Fresh Start 1 by Les Éditions CEC

FRESH Tracey Azlyn Katherine Elliott Michael James Stephen W. MacDonald Julie Raymond

Skills and Grammar

TABLE OF CONTENTS U N IT

GOOD HABITS, BAD HABITS

U N IT

HANDS UP, SPEAK OUT!

WARM-UP ................................................................................... 11

WARM-UP ................................................................................... 47

WATCHING Technology Addiction.................................................. 12

READING Do Babies Show Bias? The Roots of Racism................... 48

GRAMMAR CAPSULE Simple Present.......................................... 13

GRAMMAR CAPSULE Future: Will................................................ 54

READING Studying Plus................................................................ 14

WATCHING Are We Racist? Part 1................................................. 55

WATCHING Our Love of Devices.................................................... 17

GRAMMAR CAPSULE Future: (Be) Going to...................................57

GRAMMAR CAPSULE Present Continuous.................................... 18

WATCHING Are We Racist? Part 2................................................. 58

SPEAKING Advantage or Disadvantage?........................................ 18

CASE STUDY Student Exchange Event.......................................... 60

WRITING Brainstorming................................................................ 19

WRITING Paragraph..................................................................... 61

U N IT

THE CHANGING FACE OF SPORTS

U N IT

MORAL DILEMMAS, BIG AND SMALL

WARM-UP ................................................................................... 21

WARM-UP ................................................................................... 63

WATCHING The Future of Snow.................................................... 22

READING What’s in a Lie?............................................................ 63

READING The Origins of a Sports Mascot...................................... 23

GRAMMAR CAPSULE Modals of Ability......................................... 67

GRAMMAR CAPSULE Simple Past............................................... 25

READING The Right Decision for You............................................. 68

GRAMMAR CAPSULE Past Continuous......................................... 26

GRAMMAR CAPSULE Modals of Obligation................................... 71

WATCHING “The Great One” Talks About the Evolution of Hockey.................................................................. 27

LISTENING He Did What?............................................................. 72

READING Superstar Quarterback.................................................. 28 CASE STUDY Memories............................................................... 30

WATCHING Small Homes, Big Message......................................... 74 CASE STUDY So You Found $12,000 . . . ..................................... 76 WRITING Opinion Text.................................................................. 77

WRITING Topic Sentence.............................................................. 31

U N IT

GENDER: NATURE VERSUS NURTURE

WARM-UP ................................................................................... 33 WATCHING Gender Experiment..................................................... 34 READING Marketing Gender......................................................... 35 GRAMMAR CAPSULE Nouns....................................................... 38 WATCHING Gender Acceptance.................................................... 39 READING Are Male and Female Brains Biologically Different?......... 40 GRAMMAR CAPSULE Pronouns................................................... 43 SPEAKING Gender Neutrality........................................................ 44

U N IT

NORMALLY PARANORMAL

WARM-UP ................................................................................... 79 READING Supernatural Song........................................................ 80 GRAMMAR CAPSULE Adjectives.................................................. 84 LISTENING The Witch Capital of Canada....................................... 85 GRAMMAR CAPSULE Comparative Adjectives............................... 87 WATCHING A Newfoundland Ghost Story....................................... 88 READING Mysterious Vanishing Village.......................................... 90 SPEAKING Ghostly Interview......................................................... 93 WRITING Summary...................................................................... 94

WRITING Narrative Text................................................................ 45

U N IT

TRUTH OR CONSPIRACY?

WARM-UP ................................................................................... 97 READING Confirmation Bias.......................................................... 98 LISTENING A Father Versus Conspiracy Theorists........................ 101 GRAMMAR CAPSULE Compound and Complex Sentences.......... 103 READING When Conspiracy Becomes Fiction............................... 105 GRAMMAR CAPSULE Capitalization........................................... 109

W R ITI N G Getting Started ........................................................................... 192 Topic Sentence ........................................................................... 194 Narrative Text .............................................................................. 196 Paragraph Writing ....................................................................... 197 Opinion Text ................................................................................ 198 Summary Writing ........................................................................ 199 Descriptive Text ........................................................................... 201

WATCHING Concert Ticket Conspiracy......................................... 110 SPEAKING Conspiracist Versus Skeptic....................................... 112 WRITING Descriptive Text........................................................... 113

R EFER EN C E S Vocabulary Strategies .................................................................. 202

G R A M M AR Unit 1 Present Tenses................................................................. 115 Unit 2 Simple Past and Past Continuous...................................... 126

Punctuation and Capitalization ..................................................... 205 Common Words and Numbers ..................................................... 206 Pronunciation ............................................................................. 207 Oral Presentations ....................................................................... 208

Unit 3 Nouns, Pronouns and Possessive Adjectives...................... 137 Unit 4 Future Forms................................................................... 148 Unit 5 Modal Auxiliaries.............................................................. 159 Unit 6 Adjectives, Adverbs, Comparatives and Superlatives........... 170 Unit 7 Sentence Structure........................................................... 183

FRESH START 1 | Table of Contents

SCOPE AND SEQUENCE STRATEGIES

LISTENING

READING

SPEAKING / PRONUNCIATION

WRITING

Good Habits, Bad Habits

Check the questions

Summarize

Avoid confrontation

Brainstorming

The Changing Face of Sports

Pay selective attention

Preview and skim

Emphasize content words

Follow your controlling idea

Gender: Nature Versus Nurture

Read the questions

Activate prior knowledge

Be an active listener

Look for synonyms

Hands Up, Speak Out!

Focus on informationcarrying words

Identify neutral vocabulary

Use gonna only when speaking informally

Choose supporting evidence carefully

Moral Dilemmas, Big and Small

Understand informal speaking

Understand how a text is organized

Reduce negative modals

Restate the controlling idea

Normally Paranormal

Listen for focus words

Scan for details

Practise intonation

Paraphrase

Truth or Conspiracy?

Identify key words

Be selective about difficult words

Stress adjectives and adverbs

Describe concisely

UNITS

1 2

3 4 5 6 7

WRITING Getting Started: Brainstorming, free-writing and mind-mapping Topic Sentence: Topic, main idea and controlling idea Narrative Text: Exposition, conflict, resolution and vivid language Paragraph Writing: More practice on topic sentence, supporting evidence, conclusion and writer’s checklist Opinion Text: Credibility and more practice on supporting evidence Summary Writing: Strategies for organizing and structuring ideas Descriptive Text: Language and structure to develop a clear description

OUTCOMES

GRAMMAR CAPSULES Simple present

SPEAKING / CASE STUDY

WRITING

Advantage or disadvantage?

Brainstorming

Memories

Topic sentence

Gender neutrality

Narrative text

Student exchange event

Paragraph

So you found $2,000 . . .

