Go Live Sec 2 by Les Éditions CEC

English as a Second Language Cycle One, Secondary Two

LIVE ed Grammar

ent and Text-Bas Competency Developm

Louis-Xavier Roy Mathieu Garston Gwenn Gauthier

• Captivating themes for real learning CONFORMS TO THE PROGRESSION OF LEARNING

• True reinvestment activities • Videos for modelling Competency 1

English as a Second Language Cycle One, Secondary Two

2 ed Grammar

ent and Text-Bas Competency Developm

Louis-Xavier Roy Mathieu Garston Gwenn Gauthier

TABLE OF CONTENTS CHAPTERS

TASK 6 Is It True? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

OMG! Look at That!

TASK 7 Look! Vinland Is Here! . . . . . . . . . . . . . . . . . 62

VIDEO PREVIEW What to Believe? . . . . . . . . . . . 3

Go the Extra Mile

TASK 1 What’s Your Social Media Status? . . . 4

ORD CHALLENGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

TASK 2 Are You Oversharing? . . . . . . . . . . . . . . . . . 5

RAMMAR Pronunciation of t he -ed ending . . 65

RAMMAR Simple Present and Stative Forms . . . . . . . . . . . . . . . . . . . . 7

RAMMAR Past Continuous: Yes/No and Information Questions . . . . . . . . 67

C1 C2

TASK 3 Go Live! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

TASK 4 How to Deal with Dangerous Fakes . . . . . . . . . . . . . . . . . . . . . . . 12

TASK 5 Think Before You Post . . . . . . . . . . . . . . . . 17

RAMMAR Simple, Compound and Complex Sentences . . . . . . . . . . . . 18 C2

TASK 6 Putting the Brakes on Deepfakes . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

TASK 7 In My Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Go the Extra Mile ORD CHALLENGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

CHUNKING YOUR ORDS Spelling rules: -ed and -ing endings . . . . . . . . . . . . . . . 69 C2 C3

Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Chapter

Cool to Be Kind C1

VIDEO PREVIEW What Does It Mean to Be Kind? . . . . . . . . . . . . . . . . . . 73

TASK 1 The Science of Kindness . . . . . . . . . . . . . . 74

RAMMAR Nouns and Quantifiers . . . . . . . . . . . . . . 76 C1 C2

TASK 2 Go Live! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

RAMMAR Simple Present vs. Present Continuous . . . . . . . . . . . . . . . . . 29

CHUNKING YOUR ORDS Present Continuous with Have and Be . . . . . . . . . . . 33

TASK 3 What Goes Around Comes Around . . . . . . . . . . . . . . . . . . . . . . . . . 81

TASK 4 Random Acts of Kindness . . . . . . . . . . . . 85

TASK 5 Do the Right Thing! . . . . . . . . . . . . . . . . . . . . 87

C2 C3

Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Chapter

RAMMAR Prepositions of Position and Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 C2

TASK 6 Eudaimonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Lost and Found

TASK 7 The Butterfly Effect . . . . . . . . . . . . . . . . . . . . 96

VIDEO PREVIEW Treasure, Treasure Everywhere . . . . . . . . . . . . . . . . . 37

Go the Extra Mile

TASK 1 What Do You See? . . . . . . . . . . . . . . . . . . . . . 38

RAMMAR Simple Past: Review . . . . . . . . . . . . . . . . . 40 C1 C2

ORD CHALLENGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 RAMMAR Prepositions of Movement and Manner . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

TASK 2 Go Live! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

RAMMAR Phrasal Verbs with Get . . . . . . . . . . . . . . 101

TASK 3 Start Digging . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

TASK 4 OMG! I Found Something! . . . . . . . . . . . . 51

CHUNKING YOUR ORDS Do vs. Make . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

TASK 5 Finders Keepers . . . . . . . . . . . . . . . . . . . . . . . . 52

C2 C3

iv TABLE OF CONTENTS

Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Chapter

RAMMAR Past Continuous: Affirmative and Negative . . . . . . . . . . . . . . . . . . . . . . . . . 53

Chapter

Go the Extra Mile ORD CHALLENGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Uncommon Senses C1

VIDEO PREVIEW What’s in a Dream? . . . . . . . . 107

TASK 1 7 Common Meanings of Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

RAMMAR Gerunds and Infinitives . . . . . . . . . . . . . 110

C1 C2

TASK 2 Go Live! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

TASK 3 This Seems Familiar . . . . . . . . . . . . . . . . . . . 115

TASK 4 7 Seven Signs You Have Good Intuition . . . . . . . . . . . . . . . . . . . . . . . . . . 119

TASK 5 Decisions! Decisions! . . . . . . . . . . . . . . . . . . 121

RAMMAR Other Modal Expressions . . . . . . . . . . . 167 CHUNKING YOUR ORDS Phrasal Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 C2 C3

Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Chapter

The Need to Succeed C1

VIDEO PREVIEW What Is Success?

TASK 1 Unexpected Qualities . . . . . . . . . . . . . . . . . 176

RAMMAR Relative Clauses: Who and That . . . . . . . . . . . . . . . . . . . . . . . . 122

. . . . . . . . . .

175

RAMMAR Present Forms with Future Meanings . . . . . . . . . . . . . . . . . . . . 178

TASK 6 Our Amazing Brain . . . . . . . . . . . . . . . . . . . . . 126

TASK 2 Can You Say It? . . . . . . . . . . . . . . . . . . . . . . . . . 182

TASK 7 Is There Really a Sixth Sense? . . . . . . . . 130

TASK 3 Eye on the Prize . . . . . . . . . . . . . . . . . . . . . . . . 183

TASK 4 What Is Mindset? . . . . . . . . . . . . . . . . . . . . . . . 187

Go the Extra Mile ORD CHALLENGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 RAMMAR Gerunds and Infinitives: Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 RAMMAR Identify Gerunds, Verbs and Adjectives . . . . . . . . . . . . . . . . . . . . . . . . 135

RAMMAR Zero and First Conditionals . . . . . . . . . 188 C2

TASK 5 Go Out with a Bang! . . . . . . . . . . . . . . . . . . . 192

TASK 6 Individual Endeavour . . . . . . . . . . . . . . . . . . 196

Go the Extra Mile ORD CHALLENGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHUNKING YOUR ORDS Sentence construction with Would . . . . . . . . . . . . . . . . 137

RAMMAR Future Time Clause . . . . . . . . . . . . . . . . . . 199

C2 C3

RAMMAR Review the Future Forms . . . . . . . . . . . 201

Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Chapter

Behind the Mask C1

VIDEO PREVIEW What Do You Know about Superheroes? . . . . . . . . . . . . . . . 141

TASK 1 Real Superpowers? . . . . . . . . . . . . . . . . . . . . 142

RAMMAR Modals: Review . . . . . . . . . . . . . . . . . . . . . . 144 C1 C2

TASK 2 Go Live! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

TASK 3 Heroes and Villains . . . . . . . . . . . . . . . . . . . . 148

TASK 4 A Superhero, Uncovered . . . . . . . . . . . . . . 153

TASK 5 Who Should We Saved? . . . . . . . . . . . . . . . 155 RAMMAR Modals: Would . . . . . . . . . . . . . . . . . . . . . . . 156

TASK 6 What Goes Around Comes Around . . . . . . . . . . . . . . . . . . . . . . . . . 159

TASK 7 Your Super Secret . . . . . . . . . . . . . . . . . . . . . . 164

CHUNKING YOUR ORDS Expressions for Failure and Success . . . . . . . . . . . . . . . 203 C2 C3

Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

EFERENCES Functional Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Strategies and Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Verb Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Modals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

TABLE OF CONTENTS v

SCOPE AND SEQUENCE

Chapter

Make meaningful connections

Make a personal connection

Use prior knowledge

Summarize general ideas

Pay selective attention

Summarize information

Guess meaning

Guess the meaning of words

Listen the second time

Focus on important details

Why is kindness so powerful?

Speaking up for others

What do your dreams mean?

Reaching a consensus

Pay direct attention

Think about the topic (APK)

What does it take to be a superhero?

Persuading others

Predict what you’ll see next

Look at the structure to understand a text

What does it take to make it?

Speaking clearly

Behind the Mask Chapter

Persuading others

Uncommon Senses Chapter

How can you discover lost treasures in your area?

Lost and Found

Cool to Be Kind

READING

Agreeing and disagreeing

OMG! Look at That!

Chapter

WATCHING

How do you deal with the weird things you see online?

