to meet up with her three friends for lunch.
She (need)
to nd them at recess to arrange a meeting point.
Help her gure out in which classrooms her friends (be)
,
which subject they are studying, and the names of their teachers.
Maya’s three friends: George, Willa, Rosie
CLUES
Subjects: history, math, French
Rooms: 101, 201, 301
Teachers: Ms. Ali, Mr. Howard, Ms. Ste-Croix
• Rosie’s classroom is one oor below Willa’s.
• George is not in room 101, but he is in math class.
• One of the friends is in room 201 with Mr. Howard.
• The French class is in room 101, but the teacher is not Ms. Ste-Croix.
Maya’s friend
Subject
Room
Teacher
George
Willa
Rosie
2. Write sentences in the simple present to describe what subject each
student has, in which room and with which teacher.
a.
b.
c.
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Review Unit
five
5
REVIEW UNIT
Name:
Date:
Group:
3. Simon does not want to do homework on weekends, so he has to create
a homework schedule for Monday through Thursday. Help him create his
schedule:
• Read all about his homework obligations.
• Fill in the chart below with a schedule that meets his obligations.
Simon’s Homework Obligations
Simon goes to swimming practice on Tuesday nights, so he has
only two hours to spend on school work that night.
Simon’s math teacher gives 30 minutes of homework every
night of the week—except for Fridays.
Simon’s history teacher assigns one history essay per week,
which takes two hours to write and is due on Friday.
He has an English quiz every Thursday and needs to study for
one hour in order to pass.
Simon studies at least 90 minutes per week for the biology
quiz he has every Friday.
Monday
5−6
p.m.
math problems
6−7
p.m.
supper
Tuesday
Wednesday
Thursday
supper
supper
swimming practice
(30 minutes)
supper
7−8
p.m.
8−9
p.m.
4. Write ve sentences that describe your weekly homework obligations.
Use the sentences in Step 3 as a model.
a.
b.
c.
d.
e.
6
six
Exercise Your Brain
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Name:
5.
Date:
I Spy
Group:
REVIEW UNIT
C3
VOCABULARY
Follow a trail of clues and create a mystery locker mate.
locker mate person
who shares a locker
1. Look carefully at the items in the open lockers below.
Locker 112
Locker 116
Locker 120
2. Read the following descriptions of a typical day in the life of three
Secondary students: Mélanie, Jean-Pascal and Benjamin. Use the
descriptions to match each student to the correct locker. Give at least
two reasons for your answers in the chart below the illustration.
Mélanie
Mélanie is in the Sports-Études concentration.
This morning in English class, she had to give a
poster presentation about her favourite character
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from a novel. She usually brings her lunch, but
today she did not bring it because it was pizza
day in the cafeteria. This afternoon, she had
an hour of supervised study and then she had
hockey practice for the rest of the afternoon. She
hopes to play on the Olympic team one day.
Review Unit
seven
7
Name:
Date:
Jean-Pascal
Jean-Pascal is in the Arts program at his school
with a concentration in multimedia. He loves
drawing and designing video games. On the
way to school today, he stopped at his favourite
fast-food place to buy lunch. He buys his lunch
there about three times a week. After school
today, J-P had swimming practice and then
he went over to a classmate’s house to nish
a group project for science class.
VOCABULARY
rehearsal
session
practice
Benjamin
REVIEW UNIT
Group:
Benjamin’s parents own a bakery. He
started his day by getting up early to
work with them before going to school.
He doesn’t like getting up so early,
but today his parents let him bring a
treat to share with his French class.
Benjamin’s concentration is in Music.
He plays classical guitar, but he also
wants to start playing electric guitar.
This afternoon, he practised his part in
a rehearsal for a school concert that
will take place over the weekend.
3. These three students all share their lockers with another student. Choose
one of the lockers and write a paragraph describing the mystery locker
mate’s background and typical day based on the other items you see in
that locker. Use both the simple present and simple past tenses.
Name of locker mate:
STRATEGY REMINDER
Use the remaining items in
one of the lockers to infer
some personal details
about the locker mate.
Use the descriptions of the
three students as models
for your paragraph.
4. Ask a classmate to match your description to the correct locker.
Locker:
8
eight
Exercise Your Brain
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I Want Candy!
I Want
Candy!
UNIT
1
In this unit, learn about candy’s good and not-so-good sides.
Talk about some nutritious new candy products.
Watch a video about how jelly beans are produced.
Read about one very special stick of gum.
Write a product review of a memorable treat.
Practise grammar: the simple present, plural nouns,
countable nouns and uncountable nouns.
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nine
9
ICEBREAKER
Name:
1.
Date:
Sweet Tooth
Group:
C1
With so many types of candy, it can be difcult to choose.
1. With a partner, brainstorm as many types of candy as you can and write
them below. Compare your answers with other teams to see who came
up with the most.
2. Discuss which types of candy match the textures below. Write the candy
next to the adjective. Use a dictionary if necessary.
USEFUL LANGUAGE
• What’s the difference
between gooey and
sticky?
Adjective
Candy
chewy
• What do you think?
• I’m not really sure.
• Let’s look it up.
creamy
crunchy
gooey
sticky
stretchy
10
ten
I Want Candy!
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Name:
Date:
Group:
3. Do you have a sweet tooth? Take a quiz to nd out. Check the answers
SWEET QUIZ
that best represent you. Compare scores with your partner.
slushie sweet watery
drink made with syrup and
ice chips
sprinkled covered with
small bits or drops
dipped put into a liquid
for a few seconds
allowance spending
money from a parent
1. My favourite breakfast is
a.
wafes with lots of maple syrup
b.
toast with peanut butter
c.
bacon and eggs
2. My favourite holiday is
a.
Halloween
b.
Christmas
c.
Thanksgiving
3. When I want a snack, I get
a.
a popsicle, two or three candy bars . . . and a slushie
b.
a granola bar
c.
a bag of chips
4. My favourite drink is
a.
b.
c.
VOCABULARY
soda or pop
juice
water
How Sweet Are You?
If you checked
• mostly As
What a sweet tooth! You
love candy and wish every
day were Halloween.
• mostly Bs
You like sugar but, overall,
you are a pretty balanced
eater.
5. I believe milk is
a.
a good match for cookies
b.
part of a healthy breakfast
c.
great with spaghetti and meatballs
• mostly Cs
A dentist’s dream! Your
candy consumption is
minimal and you usually
prefer salty snacks.
6. My favourite frozen treat is
a.
chocolate caramel crunch ice cream
b.
frozen blueberry yogurt
c.
pass the pretzels, please!
7. My favourite donut is
a.
covered in caramel and sprinkled with crunchy candy
b.
plain (no icing)
c.
cheese avoured
8. I believe that fruit is
a.
best dipped in chocolate
b.
a great snack
c.
okay, especially with peanut butter
9. I usually spend this much of my allowance on sweet snacks:
a.
30% or more
b.
between 10% and 30%
c.
between 0% and 10%
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Unit 1
eleven
11
GRAMMAR POINT
Name:
Date:
Group:
GRAMMAR p int
Simple Present: Describing Things and Expressing Likes and Dislikes
Describing
Use the simple present of the verbs to be and to
have to describe people, places or things.
Singular
To have
I
You
She / He / It
am
are
is
I
You
She / He / It
have
have
has
Plural
To be
We
You
They
are
are
are
We
You
They
have
have
have
Likes and Dislikes
Use the simple present to talk about your
present likes and dislikes.
Afrmative: Use the base form of verbs.
Add s for the third person singular.
I like to eat licorice, but Jamie likes to eat
chocolate.
Negative: Put do not before the base form
of the verb. Use does not for the third
person singular.
I do not like taffy. Erin does not like licorice.
Afrmative: Put the verb after the subject.
Licorice is chewy. Candy canes have stripes.
FYI
Negative: For the verb to be, put not after
the verb.
Marshmallows are not crunchy.
Don’t forget that we can also
use the contracted forms of
verbs.
Negative: For the verb to have, put do not
before the base form of the verb. Use does
not for the third person singular.
Taffy does not have nuts in it.
A. Complete the sentences. Use the present tense of the verb in parentheses.
1. (be, afrmative) Dark chocolate
2. (have, afrmative) This lollipop
3. (have, negative) I
not as sweet as milk chocolate.
a bubble gum centre.
a sweet tooth.
4. (like, negative) My brother
5. (prefer, afrmative) Clara
green candy.
chocolate with nuts.
B. Write a short description of the type of candy that you prefer. Use adjectives from Task 1 in
your description. Use the simple present of the verbs to be and to have.
Go to pages 178, 180, 184 and 186 of the Grammar Section for more information and practice.
12
twelve
I Want Candy!
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Name:
2.
Date:
Candy Store
SPEAKING
Group:
C1
What if you could decide what types of candy to sell?
1. Imagine that you and a group of your classmates own a candy store
together. You must choose an interesting new product to sell. As part of
your research:
• Read the reviews of three new types of candy.
• Underline the descriptions of each candy.
LemHoney Fresh
If you can’t choose between a sweet or sour snack, you should check out
this new candy. LemHoney Fresh drops are difcult to miss because they
come in a bright yellow package. Although the colour and texture of the
candy might remind you too much of a cough drop, the taste is simple and
refreshing. Each drop has a tangy lemon-avoured outside with a smooth honey
centre. There are seven candies in each package—just enough to satisfy your sugar craving. If you like
fruity avours, this new product may be for you!
Brocco-Choco Crunch
When you need a chocolate x, the last thing you think about is broccoli. But
with this new candy, you can have both! Brocco-Choco Crunch balances
the health benets of broccoli with the sweet indulgence of chocolate and
toffee. The broccoli orets are coated in toffee and then dipped in dark
chocolate to make a crunchy treat. Believe it or not, this product is rich and
delicious, so even though the candy bits are small, they are very satisfying. But you
will have to look carefully! The dark green wrapper is easy to miss on candy shelves.
Maple Bagel Bites
VOCABULARY
Do you have a serious sweet tooth? Look no further! Maple Bagel Bites
are shaped like miniature bagels with a sticky maple glaze. While they
produce an explosion of avour, these treats are made from 100% whole
wheat our—and each bite is packed with vitamins. Like traditional
bagels, these soft, sugary candies are packaged in a single
or double roll. If you need a sugar rush, they will
denitely do the trick. And they are small
enough to t two into your mouth at
once! Just don’t skip your next dentist
appointment!
Reproduction prohibited © TC Media Books Inc.
Unit 1
tangy strong and sharp
craving strong desire
fix something that
satisfies a strong desire
florets broccoli flowers
coated completely
covered
wrapper packaging
glaze thin, shiny coating
of melted sugar
sugar rush short burst
of energy after eating
something very sweet
thirteen
13
Name:
Date:
Group:
2. Complete the chart with information from the text.
Taste
Texture
Ingredients
LemHoney Fresh
Brocco-Choco Crunch
Maple Bagel Bites
3. In your opinion, which of the three new products has the most effective
packaging? Use information from the text to support your opinion.
USEFUL LANGUAGE
• That may be true, but . . .
• Can you give me an
example of . . .?
• Can you describe it more
clearly?
4. In groups of three or four, decide which of the three new products will be
sold in your store. Discuss what you like and don’t like about each candy
and come to a consensus. Justify your choice below.
• Let’s not forget
about . . .
5. As a group, discuss the following questions. Use the simple present to
express your likes and dislikes.
What is your favourite type of candy? Why?
Is there any type of candy you don’t like at all? Why?
Which candy has the best commercial? wrapper? name?
What other types of candy would you sell in your candy store?
14
fourteen
I Want Candy!
Reproduction prohibited © TC Media Books Inc.
Name:
3.
Date:
WRITING
Group:
The Perfect Candy
C3
Design an ideal candy for a specic group of people.
1. Choose a specic group of people for whom you would like to design a
new candy, or make up your own.
athletes
spies
students
babies
grandparents
other:
2. Think about the ideal taste, texture and ingredients for your candy.
Brainstorm ideas and write them below.
Taste
Texture
Ingredients
3. Write a short paragraph describing your candy and its packaging.
Use adjectives and the simple present of the verbs to be and to have.
Explain why your sweet treat is perfect for the specic group you chose.
Reproduction prohibited © TC Media Books Inc.
Unit 1
fifteen
15
GRAMMAR POINT
Name:
Date:
Group:
GRAMMAR p int
Nouns: Plurals, Countable Nouns and Uncountable Nouns
Plurals
To form the plural of nouns
Rule
Examples
Most nouns: add s.
lollipop
lollipops
jelly bean
jelly beans
Nouns ending in ch, sh, s, x or z,
and most nouns ending in o: add es.
candy kiss
candy kisses
mango
mangoes
Nouns ending with a consonant +
y: change the y to ies.
candy
candies
strawberry
strawberries
For most nouns that end with f or
fe: change the f or fe to ves.
leaf
knife
Countable Nouns
leaves
knives
Uncountable Nouns
We can put a number (three, four) or
an indenite article (a, an) in front of
a countable noun.
Brett wanted a lollipop.
When there is more than one, use
the plural form.
Maya ate four caramels.
Some nouns are always
uncountable in English:
for instance,
We cannot put a number or an
indenite article in front of an
uncountable noun.
Sally doesn’t like licorice.
I’d like more honey.
Uncountable nouns are considered
singular.
Read the sentences. Indicate whether the underlined noun is countable (C ) or uncountable (U ).
If it is countable, write the plural form.
1. I want a banana with my sundae.
C
bananas
2. I accidentally replaced the sugar with salt.
3. Do you want an ice cream sandwich?
4. Give me that marshmallow.
5. Peter only eats green candy.
6. I always put sugar in my cereal.
7. Is that a cherry tomato?
8. Please pass the maple syrup
Go to pages 227 and 228 of the Grammar Section for more information and practice.
16
sixteen
I Want Candy!
Reproduction prohibited © TC Media Books Inc.
Name:
4.
Date:
READING
Group:
Sugar: A Bittersweet Story
C2
Sugar can make you sick, but it may also have some surprising
health benets.
Before Reading
1. Unscramble the words to form desserts with health benets. If you have
trouble, look for the words in the text on pages 18 and 19.
a. UBRLRYEBE EIP
e. YNHOE
b. RATOCR ECKA
f. RDAK OOLCEHCAT
c. SLOASEMS
g. KUPPNIM IPE
d. PELMA YUPRS
2. Circle the plural form of the sweet treat in bold. Give yourself a challenge:
time yourself and see how fast you can complete the exercise correctly!
a. fruit: fruites fruit fruits
b. sweet potato: sweets potato
blueberries
c. blueberry:
d. nut:
nutses
e. chocolate:
f. pecan:
nuttes
chocolats
pecannes
g. pie: pise
pyes
sweet potatos
blueberrys
sweet potatoes
blueberry
nuts
chocolates
pecans
chocolattes
pecanes
pies
h. marshmallow: marshmallows
marshmallowes
marshmalloes
3. What are some negative consequences and positive consequences of sugar
consumption? Write your predictions in the chart below.
Negative Consequences
Positive Consequences
While Reading
4. Read the text on pages 18 and 19. As you read:
• Highlight the negative consequences of excessive sugar consumption
mentioned in the text.
• Underline the possible health benets of moderate sugar consumption.
Reproduction prohibited © TC Media Books Inc.
Unit 1
seventeen
17
Name:
Date:
Group:
Spotlight
on Sugar
ave you ever visited the chimpanzees in
a zoo and noticed how much fruit they
eat? Chimpanzees are categorized as
omnivorous frugivores: this means that, while they
eat from every food group, they almost always
choose to eat fruit if given the chance. In fact, fruit
represents nearly 60% of their diet. Fruit has lots
of natural sugars in it, and some scientists believe
that human beings got their sweet tooth from their
ape ancestors. One thing is certain: humans have
certainly been eating—and loving—sugar for a long
time.
Sugar cane was rst cultivated over 10 000 years
ago on the island of New Guinea. Then, and for
thousands of years afterwards, humans consumed
sugar by chewing the sugar cane plant and
drinking its juice. They saw it as a cure for a wide
range of aches and pains, as well as a mood lifter.
One Guinean myth even explains that the human
race was created—not from a man and a woman,
but from a man and a stalk of sugar cane. When
VOCABULARY
ape a large primate, similar to a monkey but
with no tail
aches and pains minor medical problems
crop cultivated plants for food production
18
eighteen
I Want Candy!
humans started to trade with each other, sugarcane
eventually spread all across the world. Sugar
quickly became popular among people everywhere.
It was not until 500 AD that sugar cane was
processed into a powder in India, making it
possible to add sugar to other ingredients and
foods. Over time, humans developed their sweet
tooth and began to search for more ideal locations
to grow the crop. Some historians argue that
Europeans were motivated to explore the New
World because they wanted to nd a better place
to plant large crops of sugar cane.
Eventually, plantation owners in the Caribbean
islands used slave labour to grow massive amounts
of sugar cane. This made sugar much easier to buy
around the world. Sugar went from being a luxury
item to being an everyday part of Europeans’ diets.
In 1700, the average person in England consumed
about four pounds of sugar per year. Today, the
average American eats about 77 pounds of the
sweet stuff annually.
With this change in sugar-eating habits came a
change in sugar-related illnesses. In 1900, about 5%
of Americans suffered from high blood pressure.
Today, that number is closer to 30%. And our
problems with sugar have continued to increase.
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Name:
Date:
The number of people who have
type 2 diabetes (often caused by
over-consumption of sugar) has
more than doubled since 1980. Sugar
consumption is also considered the
main villain in the alarming rise of
obesity among children. So, it is no
surprise that doctors constantly warn
us to eat less sugar: eating too much
of it is like feeding poison to our
bodies.
But what about that sweet tooth
that was handed down to us from the apes? It isn’t
just going to disappear. Although we should be
careful of our sugar consumption, the good news is
that eating a moderate amount of sugar may
actually have some health benets. A growing
number of studies are reporting that you may be
able to feel good about giving in to your sweet
tooth, within reason. One of these studies found
that people who eat a small amount of candy every
day live longer than those who never eat candy,
and eating chocolate on a regular basis seems to
decrease the risk of developing heart disease. Other
studies have found that eating a little bit of candy
while working can improve your mood as well as
your ability to concentrate.
If you want to satisfy your sweet tooth, you
should still try to eat sweets that will contribute
to your good health. Some common sweets contain
nutritional benets. For example, dark chocolate
with more than 70% cacao can improve your skin,
your circulation and your energy levels. It can even
help ght cancer! Maple syrup contains zinc, which
can help heal wounds, as well as calcium and
manganese, which build healthy bones. Molasses is
high in iron, a mineral that helps the production of
red blood cells, and some researchers believe that
honey can help ght harmful bacteria in your body.
Reproduction prohibited © TC Media Books Inc.
Group:
If you really want to increase the
nutritional value of your sweets,
choose candies and desserts that
contain real food such as fruits, nuts
and vegetables. As long as you are
not allergic to them, nuts add a
protein boost to sweet snacks.
Pumpkin pie and carrot cake are very
high in vitamin A, which is great for
your teeth and skin, and blueberry
pie is full of antioxidants, which help
prevent cancer.
Although only a few North American sweets use
vegetables as a base, they are used more often in
other places. In many Asian countries, for example,
it is common to nd sweets made from vegetables
and beans. In India, chickpea our is commonly
used to make sweets. In China, Korea and Japan,
many desserts are made with red bean paste or
sweet potatoes, and that is only the tip of the
iceberg. Adding sugar and other ingredients to a
surprisingly wide range of vegetables can turn them
into delicious desserts.
Always remember that whether you get your
sugar x from caramel-lled chocolates or from
pumpkin pie made with a whole-wheat crust,
you still have to be careful. Let’s face it, sugar is
sugar. Our bodies are only able to process a certain
amount of it before it starts to make us sick.
Portions are important, so control the quantity of
sugar that you eat while increasing the quality of
your sweets, and you may be able to have your
cake and eat it, too!
VOCABULARY
giving in stop resisting
the tip of the iceberg a small part of
something big
have your cake and eat it, too have the best
of both options
Unit 1
nineteen
19
Name:
Date:
Group:
After Reading
5. When sugar was rst cultivated thousands of years ago, what did humans
believe were its health benets?
SPEAK UP
Have students form small
groups to discuss the
following points.
• How much candy do
they really consume?
• How much sugar is too
much?
• What effect does sugar
have on their mood
and energy?
• What advice can they
give each other?
6. Name two factors that helped promote the spread of sugar around the
world.
7. What sugar-related health problems does this article mention?
8. Name three possible benets of eating candy in small amounts.
a.
b.
c.
9. The key to eating sugar and staying healthy is to eat it in moderation.
Write three tips to help candy-lovers control their sugar consumption.
a.
b.
c.
20
twenty
I Want Candy!
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
5.
VIEWING
Group:
Jelly Beans: From A to Z
DVD
C2
Ever wonder how the sugary snacks we love so much are made?
Before Viewing
1. Associate these jelly bean colours with jelly bean avours.
FYI
red
green
yellow
white
black
One major jelly bean
producer claims that
America’s favourite jelly
bean avour is Very
Cherry. Their top seller
in Asia is Lemon Lime.
In Australia, people
prefer the Bubble
Gum-avoured beans.
2. Predict which four ingredients are used to make a jelly bean. Circle your
guesses.
honey
water
cream
maple syrup
cornstarch
sugar
bananas
milk
eggs
our
butter
salt
beans
jelly
corn syrup
oil
3. Correct the mistakes in the following sentences. Pay attention to the
plural nouns and the verbs.
a. These jelly beans contains the juice of many cherry.
b. Strangely enough, there are no bean in jelly beans.
c. How do they makes the jellys beans?
d. The recipe calls for a lot of sugars and waters.
e. The sugar centres also contains corns syrup.
f. The outside of the jelly bean are fruits avoured.
Reproduction prohibited © TC Media Books Inc.
Unit 1
twenty-one
21
Name:
STRATEGY REMINDER
Read the statements
before you watch the
video so that you know
which information to
listen for.
Read the vocabulary
definitions to better
understand the video.
Date:
Group:
While Viewing
4.
DVD
Read the statements in the chart below. As you watch the video
about the making of jelly beans, check True or False.
Statement
True
False
a. A jelly bean is really two candies in one.
b. The avour of a jelly bean is on the inside.
c. The centre of a jelly bean is made from sugar and
maple syrup.
d. The moulds are made of cornstarch.
VOCABULARY
moulds forms that
produce a standard shape
drizzle pour a thin
stream of liquid
shell outside covering
slurry syrup mixture
e. You can t 648 jelly beans into one tray.
f. Jelly beans are mostly a Christmas treat.
g. Workers drizzle avouring onto the jelly bean
centres in huge steel drums.
h. This process is called “sugar drawing.”
i. The colour of the syrup matches the avour.
j. Traditionally, green jelly beans taste like green apples.
k. Each jelly bean has a shell made of three layers of
sugar and syrup.
After Viewing
5. Use the simple present of the verbs in the word box to complete the
Word Box
sentences that describe the jelly bean production process.
collect
cover
create
dump
flavour
harden
mix
squirt
a. One machine
b. A different machine
c. The depositor
d. Sugary centres
e. Machines
f. Workers
g. Machines
h. A conveyer belt
22
twenty-two
I Want Candy!
mixes
a sugar slurry.
cornstarch moulds.
slurry into moulds.
for 24 hours.
the centres from trays.
the centres with juice.
the centres with coats of sugar.
the hardened jelly beans.
Reproduction prohibited © TC Media Books Inc.
Name:
6.
Date:
READING
Group:
Too Much of a Good Thing?
C2
When does candy stop being a treat and start being dangerous?
Before Reading
1. Is gum chewing a good thing or a bad habit? Consider the situations
below and circle whether or not you think chewing gum is a good idea.
a. After eating a garlicky meal
Go for it
Maybe
No way!
b. While doing your homework
Go for it
Maybe
No way!
c. While playing a sport
Go for it
Maybe
No way!
d. Before going to the dentist
Go for it
Maybe
No way!
e. When talking to your teacher after class
Go for it
Maybe
No way!
2. List the pros and cons of chewing gum.
VOCABULARY
Pros:
pros and cons
advantages and
disadvantages
procrastinating
avoiding as long as possible
Cons:
3. Would you consider gum to be a type of candy? Why or why not?
4. Some people say that chewing gum is a bad habit. Which of the following
habits do you consider really bad?
saying “LOL”
procrastinating
smoking
cheating on exams
texting while walking
singing in the shower
lying to your parents
biting your nails
Reproduction prohibited © TC Media Books Inc.
Unit 1
twenty-three
23
Name:
Date:
Group:
While Reading
5. Read the text on pages 24 to 26. As you read:
• Underline the advantages of the chewing gum meal.
• Highlight the negative effects of the chewing gum meal.
Charlie and
the Chocolate
Factory
by Roald Dahl
his gum,” Mr. Wonka went on, “is my
latest, my greatest, my most fascinating
invention! It’s a chewing gum meal!
It’s . . . it’s . . . it’s . . . that tiny little strip of gum
lying there is a whole three-course dinner all by
itself!”
“What sort of nonsense is this?” said one of the
fathers.
“My dear sir!” cried Mr. Wonka. “When I start
selling this gum in the shops it will change
everything! It will be the end of all kitchens and all
cooking! There will be no more marketing to do!
No more buying of meat and groceries! There’ll be
no knives and forks at mealtimes! No plates! No
washing up! No garbage! No mess! Just a little strip
of Wonka’s magic chewing gum—and that’s all
you’ll ever need at breakfast, lunch, and supper! This
piece of gum I’ve just made happens to be tomato
soup, roast beef, and blueberry pie, but you can have
almost anything you want!”
VOCABULARY
twenty-four
“What do you mean, it’s tomato soup, roast beef,
and blueberry pie?” said Violet Beauregarde.
“If you were to start chewing it,” said Mr. Wonka,
“then that is exactly what you would get on the
menu. It’s absolutely amazing! You can actually feel
the food going down your throat and into your
tummy! And you can taste it perfectly! And it lls
you up! It satises you! It’s terric!”
“It’s utterly impossible,” said Veruca Salt.
“Just so long as it’s gum,” shouted Violet
Beauregarde, “just so long as it’s a piece of gum
and I can chew it, then that’s for me!” And quickly
she took her own world-record piece of chewing
gum out of her mouth and stuck it behind her left
ear. “Come on, Mr. Wonka,” she said, “hand over this
magic gum of yours and we’ll see if the thing works.”
“Now, Violet,” said Mrs. Beauregarde, her
mother, “don’t let’s do anything silly, Violet.”
“I want the gum!” Violet said obstinately.
“ What’s so silly?”
“I would rather you didn’t take it,” Mr. Wonka
told her gently. “ You see, I haven’t got it quite right
yet. There are still one or two things . . .”
strip small piece
obstinately stubbornly
24
is about a
young boy who wins a trip to visit the local
chocolate factory, along with four other children
his age. But once they enter the factory, the ve
children learn just how wild and eccentric its
owner, Willy Wonka, can be. As the children tour
the factory together, each of their personal bad
habits gets them into trouble. In this excerpt, Violet
Beauregarde, an obsessive gum chewer, discovers
that her habit can be disastrous to her health.
I Want Candy!
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
“Oh, to heck with that!” said Violet, and
suddenly, before Mr. Wonka could stop her, she shot
out a fat hand and grabbed the stick of gum out of
the little drawer and popped it into her mouth. At
once, her huge well-trained jaws started chewing
away on it like a pair of tongs.
“Don’t!” said Mr. Wonka.
“Fabulous!” shouted Violet. “It’s tomato soup! It’s
hot and creamy and delicious! I can feel it running
down my throat!”
“Stop!” said Mr. Wonka. “The gum isn’t ready
yet! It’s not right!”
“Of course it’s right!” said Violet. “It’s working
beautifully! Oh my, what lovely soup this is!”
“Spit it out!” said Mr. Wonka.
“It’s changing!” shouted Violet, chewing and
grinning both at the same time. “The second course
is coming up! It’s roast beef! It’s tender and juicy !
Oh boy, what a avour! The baked potato is
marvellous, too! It’s got a crispy skin and it’s all
lled with butter inside!”
“But how in-teresting, Violet,” said
Mrs. Beauregarde. “You are a clever girl.”
“Keep chewing, kiddo!” said Mr. Beauregarde.
“Keep right on chewing, baby! This is a great day for
the Beauregardes! Our little girl is the rst person in
the world to have a chewing-gum meal!”
Everybody was watching Violet Beauregarde as
she stood there chewing this extraordinary gum.
Little Charlie Bucket was staring at her absolutely
spellbound, watching her huge rubbery lips as
they pressed and unpressed with the chewing, and
Grandpa Joe stood beside him, gaping at the girl.
Mr. Wonka was wringing his hands and saying,
“No, no, no, no, no! It isn’t ready for eating! It isn’t
right! You mustn’t do it!”
“Blueberry pie and cream!” shouted Violet. “Here
it comes! Oh my, it’s perfect! It’s beautiful! It’s . . .
Reproduction prohibited © TC Media Books Inc.
Group:
it’s exactly as though I’m
swallowing it! It’s as
though I’m chewing
and swallowing great big
spoonfuls of the most
marvellous blueberry pie
in the world!”
“Good heavens, girl!”
shrieked Mrs. Beauregarde
suddenly, staring at Violet,
“what’s happening to your
nose!”
“Oh, be quiet, mother, and
let me nish!” said Violet.
“It’s turning blue!” screamed Mrs. Beauregarde.
“ Your nose is turning blue as a blueberry!”
“Your mother is right!” shouted Mr. Beauregarde.
“Your whole nose has gone purple!”
“What do you mean?” said Violet, still chewing
away.
“Your cheeks!” screamed Mrs. Beauregarde.
“They’re turning blue as well! So is your chin! Your
whole face is turning blue!”
“Spit that gum out at once!” ordered
Mr. Beauregarde.
“Mercy! Save us!” yelled Mrs. Beauregarde. “The
girl’s going blue and purple all over! Even her hair is
changing colour! Violet, you’re turning violet, Violet!
What is happening to you!”
“I told you I hadn’t got it quite right,” sighed
Mr. Wonka, shaking his head sadly.
VOCABULARY
crispy crunchy
spellbound fascinated
gaping staring, mouth open with surprise
wringing twisting tightly when distressed
shrieked screamed in alarm
Unit 1
twenty-five
25
Name:
“I’ll say you haven’t!” cried Mrs. Beauregarde.
“Just look at the girl now!”
Everybody was staring at Violet. And what a
terrible peculiar sight she was! Her face and hands
and legs and neck, in fact the skin all over her body,
as well as her great big mop of curly hair, had turned
a brilliant, purplish-blue, the colour of blueberry
juice!
“It always goes wrong when we come to the
dessert,” sighed Mr. Wonka. “It’s the blueberry pie
that does it. But I’ll get it right one day, you wait and
see.”
“Violet,” screamed Mrs. Beauregarde, “you’re
swelling up!”
“I feel sick,” Violet said.
“You’re swelling up!” screamed Mrs. Beauregarde
again.
“I feel most peculiar!” gasped Violet.
“I’m not surprised!” said Mr. Beauregarde.
“Great heavens, girl!” screeched Mrs.
Beauregarde. “You’re blowing up like a balloon!”
“Like a blueberry,” said Mr. Wonka.
“Call a doctor!” shouted Mr. Beauregarde.
“Prick her with a pin!” said one of the other
fathers.
“Save her!” cried Mrs. Beauregarde, wringing her
hands.
Date:
Group:
But there was no saving her now. Her body was
swelling up and changing shape at such a rate that
within a minute it had turned into nothing less than
an enormous round blue ball— a gigantic blueberry,
in fact— and all that remained of Violet Beauregarde
herself was a tiny pair of legs and a tiny pair of arms
sticking out of the great round fruit and a little head
on top.
“It always happens like that,” sighed Mr.
Wonka. “I’ve tried it twenty times in the Testing
Room on twenty Oompa-Loompas, and every one
of them nished up as a blueberry. It’s most
annoying. I just can’t understand it.”
“But I don’t want a blueberry for a daughter!”
yelled Mrs. Beauregarde. “Put her back to what she
was this instant!”
Mr. Wonka clicked his ngers, and ten
Oompa-Loompas appeared immediately at his side.
“Roll Miss Beauregarde into the boat,” he said
to them,“ and take her along to the Juicing Room at
once.”
“The Juicing Room?” cried Mrs. Beauregarde.
“What are they going to do with her there?”
“Squeeze her,” said Mr. Wonka. “We’ve got to
squeeze the juice out of her immediately. After that,
we’ll just have to see how she comes out. But don’t
worry, my dear Mrs. Beauregarde. We’ll get her
repaired if it’s the last thing we do. I am sorry about
it all, I really am . . . ”
VOCABULARY
peculiar strange
swelling up growing larger
gasped made a sound of surprise
screeched made a high-pitched scream
annoying irritating
squeeze press, compress
26
twenty-six
I Want Candy!
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
After Reading
6. Willy Wonka claims his gum will change the world by eliminating knives
and forks and by reducing the garbage and mess surrounding mealtime.
What other things would this invention eliminate?
7. Originally, Violet’s parents do not seem too concerned about her chewing
the piece of gum. They even start to encourage her. What happens to
make them change their minds?
8. Who is responsible for Violet’s nal condition? Discuss this question with
two of your classmates. Write notes in the chart to prepare arguments
for the people involved. Then, take turns defending your opinions and
responding to your classmates’ opinions.
Mr. & Mrs. Beauregarde
Violet Beauregarde
Willy Wonka
9. With your group, discuss the following questions.
How important is it for teens to learn and practise healthy food
habits?
Whose responsibility is to ensure that you practise healthy food
habits: yours, your family’s or your school’s?
Reproduction prohibited © TC Media Books Inc.
Unit 1
twenty-seven
27
WRITING PROJECT
Name:
7.
Date:
A Candy Review
Group:
C3
Write a product review of a memorable candy.
1. Choose a candy that you have tasted and can describe well enough to
review. This candy must have at least some healthy ingredients.
2. Take notes in the graphic organizer for each step of the review process.
Background Information
Where can you buy this candy? Why did you choose to review it?
STRATEGY REMINDER
Use vocabulary words
that you have learned
throughout the unit to
help you describe your
candy.
Description
What does it look like? How is it packaged?
How does it taste? What is the texture like?
Health Benets
What is this candy made of? What are its health benets?
Final Impressions
Would you recommend this candy? Why or why not?
28
twenty-eight
I Want Candy!
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
3. Write the rst draft of your candy review. Use your notes from Step 2 to
help you organize your thoughts. Use the simple present and the verbs
to be and to have to describe the candy. Refer to the texts on page 13
as models.
Introduction
Writing Checklist
I introduced my candy in an
interesting manner.
Description
I described my candy using the
simple present and the verbs
to be and to have.
I included my opinion and
recommendations.
I checked my spelling and
punctuation.
I used resources to check my
work: dictionary, Grammar
Points, information from tasks.
Conclusion
4. Revise and edit your text. Use the writing checklist for help.
5. Exchange texts with a classmate. Ask for feedback on content and form.
6. Write the nal copy of your text. Make changes and corrections.
Add an image of your candy at the top.
7. Present your candy review to your classmates.
Reproduction prohibited © TC Media Books Inc.
Unit 1
twenty-nine
29
EXTRA READING
Name:
Date:
A Career in Candy
Group:
C2
Some people can spend their whole lives playing with candy.
Before Reading
1. What types of careers can be related to candy production? List ve
different jobs you can think of.
•
•
•
•
•
2. Choose one of the careers above and write a short job description.
Word Box
What is this person responsible for?
architects
artists
engineers
researchers
scientists
3. Complete the sentences with the appropriate career from the word box.
collect information and analyze their
a.
results.
b.
design and test new products and
develop solutions for technical problems.
use their imagination to visualize and
c.
create works of art.
d.
perform tests and scientic experiments
in elds such as physics and medicine.
design buildings and other large
e.
structures.
While Reading
4. Read the text on pages 31 and 32. As you read:
• Highlight the different professions presented.
• Underline the different candy creations mentioned in the text.
30
thirty
I Want Candy!
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
Working in
Candy Land
o most people, Willy Wonka is just a character
in a Roald Dahl book, whose fantastic
inventions sound too good to be true. But for
some candy lovers, that eccentric chocolate maker
must be a role model and an inspiration. All over
the world, people with a career in candy are
working very hard to create fabulous sugar
masterpieces that could rival those from Charlie and
the Chocolate Factory. These people include artists,
architects, food scientists and engineers. If you are a
creative problem solver who has a sweet tooth and
likes to play with candy, there could also be a job
out there for you!
The Art of Candy
Did you like to play with your food when you were
little? Did you make gumdrop castles with candy
rainbows? Do you like to experiment with colour,
texture and form? Food artists Sam Bompas and
Harry Parr would probably answer “yes” to all of
these questions. In 2007, these partners opened
up their studio, Bompas & Parr, and began
exploring the possibilities for combining candy,
art, architecture and imagination.
Reproduction prohibited © TC Media Books Inc.
Bompas and Parr work with a team of food
professionals to make remarkable candy creations.
They experiment with museum installations,
interactive exhibits and unique dinner parties.
But when the duo rst started working with food,
they mostly experimented with jelly. Clients hired
them to develop crazy shapes for jelly moulds. After
making jellies in the shape of Buckingham Palace
and an edible map of the United States, Bompas
and Parr gave themselves a new challenge: to make
jellies that shine in the dark! Today their signature
products are so popular that some brides request a
jelly tower from them instead of a wedding cake.
After the partners conquered the jelly market,
they began to design candy installations for events
and museums. Their goal was to combine candy
production with architecture to create an
unforgettable experience.
VOCABULARY
In 2010, they built an
installation inspired by
jelly fruit-flavoured
Willy Wonka: a chewing gum gelatin dessert, also
known as Jell-o
micro-factory where guests
edible that can be
mixed their own gum. There
eaten
were 200 unusual avours
signature classic
Unit 1
thirty-one
31
Name:
available, such as yogurt, chili, curry or g. Some of
the gum even changed avour as it was chewed!
Two years later, thousands of people came to scale
Mt. Rocky, a 30-foot climbing wall made entirely of
chocolate with a chocolate waterfall. Later that year,
Bompas and Parr created an enormous mini-putt
course on the roof of a local building. The best part?
All the obstacles were made of cake!
Bompas and Parr believe that if you can dream
it, you can achieve it. They are always looking for
new ways to mix art and candy. So the next time
you have a brilliant idea for a crazy creation, you
know who to call.
The Science of Candy
If you are someone who likes to solve problems
and to conduct experiments, then you might like
to try working with a team of food scientists. These
engineers and researchers spend months and
sometimes years developing new food and candy
products. The work can be very rewarding: some
breakthroughs in technology may change the way
candy is made forever.
Do you remember the last time you stepped on
a piece of gum? Were you frustrated as you scraped
the sole of your shoe on the ground, hoping to get
rid of the gum? Gum stuck to sidewalks is not
only frustrating, it’s also expensive. Public
sanitation departments can spend millions of
dollars each year trying to make public places
gum-free. So how can we solve this problem? A
team of British scientists has developed a new kind
of chewing gum that has the same taste and texture
as regular gum but that
dissolves in water.
VOCABULARY
Researchers hope to
scale climb
see their laboratory
sanitation health
work on the shelves of
dissolves disperses
candy stores soon.
in a liquid
unveiled presented
for the first time
32
thirty-two
I Want Candy!
Date:
Group:
A team of researchers in the United States is
trying to solve a different problem. As packaged
candy became more popular, natural sweets like
fruit became less popular—and fruit producers
are upset that they are losing money to candy
companies. The solution? Make fruit taste like
candy. Fruit producers experimented for years
before they unveiled an exciting new product.
This new variety of grape is called Cotton Candy:
it tastes like the sugary treat but it is a lot healthier.
Who knew that grapes could taste like candy?
Some food scientists want to see if they can
make our wildest dreams come true. A team of
Harvard University scientists is developing a type
of nanotechnology that can control how we taste
different avours. This technology can trap
different avours into capsules that are just
millionths of a millimetre in size. The capsules
dissolve upon contact with our saliva or after a
certain amount of chewing. With more research,
it might be possible to have three or more avours
contained in one small stick of gum. So Willy
Wonka’s three-course chewing gum might one
day become a reality!
Other food scientists specialize in making
healthier, more natural alternatives to sugary
snacks. When Nicky Bronner realized that his
Halloween candy was lled with unhealthy
ingredients, he decided to do something about it.
At just 12 years old, he began working with local
chefs to develop recipes for all-natural candy that
still tastes good. With his father, he founded the
company Unreal Brands Inc. Although his products
only arrived in stores last year, they are already very
popular.
Whether you prefer creating works of art or
conducting experiments, remember that you can
do both with candy. So if you can’t get through the
day without your sugar x, there could be a way to
make a career out of that sweet tooth.
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
After Reading
5. When Bompas and Parr rst opened their studio, what was their specialty?
6. Why did fruit producers want to create a grape that tastes as sweet as
cotton candy?
7. Choose one of the professions you highlighted in the text. Write an
advertisement for a job in the candy industry for this profession. Use the
template below.
Job Title:
Company Name:
Company Description:
Location:
Job Description (the applicant will be required to):
•
•
•
8. Of the jobs described in the text, which one would you prefer to have?
Why?
Reproduction prohibited © TC Media Books Inc.
Unit 1
thirty-three
33
EXTRA LANGUAGE
Name:
Date:
Group:
Word Games
There are many ways to describe your favourite treat!
Word Box
1. Complete each sentence with the correct word from the word box.
a. Xavier loves strawberries
coated
dipped
drizzled
glazed
sprinkled
in chocolate.
b. My grandmother loves almonds
crunchy brown sugar.
in
c. My favourite donuts are
sugar.
with powdered
d. Marnie prefers donuts
with chocolate icing.
e. The ice cream is
with hot caramel sauce.
2. Match the idioms about candy to their denitions.
Idioms
Denitions
a. sugar-coat something
1. extremely easy
b. the icing on the cake
2. make something seem more acceptable
c. sweet-talk (someone)
3. very excited
d. a piece of cake
4. persuade or atter
e. like a kid in a candy store
5. be the most extreme example of something
f. take the cake
6. the best part of a good thing
3. Complete the following sentences with the idioms from Step 2.
a. Marvin can
he wants.
anyone to get what
b. Winning this game will be
.
c. When I visited the Hockey Hall of Fame last year, I was
.
d. I thought the last exam was difcult, but this history exam
!
e. Serena doesn’t take criticism well, so you may need to
your opinions.
f. Molly loved going to the concert, but meeting the musicians
afterwards was
34
thirty-four
I Want Candy!
.
Reproduction prohibited © TC Media Books Inc.
Date:
Group:
4. Find and circle the words from the word box in the puzzle below.
Answers may be horizontal, vertical, forwards, backwards and diagonal.
M
V
S
E
Y
P
V
D
J
B
P
C
C
A
C
E
U
W
E
Y
L
L
O
Q
C
H
R
R
S
T
E
U
C
A
P
X
D
R
Y
S
Z
S
E
H
T
Q
I
S
I
S
U
O
H
B
A
E
C
E
L
P
P
W
R
N
E
M
D
L
P
A
L
R
P
O
D
R
C
G
A
Z
O
N
O
I
E
B
R
H
O
H
L
L
H
M
L
N
D
Y
H
O
N
E
Y
A
L
E
F
K
D
E
L
Z
Z
I
R
D
Z
O
G
L
L
I
C
O
R
I
C
E
T
E
W
E
O
G
Y
Y
K
C
I
T
S
U
D
D
PRONUNCIATION
STRATEGY REMINDER
Look for double letters or
less common letters such
as “k” or “z” first.
Word Box
Name:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
dipped
glazed
drizzled
sprinkled
coated
chewy
molasses
crunchy
marshmallow
licorice
lollipop
sticky
syrup
honey
blueberry
CD
5. Listen to these fun tongue twisters. Practise saying them to your partner.
Remember to pronounce the s at the end of certain words.
a. She sells sea shells by the sea shore. The shells she sells are sea shells,
I’m sure.
b. Helen’s husband hates hot tea. Henry’s horse always hurts his hooves
in holes when he hunts.
6. Choose a type of candy that is countable. Write a short tongue
twister to practise pronouncing the nal s in the plural form. Revise
and edit your rst draft to create your nal version.
STRATEGY REMINDER
First draft:
Get feedback on the first
draft of your tongue
twister from a classmate
so that you can improve it
in the final version.
Final version:
Reproduction prohibited © TC Media Books Inc.
Unit 1
thirty-five
35
EXTRA GRAMMAR
Name:
Date:
Group:
GRAMMAR Check
To review the simple present, go back to page 12.
1. Gummi worms
. They
2. Maple syrup
.
. It
3. Jelly beans
.
. They
4. Ice cream
.
. It
5. Caramel
.
. It
Word Box
A. Use the simple present of to be and the adjectives in the word box to describe the sweets. Write one
afrmative and one negative sentence. Some words may be used more than once.
chewy
creamy
crunchy
sticky
.
B. Read the sentences. Correct errors in the simple present.
1. Willy Wonka love inventing new kinds of candy.
2. This candy has not a chewy caramel centre.
3. My mom don’t likes candy with nuts in it.
4. In America, most people prefers Very Cherry jelly beans.
5. Blueberries has antioxidants in them.
To review plural, countable and uncountable nouns, go back to page 16.
C. Write the plural form of the nouns below.
1. candy
4. tomato
2. lunch box
5. jelly bean
3. sugar pie
6. leaf
D. Decide if the noun is countable or uncountable in the context of the sentence. Write C for countable
or U for uncountable.
1. Caroline went to two stores (
2. The inventor (
) to nd her favourite fudge (
) made a new type of candy (
3. Kelvin chews gum (
) to bake ve loaves (
5. Mathilda tried the gumdrops (
thirty-six
) with nuts (
).
) while he plays basketball.
4. Hallie used lots of sugar (
36
).
I Want Candy!
) of bread.
) and some black licorice (
).
Reproduction prohibited © TC Media Books Inc.
Good Guys and bad
Good Guys
and Bad Guys
UNIT
2
In this unit, explore the traits that define a character.
Read about characters’ personality traits.
Watch a video about the making of a Canadian superhero.
Talk about your favourite good guy and bad guy.
Write a character sketch.
Practise grammar: subject pronouns, possessive adjectives
and yes / no questions in the simple present.
Reproduction prohibited © TC Media Books Inc.
thirty-seven
37
ICEBREAKER
Name:
Date:
1.
Group:
Character Traits
C1
What words can describe good guys’ and bad guys’ personalities?
1. With a partner, nd two other adjectives in the word box that you
FYI
Word Box
associate with each of the underlined words in the sentences.
Although the word
usually refers to
a male in English,
the terms
and
can also
be used to refer to
female characters.
arrogant
brave
comical
considerate
courageous
courteous
cruel
evil
fearless
friendly
funny
greedy
humorous
kind
mean
nice
polite
self-important
selfish
stingy
vain
a. Voldemort is mean to Harry Potter.
b. Mulan was a very brave young woman.
c. Many people thought that Sherlock Holmes was arrogant.
d. Cruella De Vil was not very kind to the Dalmatians.
e. Little Red Riding Hood was very polite to strangers.
f. The Grinch stole Christmas because he was greedy.
g. Homer Simpson is a really funny character.
2. With your partner, classify the words from the word box into the correct
column below.
Good Guy
38
thirty-eight
Good Guys and Bad Guys
Bad Guy
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
3. Which good guys and bad guys are particularly memorable? Complete
the chart with characters from different media sources. Write one or two
of the personality traits that best describe each character.
Traits
Bad Guy
Traits
Movies
Television / Games
Books
Good Guy
USEFUL LANGUAGE
4. Discuss the characters you chose with your partner.
• This character seems like
a bad guy but . . .
a. Did you write down any character(s) that your partner is unfamiliar
with? If so, describe the character(s).
b. Which character do you like best? Explain your choice to your partner.
• She is more interesting
than . . .
c. Which of the characters do you consider the most realistic? Why?
• I doubt your character
would . . .
d. Together, can you think of another character for each category?
Discuss this new character and his or her personality traits.
e. Compare one of your characters to one of your partner’s characters.
In a ght, who would win?
Reproduction prohibited © TC Media Books Inc.
Unit 2
thirty-nine
39
GRAMMAR POINT
Name:
Date:
Group:
GRAMMAR p int
Talking About Characters
Using Subject Pronouns
Subject pronouns replace nouns as subjects in a sentence.
Singular
I
you
she / he / it
Plural
Subject Pronoun
we
you
they
Subject pronouns are the same gender as the nouns they replace.
Voldemort is my favourite bad guy.
He looks like a snake.
The 3rd person plural pronoun they is
used to replace both males and females.
Shrek and Fiona are giant ogres.
They have green skin and small ears.
Use as a subject pronoun
and
as a possessive
adjective when the noun
has no gender or the
gender is unknown.
Possessive Adjectives: Using His and Her
Possessive adjectives indicate a relationship or possession.
Dracula’s skin was as white as snow.
His cape was blood red.
Singular
my
your
her / his / its
Plural
Possessive Adjective
our
your
their
In English, 3rd person possessive adjectives
are the same gender as the noun they
replace, not the noun that follows them.
Luke Skywalker missed his mother.
Princess Leia did not know that
Luke was her brother.
A. Complete the sentence with the correct subject pronoun. Highlight the correct possessive adjective.
1. Jasmine is a beautiful princess.
2. Bilbo is a hobbit.
brushes (his / her / their) long dark hair.
is short and (his / her / its) feet are very hairy.
3. Frankenstein is a monster.
has bolts in (her / their / his) neck.
4. Batman and Catwoman are heroes.
5. Miss Piggy is a muppet.
wear black masks on (her / their / his) faces.
has blond hair and wears lipstick on (his / her / their) lips.
B. Write sentences to describe one male character and female character. Include subject pronouns and
possessive adjectives. Use the sentences in Step A as models.
1.
2.
Go to pages 230 and 233 of the Grammar Section for more information and practice.
40
forty
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
Name:
2.
Date:
Our Own Hero
VIEWING
Group:
DVD
C2
Word Box
Learn about a different kind of hero.
Before Viewing
1. Use the clues below and the words in the word box to complete
the crossword puzzle. Find the hidden word and write it below.
apologetic
crusader
humorous
patriotic
peacekeeper
socially conscious
a.
b.
Clues
a.
b.
c.
d.
e.
f.
c.
d.
devoted to his or her country
politely offering excuses
caring about society
f.
amusing, comical
an activist who ghts for a cause
person who helps maintain law and order
e.
is a slang term for a Canadian.
Hidden Word:
2. Complete the sentences with the words in the word box.
a. Canadians are very
when
they make mistakes.
b. Emily’s
attitude always
makes me laugh.
c. If you are feeling
, you should visit
Ottawa on Canada Day.
d. Jean-Philippe is a
against smoking.
He goes to different schools to talk about the harmful effects of cigarettes.
e. Because I am the middle child and hate it when my sisters ght, I am
the family
.
f. Brianna volunteers at a local food bank during the holiday season
because she is
Reproduction prohibited © TC Media Books Inc.
.
Unit 2
forty-one
41
Name:
STRATEGY REMINDER
Read the statements and
the definitions before
you watch the video so
that you know which
information to listen for.
Date:
While Viewing
3.
DVD
meathead
Read the following questions about the video. As you watch, circle
the correct answers.
a. Forty years ago, Captain Canuck was published as a paper comic.
Today, it is produced as a
1. TV show
VOCABULARY
reboot new version
ying off the shelves
selling quickly
caught the eye was
noticed
track down search for
launch tell the public
about something new
do-gooders people who
try to help others
Group:
2. web comic
3. comic book
b. Which of the following are Canadian superheroes?
1. Wolverine
2. Snowbird
3. Hawk
4. Sasquatch
5. Silver Skater
6. Puck
c. Which of these behaviours make Captain Canuck typically Canadian?
1. He apologizes before beating people up.
2. He is polite to his fans.
3. He drinks maple syrup to get his super powers.
4. He is a peacekeeper.
5. He sings “O Canada” after every ght.
stupid person
After Viewing
4. In 1975, why did Richard Comely decide to create the Captain Canuck
character?
5. Do you think that today’s comic books are too violent? Why or why not?
SPEAK UP
Have students form small
groups to discuss the
following points.
• Is having a patriotic
superhero important
to Canadians?
• What would a superhero
from Québec be like?
6. In your opinion, will the updated version of this Canadian superhero be
popular? Why or why not?
7. What other personality traits should Captain Canuck have in order to
seem more Canadian? Write three extra traits.
a.
b.
c.
42
forty-two
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR POINT
Group:
GRAMMAR p int
Asking Yes / No Questions in the Simple Present
Use the following word order to ask questions that can be answered with a simple “yes” or “no.”
With the Verb To Be
Use the simple present of the verb to be + subject + rest of the question.
Rest of the question
Singular
Subject
Am
Are
Is
I
you
she / he / it
right?
ready to start?
a superhero?
Plural
Verb to be
FYI
Are
Are
Are
we
you
they
on the right track?
sure about that?
cartoon characters?
To change a sentence
with
into a
yes/no question, invert
the position of the verb
and the subject.
With Other Verbs
Use do / does + subject + base form of main verb + rest of the question.
Main verb
Rest of the question
Singular
Subject
Do
Do
Does
I
you
she / he / it
know
like
wear
this character?
her name?
a mask?
Plural
Verb to do
Do
Do
Do
we
you
they
see
watch
ght
them on TV?
their movies?
crime?
Write yes / no questions that you could ask to guess a character’s identity. Use the simple present and the
prompts.
1. be / bad guy Is this character a bad guy?
2. be / animal
3. have / a partner
4. wear / costume
5. have / superpowers
6. be / video game
Go to pages 181 and 188 of the Grammar Section for more information and practice.
Reproduction prohibited © TC Media Books Inc.
Unit 2
forty-three
43
SPEAKING
Name:
3.
Date:
Guess Who?
Group:
C1
Who is your classmate’s favourite good guy and bad guy? Play a
guessing game.
1. Think about your favourite good guy and your favourite bad guy. Write
notes about their physical descriptions, personality traits and typical
actions. Do not show your sheet to your partner.
Favourite Good Guy
Favourite Bad Guy
Name
Physical description
Personality traits
Actions
2. Find a partner and take turns asking yes / no questions in the simple
present to guess each other’s characters. Continue asking yes / no
questions until you discover each character’s identity.
USEFUL LANGUAGE
• Is it a character from
a...?
• Is the character in a story
about . . . ?
• Does the character
have . . . ?
Think about:
• whether the character is good or bad,
male or female, real or cartoon, old or young
• whether the character appears in a book,
movie, game or television program
• what the character wears
• what the character can do
• Can the character . . . ?
• Is the character’s
enemy . . . ?
44
forty-four
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
Name:
4.
Date:
READING
Group:
Building a Believable
Character
C2
When it comes to good guys and bad guys, actions speak louder
than words.
Before Reading
1. Match the actions with the character traits that they demonstrate.
a. courageous
1. Laughing when a classmate slips and falls in
the mud during gym class
b. loyal
2. Claiming that you are the reason the school
volleyball team is undefeated
c. arrogant
3. Hating a girl from your science class because
she has such cool clothes
d. thoughtful
4. Running into a burning building to rescue a
stray cat
e. stubborn
5. Supporting a friend even when you hear a
negative rumour about him
f. jealous
6. Sending your friend a postcard from Arizona
because she has a postcard collection
g. cruel
7. Refusing to take an umbrella with you—even
though it is pouring rain
2. Choose two character traits that are not listed in Step 1. Write a sentence
for each that describes the trait through the action.
a.
b.
While Reading
3. Read the text on pages 46 to 48. As you read:
• Highlight the actions that show the rst June is a “good guy.”
• Underline the actions that show the other June is a “bad guy.”
Reproduction prohibited © TC Media Books Inc.
Unit 2
forty-five
45
Name:
Date:
Group:
Tuesday of the
Other June
by Norma Fox Mazer
“Tuesday of the Other June” is a short story that
focuses on the relationship between two young
girls, both named June.
e good, be good, be good, be good, my
June,” my mother sang as she combed my
hair; a song, a story, a croon, a plea.“ It’s
just you and me, two women alone in the world,
June darling of my heart, we have enough troubles
getting by, we surely don’t need a single one more,
so you keep your sweet self out of ghting and all
that bad stuff. People can be little-hearted, but turn
the other cheek, smile at the world, and the world’ll
surely smile back.”
We stood in front of the mirror as she combed
my hair, combed and brushed and smoothed. Her
head came just above mine; she said when I grew
another inch she’d stand on a stool to brush my
hair. “I’m not giving up this pleasure!”And she
laughed her long honey laugh.
My mother was April, my grandmother had
been May, I was June. “And someday,” said my
mother, “you’ll have a daughter of your own. What
will you name her?”
croon soft song
plea serious request
creeping moving slowly
shifting moving slightly
knuckles joints of a nger
forty-six
Every day when I went to school, she went to
work. “Sometimes I stop what I’m doing,” she said,
“lay down my tools, and stop everything, because
all I can think about is you. Wondering what you’re
doing and if you need me. Now, Junie, if anyone
ever bothers you—”
“—I walk away, run away, come on home as fast
as my feet will take me,” I recited.
“Yes. You come to me. You just bring me your
trouble, because I’m here on this earth to love you
and take care of you.”
I was safe with her. Still, sometimes I woke up
at night and heard footsteps slowly creeping up
the stairs. It wasn’t my mother, she was asleep in
the bed across the room, so it was robbers, thieves,
and murderers, creeping slowly . . . slowly . . . slowly
toward my bed.
I stuffed my hand into my mouth. If I screamed
and woke her, she’d be tired at work tomorrow.
The robbers and thieves lled the warm darkness
and slipped across the oor more quietly than cats.
Rigid under the covers, I stared at the shifting dark
and bit my knuckles and never knew when I fell
asleep again.
VOCABULARY
46
“January!” I’d yell when I was little.“February!
No, November!” My mother laughed her honey
laugh. She had little emerald eyes that warmed me
like the sun.
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
In the morning we sang in the
kitchen. “Bill Grogan’s GOAT! Was
feelin’ FINE! Ate three red shirts,
right off the LINE!” I made
sandwiches for our lunches, she
made pancakes for breakfast,
but all she ate was one pancake
and a cup of coffee. “Gotta y,
can’t be late.”
I wanted to be rich and take
care of her. She worked too hard,
her pretty hair had gray in it that she joked
about. “Someday,” I said, “I’ll buy you a real house
and you’ll never work in a pot factory again.”
“Such delicious plans,” she said. She checked
the windows to see if they were locked. “Do you
have our key?”
I lifted it from the chain around my neck.
“And you’ll come right home from school
and—”
“—I won’t light res or let strangers into the
house and I won’t tell anyone on the phone that
I’m here alone,” I nished for her.
“I know, I’m just your old worrywart mother.”
She kissed me twice, once on each cheek. “But you
are my June, my only June, the only June.”
She was wrong, there was another June. I met
her when we stood next to each other at the edge
of the pool the rst day of swimming class in the
Community Centre.
“What’s your name?” She had a deep growly
voice.
“June. What’s yours?”
She stared at me. “June.”
“We have the same name.”
“No we don’t. June is my name, and I don’t give
you permission to use it. Your name is Fish Eyes.”
She pinched me hard. “Got it, Fish Eyes?”
Reproduction prohibited © TC Media Books Inc.
Group:
The next Tuesday, the Other June
again stood next to me at the edge of
the pool. “What’s your name?”
“June.”
“Wrong. Your—name—is—
Fish—Eyes.”
“June.”
“Fish Eyes, you are really stupid.”
She shoved me into the pool.
The swimming teacher looked up, frowning,
from her chart. “No one in the water yet.”
Later, in the locker room, I dressed quickly and
wrapped my wet suit in the towel. The Other June
pulled on her jeans.“You guys see that bathing suit
Fish Eyes was wearing? Her mother found it in a
trash can.”
“She did not!”
The Other June grabbed my ngers and
twisted. “Where’d she nd your bathing suit?”
“She bought it, let me go.”
“Poor little stupid Fish Eyes is crying. Oh, boo
hoo hoo, poor little Fish Eyes.”
After that, everyone called me Fish Eyes. And
every Tuesday, wherever I was, there was also the
Other June—at the edge of the pool, in the pool, in
the locker room. In the water, she swam alongside
me, blowing and hufng, knocking into me. In
the locker room, she stepped on my feet, pinched
my arms, hid my blouse, and knotted my braids
together. She had large square teeth, she was
shorter than I was, but heavier, with bigger bones
VOCABULARY
worrywart a person who worries, often to excess
growly low, threatening
shoved pushed
hufng breathing very heavily
braids a hairstyle formed by three overlapping
strands of hair
Unit 2
forty-seven
47
Name:
Date:
Group:
and square hands. If I met her outside on the street,
carrying her bathing suit and towel, she’d walk
toward me, smiling a square, friendly smile. “Oh
well, if it isn’t Fish Eyes.” Then she’d punch me,
blam! her whole solid weight hitting me.
going to get you, Fish Eyes,” for my heart to slink
like a whipped dog down into my stomach. My
arms were covered with bruises. When my mother
noticed, I made up a story about tripping on the
sidewalk.
I didn’t know what to do about her. She was
training me like a dog. After a few weeks of this,
she only had to look at me, only had to growl,“I’m
My weeks were no longer Tuesday, Wednesday,
Thursday, and so on. Tuesday was Awfulday.
Wednesday was Badday. (The Tuesday bad feelings
were still there.) Thursday was Betterday and Friday
was Safeday. Saturday was Goodday, but Sunday
was Toosoonday, and Monday—Monday was
nothing but the day before Awfulday.
VOCABULARY
whipped beaten
bruises marks on the skin from an injury
After Reading
3. Complete the chart below. For each character, name one character trait.
Justify your answers with at least one example of actions from the text.
Character Trait
Example
June’s mother
June
Other June
4. How do you think the conict between the two Junes is resolved in the
end? Write a short paragraph explaining your prediction.
48
forty-eight
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
Name:
5.
Date:
WRITING
Group:
Choose Your Own Adventure
C3
Imagine how a character might react in a certain situation.
1. Read the character sketch below. Underline the words that describe the
main character’s personality traits.
Raven is a character that appears in numerous North American First
Nations stories. They say that Raven lives in a time and place where
animals and birds are people, just like humans. Raven is a clever and
charming character, but he is also mischievous and greedy. He
frequently uses his intelligence and shape-changing abilities to trick
his friends into doing what he wants. Raven loves food, so one
winter, when he was very hungry, he tricked his friend Crow into
throwing a party, or potlatch, with a huge buffet of food. Whenever
he got to the end of the buffet line, he changed into a different
animal and went back to the front of the line to get more food. Raven
even lied and said that he had given the party so that the other
animals would invite him to their parties in the future.
Many stories are told about how Raven stole the sun. Now
Raven has black eyes, black feet, a black beak and black feathers, but
a long time ago, his feathers were as white as snow. It was a time
of great darkness because a greedy old man kept the sun locked
in a heavy box. Raven hated the endless night and longed for the
warmth of the sun. Clever Raven charmed the old man into opening
his box and stole the sun’s re, letting light into the world. But the
old man caught Raven, and Raven had to escape by the old man’s
chimney. The smoke and re turned his entire body black for all time.
VOCABULARY
clever
smart, ingenious
mischievous tricky,
malicious
potlatch large feast held
by West Coast Aboriginals
to celebrate an event
longed had a strong
desire
2. Choose two of Raven’s character traits and nd actions in the text that
demonstrate them.
a.
b.
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Unit 2
forty-nine
49
Name:
Date:
Group:
3. Read the short text. Brainstorm possible scenarios for how Raven will
react to the situation. Write your notes in the box below.
While travelling through the forest, Raven sees a beautiful young girl
picking berries. He immediately falls in love with her and decides
that he must marry her. The only problem is that she is the daughter
of the greedy old man who had kept the re of the sun locked away
in a box. This is the same man who tried to kill Raven when he stole
the sun. The old man will never allow Raven to marry his daughter.
What does Raven do?
Possible scenarios:
STRATEGY REMINDER
Make sure the character’s
actions you choose match
the traits described in the
character profile.
4. Choose one of your scenarios. Write a short paragraph to complete the
story. Explain what Raven decides to do. Describe his actions. Use subject
pronouns and possessive adjectives.
50
fifty
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
Name:
6.
Date:
READING
Group:
Creating Great Good Guys
and Bad Guys
C2
Learn useful tips for creating memorable characters.
Before Reading
1. Read the following information about a character named Albert. Write
one follow-up yes / no question related to each piece of information to
learn more about Albert.
Does Albert play in a band?
a. Albert plays the guitar.
b. Albert is Canadian.
c. Albert doesn’t eat pizza.
d. Albert has one sister.
e. Albert drives a tractor.
f. Albert’s mother is Haitian.
a. A character is
when it is based on a personal
or physical trait attributed to a group of people in general.
characters are like real people: they have many
b.
Word Box
2. Complete the descriptions with the words in the word box.
complex
exaggerated
predictable
stereotypical
unforgettable
different personality traits.
c. Caricatures are drawings or characters with one major trait that is
for comical effect.
d. Characters with only a few personality traits are
because they always react the same way, so you can tell what will
happen next.
e. To make your character
, you must
give it a unique talent, weakness or habit.
While Reading
3. Read the text on pages 52 and 53. As you read:
• Highlight ways to create an unforgettable character.
• Underline ways to gain inspiration for creating your characters.
Reproduction prohibited © TC Media Books Inc.
Unit 2
fifty-one
51
Name:
Date:
Group:
Character or
Caricature?
ave you ever gone to a street fair and gotten
your picture sketched by a cartoonist? The
drawing probably looks a lot like you, but in
it you have huge eyes or an enormous head. These
pictures, called caricatures, take one or two of your
distinctive features and magnify their proportions.
The result is an exaggerated image that is often very
funny and sometimes a bit embarrassing.
To create an unforgettable story, it is important
to step away from caricatures and start writing
about complex characters. Just like real people,
good characters exhibit many personality traits, and
because of this complex set of traits, they do not
react the same way in every situation. That is what
helps us relate to them as if they were real people,
and it adds interest to a story.
Caricatures are also used in stories to create
characters that have one exaggerated personality
trait. This type of character always acts in a way that
reects this trait. An example is a virtuous person
who always does the right thing no matter what,
or a greedy person who thinks about nothing but
money or power.
No person is angry 100% of the time, so a
character should not be, either. And, like people,
characters should be able to surprise us at times.
If an otherwise mean and selsh young prince
secretly leaves food for a poor family, readers will
want to read more to nd out why he did
something so unpredictable.
We often nd examples of caricatures in soap
operas, romance novels or fairy tales. Think about
the nosy neighbour whose entire life is devoted to
spreading gossip, or the jealous stepmother who is
always trying to ruin her stepdaughter’s life. These
personalities can help create funny or frightening
situations, but they can also become predictable
and boring over time because they always act the
same way.
So, what is the secret to making an
unforgettable good guy or bad guy character?
After you have decided whether your character
will be male or female, old or young, realistic or
fantastic, human or animal, follow these
suggestions to give your character some depth:
VOCABULARY
soap operas daytime TV drama episodes about
domestic situations
nosy interested in other people’s business
gossip rumours
relate to understand, sympathize with
depth complexity, nuance
52
fifty-two
Good Guys and Bad Guys
» Give your character a personality that is not
limited to the story’s events. It is important to
understand the whole character before you can
know how he or she will react in various
situations. A good exercise is to make a list of
your character’s likes and dislikes.
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
character better if he always eats three donuts
before putting on his superhero outt. Make
a list of strange habits that people you know
have in order to help you get ideas.
Dislikes
Likes
• waiting in line
• skateboarding
p • mint chip ice cream
• wearing a baseball ca
• bullies
• reading biographies
ces
• never nishes senten
on
• dances when music is
nter
• wears shorts even in wi
• never eats cheese
» Create an interesting past for your character. Did
he or she survive a tornado? Learn to play the
piano? Maybe your character kept a snake as
a pet or has a twin sister. More information is
always better!
» Develop a purpose or goal for your character.
Strong motives make great stories. For example,
people like stories about good guys who ght
passionately for justice. They also like stories
about bad guys who start out as good characters
and only become evil after some terrible event
has occurred in their lives. Trying to discover
characters’ motives is one thing that keeps
readers hooked on a story.
Following this advice will almost certainly help you
avoid writing a caricature instead of a character.
And if you are having a difcult time nding
inspiration for your character, just observe the
world around you. Maybe your uncle had an
interesting job when he was younger. Maybe your
cousin makes the best grilled cheese sandwiches
in the world. Perhaps the girl sitting next to you in
English class has the habit of tying her hair
together using a pencil. By using a combination of
real personality traits and habits, you could
make up a new and fantastic personality.
When Robin was little
, his family didn’t have
much money. He was
always picked on by th
e
rich kids. He promised
that he would get reveng
e
one day. When he grew
up, he dedicated his lif
e
to stealing from the ric
h to give to the poor.
» Give your character a unique talent or special
ability. One technique is to imagine a skill that
you would love to have and to give your character
this ability. But remember that nobody is perfect,
and that your character must also have some
weaknesses. So, even if he has a photographic
memory, he might be colour-blind!
» Help your character stand out by adding an
unusual habit. Characters are more memorable
when they have weird likes or unpredictable
dislikes. For example, we may remember a
Reproduction prohibited © TC Media Books Inc.
After writing down all of your ideas, it is
time to see what kind of a character you have
created. Think of a situation and imagine how
your character would react.
Or better yet, try to role-play your
character. It may sound silly, but dressing,
talking or behaving like your new character will
help you better understand his or her personality.
And once you develop your main character, it is
time to start writing your story!
VOCABULARY
hooked on devoted to
weaknesses faults
colour-blind unable to distinguish colours
stand out be more visible
Unit 2
fifty-three
53
Name:
SPEAK UP
Have students form small
groups to discuss the
following points.
• How many caricatures
can you name from
current pop culture?
• What special ability
would you like to have
yourself?
• Does anyone you know
have an odd habit that
you could give to a
character?
Date:
Group:
After Reading
4. Name one positive aspect and one negative aspect of a caricature.
Positive
Negative
5. Why are good characters more complex?
6. What is the advantage of creating a character with an unusual habit?
7. Write three things you can do to get inspiration for creating a character.
8. Choose two well-known caricatures. Add information about them in
the chart below to make them more complex characters. Think about:
a. an interesting past b. a unique talent c. an unexpected habit
Character’s Name:
from:
a.
b.
c.
Character’s Name:
from:
a.
b.
c.
54
fifty-four
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
Name:
7.
Date:
WRITING PROJECT
Group:
My Character Sketch
C3
Create your own good guy or bad guy character.
STRATEGY REMINDER
1. Choose the kind of character you want to create. Complete the
information below.
girl
good guy
name:
boy
bad guy
age:
Review different good and
bad guys covered in this
unit to get ideas for your
own character. Use the
adjectives in the unit’s
word boxes to describe
your character.
other:
2. Brainstorm some ideas in the chart about your character.
Character Description
Physical description:
Personality traits:
Likes and dislikes:
Unique talent or habit:
Interesting Past
Story That Demonstrates Character Traits
Situation:
Character’s actions:
Reproduction prohibited © TC Media Books Inc.
Unit 2
fifty-five
55
Name:
Date:
Group:
3. Write the rst draft of your character sketch. Use your notes from Step 2
to help you organize your thoughts. Use subject pronouns and possessive
adjectives to describe your character. Refer to the character sketch in Task
5 as a model.
Writing Checklist
Description
I used my notes to create
a complex character.
I used subject pronouns and
possessive adjectives.
I used actions to demonstrate
my character’s personality
traits.
I checked my spelling and
punctuation.
I used resources to check my
work.
History
Story
4. Revise and edit your text. Use the writing checklist for help.
5. Exchange texts with a classmate. Ask for feedback on content and form.
6. Write the nal copy of your text on a poster. Make changes and
corrections. Add an image of your character.
7. Present your character sketch to the class.
56
fifty-six
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
A Tale of Two Men
EXTRA READING
Group:
C2
Good guy or bad guy? Some characters hide their true identity
behind a mask.
Before Reading
1. List famous characters who are mild-mannered in their daily lives but
become daring heroes when they put on a mask, suit or cape.
VOCABULARY
2. Write sentences to identify the true identities of popular good guys
mild-mannered gentle,
calm
daring adventurous,
brave
and bad guys that you know. Use his or her in your descriptions.
a. Batman is a good guy. His true identity is Bruce Wayne.
b.
c.
d.
While Reading
3. Read the text on pages 58 to 61. As you read:
• Underline the words and actions that the authors use to describe Don
Diego Vega.
• Highlight the words and actions that they use to describe Zorro.
An abridged Reader’s Theatre adaptation of
Zorro!
Or The Curse
of Capistrano
by Johnston McCulley,
adapted by Jennifer L. Kroll
Characters (in order of appearance)
Narrator • Tavern Keeper • Gonzales • Don Diego Vega • Don Carlos Pulido • Catalina • Lolita • Ofcer • Zorro • Juan •
Jailer • Governor • Martin
Reproduction prohibited © TC Media Books Inc.
Unit 2
fifty-seven
57
Name:
Zorro! Or The Curse of Capistrano takes place
in California in the early 1800s, where a corrupt
governor controls the territory. A daring hero named
Zorro leads local landowners in a ght against the
government. His true identity is a mystery to all.
Narrator: In a tavern in the little town of Reina
de Los Angeles, Sergeant Pedro Gonzales sits with
soldiers clustered around him. The tavern’s owner
approaches their table, carrying mugs of wine.
Tavern Keeper: They are saying in the town that
Señor Zorro is abroad again.
Gonzales: Señor Zorro, eh? Is it my fate always to
hear that name? Mr. Fox, in other words.
Tavern Keeper: Yes, and he has proved as difcult
as a fox to catch.
Gonzales: He wears a mask, and he ashes a pretty
blade, they tell me. Of course, I have yet to see the
man. He carries out his deeds far from wherever my
troops may be.
Tavern Keeper: There is a reward.
Gonzales: I know it! A pretty reward it is, too,
offered by the governor for Zorro’s capture. [. . .]
Narrator: The tavern door opens, and the men look
up. Along with a gust of wind and rain, Don Diego
Vega enters.
Don Diego Vega: Did I startle you somewhat,
señores?
Gonzales: You, my friend, are so mild-mannered and
soft-spoken that you are unlikely to startle anyone.
VOCABULARY
clustered grouped, assembled
zorro fox (in Spanish)
deeds actions
gust sudden burst
startle scare, alarm
cutthroat murderer
rogues villains, criminals
cater to take care of
58
fifty-eight
Good Guys and Bad Guys
Date:
Group:
Diego: It is true that I do not have a reputation for
riding like a fool, ghting like an idiot, and playing
the guitar under every pretty woman’s window. Yet
I do not wish to be mocked.
Gonzales: Your pardon, my very good friend! Please
join us! We have been speaking of the notorious
Señor Zorro.
Diego: More talk of violence! Is it even possible in
these times for a man to hold conversation about
music or the poets?
Gonzales: You are unlikely to nd anyone speaking
of poetry these days. Zorro, the famous thief and
cutthroat, is the talk of the town!
$
The next morning, Señor Zorro pays a visit to
Don Carlos Pulido and his family. When Captain
Ramon attempts to capture him, Zorro escapes—after
a display of fancy swordplay that catches the eye of
Don Carlos’ daughter, Lolita.
Narrator: Two days later, Don Carlos, his wife
Catalina, and Lolita are on their way to Don Diego
Vega’s house in Reina de Los Angeles. As their
carriage bumps along, Carlos rereads an invitation
letter from Don Diego.
Don Carlos: (Reading.) The soldiers are pursuing
this Señor Zorro, and it has been reported that
the highwayman has a band of rogues under his
command. There is no telling what may happen next.
Moreover, I have heard that the bandit has visited
your daughter, and he may seek to see her again.
Catalina: (Interrupting.) It frightens me to think of it!
Carlos: (Continuing to read.) I therefore beg of
you to come at once to my house in Reina de
Los Angeles and make it your home for a day or
two. I will be away at my ranch, but I have left
orders with my servants to cater to you. I hope
to see you when I return in three days.
Lolita: I’m sure nothing bad would have happened if
we had stayed at home.
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Catalina: But my dear! This is a wonderful
opportunity for you to see everything that could be
yours if you would only agree to marry Don Diego.
Group:
Carlos: What? My whole family! Are we to go to
army headquarters?
Ofcer: No, to the jail.
Lolita: I’m sorry, Mother, but I can’t marry him. I do
not love him.
$
Carlos: It is within your power to save us all from
nancial ruin. Remember that, and don’t be too
hasty about your decision. You might nd that you
like him more after you know him better.
Zorro and his band meet at midnight to discuss plans
for rescuing the Pulido family from the jail.
Lolita: I’ll do my best to like him, but I can’t promise
that I will be his wife.
Catalina: Well, Captain Ramon also has asked
permission to court you. He is a dashing
gentleman, don’t you think?
Lolita: He is handsome enough, but I do not like
the look in his eyes.
Catalina: (Sighing.) You are too particular.
$
Zorro: Are we all here?
Juan: All except Don Diego Vega. He is ill with a
fever.
Narrator: The men decide on a plan. A little later, at
the jail, the keeper is going about his nightly duties
when he suddenly feels a pistol on his temple.
Zorro: Open, if you value your life!
Jailer: What—what is this?
Zorro: Señor Zorro is talking to you! [. . .] Open,
fool, or you die instantly!
Jailer: I . . . I’ll open the door. Only spare me!
Captain Ramon comes to pay a visit to Lolita while
she is staying at Don Diego’s house. He becomes rude
after Lolita refuses him. Zorro comes to her rescue, and
Lolita nds herself developing feelings for the outlaw.
Narrator: While the young noblemen form a league
with Zorro, Captain Ramon plots his revenge against
Lolita. He visits the governor and convinces him
that the Pulido family is in league with Zorro. The
governor sends his soldiers to their home to make
arrests.
Narrator: The guard opens the door, and Zorro’s
troop rushes in.
Zorro: Where are the keys to the prison rooms?
Jailer: On . . . on that table, senor.
Zorro: Lie down! On your face! And remain exactly
as you are! . . . Now, which cell holds the Pulido
family?
Jailer: (In a mufed voice.) The second one.
Ofcer: You are Don Carlos Pulido?
Narrator: The rescuers rush to the second cell,
where they nd the Pulidos.
Carlos: I have that honor, sir.
Catalina: Señor Zorro!
Ofcer: I have orders to place you under military
arrest.
Zorro: I have come with some friends to rescue you!
[. . .]
Carlos: Arrest! Who gave you such orders?
VOCABULARY
Ofcer: His Excellency, the governor.
hasty too fast
court date
dashing handsome, daring
treason crimes against the state
mufed muted, difcult to hear
Carlos: And what’s the charge?
Ofcer: Treason and aiding enemies of the state!
[. . .] You and your daughter and wife are all to
accompany me.
Reproduction prohibited © TC Media Books Inc.
Unit 2
fifty-nine
59
Name:
Date:
Group:
Narrator: Two of the men lead Carlos out. Two others
escort Catalina. Zorro extends his arm to Lolita.
Juan: We represent the power in this region, do we
not?
Zorro: You must trust me, señorita!
Governor: Yes, of course.
Lolita: (Warmly.) I trust you completely.
Martin: You would not wish to stand up against us,
would you?
Narrator: The rescuers split up to make pursuit
more difcult. Don Carlos and Doña Catalina are
successfully carried to safety.
For a while, it looks as if Zorro and Lolita will also
make their escape. Then, as they round a bend in the
road, they run head-on into a band of troopers. The
two turn their horses and gallop back into Reina de
Los Angeles with bullets whizzing all around them.
Lolita: Señor! My mount is stumbling terribly! I
don’t think I can go much further!
Narrator: Lolita’s horse starts to fall. Just before she
crashes, Zorro catches Lolita in his arms. The two
jump to the ground and rush into a nearby tavern
with Zorro waving his pistol.
Zorro: Out, everyone!
Narrator: The tavern owner and his staff all hurry
out into the street. Lolita slams the door shut and
bolts it, while Zorro tips over a large table. They push
the table up against the door.
Zorro: I fear this may be our end.
Lolita: Surely the saints will save us! [. . .]
Narrator: Just then, the other members of Zorro’s
band ride up to the tavern.
Governor: Ah, look! Young men from all the
wealthiest families in the area have come to show
their loyalty. Thank you, men! But please, just move
to the side, and let my troopers deal with this.
Governor: Of course not! But, I pray you, let the
troopers get this fellow.
Juan: You don’t understand. In recent years, the
people of these parts have been robbed, harassed,
and imprisoned, simply because they are not friendly
to the ruling powers. This must stop.
Martin: And so we have banded together to make
sure it stops. You should know that we ourselves
rode with Señor Zorro when he invaded the jail and
rescued the prisoners.
Governor: (In a placating tone of voice.) Gentlemen,
gentlemen. Just let me say—
Martin: Silence, until I am done! We stand together,
and the strength of our united families is behind us.
Command your soldiers to attack us, if you dare.
Governor: Good sirs, of course not! Perhaps I was
hasty in the matter of the Pulido family. I promise
now that they will receive pardon.
Martin: No, you misunderstand. We also want a
complete pardon for Señor Zorro, who has done
nothing wrong. And, nally, we ask you to give up
your ofce and title, since your governance is no
longer desired in this region.
Narrator: The governor pauses for a moment to
assess the situation. He realizes that he cannot
rule without the support of the inuential families
represented before him.
Governor: (Sighing.) I suppose I have no choice but
to submit to your wishes.
VOCABULARY
split up go in different directions
whizzing ying rapidly
mount horse
troopers soldiers
placating calming, pacifying
60
sixty
Good Guys and Bad Guys
Martin: Señor Zorro, Señorita Lolita! Do you hear
this man? Open the door and come out.
Narrator: Zorro and Lolita cautiously push away
the table, pry open the door, and step out to face the
crowd.
Governor: Take off your mask, man! I wish to see
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
the face of the man who has cost me so much.
and takes his hand in hers.
Zorro: Well, all right. But I fear that you will be
disappointed when you see my poor features.
Lolita: How I misjudged you! How we have all
misjudged you! You have revealed your true self to
us only when wearing a mask!
Narrator: Señor Zorro removes his mask. The crowd
gasps. Standing before them is none other than Don
Diego Vega. Lolita looks at Don Diego. She laughs
THE END
After Reading
Word Box
4. Write complete sentences about Don Diego
Vega’s and Señor Zorro’s personalities. Use the
adjectives in the word box. Justify your choices
with examples from the text.
agile
brave
dangerous
heroic
intellectual
intelligent
mild-mannered
protective
Don Diego Vega
romantic
sickly
soft-spoken
unromantic
Señor Zorro
5. Lolita tells Zorro that he reveals his “true self” only with the help of a mask.
Why do you think wearing a disguise helps some characters to be more
fearless?
Reproduction prohibited © TC Media Books Inc.
Unit 2
sixty-one
61
EXTRA LANGUAGE
Name:
Date:
Group:
Word Games
1. We can add a prex that means “not” to the following adjectives. Find the
correct prex for each adjective. Write the words in the appropriate boxes.
Word Box
capable • considerate • flexible • happy • honest • lucky • organized •
patient • pleasant • polite • popular • replaceable • responsible
dis-
un-
im-
in-
ir-
disorganized
2. Test your knowledge. Circle the correct word in each frame of the chart.
Points
10
20
30
40
Prexes meaning “not”
Synonyms
Opposites
Extremes
The correct prex for
“happy:”
a. dishappy
b. unhappy
c. inhappy
A synonym for
“mean:”
a. cruel
b. unhappy
c. humble
The opposite of
“generous:”
a. evil
b. greedy
c. unpopular
The extreme form
of “unkind:”
a. evil
b. funny
c. dishonest
The correct prex for
“possible:”
a. unpossible
b. impossible
c. inpossible
A synonym for
“fearless:”
a. cowardly
b. brave
c. incapable
The opposite
of “honest:”
a. unhonest
b. greedy
c. dishonest
The extreme form
of “pretty:”
a. cute
b. nice
c. beautiful
The correct prex for
“replaceable:”
a. irreplaceable
b. disreplaceable
c. inreplaceable
A synonym for
“arrogant:”
a. dishonest
b. evil
c. vain
The opposite of
“compassionate:”
a. cruel
b. inappropriate
c. imperfect
The extreme form
of “funny:”
a. hilarious
b. friendly
c. clever
The correct prex for
“moral:”
a. unmoral
b. immoral
c. irmoral
A synonym for
“greedy:”
a. dishonest
b. selsh
c. unpopular
The opposite
of “polite:”
a. unpleasant
b. rude
c. courageous
The extreme form
of “sad:”
a. unlucky
b. miserable
c. upset
3. Use a dictionary to check your answers. For each correct answer in a row,
Total points:
62
sixty-two
give yourself the number of points listed for that row. Add up your points
to see if you are the class champion.
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
PRONUNCIATION
Group:
CD
4. Listen to the following word pairs. Repeat the words. Be careful to make the correct sounds.
a. rst
b. sink
thirst
think
c. theme
d. three
team
tree
e. clothing
f. mass
closing
math
5. Listen and circle the word you hear.
a. moth
moss
c. tin
thin
e. pass
path
b. clothes
close
d. sank
thank
f. mouse
mouth
6. Listen for the missing words and write them in the sentences below.
a. Will Lila have a
for her party?
b. Elias went over to the window to look at the
c. My brother never
his closet door and he never
puts his
away.
d. While out in the woods, Heather saw a small
e. The boat hit a rock and quickly
f. Mabel
.
about
.
in the stormy sea.
in the shower.
g. Do you see
cat on the porch?
h. Carlos won
seats at the show.
i. They walked down the
the beach.
7. Listen to these tongue twisters. Find a partner and practise saying them
to each other.
a. Beth bought both boys bath toys.
b. Theo’s thirteenth birthday is this Thursday.
c. Three ticks on thick trees bothered ten thin men.
8. Write two sentences using as many th-words as you can. Practise saying your sentences with your partner.
a.
b.
Reproduction prohibited © TC Media Books Inc.
Unit 2
sixty-three
63
EXTRA GRAMMAR
Name:
Date:
Group:
GRAMMAR Check
To review subject pronouns and possessive adjectives, go back to page 40.
A. Complete the story by lling in the spaces with the correct subject pronoun or possessive adjective.
My cousin Brad wants to become an illustrator.
books and video games. Last year,
rst time.
family.
dream is to draw characters for comic
went to the Montréal Comiccon conference for the
was four days long, but Brad didn’t have much time to miss
was too busy making friends! People came from all over Canada to see the
exhibits and attend the discussion panels.
also came to meet international artists and
writers who create fantastic comics, games and movies. Brad talked a lot about
friend Mina.
Brad says that
new
is from Kuujjuaq and writes manga stories based on northern legends.
stories are amazing!
plan to work together on a manga
this summer. Brad is a fabulous artist and Mina’s stories sound great.
nished manga. I will ask Brad to sign
can’t wait to see
copy!
To review yes / no questions in the simple present, go back to page 43.
B. Circle the correct verb form in order to complete the questions.
1. ( Am / Is / Are ) you ready to play Guess Who?
2. ( Do / Does / Are ) your character like to eat pizza?
3. ( Do / Is / Are ) we nd your character on television?
4. ( Am / Is / Does ) your character a girl?
5. ( Does / Is / Am ) I on the right track?
C. Complete the interview with the famous superhero. Write the yes / no question
based on the answers given.
1.
Yes, people are in trouble this evening.
2.
No, the police don’t know the identity of the villain.
3.
No, the rain is not a problem for me.
4.
Yes, my superhero suit has a zipper.
5.
No, I don’t have time to answer any more questions.
64
sixty-four
Good Guys and Bad Guys
Reproduction prohibited © TC Media Books Inc.
STICKY SITUATIONS
Sticky
Situations
UNIT
3
In this unit, explore difficult situations.
Read about how to survive some worst-case scenarios.
Talk about what to do when things go wrong at school.
Watch a video that could save your life.
Write tips for dealing with a sticky situation.
Practise grammar: imperatives, modals (should and could)
and discourse markers.
Reproduction prohibited © TC Media Books Inc.
sixty-five
65
ICEBREAKER
Name:
1.
Date:
Group:
Worst-Case Scenario
C1
Sometimes, things don’t go the way you expect them to.
If you are in a sticky situation, you are in a dilemma. Similarly, a worst-case
scenario is the worst possible thing that can happen in a particular situation.
For example, you decide to go skydiving and your parachute doesn’t open.
Or, you wear a nice white shirt to a special supper and spill spaghetti sauce
all over it.
1. Think about things that can go wrong in each of the following situations.
Complete each sentence with a worst-case scenario.
a. You are at a pool party with a bunch of friends. You dive into the pool
and
b. You have to give an oral presentation and
c. You are on a social media site, chatting with some of your friends
when
STRATEGY REMINDER
Check and correct your
own language as you
talk about worst-case
scenarios.
d. You are out for a walk in the woods when
USEFUL LANGUAGE
• What did you put
for . . . ?
• What’s the worst that
could happen?
e. Your mother tells you not to touch her laptop, but you really want to
check your email so you use it anyway. Then,
• Can you top that?
• How about this: . . . ?
2. Work with a partner. Compare your answers in Step 1 and make up
other worst-case scenarios for each situation.
66
sixty-six
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR POINT
Group:
GRAMMAR p int
Giving Suggestions, Instructions and Rules
With Imperatives
Use imperatives to give suggestions, instructions or rules.
Afrmative: Use the base form of the verb without a subject.
Write your name at the top of the page. Read the text.
Negative: Put do not or don’t before the verb.
Do not walk alone in the woods at night. Don’t feed the animals.
With the Modals Should and Could
Use the modal should to give suggestions, instructions and rules.
Use the modal could to make suggestions only in afrmative sentences.
Afrmative: Put only one modal (should or could) before the
main verb.
You should ask the teacher. You could ask her to explain the rule.
Negative: Put should not or shouldn’t before the verb.
Campers should not keep food in their tents. They shouldn’t forget.
Modals never change form.
A. Complete the suggestions for surviving an evening of babysitting. Use the imperative form of
the verbs in parentheses.
1. (arrive, negative)
late.
2. (prepare, afrmative)
a survival kit.
3. (include, afrmative)
board games, books and a movie.
4. (feel, negative)
insulted if the children don’t like your ideas.
B. Read the steps for surviving an oral presentation. Add the correct modal (could, should or shouldn’t)
to complete each sentence.
1. You
understand the subject before you begin.
2. You
brainstorm ideas with a partner if you like.
3. You
also prepare cue cards with keywords and ideas.
4. You really
5. Finally, you
be worried about your presentation if you practise a lot.
speak slowly and make eye contact with your audience.
Go to pages 220, 222 and 223 of the Grammar Section for more information and practice.
Reproduction prohibited © TC Media Books Inc.
Unit 3
sixty-seven
67
READING
GRAMMAR p int
We use discourse
markers to show the
order in which events
happen.
We often place them
at the beginning of a
sentence, followed by
a comma. The discourse
markers after that, next
and then are interchangeable, but rst,
third and nally must be
used in a specic order.
Name:
Date:
2.
Group:
Lost in the Woods
C2
Nobody expects to get lost, but it could happen to you.
Before Reading
1. What should you do if you lose your cellphone? Complete the sentences
with the correct discourse marker from the list below. Use each discourse
marker only once.
After that,
Finally,
First,
Next,
Then,
Third,
look around. A quick search may help you nd it.
a.
b.
use a friend’s phone to call your phone. You
might hear it ring, or maybe someone else will answer it and help you.
c.
ask your friends or family if anyone has seen—or
borrowed—your phone. Perhaps your phone isn’t lost after all!
d.
, check the usual spots, like where you recharge
it. Sometimes we overlook the obvious.
e.
, retrace your recent steps. Maybe it slipped out
of your pocket on the way to class.
f.
send a text message to your missing phone. This
will let anyone with access to your phone know that you are looking
for it.
2. If you go for a long walk in the woods, what three items (apart from a
cellphone) should you bring with you, just in case you get lost? Give
a reason for each answer.
Item
Reason
a.
b.
c.
68
sixty-eight
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
While Reading
3. Read the interview with a survival expert on pages 69 and 70. As you read:
• Underline the imperatives in the text.
• Circle the discourse markers.
Surviving
in the Woods
Intrepid Traveller recently met up with Canadian wilderness expert Maurice
Reynolds. He is the author of A Canadian Hiker’s Survival Guide. With almost
twenty years of experience as a trail guide in our national parks, he is the
go-to guy for tips on surviving in the woods.
Q: It’s often said that prevention is the best
solution to a problem. So, how can I avoid
getting lost in the rst place?
A: First of all, make sure someone always knows
where you are going. If possible, avoid hiking alone.
Take a friend or a pet with you. Then, familiarize
yourself with the trail. Look around and notice
distinct plants or landmarks as you walk. Finally,
always carry basic supplies with you, such as an
extra sweater, a bottle of water, some granola bars
and a cellphone with a GPS signal. It’s also a good
idea to take along a garbage bag and a whistle.
Q: I wander off the trail for a moment—that’s all
it takes— and I’m lost. What should I do now?
A: Don’t panic. Stop walking. Take time to look
around and get familiar with where you are. Then,
mark a tree so that you have a point of reference.
You may be tempted to keep walking in search of
help, but your best bet is to nd a tree and stay put
Reproduction prohibited © TC Media Books Inc.
for at least a few hours. You don’t want to risk
walking in the wrong direction and making it more
difcult for rescuers to nd you. After you have
calmed down, try to contact your hiking partner
or someone back home. Shout for help as loudly
as you can and blow your whistle, and then listen
for a response in the distance. If you have a
cellphone with you, call a friend or family member.
But remember, don’t walk too far from your tree
if you cannot nd a cellphone signal. You may
become even more lost if you spend your time
searching for a stronger signal.
VOCABULARY
wilderness undeveloped forest and mountain
areas
go-to guy expert
whistle small instrument used to make a sound
wander walk with no direction
stay put do not move
Unit 3
sixty-nine
69
Name:
Date:
Q: Isn’t it more important to search for water?
A: If you brought a bottle of water, drink some but
make sure you save some for later. If not, it is best
to wait several hours before moving from your tree.
It might take extra energy to search for a source of
water—and that is energy that you will need to
