Forward 3_Student Book by Les Éditions CEC

www.cecplus.com

MAIA WILLIAMSON ENRIQUE FERNANDEZ

FORWARD ENGLISH LANGUAGE & CULTURE

MAIA WILLIAMSON ENRIQUE FERNANDEZ

TABLE OF CONTENTS First-Day Meet and Greet . . . . . . . . . . . . . . . . UNIT 1: The Learning Curve . . . . . . . . . . . .

X 2

What does it mean to be intelligent?

1.1 Warm-up: What Type of Intelligence

Are You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 Reading: Is One Gender Smarter Than the Other? . . . . . . . . . . . . . . . . . . . . . . . . . 1.3 Listening: Is Intelligence a Guarantee for Success? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.4 Reading: Getting Hired By Google: Excerpt from Are You Smart Enough to Work at Google? . . . . . . . . . . . . . . . . . . . . . . 1.5 Video: What Rex Can Do . . . . . . . . . . . . . . . . . 1.6 Speaking: Put Your Intelligence to Good Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.7 Word Boost: The Learning Curve . . . . . . . . . 1.8 Grammar Boost: Simple Past vs. Present Perfect . . . . . . . . . . . . . . . . . . . . . . . 1.9 Writing: Brainstorming . . . . . . . . . . . . . . . . . .

3 4 8

11 15 17 17 18 20

UNIT 2: Food Revolutions . . . . . . . . . . . . . . . 22 What factors influence your food decisions?

2.1 Warm-up: Food for Thought Quiz . . . . . . . . 23 2.2 Reading: For the Love of Food . . . . . . . . . . . 24 2.3 Video: Freegans . . . . . . . . . . . . . . . . . . . . . . . . . 29 2.4 Reading: The Frenzy Over Fast Food: Excerpt from Fast Food Nation . . . . . . . . . . . 2.5 Video: Insect Innovators . . . . . . . . . . . . . . . . . 2.6 Speaking: Food Pitch . . . . . . . . . . . . . . . . . . . . 2.7 Word Boost: Food Revolutions . . . . . . . . . . . 2.8 Grammar Boost: Simple Present vs. Present Continuous . . . . . . . . . . . . . . . . . . . 2.9 Writing: Paragraphs . . . . . . . . . . . . . . . . . . . . .

IV TABLE OF CONTENTS forward 3

30 34 36 37 38 40

UNIT 3: Is That Wrong? . . . . . . . . . . . . . . . . . 42 How do ethical dilemmas permeate our daily lives?

3.1 Warm-up: What Would You Do? . . . . . . . . . 43 3.2 Reading: Who (or What) Is Responsible? Excerpt from The Ethical Brain . . . . . . . . . . . 3.3 Listening: The Neuroscience of Morality . . . 3.4 Reading: The Need to Win: Excerpt from Dope: A History of Performance Enhancement in Sports from the Nineteenth Century to Today . . . . . . . . . . . . . . 3.5 Video: Overlooking the Obvious About Marijuana . . . . . . . . . . . . . . . . . . . . . . . . 3.6 Speaking: Stating Preferences . . . . . . . . . . . 3.7 Word Boost: Is That Wrong? . . . . . . . . . . . . . 3.8 Grammar Boost: Overview of Nouns . . . . . 3.9 Writing: Thesis Statement . . . . . . . . . . . . . . .

50 54 56 57 58 59

UNIT 4: Cross-Cultural Challenges . . . . . . 62 How can we better understand cultural diversity?

4.1 Warm-up: How Do You Communicate

with the World? . . . . . . . . . . . . . . . . . . . . . . . . . 4.2 Reading: Familiar but Foreign Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3 Listening: Growing Up Different in Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.4 Reading: When Celebrating Culture Becomes Risky: Excerpt from The Sun Also Rises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.5 Video: Am I a Foreign Chinese-American? . . 4.6 Speaking: A Newcomer with an Impact . . 4.7 Word Boost: Cross-Cultural Challenges . . . 4.8 Grammar Boost: Future Forms . . . . . . . . . . . 4.9 Writing: Essay Outline . . . . . . . . . . . . . . . . . . .

63 64 69

71 75 77 78 79 81

UNIT 5: For the Love of Violence . . . . . . . 82 How does society perpetuate a culture of violence?

5.1 Warm-up: How Much Violence

Do We See? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.2 Reading: Eliminating Violence in Sports . . 5.3 Video: Fandemonium . . . . . . . . . . . . . . . . . . . . 5.4 Reading: Sorry, There’s No Link: Excerpt from Grand Theft Childhood . . . . . . . . . . . . . 5.5 Listening: Our Capacity for Violence . . . . . 5.6 Speaking: Debating . . . . . . . . . . . . . . . . . . . . . 5.7 Word Boost: For the Love of Violence . . . . 5.8 Grammar Boost: Articles . . . . . . . . . . . . . . . . 5.9 Writing: The Informative Essay . . . . . . . . . . .

83 84 88 90 94 96 98 99

1 01

UNIT 6: The Great Beyond . . . . . . . . . . . . . . 1 02 Where will your next journey take you?

6.1 Warm-up: What Does Travel Mean

to You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2 Reading: The Good and the Bad of Volunteering Abroad . . . . . . . . . . . . . . . . . 6.3 Video: Africa Mercy Ships . . . . . . . . . . . . . . . . 6.4 Reading: Travel With Care . . . . . . . . . . . . . . . 6.5 Video: Space Tourism . . . . . . . . . . . . . . . . . . . . 6.6 Speaking: Make an Impact . . . . . . . . . . . . . . 6.7 Word Boost: The Great Beyond . . . . . . . . . . 6.8 Grammar Boost: Alternative Adjectives . . . 6.9 Writing: The Argumentative Essay . . . . . . .