Chapter

ORAL INTERACTION

The Need to Succeed

Check for details

vi SCOPE AND SEQUENCE

Visualize the text

Use what you know

Visualize what you read

GUIDING QUESTION

STRATEGIES

STRATEGIES WRITING

GO LIVE!

C1 C2

Use a text outline

Four easy steps giving advice

GRAMMAR POINTS

• Simple Present and Stative Forms • Simple, Compound and Complex Sentences

• Simple Present vs. Present Continuous Plan your text [use the 5 Ws] to tell a story

Four easy steps to helping others

• Simple Past: Review • Past Continuous: Affirmative and Negative • Pronunciation of the -ed ending

WRITING OUTCOME

Write an opinion text about banning social media at school for school newspaper

Write a news article about an imaginary archaeological discovery

• Past Continuous: Yes/No and Information Questions Use a graphic organizer

Four easy steps to describing your feelings

• Nouns and Quantifiers • Prepositions of Position and Time • Prepositions of Movement and Manner

Write a story about how a small act had a big impact

• Get and Prepositions Plan your text using a mind map

Four easy steps to ask for and express opinions

• Gerunds and Infinitives • Relative Clauses: Who and That • Gerunds and Infinitives: Meaning

Write a magazine article explaining your personal opinion

• Identify Gerunds, Verbs and Adjectives Plan your text using a graphic organizer

Create a performance plan

Four easy steps for more accurate requests

• Modals: Review • Modals: Would • Other Modal Expressions

• Present Forms with Future Meanings • Zero and First Conditionals

Write a letter to parents explaining your superpowers

Write an aspiration and performance plan for your passion

• Future Time Clauses • Review the Future Form SCOPE AND SEQUENCE

vii

Chapter

d n u Fo

C1 C2

C1 C2 C2 C2 C1

C2 C3

VIDEO PREVIEW Treasure, Treasure Everywhere.................... 37 TASK 1 What Do You See?........................................... 38 GRAMMAR Simple Past: Review........................................ 40 TASK 2 Go Live!................................................................ 45 TASK 3 Start Digging...................................................... 46 TASK 4 OMG! I Found Something!............................ 51 TASK 5 Finders Keepers................................................ 52 GRAMMAR Past Continuous: Affirmative and Negative............................... 53 TASK 6 Is It True?............................................................. 57 TASK 7 Look! Vinland Is Here!.................................... 62 GO THE EXTRA MILE WORD CHALLENGE........................................ 64 GRAMMAR Pronunciation of t he -ed ending................. 65 GRAMMAR Questions in the Past...................................... 67 CHUNKING YOUR WORDS: Spelling rules: -ed and -ing endings ...................................... 69 Project................................................................ 70

36 CHAPTER 2 Lost and Found

How can you discover lost treasures in your area? As a child, you heard stories about lost cities, shipwrecks and buried loot. Not all are legends. Do you think you can find lost treasures near you?

d n a t s o L

VIDEO PREVIEW

Treasure, Treasure Everywhere A Match each description with the fictional person in the list.

a. Indiana Jones b. Lara Croft

GLOSSARY

c. Evelyn “Evie” Carnahan d. Benjamin Gates

iconic adjective widely recognized

1. I am an intelligent, athletic archaeologist in a video game.

2. I am the central character of the movies National Treasure I and II. 3. When I’m not searching for lost treasure, I am a university professor. My hat is iconic. 4. I am a nerdy librarian who became treasure hunter. B Name the country where each treasure is located.

Canada

China

Egypt

Peru

United States

1. An archaeologist discovered King Tut’s untouched tomb. 2. Peasants found a terracotta army under a hill in 1974. 3. In the 1980s, a treasure hunter located the wreckage of the Whydah, made famous by the pirate Sam Bellamy. 4. An explorer accidentally found the lost Inca city Machu Picchu. 5. A Norwegian explorer discovered the first known Viking settlement in North America. C Check if the statement is true or false. Explain your answer and share it with a group.

1. Gold and silver coins can’t be found in Canada

True

False

True

False

True

False

True

False

Explain: 2. It is possible to locate treasure using satellite imagery. Explain: GLOSSARY

satellite imagery noun digital pictures taken from satellites

3. The oldest artifacts in Canada are less than 1,000 years old. Explain: 4. There were once pirates in Canadian waters. Explain:

CHAPTER 2 Lost and Found 37

TASK 1

What Do You See? William Gadoury, a 15-year-old from Saint-Jean-de-Matha, Québec, made an incredible discovery in 2016. Even the Canadian Space Agency was impressed.

Before Watching 1. Pirates often buried treasure and made a map so they could find it again later.

Explain: 2. Extreme and unstable weather conditions explain the mystery behind disappearances in the Bermuda Triangle. Explain: 3. The Maya constructed stone pyramids more than a thousand years ago. Explain: B Complete the definitions with a word from the list.

constellation

correlation

1. A

groundbreaking

superimposing

theory

idea looks at something in a new way.

2. When stars form a pattern visible to the naked eye, they are called a

3. A is when we try to explain something using logic, evidence and observation, but we can’t prove it. 4.

images means placing one or more layers on top of one another so that all layers are visible at the same time.

5. A logical association between two or more things is called a

C Complete each sentence with a word from Activity A. Pay attention to context.

this old map over recent satellite images, we might find 1. By the exact location of the town’s first church. 2. The 3. There is a clear 4. This expert has an interesting disappearance of the plane. 38 CHAPTER 2 Lost and Found

Cassiopeia is only visible in the northern hemisphere. between smoking cigarettes and lung cancer. to explain the mysterious

A Decide if each statement is fact (F), theory (T) or legend (L). Take notes to explain your choice, and then discuss your answers in a group.

Strategy to help you watch HERE’S HOW TO PAY SELECTIVE ATTENTION:

• Read the questions before you listen. • Take notes below each question as you watch.

While and After Watching D Answer the following questions.

1. Why did William Gadoury start his research on the lost Mayan city?

2. According to William, how did the Mayans decide where to place their cities?

3. Why did William believe there was a missing Mayan city?

4. In what country is the missing Mayan city supposed to be?

5. What could the square-shaped area be?

6. Some Mayan experts said that William’s theory was not accurate. Do you think that William should continue his research to find lost Mayan cities? Explain.

CHAPTER 2 Lost and Found 39

Simple Past: Review Affirmative Verbs that use the -ed ending with all subjects are called regular verbs.

I You He/She/It We You They

arrive

call

arrived arrived arrived arrived arrived arrived

called called called called called called

talk

wait

talked talked talked talked talked talked

waited waited waited waited waited waited

For a complete list of spelling rules for irregular verbs in the past, see page 69. Verbs that do not use the -ed ending are irregular.

Subject/Pronoun

I You He/She/It We You They

was were was were were were

IRREGULAR VERBS eat

ate ate ate ate ate ate

know

knew knew knew knew knew knew

put

put put put put put put

have

have have have have have have

Irregular verbs in the simple past are some of the most common words in English, such as had, knew, put and was. Memorize the 30 highlighted words in the irregular verbs list on page 221.

Using the simple past Use the simple past to describe finished actions and events. Common keywords with the simple past include yesterday, ago and last plus a specific past time. Many other expressions of past time are possible. I spoke to Audrey yesterday. My brother left for school five minutes ago. She visited her grandma last week.

Phil argued with the teacher during class. My friends were on the bus this morning. They discovered a lost Mayan city in 2010.

COMMON MISTAKE

In French, the most common way to describe past actions is avoir + verb: je suis arrivé, tu as appelé, elle a mangé (passé composé). In English, a simple past verb is one word. Do not add have before the verb to describe a past action in English. I have arrived last night. You have called yesterday. She has ate. I arrived last night. You called yesterday. She ate.

40 CHAPTER 2 Lost and Found

Subject/Pronoun

REGULAR VERBS

Negative

SUBJECT/ PRONOUN

I You He/She/It We You They

BE Full form

was not were not was not were not were not were not

Contracted form

wasn’t weren’t wasn’t weren’t weren’t weren’t

OTHER VERBS

Contracted form

Full form

did not go did not have did not listen did not look did not swim did not talk

didn’t look didn’t have didn’t talk didn’t listen didn’t go didn’t swim

Interrogative To be To make a question with the verb to be in the simple past, place was or were before the subject. To form an information question, use a question word (QW) before the verb. YES/NO QUESTION To be + subject (S) + rest of question

Was I the first person in class today? Was Lucas with you yesterday? Was she sad this morning? Were you upset last night? Were they in class this morning?

