Fresh Start 2 by Les Éditions CEC

FRESH Tracey Azlyn Roisin Dewart Katherine Elliott Michael James Julie Raymond Robert ThĂŠrien

Skills and Grammar

TABLE OF CONTENTS U N IT

ADDICTION NATION

*Bonus Unit 7 is available on

U N IT

A HISTORY OF CONSPIRACIES

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

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

READING Addictive Technology .................................................... 13

WATCHING HAARP Conspiracies................................................... 48

GRAMMAR CAPSULE Simple Present ......................................... 16

GRAMMAR CAPSULE Present Perfect.......................................... 50

WATCHING Dopamine Lab............................................................ 17

READING Genius, Crazy or Both?.................................................. 52

READING A Sweet-Tooth Addiction................................................ 19

GRAMMAR CAPSULE Pronouns................................................... 55

GRAMMAR CAPSULE Count and Non-Count Nouns...................... 22

READING False Appearances........................................................ 56

WATCHING The Science Behind Cravings...................................... 23

WATCHING Fake News and Conspiracy Theories on YouTube.......... 60

GRAMMAR CAPSULE Present Continuous.................................... 25

CASE STUDY Conspiracy Theory?................................................. 62

SPEAKING Addiction or Bad Habit?............................................... 26

WRITING Narrative Writing............................................................ 64

WRITING Topic Sentence and Paragraph....................................... 27

U N IT

U N IT GENDER PRESSURE

ARE YOU FAIR?

WARM-UP .................................................................................. 67

WARM-UP .................................................................................. 29

WATCHING Mike Myers on Canadian Civility.................................. 69

WATCHING A Changing Labour Market......................................... 30

READING Is All Fair in Love and Sport? ......................................... 70

READING Clothes for Everyone..................................................... 32

GRAMMAR CAPSULE Comparatives and Superlatives................... 74

GRAMMAR CAPSULE Simple Past............................................... 35

READING Putting the Sharing Economy to the Ethical Test.............. 76

WATCHING Gender Price Discrimination........................................ 36

LISTENING How Far Should Facebook Go with Our Privacy?........... 80

GRAMMAR CAPSULE Past Continuous......................................... 38

GRAMMAR CAPSULE Adverbs..................................................... 82

READING Same Work, Same Salary?............................................. 39

SPEAKING A Fair Debate.............................................................. 83

GRAMMAR CAPSULE Modals...................................................... 42

WRITING Descriptive Writing......................................................... 85

SPEAKING A World of Possibilities................................................ 44 WRITING Essay: Thesis Statement and Outline............................... 45

U N IT

TODAY’S INDIGENOUS REALITY

GR AMMAR UNIT 1 Simple Tenses and Nouns................................................ 137

WARM-UP .................................................................................. 89 WATCHING What I Know Now....................................................... 90 GRAMMAR CAPSULE Future Forms............................................. 92 READING The Disappearing Children............................................ 94 READING The Legacy of Residential Schools................................. 98

Unit 2 Past Tenses and Modals................................................... 151 Unit 3 Perfect Aspect, Pronouns and Possessive Adjectives........... 165 Unit 4 Adjectives and Adverbs..................................................... 179 Unit 5 Future Forms, Conditionals Forms and More Modals........... 193 Unit 6 Sentence Structure and Passive Voice............................... 207

GRAMMAR CAPSULE Conditional Forms.................................... 102 LISTENING Fighting for Food in Canada’s North........................... 103 SPEAKING Amazing Role Models................................................ 106 WRITING Argumentative Essay................................................... 108

W R ITI N G Getting Started............................................................................ 221 Topic Sentence and Pararaph....................................................... 222

U N IT

TO SERVE AND PROTECT

WARM-UP ................................................................................ 113 READING Brave New Firefighters................................................ 114 GRAMMAR CAPSULE Sentence Structure.................................. 118

Essay Structure ........................................................................... 224 Narrative Essay............................................................................ 226 Descriptive Essay......................................................................... 229 Argumentative Essay.................................................................... 231 Summary Writing......................................................................... 233

WATCHING Smile, You’re on Cop Cam......................................... 120 LISTENING An Apology from the Military...................................... 122 GRAMMAR CAPSULE Passive Voice........................................... 124 READING Attracting New Recruits............................................... 125 CASE STUDY Inclusiveness......................................................... 130 WRITING Summary Writing......................................................... 131

R EFER EN C E S Vocabulary Strategies................................................................... 234 Punctuation and Capitalization...................................................... 237 Common Words and Numbers...................................................... 238 Pronunciation.............................................................................. 239 Oral Presentations........................................................................ 240

FRESH START 2 | Table of Contents

SCOPE AND SEQUENCE STRATEGIES

UNITS

LISTENING

READING

CRAAP (Currency, Relevance, Authority, Accuracy, Purpose)

SPEAKING / PRONUNCIATION

WRITING

Addiction Nation

Read the questions first

Scan a text

Introduction to CRAAP

Stress the right syllable

CRAAP-test sourced information

Gender Pressure

Prepare to listen actively

Skim for general ideas

Currency: Is the information current?

Stress before an ending of –tion Respect opposing views

Choose strong supporting details

A History of Conspiracies

Infer meaning from context

Predict

Relevance: Is the

Say an initial –h

Hook your readers

Are You Fair?

Pay attention to signal words or discourse markers

Understand tone

Authority: Is the author or creator an authority?

Use formal register

Use vivid language

Today’s Indigenous Reality

Anticipate main ideas

Beware of bias

Accuracy: Is the

Use gonna only in informal speaking Keep a calm tone

Make coherent transitions

To Serve and Protect

Apply prior knowledge

Preview

Follow the rules for –ed verb endings

Paraphrase

information relevant?

source credible and is the information accurate? Purpose: Is the source neutral and objective?

WRITING Getting started: Free-writing and mind-mapping Topic sentence and paragraph: Topic sentence, supporting details and concluding statement Essay structure: Introduction, thesis statement, body paragraphs and conclusion Narrative essay: Exposition, rising action, climax, resolution, vivid language and dialogue Descriptive essay: Structure, spatial order and transitional words Argumentative essay: Understanding research, organization and more transitional words Summary writing: Essential elements, structure and being concise

OUTCOMES

GRAMMAR CAPSULE Simple present

SPEAKING / CASE STUDY

WRITING

Addiction or bad habit?

Topic sentence Paragraph

Simple past Past continuous Modals

A world of possibilities

Essay: Thesis statement and outline

Present perfect

Conspiracy theory?

Narrative writing

A fair debate

Descriptive essay

Amazing role models

Argumentative essay

Inclusiveness

Summary writing

Count and non-count nouns Present continuous

Pronouns

Comparatives and superlatives Adverbs

Future forms Conditionals forms

Sentence structure Passive voice

REFERENCES Vocabulary strategies: Using a dictionary, online resources, false cognates, word origins, common word parts, vocabulary cards and photo logs Punctuation and capitalization: Period, comma, question mark, exclamation mark, quotation marks, semicolon, colon, apostrophe, capital letters 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 2 | Scope and Sequence

How to Use Fresh Start 2: Skills and Grammar All-in-One Skills and Grammar This book is designed for intermediate Cégep students. The six theme-based units, along with grammar, writing, reference sections and a complete supplementary unit on MyCECZone provide teachers with the flexibility to decide on the approach that works best for their class. Each unit and section can be used independently or in conjunction with other material. The skills units—each progressively longer to facilitate reading—offer progressively more challenging tasks and activities for reading, viewing, listening, speaking and writing. Each unit ends with two consolidating tasks: Speaking or Case Study and Writing, complete with theory, models and editing practice.

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

MyCECZone This logo appears with selected reading, watching and listening tasks, as well as with grammar, to direct students to further online practice. 8

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

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

Watching/Listening Each skills unit presents themerelated videos/audios accompanied by starter questions, a vocabulary activity, a comprehension activity and follow-up discussion questions.

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.

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

Writing

In each skills unit, 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 2 | How To Use

U N IT

A HISTORY OF CONSPIRACIES Outcomes

WARM-UP EXERCISE > 1 Watch the lead-in to the CBC video “HAARP Conspiracies” and discuss what you know of conspiracy theories with a partner. Name three conspiracy theories in the news that come to mind. EXERCISE > 2 Match each term with its definition. 1. conspiracy

a. playful trick

2. hoax

b. secret plan to cause harm

3. prank

c. deception

4. scam

d. scheme to defraud

5. con

e. trick into trusting

Texts: Discover how conspiracy theories develop on the internet Grammar: Practise using perfect tenses and pronouns Writing: Learn how to write a narrative that is interesting to read

EXERCISE > 3 Match each statement below with one of the famous inventors in the following list. More than one statement may apply to an inventor. Indicate your degree of certainty about each answer: 1 = very sure; 2 = not so sure; 3 = guessing. A. ALBERT EINSTEIN C. THOMAS EDISON B. ALFRED NOBEL D. NIKOLA TESLA

ANSWER

CERTAINTY

He could/can speak eight languages. He developed the technology that led to longdistance wireless communication. He held/holds some 300 patents. He produced the first engine running on AC current. He said he had developed a “superweapon” that would lead to world peace.

G L O S S A RY patents (noun) documents that establish rights to ideas or inventions AC (acronym) alternating current— type of electricity

UNIT 3 | A History of Conspiracies

EXERCISE > 4 Discuss your answers to Exercise 3 with a partner, then ask your teacher for the correct answers. Are you surprised? Do you feel that you have been the subject of a prank? EXERCISE > 5 Review the following conspiracy theories with a partner or in a small group. Choose four of the conspiracy theories and discuss reasons why some people might believe they are credible.

G L O S S A RY fabrication (noun) made-up story manipulates (verb) manages to put to self-serving advantage

1. The 9/11 attacks were planned by the US government, not al Qaeda. 2. The moon landings were faked in a film studio by NASA. 3. The white trails behind airplanes flying at high altitudes are chemicals to control the weather. 4. Vaccines are a cause of autism and many other serious conditions. 5. We don’t all drive electric cars because oil companies have supressed the technology. 6. Global warming is a fabrication by green-energy companies to make money. 7. HIV/AIDS was created by the CIA to attack the gay community.

LISTENING

S T R AT E G Y

Infer meaning from context Focus on words you understand and use the context—visuals and other words—to understand the general meaning of a text.