1 03 1 03 108

1 09 1 14 1 16 1 16 1 17 1 19

UNIT 7: The Odds of Life . . . . . . . . . . . . . . . 120 How far would you go to make the most of your world?

7.1 Warm-up: Are You Looking for Some

Excitement? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 21

7.2 Reading: That’s Extreme . . . . . . . . . . . . . . . . . 1 22 7.3 Video: When Getting Lost Has a True Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.4 Reading: Claiming a Piece of the Free Life: Excerpt from Into the Wild . . . . . . . . . . 7.5 Listening: Prepare, Just in Case! . . . . . . . . . 7.6 Speaking: Did That Really Happen? . . . . . . 7.7 Word Boost: The Odds of Life . . . . . . . . . . . . 7.8 Grammar Boost: Passive Voice . . . . . . . . . . . 7.9 Writing: The Compare-and-Contrast Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 25 1 27 1 30 1 32

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UNIT 8: Tomorrow’s English . . . . . . . . . . . . 1 38 What does the English of the past and present tell us about its future?

8.1 Warm-up: Intepreting Infographics . . . . . . . 1 39 8.2 Video: A Crash Course in the History of English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.3 Reading: The French Connection: Excerpt from The Canterbury Tales . . . . . . . 8.4 Video: Many Voices . . . . . . . . . . . . . . . . . . . . . . 8.5 Reading: The Future of English? . . . . . . . . . 8.6 Speaking: Demise or Renaissance? . . . . . . 8.7 Word Boost: Tomorrow’s English . . . . . . . . . 8.8 Grammar Boost: Using the Gerund . . . . . . 8.9 Writing: The Summary . . . . . . . . . . . . . . . . . . .

1 39 1 43 1 45 1 47 1 52 1 52 1 54

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REFERENCE AND PRONUNCIATION . . . . . . . . . . . . . . . . 158 Section 1: Vocabulary Strategies . . . . . . . . . . . . Section 2: P ronunciation (with Listening activities) . . . . . . . . . Section 3: Listening Strategies . . . . . . . . . . . . . . Section 4: Reading Strategies . . . . . . . . . . . . . . . Section 5: Irregular Verb List . . . . . . . . . . . . . . . .

1 58 160

1 66 1 70 171

TABLE OF CONTENTS forward 3

SCOPE AND SEQUENCE: SKILLS Titles and Guiding Questions

Speaking

Reading

Listening/Viewing

Writing

Unit 1 The Learning Curve What does it mean to be intelligent?

Warm-Up: What Type of Is One Gender Smarter than the Intelligence Are You? Other? (Social sciences) Take the Multiple-Intelligence Quiz Getting Hired by Google (Social Discussions: strengths and sciences) Weaknesses in Intelligence

Is Intelligence a Guarantee to Success? Malcolm Gladwell (Social sciences) What Rex Can Do (Pure and applied sciences)

Grammar: Simple Past vs. Present Perfect Writing: Brainstorming

Unit 2 Food Revolutions What factors influence your food decisions?

Warm-Up: Food for Thought Quiz Pitch a New Food Concept Discussions: food as Ideology; choosing freeganism; nontraditional food

For the Love of Food: The Rise and Fall of Foodism (Social sciences/Culinary arts) Excerpt from Fast Food Nation by Eric Schlosser (Social sciences/agriculture)

Freegans (Social sciences) Insect Innovators (Commerce)

Grammar: Simple Present vs. Present Continuous Writing: Paragraphs

Excerpt from The Ethical Brain by Michael Gazzaniga (Social Sciences) Excerpt from Dope: A History of Performance Enhancement by Daniel M. Rosen (Pure and applied sciences)

The Neuroscience of Morality (Pure and applied sciences) Overlooking the Obvious About Marijuana (Social sciences)

Grammar: Overview of Nouns Writing: Introduction and Thesis

Growing Up Different in Canada (Social sciences) Am I a Foreign Chinese-American? (Social sciences)

Grammar: Future Forms Writing: Essay Outline

Unit 3 Warm-Up: What Would You Do Is That Wrong? Stating Preferences How do ethical Discussions: moral decisions in dilemmas permeate justice, sports and medicine our lives?

Unit 4 Cross-Cultural Challenges How can we better understand cultural diversity?

Warm-Up: Communicating with Familiar but Foreign Experiences the Outside World (Quiz) (Social sciences) A Newcomer with an Impact Excerpt from The Sun Also Rises Discussions: learning from the by Ernest Hemingway travelling experiences of others, (the Arts and literature) immigrant challenges

Unit 5 Warm-Up: How Much Violence For the Love of Do We See? Violence Debating How does society Discussions: what to do with perpetuate a culture violence in school, gaming of violence? and sports

Eliminating Violence in Sports Fandemonium (Social sciences) (Social Sciences) Our Capacity for Violence (Pure Excerpt from Grand Theft and applied sciences) Childhood by Lawrence Kutner (Social sciences)

Grammar: Articles Writing: The Informative Essay

Unit 6 The Great Beyond Where will your next journey take you?