INFORMATION QUESTION QW + to be + S + ROQ

When was I on your team again? Who was with you yesterday? How was she this morning? Why were you upset last night? Where were they this morning?

Other verbs To make a yes/no question in the past for all other verbs, add did before the affirmative form. The verb stays in its base form. To form an information question, use a question word (QW) before did. YES/NO QUESTION Did + subject + verb + ROQ?

Did I miss anything in class yesterday? Did you see him last night? Did he come to your house on Saturday? Did Lorraine call you yesterday? Did they refuse to see you?

INFORMATION QUESTION QW + did + S + V + ROQ?

What did I miss in class yesterday? Where did you see him last night? Why did he come to your house? When did Lorraine call you? Why did they refuse to see you?

COMMON MISTAKE

French speakers often conjugate verbs when they use the negative or interrogative forms in the past. Je n’ai pas vu. Vous êtes partis. Es-tu allé …? In English, use the base form of the verb after didn’t or did. I didn’t went to school. She did not saw me. Did you ate your breakfast? I didn’t go to school. She did not see me. Did you have breakfast? CHAPTER 2 Lost and Found 41

Practice A Identify the verb in parentheses as regular (R) or irregular (IR). Then, complete the sentence in the simple past. Last, underline the time marker.

found

Example: Last week, Manuel (find)

a few old coins in his yard.

1. Last night, Manuel (show)

R IR

us his findings.

2. His sister (buy)

R IR

a new cellphone yesterday.

3. The city mayor (open)

R IR

a 100-year-old time capsule

R IR

the site

R IR

4. Using old pictures, Stuart (locate) of an old fort last year. 5. She (leave)

6. Last summer, the Joneses (renovate) and (discover)

R IR

the store just a few minutes ago. their kitchen

very old newspapers inside the walls.

7. In 2020, a pandemic (hit)

in muddy trenches where they (lose) 9. I think Leo (arrive)

many objects.

here the day before yesterday.

10. During last summer’s drought, Emmy (see)

R IR R IR

the entire planet.

8. During the First World War, many soldiers (live)

R IR

the remains

R IR R IR R IR R IR

of a boat in the shallow waters of the river near her home. B Complete each sentence with the correct form of to be in the simple past.

1. Lizzie (affirmative) 2. They (negative)

my best friend during our primary school years. in a good mood yesterday.

3. Félix and Alexia (affirmative)

on a date together last Saturday.

4. Her cousin (negative) 5. We (affirmative) 6. It (affirmative)

present for the wedding celebration. the first ones to try this new app last year. our first victory in six games!

7. The principal (negative) 8. Nabil and his teammates (affirmative)

42 CHAPTER 2 Lost and Found

in her office this morning. ready when the game started.

three days ago.

C Use the simple past of the verb in parentheses to complete the sentence. Pay attention to context. If it is negative, use contractions.

to me yesterday. I (have)

Something very surprising (happen) a car accident, but it (turn) I (stop)

out to be a good thing!

at a red light and (wait)

for the light to turn

green. Unfortunately, the driver who (be) on his phone and (see, negative)

just behind me (be) me stop.

fast enough, so his car (bump)

into mine. I (feel)

the impact all through my body, and I (go) into shock. The other driver (come)

me and (ask)

to check on

me if I (be)

okay. I (know, negative)

what to say! Fortunately, we (be, negative)

seriously. He (call) driver (give)

injured

the police to report the incident. When the other his name to the police officer, it (ring)

a bell. I (realize)

he (be)

my cousin Charles! I had

not seen him in 12 years because our parents (be, negative) 15

terms. We (exchange)

on good

phone numbers and (decide)

to keep in touch. Yesterday I (lose)

a car bumper, but I (reconnect)

with a long lost relative!

D Read the answer and write the missing question.

Example: Question: Where did you go yesterday? Answer: I went to my uncle’s cottage yesterday. 1. Question: Answer: I arrived home at 10 p.m. 2. Question: Answer: Teresa was sad because her dog died last week. 3. Question: Answer: I chose the blue sweater. 4. Question: Answer: I met a funny guy named Luke at the party yesterday. 5. Question: Answer: They saw a chipmunk in the backyard. CHAPTER 2 Lost and Found 43

E Answer the following questions with complete sentences using either the affirmative or negative form. Answer based on events in your life.

1. Did you visit a museum last summer?

2. Did you lose something at school last year?

F Complete these sentences using the simple past. Use any three verbs from the list and different subjects and pronouns in each sentence.

get

lose

read

speak

write

1. Affirmative: Last night,

2. Negative: Two days ago,

3. Interrogative:

yesterday?

G Correct the errors found in each sentence.

1. I didn’t had enough time to complete the exam last class. 2. Did you found your lost keys? 3. We have studied for our science exam together last night. 4. Did she called you yesterday? 5. They was not sure to come when I invited them. 6. Many people believe that the treasure did’nt sink with the ship. 7. I have retrieved these coins from under the garage when we repaired its foundation. 8. Did she was happy when she discovered the ruins using satellite imagery? 9. My sister gone to the park with her friends yesterday. 10. Dikembe were in my class last year. 44 CHAPTER 2 Lost and Found

3. Did you believe in treasure stories when you were young?

TASK 2

C1 C2

Go Live! When you need to help someone, it’s important to know how to present your ideas clearly. Let’s try to help someone who needs assistance.

Before Watching A Answer the following questions before watching a video.

1. When you see that someone needs assistance, how do you offer to help that person?

2. How can you make sure you understand what that person needs?

While Watching B Write the functional language you hear in the video for Steps 1 to 4. STEP 1: Start with an offer to help

STEP 2: Identify the person’s needs

STEP 3: Give directions by using clear markers

STEP 4: Offer more assistance, if necessary

After Watching C With a partner, imagine this is a map of your local area. Your partner wants to know how to go to the best place to look for treasure. 1. Put an “X” in one of the blue signs. Keep your choice secret. 2. Next, use the functional language in B to help your partner find your sign. Avoid using gestures or body language. 3. Offer more assistance if your partner is having trouble. 4. Finally, switch roles. CHAPTER 2 Lost and Found 45

TASK 3

Start Digging! Your house, school or whole town might be standing on centuries-old traces of the past. Are you ready to discover what may lie under your feet?

Before Reading A Choose the best definition. Then, compare your answer with a partner’s.

is rare.

is precious to someone.

has a lot of history.

is valuable.

was lost but found much later.

belongs to you.

B Answer these questions from personal experience.

1. Has a relic been passed down from generation to generation in your family, such as a piece of jewelry, a painting, a piece of furniture or cutlery? How old do you think it is?

2. Which of these treasures would you most like to find? a.

300-year-old cast iron cannonball

3,000-year-old arrowhead

Explain: C Use context to match the underlined words with the correct definition.

a. oxidize b. ended

c. reign d. familiar

e. evergreen leaves used to make a crown f. rapid behavior changes g. very small number

1. Many metals rust when they are exposed to water. 2. The Chateau Frontenac is one of Quebec’s most iconic sites. 3. In ancient Rome, laurels were a symbol of victory and power. 4. During the teenage years, hormonal changes cause mood swings. 5. Only a handful of the endangered forest caribou still live in Gaspésie. 6. This population suffered a lot under the rule of this dictator in the 1950s. 7. I am glad that you and I finally settled our conflict.

46 CHAPTER 2 Lost and Found

A treasure is something that …

Strategy to help you read HERE’S HOW YOU CAN SUMMARIZE INFORMATION:

• Underline the important words and phrases in each paragraph. • Reread these terms and write short phrases in your notebook using these keywords.

Richunedesr your Feet Making exciting discoveries right under your feet is possible using a metal detector. CULTURE BOX 2

For royal names in English, say the first name and an ordinal number. Henri IV = Henri the Fourth

imprinted verb marked

Silver, gold and copper don’t rust and have been used to make coins for centuries, so your chances of finding a coin are much better than most other metal objects. A coin is imprinted on one side and a king or queen on the other side–if they are not too worn off. Learning about those queens and kings will help you identify any coins you find.

The Old Regime: 1608–1763

Louis XIV “The Sun King” (1643–1715)

Henri IV “The Good King” (1589–1610)

GLOSSARY

Samuel de Champlain established the first permanent French settlement in New France in 1608 under the reign of King Henri IV. The king was assassinated only two years later, so only a handful of his coins are found in Québec. King Henri got his nickname because he settled a bloody feud between the Protestants and Catholics. Oh, and many historians believe Champlain’s mother was one of the king’s mistresses. About the coin: Look for an H in the middle of one side of the coin.

