Heading Up 1

ENRICHED ENGLISH AS A SECOND LANGUAGE SECONDARY CYCLE TWO, YEAR ONE

PR

O EX VI

C SIO ER N PT AL

Robert THÉRIEN Angelo GEORGAKATOS

TABLE OF CONTENTS Letter to Students.....................................................................iii Table of Contents....................................................................iv Scope and Sequence Chart....................................................vi

How to Use Heading Up 1................................................... viii Check It Out: How to Improve My Competencies.................. 2

SECTION

1

CHAPTERS

CHAPTER 1

CHAPTER 4

Think About It.........................................................................3 First Stop.................................................................................4 Viewing

Think About It.......................................................................71 First Stop...............................................................................72 Viewing

Task 1 I Am Not a Baby!..........................................................6

Reading

BELONGING

Task 1 Coming Home............................................................74

Reading

Task 2 The Pen Is Mightier.......................................................8 Task 3 Should Have Read More Carefully.................................15

Talk About It Task 4 What Are You Saying?.................................................21

Write About It

Task 2 Just Like Us...............................................................76 Task 3 Not Tolerated..............................................................83

Talk About It Task 4 Speed Friendship........................................................89

Write About It

Task 5 In Your Own Words.....................................................22

Task 5 Part of the Group........................................................90

Above and Beyond...............................................................24

Above and Beyond...............................................................92

CHAPTER 2

CHAPTER 5

Think About It.......................................................................25 First Stop...............................................................................26 Viewing

Think About It.......................................................................93 First Stop...............................................................................94 Viewing

I WILL LIVE FOREVER

Task 1 The Good About the Bad and Ugly................................28

Reading

ALL ALONE?

Task 1 Our Ears to the Sky.....................................................96

Listening

Task 2 Good Fame, Bad Fame ..............................................31 Task 3 Fame? Not My Priority.................................................38

Talk About It Task 4 20 Questions.............................................................45

Task 2 Made Out of What?.....................................................98

Reading Task 3 It’s All About the Numbers..........................................100 Task 4 Always the Same Story..............................................106

Write About It

Talk About It

Task 5 Me, Famous?.............................................................46 Above and Beyond...............................................................48

Write About It

CHAPTER 3

Task 5 Our Message to the Stars...........................................111 Task 6 How Would Aliens React?..........................................112

THE SILVER LINING

Above and Beyond.............................................................114

Think About It.......................................................................49 First Stop...............................................................................50 Viewing

CHAPTER 6

Task 1 J-Mac: Blossoming Through Basketball........................52

Reading Task 2 Physically Enabled.....................................................54 Task 3 Love Thy Neighbour....................................................61

Talk About It Task 4 I Lost My Voice!..........................................................67

FANTASY

Think About It.....................................................................115 First Stop.............................................................................116 Viewing Task 1 Weekend Warriors....................................................118

Reading Task 2 Some Imagination Required.......................................120 Task 3 A Knight’s Trials........................................................127

Write About It

Talk About It

Task 5 Overcoming Adversity.................................................68 Above and Beyond...............................................................70

Write About It

Task 4 Truth, Embellishment or Lie?......................................133 Task 5 Get Creative.............................................................134

Above and Beyond............................................................. 136

IV

© 2012, Les Éditions CEC inc. • Reproduction prohibited

MIGHTIER THAN THE SWORD

SECTION

2

EXTRA READINGS

CHAPTER 1 MIGHTIER THAN THE SWORD Text 1 It’s the End of the World as We Know It.......................138 Text 2 What an Idiom!........................................................142

CHAPTER 4 BELONGING Text 1 Suddenly Crowded....................................................162 Text 2 Welcome to the Club.................................................166

CHAPTER 2 I WILL LIVE FOREVER Text 1 In the Name of Love..................................................146 Text 2 Do the Right Thing....................................................150

CHAPTER 5 ALL ALONE? Text 1 The New Ambassador...............................................170 Text 2 Defenders of the Living..............................................175

CHAPTER 3 THE SILVER LINING Text 1 Unconquerable.........................................................154 Text 2 A Bit Nippy, You Say?................................................158

CHAPTER 6 FANTASY Text 1 Amazing Fantasy......................................................180 Text 2 Hear Ye, Hear Ye!.....................................................184

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SECTION

3

GRAMMAR AND PRONUNCIATION

Autumn Reset...................................................................... 188 CHAPTER 1 MIGHTIER THAN THE SWORD

CHAPTER 4 BELONGING

Point 1 Review of Verb Tenses Study Guide........................................................................ 192 Practise the Point................................................................. 193

Point 7 Modals: Advanced Use Study Guide........................................................................ 220 Practise the Point................................................................. 221

Point 2 Parts of Speech Study Guide........................................................................ 195 Practise the Point................................................................. 196 Pronunciation Point A

Word Stress: Content vs. Function Words...................... 198

Point 8 Modals in Reported Speech Study Guide........................................................................ 224 Practise the Point................................................................. 225 Pronunciation Point D Reduction of Modals and Auxiliary Verbs....................228

CHAPTER 2 I WILL LIVE FOREVER

CHAPTER 5 ALL ALONE?

Point 3

Point 9 Compound Adjectives Study Guide........................................................................ 230 Practise the Point................................................................. 231

Overview of Clauses and Sentence Types

Study Guide........................................................................ 200 Practise the Point................................................................. 201 Point 4

Complex Sentences: Adverb and Noun Clauses

Study Guide........................................................................ 204 Practise the Point................................................................. 205 Pronunciation Point B Intonation: The Music of Spoken English......................208

Point 10 Order of Adjectives Study Guide........................................................................ 234 Practise the Point................................................................ 235 Pronunciation Point E Stress in Adjectives.................................................238 CHAPTER 6 FANTASY

CHAPTER 3 THE SILVER LINING

Point 11 Uncountable Nouns

Point 5 Past Perfect Study Guide........................................................................ 210 Practise the Point................................................................. 211

Point 12 Preposition Combinations

Point 6 Present and Past Unreal Conditionals Study Guide........................................................................ 214 Practise the Point................................................................. 215 Pronunciation Point C Initial h and Vowel Sounds........................................218

Study Guide........................................................................ 240 Practise the Point................................................................ 241

(Collocations)

Study Guide........................................................................ 244 Practise the Point................................................................ 245 Pronunciation Point F

Often Mispronounced Words..................................248

SECTION

4

REFERENCES

Oral Interaction Tips...........................................................250 Competency Development Strategies.................................251 How to Debate...................................................................252 How to Improve Your Spelling............................................253 Response Process................................................................254 Writing Process..................................................................255 Production Process..............................................................256

Irregular Plural Nouns........................................................257 Common Compound Nouns..............................................258 Common Phrasal Verbs......................................................259 Common Irregular Verbs....................................................261 Text and Photo Credits........................................................262

HEADING UP

1 ••• Table of Contents

V

© 2012, Les Éditions CEC inc. • Reproduction prohibited

I Will Live Forever!

What does fame mean to you?

2

chapter

Think About It …

contents

In 1968 Andy Warhol, a famous American artist, predicted that in the future everyone will be famous for 15 minutes. It seems the future is now. With ubiquitous reality shows, Auto-Tune and the internet, we all have the means to become world famous. But what do you need to achieve fame? What is the difference between fame and notoriety? Why do you think people are so fascinated about the lives of famous athletes, singers, actors and other celebrities? What would you be willing to do for fame?

As a class, discuss or write about your initial thoughts regarding these questions.

Notes:

FIRST STOP ................................................................. 26

viewing Task 1: The Good About

the Bad and Ugly.......................... 28

readING Task 2: Good Fame, Bad Fame. ................. 31

Task 3: Fame? Not My Priority.................... 38

TALK ABOUT IT Task 4: 20 Questions. ................................ 45

WRITE ABOUT IT Task 5: Me, Famous?. ................................ 46

A BOVE AND BEYOND . ............................................................... 48

EXTRA READINGS

In the Name of Love . .............................. 154

Do the Right Thing................................... 158

READ ON!

Glossary

• Almost Famous

by Cameron Crowe

• Happy Accidents

by Jane Lynch

ubiquitous adj found omnipresent • Unbearable Lightness: A Story of Loss and Gain everywhere;

by Portia de Rossi notoriety noun celebrity • Russell Crowe: The Biography achieved by doing

by Tim Ewbank and Stafford Hildred something bad

name:

group:

Famous People

1

Make a list of five famous people from different fields. Choose among the following: actors, artists, athletes, explorers, inventors, musicians, politicians, scientists, singers, warriors, world leaders, or your own ideas. Your list must contain at least two women.

Famous person © 2012, Les Éditions CEC inc. • Reproduction prohibited

Briefly explain each person’s claim to fame—how they became famous. Share your list with a partner.

Field

Famous person Field Famous person Field

famous

26

name:

2

group:

Fame: good or bad?

Read each situation below and decide whether it is a positive (+) or a negative (-) aspect of being famous, and briefly explain your choice. Compare your opinion with a partner.

Situation

+

Explanation

-

1. Your sister becomes famous.

2. You see your photograph in

the media.

3. Someone asks you for your © 2012, Les Éditions CEC inc. • Reproduction prohibited

autograph.