survive. A person can survive without water for
about three days. If you stay in one spot, rescuers
may nd you within a few hours.
Q: Several hours have passed and I am still at
my tree, but it’s starting to get dark. What do I do
now?
A: First, nd a place to take shelter. This is your
priority. Humans can survive several days without
water and even longer without food, but one night
out in the cold can be deadly. In fact, when your body
temperature drops, you may become hypothermic—
and hypothermia is the number one killer of people
who are lost in the woods. After you nd a good
spot, concentrate on keeping yourself warm. Put
on any extra clothes you have with you. If you have
brought a garbage bag with you, tear holes for your
head and arms and pull the bag on as a rain coat.
Then, stuff it with dry leaves or pine needles and tie
it at the bottom. It will help keep you dry and warm.
If you didn’t remember to bring a garbage bag, you
could stuff leaves into your clothing. Next, construct
a temporary shelter from branches and leaves, and
climb in for the night. Finally, if you feel as if you will
fall asleep, curl yourself into the fetal position. This
will help conserve body heat.
Group:
pools in rocks and broken trees. This water is
usually safe to drink. You should only leave your
tree to nd water if you are desperate. Listen for the
sound of running water nearby and nd its source.
Since water ows downhill, walk in this direction
to locate a spring or river.
Q: If I have to leave my tree, how do I help
people nd me?
A: First, leave clues to show rescuers where you
were. For example, tie a ribbon, an elastic band or a
strip of fabric or paper around a tree branch. Then,
mark trees or rocks along your path or leave bits
of fabric on the ground to make a trail as you walk
through the woods.
Q: Should I try to nd food in the forest?
A: Many berries, plants and mushrooms are
poisonous. Most of us cannot distinguish safe plants
from unsafe plants, so don’t eat anything you are not
sure of. You can survive without food for a very long
time if you have water. Although your stomach may
be screaming for food, wait until rescuers nd you
before eating anything.
Q: Any last-minute advice for our readers?
A: Sure. Remember the golden rule: if you are lost
in the woods, stop and think before you act, because
your actions could have serious consequences.
Q: What if I’m lost for days and I need water?
A:You will need to search for water after a day or
two. If it rains during this time, drink the water that
VOCABULARY
shelter a structure that gives protection
fetal position bringing your knees to your chest,
like a baby
pools collects
fabric cloth, material
70
seventy
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
After Reading
STRATEGY REMINDER
Scan the text to locate
the paragraph where the
answer can be found.
Then, read the paragraph
more closely to find the
answer.
4. Read each statement. Circle the correct answer.
a. The rst thing you should do if you get lost in the woods is:
1. nd water immediately.
2. curl up in the fetal position.
3. calm down and stay put.
b. If you cannot get a signal on your cellphone when you are
lost in the woods, you should:
1. continue walking until you get a better signal.
2. walk uphill to catch a signal.
3. not walk too far from your tree.
c. The number one killer of people lost in the woods is:
1. fear
2. hypothermia
3. hunger
d. A garbage bag is a necessary survival tool because:
1. you can use it to sit on.
2. you can use it to keep warm at night.
3. you can use it to collect food.
e. If you get thirsty and need to search for water, you should:
1. walk downhill.
2. build a shelter.
3. dig a hole in the ground.
f. If you get hungry, you should:
1. look for leaves and pine needles.
2. eat wild berries or nuts.
3. wait for rescuers to nd you.
5. Name one survival tool mentioned in the text that you did not put on
your list in Step 2. What makes this item important?
6. In any survival situation, the rst step is to calm down and stop panicking.
Why is this so important?
Reproduction prohibited © TC Media Books Inc.
Unit 3
seventy-one
71
DVD
VIEWING
Name:
3.
Date:
Group:
When Every Second
Counts
C2
What if you had only 30 seconds to save your life?
Before Viewing
1. List some life-threatening worst-case scenarios.
2. Match each word with its denition.
FYI
About 400 people
in North America
drown each year
in sinking cars.
a. sinking
1. very dangerous situation
b. frightening
2. enter quickly
c. rush in
3. being pulled under water
d. fallacy
4. rapidly moving water
e. current
5. scary
f. emergency
6. false belief, illusion
3. Complete the following sentences with the words from Step 2.
a. Yesterday, I witnessed a terrible accident: a car had slipped off the road
in front of our house and was
in the river.
b. I immediately dialed 9-1-1 on my cellphone because it was clearly an
.
c. Believe me, it is a
to say that cars can oat.
d. When the driver and passenger tried to open the doors, the water
from the river started to
.
e. They managed to escape through the windows but they had to swim
hard against the
f. The experience was so
72
seventy-two
Sticky Situations
to reach the river bank.
that I am still shaking.
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
While Viewing
4.
DVD
Read the statements in the chart below. Watch a video about
what to do if you are in a sinking car. According to the video, which
statements are false? Check True or False.
Statement
True
False
a. In a sinking car, you have about three minutes to save
your life.
STRATEGY REMINDER
• As you watch the video,
listen for information
related to the
statements.
• As you correct the false
statements with your
partner, verify your
understanding of
the video or ask for
clarification.
b. Once the car is completely under water, it is too late to
save anyone.
c. It is a good idea to call for help from your sinking car.
d. If you open the car door, the car will sink more quickly.
e. Power windows will always open under water.
USEFUL LANGUAGE
• What did the announcer
say about . . . ?
• What did she mean?
• No, that’s not quite
right.
After Viewing
5. Compare your answers with a partner. Discuss the false statements and
correct them with information from the video.
• I suppose that . . .
• I’m sure that I would . . .
6. With your partner, explore the following questions:
• Would you be able to overcome panic and escape your car in such a
situation? What would you do?
• Have you ever had to act quickly in an emergency situation? If not, how
do you think you would react? Why?
Reproduction prohibited © TC Media Books Inc.
Unit 3
seventy-three
73
SPEAKING
VOCABULARY
swallow me up make
me disappear
froze could not move
crush defeat
hat trick three goals
shrug it off act as if it is
not important
Name:
4.
Date:
Group:
High School Survival 101
C1
Not all sticky situations are life-threatening. Sometimes they are
just really embarrassing!
1. Read about two sticky situations that happened to Secondary 1 students.
As you read, underline the sentences that describe their worst-case
scenarios.
Myriam’s Embarrassing Moment
Today is ofcially the worst day of my life. I wish a black hole would
swallow me up—I can’t go back to school tomorrow! What happened?
Only the most embarrassing thing ever. After third period history class,
Lila stopped by my locker, and we were talking about the guys we think
are cute. I told her that I wished Cameron Rivers would ask me out. How
was I supposed to know he would walk by AT THAT PRECISE MOMENT?
Well he did, and I’m sure that he heard me! He looked panicked and
hurried off in the opposite direction. My face turned bright red and
I froze. I wanted to climb inside my locker and stay there for the rest
of the day. Cameron is in two of my classes, so I will denitely see him
tomorrow. But how can I possibly face him after this?
Brad’s Bad Move
What was I thinking? It was the biggest match of the season! I had
bragged all day that we would crush the Pioneers, and I even told
everyone that I would score a hat trick. Instead of leading our team to
victory, I caused us to lose the game. At the beginning of the second half,
we were still tied 0−0. The other team had the ball, but I managed to get
it away from them. Then, I meant to pass the ball to our goalie so that
he could move it down the eld, but he was looking the other way, and
my ball went straight into our own goal. I felt sick to my stomach when I
looked around and saw everyone’s face. I tried to shrug it off, but Coach
pulled me out of the game, and we lost 1−0. Now my teammates are
angry with me, and everyone is calling me “Hat Trick.”
74
seventy-four
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
2. In your own words, describe how each student felt when the worst-case
scenarios happened.
Myriam
Brad
3. Write notes about an embarrassing worst-case scenario that you or a
friend experienced at school.
4. Share your answers from Steps 1, 2 and 3 with a partner. Then, discuss
the following questions. Use modals to give advice and suggestions.
• What advice would you give Myriam for surviving her embarrassing
moment?
• What advice would you give Brad for dealing with his bad move?
• What advice would you give for your partner’s worst-case scenario?
5. With your partner, imagine other worst-case scenarios that could happen
STRATEGY REMINDER
Use your notes and
the useful language
in the box to keep the
conversation going.
at school. Write notes below.
USEFUL LANGUAGE
• First, she could . . .
• Then, I think that he
should probably . . .
• Let’s imagine that . . .
• What else could
happen?
6. Form a team of four. Take turns sharing your worst-case scenarios.
As a team, nd ways to resolve them.
Reproduction prohibited © TC Media Books Inc.
Unit 3
seventy-five
75
WRITING
Name:
5.
Date:
Group:
Take It from Me
C3
Now that you know a bit more about your high school, you can
tell the bad advice from the good.
1. A classmate has written a list of misguided tips to help rst-year students
survive high school. Read the tips and underline the advice that seems
silly or wrong.
Take it from me, high school can be a real
nightmare, but if you follow my advice, you
can avoid worst-case scenarios and be super
successful!
You can’t lose anything if it’s all in the same place!
Finally, you should leave the binder in your locker
once it becomes too heavy to carry to class. Just
take your books.
Extracurricular Activities
Class Participation
First of all, don’t ask your teachers questions when
you don’t understand their lessons. You might
annoy them and you will certainly annoy your
classmates. Avoid asking for help from anyone,
because it will make you look stupid.
Don’t waste your time joining after-school clubs,
teams or other extracurricular activities. You
already know what you like and what you don’t
like, so there’s no point in trying anything new.
Don’t complicate your life by meeting more
people. You can always hang out with your dog
or sister.
Standing Out
So, you think you’re interesting enough just the
way you are? No way. With so many new faces in
high school, it is important to stand out—fast.
Dress or act as outrageously as possible,
because you need to make a strong rst
impression or risk being overlooked. You
should remake your entire personality
when you enter high school.
Homework
If you forget to do your homework, don’t worry
about it! Do it on the bus, or if it is for one of your
afternoon classes, just skip your morning classes
so that you can nish it. Your other teachers will
understand. Or better yet, you could tell your
teacher that your dog ate your notebook. This
excuse works every time.
Organization
Multiple binders are for geeks. In high
school, organization is easy. First,
buy one giant folder and
label it “everything.”
Then, make sure you
put all important papers
in this folder.
76
seventy-six
Sticky Situations
VOCABULARY
misguided foolish, wrong
Take it from me Trust me
annoy irritate
standing out getting noticed
geeks serious, uncool people
extracurricular outside of classes
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
2. Rewrite the tips. Replace the bad advice with good advice. Remember to:
• Include discourse markers, imperatives and the modals should and could.
• Justify each tip with reasons or explanations.
Some Good Advice
Class Participation First of all, participate in class as often as possible!
STRATEGY REMINDER
Teachers love students who raise their hands to ask and answer
Use resources like the
Grammar Points and a
dictionary to help you
rewrite the survival tips.
questions. You should probably avoid being the only person in class
who does any talking, but don’t be shy. Finally, if you participate,
you will understand the material better.
Standing Out
SPEAK UP
Have students form small
groups to share their
experiences in their first
months of high school.
• In what way is high
school different?
• What new problems do
they have to deal with?
• What advice can they
give each other?
Organization
Extracurricular Activities
Homework
Reproduction prohibited © TC Media Books Inc.
Unit 3
seventy-seven
77
READING
Name:
6.
Date:
Group:
When Things Get Crazy
C2
Some worst-case scenarios can happen in our everyday lives.
Before Reading
1. Complete the sentences with the correct adjective from the word box.
Word Box
a. Teens get
addictive
bored
flexible
obsessed
unprepared
weird
easily when they aren’t busy.
b. This game is so
that I can’t stop playing it.
c. Maxine seems
because all her clothes are black.
with the colour black
d. Sammy felt
for the surprise history quiz.
e. The zombies in that movie were really
f. Be
.
so that you can adapt to new situations.
2. When do you or your friends feel this way? Write sentences using the
following verb and adjective combination.
a. feel / frightened
b. get / bored
c. seem / excited
d. feel / anxious
e. be / enthusiastic
STRATEGY REMINDER
Before you read the text,
look at the titles, subtitles
and illustrations to get a
general idea of the
content of each section.
78
seventy-eight
While Reading
3. Read the text on pages 79 to 81. As you read:
• Underline the modals should and could.
• Put a check mark next to the tip that you think is the most important
for surviving each worst-case scenario.
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
How to Survive a Holiday
Party
It’s that time of year again. School is out for the winter
holidays. Outside, snow covers the ground and a cold
wind blows. Inside, the house is cozy and warm.
Wonderful smells come from the kitchen as your
family prepares to greet cousins, aunts, uncles and
grandparents for a fantastic holiday feast. You can’t
wait until everyone arrives so that the fun can begin.
Then, you remember what happened last year. Your
aunt complained about the way the table was set, so
your mother felt insulted and wouldn’t talk to her. Your
16-year-old cousin sulked in the corner the whole time
because her parents made her turn off her cellphone,
and your 5-year-old twin cousins went on a rampage
through the house, breaking your new hockey stick.
After an hour stuck inside, everyone was getting on each
other’s nerves, and you wondered whether you would
make it through another family “celebration.” If your
holiday parties often turn into worst-case scenarios, use
the following tips to survive—and maybe even enjoy—
your next family get-together.
Group:
TIPS
FIRST, BE PREPARED.
It happens every year. The teenagers get
bored, the children get overexcited, and the
adults get irritable. By planning ahead, you
could avoid some of these problems and
make things fun for everyone.
MAKE AN ACTIVITY LIST.
Brainstorm things to do with family
members. It is important to keep everyone
busy. Make a list of games and activities
for people of all ages. For example, you
could bring out board games for the adults.
You and the other teenagers could take the
younger kids outside to build a snowman.
GET ORGANIZED AND ASSIGN ROLES.
Next, you should create a schedule of
activities. Choose a time for each activity
and put someone in charge of each one. For
example, your aunt could be in charge of
setting the table! Don’t forget to save time for
the best part—the food.
BE FLEXIBLE.
When family members arrive, tell them your
plans. You should have a backup plan ready
and let them decide what they want to do.
Don’t be afraid to adapt the schedule if
necessary.
HAVE FUN AND ENJOY THE PARTY.
Sit back and relax. Don’t worry. Before you
know it, the holidays will be over and you
can go back to school!
VOCABULARY
cozy comfortable
sulked was silent and irritable
on a rampage wildly out of control
make it through survive
backup plan alternative plan
Reproduction prohibited © TC Media Books Inc.
Unit 3
seventy-nine
79
Name:
Date:
Group:
How to Survive When
the Teacher Asks a Question
You know how it goes . . . You spent hours studying for
your history exam last night, so you decided to reward
yourself by breaking out the video game you bought last
weekend. You really meant to stop playing after level two,
but the game is so addictive that you played until well
past midnight and forgot all about the chapter you were
supposed to read for English class!
You’re usually a good student, but today you are
unprepared. When the teacher asks everyone to get out
their books, you hold yours up in front of your face and
try to hide behind it. You sit really low in your chair,
hoping the teacher won’t notice you, but of course she
immediately calls on you. And of course, you don’t have a
clue. The following strategies should help you survive the
next time you haven’t done your homework.
TIPS
FIRST, BE A MODEL STUDENT EVERY
DAY.
Do your work, pay attention, take notes and listen carefully. Teachers call
on students who don’t pay attention or who don’t seem interested. If your
teacher assumes you have done your work, perhaps you will stay off his
or her radar on those days when you aren’t prepared.
MAKE EYE CONTACT WITH YOUR TEACHER.
When the teacher asks the question, you should make eye contact. Teachers
sometimes like to question students who don’t look at them, especially when
they are hiding behind their books.
THEN, LOOK LIKE YOU ARE THINKING SERIOUSLY ABOUT THE QUESTION.
Teachers appreciate it, and it could give you time to think of an answer . . . or at
least time to come up with a good guess.
NEXT, THINK OF ANOTHER QUESTION TO ASK.
VOCABULARY
breaking out
taking out as a
special treat
have a clue
know the answer
come up with
look for and nd
80
eighty
If the teacher chooses you, say, “First, I have another question.” Asking questions
shows that you are interested. Plus, while answering your question, the teacher
might forget to make you answer the original question.
FINALLY, PARTICIPATE WHEN YOU DO KNOW THE ANSWER.
Don’t be shy. Raise your hand and share your ideas as often as you can. Teachers
don’t want to call on the same student all of the time, so this should reduce the
chances that the teacher will catch you at the wrong time.
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
How to Survive an Encounter with a Vampire
There’s something about that new girl. She might be shy, but she
certainly stands out in a crowd. She has beautiful dark hair and
really pale skin, and she always wears cool sunglasses—even in
winter. You don’t know where she comes from, but you know
that she’s smart. She can answer any question the teacher asks.
With all that studying, she must never sleep! You slipped her a
note during science class this morning, and she agreed to go to
the movies with you this weekend. Awesome!
TIPS
Your friends think you’re crazy for liking her. They say she’s
weird because she doesn’t have any friends. It’s true that she
never eats lunch in the cafeteria with everyone else . . . and she
is the only girl in Secondary 1 who doesn’t have a mirror in her
locker. You thought it was cool that she wasn’t obsessed with her
appearance—but, wait! No mirror, dark sunglasses, no lunch . . .
Could you be going out with—a vampire? Use these tips to help
you survive a potentially dangerous Friday night date.
FIRST, CHECK FOR VAMPIRE TRAITS.
Don’t be fooled by a pretty face. Not all vampires look like Count Dracula, but they do all share
certain traits, such as pointed teeth and ears, cold, pale skin and superhuman strength.
THEN, OBSERVE YOUR CRUSH’S HABITS.
Vampires are sensitive to sunlight, so they tend to avoid it and to wear dark glasses during the
day. They don’t bother to look in mirrors because they don’t have a reection, and vampires
don’t need to eat or drink anything—other than blood, that is!
NEXT, PACK YOUR VAMPIRE PROTECTION KIT.
Even if your crush has the traits and habits of a vampire, there could be a logical explanation for
everything. Nevertheless, it’s better to be safe than sorry, so before your date, pack a bag of items
such as garlic, holy water and religious symbols. These are useful for scaring away vampires.
And don’t forget to pack a wooden stake. If all else fails, it is the best anti-vampire weapon.
AFTER THAT, GET BACKUP.
Be careful. Vampires sometimes travel in packs. If your date
asks to bring a friend, you should nd a reason to say no.
Or, better yet, you could bring a friend along, too.
VOCABULARY
crush person you are crazy
about
nevertheless however
stake pointed piece of wood
backup help from a friend as
prevention
FINALLY, IF YOUR DATE DOES TURN OUT
TO BE A VAMPIRE, FIGHT BACK.
If your date’s eyes suddenly turn red and you feel her leaning
in towards your neck, use the items in your kit to scare her
away. Then, you really should nd a new girlfriend!
Reproduction prohibited © TC Media Books Inc.
Unit 3
eighty-one
81
Name:
Date:
Group:
After Reading
4. Answer the questions with information from the text.
a. Why is it important to plan ahead for holiday parties?
b. Why is it a good idea to make eye contact with the teacher?
TIPS
c. What are three clues that someone might be a vampire?
TIPS
5. In the chart below:
TIPS
a holiday party
82
a. Write the tip you believe to be the most important for surviving each
worst-case scenario and justify your choice.
b. Add one tip of your own for each worst-case scenario. Use modals
and imperatives.
How to survive
when the teacher asks a question
an encounter with a vampire
Tip:
Tip:
Tip:
Reason:
Reason:
Reason:
My tip:
My tip:
My tip:
eighty-two
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
7.
Date:
My Survival Tips
WRITING PROJECT
Group:
C3
Write tips for surviving a worst-case scenario for a class survival
handbook.
1. Choose one or more of the context elements below to create a worst-case
scenario, or make up one of your own.
at home
at school
on vacation
in the water
in the mountains
on a train or plane
during a storm
with friends
involving animals
other:
2. Brainstorm ideas. Write the subject for your worst-case scenario in the
What? box. Take notes in the graphic organizer. Research other ideas if
necessary.
Context of the Worst-Case Scenario
Where?
Who?
When?
Worst-Case Scenario
What?
Tips for Surviving the Worst-Case Scenario
What to do:
What NOT to do:
•
•
•
•
•
•
Reproduction prohibited © TC Media Books Inc.
Unit 3
eighty-three
83
Name:
Date:
Group:
3. Write the rst draft of your text. Start with a title and a short paragraph
that describes the worst-case scenario. Refer to your notes from Step 2
and the models in Task 6. Organize your tips. Use discourse markers,
imperatives and the modals could and should.
Writing Checklist
Title:
I included a description
and tips.
Worst-Case Scenario:
I used discourse markers,
imperatives and the
modals could and should
correctly.
I checked my spelling and
punctuation.
I used resources to check
my work.
Tip 1:
Tip 2:
Tip 3:
Tip 4:
Tip 5:
4. Revise and edit your text. Use the writing checklist for help.
5. Exchange texts with a classmate. Ask for feedback on content and form.
6. Write the nal copy of your text. Make changes and corrections.
Add images if possible.
7. Publish your text in a class worst-case survival handbook.
84
eighty-four
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Home Alone
EXTRA READING
Group:
C2
What if you were stranded, all alone, on an island?
Before Reading
1. Answer the questions. Share your answers with the class.
a. How long do you think it is possible to survive alone on a deserted
island? Why?
b. What stories from books or movies do you know of that are about
survival in the wilderness?
a
c. What are some of the things the people in these stories did to survive?
b
d. If you had to choose between saving yourself or risking your life to save
someone you love, what would you do? Why?
c
2. Learn about land formations. Match the denitions to the photos.
1.
A ravine is a narrow valley created by running water.
2.
A harbour is a place of shelter for boats.
3.
A sandspit is a narrow point of land created by sand dunes.
4.
A cliff is a tall rock face.
5.
A headland is a point of high land extending into the sea.
6.
A cave is natural opening in a rock formation.
d
While Reading
e
f
3. Read the text on pages 86 to 88. As you read:
• Highlight the essential qualities that Karana’s new house must have.
• Underline the reasons why Karana ultimately chooses to construct her
house where she does.
Reproduction prohibited © TC Media Books Inc.
Unit 3
eighty-five
85
Name:
Date:
Island of the
Blue Dolphins
by Scott O’Dell
was awakened by the waves dragging at my
feet. Night had come, but being too tired to
leave the sandspit, I crawled to a higher place
where I would be safe from the tide, and again
went to sleep.
In the morning I found the canoe a short
distance away. I took the baskets, my spear, and the
bows and arrows, and turned the canoe over so that
the tides could not take it out to sea. I then climbed
to the headland where I had lived before.
I felt as if I had been gone a long time as I stood
there looking down from the high rock. I was
happy to be home. Everything that I saw—the otter
playing in the kelp, the rings of foam around the
rocks that guarded the harbour, the gulls ying,
the tides moving past the sandspit—lled me with
happiness.
VOCABULARY
tide the rising and falling of the sea
otter a sea animal
kelp sea plants
foam small bubbles on the surface of the water
store put away for future use
cove small bay
spring source of fresh water
86
eighty-six
Sticky Situations
Group:
is based on the true
story of Karana, a Native American teenager whose
tribe is evacuated from their small island off the
coast of California. As they are leaving on a ship,
Karana realizes that her 6-year-old brother has
accidentally been left behind. She jumps overboard
to swim back to him. Unfortunately, the boat never
returns for them, and her brother is soon killed
by wild dogs. Karana lives alone on the island for
18 years. The following excerpt begins after Karana
fails to paddle a canoe to the mainland and has to
return to the island.
I was surprised that I felt this way, for it was
only a short time ago that I had stood on this same
rock and felt that I could not bear to live here
another day.
I looked out at the blue water stretching away
and all the fear I had felt during the time of the
voyage came back to me. On the morning I rst
sighted the island and it had seemed like a great
sh sunning itself, I thought that someday I would
make the canoe over and go out once more to look
for the country that lay beyond the ocean. Now I
knew that I would never go again.
The Island of the Blue Dolphins was my home; I
had no other. It would be my home until the white
men returned in their ship. But even if they came
soon, before next summer, I could not live without
a roof or a place to store my food. I would have to
build a house. But where?
That night I slept on the rock and the next day I
began the search. The morning was clear, but to the
north banks of clouds hung low. Before long they
would move in across the island and behind them
many other storms were waiting. I had no time to
waste.
I needed a place that was sheltered from the
wind, not too far from Coral Cove, and close to a
good spring. There were two such places on the
island—one on the headland and the other less
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
than a league to the west. The headland seemed to
be the more favourable of the two, but since I had
not been to the other for a long time I decided to
go there and make certain.
The rst thing I found, which I had forgotten,
was that this place was near the wild dogs’ lair.
As soon as I drew near to it the leader came to
the opening of the cave and watched me with his
yellow eyes. If I built a hut here I would rst have to
kill him and his pack. I planned to do this anyway,
but it would take much time.
Group:
The cliffs here fell away easily to a wide shelf
that was partly covered when the tide came in. It
was a good place for sea elephants because they
could crawl halfway up the cliff if the day was
stormy. On fair days they could sh among the
pools or lie on the rocks.
The bull is very large and often weighs as much
as thirty men. The cows are much smaller, but they
make more noise than the bulls, screaming and
barking through the whole day and sometimes at
night. The babies are noisy, too.
The spring was better than the one near the
headland, being less brackish and having a
steadier ow of water. Besides it was much easier
to reach since it came from the side of a hill and not
from a ravine as the other one did. It was also close
to the cliff and a ridge of rocks which would shelter
my house.
On this morning the tide was low and most of
the animals were far out, just hundreds of specks
against the waves, yet the noise they made was
deafening. I stayed there the rest of the day,
looking around, and that night. At dawn when the
clamor started again I left and went back to the
headland.
The rocks were not so high as those on the
headland and therefore would give me less
protection from the wind, yet they were high
enough, and from them I could see the north coast
and Coral Cove.
There was another place to the south where
I could have built my house, near the destroyed
village of Ghalas-at, but I did not want to go there
because it would remind me of the people who
were gone. Also the wind blew strong in this place,
blowing against the dunes which cover the middle
part of the island so that most of the time sand is
moving everywhere.
The thing that made me decide on the place to
build my house was the sea elephants.
Rain fell that night and
lasted for two days. I made a
shelter of brush at the foot of
the rock, which kept off some
VOCABULARY
league about 4.8 km
lair hiding place
brackish slightly salty
fair clear, sunny
specks small dots
deafening very loud
clamor loud noise
brush small trees and bushes
Reproduction prohibited © TC Media Books Inc.
Unit 3
eighty-seven
87
Name:
of the water, and ate the food I had stored in the
basket. I could not build a re because of the rain
and I was very cold.
On the third day the rain ceased and I went out
to look for things which I would need in building
the house. I likewise needed poles for a fence.
I would soon kill the wild dogs, but there were
many small red foxes on the island. They were so
numerous that I could never hope to get rid of
them either by traps
VOCABULARY or with arrows. They
were clever thieves
ceased stopped
and nothing I stored
likewise also
would be safe until
clever skilful
I had built a fence.
omen
Date:
Group:
The morning was fresh from the rain. The smell
of the tide pools was strong. Sweet odors came
from the wild grasses in the ravines and from the
sand plants on the dunes. I sang as I went down
the trail to the beach and along the beach to the
sandspit. I felt that the day was an omen of good
fortune.
It was a good day to begin my new home.
sign of the future
STRATEGY REMINDER
Scan the text carefully for
information about the
features of Karana’s island
and their relative position.
After Reading
4. Based on information from the text, label the following features on the
map of Karana’s island.
cliff • destroyed village • dunes • harbour • headland • Karana’s house
ravine • sea elephants • spring • wild dogs’ cave
sandpit
88
eighty-eight
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
5. Where did Karana choose to build her house? Why?
6. Why was it urgent for Karana to choose a sheltered spot and build a new
home quickly?
7. If you were left alone on an uninhabited island, what would be your
biggest fear? Why?
8. What do you think happens next? Based on what you have learned about
Karana and her island, write a journal entry to continue her narrative.
What does she face next? And how does she survive?
Reproduction prohibited © TC Media Books Inc.
Unit 3
eighty-nine
89
EXTRA LANGUAGE
Name:
Date:
Group:
Word Games
You might run into one of these words in a worst-case scenario.
1. Read the clues. Use the words in the word box to complete the
Word Box
crossword puzzle.
cave
crash
drown
earthquake
escape
first aid
hurricane
lightning
mistake
omen
rescue
safe
shelter
starve
supplies
trapped
warning
woods
2
3
1
4
5
8
6
9
7
10
11
12
13
14
15
16
17
Down
Across
1
4
5
6
7
10
13
14
15
16
17
90
refuge
die of suffocation under water
weaken or die from not eating
violent collision
error, wrong choice
tropical storm with strong winds
provisions or equipment needed for a task
secure, free of danger
emergency medical treatment
sign of the future
caution, alert
ninety
2
3
6
8
9
11
12
trembling of the earth
forest
natural opening in a cliff or mountain
get away from a trap or danger
electrical ash of light during a thunderstorm
save someone from danger
stuck, not able to leave
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
2. Match the underlined phrasal verbs to their denition.
a. How did Jack come up with such an original solution
to the problem?
Denitions
survive
stop panicking
invent, think of
use all of something
and have none left
5. pay attention to, be
careful of
1.
2.
3.
4.
b. I don’t think I could make it through a whole month
without electricity.
c. We might run out of water before help arrives!
d. Look out for poison ivy in the woods. It’s everywhere!
e. When lost, you should calm down and think carefully
before searching for help.
3. Complete the sentences, using the phrasal verbs from above.
Mrs. Gowan’s dog. He likes to bite!
a.
b. It’s difcult for Sandy to
period without checking her cellphone.
a class
c. You need to
you put the keys.
and remember where
d. Do you think the pharmacy will
emergency kits?
e. Santiago needs to
his media presentation.
PRONUNCIATION
a great idea for
CD
4. Listen to the words. Underline the syllable that is stressed in each word,
according to what you hear.
a. earthquake
c. hurricane
e. mistake
g. shelter
i. emergency
b. escape
d. lightning
f. omen
h. warning
j. rescue
5. Listen to the phrasal verbs. Underline the word that is stressed,
according to what you hear.
a. come up with
c. make it through
b. look out for
d. run out of
e. calm down
6. Practise saying the words and phrasal verbs in Steps 4 and 5 with a
partner. Make sure that you stress the correct syllable or word.
Reproduction prohibited © TC Media Books Inc.
Unit 3
ninety-one
91
EXTRA GRAMMAR
Name:
Date:
Group:
GRAMMAR Check
To review imperatives and the modals should and could, go back to page 67.
A. Use the correct form of the imperative of the verbs, afrmative or negative, to complete the
instructions for having a safe camping trip.
1. (pitch)
your tent in a safe place.
2. (build)
the campre too near your tent.
3. (stay)
close to your family and friends.
4. (store)
your food in the car at night.
5. (leave)
garbage around your campsite.
B. Use the modals should, shouldn’t and could to write ve tips to help your friend get an A on the next
exam. Use each modal at least once.
1.
2.
3.
4.
5.
To review discourse markers, go back to page 68.
C. Read the advice blog. Annie’s response contains 10 errors. Correct errors in the imperatives and
discourse markers.
Anonymous: Help! I have a problem. I think my neighbor is a zombie. He has some
strange habits. He also wears ripped clothing and walks very slowly. What do I do?
Then, make sure your neighbour really is a zombie. To look for signs that identify
zombie behaviour. Watching him to see if he is very strong. Finally, listen carefully
for strange noises. Looked for bite marks on his body. To be careful. Don’t standing
too close to him. First, check for missing body parts and evidence of decomposition
on his skin. Next, don’t staying away from him as much as possible. Good luck!
Annie
92
ninety-two
Sticky Situations
Reproduction prohibited © TC Media Books Inc.
The
History
of
The History
of Video Games
UNIT
4
In this unit, explore the history and making of video games.
Read about the history of popular video games.
Watch a video about groundbreaking teen game designers.
Talk about a fictional voyage to a new planet.
Design a storyboard for your own video game.
Practise grammar: the simple past of to be and regular verbs,
modals (must and have to).
Reproduction prohibited © TC Media Books Inc.
ninety-three
93
ICEBREAKER
Name:
1.
Date:
Take a Guess
Group:
C1
How much do you know about popular video games?
1. Are you a video game novice or a video game whiz? Work with a
partner to take a quiz and nd out! Circle the correct answers.
History of Video Games Quiz
VOCABULARY
novice beginner
whiz expert
1. The rst video games were:
a. Japanese
b. American
c. Russian
USEFUL LANGUAGE
• Do you know anything
about . . . ?
• Give me a moment to
think.
• Let’s come back to that
question.
• Are you sure
about that?
2. Pong, the rst popular arcade
game, was a:
a. space war game
b. ghting game
c. table tennis game
3. The main character’s original
name in Super Mario Bros. was:
a. Italianman
b. Plumberman
c. Jumpman
4. Many people around the world
started to play Pac-Man and Tetris
in the:
a. 2000s
b. 1990s
c. 1980s
5. Sonic the Hedgehog was famous
for his ability to:
a. run
b. jump
c. ght
6. The rst home video game system
appeared in the:
a. 1990s
b. 1980s
c. 1970s
7. Game Boy was the rst:
a. controller
b. arcade game
c. hand-held game
8. The name of a popular video game
in the 1980s that featured a gorilla
as the villain was:
a. Donkey Kong
b. Monkey Kong
c. King Kong
9. Guitar Hero was the rst successful
in the 2000s.
a. adventure game
b. rhythm game
c. strategy game
10. The Wii was innovative because it
had:
a. high-denition graphics
b. a large storage capacity
c. motion-sensitive remotes
2. Discuss the following questions with your partner. Share your opinions
and describe your video game habits.
Do you like playing video games? Why or why not?
How much time do you spend playing video games per day / week?
What are some popular video games? What is your favourite?
What are your family’s “house rules” involving video games?
94
ninety-four
The History of Video Games
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR POINT
Group:
GRAMMAR p int
Simple Past: To Be and Regular Verbs
Use the simple past to:
• report facts that were true in the past
• describe actions or situations completed in the past
• identify past habits or talk about past feelings, likes and dislikes
Singular
I
You
She / He / It
was
were
was
Afrmative: Put the verb after the
subject.
Kelsey was a fan of video games.
Plural
To be
We
You
They
were
were
were
Negative: Put not after the verb, or use
the contracted form wasn’t or weren’t.
Éloi was not happy with his new game.
The aliens weren’t easy to kill.
Singular
I
You
She / He / It
played
played
played
Afrmative: Add ed to the base form
of regular verbs.
Nancy wanted to try the guitar game.
Plural
Regular Verbs
We
You
They
played
played
played
Negative: Put did not or didn’t before
the base form of regular verbs.
Ben did not smile after he lost to Drew.
We didn’t ask Anna to play.
Only the verb
agrees with
its subject in the past tense.
A. Complete the sentences with the correct form of the verb to be in the simple past.
1. Nolan Bushnell and Allan Alcorn
2. I
the creators of Pong.
very interested in video games as a child.
3. The inventor of Tetris
4. Joysticks
from Russia.
common accessories in the past, but not today.
B. Write the verb in parentheses in the simple past to complete the timeline.
1. Albert Gore (invent, negative)
the rst home video game console.
2. The arcade game Space Invaders (start, afrmative)
3. The video game industry (crash, negative)
a gaming revolution.
last year.
4. In recent years, mobile games (gain, afrmative)
major popularity.
Go to pages 195 and 201 of the Grammar Section for more information and practice.
Reproduction prohibited © TC Media Books Inc.
Unit 4
ninety-five
95
READING
Name:
2.
Date:
Get Inspired!
Group:
C2
Learn about the stories behind famous video games.
Before Reading
1. Match the verbs with their denitions.
a. devise
1. work with someone else
b. realize
2. become aware of something
c. team up
3. invent, create
d. defy
4. react violently with emotion
e. explode
5. oppose or resist
2. Complete the following sentences with the verbs from Step 1. Use the
simple past of each verb.
a. When Mike lost the game, he
with anger.
b. The students and the professors
video game together.
to create a
c. When the designer tried playing her new game, she
that some of the graphics needed work.
d. Luka’s parents told him to go to bed, but he
them and stayed up to play his new video game.
e. The marketing manager
new console game.
a strategy to sell the
While Reading
3. Read the text on pages 97 to 99. As you read, decide which heading
from the list below corresponds to which paragraph. Write the correct
heading in the space above each paragraph.
a. Food for thought!
VOCABULARY
sci- science ction
brought back
reanimated
b. From tragedy comes a happy ending
c. A virus goes viral
d. Students turn a sci- book into a hit game
e. From table tennis to TV screen
f . Childhood memories brought back to life
g. Landlords and loved ones
96
ninety-six
The History of Video Games
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
Simple Beginnings:
The Origins of
Popular Video Games
Do you know what inspired the creation of some of the most famous video games of all time?
Read about the origins of popular video games to nd out.
Spacewar!:
Although the rst computer games appeared in the
1940s, they were extremely simple and the systems
that operated them were too difcult for most
people to understand. But in 1961, engineers
created a new kind of computer that was easier to
operate. Massachusetts Institute of Technology
students Stephen Russell, Wayne Wiitanen and
Martin Graetz wanted to show off this new
computer, so they created a new game, Spacewar!,
that demonstrated the computer’s complex
abilities. The game’s theme was inspired by
Stephen’s favourite sci- book series, Lensman,
by E.E Smith. Spacewar! consisted of two
human-operated spaceships trying to shoot at each
other. But these spaceships were also revolving
around a central sun, so players also had to avoid
colliding with the star. This double objective made
the game very popular!
Pong:
Nolan Bushnell, Ted Dabney and Allan Alcorn were
the creators of Pong, the rst arcade game that
marked the beginning of the video game industry
in 1972. In that year, Alcorn teamed up with
Reproduction prohibited © TC Media Books Inc.
Bushnell to create a coin-operated
game that everyone could play.
For this new project, Bushnell
asked Alcorn to design a game
simulating a table tennis match.
Because most people knew how
to play table tennis, they were able
to concentrate on the play rather
than the rules. Alcorn worked hard
to gure out how to score points
and how to get the characteristic
“ping-pong” sound that Bushnell
wanted. After Alcorn nished his
project, Bushnell tried it and was impressed.
They named the game Pong because it perfectly
described the hollow ringing sound of the ball.
They decided to put the game in a cabinet, add a
coin box to it and place it in a California bar. A few
days later, the creators received a telephone call:
their machine had stopped working. To Bushnell
and Alcorn’s surprise, the machine was jammed
with quarters because people had played it so
much! At that moment, they realized that their
game was a huge hit.
VOCABULARY
gure out understand and solve
jammed stuck
hit a success
Unit 4
ninety-seven
97
Name:
Pac-Man:
The name of the most famous arcade game of the
80s, Pac-Man, was inspired by the Japanese slang
word “paku-paku,” a term used to describe the
sound of the mouth opening and closing while
eating. Food and eating were certainly the basic
concepts behind the creation of this game. In fact,
Toru Iwatani, the designer of Pac-Man, conceived
his idea thanks to pizza. One day, he ordered a
whole pizza for lunch. After he took a piece and ate
it, the remaining pizza inspired Pac-Man’s shape.
To add excitement to a game centred on eating,
Iwatani created a maze with food in it where
enemies lurked around every corner. The enemy
ghosts gave the player a purpose and the game was
more fun. The game was released in 1980. With
a family-friendly theme centred on food, bright
colours, cute ghost-shaped monsters and chirpy
sounds, Pac-Man attracted everyone’s interest:
kids, adults, men and women!
Super Mario Bros.:
When he rst appeared in the video game Donkey
Kong Country in 1981, Nintendo producers called
their jumpy character Jumpman. However, when
the producers were trying to think
of a better name, rumour has
it that the ofce building
landlord barged in and
angrily demanded the rent.
The name of their landlord
was Mario, which inspired
Nintendo’s number one
Italian hero Super Mario.
98
ninety-eight
The History of Video Games
Date:
Group:
The character was so popular that he eventually got
his own game in 1983. But he wasn’t the only
character inspired by a real person. The ghostly
character Boo was based on the wife of one of the
designers. Usually shy and quiet, one day she
exploded because she was mad that her husband
was always working. In the game, Boo shrinks
when Mario is around. But when Mario goes away,
Boo grows large and scary.
The Legend of Zelda:
When video game designer Shigeru Miyamoto
was a child, he was an imaginative boy who liked
to explore the hillsides and gardens around his
childhood home in Sonobe, Japan. In his
explorations, he entered mysterious caves and
discovered beautiful forests and lakes. Years later,
he wanted to incorporate his childhood experiences
into video games. In 1986, he devised a new kind of
game full of adventures where the main character
interacted with his environment. This game was
The Legend of Zelda, where the main character,
Link, ventures into new worlds, looks
for helpful items, solves
puzzles and ghts
enemies in order to
rescue Princess Zelda.
VOCABULARY
slang
informal
lurked hid and waited
chirpy a bright, cheerful sound
rumour has it it is said that . . .
landlord a person who owns a building
shrinks becomes smaller
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
The Sims:
The Sims is a simulation game where players
create characters and then must raise them, take
care of them and even keep them happy. It is the
best-selling game series designed for a computer
to date. However, it did not have such a spectacular
beginning. Its creator, Will Wright, developed the
idea for a real-life simulation game after a re
destroyed his house. He wanted to translate his
desire to rebuild his home and life into a video
game. At rst, the game designers created The Sims
characters as part of a different computer game
called SimCity in which players create buildings
and other urban structures. However, during the
development of SimCity, Wright and his team
realized that the characters were actually more
interesting than the buildings so they focused on
the development of the characters. But executives
did not believe the game would sell, and the release
of The Sims in 2000 was considered a gamble.
Luckily for Wright and his team, it deed all
expectations by becoming one of the most
protable games of all time.
VOCABULARY
to date currently
gamble risk
cross-eyed having the eyes
turned inward toward the nose
straightforward clear, simple
Reproduction prohibited © TC Media Books Inc.
Angry Birds:
The Angry Birds concept is simple: the player
must launch cross-eyed, wingless birds into the
air to knock down structures and win points. This
straightforward game has fascinated players since
its release in 2009. Although the game does not
look complicated, Angry Birds required hours of art
design and a team of creative developers to turn
sketches of unhappy birds into the hit game it is
today. The idea of Angry Birds actually originated
from an art project featuring birds by Finnish game
designer, Jaakko Iisalo. When he was asked to come
up with a proposal for a memorable game that
would be fun and easy to play, he remembered this
art project. He worked for hours on his computer
creating birds with big eyebrows and beaks. When
he presented his bird sketches to the development
team, they loved them. The game concept evolved
into irritable birds being launched at pigs.
Contrary to popular belief, the pigs don’t mean to
hurt anyone. According to the creators, the pigs
are just very hungry so they need to steal the birds’
eggs for survival. They are also sick, which explains
their green colour. The idea for sick pigs came from
the swine u epidemic, which was sweeping the
globe at the time of the game’s creation.
FYI
The 2009 swine flu (influenza) was
an epidemic caused by the H1N1 virus,
which originally came from a virus
that lived in pigs.
Unit 4
ninety-nine
99
Name:
Date:
Group:
After Reading
STRATEGY REMINDER
A heading tells the reader
what the paragraph
will be about. Use the
paragraph headings from
the While Reading activity
to help you complete
Steps 4 and 5.
SPEAK UP
Have students form small
groups to discuss the
following points.
• Which video games are
the most popular
today?
• Are some games
inappropriate for
certain ages?
• How much time spent
gaming is healthy?
4. Match the descriptions to the correct game.
Description
Game
a. The name of this game was based
on the sound of a ball.
1. Angry Birds
b. This game is recognized for the
main character’s jumping skills.
2. Pac-Man
c. This game was invented to show
off a new computer’s abilities.
3. Pong
d. This game includes exploration
and problem-solving.
e. In this game, the main characters
are upset because pigs stole their
eggs.
f. In this game, the player controls
the lives of the characters.
g. The name of this game is based
on a Japanese word for an eating
sound.
4. Super Mario
Bros.
5. The Sims
6. The Legend
of Zelda
7. Spacewar!
5. Write one source of inspiration for each video game according to the text on pages 97 to 99.
a. Spacewar!:
b. Pong:
c. Pac-Man:
d. Super Mario Bros.:
e. The Legend of Zelda:
f. The Sims:
g. Angry Birds:
6. In your opinion, is nding an idea for a hit video game more about hard
work or luck? Justify your response, using examples from the text.
100
one hundred
The History of Video Games
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Teen Game Designers
3.
VIEWING
Group:
DVD
C2
Learn about teens who were on the cutting edge of game design.
Before Viewing
1. Do you think teenagers can be good video game designers? Why or why
not?
2. Name a conict or a challenge that you face or one of your friends faces
in everyday life that could be a good inspiration for a video game.
3. Read the sentences and guess the meaning of the words in bold by
examining their context. Look up the words in a dictionary and verify
whether your guesses were correct.
a. His passion for video games turned into a successful career as a designer.
b. The 15-year-old was staggered to learn that his video game sold over 10 000 copies.
c. The company was on the leading edge of video game technology. No other company made
better products.
d. My computer crashed last night and I had to start my video game project from scratch.
My Guess
Denition
STRATEGY REMINDER
a.
You may find several
definitions for a word or
phrase in a dictionary.
Use the context of the
sentences to choose
the correct definition.
b.
c.
d.
Reproduction prohibited © TC Media Books Inc.
Unit 4
one hundred and one
101
Name:
Date:
Group:
While Viewing
4.
DVD
Watch the video and circle the correct answer.
a. The Oliver twins were typical ( Canadian / British ) teenagers.
b. The Oliver twins learned to write computer programs
( at school / at home ).
c. The Oliver twins published their rst game when they were ( 13 / 14 )
years old.
d. A ( teacher / doctor ) persuaded the twins’ parents to let them turn the
hobby into a business.
e. The ( Oliver twins / Darling brothers ) were the founders of the
Codemasters company.
f. The Oliver twins met the Darling brothers at a ( trade show / TV show ).
g. The Oliver twins were mainly video game ( publishers / writers ).
h. The ( Robin Hood / Dizzy ) game was a global best-seller.
After Viewing
5. Use the simple past of the verbs in the word box to complete the
Word Box
sentences based on the video. Use the negative form if necessary.
attend
be
create
earn
learn
like
stop
work
a. At rst, video games
twins.
a hobby for the Oliver
b. The twins
scratch.
to write game programs from
c. The twins
$75 for their rst video game.
d. They
university right away. They
studying to focus on video games.
e. The Darling brothers
game industry, so they
f. The Oliver twins
games.
the low pay in the video
their own company.
on 50% of all Codemasters
6. Name two reasons that the Oliver twins and the Darling brothers were
successful in the video game business. Use the simple past.
102
one hundred and two
The History of Video Games
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
4.
WRITING
Group:
Invent Your Own Story
C3
Make up a story to describe the origin of your favourite video
game.
1. Choose a video game, computer game or game app that you enjoy playing.
2. Invent a story that might explain the game’s creation, based on what you
know of the game. Take notes in the graphic organizer below.
Game Creator:
Characters:
Place & Time of Creation:
Inspiration:
3. Write a short text describing the inspiration behind the creation of the
game you chose. Look at the texts in Task 2 for help. Use the simple past
of regular verbs.
SPEAK UP
Find a partner to discuss
and compare stories with.
• How are the stories
similar? Different?
• Which story is funnier?
Which is more believable?
• What do you think is the
most common form of
inspiration? Why?
Reproduction prohibited © TC Media Books Inc.
Unit 4
one hundred and three
103
GRAMMAR POINT
Name:
Date:
Group:
GRAMMAR p int
Modals: Expressing Obligation Using Must, Have to
Use the modals must and have to when expressing an obligation.
Afrmative: Put the modal before the base form of a verb.
You must nd the hidden treasure. I have to beat this level.
The modals have different
meanings in the negative.
Negative: For must, put not after the modal.
Jonathan must not forget to do his homework.
(optional)
(obligatory)
Negative: For have to, put do / does not before the modal.
We do not have to nish this level tonight.
Anton does not have to go to practice tomorrow.
Remember that we can use contractions for negative sentences:
They mustn’t use the trap door; it’s a trick!
I don’t have to be home until supper time.
A. Circle the modals and underline the main verbs that follow them.
1. You must take the golden cup.
2. Each storyboard frame has to have a description.
3. You don’t have to nd the hidden key.
4. The parrot mustn’t see you.
B. Complete the sentences with an afrmative or negative modal according to the context.
1. If you want to design a video game, you
2. You
have an original idea rst.
nish your homework before you play your new video game.
3. Watch out! You
4. Johnny
wake up the dragon or you will lose points!
start at level two since he is already at level four.
C. Describe the rules of a video game or other type of game you played recently. Write two afrmative
sentences and two negative sentences using modals.
1.
2.
3.
4.
Go to page 224 of the Grammar Section for more information and practice.
104
one hundred and four
The History of Video Games
Reproduction prohibited © TC Media Books Inc.
Name:
5.
Date:
Quest for Evradis
SPEAKING
Group:
C1
Make decisions to help your civilization survive this game.
1. Read the story for a game named Quest for Evradis. Work in groups of
three or four to complete the missions.
You are the ruler of a planet in a far distant galaxy. But evil aliens
invaded and only nine of your species have survived, including you.
You have to make a new home on the planet of Evradis—but your
spaceship can carry only six people. You must choose ve people to
go with you, and you must hurry! Your planet will explode in an hour!
VOCABULARY
quest a search
healing making healthy again
USEFUL LANGUAGE
2. Mission One: Discuss each character with your group
• We (don’t) have to
take . . .
and decide which ve people to take with you. Use modals
to justify your choices.
• Alassan: Your beloved partner who is also a strong leader.
• Nassor: Your young son who has x-ray vision.
• Galena: She understands all the languages of the universe.
• Freyr: He can predict the future from dreams but is very old.
• Meridel: She can navigate a spaceship, but she steals.
• Daran: He’s the strongest and fastest man from your planet.
• Ika & Iko: They have healing powers, but they cannot be separated.
Name
• We must bring someone
who . . .
• Why do you think he is
a good choice?
• I see your point,
but . . .
Justication
1.
2.
3.
4.
5.
Reproduction prohibited © TC Media Books Inc.
Unit 4
one hundred and five
105
Name:
Date:
Group:
During your journey to Evradis, you have some problems with your
spaceship. You have to make an emergency stop on planet Eggios.
The ruler of this planet is willing to offer you powerful resources in
exchange for members of your crew. Which two resources will you
choose, and which two crew members will you surrender?
3. Mission Two: Read the options below and discuss them with your
VOCABULARY
crew members of a team
surrender give up
possession or control
fuel a material burned to
produce heat or power
spoils becomes unt for
eating
group. Choose two items to keep and decide which two people to leave
behind. Justify your choices.
Resources
> a highly destructive weapon
> long-lasting fuel
> tons of Eggish food that never
spoils (not very tasty, though)
> a tool that can x any
machine
We will exchange:
for
a.
because
for
b.
because
4. After a long journey of many light years, you nally made it! You’re now
in Evradis, your new home. Discuss with your group and write three laws
that will help keep peace and structure in your new society. Use modals.
a.
b.
c.
106
one hundred and six
The History of Video Games
Reproduction prohibited © TC Media Books Inc.
Name:
6.
Date:
READING
Group:
Designing Video Games
C2
What does it take to make a career out of video games?
Before Reading
1. Do you think it would be fun to design video games? Why or why not?
2. What type of video game would you design? Choose one and explain
your choice.
simulation game
strategy game
arcade game
racing game
ghting game
role-playing game
music game
trivia game
survival game
FYI
3. Name some popular video game companies that you know.
CNN named a
career in video
game design #15
out of the top
100 best jobs
in America.
4. Designing a hit video game involves many steps. Predict the correct order
for the steps of the design process. Number the sentences from one to six.
a.
Tom presents his video game idea to a development studio.
b.
Tom has a great idea for a game about giant spiders.
c.
Tom writes a document that describes his game and lists all of its features.
d.
Tom draws scenes for his new video game.
e.
Tom creates the characters and main obstacles in his video game.
f.
Tom sees his video game in the window of the gaming store near his house.
Reproduction prohibited © TC Media Books Inc.
Unit 4
one hundred and seven
107
Name:
Date:
Group:
While Reading
5. Read the interview with a professional video game designer on pages
108 to 110. As you read, highlight the instructions for designing a video
game that begin with modals.
Inside the Studio
You have a great idea for a new video game, but you don’t have a clue
how to make your idea come alive on screen? You’re not alone. Check
out EZGamerZ interview with expert game designer Alexander Novikov
to see how the process really works.
Q: It’s a long road from game enthusiast to
game designer. If I want to design a video game,
where do I start?
A: First of all, you must come up with an original
idea for a game. Create a story, develop unique
characters and give them a mission. You can nd
inspiration from lots of different sources such
as movies, books, sports, childhood games or
television programs. You can also draw from your
dreams, nightmares, past experiences or memories.
Once you have an idea, you have to ask yourself a
few questions in order to turn your idea into a
storyline: Who is the main character? What is his
or her goal? Where does the game take place
(for instance, in a jungle, a castle or outer space)?
What obstacles will the characters encounter
throughout the game?
VOCABULARY
have a clue have any knowledge of
draw from use as a source of inspiration
frame scene
108
one hundred and eight
The History of Video Games
After you have your idea, you have to develop a
storyboard. This document will show others a
visual image of how the game will look and give
a brief description of what the players will have
to do as they progress through the levels.
Q: Can you tell us a little bit more about this
“storyboard?” What should it look like?
A: A storyboard is a series of drawings that
represent each scene of the game in sequential
order. Each frame of the storyboard includes a
drawing of a scene. A text box appears underneath
each frame of the storyboard where designers
describe the goal of the scene or list instructions for
what players need to do in that scene. Storyboards
help game developers understand the general
aspects of the game. A good storyboard may also
highlight problems in the game right away, before
things get too complicated. Let me show you one
of my storyboards for a game I developed called
X-Country Runner:
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
Level 1: You must run through the farm to cross the nish line as fast as you can. But be
careful: there are obstacles everywhere!
a.
b.
You must catch the eggs before they hit the
c.
ground.
If you drop one, you must start over.
You have to ride on the backs of the pigs in
d.
order to cross the pigsty. You must not fall in
the mud, or you will lose a life!
c.
d.
You have to jump the fences to escape the
angry bull. You must pay attention: if you slip
in the mud you will get caught!
The fence of the sheep pen is open! Earn an
extra 100 points if you are able to close it
before any of the sheep escape.
As you can see here, the storyboard explains what
players have to do to in each scene in order to
complete the level. For instance, I explain which
tools the character needs to use, and I show which
additional actions will boost the player’s score. You
can use storyboards in different ways depending on
what aspect of the game you want to focus on. Just
remember that you don’t have to include all
Reproduction prohibited © TC Media Books Inc.
the details of your game in the storyboard. The
storyboard should only focus on the key elements.
You can present the remaining details of your
game in the game design document.
VOCABULARY
pigsty a place to keep pigs
boost increase
Unit 4
one hundred and nine
109
Name:
Q: I’m not sure our readers know what a game
design document is. Can you give us some more
information?
A: Every video game designer must create a game
design document, which describes the game in
detail. This document is meant to help the game
developers understand all aspects of the game as
you imagine it. If you forget to list a specic detail
in this document, it’s not going to appear in the
game! Most game design documents include a brief
overview of what the game is about, a description
of the characters and setting, an explanation of how
the game is played, notes on the soundtrack and
artwork, the storyline, and a list of any devices that
the player interacts with. The length of your game
design document will depend on the complexity of
the game.
Q: What other factors do designers need to keep
in mind?
A: While you write up your ideas, you will need
to write a “core statement,” or a statement that
describes the basic concept of your game. For
example, is your game about nding a lost treasure
or ghting an evil villain? The core statement for
my game is: X-Country Runner is a racing game
about a runner who navigates crazy obstacles to win
the game. My game has four levels, and each level
takes place in a different location: a farm, a desert, a
forest and nally a city.
Date:
Group:
main character move around his world? What can
he do? What weapons does he use? Don’t forget
to describe the mechanics of the game. Does the
player need to solve puzzles or collect items to
get to the next level? What are the traps to avoid?
When describing each level, you need to think
about aspects such as location, enemies, collectable
items, power-ups—anything the main character
will encounter in every scene of the game level.
Q: But how does the game get from the paper
to the screen?
A: When the game design document is nished,
you have to formally pitch your proposal to a
development studio. If they like your idea, they
will accept your proposal and hire computer
programmers to turn it into a real game. Once
the game is ready, the studio must send copies to
different gaming stores. Then people everywhere
can purchase and play your game!
Q: What makes a successful video game design
in your opinion?
A: In a nutshell, I think that all the features of
the game should work well together so that it
makes sense to a player. For me, that’s the key
to designing a successful game.
As you start writing the details of your game,
think about how it will be played. How does your
VOCABULARY
mechanics details of how something
works
traps items that trick a character
power-ups objects that give the main
character extra abilities
pitch present and sell an idea
in a nutshell in a few words
110
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The History of Video Games
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Name:
Date:
Group:
After Reading
6. Name three sources of inspiration that can help you develop a new video
game.
a.
b.
c.
7. According to Alexander, why is it important to make a storyboard before
you begin working on the game design document?
8. In your own words, list the six steps of the design process in their correct
order.
a.
b.
c.
d.
e.
f.
9. Which step would be the most difcult for you? Why?
10. Based on what you have read, does a career as a video game designer
interest you? Justify your answer.
Reproduction prohibited © TC Media Books Inc.
Unit 4
one hundred and eleven
111
WRITING PROJECT
Name:
7.
Date:
Group:
Storyboarding My Game
C3
Design a storyboard for your own video game!
1. Read about a video game based on the life of a high school student.
You just started Secondary 1, and your goal is to progress through
high school and graduate Secondary 5 in one piece. But each day
you discover new obstacles that jeopardize your success—evil
teachers, missing homework, broken calculators and library
fines. You must advance through each grade to reach graduation
day and win the game. Your Level 1 mission: get to school on time.
2. Think of three obstacles that can prevent you from getting to school on
time. Choose from the list below, or make up some of your own.
VOCABULARY
jeopardize put in danger
nes fees to pay
overcome master or
conquer
an angry dog
an alarm clock set incorrectly
a slippery patch of ice
a late bus
3. Add one item players can collect to gain a bonus point:
4. Brainstorm ideas for beating Level 1. When do you encounter the obstacles,
and how can you overcome them? Take notes in the space below.
a. First obstacle:
Instructions
b. Second obstacle:
Instructions
c. Third obstacle:
Instructions
d. Bonus point:
Instructions
112
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The History of Video Games
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Name:
Date:
Group:
5. Draw or write a description of each scene as you imagine it to appear.
Include instructions for players, using information from your notes. Use
the modals must and have to. Refer to the model on page 109 for help.
Level 1 Mission:
Get to school on time.
a.
b.
c.
d.
Writing Checklist
6. Revise and edit your text. Use the writing checklist for help.
7. Exchange storyboards with a classmate. Ask for feedback on
content and form.
8. Write the nal copy of your storyboard. Make corrections.
9. Present your storyboard to the class.
Reproduction prohibited © TC Media Books Inc.
I included three obstacles and a bonus
point item in my storyboard.
I used the modals must and have to to
give instructions.
I checked my spelling and punctuation.
I used resources to check my work.
Unit 4
one hundred and thirteen
113
EXTRA READING
Name:
Date:
Group:
Video Games in Schools
C2
Can video games be fun—and help you learn?
Before Reading
1. Do you think video games can be educational? Why or why not?
2. Is it a good idea to use video games to teach subjects in school? Justify
your response.
3. Which video game might make an interesting school project? Highlight
one game from the list and justify your choice below.
Project
Goal
Subject
Worldcraft
Build a city and create your own virtual society
History
Tales of
Adventure
Explore new worlds using an avatar and write a story about
your adventures
French
Language
Arts
Virtual Operation
Label body parts and perform a virtual surgery
Science
Shopping Spree
Complete a shopping excursion based on a budget provided
for you
Mathematics
4. In your opinion, which other popular video games could be adapted to
teach school subjects? What subjects could they help teach?
114
one hundred and fourteen
The History of Video Games
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Name:
Date:
Group:
While Reading
STRATEGY REMINDER
5. Read the text on pages 115 to 117. As you read:
• Underline three schools where video game projects have been carried
out.
• Circle three video games that have been implemented in those schools.
The text is broken into
four sections. Read each
separately and be sure
that you understand
before moving to the next
section.
Video Games
Becoming Required
Coursework in
Schools
tarting this fall, in order to graduate, every
student at Olds College in Olds, Alberta, will
have to complete an iPad game in which
they open a virtual lemonade stand and gradually
build it into a business empire. Video games,
once considered entertainment, are increasingly
becoming part of required coursework at all levels
of education, complementing traditional learning
tools such as problem sets and books.
At Olds College, the Farmville-esque game
Lemonade Stand is a central part of the new
mandatory Discover Entrepreneurship course.
“What we’ve done is take the things that make
computer games so addictive and apply them to
education,” said Toby Williams, the college’s
director of entrepreneurship and international
development.
The college wanted to ensure all of its students
were trained in entrepreneurial skills. Williams
and her colleagues thought a game might be able
to offer the hands-on approach that the college
emphasizes. “It’s not a real-life situation, but it’s
close to that.”
Reproduction prohibited © TC Media Books Inc.
The college partnered with two Calgary-based
businesses: The GoForth Institute, an online small
business training company, which provided the
course content; and game developer Robots and
Pencils, which built the app. “This is the rst time
that something like this has been tried in North
America, as far as we know,” said Williams of the
project, which cost more than $2 million to develop.
Heather Hood, 33, who is in her last year of a
Bachelor of Applied Science in horticulture at
Olds College, was one of 600 students who tested
the app over the summer. She worked through
12 modules on topics ranging from business
planning to marketing to cash ow.
Completing a module unlocks achievements
in the game. Finishing the marketing module,
VOCABULARY
entrepreneurial skills knowledge
of how to start and run a business
emphasizes gives importance to
achievements accomplishments
Unit 4
one hundred and fifteen
115
Name:
for example, gives the students the ability to buy
signs and start marketing to customers. “I was
actually disappointed when I nished it,” recalled
Hood, who described the course as well-written.
She said she liked the fact that she could work
at her own pace. At the same time, the game
displayed other students’ achievements, pressuring
her “to not get behind the pack.” Hood said she
thought the game was fun, but isn’t sure about the
value of the virtual “practical” experience it
provided. She also had mixed feelings about its
central role in the course.
“There were times when I found it superannoying and just wanted to whiz through the
gaming part so I could get the reading done,” she
recalled, “and there were times when I wanted
to see how much money my lemonade stand had
made.” But she said the experience was fun, and
might appeal to students younger and more into
gaming than herself.
Experience without consequences
“If the outcome is learning in the end, then why
not?” says Katrin Becker, an adjunct professor
at Mount Royal University who researches and
designs educational video games. She added that
games can provide students with learning
experiences that could be “painful or dangerous
or expensive” in real life — such as running their
rst business or performing surgery on an animal.
“In a game, they can nd out what happens if you
do it wrong without any negative consequences to
the real world,” Becker said. “And that’s really very
valuable.”
Date:
Group:
Nevertheless, game-based learning modules are
still far less popular in the classroom than traditional
methods. “The shift that needs to happen . . . is
the reawakening of the idea that learning can and
should be fun and entertaining,” she said.
Darren Wershler, an English professor at
Concordia University in Montreal, acknowledged
there are still relatively few courses where games
appear regularly. “But I think that will start
changing fairly dramatically,” he added.
In Wershler’s contemporary Canadian ction
class at Concordia University in Montreal, video
games aren’t just a teaching tool. They have been
part of his “reading” list for the course for several
years. This is the second year that students will be
assigned to play the indie adventure game
Superbrothers: Sword & Sworcery, made by
Toronto-based Capybara Games, in addition to
reading the poetry collection Portable Altamont by
Brian Joseph Davis and the rst volume of Bryan
Lee O’Malley’s comic book series Scott Pilgrim’s
Precious Little Life, among other works.
Not a gimmick
“Students, I think, are excited to see the things
that are important to them reected in their
coursework,” Wershler said. Not all of them react
to it the same way, he said, but roughly the same
proportion of the class ends up playing the game as
would read the information if it was delivered
to them in a book.
Emma Healey, 22, an English literature student
who took Wershler’s course last year, admitted that
VOCABULARY
whiz through rush
shift change
reawakening realization
acknowledged recognized
indie independent, not part of a big company
gimmick a trick to attract attention
roughly approximately
116
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The History of Video Games
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Name:
Date:
Group:
at rst, “there was a part of me that was like,
‘Oh, a fun gimmick, you’re getting people to play
video games in your class so that your class is cool.’”
Healey eventually played the game and found
it to be a valuable educational experience. “It
denitely broadened my thinking about what
counts as literature.”
The rise of video games in the classroom isn’t
limited to post-secondary institutions. Toronto
elementary school teacher Liam O’Donnell plans
to introduce Minecraft, a popular computer game
published by Stockholm-based Mojang, that allows
the player to design, build and explore virtual
worlds, to his Grade 1 class at Withrow Public
School this year. The open-ended game allows
players to do everything from ght each other with
swords, to build castles, to fall into lava pits if they
take a wrong turn.
O’Donnell had great success using the game,
which he himself loves, to help students in Grade 4
to 6 who came to him for special help with reading
and writing over the past few years. He found
that basing writing exercises on the students’
experiences in the game helped overcome the lack
of condence that made many of them refuse to
even try writing. “They were all so lled with their
own stories.”
And the games can spawn unexpected learning
experiences. One of his Grade 5 students became
fascinated by lava in the game and wondered
what would happen when lava and water touched
each other. O’Donnell encouraged him to approach
the question scientically, to make a prediction and
gure out how he would test it in the game.
“He then eventually went off . . . found out
what happens in-game and was amazed, and then
wrote up his results,” O’Donnell recalled. “And
then he asked me, ‘Is that what happened in real
life?’”With further nudging, the boy—who
originally had resisted writing at all—did more
research and authored a report about underwater
volcanoes.
Reproduction prohibited © TC Media Books Inc.
Challenges for teachers
That may all be encouraging to teachers, but
incorporating games into coursework can be more
challenging than it looks. Wershler said he is
mindful of the fact that many games take longer
to complete than a book, can be expensive and
sometimes must be played on expensive
technology. Because of that, he chooses older,
cheaper games that can be downloaded
and played on a computer or mobile device.
Becker said commercial games can also be
challenging for teachers, because they don’t come
with lesson plans. “Teachers don’t have time to
develop their own courseware,” she said.
Despite the difculties, Becker said she is a huge
proponent of games in education, as they provide
new options for learning. “It’s yet another tool
to use,” she said. “And I think the richer the
environment, the better off we are.”
Source: Emily Chung, CBC News
VOCABULARY
broadened
expanded, increased
spawn create
went off left and started working on a plan
nudging encouragement
mindful aware
proponent advocate
Unit 4
one hundred and seventeen
117
Name:
Date:
Group:
After Reading
6. For each video game, write one of the goals for using it in a class project.
Game
Goal
Lemonade Stand
Superbrothers:
Sword & Sworcery
Minecraft
7. What did Heather Hood like about working with video games?
8. Why does Katrin Becker think that video games can be valuable learning
tools?
9. List some of the challenges of implementing video games into coursework.
a.
b.
c.
10. What kind of skills can video games teach us?
118
one hundred and eighteen
The History of Video Games
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Name:
Date:
EXTRA LANGUAGE
Group:
Word Games
You may notice these words the next time you play a video
game.
1. Unscramble the word in parentheses to make a verb from the word box.
Then, write the word in the simple past.
captured
b. The dynamite (pexldoe)
monster.
and killed the
c. Sir Rufus (mhsas)
sleeping princess.
the window to get to the
d. A famous rock star (tearce)
to the new rhythm game.
the soundtrack
e. The villagers (pesaec)
reached their homes.
before the lava
f. Aliens (tysdeor)
capture
climb
create
destroy
escape
explode
float
kick
smash
the city with their weapons.
g. Maize (cikk)
the zombies and they vanished.
h. Princess Grace (micbl)
access enemy territory.
the mountain to
i. The mushrooms that (olaft)
gave power boosters to the characters.
PRONUNCIATION
the prince.
Word Box
a. The wicked witch (uapectr)
to the ground
FYI
CD
2. Listen to the words in the simple past. Write the words you hear in the
correct pronunciation category according to their nal –ed sound.
/t/
/d/
/
/
3. Write three sentences using the words you heard. Practise saying them
How to pronounce
ed in the simple
past:
• / t / after sounds
where vocal cords
don’t vibrate (k, p,
t, sh, ch, x, f, s)
• / d / after sounds
where vocal cords
vibrate (b, d, g, l,
m, n, r, v, z and
vowels)
• / / after sounds
with a final t or d
with a partner.
a.
b.
c.
Reproduction prohibited © TC Media Books Inc.
Unit 4
one hundred and nineteen
119
119
EXTRA GRAMMAR
Name:
Date:
Group:
GRAMMAR Check
To review the simple past, go back to page 95.
A. Circle the correct form of either wasn’t or weren’t.
I ( wasn’t / weren’t ) satised with the new release of the Fantasy Adventure series.
This game ( wasn’t / weren’t ) good at all! For one thing, the levels ( wasn’t / weren’t )
challenging and the enemies ( wasn’t / weren’t ) hard to defeat. In my opinion, the
new main character, Tark, ( wasn’t / weren’t ) as good as the old character, Finn.
He ( wasn’t / weren’t ) fast and his powers ( wasn’t / weren’t ) unique. What’s more,
the quality of the graphics ( wasn’t / weren’t ) very good. What a disappointment!
B. Complete the sentences with the simple past form of the verb in parentheses.
1940: Edward U. Condon (design)
a computer that (play)
the traditional Chinese game Nim for the Westinghouse Electric Corporation.
1952: A.S. Douglas (program)
traditional game tic-tac-toe.
the game OXO, which was based on the
1955: The war game Hutspiel (simulate)
1956: Arthur Samuel (demonstrate)
a conict with the Soviet Union.
his checkers computer game on
national television. His program (defeat)
a human checkers master.
To review the modals must and have to, go back to page 104.
C. Rewrite the sentences and correct them for errors in modal usage.
1. You have not to nish the whole game tonight.
2. You must to nd healing plants to restore your health.
3. Your simulation character have to nd a job.
4. You must don’t forget to build schools for the village children.
5. Your horse must eats something or it will die.
120
one hundred and twenty
The History of Video Games
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Twisted Tales
Twisted
Tales
UNIT
5
In this unit, learn how fairy tales can be transformed.
Read two traditional fairy tales.
Talk about fairy tales from your childhood.
Watch an unusual video about the three little pigs.
Write a new version of a traditional tale.
Practise grammar: the possessive form of nouns and
the simple past of irregular verbs.
Reproduction prohibited © TC Media Books Inc.
one hundred and twenty-one
121
ICEBREAKER
Name:
1.
Date:
Tell a Tale
Group:
C1
How well do you remember the fairy tales from your childhood?
1. Match the fairy tale titles to the story clues.
a. The Little Mermaid
1. big bad wolf
b. Rapunzel
2. white rabbit
c. Sleeping Beauty
3. sea witch
d. Little Red Riding Hood
4. magic mirror
e. Cinderella
5. spinning wheel
f. Alice in Wonderland
6. tall tower
g. Snow White
7. glass slipper
2. With a partner, share your answers to Step 1. Together, choose a fairy
tale to retell. Discuss the story and write a summary of the main events.
Once upon a time,
Then one day,
After that,
USEFUL LANGUAGE
• Do you remember what
comes next?
And then,
• How do you spell that?
• We can’t forget to
mention . . .
• I think this happens later.
Finally,
3. Find a pair of students with a different story. Retell your stories out loud
to your new partners. Each person should speak at least twice.
122
one hundred and twenty-two
Twisted Tales
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Name:
Date:
Group:
4. With the same partners, compare your two fairy tales, using the Venn
diagram. Write what is unique about each story in the outer section.
Write what the two stories have in common in the middle section.
FAIRY TALE 1:
FAIRY TALE 2:
5. What did you nd most surprising about your diagram? Why?
FYI
6. Why do you think we can nd so many similarities across different fairy
Many cultures have their
own versions of familiar
fairy tales. For example,
a story similar to
is known
as
in Italy,
in England
and
in France.
tales?
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Unit 5
one hundred and twenty-three
123
GRAMMAR POINT
Name:
Date:
Group:
GRAMMAR p int
Possessive Form of Nouns
Adding ’s to the end of a noun indicates possession or a relationship
between words.
Do not use an apostrophe with
a possessive adjective.
Add ’s if the noun ends in a vowel or a consonant except s.
Dorothy’s shoes were red ruby slippers.
We were afraid of the witch’s spell.
If the noun ends in s, add only an apostrophe (’).
Prince Charming found the princess’ glass slipper.
You must leave your friends’ party by midnight.
This possessive form is used mainly for people, animals and regions.
For inanimate objects, omit the ’s or use of.
The horse jumped over the castle wall.
They couldn’t nd the owner of the slipper.
A. Underline the possessive form of the nouns in the text. Then,
complete the chart to indicate which items belong to which character.
When the clock struck midnight, the four witches were ready to begin. They started the re and
placed the big cauldron over the ames. Hilda added Helga’s swamp water. Next, Hilda’s sister Hattie
sprinkled in some eye of newt and Hattie’s daughter Hazel threw in some bat wings. Helga chopped
Hattie’s lizard tail, while Hazel stirred in Hilda’s spider webs. Helga’s pigskin went in next, followed
by Hilda’s toad blood. Then came the nal ingredient: Hazel’s fresh sh bone.
Helga
Hilda
Hattie
Hazel
B. Rewrite the sentences using the possessive form.
1. The eyes of the dragon were green.
2. The swords that belong to the guards are heavy.
3. Flora had to clean the cage of the mice.
4. Deena liked the story of her mother.
Go to page 229 of the Grammar Section for more information and practice.
124
one hundred and twenty-four
Twisted Tales
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Name:
Date:
Once Upon a Time
2.
READING
Group:
C2
Discover some common characteristics of traditional fairy tales.
Before Reading
1. The wh- words can help us remember important story elements. Match
the literary terms to the correct wh- word and denition in the margin.
Term
Wh- Word
a.
characters
b.
setting
c.
storyline
d.
lesson
e.
point of view
Wh- Words
what
when & where
which
who
why
Denition
Denitions
• the perspective of a
person or narrator
telling the story
• the important events
in the story
• the time and place of
the events in the story
• the people in the story
• the author’s message;
what we learn from
the story
2. Think about the characteristics that are common to all fairy tales.
Write two ideas for each literary term in the chart.
Characters
Setting
Storyline
Lesson
• feature both good and evil characters
•
•
•
•
•
•
•
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Unit 5
one hundred and twenty-five
125
Name:
Date:
Group:
While Reading
3. Read the fairy tales on pages 126 to 128. As you read, underline the use
of the possessive form of nouns.
The Fairy’s
Gift
nce upon a time, there was a widow who
had two daughters. The widow’s elder
daughter was very much like her mother.
They were both unpleasant and very difcult to
live with. The younger daughter was like her father.
She was polite, good-natured and one of the most
beautiful girls anyone had ever seen. Despite the
younger daughter’s pleasant character, the mother
favoured her elder daughter. The younger daughter
lived in the kitchen and worked all the time.
speak, either a ower or a jewel will fall from your
mouth.”
Twice a day, the younger daughter walked to
the well to get some water. One day, when she
arrived at the well, she saw a poor old woman who
begged her for some water. The younger daughter
immediately lled her pitcher with water and gave
it to the old woman to drink.
The greedy mother suddenly had an idea. She
called her elder daughter. “Wouldn’t you like to
have the same gift as your sister? Go to the well
and when a poor woman asks for some water, give
it to her.”
When the woman nished drinking she said,
“You are such a pretty girl and so very kind. I will
give you a gift.” The
VOCABULARY younger daughter did
widow a woman
not know that the old
whose husband has died
woman was actually a
elder older
fairy in disguise. This
well a natural source
fairy saw how polite
of water
and well-mannered
greedy desiring
the young girl really
wealth or prot
was. She told the girl,
toad amphibian with
dry, warty skin
“For every word you
126
one hundred and twenty-six
Twisted Tales
When the girl arrived home, her mother was
very angry with her for staying out so long. “I am
very sorry, Mother,” said the girl. As she spoke,
roses, pearls and diamonds fell from her mouth.
“What is this?” cried the mother. “What does
this mean?” As the young girl explained, more and
more diamonds fell from her mouth.
The elder daughter was not very happy but took
a silver cup from the house and walked to the well.
There, a beautiful woman wearing magnicent
clothes came out of the woods and asked her for
water. It was the same fairy but this time, disguised
as a princess.
“Do you think I came here to serve you and let
you drink from my silver cup?” said the daughter,
rudely. “Get your own water.”
“You are not very polite,” said the fairy. “I think
I will give you a gift as well. For every word you
speak, a snake or a toad will fall from your mouth.”
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
The elder daughter returned home. When she
arrived at the house, her mother greeted her
impatiently. “Well, what happened?”
The daughter began to tell her story and as
she did so, two snakes and two toads fell from her
mouth. “Oh my!” cried the mother. “What is the
meaning of this? I am certain this is your sister’s
fault. I will make her pay for this.”
The younger daughter was afraid and ran into
the woods to hide. At that moment, a handsome
prince was riding through the forest on his way
home from hunting. When he saw the young girl
weeping, he asked her what had happened.
Group:
“Sir, my mother has sent me from my home!”
she cried.
As she spoke, pearls and diamonds came out of
her mouth. The prince’s compassion touched the
girl, and as she continued to speak, more jewels fell
from her lips. The prince fell in love instantly and
brought her to the palace where they were married
and lived happily ever after.
As for the elder daughter, she became so hateful
and nasty that even her own mother did not want
her. She left her home and wandered the woods,
looking for someone to take her in. Alas, no one
would have her. She eventually died alone in the
forest.
The Emperor’s
New Clothes
nce upon a time, there was an emperor who
was obsessed with clothes. He did not care
about anything else. He changed clothes
almost every hour and loved to show them off to
his people.
One day, two swindlers came to the palace.
They introduced themselves to the emperor.
“We are two of the best tailors in the world.
After many years of research, we have invented
a very special type of cloth, so light and ne
that it looks invisible to anyone who is stupid
or incompetent.”
The emperor was curious. “If I were dressed
in a suit made of this cloth,” he thought, “I
would know which of my men are stupid and
incompetent.”
Reproduction prohibited © TC Media Books Inc.
The emperor gave the men a bag of gold. He
bought two looms for his castle so they could
start work on his new suit immediately.
Soon, the emperor wanted to nd out how
things were progressing but he felt nervous when
he remembered that stupid and incompetent
people could not see the material. “I’ll send my
minister instead,” said the emperor. “He is very
intelligent and competent. He will tell me what
the suit
VOCABULARY
is like.”
weeping crying
alas unfortunately
swindlers frauds
tailors people who make clothes
looms tools used to make fabric
Unit 5
one hundred and twenty-seven
127
Name:
“Minister, go and see how the tailors’ work is
coming along,” said the emperor.
The emperor’s wise, old minister went to see
the tailors. When he entered the room, he looked
at the looms. “Oh no, I cannot see anything,” he
thought to himself. But he did not want to appear
stupid. The swindlers asked him what he thought
of the cloth with its beautiful patterns and exquisite
colours. They pointed at the empty looms.
Group:
What he didn’t know was that all the men were
thinking the same thing. Nobody could see the
fabric but nobody wanted to admit it.
The emperor took a deep breath. “It is the most
beautiful suit I’ve ever seen,” he lied.
The emperor undressed and the swindlers
pretended to put the clothes on him. “Look how
well they t,” they exclaimed. “This is certainly the
most magnicent suit ever.”
The minister was so embarrassed that he
pretended he could see the cloth. “It is quite
beautiful,” he said. “I shall tell the emperor that
I like it very much.”
“Yes, yes,” agreed the emperor. He turned to the
mirror and pretended to admire himself. “It is time
for the royal procession,” said the emperor. “Let us
go.”
“We need some more money for thread to
weave more cloth,” said the swindlers, laughing
to themselves.
The emperor’s servants pretended to lift his
cloak and hold it out behind him. They did not
want people to know that they could not see the
fabric either.
“I shall tell the emperor,” said the minister.
The minister returned to the emperor. He
described the suit’s beautiful colours and said that
soon it would be ready to wear. Everyone in the
town talked about the cloth. They could not wait
for the day of the royal procession so they could see
the emperor’s magnicent new suit.
As the emperor walked out into the street, there
was a murmur among the people. One by one,
they pretended that they could see the emperor’s
new suit. “Oh, look at that beautiful material
and exquisite colours.” “I’ve never seen such a
magnicent suit,” they said.
Finally, the swindlers made the announcement.
“The emperor’s new suit is ready.” They entered the
emperor’s chambers, holding their arms in the air
pretending to carry the clothes. “Here is the coat,
here are the pants and here is the cloak,” they said.
The emperor continued through the crowd
feeling terrible. “All these people can see my suit
and yet I, the ruler of the land, cannot.”
The emperor panicked. “I can see nothing at
all,” he thought. “How terrible. I must be stupid
and incompetent. I cannot let them know that I
can’t see the cloth.” He looked around at his men.
Nobody guessed what the emperor was thinking.
VOCABULARY
thread cord
weave interlace to form fabric
cloak cape or coat
t be the right size for
naked without clothing
defeat the act of losing
128
Date:
one hundred and twenty-eight
Twisted Tales
Eventually, the emperor walked by a small child.
As he did, the child exclaimed, “The emperor is
naked!”
The crowd went silent. “The emperor isn’t
wearing any clothes!” the child repeated. At that
moment, the people in the crowd began to
whisper one by one. “The child is right. The
emperor is naked.”
The emperor realized that his people were right,
but he would not admit defeat. He continued to
walk with his head high in the air, as his servants
carried the imaginary cloak all the way back to the
palace.
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
After Reading
SPEAK UP
4. Answer the questions about each story.
Have students form small
groups to discuss the
following points.
• Which story did you like
better? Why?
The Fairy’s Gift
a. Why did the mother send her elder daughter into the woods?
• Which story’s lesson is
more important?
• How can each lesson be
applied to high school?
b. Was the fairy’s gift to the younger sister as good as it appears?
Name some advantages and disadvantages.
Advantages:
Disadvantages:
The Emperor’s New Clothes
a. What happened when the minister went to see the tailors?
b. Why did the child announce that the emperor was naked?
5. Explain the lesson that each story provides.
a. The Fairy’s Gift:
b. The Emperor’s New Clothes:
6. Name two characteristics of fairy tales that both stories have in common.
Use your answers from Step 2 for help.
•
•
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Unit 5
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129
WRITING
Name:
3.
Date:
Group:
Life After the Fairy Tale
C3
Think about what happens after the fairy tale ends.
1. Imagine you are one of the characters from The Fairy’s Gift or
The Emperor’s New Clothes. Choose a scenario from the list below.
a. You are the younger daughter and live in the palace with the prince.
The fairy’s gift was nice—but now you have owers and jewels
falling from your mouth each time you speak.
b. You are the elder daughter and live alone in the woods. You must
nd a way to use the fairy’s gift to your advantage.
c. You are the emperor and you have just returned to the palace after
your humiliating experience at the parade. You are a tiny bit worried
about the kingdom’s opinion of you.
Scenario:
2. Write a journal entry describing your experience. Use the possessive form
of nouns as often as possible.
Dear Diary,
STRATEGY REMINDER
Use resources like the
stories in Task 2 and a
dictionary to help you
write your journal entry.
130
one hundred and thirty
Twisted Tales
Reproduction prohibited © TC Media Books Inc.
Name:
4.
Date:
Read All About It!
SPEAKING
Group:
C1
What if some of your favourite fairy tales became newspaper
headlines?
1. With a partner, read the headlines and identify the fairy tale being
described.
a. Golden-Haired Girl Imprisoned in Tower for Years
b. Wolf Disguised as Old Woman Stalks Local Girl
c. “Cut out her heart!” Demands Jealous Stepmother
d. Witch Lures Princess to Castle, Girl Pricks Finger on Spinning Wheel
e. Stepmother Enslaves Stepdaughter After Father’s Death
f. Girl Disappears After Chasing Rabbit: Police Suspect Mad Hatter
VOCABULARY
g. Witch Steals Woman’s Voice in Exchange for Legs
stalks follows obsessively
lures convinces someone
to follow
2. Discuss the questions with your partner. Talk about characters and write
your answers.
a. What do these fairy tale headlines have in common?
USEFUL LANGUAGE
• Do you remember the
name of . . . ?
• No, that’s not the right
title.
b. Why do you think traditional fairy tales all share these elements?
• Let me think about
it for a minute.
3. Choose a favourite fairy tale and write a headline about it. Look at
Step 1 for help. Then, share your headline with the class.
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Unit 5
one hundred and thirty-one
131
DVD
VIEWING
Name:
Date:
5.
Group:
The Three Little Pigs
C2
What if the fairy tale didn’t tell the whole story?
Before Viewing
1. Briey summarize the story of The Three Little Pigs as you remember it.
2. What is the lesson of this story? Check the correct response and justify
your choice.
a.
Being lazy can get you in trouble.
b.
Travelling too far from home can be dangerous.
c.
There are always consequences to breaking the law.
d.
If you don’t succeed at rst, try again.
SPEAK UP
• Why are wolves always
the bad characters?
• Do you think the third
pig was justified in
killing the wolf? Why or
why not?
• If you could have given
the pigs one resource
before leaving their
mother’s house, what
would it be? Why?
3. Write three possible headlines to describe the story of The Three Little
Pigs. Use some of the words in the box for help.
boil • destroy • lure • shocking • threaten • wicked
a.
b.
c.
132
one hundred and thirty-two
Twisted Tales
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
While Viewing
Group:
DVD
4. Watch the video and respond to the statements below.
a. I
liked
disliked the video because
STRATEGY REMINDER
Don’t worry if you don’t
understand every detail.
Focus on understanding
the overall message.
b. The video surprised me because
5. Watch the video again. Check the elements that have been changed from
the original story. Describe how they either changed or stayed the same.
Characters:
Setting:
Storyline:
Point of View:
After Viewing
6. Compare answers to Steps 4 and 5 with a partner. Discuss the changes
you noticed in the video.
7. What is the objective of the video? Explain your answer.
8. Who is / a re the victim(s) in the video? The wolf or the little pigs? Explain
your answer.
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Unit 5
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133
GRAMMAR POINT
Name:
Date:
Group:
GRAMMAR p int
Simple Past of Irregular Verbs
Many English verbs are irregular in the afrmative form of the simple past tense.
These verbs do not use the ed ending.
Use the same verb
form with all subjects.
Afrmative: See page 249 for the simple past of common irregular verbs.
Cinderella left the ball when the clock struck midnight.
Negative: Put did not before the base form of the verb.
The prince did not nd her right away.
A. Complete the table below.
Base Form
Simple Past
Base Form
1. become
6. know
2. begin
7. think
broke
3.
Simple Past
8. throw
4. ght
understood
9.
went
5.
10. write
B. Complete the text with the past tense of the irregular verbs in parentheses.
Little Red Riding Hood (be, afrmative)
(see, negative)
very excited to visit her grandmother. They
each other very often. Red (leave, afrmative)
her home and (go, afrmative)
into the woods. On the way, she (meet, afrmative)
a wolf. The wolf (speak, afrmative)
she was going. She (tell, afrmative)
The wolf (lose, negative)
to her and asked her where
him she was going to visit her grandmother.
any time. He (run, afrmative)
as he could to the grandmother’s house. But Red (see, afrmative)
she (know, afrmative)
as fast
him leave and
about fairy tales. She (get, afrmative)
the house rst and (hide, afrmative)
door, he (see, negative)
to
her grandmother. When the wolf opened the
Red waiting for him. POW! was the last thing the wolf
(hear, afrmative)
before his head (hit, afrmative)
the ground.
Go to page 203 of the Grammar Section for more information and practice.
134
one hundred and thirty-four
Twisted Tales
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Name:
6.
Date:
READING
Group:
Fractured Fairy Tales
C2
Learn how traditional tales can be transformed.
Before Reading
1. Write a short description of a possible twisted tale based on the titles
below.
a. Little Red Baseball Cap: the story of a teenage boy who ghts
STRATEGY REMINDER