The Sun King, as he was called, had the longest reign in French history. It was said that under his rule “the sun never set on the kingdom of France.” Under Louis XIV, the colony of New France stretched from Newfoundland to Louisiana. These coins are very collectible, especially the gold “Louis d’or,” the most valuable of the French coins. About the coin: The name stamped on the coin reads “LVD XIIII,” not “Louis XIV.”

Louis XV “The Beloved” (1715–1774) He was the last French king of New France. At the end of the Seven Year’s War, Louis XV had to surrender either his Carribean colonies or New France to Great Britain. He asked Voltaire, a philosopher, for advice. Voltaire said, “Why should we fight for a few acres of snow?” So, Louis gave New France to Great Britain. 35

At first, the king was called “The Beloved.” However, by the end of his life, France had lost much of its military and economic prestige. When he died in 1774, the French people celebrated in the streets. About the coin: Louis’ bust is facing left instead of right, and his name is written “LUD XV.” CHAPTER 2 Lost and Found 47

George III “The Mad King” (1760–1820)

William IV “The Sailor King” (1830–1837)

George won Canada for the British but lost the 13 American colonies. He had a reputation of making irrational decisions and behaving unusually, so he was nicknamed “The Mad King.” Historians think he was affected by porphyria, a disease that causes intense mood swings and turns urine blue!

Because he became king at age 64, William didn’t rule for very long. Slavery was abolished in the British colonies, including Canada, during his reign. He got his nickname because he served in the Royal Navy in his youth and was later an admiral. When William died, his niece Victoria became queen.

About the coin: George often has laurels in his hair.

About the coin: His coin is engraved “Guillaumus IIII,” the Latin form of William III.

Victoria “The Grandmother of Europe” (1837–1901)

Victoria’s rule over the British Empire was so long that this period is known as the Victorian Era. It was at this time that Canada officially became a unified country of four provinces. Victoria was deeply in love with her soulmate, Prince Albert. She never remarried after he died in 1861. She is nicknamed the “Grandmother of Europe” because she married all of her children to other European royalties. About the coin: There are many versions of the “Vicky” pennies and other coins that show the queen at different stages of her life.

Post-Confederation: 1867–today 65

Edward VII “The Peaceful” (1901–1910)

Elizabeth II (1952–present)

Although he ruled in the shadow of his mother, Edward VII settled the 850-year old dispute with France once and for all. He well deserves his nickname!

Just like her great-great-grandmother Victoria, she has had a very long reign. She is the longest serving British monarch in history. During her reign, Canada obtained its constitution in 1982. She doesn’t have an official nickname, but when she was younger, people called her “Lilibet” in reference to how she mispronounced her name. She married Prince Philipp in 1947 and they have four children.

About the coin: Edward is wearing a crown.

George VI “The Unexpected King” (1936–1952) 70

George VI became king when his older brother, Edward VIII, refused the throne to marry his American lover, Wallis Simpson, and that’s how George got his nickname. He was Great Britain’s king at its “darkest hour” in 1940 when Nazi Germany tried to invade Britain. He inspired his people into fighting off the invasion. About the coin: George has a modern look, with no crown or laurels.

48 CHAPTER 2 Lost and Found

About the coin: Like her iconic female ancestor, Elizabeth’s coins show her at different times of her life.

Post-Conquest: 1763–1867

While and After Reading D Answer the following questions.

1. Give two reasons why old coins make interesting treasures. CULTURE BOX 3 CANADIAN COINS

2. Explain why Henri IV’s coins are extremely rare in Québec.

3. What is the name of the most valuable French coin?

Canadian coins have their own names. • one cent = penny • 5 cents = nickel • 10 cents = dime • 25 cents = quarter • one dollar = loonie • two dollars = toonie

4. Which king or queen sometimes acted very strangely?

5. You found a toonie, three quarters and a dime in your pockets while doing the laundry. How much money did you find?

6. Why is Queen Victoria’s nickname “The Grandmother of Europe”?

7. Who convinced Louis XV to give up the fight for Canada?

8. Underline the correct answer. A man refused to be king so he could marry me.

• Caroline of Brunswick

I am not rust resistant. • copper • steel • silver • gold

My father might be a French king.

I faced the last invasion attempt on Great Britain.

• Queen Victoria

• Louis XIV

• Prince Albert

• William IV

• Samuel de Champlain

• George VI

• Dorothea Bland • Wallis Simpson

9. Choose one monarch and invent a nickname that is related to his or her life. Elizabeth II:

George IV: CHAPTER 2 Lost and Found 49

TASK 4

OMG! I Found Something! Strategy to help you watch HERE’S HOW YOU CAN GUESS MEANING:

• Use the images to help you guess the meaning of the new words you hear. • Use cognates to understand the content.

A Answer the following questions and share your answers with your group.

1. What is the oldest object you have ever found? Where did you find it?

2. What do you think is the best use of a metal detector? Finding valuable objects Finding and removing harmful objects

Finding very old objects, no matter their value Finding and picking up trash

Explain:

While and After Watching B Answer the following questions with information from the video.

1. Where do Laurie and Eric usually look for lost objects?

2. Besides a metal detector, name two other pieces of equipment that you need to when searching for lost objects.

3. What other objects will you find when you dig for treasure?

4. How do metal detectors work? They use infrared light.

They use an electromagnetic signal.

They use sonar waves.

They use X-ray images.

5. What can you overlay on a satellite image to find interesting places to explore?

50 CHAPTER 2 Lost and Found

Before Watching

6. What period were Laurie’s favourite coins made in?

7. Name three countries that produced some of the old coins that we can still find in Québec.

8. Which one of his findings did Eric give to Laurie?

9. What was the inscription on the William IV token that Laurie found?

10. Where were Shako plates placed on old military uniforms?

C Answer these questions and discuss your answers with a partner.

1. Which one of the objects found by Laurie and Eric do you find the most interesting?

2. Why do you think Eric and Laurie insisted many times on asking for permission, disposing of trash and replacing grass plugs?

3. Sometimes, Eric and Laurie get hurt in their search for old metal objects. Would you risk cuts and bruises so you could find lost objects? Explain.

4. If you had one question to ask Eric and Laurie about metal detecting, what would it be?

Reinvest D Answer the question with a personal response and support your answer.

Your parents gave you a metal detector for your birthday. You have the choice between metal detecting a beach popular with tourists or a barren field where local legend says a battle took place in the 1700s. Where would you go first? Why?

CHAPTER 2 Lost and Found 51

TASK 5

Finders Keepers A In teams of three or four, role-play the following situation. Students B, C and D try to convince Student A, the diver, to reveal the shipwreck’s location.

SITUATION

Scuba diver: You don’t know what to do with your discovery. You have no idea how old or how valuable the objects are. You want to keep the location secret to prevent looting. You don’t have the equipment such as sonar and waterproof metal detectors to explore the site. Other people want you to reveal your secret. Be ready to negotiate with them!

Collector: You want to buy the artefacts to display in your house and impress your guests. You are ready to pay the diver to reveal the location so you can send your own divers. If the diver asks how much, remain vague by saying “a lot of money.” You don’t care about the history of the shipwreck.

Archaeologist: You want the diver to reveal the site of the wreckage so you and your team can accurately identify the vessel and the date it sank. You are the best qualified to do this. You would give the objects to a museum for everyone to see. You can’t pay the diver. Convince the diver to reveal the location to preserve our national heritage.

Treasure hunter (optional): You heard about an unrecovered 17th century vessel in the area. Offer to join the scuba diver on the next dive. Promise that your expertise and equipment will help retrieve more relics from the wreck. Offer to share the profits. But don’t tell the diver that you suspect they are very valuable!

B Answer the questions individually. Then explain your answers to your teammates.

1. Who do you think the diver should tell first? Explain.

2. What do you think? If a shipwreck is found, it belongs to … the person who found it

the government

3. If you were the diver, which of the following would be more exciting? discovering the shipwreck is the oldest ever found in Canada discovering the shipwreck contains the most valuable coins ever found in Canada

52 CHAPTER 2 Lost and Found

An amateur scuba diver found an old shipwreck while diving in the St. Lawrence River. The diver found some silver cutlery in the wreck. Word spread, and two days later, three people came to the diver’s house asking for directions to the shipwreck.

