Heading Up 2 by Les Éditions CEC

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

Luc Perron

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

luc peRRon in collaboration with Annie DUMAY

9001, boul. Louis-H.-La Fontaine, Anjou (Québec) Canada H1J 2C5 Téléphone : 514-351-6010 • Télécopieur : 514-351-3534

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tABle oF ContentS Letter to Students ....................................................................iii Table of Contents ...................................................................iv Scope and Sequence Chart ...................................................vi

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

SECTION

ChApteRS

CHAPTER 1

Listening

Think About It ........................................................................3 FIRST STOP ............................................................................4 Viewing

Reading

DEFINE YOURSELF!

TASK 1 Signature Traits ...........................................................6

TASK 1 A Comedian’s Point of View ........................................50 TASK 2 Making a Good Narrative ............................................52 TASK 3 Stephen King Speaks .................................................60

Talk About It TASK 4 Listen Up! .................................................................67

Reading TASK 2 Three Roads ...............................................................8

Write About It TASK 5 Once Upon a Time .....................................................68

Viewing TASK 3 Sensory Memory .......................................................14

Reading TASK 4 A Study in Behaviour ..................................................16

Talk About It TASK 5 Who Will You Be?......................................................21

Write About It TASK 6 A Biography ..............................................................22

Above and Beyond ..............................................................24 CHAPTER 2

COMMON CENTS Think About It ......................................................................25 FIRST STOP ..........................................................................26 Viewing TASK 1 Coping With Debt ......................................................28

Above and Beyond ..............................................................70 CHAPTER 4

BREATHE THE AIR Think About It ......................................................................71 FIRST STOP ..........................................................................72 Viewing TASK 1 A World of Wonders ...................................................74

Reading

TASK 2 Hitting the Trail ..........................................................76 TASK 3 An Island Mad of … Plastic? ......................................83

Talk About It TASK 4 An Outdoor Adventure ............................................... 89

Write About It TASK 5 Adventurer … or Support Team? ..................................90

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

Reading TASK 2 The Art of Giving ........................................................30

Viewing TASK 3 What Lies Ahead? ......................................................37 TASK 4 Got Ya! .....................................................................38

Talk About It TASK 5 Have I Got a Deal for You! ..........................................43

Write About It TASK 6 Taking Control of Your Money......................................44

Above and Beyond ..............................................................46

CHAPTER 5

OMG, THAT’S ENGLISH? Think About It ......................................................................93 FIRST STOP ..........................................................................94 Listening TASK 1 Anglo-Saxons: The Hairy Dudes ..................................96

Reading TASK 2 It Sounds More Like English ........................................98 TASK 3 Since Shakespeare ..................................................105

CHAPTER 3

Talk About It

Think About It ......................................................................47 FIRST STOP ..........................................................................48

Write About It

TELL ME A TALE

TASK 4 New Languages ......................................................111 TASK 5 Words, Words, Words ..............................................112

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

eXtRA ReADInGS

CHAPTER 1 DEFINE YOURSELF! TEXT Growing … Young? .........................................................116

CHAPTER 3 TELL ME A TALE TEXT Advice for Beginning Writers ........................................132

CHAPTER 2 COMMON CENTS TEXT Deception and Corruption ............................................124

CHAPTER 4 BREATHE THE AIR TEXT The Predator and the Prey ...........................................140

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CHAPTER 5 OMG, THAT’S ENGLISH? TEXT Chaucer, Caxton and Shakespeare ...............................148

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SECTION

GRAmmAR poIntS

AUTUMN RESET .........................................................158

CHAPTER 1 DEFINE YOURSELF! Point 1 Advanced Punctuation Study Guide ....................................................................... 162 Practise the Point ................................................................ 163 Point 2 More Advanced Punctuation Study Guide ....................................................................... 165 Practise the Point ................................................................ 166 Pronunciation Point A Silent Letters ........................................................... 168 CHAPTER 2 COMMON CENTS Point 3 Question Tags Study Guide ....................................................................... 170 Practise the Point ................................................................ 171 Point 4 Noun Clauses in Questions Study Guide ....................................................................... 174 Practise the Point ................................................................ 175 Pronunciation Point B Intonation in Questions ............................................178 CHAPTER 3 TELL ME A TALE Point 5 Adverb Types Study Guide ....................................................................... 180 Practise the Point ................................................................ 181

Point 6

Position of Adverbs in Sentences

Study Guide ....................................................................... 184 Practise the Point ................................................................ 185 Pronunciation Point C Emphasis on Content Words .....................................188 CHAPTER 4 BREATHE THE AIR Point 7 Subject–Verb Agreement Study Guide ....................................................................... 190 Practise the Point ................................................................ 191 Point 8

