Full circle by Les Éditions CEC

English as a Second Language SECONDARY 5

FULL

IRCLE Competency Development and Text-based Grammar

Margaret-Anne Colgan Angelo Georgakatos Robert Thérien

INCLUDING Ample practice for oral interaction Real-life themes and authentic texts Complete preparation for the Ministry exam Self-correcting interactive activities

CONFORMS TO THE PROGRESSION OF LEARNING

TABLE OF CONTENTS CHAPTERS

CHAPTER 01

BUYING SMART ....................................................... 3 C1 Warm Up Money Quiz ................................................. 4 C2 TASK 1 WATCHING A Master Reviewer, Part 1................. 5 C2 TASK 2 READING To the Top of the List ............................ 7

G RAMMAR FOCUS Modals: Modifying the Meaning of a Verb .............................................. 12 C2 TASK 3 WATCHING A Master Reviewer, Part 2 .............. 13 C2 TASK 4 READING Let’s Get Smart about Money ............. 15 C1 TASK 5 TALKING Student Council ................................. 20 C1 C2 WRAP UP ................................................................. 21 C3 TASK 6 WRITING Opinion Text and a Focus on the Introduction ............................. 22 C1 C2 C3 QUICK EXAM PRACTICE

Identifying Essential Information ............................ 24

G RAMMAR FOCUS Gerunds ................................................ 65 C2 TASK 4 WATCHING 5 Psychological Tricks

You’re Not Taught in School............. 66

C1 TASK 5 TALKING Battle It Out in a Debate! ................... 68 C1 C2 WRAP UP ................................................................. 69 C3 TASK 6 WRITING Persuasive Text and a Focus on Body Paragraphs .......................... 70 C1 C2 C3 QUICK EXAM PRACTICE Developing a Position .......................................... 72

CHAPTER 04

SPREADING YOUR WINGS ......................... 75 C1 Warm Up Quiz Time ................................................... 76 C2 TASK 1 READING Leaving the Nest ............................... 77

G RAMMAR FOCUS Conditional Forms ................................. 82 C2 TASK 2 WATCHING A Gift of the Road .......................... 83

CHAPTER 02

IN REAL LIFE (IRL) .............................................. 27 C1 WARM UP What’s Your Stress Level? ............................... 28 C2 TASK 1 READING From Fight or Flight, to Using Stress for Success .............................. 29

G RAMMAR FOCUS The Present Perfect ................................ 34 C2 TASK 2 WATCHING The Key to Overcoming Social Anxiety ................................ 35 C1 TASK 3 READING Live Your Best Life .............................. 37 C2 TASK 4 WATCHING Why Does Pet Therapy Work? ....... 42 C2 TASK 5 TALKING Psychology 101 ................................ 44 C1 C2 WRAP UP ................................................................. 45 C3 TASK 6 WRITING Narrative Text and a Focus on Paragraph Writing......................... 46 C1 C2 C3 QUICK EXAM PRACTICE Chronology in Texts ............................................. 48

CHAPTER 03

AFTER THE BELL RINGS ................................. 51 C1 WARM UP What’s the Activity? ....................................... 52 C2 TASK 1 READING Life on the Outside ............................ 53 C2 TASK 2 WATCHING The Rise of Esports .......................... 58 C2 TASK 3 READING Over and Beyond ............................. 60

TABLE OF CONTENTS

C1 TASK 3 TALKING What Would You Do? ....................... 85 C2 TASK 4 READING Not Leaving the Nest ........................ 86 C2 TASK 5 WATCHING The Bachelor Ship .......................... 91 C1 C2 WRAP UP ................................................................. 93 C3 TASK 6 WRITING Comparative Text and a Focus on the Conclusion ............................. 94 C1 C2 C3 QUICK EXAM PRACTICE Annotating Information ........................................ 96

CHAPTER 05

BEST. PARTY. EVER. ........................................... 99 C1 Warm Up The Greatest Gatherings ............................ 100 C2 TASK 1 READING Let’s Get Together and Feel Alright .... 101 C2 TASK 2 WATCHING Dinner with Strangers .................... 106 C2 TASK 3 READING The City of Festivals ........................ 108

G RAMMAR FOCUS Direct and Indirect Speech .................. 113 C1 TASK 5 TALKING Create and Critique ......................... 114 C2 TASK 4 LISTENING Party Like It’s 1945 ...................... 115 C1 C2 WRAP UP ............................................................... 117 C3 TASK 6 WRITING Descriptive Text and a Focus on Using a Checklist ........................ 118 C1 C3 QUICK EXAM PRACTICE Summarizing ........................................................... 120

SECTION 01

SECTION 02

GRAMMAR

CHAPTER 01 POINT 1 Pronouns .............................................................. 124 POINT 2 Present and Past Verbs .......................................... 129 POINT 3 Modals ................................................................ 136

CHAPTER 02 POINT 4 Nouns, Quantifiers, Possessive Forms of Nouns, Possessive Adjectives ............................ 143 POINT 5 Present and Past Perfect Verbs ............................... 149

CHAPTER 03 POINT 6 Simple Sentence, Compound Sentence and Parallel Structure ............................................ 156

SECTION 03

POINT 7 Future Forms ......................................................... 162 POINT 8 Gerunds and Infinitives ......................................... 171

CHAPTER 04 POINT 9 Complex Sentences .............................................. 177 POINT 10 Conditional Sentences ........................................ 186 POINT 11 Transitional Expressions, Punctuation and Capitalization ............................................. 193

CHAPTER 05 POINT 12 Direct and Indirect Speech ................................. 200 POINT 13 Adjectives Basics, Comparatives and Superlatives ................................................ 206 POINT 14 Adverbs ............................................................. 212

EXAM PRACTICE

FIRST PRACTICE EXAM

SECOND PRACTICE EXAM

PREPARATION Reading and Reviewing Strategies ....................................... 220 Responding to the Texts ........................................................ 221 ORAL INTERACTION Words to Keep the Discussion Going ................................... 222 Practising Arguments ............................................................ 223 Group Discussion ................................................................ 223 WRITTEN PRODUCTION Reviewing Text Formats and Structure.................................... 224 Reviewing Transition Words ................................................. 227 Writing the Final Copy ........................................................ 227

PREPARATION Reading and Reviewing Strategies ....................................... 228 Responding to the Texts ........................................................ 229 ORAL INTERACTION Practising Substitution ....................................................230 Words for Agreeing and Disagreeing ...............................231 Practising Arguments .....................................................232 Group Discussion .........................................................232 WRITTEN PRODUCTION The Introduction and Position Statement .............................233 The Conclusion ............................................................234 Review of Body Paragraphs ...........................................235 Identifying and Analyzing the Opinion Text ........................236 Expressing Opinions Versus Facts .....................................238 Writing the Final Copy .........................................................239

SECTION 04

REFERENCES

Oral Interaction ....................................................................241 How to Research and Debate ...............................................242 Competency Strategies and Processes ..................................243 Response Process .................................................................244 Writing Process ....................................................................245 Editing Your Text ...................................................................246 Irregular Plural Nouns ...........................................................247

Simple Forms: Present and Past .............................................248 Continuous Forms: Present and Past ......................................249 Present and Past Perfect ........................................................250 Future Forms .........................................................................251 Common Phrasal Verbs .........................................................252 Common Irregular Verbs .......................................................253

TABLE OF CONTENTS

SCOPE AND SEQUENCE STRATEGIES

01 BUYING SMART

GUIDING QUESTION

ORAL INTERACTION

WATCHING

READING

How well informed are you when you shop?