8. An undercover elite known as Deep State manipulates politics in Canada and the US. 9. Barack Obama is a Nigerian-born Muslim, pretending to be an American Christian. 10. The Freemasons are a secret society that controls most of the world’s governments. 11. Jews who survived WWII invented the Holocaust to press for a nation state. 12. In the 1970s, Ford kept secret that its Pinto could explode when hit from behind.

WATCHING

HAARP Conspiracies

What is the Pentagon doing in Alaska? Reporter Wendy Mesley made a fascinating discovery many years ago. One can only imagine what has happened since then.

G L O S S A RY HAARP (acronym) High Frequency Active Auroral Research Program authorities (noun) experts; people in power feeding (verb) encouraging; promoting

PART

1 Before watching

EXERCISE > 1 Discuss the following questions with a partner. 1. How much trust should we place in authorities to tell the truth? Under what circumstances might it be acceptable for the truth to be kept from the public? 2. Why and how do conspiracy theories get started? What role does the internet play in creating and feeding conspiracy theories? EXERCISE > 2 Complete the sentences below using the following terms. acknowledge deflect gunning for outcome side issue spooky stumbled into swallowed up 1. Jeane Manning (discovered by accident)

For more practice, go to the interactive activities.

2. This invention could destroy or (divert) 3. The (results)

UNIT 3 | A History of Conspiracies

a missile attack.

of this research could be used by the military.

4. Jim Roderick has been (trying to find) 48

a strange thing.

5. That small company was later (absorbed)

by E-Systems.

6. Michelle Angbretson says there is nothing (scary) 7. John Hecksher refused to (recognize)

at HAARP. the existence of

Memorandum 195. 8. Hecksher said the ability of radio frequencies to control the mind was a (negligible idea) PART

G L O S S A RY deception (noun) lie; attempt to hide the truth

for HAARP.

2 While and after watching

EXERCISE > 1 Match the people in the video to their description. 1. Jeane Manning

a. holds a patent for an invention that can change the weather

2. Wendy Mesley

b. claims the military does science research only to develop weapon systems

3. Bernard Eastlund

c. received a file of materials from a secret Mr. X

4. Nick Begich

d. knows all about deception and spent 15 years in the military as a radio engineer

5. John Hecksher 6. Jim Roderick 7. Michelle Angbretson 8. Erick Nashland

e. works at HAARP and thinks people there are bizarre f. is a CBC reporter who did the interviews for this video g. is the chief conspiracy theorist trying to warn about HAARP h. is the person in charge at HAARP

EXERCISE > 2 Write a one-sentence statement on the main idea of each part of the video. Discuss your statements with a partner. 1. The Conspiracy 2. The Lone Gunman 3. The Company Woman 4. Technical Memorandum 195 5. Mind Games PART

3 CRAAP-test for relevance

Relevance is crucial to whether or not a source is credible and reliable. The video on HAARP dates back to 1996. However, the research program still exists, and to this day information on its scientific results is published. Discuss the following questions with a partner, research online and decide on the relevance of the video. 1. To what extent does HAARP have an effect on life today? Has the significance of HAARP changed since 1996? If so, in what ways? 2. Are the issues and concerns of HAARP in 1996 the same as or different from the issues and concerns of HAARP today? Explain. © 2018, Les Éditions CEC inc. • Reproduction prohibited

UNIT 3 | A History of Conspiracies

GRAMMAR CAPSULE Present Perfect • The present perfect is used to describe an event that: ––started in the past and is not yet finished ––happened many times in the past ––happened at an unknown time in the past • To form the present perfect, use the auxiliary have/has + the past participle of the main verb. (For a list of irregular verbs, go to the Grammar Quick Guide, page 22.) AFFIRMATIVE have been at this I school for two years. You

I You He/She/It We You They

NEGATIVE

YES/NO QUESTION

I have not been in Have this band very long. you

has climbed this He/She/It has not eaten. mountain before.

We have seen this video You more than once. They

driven for many years?

Has he/she/it finished yet?

we have not climbed Have you this mountain before. they

climbed this mountain before?

> For more on the present perfect, go to page 165.

EXERCISE > 1 For each sentence below, indicate which of the following time frames the underlined verb represents and underline the words that indicate the time frame. a. started in the past and not yet finished b. happened many times in the past c. happened at an unknown time in the past For more practice, go to the interactive activities.

Example: S ince the advent of the internet, many people have tried to warn us about practices of the military. 1. The military has lied

to the public repeatedly about HAARP.

2. That man looks familiar; have I seen 3. This conspiracy theory has been

him on TV before? on the internet since 1996.

4. It’s not the first time that the army has tried

to develop mind control

techniques. 5. We know that at some point Dr. Bernard Eastlund has approached the Pentagon with his invention. 6. Since the making of the video, Nick Begich has written

10 books on

conspiracy theories. 50

UNIT 3 | A History of Conspiracies

7. In the past, some scientists have claimed

that HAARP is an application

of Tesla’s Death Ray. 8. Scientists have experimented

on animal brains for decades.

9. There is proof that Raytheon has developed

many secret projects over

the years. 10. The sound attack on the Canadian embassy in Cuba was not the first one ; they did it before to the American embassy

the Russians have done in Moscow.

EXERCISE > 2 Complete the following sentences using the present perfect of the verbs in parentheses. to develop a prototype of Tesla’s

1. Many scientists (try) Death Ray. 2. Raytheon (work)

with the US military for many years

and (make)

G L O S S A RY prototype (noun) trial model mine (verb) investigate; search

huge profits developing weaponry.

3. Of all the HAARP applications I (hear)

about, mind

control is by far the scariest. 4. How many videos (see)

you

about

Tesla’s inventions? 5. John Hecksher says that he (read, negative) Memorandum 195, but this doesn’t mean that it does not exist. 6. Many people (attempt)

to portray Nikola Tesla as a mad

scientist. 7. Nick Begich (accuse)

the Pentagon of developing a

ground-based Star Wars weapon system in Alaska many times. 8. Like Jim Roderick, a lot of conspiracy theorists (use) the internet to mine secret government databases. 9. (verify)

you ever

whether or not

these internet documents are factual? 10. Dr. Eastlund (claim)

many times that HAARP was built

using his patents for altering the ionosphere.

UNIT 3 | A History of Conspiracies

READING

Genius, Crazy or Both?

Nikola Tesla leaves very few people with feelings of indifference. His story is a riddle, wrapped in a mystery inside an enigma. Tesla has fascinated scientists and other followers since the early 20th century. And the mystery deepens. PART

1 Before reading

EXERCISE > 1 Discuss the following questions with a partner. 1. What is your definition of genius? Name three famous people—past or present—and explain why you consider or don’t consider them as geniuses. 2. Could the development of a superweapon be a way to promote peace by scaring nations into ending military conflicts and wars with each other? Explain. EXERCISE > 2 Complete each of the following sentences by choosing the best synonym for the underlined term. Refer to the indicated paragraph of the reading text for context. 1. (Para. 1) There is an astonishing ( disappointing / amazing ) number of conspiracy theories on the internet. 2. (Para. 2) Being born in the middle of a lightning storm is a bad omen For more practice, go to the interactive activities.

( sign / situation ). 3. (Para. 3) Some stories about Tesla are quite far-fetched ( unbelievable / convincing ). 4. (Para. 4) Tesla’s Death Ray could stop an aerial attack by melting ( freezing / liquifying ) airplane motors and igniting ( detonating / defusing ) explosives from a great distance. 5. (Para. 4) The Death Ray was a device ( weapon / machine ) that was supposed to end all wars. 6. (Para. 4) Many thought Tesla’s ideas were the ravings ( dreams / crazy words ) of a senile man. 7. (Para. 4) The reporter could testify ( confirm / deny ) that Tesla had his

READING

S T R AT E G Y

Predict Check the title, subtitles, images and other features of a text to try to predict the content. Predicting content will help you to focus and to relate what you already know to the text.

full intellectual vigour. 8. (Para. 6) The FBI files stoked the fire of ( disproved / invigorated ) many conspiracy theories about Tesla. 9. (Para. 6) Three men came to Tesla’s room and opened his safe ( strongbox / drawer ). 10. (Para. 6) The FBI says it returned all of Tesla’s belongings ( diagrams / possessions ) to his nephew in Belgrade in 1952.

UNIT 3 | A History of Conspiracies

PART

2 Reading and comprehension

Nikola Tesla: Fuel for Conspiracies 701 words January 29, 2018

By Robert Thérien

COMPREHENSION

Was Nikola Tesla for real? If you look at what has been written about his life, it makes you wonder. In his lifetime, there were many crazy theories about the inventor of radio and electricity as we know it. Some said he came from the future; others claimed he was from Venus. But since the spread of the internet, an astonishing number of conspiracy theories have sprung up about him, more than about anyone else in history.

1 What are the two opposing views about Tesla that are still asked today?

He was born in Smiljan, Croatia, on the stroke of midnight on July 10, 1856 in the middle of a lightning storm. The midwife said that this was a bad omen, that Nikola would be a child of the storm, but his mother replied: “No, he will be a child of light.” This duality, inventor of genius or mad scientist, has followed him throughout his life and continues today.

2 What are two wild stories that were told by Tesla himself?

Some of the conspiracies about him were quite real: Thomas Edison refused to pay the $50,000 he promised him for solving a series of problems with the company’s dynamo, and Nobel Prize winner Marconi stole the idea for radio from Tesla. Tesla sued Marconi for it in 1911, but won only in 1943, a few months after his death. Other stories, some coming from himself, were quite far-fetched. Did he really conduct time-travelling experiments? Did he receive messages from Mars, as he claimed in 1899?

Undoubtedly, the Tesla invention that has fuelled the greatest number of conspiracy theories is the Death Ray. In a 1940 New York Times interview, Tesla revealed he had developed a Teleforce able to stop any aerial attack by melting airplane engines and igniting explosives from any missile at a distance of 400 kilometres. His plan was to create an “invisible Chinese wall of defence” to defend the country. He called this invention his “peace ray,” a device that would end all wars. Considering that Tesla was 84 years old at the time, many have thought that these were the ravings of a senile man, but the reporter wrote he had known Tesla for many years and could testify that he still retained full intellectual vigour.