Opinion text

Ghostly interview

Summary

Conspiracist versus skeptic

Descriptive text

Present continuous Simple past Past continuous

Nouns Pronouns

Future: Will Future: (Be) going to, Modals of ability Modals of obligation Adjectives Comparative adjectives Compound and complex sentences Capitalization

REFERENCES Vocabulary Strategies: Using a dictionary, online resources, false cognates, word origins, common word parts, vocabulary cards and vocabulary logs Punctuation and Capitalization: Period, comma, question mark, exclamation point, quotation marks, semi-colon, colon, apostrophe, capital letters in titles and special words Common Words and Numbers: Social titles, legal status, ordinal numbers, dates, money, fractions Pronunciation: Numbers, titles, word endings (-s,-es,-ed), word stress and elision Oral Presentations: Guidelines

FRESH START 1 | Scope and Sequence

How to Use Fresh Start 1: Skills and Grammar All-in-One Skills and Grammar This book is designed for high-beginner to low-intermediate Cégep students. The seven theme-based units, along with grammar, writing and reference sections, provide teachers with the flexibility to add or drop material at any time. Each unit and section can be used independently or in conjunction with other material. The skills units, each progressively longer to facilitate reading—from 10 to 18 pages—offer tasks and activities for reading, viewing, listening, speaking and writing; each unit ends with two consolidating tasks: a speaking or a case-study task and a writing task, complete with theory, models and editing practice.

Outcomes Provides a summary overview of unit texts, grammar and writing.

Reading Original reading texts are accompanied by starter questions, a vocabulary activity, a comprehension activity and follow-up discussion questions.

Glossary Selected vocabulary words and terms are defined in the margins. Warm-Up A quick, visually-stimulating activity introduces the unit theme and engages students.

Strategy Strategies on vocabulary, reading, pronunciation, listening, speaking and writing are given in margin rubrics.

Grammar Capsule Concise yet detailed, these introduce grammar theory and offer practice—and are cross-referenced with the Grammar section for details and more practice. Watching/Listening Each skills unit presents themerelated videos/audios accompanied by starter questions, a vocabulary activity, a comprehension activity and follow-up discussion questions.

MyCECZone This logo appears with selected reading, watching and listening tasks, as well as with grammar, to direct students to further online practice. © 2018, Les Éditions CEC inc. • Reproduction prohibited

Speaking / Case Study Every skills unit provides opportunities for students to engage in a role-play or open speaking activity.

Writing

Students are given an opportunity to consolidate their learning and apply their writing skills—as well as practise their editing skills.

Writing From getting started to the topic sentence, from narrative to summary writing, this section has the theory and stand-alone practice invaluable for all writers at this level.

Grammar Expands on Grammar Capsules of the skills units and offers loads of extra practice.

Grammar Quick Guide Perfect student companion for self-study reference and exam preparation.

References To further support learning, this section provides practical tips on using a dictionary, online resources, word origins, common words, punctuation, capitalization and pronunciation. © 2018, Les Éditions CEC inc. • Reproduction prohibited

FRESH START 1 | How To Use

U N IT

GOOD HABITS, BAD HABITS Outcomes

WARM-UP EXERCISE > 1 Discuss your answers to the following questions with a partner. 1. What habits are shown in each of the photos below? 2. Are the habits shown good or bad? Explain the reasons for your answers.

Texts: Turn your habits to your advantage Grammar: Understand the simple present and the present continuous Writing: Learn how to brainstorm

EXERCISE > 2 How often do you digitally detox—disconnect from technology? How do you feel when you do? How do you feel when you don’t? EXERCISE > 3 Watch the lead-in to the CBC video and discuss your cellphone habits with a partner. © 2018, Les Éditions CEC inc. • Reproduction prohibited

UNIT 1 | Good Habits, Bad Habits

WATCHING

Technology Addiction

How long can you go without your cellphone? LISTENING

S T R AT E G Y

Check the questions Read the comprehension questions first to help you to focus on what to listen for.

PART

1 Before watching

EXERCISE > 1 Complete the sentences below using the following terms. glues own is really into device notice issue signs up 1. Jack (has a passion for)

computers. He (sticks)

himself to his laptop screen every minute of the day. 2. Anita likes online courses. She (registers) every fall. 3. You (have)

for a new course

a very recent smartphone.

4. Ben and Driss are addicted to their cellphones. They (realize) they cannot stop looking at notifications of application updates. 5. Cellphone addiction is a real (problem) medical follow-up to help them.

. Some people need

6. Peter has three new (tools) and a tablet. PART

: a smartphone, a smartwatch

2 While and after watching

EXERCISE > 1 Answer the following questions. 1. Approximately what percentage of the population is said to own a cellphone? a. 25%

b. 50%

c. 75%

2. Most of the people interviewed commented on David Common’s costume. For more practice, go to the interactive activities.

True

False

If false, explain:.

3. How many hours on average per day do most people spend on their cellphones? a. two hours

b. three hours

c. 13 hours

4. Describe how the people interviewed would feel if they had to go without their cellphones.

G L O S S A RY norm (noun) typical, standard

5. According to Common, it is the norm today to have cellphone access to the internet,

UNIT 1 | Good Habits, Bad Habits

and countless apps.

PART

3 Discussion

●● Discuss the following questions with a partner.

1. Who in the Common household do you think spends the most time on digital devices? Give reasons for your answer. 2. How could people take better advantage of digital devices?

GRAMMAR CAPSULE Simple Present • The simple present is used to describe habits, routines, facts and possession. Be AFFIRMATIVE

NEGATIVE

I am on my phone.

I am not in the washroom.

You are sick.

You are not sick.

He/She/It is very early.

He/She/It is not late.

We You are on the street. They

We You are not on the sidewalk. They

All other verbs AFFIRMATIVE

NEGATIVE

I You We write texts every day. have a new car. You They

I You We do not You They

He/She/It texts every day.

He/She/It does not text every day.

He/She/It has a new car.

He/She/It does not have a new home.

write texts every day. have a new car.

> For more on the simple present, go to page 115.

EXERCISE > 1 Complete the following sentences with the correct form of the verbs in parentheses. 1. It (be)

a real-world experiment.

2. This (be)

my whole life right here.

3. He (feel)

guilty about using his phone.

UNIT 1 | Good Habits, Bad Habits

4. Your family (be, negative) or their family.

any different from my family

5. We (be, neg.) For more practice, go to the interactive activities.

the only ones tracking these guys.

EXERCISE > 2 Complete the following text with the correct form of the verbs in parentheses. The reporter, David Common, (click) (feel)

on his email and he

the pressure to answer his messages all the time. He (drink,

negative)

coffee, but he (have)

smartphone. Common’s wife (think)

an addiction: his he (be)

on his

cellphone 24 hours a day, but Common says it (be, neg.) The video (seem)

to suggest that Common (pay)

more attention to his cellphone than he (do)

READING G L O S S A RY taxing (adjective) stressful engaging (adjective) appealing innovative (adjective) new idea multi-tasking (adjective) doing more than one activity at the same time

possible.

to his wife.

Studying Plus

Studying can be taxing. Students often wish the routine could somehow be more engaging. One innovative idea is multi-tasking. PART

1 Before reading

EXERCISE > 1 Discuss the following questions with a partner. 1. What are your study habits? Where and when do you study? 2. How do you feel—physically and mentally—when you study for a long time? EXERCISE > 2 Define the following terms using the paragraph references from the reading texts on pages 15–16 as context. Use a dictionary if necessary. 1. (Text A, para. 3) prolonged (adjective) 2. (Text A, para. 3) sore (adjective)

For more practice, go to the interactive activities.

3. (Text A, para. 4) librarian (noun) 4. (Text A, para. 8) comfy (adjective) 5. (Text B, para. 5) stay focused (verb) 6. (Text B, para. 5) improved (adjective) 7. (Text B, para. 5) helpful (adjective) 8. (Text B, para. 6) downsides (noun)

UNIT 1 | Good Habits, Bad Habits

PART

2 Reading retell and comprehension

Work with a partner. One student will read Text A and the other student will read Text B. Answer your comprehension questions, then retell your text to your partner.