The Good and the Bad of Africa Mercy Ships (Pure and Volunteering Abroad applied sciences; social (Social sciences) sciences) Travel With Care, and Carbon-Free Space Tourism (Social sciences) (Pure and applied sciences)

Grammar: Alternative Adjectives Writing: The Argumentative Essay

Warm-Up: Famous Quotations Making an Impact (in Travel) Discussions: careers and volunteering overseas, the appeal of space travel

Unit 7 Warm-Up: Looking for Excitement That’s Extreme (Social sciences) The Odds of Life (Scenarios) Excerpt from Into the Wild by How far would you Did That Really Happen (Lying Jon Krakhauer (the Arts and go to make the Game) literature) most of your world? Discussions: your limits, loneliness and preparing for the worst

Award-Winning Short Film: Of Soul and Water (Social sciences/the Arts and literature) Prepare, Just in Case (Social sciences)

Unit 8 Warm-Up: Intepreting Excerpt from The Cantebury Tales The History of English in 10 Tomorrow’s English Infographics by Geoffrey Chaucer (the Arts Minutes (Social sciences and What does the English Demise or Renaissance: Producing and literature) modern languages) of the past and a Vlog About English The Future of English? 21 Accents with Amy Walker present tell us Discussions: issues related to the (Social sciences and modern (the Arts and literature) about its future? evolution of language languages)

VI SCOPE AND SEQUENCE forward 3

Grammar: Passive Voice Writing: The Compare-andContrast Essay Grammar: Using the Gerund Writing: The Summary

SCOPE AND SEQUENCE: LANGUAGE POINTERS Titles Unit 1 The Learning Curve Unit 2 Food Revolutions Unit 3 Is That Wrong? Unit 4 Cross-Cultural Challenges Unit 5 For the Love of Violence Unit 6 The Great Beyond Unit 7 The Odds of Life Unit 8 Tomorrow’s English Reference and Pronunciation

Comprehension

Grammar

Pronunciation

Writing Strategies

Anticipating Ideas

Simple Past vs. Present Perfect

-ed Endings

Techniques to help you start the writing process

Selective Listening: Main Content

Simple Present vs. Present Continuous

Third Person -s and -es

Exploring paragraph structure, unity and coherence

Selective Listening: Details

Non-Count Nouns

Word Stress in Phrasal Verbs

Defining and crafting the introduction

Making Inferences

Future Forms

Content Words vs. Function Words

Drafting a clear essay outline

Understanding NativeSpeakers: Liaisons

Articles

Reduction of Function Words

Writing to inform your audience

Understanding NativeSpeakers: Reductions

Alternative Adjectives

The /th/ Sound

Making your argument clear and succinct

Fillers

Passive Voice

The /o/ Sound

Understanding and organizing the compare-and-contrast essay

Understanding NativeSpeakers: British English

Gerunds and Infintives

English Varieties

The challenges of writing a summary

Vocabulary Strategies Pronunciation Exercises Listening Strategies Reading Strategies Irregular Verb List

SCOPE AND SEQUENCE forward 3

VII

UNIT

12345678 8

TOMORROW’S ENGLISH What does the English of the past and present tell us about its future? FOR STARTERS • What do you think is the most difficult language to learn? • What are the different varieties of English that you know? • How do you think technology will change languages in the future?

138 tomorrow ’s

english

arm-up | 8.1 interpreting infographics In groups of three or four students, look at the timeline that appears below. Each circle represents a pivotal moment in the evolution of the English language. Brainstorm with your group and try to guess what the circles on the timeline represent. Consider things like pronunciation, vocabulary, expressions, grammar and style.

AD 450 1066 1606 1778 1884 1933 2012

500

1000

1500

1800

1900

2000

Discussion In “The Top Eight” chart below, what do you think the changes in the proportion of English speakers in the world mean to the future of English? What do you think these changes mean to people whose mother tongue is not English? Could native English speakers in the future become less influential? The Top Eight*

The figures below represent the millions of people who speak English as a first,

additional or mixed (i.e. Creole) language. Total populations appear in parentheses. The US

India

China

Nigeria

The UK

The Philippines

Canada

Australia

280 M (310 M)

90 M (1.2 B)

80 M (1.35 B)

60 M (160 M)

59 M (61 M)

54 M (95 M)

26 M (34 M)

19 M (23 M)

*Source: Figures for current country populations are based on the July 1, 2012, estimate by the United Nations Department of Economic and Social Affairs – Population Division Figures

ideo | 8.2 a crash course in the history of english Similar to many modern languages today, English is the product of change. The language has been shaped by different cultures interacting over centuries, a variety of less than peaceful naval and scientific explorations in the last four hundred years, as well as many seminal moments in European and world history in the 20th century. In our century, could more change mean the undoing of modern English?

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Vocabulary Match the words in the left-hand column with the meanings in the right-hand column

before you listen to the recording. Look up the words in a dictionary to confirm your choices. 1 the Angles

a to discover the meaning of a difficult or hidden message

2 the Saxons

b tuberculosis, a potentially fatal disease of the lungs

3 missionary

c a religious person who travels to educate new believers

4 indecipherable

d money or profit

5 the Normans

e a French-speaking people whose descendants are Vikings

6 anchovy

f to pay little attention; to be unsympathetic

7 catchphrase

g a professional who records word definitions

8 to give short shrift

h laugh out loud or lots of love

9 lucre

i impossible to read because it’s too complex

10 fire and brimstone

j a situation that is ruined by a negative person or event

11 fly in the ointment

k northern group of Germanic people from Saxony

12 lexicographer

l to steal

13 TB

m Europeans who came from the Danish peninsula

14 LOL

n threat of hell or damnation

15 to pilfer

o a small fish, usually salted

16 to decipher

p a popular expression invented by someone famous

MIGRATION OF ENGLISH ANCESTORS

Jutes DENMARK Angles

SCOTLAND

Saxons

IRELAND WALES

Frisians

ENGLAND

THE NETHERLANDS GERMANY Normans

FRANCE 140 tomorrow ’s

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Comprehension Watch the video and decide if each statement is true (T) or false (F). If the answer is false, provide the correct answer.

After the Romans left, two tribes flooded into England: the Angles and the Saxons.

The Anglo-Saxons invented useful words such as house and woman.

The Vikings brought to England the words martyr, bishop and font; the missionaries brought drag, ransack, thrust, die, rape, pillage, give and take.

After the French conquest, 10,000 words related to the law and cooking were adopted by the English.