Use substitution

Infer meaning Stay focused

Notice the external and internal features of a text

02 IN REAL LIFE (IRL)

03 AFTER THE BELL RINGS

04 SPREADING YOUR WINGS

05 BEST. PARTY. EVER.

What are the best strategies for dealing with life’s challenges?

Bring new ideas to the conversation

Summarize as you read

Use the RIDA strategy

How do extracurricular activities help us to discover our talents?

Engage your listeners

Pay selective attention

Identify true, semi-true and false cognates

What does it mean to be on your own?

Prepare for an oral interaction activity

Listen for context cues

Use annotations to take notes

What do you celebrate?

Communicate more convincingly

Use the blind technique to help you focus on listening

Use the RTN strategy

SCOPE AND SEQUENCE

Identify the topic sentences and thesis

Expand your vocabulary

WRITING C3

Add content to support your ideas and arguments

GRAMMAR POINTS

Pronouns: subject, object, object of prepositions, possessive pronouns and reflexive

WRITING OUTCOMES

Opinion text and a focus on the introduction

Present and past verbs, with interrogative forms Modals Logically present ideas through time or space

Nouns, quantifiers, possessive forms of nouns, possessive adjectives

Narrative text and a focus on paragraph writing

Present and past perfect verb tenses, with interrogative forms Use phrasal verbs to modify register

Simple sentence, compound sentence and parallel structure

Persuasive text and a focus on body paragraphs

Future forms Gerunds and infinitives

Wrap up ideas concisely

Complex sentences Conditionals (1st, 2nd, 3rd)

Comparative text and a focus on the conclusion

Transitional expressions, punctuation and capitalization Develop your own checklist

Direct and indirect speech Adjectives: basics, comparatives and superlatives

Descriptive text and a focus on using a checklist

Adverbs

SCOPE AND SEQUENCE

vii

CHAPTER

BUYING

GRAMMAR FOCUS Modals

SMART

How WELL INFORMED ARE YOU WHEN YOU SHOP?

LEARN MORE Money Hungry by Sharon Flake (fiction) “The Gift of the Magi” by O. Henry (short story)

What do you need to know before buying an expensive item?

Millionaire Teacher: Nine Rules of Wealth You Should Have Learned in School by Andrew Hallam (non-fiction)

How reliable are online reviews?

Confessions of a Shopaholic directed by P. J. Hogan (feature film)

How much money and stuff do you really need?

Maxed Out: Hard Times, Easy Credit and the Era of Predatory Lenders directed by James D. Scurlock (documentary) Minimalism: A Documentary About the Important Things directed by Matt D’Avella (documentary)

WARM UP Money Quiz A How can you tell the difference between something

B Choose the correct answer to complete each statement.

1. The minimum age for getting a credit card in Québec is … a. 15

c. 17

d. 18

e. 19

d. $1,200

e. $1,300

2. In 2018, the average weekly salary in Québec was about … a. $900

b. 16

b. $1,000

c. $1,100

3. The average weekly salary for Quebecers aged 15 to 24 in 2018 was about … a. $340

b. $360

c. $380

d. $400

e. $420

C Indicate whether the following statements are true or false.

1. The colour of your car affects how much you pay to insure it.

True

False

2. Automobile insurance always goes down when you turn 25.

True

False

3. Young adults know more about money than middle-aged or older people.

True

False

4. All banks charge you money to have a chequing account.

True

False

5. Canadian women are more financially literate than men.

True

False

D Answer the following questions.

1. How important is it for you to have a lot of money? Explain your answer.

2. What are three items you own that you could easily live without?

3. What are three items you own that you could not live without?

CHAPTER 1

that you want and something that you need?

TASK

WATCHING

1 C2

A MASTER REVIEWER

PART 1

Most people consult online reviews before making a decision to buy a product or service. But how reliable are online reviews? CBC Marketplace investigators set out to help us in the first part of this video called “How to Spot a Fake.”

A Choose the answer that best completes each of the following sentences. 1. When someone fooled you, you have been … a. duped

b. amused

c. helped

d. informed

2. To be accountable means the same as to be … a. measurable

b. held responsible

c. found negligent

d. trusted

3. A testimonial is … a. an exam

c. a recommendation

b. a challenge

d. a blame

4. If something is misleading, it means that it is … a. false

b. interesting

c. complicated

d. boring

c. a present

d. a reward

5. To hire someone is to give that person … a. a boost

b. a job

B With a partner, answer and discuss these questions. 1. Which of the following online review sites would you trust the most? Why? a. Amazon

c. Google

b. Facebook

d. TripAdvisor

e. Yelp

2. How important are online reviews in your decision to buy a product?

3. How many reviews do you read before deciding to buy something or not?

4. If a person writes a false review, it that a crime?

5. Is the problem of false reviews getting better or worse?

BUYING SMART

StrategY Infer meaning Watch for visuals that contribute to your overall comprehension. Focus on the general meaning, not on understanding every word.

Check Your Understanding

1. The woman called Sanpan has made thousands of fake online testimonials.

True

False

2. Her real name is Tessa Daly, of Tampa, Florida.

True

False

3. Marketplace once hired Sanpan to write a testimonial for a fake food truck.

True

False

4. Amazon recently hired more than a thousand people to write fake reviews.

True

False

5. Sanpan is actually a licensed dietician in Washington.

True

False

D Answer the following questions about the video.

1. Where did Marketplace find out that Sanpan’s real name might be Susanne Banks?

2. How did Marketplace finally get to meet Sanpan?

3. What surprised the Marketplace crew after Sanpan left, 30 seconds after they first confronted her?

Reinvest E Write three additional questions that Marketplace could have asked Sanpan when they met her in the mall parking lot.

CHAPTER 1

JOT IT DOWN What would you do if you just bought an article and found out that it was not at all like the reviews you had read about it?

C For global understanding, choose whether the following statements are true or false.