3 What are two wild theories about where Tesla came from?

4 The New York Times reporter who interviewed Tesla in 1940 had just heard about him. True False If false, explain:

G L O S S A RY spread (noun) expansion; growth on the stroke of (expression) at exactly retained (verb) maintained

UNIT 3 | A History of Conspiracies

Tesla also said that if the government accepted his $2,000,000 project, he would need to control everything and suffer “no interference from experts.” One thing all governments have had in common is the need to control how their money is spent. Another is the irresistible appeal a weapon like Teleforce would have for a government that was about to spend billions in defence for World War II. The fact that this “peace ray” was never completed, at least publicly, has raised many questions in the minds of conspiracy theorists, but the biggest red flag is that the actual plans and diagrams of the invention have never been found. Did the government steal them from Tesla so it could develop Teleforce on its own? They did take all his documents after his death, but we don’t know for sure if they succeeded in producing a death ray. In 2016, the FBI declassified the file on Tesla it had kept secret for 73 years, stoking the fire of many conspiracy theories on the internet. One of the memos describes how two agents from Alien Property Control (aliens from other countries, not planets—let’s not start any new conspiracies!) “seized all the property of Tesla, consisting of about two truckloads of material” on January 9, 1943. However, the same memo also states that the night before, Tesla’s nephew Sava Kosanovic and two other men came to Tesla’s room and opened his safe. They reportedly took only a book and some pictures before closing the safe. Did Kosanovic take anything else from the safe on January 8, 1943? Was he a spy for the enemy, as another document suggests? In another document, we learn that all of Tesla’s seized belongings were sent back to Belgrade in 1952 after much insistence from Kosanovic. But did they send everything? Nikola Tesla was a true genius who not only made great discoveries, but whose work also influenced many scientists and engineers. But because many of his unfinished inventions seemed so fantastic, he will surely remain a favourite of conspiracy theorists.

COMPREHENSION 5 How was Sava Kosanovic related to Tesla?

6 How long did the FBI keep Tesla’s file secret?

7 How much of Tesla’s material was seized by Alien Property Control?

8 What two things are all governments said to have in common?

9 Why is Tesla likely to remain a favourite of conspiracy theorists?

G L O S S A RY appeal (noun) attraction red flag (expression) warning signal seized (adjective) confiscated

How much money was the US 10

remain (verb) continue to be

government going to spend on defence for World War II?

PART

3 Discussion

●● Discuss the following questions with a partner.

1. If Tesla were still alive, what three questions would you ask him? 2. What inventions of Tesla do you find the most impressive? Why?

UNIT 3 | A History of Conspiracies

GRAMMAR CAPSULE Pronouns • Use pronouns to replace nouns and avoid repetition. PERSON

SUBJECT PRONOUN I have eaten.

OBJECT PRONOUN Paul has found me.

2nd-person singular

You have eaten.

Paul has found you.

You have seen yourself before.

3rd-person singular

He/She/It has eaten.

Paul has found him/her/it.

He/She/It has seen himself/ herself/itself before.

1st-person plural

We have worked here.

Paul has found us.

We have seen ourselves before.

2nd-personal plural

You have worked here.

Paul has found you.

You have seen yourselves before.

3rd-person plural

They have worked here.

Paul has found them.

They have seen themselves before.

1st-person singular

REFLEXIVE PRONOUN I have seen myself before.

> For more on pronouns, go to page 174.

EXERCISE > 1 Complete the following sentences with pronouns. 1. I have read about a lot of conspiracy theories and

all seem

fake to me. 2. It seems that my computer has fixed rebooted

just by my having

3. I love my friends. I would give

anything

4. Lucy and I studied together.

want.

For more practice, go to the interactive activities.

both passed the test with

flying colours. 5. If you and your sister try to find the solution by

will succeed. EXERCISE > 2 Correct the errors in use of pronouns in the following text. Me just bought an electric car. She has a range of 150 km on one charge. When my brother told myself she was crazy to spend $15,000 on a used car, they told them that me would save that much by not buying gas for five years. She agreed and congratulated us for my purchase. © 2018, Les Éditions CEC inc. • Reproduction prohibited

UNIT 3 | A History of Conspiracies

READING

False Appearances

A picture sometimes can be misleading. You very well might do a double-take when you compare the photo of the current prime minister of Canada to a photo of one of the most well-known political leaders of the 20th century. PART

1 Before reading

EXERCISE > 1 Discuss the following questions with a partner. 1. Are you more likely to trust what you see in a photo or what you read in a text? Explain why. 2. Do you often use the internet to do research? On what types of topics do you use the internet for research? How do you verify information that you find on the internet? 3. Look at only the title and the images for the reading on pages 57–58. What information do you expect to be provided in the text? Give as many details as possible. EXERCISE > 2 Match each term to its definition.

1. outlandish

a. hate intensely

2. cursory

b. only; simple

3. preposterous

c. number of people present

4. meanwhile

d. absurd; outrageous

5. glowing

e. ignore; cover up

6. tryst

f. at the same time

7. mere

g. quick; superficial

8. despise

h. secret meeting

9. gloss over

i. absurd; bizarre

10. attendance

j. person saddened by a death

11. mourner

k. flattering; appreciative

12. pariah

l. outcast; outsider

UNIT 3 | A History of Conspiracies

PART

2 Reading and comprehension

No, Internet, Fidel Castro Isn’t Trudeau’s Real Father. The Canadian Prime Minister Just Really, Really Looks Like Him By Tristan Hopper National Post 818 words February 14, 2017

The only way Castro could have fathered Justin is if a 22-year-old Margaret slipped away to stage an unprotected tryst with a communist leader she had never met. 01

In the darker corners of the internet dwells a theory as outlandish as it is compelling: That the real father of Canadian Prime Minister Justin Trudeau is the late Cuban dictator Fidel Castro.

The theory falls apart after only a cursory look at the historical evidence, but it persists for one reason alone: Justin Trudeau’s appearance is strikingly similar to that of the late Cuban dictator.

“Preposterous!” Canadian historian Robert Wright told the National Post. (He also requested that the word “preposterous” be printed in bold and italic.)

Wright’s 2007 book, Three Nights in Havana, is an account of the relationship between Castro and Pierre Trudeau.

While the Trudeaus did indeed develop an unusually cozy relationship with the Cuban dictator, Justin Trudeau was already toilet-trained by the time his mother, Margaret Trudeau, first met Castro in 1976.

“Their biographies just don’t intersect at all,” said Wright.

As has been painstakingly pointed out by the fact-checking site Snopes.com, Trudeau’s December 25, 1971 birthday means that he would have been conceived between March 16 and April 22, 1971.

Margaret and Pierre were secretly married on March 4, 1971, after which Pierre spent March and April in Ottawa on official business. [On that day,] Trudeau [was] answering a House of Commons question about pipelines on the earliest possible day that Justin could have been conceived.

Meanwhile, any personal contact between Castro and the Trudeaus was still years away. By early 1971, the only real contact between the Prime Minister’s Office and Cuba had been a 1970 exchange of letters during the October Crisis to arrange the exile of FLQ terrorists.

G L O S S A RY dwells (verb) resides compelling (adjective) convincing strikingly (adverb) extremely

The spear-fishing trips, the “Viva Castro!” speeches, the glowing descriptions in Margaret and Pierre’s autobiographies; those would all come following Pierre and Margaret Trudeau’s first meeting with Castro in 1976.

account (noun) report; story

Thus, the only feasible way Castro could have fathered Justin Trudeau is if a 22-year-old Margaret Trudeau slipped away from her new husband in order to stage an unprotected tryst with a random communist leader she had never met.

painstakingly (adverb) carefully

cozy (adjective) friendly intersect (verb) meet; cross thus (adverb) as a result; therefore

UNIT 3 | A History of Conspiracies

G L O S S A RY glamorous (adjective) elegant scrutiny (noun) inspection

And keep in mind that Margaret Trudeau—the glamorous, surprise new wife of the prime minister—had suddenly become the most talked-about woman in Canada.

In those first weeks, her every move was closely followed by the press. Any secret Cuban affairs would have required to evade both the most powerful man in the country and a media hungry for all things Margaret.

Meanwhile, a mere nine years since the Cuban Missile Crisis, it’s not like Castro lived a life free from outside scrutiny, either.

The Castro/Trudeau conspiracy theory, which arose late last year, has been appearing mainly on right-wing and pro-Donald Trump internet forums. It’s become a kind of miniature version of the “birther” theory, the false (but popular) belief that Barack Obama was born in Kenya and thus ineligible for the presidency.

For those who already hate the Liberal leader, it appears to be somewhat comforting to think that his veins are coursing with the blood of an oppressive, communist demagogue.

“So this is why I despise Trudeau so much. Guess my instincts are always on point,” wrote one enthusiastic endorsement of the theory on a Reddit forum.

It’s also offered by way of explaining the Trudeau family’s eerie closeness with Castro. Upon Castro’s death in November, Prime Minister Trudeau attracted international condemnation for issuing a glowing statement that completely glossed over Cuban human rights abuses.

But it would not be the first time that Canada has had a prime minister who was the virtual doppelgänger of another national leader.

Canada’s first prime minister, Sir John A. Macdonald, bore an uncanny resemblance to British Conservative politician Benjamin Disraeli, who became UK prime minister one year after the 1867 creation of Canada.

Reportedly, Macdonald’s attendance at Disraeli’s 1881 funeral even spooked fellow mourners.

And Pierre isn’t all that dissimilar-looking from Castro, either. While Fidel was spared Pierre Trudeau’s hair loss, early photos of the pair do indeed look like they could be brothers.

But perhaps the most important factor in all this is that nobody has ever accused Margaret Trudeau of being discreet.

In various books and interviews following her 1977 separation from Trudeau, she’s freely revealed her own drug use, Pierre’s weird sexual habits and her dalliances with everyone from Jack Nicholson to Edward Kennedy.

“Unfortunately, when I look back on it now, I think I should have slept with every single one of them. I should have had so much fun but I didn’t,” she told a mental health conference in 2008 about her 1977 meeting with The Rolling Stones.