TEXT A

READING

S T R AT E G Y

Summarize After reading a text, summarize it in one or two sentences.

Ride and Read: University of Windsor Library Gets New Study Bikes CBC News 279 words September 11, 2017

“I didn’t think it would be that comfortable but the seat is super comfy”

By Kaitie Fraser

COMPREHENSION 1 While pedalling on a study bike, you can measure the distance you travel. True False

The University of Windsor’s Leddy Library is one of the first academic libraries in Canada to offer students a chance to ride while they read.

The library is now home to three new exercise-study bikes that allow students to study or type on a laptop while they pedal.

2 What can you not do while pedalling on a study bike?

“When they come to the library, if they’re here for a prolonged period of time, after a while the students’ bodies might be getting sore,” said Sarah Woodruff, associate professor of kinesiology at the university. “They need to get up and move around, so this just gives them the option to do something while they are studying.”

a. work on your laptop

The idea came from information services librarian Sharon Munro, who read about the success of these types of bikes in a magazine article.

“I thought it sounded like a really good idea for us to try, too,” said Munro. “It’s really exciting to see these bikes actually here.”

The idea fits with the library’s mandate to provide a “healthy, stimulating and innovative learning environment,” Munro said.

The bikes are equipped with a desk, odometer and resistance bands for bicep curls.

“It’s actually amazing,” said student Paige Coyne, as she tried the bike out. “I didn’t think it would be that comfortable but the seat is super comfy.”

Although the bikes are not ideal for all types of studying or work, said Woodruff, they provide relief from a sedentary state.

“Getting up and moving at least once an hour is a good idea, we don’t want you sitting in the same position,” she said.

The three bikes are on the main floor of the library, and the university hopes to get more in the future.

Explain:

b. develop your biceps c. yoga exercises 3 According to Sarah Woodruff, why are study bikes an interesting option for students?

4 How did Sharon Munro come up with the idea of using study bikes in the library? 5 Summarize the text in one or two sentences.

G L O S S A RY kinesiology (noun) study of body movements mandate (noun) mission; purpose odometer (noun) instrument that measures distance travelled bicep curls (noun) exercise that targets the upper part of the arms

UNIT 1 | Good Habits, Bad Habits

TEXT B

Waterloo Student Brings Stationary Bike Study Desks to Campus CBC News 289 words April 15, 2015

Laura Barkin says studying on a stationary bicycle makes her a better student 01

A student at St. Paul’s University College in Waterloo is encouraging her peers to try stationary cycling while they study, and has already convinced her university to install two cycling desks on campus.

Laura Barkin says she started what she calls active studying about five years ago while training to be an occupational therapist assistant at Humber College in Toronto.

“I was at the gym and using the weight machines,” she said. “I was like, OK, I’m going to be working out this muscle, let’s see if I can remember all of its actions.”

After that, Barkin said she started reviewing study notes and reading her textbooks while pedalling on a stationary bicycle.

“I found it much easier to stay focused,” she said. “It improved how much I remembered of my school work. So, that was incredibly helpful.”

But studying at the gym had its downsides. Barkin says stationary bicycles aren’t built to hold a laptop or even a large book and it’s almost impossible to write or highlight text.

When she moved into GreenHouse, St. Paul’s business accelerator, Barkin says she started looking for a better active studying machine. That’s when she discovered FitDesk, a stationary bicycle with a desk attached.

COMPREHENSION 1 Laura Barkin found it easy to use her laptop on a stationary bike at the gym. True False If false, explain: 2 What term does Barkin use to describe her way of studying?

3 What is a FitDesk? 4 Why did Barkin want her college to buy FitDesks?

5 Summarize the text in one or two sentences.

G L O S S A RY peers (noun) colleagues; fellow students occupational therapist (noun) specialist who helps to improve or regain physical abilities stationary (adjective) fixed; immobile highlight (verb) emphasize

PART

3 Retell

Summarize and retell your text to your partner. Listen carefully and take notes as your partner summarizes and retells the text you did not read. PART

4 Opinion

●● Discuss the following questions with a partner.

1. What do you think about active studying? Do you think it would be helpful for you? Why or why not? 2. What steps could you take to improve your study and exercise habits? 16

UNIT 1 | Good Habits, Bad Habits

WATCHING

Our Love of Devices

How many hours do you spend in front of a screen every day? Find out the habits of one typical family. PART

1 Before watching

EXERCISE > 1 Match each term to its definition. 1. nestle

a. person used for experiments

2. shut down

b. reject; refuse

3. lead by example

c. be in a protected position

4. guinea pig

d. stop; turn off

5. decline

e. be a role model

6. go on record

f. make a public statement

PART

2 While and after watching

EXERCISE > 1 Answer the following questions. 1. Why does Jackson forget to turn off the TV?

2. How much more time does Emily spend on her cellphone every day compared to her mother? a. 20%

b. 19%

c. 9%

3. How many years are Emily and Jackson likely to spend on their cellphones in their lifetime? Emily:

Jackson:

4. What is the father’s realization?

5. What five companies are mentioned as using subscribers as guinea pigs?

6. What questions does Ramsey Brown advise us to ask about technology?

PART

3 Discussion

●● Discuss the following questions with a partner.

1. How do you feel about tech companies tracking your online routines and habits? 2. What types of tracking do you find acceptable and unacceptable? Explain why.

For more practice, go to the interactive activities.

3. What cellphone features do you find the most practical and useful? Explain why.

UNIT 1 | Good Habits, Bad Habits

GRAMMAR CAPSULE Present Continuous • Use the present continuous to express an action happening now or a present action that is temporary. AFFIRMATIVE

NEGATIVE

I am reading this sentence right now.

I am not watching TV right now.

You are talking on the phone.

You are not making supper.

He/She/It is studying hard this month.

He/She/It is not studying hard this month.

We You are trying a new sport this year. They

We You are not trying a new sport this year. They

> For more on the present continuous, go to page 120.

EXERCISE > 1 Find an example of the use of the present continuous in the following paragraphs of the reading texts on pages 15—16. 1. Text A, para. 3: For more practice, go to the interactive activities.

2. Text B, para. 1: EXERCISE > 2 Complete the sentences with verbs in the present continuous.

SPEAKING

S T R AT E G Y

Avoid confrontation Present your opinion in terms that are respectful. Interesting. I never thought of . . . Have you considered . . . ? I wonder about . . .

1. Jimmy (study, negative)

for his English writing test his presentation.

tonight because he (prepare) 2. Right now at the library, I see one girl (read)

and some

on a project.

students (work) 3. I (try)

to stay focused; this is why I (ride)

a study bike.

SPEAKING

Advantage or Disadvantage?

Discuss the following habits with a partner. HABIT

ADVANTAGE

DISADVANTAGE

1. Go to bed late 2. Limit time on cellphone 3. Exercise twice a week 4. Study at the library 5. Get up early 18

UNIT 1 | Good Habits, Bad Habits

WRITING

Brainstorming

THEORY Deciding what to write is often a challenge—even if you have been assigned a topic. Where do I go for ideas? What can I come up with that is original? How do I stimulate my creativity? The solution: Brainstorm! Start with your overall topic. Then, let yourself go! Write down all the free-flow thoughts, examples and vocabulary that come to mind. Make a list of keywords to use for searches on the internet. Ask your classmates, friends and family for input. Your goal at this stage is simply to generate as many ideas as possible. Post-it notes are a helpful tool: Write down each idea on a Post-it note and stick the notes at random on the wall. Move the notes around to see what connections between different ideas occur to you—write down these ideas on Post-it notes, too! Then, arrange the ideas on your Post-it notes into different categories or themes; set aside those that don’t seem to fit with the others. Now, zero-in on and refine your topic: Write a sentence that includes your main idea and your controlling idea.