Pronouns

Study Guide ....................................................................... 194 Practise the Point ................................................................ 195 Pronunciation Point D Distinguishing th Sounds ..........................................198 CHAPTER 5 OMG, THAT’S ENGLISH? Point 9 Passive Voice: Tenses Study Guide ....................................................................... 200 Practise the Point ................................................................ 201 Point 10 Passive Voice: Participles Study Guide ....................................................................... 204 Practise the Point ................................................................ 205 Pronunciation Point E Speech Patterns: Commonwealth Countries .................208

SECTION

WRItInG

Topic Sentence ...................................................................211 The Paragraph...................................................................214 The Introduction .................................................................216

The Body Paragraphs ........................................................217 The Conclusion ..................................................................219 The Complete Essay ...........................................................221

SECTION

ReFeRenCe SeCtIon

Oral Interaction Tips ..........................................................225 Competency Development Strategies ................................226 How to Debate...................................................................227 How to Improve Your Spelling ...........................................228 Response Process ...............................................................229 Writing Process .................................................................230

Production Process.............................................................231 Irregular Plural Nouns .......................................................232 Common Compound Nouns..............................................233 Common Phrasal Verbs .....................................................234 Common Irregular Verbs ...................................................236 Text and Photo Credits .......................................................238

HEADING UP

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SCope AnD SeQuenCe ChARt Oral Interaction

Viewing/ Listening

Reading

C 1•2•3

What are the elements that define your personality?

HOW TO set goals using SMART

HOW TO prepare to view a text using KWL

HOW TO interpret a text using SOAPS HOW TO use contextual clues to understand vocabulary

How can money influence your everyday life?

HOW TO create an effective (sales) pitch

HOW TO listen for the five W’s

HOW TO ask questions about a text

What makes a good story?

HOW TO describe events and experiences

HOW TO use a timeline to map a story

HOW TO make predictions about plot (foreshadowing)

What is all the fuss with the great outdoors?

HOW TO rmake an oral presentation

HOW TO make inferences while viewing

HOW TO expand your vocabulary while you read

Why is this language so diverse?

HOW TO take risks

HOW TO focus on content

HOW TO guess meaning from context

GUIDING QUESTIONS

CHAPTER

Define Yourself!

CHAPTER

Common Cents

STRATEGIES

CHAPTER

Tell Me a Tale

CHAPTER

Breath the Air

CHAPTER

OMG, That’s English?

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GRAMMAR POINTS Writing

C 1•2•3

STUDY GUIDE and PRACTISE THE POINT

PRONUNCIATION POINTS

EXTRA READINGS

HOW TO say what you mean

Autumn Reset (for evaluation purposes) 1. Advanced Punctuation 2. More Advanced Punctuation

A. Silent Letters

Growing … Young? “The Curious Case of Benjamin Button,” F. Scott Fitzgerald

HOW TO vary your vocabulary HOW TO edit your work

3. Question Tags 4. Noun Clauses in Questions

B. Intonation in Questions

Deception and Corruption The Pearl, John Steinbeck

HOW TO plan a text

5. Adverbs and Usage: Frequency, Degree, Certainty, Time; Irregular Forms 6. Adverbs: Position; Sentence Adverbs

C. Emphasis on Content Words: Adjectives and Adverbs

Painting a Picture “A Child’s Christmas in Wales,” Dylan Thomas

HOW TO reflect on language register and audience

7. Subject–Verb Agreement 8. Pronouns

D. Distinguishing th Sounds

The Predator and the Prey “The Bear,” William Faulkner

HOW TO write dialogue

9. Passive Voice: Tenses 10. Passive Voice: Participles

E. British versus North American English

What’s That You Said? The Adventures of Huckleberry Finn,” Mark Twain

HEADING HEADING UP 2 UP••• 1 Scope ••• Table andofSequence Contents

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BREATHE THE AIR

What is all the fuss with the great outdoors?