If there was indeed some kind of secret cross-border affair with an authoritarian Western pariah, it just seems like one of those things that she would have mentioned by now.

comforting (adjective) reassuring endorsement (noun) approval eerie (adjective) weird; concerning doppelgänger (noun) double uncanny (adjective) strange spooked (verb) scared spared (verb) saved from dalliances (noun) flirtations

UNIT 3 | A History of Conspiracies

PART

3 After reading

EXERCISE > 1 Answer the following questions. 1. What is the subject of Robert Wright’s book Three Nights in Havana?

2. Invitees from around the world attended the wedding of Pierre and Margaret Trudeau.

True

False

If false, explain:

3. What other Canadian prime minister is cited as having looked like a foreign politician?

4. Which of the following is said to not be a characteristic of Margaret Trudeau? a. glamorous

b. discreet

c. talked-about

5. On what type of forums has the Trudeau-Castro conspiracy theory appeared?

6. Give two reasons why the Trudeau-Castro conspiracy theory is not credible.

7. Why were mourners at the funeral of Benjamin Disraeli spooked by the presence of Sir John A. Macdonald?

8. Why was the statement by Justin Trudeau following the death of Fidel Castro a subject of international condemnation?

9. What conspiracy theory about a political leader of another country is similar to the Trudeau-Castro conspiracy theory?

G L O S S A RY debunk (verb) disprove

10. What internet site has taken great pains to debunk the Trudeau-Castro conspiracy theory?

UNIT 3 | A History of Conspiracies

PART

4 Discussion

●● Discuss the following questions with a partner.

G L O S S A RY biases (noun) prejudices reliable (adjective) dependable

1. Describe the characteristics of a person who might believe in the TrudeauCastro conspiracy. Is this individual suspicious? Gullible? What might be the biases of this individual: Dislike of Trudeau? Favouring of the policies of a political party other than the Liberals? 2. Would you take action to counter or to promote this or another conspiracy theory? If so, what would you do? If not, why not?

WATCHING PART

Fake News and Conspiracy Theories on YouTube

1 Before watching

EXERCISE > 1 Discuss the following questions with a partner. 1. How often do you watch news on YouTube? 2. Which social media platform do you find most reliable: Twitter, Facebook or YouTube? EXERCISE > 2 Match each term to its definition. 1. fabrication

a. challenge in court

2. exclusive

b. true; proven

3. subscribers

c. lie; invention

4. legitimate

d. complaining

5. purporting

e. available from only one source

6. whining

f. followers; supporters

7. prosecute

g. target; focus on

8. play to

h. claiming, usually falsely

EXERCISE > 3 Complete each of the following sentences with the correct term. 1. When someone walks you through a conspiracy theory, it is: a. explained point by point

c. denied

b. summarized briefly

d. ridiculed

2. To debunk a conspiracy theory, one needs to: a. support it with arguments

c. promote it

b. prove it false

d. ridicule it

3. A news story under scrutiny is: a. laughed at

c. proven false

b. verified closely

d. disregarded

4. You can tell there is truth to a news story when it:

a. generates controversy

c. is ignored

b. goes viral

d. none of these

UNIT 3 | A History of Conspiracies

5. A credible news story: a. argues a point of view

c. editorializes

b. presents a balance of viewpoints

d. provides examples

PART

2 While and after watching

EXERCISE > 1 Decide if each of the following statements is true or false. If a statement is false, correct it. 1. The YouTube InfoWars channel of Alex Jones has three times more subscribers than CNN.

True

False

If false, explain:

2. YouTube is different from Facebook and Twitter on fake news because the contents of the videos are more important than the headlines. True

False

If false, explain:

3. People who watch news videos on YouTube know they are getting only part of the story.

True

False

True

False

True

False

If false, explain:

4. YouTube started getting criticism for its fake news videos long before Facebook and Twitter. If false, explain:

5. Social media is a trustworthy source of objective factual information. If false, explain:

PART

3 Discussion

●● Discuss the following questions with a partner.

1. Should the contents of YouTube videos be independently verified? 2. Should YouTube be responsible for videos posted on its site? 3. Should people who spread misinformation on YouTube be prosecuted?

UNIT 3 | A History of Conspiracies

CASE STUDY

Conspiracy Theory?

BACKGROUND The goal of this case study is to decide if statements represent true stories or made-up conspiracy theories. Working in a small group, discuss the merits of several stories and decide if they should be published.

PRONUNCIATION

STRATEGY

Say an initial –h In English, the letter –h is usually pronounced when it begins a word. To pronounce the –h sound, let air out of your lungs—but not as much as with a word that begins with a vowel.

S T R AT E G Y

Student 1: You are wary of conspiracy theorists and need strong proof before agreeing to post a link on the website.

Student 2: You have no trust in any government authority to tell the truth. You have read a lot about conspiracy theories and believe that many of them are true.

WRITING

I ate hot dogs at the hotel and I hated them.

2 . Choose a role

Eating healthy food is a good habit to have.

You are a member of a team managing the school website. Your team is asked to post links to sites that offer information on stories that might be of interest to your fellow students. Your website posts links only to stories that are true or considered plausible.

Place your hand in front of your mouth as you pronounce the sentences below. You will feel air on your hand if you pronounce the –h sound correctly.

1. The situation

Student 3: You try to be objective and want to hear as many arguments as possible on an issue. You need to hear all sides of a story before deciding whether it is true or false.

Student 4: You are a strong supporter of the right to free speech and believe that any and all viewpoints on a subject are entitled to be published. You are against any form of censorship.

Hook your readers To engage and maintain your readers’ interest: • Give your text a catchy title. • Improve your descriptions by using adjectives and adverbs. • Make use of synonyms rather than repeat the same words.

G L O S S A RY merits (noun) worth; value wary (adjective) suspicious censorship (noun) refusal of an opinion to be presented hook (verb) catch catchy (adjective) appealing; easy to remember

UNIT 3 | A History of Conspiracies

3. Follow the procedure Step 1: For 10 minutes, review the following statements. Ask yourself: Who might be promoting this story? Why might they be promoting it? What proof do they have to support their story? How can the veracity of the story be checked?

Step 2: Each member of the group has 5 minutes to present arguments in favour of two stories and against two stories.

Step 3: Your group has 10 minutes to come to a consensus on four stories to post on the school website.

Step 4: Present your group’s choices to the class and give reasons for the decisions.

1. A historical writer claims to have a recording of J.B. Ismay, the owner of the Titanic, ordering the captain of the ship to sink it because he needed the insurance money.

G L O S S A RY veracity (noun) accuracy; truthfulness

2. A Russian TV personality says that NASA faked the landing on the moon, that it filmed a video of the astronauts in a studio and pretended they were on the moon.

covert (adjective) secret

3. The CIA is said to have funded mind-control experiments on Canadian citizens in the 1950s and the 1960s.

subversive (adjective) undermining of authority

deemed (verb) considered

4. A former university professor has documents showing the US government is studying aliens at a secret base called Area 51 in Roswell, New Mexico. 5. An American priest says that many stars of the music industry are controlled by a secret organization called the Illuminati and that subliminal messages can be heard in their music. 6. COINTELPRO, a covert FBI counterintelligence operation, worked to discredit political organizations deemed to be subversive from the mid-1950s until the early 1970s. 7. Movie director Oliver Stone contends video footage of the assassination of John F. Kennedy shows that Lee Harvey Oswald was not the only shooter. 8. The Washington Post and The New York Times report that from 1932 to 1972 researchers in the Tuskegee Experiment studied the effects of syphilis on African-American men, letting them suffer until they died even though they could have been cured with penicillin. 9. The Financial Post reports of warnings to the Canadian government about Russian interference in domestic elections and finances. 10. Former BBC reporter David Icke claims to have proof that many major world leaders are Reptilians— giant lizards that can change shape and take on human appearance.

UNIT 3 | A History of Conspiracies

WRITING

Narrative Writing

THEORY Your goal with narrative writing is to entertain: to engage readers and hold their interest. Key features of narrative writing include: • presents and supports an argument or theme • uses conflict and provides a sequence of events • is told from a particular and consistent point of view • uses descriptive language to create vivid images • may contain dialogue or quotations Structure 1. Start with an exposition, where you introduce the setting (time and place) and the main characters. 2. The bulk of the story is usually the rising action, where you present the conflict and what happens to characters in a series of events that create suspense. 3. Then comes the climax, the most suspenseful part of your story, the turning point. 4. Finally, the resolution—or denouement—is the end of the story, where the conflict is resolved or the point of the story proven. > For more on narrative writing, go to page 226.

MODEL Literary style First and Last Date It was supposed to be fun, but it turned out to be just weird and creepy. I’m Jessica. I’m 19 and currently single. I am studying humanities, hoping it will lead to a degree in sociology. Oh, and I’m also good-looking—if you believe my friends. Too attractive to remain single, or so they say. Although I do value appearances, I don’t consider myself superficial. After weeks of constant nagging from my two best friends Laura and Emily, I let them talk me into registering on MatchMeNow.ca. “Each picture is authenticated,” said Emily. “At least you’ll know for sure what he looks like,” added Laura. I thought it was worth a try, if only for fun. It took only 30 minutes to register, post my picture and get a reply from “Thomas Icke, 21. Likes good food, science and the outdoors.” Tall, dark and handsome, too, he could have added. He seemed promising enough, so I logged onto the site, we chatted for a short while and we decided to meet for lunch at a café near school. The place was crowded, but I spotted him right away. Thomas looked even better in person. “Jessica, great to meet you!” He stood up and pulled out a chair for me. Cute AND a gentleman, I thought. This was promising—or so it seemed. We made small talk while we waited for our menus to place our orders. Then, out of the blue, Thomas whispered, “Watch out for that waitress. I’m sure she’s a Reptilian!” What had he just said? “Did you see her right eye? Its pupil is vertical, not round.” I slowly leaned back in my chair. As if that was not absurd enough, he then asked me, “After lunch, would you like to come with me? I’m giving a lecture on the Flat Earth Society. I’m the president for Québec.” Flat Earth Society? That was it for me. I stood up and without a word waved him goodbye. “Wait, Jessica!” he said. “We’re a serious group with members all around the globe!” How ridiculous that sounded. Good thing I had not given him my address or phone number.