G L O S S A RY at random (adjective) without aim or purpose zero-in on (verb) focus attention FOMO (acronym) fear of missing out miffed (adjective) unhappy

> For more on getting started, go to page 192.

MODEL Overall topic: communication technology

smartphone

Jobs/Gates = didn’t allow their kids

FOMO

meet friend for coffee = ignored

failing English

Skype

lack of exercise

always on / never get to chill

no time to reply = friends miffed

close call while texting

forget phone = panic

favourite games

Main idea and controlling idea: A smartphone is handy, but it encourages bad habits.

PRACTICE ●● Brainstorm one of the following topics.

study bikes good/bad habits social media addictions

UNIT 1 | Good Habits, Bad Habits

REVIEW: Edit before you write EXERCISE > 1 Rewrite the following sentences in the negative and question forms as indicated. 1. Joey goes to bed late every night. Negative form: Question form with they: 2. Katerina usually studies at the library. Negative form: Question form with we: 3. They are using the study bikes at the moment. Negative form: Question form with she: EXERCISE > 2 Complete the following text using the simple present or the present continuous. Leila ( is / is being ) an early bird. Every day she ( wakes / is waking ) up at 6:00 a.m. She usually ( has / is having ) a shower, then she ( eats / is eating ) breakfast before she ( leaves / is leaving ) for school at 7:00 a.m. Right now, Leila ( sits / is sitting ) in the library and some students ( work / are working ) on computers while others ( read / are reading ) on study bikes. Leila ( revises / is revising ) her English essay that is due next week. When she ( studies / is studying ) for too long, Leila ( feels / is feeling ) uncomfortable and ( needs / is needing ) to take a break. When this happens, she usually ( goes / is going ) for a walk outside to get some fresh air. EXERCISE > 3 Identify and correct the errors in the following text. Joël is being 18 and he haves a passion for technology. He is always the one with the newest device or app. He is spending hours at a store before it opens to be sure he get the latest gadget! He sometimes stay up all night to play on his computer. His friends warns him this could become an addiction. Although he is liking his

G L O S S A RY social jet lag (expression) inability to coordinate time with demands of daily routines

friends, Joël don’t like to think about what they are telling him. Instead, he want to turn his passion into a job and hopes he can become a professional game tester one day. However, Joël sometimes feel very tired and finds it difficult to focus in class. Maybe video games affect his life, but he thinks he is mostly suffering from social jet lag.

UNIT 1 | Good Habits, Bad Habits

UNIT

Present Tenses

GR A MM AR

WARM-UP 1 Write the simple present form of each verb in parentheses. Although we 1 (be)

very much in love, Donna and I 2 (be) different in a number of ways. Consider, for example, our sleep habits.

She 3 (go)

to bed early and 4 (wake)

I usually 5 (get, negative)

up early, but

to bed until after midnight and often 6 (sleep) :

in the next morning. Our tastes in music also 7 (differ) She 8 (love)

rap, but I 9 (prefer)

In addition, she

10 (have,

neg.)

much musical talent, whereas I

the guitar. Our personalities She 13 (be)

12 (be)

15 (hate)

16 (be)

In contrast, I

speaking, and it group; crowds

19 (make,

neg.)

cliché: Opposites

22 (attract)

17 (like)

public

me to give a speech before a large

neg.)

20 (love)

14 (seem)

having to speak in public.

more outgoing. I

18 (bother,

11 (play)

also different.

similar to her brother in that both of them shy, and they

Donna and I

alternative rock.

me nervous. Yet despite all our differences, each other and

21 (fit)

that old

THEORY Simple Present • The simple present expresses habits, routines, facts and possession. • Use time words such as always, usually, often, sometimes, rarely, never, every + time period (every day), number of times + time period (once a week). You usually get the flu in the winter. We rarely eat meat. She often takes the bus to work. You never have good seats. He goes to her yoga class once a week. They pay rent every month. • Use the simple present with stative verbs to express feelings, emotions, senses and opinions. You think it’s a good idea. You all know what I mean. The coffee smells great. The kids still believe in Santa Claus. • Other common stative verbs: agree forget look appear hate love belong have need contain like own

prefer smell promise sound realize taste seem understand

UNIT 1 | Present Tenses

115

GR AMMAR

Be AFFIRMATIVE

NEGATIVE

NEGATIVE CONTRACTION

I am glad to be here.

I am not glad to be here.

I’m not glad to be here.

You are angry.

You are not angry.

You aren’t angry.

He/She/It is at the mall.

He/She/It is not at the mall.

He/She/It isn’t at the mall.

We You are interested in this. They

We You are not interested in this. They

We You aren’t interested in this. They

All other verbs • Add -s to the base form when the subject is he, she or it. AFFIRMATIVE

NEGATIVE

NEGATIVE CONTRACTION I You We don’t live in Laval. You They

He/She/It lives in Laval.

He/She/It does not live in Laval.

He/She/It doesn’t live in Laval.

The third-person singular form of have is has—not haves. He/She/It haves has everything under control.

When you use does not, omit -s from the base form of the verb. Ellen does not works in the summer.

WARNING

I You We do not live in Laval. You They

WARNING

I You We live in Laval. You They

Spelling • Add -es if a verb ends in -ch, -ss, -x, -sh or -z. catch catches itch itches go goes wash washes fish fishes kiss kisses wax waxes fix fixes waltz waltzes

do does pass passes quiz quizzes*

* For the irregular verb quiz, double -z before adding -es.

• For a verb ending in a consonant + -y, change -y to -i and add -es. verify verifies fly flies deny denies spy spies copy copies cry cries

PRACTICE EXERCISE > 1 Complete the verbs in the simple present for the subjects indicated. I go

she

we cry it flies

he my friends

I arrive

she

he lives I have 116

my parents everyone

UNIT 1 | Present Tenses

we stay

she

I choose

they wish

Natalia

they are

she says

Ken studies

you and I

GR A MM AR

EXERCISE > 2 Change each affirmative form to the negative form. 1. I like sushi. 2. We go to bed early on weekends. 3. She jogs regularly. 4. Richard plays the saxophone. 5. You seem happy today. 6. Francis likes kayaking. 7. Martina is a great tennis player. 8. Gerard and Sylvie enjoy skydiving. 9. We finish work at 3:00 p.m. on Fridays. 10. I am excited about my new job. EXERCISE > 3 Write 10 sentences describing Nancy’s routines using her weekly agenda. Vary the time words and add verbs as needed. SUNDAY brunch with sister

MONDAY sales meeting

TUESDAY grocery shopping

WEDNESDAY borrow book from library

THURSDAY sales meeting

FRIDAY Skype with Guy

SATURDAY grocery shopping

try new recipe

sales meeting

business lunch

sales meeting

return books to library

lunch with parents

yoga class

work out at gym

yoga class

call parents

drinks after work

yoga class

volunteer work at hospital

pick up kids at daycare

girls’ night out!

work out at gym

dinner with André

Example: Nancy goes to yoga class three times a week. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

UNIT 1 | Present Tenses

117

GR AMMAR

THEORY Simple Present: Question Forms All verbs except be • Use the auxiliary do or does with the base form of the verb. YES/NO QUESTION I you Do we live in Laval? you they

INFORMATION QUESTION I you Where do we live? you they

Does he/she/it live in Laval?