Shakespeare invented 2,000 words and phrases, many of which became catchphrases.

The King James Bible taught us many common metaphors used today, such as a bird in the bush is worth two in the hand, a wolf in sheep’s clothing and a fly in the mint.

Scientists abandoned English because it was easier to transform their understanding of the universe in Latin.

Scientific words had to be invented because there were no words for the things they were discovering.

Comprehension Understanding Native Speakers: British English

To help you better understand the British narrator in the video, keep in mind the following pronunciation patterns in British English: • The r at the end of a word or after a vowel sound is not pronounced, or is non-rhotic, so chapter sounds like “chaptuh” and cart sounds like “cahhht.” • Content words, especially adjectives and adverbs, are often pronounced with more emphasis. For more information, go to Section 3 of the Reference and Pronunciation section.

English adopted the words boomerang and nugget from India and yoga and bungalow from Australia.

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Dr. Johnson’s Dictionary of the English Language had 4,273 word entries.

The Oxford English Dictionary was developed in 70 years by a former archbishop, a victim of TB and an exceedingly boring editor who had an employee who ended up in an insane asylum.

The first American-English colonists borrowed words from only the native peoples, the Dutch and the Italians.

Americans spread a new language of capitalism. Examples of capitalist words include bottom line, white collar and merger.

Americans adopted new English expressions from Britain such as autumn and nappies.

Since 1990 the words download, toolbar and firewall have become common.

Internet English has created the acronyms IMHO, BTW, LOL and UG2BK. They mean In My Honest Opinion, By The Weight, Love Out Loud, You’ve Got To Be Known.

English has pilfered words from over 350 languages. There are also mixtures of English and local languages such as Hinglish, or HinduEnglish; Chinglish, or Chinese English; and Singlish, or Singapore English.

The narrator of the film suggests that in the future the English language be given a Chinese name.

eading | 8.3 the french connection Geoffrey Chaucer (1340/44–1400), or “Chausseur,” from the French word for shoemaker,

was the first writer to use the spoken English of his day instead of Anglo-Norman (a variation on French) or even Latin. His most famous book, The Canterbury Tales, is an excellent illustration of how English borrowed so much from French. PRE-READING: BACKGROUND TO THE FIRST RECOGNIZABLE ENGLISH STORY The story of The Canterbury Tales is very much like a storytelling competition. Just outside of London, a cross-section of English characters meet at the Tabard Inn and set out on a pilgrimage to the religious centre of England: Canterbury. The characters in the story include an innkeeper, an iron worker, a carpenter, an English aristocrat as well as religious figures such as a monk, a priest and many others. Before they begin their pilgrimage, they agree to each tell four stories, two on the way to Canterbury and two on the way back to the inn. The person who tells the best story, as determined by the host of the pilgrimage, will have his supper paid for by the rest of the group. The stories are mainly a mixture of social and religious themes. As it happens, no winner is chosen by the host at the end of the pilgrimage because not all of the pilgrims have told their tales by the time the story ends.

Canterbury Cathedral today

Vocabulary First, read—as best as you can—an excerpt from The Canterbury Tales, which follows. Notice the words in bold in the text. Based on your understanding of French, write down what you think these words mean in English. Then, verify your definitions with an English dictionary. 1 devout: 2 corage: 3 hostelrie: 4 by aventure: 5 chambres: 6 to reste: 7 to devise: 8 condicion:

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EXCERPT F ROM THE CANTERBURY TALES (IN MIDDLE ENGLISH) by Geoffrey Chaucer, Author (167 words) MIDDLE ENGLISH

MODERN ENGLISH

In Southwerk at the Tabard as I lay, redy: ready wenden: travel nyne: nine sondry: various i-falle: bring by chance wolden: would esed: have easy anon: at once eek: also wol: will

Redy to wenden on my pilgrimage

To Caunterbury with full devout corage, At night was come into that hostelrie Well nyne and twenty in a companye, Of sondry folk, by aventure i-falle In felaweschipe, and pilgrims were they alle, That toward Caunterbury wolden ryde; The chambres and the stables weren wyde, And well we weren esed atte best. And shortly, whan the sonne was to reste, So had I spoken with hem everychon, That I was of here felaweschipe anon, And made forward erly for to rise, To take our way ther as I you devise. But natheles, while I have time and space, Er that I forther in this tale pace, Me thinketh it acordaunt to reson, To telle yow al the condicion Of eche of hem, so as it semed me, And which they weren, and of what degre; And eek in what array that they were inne: And at a knight than wol I first bygynne.

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Comprehension and Discussion Reread the excerpt from Chaucer’s The Canterbury Tales one more time and discuss

the following questions with a partner.

1 In addition to the vocabulary already examined, what English words look familiar to you?

2 What words are understandable? 3 What other Latin-based or French words are in the text? Find two. 4 In the spaces provided next to the excerpt on page 144, try to transcribe the Middle English version of the text into modern English.

ideo | 8.4 many voices English sounds different all over the world.

Actress Amy Walker knows this well. Since the release of her 21 Accents video, many more people have tried to imitate her. Her versatility with English speech patterns from around the world not only demonstrates the many flavours of English pronunciation, but it also underlines the importance of good listening skills in English communication.

Pronunciation English Varieties

Go on You Tube and watch film excerpts of movies starring Cate Blanchett, Viola Davis and Ewan MacGregor. For information and practice on the varieties of English, see Section 2 in the Reference and Pronunciation section and go online to the website.

Vocabulary Read the following words and write down the meaning of each. If possible, use a dictionary. 1 a’right (British): 2 me (Irish): 3 shortbread (Scottish): 4 a tin (British): 5 true blue: 6 LA (city): 7 transatlantic:

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Check out Cate Blanchett’s accents in Elizabeth (1998) and Blue Jasmine (2013).