4. A non-profit group asks you to be

their spokesperson.

5. An acquaintance asks to borrow

money from you.

6. A tourist asks to be photographed

with you.

7. A sweatshop asks you to promote

tal k ABOUT IT

their products.

c 1•2•3

8. You move to a rich neighbourhood.

What would you like to be famous for? Discuss these questions with your partner.

9. You hire an entourage to do

everything for you.

10. Everyone wants to be your friend.

11. You receive hundreds of tweets,

emails and letters from fans every day.

12. People find everything you do great,

even when you think it's bad.

3

Glossary

Instant fame!

Your best friend, with a fair talent for singing, comes to you and asks, “How can I become famous?” Think of five pieces of advice you would give him / her.

1.

2.

3.

4.

5.

chapter

spokesperson noun representative acquaintance noun a person you know a little, but not as a friend sweatshop noun a workplace where people work for very low salaries under bad conditions fair adj so-so; not bad, but not great

2 ••• I Will Live Forever!

27

1

TASK one

c 1•2•3

name:

group:

VIEWING

The Good About the Bad and Ugly

Setting It Up

A Before Viewing 1 Preparing to view

Match the following words with a meaning from the list.

1.

unlikely adj

2.

launch verb

3.

premiere verb

4.

pandemonium noun

5.

charisma noun

6.

determination noun

7.

hung up on adj

unable to move past craziness improbable magnetism start selling showing for the first time willpower

2 Detecting Sarcasm

In sarcasm, a person says the opposite of what he or she means in a demeaning way, with the intent to mock or ridicule.

Example: My neighbour is sooo cool! (Not!)

Insulting a person directly is not sarcasm.

Example: My neighbour is mean and I hate him!

Decide whether the following sentences represent sarcasm (S) or a direct insult (DI).

28

1.

I’ve never heard anyone sing so badly. You’re the worst ever!

2.

With such an interesting voice, I’m sure you will impress the judges.

3.

Why apply only for a talent show? Try a beauty contest too!

4.

You can’t sing and you’re ugly too. Why did you expect to win?

5.

Your voice and your looks will surely make you famous!

© 2012, Les Éditions CEC inc. • Reproduction prohibited

Talent shows and reality shows often present people who are so bad, they seem to have no chance of winning. In this news report about William Hung, you will see how different people reacted to his performance.

name:

group:

Complete the following dialogues by adding a sarcastic reply a mean person would make. Share your answers with a partner.

1.

(Father) How did you like our visit to the museum?

(Daughter)

© 2012, Les Éditions CEC inc. • Reproduction prohibited

2. (Student) I failed that math exam again! What’s wrong with me?

(Other student)

3.

(Teenage boy) Why are you breaking up with me? I thought we were in love!

(Ex-girlfriend)

4.

(Hockey player) I missed an open net! I can’t believe it!

(Teammate)

5.

(Talent show participant) You know, I never took singing lessons.

(Judge)

3 Understanding irony

Glossary

Irony is saying the opposite of what is meant—but not in a negative way— without the intent to mock or ridicule. It often takes the form of a simile.

Example: This was as pleasant as a trip to the dentist.

Remember that irony is also a strange, negative or funny situation in which events happen in the opposite way you would expect them to occur.

Example: B ecause he was so small, Martin St. Louis was ignored in the NHL draft.

A few years later, he led the league in scoring and helped his team win the Stanley Cup.

With a partner, complete the following phrases to make ironic similes.

1.

... as pretty as

2.

... as funny as

3.

... easy like

4.

... as quiet as

5.

... as smart as

demeaning adj humiliating simile noun comparison using words such as like, as ... as … draft noun in sports, a session where amateur players are selected by teams

HOW to detect sarcasm.

To know if someone is being sarcastic, look for the following clues: Visual clues - smiling with only one side of the mouth - rolling one’s eyes - avoiding eye contact

B WHILE VIEWING In the video, you will hear comments about William Hung. Decide whether they are honest (H) or sarcastic (S).

1.

“It is exciting!”

2.

“First time I saw him, I thought he was out of control. Love it!” chapter

Auditory clues - saying something positive with a low tone of voice - elongating words (Well sorrrieee! [sorry])

2 ••• I Will Live Forever!

29

name:

group:

3.

“I just believe in him. How he sings is good!”

4.

“Even if he can’t sing, he’s got the moves.”

5.

“He’s going to have a lot longer career than people are expecting.”

6.

“Do you have some words of advice for somebody trying to make it in the music business?”

Middle-aged woman

Teenage boy

Teenage girl

Record producer

Female reporter

William Hung

C AFTER VIEWING Decide whether the following statements are true (T) or false (F).

1.

It is ironic that William Hung did not win the talent show.

2.

Most people interviewed appeared sympathetic to William Hung.

3.

As expected, most people had sarcastic comments on William Hung.

4.

It is ironic that William Hung became so popular after being presented as a sure loser on the talent show.

5.

William Hung’s schoolmates were most probably sarcastic when they chose him to represent their university on the talent show.

D REINVEST YOUR UNDERSTANDING Answer the following questions.

1.

In your own words, what is the difference between sarcasm and irony?

Include examples in your answer.

2.

Have you heard of a story like Hung’s, either in real life or fiction? What was it?

3.

Why do bad performers agree to appear on talent shows?

tal k ABOUT IT c 1•2•3

Discuss your answers to questions 1 to 3 with a partner.

What were the positive and negative outcomes for William Hung following his appearance on the talent show?

30

© 2012, Les Éditions CEC inc. • Reproduction prohibited

Write the number of the comment next to the person who made it.

name:

group:

2

Reading

Good Fame, Bad Fame

TASK two

c 1•2•3

Setting It Up

© 2012, Les Éditions CEC inc. • Reproduction prohibited

Teenagers are no strangers to fame. In fact, many teens actively crave and seek it. But what happens when they get it? Is it all good, or is there a downside?

A Before Reading 1 GUESSING THE PROS AND CONS

For each of the teenagers below, write what you think may be the advantages and disadvantages to their fame.

Venessa, international beauty queen Advantages

Disadvantages

Claude, son of NHL hockey legend Advantages

Disadvantages

Ben, son of Canadian prime minister Advantages

Disadvantages

chapter

2 ••• I Will Live Forever!

31

name:

group:

2 CHOOSING REASONS FOR FAME

M y POV In general, do you believe teenagers and older adults seek fame for the same reasons?

Why?

Many people seek fame because they want …

more for a teen

more for an older adult

possibly a reason for both

to constantly travel around the world.

q

q

q

to go to parties almost every night.

q

q

q

acknowledgment of their skills or talent.

q

q

q

non-stop attention and recognition.

q

q

q

to appeal to the opposite sex.

q

q

q

great material wealth.

q

q

q

to influence how other people think.

q

q

q

to hang out with other celebrities.

q

q

q

3 HANDLING FAME

Explain why you agree or disagree with this statement: Adults can handle fame better than teenagers.

HOW to generalize beyond the text.

Tips for going beyond just reading the text: - look for examples in the real world of issues you read about in the text.

- think about possible solutions to the problems or dilemmas you read about.

- compare the sentiment expressed in the text to how people around you feel.

32

B While Reading 4 READING THE TEXT

As you read the text from pages 33 to 35, generalize beyond it by taking notes in the margin on the links you make between the text and your community.

Consider the problem or dilemma presented in the text and write a possible solution in the margin.

Note any major similarities or differences in the mentality expressed in the text and your own community.

When you finish reading, reflect on how this strategy helped you to better understand the text.

© 2012, Les Éditions CEC inc. • Reproduction prohibited

The table below contains eight possible reasons why people seek fame.

For each reason, decide if you believe it is more valid for a teen, an older adult or possibly both. Check the appropriate boxes.

<... notes ...>

Teen’s Life on New Path After Pageant Fame

© 2012, Les Éditions CEC inc. • Reproduction prohibited

By Anthony Wilson-Smith The manicured lawns and curving streets of Waterdown are a far cry from the glamour of the 2004 Miss Universe pageant or the poverty of 005> Ecuador.

For Miss Universe Canada Venessa Fisher, who returned home last week from the competition in South America, being thrust into the 010> international spotlight certainly had its highs and lows.

Dressed in blue jeans, a soft pink hooded sweater and a pink scarf wrapped around her head that 015> matched her shimmering pale lipstick, the 18-year-old Waterdown native looks much younger in person than her beauty pageant alter ego.

The timid teen, who said she entered 020> the Miss Canada pageant because she thought it would be a good way to make contacts and meet talent scouts, said she was unprepared for the storm of celebrity and the scores 025> of Ecuadorean fans who followed her and the other contestants around Quito, the country’s capital.

“Whenever we would leave the hotel, there would be hundreds of people 030> on the streets waiting for us to pass,” Fisher said recently from her parents’ living room.

“I guess they knew what events we were doing every night because 035> wherever we would go, there would be crowds and crowds of people,” she said.

In some countries, like Venezuela and Ecuador, beauty queens are 040> worshipped like rock stars, Fisher explained.