UNIT 3 | A History of Conspiracies

MODEL Essay style Scary Encounter Until last summer, I had always trusted my initial feelings about people. I guess I may have to reconsider their validity. My girlfriend Lizzie and I went on a road trip in Newfoundland last August. We borrowed my parents’ small RV, going wherever the wind would blow us, trying to avoid the highway as much as possible. We camped mostly in secluded coves and beaches, so we met very few people, apart from gas station attendants and grocery store clerks. After two wonderful weeks there, it was time to head back to the ferry at Port-aux-Basques and the mainland. We kept on driving small roads, trying to make the most of the last few hours of our stay on the island. All of a sudden, I noticed the lights of the dashboard going dim, then the engine died without a warning. We could not be out of gas; we had filled the tank an hour ago. Neither of us knows the first thing about mechanics, but we had bought roadside assistance. I found the phone number for the insurance company and tried to dial it. No signal; not even one bar! Lizzie said, “There’s a house on the right. Let’s go ask for help.” Then we saw them: three large middle-aged men in dirty jeans and overalls working on an old pickup truck at the side of the house. There were beer bottles strewn around the yard. The men looked gruff and menacing. “I don’t think it’s such a great idea, Lizzie,” I replied. “Got any other solution?” She was right. We had no choice. Especially since the three men were coming toward us. I was regretting our choice of avoiding busy roads. “You got engine problems, love? Need help? Why don’t you pop open that hood?” said the largest of the three men. It took him less than two minutes to spot a loose battery cable as the cause of our breakdown. “Sit yourselves tight. I’ll be right back,” the second man said. He brought back a battery pack from the house and boosted the RV back to life. “You’ll be fine as long as you drive her for at least two hours,” said the third man. They refused to be paid and went back to work on their own truck. If we come back to the island, we’ll try to meet more people and I’ll leave my first impressions at home!

PRACTICE Write a literary- or essay-style narrative of 300–350 words on one of the following subjects. Be sure to start with an exposition, then develop a conflict and, finally, end with a resolution. • surprising or bizarre situation • suspicious person or event • memorable success or failure • dangerous or scary experience • difficult decision

UNIT 3 | A History of Conspiracies

REVIEW: Edit before you write EXERCISE > 1 Complete the following sentences with the correct pronouns. Snakes have fascinated mother was spooked, but

ever since

was a little girl. My

did her best to keep her feelings to

. My brother and my sister, though, thought and could not stop

from teasing

was weird .

called my snake Ernest, even though

did not know

gender. The pet-shop owner was very helpful, but not tell

and

forgot to ask

did .

EXERCISE > 2 Correct the errors in pronouns in the following sentences. My father was first to point out to her that something was wrong with Ernest. She told them of our concerns about strange happenings that seemed to be because of him. We felt my father was exaggerating hisself about Ernest, but me soon realized that she was right. Strange things were happening to ourselves. EXERCISE > 3 Complete the following sentences with the correct present perfect form of the verbs in parentheses. Over the last three weeks, many strange things ( has / have ) happened. Food ( has / have ) disappeared from the refrigerator. But that’s not the oddest thing that ( has / have ) occurred. Some of my father’s clothes ( has / have ) vanished! Could Ernest ( has / have ) done all of this? EXERCISE > 4 Correct the errors in present perfect forms of verbs in the following sentences. OMG! This have become a nightmare! Ernest have turned our home life upsidedown. My family have tell me to do something. I feel so badly about what have happened. Sadly, it seems I may have to get rid of Ernest.

UNIT 3 | A History of Conspiracies

Perfect Aspects, Pronouns and Possessive Adjectives

WARM-UP 1 Underline the verbs in the present perfect in the following paragraph. David Suzuki is a well-known Canadian environmental activist. He has hosted a television program

GR A MM AR

UNIT

called The Nature of Things since 1979. This program examines diverse scientific topics and has been on television for over 50 years. In his history as a popular broadcaster, Suzuki has taken his viewers all over the world and has explored a wide range of topics such as wildlife, natural disasters and man’s impact on the environment. As well, he has hosted several other television series, including Planet for the Taking on CBC, The Secret of Life on BBC and PBS, and The Brain on the US Discovery Channel. In addition to doing television, Suzuki has also published several articles in scientific journals and has written 34 books, including the most popular genetics text in the world, An Introduction to Genetic Analysis. In recent years, however, David Suzuki has been criticized in Australia for intervening in that country’s government environmental policy. In a TV debate last year, many scientists accused him of not being a legitimate scientist because most of his work in the last 30 years was devoted to TV broadcasting and not more traditional environmental research. Many organizations recognize Suzuki’s commitment to the environment. UNESCO, the United Nations, the Royal Bank and Global 500 have all presented him with awards, and many universities in Canada, the US and Australia have given him honorary degrees.

THEORY Present Perfect Full form

AFFIRMATIVE Contracted form

I have been to Mexico. You have gone apple-picking. He/She/It has taken too long to finish. We have met You the Pope. They

I’ve been to Mexico. You’ve gone apple-picking. He/She/It’s taken too long to finish. We ’ve met You the Pope. They

NEGATIVE Full form I have not been to Mexico. You have not gone apple-picking. He/She/It has not taken too long. We have not met You the Pope. They

Contracted form I haven’t been to Mexico. You haven’t gone apple-picking. He/She/It hasn’t taken too long. We haven’t met You the Pope. They

• For a list of irregular verbs, see the Grammar Quick Guide.

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

165

GR AMMAR

QUESTION TYPE

QUESTION WORD

SUBJECT

REST OF QUESTION

Have

I/you/we/you/they

eaten here before?

Has

he/she/it

been in the pool?

What

have

I/you/we/you/they

seen so far?

Where

has

he/she/it

gone?

Who

have

we/you/they

spoken to?

Yes/No Information

VERB

Meaning and usage • The present perfect is used to describe an action that began in the past but continues in the present and is not completed. Often there is a specific time reference: since 1979, for three hours, etc. Dora has played soccer since she was eight. We’ve tried to contact them for two days, but no one ever answers. • The present perfect is also used to describe an action that happened many times in the past without a specific time reference. We’ve been to Paris three times. Paolo has enjoyed his trips abroad. • The present perfect is also used to describe an action without reference to number of times or to a specific time. So far, I have done a lot of things in my life. I’ve skied in the Alps, I’ve cycled around the entire island of Montréal and I’ve eaten cow tongue. Common indicators • Common indicators for the present perfect include since, for, yet, so far, ever, never. ––Pay close attention to the difference between since and for. I have been suspicious of him since we were first introduced. start time duration of time I have been suspicious of him for years. ––Yet is used for an action that has not happened, but may happen in the future. They may be here soon. They haven’t arrived yet. He may do it later. He has yet to do his homework. ––So far describes an action that has happened and may or may not continue. It may or may not get easier. It has been a very tough winter so far. She may or may not have a problem. So far she hasn’t had a problem.

WARNING

––Ever is typically used to ask a question about the past. An answer in the negative often uses never. Have you ever seen a movie directed by Xavier Dolan? Yes, I have. No, I’ve never seen one. Has your teacher ever given your class a surprise quiz? Yes, he’s given us three. No, he never has.

166

Misuse of the present perfect To refer to a time in the past, use the simple present—not the present perfect. I’ve travelled to Mexico when I was 18.

I travelled to Mexico when I was 18.

Michael has picked him up an hour ago.

Michael picked him up an hour ago.

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

EXERCISE > 1 Complete each sentence using the full form of the present perfect of the verb in parentheses. 1. What a miserable spring we’re having this year. It (rain)

almost every

GR A MM AR

PRACTICE

day for the past month. 2. There (be)

a lot of media coverage on the political scandal.

3. Marianne is on a gluten-free diet. She (eat, negative)

bread

or pasta in two months and she says she feels much better. 4. (see)

you ever

the German film Run Lola Run?

It’s a real rush. 5. I’m over my ex-girlfriend. I (think, neg.) 6. There (be)

about her in weeks.

many studies on how we learn second languages.

7. Dr. Farrell (write)

three books and countless articles on second-

language education. 8. (do) What

she

9. Sam and Max (plan) 10. They (text)

to get him so upset? their canoe trip for months.

on their phones throughout class and

(pay, neg.)

attention to the teacher.

EXERCISE > 2 Complete each question using the full form of the present perfect of the verb in parentheses. Then, answer the question using the full form of the negative present perfect. 1. (break)

you ever

2. (meet)

your best friend ever

3. Do you think we (make)

4. (ask)

a bone?

a famous celebrity?

it too hard for them to guess?

your teacher ever

you to give an electronic

presentation?

5. (travel)

your friends ever

overseas?

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

167

GR AMMAR

6. (borrow)

a classmate ever

something of yours

without asking?

7. (stay)

Pascal and his family ever

in the

Laurentians?

8. Is there something else that they could (do)

9. (occur)

10. (be)

it ever

to you to try a different strategy?

you ever

the victim of bullying or violence?

EXERCISE > 3 Write a question in the present perfect form for each of the following answers. Example: I’ve been a Cégep student since last year. How long have you been a Cégep student? 1. The Rolling Stones have been a rock band for more than 50 years. How long 2. My friend has been in Québec for three years. How long 3. I’ve played the piano for quite a while. How long 4. Sean has drawn comics since he was a child. How long 5. Sam and Chris have lived in Scotland for five years. How long 6. They have been gone for days. How long 7. It’s been a while since I have heard news from them. How long

168

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

How long

9. She has talked on her cellphone since she arrived.

How long

GR A MM AR

8. Michel has worked on his assignment for days.

10. They have waited in the freezing cold for hours.

How long

EXERCISE > 4 Write a complete sentence in the present perfect contracted form to answer each of the following questions. 1. What have you done since I last saw you?

2. How have the children behaved since we left?

3. Who has never cheated on a test?

4. Why have Christiane and Lyse ignored Lucie?

5. Have they been to Italy before?

6. How long have Guy and Martin been together?

7. How many days has it been since we’ve seen the sun?

8. What has been the problem with the métro?

9. How much time do we have to complete the assignment?

10. Why has Eric been so careless?

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

169

GR AMMAR

EXERCISE > 5 Complete each sentence with since or for. 1. We have been classmates

the beginning of the semester.

2. They’ve been friends

a long time.

3. My uncle has gone to Las Vegas every year

the past 15 years.

4. That singer has not spoken to the Canadian press

she moved

to Europe. 5. Martin has not gone back to Jonquière

he left there to study at UQTR.

