SECONDARY
CONFORMS TO THE PROGRESSION OF LEARNING
CHAPTER 04
Spreading
CHAPTER 02 Unsolved
Grammar
CHAPTER
4
6
Extra Reading
Scope and se0uence
CHAPTER 01
Just Breathe
DESCRIPTION GUIDING QUESTION
Stress is a part of everybody’s life, whether we want it or not. Learning about it and discovering how to cope with it, and tame it, is what ultimately matters.
WHAT ARE THE BEST STRATEGIES FOR DEALING WITH LIFE’S CHALLENGES?
STRATEGIES
Oral Interaction Reading
Consolidate vocabulary and main points (p. 18)
Use resourcing skills for new words (p.3)
Predict content (p. 11)
CHAPTER 02
Unsolved
Humans have always been fascinated by the unsolved whether it’s an unexplained phenomenon, a strange disappearance, or a cold case — anything that hasn’t been solved yet gets us hooked!
WHY ARE WE SO CURIOUS ABOUT UNSOLVED MYSTERIES?
CHAPTER 03
Money Smart
CHAPTER 04
Spreading
Your Wings
There’s no denying it: money rules the world. So, why not learn how to handle it and be smart about managing money, especially early on in life?
HOW WELL INFORMED ARE YOU ABOUT MONEY?
Take a strong stand in a debate (p. 34)
Connect with the text (p. 27)
Summarize while reading (p. 35)
CHAPTER 05
Let’s Get Together
The end of high school is not the end of the world. It is, in fact, the beginning of a marvellous adventure. That’s why it is essential to start this new journey wellprepared.
WHAT DOES IT MEAN TO BECOME MORE INDEPENDENT?
Use substitution for words you don’t know (p. 66)
Notice the external and internal features of the text (p. 51)
Practise using new vocabulary (p. 59)
Prepare for oral interaction (p. 82)
Use annotations to take notes (p. 75)
There’s a reason gatherings such as festivals, conventions, and sporting events, have been around for a long time. They are excellent ways to connect with others and are an important part of life.
WHY ARE GATHERINGS POPULAR? Keep the conversation going (p. 106)
Use a graphic organizer (p. 99)
Ask questions for better understanding (p. 107)
STRATEGIES
Watching Writing
Pay attention to context cues (p. 8)
Prepare to watch (p. 16)
Add coherency to your text (p. 22)
Write the Outline of an Opinion Piece (p. 20)
Manage words you don’t understand (p. 32)
Relate what you view to personal experience (p. 40)
Infer meaning (p. 56)
Stay focused as you watch (p. 64)
Add content to support your ideas and arguments (p. 46)
Write the Introduction of an Opinion Piece (p. 44)
Focus on the Narrative Text (p. 22)
Use context cues to learn new words (p. 80)
Activate prior knowledge (p. 88)
Prepare to watch effectively (p. 104)
Grab your readers’ interest with a hook (p. 70)
Write the Body Paragraphs of an Opinion Piece (p. 68)
Focus on the Informative Text (p. 46)
1. Pronouns (Subject, Object, Reflexive and Possessive) (p. 122)
2. Nouns, Quantifiers, Possession and Possessive Adjectives (p. 126)
3. Present and Past Verbs (p. 132)
4. Capitalization, Punctuation, and Prepositions (p. 139)
5. Adjectives and Adverbs (p. 144)
6. Simple and Compound Sentences, and Parallel Structures (p. 155)
How to Channel Stress and Anxiety into Something Good (p. 220)
Wrap up ideas concisely (p. 94)
Write the Conclusion of an Opinion Piece (p. 92)
Focus on the Opinion Text (p. 70)
7. Transition Words (p. 162)
8. Future Forms (p. 167)
9. Modals (p. 175)
The Adventure of the Speckled Band (p. 224)
One Thousand Dollars (p. 228)
Focus on the Comparative Text (p. 94)
10. Gerunds and Infinitives (p. 184)
11. Complex Sentences (p. 189)
12. Conditional Sentences (p. 198)
Time to Go? (p. 232)
Use vivid language (p. 118) Edit an Opinion Piece (p. 116)
Focus on the Descriptive Text (p. 118)
13. Present and Past Perfect Tenses (p. 205)
14. Direct and Indirect Speech (p. 213)
The Psychology of GamingWhy Do People Play Games? (p. 236)
Take a peek at an excerpt of the Preparation for the Ministry Exam booklet by scanning the QR code!
01
JustBreathe
What’s Your Stress Level?
FOR EACH QUESTION, ANSWER “YES” OR “NO.”
Do you … Yes No
1. get angry quickly?
2. sleep less than eight hours a night?
3. always think you are right?
4. get irritated easily?
5. often feel nervous?
6. find it hard to concentrate?
7. eat a lot of unhealthy food?
8. isolate yourself when you feel overwhelmed?
9. have a lot on your mind?
10. avoid doing exercise?
11. do things mostly by yourself?
12. leave things to the last minute?
FINDING HUMOUR IN ANY SITUATION IS A GOOD WAY TO COPE WITH LIFE IN GENERAL. WITH A PARTNER, MATCH EACH PUNCHLINE TO ITS JOKE. 1 2 3 It was too late to get up earlier. He wanted a higher education. There was no history to study. “School ahead. Go slow.”
DISCUSS YOUR ANSWERS WITH A PARTNER AND SHARE YOUR THOUGHTS ABOUT YOUR RESULTS.
Give yourself 1 point for each “Yes” and 0 point for each “No.”
Total score:
IF YOU SCORED 1–4
You are a calm person who generally takes care of your physical and mental well-being
Remember that getting a good night’s sleep, eating well, and exercising regularly are some of the best ways to deal with stress .
IF YOU SCORED 5–8
You have ups and downs; sometimes you feel in control, and other times you feel overwhelmed
Talking with people close to you can help reduce some of the stress you might feel
IF YOU SCORED 9–12
You need to re-evaluate your approach to things . Getting a good night’s sleep, exercising and talking to someone will help you find more balance and calmness in your life
A. Student: I didn’t come to school this morning because I got up too late
Teacher: Why didn’t you get up earlier?
Student:
B. Q: Why was school easier for Homo sapiens?
A:
C. Teacher: Why are you late?
Student: Because I followed the sign .
Teacher: What sign?