“Ecuador had a thing for me,” she said, flipping through a stack of Ecuadorean newspapers and pointing 045> to her picture which appeared on an almost daily basis. Fisher said she was voted first in a newspaper poll, ahead of Miss Ecuador. At the beginning of the 28-day trip to 050> Ecuador, Fisher was known as Miss Canada. By the end of it, the youngest contestant in the pageant was known simply as Venessa, she said.

Although she failed to reach the top 055> 15, Fisher remained one of the most popular contestants, which she attributes to her blond hair.

On a continent known for its dark-haired sirens, blonds are 060> held in high esteem, Fisher said.

Newly crowned Miss Universe, Australian Jennifer Hawkins, as well as runner-up Miss USA Shandi Finnessey, are also 065> fair-haired beauties.

Fisher said one of the more personally enriching experiences during her stay was a tour of a school in one of the poorest areas of Quito.

070> “It was very sad, but to see how excited the kids were (to see me) really changed my views about a lot of things. To see all that poverty was really hard,” she said.

075> The children had made Canadian flags and waved them in honour of their visitor, she said.

The first-time pageant winner said the darker side of celebrity became 080> all too real when she and Miss USA became the targets of one man’s chapter

Grammar Notice What is the difference between these clauses?

For more information, see page 198.

Glossary manicured adj neat and tidy far cry expression something very different shimmering adj shinning faintly scores noun a large number sirens noun beautiful women

2 ••• I Will Live Forever!

33

Grammar Notice What kind of sentences are these—simple, compound or complex?

For more information, see page 198.

unwanted attention. Faxes, emails and flowers were sent to her hotel room.

Fisher is not aware of ever meeting 085> the Ecuadorean man who sent them. He may have been one of the hundreds of pageant groupies who followed the contestants. But she knows he spoke to her parents, 090> who accompanied their daughter for part of the trip, because he told her so in a fax.

“He was kind of creepy. He wrote me a fax and said he met my parents 095> and said my mom was so beautiful,” Fisher said, adding her parents had no idea they were speaking with the man stalking her.

Fisher said the local police kept an eye 100> on the man and staked out his home.

“I wasn’t scared. It was just weird that he knew so much about us.”

Each contestant at the pageant had her own security detail.

105> Now that she’s home, and recuperating from a bout of food poisoning, Fisher said she is considering her future.

She has been accepted for the broadcast journalism program 110> at York University in Toronto, but Fisher said she may go to New York in search of a dance career.

Fisher, daughter of a dance instructor, has been dancing since she was three 115> years old. A studio in the Fisher basement is filled with her dance trophies in ballet, tap, jazz and modern dance.

120>

She’s hanging up her crown, though, she said.

“I’m done. Going to Ecuador was a life-changing experience and I wouldn’t want to replace that with a bad experience.”

Fame the Canadian Way

By Anthony Wilson-Smith Celebrity is a means, not an end.

Think about some children of famous people.

As a teenager in Montreal, I had a gang of friends that included the 130> son of a famous former professional hockey player. The son was a good guy: tough as nails, reckless, but quick-witted, funny and intensely loyal. He was also, in relative terms, 135> a terrific hockey player—one of the best for his age in a hockey-mad city.

Everywhere he played, because of his familiar last name and skating 125>

34

style—so unmistakably like that of his old man—people paid special attention, and opponents took extra runs at him in the corners. He gave no quarter, asked for none, and never talked about the extra burden of 145> fame that he carried. He wasn’t as good a player as his father—few have been—and he was too small to ever turn pro. But with his pluck and determination to forge his own 150> path in life, he was a role model in a different way.

140>

© 2012, Les Éditions CEC inc. • Reproduction prohibited

<... notes ...>

© 2012, Les Éditions CEC inc. • Reproduction prohibited

<... notes ...>

Watching that friend deal with his bloodline marked my realization that, fame—especially when inherited 155> —is a double-edged sword. When you’re the scion of someone famous, it opens some doors, but closes others: people who carry a grudge against someone’s parent are often 160> all too willing to transfer that grievance to the offspring. And in the confused, confusing teenage years, when kids want to blend in with peers more than anything else, 165> a famous surname means you’re singled out for unwanted attention.

Consider the daughters of George W. Bush: their well-chronicled exploits of underage drinking 170> mirror the actions of millions of lesser-known kids whose escapades never make headlines.

North American society is obsessed with celebrity, to the point that 175> people seem to respect fame more for the sake of it than for the root cause of that celebrity. Actors are considered more interesting than the real-life people they sometimes 180> portray: most people would rather meet, say, Julia Roberts, the star of Erin Brockovich, than the real Brockovich.

But the biggest obsession of many people centres around the hope that they, too, will become rich and famous, preferably overnight.

Canadians, like Americans, are passionate in pursuing that dream: 190> witness the extraordinary popularity of “Canadian Idol,” which Mulroney hosts. The irony is that even as contestants vie for celebrity, Mulroney is the one person attached 195> to the show who understands its consequences first-hand: he entered the spotlight when his dad was elected prime minister in 1984.

In his case, that’s helped make Ben, 200> as I know from meeting him a couple of times, remarkably self-aware in a healthy, constructive way.

We weren’t always obsessed with fame, and that fascination still isn’t 205> shared by everyone. There’s an old saying in high society circles that the only times your name should appear in print if you’re a true lady or gentleman are when you’re born, 210> when you get married, and in your obituary. These days, a low profile isn’t generally an option open to public figures, or their offspring.

So it’s a tribute to all concerned 215> that the children of our best-known elected leaders have, in general, turned out so well. Whether or not you support the policies of Brian Mulroney or Pierre Trudeau—whose 220> kids spent much of their formative years in the fishbowl of 24 Sussex Drive—we should recognize that the Mulroneys are a model family, and that the Trudeau parents, despite 225> their marriage breakup, devoted themselves to their children, and received appropriate devotion in return. One of the greatest achievements in both cases is that 230> their kids understand, between the noisy allure of fame and the understated power of loving family, which endures longest, and matters most.

185>

chapter

Glossary groupies noun devoted fans staked out phrasal verb conducted surveillance bout noun episode; attack means sing. noun method quick-witted adj clever; intelligent gave no quarter expression didn’t permit any excuses pluck noun courage forge verb move ahead steadily scion noun descendent carry a grudge expression hold on to a grievance offspring noun progeny vie verb compete

2 ••• I Will Live Forever!

35

name:

group:

C AFTER READING 5 Checking for global understanding

Complete the sentences that describe the negative experiences certain individuals had as a result of their fame.

1.

During her visit to a school in Ecuador, Venessa found it very difficult to look at all those

children who excitedly waved Canadian

flags at her.

Venessa discovered that a man in Ecuador had become obsessed with her and began 3.

her.

Opposing hockey players would often give the son of a famous former professional hockey player a few extra

during

the game.

4.

If someone dislikes your celebrity parents, chances are he or she will carry a

5.

against you too.

Celebrity teens often receive a lot of

attention.

6 Checking for greater understanding

Answer the following questions about the text.

36

1.

Where was Venessa Fisher born?

2.

Why did Venessa compete in the Miss Canada pageant?

3.

Why did the people in Ecuador pay more-than-average attention to the beauty pageant contestants?

4.

What would the stalker often send to Venessa?

5.

Venessa said she wasn’t scared when she found out she had a stalker. She simply thought it weird. Do you believe she took the stalking too lightly? Why?

© 2012, Les Éditions CEC inc. • Reproduction prohibited

2.

name:

© 2012, Les Éditions CEC inc. • Reproduction prohibited

6.

group:

What two traits do the son of the famous former professional hockey player and his father share?

7.

According to the text, when you are “the scion of someone famous, it opens some doors.” Explain what you think that means and give an example.

8.

What is Ben Mulroney’s claim to fame?

9.

In your own words, explain what is meant by “the only times your name should appear in print if you’re a true lady or gentleman are when you’re born, when you get married, and in your obituary” (line XX).

tal k ABOUT IT c 1•2•3

In pairs or in a small group, discuss whether you agree or disagree with these statements: - Children of celebrities are greatly disadvantaged in life.

- Fame can make anyone arrogant and egotistical.

- It is better to be hated and famous than liked and unknown.

10. a) The children of Canada’s most famous politicians let fame corrupt them

and ruin their lives.

q TRUE

q FALSE

b) Write the sentence from the text that supports your previous answer.

D REINVEST YOUR UNDERSTANDING Do you believe that the positive aspects of fame during adolescence outweigh the negative aspects? Why? Explain using examples from the text and your own life experiences.

chapter

2 ••• I Will Live Forever!

37

3

TASK

three c 1•2•3

name:

group:

Reading

Fame?

Not My Priority

Setting It Up

A Before Reading 1 MATCHING WORDS TO THEIR MEANINGS

Match the words from the left column to their definitions on the right.

1.

toddler

a. job

2.

photogenic

b. looks good in pictures

3.

gig

c. list of people

4.

roster

d. a very young child

5.

thespian

e. actor

2 DEFINING SUCCESS AS AN ACTOR

Which teenager do you believe has succeeded best as an actor? Select one teen from the four and explain your choice below.

1

2

3

4

Tommy, a relatively unknown actor, makes about a million dollars a year acting, but has no real friends because he’s always working and travelling.

Dora works on small, local theatre productions and has made a name for herself around town. She often gets nervous before a big show, but always delivers a stellar performance.