Where does he/she/it live?

Be • The verb be does not need an auxiliary verb. YES/NO QUESTION Am I glad to be here?

INFORMATION QUESTION How glad am I to be here?

Are you angry?

Why are you angry?

Is he/she/it at the mall?

Where is he/she/it?

we Are you interested? they

we? How interested are you? they?

PRACTICE EXERCISE > 4 Correct the errors in use of the simple present in the following sentences. 1. Harold’s mother and father owns a hybrid car. 2. Vivian do not know what to do tonight. 3. Elephants is the largest land animals in the world. 4. Everyone in this class studies very hard. 5. Do your classmates usually arrives on time? 6. My pet cat washs itself with its tongue. 7. I am not a very good driver. I get too nervous.

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UNIT 1 | Present Tenses

GR A MM AR

8. Our physics professor comes from Russia, but he does not has an accent. 9. Does Jon and Yves agrees on most social issues? 10. Peter and I am disappointed with the results of our tests. WARM-UP 2 Complete the following dialogue in the present continuous form. LOIS (NEWS ANCHOR): And now, for a special report, we 1 (go)

live to our

reporter Clifford Banes, who is on the scene at the local college. Clifford, please tell us what 2 (happen)

there.

CLIFFORD: It’s an incredible scene, Lois. I 3 (stand)

here outside the

administration building. LOIS:

And what exactly 4 (go)

on, Clifford?

CLIFFORD: Well, believe it or not, a UFO was discovered here on campus. LOIS:

, Clifford, aren’t you?

A UFO? You 5 (joke)

. As you can imagine, everyone

CLIFFORD: No, Lois, 6 I (joke, negative)

. Some people 8 (run)

around here 7 (panic) around; others 9 (take)

photos or videos with their smartphones.

And . . . oh, wait a minute! The door to the UFO Something

11 (come)

10 (open)

out! Students and professors and passersby

12 (run)

for cover!

LOIS: Clifford, please be careful out there! But can you get closer and tell us what 13 (emerge)

from the UFO?

CLIFFORD: My camera operator and I

, Lois. We

14 (try)

toward the spacecraft, but I sure to protect myself. And, now, I LOIS: Clifford? I

18 (have)

19 (fade)

17 (try)

15 (walk)

16 (make)

to . . .

trouble hearing you. You out. Clifford?

(Continued on page 125)

UNIT 1 | Present Tenses

119

GR AMMAR

THEORY Present Continuous • Use the present continuous to express an action that is in progress. • Use time words such as now, currently or at the moment. Do not bother her. She is sleeping now. Can I call you back later? We are eating dinner at the moment. Felicia is currently working on her thesis. • Use the present continuous to express a current action that is temporary. • Use a time indicator such as this + time period (e.g., this week). I am taking a course in history this semester. My brother and his wife are touring China this month. While they are painting our apartment, we are staying with friends. • Use the present of be + the -ing form of the main verb. AFFIRMATIVE

NEGATIVE

NEGATIVE CONTRACTION

I am looking at the menu.

I am not looking at the menu.

I’m not looking at the menu.

You are driving too fast.

You are not driving too fast.

You aren’t driving too fast.

He/She/It is working hard.

He/She/It is not working hard.

He/She/It isn’t working hard.

We You are waiting outside. They

We You are not waiting outside. They

We You aren’t waiting outside. They

Spelling -ing forms • For verbs ending in -ie, change -ie to -y and add -ing. For verbs ending in -y, add -ing. lie lying die dying try trying (no change) play playing (no change) • For most one-syllable verbs ending in consonant-vowel-consonant (CVC), double the final consonant and add -ing. plan planning win winning shop shopping get getting • For most multi-syllable verbs ending in consonant-vowel-consonant: ––If the last syllable is stressed, double the final consonant and add -ing. ––If the last syllable is not stressed, add -ing—do not double the final consonant. BASE

STRESS

-ING

BASE

STRESS

-ING

begin

beGIN

beginning

refer

reFER

referring

wonder

WONder

wondering

visit

VISit

visiting

listen

LISTen

listening

offer

OFFer

offering

• For most verbs ending in silent -e, drop -e and add -ing—do not double the final consonant. escape escaping shine shining hope hoping share sharing

120

UNIT 1 | Present Tenses

• In general, one-syllable verbs ending in vowel-consonant-silent -e have a long vowel sound. Drop the silent -e and add -ing to keep the long vowel sound. BASE

-ING

PRONUNCIATION

tape

taping

/a/ as in day

hope

hoping

/o/ as in go

GR A MM AR

Pronouncing -ing forms

• In general, one-syllable verbs ending in consonant-vowel-consonant have a short vowel sound. Double the final consonant and add -ing to keep the vowel sound short. -ING

PRONUNCIATION

tap

tapping

/a/ as in cat

hop

hopping

/o/ as in got

Some stative verbs can be used in simple present or continuous forms with different meanings. They have a cottage in the Laurentians. (have = own; possess) They are having a good time. (have = experiencing) He looks sick. (look = appear) He is looking at the painting. (look = direct one’s gaze) This chocolate cake tastes great! (taste = have a flavour) She is tasting the cake. (taste = eat to sample) I think that guns should be banned. (think = believe; have an opinion) I am thinking of a number between 1 and 10. (think = have in mind)

WARNING

BASE

PRACTICE EXERCISE > 5 Write the present continuous form of each verb in parentheses for the subject indicated. 1. we (watch) 2. my friends (go) 3. Brad (run) 4. the teacher (speak) 5. Valerie (write) 6. he (make) 7. people (live) 8. I (leave) 9. Kris (study) 10. he (drive)

UNIT 1 | Present Tenses

121

GR AMMAR

THEORY Present Continuous: Question Forms YES/NO QUESTION

INFORMATION QUESTION

Am I looking at the menu?

Why am I looking at the menu?

Are you driving too fast?

How fast are you driving?

Is he/she/it working hard?

How hard is he/she/it working?

we Are you waiting outside? they

we Where are you waiting? they

PRACTICE EXERCISE > 6 Choose a verb from the following list to complete each sentence below. Use each verb only once in the simple present or the present continuous. take play drive walk read eat prefer work watch buy live park 1.

Harold really

fast food three times a week?

That’s too often. 2. We (negative)

groceries every day.

3. Lara and Yuri usually

to school, but today they

the bus. 4. Marta always

to work. She

the car in

an underground parking lot. 5. While our apartment is being renovated, we 6. Pamela

the news on TV regularly. It helps her to improve her English.

7. Let’s order out. 8. You (neg.)

in a hotel.

you

pizza or Thai food?

mystery novels as often as I do.

9. Andrei’s soccer team 10. Though it’s only temporary, Sylvain

once a week. at a café.

EXERCISE > 7 Change the verbs in the following sentences from the affirmative form to the negative form or vice versa. 1. We enjoy winter in Québec.