6. That family has lived next door

2016.

7. Your friends have been loud

midnight.

8. My computer has been broken

Tuesday.

9. My cat hasn’t eaten

three days.

10. Tim’s boyfriend hasn’t been in class

two weeks.

THEORY Present Perfect Continuous AFFIRMATIVE Full form Contracted form I’ve been taking Spanish classes. You’ve been working too hard. He/She/It’s been running in circles. We ’ve been You making They Kombucha.

I have been taking Spanish classes. You have been working too hard. He/She/It has been running in circles. We have been You making They Kombucha. QUESTION TYPE

QUESTION WORD

170

Full form I have not been taking Spanish classes. You have not been working too hard. He/She/It has not been running in circles. We have not been You making They Kombucha.

AUXILIARY

SUBJECT

Contracted form I haven’t been taking Spanish classes. You haven’t been working too hard. He/She/It hasn’t been running in circles. We haven’t been You making They Kombucha. AUXILIARY BEEN AND MAIN VERB

Have

I/you/we/you/they

been working hard?

Has

he/she/it

been helping you?

What

have

I/you

been working on?

Where

has

he/she/it

been waiting?

Who

have

we/you/they

been speaking to?

Yes/No Information

NEGATIVE

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

• The present perfect continuous describes the duration of an action in progress that began in the past and continues in the present. Common indicators include for, since, all day, this week/month/year, etc. I have been standing at this bus stop since 7:00 a.m. It’s now 8:00 a.m. and I’m going to be late for my 9:00 a.m. class. George and Erica have been wanting to go to Portugal. They’ve been finalizing the details of their plans for years.

GR A MM AR

Meaning and usage

• The present perfect continuous also describes repeated actions that began in the past and continue in the present. I’ve been exercising a lot recently. I’ve been stretching almost every day; I’ve been going to the gym once a week; and I’ve been playing tennis every other week. We have been having such a great time in Mexico. We’ve been enjoying the sites and most of all the people. Everyone has been very forgiving of our mistakes in Spanish.

PRACTICE EXERCISE > 6 Complete each sentence using the present perfect continuous form of the verb in parentheses. 1. What a snowfall we had last night! We (shovel)

our driveway

for at least an hour already. 2. It started snowing last night and it’s still snowing. It (snow) for the past 12 hours. 3. We (wait) 4. Kayla (work) 5. The government (try) 6. Our family (go) 7. My neighbour’s dogs (bark) 8. The wind (blow) 9. Maggie (sleep) 10. You (wake up)

in line to buy tickets to the new X-Men film. at Tim Hortons since last summer. to pass an unpopular legislative bill. to Québec’s Winter Carnival for the past five years. at 5:00 a.m. every morning this week. so hard that several trees have fallen. for several hours. much earlier these days.

EXERCISE > 7 Complete each question using the subject and the full form of the present perfect continuous of the verb in parentheses. 1. How long (you, study) 2. Where (Bernie’s sister, live)

at Cégep? since she moved out

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

171

GR AMMAR

3. How (you, feel)

lately?

4. The three bears asked, “Who (sit) (eat)

in our chairs, our porridge and (sleep)

in our beds?” 5. How long (those police officers, wait) to catch speeding cars in that speed trap? 6. Why (Talia, yell)

at her sister?

7. What point (he, try)

to make?

8. How much time (the exam, take)

for the students to finish?

9. Why (the dogs, bark)

so loudly?

10. What excuses (Robert, make)

lately for not completing

his homework? EXERCISE > 8 Complete each of the following sentences using the full form of the present perfect or the present perfect continuous of the verb in parentheses. Example: Lena (eat, negative) has not eaten at that sushi restaurant since she was ill after dining there last year. 1. Céline Dion (live) 2. It (be)

in Las Vegas for many years. freezing cold for three weeks.

3. That SUV (idle)

for 10 minutes. It’s drivers like this who

cause unnecessary air pollution. 4. It (rain)

all day long. Great weather for ducks!

5. That couple (kiss)

non-stop for 10 minutes—far too much

public display of affection. 6. I skipped breakfast this morning, so I (eat, negative) anything since dinner yesterday. 7. How long (work) 8. Lou and Benjamin (see)

in retail? each other since last

summer. 9. Adrien (stack) 10. Julie ( make )

172

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

wood for three hours. things to sell at the craft fair.

1. What have you been doing lately just for fun?

GR A MM AR

EXERCISE > 9 Answer the following questions using the present perfect form or the present perfect continuous form.

2. What course have you been enjoying most this semester?

3. How long have you been studying at Cégep?

4. Who have you been eating lunch with recently?

5. How long has your teacher taught at Cégep?

EXERCISE > 10 Correct the errors in the simple past, the present perfect and the present perfect continuous in the following paragraph. Margaret Atwood was one of the greatest and best-known Canadian novelists. She has been born in 1939 in Ottawa, Ontario. Her father have been an entomologist, studying insects in the forests of Ontario and Québec; she has been spending a lot of time in the woods and has not started school until she has been eight years old. She has been graduating from the University of Toronto in 1961 and has been going on to pursue a Ph.D. at Harvard University, but she still hasn’t been completing her thesis. In addition to Atwood’s association with these two universities, she has been receiving honorary degrees from 25 universities, including Oxford and the Sorbonne. As well, she was gived more than 50 national and international awards, including the Governor-General’s Award and the Man Booker Prize. Atwood wrote professionally since the 1960s and published more than 15 novels along with several books of poetry and short stories.

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

173

GR AMMAR

WARM-UP 2 Underline the pronouns and the possessive adjectives in the following paragraph, then answer the questions below. My grandmother comes from a large family: She has five brothers and eight sisters. Her eldest brother is 20 years older than her—his eldest daughter is the same age as her! They have a very close relationship. He and his wife took care of my grandmother when she was a baby, so the two girls grew up together: They played together and never felt they were alone. My grandmother says she was closer to her niece than to any of her siblings because they were the same age and spent so much time together. My brother and I are twins, so I understand how very special it is to have a close relationship like my grandmother had with her niece. 1. Whose daughter is the same age as the grandmother?

2. Who is the “he” who took care of the grandmother?

3. Who does “they” refer to?

4. Who is the grandmother closest to in the family?

5. Why does the author understand the relationship of her grandmother and her niece?

THEORY Pronouns and Possessive Adjectives • A pronoun replaces a noun. • A possessive adjective expresses possession and precedes a noun.

174

SUBJECT PRONOUN I like you.

OBJECT PRONOUN I told you.

POSSESSIVE PRONOUN That book is mine.

I know myself.

POSSESSIVE ADJECTIVE I saw my mom.

You like me.

You told me.

That book is yours.

You know yourself.

You saw your mom.

He/She/It likes them.

He/She/It told us.

That book is his/hers.

He/She/It knows himself/herself/itself.

He/She/It saw his/her/its mom.

We You like me. They

We You told me. They

That book is ours/ yours/theirs.

We know ourselves. You know yourselves. They know themselves.

We read our books. You read your books. They read their books.

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

REFLEXIVE PRONOUN

A possessive adjective often agrees with the noun in a previous sentence. Zola has a beautiful smile. Her smile lights up a room. The nurse has a lot of patience. His patience is admirable.

GR A MM AR

WARNING

Possessive adjectives

PRACTICE EXERCISE > 11 Complete each of the following sentences with the correct subject pronoun. 1. My class is making a trip to Ottawa next week. ( I / We / They ) are going on Monday. 2. The English teacher isn’t grading our presentations today. ( He / It / They ) is waiting until next week. 3. Her computer is really old. ( He / She / It ) makes a loud noise when she turns it on. 4. Sandra has a bag of cookies. ( I / She / They ) wants to hide them from her roommate. 5. The girls are waiting for the sun to come out. Then, ( they / she / it ) can go for a picnic in the park. 6. Martin is planning a big surprise party for Éloise. ( He / She / We ) will have the time of her life! 7. Will spring ever arrive? ( I / You / They ) am so tired of shovelling snow. 8. Tomas turned off his smartphone. ( He / She / It ) wants some downtime. 9. Patrice slept in and now ( you / he / they ) will be late for class. 10. Why does she keep making that noise? ( He / It / They ) is very annoying. EXERCISE > 12 Complete each of the following sentences with the correct object pronoun. 1. Tanya moved last week. Have you seen ( her / our / their ) new place? 2. The refrigerator isn’t cold. Did you check ( my / its / their ) temperature? 3. The maple trees have already been tapped. Have you seen ( my / its / their ) pails filling up? 4. The desk isn’t stable. ( Your / Its / Their ) legs are uneven. 5. Adam is so funny. ( My / His / Our ) stories always make everyone laugh. 6. ( My / Its / Our ) dinner at the restaurant was a disaster. Everyone hated the food. 7. Please check your ticket stub. I think you are sitting in ( my / our / their ) seat. 8. ( Her / Our / Their ) day is not going well. At every turn, we encounter some kind of major problem. 9. Sean loves Elvis Presley. ( My / His / Our ) favourite tune is “Suspicious Minds.” 10. Angela can’t get enough of Arcade Fire. Over and over again she plays ( her / our / their ) latest theme song “Everything Now.” © 2018, Les Éditions CEC inc. • Reproduction prohibited

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

175

GR AMMAR

EXERCISE > 13 Complete each of the following sentences with the appropriate possessive adjective: my, your, his, her, its, our, your or their. 1. The ducks left after

nest was discovered by raccoons.

2. I have three aunts.

youngest aunt is the same age as me.

3. Drake has done a lot of great songs.

most famous tune is “Hotline Bling.”

4. We have many great family traditions.

big Sunday dinners are my favourite.

5. I really like working with you.

ideas are always so fresh.

6. Claude bought eight new fish.

aquarium is too small for them.

7. Will Claire ever learn?

nagging doesn’t work.

8. We have to get this done soon. 9.

time is limited.

idea for the project was excellent. The teacher gave them an A+.

10.

vacation is over in two days. How can I make the best of the remaining time?

EXERCISE > 14 Complete each of the following sentences with the appropriate possessive pronoun: mine, yours, his, hers, its, ours, yours or theirs. 1. Your project for the science fair won first prize, but we are still very proud of 2. Can I borrow your pen?

isn’t working.