a hungry wolf on the way home from school
First, decide which
traditional tales are being
twisted. Think about what
happens in the original
story. Then, use language
clues from the new title to
help you write a short
description of twisted tale.
b. Sleeping Ugly:
c. Goldilocks and the Three Hares:
d. Beauty and the Feast:
VOCABULARY
hares rabbits
feast large meal
2. Name several books or lms you know that are twisted versions of
traditional fairy tales.
Tangled,
3. Complete these traditional storylines by writing the past tense of the verb
in parentheses.
a. A prince (nd)
a princess sleeping in a castle and
(wake)
her up with a kiss.
b. A wolf (eat)
Red Riding Hood’s grandmother.
c. A young woman (throw)
her hair out the window
and (let)
the prince use it to climb the tower.
d. A little duck (be)
very ugly but he (grow)
up into a beautiful swan.
e. A beautiful woman (fall)
in love with a horrible
monster.
f. A princess (sleep)
(feel)
on a mountain of mattresses and
a tiny pea.
Reproduction prohibited © TC Media Books Inc.
Unit 5
one hundred and thirty-five
135
Name:
Date:
Group:
While Reading
4. Read the text on pages 136 to 138. As you read, look at the fairy tale
checklist and check the characteristics that appear in both stories.
The Wolf and
the Seven
Little Kids
Fairy Tale Checklist
The story begins with
It has a magical setting.
It features royalty.
There are talking animals.
There is a struggle between good and evil.
It contains a moral or a lesson.
It ends with . . .
ORIGINAL VERSION
nce upon a time, there was a mother goat
who had seven little kids. One day, she
went to the market to get some food.
Before she left, she called her kids to her and said,
“My children, I am going to nd some food.
Beware of the wolf. If you let him in, he will eat
you up. He disguises himself, so be very careful.
You will recognize him because of his gruff voice
and his black feet.”
Shortly after the mother left, there was a knock
at the door.
“Who is it?” asked one of the little kids.
“It is your mother. I have brought you
something to eat,” said the wolf in a gruff voice.
The kids could hear from his voice that it was
not their mother, and they refused to open the
door.
VOCABULARY
kids baby goats
gruff low and harsh-sounding
dashed ran quickly
paws animal feet
baker person who makes bread and cakes
keen strong, powerful
136
one hundred and thirty-six
Twisted Tales
The wolf dashed off to the store and bought
some honey to eat. Several minutes later, he
returned to the kids’ home and knocked on the
door again.
“Open the door,” the wolf said in a soft voice.
“It is your mother. I have brought you something
to eat.”
“Show us your paws!” cried one of the kids.
When the kids saw the wolf’s black paws, they
shouted, “You are not our mother! You are the
wolf! Go away!”
The wolf left and went to see the baker. “I have
hurt my foot,” he said. “Please rub some our on it
for me.”
The wolf returned to the house and knocked on
the door. “Open the door, please,” he said softly.
The little kids shouted, “Show us your paws!”
The wolf lifted his white paw up to the window.
When the little kids saw it, they believed it to be
their mother and they opened the door.
The wolf raced through the open door. When
the kids realized they had been tricked, they tried to
hide. But the wolf, who had a keen sense of smell,
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
found them and gobbled them up, one by one. Only went to the well for some water. As he walked, the
the youngest kid escaped; he was able to hide inside stones in his stomach knocked against each other.
the clock case, and the wolf didn’t nd him.
When the wolf got to the well, he leaned over
to
drink.
The stones were so heavy, they pulled him
Suddenly full and very tired, the wolf went out
into the well and the wolf drowned.
to the garden, lay under a tree and fell asleep.
When the mother goat came home and could
not nd her kids anywhere, she realized what had
happened. She dropped her basket of food and fell
to the oor crying. All of a sudden, she heard a little
voice.
“Mother, I am in the clock case. All of my
brothers and sisters were eaten by the wolf, but I hid
from him.”
The mother goat ran outside with the youngest
kid. They found the wolf still fast asleep under the
tree. She saw that his stomach was moving.
“Is it possible that my kids are still alive?” she
thought. Indeed it was! The wolf had gobbled them
down in such a hurry that he had swallowed them
whole.
The mother goat ran to get some scissors, a
needle and some thread. She cut open the wolf’s
stomach and out popped the little kids, one by one.
They were so happy they hugged their mother and
jumped about with joy.
The mother goat and the seven little kids danced
around the well singing, “The wolf is dead! The wolf
is dead!” And they lived happily ever after.
The Goat and
the Seven
Little Pups
TWISTED TALE
The seven kids brought the stones and carefully
placed them into the wolf’s stomach. Then the
mother goat sewed him up again. The wolf did not
move.
nce upon a time, there was a mother goat
who had seven kids. One day, she went to
the market to get some food. Before she left,
she called her kids to her and said, “My children,
I am going to nd some food. Beware of the wolf.
If you let him in, he will eat you up. He disguises
himself, so be very careful. You will recognize him
because of his gruff voice and his black feet.”
When the wolf nally awoke, he stood up. The
stones in his stomach made him very thirsty so he
Shortly after the mother left, there was a knock at
the door.
The mother goat said, “Quickly! Go and fetch
some big stones. We will ll the wolf’s stomach with
them while he sleeps.”
“Who is it?” asked one of the little kids.
VOCABULARY
gobbled ate quickly
fetch nd and bring back
drowned died from staying under
the water too long
Reproduction prohibited © TC Media Books Inc.
“It is your mother. I have brought you something
to eat,” said the wolf in a gruff voice.
The kids could hear from his voice that it was not
their mother, and they refused to open the door.
Unit 5
one hundred and thirty-seven
137
Name:
The wolf dashed off to the store and bought
some honey to eat. Several minutes later, he
returned to the kids’ home and knocked on the
door again.
“Open the door,” he said in a soft voice. “It is
your mother. I have brought you something to eat.”
“Show us your paws!” cried one of the kids.
When the kids saw the wolf’s black paws, they
shouted. “You are not our mother! You are the wolf!
Go away!”
The wolf left and went to see the baker. “I have
hurt my foot,” he said. “Please rub some our on it
for me.”
Meanwhile, the mother goat was on her way
back from the market with two baskets full of
delicious food. As she walked through the woods,
she heard a whimper. She stopped to listen. She
walked towards the sound and found seven baby
wolves huddled together under a tree.
“Poor pups,” thought the goat. “Their mother
must have abandoned them.” She picked up the
pups, placed them carefully in one of the baskets
and continued on her way home.
Back at the house, the wolf had returned to try
his luck one last time. He knocked on the door.
“Open the door, please,” he said softly.
The little kids shouted, “Show us your paws!”
The wolf lifted his white paw up to the window.
When the kids saw it, they believed it to be their
mother and they opened the door.
Date:
Group:
At that moment, the mother goat arrived home.
Just as the wolf was about to pounce on the kids,
the mother goat shouted, “Wait!” As she ran
towards the wolf to stop him, her basket dropped
and the seven pups fell out. When the wolf saw the
pups, he stopped.
“What are you doing with my babies?”
“Your babies?” asked the goat.
“Yes, my babies. They were hungry. That’s why
I’m here. I wanted to bring them back some
delicious goat for their dinner. My wife went out
for food one day and never came home. Rumour
has it she was boiled alive by three little pigs or
something. I don’t really like to talk about it,
though.”
“Oh! I’m so sorry for your loss,” replied the
mother goat, “but that’s no reason to go around
eating my babies. That’s the sort of behaviour that
gives wolves a bad name. I have lots of food here.
Would you and your pups like to stay for dinner?”
“We would love to,” said the wolf. “Thank you
very much.”
And that was the rst of many feasts shared by
the wolf, the goat, the seven kids and the seven
pups.
In fact, not too long after, the goat and the wolf
were married and the rather large and very unusual
family lived happily ever after.
VOCABULARY
whimper soft sound indicating pain
huddled sitting close together
pups baby wolves
pounce jump, attack
behaviour actions
138
one hundred and thirty-eight
Twisted Tales
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
After Reading
5. Place the events in the order in which they happened in the twisted
version of the fairy tale.
FYI
The mother goat nds seven little wolf pups in the woods.
The mother goat prepares to go to the market to get food.
The wolf explains that he is getting food for his babies because
their mother was boiled alive by the three little pigs.
The mother goat arrives home with the wolf pups.
The wolf pretends to be the kids’ mother and asks them to open
the door.
This fairy tale was
originally published
by brothers Jacob
and Wilhelm Grimm.
Together, these
storytellers collected
and published over
200 stories based on
German folklore and
fairy tales. Many of
these stories have
become classics.
The wolf shows the kids his white paw.
The mother goat warns the little kids about the wolf.
The goat, the wolf and all the children live happily ever after.
The mother goat picks up the wolf pups and walks to her house.
The little kids open the door to the wolf.
6. Compare the twisted tale with its original version. Write similarities and
differences between the two stories.
Similarities
Differences
a. Both stories
a.
b.
b.
c.
c.
d.
d.
Reproduction prohibited © TC Media Books Inc.
Unit 5
one hundred and thirty-nine
139
WRITING PROJECT
Name:
7.
Date:
My Twisted Tale
Group:
C3
Write your own twisted tale for a class anthology.
1. Write the name of the story you will use for your twisted tale.
2. Decide which elements of the traditional version of your story you will
change. Check all that apply.
the main characters
the lesson
the setting
the storyline
the point of view
the ending
3. Plan your twisted tale. Take notes in the graphic organizer below.
STRATEGY REMINDER
Characters
Setting
Point of View
Lesson
Look back through the
unit to help you decide
which fairy tale to choose.
Make sure to pick a story
that you are already
familiar with in its original
version.
Storyline
Ending
140
one hundred and forty
Twisted Tales
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
4. Write the rst draft of your text. Use your notes from Step 3 to help you
organize your thoughts. Use the possessive form of nouns and irregular
verbs in the simple past. Refer to the model on pages 136 to 138.
Writing Checklist
I used the possessive form of
nouns.
I used the correct form of
irregular verbs in the simple
past.
My story is a twisted version of
a traditional fairy tale.
I checked my spelling and
punctuation.
I used resources to check my
work.
5. Revise and edit your text. Use the writing checklist for help.
6. Exchange texts with a classmate. Ask for feedback on content
and form.
7. Write the nal copy of your text. Make changes and corrections.
Add illustrations, if possible.
8. Publish your text in the class anthology.
Reproduction prohibited © TC Media Books Inc.
Unit 5
one hundred and forty-one
141
EXTRA READING
Name:
Date:
Group:
Rumpelstiltskin, Revisited
C2
Read a fractured version of the well-known fairy tale.
Before Reading
1. How much do you know about the fairy tale Rumpelstiltskin? Take the
quiz to nd out! Circle the correct answers.
1. The author of the story is:
a. Hans Christian Andersen
b. The Brothers Grimm
c. Charles Perrault
4. The king hides the girl:
a. in a tall tower
b. at the bottom of a lake
c. in the castle
2. A miller is someone who:
a. crushes grain to make
our
b. grows vegetables
c. xes shoe leather
5. If the girl cannot do as asked:
a. she will turn into a pumpkin
b. she will be released
c. she will die
6. The miller’s daughter gets help
from:
a. her fairy godmother
b. her father
c. Rumpelstiltskin
3. The king orders the miller’s
daughter to:
a. bake delicious pies
b. sing beautiful songs
c. spin straw into gold
7. Rumpelstiltskin asks for what
gift from the miller’s daughter?
a. a diamond necklace
b. her rst born child
c. her hand in marriage
8. Rumpelstiltskin agrees to go
away if the girl can guess:
a. his name
b. his age
c. his nationality
9. How many days does he give
her to guess?
a. 3
b. 5
c. a week
While Reading
2. Read the text on pages 143 to 146, or follow along as your classmates
read. As you read, underline the clues that helped Rumpelstiltskin solve
the mystery.
A Reader’s Theatre adaptation of
Rumpelstiltskin,
Private Eye
by Jason Sandford
Characters (in order of appearance)
Narrator • Miller • Rumpelstiltskin • Happy • Captain of the Guard • Miller’s Daughter • King
142
one hundred and forty-two
Twisted Tales
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Narrator: The name on my door
says it all—”Rumpelstiltskin,
Private Eye.” That crazy wolf
who blew down those pigs’
houses? I caught him. When Jack
stole the giant’s golden-egg-laying
hen, I tracked him down. ‘Course,
things don’t always go so smoothly. Take my last
case. What started out as a good mystery almost
ended with me in the dungeon . . . all because of
the captain of the guards, a miller’s daughter, and a
whole lot of straw.
It began on a rainy Friday afternoon when the
miller walked in the door. He and his daughter had
been in the news a lot lately. Rumour had it she’d
been spinning straw into gold for the king, but I
didn’t believe that for a minute.
Miller: I’m looking for a private eye. It’s my
daughter. She’s been kidnapped by the king.
Narrator: The king was a little greedy. Still, he
was a nice guy and I had trouble believing that he
would kidnap anyone.
Rumpelstiltskin: Can your daughter really spin
straw into gold?
Miller: Of course not. What fairy tale do you think
this is?
Rumpelstiltskin: Then why would the king kidnap
her?
Miller: Well . . . I was bowling with the captain of
the palace guard, and I happened to mention how
intelligent my daughter is, how beautiful she is,
how she can spin straw into gold. Next day she was
gone. I guess the captain told the king what I said.
Can you get my daughter out of the castle?
Narrator: I thought about it. I’d had a run-in with
the captain of the guard before. It didn’t surprise
me that he was mixed up in this. But why would
the king keep the miller’s daughter in the castle if
she couldn’t spin straw into gold? Surely he’d have
discovered that little fact by now. I told the miller I’d
take the case. I shook hands with the miller, then
Reproduction prohibited © TC Media Books Inc.
Group:
ran to the castle. I stopped at the guard house by
the drawbridge. My friend Happy was on duty.
Happy: What’s up, Rump?
Rumpelstiltskin: I need to see the king. Got a case
that involves him.
Happy: The captain of the guard said no one gets
in today. The captain’s got a major case of hay fever
and is in a nasty mood.
Rumpelstiltskin: Now why would hay fever be
bothering him in the castle?
Happy: The captain found someone to spin straw
into gold for the king. He ordered us to bring him
every bit of straw in the kingdom.
Rumpelstiltskin: Can the miller’s daughter really
spin straw into gold?
Narrator: Happy nodded.
Happy: Straw goes in the storeroom at night, gold
comes out the next day.
Narrator: I was just about to ask Happy to let me
in the castle to snoop around when the captain of
the guard appeared.
Captain: What is he doing here?
Rumpelstiltskin: I’m looking for the miller’s
daughter. Have you seen her?
Narrator: The captain glared at me. As he leaned
close to me, I caught a whiff of him. Phew! His
uniform was lthy, and he smelled like rotten sh.
Captain: I don’t talk to little creeps like you,
Bumplestiltskin.
VOCABULARY
private eye investigator
spinning twisting to make thread
drawbridge a bridge that raises
up so things can pass underneath
snoop secretly look
glared stared with anger
whiff smell, odour
Unit 5
one hundred and forty-three
143
Name:
Date:
Rumpelstiltskin: Rumpelstiltskin. The name’s
Rumpelstiltskin.
Narrator: The captain had never been able to
remember my name. He walked back into the
castle.
Rumpelstiltskin: Where’s the miller’s daughter?
Happy: She’s in the storeroom, but you’d better
stay away.
Narrator: I thanked Happy, then walked away.
Things just didn’t make sense. No one could spin
straw into gold, but it sure sounded as if that were
happening. I had to get in the castle to see for
myself—but how? I looked down at the moat and
saw water shooting out of a drainpipe. Bingo!
Later that night, after the rain had stopped, I swam
across the moat and squirmed through the
drainpipe. Talk about disgusting—mushy garbage
and rats everywhere. I even got a bath in some old
sh stew that someone had dumped down the
drain. Soon the drainpipe widened into a sewer. It
was so dark in there. Eventually I found the pipe
leading to the storeroom.
Miller’s Daughter: Who’s there?
Rumpelstiltskin: My name’s Rumpelstiltskin. I’m a
private eye. Your father sent me to help you.
Miller’s Daughter: Great. I thought I’d be stuck in
here until not-so-happily ever after.
Narrator: Suddenly she wrinkled her nose.
Miller’s Daughter: Phew!
Narrator: I crawled out of the drain and stood up.
Then it hit me: the miller’s daughter had supposedly
been spinning straw into gold all night, but there
was no gold—and only a little straw—in the room.
VOCABULARY
moat water surrounding a castle
drainpipe pipe that carries water out to the ground
sewer pipe that carries sewage or dirty water
scam fake, fraud
144
one hundred and forty-four
Twisted Tales
Group:
Rumpelstiltskin: Where’s all the straw and gold?
Miller’s Daughter: Oh, the captain’s already
stashed the straw. As for the gold . . . well, I
suppose you’ll be taking the blame for that.
Narrator: Suddenly an alarm went off in my head.
I’d been set up! I tried to run, but the woman
grabbed me.
Miller’s Daughter: I’ve got the thief! Guards!
Guards!
Rumpelstiltskin: No! I’m here to help you.
Miller’s Daughter: I don’t need your help. I’m
going to be queen.
Narrator: Before I could say anything, the
storeroom door opened, and in walked the captain
and a couple of guards.
Captain: Looks like we’ve caught the thief. You
made it easy, Bumpeltallskin.
Rumpelstiltskin: Rumpelstiltskin. The name’s
Rumpelstiltskin.
Captain: Whatever.
Rumpelstiltskin: What’s going on? Tricking the
king into believing the miller’s daughter can spin
straw into gold isn’t going to do anything for you.
Narrator: The captain laughed.
Captain: We’ll see. Arrest him.
Narrator: I pushed my shoe under some straw and
kicked it up into the captain’s face. He exploded
into a t of coughs and sneezes as the other guards
tried to help him.
Captain: Get him!
Narrator: I jumped. It was forty feet down—right
into the moat. I pulled myself out of the water and
ran for my life. I hid in an apple tree on Old
McDonald’s farm, listening to my radio. It was full
of news about me stealing twenty bags of gold from
the king’s treasury. It was a good scam. The captain
was stealing gold from the treasury to convince the
king that the miller’s daughter could spin straw into
gold. The miller’s daughter would marry the king,
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
the captain would gain a fortune in stolen gold, and
I’d be on my way to the dungeon.
Captain: You are trying my patience,
Stumblestiltskin.
Narrator: I wanted to scream. I couldn’t let the
captain get away with this, but what could I do?
Suddenly it hit me. I felt something in my pocket
that hadn’t been there the day before. I pulled it
out: a gold coin. How had that gotten in there?
Rumpelstiltskin: The name’s . . . oh, never mind.
The gold is nearby.
All at once, I knew how to expose the captain as a
thief, stop the king from marrying a con artist, and
clear my name. The radio said the king’s wedding
would be that Saturday in the castle.
On the wedding day, I hid until the miller and his
daughter were marching down the aisle. Then, with
a yell I jumped up on the pipe organ. The king and
his bride were horried. The captain of the guard
ran toward me.
Narrator: We descended a stairway and walked
down a long hall. I was just getting nervous when
the captain pulled out a handkerchief, took a deep
breath, and sneezed.
Rumpelstiltskin: The gold’s in there.
Narrator: I said, pointing to the nearest door. It led
to the dungeon.
King: Open the door.
Narrator: Happy marched forward and swung the
door wide open. There were piles and piles of straw.
At rst no one understood.
Captain: You’re under arrest, Wrinklesoftskin!
King: Where’s the gold?
Rumpelstiltskin: Rumpelstiltskin! The name’s
Rumpelstiltskin!
Narrator: Happy smiled, and turned toward the
king.
Captain: Whatever.
Happy: The captain said all the straw in the
kingdom had been turned into gold. If that’s true,
what’s this straw doing here?
Rumpelstiltskin: I have come to throw myself
on the mercy of Your Majesty. And to restore the
stolen gold.
Narrator: That got the greedy king’s attention. He
signaled for silence.
King: Very well. Please tell me where my gold is.
Rumpelstiltskin: I’ll do better than that; I’ll show
you.
Narrator: I started walking toward the throne room.
King: Where are you going?
Rumpelstiltskin: The miller’s daughter didn’t spin
any straw into gold. The captain swapped the straw
for gold from the treasury, then blamed his theft on
me. The two were working to rob you, Your Majesty.
King: Then where is my gold?
Rumpelstiltskin: Hidden in the sewer under the
castle.
Narrator: Then I pulled out the gold coin I’d found
in my pocket.
Rumpelstiltskin: The gold’s in the castle.
Narrator: The captain of the guard and the miller’s
daughter exchanged worried looks, but the king
didn’t notice. He really wanted his gold back. So I
took off, with the king, Happy, the miller and his
daughter, and the captain trooping along behind
me.
Reproduction prohibited © TC Media Books Inc.
VOCABULARY
trooping marching
handkerchief small cloth used to
wipe nose or face
swapped exchanged
Unit 5
one hundred and forty-five
145
Name:
Rumpelstiltskin: I tripped over the bags climbing
up here to “rescue” the miller’s daughter, and this
slid into my pocket. Then I remembered how the
captain smelled like rotten sh the other day—just
like I did after crawling through the sewer. I gure
he was hiding the gold there.
Miller’s Daughter: It wasn’t my fault. My father
and the captain made me do it.
Narrator: The miller, his daughter, and the
captain began yelling and arguing like you wouldn’t
believe. The king ordered Happy to throw them all
in the dungeon. Happy and I then crawled into the
sewer and retrieved all the stolen gold. The next day
I came to the castle to see Happy.
Rumpelstiltskin: Congrats on the promotion.
Narrator: He’d been bumped up to captain.
Date:
Group:
Happy: Thanks. Glad to know that you’re not a
thief.
Rumpelstiltskin: How’s the king doing, now that
he knows his gold-spinning bride was a fake?
Happy: Actually, he’s feeling great. He just heard
about this guy named Midas, who has the golden
touch. The king thinks he’ll be rolling in gold before
the week is out.
Narrator: I groaned. It looked as if the king would
be keeping me busy for the next few happily ever
afters—very busy.
THE END
VOCABULARY
bumped up promoted
groaned made a noise of disappointment
After Reading
3. Why was the captain’s hay fever bothering him in the castle?
4. What did Rumpelstiltskin notice about the captain the rst time he saw him?
5. What did Rumpelstiltskin realize when he found the gold coin in his pocket?
6. Do the characters in this story live “happily ever after?” Explain your answer.
146
one hundred and forty-six
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Name:
Date:
EXTRA LANGUAGE
Group:
Word Games
We can change the function of a word by changing its ending.
1. Complete the table below. Find a corresponding noun or adjective for
each word.
Adjective
magic
magic
Noun
magical
heroic
royalty
beauty
charming
mysterious
surprise
happiness
sad
luck
dangerous
PRONUNCIATION
CD
2. Irregular verbs in the past tense are often formed by changing the vowel
sound in the word. Listen to the word pairs. Repeat the words.
Be careful to make the correct sounds.
a. blow
b. win
c. eat
blew
won
ate
d. come
e. give
f. freeze
came
gave
froze
g. speak
h. hide
i. feed
spoke
hid
fed
Pay attention to the spelling
of the words. They may vary
by only one sound but by
more than one letter.
j. ght
k. throw
l. break
fought
threw
broke
3. Listen again and circle the word you hear.
4. Listen for the missing words and write them in the sentences below.
a. Herbert
b. Our tennis team
c. What would you like to
seeds to the birds in his yard.
the tournament this year.
for dinner?
d. After you nish this exercise, we will take a
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.
Unit 5
one hundred and forty-seven
147
147
EXTRA GRAMMAR
Name:
Date:
Group:
GRAMMAR Check
To review the possessive form of nouns, go back to page 124.
A. Rewrite the following sentences with the possessive form of the underlined noun.
1. The evil stepmother took away the baby toy.
2. The prince stepped into the dragon cave.
3. The class favourite fairy tale is Cinderella.
4. All of the king men couldn’t nd the shoe owner.
5. The fairy magic wand granted the children wish.
To review the simple past of irregular verbs, go back to page 134.
B. Write the base form of each of the irregular verbs in the simple past.
1. spoke
5. thought
9. caught
2. bet
6. taught
10. cut
3. had
7. was / were
11. bought
4. stole
8. froze
12. drank
C. Complete the text below with the simple past form of the following verbs.
come • eat • nd • go • lie • say • strike • swear
Early this morning, disaster
once again in fairy tale land. Just days after Snow White
missing, her wicked stepmother
chambers. Beside the bed
the king’s body in the royal
a half-eaten apple. It seems that the King
downstairs for a midnight snack. He most likely
a poisoned apple that the queen had
prepared for Snow White the night before. When interviewed by the press, the queen
“I will never forgive Snow White for causing all this trouble. I
,
I would kill her and
believe me, I will.”
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Enter at Your
Enter at Your
Own Risk
UNIT
6
In this unit, learn about some of Earth’s extreme places.
Read about extreme travel destinations.
Watch a video about hiking the West Coast Trail.
Discuss the perfect packing list for extreme travellers.
Write a travel brochure for your own extreme adventure.
Practise grammar: the prepositions at, in and to and the simple
future.
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one hundred and forty-nine
149
ICEBREAKER
Name:
1.
Date:
Group:
My Travel Style
C1
What kind of traveller are you?
1. Look at the travel words below. Circle the location you would most like
to visit. Underline the activity you would most like to try.
hike
shop
the Amazon rainforest
paraglide
the Rocky Mountains
eat exotic foods
Costa Rica
learn a language
Mongolia
surf
Egypt
downhill ski
visit a museum
New York City
Tanzania
Switzerland
sunbathe
stay with locals
Greece
Australia
Vietnam
2. Discuss the travel destinations and activities with a partner, and place
them into the categories indicated below.
Relaxing
USEFUL LANGUAGE
• I find this place / activity
really . . .
• I don’t think I agree.
• What type of activity is
that?
• Why do you say that?
150
one hundred and fifty
Challenging
Extreme
3. Discuss the following questions with your partner.
Where have you travelled? What was your favourite trip? Why?
What travel activity would you most want to do?
If you could travel anywhere, where would you go?
4. Do you like to take risks when you travel? Why or why not?
Enter at Your Own Risk
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR POINT
Group:
GRAMMAR p int
Using Prepositions of Place: At, In and To
Use the preposition at to indicate:
the general location of a person, thing or event.
Oh no! I left my homework at home.
The children are at the park with their
grandmother.
Use the preposition to to indicate:
movement towards a specic destination.
The Rumson family will travel to Mexico
in February.
Félix will go back to school next week.
Note: To does not always act as a preposition.
We often see it as part of an innitive, as in
the sentence: I want to dance!
Use the preposition in to indicate:
the location of people and things in places with
recognized geographic boundaries, such as towns,
provinces or countries.
Tabitha lives in Bonn, which is a town in Germany.
Never use the preposition
geographic boundaries.
the location of people and things inside a physical
structure.
Jean-Marc is studying in the library.
to indicate a place with
A. Read the sentences and circle the correct preposition.
1. Yesterday, we hiked ( in / to ) the top of Mount Washington.
2. Dimitri eats his lunch ( in / to ) the cafeteria.
3. The Biosphere is ( in / at ) Montréal.
4. Carrie baked a surprise cake while her mother was ( to / at ) work.
5. Will you come ( to / at ) my house for dinner tonight?
B. Complete the sentences with at, in or to.
1. Meet me
the statue tomorrow.
2. Mr. Beckman dreams of going
the beach.
3. Marie-Anne didn’t answer her phone because she is
Chibougamau.
4. I can’t wait to visit my friend Alice
5. Go
Australia!
the pharmacy and buy some toothpaste.
Go to page 237 of the Grammar Section for more information and practice.
Reproduction prohibited © TC Media Books Inc.
Unit 6
one hundred and fifty-one
151
READING
Name:
Date:
2.
Group:
Extreme Travel
Destinations
C2
Which of these extreme places would you like to visit?
Before Reading
1. In your opinion, what makes a destination extreme?
2. Name a destination that you consider to be extreme and write what
you know about it. Underline the prepositions at, in and to. Look at the
model for help.
STRATEGY REMINDER
To activate your prior
knowledge on a topic, ask
yourself questions such as
Where is it located? and
How do you get there?
Mount Everest is the tallest mountain in the world. It is located in the
Himalayas, which is a mountain range in Asia. Many people travel to
Mount Everest each year. They meet in a village at the bottom of the
mountain before beginning their climb to the top.
3. Read the sentences below. Use context clues to determine the meaning
of the underlined word. Then, identify the correct synonym.
a. The beaches, mountains and lakes make the landscape in New Zealand
unforgettable.
sea
scenery
beach
b. The view from the top of that mountain was so stunning that I couldn’t
stop thinking about it for days.
beautiful
boring
painful
c. I wish I could buy this expensive watch, but I don’t have the money.
cheap
comfortable
costly
d. My friend gave me several pointers to help me organize my trip.
tips
suitcases
stories
e. This plate of exotic food looks so tempting that my mouth is watering!
disgusting
difcult
attractive
152
one hundred and fifty-two
Enter at Your Own Risk
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Name:
Date:
Group:
While Reading
4. Read the text on pages 153 to 155. As you read, underline words that
describe where the extreme travel destinations are located.
Enter
If You Dare
Every country has interesting and beautiful places to
visit, but some destinations are not for the faint of
heart. Read the texts and take a virtual tour of some
of the most extreme locations in the world.
allol, Ethiopia
ymyakon, Russia
Let’s begin by visiting a place that easily tops
the list of extreme destinations: Dallol,
Ethiopia. Back in the 1960s, this was a busy town
where people mined for salt. At that time, scientists
recorded the hottest average temperature for an
inhabited location: 35 degrees Celsius. But often
the temperature reached much higher, up to
46 degrees Celsius. Dallol is considered extreme
not only because of the heat. It is located in the
Afar region of Eastern Africa, which is known for
geysers that spit toxic gases, hot springs lled with
bubbling acid, earthquakes, sand storms, salt
canyons and volcanoes.
Why would anyone want to visit Dallol?
Although the heat may be horrible, the landscape
can be stunning. Brightly-coloured mineral
deposits surround hot springs. The salt canyons are
pink and form strange shapes, all of which could
make travellers think that they are visiting another
planet. Before you put
Dallol on your list of
VOCABULARY
places to visit, however,
faint of heart fearful
remember that you can
inhabited occupied
only get there by camel.
loans money to be
paid back over time
Reproduction prohibited © TC Media Books Inc.
If you’re not a fan of intense heat, how
about a visit to the coldest village on Earth?
Only about 500 people live in Oymyakon
permanently—and it’s easy to understand why!
The temperature there is usually around
-50 degrees Celsius in January, but in 1924 one
Russian scientist recorded an all-time low of
-71 degrees Celsius! Ironically, the name
Oymyakon means “non-freezing water”
because of a nearby hot spring.
Certainly, the temperatures in the winter have
a major impact on daily life. Dressing warmly is so
important that banks in Oymyakon give loans for
residents to buy expensive fur coats. Although the
cold climate can be hostile, Oymyakon residents
have learned to adapt. Many of them raise reindeer
or go ice shing to survive. In winter, people leave
their cars running all day because if they stop
them, they will not start again. Villagers do not
own cellphones. Even if they could get service,
the devices would not work in such cold
temperatures. The next time you complain about
walking to school in the cold, remember that
Oymyakon’s only school will not close until it
gets colder than -52 degrees Celsius!
Unit 6
one hundred and fifty-three
153
Name:
on Juan Pond and the Dead Sea
Another surprising place that can boast of
“non-freezing water” is Antarctica. Don Juan
Pond, also called Lake Don Juan, is one of the
saltiest bodies of water in the world. It is a small,
shallow pond that measures approximately
0.25 square kilometres. It is named after the two
helicopter pilots who discovered it in 1961, Don
Roe and John Hickey. On that day, the temperature
was around -30 degrees in Antarctica, but the
water in the pond was still liquid because of its
high salt content.
The approximate salt content of Don Juan Pond
water is 40%, which is 18 times saltier than the
ocean. If you were to go for a swim in this pond, all
of that salt would make it extremely easy to oat.
However, you might prefer oating in the Dead
Sea, which is nearly 35% salt. Because it is located
between Jordan and Israel, the water in the Dead
Sea is warmer, making it a more traditional tourist
attraction. One blogger gave the following pointers
for Dead Sea oating: make sure you don’t have
any cuts before getting
into the water, don’t let
any of the water get in
your mouth or eyes and
just lean back and oat.
ngel Falls, Venezuela
Those of you who prefer unsalted water
might want to head to Angel Falls. If you
make the trip down to South America, you can visit
the world’s tallest waterfall. The water for the falls
drops from a stunning height of 979 metres.
Angel Falls is named after the American
pilot Jimmie Angel. Mr. Angel was the rst
non-indigenous person to see the falls. He sighted
the waterfall from his airplane in 1933, but the
world only took interest in his discovery in 1937
after he and a small group of people became
stranded near the waterfall during a return visit.
154
one hundred and fifty-four
Enter at Your Own Risk
Date:
Group:
They had to hike
FYI We can talk about
waterfalls using
back to civilization
both the singular
from this very remote
(the waterfall) and
location, and their
the plural (the falls).
adventure captured the
public’s attention. Even today, Angel Falls is so
remote that visitors must either y over it to catch
a glimpse or take a ve-hour ride in a dugout
canoe from the nearest village to reach the bottom
of the falls.
ount Thor, Canada
If you like the idea of visiting an isolated
location with a stunning vertical drop,
Mount Thor is another good choice for you. Mount
Thor is a mountain located in the Auyuittuq
National Park on Bafn Island in Canada. This
mountain is special because it has the world’s
tallest vertical drop: 1 250 metres. To compare,
the Eiffel Tower measures 324 metres, the
CN Tower is 553 metres tall and the Burj Khalifa,
the tallest building in the world, measures
828 metres. But wait. There is more: this drop
presents a 105-degree overhang, making it quite
a tempting challenge for mountain climbers all
around the world. About 30 teams of climbers tried
to get to the top before one nally succeeded in
May 1985. It took them 33 days to do it.
If you’re interested in BASE jumping or
paragliding, you may be thinking that Mount Thor
is the perfect destination. Sorry to disappoint you,
but it is forbidden to jump off any mountain in
Auyuittuq National Park since it would take too
long for emergency crews to arrive.
VOCABULARY
boast be proud of something
shallow not deep
stranded left in a helpless position
remote far from other inhabited places
overhang the top of a rock that projects beyond
its base
BASE jumping using a parachute to jump from
Buildings, Antennae, Spans (bridges) or Earth
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Name:
Date:
ristan da Cunha
If you are in the mood for a long boat trip to
a place where you can really get away from
it all, a trip to Tristan da Cunha might be right up
your alley. Tristan da Cunha is a small volcanic
island located in the middle of the Atlantic Ocean.
It is the world’s remotest inhabited location. In fact,
most people were unaware of Tristan da Cunha’s
existence before a volcanic eruption in 1961 forced
the inhabitants to seek refuge in England. Today the
volcano is dormant again and the island is home to
about 300 English-speaking inhabitants, most
of whom earn their living through potato farming
and sheep herding.
Tristan da Cunha is a very quiet, clean island.
It is an overseas territory of Great
Britain but, since it is located
8 589 km from London and it
does not have an airport, it takes
seven days by boat to get there. If
you decide to go, you should plan
to stay for a while and you must
calculate plenty of time to get there
and back.
apua New Guinea
Still want to visit a remote location, but you
also love learning new languages? Try visiting
Papua New Guinea, a country on the eastern half
of the island of New Guinea, close to Australia. It is
a pretty small country: 462 840 square kilometres,
which is roughly the same size as the state of
California. Despite its small size, it is also the most
linguistically and culturally diverse country on the
planet. According to the Ethnologue website, there
are around 6 900 languages spoken around the
world today and 836 of those languages are spoken
in Papua New Guinea.
Why are there so many languages on this one
island? Each village in Papua New Guinea is very
isolated from its neighbours. There are obstacles
like mountains, forests, rivers and swamps that
Reproduction prohibited © TC Media Books Inc.
Group:
make visiting other villages a challenge. As a result,
each village developed its own traditions and its
own language. So how can people all over the
island communicate with each other? There are
three ofcial and commonly spoken languages
in Papua New Guinea: Tok Pisin, Hiri Motu and
English.
anta Cruz del Islote, Colombia
Ever thought about taking a trip to a place
where you just can’t get away from it all?
Located in the Caribbean Sea about two hours off
the coast of Colombia, this tiny island has 1 200
residents living on less than one square kilometre!
That is the highest population density in the world.
There are 97 different buildings on the island, and
the only unoccupied space is a
public square smaller than a tennis
court. Buildings are so close
together that islanders must walk
through their neighbours’ kitchens
to get from one place to another.
There is no school or cemetery
on Santa Cruz del Islote. Instead,
residents have to travel to a
different island for these basic needs. The island
has no running water, so it must be transported
there every three weeks.
What is it like to live in such a crowded place?
It probably feels a lot like living in one big family.
Doors are never locked and you can bet that
secrets don’t last long. If you make this island your
destination, you will be impressed by the people’s
warmth and hospitality. Just don’t expect to have a
room all to yourself.
VOCABULARY
right up your alley suited to your interests
herding protecting large amounts of sheep
roughly approximately
swamps wetlands
bet imagine
Unit 6
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155
Name:
Date:
Group:
After Reading
5. Write the number of the extreme destination inside the circle it
corresponds to on the map. Use the text for help.
1. Tristan da Cunha
2. Angel Falls
3. Dallol
4. Oymyakon
5. Don Juan Pond
6. Mount Thor
7. The Dead Sea
8. Papua New Guinea
9. Santa Cruz del Islote
6. Which of the extreme destinations are you most interested in visiting? Why?
7. Which one are you least interested in visiting? Why?
8. Choose one of the extreme locations and imagine that you were born
there. What challenges would you face there that you do not face here
in Québec?
9. Do you think that Québec sounds like an extreme location to people from
the places described in this text? Justify your answer.
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Name:
3.
Date:
VIEWING
Group:
The Hike of a Lifetime
DVD
C2
Find out if the West Coast Trail is for you!
Before Viewing
1. Do you think that hiking is a difcult activity? Why or why not?
2. Match the different activities to their equipment.
a. swimming
1. clubs
b. soccer
2. goggles
c. bowling
3. saddle
d. golf
4. shin guards
e. cycling
5. rod and bait
f. shing
6. helmet
g. baseball
7. pins
h. horseback riding
8. catcher’s mitt
3. What kind of equipment might be necessary to complete a really intense
hike? Explain your answer.
FYI
4. Some people travel to challenge themselves and to accomplish lifetime goals.
Check the challenges below that interest you. Add one of your own.
sailing around the world
climbing Mt. Kilimanjaro
competing in a triathlon
in a foreign country
going on a marathon shopping
spree in Paris
Canada’s West Coast
shores were so
dangerous to access
that the rough seas
caused many
shipwrecks. Survivors
often died on the
shores before reaching
help inland. Soon,
this part of Canada
became known as
the “Graveyard of
the Pacic.”
driving across Canada
biking through Europe
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157
Name:
Date:
Group:
While Viewing
5.
STRATEGY REMINDER
Read the statements and
make sure you understand
them before you watch
the video so that you
know which information
to listen for.
DVD
Read the following statements. As you watch the video, check if
the sentences are True or False.
Statement
True
False
a. It is easy to hike the West Coast Trail.
b. It takes 6 to 8 days to hike the West Coast Trail.
c. It rarely rains on the West Coast Trail.
d. Parks Canada built bridges and ladders to help hikers
along the trail.
e. No orientation sessions are offered to future hikers.
f. Hikers are encouraged to tackle the trail without any
preparation.
g. Even prepared hikers sometimes push themselves too
hard on the trail.
h. It is normal to spend 6 or 7 hours each day hiking.
i. Injured hikers are rescued by ambulance.
After Viewing
6. Would you like to hike the West Coast Trail? Why or why not?
7. If you were to take an extreme hike, who would you ask to accompany
you? Justify your answer.
8. Why do you think some travellers enjoy taking vacations that involve
intense challenges?
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Name:
Date:
4.
Pack Your Bags
SPEAKING
Group:
C1
Pack a suitcase for travellers looking for an extreme adventure.
1. Maude is taking a trip to Angel Falls and needs to get organized. Read
about what she packed and why. Highlight the prepositions of place
at, in and to.
Maude
Maude’s trip to Angel Falls
r
Olivie
3 sunblock—to protect my skin because it’s sunny
in Venezuela.
3 hiking boots—to get to the waterfall, since the trip there might
be muddy and slippery. At the falls, the boots can help me
explore the area.
3 a Spanish phrase book—to communicate with people in
Venezuela because they speak Spanish.
3 a bathing suit—not for jumping off the top! There is a pool
at the bottom of the falls and I might want to go swimming
to cool off.
Jerom e
2. In groups of three or four, discuss each student’s trip activities and
write three items they need to bring. Justify your choices, using the
prepositions at, in and to.
Jerome
Destination:
Amara
Oymyakon
USEFUL LANGUAGE
3
• She / he should
take . . .
• I don’t think that is
useful because . . .
3
• Let’s check to see what
the text says.
• I forgot about that!
Good idea.
3
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Unit 6
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159
Name:
Date:
Amara
Destination:
Group:
Santa Cruz del Islote
3
FYI
Trouble packing?
There’s an app for
that! A growing
number of mobile
programs tell you
what to pack and
how to pack it
for just about any
destination.
3
3
Olivier
Destination:
the West Coast Trail
3
3
3
3. Whose trip was the hardest to pack for? Whose trip was the easiest?
Explain your answers.
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Name:
Date:
GRAMMAR POINT
Group:
GRAMMAR p int
The Future with Will
Use the simple future with will to describe future events and situations
or to make predictions.
Afrmative: Add will before the base form of the verb.
I will hike the West Coast Trail next year.
Negative: Add will not before the base form of the verb.
You will not get injured if you prepare carefully.
A. Read the sentences. Underline the verbs and rewrite each sentence in
the simple future.
1. I go shopping in Milan.
(afrmative)
2. You stay with a family in Costa Rica.
We can use the contracted form
of
.
(negative)
3. He eats exotic foods in Turkey.
(afrmative)
4. My cellphone works in Oymyakon.
(negative)
B. Write ve sentences describing your travel itinerary to New Zealand.
Use the future with will.
New Zealand Travel Itinerary
Monday
Tuesday
Wednesday
Thursday
Friday
go mountain
climbing
in Mount Cook
National Park
explore the Lost
World Cave
skydive
in Matamata
bungee jump
in Queenstown
white-water raft
on the Kawarau
River
1. On Monday,
2.
3.
4.
5.
Go to page 212 of the Grammar Section for more information and practice.
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161
WRITING
Name:
5.
Date:
Group:
Two for the Road
C3
Travelling can be more fun with a friend!
1. Read the advertisement for a travel buddy that Adventure Girl posted on
a popular travel website. Underline the future with will.
Wanted: A Travel Buddy
Hi! This year I will go on a climbing trip to Mount Thor. It will be my rst
VOCABULARY
up for
fellow
ready for
another
time climbing the highest vertical drop in the world, but I am up for the
challenge. I will leave Montréal on July 6 of this year, and will hopefully
start climbing around July 10. I am looking for a fellow mountain-climbing
fanatic to join me on this trip. We will share the expenses and tent along
the way, so female climbers only, please! I will take care of ight and
hotel reservations. If you are interested in joining me, you will need
to bring your own climbing equipment, some camping gear and warm
clothes. Get ready! This will be a long climb so you will need to bring a lot
of food that won’t spoil, your good mood and your sense of adventure.
—Adventure Girl
SPEAK UP
Have students form small
groups to discuss the
following points.
• What do you think
about travelling with a
stranger?
• What are some of the
benefits of a travel
buddy? The risks?
• What questions would
you ask a travel buddy
before the trip?
162
one hundred and sixty-two
2. Choose an extreme place you want to visit and explain your choice.
Enter at Your Own Risk
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Name:
Date:
Group:
3. Complete the chart to help organize your ideas.
When will you travel?
How will you get there?
List several items you will need to pack to prepare for your trip.
3
3
3
3
What kind of travel buddy are you looking for?
4. Use the information from Step 3 to write an advertisement for a travel
buddy. Include the future with will. Look at the model for help.
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Unit 6
one hundred and sixty-three
163
READING
Name:
6.
Date:
Group:
The Intrepid Camper
C2
Have you ever thought about spending a summer doing
something extraordinary?
Before Reading
1. What are your favourite summer activities? Check all that apply.
sleep
read
babysit
talk to friends
travel
play an instrument
paint or draw
hike, bike or jog
learn a new hobby
shop
watch TV
play video games
2. Think about your summer vacation this year. Read the list of summer
plans and predict what you will and will not do. Write full sentences
using the future with will.
Summer Plans
• make my bed
• go to the pool
• see my friends
• ride my bike
• learn to waterski
• paint my room
• babysit
• sleep late every day
• go to summer camp
a. I will not make my bed.
b.
c.
d.
e.
f.
g.
h.
i.
3. What is your idea of a perfect summer vacation? Explain your answer.
While Reading
4. Read the text on pages 165 and 166. As you read, underline
descriptions of the activities that are offered at each summer camp.
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Name:
Date:
Group:
A Different
Kind of Camp
ummer vacation is just around the corner.
You are probably getting excited about two
months away from school, catching up on
sleep and just relaxing . . . Or maybe you
remember last summer, when the days began to
seem a little too long and boring. Sure, you were
happy to take a break from school, but after a few
weeks, you were looking for something to do.
If you want to make your summer vacation
more exciting, look no further! Extreme Camping,
Inc. will nd the perfect summer camp for you.
Using interviews and questionnaires, our team
of specialists will match you with the summer
camp of your dreams. We promise to add some
adventure and maybe even a little danger to
your life this season. Check out a few of the
camps we offer.
Close to Home: Québec
Galactic Adventure
Ever wonder what astronauts really do up in space?
You can satisfy your curiosity with Galactic
Adventure. During a one-week program at our
facilities in Lévis, Québec, you will rst learn
about aerodynamics by building and launching
your own rocket. Next, you will nd out what it is
really like to be an astronaut while spending time
in our simulators and hearing about daily life in
space from a former Canadian astronaut. By the
end of the week, you will participate in virtual
missions to the moon, other planets and even
Reproduction prohibited © TC Media Books Inc.
another galaxy. This camp may be just down the
road, but if you choose to accept this mission,
you will travel further than you ever dreamed
you could.
Adrenaline Rush
Whitewater rafting, ziplining and rock climbing
are just a few of the activities that you will enjoy
at Adrenaline Rush, located near Sutton, Québec.
Adrenaline Rush is an ideal camp for active
people who like excitement and who love to
try new things. Each camp session begins with
team-building exercises to encourage trust and
commitment. Throughout the week, you will get
a chance to practise your rappelling skills and
you will learn how to orient yourself in the wild
by observing your surroundings and using a
compass. By the end of the two weeks, you will
be able to build your own re and set up your
own tent. Campers will eat and sleep alongside
their teammates in order to encourage a sense of
community. Camp sessions will wrap up with an
obstacle course competition in which you and
your team members will put your new skills to
the test. Winners get to take home their very own
Adrenaline Rush compass and carabiners.
VOCABULARY
facilities buildings
down the road not very far away
rappelling descending a rock face with a rope
carabiners tools used for climbing
Unit 6
one hundred and sixty-five
165
Name:
Group:
City Lights
Further Aeld:
the Canadian North
The Great White North calls to
the spirit of adventure in many
Canadians. Recently, that call has
become more urgent: with global
climate change affecting this region, the future of
Canada’s northern territory is uncertain. Arctic Chill
offers you the chance to travel to this glacial
environment and learn about the culture of the
people who live in it. Discover what the local
population is doing to preserve their home, and
learn what you can do to help. At this camp, located
in Rankin Inlet, Nunavut, you will stay with local
Inuit and experience their traditional food and
culture. You will learn methods of Arctic hunting
and take a side trip to view polar bears. But be
prepared for your three-week summer adventure:
don’t forget your jacket or sunglasses!
Come practise your English skills
in the city that never sleeps!
This camp combines urban
exploration with a chance to get
to know the people and language
of one of the most dynamic cities
in North America. City Lights
offers an exceptional opportunity to learn more
about New York City. You will begin your two-week
stay by touring local neighbourhoods. These tours,
led by experienced guides, will teach you all about
the lives of the people who live there. After a few
days, you will practically be a local! In your second
week, you will spend the mornings learning about
the food, art or history of the Big Apple. In the
afternoons, you will volunteer your time working
on a project of your choice. This will give you
a chance to get to know local residents and to
practise your English language skills in an
authentic environment.
New York Adventures
Overseas Edition: the Amazon
Camp Ninja
Campazon
Arctic Chill
Deep in the woods of upper New York State, a
deadly force of ninjas are honing their skills. They
practise creeping up on their enemy. They disguise
themselves until they are almost invisible. They
learn to ght with swords, knives and throwing
stars. They swim in the lake, tell stories around
campres and roast marshmallows. Camp Ninja is
a week-long immersion into the world of the ninja;
campers will receive training in martial arts, stealth
and Japanese culture. They will also enjoy more
traditional summer camp activities such as nature
walks and campres. Campers will each go home
with their own Camp Ninja T-shirt and the secrets
of a ninja warrior.
VOCABULARY
honing
stealth
166
Date:
perfecting
secrecy
one hundred and sixty-six
Enter at Your Own Risk
Located in one of the most exotic, dangerous
and diverse ecological systems in the world, the
Campazon program is designed to create lifelong
memories. Your unforgettable adventure will begin
with a two-hour canoe ride just to access the camp
site. For the rest of your stay, you will sleep in
treehouses that offer an excellent view of the
rainforest, and you will wake up to the sounds
of exotic birds, insects and howler monkeys.
Local tribe members will teach you how to nd
food in the jungle, how to build shelters and how
to avoid danger. You will also learn about the
rainforest’s diverse plant and animal life; our
resident ecologist will teach you how to identify
different species of plants and animals. Just don’t
forget your bug spray! This jungle is not for luxury
travellers.
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
After Reading
SPEAK UP
Have students form small
groups to discuss the
following points.
• How do you feel about
going to summer camp?
• What are the pros and
cons of going away to
summer camp?
• If you could invent a
type of summer camp,
what would it be?
5. What is the purpose of the text you just read? Explain your answer.
6. Write the name of the camp that corresponds to its objective.
a. Learn about ecological diversity
b. Practise team building
c. Travel to outer space
d. Develop language skills
e. Learn about preserving nature
f. Improve self-defence skills
7. Propose a new activity for each camp based on your
understanding of its description. Use the future with will.
Galactic Adventure
You will learn how to prepare special meals in outer space.
Adrenaline Rush
Arctic Chill
Camp Ninja
City Lights
Campazon
8. Which camp sounds the most interesting to you? Why?
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Unit 6
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167
WRITING PROJECT
Name:
7.
Date:
Group:
Writing a Travel Brochure
C3
Create a travel brochure about a trip to an extreme destination.
1. Choose an extreme destination for your travel brochure and research it.
My destination is:
It is extreme because:
2. Brainstorm ideas about your trip and complete the chart below.
STRATEGY REMINDER
Look for vocabulary,
expressions and sentence
structures in the text on
pages 165 and 166 that
you can transfer or adapt
for your text.
Trip Overview
When is the trip?
How long will it last?
What type of person will enjoy this trip?
What will make this trip special?
Activities
•
•
•
Items to Pack
3
3
3
3
168
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Enter at Your Own Risk
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Name:
Date:
Group:
3. Write the rst draft of your travel brochure. Look at your notes from
Step 2 for help, and refer to the texts on pages 165 and 166 as a model.
Use the prepositions at, in and to and the future with will to complete
your text.
Writing Checklist
Trip Overview
I Introduced my trip in an
interesting manner.
I described the travel adventure
using the future with will.
I included interesting activities
and suggestions for what to
pack.
I checked my spelling and
punctuation.
Activities
I used resources to check my
work.
Items to Pack
4. Revise and edit your text. Use the writing checklist for help.
5. Exchange texts with a classmate. Ask for feedback on content and form.
6. Write the nal copy of your text. Make changes and corrections.
Add images of your destination.
7. Present your travel brochure to your classmates.
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Unit 6
one hundred and sixty-nine
169
EXTRA READING
Name:
Date:
Group:
An Extreme Family Voyage
C2
How do you feel about taking a long vacation with your family?
Before Reading
1. Briey describe a particularly memorable trip that you took with your
family. Where did you go, and why was it memorable?
2. Imagine that your parents decide to take you on a four-year trip around
the world. Complete the chart below.
a. How will you react?
b. Which places will you want to visit?
c. What are the benets of travelling with family?
d. What are some of the challenges?
3. Complete the sentences with the correct word from the word box. Use
the context and the denitions on pages 171 to 173 for help.
Word Box
a. The
170
cramped up
harried
myriad
sentries
underbrush
one hundred and seventy
harried
teacher forgot to grade the quizzes.
b. We couldn’t get around the
c. Our resort offers families a
choose from.
blocking the gate.
of activities to
d. Max didn’t see the snake lying in the
.
e. The small car left the family’s legs all
.
Enter at Your Own Risk
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
While Reading
4. Read the text on pages 171 to 173. As you read:
• Underline the family’s reasons for going on the trip.
• Highlight what they had to do to prepare.
The Voyage of the
Northern Magic
by Diane Stuemer
discovered, to my surprise, that we could sail
around the world for about half as much as it cost
us to live three years in the suburbs. I drank it all
in. The pictures the story conjured up in my mind
were so vivid I simply knew this was for us. And
when I put the magazine down, I knew our lives
were forever changed. Not only did I want to sail
around the world, I had to do it.
***
The more we investigated, the more Herbert and
I became convinced that we were meant to do this as
a family. Undertaking this challenge together would
be an incredible gift to our boys’ development,
and to our relationships with them. We felt that in
particular Michael, our oldest son, really needed
a fresh start and the boost that would come with
tackling such a lofty goal. For some reason, his
self-condence had been in a steady decline. We
were certain the trip would help give him a stronger
start in life.
Reproduction prohibited © TC Media Books Inc.
In this book, Canadian Diane Stuemer tells the
true story of how she and her family spent four
years sailing around the world. Diane describes
adventures such as ghting storms at sea,
encountering exotic wildlife, evading pirates
and meeting interesting and friendly people
everywhere. Read about why she and her
husband chose to take their three sons, aged
eleven, nine and ve, on this dangerous trip.
Then, learn about the family’s stop in Komodo,
an island near Indonesia that is famous for its
giant Komodo dragons.
With this as our goal, however, we had no choice but
to leave immediately. In a few years Michael would
be too old to want to stay cramped up in a small
boat with his parents. So within days, our
initial ten-year strategy evolved into a one-year plan.
Considering that within that year, we would have
to nd a suitable boat, sell our business, rent out
our house, take courses, and prepare for this
monumental trip, this might have seemed an
impossible goal. Yet in a strange way we knew,
irrevocably, that we would move heaven and earth
if need be. Somehow we would make it happen.
Once the passion of this great dream had seized
hold of us, we could no more ght it than we could
have stopped an avalanche.
***
VOCABULARY
conjured up evoked
tackling solving a problem
lofty difcult
cramped up conned to a small space
irrevocably without a doubt
seized grabbed
Unit 6
one hundred and seventy-one
171
Name:
And so, just one year after we had decided to
undertake our odyssey, as the warm summer
air began to take on the tang of colder days to
come, we pulled up anchor and set off on our
circumnavigation. We were untried sailors, in a
vessel we had never sailed. Our entire sailing
experience consisted of six afternoons on the
Ottawa River in a twenty-three-foot boat. We
weren’t 100 per cent ready, it is true, but we were
ready enough to leave. During the next four or ve
months of cruising down the eastern seaboard
we would have time to sort out the myriad details
unattended to and begin learning about the craft to
which we were entrusting our family’s lives.
That crazy, harried, impossible phase was
behind us. Now the whole world lay ahead.
***
VOCABULARY
seaboard land bordering the sea
myriad many
harried busy, anxious
intrude come uninvited
jaws mouth
primeval ancient, primitive
tiptoeing moving very carefully
riptides powerful water currents
sentries guards
172
one hundred and seventy-two
Enter at Your Own Risk
Date:
Group:
Six months later . . .
We were sailing along the south shore of
Rinca Island, whose ragged volcanic peaks plunged
right down into the ocean beside us. The island was
clearly outlined in the misty grey pre-dawn light.
As the sun began rising behind it, I realized it was
actually shaped just like a sleeping dragon, with its
head resting on the ocean surface and a long tail
that curved elegantly alongside its body. It
was almost as if this mighty beast was guarding
the entrance to the island, home of the real
Komodo dragon, and anyone foolish enough
to intrude might nd themselves snapped up
in its hungry jaws.
My imagination feasted on this primeval scene
as the sun began to stretch its rst golden rays
over the back of the sleeping dragon and we
began tiptoeing our way in through the strait.
The narrow channel between Komodo and Rinca
islands is notorious for its unpredictable currents,
whirlpools, and riptides. Sure enough, waves
suddenly reared up to bash us, and the current
pushed us violently away, as if they, too, were
sentries whose job it was to discourage unwanted
visitors. But at last, around noon, we made our
entrance into the shelter of Komodo Island.
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Group:
Before leaving, we had a more important
mission to accomplish. We had to seek out an
encounter with the legendary Komodo dragon, the
real-life giant lizard that was probably the basis for
the ubiquitous dragon of Far East legend.
In years past, it was the practice for tourists
coming to Komodo to bring a live goat along with
them. The poor doomed creature would be left,
bleating, tethered to a tree as the people stood
back and watched the monstrous lizards tear it
apart. People no longer bring goats, but the
dragons, which reach three metres in length and
live fty years or more, haven’t forgotten, and still
gather at the former feeding spot, hoping for a
snack. Park ofcials have stocked the island with
deer, and it’s now up to the dragons, of which there
are only a few thousand left, to hunt for their own
food. A Komodo dragon is an adept hunter,
capable of bringing down a fully-grown water
buffalo.
We headed into the forest with a young guide.
He was heavily armed to protect us from these
carnivorous dragons—with a long forked stick. Our
guide had a real nose for the dragons, and kept
peeling off the path into the underbrush after
suddenly pricking up his ears, like a German
Shepherd, at some sound or smell we were not able
to perceive.
As the seven of us walked down a narrow path
deep into the orchid-lled forest, we began to
make jokes about which of us was most liable to
be snapped up by a hungry dragon. It’s not
unknown for them to eat humans, especially small
ones. A few years before, a Swiss man had been
separated from his tour group, and only his glasses
and camera were ever found. I joked that as long
as you weren’t the last in line you were safe. This
sparked a game like musical chairs in which
whoever was bringing up the rear would try to
sneak into a safer spot in the middle.
Reproduction prohibited © TC Media Books Inc.
Finally, we reached the dragon-feeding spot.
And there, indeed, a Komodo dragon lay in wait,
his two-metre length spread out languorously in
a sunny spot on the forest oor. He was sleeping,
or resting at least, storing up the sun’s energy like
a living solar panel.
We got within a few metres of the great black
leathery beast, watched over by our guide and also
by large unblinking black lizard eyes. Michael was
a little too nonchalant for my taste, and I had to
keep reminding him not to get too close. As I was
lming the dragon close up with the video camera
he sneezed, making me jump. The dust raised by
his sneeze looked just like a puff of real dragon
smoke.
VOCABULARY
ubiquitous present everywhere
doomed destined for misfortune
bleating making a scared noise
tethered tied with a rope
had a real nose for be able to sense something
peeling off leaving
underbrush plants growing in a forest
snapped up eaten quickly
sparked inspired
sneak into secretly move
languorously without energy
nonchalant unworried
Unit 6
one hundred and seventy-three
173
Name:
Date:
Group:
After Reading
5. Circle the correct answers based on the text.
a. How many people are in the Stuemer family?
3 people
4 people
5 people
b. How did Diane Stuemer learn about circumnavigation?
on television
in a magazine
on the Internet
c. How long did it take the Stuemer family to prepare for their trip?
10 years
5 years
1 year
d. How much time did the family spend sailing before the trip?
6 afternoons
6 months
1 year
e. What does Komodo Island look like?
a sleeping dragon
a volcano
a sailboat
f. What is a Komodo dragon?
a real dragon
a giant lizard
an iguana
6. Why did the Stuemers decide to leave on their trip as soon as possible?
7. The author writes that one primary motivation to sail around the world
was to give her teenage son a “fresh start.” Name three other ways to
get a “fresh start” in life.
a.
b.
c.
8. Do you think the kind of trip the Stuemers took would change a family?
Would it make them closer or just create more tensions? Justify your
opinion.
174
one hundred and seventy-four
Enter at Your Own Risk
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
EXTRA LANGUAGE
Group:
Word Games
Be careful—sometimes familiar words can be misleading!
1. Read the text and highlight the false cognates.
Cognates are words that
are written similarly and
have the same meaning
in different languages.
For example, dragon
means the same thing
in English and French.
Hi! I saw your ad for a travel buddy, and I’d love to do the West Coast
Trail with you. I am actually a university student so I can travel during
the summer. I like hiking, and I already have some boots, a vest made
out of waterproof tissue and a rst-aid kit in case we get blessed.
What else should I pack? I plan to go to the library tonight and buy
a travel book. I have family in Vancouver, so I may rest with them a
few extra days before the trip. My cousin Min demanded me to take
her shopping!
False cognates are
words that are written
similarly but have
different meanings in
different languages.
For example, the English
word coin means a piece
of money—not a corner.
— Soo-jin
2. Write the false cognates in the chart below. Then, write the correct
word Soo-jin should have used.
False cognate
a. actually
Correct word
currently
b.
c.
d.
e.
f.
g.
PRONUNCIATION
CD
3. Listen to the following word pairs. Repeat the words. Be careful to make the correct sounds.
a. ship
chip
d. same
shame
g. catch
cash
b. cheat
sheet
e. bash
batch
h. match
mash
c. shoe
chew
f. sheep
cheap
i. show
sew
4. Listen to the words again and circle the word you hear in the pairs above.
Reproduction prohibited © TC Media Books Inc.
Unit 6
one hundred and seventy-five
175
175
EXTRA GRAMMAR
Name:
Date:
Group:
GRAMMAR Check
To review the prepositions at, in and to, go back to page 151.
A. Read the following message and complete the sentences with the correct preposition. Choose from
at, in or to.
Rachel,
I’m sorry to tell you that I won’t be able to come
next week. I will be
China! It will be my rst trip
I’m very excited. My father is already
my mother and me
Don, who is studying
weekend
Asia, and
Beijing, but he will come meet
the airport. We will also meet up with my cousin
Peking University. I think we are planning to stay
a nearby hotel for a few nights before heading
I will be back home
your birthday party
the Great Wall.
Canada by Labour Day. Will you spend the
your chalet? If not, maybe we can meet up and celebrate your
birthday then!
Camille
To review the future with will, go back to page 161.
B. Jackson is planning a trip across the Canadian Rockies. Look at his options and write an afrmative
and a negative sentence indicating what he plans to do. Use the future with will.
3 take the train
Jackson will take the train. He will not / won’t drive.
drive
3 travel with a friend
travel alone
stay in hotels
3 camp
3
hike around Lake Louise
bike around Peyto Lake
3 go ziplining
go bungee jumping
176
one hundred and seventy-six
Enter at Your Own Risk
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Grammar and Reference Sections
Verbs
Sentence Builders
Simple and Compound Sentences ........................ 225
Simple Present
Verb to be, afrmative and negative..............
178
Verb to be, yes / no questions...........................
181
Plural forms.......................................................
227
Verb to be, information questions ..................
182
Countable and uncountable ............................
228
There is and there are ......................................
183
Possessive forms................................................
229
Other verbs, afrmative and negative............
184
Other verbs, yes / no questions .........................
188
Subject pronouns..............................................
230
Other verbs, information questions ................
189
Object pronouns ...............................................
231
Present Continuous
Nouns
Pronouns
Adjectives
190
Position and order ............................................
232
Negative ............................................................
192
Possessive adjectives .........................................
233
Yes / no questions ..............................................
193
Information questions......................................
194
Verbs
Afrmative........................................................
Simple Past
Verb to be, afrmative and negative..............
195
Verb to be, yes / no questions...........................
198
Verb to be, information questions .................
199
Adverbs
Adverbs of time ................................................
234
Adverbs of frequency .......................................
235
Discourse markers: sequence adverbs
and ordinal numbers ........................................
236
Prepositions
There was and there were ............................... 200
Prepositions of place ........................................
237
Regular verbs, afrmative................................
201
Prepositions of time, date and duration.........
238
Irregular verbs, afrmative ..............................
203
All verbs, negative ............................................
Articles: Denite and Indenite............................. 239
205
All verbs, yes / no questions ..............................
207
All verbs, information questions ..................... 208
Question Words ........................................................ 240
Punctuation ...............................................................
241
Capitalization ............................................................ 242
Past Continuous
Afrmative and negative ................................
209
Yes / no questions .............................................
211
Information questions .....................................
211
Simple Future
Future with will, afrmative and negative.....
212
Yes / no questions with will...............................
215
Information questions with will ......................
216
Future with be going to, afrmative
and negative .....................................................
217
Yes / no questions with be going to .................
219
Information questions with be going to ........
219
Reference Section
Functional Language ............................................... 243
Strategies................................................................... 245
Imperatives................................................................ 220
Modals
Verb Tense Overview ............................................... 247
Simple Past of Common Irregular Verbs ............... 249
The Response Process .............................................. 250
The Writing Process .................................................
251
Can.....................................................................
221
The Production Process .......................................... 252
Could .................................................................
222
Peer Editing Guide ................................................... 253
Should ...............................................................
223
Self-Evaluation Guide ............................................. 254
Must and have to .............................................
224
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one hundred and seventy-seven
177
GRAMMAR SECTION
Name:
Date:
Group:
Simple Present
VERBS
Verb To Be
Afrmative
Use the simple present tense of to be to describe people, places and things.
Example: contractions
Singular
Example: verb
I
You
She / He / It
am 12 years old.
are a musician.
is cold.
I’m 12 years old.
You’re a musician.
She’s / He’s / It’s cold.
Plural
Subject
We
You
They
are happy about it.
are right!
are from Mexico.
We’re happy about it.
You’re right!
They’re from Mexico.
FYI
We often use
to talk about
time, weather or distance.
A. Circle the correct form of the verb to be.
My name (am / is / are) Devi and I (am / is / are) in Secondary 1. My English
class (am / is / are) fun because all of my friends (am / is / are) different.
I (am / is / are) tall and shy. My best friend, Amina, (am / is / are) short and
really funny. Donovan (am / is / are) a good athlete and Angelo (am / is / are) a
musician. Cole and Theresa (am / is / are) bilingual. It (am / is / are) always
a good idea to ask them for help with English assignments.
B. Underline the subject in each sentence. Complete the sentences with the simple present of the verb to be.
Do not use contractions.
FYI
Hello, everybody, and welcome to the rst day of school! This
an important year for you. We
your new teachers and we
excited to meet you. My name
I
This
We often use
and
to introduce
people and topics.
Ms. Ginger and
your Ingredients teacher.
Mr. Graham and he
your Measurement teacher. Mrs. Chopin and Mr. Liszt
the Recipe teachers. They
very creative in the kitchen. I
your Food Safety teacher, Ms. Mitt. Her class
very important. We
you as new students at Feasting Academy. We hope that you
happy to introduce
happy to welcome
ready to work very hard. It
the best cooking school in the country!
178
one hundred and seventy-eight
Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
C. Underline the subject and verb in each sentence. Then, write the
contraction on the line.
1. We are so glad you could come.
VERBS
2. She is ready to apologize now.
3. You are not allowed to eat dessert before dinner.
4. They are excited to go to the cinema tonight.
5. It is one of my favourite books.
6. I am so hungry that I could eat an elephant!
D. Write complete sentences to describe Alisha and Bryan. Use the information in the proles and the verb to be.
Model Answer
Name: Melanie Fuentes
Age: 13
Interests: manga, reading, music
Favourite colour: bright red
Dream: to write a book one day
1. This is Melanie Fuentes. She is thirteen years
old. Her interests are manga, reading and
music. Her favourite colour is bright red. Her
dream is to write a book one day.
Name: Alisha Winters
Age: 12
Interests: karate, writing
Favourite colour: orange
Dream: to become a police
ofcer
2. This is
Name: Bryan McHale
Age: 13
Interests: video games, drawing
Favourite colour: grey
Dream: to walk on Mars one day
3.
E. Use the verb to be to write complete sentences about yourself. Give the following information: your
age, your interests, your favourite colour and your dream.
Reproduction prohibited © TC Media Books Inc.
Verbs
one hundred and seventy-nine
179
GRAMMAR SECTION
Name:
Date:
Group:
Simple Present
VERBS
Verb To Be
Negative
The rst person singular has
only one negative contraction.
Form a negative sentence by adding not after the verb. The verb to be has
two different negative contractions, for example You’re not and You aren’t.
Example: verb + not
Singular
Example: contractions
I
You
She / He / It
am not 12 years old.
are not a musician.
is not cold.
I’m not 12 years old.
You’re not a musician. / You aren’t a musician.
She / He / It’s not cold. / She / He / It isn’t cold.
Plural
Subject
We
You
They
are not happy about it.
are not right!
are not from Mexico.
We’re not happy about it. / We aren’t happy about it.
You’re not right! / You aren’t right!
They’re not from Mexico. / They aren’t from Mexico.
A. Complete the sentences with the negative form of the verb to be. Do not use contractions.
This
is not
my idea of a vacation! It
and the people
friendly. The showers
hot, and the air conditioning
what to do because the weather
I
very sunny
cold. I
sure
predictable. The worst part?
allowed to touch my phone or my computer! My twin sisters
upset because they
friends from home. But they are only six; they
worried about missing
thirteen like me!
B. Circle the negative form of the verb to be and its subject in each sentence. Then, write both forms of the
negative contraction.
1. You are not happy with your class schedule.
2. We are not late because we ran all the way to school.
3. If they are not invited, then I am not coming.
4. It is not four o’clock yet, so she is not home from school.
180
one hundred and eighty
Verbs
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR SECTION
Group:
Simple Present
Yes / No Questions
These questions can be answered with a simple “yes” or “no.”
Follow this word order: simple present of the verb to be + subject + rest of the question.
Rest of the question
Singular
Subject
Am
Are
Is
I
you
she / he / it
happy?
a swimmer?
in the gymnasium?
Plural
Verb to be
Are
Are
Are
we
you
they
late for the show?
good at math?
from Germany?
FYI
VERBS
Verb To Be
To change a sentence with
into
a yes/no question, simply invert the
position of the verb and the subject.
A. Circle the correct form of the verb to be to complete the questions. Underline the subject.
1. ( Am / Is / Are ) your bike red or blue?
2. ( Am / Is / Are ) you in Secondary 3?
3. ( Am / Is / Are ) we near your house?
4. ( Am / Is / Are ) I a fast runner?
5. ( Am / Is / Are ) the computer broken?
B. Read the answers. Write a yes / no question for each answer.
1. Q: Is the show tonight?
A: Yes, the show is tonight.
2. Q:
A: No, I am not late for class.
3. Q:
A: No, you are not ready to leave.
4. Q:
A: Yes, we are in the same class.
5. Q:
A: Yes, Sena is happy with her decision.
6. Q:
A: No, her brothers are not twins.
7. Q:
A: Yes, they are in Secondary 5.
8. Q:
A: Yes, Dave is excited to play.
9. Q:
A: No, it is not lunchtime yet.
10. Q:
Reproduction prohibited © TC Media Books Inc.
A: No, Perry and Tom are not here.
Verbs
one hundred and eighty-one
181
GRAMMAR SECTION
Name:
Date:
Group:
Simple Present
VERBS
Verb To Be
Information Questions
These questions request specic information and cannot be answered with a simple “yes” or “no.”
Start with the question word and then follow the same word order as for yes / no questions.
Subject
Rest of the question
Singular
Verb to be
When
Why
Who
am
are
is
I
you
she / he / it
most happy?
still there?
with?
Plural
Question word
Where
How
What
are
are
are
we
you
they
now?
this morning?
angry about?
For more information on question words, see page 240.
A. Underline the subject in each question. Write the correct form of the verb to be.
1. Where
the bus?
4. When
you available?
your new skates?
2. Who
Bryce and Cleo?
5. How
3. Why
I so tired?
6. What
Maria’s idea?
B. Read the article about Kelvin Doe. Write information questions based on the underlined information.
My hero is Kelvin Doe (1). He is from Sierra Leone (2).
He is only 16 years old (3) but he is already a world-famous
engineer and DJ (4). He is smart and ambitious. He makes
radio equipment with material that he nds in the garbage.
His inventions are important because they help his
community (5). He is an inspiration to many people. His
motto is “Through innovation, we can build our nation” (6).
182
1. Who is your hero?
4.
2.
5.
3.
6.
one hundred and eighty-two
Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Simple Present
Use there is and there are to say that something exists, or to
describe things. In these types of sentences, the subject comes
after the verb. Make sure that the verb agrees with the subject
that follows it.
FYI
To form yes/no questions with
and
, simply invert
the position of the verb and
.
VERBS
There Is and There Are
There is a park in my neighbourhood. (singular)
There are many trees in the park. (plural)
A. Circle the correct form of the verb to be.
1. There ( is / are ) many different colours in the rainbow.
2. There ( is / are ) twenty-ve students in my history class.
3. We ( is / are ) scared because there ( is / are ) a storm coming.
4. Ronald ( is / are ) happy when there ( is / are ) cake for dessert.
5. There ( is / are ) only one possible answer.
6. ( Is / Are ) there sports facilities at your school?
B. Complete the text with there is and there are. Underline the subjects they agree with.
I live in a large city. In my city,
a metro system because
people. It is easy to travel to my city because
train station as well.
many
an airport.
a
four museums and two movie theatres.
a large stadium because
two professional sports teams in my city.
many parks.
many cities in the world, but
only one city like my city!
C. Think about your own city or town. Write a short paragraph to describe where
you live, using there is and there are. Use the paragraph above as a model.
Reproduction prohibited © TC Media Books Inc.
Verbs
one hundred and eighty-three
183
GRAMMAR SECTION
Name:
Date:
Group:
Simple Present
VERBS
Other Verbs
Afrmative
Use the simple present tense of other verbs to present facts, identify habits or talk about feelings,
likes and dislikes.
Use the base form of the verb. Add an s to form the 3rd person singular.
Example: verb
Singular
I
You
She / He / It
live in Victoria.
play soccer.
walks to school.
Plural
Subject
We
You
They
study after supper.
like cherry pie.
prefer action movies.
FYI
The verb
has an
irregular form in the 3rd
person singular:
.
Pay attention to these spelling rules for the 3rd person singular.
Rule
Verb
Examples
Most verbs
Add s.
eat
eats, play
Verbs ending with
a consonant + y
Change y to i
and add es.
y
Verbs ending with
ch, o, s, sh, x, z
Add es.
search
searches, do
does, pass
x
xes, buzz
buzzes
ies, try
plays, call
calls, take
takes
tries
passes, wash
washes,
A. Complete the sentences with the simple present of the verb.
1. Maggie usually (go)
to bed after she (nish)
2. I (play)
basketball every day with my friends.
3. Sam and Helen (do)
the dishes after supper.
4. Jack always (try)
to solve the problems that Vincent (create)
5. Henry and I (walk)
her favourite TV program on Thursdays.
7. When the teacher (ask)
on Maya.
8. My parents (worry)
a tough question, she often (call)
when I (forget)
9. Sanaa (study)
to call home.
a lot before science exams.
10. You always (pass)
one hundred and eighty-four
.
to hockey practice.
6. Olga (watch)
184
her homework.
the ball to Jeffrey.
Verbs
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR SECTION
Group:
B. Write a full sentence to match each activity in the word box to the correct person.
Use the simple present.
cook meals
do portraits
examine patients
x lights
y planes
Layla examines patients.
1. Layla is a doctor.
2. Rocco is a professor.
VERBS
Word Box
3. Sumata is a chemist.
4. Ralph is a journalist.
5. Emily is an electrician.
mix chemicals
6. Yuko is a painter.
teach students
7. Danny is a restaurant chef.
write stories
8. Sebastian is a pilot.
C. Read the activities on the calendar. Write complete sentences reporting which activities each person does
on each day of the week.
Monday
A.M.
art class: Arielle and Suri
Tuesday
P.M.
basketball: Paulo
band practice: Marcus
Wednesday
gym: Suri
Thursday
science lab: Aiko, Martin
Friday
student council meeting: Aiko
drama club: Arielle, Martin
Saturday
soccer: Paulo, Arielle
swimming: Martin
Sunday
piano lessons: Marcus
video games: Suri
1.
Arielle: On Monday morning, Arielle has art class. On Friday afternoon, she goes to drama
club and on Saturday morning, she plays soccer.
2.
Suri:
3.
Paulo:
4.
Marcus:
5.
Aiko:
6.
Martin:
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Verbs
one hundred and eighty-five
185
GRAMMAR SECTION
Name:
Date:
Group:
Simple Present
VERBS
Other Verbs
Negative
Form a negative sentence by adding do not or does not before the base
form of the verb.
Example: do / does not + verb
Singular
Example: contractions
I
You
She / He / It
do not live in Victoria.
do not play soccer.
does not walk to school.
I don’t live in Victoria.
You don’t play soccer.
She / He / It doesn’t walk to school.
Plural
Subject
In the 3rd person singular,
becomes
.
We
You
They
do not study after supper.
do not like cherry pie.
do not prefer action movies.
We don’t study after supper.
You don’t like cherry pie.
They don’t prefer action movies.
A. Circle the verb in each sentence. Rewrite the sentences in the negative. Do not use contractions.
1. Jackie likes snakes.
2. Omar plays the trumpet.
3. We eat cereal for lunch.
4. Ali and René take the bus.
5. I eat meat every day.
6. Callie goes to bed early.
7. Your brother washes the car.
8. Mia’s family lives up north.
B. Write a negative sentence about each person’s dislikes. Use contractions.
Dislikes
Snakes
Sean
Cara
Vegetables
Caleb
Minnie
Asaf
186
Spiders
Reggie
David
Mae
Homework
You
one hundred and eighty-six
1. Reggie doesn’t like spiders.
2. Caleb and Minnie
3. Cara
4. David and Mae
5. Asaf
6. Sean
7. You
Verbs
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR SECTION
Group:
C. Complete the text with the simple present of the verbs in parentheses. Do not use contractions.
A Great Idea
the
VERBS
Sometimes the best ideas (be, afrmative)
simplest ones. Ann Makosinski (think, afrmative)
so! She (consider, negative)
herself a hero,
but many people do. Ann (be, afrmative)
15 years old and she (live, afrmative)
B.C. She (play, afrmative)
afrmative)
in Victoria,
the piano and (go,
to a local high school with her
friends. But Ann (be, negative)
your typical
teenager! When she (come, afrmative)
home after school, Ann (like, afrmative)
to work on science projects. Some of them (work, negative)
but Ann (get, negative)
,
discouraged. Ann’s recent invention (be, afrmative)
a human-powered ashlight. This device (use, afrmative)
heat from your hand to make it light up. This ashlight (require, negative)
batteries! Ann (be, afrmative)
very excited about winning rst prize at the
2013 Google Science Fair, but she (think, negative)
afrmative)
she is special. She (say,
that she (be, afrmative)
just an average teenager!
D. Write a short text about a friend you think is special. Use the simple present of to be and of other verbs.
Reproduction prohibited © TC Media Books Inc.
Verbs
one hundred and eighty-seven
187
GRAMMAR SECTION
Name:
Date:
Group:
Simple Present
VERBS
Other Verbs
Yes / No Questions
Follow this word order: do / does + subject + base form of main verb + rest
of the question.
Main verb
Don’t forget to use
for
the 3rd person singular.
Rest of the question
Singular
Subject
Do
Do
Does
I
you
she / he / it
need
want
like
my calculator?
a cookie?
spaghetti?
Plural
Verb to do
Do
Do
Do
we
you
they
live
play
write
in the same neighbourhood?
an instrument?
letters home?
A. Use the pictures to discover what kind of pizza toppings Vincent and his friends like.
Complete the questions with the correct form of to do. Answer with “Yes” or “No.”
B.
Marco
Juan
Andy
Vincent
Nina
Lee
1.
Marco like musrooms?
2.
Nina and Marco prefer the same toppings?
3.
Juan like onions?
4.
Andy prefer meat on his pizza?
5.
Vincent want mushrooms?
6.
Nina and Andy like salami?
7.
Vincent and Lee have the same preferences?
8.
Vincent and his friends agree on the pizza toppings?
C1
Write three yes / no questions to ask a classmate about pizza preferences.
1.
2.
3.
188
one hundred and eighty-eight
Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Simple Present
Information Questions
Question word
Verb to do
Singular
How
Why
Where
do
do
does
Plural
Start with the question word and then follow the same word order as for yes / no questions.
Who
What
When
do
do
do
Subject
Main verb
Rest of the question
I
you
she / he / it
get
feel
live
to your house?
sad?
now?
we
you
they
invite
like
need
to the party?
to cook?
our help?
VERBS
Other Verbs
For more information on question words, see page 240.
A. Complete the questions with the correct form of the verb to do. Underline the subject.
1. When
the bus leave for the ski trip?
2. Where
we meet before the movie?
3. Why
Anton always arrive late?
4. How
I nd the chemistry lab?
5. What
you want to do after school?
B. The following questions have errors in their word order. Underline the errors and rewrite the questions,
using the correct word order.
1. How I do catch a sh?
2. When set does the sun tonight?
3. How like do you your new smartphone?
4. What do want you for lunch?
5. Where birds do go in the winter?
C.
Write two information questions in the simple present to ask a classmate about his or her habits.
C1
1.
2.
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189
GRAMMAR SECTION
Name:
Date:
Group:
VERBS
Present Continuous
Afrmative
Use the present continuous tense to describe ongoing actions or actions that
are happening right now.
We do not generally use
the present continuous for
verbs that express
emotions.
To form the afrmative, use the simple present of the verb to be before the
present participle (base form + ing) of the main verb.
Example: contractions
Singular
Example: verb to be +
present participle of main verb
I
You
She / He / It
am doing my homework.
are listening to music.
is waiting for us.
I‘m doing my homework.
You’re listening to music.
She / He / It’s waiting for us.
Plural
Subject
We
You
They
are having a party.
are acting silly.
are watching a video.
We’re having a party.
You’re acting silly.
They’re watching a video.
Pay attention to these spelling rules for the present participle.
Rule
Verb
Examples
Most verbs
Add ing.
do
doing, walk
Verbs ending in one e
Remove the e before adding ing.
ride
riding, close
closing
Short verbs ending in
one vowel + a consonant
Double the consonant before adding ing.
run
running, cut
cutting
Verbs that end in ie
Replace ie with y before adding ing.
lie
lying, die
walking
dying
A. Put the words in the correct order to form sentences in the present continuous.
1. ringing / cellphone / my / again / is
2. is / me / sending / my sister / another text message
3. to get / on / my nerves / starting / this / is
4. turning / I / off / my / am / cellphone now
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Name:
Date:
GRAMMAR SECTION
Group:
B. Complete the text with the present continuous of the verbs in parentheses. Do not use contractions.
Hi Malika,
with a bang! I (do)
VERBS
My rst term of high school (end)
really well in school. Plus, I (make)
a lot of new friends. My friend Sean is here. He (help)
me with my
presentation on global warming. We (put)
together a video of images
from around the world. We (think)
of adding a soundtrack.
My whole class (plan)
to go on a eld trip to Ottawa tomorrow to
visit the Science and Technology Museum. I can’t wait! It (snow)
hard right now. We (get)
really
our rst winter storm. I hope that the snow
removal trucks (work)
hard to clear the roads so that we can get to
Ottawa after all. Sean (wait)
, so I had better go.
Cassie
C. Look at the illustration. Write complete sentences describing what the
characters are doing. Use contractions. Look at the word box for ideas.
Word Box
bark • carry • cry • frown • hold • jump • look • play • pull • run • set • sing • swing • yawn • wave
1. She ‘s frowning.
1
2
2. He
3. He
5
3
4
4. They
5. He
6. She
7. It
7
6
8. It
8
10
9
9. He
10. She
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GRAMMAR SECTION
Name:
Date:
Group:
VERBS
Present Continuous
FYI
Negative
Form a negative sentence by adding not after the verb to be.
You can also use a negative contraction of to be.
Example: contractions
Singular
Example: verb to be + not +
present participle of main verb
I
You
She / He / It
am not doing my homework.
are not listening to music.
is not waiting for us.
I‘m not doing my homework.
You’re not listening to music.
She / He / It’s not waiting for us.
Plural
Subject
Don’t forget that there are two ways to
form the negative contraction of
.
We
You
They
are not having a party.
are not acting silly.
are not watching a video.
We’re not having a party.
You’re not acting silly.
They’re not watching a video.
A. Complete the text with the present continuous of the verbs in parentheses. Do not use contractions.
My friend Martin (come)
to my birthday party this afternoon. He has
a cold and he (feel)
well enough to go out. Stuart and Sami (arrive)
until later because their dad (give)
them a lift. My mom says that we (have)
my favourite pizza because
the restaurant is closed for the holidays. We (show)
party because the player (work)
any videos at the
. I guess the only reason that I (cry)
is that I am so much older and wiser now.
B. Answer the following questions with complete sentences. Use negative contractions.
1. Are you sleeping right now?
2. Is it raining inside the classroom?
3. Is your teacher dancing the samba?
4. Are your classmates ying paper airplanes?
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Name:
Date:
GRAMMAR SECTION
Group:
Yes / No Questions
Follow this word order: am / is / are + subject + present participle of main verb + rest of the question.
Present participle
of main verb
Rest of
the question
Singular
Subject
Am
Are
Is
I
you
she / he / it
getting
coming
waiting
a good grade?
to my house?
for us?
Plural
Verb
to be
Are
Are
Are
we
you
they
walking
planning
eating
to the mall?
your presentation?
in the cafeteria?
VERBS
Present Continuous
A. Complete the letter with the correct form of the verb to be.
Dear Kim,
you enjoying your stay at the ski resort with your friend Paula?
you spending a lot of time on the ski slopes?
it snowing a lot?
you keeping up with Paula on the ski slopes?
she teaching you how to slalom?
her older brothers still training for the ski patrol? You are so lucky to be there.
I thinking of taking the rst plane out to join you? You bet—just kidding!
Your big sis, Lucy
B. Write yes / no questions in the present continuous. Use the verb and the subject in parentheses.
1. (swim, she)
2. (fall, leaves)
3. (text, Jack)
4. (leave, we)
5. (stay, they)
6. (run, cat)
7. (listen, you)
8. (joke, he)
9. (sing, teacher)
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GRAMMAR SECTION
Name:
Date:
Group:
Information Questions
Start with the question word and then follow the same word order as for yes / no questions.
Verb
to be
Subject
Present participle
of main verb
Rest of the
question
Singular
Question
word
How
Why
Where
am
are
is
I
you
she / he / it
doing
reading
going
so far?
that book?
now?
Plural
VERBS
Present Continuous
Who
What
When
are
are
are
we
you
they
waiting
trying
getting
for?
to do?
here?
For more information on question words, see page 240.
A. Put the words in the correct order to form information questions in the present continuous.
1. why / they / are / so hard / laughing
2. how / your brother / is / in Secondary 3 / doing
3. Cassandra / who / is / now / dating
4. are / you / what / planning / for lunch / to eat
B.
C1 Write three information questions to ask a classmate. Use the present continuous and the prompts
in parentheses. Write down your classmate’s answers.
1. Q: (what, listen)
A:
2. Q: (where, eat)
A:
3. Q: (why, wear)
A:
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Name:
Date:
GRAMMAR SECTION
Group:
Simple Past
Afrmative
Use the simple past tense of to be to report facts that were true at some point in the past or
to describe a situation in the past.
Singular
Example
I
You
She / He / It
was a fat baby.
were on vacation.
was sick last week.
Plural
Subject
We
You
They
were excited to go skating.
were very late.
were at a concert on Saturday.
FYI
VERBS
Verb To Be
Common time markers in the
simple past include
and
A. Circle the correct form of the verb to be.
The year 1967 (was / were) a big year for Montréal. It (was / were)
the 100th anniversary of the Canadian Confederation. It (was / were)
also the year of the Montréal International and Universal Exposition—
also known as Expo 67. Canadians (was / were) proud to host this
major world event. Expo 67 (was / were) possibly the most successful
World’s Fair of the 20th century.
The 1967 World’s Fair (was / were) supposed to be held in
Moscow, but it (was / were) moved to Montréal instead. The people
of Montréal (was / were) nervous because the Fair (was / were) fast
approaching! But Mayor Jean Drapeau (was / were) condent that
the city could complete the project. Many countries (was / were) not
sure if the site would be ready, but in the end, Expo 67 (was / were) a
huge success. Sixty-two countries (was / were) selected to participate
in the festivities, and Canada (was / were) happy to welcome over
50 million people to Montréal. Many of the iconic pavilions
(was / were) conserved after the event and have become some of
Montréal’s most famous landmarks.
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GRAMMAR SECTION
Name:
Date:
Group:
B. Write a sentence with the simple past of the verb to be to describe the colour of each item.
Use the clues in parentheses to identify each colour.
VERBS
1. Sasha’s new skirt (apple)
Sasha’s new skirt was red.
2. The owers (banana)
3. Carla’s backpack (sky)
4. My shoes (celery)
5. Aiden’s glasses (chocolate)
6. The ice cream (carrot)
7. The kittens (zebra)
8. Your cellphone (grape)
9. My mom’s pants (elephant)
C. Complete the sentences with the correct tense of the verb to be: the simple present or the
simple past. Look at the time markers for clues.
1. Yesterday, Hannah
tired, but now she
2. Last night, we
energized.
wet, but today we
3. Last week, my parents
dry.
in Alberta, but now they
4. Yesterday, I
twelve, but today I
5. Last year, you
thirteen.
short, but now you
6. Yesterday, Pimh
tall.
sad, but today he
7. Last week, the TV
happy.
broken, but now it
8. Last year, I
xed.
in Primary, but this year I
9. Last night, the cats
in Québec.
in Secondary.
hungry, but this morning they
full.
D. Write three sentences about how you changed from last year to this year. Use the simple past
and the simple present of to be and time markers.
1.
2.
3.
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Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Simple Past
Negative
Form a negative sentence by adding not after the verb. To form a negative contraction of the verb to be
in the simple past, replace was not and were not with wasn’t and weren’t.
Example: verb to be + not
Singular
Example: contractions
I
You
She / He / It
was not a fat baby.
were not on vacation.
was not sick last week.
I wasn’t a fat baby.
You weren’t on vacation.
She / He / It wasn’t sick last week.
Plural
Subject
VERBS
Verb To Be
We
You
They
were not excited to go skating.
were not very late.
were not at a concert on Saturday.
We weren’t excited to go skating.
You weren’t very late.
They weren’t at a concert on Saturday.
A. Complete the sentences with the negative form of the verb to be. Do not use contractions.
In my opinion, the new James Bond movie
very good. The characters