122

UNIT 1 | Present Tenses

GR A MM AR

2. The air conditioner isn’t making noise.

3. Jeff is not sitting on the sofa.

4. Jacqueline plays tennis every Sunday.

5. Stefano does not do his laundry once a week.

6. It is raining hard.

7. We aren’t ordering Chinese food tonight.

8. We’re adding a garage to our house.

9. She downloads new songs often.

10 Her friends talk too much.

EXERCISE > 8 Complete the following sentences in the simple present or the present continuous. Pay attention to context and time indicators. 1. Whenever I go to a fast-food restaurant, I ( order / am ordering ) a grilled chicken sandwich. 2. Look at that dog! It ( chases / is chasing ) a cat up a tree! 3. Once a year, Mario ( makes / is making ) an appointment with his doctor for a checkup. 4. Is something wrong? You ( do not look / are not looking ) very happy. 5. ( Do you smell / Are you smelling ) smoke? I ( think / am thinking ) I do! 6. Please turn down the volume. My baby sister ( sleeps / is sleeping ) in the next room. 7. Our class ( begins / is beginning ) at 8:30 every Wednesday morning. 8. At first, the puzzle was too difficult, but now I ( understand / am understanding ) it. 9. The union ( bargains / is bargaining ) with management this week. 10. I ( know / am knowing ) the answer to this math problem. 11. Hector always ( takes / is taking ) out his contact lenses before going to sleep. 12. My best friend ( challenges / is challenging ) me to a duel.

UNIT 1 | Present Tenses

123

GR AMMAR

EXERCISE > 9 Complete the following sentences with the correct form of the simple present or the past continuous. 1. Although Alfredo usually (walk)

to school, today he (take)

the bus because the temperature is −25 °C. He (like, negative) the bus, but today he (have, neg.) much choice. 2. I (understand, neg.)

the instructions for putting this bookcase

together. My brother (try)

to help me, but I can see that he (get)

frustrated, so he (help, neg.)

very much.

3. I’m sorry, but I can’t talk right now. I (pack)

for my trip to Hawaii.

My flight is at 7:00 tomorrow morning, and I (want, neg.) the last minute to prepare. I (pack) I (like, neg.)

to wait until my bathing suit even though

just lying on the beach doing nothing. Genevieve,

however, (mind, neg.)

lying on the beach, so she (bring) a lot of sunblock.

EXERCISE > 10 Correct the errors in the use of the simple present and the present continuous in the following dialogue.

ANNIE: Is this your first time attending a short-track speed-skating race? I am knowing

that you will enjoy it, even though we sit a bit far from the ice surface.

I am watching these races often, and I can tell you that these men and women

are loving to take risks. They are not seeming worried about their own safety.

BERNARD: Yeah, it is looking exciting when I am seeing it on television, but this is different.

It is much faster and more dangerous than I expected. I am thinking that these

skaters must be a little bit crazy! Look, those two athletes push each other!

ANNIE: Yes, I am seeing them. I am knowing that this sport is seeming to be dangerous,

124

but these skaters are knowing what to do in these situations and they are rarely

getting hurt.

UNIT 1 | Present Tenses

CLIFFORD: I 1 (be)

back, Lois. Can you hear me?

LOIS: Yes, I can! We 2 (be)

back with Clifford Banes, everyone. Clifford,

we 3 (hear)

you, and we 4 (be)

that you 5 (be)

GR A MM AR

EXERCISE > 11 (Continued from page 119) Complete the following dialogue using the correct form of the simple present or the present continuous of the verbs in parentheses. Pay attention to context and time indicators.

happy to hear

safe.

CLIFFORD: Thanks, Lois. I lost contact with you for a while there, but everything 6 (seem) okay now. LOIS: Clifford, please tell us what 7 (happen)

at the college at this

moment. 8 (continue, question)

people

panic? 9 (attack, ques.)

the aliens from the UFO

? CLIFFORD: Well, you can relax, Lois, because this whole UFO and alien thing

10 (seem)

to be just a promotion. The so-called aliens have just come out of their so-called UFO. Now, they 12 (pour)

11 (set

what

up)

a table, and they

13 (appear)

to be some kind

of disgusting brown liquid into glasses. LOIS: Be careful, Clifford! It CLIFFORD: Ah, now I

14 (sound)

as if it could be toxic!

15 (understand)

everything, Lois. This

a taste-test for a new energy drink. I toward the head alien now, and he Cosmic Kick

17 (walk)

18 (explain)

19 (taste)

16 (be)

to people that

better than the leading brand. Many people

20 (taste)

the drink now.

LOIS: From what you can see now, Clifford,

21 (enjoy,

ques.)

people

this Cosmic Kick? CLIFFORD: It

22 (appear)

to me that most people it. I 24 (have)

now, Lois. I 25 (look)

23 (enjoy,

a glass in my hand

at the drink, and frankly, repulsive. Now I

it 28 (smell) this Cosmic Kick, and it

27 (smell)

LOIS: Clifford? Clifford? Viewers, I

31 (think)

26 it

(look)

the drink, and

horrible, too. And now I 30 (taste)

negative)

29 (taste)

like . . . like . . . like . . . we have lost contact again

with our courageous reporter, Clifford Banes. Clifford Banes—a true professional.

UNIT 1 | Present Tenses

125

Writing

WRITING

GETTING STARTED Writer’s block: We all hit the creative wall at one time or another. As you learned in Unit 1, brainstorming is a good way to help avoid the crash, but there are many other strategies that you can also apply.

G L O S S A RY writer’s block (noun) inability to express in writing because of lack of inspiration step outside the box (expression) think creatively flex (verb) move at first glance (expression) initially lens (noun) optical accessory that lets light into a camera to take photos

Time to step outside the box: Turn on your computer and flex your fingers, or take out the Post-it notes or open a notebook and grab a pen. Free-writing: Thoughts are random. More to the point, the human brain is not very good at putting ideas together in a logical way for you to write the perfect assignment. On the other hand, your brain is very good at doing one thing that can help you to write: It constantly searches for patterns. Read the topic for your writing assignment. For seven minutes, write down anything that comes to mind—anything at all. Don’t worry about grammar, punctuation or capitalization. Just keep your fingers moving on the keyboard or your pen touching a Post-it note or a page in your notebook. After seven minutes of free-writing, review your notes. At first glance, they will probably seem like simply a bunch of unrelated thoughts that jump from one idea to another. Now, look more closely at what you wrote. Do you notice a pattern? Very likely you will. And as your brain tries to find a pattern for you, it will also start to delete information that does not appear to be relevant to the pattern. If you still don’t see any relevant pattern in your notes, free-write again—and again as needed. The more you free-write and delete, the closer you will get to some pattern of relevant and logical information that you can use in your writing assignment. Mind-mapping: Today we spend a great deal of time in front of devices that have screens. With so much online information to see, we have become more visually literate, filtering images in and out as we go—much like the lens of a camera. Mind-mapping, or clustering, is a way to apply your visual literacy. It allows you to use the internet-trained lens you have in your mind to take photos. By taking mental snapshots of how various ideas on a topic interconnect, you provide yourself with more opportunities to explore and facilitate your writing process. The following is a mind-map on racism in Canada, as studied in Unit 4.

Renting an apartment

Going to a store

Racism in different cities

192

WRITING

Experiences with racism across the country

How difficult it is to find people who will take the test Racism in Canada (report)

Taking a test to measure how racist you are

Surprising results

Go wild on research! Surprise yourself with the information and details you can find. Write down and keep track of your sources—you will want to refer back to them later. EXERCISE > 1 Choose one of the following topics and free-write.