Student:
D. Q: Why did the kid study in the airplane?
A:
TASK Reading
1 From Fight or Flight TO USING STRESS FOR SUCCESS
What is stress? Who first described what stress is? Stress has become part of our everyday lives, but is it always bad? Find the answers to these questions and everything else you ever wanted to know about stress
Get Ready to Read
A Complete each sentence with the correct word from the list.
eustress hardship injury perceived physiologist stimuli stressors stuttering take on threatening
1. The thief was his victim with a knife when the police arrived .
2. People react to danger, something they believe is a risk to their safety, by running away .
3. Rafi agreed to the extra hours at work because he needed the money .
4. Some people lead difficult lives and deal with daily
5. After the dog attacked her, she had a serious to her arm and had to be rushed to the hospital in an ambulance .
6. My mother is a ; she studies how people and animals react physically under normal and abnormal situations .
7. Music by the composer Satie and the sound of waves crashing on a beach are proven auditory that help us reach a state of mental and physical relaxation .
8. Jocelyn had trouble saying words that start with an “s” until she saw a speech therapist to help her overcome her .
9. Standing up in front of a crowd and giving a presentation are huge for me: My face turns bright red, and I start sweating profusely .
10. Good stress, also called , is beneficial and can contribute to a state of euphoria .
B What events in history do you think were the most stressful? Explain.
STRATEGY
Use resourcing skills for new words
Read the text Do not let words you don’t understand interrupt your reading process
When you read a second time, underline difficult words
Then, use a dictionary or other resources to find the meaning of these words .
GLOSSARY
pupils noun black circles in the centre of the eyes dilated adjective opened wide flee verb run away take on phrasal verb accept a challenge
stuttering noun vocal disorder that involuntarily disrupts or blocks speech
Stress: Why It’s Always Been a Good Thing
Dylan’s palms are sweaty. His heart is beating fast. He has had stomach cramps ever since he was confronted with the massive challenge in front of him.
Lilly looks pale. Her pupils have dilated Her hands have started to tremble. Again.
What is going on? Is Dylan’s life in danger? Is someone or something threatening Lilly? No. Dylan is preparing to take his driving test, while Lilly is waiting to be called in for an important job interview. These students are simply responding to stressful situations. Their bodies are reacting in a way that we now know is normal, thanks to today’s better understanding of how stress works.
Defense against threats
For millions of years, our bodies have developed remarkably well to help protect us from perceived threats. If something threatened our early Homo sapien ancestors, such as a sabre-toothed tiger or an aggressive tribe of nomads competing for food, their bodies sent them signals to fight the danger, or flee from it. This response mechanism was crucial to their survival as hunter-gatherer societies.
This fight-or-flight response is, of course, still with us today—even if the dangers may not be as extreme as in the past. If we are confronted by a vicious dog, for example, our brain hits the panic button and releases the same powerful adrenaline into our bodies that our ancestors relied on, giving us the supercharged energy to take on the danger or run away from it.
Of course, what is more common is the everyday stress that Dylan experienced before his driving test, and what Lilly felt before her job interview. So, what is stress and how has the term evolved?
Effects of trauma
In 1900, an American physiologist, Walter Bradford Cannon, became fascinated by the effects that trauma had on living organisms. He wanted to know how external stimuli affected the mental and emotional state of both animals and humans. By 1915 he had named the response fight-or-flight.
Soon afterward, Cannon began to study the psychological impact of extreme conditions on soldiers. He observed that many combatants who did not show signs of any physical injuries displayed symptoms such as dizziness, fatigue, chronic shaking, stuttering, headaches and sweating. Initially, doctors thought these symptoms were a result of indirect injury from bombs or toxic gases. But study showed that the symptoms did not result from any brain injury or physical wound. Instead, it was a form of shock from experiencing war.
Cannon called it “shell shock;” a long-term condition due to the shock of exposure to exploding bombs, and witnessing fellow soldiers die horrible deaths. Today, we refer to this condition PTSD, or PostTraumatic Stress Disorder.
Stress and disease
Post-Traumatic
Then, along came the word we know today: stress. Montréal endocrinologist Hans Selye, a specialist in hormonal disorders, noticed that specific hormones in the body reacted when a patient sensed danger. In 1936, he first used the word stress to explain the body’s need to deal with what were perceived as external threats. He linked the word stress to nervous tension and outside stimuli, or “stressors.”
Selye was the first researcher to recognize that continued exposure to stress could weaken the body’s ability to defend itself against disease. He noted three stages in stress. In Stage 1, the alarm stage, the body activates its physical resources with an increased release of adrenaline to tackle or escape from danger. Stage 2, or the stage of resistance, is when a person tries to adapt to or handle a situation that might be considered demanding or traumatic. The third and final stage is the stage of exhaustion, when an individual is constantly subjected to a stressor and is unable to deal with it or escape from it. At this stage, a person begins to show signs of illness and weakness.
During World War II, psychologists noted that the performance of pilots in battle declined significantly during long, stressful nighttime air bombings over Germany. They found that even when there seemed to be no immediate physical danger, the feeling of stress could also occur if a person imagined a threat in the near future. This discovery was significant: stress was no longer confined to immediate physical danger; a person could show signs of stress in anticipation of a negative event.
The upside
Thankfully, stress isn’t always seen as negative. Selye recognized the benefits of good stress, or what he coined eustress. If he had given advice to Dylan and Lilly at the beginning of this article, he would have reminded them that there are psychological and physical benefits to going through a test or a job interview: Dylan could finally have his driver’s licence, and Lilly might get her dream job.
Notes
This discovery was significant: stress was no longer confined to immediate physical danger; a person could show signs of stress in anticipation of a negative event. “ ”
Many psychologists agree that some stress is a good thing as well. In fact, performance can increase but with too much stress, performance declines sharply, just like the pilots in World War II. The important point is knowing how to detect and manage this stress—not the stress itself.
While stress initially described a person’s physical reaction to immediate danger, the challenge today is also how to cope with psychological stress, especially since stress is highly subjective. While one person might perceive a driving test as a threat because they are afraid of failing, someone else might perceive the same test as a satisfying challenge.
GLOSSARY
witnessing gerund seeing an event, crime or accident happen
tackle verb take hold of or control something or someone coined verb created a new word detect verb notice
Stress is no longer considered a simple reaction to a dangerous physical situation— and it shouldn’t be. Perhaps we should start by telling ourselves that a bit of stress is actually a good thing. In fact, we should remind ourselves that without a measure of stress in everyday life, we would not perform well when faced with a new challenge or even danger. Of course, our early ancestors knew that fact instinctively. Shouldn’t we?
Check and Reinvest Your Understanding
C Answer these questions about the text.