3. Their painting is so much better than

4. She realized that her cellphone wasn’t working, then her boyfriend realized that wasn’t working either. 5. We have the photocopies we need for our group. Do they have

6. They have all done their homework. None of us have done

7. She forgot to bring her snowshoes. Did he remember to bring

8. I took your umbrella by mistake. Is it possible that you took

9. Now that our neighbours have installed skylights, their house is so much brighter inside than

10. He can’t find his textbook. Is the one that she has

EXERCISE > 15 Complete each of the following sentences with the appropriate reflexive pronoun: myself, yourself, himself, herself, itself, ourselves, yourselves or themselves. 1. My baby brother can finally dress 2. Do you change your tires

. or do you go to a garage?

3. We are going to record the video

and then ask someone to edit it.

4. Seniors aren’t able to do some things 5. My cat cleans

, so I’d like to volunteer to help them.

constantly.

6. Simon couldn’t be bothered to solve the problem by

, so he asked Ben

and Gabriel for the correct answer. 176

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

all the time when I’m home alone.

8. Our parents were pleased that we tidied up the house all by

9. They don’t want me to give them directions to the hotel. They prefer to figure out the best route

10. Did you make this dinner by

GR A MM AR

7. I talk to

EXERCISE > 16 Match the start of each of the following sentences to an appropriate ending. Then, write the complete sentence below. 1. Our uncle is in the hospital because

a. it flew into the window.

2. We tried to help the bird when

b. she injured herself on a scooter.

3. I went to the hospital to visit you after

c. their safety is at risk.

4. My aunt was visiting Rome when

d. he fell and broke his leg.

5. They complain about icy stairs because

e. your car accident.

1. 2. 3. 4. 5. EXERCISE > 17 Correct the errors in subject, object, possessive and reflexive pronouns and possessive adjectives in the following paragraph. Their camping trip was fantastic! What a great time Marcus, Lyse and me had. Us found the perfect site to pitch our tent: a secluded spot in the woods just a few steps from a sandy beach. Their was no one else around; us had the entire place to ourself. Us spent all afternoon at the beach, swimming, building castles and reading our books—no signal for cellphones so us left themself in the car. Marcus and me forgot to pack sunscreen, but Lyse let us use her’s. While Marcus and Lyse cooked supper—they’re burgers are the best!—I went off by mineself in search of wood for a bonfire. I happened across a patch of wild blueberries that me picked for are pancake breakfast the next morning. As us sat by the fire and watched the sun set, a family of ducks swam by and entertained us with its sing-song quacking.

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

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GR AMMAR 178

EXERCISE > 18 Write an essay of 300–350 words on one of the following topics using the present perfect and present perfect continuous forms. Include at least 10 subject, object, possessive or reflexive pronouns or possessive adjectives. my family my best friends greatest team success worst-ever party

UNIT 3 | Perfect Aspects, Pronouns and Possessive Adjectives

Writing GETTING STARTED WRITING

We all hit the creative wall at one time or another. When that happens, it's time to step outside the box. Turn on your computer and flex your fingers; take out the Post-It notes or open a notebook and grab a pen. Free-writing: 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. After seven minutes of free-writing, review your notes. At first, they will probably seem like a series of unrelated thoughts that jump from one idea to another. Now, look more closely at what you wrote. Do you notice a pattern? It’s very likely you will. And as your brain tries to find this pattern for you, it will also start to delete information that does not appear to be relevant to the pattern. Free-write again. 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: 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. Use Post-It notes so you can move the ideas around.

“More”-ish food: shape, texture, sensory-based food

Renting an apartment

3 pillars: salt, sugar, fat

Food industry: secretive, competitive, proprietary

Addictive food (report)

Neuroscience and food

Pat, food addict, diabetic

Sensory specific satiety Vanishing caloric density

EXERCISE > 1 Choose one of the following topics and try the free-writing or mind-maping strategy. YouTube addiction a new diet smartphones sleeping habits

WRITING

221

TOPIC SENTENCE AND PARAGRAPH A paragraph requires three essential parts: • Topic sentence: main idea with a controlling idea

WRITING

• Supporting details: facts and evidence that support the topic sentence • Concluding statement: one sentence that wraps up the paragraph Before you write a topic sentence, quickly brainstorm ideas about your topic. Make lists, free-write or mind-map. Cross out irrelevant points. Topic: addictive food The more-ish food: salt, sugar, fat combination My love of Coke Impact healthcare system in Canada Fast food companies are making a lot of money Chinese food is healthier Explosion in diabetes and hypertension I hate sugar Sugar consumption and link to mental health, ADHD kids and grown ups

Once you begin to see related points emerge in many ideas, reread them over and over until you are able to make a generalization. This general idea is the start of your topic sentence. Make sure your topic sentence has two parts: the topic provided to you in a writing assignment and a controlling idea, which reflects your attitude toward the topic. Addictive food is becoming a serious health issue in Canada. Make sure your topic sentence is neither too vague nor too specific so that you can develop your paragraph more easily. Keep in mind that a topic sentence is usually presented at or close to the start of a paragraph. Develop a paragraph based on your ideas, which are your supporting ideas, and then rewrite your paragraph until it includes a logical series of ideas, with a topic sentence, supporting details and a concluding statement. Example: Topic sentence

Supporting details

Concluding statement 222

WRITING

Addictive food is becoming a serious health issue. At least two generations have grown up with fast foods filled with the perfect balance of salt, sugar and fat that consumers cannot get enough of. All of this consumption has impacted the health-care system. The number of medical conditions related to unhealthy nutrition, such as diabetes and hypertension, has exploded in recent years. Excess consumption of sugar is especially problematic. In fact, the rate of childhood diabetes, in particular, has increased dramatically in the last 20 years. Mental health effects are just as important, with high sugar consumption as one key cause of ADHD among children and adults. In short, the addictiveness of some food is making us sick.

EXERCISE > 1 Complete each chart by writing the possible topic sentences in the most appropriate columns.

TOO VAGUE

EFFECTIVE

WRITING

1. Topic: Puppy farms Topic sentence: I hate puppy farms. Pit bull terriers come from puppy farms. Puppy farm owners need to face more severe criminal penalties. My dog Max does not come from a puppy farm. Puppies are such good companions. TOO SPECIFIC

2. Topic: Travel in Europe Topic sentence: Europe is so interesting. Travel in Europe is the next best thing to a real education. Rome is so romantic. I had an accident on the German autobahn last year. I want to talk about Europe. TOO VAGUE

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 while listening to Mozart’s Clarinet Concerto in A minor. I am interested in studying while playing music. TOO VAGUE

EFFECTIVE

TOO SPECIFIC

EXERCISE > 2 Write two paragraphs of 100 words each on two of the following topics. Brainstorm ideas below. soccer in Canada minimum wage alternative medicine the voting age

WRITING

223

ESSAY STRUCTURE Before you begin to write an essay, make sure you have read about how to get started on page 221, as well as about the topic sentence and the paragraph on page 222.

WRITING

An essay contains four basic parts: • Introduction, with a thesis statement: The introduction gives context to the reader about the topic and it provides the main idea of the essay, also called the thesis statement. • Body paragraphs: Each begins with a topic sentence, and the topic sentence is supported with strong, relevant examples and evidence. • Conclusion: At the end of the essay, the conclusion briefly restates the main points and ends with a call to action or a thought-provoking suggestion. The Core of the Essay: Thesis Statement and Body Paragraphs Once you have written down a list of related ideas for your topic and you have found sources that are current, relevant, accurate and authoritative, it’s time to start working on a thesis statement. Just like a topic sentence in a paragraph, a thesis statement contains both the topic and the controlling idea for the whole essay. The controlling idea is your attitude towards the topic. Example A: Women skateboarders are quickly blazing a trail in national and international competitions. Example B: The most dangerous effects of climate change are major rain events and extreme droughts throughout the world. In both examples, there are probably two or three body paragraphs to develop. In Example A, the writer provides examples of famous teen and adult women skateboarders in Canada, and then in the second paragraph the focus then turns to Olympic-level competitors. For Example B, the first body paragraph probably focuses on flooding, while the second and third explore the issues of drought and precipitation in various regions. Throughout your body paragraphs, your topic sentences and supporting details must reflect the ideas in your thesis statement. Essay Outline Thesis statement: The effects of climate change that have the most serious consequences are major rain events and extreme droughts throughout the world. Topic sentence 1 (body paragraph 1): Extremely powerful rain events are accelerating and causing massive coastal flooding in North America. For example, in Florida . . . Topic sentence 2 (body paragraph 2): On the other hand, the lack of rainfall in other regions of the world are increasing deforestation and destroying farms. . . . A case in point is . . . Topic sentence 3 (body paragraph 3): Climate change in Québec means increased rainfall in the winter and river flooding in low-lying agricultural regions. . . . Vast expanses of . . .

224

WRITING

01 Introduction: Start an essay with a hook, or an attention-grabbing idea that your reader will pay attention to. The most effective hook is to counter an assumption or widely-held belief about the topic. With relevant background information, lead your reader toward your thesis statement.

02, 03, 04 Body paragraphs: The foundation of a body paragraph is the topic sentence. Just as the thesis statement helps to keep your essay together, or coherent and unified, the topic sentence does the same for the body paragraph. To support the topic sentences, always provide strong, relevant examples or evidence. The more concrete your examples are, the more it will stick in the mind of your reader. Note that most writers focus on the thesis statement and body paragraphs to put together an outline for an essay. The introduction and conclusion are usually written last.

05 Conclusion: A good conclusion rewords the thesis statement and restates the main points as briefly as possible. No new ideas are provided; however, the essay should end with either a punchy statement or a call to action.

Climate change will not happen not in the future. It is already here. Temperatures and extreme weather happen all year long in Canada now. We have winters with more precipitation and freezing rain than ever before. At the same time, on every continent in the world, precipitation disappears for months and even years. Climate change is really about too much or too little water. The effects of climate change that have the most serious consequences on our lives are major rain events and extreme droughts.

Extremely powerful rain events are accelerating and causing massive coastal flooding in North America. For example, in 2017 two damaging hurricanes stormed through Texas and Florida late in the summer. Hurricane Harvey inundated huge sections of Houston, and 13 days later the streets of downtown Miami were covered in saltwater thanks to Hurricane Irma. With six major hurricanes to hit our continent in one year, the 2017 hurricane season is considered one of the worst in recorded history, according to meteorological offices. Current long-term forecasts are warning people who live in coastal regions of the Atlantic Ocean to prepare for more of the same in 2018, including even parts of Western Europe.