TASK

READING

2 C2

TO THE TOP

OF THE LIST

As It Happens, a CBC radio program, interviewed the owner of a restaurant in London, England, to find out how his restaurant made it to the top of the list. Read their report on the next pages.

Use resources if necessary. 1. trendy (line 3)

a. hiding the truth to obtain an advantage

2. hoax (line 21)

b. charm, air of mystery

3. deception (line 28)

c. encouragement, motivation

4. foodie (line 42)

d. cool and popular

5. mystique (line 50)

e. customer, usually in a place that serves food and drinks

6. spokesperson (line 78)

f. prank or trick played on someone

7. incentive (line 83)

g. classification, position

8. ranking (line 91)

h. gourmet, gastronome

9. patron (line 99)

i. representative of a company

B Answer the following questions with your opinion. 1. What is your personal experience with online reviews?

2. How can you spot a false review?

StrategY Practise using new vocabulary Pay attention to the words in the before reading and watching activities in this chapter as well as the contents of the glossaries for each text. Use a journal to compile new words, adding definitions and examples of your own. Reuse these words in the speaking and writing activities of this chapter.

BUYING SMART

How This Man Tricked TripAdvisor into Listing His Shed as London’s No. 1–Rated Restaurant by Jim Brown As It Happens, CBC Dec 7, 2017

likens verb compares

crafting noun creating praising verb complimenting cozy adjective warm and inviting

showcasing verb displaying the best qualities urinal cake noun small bar of disinfectant for a urinal hunk noun big, irregular piece drooling verb salivating

CHAPTER 1

There’s just one problem. No such restaurant exists.

He began crafting his own false reality by registering The Shed at Dulwich on TripAdvisor, describing it as a small, appointment-only destination for foodies. He got everyone he knows to write incredible, five-star reviews, praising the homemade food and cozy atmosphere, and of course, talking about how hard it is to get a table. He also built a website, which described The Shed as “London’s best kept secret.”

The Shed at Dulwich—which was briefly the top-rated London restaurant on the review site TripAdvisor — is actually just a shed that Butler lives in.

He was sitting in his tiny, overpriced home last spring when the idea for the elaborate hoax, which he wrote about for VICE News, struck him. “It kind of just came to me when I sat one day eating toast in the place that I live, which is a shed.”

“It’s all about mystique,” Butler said.

Food photography

“It’s not even cheap.”

gig noun temporary job pen verb to write something

“People were trying to blackmail me to get tables,” Butler told As It Happens [radio] guest host Jim Brown. “There were TV executives trying to get in contact with me, all kinds of people.”

“This is how far the housing crisis has gone,” he said with a laugh.

GLOSSARY blackmail verb to coerce someone to do something by offering money

Butler filled the site with beautiful pictures showcasing the fake restaurant’s fake food. A fudge brownie topped with whipped cream was really a painted urinal cake with a dollop of shaving cream. A hunk of bacon next to a fried egg is actually a close-up of Butler’s foot.

“I wanted people to be drooling over my foot, literally.”

The London writer has some experience with TripAdvisor deception. His first paid writing gig was to pen fake reviews for restaurants—which is against the review site’s rules. He likens the job to the famous scene in the sci-fi movie The Matrix, when the lead character learns he lives in a false reality by taking a red pill. “All of a sudden, now everything is like the false reality,” he recalls. Photo courtesy of Oobah Butler

People around the world have called Oobah Butler begging to book a reservation at his trendy London restaurant, The Shed at Dulwich.

Pretty soon the fake restaurateur starting getting calls from would-be customers seeking reservations. 65

He told them The Shed was all booked up for the foreseeable future. That just made people want to eat there more.

“People started applying for jobs at my non-existent restaurant, you know?” he said. “A PR agency wants to represent my non-existent restaurant. All this stuff, it got way out of hand.” Finally, on Nov. 1, seven months after Butler began his ruse, The Shed at Dulwich became the No. 1 London restaurant on TripAdvisor.

Oobah Butler at The Shed in Dulwich. (Photo courtesy of Oobah Butler)

Asked for comment, a TripAdvisor spokesperson told As It Happens: 80

“It is important to note that generally the only people who create fake restaurant listings are journalists in misguided attempts to test us. As there is no incentive for anyone in the real world to create a fake restaurant, this is not a problem we experience with our regular community—therefore this ‘test’ is not a real-world example.” The company also said it uses “state-ofthe-art technology to identify suspicious review patterns” to stop real businesses from manipulating their rankings.

110

She put it away. I felt kind of guilty at that point.” 115

120

But Butler didn’t stop there.

GLOSSARY foreseeable adjective predictable state-of-the-art adjective most up-to-date

100

His first real customers were an American couple on their first trip to Europe.

guilty adjective culpable; responsible for bad behaviour fessed up expression confessed; admitted

He set up tables in his garden and hired his friends to pretend to be servers and patrons. Then he stocked up on instant food, like microwave dinners and instant soup mix.

105

“We served them this food and they looked so miserable,” he said.

But as they brought in new customers, people seemed to be having a good time. All of them gave positive feedback to the servers, and some even tried to book future reservations. Even the Americans left a good review. “The power of the internet is so strong that people will not even trust what’s in front of their eyes or what is going in their mouths,” he said.

Grand opening “I’ve created this amazing reality online, now the only challenge left to do is try to re-create that in reality,” he said. “So I opened The Shed for one night only.”

”There was this moment that I can just remember so clearly. I was looking from a distance and the woman, who described herself as a foodie, she got out her phone to take a photo of the mac and cheese, looked at it through the phone, and then just didn’t take the photo.

125

After his one-night only experiment, Butler fessed up and removed The Shed from TripAdvisor.

130

“You could just say that this has proven that everything we know is just essentially nonsense,” Butler said.

135

“But I’m an optimist, so what I would say is I think that this proves that if I can make a fake restaurant in my shed … anything is possible. There you go. What about that?”

BUYING SMART

Check Your Understanding

1. What was Oobah Butler doing when he got the idea for The Shed at Dulwich, his fake restaurant?

2. What was Butler’s first paying job as a writer?

3. What are the first three steps that Butler took to publicize his fake restaurant?

4. What did Butler use to represent bacon in a photo he posted on his site?

5. According to TripAdvisor, who generally creates fake restaurant listings?

6. Who were The Shed’s first real customers?

7. When did Butler remove The Shed from TripAdvisor?

8. What are two things Butler says his experiment proved?

D For greater understanding, answer these questions about the text.

CHAPTER 1

1. What does Butler mean by “It’s all about mystique?”

2. Why do you think the American couple wrote a good review for The Shed, even though they looked miserable during their meal?

C For global understanding, answer these questions about the text.

Reinvest E Imagine you just had supper at The Shed at Dulwich and write two reviews on your experience, one positive and one negative. Include comments on the ambiance, the service and the food. Use words from your list of new words.