1. Explain why the fight-or-flight response was crucial for Homo sapiens .
2. What do we call fight-or-flight response today?
3. Explain shell shock .
4. Why is continued exposure to stress bad for a person?
5. What is eustress?
6. How can some stress help us?
7. Match the type of stress with the time of its appearance .
Type of Stress
8. Why was the discovery of the disorder “operational fatigue” significant?
9. In what way has stress always been a driver of human evolution?
10. What “stressors” might have a negative effect on teenagers?
11. What other events, other than war, might cause someone to suffer from PTSD? Explain why you think so .
12. Give an example of a situation in which stress helped you or someone you know .
Go Beyond
D Your school is producing a special newspaper edition for November 11, Remembrance Day. Write a short article for the paper explaining the stress soldiers had to deal with during combat.
E Write a text to Lilly or Dylan explaining the reasons for their reactions and how what they were experiencing can be a good thing.
Talk It Out!
With a partner or in a group, discuss the following statements.
Hans Selye said, “Adapting the right attitude can convert negative stress into a positive one .” Discuss three situations in which this can be true .
TipEntrepreneur Bill Phillips said, “Stress should be a powerful driving force, not an obstacle .” Explain why you agree or disagree, giving examples when possible .
“The truth is that stress doesn’t come from your boss, … traffic jams, health challenges, or other circumstances It comes from your thoughts about your circumstances .” Discuss situations in which this quote by Andrew Bernstein might be true .
American journalist Sydney Harris once said, “The time to relax is when you don’t have time for it ” Describe a situation in which someone might need to relax they doesn’t have time What solutions could you suggest?
Use expressions to keep the conversation going
First of all …
On the other hand …
In other words …
In addition …
Added to that …
watching
The Key to Overcoming SOCIAL ANXIETY
Some people suffer from social anxiety, a fear of being judged negatively by other people in social situations This is called the “spotlight effect,” and it can take up a lot of your time and energy
Get Ready to Watch
A Match the word or expression with its correct definition. Use resources if necessary.
Word / Expression
a) quote unquote
b) singled-out
c) vividly
d) messed up
e) internalize
f) stalled
g) looking down on
h) aware of
i) oblivious behavior
j) show up
Definition
1) very clearly
2) delayed
3) repeating what has been said, word for word
4) chosen for special attention
5) judging in negative way
6) inattentive to surrounding activities
7) made a big mistake
8) appear
9) accept and make part of everyday behavior
10) attentive to
B With a partner, answer and discuss these questions.
1. How often do you pay attention to people who arrive late to class or to a meeting?
a) never b) rarely c) usually d) always
2. How often do you think people pay attention to you when you are late?
a) never b) rarely c) usually d) always
3. What does “being in the spotlight” mean?
STRATEGY
Pay attention to context cues
Check the title It may help you anticipate the purpose of the video
Pay attention to repeated words; they are often important
Take notice of transitional expressions, such as first, then, after, finally, that indicate the start of important points .
Check and Reinvest Your Understanding
C Choose whether the following statements are true or false.
1. During the study, a student was asked to turn up late to class
2. Most people care about what is going on in other people’s lives . TRUE FALSE
4. People have about fiftyto seventy-thousand thoughts a day . TRUE
D Answer the following questions about the video.
3. Students thought 50 per cent of the class would notice them arriving late
5. Realizing that people don’t think about you will stress you even more .
FALSE
1. How many students paid attention to the student who arrived late?
2. What was the student’s late arrival supposed to replicate?
3. Complete the following sentence: The “spotlight effect” is when …
4. Why is a mindfulness activity like meditation important?
5. What is the purpose of the “swapping shoes” exercise?
6. Of the two techniques suggested, which one would you suggest to a friend who has to talk in front of the class? Explain why you think this technique would work .
7. Think of a third technique that would help you internalize the “spotlight effect .” Write the technique and explain why you think it would work for you .
Go Beyond
E Write a short letter to Professor Gilovich at Cornell University explaining why you think his experiment will help students with social anxiety issues. Include information from the video to support your point of view.
Idioms ABOUT STRESS
Idioms are a great way to express yourself in an informal way They are made up of words that have a different meaning than what you might think Get ready to learn some idioms about stress and start using them!
A With a partner or in a group, match the idiom about stress with its appropriate picture.
Idiom
a) to have a lot on your plate
b) to be at breaking point
c) to be swamped
d) to chill out
e) to take a step back
B With your group, discuss what each idiom means and in what type of situations you might use them.
C As a group, read the situations below and associate them with an idiom. Make sure to explain your viewpoint and come to a consensus.
1. Marie-Anne is the school president and is also on the debating team She has basketball practise twice a week and babysits every Friday night Lately, she feels the effect of such a busy schedule and has decided to review her priorities .
Use expressions to explain your point of view
I think / believe this means… This must be… because…
Do you think / believe …?
I agree… I disagree because…
2. Jonathan wants to buy himself a new car, so he works every weekend and three evenings a week He works out at the gym every day but always makes sure that he takes time to unwind and relax after a hard day .
3. Colette works 25 hours a week and is taking four enriched classes this year, including physics and chemistry . She is discouraged and overwhelmed by everything she needs to do .
4. Marcus has to take care of his four siblings every weeknight . On weekends he has work and soccer practice . He also has to take extra classes to make sure he doesn’t fail his year, again He doesn’t know how he will make it through the rest of the year . He is always tired and simply wants to give up
Find a situation in your life to illustrate one idiom . Explain and describe it in detail Make sure you use the idiom in your text .
Picture
TASK
Reading
Live YOUR BEST LIFE
With approximately eight per cent of teens suffering from an anxiety disorder, the down-to-earth advice given by Dr Raychelle Cassada Lohmann in “Top 10 Stress Busters for Teens” is more than welcome
Get Ready to Read
A Using context cues from the text, choose the correct synonym from the list for each underlined expression. Use resources if necessary.
accept avoid brush off preoccupied things to do
1. You have a lot on your plate right now, so I won’t ask you to do anything else .
2. I was so bogged down with all the details that I couldn’t see clearly .
3. He constantly tries to skip out on doing his part of the assignment, but we tell him he has to stay and work
4. Simone is not afraid to give Boris the shaft if she is too busy .
5. When Vincent wants to buy something for his girlfriend, he is inclined to take on extra hours at his job .
B Answer the following questions with your opinion.
1. How do you know if you or someone you know is stressed out? What are the signs?
2. What is the best thing you can do to avoid feeling stressed out?
STRATEGY
Predict content
Look at the features of the text (title, subtitle, headings, pictures, text boxes, bolded words) .