CHAPTER

CONTENTS

THINK ABOUT IT …

The great outdoors has defined what we are as a people; it has shaped the sports, our literature, and our way of reflecting upon our lives. John Muir, founder of the Sierra Club, once said “The mountains are calling and I must go.” Where would you go and why? How would you celebrate the fact that we are surrounded by wilderness? What makes your soul rejoice when you think of that place beyond the edge? As a class, discuss or write about your initial thoughts regarding these questions. Notes:

FIRST STOP ................................................................ 72

1: A World of Wonders...................... 74 TASK 2: Hitting the Trail ............................. 81 TASK 3: An Island Made of … Plastic? ........ 83 TASK 4: An Outdoor Adventure ................... 89 TASK 5: Adventurer … or Support Team?..... 90

READING TASK VIEWING READING TALK ABOUT IT WRITE ABOUT IT

ABOVE AND BEYOND ................................................................ 92 EXTRA READING

The Predator and the Prey ....................... 162

LEARN MORE! • Adrift: 76 Days Lost at Sea

by Steven Callahan (memoir)

• Into the Wild by Jon Krakauer (non-fiction) • Into Thin Air by Jon Krakauer (non-fiction) • Gulliver’s Travels by Jonathan Swift (satire / fantasy)

• Seven Years in Tibet by Heinrich Harrer (memoir)

• 127 Hours (film) directed by Dany Boyle • Cast Away (film) directed by Peter Weir

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NAME:

GROUP:

TWO TRUTHS AND A LIE Identify what is untrue in the answers. The Trans Canada Trail a.

is at the longest network of trails in the world.

b. touches two oceans. c. 2.

passes within 30 minutes of 80% of Canadians.

Outdoor literature: a. was first introduced in the story of Gulliver’s Travels.

includes travel logs, magazine articles and stories about the outdoors..

can be fiction or non-fiction.

Hobo, a term coined in the early 1900s, refers to a person who is a migratory worker. a.

There is an annual Hobo convention held each year in Iowa.

Hobos use coded symbols to communicate information to others.

c. No famous author ever lived the life of a hobo even though some wrote about

the lifestyle.

The eight-thousanders is a series of 14 mountains that are: a. located all over the globe.

climbed by mountaineers during their lifetime.

over 8,000 meters high.

Circumnavigation of the globe in a sailboat: a.

is the goal every four years of a race called the Vendée Globe.

b. is attempted only by seasoned sailors. c.

was first completed by Magellan.

IDIOMS AND EXPRESSIONS ABOUT THE OUTDOORS Explain the meaning of the underlined expressions. 1.

I need a breath of fresh air.

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NAME:

GROUP:

He’s a big fish in a small pond.

It’s as big as all outdoors.

She’s not out of the woods yet.

There’s no doubt that this is the lay of the land.

SURVIVAL OF THE FITTEST

Glossary

Read the summaries of real-life survival under harsh conditions. Form groups and discuss would you would do in similar situations.

know-how noun practical knowledge

Experienced sailor Stephen Callahan survived the sinking of his sailboat off the Canary Islands in a storm, but he wasn’t out of the woods yet. He drifted alone for 76 days in an inflatable rubber raft. On board, he had eight pints of water, a few pounds of food, a spear and some faulty water-purification equipment. His know-how kept him alive until he made landfall in the Bahamas. Rugby teammates Nando Parrado and Roberto Canessa amazed the world when they showed up in a remote Andean village—they had been given up for dead. Their plane had crashed 72 days before. After waiting two months for rescue, with survivors dying one-by-one, they decided to take control of their deaths and began a trek out of the mountains. Their efforts saved 14 other crash victims. Their courage was as big as all outdoors. Hiker Pamela Salant survived three nights lost in Mount Hood National Forest in Washington. She and her boyfriend split up to search for a better campsite. Unfamiliar with the lay of the land, she fell off a 50-foot cliff and broke her leg. She stayed where she was. The next day, she “bum-walked” down a stream, trying to reach the Columbia River where rescue planes would be more likely to spot her. She bound a gashed knee with her underwear; she ate salmon berries and caterpillars and even tried a slug; she covered herself in moss to stay warm. After her rescue, Salant said she surprised herself. “I didn’t realize I had it in me … I just felt I wasn’t done yet.”

CHAPTER

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TASK ONE

NAME:

GROUP:

READING

A World of Wonders

C 1•2•3

SETTING IT UP

M y POV In small groups, compare your answers, then talk or write about your differences of opinion on the purpose of such a trip.

A Before Reading 1 THINKING ABOUT ADVENTURE

For each of the following, indicate if the reason to go on an extended trip would apply to you. 1.

to discover new places

 YES

 NO

for the adventure or danger

 YES

 NO

to meet other travellers

 YES

 NO

to learn about your physical limits

 YES

 NO

to go beyond your comfort zone

 YES

 NO

to learn a new language

 YES

 NO

to learn new cultures along the way

 YES

 NO

so you can brag to your friends

 YES

 NO

We’re heard of speed skating, but speed hiking? Yes, some adventurers view hiking as a competitive sport. But are they missing something? You decide.