Positive review:

Negative review:

CHIT-CHAT With a partner or in a group, discuss the following questions. What source would you believe more, twenty online reviewers, a professional restaurant reviewer or a good friend? Why? What should online review sites do to deal with fake reviews? If TripAdvisor decided to take Oobah Butler to court for his fake reviews and website, what should a judge decide? If found guilty, what should be his punishment? Where else can we find reliable information about products and services? BUYING SMART

G RAMMAR FOCUS Modals: Modifying the Meaning of a Verb Modal auxiliaries, or modals, are words that give additional information about the main verb in a sentence. Examples of modals include must, can, could, may, might, should, would and used to. Most modals do not change form. He cans can speak Spanish. Modals have a variety of meanings, such as: can = ability may = permission

should = advice could = possibility

must = obligation might = possibility

used to = past habit could = suggestion

You could take the bus instead of the metro. Possibility: There is a bus that goes where you want to go. Suggestion: Taking the bus is a good idea. To learn more about modals, see page 172 in the grammar section.

PRACTICE A Read the following text. Pay attention to the modals highlighted in orange. Above each modal, write the meaning of the modal. Choose from the list above. We know that we cannot trust online reviews anymore. For all of us who used to consult just a few of them before buying anything online, it’s a rude wake-up call. So, what should we do to find out whether a product is good or not? Must we disregard all online reviews? If I may, let me give you two pointers on how to deal with fake reviews. You could start by using an online tool such as Fakespot or ReviewMeta to eliminate bogus reviews from a list you are consulting. Then, you might want to read many negative and positive reviews before making your decision. These simple steps could well save you from being fooled.

CHAPTER 1

A modal can have more than one meaning.

WRAP

SHOW WHAT

UP YOU KNOW

Review Questions A Let’s see how much you remember from this chapter. Answer the following questions

about the texts and videos in this chapter.

1. What is the topic of the two-part video in this chapter?

2. Give two examples from the contents of the videos.

3. What two things did the owner of The Shed at Dulwich do to promote his restaurant?

4. In the text “Are You Money-Smart?”, what are three things the author wants us to do?

What’s Your Opinion? B In a group, discuss the following questions.

1. What can we do about fake online reviews?

2. What factors influence your money decisions (friends, advertisement, fashion, etc.)?

3. What are your short and long-term financial goals?

4. What were the best and the worst things you have ever bought?

5. What are the advantages and disadvantages of having a credit card?

BUYING SMART

TASK

WRITING

6 C3

OPINION

TEXT

Read the topic and then follow the steps to write an effective opinion text.

Topic and Process Write a minimum of 225 words to express your opinion on one of the following questions: Are we happier when we buy everything we want? Are schools doing enough to teach students how to manage money? 1. Brainstorm ideas. Think about the texts and activities in this chapter for inspiration. 2. Write an outline of your opinion text that includes the following parts: Introduction: Start with a hook, a sentence about the topic that will catch the interest of the readers. Then, include a position statement, a sentence that tells readers about your opinion on the topic. Main body paragraphs: For each paragraph, present one argument to support your opinion. These arguments must be credible (statistics, examples, personal experience). You could also explain why a counter-argument is not valid. Conclusion: Write one or two sentences to close your article and leave a lasting impression on your readers. You could write a final thought on the topic, open up the debate to a different context or ask your readers a relevant question. 3. Write a rough draft. Don’t worry about spelling at this point. 4. Look at the models on the next page for examples of what to do and what not to do. 5. Don’t copy parts of the texts in this chapter; use your own words. 6. Use resources to verify your grammar, spelling and punctuation. 7. Discuss your text with a partner and exchange feedback. 8. Write your final text.

StrategY Grab your readers’ interest with a hook Think of your topic as you look up one of the following ways to open your introduction: a quotation, a paradox, an anecdote, a fact or statistic, an analogy, the definition of an important word, or a question you will answer in your text. Use an appropriate tone to reach your readers. Use words that are easy to understand. 22

CHAPTER 1

Should credit cards be available only for people over 25?

Focus on the Introduction Position Statement Writing a hook – Make sure your hook is related to the topic. – Think of an interesting way to introduce your opinion. © 2020, Les Éditions CEC inc. • Reproduction prohibited

Writing your position statement – Think of your audience as you choose the words and the tone you will use. – Think of the reasons why you feel this way about the topic. – Try to write a sentence that represents these reasons without listing them one at a time. – Use clear words to express your opinion.

WRITING CHECKLIST GOOD Every day, the average teenager spends over … Have you ever wondered why … As I was using my credit card to buy … Maurice Sendak, a famous author, said that “there must be more to life than … “ The way I see it, happiness is more due to … Consumerism may be considered bad by some, but I feel that …

NOT GOOD Are we happier when we buy everything we want? (Try not to copy the question of the text word for word.) I don’t agree and I will explain why in my text. (Try to use words that will interest your readers.) The minimum salary in Québec is too low. (Try not to go off topic.) I will explain why this is bad for your health, good for your morale and good for your social life. (Try not listing your arguments in the introduction.)

Complete Model Introduction: Do these buzzwords sound familiar to you: voluntary simplicity, frugality, minimalism? They all refer to a way of life where buying less things is supposed to make us happier. The way I see it, money does not always buy happiness, but living like a poor person when you don’t have to is a really bad idea. First body paragraph: (Negative effect on your health of spending less on food) Second body paragraph: (Positive effect on your morale of spending more on entertainment) Third body paragraph: (Positive effect on your social life of spending more on your clothes) Conclusion: (Suggestion for a balanced spending approach) BUYING SMART

QUICK EXAM

ESSENTIAL

PRACTICE INFORMATION Practise Using a Strategy A Read the following text to find out a financial advisor’s opinion about the need to

Thunder Bay Financial Adviser Says Money Management Should Be Part of School Curriculum By Jackie McKay CBC News, Thunder Bay Friday, November 10, 2017

Hydro bills, car insurance, income tax, retirement savings plans, mutual funds — when are kids and young adults supposed to be learning about these things and who should be teaching them? 5

“They’re not taking the time to sit down and teach their children about budget and finance because they know so little about it themselves.”

GLOSSARY handle verb to manage, to take care of implement verb to put into effect

“We assume parents are going to take on this role but what I find in practice is that most Canadians don’t really know a whole lot about their financial situation,” said Nicole Slongo, financial adviser with Investors Group in Thunder Bay, Ont.

Slongo believes that schools should be teaching students how to handle their personal finances. She has spoken to classes at St. Patrick High School and St. Ignatius High School in Thunder Bay about things like income tax, budgeting and how to avoid credit card debt. Practical realities students will need to deal with coming out of high school.