Adam has stabbed many backs climbing the ladder of fame.

He has done TV commercials and shows and is now poised to appear in a major Hollywood movie.

Kendra is happiest when she is performing. Every opportunity to act is a joy and every performance is exhilarating. She has been acting for over four years and has gotten paid once.

w r i t e ABOUT IT c 1•2•3

Use one of the descriptions of teens from Activity 2 as a story starter to continue and conclude your own story.

38

© 2012, Les Éditions CEC inc. • Reproduction prohibited

In the following interview with 15-year-old Québec actress Tiana-Desirée Grandilli, you will read about how she got started in acting and what role her family, friends and fame have played in her career path and life decisions.

name:

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Why do you believe the teen you selected has succeeded as an actor?

3 OBSTACLES AND REWARDS

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What obstacles do you believe a teen actor must overcome in order to succeed in the world of acting? Write three possible obstacles in the left column below and offer one solution for each on how to overcome it.

Obstacle

How to overcome obstacle

What would inspire you to become an actor? Place the five reasons listed in order of importance to you, where 1 is the least important and 5 is the most.

PERSONAL SATISFACTION 1

MONEY

2

MAKE SOM EONE ELSE HAPP Y 3

4

FAME

LLENGE NEW CHA 5

Least important

Most important

4 IS FAME WHAT IT’S ALL ABOUT?

Do you believe teenagers today place too much importance on popularity and fame? Why do you think so?

B While Reading 5 READING THE TEXT

As you read the text from pages 40 to 42, take notes as you generalize beyond it.

Consider the similarities and differences in mentality between the text and your community. Then suggest a solution to the problem or dilemma discussed. chapter

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Whatever Makes You Happy An interview with 15-year-old actress

Tiana-Desirée’s Experiences How did you get started in your career?

As a toddler, my mom said I was very calm and cooperative and could sit for hours entertaining myself on a blanket. She saw an ad about an 005> agency looking to work with babies and children. She thought I might be

already succeeded. There was an acting coach I took workshops with 020> who would always remind his actors that “Love takes time.” As long as I love what I am doing and take the time to do it well, I believe I have succeeded on many levels and will continue to 025> do so throughout my career.

In your opinion, what are some of the most difficult challenges and obstacles in acting?

There are a few things that come to mind. One of the most difficult things is the rejection. Nobody likes to hear they are not good enough for a 030> particular role, part or character but, unfortunately, there are a lot more rejections than actual offers. To many, the rejections lead to depression, lack of confidence and eventually giving 035> up. Another difficult thing is never knowing when you will get a call for a job or an audition. Being a full-time student, I do not have the flexibility to accept every opportunity that comes 040> my way. Months can go by without going to an audition or getting some kind of work. Exercising patience is challenging at times.

a good candidate because I was photogenic, smiley and bright-eyed and, most of all, good natured and 010> sociable. She signed me up with a modelling and talent agency when I was 4, and I guess that’s how it started.

How will you know when you will have succeeded in your career?

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Success, as I have been told by many people around me and in the industry, is measured by your love of what you do. In that case, I guess I have

Can you tell us a little bit about the acting project you worked on that you’re most proud of?

That’s a difficult question. I do not have one particular project that I am most proud of, but rather a collection of my work in progress. Like a puzzle, everything I do is another added piece, a stepping stone to something 050> else. Every audition, every contact, every job is something that I can use to learn from and build on. I am proud of myself for every opportunity that I have been given and that has 055> helped me become who I am today.

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Tiana-Desirée Grandilli

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Would you be willing to tell us about your most embarrassing or worst performance?

My worst performance was at an audition that I went to for a television commercial. Looking back on it, I see so many reasons why I did not get 060> the part. I remember not really feeling the character 100 percent, the man I was working with was also very intimidating and that affected my performance. I felt pressured because 065> everyone around me was rushing (cameramen, agents, makeup and lighting technicians). I was tired, and I admit, I did not go into the audition well prepared. It was a lesson learned; 070> I felt embarrassed that I was so unprepared. It was the first and last time I entered an audition room without preparing myself completely.

A good reputation is very important.

Tiana-Desirée’s Personal Life How important is fame for you?

I am really not seeking fame through my acting career. My parents would not invest any time or energy in supporting me if fame were my only intention. Fame may come one day, 080> and yes, the idea of being famous is intriguing, but I perform because it makes me happy. I see acting as a perfect opportunity to channel my creativity. I don’t think I have any 085> personal reasons for seeking fame, but if I ever become “famous,” I would like to think I got there because of hard work and talent.

075>

What do your family and friends think about your passion and career in acting?

My family is proud of all of my accomplishments. My parents support me. My accomplishments are partially their accomplishments because they have to drive me to auditions, acting classes and gigs. They have always 095> encouraged my passion for acting since I was a little girl, when I would put on after-dinner shows in our kitchen. My friends think it is cool.

Sometimes I have to miss school or 100> leave early for an audition or a job, and they always encourage me.

They help me out by taking notes for me if I miss school, and if I have a scene that I need to memorize or 105> prepare for, they are always there to help me learn it, like my parents have been.

090>

Who are your inspirations and role models and what role do they play in your career path?

My biggest role model is my mother.

She has taught me about hard work, 110> staying focused and determined, and about being happy no matter how much money or fame is attached.

She has taught me skills that will help me with everything in my life, from 115> being kind and humble to being organized and learning how to network and promote myself. She has an incredible vision and is always there for me. As for inspirations, it is 120> hard to narrow it down to a select few. Hard-working, serious actors get my vote.

Grammar Notice What kind of clauses are these? Are they adverb or noun clauses?

For more information, see page 202.

Glossary workshops noun short, practical classes focussed on specific aspects of acting stepping stone noun an aid to something bigger and / or better narrow (it) down phrasal verb limit chapter

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I would say this is one of the most important things to getting work as 125> an actor. The Canadian roster is not very big. Most of the casting agents know each other, so when different casting directors come into town, it is important to always make a good 130> first impression. Just because you did not get the role doesn’t mean they didn’t like you. It could be that you just didn’t fit the part. A reputation can be easily ruined by something 135> you say or do in an audition or during a job. If you leave them with a bad impression, it will be hard to change people’s opinions about you.

On the other hand, good behaviour 140> and a polite and professional attitude are very important, because they will lead to positive exposure and job opportunities. I once got a job doing a radio commercial without having to 145> audition because I was recommended to the producer by someone I had met at another audition who said I was extremely polite, mature and hard working. That made me realize 150> that people are really watching, and they do talk to others in the business. It made me also realize that maintaining a positive reputation is extremely important as it will lead 155> to continued exposure.

Tiana-Desirée’s Academic Life and Skills As a full-time high school student, what school subject(s) do you find help(s) you most with your acting?

Glossary casting agents noun people who find parts for actors sight-read verb play a role never seen before; perform without practising

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Although the obvious answer would be drama, I believe that English and French have helped me with acting.

Being exposed to literature in both 160> languages has helped me to sight-read easily and perform with expression, and has also helped me to analyze and interpret scripts, plays and stories. Shakespeare is a fantastic 165> example of exercising discipline and learning the art of interpretation.

Once you read some of his works

and attempt to perform them, you can read and do anything! Oral presenta170> tions do help with voice projection and maintaining confidence, and believe it or not, the more difficult subjects for me, like science and math, help with the acting because 175> they require a lot more work for me to succeed, therefore making me more appreciative of the end result.

Has your acting career helped you overcome your fear of oral presentations at school, or did you ever even have one?

Because I was introduced at a very young age to an industry where you 180> are often on camera or on stage, in the spotlight and constantly meeting new people at auditions, I have never understood the fear people have of oral presentations, so no, I have 185> never been afraid to speak publicly.

What advice would you give an upcoming, young and eager thespianin-the-making?

Any young artist seeking to begin an acting career should focus on quality training. This is an important stepping stone to an acting career. I highly 190> recommend workshops, acting classes, voice projection, learning different accents, breathing exercises, and lots of reading. It is a work in progress and continuous effort has 195> to be put in place. Those who are serious and committed will move forward; those who are not will eventually give up and walk away.

The most important thing is to stay 200> focused and dedicated. Put fame aside and be proud of every performance you do. There is no “just” in my opinion. People often feel embarrassed to say they “just” got a role 205> in a small school production. Learn and grow from every experience and every performance, from the elementary-school play performance to the bigger lead role and everything 210> in-between. It’s about believing and loving yourself enough to follow your dreams and working hard to get there.

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How important is exposure, word of mouth and reputation in your field?

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C After Reading 6 CHECKING FOR GLOBAL UNDERSTANDING

Which statement best represents the main reason why Tiana-Desirée loves acting?

1.

2.

3.

4.

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5.

6.

She loves acting because She loves acting because She loves acting because She loves acting because meeting new people.

She loves acting because She loves acting because

her parents also love it. auditions often get her out of school early. her friends think it’s cool. she enjoys being in the spotlight and constantly she sees it as a great way to express her creativity. the idea of being famous is intriguing.

7 CHECKING FOR GREATER UNDERSTANDING

Answer the following questions about the text.

1.

Mention five traits that Tiana-Desirée possessed as a child that allowed her to get a start in acting.

2.