Beside each of the numbered headings (#1 Eat healthy, #2 Sleep, etc ), take notes in the margin about your predictions for each paragraph
Exchange predictions with a partner
Stress Busters for Teens:
LEARN HOW TO UNWIND AND FIND “ME” TIME
1 Eat healthy
If you truly want to reduce your stress levels, then you have to take care of yourself. Begin by watching what you eat. If you eat a lot of junk or even skip meals, then how on earth do you expect to perform your best? Just like a car needs good fuel to run, your body also needs good fuel (nutrients) to run efficiently.
2 Sleep
Your body needs rest. According to the National Sleep Foundation, teens need between 8.5 to 9.25 hours of sleep. Don’t skip out on sleep because you have a lot to do. You will perform better if you get a good night’s rest. Sleep is your body’s automatic meditation mode. It helps you regroup and relax so you’ll be ready to tackle the next day’s tasks with a clearer mind.
3 Get moving
It’s not uncommon to get so bogged down that the last thing you want to do is get up and move. If you’re thinking “I don’t have time to exercise,” think again! A study recently published in the Journal of School Health shows that just two hours of extra exercise each week can improve your school performance. So not only is exercise good for you, but it can help your grades. Sounds like a win-win situation.
4 Me time
Take some time out of your busy day and spend it with a very important person: yourself! You need time to relax and have fun. It’s important to schedule some time into your busy day to do something you enjoy, like: seeing a movie reading a book going shopping or hanging out with friends.
5 Friend time
Don’t give your friends the shaft when other things such as school, athletics, clubs, work, etc., consume your time. Friends serve an important role in helping you cope Don’t keep them out of your life because you’re busy. You need them.
6 Find balance
Don’t take on more than you can accomplish at once. Find a way to balance all of the things that are on your plate. You can start by making a list and marking off anything that doesn’t need your immediate attention. Practise managing your time and prioritizing what needs to be done so that you can work smarter, not harder.
7 Go outside
How much time do you spend outside on a given day? If you said not much, then go outdoors! Research has shown that being outside improves your mood (improve your performance). Just a few extra minutes each day can make a big difference.
8 Take a breath
One quick way to calm yourself quickly is to breathe. Oftentimes when you’re anxious, you breathe from your chest rather than from your abdomen. When you breathe from your chest, your breath is shallow and you don’t get the full benefit that a deep breath provides. Try this: Lie on the floor and put one hand on your chest and one hand on your stomach; now take a breath like you normally would— do you feel your chest rise and fall or do you feel your abdomen inflate like a balloon? The goal is to have your abdomen inflate and deflate. Keep practising taking deep, slow abdominal breaths. You should feel yourself start to relax.
9 Find your sense of humour
Laughter is often the best medicine for a stressed-out day. When you laugh, your body begins to relax and release feel-good endorphins. Laughter can also keep you healthy by boosting the immune system (something stress likes to suppress). So go ahead, watch a funny show or crack a joke with a friend and notice how a little laughter can change your entire mood.
10 Get your zen on
Get your “zen” on and meditate. Meditation is a great way to melt the stress away. It’s simple! Try one of these exercises:
Exercise 1 Focus on right now
Go to a quiet place free from distractions. Find a piece of your favourite fruit. Use your senses to study the fruit: Feel the texture, smell it, hear what it sounds like when you take a bite and chew, and taste it.Pay special attention to only your senses. Can you silence everything else that’s going on in your life? Work hard to focus only on the here and now.
Exercise 2 Imagery
Have you ever wanted to escape to a special place? Now is your chance. This is a quick meditative way to go any place in the world you want. Find a quiet, distraction-free place. Get in a comfortable position.
Close your eyes. Imagine going to that special place. It could be a place that you have vacationed, a relative’s home that holds positive memories, or a place that you’ve always wanted to visit.
Spend time letting your mind wander and pretend that you are on a vacation; a mental vacation. When you’re ready, open your eyes and return home. The cool thing about this technique is that you can do it anytime without even packing a suitcase! Meditating for just a few minutes a day can help you feel balanced, focused and in control.
Take some time each day and incorporate some of these stress busters into your life. Not only will you feel relaxed, you’ll also feel more balanced and in control.
Dr Raychelle Cassada Lohmann
shallow adjective superficial; not deep wander verb drift pretend verb imagine
Check and Reinvest Your Understanding
C Answer these questions about the text.
1. Why does the author compare your body to a car?
2. Why is sleep considered your body’s automatic meditation mode?
3. In what two ways can you improve your school performance?
4. Describe some “me time” that you put aside for yourself, or that you would like to do .
5. What do endorphins do, and how are they produced according to the text?
6. Why do people who suffer from stress often get sick?
7. Indicate whether the following statements are true or false . Write the line numbers of the sentence that supports your answer.
a) Doing exercise for two hours a day helps with your grades at school . Lines
b) When you’re anxious, it is important to breathe from your abdomen rather than from your chest . Lines
8. Explain what three activities you would do with others to help you unwind
c) You must meditate every day for many hours to feel more balanced and focused . Lines
9. Explain what top five stress busters would you be likely to apply to your life?
10. Give some examples of how students could “work smarter, not harder.”
11. Go back to question 2 in Activity B on page 11 . What would you add to your answer now?
12. Carpe Diem means making the most of your day . What advice would you give to a good friend to help them make the most of each day and live a more balanced life?
Go Beyond
D Write to a secondary 5 student who is stressed out as they try to manage school, a part-time job, driving lessons, and basketball practice. Answers could include: stress busters mentioned in the text. precise techniques to help deal with stress and anxiety. the importance of maintaining a healthy lifestyle, especially during teenage years.
Use expressions to ask for clarification
What do you mean?
Are you saying that …?
Would you say that again, please?
Could you elaborate, please?
Talk It Out!
With a partner or in a group, discuss the following statements.
Why is it so hard for high school students to get a good night’s sleep?
What are some negative ways that students deal with their stress? What are some positive ways?
Why is it important to focus on the here and now?
If you were to do Exercise 2 (page 13), what special place would you imagine yourself being in? Describe it and explain how you feel when you think about that place
Virtual Reality AND STRESS MANAGEMENT
Omar Dabaghi-Pacheco, host of CBC Ottawa, travels to the University of Ottawa to try out a Virtual Reality application which has been developed to help people manage their stress and anxiety
Get Ready to Watch
A Using context cues, circle the correct explanation for the word in bold.