believable, and the story
interesting. The actor
the type of James Bond I like. He
addition, I
handsome enough. In
happy with the special effects. The explosions
loud enough, and the lasers
bright enough. My friends Andy and Scott
too impressed, either. Scott
gadgets because they
satised with Bond’s spy
very sophisticated. Finally, the ending
very clear to me. I
sure if the villain died. In conclusion, my trip to the cinema
very enjoyable.
B. Underline the contraction in each sentence. Change the sentence from the simple present to the simple
past. Use contractions.
1. You’re not very happy.
You weren’t very happy.
2. I’m not sure of the answer.
3. Joel isn’t scared of the dark.
4. She’s not afraid to y.
5. We aren’t fteen years old.
6. The cat isn’t in the tree.
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GRAMMAR SECTION
Name:
Date:
Group:
Simple Past
Yes / No Questions
Follow this word order: simple past of the verb to be + subject + rest of the question.
Subject
Rest of the question
Singular
Verb to be
Was
Were
Was
I
you
she / he / it
too early?
tired last night?
born in Spain?
Plural
VERBS
Verb To Be
Were
Were
Were
we
you
they
right?
excited about the show?
at the beach this morning?
FYI
To change a sentence with
into
a yes/no question, simply invert the
position of the verb and the subject.
A. Write questions to ask how each person felt yesterday. Use the simple past of the verb to be and a word
from the word box for each question.
1. My rst day of Secondary 1 was yesterday.
Were you nervous?
Word Box
angry
2. Sally forgot her winter coat at home.
cold
disappointed
3. Jeffrey’s pants fell down during gym class.
embarrassed
excited
hungry
4. My dad’s favourite team lost the game.
nervous
scared
5. You did not sleep the night before the exam.
tired
6. Jorge and Ivan won a trip to Aruba.
7. I forgot my lunch on the bus yesterday morning.
8. Nina’s kid brother borrowed her laptop without asking her.
9. We saw a skunk last night.
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Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Simple Past
Verb To Be
VERBS
Information Questions
Start with the question word and then follow the same word order as for yes / no questions.
Subject
Rest of the question
Singular
Verb to be
Where
Why
What
was
were
was
I
you
she / he / it
when you called?
sad?
afraid of?
Plural
Question word
When
Who
How far
were
were
were
we
you
they
supposed to come over?
angry with?
from the stadium?
Sometimes
the subject.
or
is
For more information on question words, see page 240.
A. Underline the subject of the sentence. Circle the correct form of to be to complete the questions.
Then, answer each question in your own words.
1. Where (was / were) the re yesterday?
2. How long (was / were) people trapped in the building?
3. How far (was / were) you from the ames?
4. Who (was / were) the rst person to respond?
5. What (was / were) the cause of the re?
6. Why (was / were) the reghters nervous?
B. Imagine that you are a journalist and your job is to report on a local bank robbery
that happened last night. Write information questions with the simple past of to be
to ask the witnesses. Use Step A as a model.
1. Where
2. When
3. How
4. Who
5. What
6. Why
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199
GRAMMAR SECTION
Name:
Date:
Group:
Simple Past
VERBS
There Was and There Were
Use there was and there were to describe or identify things that
existed in the past. In these types of sentences, the subject comes
after the verb. Make sure that the verb agrees with the subject
that follows it.
FYI
To form yes / no questions with
and
, simply invert the
position of the verb
and
.
There was a baseball game last week. (singular)
There were 4000 fans at the game. (plural)
A. Underline the subject of each sentence. Circle the correct form of the verb.
My Grandfather’s Garage
There (was / were) all kinds of things in my grandfather’s garage. There (was / were)
a very old car with a loud horn. There (was / were) two canoes, but there (was / were)
only one paddle. There (was / were) ve bicycles, but none of them worked. In one
corner there (was / were) a stack of dishes from the 1920s. In another corner there
(was / were) three different television sets—all broken! There (was / were) a family of
mice living inside an old tire. There (was / were) a large telescope and there
(was / were) hundreds of old magazines. On shelves, there (was / were) two or three
old radios and there (was / were) lots of different tools. There (was / were) two big
windows and two big doors. But my favourite part? There (was / were) an old
ice cream machine—and it wasn’t broken!
B. Complete the sentence with there was or there were.
no cellphones when my grandmother was my age.
1.
2. In those days,
radios and TVs, but no computers.
3. On our street,
a house painted pink and green.
4. In my basement,
200
an old Ping-Pong table.
5.
squirrels living in our attic.
6.
so many apples on that tree last fall!
7.
a lot of owers in the garden.
two hundred
Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Simple Past
Afrmative
We use the same verb form for
all subjects in the simple past.
Use the simple past tense to describe actions that were completed in the past,
to identify past habits or to talk about past feelings, likes and dislikes.
VERBS
Regular Verbs
Add ed to the base form of regular verbs. Follow these spelling rules.
Rule
Verbs ending with
Examples
e, ee or ie
Add d.
smile
smiled, free
freed, lie
lied
a vowel + y
Add ed.
play
played, stay
a consonant + y
Change y to i and add ed.
try
tried, carry
carried
a single vowel +
a consonant
Double the last consonant
and add ed.
stir
stirred, slip
slipped, commit
a vowel + a double
consonant
Add ed.
roll
rolled, pass
passed, call
an unstressed syllable
Add ed.
remember
stayed
committed
called
remembered, wonder
wondered
A. Underline the verb in each sentence. Write the simple past of each verb on the line.
1. You dance to the music.
2. We stop at the crosswalk.
3. Marie and Joe dress in shorts.
4. I hurry to the store to buy eggs.
5. The dogs play together.
6. Xavi clips his ngernails.
7. The wind howls in the trees.
8. My grandparents enjoy travelling.
9. The students study for the exam.
10. The cook’s son delivers the pizza.
11. We admit defeat.
12. I consider my options.
13. It rains a lot in that region.
14. You often call your friends.
15. Our old cat chases squirrels.
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201
GRAMMAR SECTION
Name:
Date:
Group:
B. Match the correct verbs in column 1 to the words in column 2 to complete the sentences below.
Use the simple past of the verbs.
VERBS
1. The teenager watched a horror lm.
2
1
2. The squash team
arrest
her long hair
3. The hungry man
brush
the suspect
drop
an exciting trip
4. My teammate
kick
an important game
5. The cook
order
a horror lm
6. The princess
plan
the hot plate
7. The world traveller
play
a delicious pizza
watch
the soccer ball
8. The police ofcer
C. Put the following sentences in the simple past. Remember to change the time markers.
1. I try to get all my homework done before my favourite show starts.
2. You never call your friends now: you just text them.
3. Julie smiles every time that she plays that song.
4. Tomorrow, our team will travel to Sherbrooke to play in a basketball tournament.
5. Stefan lives in Rome with his father and his stepmother now. He loves it.
D. Use the verbs in the box to write sentences about your day yesterday.
1. Yesterday, I worked on my French project.
2. Yesterday, I
call
3. Yesterday, I
play
talk
4. Yesterday, I
walk
5. Yesterday, I
watch
6. Yesterday, I
202
Word Box
two hundred and two
work
Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Simple Past
Irregular Verbs
VERBS
Afrmative
Irregular verbs have different forms in the simple past afrmative.
Here are some common irregular verbs.
do
make
see
go
write
Singular
have
I
You
She / He / It
had
had
had
did
did
did
made
made
made
saw
saw
saw
went
went
went
wrote
wrote
wrote
Plural
Subject
We
You
They
had
had
had
did
did
did
made
made
made
saw
saw
saw
went
went
went
wrote
wrote
wrote
We use the same verb form for
all subjects in the simple past.
For a list of common irregular verbs, see page 249.
A. Read the news article. Circle the regular verbs and underline the irregular verbs.
Baby Panda Born in Washington Zoo
In early August 2013, the Smithsonian National Zoo’s giant panda, Mei
Xiang, stopped eating and started sleeping—a lot! Zookeepers began to
worry about her health. She had no fever and no other obvious signs of
illness, so veterinarians performed many tests on the prized panda. After
several days, they found the reason for Mei Xiang’s odd behaviour—she
was pregnant!
Mei Xiang had difcult pregnancies. One of her baby cubs died in 2012
after only six days. So this time, veterinarians kept her under 24-hour
observation. They put her in isolation and asked visitors to be very quiet.
Then, they waited.
On August 23, news sources all over the world reported that Mei Xiang gave birth to a healthy panda
cub. Everyone cheered as the new mother picked up her baby and held it in her arms. Zookeepers left
the pandas alone for two days. Then, veterinarians took the cub away from Mei Xiang for a quick
examination. The baby panda soon became agitated. It wiggled and squeaked for its mother! After
experts determined that the baby was healthy, they returned it to Mei Xiang.
Zookeepers said earlier today that Mei Xiang and her cub were doing very well.
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203
GRAMMAR SECTION
Name:
Date:
Group:
VERBS
B. Circle the correct form of the simple past of these irregular verbs.
1. win
a) win
b) winned
c) won
2. think
a) thought
b) thank
c) think
3. speak
a) spoked
b) speakt
c) spoke
4. come
a) became
b) came
c) comed
5. read
a) readt
b) read
c) rode
6. bring
a) brought
b) brang
c) bringed
7. leave
a) left
b) leaved
c) love
8. run
a) runned
b) ron
c) ran
9. choose
a) chosen
b) choosen
c) chose
a) forgot
b) forgat
c) forgetted
10. forget
C. Complete the text with the simple past of the verbs in parentheses.
Today (be)
the best day of Secondary 1. First, when I (wake)
and (look)
out of the window, I (see)
I (put)
downstairs
my lucky day: my dad (make)
I (walk)
pancakes!
to school with my sister. On the way, we (have)
ght. We (be)
wet by the time we (get)
(dry)
a snowball
to school, but our clothes
quickly. During math class, the teacher (call)
I (give)
on me, and
the correct answer! Next, the art teacher (use)
papier-mâché project as an example for the class. She (say)
(be)
extraordinary! In gym class we (play)
Our team (have)
My teammates (be)
When I (get)
there (be)
I (open)
Verbs
that my use of colour
ball hockey.
the winning goal!
really happy. I (leave)
school feeling terric.
home, my mom (tell)
me that
an envelope waiting for me on the kitchen table.
it and (nd)
and (thank)
my
a tough time until I (score)
Saturday night’s hockey game! I (give)
two hundred and four
lots of snow on the ground.
on a pair of jeans and my favourite T-shirt and (go)
for breakfast. It (be)
204
up
two tickets to
my mom a big hug
my dad. What an amazing day!
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Name:
Date:
GRAMMAR SECTION
Group:
Simple Past
Negative
Form a negative sentence by adding did not before the base form of both
regular and irregular verbs, except for the verb to be.
Contractions
Singular
Negative
I studied last night.
You went to bed early.
She / He / It walked home.
I did not study last night.
You did not go to bed early.
She / He / It did not walk home.
I didn’t study last night.
You didn’t go to bed early.
She / He / It didn’t walk home.
Plural
Afrmative
Remember to use the base form of the
main verb, not the simple past form.
VERBS
All Verbs
We played tennis.
You saw a movie.
They did the dishes.
We did not play tennis.
You did not see a movie.
They did not do the dishes.
We didn’t play tennis.
You didn’t see a movie.
They didn’t do the dishes.
A. Write the negative form of the following sentences. Do not use contractions.
1. He said goodbye.
2. Marcie bought milk.
3. You stopped writing emails.
4. We went to the movies.
5. I walked the dog.
B. Look at Jack’s to-do list. Use the afrmative or negative of the simple past to write a sentence
indicating whether each activity was done or not. Look at the check marks for clues.
1. He didn’t make his bed.
make my bed
2.
call Julio
3.
3 do my math homework
4.
work on my French project
5.
nish reading The Hobbit
6.
7.
8.
9.
10.
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3 babysit Camille
prepare supper
3 study English verbs
watch TV
practise the trumpet
Verbs
two hundred and five
205
GRAMMAR SECTION
Name:
Date:
Group:
C. Underline the incorrect form of the simple past. Write the corrected sentence on the line.
Use contractions.
1. Lina didn’t cleaned the house.
VERBS
2. The twins ate not their peas.
3. Éric not slept well last night.
4. Alex did’nt know Sarah.
5. The video game worked not.
6. I not did my homework.
7. Théo didn’t went to Paris.
8. Mason not forget his pass.
9. It not did snow yesterday.
10. Bill didn’t catched the ball.
11. Gita didn’t came to the beach.
12. You not choose the right path.
D. Write six sentences about what you did and what you did not do last weekend. Use both the
afrmative and the negative simple past.
Afrmative
E.
Negative
1.
1.
2.
2.
3.
3.
C1 Compare your weekend with a partner. Write one afrmative and one negative sentence
that represents your similarities or differences.
Afrmative
We
206
two hundred and six
Negative
We
Verbs
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR SECTION
Group:
Simple Past
Yes / No Questions
Follow this word order for all verbs except for the verb to be: did + subject + base form of main verb + rest of
the question.
Main verb
Rest of the question
Singular
Subject
Did
Did
Did
I
you
she / he / it
nish
bring
like
all my work?
your skateboard?
the meal?
Plural
Did
VERBS
All Verbs
Did
Did
Did
we
you
they
forget
watch
read
to buy the milk?
the game last night?
the book?
Questions with the verb
are formed differently.
For questions with the verb to be, see pages 198−199.
A. Read the answers and underline the verbs. Write a yes / no question in the simple past for each answer.
1. Q:
A: Yes, Gary celebrated his birthday.
2. Q:
A: Yes, the cat got stuck in a tree.
3. Q:
A: Yes, your hair turned white.
4. Q:
A: No, it didn’t rain all day.
5. Q:
A: No, we didn’t go to the beach.
6. Q:
A: Yes, Carmen sang in the play.
B. Marc-André just returned from his class trip to New York City. Ask him if he did
the items on his to-do list.
1.
2.
3.
4.
5.
6.
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207
GRAMMAR SECTION
Name:
Date:
Group:
Simple Past
Information Questions
Start with the question word and then follow the same word order as for yes / no questions.
Question word
Subject
Main verb
Rest of the question
Singular
Did
Where
When
Why
did
did
did
I
you
she / he / it
put
buy
leave
my keys?
that outt?
early?
Plural
VERBS
All Verbs
What
How
Who
did
did
did
we
you
they
do
make
meet
before TV was invented?
that cake?
at the skate park?
For more information on question words, see page 240.
A. Read the text and complete the questions and answers. Use the simple past tense.
Terracotta Warriors: Unearthed!
On March 29, 1974, Chinese farmers made a fantastic discovery:
they found large pieces of clay buried in their elds. They called
archaeologists to investigate. What a surprise! There were over 8 000
clay soldiers buried in the earth. Every soldier was life-sized and had
a unique design. Some soldiers even rode on clay horses. The soldiers
also carried weapons because they were made to protect the grave
of the rst emperor of China, Qin Shi Huangdi.
the farmers live?
1. Q:
2. Q: When
the soldiers?
.
A: They found them
.
3. Q: How many soldiers
?
A: They found
.
4. Q: What
?
A: They carried
.
carry weapons?
5. Q:
B.
A: They lived in
A: To protect the emperor’s grave.
C1 Use the following verbs to write three information questions in the simple past to ask about
a classmate’s winter holidays.
1. (go)
2. (see)
3. (do)
208
two hundred and eight
Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Past Continuous
VERBS
Afrmative and Negative
Use the past continuous tense to describe actions that:
• were in progress at a certain moment in the past
• were in progress while another action was happening
• were interrupted by another action
The past continuous tense is used with
verbs of actions but not verbs that
refer to states or feelings (love, know,
doubt, taste). These verbs are always
expressed in the simple past tense.
To form the afrmative, use the simple past of the verb to be before
the present participle (base form + ing) of the main verb.
To form the negative, add not after the verb to be.
Example: afrmative
Singular
Example: negative
I
You
She / He / It
was studying last night.
were playing chess.
was moving quickly
was not (wasn’t) lying to you.
were not (weren’t) paying attention.
was not (wasn’t) working properly.
Plural
Subject
We
You
They
were talking in class.
were swimming laps.
were cooking dinner.
were not (weren’t) making noise.
were not (weren’t) arguing with each other.
were not (weren’t) sitting down.
A. It was chaos when Miss Nelson walked into her classroom! Circle the correct form of the verb to be.
Then, choose the correct verb from the word box and write the present participle. Use each verb once.
1. Danielle (was / were)
2. Boris and Todd (was / were)
3. Kamil (was / were)
4. I (was / were)
on their cellphones.
read
Gone With the Wind.
laugh
a video online.
a joke.
7. Aimee and Oliver (was / were)
8. Amanda (was / were)
text
in his notebook.
5. Katrina and Molly (was / were)
6. Justin (was / were)
Word Box
her nails.
sing
draw
watch
at Justin’s joke.
a song.
tell
paint
B. Imagine you were in Miss Nelson’s class. Write what you were doing. Then, write what your classmate
next to you was doing.
1.
2.
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Verbs
two hundred and nine
209
GRAMMAR SECTION
Name:
Date:
Group:
C. Read about Joey’s Halloween adventure below and underline the verbs in the past continuous. Then,
VERBS
check if the sentences in the chart are true or false. Rewrite the false sentences in the negative form of the
past continuous.
This year, Halloween was scarier than usual! Although I was planning to
dress up as a vampire, my friend Joey convinced me to be a police ofcer
with him. It was cold when we left my house; the wind was blowing and
it was raining. We were carrying pillowcases to collect candy. We got to
Mr. Hernandez’s house and were standing on his porch when we heard
someone yell, “Police! Help!” Then we heard a crash and someone
was screaming. I wasn’t moving because I didn’t know what to do!
I wasn’t a real police ofcer. Then I noticed that Mr. Hernandez
was laughing. I forgot that he organizes a haunted house every year!
True
False
1. Joey was planning to dress up as a police ofcer.
2. It was raining on Halloween.
3. Joey was carrying a pillowcase.
4. The boys were standing on Mr. Perez’s porch.
5. Someone was screaming for help.
6. Mr. Hernandez was bleeding.
D. Becca did not come when her mother called her for dinner because she was busy. Write two sentences
describing what Becca was doing and two sentences describing what she wasn’t doing when she was
called for dinner.
Negative
Afrmative
210
1.
1.
2.
2.
two hundred and ten
Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Past Continuous
Follow this word order: was / were + subject + present participle of main verb + rest of the question.
Singular
Short answers
Was I saying it correctly?
Were you talking to me?
Was she / he / it listening to the news?
Yes, you were.
Yes, I was.
Yes, she was.
No, you weren’t.
No, I wasn’t.
No, she wasn’t.
Plural
Question
Were we doing it right?
Were you taking a shower?
Were they preparing dinner?
Yes, you were.
Yes, I was.
Yes, they were.
No, you weren’t.
No, I wasn’t.
No, they weren’t.
VERBS
Yes / No Questions
Information Questions
Start with the question word and then follow the same word order as for yes / no questions.
Subject
Present participle
of main verb
Rest of
the question
Singular
Verb
to be
When
Why
Where
was
were
was
I
you
she / he / it
planning
yelling
going
to study?
at me?
last night?
Plural
Question
word
How
What
Who
were
were
were
we
you
they
playing
talking
inviting
the game?
about?
to the party?
Write a yes / no or an information question to match the underlined words in each answer.
1.
No, I wasn’t studying for history.
2.
Alex was playing badminton last night.
3.
Yuko and Tam were arguing this morning.
4.
Yes, the orchestra was playing Mozart.
5.
Marie-Claire was walking to the park when I saw her.
6.
Mr. Soleil was correcting papers on the weekend.
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two hundred and eleven
211
GRAMMAR SECTION
Name:
Date:
Group:
Simple Future
VERBS
With Will
Afrmative
Use the simple future with will to describe future events and situations or to make predictions.
Add will before the base form of the verb.
Example: will + verb
Singular
Example: contractions
I
You
She / He / It
will be 13 tomorrow.
will like this movie.
will arrive next Monday.
I’ll be 13 tomorrow.
You’ll like this movie.
She / He / It’ll arrive next Monday.
Plural
Subject
We
You
They
will go to the same school.
will see me tomorrow!
will read the book later.
We’ll go to the same school.
You’ll see me tomorrow!
They’ll read the book later.
FYI
Common time markers
in the future include
A. Write sentences to describe what everyone will do to prepare for the party.
1. Alex
Alex
• Wash the dishes:
ay and me
• Sweep the oor: K
son
• Set the table: Jay
ibel
• Get the video: Mar
es: Jeremy and Lin
ak
pc
cu
e
th
e
at
or
• Dec
April
• Select the music:
Brent
• Buy the snacks:
me
• Bake the cookies:
Trevor and Layla
• Prepare the meal:
-Marc
• Mix the salad: Jean
2. Kay and I
3. Jayson
4. Maribel
5. Jeremy and Lin
6. April
7. Brent
8. I
9. Trevor and Layla
10. Jean-Marc
B. What will you do on your next birthday? Write four sentences about your plans. Use the future with will.
1.
2.
3.
4.
212
two hundred and twelve
Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
C. Circle the verb in each sentence in the rst column. Complete the sentences in the second column
with the future with will of the same verb. Do not use contractions.
Tomorrow
will eat
1. I ate spaghetti for supper.
I
2. Jackie played soccer.
Jackie
3. It rained in the morning.
It
4. We went on a hike.
We
to the beach.
5. You wore a skirt.
You
jeans.
6. Alonzo ran for 20 minutes.
Alonzo
7. I spoke to my friend Robert.
I
8. We did our French homework.
We
9. Kenata drove to the store.
Kenata
10. Ming spoke to her mother.
Ming
11. You wanted some ice cream.
You
12. It snowed last winter.
It
tacos for supper.
hockey.
VERBS
Yesterday
all day.
for 25 minutes.
to my friend Penny.
our math homework.
to the bank.
to her sister.
some pie.
this winter, too.
D. Complete the sentences with the future with will and the pronouns in parentheses. Use contractions.
1. We are lost, so (we)
we’ll
2. It is raining, so (I)
3. They have a long trip ahead, so (they)
4. My mom is very tired, so (she)
5. We have a math test tomorrow, so (we)
6. Daniel forgot his cellphone, so (he)
7. You missed the bus, so (you)
8. My parents aren’t home yet, so (I)
E.
need to look at a map for directions.
need to take my new umbrella to school.
need to pack a lunch to eat in the car.
need to order a pizza for supper.
need to study hard tonight.
need to use a pay phone.
need to take a taxi.
need to make supper myself.
Talk to a partner. Write complete sentences about three things that you will both need to do before
the end of this week. Use contractions.
C1
1.
2.
3.
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two hundred and thirteen
213
GRAMMAR SECTION
Name:
Date:
Group:
Simple Future
VERBS
With Will
Negative
Form a negative sentence by adding will not before the base form of the verb. Replace will not with
won’t to form a contraction.
Example: will not + verb
Singular
Example: contractions
I
You
She / He / It
will not be 13 tomorrow.
will not like this movie.
will not arrive next Monday.
I won’t be 13 tomorrow.
You won’t like this movie.
She / He / It won’t arrive next Monday.
Plural
Subject
We
You
They
will not go to the same school.
will not see me tomorrow!
will not read the book later.
We won’t go to the same school.
You won’t see me tomorrow!
They won’t read the book later.
A. Unscramble the words to form a complete negative sentence.
1. not / we / before midnight / home / be / will
2. to make / will / tonight / not / have time / I / supper
3. play / not / on our team / badminton / will / Kareem
4. Abdul / will / partners / be / and Connie / this year / not
5. your / not / family / to / Guatemala / will / this winter / go
B. Write a negative sentence using the future with will to describe each picture. Use contractions.
1.
214
two hundred and fourteen
2.
Verbs
3.
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR SECTION
Group:
Simple Future
With Will
VERBS
Yes / No Questions
Follow this word order: will + subject + base form of main verb + rest of the question.
Main verb
Rest of the question
Singular
Subject
Will
Will
Will
I
you
she / he / it
nish
be
eat
my work on time?
there later?
meat?
Plural
Will
Will
Will
Will
we
you
they
win
watch
come
the game?
the game with me?
to the party?
FYI
To change a sentence with
into
a yes/no question, simply invert the
position of the subject and
.
A. Read the answers. Write a yes / no question in the future with will for each answer.
1. Q:
A: Mateo will nish his homework tonight.
2. Q:
A: It will rain tomorrow evening.
3. Q:
A: The performance will be a huge success.
4. Q:
A: My parents will order pizza.
5. Q:
A: You will love this book.
B. Ask questions about the movie you will watch. Use the future with will and the prompts.
1. they / fall in love
2. Westley / wake up
3. Inigo / get revenge
4. the prince / die
5. the magic / work
6. it / end well
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Verbs
two hundred and fifteen
215
GRAMMAR SECTION
Name:
Date:
Group:
Simple Future
Information Questions
Start with the question word and then follow the same word order as for yes / no questions.
Question word
Subject
Main verb
Rest of the question
Singular
Will
Where
Why
When
will
will
will
I
you
she / he / it
meet
wait
travel
you?
until Tuesday?
to Vancouver?
Plural
VERBS
With Will
What
Who
How
will
will
will
we
you
they
do
hire
choose
in class today?
as a math tutor?
a winner?
For more information on question words, see page 240.
A. Complete the questions and answers with information from the Camp Summervale schedule.
Use the future with will. Look at the answers for clues.
CAMP SUMMERVALE SCHEDULE
8 a.m.
9 a.m.−noon
Noon
1:30−5 p.m.
6 p.m.
7:30 p.m.
Breakfast
in the cafeteria
(toast and cereal)
Kayaking lesson
Open water swim
Lunch
on the beach
(sandwiches
and fruit)
Afternoon hike
on Mount Cedar
BBQ dinner in the
main tent
(hot dogs and
hamburgers)
Bonre
on the beach
(bring
marshmallows)
1. Q: What
for breakfast?
A: We will eat
for breakfast.
2. Q: When
kayaking?
A: We will go kayaking
eat lunch?
3. Q:
A: We
lunch on the beach.
4. Q: Where
A: We will hike on
eat dinner?
5. Q:
A: We will
at 6 p.m.
6. Q: What
for dinner?
A: We will eat
216
two hundred and sixteen
for dinner.
Verbs
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR SECTION
Group:
Future
Afrmative
Use the future with be going to to describe an intended event or situation or to make predictions.
Add am / is / are + going to before the base form of the verb.
Rest of the sentence
I
You
She / He / It
am going to
are going to
is going to
attend the concert.
love this pizza.
win the game.
We
You
They
are going to
are going to
are going to
meet you right here.
hide the gifts.
call us back.
A. Make a prediction about what subject each
student is going to study based on their career
preferences. Write your prediction below and
use the word box for help.
Word
Box
Singular
Be + going to
Plural
Subject
VERBS
With Be Going To
art • chemistry • drama • math
history • biology
1. Brian wants to be an accountant.
2. Kendra wants to be a doctor.
3. Ben and April want to be actors.
4. Lucy wants to be a pharmacist.
5. Caleb and Éloi want to be photographers.
6. My brother wants to be a teacher.
B. Write about your family’s plans for the weekend. Complete the sentences with be going to. When you are
nished, share your plans with a partner.
1. When I get home from school on Friday,
2. After breakfast on Saturday,
3. In the afternoon, my
4. Saturday night,
5. When I wake up on Sunday,
6. On Sunday evening,
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Verbs
two hundred and seventeen
217
GRAMMAR SECTION
Name:
Date:
Group:
Future
With Be Going To
Add not before going to to form the negative.
Be + not + going to
Rest of the sentence
Singular
Subject
I
You
She / He / It
am not going to
are not going to
is not going to
like this movie.
believe me.
be pleased.
Plural
VERBS
Negative
We
You
They
are not going to
are not going to
are not going to
see you soon.
wear a costume.
have fun tonight.
We can use contractions with
A. Rewrite the predictions in the negative form. Use contractions.
1. This movie is going to be sad.
2. My math course is going to be difcult.
3. I am going to hate my new school.
4. We are going to lose our volleyball game.
5. The pizza is going to be delicious.
B. Complete the sentences with the afrmative or negative form of be going to.
1. Stephanie is allergic to lactose. She (drink)
milk.
2. Our star player just got injured. We (win)
3. It’s snowing! This afternoon I (go)
the game.
sledding with Katie.
4. Today is my birthday. My mom (make)
5. Damien is tired. He (come)
a cake for me.
over after dinner.
6. I am wearing a banana costume. You (laugh)
at me.
7. It is 27°C outside today. Megan and Liam (wear)
8. It’s summer vacation. We (celebrate)
218
two hundred and eighteen
Verbs
jackets.
.
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
GRAMMAR SECTION
Group:
Future
With Be Going To
VERBS
Yes / No Questions
Follow this word order: am / is / are + subject + going to + base form of the main verb + rest of the question.
Singular
Short answers
Am I going to stay for soccer practice?
Are you going to watch TV tonight?
Is she / he / it going to play in the snow?
Yes, you are.
Yes, I am.
Yes, she is.
No, you aren’t.
No, I’m not.
No, she isn’t.
Plural
Question
Are we going to hike to the top?
Are you going to study for the math exam?
Are they going to bake cupcakes together?
Yes, you are.
Yes, we are.
Yes, they are.
No, you aren’t.
No, we aren’t.
No, they aren’t.
Information Questions
Start with the question word and then follow the same word order as for yes / no questions.
Subject
Going to + base form
of the main verb
Rest of
the question
Singular
Verb
to be
When
Why
How
am
are
is
I
you
she / he / it
going to arrive
going to plan
going to save
at school?
a surprise party?
the world?
Plural
Question
word
What
When
Who
are
are
are
we
you
they
going to talk
going to tell
going to ask
about now?
me the truth?
for help?
Complete the dialogue with a yes / no or information question using be going to.
?
1. Tasha:
Neil: This weekend I’m going to help distribute turkeys for Thanksgiving dinner.
?
2.
Tasha: Yes, I think we are going to donate a turkey.
?
3.
Neil: It’s going to be delivered on Saturday. I am volunteering from 10 a.m. to 4 p.m.
4. Tasha: Busy day!
?
Neil: We can nish the English project Sunday morning.
?
5.
Tasha: Yes, Alison and I are going to be available. See you then!
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Verbs
two hundred and nineteen
219
GRAMMAR SECTION
Name:
Date:
Group:
Imperatives
VERBS
Use imperatives to give commands, instructions, rules or directions.
FYI
To form the imperative, use the base form of the verb without a subject.
Form a negative imperative sentence by placing do not or don’t before the verb.
Afrmative
Negative
Do the dishes.
Circle the verbs.
Raise your hand in class.
Do not / Don’t do the dishes.
Do not / Don’t circle the verbs.
Do not / Don’t raise your hand in class.
Verb
do
circle
raise
If you want to be more
polite when using the
imperative to give
commands, add
.
A. Complete the text with the imperative form of the verbs in parentheses.
How to Write a Hit Pop Song
Always dreamed of being a rock star? Here are some tips to help you write the next big pop song.
• (listen)
to as much music as possible. (know)
and styles interest you. (learn)
• (think)
what sounds
to recognize a catchy melody when you hear one.
of a message that you want to send your audience. Every good song
tells a good story. All stories have a beginning, a middle and an end. (divide)
your song into three parts. (sing, negative)
with it. (remember)
• (write)
at your audience. (connect)
to include questions, too.
a “hook” for your song—a catchy tune that you repeat. This is the part
of the song that the audience will remember. (write, negative)
a song longer
than four minutes. Listeners like to remember all of the words and sing along.
• If you need advice, (ask)
a friend to listen to your music. Whatever happens,
(get, negative)
discouraged! Genius takes time.
B. Write one do and one don’t for each of the following situations. Use imperatives.
1. You arrive 20 minutes late to class.
Do:
Don’t:
2. You are cat-sitting and you lose the cat!
Do:
Don’t:
220
two hundred and twenty
Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Modals
Can
VERBS
Ability and Possibility
Add the modal can before the base form of a verb to express an ability or a possibility.
Form a negative sentence by placing cannot or can’t before the verb.
Afrmative
Negative
I can walk on my hands.
You can sleep at my house.
They can count to ten in Spanish.
I cannot / can’t walk on my hands.
You cannot / can’t sleep at my house.
They cannot / can’t count to ten in Spanish.
Modals remain the
same with all subjects.
A. Match each superhero to his or her powers. Write one
afrmative and one negative sentence.
read minds • change shapes • become invisible
walk up buildings • y • ght crime
control the weather • heal quickly
1. Superman can y
. He cannot become invisible.
.
2. Wolverine
. He
.
3. Professor X
. He
.
4. Spider-Man
. He
.
5. Batman
. He
.
6. Storm
. She
.
B. Create a superhero. Use the modals can and can’t to write about your hero’s three abilities
and three limitations.
Limitations
Abilities
1.
1.
2.
2.
3.
3.
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GRAMMAR SECTION
Name:
Date:
Group:
Modals
VERBS
Could
Past Ability and Future Possibility
Add the modal could before the base form of the verb to express
a past ability. It can also be used to express a future possibility or to
suggest a possible solution to a problem.
We do not use
or
to express a negative future possibility
or possible solution.
Form a negative sentence about a past ability by putting could not
or couldn’t before the verb.
Afrmative
Negative
I could walk on my hands.
You could get a math tutor.
I could not / couldn’t walk on my hands.
You could not / coudn’t get a math tutor.
A. Circle the correct modal to complete the sentences.
1. When I was eight years old, I (can / could not) stay up past nine on week nights, but now that
I am twelve, I (can / could not).
2. To save up for a new bike, you (could / could not) do some babysitting on the weekends.
3. Last week, we (could / could not) go skating at the outdoor rink because the ice had melted.
4. Louis (could / could not) take tennis lessons if he wants to improve his game.
5. The weatherman said that the winds (could / could not) reach 70 kilometres per hour tomorrow.
B. Read the timeline. Use the modals could and couldn’t to write about one of Simon’s abilities and
one of his limitations at different ages.
Age: 1
2
Simon
He
learns
learns
to crawl to talk
3
He
learns
to walk
4
5
He
learns
to draw
He
learns
to write
words
6
He
learns
to read
8
9
He
learns
to skate
He
learns
to swim
10
He
learns
to play
hockey
12
He
learns to
play the
trumpet
1. At the age of 2, Simon could talk but he couldn’t draw.
2. At the age of 4,
3. At the age of 6,
4. At the age of 8,
5. At the age of 10,
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Verbs
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Name:
Date:
GRAMMAR SECTION
Group:
Modals
Probability and Suggestion
Add the modal should before the base form of the verb to express
a probability or a suggestion.
FYI
The modals
and
often used to offer advice in the
form of a strong suggestion.
Form a negative sentence by putting should not or shouldn’t
before the verb.
Afrmative
You should read that book.
The storm should start tonight.
are
VERBS
Should
.
Negative
You should not / shouldn’t read that book.
The storm should not / shouldn’t start tonight.
A. Indicate whether the modal should is used to express a probability or a suggestion in each of the
following sentences.
1. The train should arrive in about 10 minutes if it isn’t late
2. You should always turn off the lights when you leave a room to save electricity.
B. Samir wants to go surng for the rst time. Give him some advice. Use the modals should
and should not and the prompts below.
1. take / lessons:
2. go surng / alone:
3. try it / stormy day:
4. watch out / rocks:
5. surf / at night:
C. Complete the paragraph with the correct modal: should, could, can’t or shouldn’t.
Dear Abbie,
I don’t know what to do.
me that she
you give me some advice? My friend Selena just texted
get a copy of our next history exam for $10. She thinks she
buy it because she’s failing history. She wanted to know if I
lend her the money to buy it. I know that I
do it: it is cheating. I know that she
get the mark she deserves if she won’t study, but I
a friend fail. Maybe I
help her just this one time. I am a bit upset with her. She
put me in such a difcult position. What
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just let
I do?
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223
GRAMMAR SECTION
Name:
Date:
Group:
Modals
VERBS
Must and Have To
Obligation
Add the modals must or have to before the base form of a verb to express obligation.
To form a negative sentence, use must not (or mustn’t) before the verb to indicate that something
should not be done. Use do not (or don’t) have to to indicate that there is no obligation.
Afrmative
Negative
I must turn off the lights.
You have to eat your salad rst.
I must not / mustn’t turn off the lights.
You do not / don’t have to eat your salad rst.
A. Circle the correct modal to complete the sentences below.
1. You (must / mustn’t / don’t have to) be prepared if you want to go camping.
2. Before you leave, you (must not / do not have to / have to) pack enough food for several days.
3. You (don’t have to / must not / must) forget to bring a tent and a sleeping bag!
4. At the campsite, you usually (mustn’t / have to / don’t have to) cook your food over a re.
5. After you nish eating, you (have to / must / don’t have to) wash the paper plates.
6. You (mustn’t / must / have to) leave any food out overnight.
7. In the morning, you (do not have to / must / must not) pick up all trash from the campsite.
B. Write sentences to describe some of the rules at your school. Use the modals in parentheses.
School Rules
1. (must) In the halls,
2. (must not) In the library, students
3. (have to) In the classrooms, students
4. (don’t have to) In the cafeteria, students
5. (mustn’t) In the school yard, students
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Verbs
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Name:
Date:
Group:
GRAMMAR SECTION
A simple sentence is a group of words that contains one subject and one verb (one complete idea).
The subject indicates who or what is doing the action.
The verb indicates what action is happening.
It is raining.
My brother took an umbrella to school.
Simple sentences can also have no stated subject when they are imperatives.
In this case, the subject of the sentence is implied.
Close your books.
Look!
SENTENCE BUILDERS
Simple and Compound Sentences
A compound sentence is made up of two or more simple sentences
(two complete ideas). They are joined by a conjunction.
It is raining so my brother took an umbrella to school.
The conjunctions used to form compound sentences have different functions:
• Use and to add information.
I play the trumpet and Jamie plays the clarinet.
• Use or to indicate a choice.
You can sit or you can stand.
• Use but to compare or contrast.
He likes olives but she like mushrooms.
• Use so to indicate a result or purpose.
It is getting late so I have to go home.
A. Indicate whether the words form a simple sentence ( S ) or an incomplete sentence ( I ).
S
I
S
1. She cries
6. Her blue eyes
2. Pretty yellow dress
7. The dog barks
3. I don’t want to go
8. But the brown
4. You are
9. Lucy has it
5. Choose this or
I
10. You’re funny
B. Read the sentence and decide if it is simple or compound. Write your answer on the line.
1. I’ll bring the plates and you bring the cups.
2. Hugo needs the salt and the pepper.
3. Clarice and Jack tell funny stories.
4. Do you prefer red or black?
5. My mom is late so I’ll walk home.
6. We can go or we can stay.
7. You can’t leave now.
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225
GRAMMAR SECTION
Name:
Date:
Group:
SENTENCE BUILDERS
C. Circle the conjunction and then complete the compound sentences with logical ideas.
1. You can buy the blue skirt or
.
2.
so we watched a scary movie.
3.
but Jeremy didn’t want to.
4. Mr. Henderson is the art teacher and
.
or we can go to the beach.
5.
6. I don’t like tomatoes so
.
7. Ottawa is the capital of Canada but
.
and Laura writes poetry.
8.
D. Decide if the sentences below are simple (S) or compound (C) and write it on the line. If it is simple,
transform the sentence to compound. If it is already compound, transform it to simple.
1. Nancy and Logan play basketball after school.
S
Nancy and Logan play basketball after school so they come home late.
2. The class didn’t understand so my teacher explained again.
3. Please raise your hand.
4. You should nish the homework tonight.
5. Brianna can study or she can play outside.
6. It is too hot in this classroom.
7. I wanted to go swimming but the water was too cold.
8. The tennis players wore green and white.
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Name:
Date:
GRAMMAR SECTION
Group:
Plural Forms
Follow these spelling rules to form the plural of nouns.
Noun
Rule
Examples
Most nouns
Add s.
cat
cats, house
houses, chief
Nouns ending in ch, sh, s or x,
and most words ending in o
Add es.
church
churches, dish
dishes,
kiss
kisses, fox
foxes, potato
Nouns ending in consonant + y
Change y to i and add es.
baby
Most nouns ending in f or fe
(except cliff, chief, roof, safe)
Change f or fe to ves.
half
babies, party
halves, knife
chiefs
potatoes
SENTENCE BUILDERS
Nouns
parties
knives, leaf
leaves
Exceptions
Some nouns have an irregular plural form:
child
children person
people man
men
tooth
teeth
mouse
mice
foot
feet
Some nouns do not change form in the plural: deer, sh, salmon, moose, sheep.
Some nouns are always plural: police, jeans, pants, scissors, glasses.
A. Circle the correct plural noun.
1. Put your books in two ( boxs / boxes ).
2. Look at the ( moose / meese ) on the side of the road!
3. We saw a family of ( wolves / wolfs ) at the zoo.
4. Mrs. Ames has four ( children / childs ).
5. Please wash the ( tomatos / tomatoes ) and chop the ( carrots / carrotes ).
6. Karina bought two new ( dress / dresses ) yesterday.
7. The dentist has to check my ( tooths / teeth ) for (cavitys / cavities ).
8. I called the ( polices / police ) when I heard ( screams / screames ).
B. Write a complete sentence for each word. Use the plural of the noun.
1. sh:
2. person:
3. family:
4. leaf:
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227
GRAMMAR SECTION
Name:
Date:
Group:
SENTENCE BUILDERS
Nouns
Countable and Uncountable
Countable nouns
Uncountable nouns
We can put a number (one, three, many) or an
indenite article (a, an) in front of a countable noun.
The boys wanted a dog.
When there is more than one, use the plural form of
countable nouns.
I ate two apples.
We cannot put a number or an indenite article in
front of an uncountable noun.
The boys wanted information.
I ate rice for supper.
Uncountable nouns are considered singular.
The news are is not encouraging.
Some nouns can be either countable or uncountable depending
on how they are used:
Look! There are six chickens in the yard.
I want chicken for supper tonight.
Some words that are countable in French
are uncountable in English.
A. Decide if the underlined noun is countable or uncountable in the context of the sentence.
Write C for countable or U for uncountable.
1. My mom went to the store (
2. The quarterback (
) to buy milk (
).
) threw the football (
3. Mr. Hobbes drinks coffee (
4. Hallie owns three cats (
5. All the librarian (
) for a touchdown (
) while he teaches.
) and two dogs (
) wants is peace (
6. You will need a dictionary (
7. Jamie loves to eat bread (
8. You will need a calculator (
).
).
) and quiet (
)!
) for these exercises (
) and peanut butter (
) to do your homework (
).
).
).
B. Highlight the mistakes in the following sentences. Write the correct word on the line.
1. I will ask the teacher for more informations about the project.
2. We ordered a big plate of spaghetti with meat sauces.
3. Patrick drank many cup of tea to stay awake.
4. Marcy wants to buy furnitures for her new house.
5. Happiness are the key to life.
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Name:
Date:
GRAMMAR SECTION
Group:
Possessive Forms
We indicate possession by adding ’s to the end of a noun.
I love my mother’s cooking.
Listen to the children’s story.
This possessive form is used mainly for people,
animals and regions.
For inanimate objects, omit the or use .
If the noun ends in s, add only an apostrophe (’).
I want to watch the boys’ game.
You must take your parents’ advice.
SENTENCE BUILDERS
Nouns
A. Underline the nouns in each sentence. Write the possessive form.
the dog’s bone
1. The bone belongs to the dog.
2. The smiles belong to the children.
3. The eyes belong to the tiger.
4. This cap belongs to the bottle.
5. The homework belongs to Kevin.
6. The tail belongs to the monkey.
7. The house belongs to the Wilsons.
8. The books belong to the students.
9. The balcony belongs to the bedroom.
B. Match the countries in the word box with their capital cities. Use the possessive form.
1. France’s
capital is Paris.
Word Box
2.
capital is Rome.
Australia
3.
capital is Ottawa.
4.
capital is Beijing.
5.
capital is Moscow.
6.
capital is Canberra.
7.
capital is Tokyo.
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Canada
China
France
Japan
Italy
Russia
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229
GRAMMAR SECTION
Name:
Date:
Group:
Subject Pronouns
Singular
We use subject pronouns to replace nouns as subjects in a sentence.
I like to watch thunderstorms.
You want to be a police ofcer.
She / He / It didn’t hear the bell ring.
Plural
SENTENCE BUILDERS
Pronouns
We are happy for you!
You went to Peru last year.
They ate pizza last night.
The 3rd person plural pronoun
is used to replace both males
and females, as well as animals and inanimate objects.
A. Underline the subject in each sentence. Write the corresponding subject pronoun in the space provided.
1. The mayor decided to host a pie contest.
2. My friends and I wanted to enter the contest.
3. Sally rolled out the pie dough.
4. Jim mixed the fruit and poured it in.
5. Sally and Jim left the pie in the oven too long.
6. The pie came out burned!
7. The other pies were delicious.
B. Complete the conversation with subject pronouns.
Abdul: Hey, Daniel! Did
Daniel: Yeah,
hear about the school snowboarding trip?
sounds like a lot of fun.
will denitely sign up. Do
Abdul:
know Claire and Sam?
want
to come, too.
know Claire.
Daniel:
is in my biology class.
don’t think that
know Sam.
Abdul: Sam?
is an awesome snowboarder. Do
think you can come, too?
will have a great time!
Daniel:
will ask my mom.
Abdul:
should tell your mom that Claire, Sam and I will be there, too.
make sure that
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thinks snowboarding is dangerous.
will
don’t get hurt!
Sentence Builders
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Name:
Date:
Group:
GRAMMAR SECTION
Object Pronouns
We use object pronouns to replace nouns or pronouns that are the object of a verb or preposition.
Example
Singular
Object pronoun
I
you
she / he / it
me
you
her / him / it
I hope you will call me.
Sometimes I can’t believe you.
If you have a question, ask it.
Plural
Subject pronoun
we
you
they
us
you
them
Teachers just don’t understand us.
We won’t leave without you.
I think we should wait for them.
SENTENCE BUILDERS
Pronouns
Complete the answers by replacing the underlined words with object pronouns.
1. Q: Do you have geometry class with Mrs. Ali?
A: Yes, I learn a lot from
.
2. Q: Can Jimmy help you with your English homework?
A: Yes, but I’m too shy to ask
.
3. Q: Where are the pictures of your trip to New York City?
A: I will post
when I get home.
4. Q: Do you know where my calculator is? I looked everywhere.
A: Maybe you lost
.
5. Q: Why does Freddie smile at me every morning?
A: I think he likes
.
6. Q: Can we work on our project this weekend?
A: Sure, I will ask Sam if he can help
.
7. Q: Can your mom bake a cake for my birthday party?
A: I will ask
.
8. Q: What will you do with all of those apples?
A: I will eat
, of course!
9. Q: Do you want to watch the new Harry Potter lm with me?
A: Sorry, but I saw
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last weekend.
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231
GRAMMAR SECTION
Name:
Date:
Group:
SENTENCE BUILDERS
Adjectives
Position and Order
We use adjectives to add information about people, places and things.
Place adjectives after verbs like to be, to become, to get or to feel.
Jeannie is smart. I feel sad. We got very cold.
Place adjectives before nouns.
We bought new sneakers. A large cat walked by.
In English, adjectives never take a plural
or change form according to the noun
they are describing.
When we use two or more adjectives before a noun, we generally use this order:
Number
many
one
twelve
Size
huge
tiny
wide
Description
beautiful
funny
happy
Shape
round
square
triangular
Colour
orange
black
pale
Origin
Canadian
international
local
Twelve beautiful Siamese cats sat in the sun.
A. Circle the choice with the correct adjective order.
1. a. a big black spider
5. a. beautiful two earrings small
b. a black big spider
b. two small beautiful earrings
c. a spider big black
c. small two beautiful earrings
2. a. the tiny famous French restaurant
6. a. funny six square keys
b. the famous tiny French restaurant
b. six funny square keys
c. the tiny French famous restaurant
c. six square funny keys
3. a. four rats ugly brown
7. a. one huge moose Canadian
b. ugly four brown rats
b. one moose huge Canadian
c. four ugly brown rats
c. one huge Canadian moose
4. a. a yellow big round moon
8. a. a crazy brown German shepherd
b. a round big yellow moon
b. a brown crazy German shepherd
c. a big round yellow moon
c. a German crazy brown shepherd
B. Write a sentence with the three adjectives provided.
1. green / happy / small The happy green frog ate a small y.
2. scary / big / red
3. tall / several / crazy
4. timid / one / brown
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Name:
Date:
Group:
GRAMMAR SECTION
Possessive Adjectives
We use possessive adjectives to indicate a relationship or possession.
Possessive
adjective
Singular
I
you
she
he
it
my
your
her
his
its
Plural
Subject
pronoun
we
you
they
our
your
their
Possessive adjectives are the same gender as the noun they replace:
SENTENCE BUILDERS
Adjectives
A. Underline the subject of the sentence and circle the possessive adjective that matches the subject.
1. I can’t nd ( your / his / my ) history essay!
2. My sisters want to cut ( his / her / their ) hair very short.
3. Julio believes he lost ( his / her / your ) watch.
4. We switched the TV to ( her / our / your ) favourite program.
5. Are you going to ( your / his / our ) soccer practice tonight?
6. Monika is upset because ( his / her / their ) brother got sick.
7. My dictionary lost ( his / its / her ) cover.
8. Chris and David will go to ( their / his / your ) chalet this weekend.
B. Write the possessive adjective that corresponds to the noun provided.
1. a giraffe
its
neck
7. me
brother
2. you
homework
8. Maria and I
answer
3. Carly
grandfather
9. a father
children
4. Tito and I
math teacher
10. you
calculator
5. reworks
colour
11. Amélie
backpack
6. the song
lyrics
12. the sh
bowl
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233
GRAMMAR SECTION
Name:
Date:
Group:
SENTENCE BUILDERS
Adverbs
Adverbs of Time
We use adverbs of time to describe when something happens.
Past
last night, earlier, yesterday
Present
now, today
Future
soon, later, tonight, tomorrow, next week
We usually place adverbs of time at the beginning or the end of a sentence.
Tomorrow Beatrice will nish her project. We have to leave now.
A. Decide if the adverb in each sentence is correct or incorrect. If it is incorrect, rewrite the sentence with a
different adverb of time.
Correct
Incorrect
1. Yesterday we will have a history exam.
2. Jayma is doing her homework last night.
3. We will need to go home soon.
4. The team ate pizza after they won tomorrow.
5. Don’t forget to call me later!
6. Today is Sunday and there is school yesterday.
7. The class trip to La Ronde is yesterday!
B. Write complete sentences using the prompts. Pay attention to your verbs.
1. tonight / spaghetti
2. soon / rain
3. later / homework
4. last night / basketball game
5. now / very cold
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Name:
Date:
Group:
GRAMMAR SECTION
Adverbs of Frequency
We use adverbs of frequency to describe how often something happens.
+
Degree of frequency
–
always, usually, often, regularly, sometimes, occasionally, rarely, twice, once, never
We usually place adverbs of frequency before the main verb. They are sometimes placed after the verb to be.
We often go to the movies on Saturday nights.
Rachel is rarely on time.
SENTENCE BUILDERS
Adverbs
A. Write complete sentences using the prompts. Use the verb tense of your choice.
1. eat, never
2. go, often
3. play, regularly
4. be, sometimes
5. tell, always
B. Circle the correct adverb of time or frequency in each sentence.
1. ( Always / Yesterday ) I went to the store to buy a pair of jeans. I ( soon / always ) go to the same
store because they ( usually / earlier ) have the newest styles.
2. Emmy and Sareka are coming over ( soon / rarely ) so that we can practise our Reader’s
Theatre presentation. We ( yesterday / always ) have fun studying together.
3. The principal said that we will ( earlier / always ) use tablets instead of textbooks ( next year / twice )
if all goes well.
4. At lunch in the cafeteria, I ( occasionally / tonight ) try to sit with different groups of people.
( Yesterday / Always ) I sat with a group of new kids from Senegal. It is (always / tomorrow ) fun
to meet new people.
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235
GRAMMAR SECTION
Name:
Date:
Group:
SENTENCE BUILDERS
Discourse Markers
Sequence Adverbs and Ordinal Numbers
We use sequence adverbs and ordinal numbers to indicate the order in which things happen.
Time
Sequence
adverbs
rst
then
next
after that
nally
Ordinal
numbers
rst
(1st)
second
(2nd)
third
(3rd)
fourth
(4th)
twenty-seventh
(27th)
Remember to place a comma after the sequence adverb or ordinal number:
First, do your homework.
Next, check your answers.
After that, clean your room.
A. Place the steps for checking out a library book in order from 1 to 5. Use ordinal numbers.
How to check out a library book
Go to the check-out desk and ask the librarian to scan your book.
Research the title of your book in the computer system.
Find the correct bookshelf and locate your book.
Write or print the book’s call number so that you can go search for it.
Thank the librarian and place your book in your backpack.
B. Write the steps for making your favourite sandwich. Use sequence adverbs in your sentences.
1. First,
2.
3.
4.
5.
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Name:
Date:
GRAMMAR SECTION
Group:
SENTENCE BUILDERS
Prepositions
Prepositions of Place
We use prepositions of place to indicate the relative position of people, places and things.
The circle is:
in / inside the box
behind the box
on the box
under the box
in front of the box
next to / beside the box
between the boxes
In English class, I sit between Amanda and Zack. Pierre sits behind me, next to Chiara.
A. Complete the sentences with the correct preposition of place.
red pepper
1. The tomatoes are
the bag.
2. The pear is
the peaches.
3. The broccoli is
the red pepper.
4. The carrots are
the bag.
5. One tomato is
the other tomato.
6. The green pepper is
the lemon and the carrots.
parsley
cauliflower
tomatoes
broccoli
cucumbers
apple
yellow pepper
apple
red onions
pear
bananas
lemon
green pepper
peaches
carrots
B. Use as many prepositions as possible to describe where the cauliower is.
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237
GRAMMAR SECTION
Name:
Date:
Group:
SENTENCE BUILDERS
Prepositions
Prepositions of Time, Date and Duration
We use these prepositions to indicate the time, date, day or duration of an event.
School starts at 7:45 every morning.
Tina and Grace play basketball in the afternoon.
Time
at, in
Date / Day
on
The project is due on April 15.
Our plane leaves on Thursday.
Duration
from . . . to
We have English class from 8 a.m. to 9:30 a.m.
They will be in Scotland from June 18 to July 2.
A. Circle the prepositions in the sentences below. Write whether it is a preposition of date, day, time
or duration.
1. I have orchestra practice at 4:30 this afternoon.
time
2. Billy is only free from six to seven o’clock tonight.
3. We eat brunch together on Saturday mornings.
4. The Jaguars have a home game on November 30.
5. Mom will pick you up in the morning.
B. Complete the paragraph with the correct preposition of time.
This is Rob Scoop, broadcasting live
6 p.m.
evening. Live coverage of tonight’s news begins
10 p.m. every weekday
6:15 p.m., after the weather
forecast. We will discuss this year’s edition of the Cannes Film Festival, which will begin
May 14. This evening’s broadcast will also cover news from the United Nations
Summit that took place
Thursday, May 5. Finally, tune in
9:30 p.m.
to listen to the week’s top celebrity tweets. Don’t change the station, because we’ll be right
back
a few minutes after a word from our sponsors.
C. Write the correct preposition of time or place in the space provided. Choose between on or in.
238
1.
the pool
3.
April 15
5.
my room
2.
the morning
4.
the table
6.
Friday night
two hundred and thirty-eight
Sentence Builders
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Name:
Date:
GRAMMAR SECTION
Group:
Denite and Indenite
We use the denite article the before singular and plural nouns to refer to specic people, places,
events or things.
I went to the football game last night.
Did you nd the information you need?
We use the indenite article a (or an) in front of singular countable nouns to refer to non-specic people,
places or things when they are mentioned for the rst time. We omit the article when these nouns are plural.
Do you have an idea?
I need a book about snakes.
SENTENCE BUILDERS
Articles
I have ideas.
I need books about snakes.
an
a
Use a before consonants or consonant sounds.
a cat
a pencil
a unicorn
Use an before vowels or a silent h.
an ugly duckling
an orange
an hour
For more on countable and uncountable nouns, see page 228.
A. Choose a word from the word box to complete each sentence. Add an indenite article (a, an).
Word Box
actress • calculator • key • orange • recipe • spoon • stamp • umbrella
1. You need
to stay dry in the rain.
2. You need
to do the math homework.
3. You need
to eat soup.
4. You need
to make orange juice.
5. You need
to unlock the door.
6. You need
to mail that letter.
7. You need
to play the role of Juliet.
8. You need
to bake a pie.
B. Decide whether the underlined nouns require a denite article, an indenite article or no article.
1. I went to see
Prime Minister speak at
2. We called an electrician to come x
3. Dad ordered
pizza with
4. My favourite sport is
Reproduction prohibited © TC Media Books Inc.
Canada Day celebration last week.
broken light in
pepperoni and
volleyball. I am captain of
Sentence Builders
front hall.
tomatoes for supper tonight.
junior team.
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239
GRAMMAR SECTION
Name:
Date:
Group:
SENTENCE BUILDERS
Question Words
Question words are used at the beginning of information questions to ask for specic information.
Question word
Who
What
Where
When
Why
How
Which
Whose
How + adjective
How much
How many
How old
How big / small
To ask about
a person’s identity
a thing or an event
a place
a date or time
a reason
a way, a manner
a choice or distinction
a relationship or possession
Example
Who is your favourite actor?
What are you talking about?
Where do you do your homework?
When will your parents arrive?
Why are you laughing?
How did you get a hall pass?
Which classes do you like?
Whose workbook is on the oor?
To ask about
quantity (uncountable)
quantity (countable)
age
size
Example
How much time do we have?
How many people are coming?
How old were you when you moved here?
How big is your bedroom?
A. Complete the questions with the correct question word to match the answers.
1. Q:
did you nd that funny video? A: I found it on the Internet.
2. Q:
backpack is this? A: I think that it’s Chloe’s.
3. Q:
did you travel to Ottawa? A: I took the train.
4. Q:
is your new gym teacher? A: Ms. Wong.
5. Q:
did Leo leave so early? A: Because he had a dental appointment.
6. Q:
cookies did you eat? A: I only ate two.
B. Circle the correct question word.
1. ( What / Which ) do you prefer, the blue one or the red one?
2. ( How many / How much ) milk is left in the carton?
3. ( Whose / Which ) coat is that, Amy’s or Suri’s?
4. ( Why / How ) did they get to the stadium, by car or by bus?
5. ( How old / How big ) will your brother be on his next birthday?
6. ( What / How) does “peculiar” mean? It means “strange.”
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Sentence Builders
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Name:
Date:
GRAMMAR SECTION
Group:
Example
Use a period ( . )
• to end a sentence
• for initials
• for abbreviations
SENTENCE BUILDERS
Punctuation
Close your books.
U.S.A.
Mr. Humboldt, Davenport St.
Use a comma ( , )
• to separate items in a list
• to separate ideas in a sentence.
• to separate dates, cities and provinces
I saw monkeys, gorillas, giraffes and tigers.
It’s late, but I don’t want to go home.
I was born on May 8, 2002, in Alma, Québec.
Use a question mark ( ? )
• to ask a question
Can I go to the zoo with you?
Use an exclamation mark ( ! )
• to show surprise or emotion
Wow! It’s so great to see you!
Use an apostrophe ( ’ )
• to show a relationship or possession
• to indicate a contraction
My mother’s cookies are the best.
I can’t come tonight because I’m busy.
A. Write the following dates with commas (name of month, date, year).
1. 30/11/2013
3. 25/03/1958
2. 02/06/1984
4. 07/07/2007
B. Underline the words that are missing an apostrophe. Write the words with the correct punctuation
on the lines.
1. I cant come because I have too much homework .
can’t
2. When is Davids brother coming back
3. Faisal doesnt want to leave the party
4. Isnt that your brother over there
5. I wonder why Lara and Paul arent here
C. Add the correct punctuation in the box at the end of each sentence in Step B: a period or a question mark.
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Sentence Builders
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241
GRAMMAR SECTION
Name:
Date:
Group:
SENTENCE BUILDERS
Capitalization
Use a capital letter for
Example
• the rst word of a sentence
The test is in one hour.
• the pronoun I
My brother and I went to the movies last night.
• proper nouns (names, places,
months, days, holidays,
languages, nationalities)
It is Ariel’s birthday on Thursday.
We are going to France for Christmas!
My last English class is on June 14.
• titles
I saw Mrs. Abel talking to Dr. Hughes on Main Street.
A. Rewrite the sentences, using correct capitalization.
1. toronto is not the capital of canada.
2. when you ski in the canadian rockies, do you prefer whistler or banff?
3. i just saw mr. halliday at the somerville public library.
4. did your sister camille graduate from concordia university?
5. jimmy and i went to see the yankees play baseball in new york city.
6. we celebrate halloween every year in october.
7. my japanese friend wants to visit prince edward island.
B. Answer the following questions. Pay attention to your capitalization and punctuation.
1. Where were you born?
2. When is your next birthday?
3. What are your two favourite holidays?
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REFERENCE SECTION
Functional Language
Sharing Information
Describing events and issues
I’m going to talk about . . .
This is about . . .
It happened . . .
There was a problem when . . .
Linking ideas
First, . . .
Second, . . .
After that, . . .
On the other hand, . . .
Then, . . .
Finally, . . .
In conclusion, . . .
Stalling for time
Let me think about it.
Can I have a minute?
Hold on a second.
What I mean is . . .
Asking follow-up questions
What happened next?
Can you tell me more about . . . ?
Can you describe it?
Can you give me an example?
When did this happen?
How does it end?
C1
Stating and asking for opinions
In my opinion, . . .
What about you?
What do you think about . . . ?
Can you explain your opinion?
Give me an example.
What are your arguments?
Agreeing and disagreeing
I agree. I think you’re right.
I disagree. I think you’re wrong.
No, that’s not quite right.
I suppose so, but . . .
That may be true, but . . .
Cooperating with Others
Requesting and offering assistance
Can you show me how to . . . ?
Let me give you a hand with . . .
Do you want me to help you?
Asking for feedback
Could you give me your feedback?
I really need your opinion.
Do you have any suggestions?
What should I do?
Responding to suggestions
I think you should . . .
Sure. That’s a good idea.
What do you suggest?
I think it would be better if . . .
That’s a great suggestion.
Interrupting and responding politely
Before you continue . . .
Sorry to interrupt, but . . .
That’s okay.
Don’t worry about it.
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two hundred and forty-three
243
REFERENCE
SECTION
REFERENCE
SECTION
Functional Language
Reflecting on Your Progress
Making decisions
What did you decide?
Let me think about it.
I decided that . . .
Are you for or against the decision?
Are you sure?
We need to agree on this.
Using the Processes
Reecting on your personal
development as an English learner
I need to improve . . .
I could practise . . .
I was able to understand because . . .
This text was difcult because . . .
A better way to do it is . . .
The strategy I used was . . .
Exploring texts with others
Setting goals
What did you notice about this text?
I noticed that . . .
Do you understand why . . . ?
I think it means that . . .
Let’s look it up.
Based on the text, I think . . .
Next time I will . . .
My objective is to . . .
This year, I hope to . . .
I need to work on . . .
Making connections to texts
I know what the author means.
The same thing happened to . . .
I know someone who . . .
That is so true.
Would you react this way?
Reecting on teamwork
It was difcult to . . .
The best part was . . .
I think it would be better if . . .
Our team needs to . . .
Let’s try to improve . . .
Next time, we could . . .
Brainstorming and discussing ideas
for texts
Any ideas?
I have some ideas about . . .
We should do some research about . . .
I’ll take notes.
What format should we use?
Giving and responding to feedback
You should add an example.
This paragraph is unclear. You could . . .
I think this is wrong.
You should check your spelling.
This is great.
Thanks for the feedback.
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REFERENCE SECTION
Strategies
C1
C2
C3
Strategies for Monitoring Your Progress
Lower your anxiety. Set short-term and long-term
objectives to improve your English. Remind
yourself that you are improving every day.
Encourage yourself and others. Look for
opportunities to practise speaking, reading
or writing English outside the classroom.
Take risks. Don’t be afraid to make mistakes.
It’s a normal part of learning a language.
Use resources to check your language and
correct your mistakes.
Cooperate with others to reach a common
goal.
Notice which strategies are really useful in
a given situation.
Strategies for Oral Interaction
C1
Think about what you know before you speak.
Ask for more time if you are not sure what to say.
Rephrase or substitute words to clarify a statement.
When you make a mistake, correct it or ask for help.
Listen carefully and respond to what others are saying.
Ask questions to verify that you understood correctly.
Ask others to rephrase their ideas using different words when you don’t understand.
Correct your classmate’s mistakes to help them improve their English.
Ask follow-up questions to get additional information.
Cooperate with others to reach a consensus in discussions and projects.
Look for opportunities to speak English.
Learn English jokes and watch English TV and movies to help you actively participate
in English culture.
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245
REFERENCE
SECTION
REFERENCE
SECTION
Strategies
Strategies for Reinvesting Understanding of Texts
C2
Focus your attention on what you need to know to lower anxiety.
Skim the text to get a general idea of the topic.
Think about what you know about the subject.
Scan the text for specic information.
Make intelligent guesses based on images, context, cognates and other clues.
Make predictions regarding meaning or development.
Take notes and organize information logically.
Compare elements in texts to discover similarities and differences.
Cooperate with others to better understand texts. Ask questions to clarify meaning.
Practise: read and listen to English outside the classroom—from cereal boxes to TV shows.
Strategies for Writing or Producing Texts
C3
Plan: think about the steps needed to carry out the task. Follow the phases of the writing
or production process.
Manage your resources: instructions, text models, sources, checklists, etc.
Refer to text models. Notice their components and features.
Think about what you already know about the topic.
Brainstorm ideas, do research and take notes.
Organize the information while referring
to text models.
Transfer and recombine language and
information from previous tasks.
Cooperate with others to give and receive
feedback.
Monitor your work: revise and edit your
text or production to improve it.
Reect on what you have learned.
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REFERENCE SECTION
Verb Tense Overview
Regular Verbs
Tense
Afrmative
Negative
Simple Present
I / We / You / They walk.
She / He / It walks.
I / We / You / They do not walk.
She / He / It does not walk.
Present Continuous
I am walking.
She / He / It is walking.
We / You / They are walking.
I am not walking.
She / He / It is not walking.
We / You / They are not walking.
Simple Past
(regular verbs)
I / We / You / They walked.
She / He / It walked.
I / We / You / They did not walk.
She / He / It did not walk.
Simple Future
(with will)
I / We / You / They will walk.
She / He / It will walk.
I / We / You / They will not walk.
She / He / It will not walk.
Future
(with be going to)
I am going to walk.
She / He / It is going to walk.
We / You / They are going to walk.
I am not going to walk.
She / He / It is not going to walk.
We / You / They are not going to walk.
Imperative
Walk.
Do not walk.
Modals
I / We / You / They should walk.
She / He / It can walk.
I / We / You / They should not walk.
She / He / It cannot walk.
Tense
Yes / no questions
Information questions
Simple Present
Do I / we / you / they walk?
Does she / he / it walk?
When do I / we / you / they walk?
How long does she / he / it walk?
Present Continuous
Am I walking?
Is she / he / it walking?
Are we / you / they walking?
Why am I walking?
Where is she / he / it walking?
How often are we / you / they walking?
Simple Past
Did I / we / you / they walk?
Did she / he / it walk?
Why did I / we / you / they walk?
How far did she / he / it walk?
Simple Future
(with will)
Will I / we / you / they walk?
Will she / he / it walk?
When will I / we / you / they walk?
Where will she / he / it walk?
Future
(with be going to)
Am I going to walk?
Is she / he / it going to walk?
Are we / you / they going to walk?
When am I going to walk?
How far is she / he / it going to walk?
Where are we / you / they going to walk?
Modals
Should I / we / you / they walk?
Can she / he / it walk?
Where should I / we / you / they walk?
How far can she / he / it walk?
Verb To Be
Tense
Afrmative
Negative
Simple Present
I am noisy.
She / He / It is noisy.
We / You / They are noisy.
I am not noisy.
She / He / It is not noisy.
We / You / They are not noisy.
Simple Past
I / She / He / It was noisy.
We / You / They were noisy.
I / She / He / It was not noisy.
We / You / They were not noisy.
Past Continuous
I / She / He / It was being noisy.
We / You / They were being noisy.
I / She / He / It was not being noisy.
We / You / They were not being noisy.
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247
REFERENCE
SECTION
REFERENCE
SECTION
Verb Tense Overview
Verb To Be
Tense
Yes / no questions
Information questions
Simple Present
Am I noisy?
Is she / he / it noisy?
Are we / you / they noisy?
When am I noisy?
Why is she / he / it noisy?
How often are we / you / they noisy?
Simple Past
Was I / she / he / it noisy?
Were we / you / they noisy?
When was I / she / he / it noisy?
Why were we / you / they noisy?
Past Continuous
Was I / she / he / it being noisy?
Were we / you / they being noisy?
How often was I / she / he / it being noisy?
Why were we / you / they being noisy?
Spelling Rules
Tense
Simple Present
Present and Past
Continuous
Rule
Example
Adding s to the base form for the 3rd person singular:
• Most verbs (listen, nd, make, hear): Add s.
• Verbs ending with ch, sh, o, s, x, z (watch, wish,
go): Add es.
• Verbs ending with a consonant + y (try, carry):
Change y to i and add es.
Adding ing to the base form to create the present and
past participles:
• Most verbs (walk, study, eat): add ing.
• Verbs ending with one e (write, cooperate): drop
the e and add ing.
• Two- or more-syllable verbs if stress falls on the last
syllable (admit) and some one-syllable verbs (swim):
double the last consonant and add ing.
• Verbs ending with a single l after a vowel (travel,
signal): double the l and add ing.
• Verbs ending with ie (lie, die): change the ie to y
and add ing.
Adding ed to the base form of regular verbs:
• Most verbs ending with a consonant (stay, start,
return): add ed.
• Verbs ending with e (like, dance): add d.
• Verbs ending with a consonant + y (try, carry):
change the y to i and add ed.
• One-syllable verbs ending with a single vowel + one
consonant (except w, x, y) (stop, prefer): double the
two hundred and forty-eight
last consonant and add ed.
• Verbs ending with a single l after a vowel (model,
travel): double the l and add ed.
• listens, nds, makes, hears
• watches, wishes, goes
• tries, carries
• walking, studying, eating
• writing, cooperating
• admitting, swimming
• travelling, signalling
• lying, dying
Simple Past
248
Reference Section
• stayed, started, returned
• liked, danced
• tried, carried
• stopped, preferred
• modelled, travelled
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REFERENCE SECTION
Simple Past of Common Irregular Verbs
Base Form
Simple Past
Base Form
Simple Past
Base Form
Simple Past
give
gave
shine
shone
was / were
go
went
shoot
shot
bore
grind
ground
shrink
shrank
beat
beat
grow
grew
shut
shut
become
became
hang
hung
sing
sang
begin
began
have
had
sit
sat
bend
bent
hear
heard
sleep
slept
bite
bit
hide
hid
slide
slid
bleed
bled
hit
hit
speak
spoke
blow
blew
hold
held
speed
sped
break
broke
hurt
hurt
spend
spent
bring
brought
keep
kept
split
split
build
built
know
knew
spread
spread
burst
burst
lay
laid
stand
stood
buy
bought
lead
led
steal
stole
catch
caught
leave
left
stick
stuck
choose
chose
lend
lent
stink
stank
come
came
let
let
strike
struck
cost
cost
lie
lay
swear
swore
cut
cut
light
lit
sweep
swept
deal
dealt
lose
lost
swim
swam
dig
dug
make
made
swing
swung
do
did
mean
meant
take
took
draw
drew
meet
met
teach
taught
drink
drank
pay
paid
tear
tore
drive
drove
put
put
tell
told
eat
ate
quit
quit
think
thought
fall
fell
read
read
throw
threw
feed
fed
ride
rode
understand
understood
feel
felt
ring
rang
undo
undid
ght
fought
rise
rose
upset
upset
nd
found
run
ran
wake
woke
y
ew
say
said
wear
wore
forbid
forbade
see
saw
weave
wove
forget
forgot
sell
sold
weep
wept
forgive
forgave
send
sent
win
won
freeze
froze
set
set
wind
wound
get
got
shake
shook
write
wrote
awake
awoke
be
bear
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249
REFERENCE SECTION
The Response Process
C2
Use the response process to construct the meaning of written, spoken and visual texts individually and
with your classmates. The phases of the process will help you understand a text’s literal meaning, as well
as its underlying meaning. You may need to go back and forth between the phases as you work.
1. Explore the text.
Before you read, listen to or view the text:
Use the title, subheadings and images to predict or infer what the text will be about.
Think of what you already know about the topic.
Read the vocabulary denitions to better understand the text.
Determine which strategies and resources will help you understand the text. Will you take notes,
complete a graphic organizer or highlight important information?
While you read, listen to or view the text:
Use the prompts and guiding questions to focus your attention. Take notes on important details.
Look for the overall message of the text.
Mark off sections that will need clarication or discussion.
After you are nished:
Write down any ideas, reactions and answers or questions to better understand the text.
Share your thoughts, impressions and answers with your classmates to verify, deepen and adjust
your understanding of the text’s literal meaning and its underlying meaning.
2. Connect with the text.
Establish a personal connection to the text:
Think about how the text can relate to your own or someone else’s experiences.
Form an opinion based on what you read, heard or saw.
Discuss your impressions and share your experiences with your classmates to deepen understanding.
3. Generalize beyond the text.
Think about how the information can relate to your
community and your life.
Discuss the bigger issues presented in the text and
share what you know about them.
Talk about solutions to various problems presented
in the text.
Reect on your understanding of the text and your
use of the response process through self-evaluation,
class discussion or feedback.
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The Writing Process
C3
Use the writing process to improve the quality of your texts. Follow the phases of the process to make
sure your text is complete and well developed. You may need to go back and forth between the
phases as you work.
1. Prepare to write.
Before you start to write your text:
Identify the text components in model texts.
Brainstorm topic ideas with classmates and take notes in a graphic organizer.
Research your topic. Read other sources or discuss ideas with classmates in order to develop
your text.
Consider the purpose and audience for your text and select appropriate language.
Organize your ideas: create an outline for your text.
2. Write a draft.
As you write, focus on your message:
Refer to your outline as you write down your ideas, thoughts and opinions to make sure that
your draft is complete and has the correct text components.
Check the instructions to make sure you are following them. Adjust your text and outline.
3. Revise your text.
Discuss your draft with a classmate. Get feedback on organization, clarity and coherence.
Check that your text achieves its purpose and has all the required elements.
Make adjustments to the content, organization and language to improve the draft.
4. Edit your text.
Get feedback from a classmate on your vocabulary,
spelling, grammar and punctuation.
Use resources to check and correct errors.
Write a nal copy of your text.
5. Publish your text (optional).
Share your nished text with your intended audience.
Reect on the nal version of your text and your use
of the writing process through self-evaluation, class
discussion or audience feedback.
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REFERENCE SECTION
The Production Process
C3
Use the production process to create media texts. Follow the phases of the process to get a better
understanding of the media and your role as both a producer and a consumer.
1. Pre-production
Before you start to write and produce your media text:
Identify the text components in models of media texts.
Brainstorm topics and ideas with your teammates.
Research your topic and take notes.
Discuss ideas with your teammates in order to develop your media text.
Select a medium and corresponding media conventions.
Consider the purpose and audience for your media text and select appropriate language.
Write a focus sentence and create an outline or storyboard for your media text.
Plan your visuals and choose your media techniques.
Get feedback on your ideas from classmates and make adjustments to your plan.
2. Production
Work with your teammates to produce a preliminary version of your media text.
Refer to your outline or storyboard and use appropriate media conventions.
Use a writing process to write your text or script.
Get feedback on your preliminary version from a sample audience.
Revise and edit your media text. Make adjustments to its organization, clarity and coherence
based on feedback. Add nal touches.
3. Post-production
Share your media text with its
intended audience.
Reect on the nal version of
your media text and your use of
the production process through
self-evaluation, class discussion
or audience feedback.
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REFERENCE SECTION
Peer Editing Guide
C3
When you edit a classmate’s work, it is important to give
constructive criticism. Your feedback can help your
classmate improve both written and media texts.
You should have your classmate’s planning and research
notes, and the rst draft of your classmate’s text.
Here are some general rules:
1. Read the draft a rst time. Correct any errors you notice as you read.
2. Read the text a second time and take notes on the text as a whole:
• List the text’s strong point and its weak point.
• Point out errors in sentence structure, word choice or general organization.
• Suggest areas for improvement.
3. Give your classmate your feedback and respond to any questions. Always give
examples of what works well in the text. Always suggest a way to solve a problem
or improve the text.
Peer Editing Checklist
The questions in this checklist will help you pinpoint areas that may need improvement.
Participation
in the writing
and production
processes
•
•
•
•
•
Did my classmate use the phases of the processes to complete the task?
Did my classmate take the time to analyze the text models?
Was the text adequately planned?
Was enough research done on the topic and text features?
Was an outline prepared before writing the draft?
Content of
the message
•
•
•
•
•
Is the text appropriate for the intended audience and purpose?
Are the ideas pertinent?
Are the ideas well developed and supported with examples?
Are the main ideas organized coherently?
Are all the required elements included in the text?
Formulation
of the message
•
•
•
•
Is the grammar accurate?
Are the vocabulary and language level appropriate?
Does the text use new language correctly?
Is the text easy to understand?
Presentation
or production
• Is the text appropriate for the type of presentation intended?
• Will the images, video and / or music planned for the text enhance
the message of the text?
Reproduction prohibited © TC Media Books Inc.
Reference Section
two hundred and fifty-three
253
REFERENCE SECTION
Self-Evaluation Guide
C1
C2
C3
1. Use the following questions to evaluate your ability to interact orally.
Participation in
oral interaction
•
•
•
•
Do I
Do I
Do I
Do I
use English at all times in English class?
participate actively in discussions and exchanges?
react to and build on what others say?
look for occasions to practise speaking English?
Content of
the message
•
•
•
•
Do I
Do I
Do I
Do I
contribute ideas during discussions?
express my personal viewpoint?
explain and support my ideas with examples?
ask questions to continue the discussion?
Articulation
of the message
•
•
•
•
Do I
Do I
Do I
Do I
take risks with language?
use different words to clarify what I mean?
use targeted grammar and vocabulary correctly?
notice and correct my own mistakes?
2. Use the following questions to evaluate your ability to reinvest understanding of texts.
Evidence of
understanding of
texts through the
response process
•
•
•
•
Do I focus on important details while reading, listening or viewing?
Do I look for the overall message of the text?
Do I share my understanding with others and adjust it if necessary?
Do I make personal connections with the text and share them with others?
Use of knowledge
from texts in a
reinvestment task
• Can I select relevant ideas from the texts to reinvest?
• Do I combine ideas from the texts with my own ideas?
• Do I understand how to use text features from models in my work?
3. Use the following questions to evaluate your ability to write and produce texts.
Participation
in the writing
and production
processes
•
•
•
•
Do I
Do I
Do I
Do I
identify the components of text models and their features?
brainstorm with others, research the topic and write an outline?
write a rst draft and then ask for feedback?
revise and edit the draft to improve the text?
Content of the
message
•
•
•
•
Are my ideas pertinent?
Do I develop my ideas and support them with examples?
Do I consider the intended audience and the purpose of the text?
Do I organize my ideas in a coherent manner?
Formulation of the
message
• Are my grammar and vocabulary accurate?
• Do I use appropriate text features and components?
• Is my message clear and easy to understand?
4. Evaluate your use of strategies and resources.
Strategies
and resources
254
two hundred and fifty-four
• Do I know which strategies and resources can help me?
• Do I use them?
Reference Section
Reproduction prohibited © TC Media Books Inc.
Sources
Photos and Illustrations
Cover
Digital Vision Vectors via Getty Images (title) • Henrik
Sorensen /Getty Images
Front Pages p. iv: YanLev /Shutterstock.com (Verbs) •
Ditty_about_summer /Shutterstock.com (Sentence Builders) • connel
/Shutterstock.com (Reference) • p. viii: BeRad /Shutterstock.com (bull’s
eye) • design36 /Shutterstock.com (dart) • barbaliss /Shutterstock.com
(rubric bands)
Review Unit p. 1: Kali Nine LLC /iStockphoto (group) •
Canoneer /Shutterstock.com (cogwheels) • p. 2: Nelia Sapronova
/Shutterstock.com • p. 3: prapass /Shutterstock.com • p. 4: IhorZigor
/Shutterstock.com (left) • Elena Kharichkina /Shutterstock.com (right) •
p. 5: Paul Hakimata Photography /Shutterstock.com • p. 6: mtkang
/Shutterstock.com • p. 7: Illustration by Stephanie Strickland
Unit 1 p. 9: yulkapopkova /iStockphoto • p. 10: Madlen
/Shutterstock.com (candies) • sx70 /Shutterstock.com (silhouettes) • p. 11:
Mike Flippo /Shutterstock.com • p. 12: Madlen /Shutterstock.com •
p. 13: Dmitry Melnikov /Shutterstock.com (top) • dossyl /Shutterstock.
com (middle) • valzan /Shutterstock.com (bottom) • p. 14: Karramba
Production /Shutterstock.com (silhouette) • p. 15: FamVeld /iStockphoto •
p. 16: Ruth Black /Shutterstock.com • p. 17: Diana Taliun
/Shutterstock.com • p. 18: Sam DCruz /Shutterstock.com • p. 19: Teresa
Kasprzycka /Shutterstock.com • p. 20: kezza /Shutterstock.com (top) •
ValaGrenier /iStockphoto (bottom) • p. 21: Brian A Jackson
/Shutterstock.com • p. 22: Gyvafoto /Shutterstock.com • p. 23: Julian
Rovagnati /Shutterstock.com • p. 24: peepo /iStockphoto • pp. 25−26:
Illustrations by Peter Lubach • p. 28: Leah-Anne Thompson
/Shutterstock.com • p. 30: Twin Design /Shutterstock.com • p. 31:
photo Mark Dye • p. 33: NinaM /Shutterstock.com (top) • Jo Ann Snover
/Dreamstime.com (bottom) • p. 34: YaiSirichai /Shutterstock.com • p. 35:
Alexander Raths /Shutterstock.com • p. 36: Jason Stitt /Shutterstock.com
p. 37: semmickphoto /123RF Stock Photo • p. 38: Belinda
Pretorius /Shutterstock.com • p. 39: yexelA /Shutterstock.com •
p. 40: Albert Ziganshin /Shutterstock.com • p. 41: Captain Canuck
illustration by Fadi Hakim <fadi@captaincanuck.com • p. 42: rook76
/Shutterstock.com • p. 43: Julien Tromeur /Shutterstock.com •
p. 44: rudall30 /Shutterstock.com (warrior) • Karramba Production
/Shutterstock.com (silhouette) • p. 45: Jeka /Shutterstock.com (boy) •
Alhovik /Shutterstock.com (horns, halo) • Andres Rodriguez
| Dreamstime.com (girl) • p. 46: igor kisselev /Shutterstock.com (girl) •
Michael C. Gray /Shutterstock.com (sky) • p. 47: fredgoldstein
/iStockphoto.com • p. 49: SMIRNOVA IRINA /Shutterstock.com
(borders) • Artem Emov /Shutterstock.com (totem) • p. 50: Hedrus
/Shutterstock.com (top) • Billy Read /Shutterstock.com (bottom) • p. 51:
andere andrea petrlik /Shutterstock.com • p. 52: Anna Bryukhanova
/iStockphoto.com • p. 54: judilyn /Shutterstock.com • p. 55: Vorobyeva
/Shutterstock.com • p. 57: Nulman Vladyslav /Shutterstock.com (top) •
Sebastian Tomus /Shutterstock.com (bottom) • p. 63: Javier Brosch
/Shutterstock.com • p. 64: Anirender /Shutterstock.com
Unit 2
Reproduction prohibited © TC Media Books Inc.
p. 65: michaeljung /Shutterstock.com • p. 66: dgmata
/123RF Stock Photo (girl) • grynold /Shutterstock.com (silhouettes) •
p. 67: ehtesham /Shutterstock.com • p. 68: Africa Studio
/Shutterstock.com • p. 69: GlobalStock /iStockphoto (man) • Arman
Zhenikeyev /Shutterstock.com (woman) • p. 70: Sinelyov /Shutterstock.
com • p. 71: Diego Cervo /Shutterstock.com • p. 72: ProjectB
/iStockphoto (car) • Christopher Edwin Nuzzaco /Shutterstock.com
(bubbles) • p. 73: OzZon /Shutterstock.com • p. 74: Illustrations by
Stephanie Strickland • p. 75: yexelA /Shutterstock.com • p. 76: SergiyN
| Shutterstock.com • p. 77: Twin Design /Shutterstock.com • pp. 78−81:
Illustrations by Peter Lubach • p. 83: Indigosh | Dreamstime.com •
p. 85: andreiuc88 /Shutterstock.com (a) • Gertan /Shutterstock.com (b) •
Kevin Eaves /Shutterstock.com (c) • Mike Charles /Shutterstock.com (d) •
archives /iStockphoto (e) • keiichihiki /iStockphoto (f) • p. 86: inc
/Shutterstock.com • p. 87: Sebastien Burel /Shutterstock.com • p. 88:
Terence /Shutterstock.com • Map by Yanick Vandal, Colpron • p. 90:
Rich Carey /Shutterstock.com • p. 91: Jennie Book /Shutterstock.com •
p. 92: Aaron Amat /Shutterstock.com
Unit 3
Unit 4 p. 93: ©Iason Athanasiadis • p. 94: 1000words
| Dreamstime.com (video game) • mamanamsai /Shutterstock.com
(silhouette) • p. 95: RedKoala /Shutterstock.com • p. 96: CREATISTA
/Shutterstock.com • p. 97: Ivengo /Shutterstock.com (title background) •
Courtesy of The Strong®, Rochester, New York (image) • p. 98:
Jitalia17 /iStockphoto (pizza) • Rob Marmion /Shutterstock.com
(pepperoni) • Catherine Lane /iStockphoto (Super Mario) • catwalker
/Shutterstock.com (Zelda) • p. 99: catwalker /Shutterstock.com
(the Sims) • Ziva_K /iStockphoto (Angry Birds) • p. 101: ©David
Darling • p. 102: Berci /Shutterstock.com • p. 103: Edyta Pawlowska
/Shutterstock.com • p. 104: Thinglass /Shutterstock.com • p. 105:
mozzyb /Shutterstock.com (planets) • ComicVector703 /Shutterstock.com
(silhouette) • p. 106: Fer Gregory /Shutterstock.com • p. 107: Dikiiy
/Shutterstock.com • p. 108: pinkypills /Shutterstock.com (lights) •
Veronica Louro /Shutterstock.com (boy) • p. 109: Illustrations by Peter
Lubach • p. 110: Mandy Godbehear /Shutterstock.com • p. 112:
Photographee.eu /Shutterstock.com • p. 114: Konstantin Yolshin
/Shutterstock.com • p. 115: Monkey Business Images /Shutterstock.com •
p. 116: Monkey Business Images /Shutterstock.com • p. 117: Lisa F.
Young /Shutterstock.com • p. 118: Goodluz /Shutterstock.com • p. 120:
DM7 /Shutterstock.com
p. 121: ©Marleen Vorster | Madame Thenadier •
p. 122: Lightspring /Shutterstock.com (frog prince) • rangepuppies
/iStockphoto (silhouettes) • p. 123: Ron and Joe /Shutterstock.com •
p. 124: Vince Clements /Shutterstock.com • p. 125: Victor Zastolskiy
| Dreamstime.com • pp. 126−128: Illustrations by Peter Lubach •
p. 129: J. Palys /Shutterstock.com • p. 130: Illustration by Peter Lubach •
natrot /Shutterstock.com (notebook) • p. 131: argus /Shutterstock.com
(tree) • Brian A Jackson /Shutterstock.com (newspaper) • Karramba
Production /Shutterstock.com (silhouette) • pp. 132−133: Illustrations
by Christine Delezenne • p. 135: Ioana Grecu /Dreamstime.com •
pp. 136−138: Illustrations by Peter Lubach • Kozoriz Yuriy
Unit 5
Sources
two hundred and fifty-five
255
/Shutterstock.com (background eld) • p. 140: Elena Schweitzer
/Shutterstock.com • p. 142: Kachalkina Veronika /Shutterstock.com •
p. 143: powerlines /iStockphoto • p. 146: tanuha2001
/Shutterstock.com • p. 147: Julien Tromeur /Shutterstock.com •
p. 148: Pushkin /Shutterstock.com
p. 149: Tom Wang /Shutterstock.com • p. 150: photoloni
/Shutterstock.com (paraglider) • ComicVector703 /Shutterstock.com
(silhouettes) • p. 151: FrameAngel /Shutterstock.com • p. 152:
Undergroundarts.co.uk /Shutterstock.com (footsteps) • Ammit Jack
/Shutterstock.com (kayaker) • p. 153: Galyna Andrushko
/Shutterstock.com • p. 154: vicspacewalker /Shutterstock.com •
p. 155: ©Christian Kieffer • p. 156: Milos Dizajn /Shutterstock.com
(world map) • Asier Romero /Shutterstock.com (girl with globe) • p. 157:
Jpiks /Shutterstock.com • p. 158: Alexander Raths /Shutterstock.com •
p. 159: Monkey Business Images /Shutterstock.com (four teenagers) •
Tatiana Kasyanova /Shutterstock.com (arrows) • MaxyM
/Shutterstock.com (paper background) • yexelA /Shutterstock.com
(silhouettes) • p. 160: Dragon Images /Shutterstock.com • p. 161:
Galyna Andrushko /Shutterstock.com • p. 162: Givaga /Shutterstock.com
(paper) • Mikadun /Shutterstock.com (mountains) • p. 163: Photobac
/Shutterstock.com • p. 164: Dragon Images /Shutterstock.com •
p. 165: Rido /Shutterstock.com • p. 166: igor kisselev
/Shutterstock.com • p. 167: Oleh Slobodeniuk /Shutterstock.com •
p. 168: Oleksiy Mark /Shutterstock.com • p. 170: Texelart
/Shutterstock.com • p. 171: Dudarev Mikhail /Shutterstock.com •
p. 172: Verkhovynets Taras /Shutterstock.com • p. 173: Anna Kucherova
/Shutterstock.com • p. 174: aragami12345s /Shutterstock.com
(sailboat) • jnumber9 /Shutterstock.com (anchor) • p. 175: IgorXIII
/Shutterstock.com • p. 176: feiyuezhangjie /Shutterstock.com
Unit 6
p. 178: Darrin Henry /Shutterstock.com •
Grammar Section
p. 179: Andy Dean Photography /Shutterstock.com (top) • Samuel
Borges Photography /Shutterstock.com (middle) • Max Topchii
/Shutterstock.com (bottom) • p. 180: majeczka /Shutterstock.com •
p. 181: Paul Maguire /Shutterstock.com • p. 182: Paula Aguilera/MIT
Media Lab • p. 183: Ivan_Sabo /Shutterstock.com • p. 184:
Pressmaster /Shutterstock.com • p. 187: Andrew Federman
Photography • p. 188: Roman Oksenyuk /Shutterstock.com •
p. 189: gorillaimages /Shutterstock.com • p. 191: Illustration by Peter
Lubach • p. 193: hxdbzxy /Shutterstock.com • p. 195: meunierd
/Shutterstock.com • p. 198: Eric Isselée /Shutterstock.com •
p. 199: Anton Gvozdikov /Shutterstock.com • p. 200: Bodik1992
/Shutterstock.com (paper) • vita khorzhevska /Shutterstock.com (vintage
room) • p. 201: Piotr Marcinski /Shutterstock.com • p. 203: Hung
Chung Chih /Shutterstock.com (panda) • Trevor Hunt /iStockphoto
(paper) • p. 204: LattaPictures /iStockphoto • p. 205: worker
/Shutterstock.com • p. 207: Alessandro Storniolo /Shutterstock.com •
p. 208: Lukas Hlavac /Shutterstock.com • p. 210: Kesu
/Shutterstock.com • p. 211: Rineca Photography /Shutterstock.com •
p. 212: Picsve /Shutterstock.com • p. 213: Arno van Dulmen
/Shutterstock.com • p. 214: Monkey Business Images /Shutterstock.com
(left) • Julija Sapic /Shutterstock.com (middle) • Arman Zhenikeyev
/Shutterstock.com (right) • p. 216: nano /iStockphoto • p. 217: Elena
Stepanova /Shutterstock.com • p. 219: JFunk /Shutterstock.com •
256
two hundred and fifty-six
Sources
p. 221: alphaspirit /Shutterstock.com • p. 223: Veronica Louro
/Shutterstock.com • p. 225: ajt /Shutterstock.com • p. 227: Andrey
Armyagov /Shutterstock.com • p. 229: FreeS /Shutterstock.com • p. 230:
Svetlana Foote /Shutterstock.com • p. 231: jaroon /iStockphoto • p. 233:
Sarah Cates /Shutterstock.com • p. 236: Kesu /Shutterstock.com •
p. 237: Aleksandr Bryliaev /Shutterstock.com (boxes) • monticello
/Shutterstock.com (bag) • p. 238: michaeljung /Shutterstock.com •
p. 239: Monkey Business Images /Shutterstock.com • p. 240: Africa
Studio /Shutterstock.com
p. 243: mast3r /Shutterstock.com •
Reference Section
p. 244: sunabesyou /Shutterstock.com • p. 245: YanLev
/Shutterstock.com • p. 246: YanLev /Shutterstock.com • p. 250:
Monkey Business Images /Shutterstock.com • p. 251:
monkeybusinessimages /iStockphoto • p. 252: Tyler Olson
/Shutterstock.com • p. 253: B Calkins /Shutterstock.com
Texts
p. 24: Excerpted from
by Roald Dahl, Penguin Books. Unit 2 p. 46: “Tuesday of the
Other June” by Norma Fox Mazer, originally appeared in 1986,
William Morrow
& Co, 1st edition. • p. 57: Excerpted from
by Johnston McCulley, adapted by Jennifer L. Kroll,
(2002) Teacher Ideas Press.
Unit 3 p. 86: Excerpted from
by Scott
O’Dell. Copyright © 1960 by Scott O’Dell. Copyright © renewed 1988
by Scott O’Dell. Reprinted by permission of Houghton Mifin Harcourt
Publishing Company. All rights reserved. Unit 4 p. 115: Excerpted
from “Video Games Becoming Required Coursework in Schools” by Emily
Chung, The Canadian Broadcasting Corporation. Unit 5 p. 142:
© 1998 by Jason Sanford. Adapted from the story “Rumplestiltskin,
Private Eye.” in
with permission from
Meadowbrook Press, www.meadowbrookpress.com. Unit 6
p. 171: Excerpted from
by Diane Stuemer ©2002 Diane Stuemer. Reprinted by
permission of McClelland & Stewart.
Unit 1
Videos
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
p. 22:
© 2013 Discovery
Channel.
p. 42: “Captain Canuck Returns” CBC News (2013)
© Canadian Broadcasting Corporation.
p. 73: “Surviving the Worst” © ABC News Nightline 2013.
p. 102:
:
© Discovery Channel.
p. 133: “Three Little Pigs” Advert copyright Guardian News
& Media Ltd 2012.
p. 158: Footage of
provided by Parks Canada.
Reproduction prohibited © TC Media Books Inc.
Enriched English as a Second Language Secondary Cycle One • Year One
ARIELLE AARONSON • CATHERINE DURAND • YULY GONZALEZ
e
d
i
u
G
s
’
r
e
h
c
a
e
T
Zipline
Enriched English as a Second Language
Secondary Cycle One, Year One
Teacher’s Guide
© 2016 TC Media Books Inc.
Editors: Susan Ballinger, Jennifer McMorran
Project Managers: Michèle Devlin, Paula Kielstra,
Vanessa Copeland
Proofreader: Nancy Perreault
Permissions Researcher: Marc-André Brouillard
Typesetter: Pige Communication
Digital Content
Editor: Audrée-Isabelle Tardif
Project Manager: Laurie Etchessahar-Lafrance
Contributing Authors: Michelle Collister, Nécia Gourdes,
Olga Reshetnikova, Philippe Turcotte
Copy Editor: Stephanie Colvey
Proofreader: Nancy Perreault
Credits
Extra Reading Texts: Unit 1 Copyright © 2013 National Public Radio,
Inc. NPR news report titled “How Chocolate Can Save the Planet” by
Joanne Silberner originally published on NPR.org on November 19,
2007. Used with the permission of NPR. Any unauthorized duplication
is strictly prohibited. Unit 2 The Picture of Dorian Gray: An abridged
Reader’s Theatre adaption originally by Oscar Wilde, adapted by
Spencer Kayden, copyright © 2011 Scholastic Scope. Unit 3
Excerpt(s) from Noodle Soup for Nincompoops by Ellen Wittlinger,
copyright © 2006 by Ellen Wittlinger. Reprinted by permission of
Curtis Brown, Ltd. Unit 4 Excerpt(s) from “The Evolution of Video
Games in Canada” by Peter Nowak, copyright © The Canadian
Broadcasting Corporation. Unit 5 Excerpt(s) from The School for
Good and Evil by Soman Chainani, copyright © 2013 Harper Collins.
Unit 6 “Extreme Skiing at the Crater of Japan’s Mount Yotei Volcano”
by Louise Healy, copyright © 2013 Guardian News & Media Ltd.
Photos: p. 266: LHF Graphics/Shutterstock.com • p. 317: Valentin
Chemyakin/Shutterstock.com
About the websites suggested in this guide
All websites suggested in this guide are closely related to the subject
matter covered. At the time of publication, the suggested links
were functional. Since these links lead to external websites,
TC Media Inc. is not responsible for their content. After publication,
the address or content of a site may be modified by the site owner
or even by other parties. It is therefore recommended that you verify
that the sites are still functional and pertinent before suggesting
them to your students. Note as well that certain sites may contain
advertisements.
ALL RIGHTS RESERVED.
No part of this book may be reproduced by any means known or
not yet known without prior permission from TC Media Books Inc.
Those pages bearing the note “Reproduction permitted © TC
Media Books 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 guide, and exclusively for
those students referred to in this paragraph.
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.
Legal deposit: 1st quarter 2016
Bibliothèque et Archives nationales du Québec
Library and Archives Canada
Printed in Canada
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
Overview
Guide Page
 Scope and Sequence                                                   260
Extra Materials
 Suggested Websites                                                    262
 CD and DVD Track Lists                                                 264
 Reader’s Theatre                                                      266
Extra Reading Handouts                                                268