Curriculum changes coming 15

CHAPTER 1

On Nov. 3 Ontario’s education minister Mitzie Hunter announced changes to the Grade 10 career studies course to include financial literacy. The course will now include things like budgeting, how to use a credit card and planning for post-secondary education. It will be implemented into the curriculum in September 2018. Slongo thinks parents should start speaking to their kids about finances as soon as they get an allowance in order to teach them about saving and budgeting. A publication called Money and Youth is what Slongo suggests to help teach youth about practical financial certainties. The book covers topics like what to look for when you move out of your parents’ house, tips on buying a car and when you need to buy insurance — things many young people figure out as they go.

have money management in all schools. Highlight the essential information given in the text. Use the first two paragraphs as examples.

“We are trying to foster the idea that they are starting to be adults and are making their own decisions and that’s great news, but we’ve kind of done a bad job at giving them the tools,” said Slongo.

Avoiding credit card debt Credit card debt is one of the major problems facing young people, according to Slongo. Some young adults accrue $3,000 worth of credit card debt, then find that that debt follows them for 10 years and ends up costing them $12,000 to pay off with built in interest, she said.

Slongo believes that it’s important to start building credit history from a young age so it’s easier when it comes to buying a home or getting a loan. In order to keep a good history, she suggests youth keep their credit card limit capped at $500, in order to avoid large amounts of debt they can’t pay off. “Canadians are spending more money than they make,” said Slongo. “That’s a personal decision, but the long-term implications of that is we are going to have a less financially capable society.

Reinvest and Discuss

A With a partner, compare the essential information you chose to highlight in the text. Try to agree on what to highlight.

B With your group, discuss the following questions about the text.

Group A 1. What is the best argument for adding a money management course to the curriculum? 2. What is the worst argument for adding such a course? 3. How do your own parents compare to the typical parents mentioned in the text?

Group B 4. At what age should young children start making their own money decisions? 5. Should the government lower the minimum age for getting a credit card? 6. Do credit card companies charge too much interest on unpaid balances?

GLOSSARY foster verb to encourage or promote accrue verb to accumulate

7. What advice would you give a young teenager about money?

C Now pair up with a partner from a different group and exchange ideas. Take notes, when possible. You will be asked to write an email in response to the journalist about the article. BUYING SMART

Reinvest and Write C3 D Write a 125-word email to Jackie McKay, the author of the article, to tell her about

the results of the discussions your school had about improving the financial literacy course that is part of the curriculum. Include as many details as possible (what grades, how long, possible changes, etc.).

CHAPTER 1

SECTION 02

GRAMMAR CHAPTER 01 POINT 1 Pronouns ................................................................................................................. 124 POINT 2 Present and Past Verbs .............................................................................................. 129 POINT 3 Modals ................................................................................................................... 136

CHAPTER 02 POINT 4 Nouns, Quantifiers, Possessive Forms of Nouns, Possessive Adjectives............................... 143 POINT 5 Present and Past Perfect Verb Tenses ........................................................................... 149

CHAPTER 03 POINT 6 Simple Sentence, Compound Sentence and Parallel Structure ......................................... 156 POINT 7 Future Forms ............................................................................................................ 162 POINT 8 Gerunds and Infinitives ............................................................................................. 171

CHAPTER 04 POINT 9 Complex Sentences .................................................................................................. 177 POINT 10 Conditionals (1st, 2nd, 3rd) ..................................................................................... 186 POINT 11 Transitional Expressions, Punctuation and Capitalization ............................................. 193

CHAPTER 05 POINT 12 Direct and Indirect Speech ....................................................................................... 200 POINT 13 Adjectives: Basics, Comparatives and Superlatives ..................................................... 206 POINT 14 Adverbs ................................................................................................................ 212

123

GRAMMAR POINT

MODALS

OBSERVATION A Read the text. Notice the phrases in orange.

This Couple Retired at 30! An interview by Oceally Newburg

Can you retire at age 30 based on your money management skills? You could do it if you follow the example

of Natasha Lemay and Bernard Thompson. After only ten years of careful money management, these extreme minimalists can finally stop working and let the money they saved work for them. I interviewed them in the small apartment they used to rent, but now own. Newburg: First of all, I have to congratulate both of you for attaining your goal so quickly. (Read the rest of the interview on page 174.)

B Write one of the following words above each modal in bold in the text above to describe its meaning: possibility, ability, obligation or habit.

THEORY Modals include must, can, could, may, might, should, would, have to, and used to.

Form One-word modals AFFIRMATIVE Present form modal + base form of verb

Past form modal + have + the past participle

He could make the meal for you.

He could have made the meal, but he was too busy. NEGATIVE

He could not / couldn’t make the meal for you.

He could not / couldn’t have made the meal, but he was too busy.

INTERROGATIVE modal + subject + base form of verb Could he make the meal for you? question word + modal + subject + base form of verb What could he make for you?

136

SECTION 2 GRAMMAR POINT 3

modal + subject + have + past participle Could he have made the meal for you? question word + modal + subject + have + past participle What could he have made for you?

ability

Two-word modals (have to and used to) AFFIRMATIVE Present form have / has to + base form of verb

Past form had to / used to + the past participle

I / You / We / You / They have to obtain a new passport for the trip. He / She / It has to see a doctor right away.

I / You / We / You / They had to obtain a new passport for the trip. He / She / It had to see a doctor right away. I / You / He / She / We / You / They used to play the piano as a child.

NEGATIVE I / You / We / You / They don’t have to obtain a new I / You / He / She / It / We / You / They didn’t have passport for the trip. to obtain a new passport for the trip. He / She / It doesn’t have to see a doctor right away. I / You / He / She / We / You / They didn’t use to play the piano as a child. INTERROGATIVE do/does + subject + have to + base form of verb Do you have to obtain a new passport for the trip? Does he / she / it have to see a doctor right away. question word + do/does + subject + have to + base form of verb What do you have to obtain before the trip? Why does he / she / it have to see a doctor?

did + subject + have to/use to + base form of verb Did I / he / we / you have to obtain a new passport for the trip? Did I / you / she / we / they use to play the piano? question word + did + subject + have to/use to + base form of verb What did I / you / she / we / they have to obtain before the trip? What did I / you / she / we / they used to play as a child?

Modals and their meanings A modal can have a more than one meaning. MODAL

MEANING

can

ability

may

EXAMPLE She can swim two kilometres.

possibility

You can have pizza, pasta or fish.

permission

May I go to the washroom, please?

possibility

I may buy a scooter, or I may buy a used car.

MODALS

137

MEANING

can

ability

could

can

NEGATIVE

I can live without a car.

I cannot / can’t live without my car.

past ability

Before I started budgeting, I could spend too much money on luxury items.