1. As Aisha swam further down to the coral reef, her regulator allowed her to breathe . a) device that controls machinery b) gear that connects the oxygen tank to the mouthpiece
2. Lucia and Emma were so immersed in their conversation that they did not notice people leaving a) completely involved and engaged b) completely distracted and confused
3. The dog barking triggered a reaction in the children, who all immediately started crying . a) terminated b) activated
4. Gabby was embarrassed about what had happened, so she stayed in her house and self-isolated a) stayed alone by choice b) was rejected by people
5. The first responders helped the victims of the accident .
a) firefighters and police officers b) security officers and Red Cross volunteers
B With a partner, match the phobia to its correct definition.
Phobia
a) Agoraphobia
b) Arachnophobia
c) Claustrophobia
d) Acrophobia
e) Nyctophobia
f) Hemophobia
g) Zoophobia
h) Aerophobia
Definition
1) fear of animals
2) fear of blood
3) fear of flying
4) fear of spiders
5) fear of small or enclosed spaces
6) fear of heights
7) fear of open spaces or crowded areas
8) fear of the dark
STRATEGY
Prepare to watch
Read the introduction to the video and think about its theme .
If you have a question, make a guess about the answer before you watch the video . Check the pronunciation of vocabulary as you read the questions before viewing .
It Out!
With a partner or in a group, discuss the following statements.
From the list in Activity B, which phobia do you think is the worst? Why?
How might a phobia affect a person’s daily life?
Explain
What other phobias do you know about?
Check and Reinvest Your Understanding
C Mark the difficult situations the diver encounters as he participates in the simulation.
1. Complete darkness
2. A shark attack
3. His oxygen drops
4. His breathing equipment breaks
5. Experiences an earthquake
6. Gets lost in the ship
D Choose whether the following statements are true or false.
1. The VR simulation takes place underwater because it creates a state of calm . TRUE FALSE
2. In the simulator, the further down you dive, the easier it becomes . TRUE FALSE
E Answer the following questions about the video.
3. This VR has already been used with people who have PTSD . TRUE FALSE
1. What strategy do the instructors constantly give the person doing the simulation?
2. Why does the diver begin to feel more anxious when he enters a section of the ship?
3. Describe the calming exercise the instructors share with Omar
4. Explain whether this or any other calming exercise might work for you? Why or why not?
5. After a few minutes of being immersed in the VR experience, the diver enters “the flow .” What does this mean?
6. The purpose of the VR simulation exercise is to build up our ability to cope with stress in the real world . Explain whether you agree or not with this method .
Write a short text listing different activities that your school could offer to students to help them better cope with stress and focus on the “here and now .” Explain why you would recommend them and how they might be beneficial .
Now that you know more about stress and how to deal with it, you will reflect on stressful situations, share your opinion and consider other people’s opinions
A Read the situations that teenagers deal with every day. Write the five you find the most stressful below. Then, suggest a solution for each situation.
a) asking someone on a date
b) financial problems
c) participating in an important sporting event
d) taking a school exam
e) telling your parents bad news
B Compare your situations with a partner or in a group. Come to a consensus on the five most common stressful situations and the best solutions.
STRATEGY
Consolidate vocabulary and main points
Brainstorm vocabulary and other functional language before the discussion
Think about information you have learned from the chapter Compare your ideas with a partner before talking in a group .
f) dealing with peer pressure
g) getting a vaccination
h) performing at a musical concert
i) taking a driving test
j) your choice:
Use expressions to help your understanding and enrich the discussion
What do you mean by that?
Did you ever experience something similar?
Could you give more details …
Let’s look at it from another perspective …
What if … Would you …?
Imagine if that had happened to you. If it had happened to me, I think I …
Brain Break Let’s De-stress
USE THE KNOWLEDGE YOU GAINED FROM THIS CHAPTER SO FAR TO COMPLETE THIS CROSSWORD PUZZLE.
Across
1. Excessive stress can lead to disorders, affecting mental well-being .
2. is an effective way to help cope with stress and anxiety .
3 Extreme fatigue due to physical or mental strain is often a sign of .
4. Many people with social anxiety may experience what is called the “ effect ”
5. is beneficial and can contribute to a state of euphoria
Down
6. A common technique used to alleviate stress is meditation .
7. A great way to relieve stress in everyday life is since it releases feel-good endorphins .
8. is a mindset that can help change stressful situations into opportunities .
9. Students are not always aware of their . They have too much to handle at once .
10. was the first expert to name the stress response fightor-flight .
11. A “ ” is a nervous tension or outside stimuli that causes stress .
12. Over time, chronic stress can lead to serious health problems, including disease .
Write the Outline OF AN OPINION PIECE
This final task will help you plan your text before you start writing an opinion piece An outline is an effective way to organize your ideas in a clear and logical manner
OPINION PIECE OVERVIEW
INTRODUCTION
Hooks the reader . Presents the main topic and takes a firm position
BODY (2-3 paragraphs)
Each paragraph states an argument that supports the main idea and the position . (An argument is a reason that justifies and convinces the reader about your point of view on the topic .) Each argument is strengthened by supporting evidence
CONCLUSION
Summarizes and reformulates the main topic, the position taken and the arguments . Leaves the reader with a lasting impression through a final thought .
Get Ready to Write
A Complete the table below with the appropriate answer.
Keep in mind that the purpose of an opinion piece is to express an engaged and convincing opinion on an issue It should also be written with the target audience in mind
1. It allows you to forget about your problems for a while since it stimulates imagination and creates an enjoyable environment
2. Playing video games is an excellent way to manage stress nowadays .
3. Many video games encourage players to move and get active, which helps alleviate stress
4. Are video games an effective way to cope with today’s stress?
5. Video games definitely help relieve everyday stress because…
6. My cousin, who has health problems, plays video games and it allows her to forget her pain and have fun .
7. Socializing with others, even virtually, helps reduce stress .
8. And for those who think video games are bad for you… isn’t that what they said about rock and roll?
9. Many popular immersive games promote physical activities like boxing, aerobics, and dancing, which benefit both the body and the mind .
10. Who ever said games are bad?
11. After a stressful day, talking and laughing with others during online games really helps me relax
12. Readers of a local newspaper
B Write an outline of your own.
Step 1
Look at the topic and the target audience
Topic
Should schools offer classes to help students manage stress?
Step 2
Target audience
Readers of an online magazine
To write an effective outline, make sure to
Write short sentences that briefly explain your ideas, as this provides a general overview of your text
The time to reread and revise each part to identify stronger or weaker points in order to make the necessary changes before starting the writing process .