The Past Continuous Affirmative VERB

Subject/ Pronoun

I You He / she / it We You They

eat

cry

play

was going were going

was eating were eating

was crying were crying

was playing were playing

was going were going were going were going

was eating were eating were eating were eating

was crying were crying were crying were crying

was playing were playing were playing were playing

Using the past continuous Use the past continuous to express: • an action that was in progress, or not completed, at a specific moment in the past

action in progress

I was watching my favourite vlogger at 9 p.m. last night. • an action that was in progress when a second action interrupted it

action in progress

action completed

I was looking for my cat in the park when I found a soccer ball in the bushes. • two actions that were in progress at the same time

action in progress

Joey and Mia were texting on their phones while their teacher was talking about homework. Keywords used with the past continuous include while, when, during and at. • when + specific mention of time • at + specific mention of time • while + period of time • during + event (used with a noun)

CHAPTER 2 Lost and Found 53

Negative VERB

I You He/She/It We You They

was not / wasn’t going were not / weren’t going was not / wasn’t going were not / weren’t going were not / weren’t going were not / weren’t going

eat

cry

was not / wasn’t eating were not / weren’t eating was not / wasn’t going were not / weren’t going were not / weren’t going were not / weren’t going

was not / wasn’t crying were not / weren’t crying was not / wasn’t crying were not / weren’t crying were not / weren’t crying were not / weren’t crying

Jin was talking, but Troy was not listening. I know Lisbeth wasn’t shopping at 10 a.m. because I saw her at the soccer field at that time. They weren’t working on their project when the teacher came back into the room. COMMON MISTAKE

Use the simple past when referring to a completed past action. When the action was still in progress at a specific time in the past, use the past continuous. I cleaned my room this morning. I was cleaning my room when he arrived. She watched a movie and ate popcorn yesterday. She was eating popcorn while she was watching the movie last night. They didn’t play football last night. They were not playing football at 6:30 p.m.

Using be and have in the past continuous The verb to be can be used in the past continuous to talk about temporary behaviours. Use to have in the past continuous to talk about eating something or about experiencing good or bad times She was being a nuisance while we were studying. Why were you being so silly when I saw you? Zoe was having breakfast when I went into the kitchen. They were having fun during the game.

Practice A Complete the sentences with when, while, during or at.

1. Olivier was excavating his backyard 2. The French were trying to hold the fort 3. I noticed that Carrie was sleeping 4. Archaeologists were digging on that site 5. She was digging for coins 54 CHAPTER 2 Lost and Found

he discovered an old cannonball. the British were attacking. the show last night. this time last year. she found an antique brooch.

Subject/ Pronoun

B Complete each sentence with the past continuous.

1. The ship (sail)

very close to the shore when it hit rocks

and sank. 2. I (try)

to explain the game rules while they (play) .

3. Percy Spencer discovered the heating power of microwaves by accident one day while he (work)

on the radar.

4. We (pay, negative)

attention to him while he (scream) at us during the game.

5. Queen Victoria (rule)

over Great Britain at the time

Big Ben was being built. 6. Howard Carter’s men (explore)

the Valley of the Kings

when they uncovered a perfectly preserved pharaoh’s tomb. 7. My brother (ride, negative) 8. Stacy (use)

his scooter when he texted me. a metal detector on the beach around 10 a.m.

this morning. 9. The police officers (secure) (help)

the scene while the paramedics the people who were hurt in the train collision.

10. William Gadoury (match)

Mayan cities to constellations

when he noticed that one star didn’t have a corresponding city. C Answer the questions using information from your personal life.

1. What were you doing at 9:00 this morning?

2. What were your parents doing when you went to bed last night?

3. What was your best friend doing the last time you saw him or her?

4. What was your teacher doing when you walked into the classroom?

5. What were you doing at this time yesterday?

CHAPTER 2 Lost and Found 55

D Look at the pictures and write what people were doing when they took a selfie at 3 p.m. 1

my cousin Tami

my brother and his friends

my uncle Steve

At 3 p.m. yesterday, …

2. 3. E Complete each sentence with the simple past or the past continuous.

1. The kids (play)

in the park when it started to rain.

2. Last night, my friends and I ate pizza and (watch) 3. My parents (fall)

in love at university.

4. Alejandro (forget)

to bring his binder to English class last Tuesday.

5. Sofia (understand, negative)

what the teacher was explaining.

6. They (sing)

in the next room while I was trying to sleep!

7. She (buy) 8. I (take)

a horror movie.

a new car three days ago. a shower at the time she tried to call me.

9. She (paint) the paint bucket.

the porch when she (spill)

10. My two sisters (argue, negative) they (practise)

when you heard them; a scene for their drama class.

F Correct the error in each sentence.

1. Maria and Leyla was chatting at 7:30 last night. 2. Theodore was liking to read about pirate treasure stories when he was 8. 3. When I got home around 4 p.m., my father mowed the backyard lawn. 4. Last weekend, they explored a new area, but they were not detecting any buried coins. 5. She played the piano when a string broke. 56 CHAPTER 2 Lost and Found

TASK 6

Is It True? Shipwrecks and buried treasures are an important part of our culture. Many are just legends, but others are true. Are there any lost treasures in your area?

1. Divers often find artifacts from the nine ships from Hovenden Walker’s fleet that sank near Ile-aux-Oeufs in 1711.

Explain: 2. In Beauce, there’s a story about a chest filled with silver coins that was lost in the Rivière Chaudière at the Sault-du-Diable in 1775. Some think it’s still there. Explain: 3. In 1838, the Colborne sank in a storm near Chandler in Gaspésie. Rescuers found only five of the 40 crates of silver coins aboard. Explain: 4. Many people believe pirates hid treasure on Oak Island in Nova Scotia. The TV series The Curse of Oak Island tells the story of the Lagina brothers’ attempts to solve the mystery. Explain: B Use context to help you complete the definition with the correct word from the list.

1. A small group of boats sailing together is called a 2. A drought flotilla looted opponent shallow tides turmoil

means there hasn’t been any precipitation in a long time.

3. A is the regular, natural phenomena that causes the water level of large bodies of water to rise and fall. 4. A situation that is in

is troubled and confused.

5. During wartime, invaders sometimes and museums to take valuable treasures for themselves.

houses, churches

6. A body of water that is not very deep is

7. Another word for adversary or enemy is

CHAPTER 2 Lost and Found 57

Strategy to help you read HERE’S HOW YOU CAN GUESS THE MEANING OF WORDS YOU DON’T KNOW:

• Look for an explanation of the word in the text or use nearby cognates to help you guess the meaning. • Pay attention to the context of the sentence or paragraph.

Lost Treasures of

New France

Canada has its own lost treasure stories. Here are three that happened in the last years of New France, during the Seven Years’ War between the French and the British.

The Runaway Flotilla (November 1759) 5

After the capture of Québec by the British in September of 1759, many merchants and nobles from Trois-Rivières and Montréal wanted to return to France. They organized a flotilla of nine ships with their most precious possessions. Their plan was to sail past the British guns at Québec.

On November 23rd, despite terrible weather, the organizers decided to take their chances. To avoid attack from British cannons, they sailed very close to the south shore of the river. The water there was very shallow. Unfortunately, three of the ships ran aground under high winds. The Duc de Fronsac, the Soleil Royal and the Maréchal de Senneterre sank between the Rivières Chaudière and Etchemin. Because of the ongoing war, the tale of the lost ships was forgotten.

GLOSSARY

ran aground phrasal verb hit the bottom of a body of water, usually causing damage to the hull of the boat sank verb past tense of sink

Then, in the summer of 1916, during a severe drought, the St-Laurent was so shallow at low tide that the cannons from the sunken ships were visible.

The Canadian Ministry of Fisheries and Oceans made a sonar map of the river in this area in 2006. They identified the remains of two ships. In 2009 and 2011, research by archaeologists from the Université de Montréal concluded that the ruins were two of the three ships that sank in 1759. The wrecks are unexplored. So, it is very possible that many French coins and relics still lie at the bottom of the Fleuve St-Laurent near Lévis.

58 CHAPTER 2 Lost and Found

The

The Valiant Garrison’s Silver (August 1760) 30

In 1760, British soldiers were preparing a massive attack on Montréal from three different directions. One group had to sail down the St. Lawrence River from the west. Fort Lévis, a small French garrison in the Thousand Islands, stood between them and the city. Near present-day Ogdensburg, NY, a mere 300 men under Captain Pierre Pouchot defended the fort. His British opponent, Field Marshall Jeffery Amherst, had 11,000 men. Pouchot’s men fought bravely for nearly a week. They blocked Amherst’s advance on Montréal and disabled three British warships. On the sixth day, the French ran out of gunpowder. This forced Pouchot to surrender. However, Amherst did not give Pouchot and his men “the Honours of War,” a military tradition that gave the losing side the right to go back home with their muskets and everything else they could carry.