Extra Reading Activity for Unit 1
Extra Reading Activity for Unit 2
Extra Reading Activity for Unit 3
Extra Reading Activity for Unit 4
Extra Reading Activity for Unit 5
Extra Reading Activity for Unit 6
                                         269
                                         274
                                         280
                                         286
                                         291
                                         295
Extra Grammar Handouts                                               299
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Grammar Exercises for Unit 1                                           300
Grammar Quizzes for Unit 1                                             304
Grammar Exercises for Unit 2                                           306
Grammar Quizzes for Unit 2                                             309
Grammar Exercises for Unit 3                                           312
Grammar Quizzes for Unit 3                                             315
Grammar Exercises for Unit 4                                           318
Grammar Quizzes for Unit 4                                             320
Grammar Exercises for Unit 5                                           322
Grammar Quizzes for Unit 5                                             324
Grammar Exercises for Unit 6                                           326
Grammar Quizzes for Unit 6                                             328
Evaluation Components                                                 330
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Evaluation Grids for the Student                                          331
Evaluation Grids for the Teacher                                         336
Evaluation Situation 1                                                   343
Evaluation Situation 2                                                   358
Digital Tools                                                            373
 Digital Tools from Chenelière Éducation                                   373
 Digital Tools Offered with Zipline                                          377
 Overview of Interactive Workshops                                       377
Reproduction prohibited © TC Media Books Inc.
Zipline Year One  Table of Contents
259
Scope and Sequence Chart
Workbook
C1 Interacts
Orally
C2 Reinvests
Understanding
C3 Writes and
Produces Texts
Vocabulary &
Pronunciation
• Basic vocabulary
Review Unit
Task 1
Task 2
Task 3
Exercise
Your Brain
Articulation
Evidence
Task 4
Evidence
Use of knowledge
Formulation
Task 5
Content
Formulation
Unit 1
I Want Candy!
Task 1
Task 2
Participation
Articulation
Task 4 and Extra Reading
Evidence
Use of knowledge
Tasks 5 and 6
Evidence
Tasks 3 and 7
Content
Formulation
• Idioms and
adjectives
describing food
• Tongue twisters:
nal s
Unit 2
Good Guys
and Bad Guys
Task 1
Task 3
Participation
Articulation
Task 2 and Extra Reading
Evidence
Tasks 4 and 6
Evidence
Use of knowledge
Tasks 5 and 7
Content
Formulation
• Prexes,
adjectives,
synonyms and
antonyms
• The th sounds
Unit 3
Sticky
Situations
Task 1
Task 4
Participation
Articulation
Tasks 2, 3 and 6
Evidence
Extra Reading
Evidence
Use of knowledge
Tasks 5 and 7
Content
Formulation
• Vocabulary
related to the
theme; phrasal
verbs
• Word stress
Unit 4
The History
of Video
Games
Task 1
Task 5
Participation
Articulation
Tasks 2, 6 and Extra Reading
Evidence
Use of knowledge
Task 3
Tasks 4 and 7
Content
Formulation
• Verbs related to
the theme
• -ed endings
Evidence
260
Unit 5
Twisted
Tales
Task 1
Task 4
Participation
Tasks 2, 6 and Extra Reading
Evidence
Task 5
Evidence
Use of knowledge
Tasks 3 and 7
Content
Formulation
• Sufxes, nouns
and adjectives
related to the
theme
• Word pairs of
irregular verbs
in simple past
Unit 6
Enter at Your
Own Risk
Task 1
Task 4
Participation
Articulation
Tasks 2, 3 and 6
Evidence
Use of knowledge
Extra Reading
Evidence
Tasks 5 and 7
Content
Formulation
• False cognates
• Minimal pairs
with sh, s and ch
Zipline Year One  Scope and Sequence Chart
Reproduction prohibited © TC Media Books Inc.
Functional Language
Grammar
Text Types
Final Project
Task 1 Giving examples, reacting
Review of articles,
prepositions, simple
present and simple past
Brainteasers,
logic problems,
descriptive texts
Task 1 Brainstorming, giving
examples, reacting
Task 2 Expressing opinions
and asking for others’ opinions,
contributing to teamwork
Simple present, plural
nouns, countable nouns
and uncountable nouns
Product reviews,
informative texts,
reality TV clip,
literary excerpt
Write a product
review of a
memorable
candy.
Task 1 Asking information
questions, giving examples and
adding details
Task 3 Asking yes / no questions
Subject pronouns,
possessive adjectives and
yes / no questions in the
simple present
TV news report,
short story,
character sketch,
myth, informative
text, Reader’s
Theatre piece
Create your own
good guy or bad
guy character
sketch.
Task 1 Asking and answering
questions, giving examples,
brainstorming
Task 4 Giving advice and
suggestions, describing scenarios
Imperatives, modals
(should and could),
discourse markers
Interview, TV news
report, narratives,
advice column,
how-to guide,
literary excerpt
Write tips for
surviving a worstcase scenario for
a class survival
handbook.
Task 1 Asking and answering
questions about habits, stating
opinions
Task 5 Contributing to teamwork,
supporting opinions and asking for
opinions, expressing decisions
Simple past of to be and
regular verbs, modals
(must and have to)
Informative text,
TV documentary
clip, interview,
storyboard, news
article
Design a
storyboard for
your own video
game.
Task 1 Asking for and giving
suggestions, asking for and offering
feedback, telling a story
Task 4 Giving examples, expressing
opinions, reacting
Possessive form of
nouns and simple past
of irregular verbs
Fairy tales,
advertisement
video, Reader’s
Theatre piece
Write a new
version of a
traditional tale.
Task 1 Stating opinions and
asking for others’ opinions, asking
information questions, reacting
Task 4 Making suggestions, giving
examples, discussing opinions
Prepositions at, in and to,
simple future
Informative texts,
promotional video,
advertisement,
travel brochure,
literary excerpt
Write a travel
brochure for your
own extreme
adventure.
Reproduction prohibited © TC Media Books Inc.
Zipline Year One  Scope and Sequence Chart
261
Suggested Websites
Workbook
Review Unit
Task
Page
2
3
Website