How do you interpret the expression “Love takes time”?

3.

a. What are two aspects of acting that Tiana-Desirée considers difficult?

b. Which one of the two aspects of acting you named in part a do you

4.

What does Tiana-Desirée compare her acting experiences to?

q an exotic collection

q a flight of stairs

q a puzzle

q an expanding business

5.

What five factors contributed to Tiana-Desirée’s bad performance at a commercial shoot?

believe is the most difficult to deal with? Why?

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name:

Complete the sentence: If Tiana-Desirée ever becomes famous, she would like to think that her

and

got her there.

7.

How do Tiana-Desirée’s parents contribute to her acting career?

8.

What type of performer does Tiana-Desirée admire?

9.

Why does Tiana-Desirée believe it is important to maintain a good reputation and attitude in the world of acting?

10. Do you agree with Tiana-Desirée that the more difficult school subjects make

you more appreciative of the end result? Why?

11. Why is Tiana-Desirée not afraid to speak in public?

12. Which piece of advice from Tiana-Desirée do you consider the most important?

Why?

D Reinvest Your Understanding If you could ask Tiana-Desirée one question about acting or show business, what would it be?

How do you think she would answer your question?

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6.

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4

Talk about it

TASK

20 Questions

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1 Researching celebrities

Choose four celebrities. They can be famous or notorious people, dead or alive.

Choose two men and two women. See the First Stop for suggestions (page 26) or find your own.

Research the following information on each person you choose: • when and where they were born • their achievements or other claim to fame • how, when and where they died (if applicable) 2 Playing “20 Questions”

The object of this game is to guess a person’s identity by asking someone as few questions as possible. If the player asking questions (Q) cannot guess who the person is after 20 questions, the other player (A) has won the round. Players take turns after each round.

There are only two rules: Rule 1: The player (A) who knows the identity of the celebrity can only answer yes or no, without lying.

Rule 2: The other player (Q) must ask grammatically correct questions.* If the question is incorrect (i.e., You are an artist?), A notifies Q there is an error, then Q must rephrase the same question (Are you an artist?), which counts as a separate guess. Pay attention to pronouns.

HOW to create practice opportunities.

If you want to practise yes / no questions or just have fun, try playing the game with open categories (objects, animals, people, etc.).

I Spy is another popular game useful for question practice.

You can play these games anywhere: in a car, on your way to school, during lunch, etc.

People of all ages enjoy these games.

They are fun and help develop your logic skills.

* If you need help forming yes / no questions, see pages XXX in the grammar section.

3 Writing a biography

Write a short biography about one of the celebrities your partner chose. Include as much information as possible but not the name of the celebrity.

Ask someone to guess who it is.

Example: He made a lot of money at a very young age …

The name of this person is:

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TASK five

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write about it

Me, Famous?

1 An entry form

2 A vlog script

B Choose Your Topic If you selected Text Type #1, write an entry form for a: q reality show about a normal teenager switching lives with a celebrity for a month q reality show about a Canadian teenager switching lives with a Russian for a month q talent show for acrobats q talent show for impersonators q talent show for dancers

C Plan Your Text

If you selected Text Type #2, write a script for a two-to fourminute vlog about: q why you want to be famous q why you do not want to be famous q why we give too much attention to celebrities q why talent is more important than fame q why fame is more important than talent

D Write a Draft

Look through the chapter to find ideas, or do some research on the internet.

Go with the flow of your ideas.

Don’t stop to correct spelling or grammar for now.

Brainstorm ideas and vocabulary to discuss the aspects related to your choice.

Examine the models on the next page to help you structure your text.

You may want to include sarcasm in your text.

Use new vocabulary from this chapter.

Write an outline of your text.

E Revise Your Text Read your text aloud a few times.

Ask yourself if your message is clear.

Make additions or changes to any part you think is unclear.

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A Select the Type of Text You Want to Write

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F Edit Your Text

G Go Public

Check your punctuation, spelling and grammar.

Show your draft to someone (a classmate, teacher, etc.) to get some feedback.

If you can, put your text aside for a while and come back to it for a fresh look.

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Write your final version.

models An Entry Form.

(Personal Information)

Write a few sentences to describe who you are (age, appearance) and why you are writing.

Name: Date of Birth: Address: I would like to submit my candidacy for …

(Body)

• Explain in detail what makes you a good contestant for the show.

I understand you are looking for people who can … This is one of my strong points.

I am really …

• Explain in detail what you would do on the show.

I would start my act by …

I would wear …

I would first show …

(Consent)

Write a few sentences to say that you will not hold the producers responsible for any accident and that you allow them full use of the footage.

I understand that …

If anything bad happens such as …

Share your text with someone.

Post your vlog on the internet.

project zone

Produce a comic strip about a talentless teenager trying out for a talent show. Include an ironic turn of events to make your story interesting. For more on the production process, see page XXX.

A VLOG

HOW to

(Introduction)

Write a few sentences to introduce yourself and your topic.

Hi. For those of you who don’t know me yet, I’m …

Lately, it seems all you see in the media is …

(Body)

• Explain in detail the topic of your vlog.

Let me tell you why I …

• Include examples and reasons Take … for example. She is a celebrity because …

Another reason is that …

The result is that …

reflect on language register and audience.

Both types of text for this task require a neutral register.

- As you edit your first draft, imagine that you are reading it in front of someone important you don’t know and don’t want to offend.

- Change any parts that are too informal.

(Conclusion)

Finish your vlog by restating your strongest arguments.

So think about it, fame is …

I’m sure you now realize that in our society, celebrity is …

(Conclusion)

Finish your text by expressing hope you will be chosen.

I’m confident I will be …

I hope you will call me … chapter

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ALL ABOUT …

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FAME AND NOTORIETY

Think of what you learned about fame and notoriety in this chapter.

With partners, produce a board game about the road to fame and notoriety.* Include the following elements in your game:

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• a starting point and an ending point • playing pieces • a way for pieces to move on the board (dice, spinner, etc.)

• cards with trivia questions on fame and/or directions (A video of you blowing your nose goes viral on YouTube: Go back 3 squares.)

• places on the board that direct the players to questions or that force the player forward or backward • a clear set of rules Test your game by explaining your work in progress to another group and asking for their feedback.

Present your final product to the class. *For more on the production process, see page XXX.

JUST FOR KICKS Read the following quotes about fame.

“Money and fame made me believe I was entitled. I was wrong and foolish.”

“When I was 19 years old, I was the number one star of the world for two years; when I was 40, nobody wanted me; I couldn’t get a job.”

Tiger Woods

Mickey Rooney

“Fame usually comes to those who are thinking about something else.”

“Whoever pursues fame and greatness, they flee from him; whoever rejects greatness, it comes after him.”

Oliver Wendell Holmes

Old Hebrew proverb

“Glory is fleeting, obscurity is forever.”

Napoleon Bonaparte

“Fame is something which must be won; honour is something which must not be lost.”

Arthur Schopenhauer

With a partner, match the quotes that say something similar about fame. There can be more than one correct answer.

In your own words, write down what aspect they mention. Share your answers with other students.

1.

and

talk about .

2.

and

talk about .

3.

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I will live forever

1 Text one

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extra Readings 1

In The Name Of Love

In Act I of the play Bow Before Me!, teenager Atticus tries to impress his crush and win his friend’s game console by confronting his English teacher on a Friday after school.

A Before Reading 1 DID I EMBARRASS MYSELF?

What is the most embarrassing thing you or someone you know has done to impress a crush? Did the act achieve its desired effect? Describe what happened.

Most embarrassing thing done to impress a crush

Outcome

2 YOU DID THAT FOR ME?

Do you believe someone who risks embarrassment for love deserves a chance?

Why?

B While Reading Glossary crush noun someone you wish were your boyfriend or girlfriend

146

3 GENERALIZING BEYOND THE TEXT

As you read the text on pages 147 and 148, take notes as you generalize beyond it.

Consider the similarities or differences in mentality between the text and your own community. Then suggest a solution to the problem or dilemma discussed.

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Setting It Up

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Bow Before Me! Act I

A play by May Kammends

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Characters (in order of appearance)

Calpurnia Student and friend of Atticus

Atticus Student and wannabe boyfriend of Calpurnia

Tom Student and friend of Atticus and Calpurnia

Mr. Dubose English teacher with reputation for being strict

Dane Cook Himself Principal Taylor High-school principal

(Scene: Atticus, Calpurnia and Tom are in Atticus’ car in the school parking lot.)

(It’s late afternoon. As they wait for their English teacher, Mr. Dubose, to leave school at the end of the day, Calpurnia leans toward her friend behind the wheel to make a proposition.)

005>

Calpurnia: I will personally take you out on a date if you go through with it!

Any restaurant you want, any night of the week.

Atticus: You’ll pay for everything?

Calpurnia: We’ll even take my car, so you don’t waste any gas. Three years of asking me out, and now you’ll finally get your chance, Atticus.

Atticus: You really don’t think I’m going to go through with it, do you?

010>

Calpurnia: Not in a million years! No one is stupid enough to chew out Mr. Dubose and no one can make him apologize for simply doing his job.

Atticus: “Simply doing his job”? He humiliates me all the time!