Brainstorm ideas Start by writing arguments for both sides of the topic to determine which position to take Refer to the texts and activities in this chapter for inspiration
Step 3
Step 4
Hook:
Once you have chosen a side, select and organize your arguments in a logical order
Write the outline of your opinion piece .
INTRODUCTION
Main topic and position:
Argument: Supporting evidence: Argument: Supporting evidence:
CONCLUSION
Summary:
Final thought:
Step 5
Step 6
Step 7
Revise your outline . Refer to the table on page 20 for help .
Discuss your outline with a partner and exchange feedback .
Make the necessary changes and write the final version .
Supporting evidence:
EXTRA TASK
Reading + Writing
Focus ON THE NARRATIVE TEXT
This extra task will help you navigate through the essential parts of the narrative text .
A Read this narrative text.
What Luck!
EXPOSITION
A beginning, where the author introduces the characters, the setting, and the initial conflict
RISING ACTION AND CLIMAX
A middle, including character development, challenges that the characters face, and/or confrontation with the villain, along with the turning point .
FALLING ACTION AND CONCLUSION
A conclusion, where we see how the characters have been affected by the climax and how they come to terms with their new situation
NARRATIVE TEXT MODEL
It was three o’clock on Friday, and we were in history class. I was sitting at the back, not listening. Instead, I was gazing at Cynthia’s perfect profile.
“… and so, we will start first thing Monday morning with Mr. Lachance’s presentation. Understood, Mr. Lachance?”
“Excuse me?” I replied as everyone stared.
“You will start us off with your presentation on world democracies on Monday morning,” Mr. McCrory repeated as the bell rang.
Presentation? Monday? Democracies? I was in deep trouble.
As soon as I arrived home, I went jogging. I needed to clear my head. I knew nothing about democracies; I never listened in history class. My parents would not be happy if I failed. Again.
The jogging helped a bit, and when I got back, I had a plan of action. I had one weekend to write and practise a presentation that would not make me look like a total reject—especially not in front of Cynthia.
After work on Saturday afternoon, I wrote a plan. Two hours later, I needed a break. I put my work away and called my best friend, Jason, who told me that there was a party at Mia’s house that night.
The party was okay. I was driving, so I stayed pretty quiet, unlike Jason, who was quite festive.
Finally, since I was working early the next morning, we decided to leave around midnight. As I was getting in the car, I heard Cynthia’s voice ask, “Hey, Mark, are you leaving already?”
“Eh, yeah, whatever…” I stuttered.
She looked at me strangely and walked away with her friends. I felt like such an idiot.
On Sunday, when I got back from an eventful day at work, I begged my sister to help me with my presentation. First, we set up my PowerPoint, and she helped me practise. “Practice makes perfect,” she kept saying. So, that’s what I did. Finally, exhausted, I went to bed.
Monday morning came too quickly. I woke up in a rush and went to school, ready to impress Cynthia. This time, I wouldn’t stutter.
As I nervously stood in front of the class, I finally noticed that Cynthia’s seat was empty. She was absent! All my hard work had been for nothing!
The next day, as I was walking, someone tapped me on the shoulder.
“I heard you got an A for your history presentation,” Cynthia said, smiling. “Maybe you could help me study? I really need to improve my grade, and I hate oral presentations.”
Finally, all that hard work had paid off!
Check and Reinvest Your Understanding
B Answer the questions using the information from the Tip.
1. What is the setting of this story?
Place(s):
2. Who is the main character in this story?
3. Who are the secondary characters?
4. What is the point of view in this story?
5. What is the main conflict in this story?
Time:
6. In this story, how does the author encourage the reader to connect with the main character?
Tip
For a good narrative text
The setting, including the time (past, present, future) and the place in which the action occurs, is introduced at the beginning of the story
The characters play an essential role in the story . The point of view of the story (perspective) is either: – in the first person, where the narrator tells the story from their perspective – in the third person, where the narrator is a spectator and not part of the story
There is a conflict or a challenge for the character(s) to overcome This may be internal, where the characters struggle with emotional obstacles, or external, where the characters face challenges against another person or their environment
All the elements (setting, characters, challenges, etc ) work together
The reader connects to the characters in some way
C First, look at the plot structure of a narrative text (page 22). Then, fill in the diagram below with the correct line numbers from the text.
The reader understands the challenges that the characters face and relates to them .
Lines:
Lines:
Lines:
Lines:
Lines:
D Write a narrative text on one of the following topics: I conquered my fear.
The most stressful day in my life was … I know that difficult challenges are not really all that bad for me .
2 3
Wrap-UP
Interacting Practice Makes Perfect!
Form a group of three or four to talk and engage on stress-related topics.
Select only one statement or question from your list to discuss.
Actively participate and contribute to the discussion until it is time to change to another student’s statement or question.
Keep the discussion going for 15 minutes by answering additional statements or questions if necessary.
Student A
1. “Who begins too much accomplishes little ” Explain this German proverb in your own words
2. What situations have you experienced in which stress was a good thing or helped you to succeed?
Explain
3. “Discuss about a situation where you experienced eustress .
Student C
1. “Don’t sail out farther than you can row back ” What do you believe this Danish proverb means? Explain .
2. What are some of the advantages of stress?
3. What are some stress relieving techniques you use when you are anxious?
Make sure to
Take this seriously since it will help you to prepare for the Ministry oral interaction evaluation at the end of the year
Use varied techniques to get the conversation going throughout the entire time . See p. 240.
Actively participate all along
Student B
1. What type of therapy would you recommend to a friend who is constantly stressed out?
2. Explain this Japanese proverb: “Fall seven times, stand up eight . ”
3. Did you ever experience the “spotlight effect?” Explain .
Student D
1. Are people more stressed today than when your parents were young? Why?
2. Do you believe it is possible to live a life without experiencing any stress at all? Explain .
3. “Shared joy is a double joy; shared sorrow is half a sorrow .” Explain this Swedish proverb .
Look Further
Read:
Catalyst by Laurie Halse Anderson (fiction)
It’s Kind of a Funny Story by Ned Vizzini (fiction)
Positively Teen: A Practical Guide to a More Positive, More Confident You by Nicola Morgan (non-fiction)
Watch:
The Perks of Being a Wallflower directed by Stephen Chbosky (feature film)
Brooklyn directed by John Crowley (feature film)
Real Life Teens – Stress directed by Michael Bennett (documentary)
As Good as It Gets directed by James L Brooks (feature film)
A Beautiful Mind directed by Ron Howard (feature film)
Grammar
Grammar 1
point 2 NOUNS,
QUANTIFIERS, POSSESSION AND POSSESSIVE ADJECTIVES
NOUNS
A noun is either a person, thing, place, activity, or idea. It can be common or proper, and countable or uncountable.