Before I started budgeting, I could not / couldn’t see where all my money went.

possibility

She can go to Paris or London.

We cannot / can’t go to Paris or London. (present impossibility)

could

I could eat out tonight, or I could order pizza and stay at home.

I could not / couldn’t eat out tonight, and I could not / couldn’t order pizza. (past impossibility)

may

You may enjoy this way of living.

You may not like this way of living.

might

Might she sell her car?

She might not sell her car.

Can I move in with you?

You cannot / can’t move in with us.

can

permission

may

formal permission

You may use the kitchen whenever you want.

You may not play loud music after 11 p.m.

could

suggestion

You could use this website to find a cheap apartment.

I believe he could not / couldn’t find a cheap apartment by himself.

could have

suggestion for a past action

You could have asked her for advice before spending $1,000 on these new running shoes.

You could not / couldn’t have asked her advice because she was in France. (past impossibility)

should

advice

Should she find a roommate?

She should not / shouldn’t try to find a roommate.

should have

advice for a past action

She should have found a roommate to help her with expenses.

She should not / shouldn’t have found a roommate to help her with expenses.

must

necessity or obligation

You must live within your means.

You must not / mustn’t spend so much on clothes.

You have to spend money to help the economy.

You do not / don’t have to spend money to help the economy.

They had to find money for the rent.

(See have to for negative form: next line down.)

have / has to

138

AFFIRMATIVE

had to

obligation for a past action

did not have to

not necessary

Did they have to find a second job They did not / didn’t have to find to make ends meet? a second job to make ends meet. (past)

will

present habit

Every day, you will notice a big difference in your lifestyle.

Every day, you will not / won’t notice a big difference in your lifestyle.

used to

past habit

Samir used to live in Rabat, Morrocco, with his parents.

I did not / didn’t use to think about my future. (past)

would

repeated action in past

A few years ago, you would find cheap apartments very easily.

A few years ago, you would not / wouldn’t find cheap apartments very easily.

SECTION 2 GRAMMAR POINT 3

MODAL

PRACTICE

A Choose the correct meaning of each modal. 1. Lemay: Thank you so much. We had planned to reach it in five more years, but as you will often see, when people are driven, they exceed their own expectations.

Habit

Obligation

2. Newburg: Bernard, it must have been quite difficult to live on only $200 a month. If I may ask you, how could you afford living in an apartment that cost five times that amount in rent?

Suggestion Present suggestion

Permission Past ability

3. Thompson: I can see how it may sound impossible to most people, but it was very easy. We had three roommates and they paid the whole rent. We did not spend a cent on rent.

Ability

Permission

4. Newburg: Some people might say you were taking advantage of your roommates, don’t you think?

Possibility

Suggestion

Obligation

Suggestion

Permission

Obligation

5. Lemay: Not when you are honest with your roommates. They were just happy we found the apartment for them. We had a great time together. More people should try this experience. 6. Newburg: I have to say this was most interesting. Thanks for your time.

B Choose the modal that best expresses the intended meaning. 1. Present ability: We both know that you (can / might) live frugally. 2. Past ability: She (could / had to) eat out every day before she lost her job. 3. Possibility: If you really plan and budget, you (might / will) be able to retire at 30. 4. Permission: No, you (may / must) not live here without paying rent. 5. Past habit: This (could / used to) be the easiest way to save money. 6. Possibility: I’m so hungry I (could / should) eat a horse. 7. Possibility: I (have to / may) win the lottery. 8. Obligation: You (must / should) give it a try, there is no other option.

MODALS

139

1. Jackie could help us with the dishes.

2. I can live on $460 a month.

3. Yes, you may live with us.

4. You might like this thrift store.

5. Before I started budgeting, I could manage my money easily.

6. You can spend as much money as you want.

7. He should put all his money in one account.

8. We must pay the credit card balance on March 20th.

D Unscramble the following words to make questions.

140

1. be / could / she / where / ?

2. for / how / I / much / must / retirement / save / ?

3. for / her / like / to / work / would / you / ?

4. be / didn’t / rich / she / to / use / ?

5. borrow / from / like / me / money / to / would / you / ?

6. a / bank / can / find / good / I / where / ?

SECTION 2 GRAMMAR POINT 3

C Change the sentences to the negative form.

SECTION 03

EXAM PRACTICE PREPARATION FOR THE MINISTRY EXAM FIRST PRACTICE EXAM

SECOND PRACTICE EXAM

PREPARATION

Reading and Reviewing Strategies............ 220

Reading and Reviewing Strategies............ 228

Responding to the Texts ........................... 221

Responding to the Texts ........................... 229

ORAL INTERACTION

Words to Keep the Discussion Going......... 222

Practising Substitution.............................. 230

Practising Arguments............................... 223

Words for Agreeing and Disagreeing........ 231

Group Discussion.................................... 223

Practising Arguments............................... 232

WRITTEN PRODUCTION

Group Discussion.................................... 232

Reviewing Text Formats and Structure........ 224

WRITTEN PRODUCTION

Reviewing Transition Words..................... 227

The Introduction and Position Statement....... 233

Writing the Final Copy............................ 227

The Conclusion....................................... 234 Review Body Paragraphs......................... 235 Identifying and Analyzing the Opinion Text..................................... 236 Expressing Opinions Versus Facts ............. 238 Writing the Final Copy............................ 239

219

FIRST PRACTICE

EXAM

PREPARATION

C1 C2

Reading and Reviewing Strategies A Read the following two paragraphs and then answer the questions that follow. PARAGRAPH 1

In Canada, young male drivers between 17 and 24 years of age can pay between $500 and $2,500 more for insurance. The reasoning behind this is clear: young drivers, especially young men, have more accidents. In fact, young drivers aged 24 and under have over 10% more serious car accidents causing death or serious injury than any other age group, with the exception of adults 55 and older.

1. What is the position statement of this text?

2. What supporting details does the author use to support his opinion? Give an example.

3. What possible counter-arguments is mentioned in the paragraph?

B Organize the ideas in paragraph 1 into a mind-map. Insert the main idea into the central circle and insert the supporting details in the surrounding circles.

220

SECTION 3 FIRST PRACTICE EXAM

Buying a car is an important rite of passage for young people. But it can be very expensive, especially for young men. That is because insurance companies charge them a lot more for the same service. Is that fair? There are good reasons for charging more to insure young male drivers, but there are also simple ways for them to bring this cost down. Let’s take a good look at this issue.

C Review your mind-map on page 220. Remove any non-essential information and replace it with essential information that better supports the main idea.