WRITING

study bikes sleep hygiene smartphones eating habits EXERCISE > 2 Choose a reading, video or audio presented in this book and create a mind-map. Underline the main idea and number in order the supporting details.

WRITING

193

TOPIC SENTENCE A topic sentence consists of two basic elements. • Main idea: the subject of your focus

WRITING

• Controlling idea: the direction of your focus Teachers usually provide you with a broad topic because they want to see how well you can narrow it down into an effective topic sentence. To start, consider your audience: Who are you writing for? Is it only your teacher, or will your text be read as part of an oral presentation to the class? Second, think of the purpose of your writing: Why are you writing on this topic, and what would you like to focus on? From there, brainstorm, free-write or mind-map—see Getting Started on page 192. As you begin to organize your thoughts, ask yourself if any of your notes express your attitude toward the topic. If one or more of them do, it means your controlling idea is starting to take shape. Delete any notes that seem irrelevant to your topic. Then, choose the ideas that you know you can easily explain with examples and even defend in an argument. Also make sure your topic sentence is neither too vague nor too specific. Keep in mind that a topic sentence is presented at or close to the start of a paragraph. EXERCISE > 1 Complete each chart by writing the possible topic sentences in the most appropriate columns. 1. Topic: Violence in hockey Topic sentence: Hockey needs more rules. / The Boston Bruins are a violent team. / Contact in hockey sometimes looks like criminal assault. / P.K. Subban is too much of a contact player. / Hockey is violent. TOO VAGUE

EFFECTIVE

TOO SPECIFIC

2 . Topic: City bike paths Topic sentence: I use bicycle paths. / The path near my house. / Let’s look at bicycle paths. / Bicycle paths help to reduce pollution. / My friend uses a bicycle to go to school. TOO VAGUE

194

WRITING

EFFECTIVE

TOO SPECIFIC

3. Topic: Music and studying Topic sentence: I think music is distracting. / Classical music is excellent for concentration. / Music is crucial. / I love to study to Mozart’s Clarinet Concerto in A-minor. / I am interested in studying while playing music. EFFECTIVE

TOO SPECIFIC

WRITING

TOO VAGUE

EXERCISE > 2 Choose the most appropriate controlling idea for each of the following main ideas. 1. curling

a. underrated health benefits

2. diet

b. social as well as physical advantages

3. dancing

c. as important as exercise

EXERCISE > 3 Choose the most appropriate main idea for each of the following controlling ideas. 1. effects of concussions

a. social media

2. balanced lifestyle

b. sleep habits

3. negative side effects

c. hockey

EXERCISE > 4 Write two paragraphs each of 50–100 words on one of the following main ideas with two different controlling ideas. snowshoeing practical jokes smartphones breakfast

WRITING

195

NARRATIVE TEXT Everybody loves a good story. A narrative text—be it fictional and imaginative or factual and reality-based— should entertain the reader.

WRITING

Without the following three elements, your audience will quickly lose interest in your story. Remember: Conflict is critical. • Exposition: Introduce your main character or characters as early as possible, and make them easy for the reader to identify with and relate to—use people you know as models. Describe the setting—the time and the place of the narrative. • Conflict: Without an obstacle that the character must confront, the story goes nowhere. Make the conflict a turning point in the narrative. Use strong verbs, adjectives and adverbs to dramatically describe the conflict. See the underlined words in the text below. • Resolution: Conclude with a wrap-up of how the conflict was resolved. Like many other five-year-olds, I was counting down the days until Christmas. I was excited about the snow outside, the beautiful tree in the living room and mommy’s cupcakes—and especially Santa’s visit. I was absolutely certain I would get Legos. After all, that’s what I had written on my list, and we all know that Santa never makes mistakes. Imagine my disappointment when I unwrapped my presents: I received Legos, but something was very wrong. They were pink and purple—not the colours of the ones in the catalogue! When I tried to explain why I was upset, my mom answered: “I thought you liked pink. You are a girl.” And so I learned that boys and girls are sometimes treated differently—even by Santa Claus! EXERCISE > 1 Write two paragraphs each of 50–100 words on one of the following subjects with different conflicts. coming out LGBTQ unisex public washrooms dating outside your religion

196

WRITING

PARAGRAPH WRITING A paragraph is the core structural element to longer pieces of writing, such as essays and correspondence. A paragraph consists of three parts:

WRITING

• Topic sentence: a main idea and a controlling idea • Supporting evidence: information and evidence that supports the topic sentence • Conclusion: restatement of the topic sentence and resolution of any conflict Checklist The following checklist will help to ensure your paragraph is complete and effective. ling idea. √√ Write a focused topic sentence with a specific main idea and a clear control √√ To come up with ideas, brainstorm, free-write or mind-map. e; delete √√ Make a list of as many details as possible that suppor t your topic sentenc details that are weak or vague. evidence. √√ Include a balance of facts, statistics and/or examples in your suppor ting following ways: √√ Logically present the details of your suppor ting evidence in one of the •• most familiar to least familiar •• most recent/present to least recent/past •• close-to-home to far-from-home √√ Conclude concisely by rephrasing your topic sentence.

Reminder: A topic sentence is presented at or close to the start of a paragraph. EXERCISE > 1 Write a paragraph of 50–100 words on two of the following topics. Have a partner question and challenge you on your supporting evidence. indigenous peoples ghosts racial profiling employment bias

WRITING

197

References VOCABULARY STRATEGIES ■■ Dictionaries

Using a dictionary is no longer such a big deal. Thanks to online sources and phone apps, finding the meaning of a word is easier than ever. Online word entries are also often accompanied by grammar points and a sound file that pronounces the word. Print dictionaries also offer similar features, along with an at-a-glance wealth of information on context-based meanings.

REFERENCES

To find the right meaning of a word or expression: •• Consider the context of the sentence or the idea. •• Identify the part of speech. Is it a verb, a noun or an adjective? •• Look at the parts of the word or expression. In get away, what could away mean? Let me get the flashlight in the garage matching definition: 2 The banks got away with billions in taxpayer dollars. matching definition: 4 My girlfriend got so many presents for her birthday. matching definition: 1 What gets me is all of the work I have to do this year. matching definition: 3 get ♥ /get/ verb (getting, got, got/gotten; /gat, ˈgɑːtn/ In AmE, gotten /ˈgɑːtn/ is used exclusively. 1 obtain ♥ [trans., no passive form]≈ sth to receive sth: Tom got a gift from Eve. ♦ The boss gets the impression you’re unhappy. 2 bring ♥ [trans.] to go to a place and return with something: Wait here. I’ll get you a cup of coffee. SYN fetch (chiefly Brit.):≈ sth/sby: Fetch me a bandage, will you? 3 confuse [trans., no passive form]≈ sby (informal) to make somebody feel confused or annoyed: The police got me with their long line of questions. PHR VERB 4 ˈget aˈway with: to steal sth and escape with it: The thieves got away with $4,000. Other points: •• Commonly used words (♥): A symbol at the start of a word entry identifies it as a “headword” or part of a list of most commonly used words in English. •• Part of speech (verb): The POS is usually identified in italics and specific grammar points are in brackets [trans.]. •• Placement of the word in a structure (≈ sth/sby): Take note of where the word can be placed relative to a direct object, a thing (sth) or a person (sby). •• Pronunciation symbols in the International Phonetic Alphabet (gɑːtn): The IPA is especially useful for people whose first language is Indo-European. •• Idiomatic or fixed expressions (♦): Take note of any word group that is a complete idea and cannot be taken apart. •• Synonyms (SYN fetch): Dictionary entries often include alternate words. •• Stress marker (ˈ): A dictionary usually includes stress markers to identify the syllables that are emphasized when spoken. •• English varieties (Brit., AmE, NAmE, AusE): British, American, North American and Australian expressions are often shown with abbreviations. •• Level of formality (informal): Words that are more formal or informal are often identified.