Types of nouns
Common Noun
A common noun is a person, thing, place, or abstract idea or feeling.
aunt, dog, apple, water, house, school, peace, love
Proper Noun
A proper noun is the name of a specific person, place, or thing.
Robert, Canada, St. Patrick’s High School
Countable Noun
IMPORTANT INFO
Always capitalize proper nouns, including languages, religions and cultures.
English, French, Protestant, Indigenous
See p. 139.
This noun has singular and plural forms. It can be regular, with an -s or -es ending, or it can have an irregular form with different spellings. See p. 246 for a list of irregular plural nouns. a boy four boys Irregular forms
a match three matches one person two people an activity many activities one child 16 children
Uncountable Noun
An uncountable noun can’t be counted, so it does not have a plural form. information informations advice advices homework homeworks
Categories:
Abstract ideas: anger, beauty, courage, fun, happiness, luck, etc.
Activities: hockey, homework, music, soccer, tennis, work, etc.
Food: bread, butter, fish, pasta, etc.
Gases: air, carbon dioxide, methane, smoke, etc.
IMPORTANT INFO
Never use the indefinite articles (a or an) or a number before non-count nouns.
He gave me an advice.
Groups of items: baggage, clothing, equipment, furniture, money, etc.
Liquids: alcohol, coffee, gasoline, juice, tea, water, etc.
Materials and solids: cotton, glass, gold, paper, silver, wood, wool, etc.
Particles and grains: dust, flour, rice, salt, sugar, etc.
School subjects: art, biology, history, mathematics, etc.
Some nouns can be both countable and uncountable:
Hair: There were two hairs in my spaghetti sauce! (countable)
My brother has long, thick hair (uncountable)
Experience: He had many exciting experiences while he was overseas. (countable)
She will get the job because she has experience. (uncountable)
Fire: The firefighter put out a lot of fires last week. (countable)
Vampires are afraid of fire. (uncountable)
QUANTIFIERS
A quantifier is a word or phrase used before a noun to indicate quantity.
USE RULE
The choice of quantifier depends on whether the noun is countable or uncountable.
• With uncountable nouns, use much, a little, little (not much). That is too much information.
• With count nouns, use many, a few, few (not many).
There are many people here.
The expressions a few, few, a little and little have different meanings.
A few people came to the party. = Not very many people came. Few people came to the party. = Almost no one came to the party. This plant needs a little water. = This plant needs some water. This plant needs little water. = This plant does not need a lot of water.
Use a lot of with both uncountable and countable nouns to indicate a large amount. We do a lot of projects and a lot of homework.
Use some to express positive statements, requests, and offers.
Mark bought some magazines to read on the bus. Would you like some pie?
Use any in negative statements and questions that are not requests or offers, such as information questions.
There aren't any flowers in the yard. Do you have any idea when the movie starts?
Use several with the plural form of countable nouns to indicate an unspecified number or amount that is not large but greater than two.
Our luggage arrived several hours ago. My brother added several other gifts to his Christmas list.
POSSESSION
USE FORM
An apostrophe (’) and -s are added to nouns to show ownership or possession of something.
For both singular and plural nouns that do not end in -s, add an apostrophe + -s:
Singular: the teacher’s book Kim’s therapy session
Plural: the people’s reactions the children’s homework
For plural nouns ending in -s or -es, add only an apostrophe: the boys’ activities the teenagers’ opinions the actresses’ roles
IMPORTANT INFO
Possessive form must not be used to describe things. Instead, use a phrase with of.
The back’s hat is made of fake fur. The back of this hat is made of fake fur.
For singular nouns ending in -s, add an apostrophe + -s if the second -s is pronounced: the boss’s desk (boss-iz) Carlos’s book (carlos-iz) the Beatles’ album the Smiths’ pool
Grammar point 2
POSSESSIVE ADJECTIVES
These adjectives are used before a noun to express another form of possession.
FORM
POSSESSIVE ADJECTIVE
my
Carol is my best friend. your (singular) Is this your car? her
She broke up with her boyfriend yesterday. his Dominic wrote his text in forty minutes. its* The truck dropped off its load at the dock.
our
Our teacher is available for remedial classes at lunchtime. your (plural)
“Good morning, students. Here are your results.” their** They visited their grandparents last weekend.
* its = possessive adjective (no apostrophe) it’s = abbreviated form of it is ** their = possessive adjective there = that place they’re = abbreviated form of they are
Pay attention to the rules of singular and plural possessive adjectives in sentences.
• Possessive adjectives are connected to the subject of the sentence or to the owner of the object. Therefore, the possessive adjective remains the same whether the object is singular or plural. Like most teens, Catalina sometimes does her homework at the last minute. However, when she has a project to do with her friends, they meet up and do their work together.
Be careful with male and female subjects and their possessive adjectives.
• When you want to indicate that something belongs to a male, use his Liam wanted to watch his favourite movie alone with his girlfriend.
• When you want to indicate that something belongs to a female, use her.
Maria-Anna looked through her vacation photos.
PRACTICE
A Read the text and notice the underlined nouns and the quantifiers in bold.
Stress can be a blessing or a curse Most people deal with it on a daily basis. It is what makes them perform better. This is the case with my friends, Anthony, and John. They are players for our school’s badminton team. Some students crack under pressure, but not these athletes. Anthony’s girlfriend says that he gets into his “zone” before a match. It’s the same for John. Very few players from other schools can beat this duo. In fact, none has succeeded this season. Their advice on how to beat stress? Arrive early for games and visualize your win. All, or almost all, games are just that—games. Don’t take them too seriously.
B Place the underlined nouns from the text in Activity A into the correct category below.
COUNTABLE NOUNS UNCOUNTABLE NOUNS
Singular Plural
C Place the words in bold from the text in Activity A into the grid, from the smallest quantity to the largest.
* 50% is half of Half of my friends don’t deal with stress very well.
D Use the nouns in parentheses to complete the text. Pay attention to the singular and plural forms.
Last spring, I decided to buy myself a dog. I was following the (advice) of a good friend of mine who told me that having a dog would help reduce my (level) of (stress) . He used a lot of (information) to persuade me. He was right. Now, when I get home from school, Bonny, my (dog) , is waiting for me and is always happy to see me. I take her out to the (park) for a run. It is amazing how many (person) have dogs. Most (owner) keep their dog on a leash, but some let them run loose. I wonder if all these dog (walker) are dealing with stress? Finally, when I get home, I am ready to sit down and do my (homework) , stress-free.