D Read Paragraph 2 and then answer the questions that follow. PARAGRAPH 2

Road Safety Knows No Age Aggressive driving is on the rise and more people are distracted at the wheel. Added to that, there are just more cars on the road. All this is slowly leading to more traffic pile-ups on our roads. An excellent solution to this is installing cars with car-tracking devices to monitor speed and braking habits of drivers. With this information downloaded on a database, police and insurance companies can keep track of dangerous drivers. Installing a tracking device makes it easier for insurance companies to charge drivers based on their driving history rather than their age. In fact, good drivers can see their insurance payments decrease by 10 to 15 per cent regardless of age. Keeping in mind the saying “an ounce of prevention is better than a pound of cure,” it seems that putting a tracking device in cars will encourage drivers to drive more safely. Police can also monitor repeat offenders more easily.

1. What techniques does the author use to support his opinion? Give examples.

2. What counter-arguments could you use?

Responding to the Texts 1. Summarize the main ideas of both texts and provide supporting details. PARAGRAPH 1

PARAGRAPH 2

2. Be prepared to use your information in a discussion. PREPARATION

221

FIRST PRACTICE

EXAM

ORAL INTERACTION

Words to Keep the Discussion Going A Work with a partner to place the vocabulary below in the correct box.

222

So you can clearly see …

On the other hand …

One example is …

I would argue that …

By contrast …

If I understand correctly …

It is true that …

For this reason …

That’s a good point.

I’m not sure I fully understand

Therefore …

On the contrary,

I am certain that …

Consequently …

I truly believe that …

Added to that, it is obvious …

I am convinced that …

I read that …

I have to disagree.

So what you mean is …

Stating your opinion clearly

Counter-arguments

Supporting your point of view

Agree / Disagree

SECTION 3 FIRST PRACTICE EXAM

USEFUL VOCABULARY

Practising Arguments B Write down the three questions provided to you by your teacher about driving. Question 1:

Question 2:

Question 3:

C Choose a question for a group discussion about the question you have chosen. Position statement/stating your opinion clearly

Supporting your point of view

Counter-arguments

Conclusion

Group Discussion D Prepare to share your question, your position statement, supporting arguments and counter-arguments. Remember to keep in mind the words of agreeing and disagreeing from page 222.

ORAL INTERACTION

223

FIRST PRACTICE

EXAM

WRITTEN PRODUCTION

Reviewing Text Formats and Structure A Read each description about text formats. A narrative text entertains the reader with a story, usually about a problem or complication that has to be resolved. It describes a series of events that are narrated from the point of view of the storyteller. A narrative text can also teach, inform or change the attitude of the reader.

In an opinion text, the writer expresses his or her opinion on a subject and offers information and reasoning to support this opinion. The main purpose of this type of text is to express an opinion.

B With a partner, decide the text type of each of the paragraphs.

224

. Text format: 1 I am tired of school. It is always the same. The same people, the same stories, the same problems. I have been on the outside looking in for four years now. Sure, I have friends, I’m not a complete reject, but I don’t fit in. Let’s be honest—I never have. I guess that’s what makes it so easy for me to be picked on. Nobody is going to defend me. Most of the other students pretend it’s not happening. When someone “accidently” pushes my lunch tray off the cafeteria table, nobody seems to notice. Sometimes I just want to stay in bed. I can’t wait for the year to be over so I can begin my life.

. Text format: 2 I believe that extreme rock climbing is one of the ultimate sports that tests a person in spirit and body. For example, climbing a cliff face without using a rope pushes your agility to its maximum. Added to this, your body must be strong enough to endure a gruelling ascent to the top of the mountain. However, it is not all just physical. A rock climber must be mentally ready to face the challenges of being alone on a mountainside with nobody to depend on. Likewise, you must be ready to face your fear and overcome it in order to succeed. Anything less could be disastrous.

. Text format: 3 The air was crisp and the sky as blue as a robin’s egg. Soft, puffy cumulus clouds peppered the sky. Brown rock merged with the green underbrush that dotted the mountainsides. The weather was glorious as the young couple sat and soaked it all in. It had been a hard climb up, but worth the effort. Laura contemplated the area around her: the view truly was breathtaking. She looked at Carlos and grinned, “OK, yeah, you were right, it is pretty cool up here.” Carlos laughed and winked, “I hate to say I told you so but, I told you so.” They both laughed happily and continued gazing into the wilderness around them.

. Text format: 4 School is a place where young people go to learn. It is a place where kids and teens learn to negotiate, to socialize, to find their way in the world. Good things should happen in school: friendships should be forged, memories should be made. Unfortunately for many young people, this is not their reality. Many Canadian schools are failing their youth. There is no doubt about it: Bullying is rampant in our schools and we have to do something about it.

SECTION 3 FIRST PRACTICE EXAM

A descriptive text uses detailed, vivid language to describe a person, place or thing. It should create a particular atmosphere and leave a strong impression on the reader. The purpose of a descriptive text can be to inform the reader, or to express certain thoughts and feelings about a subject.

C Review the structure of the opinion text. An opinion text tells your reader your point of view on a topic. When you write an opinion text it must be clear on which side you stand: are you for or against a particular issue? In your text, make sure you give your own opinion, not the opinions of other people. The main features of an opinion text include:

INTRODUCTORY PARAGRAPH: introduce the topic and state your opinion clearly and concisely. In your introduction, you must write a position statement.*

BODY of your text: two or three paragraphs that support your opinion with clear statements that support your point of view. Each paragraph should be logically presented with clear arguments that support your position statement.

CONCLUSION: paragraph in which you restate your opinion (using different words) and where you may summarize your main points, ask a provocative question, or add a call for action. * Your position statement should not only state your point of view, but it should also answer the question(s) what and/or why.

Seven Tips for a Good Opinion Text 1. Develop a clear position statement in the opening paragraph. Use language that is persuasive enough to convince your reader that your opinions are valid. 2. Use examples and facts to argue your point of view; avoid ambiguous statements and vague ideas. 3. Steer clear of extreme generalizations or obvious statements. 4. Use transition words and phrases to help the reader move smoothly from one argument to the next. 5. Do not use slang or bad language and avoid using overly familiar catchphrases. 6. Restate your opinion in the conclusion without repeating yourself. Vary your vocabulary. 7. Keep your conclusion short: two or three sentences.

WRITTEN PRODUCTION

225

D Read the topic, then each sentence that follows. Identify each sentence as an introduction, support for a body paragraph, or as conclusion. Give reasons. Topic: Teaching driver’s education in high school

1. Evidently, the cost students have to pay for driving classes would be reduced, but at what price?

Place in text: Reasoning:

introduction or body

introduction: part of opening argument; body: could be followed with statistics

2. With the large number of students in a graduating class, how would students be able to practice the theory learned?

Reasoning:

3. In addition, where will driver’s education classes fit into an already full curriculum?

Place in text: Reasoning:

4. It is obvious that teaching driver’s education in school would be forcing students to follow a class they may not be ready for or want, and that is not a good thing.