Calpurnia:He asks you the same questions he asks everyone else: “What do you think of this, or what’s your opinion of that.” How is that humiliating?

015>

Atticus: You wouldn’t understand, Calpurnia. He doesn’t have it in for you.

It’s me he’s after and I’ve had enough. I’m going to tell him right to his face that I won’t put up with it anymore. He’s going to apologize and bow to me!

You just watch!

Tom: I’m with Cal here, Atticus. I don’t think it’s wise to confront Mr. Dubose 020> like this, after school. And besides, he’s a pretty cool teacher. He treats everyone equally, including you. I never knew he got to you that much.

Atticus: He will bow to me, Tom! Tom: Get him to bow to you three times and my PS3 is yours! (laughs) Atticus: And your games too?

025>

Glossary wannabe noun (slang) someone with a strong desire to be something they are not

Tom: Mine and my brother’s! They’re all yours!

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2 ••• Fame

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Atticus: You’re both on! Cal, you take me out, and Tom, I get your PS3 and games, including your brother’s.

Calpurnia: And what do we get if your plan fails or you back out?

030>

Atticus: Tom, I’ll do your homework for a week. Cal, since you’ve offered to take me out, it would only be fair that I take you out if my plan fails.

Calpurnia: Pfffft, nice try, Casanova! How about you just give me the money, and I find someone with real courage and take him out instead!

Tom: (Laughing at Atticus) Oooooooooooooh, she burned you, man! As for your offer, make it homework for a month and you’ve got yourself a deal.

Atticus: (to Calpurnia and Tom) Deal and deal! Aha, here he comes.

(Exits vehicle and walks towards Mr. Dubose.)

(Tom and Calpurnia can’t believe Atticus is doing it. He approaches Mr. Dubose and sticks out his hand to shake with his teacher. Mr. Dubose leaves Atticus hanging.)

040>

Tom: (laughing) Ha! He’s off to a great start! (continues laughing) I’ve got to get this on video! (takes out cellphone and begins recording the exchange) Mr. Dubose: (annoyed) What do you want, Atticus? It’s Friday, it’s late, I’m tired and I’d like to get home to my wife. Tonight is our anniversary and I can’t be late.

Atticus: I’ll only be a minute, Mr. Dubose, I promise.

045>

Mr. Dubose: (looks at his watch) 59 seconds and counting … 58, 57…

Atticus: Sir, you know how I’ve had a crush on Calpurnia for the longest time. Well, she promised she’d go out on a date with me if she saw me chewing you out and then you bowing to me. I know it sounds ridiculous, but please understand, I am completely smitten with her and I will do anything to go out 050> on even one date with her. Please Mr. Dubose, you’ve got to help me out here, in the name of young love and romance! Weren’t you young and in love once?

Mr. Dubose: Yes, I guess I was once young and in love. (sarcastically) Now, at the ripe old age of 32, it’s difficult for me to remember that long ago. (sternly) Come on, Atticus, you’ve got to be kidding me! This has got to be the most 055> absurd request I’ve ever heard. Besides, Calpurnia isn’t even here.

Atticus: Don’t look now, sir, but she’s sitting in my car in the parking lot.

Mr. Dubose: Oh for the love of …

Atticus: I will never ask anything of you ever again, sir, I promise. It’s just this once. And if there’s anything I can do for you, just let me know.

060>

Mr. Dubose: As a matter of fact, there is. I’d like you to do all of your homework and all of your readings for every class from now until the end of the year!

Atticus: (excitedly) Does that mean you’ll do it?

Mr. Dubose: (sighs in despair) Am I supposed to look scared or something?

Glossary smitten adj madly in love; infatuated

148

065>

Atticus: Oh thank you thank you thank you, Mr. Dubose! Yes, please. If you can look intimidated while I violently wag my finger at you, that’d be great.

Mr. Dubose: Yeah, whatever. Just get it over with. (to himself) The things I’ll do in the name of love!

TO BE CONTINUED

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035>

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C After Reading 4 What’s the main idea?

In the play, Atticus gives his friends one reason for his confrontation with Mr. Dubose, but the reader learns his real reason. Complete the table below with both reasons for the confrontation.

Reasons for confrontation

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what Atticus tells his friends

what Atticus tells Mr. Dubose

5 UNDERSTANDING THE TEXT

Answer the following questions about the text.

1. What will Calpurnia

do if Mr. Dubose bows to Atticus?

2. What will Tom do if

Mr. Dubose bows to Atticus?

3. If Mr. Dubose doesn’t

bow to him, what will Atticus do for Calpurnia?

4. If Mr. Dubose does

not bow to him, what will Atticus do for Tom?

D Reinvest Your Understanding What do you think Tom will do with the video he recorded? Why? What will be the consequences of his action?

extra readings

2 ••• Fame

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I will live forever

extra Readings 2

Do the Right Thing

In Act II of the play Bow Before Me!, Atticus achieves great popularity almost overnight but is soon faced with a difficult decision: fame or honesty.

A Before Reading 1 HOW WOULD YOU DEAL WITH OVERNIGHT FAME?

In the space below, describe how you would deal with certain aspects of being famous, such as incessant phone calls, constant attention and never-ending requests for photographs, autographs and your time.

2 ARE YOU LOOKING AT ME?

Explain whether you agree or disagree with the following statement: all teenagers, deep down inside, want to be famous or popular.

B While Reading 3 UNDERSTANDING NEW WORDS THROUGH CONTEXT

As you read the text on pages 151 and 152, take notes as you generalize beyond it.

Consider the similarities or differences in mentality between the text and your own community. Then suggest a solution to the problem or dilemma discussed.

150

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Setting It Up

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Bow Before Me! Act II

Scene 1 (Scene: Inside Atticus’s parked car) (Tom and Calpurnia can’t hear what Atticus and Mr. Dubose are saying, but they can see everything very clearly.) © 2012, Les Éditions CEC inc. • Reproduction prohibited

Tom: Oh my … Is Atticus pointing and wagging his finger at Mr. Dubose?

005>

Calpurnia: Oh no, I can’t believe he’s actually doing it! I can’t watch! (covers her eyes) Let me know when it’s over.

Tom: Hang on, Cal. Mr. Dubose doesn’t look angry at all. (in disbelief) He looks … he looks … scared of Atticus.

Calpurnia: What? (uncovering her eyes) How could that be? You’re right!

Look at that! Atticus is really letting him have it, isn’t he? Are you getting all 010> this on your phone?

Tom: Sure am! It’s pretty impressive, but I don’t see any bowing though. Quite frankly, I’m surprised Atticus actually went this far. It takes a lot of courage to confront Mr. Du— (interrupted by Calpurnia).

015>

Calpurnia: (in shock, interrupts Tom) Tom! Mr. Dubose, he’s … he’s … bowing to Atticus.

Tom: I can’t believe what I’m seeing!

Scene 2 (Scene: Outside in parking lot, next to Mr. Dubose’s car) Mr. Dubose: Can I go now, Atticus? I can’t believe I just bowed to you!

You’d better appreciate what I just did for you, young man.

020>

Atticus: Oh, I do sir, I do. More than you can possibly imagine! (meekly) Can you just do that again two more times please?

Mr. Dubose: (offended) Now you’re really pushing your luck, Atticus. I just demeaned myself so you can impress a girl, and now you’re asking me to do it again and again? You teenagers today really need to learn humility and how to be appreciative. I am going out of my way here for you and you just ask for 025> more. I’ve got a good mind to call your moth—(gets interrupted by Atticus).

Atticus: (gravely) Mr. Dubose, sir, I swear I will name my first-born child after you if you do this one last thing for me. (brief pause) I love her, sir. I really do.

030>

Mr. Dubose: (bowing twice to Atticus) You’d better put me down as your favourite teacher in your yearbook, Atticus. You owe me big, young m—

extra readings

2 ••• Fame

151

<... notes ...>

(Mr. Dubose is interupted when a passerby stops in front of Atticus. It is none other than famed comedian Dane Cook. Cook laughs out loud as he bows to Atticus. Both Atticus and Mr. Dubose are speechless. Before they can react, Cook walks away.)

035>

Atticus: (in disbelief) Did that just happen?

Scene 3

(SCENE: Inside principal’s office) Principal Taylor: Good morning Atticus. Have a seat here, across Mr. Dubose. I believe you already know why we’re all here. Mr. Dubose informed me that he was trying to do you a favour last Friday evening and you essentially 045> betrayed his trust and secretly filmed him bowing to you, just so you can become famous and popular. Is this true?

Atticus: Yes and no. He did indeed do me a favour, but I had no idea someone was filming us. I wasn’t lying to him when I told him that I was trying to impress a girl. All that is true, except for the part about becoming famous and 050> popular. This was never my intention. I just wanted Tom’s PS3 and a date with Calpurnia. And that whole Dane Cook thing was just a random coincidence.

Mr. Dubose: (angrily) Do you have any idea what you have done to my reputation? Even my nieces and nephews watched the video and called to make fun of me.

055>

Atticus: My deepest and sincerest apologies, Mr. Dubose. This was really never my intention.

Principal Taylor: Regardless of what your intentions were, Atticus, you’ve got a responsibility now to make it up to Mr. Dubose. Perhaps you can use your newfound fame to rectify the situation. (reaches for the microphone on his 060> desk) Here’s the mic for the school’s PA system. Just press that button and talk right into it.