202

References

■■ Other Online Resources

REFERENCES

A wealth of resources is available to validate definitions and translations of terms. •• Phone and tablet apps: An unlimited number of apps are available for practising vocabulary. Research reputable sites that publish English-language materials and purchase wisely. •• Your computer: Most word-processing software includes a dictionary and a thesaurus; make sure your software is updated and the language is set to Canadian or US English. •• Translating a word: Translators in Canada use a very useful but little-known strategy: Search for a term in French on a relevant website. When you’ve found the term in French, click the button or link on the page that reads English. You’ll immediately have the term translated into English. Another tip: Use the government of Canada website: http://www.btb. termiumplus.gc.ca. •• Translating in context: Websites now offer a wide range of databases to validate accurate translations of sentences, with both North American and international samples. At press time for this book, Google’s Pixel Buds was making strides in simultaneous voice translation. ■■ Cognates

Words in English often have origins in French—or in Latin or in Greek. These words may look and sound similar to words you already know and give you clues as to their meaning. aide = aide amuser = amuse central = central final = final idéal = ideal poli(e) = polite surprise = surprise volontaire = voluntary ■■ False Cognates

French and English share many similar words. Unfortunately, the meaning often gets lost in translation. Pay attention to common false cognates when looking for a word. COMMON FALSE COGNATE

EXAMPLE

achieve = succeed, not complete

We achieved our goal of making $1,000 for our trip.

actual = real or in reality, not now or at present

The actual cause of breast cancer is largely unknown.

assist = help, not attend

The captain of the boat assisted in the evacuation.

attend = deal with, not wait

You must attend to this problem right away.

blessed = fortunate, not wounded

She is blessed to have so many friends.

comprehensive = all included, not understand well

I wrote a comprehensive essay on social media.

deception = trick, not disappointment

The magician was excellent at deception.

deranged = mentally unstable, not disturbed

He was so deranged that he attacked his psychiatrist.

implicated = be involved in a crime, not simply be involved

Four teenagers were implicated in the murder of the father.

ignore = deliberately not pay attention to, not to not know

She ignored his advice and decided to take the job.

journey = travel, not day

Our journey up the mountain was strenuous.

library = place to borrow books, not place to buy books

Would you like to come with me to study at the library?

manifestation = showing of an abstract idea, not a protest

The painting is a manifestation of hope for the future.

publicity = appearance in media, not advertising

The bad publicity from the scandal forced him to quit.

References

203

■■ Common Greek and Latin Meanings

Greek Meaning English auto self, same autonomy, automatic gaia earth geology, geography gigas huge, enormous giant, gigabyte glukus sweet glucose, glycerine

REFERENCES

Latin Meaning English annus year annual, annuity generare, genus birth, origin, race generation, generic spirare breathe spirit, inspiration vivere, vita live, life vitality, convivial

■■ Common Word Parts and Meanings

Prefix Meaning anti– against bi– two de– removed from dis– opposite, apart en– to put into, to cause fore– before in– not inter– between mis– wrongly trans– across un– not

Example antifreeze, antimatter, anti-war bicycle, biped, biweekly decaf, deform, deranged disassociate, disheartened, dislike enable, enamoured, endangered foretold, forewarned, foreword, inadvertent, inconsequential, insignificant international, interracial, interruption mistake, misunderstand, misused transcultural, transgender, transportation unfriend, uninteresting, uninvited

Suffix Meaning –able, –ible can be done –al, –ial, –ic having the characteristic of –ance, –ence the act of –er, –or person or thing –ful complete with –hood state, quality of –ion, –tion act, process –ism ideas, beliefs, quality –ist expert in –less without –ment action, process –ness state of –ous, eous, ious having the quality of –ship status

Example feasible, readable aerial, ironic, postal acceptance, silence conductor, driver, sculptor, washer beautiful, plentiful, roomful motherhood, neighbourhood, sisterhood procession, recommendation feminism, heroism, socialism guitarist, soloist, specialist childless, clueless, penniless development, involvement happiness, loneliness, loveliness envious, erroneous, joyous friendship, partnership, relationship

■■ Vocabulary Cards and Photo Logs

•• Purchase 200 plain white cards and 200 plain coloured cards of the same size as regular playing cards. At the end of each week, write 20 words or expressions on 20 white cards. Write the 20 definitions of the words or expressions on the coloured cards. Shuffle the two sets of cards together, then place them face-up on the floor. Try to match all of the words to the definitions within 10 minutes. •• Take a photo on your phone of your matched cards. Look at your log or photo whenever you want to review vocabulary. 204

References

PUNCTUATION AND CAPITALIZATION

COMMA ,

QUESTION MARK ? EXCLAMATION MARK ! QUOTATION MARKS “”

SEMICOLON ;

COLON :

APOSTROPHE ’

CAPITAL LETTERS A–Z

Separates complete ideas or main clauses Is used: •• to separate three or more words in a sentence (a comma before and is optional) •• to introduce reported speech •• to separate two main clauses with a coordinating conjunction •• to separate a subordinating clause from the main clause

I left the report on your desk. It’s on top of the files marked urgent. •• Clara, Ben, Marie and Ohad worked on the presentation together. •• Frank said, “It should be completed within an hour.” •• Martyna is reading a magazine, and her eyes are starting to close. •• Although I am sick, I will still go to work.

Indicates a question

Who has been to the Kennedy Center for the Performing Arts in Washington?

Shows exceptional emotion (avoid use as it looks like shouting)

The shipment never arrived!

Indicate reported speech or a quotation

José said, “I don’t think you should invite them because they always sit in a corner and complain.”

Is used: •• to separate two independent clauses with a related idea •• to link two sentences with a transitional expression—however, unfortunately, etc. (A period can replace a semicolon in this function.) Is used: •• to introduce a list of items •• to follow the name of the recipient in a salutation, although this is more formal than a comma

•• I left the report on your desk; this is the only report you’ll need. •• We were very impressed with your qualifications; unfortunately, our department is not offering an IT position at this time. •• There are three cities that I want to visit in Poland: Gdansk, Warsaw and Krakow. •• Dear Ms. Reinhardt:

Is used: •• to contract a verb •• to indicate possession

•• It’s time to leave. •• Samantha’s mother moved to the UAE.

Are used for: •• days of the week •• names of months, people, places, streets •• titles for people and important positions, books, movies, government laws and programs •• nationalities, religions and languages

•• Sunday, Tuesday, etc. •• October, Keiko, Italy, Sunset Boulevard, etc. •• Ms. McDonald, Director of Sales, The Lord of the Rings, the Employment Equity Program, Bill C-4, etc. •• French, Muslim, Mandarin Chinese, etc.

REFERENCES

PERIOD .

References

205

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