Watch Viola Davis perform with a southern US accent in The Help (2011).

Listen to Ewan MacGregor use Scottish and American accents in Trainspotting (1996) and Big Fish (2003).

Comprehension Watch the 21 Accents video three or four times. Then, choose two accents you like and put a check mark (√) next to the features of the language you enjoyed from each choice. Describe “the vibe” in your own words. Remember to identify the accents you are reviewing. Features of the language Choices

First choice

Consonants and vowels Soft consonant Hard consonant Short vowels Long vowels

Melody (or pitch)

Rhythm and stress

No pitch

Weak word stress

Rising pitch

Strong word stress

Falling pitch

No rhythm Fast rhythm Slow rhythm

Second choice

Soft consonant Hard consonant Short vowels Long vowels

No pitch

Weak word stress

Rising pitch

Strong word stress

Falling pitch

No rhythm Fast rhythm Slow rhythm

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Grammar and vocabulary

The vibe

Clear word structure Unclear word structure Foreign word structure American or Canadian words British or Australian words Clear word structure Unclear word structure Foreign word structure American or Canadian words British or Australian words

Vocabulary Work with a group of students or go online and try to find the

equivalent words in American, British, Australian / New Zealand and Canadian English. American

British

Australian / New Zealand

biscuit

Canadian

dessert

garbage undies

pants strides

sweater rubber flat elevator

elevator

chemist’s holidays bottler ado oldies

Discussion 1 Online, you can game with anyone in the world, from

Australia to China to South Africa. What accents have you come across that are particularly difficult to understand, either because of pronunciation or vocabulary? 2 What are the problems you encounter while speaking to native and non-native speakers of English? 3 If you could live for one year in any English-speaking region of the world, where would you live and why?

eading | 8.5 the future of english? Not only are native and non-native speakers adding to English language diversity, but of course, so too is technology. Consequently, the language will continue to be pulled apart into a series of varieties. Is the integration of technology the final phase in the evolution of English?

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Vocabulary First, read the following article “The New Slang: R nu wurds kewl or SNAFU?:-/.”

Notice the words in bold in the text. Based on your understanding of the text, write down what you think these words mean in English in the space provided. Then, verify your definitions with an English dictionary.

1 bastardized 2 to pervert 3 ideology 4 geek 5 academic 6 subculture 7 fiddle music 8 to patronize 9 terse 10 to sign off 11 thou 12 trendy

THE NEW SLANG: R NU WURDS KEWL OR SNAFU ?:-/ by Alisha Morrissey, Journalist and English Teacher The Telegram of Newfoundland (1,380 words)

dialects and texts, who also teaches se I before E, except after at Memorial. C—and on the internet. “I think one of the more telling Quick communication is the goal 25 things is that you go to a coffee shop of the bastardized internet English, now and the most important thing is 5 not correct spelling, good grammar that it has an internet connection. and appropriate punctuation, say You see people sitting by themselves, two Memorial University linguists who study internet language. 30 not with other people,” Childs says. “Because you’ve got your friends in One hundred years ago, a person your box.” 10 who wanted to send a letter would But just because the language take the time to properly write it and has been perverted doesn’t mean then send it off some time later, but today people can quickly dash off a 35 the fundamentals of English have gone by the wayside. note to a loved one, boss or friend 15 living anywhere in the world, in a matter of moments. Language has had to change to accommodate the speedy way we communicate, says Becky Childs, a 20 teacher of linguistics at Memorial University, and Gerard Van Herk, the Canada Research Chair in regional 148 tomorrow ’s

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kinds of music you listen to. It depends 85 what kinds of things you do that you’ll

choose different words, and that’s really quite cool. See, I’m an academic—I said quite cool.” “Is spelling worse than it was 50 years ago? Are there more bad spellers?” Van Herk questions. “I 40 think people are just writing more …. A lot of things now are done in writing that used to be done in speech. Like if you think about all this text messaging, and all this online friend thing. 45 That’s replacing talking.” Childs agrees. “They’re writing more, in more public venues, than we ever have, and that’s the thing that we’re encountering … there’s 50 more opinions out there in the world than there have ever been.” Since the advent of technology and mass communication, people have believed that regional words and 55 dialects will die out, Van Herk says, when, in fact, the opposite is true. “(There’s) a paper from 1855 that says … ‘Because of the steam train and the telegraph these things are 60 going to wipe out regional dialects. As soon as people from Devonshire take the train to London, they will hear how they are supposed to sound and they will stop sounding like Devon65 shiremen right away,’” Van Herk says. When it comes to online discussion, Van Herk and Childs believe dialects have become more complex than linguists would have believed 70 before technology. As well, the dialects and regional words are becoming more based on groups of people and ideologies than actual physical regions. “People will define themselves less 75 by the town that they’re from and maybe a little more by the music that they listen to,” Van Herk says. “Geeks and nerds will have their own slang, 80 and hip-hop fans. Even outside of slang ... (when) people say that’s very cool, that’s way cool, that’s really cool, that’s totally cool, it depends what