Find brainteasers to share with the class.
Exercise Your
http://kids.niehs.nih.gov/games/riddles/questions.htm#read
Brain
http://sharpbrains.com/brainteasers/
4
6

Read advice on how teens can manage their time.
http://www.wikihow.com/Manage-Your-Time-Wisely-As-a-High-SchoolStudent
2, 7
Unit 1
13, 28

Read reviews of candy products.
www.candyblog.net
I Want Candy!
http://www.candygurus.com/
5
21

Learn about strange jelly bean avours.
http://www.jellybelly-uk.com/avours/beanboozled/
Unit 2
Extra
Reading
30
Extra
Reading
33
1
38

Check out careers in the candy industry.
http://www.mars.com/global/careers/job-search.aspx

Get tips on writing a good job advertisement.
http://www.wikihow.com/Write-an-Ad-for-a-Job

Find ideas for your lists of good and bad characters.
http://www.comicvine.com/prole/the_poet/lists/cvs-top-100-sciencection-and-fantasy-characters-list/38638
Good Guys
and Bad Guys
2
42

Visit the link to watch Captain Canuck videos.
http://www.captaincanuck.com/
5
49

Read more about Raven’s mythic adventures.
http://www.ankn.uaf.edu/npe/culturalatlases/yupiaq/marshall/raven/
athabaskan.html
http://www.samstudies.org/anthology/library/periodicals/afs/jaf/32-124/a/01
Extra
Reading
57

Learn about using Reader’s Theatre in the classroom.
http://esldrama.weebly.com/readers-theater.html
http://www.readingonline.org/electronic/carrick/
Word Games
63

Watch a Berlitz ad demonstrating the minimal pair sinking and thinking.
https://www.youtube.com/watch?v=VSdxqIBfEAw
1
Unit 3
66

Learn how to get out of worst-case scenarios.
http://www.amazon.ca/Worst-Case-Scenario-Survival-HandbookQuicksand/dp/0811825558/ref=sr_1_2?ie=UTF8&qid=1431435343&sr=82&keywords=worst+case+survival+handbook
Sticky
Situations
2
71

Find advice on how to survive in the wild.
http://www.wildernesscollege.com/basic-survival-skills.html
3
72

Read about how to escape 25 dangerous situations.
http://list25.com/25-dangerous-situations-and-how-to-escape -them/
262
Zipline Year One  Suggested Websites
Reproduction prohibited © TC Media Books Inc.
Workbook
Unit 3
Task
Page
5
76
Website

Situations
(cont.)
Check out some advice columns for kids and teens.
http://www.askdrm.org/col_kids.html
Sticky
5
77

Learn about how to survive high school.
http://www.wikihow.com/Survive-Middle-School
Word Games
90

Make your own word puzzles.
http://www.puzzle-maker.com/CW/index-old.htm?UserChoseOldPuzzleMaker
Unit 4
1
94

http://www.museumofplay.org/icheg-game-history/timeline/
The History
of Video Games
Learn about the history of video games.
6
111

Explore careers in video game design.
http://www.ontariocolleges.ca/SearchResults/ARTS-CULTUREANIMATION/_/N-lh67
7
112

Create an online storyboard.
http://www.storyboardthat.com/
Unit 5
Extra
Reading
114
1
122

Discover cool educational video games.
http://www.tvokids.com/games

Read fairy tales from around the world.
http://www.worldoftales.com/
Twisted Tales
1
123

Read different versions of Rumpelstiltskin.
http://www.surlalunefairytales.com/rumpelstiltskin/other.html
5
132

Watch an online version of The Three Little Pigs.
http://www.literactive.com/Download/live.asp?swf=story_les/three_little_
pigs_US.swf
6
135

Access resources for working with fractured fairy tales.
http://www.readwritethink.org/les/resources/interactives/fairytales/
http://www.readwritethink.org/les/resources/lesson_images/lesson853/
FracturedFairyTalesBooklist.pdf
6
139

Learn more about the Brothers Grimm.
http://www.grimmfairytales.com/en/bio
Unit 6
Extra
Reading
142
3
157

http://www.eastoftheweb.com/short-stories/UBooks/Rum.shtml

Watch a video on what to pack for the West Coast Trail.
https://www.youtube.com/watch?v=QnWUzU8jKXQ
Enter at Your
Own Risk
Read Rumpelstiltskin’s story online.
4
159

Read tips for packing for long trips.
http://www.canadianliving.com/life/travel/10_tips_for_packing_for_long_
trips.php
4
160

Watch a video about Santa Cruz del Islote.
https://www.youtube.com/watch?v=aNiXuOc4qeg
5
162

Check out online advertisements for travel buddies.
https://www.lonelyplanet.com/thorntree/forums/travel-companions
7
168