E Classify your answers from Activity D in the chart below.
COUNTABLE NOUNS UNCOUNTABLE NOUNS
Grammar point 2
F
Complete the sentences with words from the list. Use the plural form when necessary.
baggage bread child dollar foot furniture leaf money tooth vocabulary woman work
1. You do not need to have a lot of in your apartment. Remember, you’re a minimalist.
2. The hockey player broke two of his during the match. He should have worn a mouthguard.
3. I lost all of my on vacation. I hope I am eligible for compensation from the airline.
4. A lot of toddlers and young like to play in the park with their friends.
5. I have a hundred in my wallet for you. How do you want to spend it?
6. The waited in line for their turn to speak.
7. It is important to learn a lot of different in English.
8. I try to save as much as I can so that I can rent a car while I’m in Europe.
9. They became vegetarians, so was one of their important staples.
10. I have some to do before I close the store. Go ahead, I’ll meet you there.
11. Autumn was upon us; all of the fallen were strewn across the schoolyard in a vibrant mosaic of yellows, reds, and oranges.
12. The expression “two left ” means a person is uncoordinated.
G Underline the correct quantifier in each sentence.
1. How (many / much) options do we have?
2. We have (any / almost no) information about what happened.
3. We have (several / much) solutions to this particular problem.
4. Do you have (many / any) money left?
5. Craig understands (a little / much) German.
H Write an original sentence using each quantifier.
1. some:
2. any:
3. several:
4. a little:
5. little:
6. much:
7. a few:
8. a lot of:
6. There are (a few / few) people left backstage if you want to talk to them.
7. I think we need (a few / a little) time to relax.
8. Even with the (little / some) experience he has, he should do okay.
9. Paul ate (some / several) bread for lunch.
10. We saw (a lot of / any) castles in Ireland.
I Rewrite each noun in parentheses in the space provided. Decide if it is singular or plural and place the apostrophe where needed.
1. In (todays) newspaper, I read that more students are using alternative therapies to deal with stress.
2. I heard that (Suzies) response to a hard (days) work is to go kayaking.
3. Markus often borrows his (cousins) car to go to work.
4. My sister is our (fathers) pride and joy. He spoils her and gives her whatever she wants.
5. (Canadas) laws are there to protect all its citizens.
6. The (childrens) toys were all over the floor, along with the (babies) shoes.
7. It is interesting to hear different (peoples) ideas and learn their different opinions.
8. The (therapists) fees were very reasonable for us.
J Complete each sentence with the correct possessive adjective.
1. Damien is quietly reading book in the library.
2. Hi guys! I really like house!
3. The school painted cafeteria last summer.
4. Mrs. O’Connor always takes dog out for a walk before going to work.
5. We should take own car to go to the party.
6. Charlotte and Sandra explained what had happened to mom.
7. I don’t understand why father is so angry at me.
8. You need to go try on prom dress on Saturday.
9. Thomas and Emile asked teacher about the test.
10. Mr. Li is very proud of daughter.
K Replace the underlined word or words with the correct possessive adjective.
1. This is the young boy’s soccer ball.
2. Can you please pick up Gail’s papers from the office?
3. The dogs’ barks made the little children cry.
4. My best friend’s name is Daniel.
5. He drives faster in his mother’s car.
6. The country’s population is declining.
Grammar
PRESENT AND PAST VERBS point 2
SIMPLE PRESENT
The simple present expresses a routine, fact, emotion, or state in the present. Keywords include generally, every day, frequently, often, never, always, etc.
form
Verb to Be AFFIRMATIVE
IMPORTANT INFO
The third-person singular verb always ends with -s
I am happy. You / We / They are here. He / She / It is fine. I’m happy. You / We / They’re here. He / She / It’s fine. NEGATIVE
I am not happy. You / We / They are not here. He / She / It is not fine. I’m not happy. You / We / They’re not here. He / She / It’s not fine. You / We / They aren’t here. He / She / It isn’t fine.
I / You / We / They work here. He / She / It lives in France.
I / You / We / They do not work here. He / She / It does not live in France. I / You / We / They don’t work here. He / She / It doesn’t live in France. YES / NO QUESTIONS
/
Extra Reading
How to Channel Stress and Anxiety into Something Good
by Brian Sachetta
The author details how he copes with his daily stress and channels it into something positive.
The Adventure of the Speckled Band
adapted from Arthur Conan Doyle
In this dark and rather unconventional murder story, Sherlock Holmes investigates the death of a bride-to-be’s sister, who fears for her own life.
One Thousand Dollars
adapted from O. Henry
A young man inherits $1,000 from his uncle. However, there is a condition: he must provide a detailed account of how he spends the money.
by Robert Thérien
A 22-year-old woman is undecided about leaving her parents’ house.
The Psychology of Gaming, Why Do People
by Dr Steph Acaster
An article that explains how people find the time, space, and, most importantly, the motivation to play games in a society where work and productivity are frequently prioritized.
FINISH
The best go-to resource to help students reach the end of their secondary school journey!
Written by experienced ESL teachers and authors, Finish Line is designed to provide a comprehensive, all-in-one solution that ensures student success.
STUDENT WORKBOOK
Five chapters with engaging themes.
Each chapter develops the three competencies by including:
4 oral interaction tasks
2 reading tasks
2 watching tasks
1 writing task
Lots of fun activities!
Grammar section with crucial theories and ample exercises for context-based practice.
Extra Reading section that offers five additional texts to broaden and explore each chapter’s theme.
References section which provides a variety of useful resources to facilitate English learning.
DIGITAL FEATURES
Interactive workbook with answer key.
More than 400 self-correcting activities.
Plenty of reproducible sheets, including:
Ministry-type practice exam
Discussion cards
Supplementary readings
Grammar and vocabulary quizzes
Evaluation situations, tools and much more!
10 authentic videos for the watching tasks.
Audio recordings to facilitate reading comprehension.
8 animated videos to improve strategies and prepare for the Ministry Exam.
6 animated quizzes about grammar and the Ministry Exam.
Click+ and hyperlinks.
PREPARATION FOR THE MINISTRY EXAM BOOKLET
Essential guidance, examples and activities for reading, oral interaction and written production.
Step-by-step explanations for each section of the exam.
Useful examples and activities about the structure and techniques of opinion writing.
Group discussions and simulations to practise writing opinion pieces.
Take a peek by scanning the QR code! www.mazonecec.com/demo/finishline5