Amherst told Pouchot that he and his men would be prisoners of war. The British would take everything in the fort. According to legend, Pouchot chose to bury the garrison’s pay, mostly silver coins, rather than give it to the British. Pouchot was sent back to France and never returned. As the story goes, one of his descendants came to Canada many years later. He borrowed a boat and went to the ruins of the fort on the small island. It is said that he found the garrison’s buried coins and headed back toward the mainland. However, his boat capsized, sending him and the silver coins to the bottom of the river. In 1959, workers on the St. Lawrence Seaway dredged the channel and submerged the remains of Fort Lévis. To this day, no one knows for certain what happened to the garrison’s silver.

The Abenakis’ Looted Treasure 65

GLOSSARY

dredged verb deepened the bottom of a body of water candelabras noun holders for multiple candles hot on their trail expression very close behind guineas noun an old British coin

On October 4, 1759, a British party of 140 rangers led by Robert Rogers attacked the Abenaki village of Odanak, located near present-day St-François-du-Lac. Most of the village warriors were away hunting, so the British rangers faced little resistance. Within 30 minutes, they were victorious. They took the survivors prisoner and looted the village. The rangers stole massive gold vases and candelabras and a large silver statue of the Virgin Mary from the village church. However, Rogers soon learned that the Abenaki warriors were rushing back to the village, with the support of hundreds of French-Canadian volunteers. He quickly ordered his men to retreat along the forest trails. The Abenakis and the French chased Rogers’ men through the Appalachian woods. According to legend, the heavy gold and silver loot slowed the ranger’s

100

105

110

retreat. With angry pursuers hot on their trail, Rogers’ men decided to hide the stolen treasures near a place called Big Forks, in present-day Sherbrooke. Rogers then ordered his men to split into small groups and disperse. Rogers and some of his men escaped to New Hampshire, but around 50 of his rangers were killed or taken prisoner by their pursuers. The raid on Odanak made some of the rangers very rich. One of Rogers’ men came back with a fortune of 1,700 guineas. A British soldier’s salary was less than one guinea a month at that time! In 1816, a farmer from Hatley unearthed one of the lost gold candelabras. Since then, many people have tried to locate more of the treasure. Small objects have resurfaced in the last 200 years, but the massive gold vases and the silver statue may still be in the ground somewhere around Sherbrooke. CHAPTER 2 Lost and Found 59

After and While Reading C Answer the following questions about the three stories.

1. During what historical period did all three stories take place?

2. Why did the nine French ships sail very close to the south shore of Québec City?

4. When did archaeologists from the Université de Montréal investigate the shipwrecks?

5. Why did Pierre Pouchot have to surrender his fort?

6. Why did Pouchot hide his garrison’s pay?

7. According to legend, who found Fort Lévis’ lost coins?

8. Who was Robert Rogers?

9. What large treasures did Rogers’ men loot from the village church?

10. Where did Rogers’ men hide their loot?

D Answer the following questions and support your answers with at least one argument.

1. If you could find one of these treasures, which one would you prefer to discover?

2. Which one of the three stories do you think is the most likely to be a legend?

60 CHAPTER 2 Lost and Found

3. What caused the loss of three of the nine ships?

3. Which one of these treasures do you think is most likely to be found one day?

4. If someone finds a precious object looted from the Abenaki church, who should it be returned to? a.

The Abenaki Museum, so it can be displayed as part of Odanak’s story.

The closest Catholic church to Odanak because it is a religious object.

Nobody: the person who finds the object can keep it.

Other: Explain:

Reinvest E Choose one scenario and write a 50- to 100-word response.

1. You are the captain of the Maréchal de Senneterre. Explain to the French navy minister why you lost your ship and its precious cargo. Address your letter to Nicolas Berryer, French Ministre de la Marine. 2. You are Pierre Pouchot. Write a letter to your descendants explaining why you surrendered your fort and hid your garrison’s pay. Include instructions to find the silver coins. Address your letter to your grandchildren.

Date: To:

CHAPTER 2 Lost and Found 61

TASK 7

Look! Vinland Is Here! The lost worLD A Viking story, or saga, from the 11th century tells the story of Leif Eriksson and his crew of 30 who reached a different world they called “Vinland.” Once in their new land, they built a settlement. Of course, it was just a tall tale—or was it? In 1961, archaeologists discovered the remains of a Viking settlement at L’Anseaux-Meadows in Newfoundland. That amazing discovery proved that the sagas are real. Vikings were in North America centuries before other Europeans.

Today, many historians and archaeologists believe that Vinland was probably somewhere between Québec and Montréal where the climate is milder and the land is greener, with plenty of vines. Explorer Jacques Cartier mentioned the abundance of vines along the St-Laurent in his voyages up the river in the 1500s. Who knows? Vinland might be right here in Québec! GLOSSARY

vines noun plants that produce grapes

Write a 125-word news article about the accidental discovery of Vinland in your area by some teens. • Use the simple past and past continuous. • Refer to the use of one technology: satellite imagery, metal detector or diving equipment. • Mention the Viking artefacts that the teens found. • Plan your text by answering these six questions about the discovery. – Who? Identify the teenagers.

– How? Describe the events just before the discovery.

– Where? Describe the location.

– What? Describe the objects or ruins the teens found.

– When? State the time.

– How authentic? Describe what an expert said.

Who? A group of three teenagers from Lévis made the discovery.

How? The teens were digging in the woods when they found strange metallic objects.

62 CHAPTER 2 Lost and Found

Where? The teens found ruins near a golf course.

What? They found a sword and some jewels.

When? Last Sunday, the teens went looking for old coins with a metal detector.

How authentic? An archaeologist said that the objects were probably of Viking origin.

In this unit, you learned about things lost and sometimes found. Now it is your turn to find the next Canadian discovery of the century.

Who?

Where?

When?

How?

What?

How authentic?

I used the simple past and past continuous. The teens used one of the three technologies mentioned.

I listed the objects that were found. My text answers the six questions.

Word count:

Teenagers Discover Vinland by Accident!

CHAPTER 2 Lost and Found 63

Go the Extra Mile ord Challenge A Place the following words under the correct image.

candelabra drought laurels rust 2.

B Fill in the missing letters and find the lost word.

1. I am the first name of many French kings and of a precious coin. 2. We are a small group of ships travelling together.

g g

c k

3. This person illegally passes valuables through frontiers. 4. The underwater remains of a sunken vessel.

5. Legend says pirates buried this. 6. Indigenous people of Canada used this for their exchanges long ago.

7. This is the nickname given to Canadian two-dollar coins.

8. I am a shiny, non-rusting metal.

C Unscramble the eight circled letters and write the lost word.

D Look at the following pictures and underline the correct answer. 1

1. Last year, a huge cargo ship (dredged / ran aground / sank) near my home. 2. The criminal tried to escape, but soon the police (were hot on his trail / were in shambles / waged war on him). 3. My two sisters had a huge argument this morning, but then they (had mood swings / settled / got stuck in) their differences.

64 CHAPTER 2 Lost and Found

vines

Pronouncing the -ed ending In English, the -ed ending of regular verbs is pronounced three different ways. • The “t” sound: stopped

stop-t

• The “d” sound: opened

open-d

• The “id” sound: landed

land-id

How you say -ed depends on the sound of the last letter of the verb in the simple form.

Put your fingers on your neck and say different groups of letters. Group 1: c, ch, f, k, p, s, sh and x

You don’t feel a vibration.