Discover atypical travel destinations.
http://avorwire.com/293413/10-of-the-most-bizarre-vacation-destinations
Reproduction prohibited © TC Media Books Inc.
Zipline Year One  Suggested Websites
263
Audio CD Track List
Track
CD
Section
Duration
Page
Introduction
0:44 min
Extra Reading
Text “Working in Candy Land”
6:43 min
Workbook page 31
Pronunciation: -s Endings
0:56 min
Workbook page 35
Extra Reading
Text Zorro! Or The Curse of Capistrano
by Johnston McCulley, adapted by
Jennifer L. Kroll
12:01 min
Workbook page 57
 5
Pronunciation: The th Sound
Step 4
1:06 min
Workbook page 63
 6
Pronunciation: The th Sound
Step 5
0:38 min
Workbook page 63
 7
Pronunciation: The th Sound
Step 6
1:24 min
Workbook page 63
 8
Pronunciation: The th Sound
Step 7
0:49 min
Workbook page 63
Unit 3
Task 2
5:35 min
Workbook page 69
Sticky
Situations
Text “Surviving in the Woods”
 1
 2
Unit 1
I Want Candy!
 3
Step 5
 4
Unit 2
Good Guys and
Bad Guys
 9
 10
Pronunciation: Syllable Stress
Step 4
1:05 min
Workbook page 91
 11
Pronunciation: Word Stress
0:47 min
Workbook page 91
Task 6
Text “Inside the Studio”
6:59 min
Workbook page 108
Pronunciation: -ed Endings
Step 2
1:38 min
Workbook page 119
Extra Reading
Text Rumpelstiltskin, Private Eye
by Jason Sandford
11:32 min
Workbook page 142
Pronunciation: Irregular Past
Tense Verbs
Step 2
1:49 min
Workbook page 147
Step 5
 12
Unit 4
The History of
Video Games
 13
 14
 15
264
Unit 5
Twisted Tales
Zipline Year One  Audio CD and DVD Track Lists
Reproduction prohibited © TC Media Books Inc.
Track
Section
Duration
Page
 16
Pronunciation: Irregular Past
Tense Verbs
Step 3
1:19 min
Workbook page 147
 17
Pronunciation: Irregular Past
Tense Verbs
Step 4
0:50 min
Workbook page 147
Task 2
Text “Enter If You Dare”
10:56 min
Workbook page 153
 19
Pronunciation: Minimal Pairs
Step 3
1:22 min
Workbook page 175
 20
Pronunciation: Minimal Pairs
Step 4
1:01 min
Workbook page 175
 21
Evaluation Situation 1: Task 3
Text “Creepy Crawly Cookery”
6:32 min
Teacher’s Guide page 348
 22
Evaluation Situation 2: Task 1
Text “Myths Busted!”
3:35 min
Teacher’s Guide page 363
 18
Unit 6
Enter at Your
Own Risk
DVD Track List
DVD
Track
Section
Duration
 1
Unit 1
I Want Candy!
Factory Made: Jelly Beans
6:34 min
Workbook page 22
 2
Unit 2
Good Guys
and Bad Guys
“Captain Canuck Returns”
3:06 min
Workbook page 42
 3
Unit 3
Sticky
Situations
“Sinking Car: How to Escape”
5:14 min
Workbook page 73
 4
Unit 4
The History of
Video Games
Gameheadz: The History of Video
Games
6:23 min
Workbook page 102
 5
Unit 5
Twisted Tales
“Three Little Pigs Advert”
2:05 min
Workbook page 133
 6
Unit 6
Enter at Your
Own Risk
Is the West Coast Trail for You?
5:43 min
Workbook page 158
Reproduction prohibited © TC Media Books Inc.
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Zipline Year One  Audio CD and DVD Track Lists
265
Reader’s
EvaluationTheatre
Components
What is Reader’s Theatre?
Reader’s Theatre is a type of theatre where actors are not required
to memorize their lines. Instead, they perform a dramatic reading
of a script. Emphasis is placed on vocal expression, rather than
visuals like sets and costumes. Readings can be done seated or
can be staged.
This is a dramatic style that is easily adaptable to the classroom
context. With its focus on vocal expression, Reader’s Theatre only requires
a script. Zipline contains prepared Reader’s Theatre scripts tailored to second
language learners. You may also choose to have students adapt a text from the book
in teams to create their own original script. Read the how-to guide below for a step-by-step
explanation of how to implement this approach in your classroom.
What are the benets of Reader’s Theatre?
• It is enhances comprehension.
• It allows students to play and experiment with English.
• It offers a great opportunity to practise English pronunciation.
• Rehearsals allot students the time to repeat phrases. This repetition offers a chance to focus on form,
to improve prosody (rhythm, speed, pitch, intonation, pausing) and to develop and gain uency.
• With its set lines, scripts reduce the pressures associated with independently producing uent stretches
of speech. For weaker students, this opportunity to uidly read scripted lines may boost their condence
to speak in English in front of a group.
• It engages multiple language skills. Students practise reading and speaking as performers and listening
skills as members of the audience.
• It is easy to implement within a classroom setting as it only requires a script.
How-to guide
1. Ask students to silently read the text once to familiarize themselves with it.
2. Model the text for the students. To do this, you may choose to employ reading strategies such as:
• choral reading, i.e. the class reads the entire text aloud together
• shared reading, i.e. you read the text aloud and students choose when to join in and read aloud
• echo reading, i.e. you read a portion of the text and students repeat
3. As a class, discuss the plot, the characters and the setting. Brainstorm what each character might look
like and/or sound like.
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4. Divide the class into smaller groups so that all students have the opportunity to participate in the
reading.
5. Assign roles. You may choose to assign the roles based on students’ levels. Alternatively, students can
negotiate and make this decision as a group.
6. Provide students with time to practise and rehearse. Use this time to correct students’ pronunciation.
Focus on aspects such as:
• intonation
• speed
• enunciation
• volume
• stress
• rhythm
7. Have groups perform. You may choose to have students perform one group at a time in front of the
class or to have multiple groups perform for one another in different areas if space permits. Remind
students to look at the audience as well as at the other characters while performing.
Tips
• Bring small props such as hats or masks.
• Use sound effects or music to help students get into character.
• Place scripts on a music stand so that students’ hands are free.
• Have students employ strategies used in theatre such as freezing as a group to signal the end of a scene.
Characters that need to exit a scene in Reader’s Theatre normally turn their backs to the audience rather
than leaving the performance area.
• Film or record students’ performances so that students can see or hear themselves speak. This offers
students an opportunity to independently notice errors.
Helpful websites and examples
• https://www.hip-books.com/teachers/readers_theatre/
• http://www.aaronshep.com/rt/RTE.html
• http://en.copian.ca/library/learning/howtokit/theatre/theatre.pdf
• http://curriculumplus.ca/Docs/Guides/RT_resource.pdf
• https://www.youtube.com/watch?v=Bq0Ohvo_b1U
• http://learning.blogs.nytimes.com//2012/08/10/readers-theater-drama-strategies-to-use-with-any-daystimes-part-5/
Reproduction prohibited © TC Media Books Inc.
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Extra Reading
Extra Reading Handouts
Handout
 Unit 1: “How Chocolate Can Save the Planet”              ER 1
By Joanne Silberner
 Unit 2: The Picture of Dorian Gray
An abridged Reader’s Theatre adaptation                  ER 2
By Oscar Wilde, adapted by Spencer Kayden
269
274
 Unit 3: Excerpt from Noodle Soup for Nincompoops          ER 3
By Ellen Wittlinger
280
 Unit 4: “The Evolution of Video Games in Canada”          ER 4
By Peter Nowak
286
 Unit 5: Excerpt from The School for Good and Evil            ER 5
By Soman Chainani
291
 Unit 6: “Extreme Skiing at the Crater of Japan’s
Mount Yotei Volcano”                                   ER 6
By Louise Healy
268
Guide
Page
Zipline Year One  Extra Reading
295
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Name:
Extra Reading
Unit 1
Date:
Group:
Handout ER 1
I Want Candy!
How Chocolate Can Save the Planet
By Joanne Silberner
Many people agree that chocolate is good for the
released. As more carbon is released into the air,
soul, and researchers are nding that chocolate
the planet gets warmer.
can be good for the body, too. But the environment?
How could chocolate help with global climate change?
That worries Dario Ahnert, a plant expert at the
State University of Santa Cruz in eastern Brazil. He
The answer is found in a little piece of paradise,
says farmers need an incentive to save the remaining
a patch of rainforest in eastern Brazil. Everywhere
forest, and he hopes chocolate will be that incentive.
you look, something is growing. Orchids nestle in
Chocolate used to be a huge industry here, but
the crooks of trees. There are hundreds of shades of
in the past two decades, plant disease and low prices
green, and the forest is loud with birds and insects.
in the world market for cocoa beans devastated the
Some areas have been thinned out and planted
industry. Farmers turned to other ways of making
with cacao trees—the source of chocolate. The pods
a living, including logging trees or burning the forest
contain the magical beans that Aztecs counted like
for farmland or pasture. When the nutrients in
gold. The cultivated cacao trees grow just a bit higher
the soil were used up, the land was abandoned.
than a man can reach, and rainforest trees tower
Ahnert wants to persuade farmers to return
over them like something out of Dr. Seuss—some
to chocolate farming and preserve the forest.
round like lollipops, some at like a plate.
His friend, Joao Tavares, shows it can be done.
And here’s the climate connection. Rainforest
trees and plants store massive amounts of carbon—
keeping it from getting into the air as carbon dioxide.
Cabruca farming
Joao Tavares is a fourth-generation cocoa producer.
Tavares, along with his brother and father, has
Can chocolate help save the rainforest?
2200 acres of rainforest planted with cacao trees.
There’s a lot less rainforest than there once was.
They grow cocoa using a method called cabruca—
There used to be 330 million acres of rainforest in
cutting down just a few of the tall rainforest trees
eastern Brazil, called the Mata Atlantica. Settlers
and planting the mid-height cacao trees underneath.
arrived hundreds of years ago and began destroying
Inside Tavares’ cabruca forest, the ground is
the forest for the wood, and to create elds for
covered in a thick layer of composting leaves.
pasture and crops. Only seven per cent of the Mata
It’s moist, shady and cool here in the cabruca.
Atlantica remains, and destruction is still going on.
Football-shaped pods—striped in yellow and green
Every time a tree is burned, its stored carbon is
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Name:
Date:
Extra Reading
Unit 1
Group:
Handout ER 1
(cont.)
I Want Candy!
and orange and brown—jut out from the trunks
carbon storage can be measured on cabruca-like
and branches of the cacao trees.
farms, and whether a carbon credit system would
Tavares has worked hard to maintain, and also to
restore, his little piece of the rainforest. He says that
in the past 10 years, he has planted many wild trees.
“We understand that we have to preserve
the cabruca,” Tavares says, “even if you have less
production.”
He gets fewer cacao trees to the acre by planting
inside the forest. But he avoids the drawbacks other
farmers struggle with when they grow cacao trees
on more open land.
“You have more production, but you have lots
of problems,” Tavares explains. “You have more
disease, more insects, so we decide to preserve.”
There’s also an expanding market for
environmentally friendly chocolate. Tavares has been
able to get a premium for some of his crop.
Carbon credits for farmers?
Still, his friend, professor Ahnert, admits that cabruca
help farmers—and the environment.
Reviving the land through chocolate
And there’s an even more ambitious idea out there.
Howard Shapiro, chief agronomist at Mars, hopes
that chocolate could even bring back a little of the
forest paradise that’s been lost.
He’s doing tests with local scientists at Brazil’s
national chocolate research institute.
“This is an area that’s been planted on degraded
land,” Shapiro says, giving a tour of the three-acre
research plot.
After the forest disappeared, the soil became hard
and compact, like yellow cement. Only weeds grew
in it. Shapiro and his colleagues asked local farmers
what sort of plants they would like, both in the long
run and while they wait for the soil to become rich
enough to support cacao trees.
“What we decided to do was, we would begin
is a tough sell: Farmers want more so-called modern
with annual crops,” Shapiro explains. “Corn,
approaches and quicker money. That’s why Ahnert
beans—things that have a cash crop value—melons,
hopes that cabruca can become part of the carbon
squashes, and begin to establish bananas for shade,
credit market. Farmers would then get money for
then start to plant cacao.”
preserving forest trees, as well as for their chocolate.
“You could increase the income, so I hope
They also planted rubber trees and heliconia
owers. The rst plants went in seven years ago.
someday people that maintain this area are able to
Now it’s easy to grab a handful of soil. It’s dark
get carbon credits,” Ahnert says.
brown, moist and crumbly, like devil’s food cake with
The World Agroforestry Centre and the chocolate
worms. But the worms are good for the soil.
manufacturer Mars Inc. are currently studying how
270
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Name:
Extra Reading
Unit 1
Date:
Group:
Handout ER 1
(cont.)
I Want Candy!
“See all the little owers on this tree?” Shapiro
asks, pointing to a cacao tree. “All those little pink
buds . . . It’s healthy. These trees are healthy.”
Shapiro wants to work out the details, but he’s
VOCABULARY
patch > small area of land
pods > cases that contains seeds or beans
Settlers > colonists
ready to say the project is a success. “We learned
pasture > a eld where animals feed
that you could take totally abandoned land, and
crops > plants grown by farmers as food
you could restore it to protability after about three
logging > cutting down trees
years,” he says.
soil > earth
So, will preserving, and even replanting, some
of this forest in eastern Brazil x the Earth’s climate
moist > damp, humid
struggle > have difculty
expanding > growing
problem? No. But in this little corner of the world,
degraded > in poor condition
it may help. And at least we’ll have more chocolate.
shade > area protected from direct sunlight
crumbly > breaking into pieces
buds > leaves or owers before they open
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Name:
Date:
Extra Reading
Unit 1
Group:
Handout ER 1
(cont.)
I Want Candy!
Before Reading
Word
Box
1. Complete the sentences with the words or expressions in the word box. Use a dictionary
to help you.
drawback
incentive
in the long run
jut out
premium
so-called
thinned out
tough sell
tower over
work out
a. That store is giving customers free reusable bags as an
there.
b. The main
c. I don’t mind paying a
to shop
of living in Canada is the cold winters.
for organic fruits and vegetables.
d. The tomato plants needed to be
so they would have room to grow.
e. My sister has grown so much since last summer—she
me now.
f. It started raining so we stood under the rocks that
to stay dry.
over the trail
g. Convincing the kids to save their cookies for later will be a
h. My
.
boyfriend just cancelled our date at the last minute!
i. Good planning of our assignment made a big difference
j. Before we invite everyone to the party, we need to
.
the details.
While Reading
2. As you read, underline the ways in which cabruca, a special type of cacao farming, can help
the environment.
After Reading
3. The article describes cacao as “magical beans that Aztecs counted like gold.” What do you think
this means?
4. Name one way that rainforest trees and plants benet the environment.
272
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Name:
Date:
Extra Reading
Unit 1
Group:
Handout ER 1
(cont.)
I Want Candy!
5. How big was the Mata Atlantica before the settlers arrived? How big is it today?
6. What is the cabruca method of farming?
7. List the advantages and disadvantages of the two types of farming in the chart below.
Advantages
Disadvantages
Traditional
chocolate
farming
Cabruca
farming
8. How can the carbon credit market encourage farmers to use the cabruca method?
9. Do you think chocolate can really save the planet? Explain your answer.
10. Today, forests cover over 50 per cent of Canada. In the future, do you think that Canada could
lose its forests like eastern Brazil? Explain your answer.
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Name:
Date:
Extra Reading
Unit 2
Group:
Handout ER 2
Good Guys and Bad Guys
The Picture of Dorian Gray
An abridged Reader’s Theatre adaptation
By Oscar Wilde, adapted by Spencer Kayden
Characters (in order of appearance)
Henry: When you are old and wrinkled and ugly, you
will suffer horribly. So do not squander the blossom
of your youth!
Narrators 1 and 2
(N1 and N2)
Dorian Gray
Henry Wotton
Mother
Basil: There—I am nished!
Basil Hallward
Jim Vane
N2: Dorian looks at the picture. His cheeks ush
Butler
Old woman
with pleasure as he sees how handsome he looks.
Sibyl Vane
N1: Then he cringes.
Scene 1
N1: It is late 19th-century London. Basil Hallward,
a painter, is nishing the portrait of a handsome
young man.
N2: His friend Henry Wotton watches.
Henry: This is your best work, Basil. There is such
Basil: What’s the matter? Don’t you like it, Dorian?
Dorian: How sad it is! I will grow old and horrible,
but this picture will stay the same. If only I could
be young forever, and the portrait could grow old.
I would give my soul for that!
purity and youth in his face.
Scene 2
Basil: He is so innocent. I feel I must protect him
N2: Dorian takes the portrait home and spends
from this cruel world.
hours admiring it.
Butler: Mr. Dorian Gray is here to see you, sir.
N1: Months later, Henry comes to visit Dorian.
Henry: Is that him? I must meet him!
The two men have become friends.
Basil: Please, Henry, I don’t want you to corrupt him.
Dorian: Henry, I am in love.
N1: Dorian enters. He is incredibly handsome.
Henry: Who is she?
N2: Basil introduces the two men, then goes back
Dorian: An actress named Sibyl Vane. She is
to his painting.
absolutely divine!
Henry: You seem unspotted by the world, Mr. Gray.
Henry: A common actress?
You have the most marvellous youth, and youth
Dorian: She is the loveliest thing I have ever seen
is the only thing worth having.
in my life. I spoke to her in her dressing room.
Dorian: Why do you say that?
She called me, “Prince Charming.”
Henry: As a youth, wherever you go, you charm
Henry: You must think of your position in society, Dorian.
the world. But when your youth goes, your beauty
Dorian: I want you to come see her onstage. When
will go with it, and then you will discover that
you watch her perform, you will see she is a genius!
the world doesn’t want you anymore.
I want to marry her. I love her.
N1: Dorian listens with a look of fear in his eyes.
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Name:
Extra Reading
Unit 2
Date:
Group:
Handout ER 2
(cont.)
Good Guys and Bad Guys
N2: Meanwhile, Sibyl tells her mother and brother
Scene 3
about Dorian.
N1: At home, Dorian walks past his portrait. He
Sibyl: Oh, Mother, I am so happy! Prince Charming
suddenly stops and stares at the face in the painting.
is the most beautiful man.
Dorian: How odd. Something is different. The smile
Mother: You don’t even know his name.
is twisted. My expression looks cruel.
Sibyl: I know. Isn’t that romantic?
N2: Dorian checks his own face in a mirror.
Jim: Promise to be careful with this gentleman.
Dorian: I remain the same, but the painting has
Sibyl: Oh, don’t worry. To know him is to trust him.
changed. Could it be my wish came true, that I can
Jim: If he ever does you any wrong, I’ll kill him.
remain young and pure while the portrait grows old
I swear it.
and suffers?
N1: That evening, Dorian and his friends go to
N1: Dorian is frightened. He speaks to the painting.
the theatre to see Sibyl in Romeo and Juliet.
Dorian: Will you show all of my wrongs while my own
N2: Sibyl performs terribly. She is listless and
beauty is untarnished? But, no! I don’t want to be
articial.
wicked. I will go back to Sibyl and ask her to forgive me.
N1: Basil and Henry think she is absolutely
N2: Henry comes to visit. Dorian quickly covers
incompetent.
the painting.
Henry: Sibyl is very beautiful, Dorian. But she can’t
Henry: I’m so sorry about Sibyl.
act. Let’s go.
Dorian: I was brutal to her, but I want to be good.
Dorian: (Sadly) Last night she was a great artist.
I can’t bear the idea of my soul being hideous. I am
This evening she is just a mediocre actress.
going to apologize and ask her to marry me.
N2: After the play, Dorian goes backstage.
Henry: But, Dorian, haven’t you heard? Sibyl Vane is
Sibyl: How badly I acted tonight!
dead. She was found in her dressing room. It seems
Dorian: You have no idea what I suffered.
she drank poison.
Sibyl: Don’t you see? You have shown me what
Dorian: Dead? How terrible! I feel like I have
love really is. That’s why I wasn’t able to pretend on
murdered her.
the stage tonight. I no longer want to be an actress.
N1: After Henry leaves, Dorian looks at the portrait again.
I just want to love you.
Dorian: It seems the painting has been punished
Dorian: You have killed my love, Sibyl. You are
for my cruelty to Sibyl. Does this mean it doesn’t
shallow and stupid. What a fool I was to love you.
matter what I do? From now on, I will stay young
I never want to see you again.
and handsome and free to do whatever I like, while
N1: Sibyl falls to her knees, sobbing.
the image on the canvas reveals all the guilt.
Sibyl: No! Don’t leave me!
N2: Dorian hides the portrait in the attic and covers
N2: Dorian turns and leaves.
it, so no one will see it.
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Name:
Date:
Extra Reading
Unit 2
Group:
Handout ER 2
(cont.)
Good Guys and Bad Guys
Scene 4
Dorian: It is too late.
N1: Every day, Dorian grows more cruel. He pretends
N2: Suddenly, an uncontrollable feeling of hatred
to love women, then he throws them away.
comes over Dorian.
N2: He pressures his friends to use drugs, but
Dorian: You’re the one who painted the portrait.
abandons them when they become drug addicts.
This is all your fault!
N1: Nearly 20 years go by. Dorian still has the same
N1: In a rage, Dorian kills Basil.
innocent young face he did when Basil painted him.
N2: The next evening, Dorian goes to a party.
N2: Sometimes, he creeps upstairs to stare at his
He is nervous and distracted.
portrait.
Henry: What did you do last night?
Dorian: (To the portrait) Ha! Your face is evil
Dorian: I went to the club. No, I don’t mean that.
and aging, full of hideous wrinkles. How delightful
I forget what I did. But I didn’t get home until 3 a.m.
it is to stare at one’s own sins.
Just ask my servant!
N1: Basil comes to visit Dorian.
N1: Dorian runs out of the party.
Basil: Dorian, I have heard terrible rumours about
you. I don’t believe them—especially when I look
at you. Evil is a thing that writes itself across
a man’s face.
Dorian: (Smiling) So you want to see corruption
face-to-face?
Basil: I don’t think you are capable of these foul
deeds. But to know the truth, I would have to see
your soul.
Dorian: Follow me.
N2: Dorian leads Basil to the attic and shows him
the painting.
N1: Basil gasps. He recognizes the paint, the frame,
the brushwork. But the face is not that of the innocent
boy he once painted. It is the face of a monster.
Basil: What does this mean?
Dorian: The face you painted has been punished for
every evil thing I have done. It is the face of my soul.
Basil: It has the eyes of the devil! You must be worse
than people say, Dorian. But you can change.
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Scene 5
N2: Late one night, Dorian walks out of a tavern full
of sailors and thieves.
Old woman: Good night, Prince Charming.
Dorian: What did you call me?
Old woman: Prince Charming.
Dorian: Don’t call me that!
N1: Dorian hurries down a dark street. All
of a sudden, a hand closes around his throat.
Dorian: What do you want?
Jim: Sibyl Vane was my sister. Her death is your fault.
Dorian: I never knew her!
Jim: For years, I have searched for you knowing only
your pet name, Prince Charming. I heard it tonight
by chance. Prepare to die!
N2: Jim aims a gun at Dorian’s head.
Dorian: Wait! When did she die?
Jim: Eighteen years ago. Why?
Dorian: Look at my face!
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(cont.)
Good Guys and Bad Guys
N1: Jim drags Dorian into the light and sees his
N1: Dorian notices the hands in the portrait are
young face.
stained red.
Jim: Forgive me, sir! I almost killed an innocent man.
Dorian: Does this mean I should confess?
N2: Dorian runs away. The old woman steps out
Give myself up? The picture is the only evidence
of the shadows.
of my crimes. I must destroy it.
Old woman: You should have killed that terrible man.
N2: Dorian grabs a knife.
Jim: He was no more than a boy. The man I’m
Dorian: I will kill the past. When that is dead,
looking for is nearly 40.
I will be free.
Old woman: Ha! They say he sold his soul to the devil
N1: Dorian stabs the painting. There is a horrible
for a pretty face. I knew him 18 years ago. He hasn’t
cry and a crash.
changed much since then.
N2: The servants run upstairs. They nd hanging
Scene 6
N1: Back at home, Dorian is tired of feeling like
a hunted animal.
Dorian: Henry, I have done too many dreadful things
in my life. I’ve poisoned my soul. But I am going
to change and become a good person.
Henry: Don’t change. You have a perfect life. You do
on the wall a portrait of their master as they last saw
him. He looks young and beautiful.
N1: On the oor is a dead man, with a knife in his
heart. He is withered, wrinkled and hideous.
N2: It is not until they look at the rings on his ngers
that they recognize it is their own master, Dorian
Gray.
whatever you like, yet nothing touches you. You are
VOCABULARY
exactly the same as the young man Basil once painted.
squander > waste something in a foolish manner
Dorian: I am not the same, Henry. But I will be good
cringes > bends his head or body in fear
from now on.
listless > no energy or enthusiasm
N2: That night, Dorian is energized by his decision
shallow > supercial, not capable of serious thought
to lead a good life.
odd > strange
Dorian: Perhaps the portrait senses the change in
untarnished > pure, not damaged
me. Maybe the signs of evil have already gone away!
creeps > moves slowly and carefully in order to avoid
being heard or noticed
N1: Dorian goes to the attic.
wrinkles > lines in the skin
Dorian: Aaaaah! The face is more loathsome than
sins > evil actions
before.
foul deeds > evil actions
N2: The mouth has a sly smile.
loathsome > repulsive
Dorian: (To the painting) You believe I can’t change?
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sly > deceitful, dishonest
withered > old, deteriorated
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(cont.)
Good Guys and Bad Guys
Before Reading
1. Do you wish you could stay young forever? Why or why not?
2. List three advantages and three disadvantages of getting older.
Advantages
Disadvantages
a.
d.
b.
e.
c.
f.
While Reading
3. As you read, underline the changes in Dorian’s portrait. Highlight the changes in Dorian’s
character.
After Reading
4. Put the events of the play in chronological order by numbering them 1-8.
Sibyl commits suicide.
Basil paints the portrait of Dorian.
Dorian rst notices the painting has changed.
Dorian stabs the painting.
Dorian meets Henry.
Dorian falls in love.
Sibyl’s brother confronts Dorian.
Dorian kills Basil.
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(cont.)
Good Guys and Bad Guys
5. During the play, Dorian’s character transforms. Name three adjectives that describe Dorian
at the beginning of the play and three adjectives that describe him at the end.
Beginning
End
6. Look back at the passages that you underlined and highlighted in Step 3. Describe the relationship
between Dorian Gray and his portrait.
7. Do you think that Henry is a good friend to Dorian? Give an example.
8. Why did Dorian feel the urge to kill Basil?
9. Who do you think the old woman is in Scene 5?
10. At the end of the story, Dorian says he wants to change. Do you think it is possible for him
to become a good man? Explain your answer.
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Handout ER 3
Sticky Situations
Noodle Soup for Nincompoops
By Ellen Wittlinger
Liza, who’s been my best friend since birth, or
anyway. This morning, though, my heart was beating
possibly earlier, is always right in the middle of the
so loud, I was afraid they’d look around to see where
action. I’m usually standing on the edge of the crowd,
all the noise was coming from.
hoping not to be noticed. It’s always been that way,
and neither of us has ever minded.
I opened the paper to page three, like everybody
else. There it was:
But now, according to Liza, I do way too much
watching and not nearly enough irting. Up until this
Noodle Soup for Nincompoops
year, neither of us talked to boys. We agreed they
by Faustina Intelligentsia
were aliens. But ever since Harper showed up, Liza
“No question too stupid to answer!”
is suddenly all about the opposite sex. “Who likes who”
takes up three quarters of her conversation. [. . .]
Robbie Piersall set two boxes of the Weekly
Newsash on a table in the hallway outside the Little
“Ha! Did you read this?” Jillie Randolph said.
“Listen!” And she began to read my column out loud
to the assembled group:
Theatre, where kids usually picked up their copies.
I tried to be nonchalant as I sauntered over and
“Dear Faustina,
reached into a box. Several other kids were right
I am madly in love with my boyfriend, but my
behind me.
“This is a really good issue,” Robbie announced. I
had the feeling he was looking at me, so I didn’t look
mother keeps calling it ’puppy love.’ I hate that!
How can I get her to stop?
—Teenager in Love
up. Actually, I almost never look at Robbie; he’s
the kind of person who looks you right in the
Dear Teenager in Love,
eyeballs, even if you hardly know him. It makes
Poor you. Have you considered chewing up
me so nervous, I can’t think straight.
“You’re the editor; you have to think it’s good,”
her bedroom slippers?
—Faustina Intelligentsia”
some eighth grader said as he walked past without
grabbing a copy.
“No, really, there’s a new column on page three—
it’s really funny.”
I took my skinny newspaper and stood back
against the wall, where I could see people’s reactions
without them noticing. Not that they ever noticed me
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As Jillie was reading the column some kids had
come up to look over her shoulder while others
stood nearby, listening. They all laughed at my
answer. Or rather, Faustina’s answer.
“Who wrote that?” Adam Levine asked as
he grabbed a paper out of the box.
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(cont.)
Sticky Situations
“It doesn’t say.” Patrick Deveraux, an eighth
Everybody was talking about my column and
grader, was sharing a paper with his girlfriend,
trying to guess who’d written it. They were guessing
Ellie Something-or-Other. “There’s more.” He read
all the obviously funny kids—the guys who can break
the second letter aloud:
up the teachers, the girls whose sarcasm can drop
an enemy at fty feet. When the second bell rang, I
“Dear Faustina,
folded up my newspaper and walked off down the
I’m crazy about a girl who’s two years older
hall, invisible as ever. It was wonderful, but it was
than me. I lied to her about my age, but now I’m
frightening, too. All these kids wanted to know who I
afraid she’ll nd out and hate me for lying to her.
was! Now I really didn’t want them to nd out
What should I do?
because I knew they’d be disappointed that it was
—Tangled Web
just me, Maggie Cluny.
***
—Dear Tangled Web,
Well, dearie, you have two choices: Keep lying
Now I was always the last person to leave English
class. Mr. C would put the letters on a corner of his
until she tells everybody what a big phony you are, or
desk so I could whisk them up without attracting too
nd a girl two years younger and let her do the lying.
much attention, even if he was talking with
—Faustina Intelligentsia”
somebody. One afternoon there was a single letter
lying there. [. . .]
The rst bell rang, but nobody moved. Jillie
started in again, reading the last letter:
The question was neatly typed with no errors and
run out on a sheet of canary yellow paper. I shivered
the minute I saw it.
“Dear Faustina,
I have a crush on my sister’s boyfriend, and I think
he likes me, too. Is it okay for me to go for it?
—Better-Looking-Sister
Dear Faustina,
I’m having a problem with my best friend. I’ve
made some new friends lately, and I don’t think she
likes them. I feel like I’m stuck in the middle between
Dear Better-Looking-Sister,
my old friend, who’s sort of quiet, and the new ones,
Sure, sweetheart, go right ahead. Of course it’s
who like to party. What should I do?
also okay for your sister to kick your butt from here
—Stuck
to Tuscaloosa. Duh.
—Faustina Intelligentsia” [. . .]
There was no doubt in my mind—it was from Liza.
[. . .] My best friend since forever was getting ready to
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(cont.)
Sticky Situations
throw me overboard, and I was supposed to write
“Oh, okay.” But she wasn’t hanging around
something funny about it and publish it in the school
to hear my response. She’d already had a response,
newspaper! It was impossible—I couldn’t do it. I
from Faustina Intelligentsia, and she was obviously
couldn’t even think about it! Except I couldn’t stop
following the advice to the letter.
thinking about it either. [. . .]
Dear Stuck,
What you should do, dearie, is get out of the
middle! Two roads diverged, and all that. You can’t go
both ways, unless you’re a real split personality.
Here’s the question: Do you want to end up eating
noodle soup with the nincompoop, or do you want
to have a good time? Do you really have to ask?
—Faustina Intelligentsia
It was the right answer. Faustina was always right.
The rest of that week Liza acted the same as she
always did, nice to me one minute, then running off
with Harper the next. Until Friday, the day the Weekly
Newsash came out.
Once again everybody was giggling about the
column. They couldn’t believe they still didn’t know
who wrote it. I caught up with Liza as she headed
into Mr. C’s room for English.
“Got your Newsash, I see.” I wondered if she’d
read her answer yet, if she’d take Faustina’s advice.
Liza turned and glared at me. “Yes, I do.”
Her look scalded my cheeks. “So, after school
do you want to—“
“I’m busy after school,” she said, inging her
half-and-half hair in my face as she turned away
from me. “I’m going to Harper’s. She’s having a party
tonight.”
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***
I slept late Sunday. [. . .] Just after noon the
doorbell rang. [. . .]
“I can’t believe you, Maggie!” She started right in
yelling. “Doesn’t our friendship mean anything to
you? After all these years? You just tell me to ’get out
of the middle’ and go to parties with my new friends.
You just wipe me out of your life like . . . like you’re
erasing a chalkboard!” The anger melted off her
face, and before I knew it, she was standing there
with her hands over her eyes, crying.
I pulled her inside the house, and she sniffed and
rubbed her face on her sleeve, trying to get the mad
back.
“Did you know it was me all along?”
“Of course I knew. Well, not immediately, but
I kept thinking about it. Who else can write that
funny? And I know you and Mr. Chrisman are crazy
about each other, so of course he got you to do it.
You thought your best friend wouldn’t gure it out?”
“If you’re my best friend, why did you write that
letter to me?”
“I don’t know. You’ve been so weird since we
started hanging around with Harper . . . ”
“You’re the one who started hanging around with
Harper.”
She shrugged. “Whatever. I wrote the letter to tell
you . . . it’s hard for me that you don’t like my new
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(cont.)
Sticky Situations
friends that much. And I thought it would be a funny
way to do it in a letter to your column. I knew you’d
VOCABULARY
sauntered > walked slowly, nonchalantly
know it was me because of the yellow paper and all,
issue > edition of a magazine
but I didn’t think you’d say, ’Fine, just go off with your
grabbing > taking
new friends’!”
puppy love > young love
“But I thought you were saying I had to go along
chewing > biting
with all your new friends or . . . get out of your way.
phony > a fake person
I thought you were dumping me.”
have a crush on > to be intensely infatuated with
someone
“You dumped me! You said, ’two roads diverge’
and all that stuff.” Her tears had nally dried up.
“I thought that was what Faustina Intelligentsia
break up > make laugh
whisk > remove quickly
shivered > trembled
would tell you. You should get rid of your boring
throw me overboard > abandon me
friend and hang out with the ones that want to party.
scalded > burned
It’s not what I wanted you to do.”
inging > throwing
Liza stared at me, her mouth hanging slightly
open. Then she took her st and punched me on
shrugged > raised shoulders to indicate indifference
get rid of > abandon
the arm. “You’re nuts, Maggie. You’re a crazy person.
You told me to go hang out with other people even
though you still want to be my best friend?”
“Of course I do. Who else would I hang out with?”
She hit me again, and then we hugged each other,
briey. Liza isn’t really the huggy type. “If you ever do
anything this dumb again, Maggie Cluny, you can be
best friends with Faustina Intelligentsia or the
nincompoop or whoever you are at the moment.”
“I won’t,” I promised as we sank down onto
the sofa.
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(cont.)
Sticky Situations
Before Reading
1. Read the title of the text. What do you think a “nincompoop” is? Circle your answer.
a. a foolish or stupid person
b. a beautiful girl or woman
c. an intelligent or talented person
2. Do you ever wish you could be someone else? Why or why not?
While Reading
3. Highlight the names of the main characters in the story and underline personal
characteristics for each one.
After Reading
4. People say that opposites attract. This seems true for Maggie and Liza, two different girls who
are best friends. List three ways that Maggie and Liza are different from one another.
5. What is your favourite answer from Faustina Intelligentsia? Explain your answer below.
Teenager in Love
Tangled Web
Better-Looking-Sister
Stuck
6. What is your least favourite answer? Explain your answer below.
Teenager in Love
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Tangled Web
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Better-Looking-Sister
Stuck
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(cont.)
7. What does Faustina Intelligentsia mean when she writes that Liza should “get out of the middle”?
8. How do you think Maggie’s life would change if her classmates found out that she was
Faustina Intelligentsia?
9. If you were Faustina Intelligentsia, how would you answer the following letter? Write a
response below.
Dear Faustina,
I’m organizing a party with my friends, but now everyone in my class has heard about
it and wants me to invite them. The problem is that there are a lot of uncool kids in my
class and I don’t feel like inviting them. But I don’t want to hurt their feelings either. What
should I do?
—Too Cool for School
Dear Too Cool for School,
—Faustina Intelligentsia
10. Would you ask for and take advice from an advice columnist if you had a problem? Why or why not?
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The History of Video Games
The Evolution of Video Games in Canada
By Peter Nowak
Traditionally, the small town of Brantford, Ontario—
Walking into his basement is like strolling into
population 90 000 and located about an hour west
a giant EB Games store.
of Toronto—has been known for one thing: It’s where
Wayne Gretzky was born and raised.
Not surprisingly, video games are a main
attraction of his museum. While the thousands of
But for the past ve years it has been gaining
visitors he’s had over the years have been fascinated
a reputation, in nerd circles at least, for an entirely
by his computer and software collections, it’s always
different reason. Brantford is also home to the
the games that seem to spark the most interest.
Personal Computer Museum, a veritable treasure
trove of machinery and software from the past
30 years.
Housed in a white barn-like building that used
“The games are the things people remember,”
he says.
It’s tting, then, that Brantford is home to such
a collection because, like Gretzky and hockey, video
to serve as a bus maintenance depot, the museum
games are a source of pride for Canada. About
opened in 2005 thanks to the work of Syd Bolton,
14 000 people here work in video game design,
a former software developer and dabbler in video
making Canada a global power in the industry, third
game design. Bolton bought and restored the
biggest behind only Japan and the United States.
building to display his collection of aging machines.
[. . .]
As far as Bolton knows, the rst commercially
successful video game created in Canada was
Bolton says he has more than 1000 computers,
either Evolution or B.C.’s Quest For Tires. Both
although he only has enough room to show off about
were published in 1983 by Vancouver’s Sydney
100. Even more impressive is his collection of video
Development Corporation, a project management
games. While about 3000 pieces of software are on
software company started in 1978 by Tarrnie
display in the museum, most of them games, the
Williams, a Vancouver native who had spent much
basement of his house nearby is a veritable shrine
of the 70s working for IBM.
to the likes of Sony, Microsoft, Nintendo, Sega,
Activision and the rest.
It’s the largest known collection of video games
Evolution was created by a duo of Vancouver
teenagers, Don Mattrick and Jeff Sember, while
B.C.’s Quest for Tires was designed by a pair of young
in Canada. Bolton has almost every game created for
men, Paul Butler and Rick Banks, in Ottawa. Both
the PlayStation 2, all 1400 of them, and is just six shy
teams approached Sydney to publish their games
of the entire 874-title collection for the original
because, as Williams’ son says, it was one of the only
Xbox. All told, he has more than 10 000 video games.
software companies around.
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(cont.)
The History of Video Games
“It seemed like the best thing to do for a couple
Despite having a similar historic pedigree as
of guys with a game,” says Tarrnie Williams Jr., who
British Columbia, the same wealth of digital media
is today the executive producer for EA Sports Active
school graduates and the same related lm and
line of games. [. . .]
television production industry, Ontario today has only
Today, EA employs about 1300 people in British
Columbia and 2400 across the country. [. . .] Josh
Holmes, an obsessed video game player who started
a small slice of the country’s video game employee
pie, at 14 per cent. [. . .]
Subsidies were the name of the game in Québec,
as a play tester at EA Canada in 1995, says the main
which is now challenging B.C. as the nation’s largest
company’s rapid growth through the 90s spurred
video game employer. The provincial government
not only smaller studios to pop up, but also an
kick-started the industry in 1997 by luring Ubisoft
ecosystem of sound and art design rms.
to Montreal with hundreds of millions of dollars
“They really spawned the games industry in
Vancouver,” says Holmes, who is today the studio
creative director at 343 Industries, the Microsoft
in incentives. Ubisoft now employs more than
2000 people in the province.
As in Vancouver, the studio’s presence helped
subsidiary that oversees the Halo franchise.
create an ecosystem of support companies and
“There was some sense over time that something
design courses at local schools. That also attracted
special was going on and that there was a vibrant
other big studios, with multinationals EA and Eidos
industry forming in Vancouver.”
following over the past few years, as well as Warner
Today, British Columbia’s video game sector
Bros. and THQ setting up shop this year. Québec
employs about 6100, or about 44 per cent of the total
as a whole now accounts for about 5200 video game
for the country, according to the Entertainment
employees, or 37 per cent of the country’s total. [. . .]
Software Association of Canada.
Although Quest For Tires, a game based
“To attract new technology companies, you try
to nd something that mixes well with your culture.
on the B.C. comic strip that put players in control
That was the rst spark,” [Nathalie Verge, senior
of a caveman riding a stone unicycle, was a big hit
adviser for corporate affairs at Ubisoft Montreal,]
for Banks and Butler, it didn’t lead to the same sort
says. “It grew not just because of incentives, but also
of industry explosion in Ontario. [. . .]
because of talent and training and all the peripherals
British Columbia beneted from a more proactive
government that saw the value of offering incentives
that surround our business.”
It’s an attitude that is shared by virtually everyone
to video game companies in the form of tax cuts and
in the industry—that government assistance aside,
subsidies. Ontario, meanwhile, was slow in getting
there’s something about Canadians that just makes
to the table.
them naturally adept at creating video games.
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(cont.)
The History of Video Games
Ray Muzyka, who in 1995 founded BioWare
in Edmonton with his friends Greg Zeschuk and
Augustine Yip, said Canada benets from many great
universities and affordable access to education.
Canada’s multicultural nature also means
Canadians are inuenced not just by the United
States, but Europe and Asia as well.
“We absorb those inuences from all three
directions while still being open,” he says. “That
affords an opportunity to make products that have
worldwide appeal.”
Bolton says it’s Canada’s richness of culture and
VOCABULARY
treasure trove > a collection of valuable things
dabbler > amateur
shrine > place with venerated objects of an important
person or thing
shy > lacking, decient
spurred > inspired, sparked
subsidiary > company owned by a different company
subsidies > money given by the government to help
a business
getting to the table > taking part in discussions
or business negotiations
pedigree > heritage
name of the game > important element
fundamental freedoms that make the difference.
kick-started > provoked, activated
He relates a story of how he was contacted a few
adept at > good at
years ago by a pair of teenagers in Iraq who had an
idea for a video game. Of course, they didn’t have the
means to produce it in their home country, so they
ended up moving to Canada, where they now work
for one of the big companies.
“As a general rule, Canadians are some of the
most creative people in the world,” Bolton says.
“Look at Hollywood or the music industry—it kind
of makes sense that we’re going to produce some
rock stars of the video game world, as it were.”
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(cont.)
The History of Video Games
Before Reading
1. Which countries do you think produce the most video games? Name at least two.
2. Match the words below with their denitions. Use a dictionary to help you.
Word
Denition
a. spark
1. a feeling of condence, self-assurance
b. spawn
2. to create, generate
c. means
3. to attract, seduce
d. pride
4. income, money
e. lure
5. to inspire, excite
3. Complete the sentences with a word from the word box.
Word Box
lure
means
a. His science award is a big source of
b. Vacation destinations
and good food.
c. The invention of the electric guitar
rock, electric jazz and punk.
d. Social media can
organized.
e. My parents did not have the
pride
spark
spawn
for him.
tourists with inexpensive accommodations
many new music genres like American
revolution by helping protestors communicate and get
to buy me a horse when I was young.
While Reading
4. In this article, the author mentions that “there’s something about Canadians that just makes
them naturally adept at creating video games.” Underline the reasons why Canada and some
of its provinces are leaders within the video game industry.
After Reading
5. Why is the town of Brantford famous?
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Group:
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(cont.)
6. Syd Bolton, owner of the museum, says that the “games are the things people remember.” Why do
you think people who visit the museum are more interested in the games than in the computers?
7. According to the author, why are video games a source of pride for Canada?
8. British Columbia and Québec are both leaders in the Canadian video game industry. Compare
the video game sectors in these provinces by completing the chart below.
British Columbia
Québec
Number of employees
Per cent of Canada’s total
video game employees
Name(s) of video game
studio(s) found in the
province
9. The article states that “Canadians are some of the most creative people in the world.” Do you
agree with this statement? Explain your answer.
10. In twenty years, today’s computers and video games will be found in a museum like Syd Bolton’s.
In your opinion, what kind of computer and video game technology will be popular in the future?
290
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Unit 5
Date:
Twisted Tales
Group:
Handout ER 5
The School for Good and Evil (excerpt)
made him so popular with the girls of Gavaldon. Only
By Soman Chainani
now he had a beanstalk in his back garden and a
The Art of Kidnapping
The rst kidnappings happened two hundred years
before. Some years it was two boys taken, some
years two girls, sometimes one of each. The ages
were just as ckle; one could be sixteen, the other
fourteen, or both just turned twelve. But if at rst the
choices seemed random, soon the pattern became
clear. One was always beautiful and good, the child
every parent wanted as their own. The other was
homely and odd, an outcast from birth. An opposing
pair, plucked from youth and spirited away.
Naturally, the villagers blamed bears. No one had
ever seen a bear in Gavaldon, but this made them more
determined to nd one. Four years later, when two
more children vanished, the villagers admitted they
should have been more specic and declared black
bears the culprit, bears so black they blended with
the night. But when children continued to disappear
every four years, the village shifted their attention to
burrowing bears, then phantom bears, then bears in
disguise. . . until it became clear it wasn’t bears at all.
But while frantic villagers spawned new theories (the
Sinkhole Theory, the Flying Cannibal Theory) the children
of Gavaldon began to notice something suspicious.
As they studied the dozens of Missing posters tacked
up in the square, the faces of these lost boys and girls
looked oddly familiar. That’s when they opened up
their storybooks and found the kidnapped children.
Jack, taken a hundred years before, hadn’t aged
a bit. Here he was, painted with the same moppy
hair, pinked dimples, and crooked smile that had
Reproduction permitted © TC Media Books Inc.
weakness for magic beans. Meanwhile, Angus, the
pointy-eared, freckled hooligan who had vanished
with Jack that same year, had transformed into
a pointy-eared, freckled giant at the top of Jack’s
beanstalk. The two boys had found their way into
a fairy tale. But when the children presented the
Storybook Theory, the adults responded as adults
most often do. They patted the children’s heads and
returned to sinkholes and cannibals.
But then the children showed them more familiar
faces. Taken fty years before, sweet Anya now sat
on moonlit rocks in a painting as the Little Mermaid,
while cruel Estra had become the devious sea
witch. Philip, the priest’s upright son, had grown
into the Cunning Little Tailor, while pompous Gula
spooked children as the Witch of the Wood. Scores
of children, kidnapped in pairs, had found new lives
in a storybook world. One as Good. One as Evil.
The books came from Mr. Deauville’s Storybook
Shop, a musty nook between Battersby’s Bakery and
the Pickled Pig Pub. The problem, of course, was
where old Mr. Deauville got his storybooks.
Once a year, on a morning he could not predict,
he would arrive at his shop to nd a box of books
waiting inside. Four brand-new fairy tales, one copy
of each. Mr. Deauville would hang a sign on his shop
door: “Closed Until Further Notice.” Then he’d huddle
in his back room day after day, diligently copying the
new tales by hand until he had enough books for every
child in Gavaldon. As for the mysterious originals,
they’d appear one morning in his shop window,
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291
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Unit 5
Group:
Handout ER 5
(cont.)
Twisted Tales
a sign that Mr. Deauville had nished his exhausting
vengefully besieged it, only to discover it was their
task at last. He’d open his doors to a three-mile line
own. Indeed, no matter where the villagers entered
that snaked through the square, down hillslopes,
the woods, they came out right where they started.
around the lake, jammed with children thirsting for
The woods, it seemed, had no intention of returning
new stories, and parents desperate to see if any of
their children. And one day they found out why.
the missing had made it into this year’s tales.
Needless to say, the Council of Elders had plenty
Mr. Deauville had nished unpacking that year’s
storybooks when he noticed a large smudge hiding in
of questions for Mr. Deauville. When asked who sent
the box’s fold. He touched his nger to it and discovered
the books, Mr. Deauville said he hadn’t the faintest
the smudge was wet with ink. Looking closer, he saw
idea. When asked how long the books had been
it was a seal with an elaborate crest of a black swan
appearing, Mr. Deauville said he couldn’t remember
and a white swan. On the crest were three letters:
a time when the books did not appear. When asked
whether he’d ever questioned the magical appearance
S.G.E.
There was no need for him to guess what these
of books, Mr. Deauville replied: “Where else would
letters meant. It said so in the banner beneath the
storybooks come from?”
crest. Small black words that told the village where
Then the Elders noticed something else about Mr.
its children had gone:
Deauville’s storybooks. All the villages in them looked
just like Gavaldon. The same lakeshore cottages and
colourful eaves. The same purple and green tulips
along thin dirt roads. The same crimson carriages,
THE SCHOOL FOR GOOD AND EVIL
The kidnappings continued, but now the thief had
a name.
They called him the School Master.
wood-front shops, yellow schoolhouse, and leaning
clock tower, only drawn as fantasy in a land far, far
VOCABULARY
away. These storybook villages existed for only one
ckle > changing frequently
purpose: to begin a fairy tale and to end it. Everything
homely > ugly, unattractive
between the beginning and end happened in the
plucked > pulled out
dark, endless woods that surrounded the town.
That’s when they noticed that Gavaldon too was
surrounded by dark, endless woods.
Back when the children rst started to disappear,
villagers stormed the forest to nd them, only to
be repelled by storms, oods, cyclones, and falling
spirited away > taken away rapidly and secretly
culprit > a person who is guilty of a crime
hooligan > a person who causes trouble
huddle > sit with arms and legs close to the body
eaves > part of a roof that sticks out beyond the walls
of a building
besieged > surrounded and took over
smudge > dirty mark
trees. When they nally braved their way through,
seal > ofcial stamp
they found a town hiding beyond the trees and
crest > symbol of a family, town or organization
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Unit 5
Group:
Handout ER 5
(cont.)
Twisted Tales
Before Reading
1. List as many “good” and “evil” fairy tale characters as you can.
Good
Evil
2. a. If you could be a “good” fairy tale character, which one would you choose and why?
b. If you could be an “evil” fairy tale character, which one would you choose and why?
While Reading
3. As you read, underline the descriptions of the children who become good characters and
highlight the descriptions of the children who become evil characters.
After Reading
4. Who is being kidnapped from the village of Gavaldon? According to the adult villagers,
who or what is responsible for the kidnappings?
5. List two pieces of evidence that support the children’s Storybook Theory.
6. Check the characteristics that Gavaldon and the towns in the storybooks have in common.
A town square
Wide dirt roads
A yellow schoolhouse
Purple and green tulips
Wood-front shops
Dark endless woods
surrounding the town
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293
Name:
Date:
Extra Reading
Unit 5
Twisted Tales
Group:
Handout ER 5
(cont.)
7. If you were a villager in Gavaldon, what would you do to try to stop the kidnappings?
8. How do you think the children who become storybook characters feel? Do you think they enjoy
being in the stories?
9. When the Council of Elders asks Mr. Deauville about the magical appearance of the books,
he replies, “Where else would storybooks come from?” What do you think he means by this?
10. Do you think that Mr. Deauville knows more about the storybooks than he says he does?
Explain your answer.
11. What kind of classes do you think would be offered at the School of Good and Evil? Which
ones would you want to take? Why?
294
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Unit 6
Date:
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Handout ER 6
Enter at Your Own Risk
Extreme Skiing at the Crater of Japan’s
Mount Yotei Volcano
By Louise Healy
It takes serious effort—and luck with the weather
Sam is a New Zealander who runs Niseko Xtreme
conditions—to scale Japan’s Mount Yotei volcano,
Tours, a local company specialising in backcountry
but the fabulous skiing and pristine powder on
tours. We liaised with him over 10 days while waiting
the way down makes the trek well worth it.
for the perfect conditions—there was much monitoring
Scrambling on all fours to the summit and
cursing the heavens wasn’t how I imagined this ski
experience would pan out. As the cold bit and the wind
of weather patterns, avalanche reports and careful
map-reading.
Finally, we hit the road at 8 a.m. one morning
rumbled ominously, I started to question what on earth
and, after an hour’s drive, arrived at the base of
we were doing. But climbing up Mount Yotei, an
the mountain. After putting on snowshoes, testing
active volcano, in search of deep powder was never
our avalanche transceivers (you would be surprised
going to be easy.
at how many people omit this vital bit of kit) and
Most skiers coming to Japan’s northern island
of Hokkaido head for the popular resort of Niseko to
experience its pristine snow. But for those who want
packing our shovels, probes, food, boots and skis,
we set off for the day.
With no tracks in the snow before us, no sight
a non-standard experience, scaling one of Hokkaido’s
of fellow hikers, and seeing Yotei suffused in the early
most iconic volcanoes is too big a temptation to resist.
morning light, we knew we’d chosen the right day.
Yotei, often referred to as Ezo Fuji (or the Mount
It takes between six and eight hours to reach
Fuji) of Hokkaido, is in the Shikotsu-Toya national
the summit. We left no margin for error, making
park bordering the popular towns of Niseko, Kutchan
it to the peak in ve and a half hours, stopping only
and Makkari on the island’s west coast. While skiing
for food and water. This is no leisurely day on the
anywhere in Niseko, Yotei towers majestically in the
slopes—it’s a rigorous hike that will test your resolve
distance, usually with small clouds billowing above
and tness.
its crater. At 1898 m, it is the highest mountain in
With less than a quarter of the hike to go, it became
the region and has the longest vertical ski descent
clear the warm weather had created a hazardous
in Hokkaido. Much planning is needed to make
challenge. The sugary top layer of snow was starting
a successful ascent—bad weather comes in hard
to break under our snow shoes, which left our feet
and fast in this region—so, from our base at the
sinking up to half a metre. Knowing our goal was to ski
popular ski town of Hirafu in Niseko, we sought out
the deep powder inside Yotei’s crater, we ploughed on.
a well-respected guide: Sam Kerr.
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Unit 6
Group:
Handout ER 6
(cont.)
Enter at Your Own Risk
The weather was deceptive above 1000 m—the
Back at base, Sam told us conditions needed
bright sun bathed the mountain in a yellow glow
to be near perfect to scale Yotei and ski into its crater.
and the winds were biting and dangerously cold but
Approximately 100 people each winter attempt the
we pushed on and nally reached the crater’s edge.
climb and only around about 20 actually do it.
The crater itself was breathtakingly white from
top to bottom; a classic bowl about 400 m high with
a 360-degree panoramic view. Although I am an
“Now that you have seen Yotei, you can understand
its beauty and power,” he said.
Sitting down that evening, sipping Hokkaido’s
advanced skier, the thought of plunging into this both
famous plum wine, it was hard to believe we were
terried and exhilarated me. I watched the rst three
part of the lucky 20 per cent who managed to ski
of our group descend into the soft, light powder and
Mount Yotei’s crater that winter. Scrambling on all fours
effortlessly glide down to the base. Then I went for it.
and cursing the heavens was worth it in the end.
Pushing off from the ledge and skiing into the
crater felt surreal. Unlike other powder runs in busy
VOCABULARY
ski resorts, the beauty of this expedition was that we
scale > climb
were allowed so much time and space to carve out
pristine > untouched, clean
beautiful lines with no competition on our backs.
ominously > threateningly
I was skiing on fresh powder that had been sitting
billowing > moving with the wind
on a base of untouched snow for weeks. For all
transceivers > device that sends and receives
electronic or radio signals
my initial reservations, skiing on it felt effortless.
set off > began
The main route down the north face starts off
suffused > covered
with an exciting 50-degree slope which leads into
peak > summit
the open powder bowl. One side of the slope was
ploughed on > moved forward with great effort
extremely icy, while the other side was deep with
fresh powder.
We were dubious about starting avalanches so
deceptive > misleading
pushed on > continued
glide > move without effort or resistance
carve out > cut
we took the icy route, which was unnerving at times,
dubious > uncertain
but ultimately led us to one of the best runs of the
ridge > narrow upper edge of the volcano
season. Later, we had a half-hour descent through
wonderful, untracked bottomless powder, then we
hiked for about 40 minutes out of the crater and back
to the top ridge of Mount Yotei before making our
descent to where the cars were parked.
296
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Date:
Extra Reading
Unit 6
Group:
Handout ER 6
(cont.)
Enter at Your Own Risk
Before Reading
1. Which extreme sports do you know? List at least three.
2. Do you think skiing is an extreme sport? Why or why not?
While Reading
3. As you read, underline the author’s description of the snow on the slopes of Mount Yotei.
After Reading
4. Highlight the following idiomatic expressions in the text. Use context clues to match each
expression with its denition in the chart below.
Expression
Denition
a. to leave no margin for error
1. to be on one’s hands and knees
b. to pan out
2. to damn God or the universe
c. to be on all fours
3. to be successful, to turn out well
d. to hit the road
4. way of asking a question that emphasizes
the speaker’s surprise or confusion
e. to curse the heavens
5. to begin a journey
f. what on earth
6. to make sure there is no chance of making
a mistake
g. to test your resolve
7. to determine one’s commitment to a project
5. List three reasons why some skiers might be tempted to climb Mount Yotei.
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Zipline Year One  Extra Reading
297
Name:
Date:
Extra Reading
Unit 6
Group:
Handout ER 6
(cont.)
Enter at Your Own Risk
6. Why should you plan carefully if you want to climb Mount Yotei?
7. The author experiences a range of emotions throughout the adventure. Complete the chart
with examples from the text of the author’s emotions.
Emotion
Evidence from the text
•
nervous
•
•
determined
•
8. Why can only 20 per cent of skiers successfully climb and ski on the slopes of Mount Yotei?
9. The author refers to the dangerous weather and risk of avalanches on Mount Yotei. Do you think
skiing in such dangerous conditions is an act of bravery or of foolishness? Explain your answer.
10. If you could, would you try to ski on Mount Yotei? Why or why not?
298
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Extra Grammar
Extra Grammar Handouts
Handout
 Unit 1: Grammar Exercises
Simple Present                               GE 11
Plural Nouns, Countable and Uncountable
Nouns                                      GE 12
Grammar Quizzes
Simple Present                               GQ 11
Plural Nouns, Countable and Uncountable
Nouns                                      GQ 12
 Unit 2: Grammar Exercises
Subject Pronouns                            GE 21
Possessive Adjectives                         GE 22
Yes / No Questions in the Simple Present         GE 23
Grammar Quizzes
Subject Pronouns                            GQ 21
Possessive Adjectives                         GQ 22
Yes / No Questions in the Simple Present         GQ 23
 Unit 3: Grammar Exercises
Imperatives                                  GE 31
Modals Should and Could                      GE 32
Discourse Markers                           GE 33
Grammar Quizzes
Imperatives                                  GQ 31
Modals Should and Could                       GQ 32
Discourse Markers                           GQ 33
 Unit 4: Grammar Exercises
Simple Past of To Be and Regular Verbs          GE 41
Modals Must and Have To                      GE 42
Grammar Quizzes
Simple Past of To Be and Regular Verbs          GQ 41
Modals Must and Have To                      GQ 42
 Unit 5: Grammar Exercises
Possessive Form of Nouns                     GE 51
Simple Past of Irregular Verbs                  GE 52
Grammar Quizzes
Possessive Form of Nouns                     GQ 51
Simple Past of Irregular Verbs                  GQ 52
 Unit 6: Grammar Exercises
Prepositions At, In and To                      GE 61
Simple Future                                 GE 62
Grammar Quizzes
Prepositions At, In and To                      GQ 61
Simple Future                                GQ 62
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Guide
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Zipline Year One  Extra Grammar
299
Name:
Date:
Grammar Exercises
Unit 1
Group:
Handout GE 1.1
Simple Present
A. Read the postcard. Complete the sentences with the simple present of the verb to be. Try to
guess the city being described.
I
so excited to be visiting one of the most beautiful cities in the world! I
to be here in the spring. The owers
in bloom everywhere, the boulevards
lined by bright green trees and the people
breakfast at a café that
very fashionable. Tomorrow, I will have
supposed to have the best croissants in the neighbourhood.
After that, I will go to a huge art museum. The Mona Lisa and the Venus de Milo
I (negative)
the most knowledgeable person when it comes to art, but I
looking forward to it. My hotel
that
lucky
there.
still
near the Eiffel Tower. It lights up every night. Maybe
why people call this city the City of Light.
What city is being described?
B. Complete the sentences in the simple present with the negative form of the verbs to be or to
have. Do not use contractions.
1. My baby sister Joyce
2. This movie
any teeth yet.
as funny as I thought it would be.
3. The Atlantic Ocean
the largest ocean in the world.
4. Hamburgers
any ham in them.
5. Mila believes that ghosts are real, but they
.
6. Sam cannot go to the movies with us because he
7. My father and I look alike, but we
a ticket.
the same personality.
8. Don’t worry. Madeleine told me that she
9. No, you
angry with you.
spinach stuck in your teeth.
10. I was surprised to nd out that Derek
as young as he looks.
C. Write three sentences describing someone famous using the verbs to be and to have. Ask
a classmate to guess who the famous person is.
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Zipline Year One  Extra Grammar
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Name:
Grammar Exercises
Unit 1
Date:
Group:
Handout GE 1.1
(cont.)
Simple Present
D. Write sentences in the simple present with the verbs to be or to have.
1. Pilar / green eyes
2. The Empire State Building / 443 metres high
3. Camels / either one or two humps
4. We / the shortest students in our class
5. My sister / 13 years old
E. Rewrite the following sentences in the simple present using the negative form of the verbs
to be or to have. Use contractions.
1. We have a lot of homework tonight.
2. They are interested in helping us clean up the school.
3. I am afraid of the dark.
4. Marguerite has a fear of heights.
5. These nachos are very spicy.
6. Melanie and Jen are best friends.
7. This yogurt has fresh blueberries in it.
8. The computer is working well.
9. Derek and Susan are both artists.
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Zipline Year One  Extra Grammar
301
Name:
Date:
Grammar Exercises
Unit 1
Group:
Handout GE 1.1
(cont.)
Simple Present
F. Complete the sentences with verbs from the word box. Use the simple present.
Word Box
choose
eat
give
1. Megan and Linda
go
love
read
sleep
late on weekends.
4. I
lunch with Stacey and Stephanie every day.
5. Xavier always
peanut butter and chocolate ice cream.
6. My aunt and uncle
me a birthday present every year.
7. The concert
10. John
take
the newspaper every morning.
3. I
9. We
study
at the same school.
2. My father
8. She
start
at 8:30 p.m.
doing Sudoku puzzles.
a bus to school every day.
to hockey practice after class.
G. Write one afrmative and one negative sentence in the simple present using the prompts below.
1. Mary / like / dark chocolate
a.
b.
2. I / play / volleyball very well
a.
b.
3. Mr. McIntosh / teach / English literature
a.
b.
4. Sidney / watch / too much television
a.
b.
5. Fred / exercise / every morning
a.
b.
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Zipline Year One  Extra Grammar
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Name:
Date:
Grammar Exercises
Unit 1
Group:
Handout GE 1.2
Plural Nouns, Countable and
Uncountable Nouns
A. Look at the categories of how to form the plural of nouns in the chart below. Write the plural
form of each of the nouns in the word box under the correct category.
Word Box
baby
boy
box
bus
candy
cap
deer
dress
sh
glass
goose
key
life
man
notebook
person
potato
puppy
salmon
scarf
wolf
To form the plural of nouns
Add s.
Add es.
Drop the y and add ies.
Change f or fe to ves.
Change to an irregular form.
Do not change their form.
babies
B. Read the sentences. Decide if the nouns are countable or uncountable. Circle the correct
letter: U (uncountable) or C (countable).
1. I always have juice (U / C), cereal (U / C), eggs (U / C) and ham (U / C) for breakfast.
2. In this book (U / C), you will nd good advice (U / C) to prepare you for the exam (U / C).
3. Jimmy is the boy with red hair (U / C), green eyes (U / C) and freckles (U / C) on his face (U / C).
4. Can you stop at a store (U / C) and buy cheese (U / C), milk (U / C) and sausages (U / C) please?
5. I have great news (U / C)! I got free tickets (U / C) to the hockey game (U / C) next Friday.
C. Underline the error in each sentence. Then, rewrite the correct sentence below.
1. Natalie has many friend from different countries.
2. I like to have a toast with my coffee.
3. Reading helps me learn new informations about different subjects.
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Zipline Year One  Extra Grammar
303
Name:
Date:
Grammar Quiz
Unit 1
Group:
Handout GQ 1.1
Simple Present
A. Circle the correct form to the verbs to be or to have in the simple present.
/10
1. She (is / are / has) my best friend.
2. You (are / have / is) already 12 years old.
3. Our neighbours (has / have / were) three dogs.
4. Cindy and Janet (are / is / am) sisters.
5. I (am / are / have) hungry enough to eat a whole pizza.
6. Andrea and I (am / have / were) two classes together this semester.
7. They (was / are / had) late for the concert.
8. Alicia (are / had / has) red hair.
9. I (had / am / have) a really bad cold.
10. I (am / are / have) too cold to stay outside any longer.
B. Complete the sentences with the simple present of the verbs in parentheses.
1. Tony and Fred (take)
guitar lessons after school.
2. Elliot (work, negative)
in the evenings.
3. They (stay)
at their grandparents’ cottage every winter.
4. Melissa (hate)
coffee without sugar.
5. You (know, negative)
how to juggle.
6. We (love)
riding our bikes after class.
7. Mrs. Bates (see, negative)
well without her glasses.
8. Stephanie (like)
karaoke singing.
9. These strawberries (look, negative)
10. Karla (practise)
mushrooms on her pizza.
12. Holly (teach)
at a school in Dubai.
13. Xavier and Ben (play, negative)
15. I (work)
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Zipline Year One  Extra Grammar
very fresh.
her piano lessons on the weekends.
11. Jennifer (want, negative)
14. Shawn (prefer)
/15
on the same baseball team.
the Roughriders over the Stampeders.
on a dairy farm every summer.
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Name:
Date:
Grammar Quiz
Unit 1
Group:
Handout GQ 1.2
Plural Nouns, Countable and
Uncountable Nouns
A. Complete the sentences with the plural form of the nouns in parentheses.
1. My little brother lost two (tooth)
.
2. The chef has different kinds of (knife)
.
3. I need to buy a new set of (headphone)
4. (Mango)
.
are my favourite fruit.
5. They have visited 20 different (country)
.
6. You have ve new (message)
in your inbox.
7. Bob drinks eight (glass)
of water every day.
8. Ahh! There are two (mouse)
under my bed!
9. Tori loves to eat (bean)
with maple syrup.
10. My mother has a lot of (video)
of me as a baby.
B. Write the nouns in the word box under the correct category (countable or
uncountable) in the chart below.
Word Box
advice
egg
hair
homework
information
research
Countable nouns
sandwich
spoon
/10
vegetable
wish
Uncountable nouns
C. Complete the sentences with nouns from the previous table. Write the
countable nouns in plural form.
1. Many
/5
are green.
2. I need two
to make an omelet.
3. I have a lot of
to do tonight for my math class.
4. Sara sometimes eats two
5. For
/10
for lunch if she is really hungry.
about trip destinations, go to www.wondertravel.com.
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Zipline Year One  Extra Grammar
305
Name:
Date:
Grammar Exercises
Unit 2
Group:
Handout GE 2.1
Subject Pronouns
A. Underline the subject in each sentence. Then, write the correct subject pronoun above the
subject.
1. Andrea enjoys reading in her free time.
2. Alain and Laura are the best students in our class.
3. My brother’s car is very spacious.
4. These running shoes are on sale.
5. Last month, Alice and I went on a camping trip.
6. At the beginning, the movie was a little boring.
7. Mr. Renaud lives next door.
8. Stella and Clara made chocolate chip cookies.
B. Complete the conversations using subject pronouns.
1.
A: Are you coming to the student council meeting tomorrow?
B: Of course, I am. I think
2.
A: How much are these pants?
B:
3.
need to be there at 6:00 p.m.
A: What do you think about my sister’s boyfriend?
B: I think
6.
is a new sports centre.
A: What time do Frances and Nick need to be at the metro station?
B:
5.
are $70.
A: What is that building?
B: I think
4.
is very important.
is funny and outgoing.
A: You and Karla should go together to Maria’s party.
B: Maybe it isn’t a good idea. People might think that
306
Zipline Year One  Extra Grammar
are a couple.
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Name:
Grammar Exercises
Unit 2
Date:
Group:
Handout GE 2.2
Possessive Adjectives
A. Underline the subject of the sentence. Next, ll in the blanks with the possessive adjective
that matches the subject.
1. Tony is talking to
grandmother on the phone.
2. John’s cat is adorable.
fur is white and soft.
3. Keyla lives in a big apartment with
brothers.
4. Damon needs to put more effort into school.
grades aren’t very good.
5. All the houses in this small town look the same.
6. Sally is playing chess with
7. You should clean
roofs are all green.
father.
shoes.
8. I’m going to hang out with
friends this afternoon.
9. Midori and I are going to buy a gift for
10. The President gave
friend’s birthday.
speech on television last night.
B. Highlight the errors with possessive adjectives in the paragraph. Then, write the correct
possessive adjective above each error.
Last night, the craziest thing happened! I organized a study session at me house with some other
students to prepare for their math exam, but in the end, no one made it to mine house. Bernard
was supposed to bring Adriana in her car, but at the last minute his parents made her babysit our
little sister. Then, Bernard accidentally hit a cat with its car and was too upset to study. Monica and
Ahlem were going to bring her notes, but they metro train broke down and they were stuck on the
metro for two hours. If that wasn’t enough, Mikio called to tell me that its favourite television show
was on so he didn’t feel like coming to mine study session. I hope we will all manage to pass their
test anyway!
C. Write the possessive adjective that corresponds to the noun provided.
1. a cat
toy
4. the oven
door
2. you
computer
5. Joseph
bicycle
3. your sister
purse
6. me
phone
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Zipline Year One  Extra Grammar
307
Name:
Date:
Grammar Exercises
Unit 2
Group:
Handout GE 2.3
Yes / No Questions in the Simple
Present
A. Circle the correct verb to form a yes / no question in the simple present.
1. (Are / Do) you German?
2. (Do / Does) Mario go skiing in the winter?
3. (Do / Does) Cameron and her boyfriend eat meat?
4. (Is / Does) Isabelle allergic to peanuts?
5. (Is / Are) your father a pilot?
6. (Do / Does) the story books have illustrations?
B. Underline the error in each question. Then, rewrite each question correctly.
1. Does she likes vanilla ice cream?
2. Are you live in the suburbs?
3. Are your sister Emily?
4. Does Mark has a snowmobile?
5. Paul is sick today?
6. You sing in the school choir?
7. Does Kim and George walk together to school?
8. Is you on the rugby team?
9. Are I the only person who knows your secret?
10. Am the tomatoes in your fridge organic?
308
Zipline Year One  Extra Grammar
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Name:
Date:
Grammar Quiz
Exercises
Unit 2
Group:
Handout GQ
GE 2.1
2.1
QuestionPronouns
Subject
Words
A. Rewrite the sentences using the subject pronouns of the underlined words.
/5
1. Our teacher Mrs. Kelly is very sweet but Mrs. Kelly is very strict too.
2. My brother and I are very close. My brother and I have the same hobbies and interests.
3. I saw your birthday pictures on Facebook. Your birthday pictures are really cool.
4. I like my neighbourhood because my neighbourhood has many parks.
5. Albert is very outgoing. Albert has a lot of friends.
B. Complete the conversation with the correct subject pronouns.
/15
Mary: What’s wrong Sam? You look very worried.
Sam: My sister lent me her tablet yesterday.
because
where
’s very expensive. But now
specically told me to take care of
can’t nd it anywhere. I don’t remember
put it.
Mary: Did you check all the places where
were before?
Sam: Yes, I did. I went back to the cafeteria and asked Jimmy, the clerk, if
had seen
it, but he hadn’t. Then, I went back to the library and asked Patrick and Georgiana, who were
sitting beside me, but
Mary: That’s too bad. Oh!
us?
Maybe
hadn’t seen it either.
have an idea. Why don’t we ask some of our friends to help
can all look for the tablet in different places and ask different people.
’ll nd it that way.
Sam: Yes, that’s a good idea. Thanks for your help.
Mary: Look at Patrick over there! I think
’s calling you.
Patrick: Sam! Sam! Hey! Is this your tablet?
Sam: Yes,
Patrick:
is. Where did you nd it?
was in one of the library’s washrooms. You’re lucky
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found it!
Zipline Year One  Extra Grammar
309
Name:
Date:
Grammar Quiz
Unit 2
Group:
Handout GQ 2.2
Possessive Adjectives
A. Circle the correct possessive adjective to complete each sentence.
/10
1. That little girl is looking for (his / her / their) parents.
2. My uncle is a great artist. (His / Her / Their) paintings are really beautiful.
3. We’re very sad because (our / their / its) little dog had an accident.
4. Rio de Janeiro is famous for (his / its / their) beaches.
5. Stephanie and Ralph are saving money for (his / its / their) trip to Asia.
6. This cake is easy to make. (Your / Their / Its) recipe is very simple.
7. Victor is buying Christmas presents for (her / his / their) sisters.
8. You’re a good friend. I appreciate (his / your / our) help and advice.
9. Jennifer is driving (his / her / your) father’s car.
10. Emily and Sophia play guitar. (Her / Its / Their) rock band is very good.
B. Complete the conversations with the correct possessive adjectives.
/10
Conversation One:
Paula: Let’s take a photo of those panda bears. Did you bring
Agnes: No, I didn’t. But I can take photos with
camera?
cellphone.
Paula: Quick! Take a picture of that bear. Do you see how it holds bamboo with
paw?
It looks like a human hand.
Agnes: Yeah. Actually, panda bears have ve ngers and an extra thumb that helps them hold
food while they’re eating.
Paula: Interesting!
Conversation Two:
Angela: What else do we need for
party? Is the music playlist ready?
Charles: Yes, I think so. Amy is going to bring
Angela: Did she invite
stereo system.
friends to come, too?
Charles: All of them except for Paul. He said he can’t come because
grandmother is sick.
Oh! I almost forgot! Jenny and Miriah asked me if they could invite
friends too.
Angela: Yes, I think that’s ne. But do we have enough chairs?
Charles: I think we need more. I’ll ask
310
Zipline Year One  Extra Grammar
mother if I can bring some extra chairs from home.
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Name:
Grammar Quiz
Unit 2
Date:
Group:
Handout GQ 2.3
Yes / No Questions in the Simple
Present
A. Rewrite the sentences as yes / no questions in the simple present.
/10
1. You are from New Zealand.
2. Sonya speaks three languages.
3. It is very cold outside.
4. The game starts at 7:00 p.m.
5. They have a beach house in Florida.
6. I am a good skater.
7. Alfred is a professional swimmer.
8. Katie and I are in the same class.
9. Arthur and Veronica go to Ireland every year.
10. Your sister is a famous actress.
B. Circle the correct verb to complete each yes / no question.
/10
1. (Am / Is / Are) you happy now?
6. (Am / Is / Are) Frank and Jules here?
2. (Do / Does) you get up early?
7. (Am / Is / Are) this the answer?
3. (Do / Does) leopards eat grass?
8. (Am / Is / Are) I your best friend?
4. (Do / Does) Jenny have a boyfriend?
9. (Do / Does) Norman eat meat?
5. (Am / Is / Are) your cat friendly?
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10. (Am / Is / Are) you a dancer?
Zipline Year One  Extra Grammar
311
Name:
Date:
Grammar Exercises
Unit 3
Group:
Handout GE 3.1
Imperatives
A. Choose the correct verb from the word box to complete the imperative sentences.
Word Box
bake
buy
do
drink
eat
go
make
open
1. When you get to Everett Street,
You’ll nd my house there.
save
sleep
stay
take
left and
for two blocks.
2.
your books to page 12 and
3.
your document on the computer when you nish.
4.
the chicken in the oven for 45 minutes.
5.
a pill for your migraine and
6.
to the grocery store and
7.
eight glasses of water each day.
8.
an appointment with the eye doctor.
9.
eight hours per night.
10.
turn
walk
exercises 15 to 20.
in bed.
milk and bread.
fruits and vegetables to stay healthy.
B. Rewrite the following sentences using the negative imperative form of the verbs.
During the exam . . .
1. Talk to your classmates.
2. Use a dictionary.
3. Leave the classroom before the examination period is over.
4. Write with a pencil.
5. Sit too close to your partner.
6. Cheat!
312
Zipline Year One  Extra Grammar
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Name:
Grammar Exercises
Unit 3
Date:
Modals
Group:
Handout GE 3.2
and
A. Use the prompts to write tips for tidying your bedroom. Write sentences with could, should or
shouldn’t.
1. You (write)
a list of the different areas in your bedroom and
check them off when you nish tidying them up.
2. You (sweep)
dirt under your carpet.
3. You (forget)
to make your bed. An unmade bed will always
make your bedroom look messy no matter how clean it is.
4. When you tidy your closet, you (pick out)
wear anymore and donate them or throw them away.
5. You (fold)
6. You (nd)
your clean laundry.
a place for everything and put everything in its place.
7. Your shelves (have)
8. You (leave)
9. You (put)
10. You (play)
That can make your task more fun.
clothes you don’t
too many items on them.
food or dishes lying around your room.
your dishes in the dishwasher.
your favorite music while you’re tidying up.
B. Circle the correct modal to complete the conversation.
Teresa: Mom, I want to go to La Ronde this weekend. Can I go?
Mom: Yes, but you (should / could) invite your brother to go with you.
Teresa: I don’t want to! He (should / could) embarrass me in front of my friends!
Mom: You (shouldn’t / couldn’t) complain so much! Your little brother loves you and likes to
hang out with you and your friends. You (should / could) be thankful to have a brother as sweet
as yours.
Teresa: I suppose I (should / could) invite him if you let me bring Amy and Melissa too.
Mom: Of course, you (should / could) invite them too. They (should / could) help you keep an eye
on your brother while I go on the rides!
C. Write three suggestions for a friend who is having an argument with someone in his or her
family. Use the modals could, should or shouldn’t.
1.
2.
3.
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Zipline Year One  Extra Grammar
313
Name:
Date:
Grammar Exercises
Unit 3
Group:
Handout GE 3.3
Discourse Markers
A. Circle the correct discourse marker to complete each sentence.
I had a great birthday yesterday. (Then / First), my parents and I went to an amusement park
and had a lot of fun on the rides. (After that / Finally), my parents took me to my favourite pizza
restaurant and we ate a delicious Neapolitan pizza. (Next / First), we went back home and,
surprise! All my friends were there. (Then / Finally), we ate birthday cake and played games all
night. (After that / Finally), I went to bed. I was tired but really happy.
B. Put the instructions for washing a dog in order from 1 to 5. Next, choose an appropriate
discourse marker from the word box and write it at the beginning of the sentence.
Word Box
after that nally
rst
next
then
dry the dog off with a uffy towel.
nd the dog.
put shampoo on the dog and scrub him everywhere.
get the dog wet.
wash off the shampoo.
C. Think about your morning routine. Write six steps for getting ready for school. Use a
discourse marker in each sentence.
1.
2.
3.
4.
5.
6.
D. Think about a food that you know how to prepare. Write instructions for how to make this
recipe using discourse markers.
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Zipline Year One  Extra Grammar
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Name:
Date:
Grammar Quiz
Unit 3
Group:
Handout GQ 3.1
Imperatives
A. Complete the following conversations with imperative verbs.
/10
Conversation One:
Aisha: Please (speak)
louder, I can’t hear you.
Frank: (hold)
on! I will go inside where it is quieter.
Aisha: It seems we have a bad signal. (call)
me again in ve minutes.
Conversation Two:
Thomas: I need to get healthy. I have no energy!
Karla: Well, (eat, negative)
so much junk food. (drink, negative)
soda. (spend, negative)
(do)
the day watching movies.
exercise!
Conversation Three:
Keith: Bye, mom. I’m meeting Rosie. See you later.
Mom: (wait)
! (go, negative)
anywhere. Did you clean up?
Keith: I’ll do it when I come back.
Mom: No, no. (clean)
your room now!
B. Complete the following tips for making friends at a new school. Use the verbs
in parentheses in their afrmative or negative imperative form depending
on the meaning of the sentences.
1. (be)
2. (smile)
3. (sit)
4. (attend)
5. (have)
6. (try)
7. (look)
8. (change)
9. (join)
10. (judge)
/10
nice to all classmates of different cultures and backgrounds.
. It invites people to talk to you.
at the back of the classroom where nobody can see you.
school events in order to socialize with classmates.
your lunch in the cafeteria with everyone.
to please everyone. Just be yourself!
for other people who are also new to the school.
who you are in order to t in.
a club to nd people who have the same interests as you.
people before you get to know them.
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Zipline Year One  Extra Grammar
315
Name:
Date:
Grammar Quiz
Unit 3
Modals
Group:
Handout GQ 3.2
and
A. Complete the following suggestions. Use the modals could, should or shouldn’t
and the verbs from the word box.
/5
1. A: Oh boy, I have a terrible cough.
B: You
smoking.
Word Box
2. A: My computer froze.
B: You
restarting the computer.
3. A: Paul has difculty sleeping at night.
B: He
late movies anymore.
buy
hang out
stop
try
watch
4. A: Janet is feeling really sad after her breakup with Ted.
B: She
with her friends.
5. A: I don’t know what to give my mother on her birthday.
B: You
her a tour package around the Caribbean.
B. Underline the error in each sentence. Then, rewrite the correct sentence below.
/10
1. She should to wear her glasses more often.
2. We could organizing a party next week.
3. Paul should is the new goalie of our hockey team.
4. You send could an email to our teacher.
5. She should goes to the doctor.
C. Write ve suggestions for someone who is failing math class. Use the modals
could, should and shouldn’t.
/5
1.
2.
3.
4.
5.
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Zipline Year One  Extra Grammar
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Name:
Grammar Quiz
Unit 3
Date:
Group:
Handout GQ 3.3
Discourse Markers
A. Fill in the correct discourse marker to complete the steps for uploading photos
from your cellphone to Facebook. You may use some discourse markers more
than once.
/10
, download the Facebook application to your cellphone.
, sign in to your Facebook account.
click on the photo icon.
,
, select the photos you want to upload.
, select the lter for your photo.
if necessary.
add a caption.
, crop the photo
, tag yourself and your friends.
, decide who can see the photo.
,
,
click on Post and your photos will be uploaded.
B. Look at the illustration below. Based on the illustration, write the ve steps
for making French toast. Use discourse markers. You may use some discourse
markers more than once.
/10
1.
2.
3.
4.
5.
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Zipline Year One  Extra Grammar
317
Name:
Date:
Grammar Exercises
Unit 4
Simple Past of
Verbs
Group:
Handout GE 4.1
and Regular
A. Complete the text with the simple past of the verb to be.
When our parents came home from their vacation, they
We (negative)
very disappointed in us.
ready for their return at all. It
my brother Jonah
already noon, but
still in bed. My other brother, Fred, (negative)
even at home. There (negative)
any food in the pantry and the house (negative)
clean. All of the bedrooms
a mess. The plants in our living room
beginning to die. My mother’s favourite vase
very upset. We certainly (negative)
broken, so she
good housekeepers!
B. Look at the categories of how to form the simple past of regular verbs in the chart below.
Write the simple past of each of the verbs from the word box under the correct category.
Word Box
admit
carry
chat
climb
cry
die
dry
nish
happen
hope
live
prefer
rob
smile
stay
worry
To form the simple past
+d
+ ed
+ ied
double consonant + ed
admitted
C. Rewrite the following sentences in the simple past using the negative form of the verb.
1. Marianne failed her history exam.
2. My mother fried eggs for breakfast this morning.
3. Eric discussed the problem with his coach.
4. Fred and Liana chatted online for four hours.
5. Rosemary invited us to her birthday party.
318
Zipline Year One  Extra Grammar
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Name:
Grammar Exercises
Unit 4
Date:
Modals
Group:
Handout GE 4.2
and
A. Underline the error in the use of modals must or have to in each sentence. Then, rewrite the
correct sentence below.
1. You mustn’t parking in front of the re station.
2. You don’t have take a bus to get there.
3. Ellie must passes her admission exam.
4. Air pilots must to practise for thousands of hours.
5. Freddy have to take the train at 6:00 a.m. tomorrow.
6. Rachel don’t have to go to school next week.
7. I pay must for the library book I lost.
8. You have call your parents before 9 p.m.
9. We has to buy new hiking boots.
10. Katherine has must practise the piano for at least two hours a day.
B. Circle the correct modal to complete the sentences below.
1. Motorcyclists (mustn’t wear / have to wear) a helmet for their protection.
2. Students (mustn’t talk / don’t have to talk) during an exam.
3. Students (mustn’t bring / don’t have to bring) dictionaries to class every day.
4. You (mustn’t wear / don’t have to wear) formal clothes at a high school party.
5. You (mustn’t cross / don’t have to cross) the street when the trafc light is red.
6. She (must be / doesn’t have to be) hungry.
7. My father (mustn’t go / has to go) to work every day.
8. People (mustn’t talk / don’t have to talk) in the library.
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Zipline Year One  Extra Grammar
319
Name:
Date:
Grammar Quiz
Unit 4
Simple Past of
Verbs
Group:
Handout GQ 4.1
and Regular
A. Complete the following sentences with the correct form of the verb to be
in the simple past.
1. I (negative)
on the hockey team last year.
2. We
out of town last weekend.
3. Your project at the Science Fair
4. You (negative)
the best.
in our dance rehearsal yesterday.
5. Leslie
very sad when she heard the news.
6. Marc and André
outside when we arrived.
7. That dog (negative)
8. Wei
9. I
/10
on a leash.
my best friend in Grade 3.
on the Internet until midnight last night.
10. Everett and I (negative)
prepared for our presentation.
B. Write the following verbs in the simple past.
1. like
4. hurry
2. start
5. tie
/5
3. stop
C. Complete the text with the simple past of the verbs in parentheses.
/15
Sarah was very tired on Friday evening because she had worked all day at the local
café as a barista. She (want, negative)
(invite)
to go out so she
some friends over to her house instead. When her friends (arrive)
they (cook)
her a delicious dinner. After dinner, they (wash)
the dishes together. Then, they (watch)
but they (like, negative)
a horror movie,
it. They all (agree)
that the end of the movie was too silly. Her friends (stay)
movie and (play)
(try)
for a while after the
board games. They (decide)
to play Clue. Paul
to win the game but he (pick, negative)
the right weapon. Later, Nicky (look)
at the clock in the kitchen and (realize)
it was very late! It was time to go and nally let Sarah get some sleep.
320
Zipline Year One  Extra Grammar
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Name:
Grammar Quiz
Unit 4
Date:
Modals
Group:
Handout GQ 4.2
and
A. Rewrite the following sentences using must, mustn’t, have to or don’t have to.
/10
1. Don’t smoke inside the building.
2. Showing your ID is obligatory at the reception.
3. It isn’t necessary to make a reservation in advance.
4. No camping in this area.
5. Pay the gym membership fees.
6. Take a shower before swimming in the pool.
7. Eat your vegetables before getting any dessert.
8. Driving without a seat belt is dangerous.
9. It is ne if you do not wear a tie.
10. Don’t forget to call your grandmother.
B. Complete the sentences using must, mustn’t, have to or don’t have to.
1. Elena
be quiet because I
2. The television
3. You
4. Teddy
7. They
8. I
study.
be turned on in order to work.
come to the park with me, but I hope you will.
forget to buy bread at the store.
5. Mayonnaise
6. You
/10
be left out. It
go in the fridge.
wear a coat today. It’s quite warm outside.
run some errands, so they cannot go to the movies right now.
do homework because I don’t have any tonight.
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Extra Grammar
321
Name:
Date:
Grammar Exercises
Unit 5
Group:
Handout GE 5.1
Possessive Form of Nouns
A. Circle the correct possessive form.
1. Do you have (Alice’s / Alices’) phone number?
2. The (cheerleader’s / cheerleaders’) uniforms are very colourful.
3. The (children’s / childrens’) playground is over there.
4. (Switzerland’s / Switzerlands’) ofcial languages are French, German, Italian and Romansh.