Atticus: What should I say?

Mr. Dubose: The truth. You need to clear my name and let everyone know exactly why I bowed to you. The video was shot completely out of context.

065> People think I’m some kind of fearful, cowardly teacher who bows to bully students. Now take the mic and step up for me the way I stepped up for you.

Atticus: (pensively) But if I tell the truth, then I won’t be popular anymore.

Everyone will think that I’m a phony and Calpurnia won’t go out with me.

Mr. Dubose: It’s either your reputation or mine that gets burned, Atticus.

070>

Principal Taylor: Here’s the mic, Atticus.

(Atticus takes mic and presses button)

152

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(That same evening, Tom uploads the video to YouTube and posts the link on his Facebook wall with the title “Atticus owns English teacher; Dane Cook cameo!”

By Sunday night, the video has gone viral and received over a million hits.

Everyone in school has seen it, including the faculty and the administration.

040> Atticus is an instant legend at school. Minutes into the first period on Monday morning, Atticus is called to Principal Taylor’s office.)

name:

group:

C After Reading 4 What’s the main idea?

© 2012, Les Éditions CEC inc. • Reproduction prohibited

How does Atticus achieve fame in the play? Use your own words to answer.

5 UNDERSTANDING THE TEXT

Answer the following questions about the text.

1.

What does Calpurnia do when she sees Atticus wag his finger at Mr. Dubose?

2.

How does Atticus convince Mr. Dubose to bow again?

3.

Do you think Atticus deserved to go to the principal’s office? Why?

D Reinvest Your Understanding Write down what you believe Atticus is going to say to the entire school over the PA system. You may use the first person.

extra readings

2 ••• Fame

153

group:

i will live forever

3

point

study guide

Overview of Clauses and Sentence Types Definition: CLAUSE

<... notes ...> Read the information in the Study Guide.

Write your own examples in this column.

We had an exam yesterday (independent clause) right after

A clause is a group of words that include a subject* and a predicate, the group of words that give information about the subject.

My father works.

My mother owns a restaurant.

subject

predicate

subject

predicate

*In imperative sentences, the subject is sometimes understood. (You) Please help me with my homework.

1 INDEPENDENT CLAUSE An independent (or main) clause is a group of words that can stand alone as a complete simple sentence.

2 DEPENDENT CLAUSE A dependent clause cannot stand alone. It must be connected to an independent clause to make a complete sentence.

Consider the sentence: I saw something weird yesterday as I was walking home from school.

we came back from

• I saw something weird yesterday can be a complete sentence.

• As I was walking home from school cannot be a complete sentence. It only expresses when the event took place.

gym class. (dependent clause)

Definition: SENTENCE A sentence is a complete thought that begins with a capital letter and ends with a period, a question mark or an exclamation point.

1 SIMPLE SENTENCE A simple sentence contains one verb and expresses a complete thought.

I like going to the movies.

2 COMPOUND SENTENCE A compound sentence contains two independent clauses, united by a comma and a conjunction (i.e., and, but, for, nor, or, so, yet*).

I like movies , but my brother prefers sporting events.

independent clause

comma conjunction

independent clause

*A good way to remember these conjunctions is the acronym FANBOYS: For, And, Nor, But, Or, Yet, So.

3 COMPLEX SENTENCE A complex sentence is an independent clause joined by at least one dependent clause introduced by a subordinator (after, although, because, when, etc.) or a relative pronoun (that, which, who, whom, etc.).

I really like horror movies because I like to be scared.

independent clause

subordinator

dependent clause

*** Special Note ***

200 200

In compound sentences, nor is used to make negative statements. Notice that the verb comes before the subject in the independent clause with nor.

This movie wasn’t funny, nor was it original.

© 2012, Les Éditions CEC inc. • Reproduction prohibited

2

chapter

name:

name:

group:

© 2012, Les Éditions CEC inc. • Reproduction prohibited

1 Underline the subject in the following sentences, or indicate that it is understood (U). a.

Our school cafeteria is one of the best in the province.

b.

Apart from singing, my brother has no particular talent.

c.

Poutine is undoubtedly the greasiest food in the world.

d.

The tastiest food in the world is poutine!

e.

Right after her driving exam, my sister called home.

f.

To our great surprise, our favourite teacher, Mrs. Holmes, announced her retirement

g.

Have you ever considered entering a talent show?

h.

No matter what, we will always be friends.

i.

Don’t bother me with your personal problems!

j.

How come Alex never answers your emails?

k.

Why don’t you want to go see her?

l.

For sure, the last thing on my mind is going out with him.

2 Underline the predicate in the following sentences. a.

An eighty-year-old woman won the 6/49 last night.

b.

Despite my warnings, Jonathan put his birthdate on Facebook

c.

Of all my favourite movies, Jaws has got to be the best.

d.

Why did your kid sister call me last night?

e.

Stop singing the same song all the time!

f.

I will never talk to you again!

g.

My brother doesn’t want to go out with you anymore.

h.

Why do famous people always have special privileges?

i.

Even with your help, Jessica will never pass her math test.

j.

Give me a break for once in your life!

k.

Has anyone in this room ever heard of a thing called studying?

l.

The source of all the gossip in school has always been Laura.

point

3 ••• Clauses and Sentence Types

201

name:

group:

a.

I want to become famous, and I really hope my dream comes true.

D

I

b.

Although my brother likes you, he would never ask you out on a date.

D

I

c.

When you come to your senses, we’ll talk about our plans for the summer.

D

I

d.

I don’t know why I would offer you any help at all.

D

I

e.

You think everyone likes you but you’re living in a dream world.

D

I

f.

You’ll never see me at any of their concerts, nor will you see me wearing D

I

D

I

D

I

D

I

their ugly T-shirts.

Grammar Tip Remember, when a comma is followed by for, it means because.

g. If you ever want to see your cellphone again, you had better leave

it in your purse, young lady!

h. Lucky are those who are generous, for they will never be in need

of friends.

i. The way I see it, either we face the problem head on, or we pretend

nothing ever happened.

j.

I know you told her the truth, and I would be a fool to blame you.

D

I

k.

I’ll go to the show with you as long as you don’t eat popcorn.

D

I

l.

You say you want to be a star, yet you don’t want to work at it.

D

I

4 Decide whether each sentence is simple (S), compound (CD) or complex (CX).

202 202

a.

All I ever wanted in life is to be your best friend.

S

CD CX

b.

Because you don’t want to help me with my homework, I will not lend you my longboard.

S

CD CX

c.

The best thing for now would be doing nothing at all.

S

CD CX

d.

David had heard about the movie before, but he had not expected such a great story.

S

CD CX

e.

We want the best for you, and you will get the best.

S

CD CX

f.

The next time you come to our show, we will be much better.

S

CD CX

g.

Now that you fixed your scooter, we can finally go see my cousin.

S

CD CX

h.

I think he’s going to be at school even though he’s very sick.

S

CD CX

i.

The most wonderful friendship in the world can be destroyed by a single lie.

S

CD CX

j.

Allie wanted the door opened in case her dog came back home.

S

CD CX

k.

Lucky Michael never studied, yet he always passed his exams.

S

CD CX

l.

It was really late, so we decided to go home.

S

CD CX

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3 Indicate whether the underlined clauses are dependent (D) or independent (I).

name:

group:

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5 Combine the following sentences to make a simple, compound and / or complex sentence, as indicated. Change words if you need to, and insert coordinators or adverbs when necessary. Try not to repeat words. a.

Claire is a student. She is very serious. (Simple)

b.

She was born in Québec. She now lives in South Africa. (Complex)

c.

She is schooled at home. She lives very far from the nearest school. (Complex)

d.

Her father is famous. Her father is a biologist. (Simple)

e.

Her father works for Kruger National Park. Her father writes for a nature magazine.

(Compound)

f.

Claire likes where she lives. She misses her friends. (Compound)

g.

She contacts them through video calls. She uses her computer for video calls. (Simple)

h.

She is looking forward to coming back to Québec next year. She will miss her life in Africa. (Compound)

6 Write a three-sentence text about a celebrity. Start with a simple sentence, then use a compound sentence, and finish with a complex sentence.

point

3 ••• Clauses and Sentence Types

203

group:

i will live forever

4

point

<... notes ...> Read the information in the Study Guide.

Write your own examples in this column.

The next time you see me (adverb clause), I will have won that contest.

study guide

Complex Sentences: Adverb and Noun Clauses Definition: ADVERB CLAUSE An adverb clause is a dependent clause (see Point 3, p. 198) that modifies a verb, an adjective, or another adverb. It usually describes the where, when, why, or how of an action or situation.

(When?) I will go to France after I finish high school.

(Where?) I hide my diary where my brother can’t find it.

(Why?) Since / Because you don’t know how to build it, here’s the manual.

(How?) She talks to me as if I were a child.

Words used to introduce adverb clauses are called subordinators.

1 PUNCTUATION—WITH COMMAS

Put a comma after the adverb clause • when it comes before the main clause By the time you read this, I will already be a star.

Put a comma before and after the adverb clause • when it is placed in the middle of the sentence.