SUBCULTURE SAYINGS

Childs agrees, saying that there will be more subcultures, based on how people define themselves, not on where they are from. “If you’re the only goth in the vil95 lage, it doesn’t matter because you can go online and talk to other goths. Or if you’re the only fiddle-music fan in Montréal … so you go online and define yourself as a fiddle-music per100 son and you’ll have the language that goes with it. Nerds will use a lot less LOLs and will probably make fun of it,” Van Herk says, adding that clothing, hairstyle and other visual identi105 fiers are being replaced by having a good idea of the language of a culture. “Of course, you get into the online things like, are people actually portraying themselves accurately?” 110 Childs asks. “If somebody can present an accurate identity online through their language, then we believe them because it appears to be authentic.” People who create false identities 115 online are one of several major concerns for parents. Some parents have expressed concerns about their children’s time online—many because they don’t 120 know exactly what their kids are doing during the hours they spend on the computer, Childs and Van Herk agree. But keeping parents in the dark is the point of secret languages, they say. “It’s gone from kids hanging out 125 on street corners … to being online in chat rooms,” Childs says, adding that parents wouldn’t have heard the slang their kids were using outdoors. 130 “That’s one of the things that parents complain about: ‘My kids don’t go outside and hang out outside anymore. They always sit in front of the TV and the computer.’ That’s their 135 meeting place now.” 90

Grammar Gerunds and Infinitives

Notice the grey highlighted words in the text. Are these words verbs or nouns? For more information, go to the Grammar Boost at the back of this unit; also see Unit 12 of the Forward 3 Grammar book and go online to the website.

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Both professors agree email has “It sounds patronizing when I put become more terse—depending, of it this way and I apologize, but I think course, who the email is being sent to. every generation sees the changes in “A lot of people are saying that an the last 20 years and thinks they were 140 so huge compared to the earlier chan- 190 email should be like a memo and it should only have one topic and if ges, because the earlier changes were you need to talk about four different so far away and hard to see,” Van things, you send four different Herk says. emails,” Van Herk says. “I prefer SHIFTING STYLES 195 getting two different emails.” 145 One of the positives of the secret “Whatever the subject line is related language kids use online is that they to, I’ll just deal with that,” Childs may be learning faster and better to agrees, adding that even in emails style shift, a linguist’s term describbetween the two professors there’s ing how people choose to talk to dif200 usually no greeting. There’s a 10–15 150 ferent types of people in different word response and they will often environments. sign off with only an initial. “They’re getting the chance to “I don’t think that in 20 years practice a lot more,” Van Herk says, you’re going to be getting emails that meaning that kids who are online 205 say ‘pursuant to the 24 insistent’—the 155 today will probably be better at shiftgenre is changing and the new genre ing their language from professional has different needs,” Van Herk says. and social situations than the generaChanges to the English language— tion that came before them. even as it’s spoken—have been 210 pretty constant, Childs says. People INAPPROPRIATE REMARKS no longer use words such as “whom” 160 When Childs starts new classes in the properly and the use of “thou” has fall, she asks her students to really been completely removed from conthink about and write how they temporary speech. would talk to people—from their grandmother to their friends online— 215 STABLE TONGUE 165 and reminds them that calling their However, she’s quick to point out elder, female professor “dude” isn’t that English has been a fairly stable OK with her, or that sending an email language, especially in the last to her from the address pimpdaddy50 years or so. bob@email.com isn’t appropriate. 220 “I don’t think it’s going to be cor170 “Sometimes I think what it takes rupted in any way. I think we’re just is talking about it, because they’re going to have people who are better functioning in a place where that’s users of the language,” she says. funny, and cool, and it works, and “Even if English gets a little then they’re coming to university 225 shaggy around the edges, we’ll get an 175 and it’s the first time where things understanding of it,” Van Herk says, like that are questionable or reflectadding that while internet language ive on them. Part of it is that, as educan be trendy, it, too, will evolve, cators, these are things we should do with new words, dialects and acroto help students understand that 230 nyms popping up. 180 there’s a time and a place for that “I say cool every few sentences, kind of thing.” but 50 years ago if you said ‘cool’ you were identifying with black PROFESSIONAL PASTIME America and the meaning is lost Meanwhile, email is a place where professionals and today’s adults are 235 there,” he says. “No one says ‘the bee’s knees’ anymore.” 185 using their own language.

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Comprehension Work on the following questions with a partner. 1 What is the opening criticism about written English today?

2 What has language had to do in recent years?

3 What is replacing speech?

4 What has technology done to dialects?

5 How will people define themselves, according to Gerard Van Herk?

6 What does Becky Childs think there will be more of in the future?

7 Who is concerned about the accurate portrayal of people online? Why?

8 What do parents need to learn about this concern?

9 According to linguists, what is the advantage of learning secret languages?

10 How does Childs deal with slangy and informal language in her classroom?

11 How have email messages changed over the years in Childs’ faculty of teachers?

12 According to Childs, will the English language become corrupted by internet slang? What is going to happen to internet language?

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peaking | 8.6 demise or renaissance? Prepare to do a video log, or vlog, on what you think the English of the future will sound and look like. Focus on the English spoken in your region or any other part of the world.

Background In the cult classic 1982 science fiction film Blade Runner, the main character played by Harrison Ford mentions a future dialect of English called city-speak. Discuss what you think he means by city-speak. Can you think of examples of city-speak in today’s world? “The charmer’s name was Gaff. I’d seen him around. Bryant must have upped him to the Blade Runner unit. That gibberish he talked was city-speak, guttertalk, a mishmash of Japanese, Spanish, German, what have you.”

Questions to Answer in Your Vlog • What are the strengths and weaknesses of the English language? Provide examples from articles, social media, movies or other media. Think about vocabulary, grammar, spelling, as well as the spoken and written language. • Will English accelerate the adoption of more foreign words and then splinter into a mishmash of languages or will we invent an international English standard?

• With the integration of technology, will the English language produce more tech languages such as LEET or l337? How extensive will this new form of language be?

• How important is language purity? Think of your first language as an example. How tightly should any language be regulated by a dictionary, language experts or a government body?

• On a scale of 1 to 10, where 1 means extremely unlikely and 5 means very likely, what are the chances that English will be a dead language in 100 years? Explain your theory in detail.

ord Boost | 8.7 tomorrow’s english How many times has an English teacher told you that he or she understands your ideas

but that your choice of words was not very English? That is because English is full of words that look French but do not have the same meaning in English. Welcome to the world of false friends!