On the other hand, the lack of rainfall in other regions of the world are increasing deforestation and destroying farms. California and Australia are two places that are impacted by severe drought, but the worst regions are in the Middle East and Africa. The situation is so serious there that droughts are causing the displacement of millions of people from rural areas to urban centres, where job opportunities are more abundant. Sudan and Syria are two important examples. The situation is so serious in Syria that many historians believe drought was one of the contributing factors to the outbreak of war in 2011.

Climate change in Québec means increased rainfall in the winter and river flooding in low-lying agricultural regions. It is the new normal in Québec to prepare for winters with considerable freezing rain or a lot of snow. It is also no longer unusual to then experience a rapid, intense spring thaw, like the one in 2017. At that time, vast expanses of Lanaudière farmland were flooded for as far as the eye could see, causing power outages, road closures and farms going into debt because of failed crops.

The radical changes to our planet’s climate is a cause for concern. Extreme hurricanes will continue to impact our coastal cities, drought conditions will displace millions and even local industry will not be spared by major weather events. The time to act is now. Join a climate change awareness campaign to secure your future, and the future of many more generations to come.

WRITING

Our Climate Change Reality

EXERCISE > 1 Write an outline with a thesis statement and two or three topic sentences. Use a topic of your choice. EXERCISE > 2 Write a complete essay of at least 350 words based on the outline.

WRITING

225

NARRATIVE ESSAY Narrative writing is based on a series of connected events that lead to a resolution. This process is called a plot.

WRITING

Writing a Plot In the rising action, tell your readers about the conflict and what happens to the characters as they face situations that create suspense.

The exposition is the introduction to your story. Include the setting and present the main character(s).

The climax is where you write the most suspenseful part of your story, the main turning point.

In the falling action, you can add more events that lead to the conclusion, but at a slower pace.

Climax

Rising action

Falling action

Exposition

Denouement

The resolution or denouement is where you present the end of your story, in which the conflict may or may not be resolved.

Vivid Language To make your narration and descriptions as vivid as possible, write for the senses: Add a variety of words and expressions to make the reader see, hear, feel what is happening. After a crescendo of beeps, yellow flashing lights and an acrid puff of grey smoke, my phone suddenly went dead. EXERCISE 1 > Use a thesaurus to find strong verbs and words for each sense. SIGHT

HEARING

TOUCH

SMELL

TASTE

EXERCISE 2 > Add vivid language to create a clear mental picture of each idea. 1. The plane landed.

2. Heather burned the lasagna.

3. I fell down the stairs.

226

WRITING

Dialogue Including both dialogue and reported speech in your essay will make your story more interesting. To change statements from one to the other, you sometimes need to change pronouns, verb tenses and the type of sentence.

WRITING

PRACTICE EXERCISE 3 > Change dialogue into reported speech, following the examples for each type of sentence. Simple present statements become simple past: “You are an idiot,” Sarah told me. Sarah told me I was an idiot. 1. “I know you like my sister,” Jake whispered to me.

2. Thomas told Beatrice, “I can’t help you anymore.”

3. Kate said, “I watch vlogs every night.”

Simple past statements become past perfect (had + past participle): “He left me for my sister,” said Teresa. Teresa said he had left her for her sister. 4. “I did exactly what you asked me,” replied Samuel.

5. Claire shouted, “I told you to lock all doors!”

6. “That story is news to me,” Alexa said.

Questions become statements: “Why did you hang up on me?” he asked. He asked me why I hung up on him. 7. “Where were you this morning?” the teacher asked me.

8. Josh asked her, “How did you do this?”

9. “How did it go?” he asked the coach.

WRITING

227

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 can be used to help you pronounce the word. Print dictionaries 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.

234

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 raising $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 car theft.

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

235

COMMON WORDS AND NUMBERS ■■ Name, Title and Legal Status

REFERENCES

Full name: Arthur Eric Johnston First name: Arthur Middle name: Eric Family name:* Johnston Nickname: Art * Surname Mr. Paul Eric Johnston married or single Ms. Sherri Warren married or single Mrs. Jeannine Johnston married Dr. Emelie Cartwright medical doctor or someone with a Ph.D. John McGinnis, Esq. lawyer or ambassador; Esq. (esquire) is not said not married Single Married in a legal union by government and/or religious contract Common-law in a legal union, but without government and/or religious contract Separated no longer living as married or as common-law Divorced no longer legally married In-laws relatives by marriage: brother-in-law, mother-in-law, etc. Widow woman whose husband has died Widower man whose wife has died ■■ Ordinal Numbers

1ST

2ND second twenty-second thirty-second forty-second fifty-second, etc.

first twenty-first thirty-first forty-first fifty-first, etc.

3RD third twenty-third thirty-third forty-third fifty-third, etc.

ALL OTHERS: /TH/ fourth twelfth twentieth sixty-sixth ninety-seventh, etc.

■■ Dates

Written Spoken Apr. 1, 2017 (4/1/17) 3 April 2017 (3/4/17) Thursday, October 4 May 28th, 1908

April first, two thousand (and) seventeen (or twenty-seventeen) third of April 2017 Thursday, October four (or fourth) May twenty-eighth, nineteen-oh-eight

■■ Money

Written Spoken $24.99 US$4.79 £12.65 €14,65 238

References

twenty-four dollars (and) ninety-nine cents (or twenty-four ninety-nine) four dollars (and) seventy-nine cents US (or four seventy-nine US) twelve pounds (and) sixty-five pence (or twelve [and] sixty-five) fourteen euros and sixty-five cents © 2018, Les Éditions CEC inc. • Reproduction prohibited

■■ Fractions

For fractions that begin with one, there is no –s at the end of the unit. 1/2 = one-half

3/4 = three-quarters (or three-fourths)

7/8 = seven-eighths

2/3 = two-thirds

1/5 = one-fifth

7/10 = seven-tenths

1/4 = one-quarter (or one-fourth)

1/8 = one-eighth

1/3 = one-third

3/5 = three-fifths

1/10 = one-tenth 1/12 = one-twelfth 5/12 = five-twelfths

REFERENCES

PRONUNCIATION ■■ Numbers

For the numbers 13 to 19, stress the last syllable. For the numbers 30, 40, 50, etc., stress the first syllable. Note that /t/ often is pronounced as /d/ or is not voiced. 13 thirteen /thirTEEN/

30 thirty /THIRdy/

14 fourteen /fourTEEN/

40 forty /FOURdy/

15 fifteen /fifTEEN/

50 fifty /FIFdy/

16 sixteen /sixTEEN/

60 sixty /SIXdy/

17 seventeen /sevenTEEN/

70 seventy /SEVendy/

18 eighteen /eighTEEN/

80 eighty /EIGHdy/

19 nineteen /nineTEEN/

90 ninety /NINEdy/

■■ Titles

Mr. /MISter/

2 syllables

Mrs. /MISSuz/

2 syllables; /z/ is voiced

Miss /MISS/

1 syllable

Ms. /MIZZ/

1 syllable, /zz/ is voiced

■■ Sound of –s or –es

PRONOUNCED /S/

PRONOUNCED /Z/

PRONOUNCED /IZ/

When the sound of the verb ending in the simple form is . . . /f/ /k/ /p/ /t/

/b/ /d/ /g/ /h/ /l/ /m/ /n/ /ng/ /r/ /v/ /w/ /y/

/ch/ /sh/ /s/ /z/ /x/

laughs talks taps lets

dubs buds plugs sighs rolls rooms designs sings triggers moves snows plays

matches washes passes buzzes boxes

■■ Sound of –ed

PRONOUNCED /T/

PRONOUNCED /D/

PRONOUNCED /ID/

When the sound of the verb ending in the simple form is . . . /f/ /k/ /p/ /s/ /ch/ /sh/ /x/

/b/ /g/ /j/ /l/ /m/ /n/ /r/ /v/ /z/

/d/ /t/

laughed liked slapped passed matched washed boxed

dubbed plugged judged rolled dimmed designed triggered moved buzzed

ended decided tasted wanted

References

239

An Integrated Skills and Grammar Book Solution

Fresh Start 2: Skills and Grammar responds to a wide range of students at the intermediate level. With ample opportunities to practise level-appropriate reading, writing, listening, speaking and grammar, this fully integrated skills book is a one-stop solution for you and your students. Learning is consolidated at the end of each skills unit with easy-to-follow speaking and writing tasks. Complete grammar and writing sections can be used as stand-alone features or in conjunction with other material. Teachers will also find the layout practical for classroom management and lesson-planning purposes.

FEATURES Themes cover relatable topics students will find refreshing and closer to the rapidly changing realities of their world Seven engaging and progressively longer units in order to facilitate reading Integrated grammar in all units, and separate grammar and writing sections for autonomous learning Strategies for all skills: reading, writing, listening, speaking and vocabulary Level-appropriate videos, audios and readings

Speaking tasks with scenario-based learning Writing strategies to help students take control of their academic writing FREE Grammar Quick Guide reference booklet for homework and exam use More than 3,000 digital interactive activities that practise vocabulary, comprehension and grammar Supplementary evaluation materials, transcripts, a CD and a DVD are all provided in the annotated Teacher’s Edition.

Digital Versions, accessed with or without the internet Content Workbook for Students

Teacher’s Edition

The digital skills book allows students to: ●● flip through the book, take notes and write answers ●● save voice recordings in an audio player ●● access all videos and audios in the units ●● do more than 3,000 FREE interactive exercises on vocabulary, comprehension and grammar.

For in-class use and correcting, the digital version allows you to: ●● project, take notes and flip through the entire book ●● show the answer key, question by question ●● share the teacher’s notes and documents with your students ●● correct your students’ answers directly on their digital workbook – access all videos and audios – save voice recordings in an audio player – follow your students’ results in the digital interactive activities with the MyCECZone dashboard.

Six-month access for students to the digital version of the skills book is FREE upon purchase of the paper version of the skills and grammar book. One-year access to the digital version of the skills book only is also available for purchase online. Go to www.editionscec.com.