My email inbox, now that I’m famous, is always full.

2 PUNCTUATION—WITHOUT COMMAS

Do not put a comma when the adverb clause is at the end of the sentence.

I will help you as long as you need me.

Definition: NOUN CLAUSE A noun clause is a dependent clause that functions as a noun. It can be used as a subject or an object. It represents the who or what in a sentence.

(What?) I don’t understand why you ask my opinion.

(Who?) The man you just talked to is a famous actor.

(What?) She said you wanted to see me.

(Who?) Do you know who we can ask for help?

*** Special Notes ***

204 204

• Do not use an auxiliary when a noun clause beginning with a question word is a statement.

8 I want to understand why do you continue to see her.

4 I want to understand why you continue to see her.

8 Do you see what did I do to help you?

4 Do you see what I did to help you?

© 2012, Les Éditions CEC inc. • Reproduction prohibited

2

chapter

name:

name:

group:

© 2012, Les Éditions CEC inc. • Reproduction prohibited

1 Decide whether the underlined clauses are adverb (A) or noun (N) clauses. a.

The story you told me is very hard to believe.

A

N

b.

As soon as you hear his version, you will understand what really happened.

A

N

c.

Do you finally understand why we can’t tell her about Justin?

A

N

d.

Where you go with your friends is none of my business.

A

N

e.

You will be surprised when you hear about my latest musical discovery.

A

N

f.

The first time I try playing a new song, I always make a lot of mistakes.

A

N

g.

Since you asked, you might as well know the whole story.

A

N

h.

What you need to eat is a healthy meal, not junk food.

A

N

i.

I have no idea whether she will succeed or not.

A

N

j.

Would you please tell me how I can convince her to call me?

A

N

k.

Even if you make mistakes, you need to practise saying new words out loud.

A

N

l.

I brought an extra inner tube in case one of us gets a flat tire.

A

N

2 Insert commas where needed. a.

While you’re here

why don’t you

give me a hand?

b.

Call me

c.

My answer to you

d.

Every time she answers the phone

e.

My email inbox is always full

f.

As soon as I find out

I’ll give you a call.

g.

Before I moved here

I always had to ask my parents

h.

I will play guitar in your band

i.

What are we going to do

j.

Because you’re my best friend

k.

His career

the next time you cannot

find the answer by yourself.

now that I’ve talked to Jessie

is that we won’t bother with it.

I hang up on her. now that I am a celebrity.

to drive me to my friends.

as long as you don’t ask me now that our video I’ll tell you

since you obviously don’t know it

point

to play solos.

has gone viral? what she really said to the teacher. has not been all that easy.

4 ••• Complex Sentences: Adverb and Noun Clauses

205

name:

group:

a.

It’s hard to figure out how can we fix that situation.

C

I

b.

What I told you was for your ears only.

C

I

c.

Why can’t you understand how she feels about you?

C

I

d.

Can someone tell me when do we have to hand this in?

C

I

e.

Why do we need to do this is hard to comprehend.

C

I

f.

I guess I’ll have to tell you where I will be this summer.

C

I

4 Underline the adverb clause in each sentence. Then, number the sentences from 1 to 10 to indicate the order in which the events happened. Work with a partner if you have problems finding the chronological order. a.

I hesitated before answering because the caller had blocked his ID.

b.

They had to count the votes three times before they could proclaim me the winner.

c.

When I got up this morning, I could feel this was going to be a great day.

d.

Although I normally wouldn’t have answered, I felt this was an important call.

e.

It was the producer of The Next Big Star congratulating me for winning, although it had been a very close contest.

f.

Then, as I was hanging up the phone, I heard the doorbell ring so I went to the door.

g.

As soon as I got out of bed, my cellphone rang.

h.

Once I opened the door, I could not believe my eyes: paparazzi were flashing their cameras at me!

206 206

i.

I knew my feeling was right as soon as I recognized the caller’s voice.

j.

As usual, I checked the caller ID before I answered the call.

© 2012, Les Éditions CEC inc. • Reproduction prohibited

3 Indicate whether the bolded noun clauses are correct (C) or incorrect (I), and rewrite the clauses that are incorrect.

name:

group:

5 Combine the sentences below by using one of the subordinators listed. Use each choice once. as soon as

every time

just before

right after

the next time

until

Example: Jessie walked into the room. Right then, I knew something bad would happen.

© 2012, Les Éditions CEC inc. • Reproduction prohibited

As soon as Jessie walked into the room, I knew something bad would happen. a.

The fire alarm sounded at 3:19 p.m. Class ended at 3:20 p.m.

b.

I woke up at 9 a.m.. At 9:01 a.m., I realized I was late.

c.

We can’t ask Leah yet. We must tell her sister about the party first.

d.

Sean will ask you to cheat again. Then, tell him to ask someone else.

e.

We sometimes have gym class in the morning. I always forget my uniform then.

f.

My cellphone rang. Everyone in the classroom looked at me.

6 Complete the following sentences, paying attention to verb tenses and punctuation.

Share your answers with a partner. a.

After I complete

b.

The last time you

c.

Each time she

d.

While you were

e.

before you call her again.

f.

right after you left the classroom.

g.

until I ask my brother for a lift.

h.

because you won’t let her come with us.

i.

Whenever Josh

j.

Do you realize what

k.

You always have trouble finding where

l.

Should I tell you why

?

?

point

4 ••• Complex Sentences: Adverb and Noun Clauses

207

name:

group:

pronunciation

B

point

intonation: The Music of Spoken English now hear this

1. “Hey, I’m back from school!”

angry

happy

surprised

2. ”I’m in the kitchen.”

angry

excited

scared

3. “What are you doing there?”

angry

happy

scared

4. “Surprise!”

disappointed

happy

menacing

Remember this

Each language has its own musical quality—the pitch and the rhythm of spoken words. One important element of this musicality is intonation, the melody in the words we say. Intonation can rise or fall to express the thoughts and attitudes that go with words.

There are four pitches in spoken English: low, medium, high, and extra high.

• Low pitch is mostly used at the end of a thought.

• Medium pitch, the neutral pitch, is often used at the beginning of a thought.

• High pitch is the usual sound of the most important word of a thought group.

• Extra high pitch is used for emphasis, to contrast, or to show strong emotions.

The stressed syllables of words (see Pronunciation Point A, p. 198) are marked with a higher pitch for different effects such as introducing new information, contrasting or clarifying information, and asking questions.

• Introducing new information: My E H M L

par-

ents

bought

me

a

•

•

•

•

•

•

scoot-

•

er

for

my

•

•

•

birth-

• •

• Contrasting or clarifying information: They E H M L

bought

an

e-

•

•

•

• Asking yes/no questions: Does

208

E H M L

•

it

•

lec-

tric

scoot-

•

•

er.

•

•

•

me

go

•

ver-

fast?

• •

•

• Asking short wh questions: y

•

E H M L

How

fast

•

•

day.

does

it

•

•

go?

•

© 2012, Les Éditions CEC inc. • Reproduction prohibited

Listen to the following sentences and match them with the attitude expressed by the speaker.

name:

group:

practise this 1 By varying the placement of pitches in the same sentence, you can express very different meanings. Match the sentences you hear with the real meaning behind the words. a.

Someone else asked you to call her.

d.

I asked you to write to her, not call her.

b.

I ordered you to call her.

e.

I asked you to call someone else.

c.

I asked someone else to call her.

f.

I asked you to call her, but later.

1.

I did- nt ask you to call her now.

© 2012, Les Éditions CEC inc. • Reproduction prohibited

E • H M L

2.

•

•

•

•

•

•

•

E • H M L

•

I did- nt ask you to call her now.

E H • M L

3.

•

•

•

•

•

E H • M L

•

I did- nt ask you to call her now.

E H • M L

•

•

•

•

•

•

E H • M L

•

•

•

•

• •

•

• •

•

•

•

•

•

•

•

I did- n't ask you to call her now.

6.

•

•

I did- n't ask you to call her now.

5.

• •

I did- n't ask you to call her now.

4.

• •

•

•

•

•

•

•

2 With a partner, practise saying “blueberry pie” with different intonations so as to convey the following emotions or attitudes. Try to guess the emotion or attitude your partner is trying to express. q angry q annoyed q bored q excited q frantic q interested

q joyful q menacing q tired Bonus

PHOneTIC SYMBOLS

Use the phonetics symbols to discover the following tongue twister.

Practise saying the tongue twister with the given intonation, then vary the intonation to convey different emotions or attitudes. be E H M L

•

di

•

b ɔ:

dəɾ

•

•

b ɔ:

•

də

•

bɪ

•

d ɔ:

bɪ

• •

dəɾ

bʌ

dəɾ

•

•

•

æ ɑː e ə ɜ: ɪ i: i ɔ: ʌ ʊ uː u aɪ aʊ eɪ oʊ point

= = = = = = = = = = = = = = = = =

cat start ten about bird sit bee funny saw cup put too actual high now day go

B ••• Intonation

ɔɪ ɪə eə d g ɾ v w ʃ ʒ tʃ dʒ t θ ð ŋ

= = = = = = = = = = = = = = = =

boy hear fair doe get her van wet shoe vision cheap age toe three this sing

209