Read the common false friend in bold and complete the sentences with the correct English variant in parentheses. Pay attention to verb tense. 1 arrive (arrive, happen, reach, succeed) It

all the time! I

a high level of proficiency in English and I think I am truly at school in general . But then, my course transcript

in the mail and I get much lower

grades than I had anticipated . 152 tomorrow ’s

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2 exercise (exercise, have, hold, practise, put pressure on) We have to

our rights in the matter . She medicine in the nearby town . There is no doubt

that she

two important roles in the community .

She also

the office of councillor for the Health

Services Committee . At the council meeting tomorrow, we will have to her to accept the plan .

3 history (complete garbage, history, plot, put someone on, story) I saw the movie Australia, but the

was

somewhat inaccurate . The setting is Australia just before World War II . The

involves a transplanted, dainty

Englishwoman who overcomes the corrupt monopolizing ways of an Australian harbourmaster in the remote northern territory . But the rest of the movie is is

. I think the filmmaker us

. The

of gender roles in Australia is not as positive as the film makes it out to be .

4 voyage (crossing, journey, stopover, travels, trip, voyage, transit) The from New York to Southampton, England, on the Queen Mary 2 was not pleasant . We were actually seasick for four of the six days on this, our first Atlantic . The next day, we flew from London to Moscow, but our flight was delayed during our

in St . Petersburg . While in at the airport, however, we managed to

buy our tickets on the Trans-Mongolian train from Moscow to Beijing . Once we arrived in Moscow and got on the train, our long to Asia began . While in Yekaterinburg, we took a day

to a Soviet-era armaments factory .

It was at this moment in our grand adventure I realized the scope of our

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rammar Boost | 8.8 using the gerund Our use of the form –ing is another source of frustration for many students. For more information, go to Unit 12 of the Forward 3 Grammar book and go online to the website. Let’s explore a few common uses of –ing and some common errors.

Editing point • If you need to add a verb after a verb, it is very easy to just use the infinitive form. He decided to go to the game after all. • It’s easy to forget that in many cases, however, the gerund form appears after a verb, not the infinitive. The criminal admitted to steal the car. The criminal admitted stealing the car. • The following is a comprehensive list of where the gerund form appears in various sentence structures. Subject form: Gerunds are used to represent a sport or activity in the subject of a sentence. Swimming is probably the most healthful sport. Making cookies always puts a smile on the faces of children. Object form: Remember that many verbs are followed with the gerund form, not the infinitive form. For a complete list, see the Forward 3 Grammar book, Unit 12. We enjoy hitchhiking / to hitchhike across the country. Let’s imagine flying / to fly in the Himalayas for the first time. He avoided going / to go to the dentist appointment because he hates drills. Object form, exceptions: The verbs start, begin, love, like, hate are used both with the infinitive and gerund forms, with no change in meaning. The police officers started taking / to take down names of the protestors. Tim loves dancing / to dance in public. Maria hates studying / to study late at night. She likes cooking / to cook lamb on the barbeque. Object form, more exceptions: The verbs forget, remember, try, stop are used in both the infinitive and gerund forms, but with a change in meaning. The students forgot to bring their laptops for the exam. (meaning: to forget a responsibility) The students will never forget seeing the French Alps. (meaning: to keep in one’s memory) He remembered to bring his birth certificate. (meaning: to remember a responsibility) The parents remembered taking the kids to the beach for the first time. (meaning: to keep in one’s memory) I tried to read Chinese, but it was almost impossible. (meaning: to make an effort) Let me try opening the door with a bobby pin. (meaning: to experiment) He stopped to get an all-dressed pizza. (meaning: to stop for a purpose) Laura stopped smoking last year. (meaning: to stop a habit)

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• Object of a preposition: Gerunds almost always follow a verb + preposition combination, whether with or without an indirect object. We look forward to seeing you at our next high school reunion. The child apologized for being late. The umbrella prevented him from getting soaked in the downpour. (with indirect object him) • Verb of perception + object + gerund: The witnesses saw the plane crashing into the buildings on September 11. The old woman hears screaming almost every night of the week. When the door opens, he will feel the cold air tickling the back of his neck.

Other gerunds and gerund-looking words • Many common activities that can be done alone can be expressed with go and the gerund. go shopping go skiing go running go dancing go hunting go hiking • Adjectives often use –ing. an amazing sun a boring class a tempting dessert a confusing equation • Avoid confusing the –ing form with the –ed form of an adjective. Remember this rule of thumb: a person is –ed by something –ing. They were amazed by the amazing sun. He was bored by the boring class. The child was tempted by the tempting dessert. Don was confused by the confusing equation. • Be careful not to confuse a gerund form from a present-participle verb or an adjective with -ing. Thankfully, it’s easy to spot a gerund: If the –ing form is not immediately preceded by an auxiliary verb be, have, could, etc., it’s a gerund, not a verb. Verb: He is smoking two packs a day. Gerund: Smoking is hazardous to your health. Verb: The students could have been cheating. Gerund: He’s a cheating husband.

PART 1

Circle the gerunds in the following text. It’s amazing that I’ve been debating this dilemma for years: whether or not studying in California is for me. I love travelling, but imagining myself studying in a beautiful yet intimidating environment is not an easy decision. Instead of learning in French, I’ll be listening to lectures in English. Taking one course in English is fine, but five or six! I hate the idea of having to learn about a subject while at the same time learning a language. I know myself. Homesickness will get distracting and I won’t be motivated to learn. I’ll stop worrying for now, try applying to one or two universities, and then I’ll make my big decision. Last night, I heard my father saying to my mom that he suggests taking a trip with me to visit the campus in LA. I think that would be an eye-opening trip.