Group 2: b, d, g, l, m, n, r, v and z You feel a vibration. • Pronounce t when you don’t feel a vibration. stopped sounds like stop-t • Pronounce d when you feel a vibration. cleaned sounds like clean-d • Also pronounce d with verbs ending in vowel sounds. played sounds like play-d • Pronounce id when there is a d or a t before -ed. invited sounds like invit-id NO VIBRATION

-ed sounds like /t/ c, f, h, k, p, s, x, sh, ch, gh

VIBRATION

-ed sounds like /d/ all other sounds except d and t

danced

danc-t/

robbed

/robb-d/

rocked

/rock-t/

calmed

/calm-d/

clapped

/clap-t/

called

/call-d/

fried

/fry-d/

passed

/pass-t/ed

boxed

/box-t/

starred

/star-d/

pushed

/push-t/

rolled

/roll-d/

cracked

/crack-t/

mailed

/mail-d/

crashed

/crash-t/

invented

coached

/coach-t/

buried

laughed

/laugh-t/

love

/invent-d/ /bury/ /love-d/

With verbs that end with a d or t sound, add an extra syllable. D

ended include

-ed pronounced /id/

/end-id/ /includ-id/

loot

/loot-id/

hated

/hate-id/

CHAPTER 2 Lost and Found 65

Practice Example: packed:

/pack-t/

1. loved:

8. screamed:

15. ruined:

2. liked:

9. crossed:

16. sailed:

3. hated:

10. pushed:

17. listed:

4. crushed:

11. banged:

18. buried:

5. pulled:

12. fixed:

19. kicked:

6. cried:

13. founded:

20. roasted:

7. arrested:

14. coughed:

B Underline the -ed endings that sound like /t/, double underline the -ed endings that sound like /d/ and highlight the -ed endings that sound like /id/.

Example: Last Friday night, my friends and I watched a movie and ordered pizza. 1. The archaeologists searched the area and listed every small object they found. 2. Shawn and Ann decided to sell their car last week. 3. OMG! I think I just cracked the code! 4. She asked me to unlock the garage door for her this morning. 5. My parents grounded me last night because I lied to them about my whereabouts. 6. I used a laser device and it detected a strange cavity two metres underground. 7. Amy rushed to the airport but unfortunately, she missed her plane by just a few minutes. 8. The Vikings tried to establish a colony in North America but they faced so many difficulties that they eventually abandoned Vinland. 9. Last spring was quite warm, so the snow melted quickly and the rivers overflowed. 10. Someone dropped that coin here 300 years ago. C Write three sentences using a regular verb with the ending requested.

1. Describe one thing you did yesterday using an -ed ending that sounds like /t/.

2. Describe an activity you did last summer using an -ed ending that sounds like /d/.

3. Describe an experience you had using an -ed ending that sounds like /id/. 66 CHAPTER 2 Lost and Found

A Write the correct pronunciation of each verb using /t/, /d/ or /id/. Write the complete word.

Questions in the Past Forms Past continuous Use the past continuous when asking about actions that were in progress at a specific time in the past.

YES/NO QUESTIONS

INFORMATION QUESTIONS

Was I sleeping when you came to the house?

What was she doing outside at 5 am?

Were you playing outside during the storm?

Why were they crying during the movie?

Were they studying together in the library?

How fast were we going when the tire blew?

Was Phil working when you saw him?

Where was Phil working between 6 and 7?

Simple past Use simple past to ask about completed actions. SIMPLE PAST

PAST CONTINUOUS

Did you walk to school this morning?

Were you walking to school when I met you?

Where did she go last night?

Where was she going when you saw her?

When did they study for the science exam?

Why were they still studying at 11 p.m.?

What did you do last year?

What were you doing at this time last year?

Practice A Complete the questions using the simple past or the past continuous.

1. (your brother / to sing)

in the shower when the phone rang?

2. Where (she / to leave)

the keys this morning?

3. What (they / to talk)

about while we were not listening?

4. (Melissa / to wach)

Lost Treasures last night?

5. What (you / to do)

when I called you yesterday?

6. Where (they / to dig) 7. Why (the students / to laugh) the classroom?

when they found the old musket? when I entered

8. How (Tobias / to be)

this morning?

9. When (they / to find)

the shipwreck?

10. How much gold (the diver / to recover)

from the site? CHAPTER 2 Lost and Found 67

B Ask a question that fits each answer.

Question: Answer: I was playing hockey between 6:30 and 7:30 last night. 1. Question: Answer: She was trying to locate her cellphone when I saw her. 2. Question: Answer: Yes, I was speaking to Sean on the phone at 9 p.m. last night.

Answer: I was crying during the movie because there were some very sad scenes. 4. Question: Answer: No, the girl was not crying when the rescuers found her in the woods. 5. Question: Answer: They were talking about their latest discoveries when I heard them. C You are a police officer. Question these four suspects about the bank robbery this morning.

Karen

GLOSSARY

CCTV abbreviation closed circuit television; security camera

Neil

Jan

a Gabriell

1. We don’t know what Karen, the bank clerk, was doing at the time of the robbery because she is nowhere on the CCTV recordings. Ask her.

2. Police officers caught Neil as he was running from the scene. We want to know the reason he was running away when the police arrived.

3. Jan was at the café across from the bank talking on his phone. When he saw the police, he threw it in the sewer. We want to know about the person on the other end of the line.

4. When the police arrived, Gabriella was hiding under a car, but she seemed more afraid of the police than anything else. Ask her about the reason she was hiding under the car.

68 CHAPTER 2 Lost and Found

3. Question:

Chunking Your

Spelling verbs with -ed and -ing

ords

Review these spelling rules for the simple past of regular verbs and the past continuous. SIMPLE PAST

PAST CONTINUOUS

add -ed most verbs

call jump

verbs that end in –e

agree like

called jumped

add -ing paint painting play playing

agreed liked

replace the -e with –ing arguing argue scoring score

cried bullied

add -ing after the y studying study burying bury

add d

use -ied

verbs that end in a consonant (C) and -y one-syllable verbs that end with a consonant + vowel + consonant (CVC) Verbs with two or more syllables ending with CVC *Exceptions: verbs that end in w and x

cry bully

double the last consonant and add –ed double the last consonant and add -ing.* tan fit tanned fitting rob stop robbed stopping double the last consonant if the stress in on the last syllable.* omit prefer

omitted preferred

snow fix

snowed fixed

regret model box row

regretting modelling boxing rowing

A Write the correct form of the verbs using either the simple past or the past continuous.

1. When I (enter) teddy bear. 2. The ship (travel) its hull on a reef. 3. Most people (clap)

her room, Lisa (hug)

her

near the coast when it (rip) when the show (end)

4. I found the cellphone I lost this winter when the snow (thaw)

. in April.

wood while my uncle (put) 5. My aunt (split) it in the garage yesterday afternoon. 6. Justine (photocopy) 7. In 1775, the Americans (try) accidentally (drop) 8. After they (empty) ceramic fragments in the dirt.

old maps at the city library last Tuesday. to reach Québec when they a box full of silver coins in the Rivière Chaudière. the bucket, they (spot)

CHAPTER 2 Lost and Found 69

C2 C3

Quick Facts A Read the text.

The story of Le Chameau is amazing, tragic and mysterious. In the summer of 1725, the 40-metre ship with 30 cannons set sail from France to the Louisbourg citadel. The 310 passengers included members of the colony’s elite. It was Le Chameau’s 6th voyage to North America and the first under the command of Captain Jean de Saint-James. Le Chameau was carrying a fortune in gold and silver coins—enough to pay all of the garisson’s soldiers for a year. Close to its destination, the ship sank during a powerful storm. The cause of the disaster is unclear; there were no survivors. Most of 180 bodies recovered were wearing pyjamas. The ship’s only lifeboat was never found. Local fishermen located the wreckage near a reef in 10 metres of water less than 15 kilometers from Louisbourg. In the years that followed, many attempts were made to recover its precious cargo, but they all failed. Through decades and centuries, Le Chameau was almost forgotten. Then, in 1961, treasure hunter Alex Storm started underwater research in the area after hearing the legend from local fishermen.

In 1965, he got lucky. He found the remains of the Chameau close to a reef named … Chameau Rock! Within its decayed structure, Storm and his team found 6,958 silver coins and over 500 Louis d’or, making it the greatest treasure ever found in Canadian waters. Interestingly, Storm observed that the ship was broken in two in an unusual way. Instead of breaking vertically near the centre like most ships do when they sink, the ship was broken horizontally, with its top part severed from the hull. Only something very violent like an explosion or an enormous crushing wave could explain this. We don’t know how and why this strong ship, manned by a seasoned crew, sank so close to its final destination. Historians and archaeologists are still speculating on the cause of the disaster. GLOSSARY

reef noun partly submerged rock severed verb detached; separated are still speculating expression guessing about an possible explanation

B Answer the following questions about the disaster.

1. What tells us that Le Chameau probably sank during the night?

2. What tells you that Le Chameau had a lot of gunpowder on board?

3. What was abnormal about the wreckage of the ship?

70 CHAPTER 2 Lost and Found

The Mysterious Disaster of Le Chameau

Do Your Project

Help historians and archaeologists understand the fate of Le Chameau by writing the last entries of the captain’s log.