5. My (parent’s / parents’) names are Sylvie and Joseph.
6. (The boyfriend of my sister / My sister’s boyfriend) is very funny.
7. (The leg of the table / The table’s leg) is broken.
8. (The eyes of my mother / My mother’s eyes) are blue.
9. (The opening of the new store / the new store’s opening) is tomorrow.
10. (The apartment of Dave / Dave’s apartment) is messy.
B. Underline the possessive form of the nouns in the text. Then, complete the chart to indicate
which items belong to which character.
It was the fourth day of summer camp: cabin inspection day. Campers Nora, Jenny, Katie
and Luisa tidied their cabin. Nora and Katie found Katie’s T-shirt, Luisa’s towel and Jenny’s
bathing suit under Luisa’s dufe bag. Everything was wet so they hung it on the clothesline.
Luisa found Jenny’s ashlight behind the door with Nora’s life jacket. Jenny found their
counsellor Stephanie’s whistle under a bed. The only things the girls couldn’t nd were Katie’s
diary and Nora’s paddle. The camp director found the missing items under the cabin!
Character
Item
Nora
Jenny
Katie
Luisa
Stephanie
C. Read the rst sentence. Then, complete the second sentence with the possessive form.
1. The cellphone belongs to Tiffany. It is
cellphone.
2. The cat belongs to my grandparents. It is
3. The car belongs to Alex. It is
322
Zipline Year One  Extra Grammar
cat.
car.
Reproduction permitted © TC Media Books Inc.
Name:
Date:
Grammar Exercises
Unit 5
Group:
Handout GE 5.2
Simple Past of Irregular Verbs
A. Complete the following charts with the correct form of the verbs.
Base form
Simple Past
Base form
swim
drink
do
give
Simple Past
come
sang
grow
teach
found
ew
know
see
slept
put
have
make
began
built
can
meet
take
felt
B. Complete the text with the simple past of the verbs in parentheses.
Last Sunday, my brother and I (go)
to my grandparents’ farm. It was fun,
but grandpa denitely (keep)
us busy. He (wake)
at around 5:00 a.m. I (feel, negative)
us up
like getting up, but I (hear)
grandpa say, “Good morning. Get ready for a productive day.” My sister and I
(get)
dressed, (run)
downstairs and (meet)
our grandparents in the kitchen. We (eat, negative)
usually do. Instead, we (eat)
cereal like we
scrambled eggs and delicious pancakes with
strawberry jam that grandma (make)
. After breakfast, we (sit down, negative)
all morning: we (feed)
and (sweep)
the animals, milked cows
the oors. At rst, we (know, negative)
how to do anything, but grandpa (teach)
us how and (pay)
close attention to us while we were doing our tasks. After lunch, we (ride)
horses. Then, we (go)
to a river and (swim)
. At the end of
the day, we were exhausted but happy.
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Zipline Year One  Extra Grammar
323
Name:
Date:
Grammar Quiz
Unit 5
Group:
Handout GQ 5.1
Possessive Form of Nouns
A. Write the correct possessive form of the underlined nouns.
/15
1. Mr. Sanders hair is short and curly.
2. Jenny is the best player on the girls soccer team.
3. Catherine father is a computer engineer.
4. My friend desk is always very tidy.
5. The neighbours TV was stolen last night.
6. The Artic fox fur is white.
7. Jimmy favourite sport is rugby.
8. The actresses costumes are very expensive.
9. Florence voice is soft and pleasant.
10. The women tennis club is on 8th Avenue.
11. Marvin jokes always make me laugh.
12. Nepal mountains are the highest in the world.
13. My grandparents house is big.
14. I answered the children questions.
15. The prince crown was gold.
B. Rewrite the sentences using the correct possessive form.
/5
1. I need the phone number of Jana.
2. The children of the Johanssons are talented musicians.
3. The streets of Hong Kong are always very busy.
4. The novels of Charles Dickens are known around the world.
5. I’m going to stay at the beach house of my cousins this summer.
324
Zipline Year One  Extra Grammar
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Name:
Date:
Grammar Quiz
Unit 5
Group:
Handout GQ 5.2
Simple Past of Irregular Verbs
A. Complete the text with the simple past of the verbs in parentheses.
/20
One sunny afternoon, a fox was walking through the woods when he (see)
purple round things in the distance that (catch)
and (nd)
his attention. He walked closer
a bunch of juicy grapes hanging from a high tree branch. At that
moment, he (feel)
very hungry and (think)
they’re very tasty.” He (take)
to himself, “I’m sure
some steps back and jumped to reach the grapes,
but his jump wasn’t high enough. He (go)
back farther, (run)
really fast and jumped again. He almost (get)
quite. He (begin)
high enough that time, but not
to get frustrated and (give up)
his way farther along the path and (keep)
else to eat. He (come)
ground. He (bite)
looking for something
to an apple orchard and there were some apples on the
into one of them, but it was full of worms so he (spit)
it out! Disappointed, he (lay)
“I (eat)
. He (make)
down and (say)
,
almost nothing today. I will be hungry all night!” He (hang)
his head and cried.
B. Circle the correct form of the verb in simple past.
/10
1. Cesar (didn’t found / didn’t nd) any interesting information for his project on the Internet.
2. Auntie Clarisse (made / maked) my favourite lasagna when I visited her.
3. Yves (did not lent / did not lend) me his bike yesterday.
4. My brother’s new car (cost / costed) a lot of money.
5. Coach Bob (didn’t chose / didn’t choose) Carl to be the new goalie of our team.
6. I (did not wake up / did not woke up) early this morning.
7. Laura’s parents (drove / drived) us to the movie theatre.
8. The Lions (losted / lost) last night’s football game.
9. I (heart / heard) cats ghting in the middle of the night.
10. Susan accidentally (broke / broked) her mother’s favourite bowl when she was three years
old.
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Zipline Year One  Extra Grammar
325
Name:
Date:
Grammar Exercises
Unit 6
Prepositions
,
Group:
Handout GE 6.1
and
A. Complete each sentence with the prepositions at, in or to.
1. Susan and Bruce are swimming
the river.
2. A lot of people are standing
the bus stop.
3. My friend Joyce grew up
4. Luke works
Newfoundland.
the bank.
5. This street leads
St. Antoine Park.
6. Please wait for me
the entrance of the library.
7. You can buy souvenirs
the gift shop.
8. The 193 bus will take us
Raymond Avenue.
9. We’re spending our holidays
10. We’re going
Jamaica.
a beach party next weekend.
11. My oldest brother lives
a small town
12. Kevin and Jonah are heading
Scotland.
the stadium now.
B. Circle the option that best completes the sentence.
1. Sasha lost her car keys . . .
a. at the theatre.
b. to the parking lot.
c. in home.
2. I found a twenty-dollar bill . . .
a. to the bank.
b. in the library.
c. at the table.
3. Do you think Bill can give us a ride . . .
a. to the airport?
b. in the work?
c. at Longueil?
b. to the cinema.
c. at church.
4. You should be quiet . . .
a. in the corner.
5. We’re going to have lunch . . .
a. in the movies.
b. at home.
c. to the restaurant.
6. Yesterday, my sister drove me . . .
a. in the mall.
326
b. at work.
Zipline Year One  Extra Grammar
c. to school.
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Name:
Date:
Grammar Exercises
Unit 6
Group:
Handout GE 6.2
Simple Future
A. Write an ending for each sentence using the afrmative or negative of the simple future.
1. She lives in Brussels, but in two years . . .
2. Jonathan never takes any trips, but in two weeks . . .
3. Angela rarely wears makeup, but today . . .
4. I usually go to the gym only once a week, but as of next week . . .
5. They usually stay at a hotel in Madrid, but next summer . . .
6. My little sister plays with dolls now, but when she’s 16 years old . . .
7. He never studies before a math test, but after he gets his bad exam results . . .
8. Everyone complains about the heat in July, but in February . . .
9. My father washes the dishes, but next Father’s Day . . .
10. Karen television is broken, so this weekend . . .
B. Complete the letter with the simple future of the verbs in parentheses.
Dear Dad,
Happy Father’s Day! My Father’s Day gift (last)
all year. I promise I (mow)
the lawn every week. I (take out)
the garbage every
Tuesday morning. I also promise that I (argue, negative)
brother and I (forget, negative)
negative)
with my
to do my homework. I (complain,
about your cooking and I (help)
you with
the dishes.
Love,
Jackie
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Zipline Year One  Extra Grammar
327
Name:
Date:
Grammar Quiz
Unit 6
Prepositions
,
Group:
Handout GQ 6.1
and
A. Circle the correct preposition to complete the sentences.
/10
1. I’ll meet you (at / in / to) the stairs.
2. Could you give me a ride (at / in / to) St. Mathew Street?
3. Hellen is (at / in / to) a rock concert with her friends.
4. We’ll never go back (at / in / to) that bad hotel.
5. You left your watch (at / in / to) the bathroom.
6. Are your parents coming (at / in / to) the ballet recital?
7. Jeff is studying (at / in / to) Oxford University.
8. My mother wears jeans (at / in / to) home.
9. My dogs are playing (at / in / to) the garden.
10. The Canadian Tulip Festival takes place (at / in / to) Ottawa.
B. Complete the following text with at, in or to.
Last summer, I travelled
She picked me up
/20
London to visit my sister who moved there ve years ago.
Heathrow Airport and drove me
a nice neighbourhood
her beautiful house
Central London. After a tasty lunch and some tea
her apartment, my sister and I went sightseeing
we went
and around the city. First,
the popular Madame Tussaud’s Museum.
this museum, you can
see real-size wax gures of famous people like Michael Jackson or Beyoncé. Later, we went
the Tower Bridge and also
friend of my sister’s,
the Tower of London. Finally, we met Carl, a
St. Paul’s Cathedral.
6 p.m., Carl took us
a
popular restaurant called the Windmill. There, I tried the famous English steak and kidney pie.
It was excellent! It was raining on the way home so we stopped
bought some souvenirs to give
my sister’s car all the way
my friends back home. The next day, we rode
Stonehenge. It was exciting to spend time
with so much history. I cannot wait to go back
328
Zipline Year One  Extra Grammar
a shop to keep dry. I
a place
England next summer.
Reproduction permitted © TC Media Books Inc.
Name:
Date:
Grammar Quiz
Unit 6
Group:
Handout GQ 6.2
Simple Future
A. Complete the following text using verbs from the word box. Use the simple
future with will.
Word Box
be
have
live
make
Samuel and his family
miss
move
need
start
/10
study
work
to Brazil next year. His mother
for an oil company and his father
his own catering business. His parents
in a big house in Sao Paulo which
a swimming pool. Samuel
a nice garden and
in a new school and
a lot
of new Brazilian friends. The weather in Sao Paulo is always nice and hot, so Samuel
to wear a winter jacket anymore. Samuel is positive that his new life in Brazil
exciting and enjoyable, but he
his friends for sure.
B. Look at David’s list of New Year’s resolutions. Write each of his resolutions in
the simple future. Use either the afrmative or the negative form depending
on whether he plans to do the activity (√) or does not plan to do it (X).
/10
New Year’s Resolutions
Run in the park every weekend.
1. David
.
Take Martial Arts classes.
2. He
.
Play video games all day.
3. He
.
Call my grandparents more.
4. He
.
Help around the house more.
5. He
.
Keep eating healthy.
6. He
.
Play with my cellphone while
eating dinner with my family.
7. He
.
Do better in math.
8. He
.
Be nicer to my sister.
9. He
.
Spend a lot of time on the
computer.
10. He
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.
.
Zipline Year One  Extra Grammar
329
Evaluation Components
Evaluation Grids for the Student
Handout
Page
 Self-Evaluation Log for Competency 1                                  SE 1                  331
Self-Evaluation Log for Competency 2                                  SE 2                  332
Self-Evaluation Log for Competency 3                                  SE 3                  333
 Peer Evaluation Sheet for Competency 3                               SE 4                  334
 Unit Reection Sheet                                                SE 5                  335
Evaluation Grids for the Teacher
Handout
Page
 General Competency Rubric for C1                                    TE 1                  336
General Competency Rubric for C2                                    TE 2                  337
General Competency Rubric for C3                                    TE 3                  338
 Individual Progress Log                                              TE 4                  339
 Observation Grid for Competency 1                                    TE 5                  340
Observation Grid for Competency 2                                    TE 6                  341
Observation Grid for Competency 3                                    TE 7                  342
Evaluation Situations
Handout
Page
 Evaluation Situation 1
Teacher’s Notes and Evaluation Rubrics                       ES 11–ES 13                  343
Transcript for Task 3                                               ES 14                  348
Student Handouts                                           ES 15–ES 18                  350
 Evaluation Situation 2
Teacher’s Notes and Evaluation Rubrics                       ES 21–ES 23                  358
Transcript for Task 1                                               ES 24                  363
Student Handouts                                           ES 25–ES 28                  364
330
Zipline Year One  Evaluation Components
Reproduction prohibited © TC Media Books Inc.
Name:
Date:
Self-Evaluation
Log
Group:
Handout SE 1
C1 Interacts Orally in English
Instructions
• Evaluate your progress once a month. Give yourself a score for each criterion.
3 = Always 2 = Most of the time 1 = Rarely
• Add up your score. Try to improve your score each time you complete the evaluation.
Criterion
Performance
Score
Date
Participation in
oral interaction
Content of the
message
I contribute throughout the
discussion.
I encourage peers to participate.
I make links to personal or
outside references.
I build on the ideas of others.
I communicate my message
with ease.
Articulation of
the message
Management of
strategies and
resources
I do not hesitate when I speak.
I use the targeted language
correctly.
I know which strategies help
me and I use them.
I know which resources help
me and I use them.
Total
Date
Skills and strategies I need to work on
What I manage well
Teacher’s comments:
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Student Evaluation Grids
331
Name:
Date:
Self-Evaluation
Log
Group:
Handout SE 2
C2 Reinvests Understanding
of Texts
Instructions
• Evaluate your progress once a month. Give yourself a score for each criterion.
3 = Always 2 = Most of the time 1 = Rarely
• Add up your score. Try to improve your score each time you complete the evaluation.
Criterion
Performance
Score
Date
Evidence of
understanding
of texts through
the response
process
Use of
knowledge
from texts in a
reinvestment
task
Management of
strategies and
resources
I show a detailed understanding
of the text / video.
I support my position with
arguments from the text / video.
I share my understanding of
the text / video and adjust it if
needed.
I can select relevant ideas and
language from the text / video
to reinvest.
I combine ideas from the
text / video with my own ideas.
I know which strategies help
me and I use them.
I know which resources help
me and I use them.
Total
Date
Skills and strategies I need to work on
What I manage well
Teacher’s comments:
332
Zipline Year One  Student Evaluation Grids
Reproduction permitted © TC Media Books Inc.
Name:
Date:
Self-Evaluation
Log
Group:
Handout SE 3
C3 Writes and Produces Texts
Instructions
• Evaluate your progress once a month. Give yourself a score for each criterion.
3 = Yes 2 = Partially 1 = No
• Add up your score. Try to improve your score each time you complete the evaluation.
Criterion
Performance
Score
Date
Participation
in the writing
and production
processes
Content of the
message
I use all steps of the process to
complete the task.
My work shows improvement
through the steps of the process.
My ideas are pertinent. I consider
the audience, topic and purpose.
My ideas are highly organized.
I develop and support my ideas.
My message is clear and easy
to understand.
Formulation of
the message
I use appropriate text features
and components.
My text includes varied language
and sentence structure.
I know which strategies help
me and I use them.
Management of
strategies and
resources
I know which resources help
me and I use them.
I independently edit my text to
improve my work.
Total
Date
Skills and strategies I need to work on
What I manage well
Teacher’s comments:
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Student Evaluation Grids
333
Name:
Date:
Peer Evaluation
Sheet
Group:
Handout SE 4
C3 Writes and Produces Texts
Instructions
• Evaluate your classmate’s work. Check either yes, partially or no for each criterion. Comment on each
criterion.
Name of classmate:
Date:
Criterion
Performance
Participation
in the writing
and production
processes
My classmate used
all steps of the
process to complete
the task.
Content of the
message
Yes
Partially
No
Task number:
Comment
The ideas are
pertinent. The
product is
appropriate for the
audience, topic and
purpose.
The ideas are highly
organized.
The ideas are well
developed and
supported.
The message is
clear and easy to
understand.
Formulation of
the message
My classmate uses
the text components
and features
required for the task.
The text includes
varied language
and sentence
structure.
Production
process only
The images, video
and / or music
enhance the
message of the text.
Describe one aspect of your classmate’s product that you liked.
Describe one aspect of your classmate’s product that could be improved.
334
Zipline Year One  Student Evaluation Grids
Reproduction permitted © TC Media Books Inc.
Name:
Unit Reection
Sheet
Unit number:
Date:
Group:
Handout SE 5
What Did You Learn?
Title:
Instructions
• Reect on what you learned in the unit.
• Share what you learned with your classmates.
• Reinvest language, information and ideas from the unit.
Language prompts to
help share your ideas
• I learned . . .
• What was your answer
for . . . ?
• I think that . . .
• What’s your opinion?
• What do you think
about . . . ?
• That’s interesting.
• If I understand
correctly, . . .
• Based on my
experience, . . .
• Tell me why you . . .
• That’s possible, but I
think . . .
• It seems to me that . . .
• The text on . . .
mentions that . . .
1. Look back at the tasks you completed in the unit.
a. Write new words or expressions you want to remember.
b. Write something helpful you learned in this unit.
2. a. Describe the theme of the unit in your own words.
b. Write something you learned about the theme.
Share and reinvest.
3. In teams:
• Discuss your answers to the questions in Step 1 and Step 2.
• Elaborate on your answers by using information and ideas from
the unit and from your own personal experiences.
• Listen to your classmates.
• Ask your classmates questions.
• Respond to your classmates’ ideas and experiences.
Set a goal.
4. Write your goal for speaking, listening, reading or writing in the
next unit.
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Student Evaluation Grids
335
Name:
Date:
Participation in oral
interaction
General Competency
Rubric
A
B
Interacts actively
and spontaneously
throughout the task
Interacts throughout
the task
Contributes pertinent
ideas on a broad
range of familiar and
unfamiliar subjects,
making references to
outside information
and experiences
Content of
the message
Handout TE 1
C1 Interacts Orally in English
Actively encourages
peers to participate
in discussion
C
Makes frequent
attempts to encourage
peers to participate
in the discussion
Contributes pertinent
ideas to discussions
on familiar subjects
Interacts sporadically
Makes some attempts
to encourage peers
to participate in the
discussion
D
E
Speaks when
prompted or
when asked direct
questions
Provides answers
to routine questions
Fluency
Communicates
messages with ease
and condence
Little to no
hesitations
Expresses messages
using language that
is accurate and
idiomatic**
Does not incite
discussion with peers
Does not often incite
discussion with peers
Contributes ideas
to discussions on
familiar topics
Contributes short,
simple messages
Uses facts and
examples to support
ideas
Contributes answers
using models or
direct translations
from mother tongue
OR
Relies on single
word answers or
gestures to signal
understanding
Builds on others’
ideas
Accuracy
Articulation of the message
Group:
Communicates
messages with a
certain amount of
ease
Requires some
support to
communicate
messages
Hesitations do not
hinder interaction
Hesitations
sometimes hinder
interaction
Expresses messages
using language
that is somewhat
accurate and
idiomatic
Expresses messages
that are understood,
but contain errors that
sometimes hinder
comprehensibility
Requires support
to communicate
messages
Hesitations often
hinder interaction
Expresses messages
that rely on models
or direct translation
from mother tongue
Expresses messages
that are understood,
but contain many
errors that impede
understanding and
require interpretation
OR
Reverts to a language
other than English
Targeted language conventions
Management of
strategies and
resources*
Type of error
Selects and manages
a variety of strategies
and resources
effectively to improve
oral interaction
Very few
Selects and manages
appropriate strategies
and resources
Efcient use of a
variety of resources
Requires little
or no support
Requires some
prompting to use
strategies and
resources
Draws on one or
two strategies
Some
Many
Uses familiar
strategies and
resources when
told explicitly which
to use
Too many
Despite prompting,
does not make use
of strategies or
resources
Uses simple
strategies like
gesturing to
compensate
Notes : * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.
** Idiomatic language includes expressions and sentence structures typical of the English language, e.g. use of gerunds.
336
Zipline Year One  Teacher Evaluation Grids
Reproduction permitted © TC Media Books Inc.
Name:
Date:
Selection and use of
information / ideas / language
Coherence of organization,
combination with own ideas
Management of
strategies and
resources*
Use of knowledge from texts in a reinvestment task
Evidence of understanding of texts
through the response process
General Competency
Rubric
A
Group:
Handout TE 2
C2 Reinvests Understanding
of Texts
B
C
D
Shows understanding
of the subtleties of
texts
Shows solid
understanding
of texts
Shows some
understanding of
texts
Shows basic
understanding
of texts
Supports position
with arguments from
texts
Forms and justies
opinions
Negotiates and
adjusts understanding
in small groups or
with teacher*
Able to identify
required information
about the text
Supports others
in negotiating
meaning*
Negotiates
meaning with
others and adjusts
understanding as
needed*
Relies on others to
adjust
understanding*
E
Shows that texts
have been
understood by
responding
nonverbally, with
single words or short
phrases
Answers simple
questions with
support
Selects appropriate,
accurate and pertinent
information / ideas
and language from
texts
Selects mostly
appropriate, accurate
and pertinent
information / ideas
and language from
texts
Selects some
appropriate, accurate
and pertinent
information / ideas
and language from
texts
Selects little
appropriate, accurate
and pertinent
information / ideas
and language from
texts
Information / ideas
and language are
inappropriate or
inaccurate
Skillfully combines
and organizes
pertinent information /
ideas and language
from texts with own
ideas to create a
personalized product
Combines relevant
information / ideas
and language from
texts with own ideas
to create a coherent
product
Combines some
information / ideas or
language from texts
with own ideas
Gives opinions about
texts, when asked,
but makes few links
between own ideas
and texts
Own ideas are not
included or are not
coherently tied to
information from
texts
Relies on the model
to complete the task
OR
Uses a wide variety
of strategies and
resources relevant
to the task
Uses appropriate
strategies and
resources
Uses familiar
strategies if reminded
Uses modelled
strategies
Needs to be
reminded to diversify
use of resources
Needs to be
reminded to use
resources and
feedback from peers
or teacher
Uses a resource
provided by the
teacher
Offers feedback
to peers
Uses model to create
a personalized
product
Asks for feedback
from peers or teacher
Uses model to
create a somewhat
personalized product
Uses feedback from
peers or teacher
Copies from the
model**
Requires a great
deal of prompting
and feedback from
teacher
Notes : * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report
card.
** If only a few passages were copied from the model, but several were written by the student, use the rubric but ignore copied passages when
evaluating competency 2.
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Teacher Evaluation Grids
337
Name:
Date:
Clarity of
message
Accuracy of language
repertoire
Organization
and
Pertinence
development
Text components /
features and
elements of style
Management of
strategies and
resources*
Formulation of the message
Content of the message
Participation in
the writing and
production
processes*
General Competency
Rubric
Group:
Handout TE 3
C3 Writes and Produces Texts
A
B
C
D
E
Condently
personalizes the
processes to plan and
carry out the task
Uses the steps of the
process to complete
the task
When reminded,
uses the steps of the
process to complete
the task
Requires guidance
throughout the steps
of the process
Does not use the
steps of the process
Writes a text well
adapted to the target
audience, topic,
purpose
Writes a text
appropriate for the
target audience,
topic, purpose
Writes a text
somewhat suited to
the target audience,
topic, purpose
Writes a text
somewhat unsuited
to the target
audience, topic,
purpose
Writes a simple text
that does not meet
the task
requirements
Provides wellorganized, developed
and supported ideas
and viewpoints
Provides generally
well-organized,
developed and
supported ideas and
viewpoints
Provides somewhat
organized, developed
and supported ideas
and viewpoints
Provides ideas and
viewpoints that lack
some organization,
development and
support
Provides ideas and
viewpoints that lack
organization,
development and
support
Shows advanced
understanding of the
rst cycle language
repertoire (vocabulary,
mechanics**,
grammatical
structures and
idiomatic
expressions), making
few, if any, errors
Shows strong
understanding of the
rst cycle language
repertoire, making
few errors
Shows acceptable
understanding of the
rst cycle language
repertoire, making
some errors
Shows limited
understanding of the
rst cycle language
repertoire, making a
number of errors
Shows little or no
understanding of the
rst cycle language
repertoire
Produces few, if any,
errors
Produces errors that
do not affect
readability and
understanding***
Produces errors that
may affect
readability but not
understanding
Produces errors or
awkward structures
that sometimes
affect readability and
understanding
Produces errors or
awkward structures
that frequently
hinder
understanding
Includes and tailors
the required text
components and
features
Includes required
text components and
features
Includes most of the
required text
components and
features
Partially includes
the required text
components and
features
Does not respect the
task requirements
Inconsistently uses
elements of style
Uses few elements
of style effectively
Does not include
elements of style
Uses strategies and
resources when
guided by the
teacher
Skillfully uses
elements of style,
e.g. voice, varied
language structures
Effectively uses
some elements of
style
Selects and uses
appropriate strategies
and resources as
necessary
Uses familiar
strategies and
resources as
necessary
Requires some
prompting to use
strategies and
resources
Uses strategies that
have been modelled
Notices and corrects
errors when revising
own text
autonomously
Edits and revises
own text using
feedback provided by
teacher and peers
Requires some
guidance when self
or peer editing
When reminded,
makes basic
corrections to own
texts
Makes use of some
resources
Includes direct
translations from
mother tongue
Copies from the
model****
Refers mostly to
teacher for guidance
Notes: * The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark on
the report card.
** Mechanics include spelling, punctuation and capitalization.
*** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the
reader has to either stop to gure out what the student meant or reread a passage in order to understand it.
**** If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages
when evaluating competency 3.
338
Zipline Year One  Teacher Evaluation Grids
Reproduction permitted © TC Media Books Inc.
Name:
Date:
Individual Progress
Log
Competencies C1, C2 and C3
Competency
Group:
Handout TE 4
Date and level of prociency
C1 Interacts Orally in English
• 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
• Management of strategies and resources*
Comments:
C3 Writes and Produces Texts
• Participation in the writing and production
processes*
• Content of the message
• Formulation of the message
• Management of strategies and resources*
Comments:
* The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Teacher Evaluation Grids
339
Name:
Date:
Observation
Grid
Group:
Handout TE 5
C1 Interacts Orally in English
A Exceeds expectations
Evaluation Criteria
B Meets expectations
Participation in
oral interaction
C Acceptable but needs improvement
D Does not meet all expectations
Content of
the message
Articulation
of the message
Management
of strategies
and resources
Task and date
E Has serious difculties
Students
340
Zipline Year One  Teacher Evaluation Grids
Reproduction permitted © TC Media Books Inc.
Name:
Observation
Grid
Date:
Group:
Handout TE 6
C2 Reinvests Understanding
of Texts
Evaluation Criteria
A Exceeds expectations
B Meets expectations
Evidence of
understanding of
texts through the
response process
C Acceptable but needs improvement
D Does not meet all expectations
Management
of strategies
and resources
Task and date
E Has serious difculties
Use of knowledge
from texts in a
reinvestment task
Students
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Zipline Year One  Teacher Evaluation Grids
341
Name:
Date:
Observation
Grid
Group:
Handout TE 7
C3 Writes and Produces Texts
A Exceeds expectations
Evaluation Criteria
B Meets expectations
Participation
in the writing
and production
processes
C Acceptable but needs improvement
D Does not meet all expectations
Formulation
of the message
Management
of strategies
and resources
Task and date
E Has serious difculties
Content of
the message
Students
342
Zipline Year One  Teacher Evaluation Grids
Reproduction permitted © TC Media Books Inc.
Evaluation
Situation
1
Evaluation
Components
The Wonderful World of Food!
For use after Units 1, 2 and 3
Components of the Evaluation Situation
Teacher’s Guide
• Overview of Evaluation Situation 1                                                               344
• Evaluation Rubrics for C1, C2 and C3 (Handout ES 11–ES 13)                                       345
• Transcript for Task 3 (Handout ES 14, Audio CD Track 21)                                          348
Student Handouts (ES 15–ES 18)                                                                 350
ESL Competencies Evaluated
C1 Interacts Orally in English
• Participation in oral interaction
• Articulation of the message
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
• Content of the message
• Formulation of the message
General Procedure
Make sure that students understand each step of the procedure
Step 1: Theme and Questions
• Describe the theme in general terms Students will think about their eating habits and learn about
unusual dietary habits around the world
Step 2: Student Handouts and Evaluation Criteria
• Once you have distributed the student handouts, go over the material with the class
• Make sure that students understand what they need to do and what is expected of them for each task
• Explain the evaluation criteria, using the evaluation rubrics for the three ESL competencies on
pages 345–347
• Tell students which resources they are allowed to use
• To maintain control during Task 1, students can start by working in teams of four to six They complete
as much of the handout as possible Then, students form new teams and continue in this way until
the activity is complete
• Collect the handouts when students have nished Use the appropriate answer keys and evaluation
rubrics to evaluate students’ work
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Zipline Year One  Evaluation Situations
343
Overview of Evaluation Situation 1
Students will discuss their dietary habits with classmates. They will read about Canada’s Food Guide and will
keep a food diary to evaluate and possibly improve their diet. Next, they will learn about some unusual treats in
a listening task about entomophagy. Finally, students will reinvest what they have learned in Tasks 2 and 3 by
writing an opinion text explaining why people should or should not practise entomophagy.
Time
ESL Competency and
Evaluation Criteria
Text Type
Language Repertoire
Task 1: Our Eating Habits
35 min
C1 Interacts Orally in English
• Questionnaire
• Participation in oral
interaction
• Asking yes / no
questions
• Simple present
• Articulation of the message
Task 2: My Food Diary
40 min
C2 Reinvests Understanding
of Texts
• Informative
• Simple present
• Modals should and could
• Evidence of understanding
of texts through the
response process
Task 3: Creepy Crawly Cookery
40 min
C2 Reinvests Understanding
of Texts
• Interview
• Simple present
• Opinion
• Simple present
• Evidence of understanding
of texts through the
response process
Task 4: To Eat or Not to Eat?
75 min
C2 Reinvests Understanding
of Texts
• Use of knowledge from texts
in a reinvestment task
• Modals should and could
• Discourse markers
• Supports opinions
C3 Writes and Produces
Texts
• Content of the message
• Formulation of the message
344
Zipline Year One  Evaluation Situations
Reproduction prohibited © TC Media Books Inc.
Name :
Date :
Evaluation
Situation 1
Task 1:
C1
Participation in oral interaction
Handout ES 1.1
Evaluation Rubric for
Task 1
Interacts Orally in English
A
Articulation of the message
Group :
B
C
D
Interacts actively
and spontaneously
during the activity
Interacts actively
most of the time
during the activity
Interacts
sporadically during
the activity
Interacts during
the activity only
when prompted
Initiates and
maintains interaction
during the
discussion by asking
and answering
questions, listening
to others and
elaborating on ideas
Maintains
interaction by asking
and answering
questions during
the discussion
Occasionally asks
and answers
questions during
the discussion
Responds to
questions when
prompted
Uses yes / no
questions accurately
at all times
Uses yes / no
questions accurately
most of the time
Uses the simple
present accurately
and with ease during
the discussion
Uses the simple
present accurately
during the
discussion
Sometimes makes
errors when asking
yes / no questions
but message is clear
most of the time
Makes errors that
affect clarity of the
message when
asking yes / no
questions
Uses the
simple present
accurately most
of the time during
the discussion
Occasionally
uses the simple
present during the
discussion
Reproduction permitted © TC Media Books Inc.
E
Is unable to interact
during the activity or
reverts to a language
other than English
Is unable to
participate in
the discussion
Is unable to ask
yes / no questions
in English
Is unable to
use the simple
present during
the discussion
Zipline Year One  Evaluation Situations
345
Name :
Date :
Evaluation
Situation 1
Evidence of understanding
of texts through
the response process
Task 2:
Evidence of understanding of texts through the
response process
Task 3:
346
C2
Handout ES 1.2
Evaluation Rubrics for
Tasks 2 and 3
Reinvests Understanding of Texts
A
B
C
Demonstrates
a superior
understanding of
the text by correctly
answering the
questions in Steps 3
and 4
Demonstrates a
good understanding
of the text by
correctly answering
most of the
questions in Steps 3
and 4
Demonstrates a fair
understanding of
the text by correctly
answering some
of the questions in
Steps 3 and 4
Makes pertinent
connections between
the text and own
experience in Step 5
Makes some
connections between
the text and own
experience in Step 5
C2
Group :
Makes few
connections between
the text and own
experience in Step 5
D
Demonstrates
a partial
understanding of the
text by answering
one or two of the
questions in Steps 3
and 4
E
Is unable to
complete Steps 3
and 4
Response not linked
to the text in Step 5
Makes no
connections between
the text and own
experience in Step 5
Reinvests Understanding of Texts
A
B
C
Demonstrates
a superior
understanding of
the text by correctly
answering the
questions in Step 3
and completing all of
the table in Step 4
Demonstrates a
good understanding
of the text by
correctly answering
most of the
questions in Step 3
and completing most
of the table in Step 4
Demonstrates a fair
understanding of
the text by correctly
answering some of
the questions in Step
3 and by completing
some of table in
Step 4
Makes pertinent
connections between
the text and own
experience in Step 5
Makes some
connections between
the text and own
experience in Step 5
Makes few
connections between
the text and own
experience in Step 5
Moves beyond
context of the text to
insightfully address
issues at a broader,
more general level in
Step 6
Moves beyond
context of the text
to address issues
at a broader, more
general level in
Step 6
Somewhat moves
beyond context
of text to address
issues at a broader,
more general level in
Step 6
Zipline Year One  Evaluation Situations
D
Demonstrates
a partial
understanding of the
text by answering
one of the questions
in Step 3 and by
completing only a
small portion of the
table in Step 4
E
Is unable to
complete Steps 3
and 4
Response not linked
to the text in Step 5
Responses do not
address broader
issues in Step 6
Makes no
connections between
the text and own
experience in Step 5
Has difculty
addressing the
broader issues in
Step 6
Reproduction permitted © TC Media Books Inc.
Name :
Date :
Evaluation
Situation 1
Use of knowledge from texts
in a reinvestment task
Task 4:
Formulation of the message
Content of the message
Task 4:
C2
Group :
Handout ES 1.3
Evaluation Rubrics for
Task 4
Reinvests Understanding of Texts
A
B
C
D
Selects appropriate
information from
the texts to support
opinion about
entomophagy
Selects mostly
appropriate
information from
the texts to support
opinion about
entomophagy
Selects some
appropriate
information from
the texts to support
opinion about
entomophagy
Selects little
appropriate
information from
the texts to support
opinion about
entomophagy
C3
E
Selects inappropriate
or inaccurate
information from
the texts to support
opinion
Writes and Produces Texts
A
B
C
D
Provides welldeveloped and
detailed arguments
to support opinion
Provides generally
well-developed and
detailed arguments
to support opinion
Provides somewhat
developed and
detailed arguments
to support opinion
Provides
underdeveloped
arguments that lack
detail
Provides arguments
that are not
developed or detailed
Text contains very
few, if any, errors
in the use of the
simple present,
modals, discourse
markers or other
relevant language
components
required for the task
Text contains
few errors in
the use of the
simple present,
modals, discourse
markers or other
relevant language
components
required for the task
Text contains
some errors in
the use of the
simple present,
modals, discourse
markers or other
relevant language
components
required for the task
Text contains
many errors in
the use of the
simple present,
modals, discourse
markers or other
relevant language
components
required for the task
Text contains
many errors,
rendering it largely
incomprehensible
Text easily
understood after
one reading
Most of the text
easily understood
after one reading
Text includes and
properly structures
all required
components
Text difcult to
understand, even
after a second
reading
Text does not
respect the task
requirements
Text includes and
skillfully tailors
all required
components
(introduction,
three arguments,
conclusion)
Text requires a
second reading
but is generally
coherent
Text includes most
of the required
components
Text includes some
of the required
components
Reproduction permitted © TC Media Books Inc.
E
Most of the text
is difcult to
understand even
after a second
reading
Zipline Year One  Evaluation Situations
347
Name :
Date :
Evaluation
Situation 1
Creepy Crawly Cookery
Transcript for Task 3
Audio CD Track 21
Group :
C2
Handout ES 1.4
CD
Host: Hello, everyone! Welcome to today’s discussion
a lot! They’re also loaded with iron and vitamins
on entomophagy. “Ento-what?” you might ask.
B1 and B3.
Entomophagy. It’s the practice of eating insects.
Host: How does that compare with the nutritional
We’ve got nutritionist André Bosch here, along with
value of beef and even sh?
bug foodie Claire Hemmings. André, what’s the story
André: Lean ground beef and codsh have protein
with entomophagy? It seems to me that the only way
levels that are similar to caterpillars but they come
you’d get most people to eat an insect would be on
up short in terms of their iron and vitamin levels.
a bet or a dare.
Crickets also contain a lot of calcium, which we
André: For most Western cultures, you would be
know is good for bone development. Besides
right. But in much of the rest of the world people
nutritional value, insects are also abundant and
eat insects for their taste, nutritional value and
environmentally sustainable. Farming and harvesting
availability.
insects takes very little water and transport fuel
Host: So why do North Americans and Europeans
compared to livestock, grains and even vegetables.
go out of their way to avoid eating them?
Host: It seems like a no-brainer! Claire, tell us how
André: It is difcult for most North Americans
it is you came to be an entomophagist.
and Europeans to get their heads around
Claire: I was introduced to entomophagy during a
entomophagy. Because of our farming heritage,
trip to Australia. My rst taste was of witchetty
we see insects as the enemy and use lots of
grubs—a type of moth larvae. You can eat them raw,
pesticides. But we should really start considering
but if you roast them over a nice campre they taste
them as food. There are many benets of eating
just like roasted almonds.
insects, starting with the fact that they’re good for
When I travelled to Thailand, I saw moth larvae,
you. They are low in fat and carbohydrates and
crickets, moth pupae, beetles and dragonies being
high in protein and iron.
eaten. I’m an adventurous eater so I tried dry-roasted
For example, if you want to reduce the amount of
crickets as snacks and loved them. The larvae are
carbs you eat, go with a silkworm pupae or a nice
added to soups, stews and stir-fried meals. In Japan,
steaming bowl of termites. Neither of these has
the pupae of the silk moth are considered a delicacy;
any carbohydrates, and they’re both great sources
it was hard to nd, but really tasty. But my favourite
of protein and calories. If it’s protein you seek, look
was the giant water bug. It can be roasted and eaten
no further than the caterpillar. These little guys
whole or ground into a paste for sauces.
contain 28 grams of protein per 100 grams—that’s
Host: That’s incredible! Sounds like your travels
have really opened up new gourmet horizons for you.
348
Zipline Year One  Evaluation Situations
Reproduction permitted © TC Media Books Inc.
Name :
Evaluation
Situation 1
Date :
Group :
Transcript for Task 3
Audio CD Track 21
C2
Handout ES 1.4
(cont.)
Claire: Denitely! I just got back from Venezuela
Claire: It takes some work, but it’s worth it
where I got my boyfriend to try scorpions and even
in my opinion.
tarantulas. He isn’t as much of a fan as I am—he
Host: Have you got any tips for preparing them?
can’t get past the “yuck factor” and found the
Claire: Hmmm, let’s see. Some insects can be eaten
tarantulas were a little on the greasy side. The next
raw, but my boyfriend will only eat them cooked, if at
trip is to South Africa where I am looking forward to
all! He thinks it is safer and that it improves the
crickets, grasshoppers, termites and caterpillars.
taste. Before cooking them, I wash them with water
Host: I’m not sure you could convince me! One
and put them in the freezer for about 15 minutes
problem I see is availability. Where do you get these
to kill them. You may want to cut the heads from
things—in your backyard?
the worms, though you don’t need to. Crickets
Claire: That’s not a good idea. Anything in an urban
can have their legs and wings removed—there’s
area is likely to be full of pesticides. Plus, someone
not much meat there anyway.
without experience should not go out alone and try
But you know, the best way to win over new
to nd insects to eat without training or the help
converts is with some chocolate-covered insects.
of an expert. If you eat an insect that you have
You can use a wide variety of insects for this treat,
misidentied, you could poison yourself!
but I prefer dry-roasted crickets. First, I remove
Host: Then where do you get your bugs?
the crickets’ legs and antennae. Next, I drop the
Claire: Right now, I get crickets from the pet store
crickets into a bowl of melted chocolate and stir
and I order the rest online. I’m looking into raising
them around. Finally, I place them on wax paper
my own, too, because whatever you buy usually
until the chocolate hardens. The light, crispy texture
needs to be freshened up a bit. You have to feed
is just like chocolate-covered popcorn!
them fresh grains for a few days, which cleans out
Host: Hmmm, I might be convinced to try that!
anything unhealthy they may have eaten.
Well, that’s all the time we have for today. Thanks,
Host: It sounds complicated!
André and Claire. I think you’ve given us all some
food for thought!
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Evaluation Situations
349
Name :
Date :
Evaluation
Situation 1
Group :
Task 1: Our Eating Habits
C1
Handout ES 1.5
1. Read the statements below. Ask your classmates questions to nd someone who matches
each description. If your classmate answers “yes,” ask him or her to sign your sheet. If your
classmate answers “no,” choose another question or ask another classmate. Each person
may sign your sheet only once.
Find someone who . . .
Signature
a. eats breakfast every day. (Do you eat breakfast every day?)
b. eats three meals a day.
c. follows a special diet.
d. snacks between meals.
e. goes grocery shopping with his or her parents or family.
f. believes he or she has healthy eating habits.
g. eats junk food more than three times per week.
h. eats meat at least once a day.
i. often brings a packed lunch to school.
j. usually buys lunch at the cafeteria.
k. grows his or her own food.
l. sometimes eats at a restaurant during the week.
m. sometimes eats at a restaurant on the weekend.
n. is vegetarian or vegan.
o. sometimes skips a meal.
p. mostly eats homemade meals or food.
q. eats supper with his or her family every evening.
r. participates actively in food preparation in his or her home.
s. knows the four food groups that are included in a balanced diet.
t. eats meals while watching television.
2. Discuss the following questions with your classmates. Use the simple present to express your ideas.
a. What is your favourite food? Why?
b. Is there any type of food you do not like at all? Why?
c. Do you have healthy or unhealthy eating habits? Why?
350
Zipline Year One  Evaluation Situations
Reproduction permitted © TC Media Books Inc.
Name :
Evaluation
Situation 1
Date :
Task 2: My Food Diary
Group :
C2
Handout ES 1.6
Before Reading
1. What do you think a healthy diet consists of?
While Reading
2. As you read the text, underline the number of recommended servings you need from each
food group each day.
Healthy Diet, Healthy Lifestyle!
No matter where you live, how old you are or what
Grain Products: Eat six servings from this food
you do in life, one thing is certain—you have to eat!
group per day. There are lots of products to choose
Adopting healthy eating habits from a young age will
from. For one serving you could eat one slice of
increase your chances of living a healthy lifestyle
bread or half a bagel, 125 mL of cooked rice, pasta
as you get older.
or couscous or 30 g (a small bowl) of cold cereal.
Canada’s Food Guide is a document produced
Try to eat whole grain products when possible.
by Health Canada that provides information about
Milk and Alternatives: It is important for you
the amount and the different types of food that
to consume three to four servings from this group
Canadians should eat to maintain a healthy diet.
each day to make sure your body benets from
According to the guide, people should eat food from
nutrients like calcium. One cup of milk counts
four different food groups every day. The amount that
as a serving in this group but if you don’t like milk,
a person should eat depends on his or her gender
you can replace it with a soy beverage. You could
and age. Find out what you should eat to meet your
also eat 175 g (a medium sized bowl) of yogurt or
nutritional needs every day.
50 g (approximately two slices) of cheese to get
Vegetables and Fruit: You should eat six servings
one serving. You should drink milk with a low fat
from this food group every day. One serving is equal
content such as 2%, 1% or skim.
to 125 mL (half a cup) of fresh, frozen or canned
Meat and Alternatives: You might be surprised
vegetables or fruit or 125 mL of cooked leafy
to nd out that you only need one or two servings
vegetables. You could also drink 125 mL of juice
from this food group each day. There are many
as one serving but you should try to consume
possibilities to choose from. First of all, you could
vegetables or fruit more often than juice. Try to eat
eat 125 mL (a piece the size of the palm of your
at least one dark green vegetable such as broccoli
hand) of meat, sh or poultry.
and one orange vegetable such as carrots every day.
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Evaluation Situations
351
Name :
Date :
Evaluation
Situation 1
Group :
Task 2: My Food Diary
C2
Handout ES 1.6
(cont.)
If you are vegetarian or wish to lower the amount
Finally, you could eat two eggs or 175 mL of tofu for
of meat you consume, you could replace meat with
one serving. Make sure you eat lean meat and when
175 mL of cooked legumes such as lentils and beans.
possible, remove the visible fat. You should also aim
Peanut butter or other nut butters are an excellent
to eat at least two servings of sh each week.
way to meet the requirements for this food group.
One serving of nut butter is equal to two tablespoons.
Combine this nutritious eating plan with physical
activity every day to maintain a healthy lifestyle!
After Reading
3. According to the food guide, what is considered one serving of the Vegetables and Fruit group?
4. Write what you eat in a typical day on the lines below. Then, calculate the total number of
servings from each food group that you consume each day using the information from the text.
Write your calculations in the chart below.
Breakfast:
Lunch:
Supper:
Snacks:
Number of servings per meal
Food Group
Bkfst
Lunch
Supper
Snacks
Total number
of servings
Vegetables and Fruit
Grain Products
Milk and Alternatives
Meat and Alternatives
5. Based on your results in Step 4 and on the recommendations in the text, evaluate your daily
diet. Write three ways you could improve your diet.
352
Zipline Year One  Evaluation Situations
Reproduction permitted © TC Media Books Inc.
Name :
Date :
Evaluation
Situation 1
Group :
Task 3: Creepy Crawly Cookery
Handout ES 1.7
C2
Before Listening
1. In many parts of the world, entomophagy, the practice of eating insects, is common.
Does this surprise you? Why or why not?
2. Match the following expressions with their denitions.
Expression
Denition
a. to get your head around something
1. to research something
b. to look into something
2. to convince someone of something
c. to come up short
3. to accept something
d. to win someone over
4. to offer something to think about
e. to give someone food for thought
5. to be decient
While Listening
3. Read the questions below. Listen to the interview and answer the questions.
a. Check the reasons André gives for why other cultures eat insects.
taste
nutritional value
tradition
availability
b. Check the countries where Claire has eaten insects in the past or will eat insects in
the future.
Thailand
Venezuela
South Africa
Japan
Egypt
Australia
c. List three tips Claire gives for preparing insects as food.
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Evaluation Situations
353
Name :
Date :
Evaluation
Situation 1
Task 3: Creepy Crawly Cookery
Group :
C2
Handout ES 1.7
(cont.)
4. Listen to the interview again. This time, take notes on the pros and cons of eating insects
in the table below. Provide at least three pros and three cons.
Pros
Cons
After Listening
5. In your opinion, what is the most convincing argument given by the speakers of why we should
practise entomophagy?
6. Based on what you heard in the interview, do you think that entomophagy will eventually
become more common in North America?
354
Zipline Year One  Evaluation Situations
Reproduction permitted © TC Media Books Inc.
Name :
Evaluation
Situation 1
Date :
Group :
Task 4: To Eat or Not to Eat?
C2
C3
Handout ES 1.8
Write an opinion text explaining why North Americans should or should not practise entomophagy.
Use information from the previous tasks to support your opinion. Think about the following elements:
• the strengths and weaknesses of your current diet as discussed in Task 2
• the pros and cons of entomophagy listed in the text in Task 3
1. Choose your point of view.
I believe we
should
should not practise entomophagy.
2. Read the transcript for Task 3. Underline information in the text that supports your opinion.
3. Plan your text below. Take notes under each section.
a. Introduction: State and briey explain your opinion.
b. Body: Plan three arguments. Use information from Tasks 2 and 3 to support your ideas.
Argument 1:
Argument 2:
Argument 3:
c. Conclusion: Restate your opinion and write a concluding sentence.
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Zipline Year One  Evaluation Situations
355
Name :
Date :
Evaluation
Situation 1
Task 4: To Eat or Not to Eat?
Group :
C2
C3
Handout ES 1.8
(cont.)
4. Write the rst draft of your opinion text. Follow your plan from Step 3. Use the simple present,
the modals should and could and discourse markers.
Writing Checklist
I stated my opinion in the
introduction.
I provided three arguments
to support my opinion.
I used information from
Tasks 2 and 3 to support
my ideas.
I used the simple present
correctly.
I used the modals should
and could correctly.
I used discourse markers
correctly.
5. Revise and edit your text. Use the writing checklist.
356
Zipline Year One  Evaluation Situations
I checked my spelling
and punctuation.
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Name :
Evaluation
Situation 1
Date :
Task 4: To Eat or Not to Eat?
Group :
C2
C3
Handout ES 1.8
(cont.)
6. Write your nal copy here. Integrate the changes and corrections you made in Step 5.
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Zipline Year One  Evaluation Situations
357
Evaluation Situation
2
Components
So the Story Goes
For use after Units 4, 5 and 6
Components of the Evaluation Situation
Teacher’s Guide
• Overview of Evaluation Situation 2                                                               359
• Evaluation Rubrics for C1, C2 and C3 (Handout ES 21–ES 23)                                       360
• Transcript for Task 1 (Handout ES 24, Audio CD Track 22)                                          363
Student Handouts (ES 25–ES 28)                                                                 364
ESL Competencies Evaluated
C1 Interacts Orally in English
• Participation in oral interaction
• Content of the message
• Articulation of the message
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
• Formulation of the message
General Procedure
Make sure that students understand each step of the procedure
Step 1: Theme and Questions
• Describe the theme in general terms Students will think about the characteristics of myths and
legends They will learn about legendary gures and write their own version of a myth or legend
Step 2: Student Handouts and Evaluation Criteria
• Once you have distributed the student handouts, go over the material with the class
• Make sure that students understand what they need to do and what is expected of them for each task
• Explain the evaluation criteria, using the rubrics for the three ESL competencies on pages 360–362
• Tell students which resources they are allowed to use
• For Task 2, cut the handout on page 366 into four cards Group students into teams of four, making
sure that each team has four different prole cards Tell students not to show each other their cards
Each student will also need the handout on page 365 to complete the task
• Collect the handouts when students have nished Use the appropriate answer keys and evaluation
rubrics to evaluate students’ work
358
Zipline Year One  Evaluation Situations
Reproduction prohibited © TC Media Books Inc.
Overview of Evaluation Situation 2
In Task 1, students will learn about the characteristics of myths and legends. In Task 2, they will have the
opportunity to discuss and share information about legendary and mythological gures in teams. Next, they will
read a legend about an Irish vampire in Task 3. Finally, students will reinvest what they have learned by writing
their own myth or legend in Task 4.
Time
ESL Competency and
Evaluation Criteria
Text Type
Language Repertoire
Task 1: Myths Busted!
40 min
C2 Reinvests Understanding
of Texts
• Information
• Simple present
• Short proles
• Simple past of to be,
regular and irregular
verbs
• Evidence of understanding
of texts through the
response process
Task 2: What a Character!
50 min
C1 Interacts Orally in English
• Participation in oral
interaction
• Supports opinions
• Content of the message
• Asks for others’
opinions
• Articulation of message
Task 3: The Legend of the Dearg-Due
60 min
C2 Reinvests Understanding
of Texts
• Legend
• Evidence of understanding
of texts through the
response process
• Simple past of to be,
regular and irregular
verbs
• Prepositions at, in and
to
• Use of knowledge from texts
in a reinvestment task
Task 4: A Tale to Tell
75 min
C2 Reinvests Understanding
of Texts
• Use of knowledge from texts
in a reinvestment task
• Myth or legend
• Simple past of to be,
regular and irregular
verbs
• Prepositions at, in and
to
C3 Writes and Produces Texts
• Formulation of the message
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Zipline Year One  Evaluation Situations
359
Name :
Date :
Evaluation
Situation 2
Evidence of understanding
of texts through the response
process
Task 1:
Articulation of
the message
Content of
the message
Participation in oral
interaction
Task 2:
360
C2
Handout ES 2.1
Evaluation Rubrics for
Tasks 1 and 2
Reinvests Understanding of Texts
A
B
C
Demonstrates
superior
understanding of
the text by correctly
answering all of the
questions in Steps
2, 3 and 4
Demonstrates a
good understanding
of the text by
correctly answering
most of the
questions in Steps
2, 3 and 4
Demonstrates a fair
understanding of
the text by correctly
answering some of
the questions in
Steps 2, 3 and 4
C1
Group :
D
Demonstrates
a partial
understanding of the
text by answering a
few of the questions
in Steps 2, 3 and 4
E
Is unable to answer
the questions in
Steps 2, 3 and 4
Interacts Orally in English
A
B
C
D
Initiates and
maintains interaction
during the
discussion by asking
and answering
questions, listening
to others and
elaborating on ideas
Maintains interaction
by asking and
answering questions
during the
discussion
Occasionally asks
and answers
questions during the
discussion
Responds to
questions when
prompted
Shares highly
pertinent information
from character
prole with group
Shares mostly
pertinent information
from character
prole with group
Shares some
pertinent information
from character
prole with group
Shares little
pertinent information
from character
prole with group
Supports opinions in
Step 5 using highly
pertinent information
from Task1
Supports opinions in
Step 5 using mostly
pertinent information
from Task1
Supports opinions in
Step 5 using some
pertinent information
from Task1
Supports opinions in
Step 5 using little
pertinent information
from Task1
Uses the simple past
of to be, irregular
and regular verbs
accurately and with
ease during the
discussion
Uses the simple past
of to be, irregular
and regular verbs
accurately during the
discussion
Uses the simple past
of to be, irregular
and regular verbs
accurately most of
the time during the
discussion
Occasionally uses
the simple past of to
be, irregular and
regular verbs
accurately during the
discussion
Zipline Year One  Evaluation Situations
E
Is unable to interact
during the
discussion
Reverts to a
language other than
English
Shares unrelated or
irrelevant
information
Does not support
opinions
Is unable to use the
simple past of to be,
irregular and regular
verbs during the
discussion
Reproduction permitted © TC Media Books Inc.
Name :
Date :
Evaluation
Situation 2
Use of knowledge from texts
in a reinvestment task
Evidence of understanding
of texts through
the response process
Task 3:
C2
Group :
Handout ES 2.2
Evaluation Rubric for
Task 3
Reinvests Understanding of Texts
A
B
C
D
E
Demonstrates a
superior
understanding of the
text by accurately
completing all
sections of the story
map in Step 3
Demonstrates a
good understanding
of the text by
accurately
completing most of
the sections of the
story map in Step 3
Demonstrates a fair
understanding of the
text by accurately
completing some of
the sections of the
story map in Step 3
Demonstrates
a partial
understanding of the
text by answering
one or two sections
of the story map in
Step 3
Is unable to
complete Step 3
Uses information
from Tasks 1 and 3
to accurately identify
all the components
of a legend found in
the story
Uses information
from Tasks 1 and 3
to accurately identify
most of the
components of a
legend found in the
story
Uses some
information from
Tasks 1 and 3 to
accurately identify
some of the
components of a
legend found in the
story
Uses some
appropriate
information from
Tasks 1 and 3 to
identify one
component of a
legend found in the
story
Does not accurately
identify the
components
of a legend
Selects some
appropriate
information from the
text to support
answers in Step 4
Selects little
appropriate
information from the
text to support
answers in Step 4
Selects appropriate
information from the
text to support
answers in Step 4
Selects mostly
appropriate
information from the
text to support
answers in Step 4
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Selects inappropriate
or inaccurate
information from the
text to support
answers in Step 4
Zipline Year One  Evaluation Situations
361
Name :
Date :
Evaluation
Situation 2
Task 4:
C2
Reinvests Understanding of Texts
Use of knowledge from texts
in a reinvestment task
Skillfully combines
information from
previous tasks with
own ideas to write
a myth or a legend
that displays the
necessary
characteristics of
the text type (myth
or legend)
C3
Formulation of the message
B
Combines relevant
information and
ideas from texts with
own ideas to create
a coherent product
that displays the
necessary
characteristics of the
targeted text type
C
Combines some
information and
ideas from texts to
create a somewhat
personalized product
that displays some
of the characteristics
of the targeted text
type
D
Combines little
appropriate
information from
texts with own ideas
Creates a product
that closely
resembles the
models provided in
the ES
E
Is unable to select
information to create
a product that
displays the
characteristics of the
targeted text type
OR
Copies from the
models
Writes and Produces Texts
A
362
Handout ES 2.3
Evaluation Rubrics for
Task 4
A
Task 4:
Group :
B
Text easily
understood after
one reading
Most of the text
easily understood
after one reading
Text contains very
few, if any, errors in
the use of the simple
past, the
prepositions at, in
and to or other
relevant language
components
required for the task
Text contains few
errors in the use of
the simple past, the
prepositions at, in
and to or other
relevant language
components
required for the task
Text includes and
skillfully tailors all
required
components and
features such as
setting, characters,
storyline
Text includes and
properly structures
all required
components and
features
Zipline Year One  Evaluation Situations
C
D
Text requires a
second reading but
text is generally
coherent
Text difcult to
understand, even
after a second
reading
Text contains some
errors in the use of
the simple past, the
prepositions at, in
and to or other
relevant language
components
required for the task
Text contains many
errors in the use of
the simple past, the
prepositions at, in
and to or other
relevant language
components
required for the task
Text includes most
of the required
components and
features
Text includes some
of the required
components and
features
E
Most of text
is difcult to
understand even
after a second
reading
Text contains many
errors, rendering
it largely
incomprehensible
Text does not respect
the task
requirements
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Name :
Date :
Evaluation
Situation 2
Myths Busted!
Transcript for Task 1
Audio CD Track 22
Group :
C2
Handout ES 2.4
CD
Who can resist exciting tales of legendary heroes
Mythological characters are often gods or
such as Don Juan or King Arthur or mythological
goddesses or other supernatural beings who make
gures like King Midas? Everybody loves a good
extraordinary things happen. Some heroes have
story. All countries have their own versions of myths
special powers and strengths that they use to solve
and legends that contribute to a worldwide culture
conicts in the story. Myths often contain characters
of storytelling.
called tricksters. These characters like to break
People often use the words myths and legends to
rules and play tricks on humans and gods. They
mean the same thing. Although the two types of
usually take the form of animals but have human
stories share some characteristics, there are
characteristics as well.
important differences that can help you decide if
you are reading a myth or a legend.
First of all, both myths and legends are stories
Before people had scientic explanations for
certain natural phenomena, myths were used to
explain why and how such things happened. For
that were originally told orally and that were passed
example, some myths try to explain how the world
down from generation to generation. In fact, the
began. Like in any good story, the message is very
word “myth” comes from the Greek word “mythos”
important in myths. Myths often contain a symbolic
which means “word of mouth.”
meaning and the stories focus on sharing an
Legends often take place in a denite time period
or specic year. Myths, on the other hand, do not
usually specify a particular setting. We just know that
they took place a very long time ago.
important message. Myths teach people how to
behave and other important lessons about life.
In legends, the action in the storyline is more
important than the message. Readers are captivated
Both myths and legends feature strong
by the exciting events and anxiously follow the hero
characters that perform extraordinary deeds,
as he or she struggles to conquer evil. Some events
but there are also differences. Legends might tell the
might be modied to make the story even more
story of a hero who helps people in need or who
exciting and impressive than it really was.
performs great acts because of their intelligence
Whether you read a myth or a legend, one thing
or strength. Legendary characters are often based
is certain—the stories will keep you entertained and
on people who really existed. However, the
teach you something about life in another time.
character’s actions are usually exaggerated and not
completely true.
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Zipline Year One  Evaluation Situations
363
Name :
Date :
Evaluation
Situation 2
Group :
Task 1: Myths Busted!
C2
Handout ES 2.5
Before Listening
1. With a partner, brainstorm and write a list of at least three myths or legends that you know.
While Listening
2. Read the statements below. As you listen, write M or L beside each statement to indicate
whether it describes a myth or a legend.
Setting
They often take place in a specic time period or year.
They do not specify a time but they took place a long time ago.
The characters are heroic and help people in need.
Characters
The characters are exaggerated versions of people who really existed.
The characters are gods or goddesses or have supernatural powers.
The characters include tricksters who break rules and play tricks.
The story explains natural phenomena, e.g. how the world began.
Storyline
The story teaches people how to behave or life-lessons.
The story’s action is more important than the message.
Some events are modied to make the story more exciting.
After Listening
3. List ve similarities between myths and legends.
4. Choose three of the myths or legends you named in Step 1. Determine if each is a myth or a
legend based on what you heard. Write your answers below.
364
Zipline Year One  Evaluation Situations
Reproduction permitted © TC Media Books Inc.
Name :
Date :
Evaluation
Situation 2
Group :
Task 2: What a Character!
C1
Handout ES 2.6
1. Read your prole of a mythological or legendary gure and familiarize yourself with the main
points.
2. Join your group. Share information about your gure with the other members using your own
words. Use the simple past. Do not show them your prole!
3. As you listen to each member share his or her gure’s prole, take notes on the following
questions. Complete the information for your gure last.
•
•
•
•
•
Was the gure a god or a goddess?
Was the gure based on someone who really existed?
Did the story take place at a specic time in the past?
Did the gure have special powers or help people in need?
Did the story explain natural phenomena, e.g. how the world began?
Robin Hood
Atlas
Grace O’Malley
Hercules
4. Ask the other members of your group questions and ll in any missing information in your chart.
5. As a group, determine if each character was a legendary gure or a mythical gure. Use the
information from the chart and from Task 1 to support your answer.
Robin Hood:
Grace O’Malley:
Atlas:
Hercules:
6. Discuss the following questions with your group.
a. Which gure was the most interesting? Why?
b. Which type of story is more captivating: myths or legends? Why?
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Zipline Year One  Evaluation Situations
365
Name :
Date :
Evaluation
Situation 2
Group :
Task 2: What a Character!
C1
Handout ES 2.6
(cont.)
Prole: Robin Hood
Prole: Atlas
It is believed that Robin Hood was a bandit who
Atlas was a Greek hero who fought with the Titans
lived in Nottingham, England. One of the rst
against the Olympians. When the Titans were
stories of Robin Hood dates back to the 14th
defeated, the god, Zeus, ordered Atlas to stand at
century.
the edge of the earth and hold up the sky with his
Robin Hood was a rebel who fought to protect
the poor people of his country. This outlaw
supposedly had a group of men who followed
shoulders. The ocean near Atlas was named the
Sea of Atlas or the Atlantic Ocean in his honour.
One day, Atlas received a visit from Perseus.
him and together they travelled around the land,
Atlas did not welcome his visitor. As punishment,
ghting injustice. He became a hero for the
Perseus showed him Medusa’s head which
citizens of his land because he stole from the rich
turned Atlas into stone. That stone became what
in order to give money to the poor.
we know today as the Atlas Mountains.
Prole: Grace O’Malley
Prole: Hercules
Grace O’Malley was born in Ireland in 1530. She
Hercules was one of the most famous heroes
was a very determined young girl who wanted to
of ancient times. He was born from a human
be a sailor like her father. In order to convince her
mother and the most powerful Greek god, Zeus.
father to take her along on his expeditions, she
His mother abandoned him at birth and Hera,
cut off all her hair to look like a boy.
queen of the gods, gave him milk to drink to make
Grace spent her youth defending her country
him immortal. However, even as a baby, Hercules
from the English. She eventually married and had
had superhuman strength and he hurt Hera. She
four children. That did not stop her from building
threw him away from her, spilling the milk. This
a reputation as a erce and intelligent pirate who
created the Milky Way. After this, Hera wanted to
had no fear of her enemies. The day after one of
kill Hercules. She sent snakes to kill him, but he
her babies was born, Grace’s ship was attacked.
strangled the snakes before they could hurt him.
Grace led her men to defeat their attackers.
Hercules was known for many extraordinary
Nothing could keep her from protecting her boat
exploits such as defeating Cerberus, the
and from getting what she wanted.
three-headed dog that guarded the Underworld,
and killing a lion with his hands.
366
Zipline Year One  Evaluation Situations
Reproduction permitted © TC Media Books Inc.
Name :
Evaluation
Situation 2
Date :
Group :
Task 3: The Legend of the
Dearg-Due
C2
Handout ES 2.7
Before Reading
1. What is more important: money or love? Explain your answer.
While Reading
2. Underline the actions that the main character takes to get revenge.
The Legend of the Dearg-Due
Two thousand years ago, in a small village in Ireland,
bring me wealth. I will own more land and be richer
a beautiful young girl lived with her father. She had
than I could ever have imagined.”
long, golden hair, bright red lips and eyes that sparkled
like shining stars. She was kind and loving and
everyone in the village adored her. However, the
“But Father, I do not love the chief,” cried the
young girl. “Please, allow me to be happy.”
Her father would not change his mind. His own
young girl only had eyes for one person. She loved
greed was more important to him than his
a peasant boy from her village. He too was kind and
daughter’s happiness.
caring but he was very, very poor. Every day, they would
meet secretly and confess their love for each other.
“I will love you forever,” promised the peasant boy.
The poor girl wept with grief and despair but she
had no choice but to respect her father’s wishes.
Not long after, the girl married the chief. She
“One day, we will be married and we will live happily
soon discovered that like her father, her husband
ever after.”
was a very cruel man. He treated her terribly. He
“I cannot wait for that day,” replied the young girl.
“But rst, we must get my father’s blessing.”
The young couple promised to love each other
forever and to marry as soon as they could.
Soon after, the girl approached her father and told
would not let her walk freely through the elds or
bathe in the river. He locked her up in the house like
a prisoner and kept her away from everyone. The
young girl was miserable.
Meanwhile, her father enjoyed his new-found
him of her intention to marry the young boy. Her father
riches and barely gave his daughter another thought.
was a cruel man who had other plans for his daughter.
As time went by, the young girl became more and
“I will never allow you to marry a poor boy,” he
more discouraged. She spent many days by herself,
said. “I have already made arrangements for your
crying and hoping that the peasant boy, her true love,
marriage to the chief of the clan. Your union will
would one day come to rescue her.
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Zipline Year One  Evaluation Situations
367
Name :
Date :
Evaluation
Situation 2
Group :
Task 3: The Legend of the
Dearg-Due
C2
Handout ES 2.7
(cont.)
Eventually, the young girl realized that she was
lived so miserably. As she walked up the stairs to the
never going to escape her husband’s cruel treatment.
bedroom, her anger grew stronger and stronger with
She was heartbroken. She could no longer eat or drink.
the memory of every day that she had been forced to
She knew that she would soon die and she swore
spend with him.
that she would take revenge on her father and her
husband who had treated her so cruelly.
She found her husband sleeping in their bed.
As she looked at him, she was lled with such deep
When the young girl died, the villagers were
hatred for all the suffering he had put her through
overcome with grief. They felt responsible because
that she not only sucked the breath out of him, she
they had not saved her from her terrible fate. The
drained him of his blood as well. His blood lled her
girl was buried in the church graveyard, surrounded
dead body, making her feel strong and alive again.
by people who had loved her but who had done nothing
From that moment, the girl knew that this would be
to help her when she needed them the most. When
her fate. She would spend the rest of eternity as a
someone died, it was tradition for the villagers to pile
vampire.
rocks on the grave to prevent the person from rising
“I am the Dearg-Due, the red blood sucker. I will
again. However, because of the terrible guilt they felt
suck the life from people in revenge for what my
for the young girl’s death, they failed to carry out the
people did to me. Nobody will ever be safe again.”
ritual.
From then on, the Dearg-Due roamed the village
That night, the young girl rose from her grave to
take revenge on the villagers.
“It is time to seek my vengeance. I will make them
at night. She used her beauty to prey on unsuspecting
young men, luring them away to a quiet place to sink
her teeth into their necks and feast on their blood.
suffer like they made me suffer. I will punish them
for leaving me with that cruel man and abandoning
me when I needed them the most. They will pay for
VOCABULARY
what they have done.”
peasant > poor farm worker
She rst visited her father’s house where she
found him sleeping peacefully.
“You, my father, are the cause of my suffering,”
blessing > approval
clan > group of families or people with a common bond
wealth > money, riches
she whispered. “You kept me from my true love. You
greed > extreme desire for wealth
are the reason for my death.”
wept > cried
She then leaned over her father and sucked every
breath of life out of him.
grief > extreme sadness
fate > destiny
carry out > perform
The girl then visited her husband. She entered the
house that she had shared with him, where she had
368
Zipline Year One  Evaluation Situations
Reproduction permitted © TC Media Books Inc.
Name :
Date :
Evaluation
Situation 2
Group :
Task 3: The Legend of the
Dearg-Due
C2
Handout ES 2.7
(cont.)
After Reading
3. Complete the story map with information from the story.
Characters
Setting
Who:
Where:
When:
Storyline
Lesson
Ending
4. Check the characteristics of a legend from Task 1 that are found in this story. Support your
answer with information from the story.
a.
The story takes place in a denite time period or a specic year.
b.
The character is a hero who helps people in need.
c.
The character is based on someone who really existed.
d.
Some events are modied to make the story more exciting and impressive.
Reproduction permitted © TC Media Books Inc.
Zipline Year One  Evaluation Situations
369
Name :
Date :
Evaluation
Situation 2
Task 4: A Tale to Tell
Group :
C2
C3
Handout ES 2.8
Write your own myth or legend using information from the previous tasks to help you. Think
about the characteristics of the text type as you plan the setting, characters and storyline.
1. Choose your text type.
I will write
a myth
a legend.
2. Choose your hero from the list of characters in Task 2 or choose your own. My hero will be:
Robin Hood
Atlas
Grace O’Malley
Hercules
Other:
3. Plan your text in the story map below. Create an original story including the hero you chose
in Step 2. Be creative!
Characters
Setting
Who:
Where:
When:
Problem
Event 1
Event 2
Event 3
Ending
370
Zipline Year One  Evaluation Situations
Reproduction permitted © TC Media Books Inc.
Name :
Evaluation
Situation 2
Date :
Task 4: A Tale to Tell
Group :
C2
C3
Handout ES 2.8
(cont.)
4. Write the rst draft of your myth or legend. Follow your plan from Step 3. Respect the
characteristics of the text type. Use the information from Tasks 1 and 2 to help you.
Use the simple past and the prepositions at, in and to.
Writing Checklist
I used information from
Tasks 1 and 2 when writing
my text.
I included the
characteristics of a myth
or a legend.
I used the simple past of
the verb to be and regular
verbs correctly.
I used the simple past of
irregular verbs correctly.
I used the prepositions at,
in and to correctly.
5. Revise and edit your text. Use the writing checklist.
Reproduction permitted © TC Media Books Inc.
I checked my spelling and
punctuation.
Zipline Year One  Evaluation Situations
371
Name :
Date :
Evaluation
Situation 2
Task 4: A Tale to Tell
Group :
C2
C3
Handout ES 2.8
(cont.)
6. Write your nal copy here. Integrate the changes and corrections you made in Step 5.
372
Zipline Year One  Evaluation Situations
Reproduction permitted © TC Media Books Inc.
Digital Tools from Chenelière Éducation
The Zipline collection is offered in digital ipbook on Chenelière Éducation’s
platform.
The following pages provide an overview of the platform’s functionalities and of the specics of the
Zipline collection.
The video of the guided tour (in French) of Chenelière Éducation’s
platform, viewable at
www.cheneliere.ca under the tab
/ Secondaire / Tour d’horizon, describes the main features
of the platform and the collections it presents.
It is also possible to view tutorials (in French) which describe how to use the
basic tools at www.cheneliere.ca under the
/ Secondaire / Tutoriels.
platform’s
THE LIBRARY
The Chenelière Éducation website
allows teachers to access a personal
library containing the digital books
they have acquired.
Teachers can access their library
by visiting www.cheneliere.ca /Ma
bibliothèque.
Chenelière Éducation’s
PLATFORM
User-friendly and downloadable, the
platform is an environment perfectly adapted
for in-class viewing of digital books. It offers a number of advantages. These include enhancing a workbook with personalized material and consulting various interactive content (hyperlinks, interactive maps, etc.) and reproducible documents offered by the publisher.
THE MAIN MENU
In the
platform, teachers can consult the digital version of each of the printed
and digital components of a collection.
The main menu
contains the following
buttons.
1. Table of Contents
2. Additional Material
3. Interactive Workshops
4. My Course
5. Presentations
6. Prole
7. Notes
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Zipline Year One  Digital Tools
373
The “Table of Contents” button leads to the ipbook’s table of contents and allows you
to explore the book. It is also possible to access the Additional Material in just one click.
The “Additional Material” button accesses the additional material, reproducible documents
and various interactive content offered by the publisher, as well as personal les included
by the teacher. Searches can be carried out by chapter or by type of material (reproducible
documents, hyperlinks, etc.).
The “Interactive Workshops” button allows teachers to consult the list of interactive
workshops related to a title, create groups, assign activities in learning or evaluation mode
to students and access their results.
The “My Course” button allows teachers to group together in one space all the resources
required to teach a course. It is also possible to organize the content of a course in the order
best suited to that course, and to share it with students or with colleagues.
The “Presentations” tool allows for the creation of animated presentations. It is possible to
integrate screen captures, text, images, hyperlinks, page references, audio and video les and
much more!
The “Prole” button allows teachers to modify their personal information. It also provides the
possibility of creating student groups and colleague groups with which teachers can then share
notes and documents.
The “Notes” button groups together all the personal and public notes in one single directory.
In addition, lters allow for rening note search results.
1. The digital flipbook
The digital ipbook of the Zipline collection offers teachers the possibility of projecting pages with
the use of an interactive whiteboard or a projector. In this digital ipbook teachers can display answers
either one by one or all at once, or consult the teacher’s notes for each page in one single click.
The pages of the workbook also contain direct access to digital and interactive content. The following
clickable icons thus appear throughout the pages of the digital ipbook.
Video
Reproducible
document
(handout)
Interactive
workshop
Audio
clip
Hyperlink
Page link
374
Zipline Year One  Digital Tools
Reproduction prohibited © TC Media Books Inc.
As with the workbooks, the digital ipbook of the teacher’s guide of Zipline (which brings together
all of the additional material) allows teachers to project reproducible documents using an inter­
active whiteboard or a projector. Teachers can also display there all the answers in one single click.
This digital version contains all the reproducible documents in PDF format for easy printing, as
well as in modiable Word format, allowing teachers to adapt documents according to their needs.
2. Interactive workshops
The digital version of the Zipline collection contains 30 interactive workshops or quizzes per year
that are related to the content of the workbook and sorted by theme or by grammar notion. These
workshops are accessible throughout the pages of the digital ipbook as well as by the table of
contents of the interactive workshops. They can be completed in class using an interactive
whiteboard or else individually in learning or evaluation mode. Students can complete them
on their own in class, in the lab or at home using a computer or a tablet.
Each of the workshops includes 10 questions, with two additional tries/attempts (true or false,
multiple choice, ll­in­the­blank, matching, drag­and­drop, drop­down menus, etc.). In learning
mode, students are given a hint to help them answer questions, then the answer and feedback once
they have submitted their answers. In evaluation mode, they get no additional tries, no hints and
no answer. In both modes, however, accumulated points are displayed and are updated as the
students answer questions.
Pages of the workbook related to the workshop content
Hint
Answer
Next try
Navigation tabs
Accumulated points
Go to the next question
User­friendly learning management tools are also available to teachers with the interactive work­
shops. These tools allow, for example, for the creation of student groups, for assigning activities
to these groups in learning or evaluation mode and for consulting the results.
For more detailed information about interactive workshops, view the tutorials (in French) at
www.cheneliere.ca under the tab
/ Tutoriels or the user’s guide (in French) available
at www.cheneliere.ca under the tab
/ Guides de l’utilisateur.
Reproduction prohibited © TC Media Books Inc.
Zipline Year One  Digital Tools
375
3. Downloading the platform
The downloadable version of Chenelière Éducation’s
platform allows you to use most
of its functionalities without the need for an Internet connection. Teachers only need to connect to
the Internet to synchronize operations carried out while ofine. Please note that certain functionalities, like accessing a website or assigning an interactive workshop to students, require an Internet
connection.
Download
button
For more information about downloading the platform, view the Downloading the platform
(in French) tutorial or consult the user’s guide in French at http://platform.cheneliere.ca/beta/
pages_info/iplus-secondaire/guides.php.
4. Tablet versions of the interactive workshops and student flipbooks
In addition to being available to teachers and students on computers, Chenelière Éducation’s interactive workshops are also accessible on iPad and Android tablets. This allows students to complete
workshops on their tablets.
For more information regarding the Chenelière Éducation application for iPad, consult the user’s
guide and tutorials (in French) describing the functionalities of the Chenelière Éducation application
for iPad at www.cheneliere.ca under the tab
/ Guides de l’utilisateur and / Tutoriels.
376
Zipline Year One  Digital Tools
Reproduction prohibited © TC Media Books Inc.
DIGITAL TOOLS OFFERED WITH ZIPLINE
The Zipline collection is available on the
The following elements are included.
platform, which is online and downloadable.
For students
• The digital flipbook version of the workbook
• Access to 30 interactive workshops and exercises with automatic feedback, to be completed
in class, in the lab or at home (these workshops are related to the workbook’s themes and
grammar notions)
• Complementary documents and all other digital content made available by the teacher
For teachers
• All printed components in digital version
• Interactive workshops and exercises with automatic feedback developed according to the structure
and progression of the collection, to be completed as a group or individually, comprised of
30 workshops related to the workbook’s themes and grammar notions
• Learning management tools to measure students’ progress
• All the reproducible documents in PDF and modifiable Word formats
• Answers that can be displayed one by one
• More than 24 hyperlinks
• Access to 22 CD tracks (recorded texts and pronunciation activities)
• Access to 99 audio tracks containing hundreds of vocabulary words
• Access to six videos with and without English subtitles
OVERVIEW OF INTERACTIVE WORKSHOPS
Completion time for each workshop is approximately 20 to 30 minutes.
A workshop is offered for each of the grammar notions presented in the Grammar Point rubrics of the
workbook. In addition, other workshops cover the grammar notions included in the Grammar Section
of the workbook. For each unit, therefore, workshops covering the notions presented in the Grammar
Point rubrics of the unit are supplemented by workshops covering other grammar notions from the
Grammar section of the workbook.
You can assign these workshops in any order you like directly from the Table of Contents of the Grammar
Section or from the “Interactive Workshops” button.
See the following pages for a list of all the workshops offered with Zipline Secondary Cycle One,
Year One.
Reproduction prohibited © TC Media Books Inc.
Zipline Year One  Digital Tools
377
Unit 1 I Want Candy!
Workshop Title
Workshop 1: Simple Present,
Afrmative and Negative, To Be
Notion Covered in Grammar
Points of the Unit
Simple present of to be and Simple present, afrmative
to have (likes and dislikes), and negative, verb to be, p. 178
p. 12
Simple present, afrmative
and negative, other verbs, pp. 184,
186
Workshop 2: Simple Present,
Afrmative and Negative, Other
Verbs
Workshop 3: Nouns, Plural Forms
of Countable and Uncountable Nouns
Notion Covered
in Grammar Section
Plural nouns, countable
and uncountable nouns,
p. 16
Plural nouns, countable and
uncountable nouns, pp. 227, 228
Workshop 4: Articles
Articles, p. 239
Workshop 5: Present Continuous,
Afrmative and Negative
Present continuous, afrmative
and negative, pp. 190, 192
Unit 2 Good Guys and Bad Guys
Workshop Title
Notion Covered in Grammar
Points of the Unit
Notion Covered
in Grammar Section
Workshop 6: Pronouns
Subject pronouns, p. 40
Subject and object pronouns,
pp. 230, 231
Workshop 7: Adjectives
Possessive adjectives, p. 40 Possessive adjectives, position
and order, pp. 232, 233
Workshop 8: Simple Present,
Question Formation and There Is /
There Are
Yes / no questions in the
simple present, p. 43
Question formation in the simple
present, there is / there are, pp. 181,
182, 183, 188, 189
Workshop 9: Present Continuous,
Question Formation
Question formation in the present
continuous, pp. 193, 194
Workshop 10: Punctuation
and Capitalization
Punctuation and capitalization,
pp. 241, 242
Unit 3 Sticky Situations
Workshop Title
Notion Covered in Grammar
Points of the Unit
Workshop 11: Imperatives
Imperatives, p. 67
Imperatives, p. 220
Workshop 12: Modals Should
and Could
Modals should and could,
p. 67
Modals should and could, pp. 222, 223
Workshop 13: Imperatives and
Modals Should, Could and Can
Imperatives and modals,
p. 67
Imperatives, p. 220
Workshop 15: Discourse Markers
Zipline Year One  Digital Tools
Modals should, could and can,
pp. 221, 222, 223
Adverbs of time and frequency,
pp. 234, 235
Workshop 14: Adverbs of Time
and Frequency
378
Notion Covered
in Grammar Section
Discourse markers, p. 68
Discourse markers, p. 236
Reproduction prohibited © TC Media Books Inc.
Unit 4 The History of Video Games
Workshop Title
Workshop 16: Simple Past,
Afrmative and Negative, To Be
and Regular Verbs
Notion Covered in Grammar
Points of the Unit
Simple past of to be and
regular verbs, p. 95
Notion Covered
in Grammar Section
Simple past, afrmative and negative,
pp. 195, 197, 201, 205
Workshop 17: Past Continuous,
Afrmative and Negative
Past continuous, afrmative
and negative, p. 209
Workshop 18: Past Continuous,
Question Formation
Past continuous, question formation,
p. 211
Workshop 19: Modals Must and
Have To
Modals must and have to,
p. 104
Modals must and have to, p. 224
Simple and compound sentences,
p. 225
Workshop 20: Simple and Compound
Sentences
Unit 5 Twisted Tales
Workshop Title
Workshop 21: Possessive Forms
of Nouns
Notion Covered in Grammar
Points of the Unit
Possessive forms of nouns, Possessive forms of nouns, p. 229
p. 124
Simple past of to be and regular
verbs, question formation, pp. 198,
199, 207, 208
Workshop 22: Simple Past, Question
Formation, To Be and Regular Verbs
Workshop 23: Simple Past of
Irregular Verbs
Notion Covered
in Grammar Section
Simple past of irregular
verbs, afrmative and
negative, p. 134
Simple past of irregular verbs,
afrmative and negative, pp. 203, 205
Workshop 24: There Was and
There Were
There was / there were, p. 200
Workshop 25: Question Words
Question words, p. 240
Unit 6 Enter at Your Own Risk
Workshop Title
Notion Covered in Grammar
Points of the Unit
Notion Covered
in Grammar Section
Workshop 26: Prepositions
Prepositions at, in and to,
p. 151
Prepositions of place, time, date
and duration, pp. 237, 238
Workshop 27: Simple Future With
Will, Afrmative and Negative
Simple future (with will),
afrmative and negative,
p. 161
Simple future with will, afrmative
and negative, pp. 212, 214
Workshop 28: Simple Future With
Will, Question Formation
Simple future with will, question
formation, pp. 215, 216
Workshop 29: Future With Be Going
To, Afrmative and Negative
Future with be going to, afrmative
and negative, pp. 217, 218
Workshop 30: Future With Be Going
To, Question Formation
Future with be going to, question
formation, p. 219
Reproduction prohibited © TC Media Books Inc.
Zipline Year One  Digital Tools
379
The most complete workbook
for enriched English!
Student Workbook
Teacher’s Guide and Answer Key
Review Unit plus six unique, high-interest themes
In every unit, varied reading, viewing, speaking and writing tasks
A nal writing project that gathers information learned in the
unit in a nal written production
An extra reading text and activity to explore the unit’s
theme further
Contextualized and decontextualized grammar exercises
A grammar section presenting grammar notions and numerous
exercises
A useful reference section that offers functional language,
strategies, tips for writing and production processes and other
grammar references
Answer key
Multiple handouts that include extra
reading activities, grammar quizzes
and exercises and evaluation tools
Two evaluation situations
A CD with pronunciation activities
and recorded texts
A DVD offering videos with and
without English subtitles
Digital Resources
With Chenelière’s new
platform, available online and downloadable, you can display, create,
personalize and share pedagogical content and so much more!
For students
For teachers
Digital Student Workbook includes a Chenelière
Éducation app for iPad
Access to a large number of interactive exercises
and workshops with automatic feedback that can
be done in class, in the lab or at home
Additional documents and digital content that
can be made available by teachers
Digital versions of all the printed material
A large number of interactive exercises and workshops with
automatic feedback that follow the progression of the workbook
and can be done in class or individually
Classroom management tools to monitor your students’ progress
All handouts in both PDF and Word formats
Answers that appear one-by-one and numerous hyperlinks
The components of
Print Version
• Student Workbook
• Answer Key
• Teacher’s Guide
Secondary Cycle One
Digital Version
• Student Workbook
(Chenelière Éducation app for iPad)
• Teacher’s Guide and Answer Key
•
platform