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PART 2

Complete the email message with the gerund or the infinitive form.

Hey Mom, Dad and I just arrived in LA, and it’s amazing! I forgot (bring) my bathing suit, but that’s OK. (Swim) in the Pacific is not a good idea—the water is freezing! Tomorrow, we’re going (visit)

UCLA,

and Tuesday we don’t have an appointment at USC but we’re going to try (meet)

an academic advisor. By the way, did

you remember (feed)

Rocky this morning? I

stopped (give)

him treats last week, so he may

be hungry today. I can see Dad (wait)

for me

in the car. I’d better go. So far, all I can say is I’ll never forget (be) in California for the first time! I can certainly see myself (live)

here one day!

riting | 8.9 the summary During the course of your academic and professional career, many teachers or super-

visors will at some point ask you to summarize an excerpt from a book, an article or a report. Summarizing takes lots of practice. In fact, flushing out the extraneous information from the crucial points—and then rewriting the original without plagiarizing—requires careful planning and rewriting. It’s not as easy as it looks.

Writing Strategy There a few important steps to keep in mind before and while you write your summary: 1 Write down the title and subtitle of the original text; it may also state the main idea.

2 Include the source so that you better understand the audience and the purpose of the text.

3 Skim the original text first, and then scan the original by underlining the

main ideas (or topic sentences). Main ideas and points in an article are usually found in the first, second or last paragraphs.

4 Write your topic sentence or thesis statement based on the author’s original

thesis, title and source. Provide the author’s ideas and points in the same order and the same proportion of coverage as they appeared in the original.

5 Avoid making an opinion or expressing your feelings—you are summarizing

someone else’s ideas, not your own. Avoid using he mentions…, she says…, etc.

6 Compare your summary with the original text, making sure you have not copied sentences or significant phrasings from the original text.

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Sample Summary (See page 105 for the original text.) Joel Richardson’s article published in the Oxford Student newspaper examines how voluntourism appears to benefit gap-year students—and voluntourism companies— more than the people it is supposed to be helping. Many criticize how these students pay a lot of money to volunteer for only a few days while the rest of the time they are on holiday. It appears that voluntourists are making little difference to the communities that need help. Voluntourism is doing more harm than good. To attract these tourists-turned-volunteers, poor communities spend too much money upgrading their facilities to attract more volunteers, and many voluntourism companies exploit volunteers with high fees. Before signing up, make sure a voluntourism company delivers a good service but requires little in terms of fees. Voluntourism can work, but do your research before you go so that no one is negatively impacted, including you.

Your Turn! Find a documentary film, an excerpt from a book or an article about the English language. Choose a topic about the language that interests you. Your text must have a minimum of 500 words. Summarize the film, excerpt or article in no more than 150 words. Peer Edit Exchange your 150-word summary with a partner and provide feedback on the content, unity and coherence of your partner’s work.

Submit When you have finished exchanging feedback with a partner, submit your summary. In your submission to your teacher, make sure to include the original text or online link.

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FORWARD ENGLISH LANGUAGE & CULTURE

Designed to respond to the needs of a wide-range of high-intermediate to advanced students in all programs of study, Forward 3 offers rich, engaging opportunities to learn in greater depth about English language and culture. This student book not only develops student skills in reading, listening, speaking and writing, but it also includes grammar activities, strategies for listening, as well as comprehension and vocabulary-review activities. Learning is consolidated at the end of each unit with a writing task, and pronunciation activities are also provided at the back of the book for learner comprehension and comprehensibility.

engaging themes

features

Unit 1 The Learning Curve Explore how intelligence is measured, from learning a language to finding a job at Google.

• A Scope and Sequence chart for easier lesson

Unit 2 Food Revolutions We all expect different things from our food experience, and this unit looks at how low and far many are going in bringing people together at the table.

planning

• Online skills activities • Vocabulary review activities • Integrated pronunciation activities • Links from reading texts to the Forward 3 Grammar book units

video and audio

Unit 3 Is That Wrong? This unit looks at the reasons why we make moral and ethical decisions. Often, the reasons are not as clear-cut as we may think.

• Full clips include reports from Global TV, CBS’

Unit 4 Cross-Cultural Challenges Examine how international students intermingle in today’s truly global culture, and whether or not there isn’t a lesson to be learned about cultural awareness from an excerpt in The Sun Also Rises.

teacher’s edition

Unit 5 For the Love of Violence This unit takes on a well-known theme to better understand what makes violence attractive to so many, and what we can be done about it. Unit 6 The Great Beyond Today’s traveller has remarkably varied choices. He can help a struggling community in need, or she can experience zero gravity in a sub-orbital spaceship. Unit 7 The Odds Of Life In this unit, discover your limits. Take a plunge into a raging river, read about an extreme race or go totally off the grid with Chris McCandless in Into the Wild. Unit 8 Tomorrow’s English Similar to any language, English is always subject to change. Learn the history of the language, and its many evolving sounds and words.

“60 Minutes”, CBC’s “The Nature of Things,” as well as independent filmmakers • Excerpts from CBC Radio and National Public Radio

• Teacher’s notes and answer key for the student book • Transcripts, supplementary readings, videos and listening materials for testing • Online version of the Teacher’s Edition, including all audios, videos and supplementary materials

about the authors Maia Williamson has been teaching at the Royal Military College in St-Jean-sur-Richelieu since 2010, and at UQAM since 2009. She holds a BA in Linguistics, an ESL Diploma from Memorial University, and an MA in Applied Linguistics from Concordia University in Montréal. Enrique Fernandez Velázquez has been teaching ESL for over 15 years. He holds a B.Ed in language teaching and has extensive experience in Québec and abroad. He currently teaches at Centre d’études collégiales de Montmagny.