Choice A

Choice B

Write the last three entries of Captain Saint-James’ log and leave some clues that could explain the upcoming disaster.

Form a team of three. Each teammate writes the last three entries of Captain Saint-James’ log.

Then, read your log to another student. Each partner acts as an historian or archaeologist for the other. Ask if what happened to Le Chameau is now clear.

C Write your three journal entries. Make sure to leave clues without revealing the exact cause of the disaster.

Leave some clues that could explain your version of the disaster. Read your captain’s log to your partners. Finally, try to convince your partners that your theory is the best. GLOSSARY

fate noun outcome of events, often undesired

captain’s log noun ship captain’s journal of events during a voyage

August 26, 1725, 4 p.m. We are finally close to our destination. This morning, we observed our first seagulls since e. we left Rochefort on July 24th. Winds were good on the Atlantic. We now see the coastlin , We didn’t lose any passengers during the voyage. Dark clouds are forming on the horizon but I think we can be in Louisbourg’s harbour before the storm.

Date:

CHAPTER 2 Lost and Found 71

Strategies and Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Simple Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 The Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Modals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

202

Functional Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Functional Language Greetings Hi! Hello.

Good morning. / Good afternoon. How are you?

Fine, thanks. And you?

How’s it going?

Not too bad.

How are things?

Pretty good. / Could be better.

Leave-Taking Expressions Bye. Bye for now. See you later. Take care, then. I have to go. See you soon. Asking for Identification

Giving Identification

What kind of animal is it/she/he?

It/She/He is an old …

Is it/he/she ferocious?

It/He/She is calm.

What does it/he/she look like?

It has brown eyes and a big nose.

What colour is it?

It is brown.

Is it big or small?

It is huge/tiny.

Is it round and furry?

It is not round; it is short-haired.

Discourse Markers To express a sequence or tell a story, use transition words like these:

First …

Soon after …

And then …

Finally …

It all began on (day / date).

Next …

The next thing …

Eventually …

On (date) …

So …

Third …

Now …

At (time) …

Second …

Fourth …

In the end …

It started when (event) …

After that …

Then …

Last …

One day …

After that …

Today …

On the other hand …

Since that day …

So now …

REFERENCES FUNCTIONAL LANGUAGE 203

Strategies and Tools THE RESPONSE PROCESS

Strategy

1 Explore the text • Look at the title and illustrations. • Look for words you know.

1 • Predict

• Use resources for words you do not know.

Based on what happened before, I think …

• Read each sentence. Stop and ask yourself if you understand it. • Use other helpful strategies for exploring a text.

This must be about … • Make an intelligent guess

To be a better reader, keep a reading log. • Read a paragraph or a short section. • Take notes like these. • Skim

This text is about …

o te s

• Take n

? I just read What did : Key words : to look up d e e n I s d r Wo people: Important ideas: Important t: o ask abou t d e e n I s Thing

208 REFERENCES STRATEGIES AND TOOLS

• Organize information

• Predict what the text is about.

There are several ways to document a crime scene. When the CSIs arrive, the first thing they do is record the scene on video …

• Scan for special information

2 Respond to the text • What did you discover as you explored the text? • What was interesting to you?

3 • Compare

I had the same problem. But I am different from that character.

3 Connect with the text • Do you identify with something or somebody in the text? • How do you feel about the ideas in the text? • What is your opinion about the ideas in the text?

4 4 • Go beyond the text

Go beyond the text • How does it connect with your world?

5 Use resources • Do you use these resources? – vocabulary in the chapters

I read about it in Chapter 5. It’s perfect for my writing task.

– an English learner’s dictionary – input from your classmates – input from your teacher REFERENCES STRATEGIES AND TOOLS 209

Questions in the Simple Present To Be

Verb

Subject

Am Are Is Are Are Are

I you he/she/it we you they

Rest of question

prepared? ready? cold? there? hungry? good students?

Question word

Why How Where When What Who

INFORMATION QUESTIONS Verb

am are is are are are

Subject

I you he/she/it we you they

Rest of question

here? today? now? in gym class? doing? over there?

Other Verbs Do / does

Do Do Does Do Do Do

YES/NO QUESTIONS Subject

Verb

I you he/she/it we you they

jump like need look like know

Rest of question

high? them? more? tired? sushi? Jake?

Question word

Why Where When What Who How

INFORMATION QUESTIONS Do / does

Subject

Verb

do do does do do do

I you he/she/it we you restaurants

like see arrive do want make

Question Words QUESTION WORD

USE FOR …

Who What

A person An object, animal, colour, time, etc.

Where When Why How How much

A place A time or date A reason A method Cost Quantity: non-count noun Quantity: count noun Size Height Distance

How many How big How tall How far

214 REFERENCES GRAMMAR

EXAMPLE

Who is Katie? What is in that box? What breed of cat do you prefer? What type of music is that? What time is good for you? Where is Cuba? When does the exam start? Why do you want the video? How do you make macaroni? How much did that computer cost? How much water is in your glass? How many friends do you have? How big is Terry’s dog? How tall is that tree? How far is the moon from Earth?

Rest of question

soccer? the error? tonight? for fun? to call? pizzas?

YES/NO QUESTIONS

The Simple Past To Be AFFIRMATIVE

Subject

I You He/She/It We You They

Verb

was were was were were were

NEGATIVE

Rest of sentence

Subject

Verb + not

in the classroom. very late. in the gym. with the rabbits. first in line. on their way to Mars.

I You He/She/It We You They

was not / wasn’t were not / weren’t was not / wasn’t were not / weren’t were not / weren’t were not / weren’t

Rest of sentence

at the dance. happy. here. clear. home. in the classroom.

Other Verbs AFFIRMATIVE Regular verbs Subject

Verb

Rest of sentence

irRegular verbs Subject

Verb

Rest of sentence

I You He/She/It We You

visited enjoyed jumped talked danced

Molly. the music. on the chair. for five hours. all night.

I You He/She/It We You

went saw ate chose won

to a concert. the accident. everything. the perfect dress. the game.

They

wondered

about it.

They

shot

a video.

• Form the simple past of regular verbs by adding -ed to the verb. viewed walk walked view • If the verb ends in e, just add -d. liked move moved like • If the verb ends in a vowel + consonant, double the consonant before adding -ed. dropped stop stopped drop • If a verb ends in a vowel + y, add -ed. played play • For verbs that end in a consonant + y, change the y to i and add -ed. cried try tried cry

• The -ed ending has three different sounds. d as in gained (gain-d) t as in stopped (stop-t) id as in provided (provid-id)

• Irregular verbs* change form. ate go went eat * See page 220 for a list of common irregular verbs.

These words are often used with the simple past: ago, yesterday, last night/week/month/year/ Wednesday. REFERENCES GRAMMAR

215

Common Irregular Verbs BASE FORM

SIMPLE PAST

BASE FORM

SIMPLE PAST

BASE FORM

SIMPLE PAST

awake

awoke

find

ride

rode

was, were

fly

found flew

ring

rang

bear

bore

forbid

forbade

rise

rose

beat

forget

forgot

run

ran

become

became

forgive

forgave

say

said

begin

began

freeze

froze

see

saw

bend

bent

get

got

sell

sold

bet

give

gave

send

sent

bid

went

set

bind

bound

grow

grew

shake

shook

bite

bit

hang

hung

shed

bleed

bled

have

had

shoot

shot

blow

blew

hear

heard

shut

break

broke

hide

hid

sing

sang

bring

brought

hit

sink

sank

build

built

hold

held

sit

sat

burst

hurt

sleep

slept

buy

bought

keep

kept

speak

spoke

catch

caught

know

knew

spend

spent

choose

chose

lay

laid

stand

stood

come

came

lead

led

steal

stole

cost

leave

left

swim

swam

cut

lend

lent

take

took

deal

dealt

let

teach

taught

dig

dug

lie

lay

tear

tore

did

light

lit

tell

told

draw

drew

lose

lost

think

thought

drive

drove

make

made

throw

threw

drink

drank

mean

meant

understand

understood

eat

ate

meet

met

wake

woke

fall

fell

pay

paid

wear

wore

feed

fed

put

win

won

feel

felt

quit

wring

wrung

fight

fought

read

write

wrote

220 REFERENCES GRAMMAR

The 21 irregular verbs highlighted in yellow are part of the 100 most common words in English. Try to memorize these verbs over all others.

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