Place in text: Reasoning:

5. Most of the classes would be theoretical and teenagers would have to rely on parents for practice.

Place in text: Reasoning:

6. Finally, teenagers should have the responsibility of finding and organizing their own driving classes with professional instructors at a time that is right for them.

Place in text: Reasoning:

7. Students would be better off with more physical education classes than driving classes: the health benefits are obvious.

Place in text: Reasoning:

226

SECTION 3 FIRST PRACTICE EXAM

Place in text:

Reviewing Transition Words A Insert the words in the list in the correct space in the grid. as a result clearly consequently first of all furthermore

however in addition in other words in the final analysis moreover

nevertheless obviously on the other hand to conclude subsequently

such as therefore whereas

B Complete the following sentences with the words in the chart in Activity 1. , vaccinations should be mandatory for all primary school children to make sure that young children are not exposed to contagious diseases.

2. The industrial world continues to use fossil fuels. is

, human activity

going to continue to contribute to climate change. , it should give

3. Canada should get rid of social welfare but, everyone a standard yearly cheque for $15,000.

4. Studies show that students involved in extracurricular activities get better results and, have a better high school experience.

5. Young drivers are consistently warned about the dangers of drunk driving; , some teens continue to drive drunk and/or high.

8. Technology is the future and to use a computer well will be left behind.

9. Instead of banning fast food in or near schools, students should have classes

are not for the faint of heart.

, before anything else, it is important to note that extreme sports , what happens after high school is your own responsibility. , students who do not know how

home economics to help them make good diet choices.

10.

before bullying happened face-to-face, often in the schoolyard, now it can happen via the internet anywhere and at anytime.

Writing the Final Copy A Choose one of the topics below and write a 225-word opinion text. Does government need to increase the minimum driving age to 20? Should under-age drivers who drink under the influence face jail time like adults?

WRITTEN PRODUCTION

229

REFERENCES Oral Interaction ..................................... 241

Simple Forms: Present and Past ................ 248

How to Research and Debate .................. 242

Continuous Forms: Present and Past .......... 249

Competency Strategies and Processes ....... 243

Present and Past Perfect .......................... 250

Response Process ................................... 244

Future Forms .......................................... 251

Writing Process ...................................... 245

Common Phrasal Verbs ........................... 252

Editing Your Text .................................... 246

Common Irregular Verbs ......................... 253

Irregular Plural Nouns ............................. 247

240

SECTION 04

COMPETENCY STRATEGIES AND PROCESSES

ORAL INTERACTION

Use the strategies you have learned to help you when you speak English outside of the classroom. Ask the person to speak more slowly or to repeat what she or he said. Could you say that again, please? Can you please speak more slowly? Use functional language to help you participate in the conversation. I’m not too sure about … I have always believed that … I think that …

Ask for clarification. Are you saying that … Sorry, I don’t understand … What does that mean? Use filler words and gestures when you’re stuck. Well … So, then … You know … Use self-correction. What I wanted to say was … That came out wrong … I really meant … Take risks. This may sound funny, but … I think the right word is … Here’s what happened … Relax, laugh and accept that you will make mistakes. So will others.

REINVESTMENT OF UNDERSTANDING

Use the strategies you have learned in new situations you encounter. Self-monitor. Evaluate yourself. Notice your problems and find solutions. Be attentive. Focus on the task and ignore distractions. Set goals. Set realistic goals that can help you improve your English. Recycle. Reuse solutions that have worked for you in the past. Practise. Read, view and listen to English outside of the classroom.

WRITING AND PRODUCING TEXTS

Follow the procedures you have learned when you produce a text. Pay attention to the formulation of the message. Use accurate grammar and appropriate vocabulary. Check your spelling and get feedback. Read. Observe the author’s style and use of words. Use the text as a model. Self-monitor. Notice what you do well and what needs improvement.

REFERENCES

241

RESPONSE PROCESS: READING, LISTENING AND WATCHING

To facilitate your understanding and reinvestment of a text, use the following steps.

STEP 1 Explore the text Take a quick look at the introduction and text of a reading and review the questions you will be asked. If the text is a video, notice the title and questions. Ask yourself: – What question(s) do I have in mind before I start reading, listening or watching? – What can I predict about the text? – Are there titles, subtitles or images (reading text)? – If so, what do they tell me about the topic? Use strategies and resources to help you understand the text. Monitor your understanding by: – taking notes – using graphic organizers – using reading logs – asking someone to clarify points for you. Verify your predictions about the text. Discuss the text with a classmate, a team, your teacher or with the whole class to compare and share information.

STEP 2 Make a personal connection Identify the part(s) of the text you can relate to. Reflect on which parts of the text were interesting, important or surprising. Think of experiences you’ve had that connect you to the text. Share these “connections” with a classmate, teammates or the whole class.

STEP 3 Generalize beyond the text Relate the information in the text to your community and to life in general. With a partner, compare the situations in the text to ones you’ve experienced or heard about. Discuss solutions to or explanations of the problems, conflicts or situations presented in the text.

242

SECTION 4 REFERENCES

– What do I already know about this topic?

FULL CIRCLE OFFERS five stimulating and relatable themes that help students prepare for young adulthood

Margaret-Anne Colgan Angelo Georgakatos Robert Thérien

Designed to provide comprehensive material for the Secondary 5 ESL program and for success in the Ministry exam

plentiful opportunities in each theme to practise oral interaction, or Competency 1 English as a Second Language SECONDARY 5 Competency Development and Text-based Grammar

engaging reinvestment tasks for Competency 2 step-by-step writing tasks that focus on specific components of Competency 3 two complete practice exams to prepare for the Secondary 5 exam a thorough review of grammar theory and practice for Cycle 2 for teachers, an all-inclusive resource book, with Learning Evaluation Situations, DVD, CD, transcripts, grammar quizzes and evaluation grids.

RICH AND VARIED DIGITAL CONTENT On myCECZone.com, access all student and teacher material, available in PC, Mac, iPad and Android versions, including: more than 400 self-correcting interactive questions on grammar, vocabulary and comprehension videos for all theme-based tasks and Learning Evaluation Situations web links to additional readings, videos and other ESL support material To learn more, go to www.editionscec.com

English as a Second Language SECONDARY 5

FULL

IRCLE Competency Development and Text-based Grammar

Margaret-Anne Colgan Angelo Georgakatos Robert Thérien

INCLUDING Practice for oral interaction Real-life themes and authentic texts Complete preparation for the Ministry exam Self-correcting interactive activities

CODE DE PRODUIT : 220473 ISBN : 978-2-7617-9617-0

782761

796170

CONFORMS TO THE PROGRESSION OF LEARNING