2 GETTING READY TO GO

You and a friend are about to embark on a month-long journey. What would you bring? Name five items. How would you prepare yourself, physically and mentally? Include two ideas for each. Equipment

Glossary brag verb to boast; to exaggerate one’s self-importance or accomplishments

Preparation

Physically:

2. 3. 4.

Mentally:

5. 6.

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NAME:

GROUP:

3 MORE PREPARATION

Answer each question about adventure. 1.

Define what success is for an adventurer.

What do you know about the terrain in Alaska?

What difficulties might you encounter while hiking in such a terrain?

Which is the most important in preparing to face the wilderness: physical training or planning? Explain your answer.

What are some of the difficulties that solo adventurers might encounter while on their journey?

How would you deal with loneliness if you were travelling by yourself in the wilderness?

B While Reading

H O W to

4 READING THE TEXT

As you read the text on pages 76 to 78, circle words that are synonyms to one another. In the margin, note down any differences in the meanings of the synonyms based on the context of the sentence they are used in. When you finish reading, verify the accuracy of your notes by consulting a resource such as a dictionary, thesaurus or your teacher.

CHAPTER

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expand your vocabulary while you read While you read, look for different words the author uses to express the same idea. Notice how much more interesting the varied vocabulary makes the text.

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<... NOTES ...>

Circling Alaska in 176 Days by Dan Koeppel

Glossary lose heart expression feel defeated; lack motivation bushwhacking verb clearing a path through low-lying vegetation brush noun lowgrowing vegetation scant adj very small prowess noun skill sheer adj total; with complete effort top-drawer adj the very best; elite data-mining adj searching for information gravelled adj lined with rocks of various sizes river braids noun deposits left by rivers with many small channels

That is not a Skurka distance. In 2007 he’d walked 6,875 miles in a great loop through the American West, averaging 33 miles daily. Two years earlier he’d hiked 7,778 miles 045> from the Atlantic coast in Québec to the Pacific coast in Washington along the so-called Sea-to-Sea Route. Although his physical prowess and sheer will have contributed to Skurka’s 050> exploits, he’s become legendary in ultra-hiking circles for his preparation, for his precision management of every mile, every moment. 040>

Andrew Skurka was demoralized, and it was a new feeling. Since 2002, logging more than 25,000 miles on foot, the 29-year-old 005> adventurer had become one of the best travelled and fastest hikers on the planet. But now, sitting in front of the post office in the tiny hamlet of Slana, Alaska, ripping open his 010> resupply packages—filled with everything from the hiking sticks that he would swap for ski poles to precision-portioned bags of dried pasta, potato chips crushed to save 015> space, and carefully weighed M&M’s, along with maps marked with intelligence and instructions gathered and collated months earlier—he struggled to recapture 020> his enthusiasm. It was May, and he was less than a third of the way into his 4,679-mile circumnavigation of Alaska by foot, raft and ski. With months to go, he couldn’t afford to 025> lose heart.

But Alaska wouldn’t be managed. At a roadside pay phone not far from Slana, having just set out on the long walking portion of his trip, he checked in with his family back in Massachusetts. The unchar060> acteristic stress bubbled through. Suddenly he was crying. 055>

Alaska’s backcountry is generally considered to be the province of grizzled mountain men, mixed, The problem was the rotten snow— crusted chunks that couldn’t support 065> perhaps, with a few granola types. Skurka is neither, and even after a skier’s weight. In the Alaska Range, weeks of solitude, mud and torment, Skurka had struggled, sinking deep. he emerges from the brush all-Amer030> He’d tried to gain altitude. Maybe ican, friendly, and often clean-shaven. the springtime snow would be 070> Skurka gives off a strong “most likely colder and firmer higher up. It to succeed” vibe, which he says comes wasn’t. So Skurka walked. He spent from an upbringing that charted most of one day “postholing,” every an absolutely traditional trajectory: 035> step plunging him knee-deep in the top-drawer education, Wall Street snow, and bushwhacking through 075> job, comfort. When he entered Duke dense willow and alder brush. He University in 1999, he was going in managed a scant 12 miles before that direction. Then he changed. darkness fell.

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Asking Skurka for deep analysis on this point isn’t productive. 080> There was a painful (now healed) break with his family, which Skurka talks openly about, but mostly he describes a growing love of the outdoors, which he says felt liber085> ating compared with the office life he was bound for. It culminated in a thru-hike of the 2,179-mile Appalachian Trail. “And that was the end of the corporate thing,” 090> he says. It wasn’t ordinary hiking that appealed to Skurka. On the Appalachian Trail he quickly discovered the fast-and-light 095> movement. There was the comfort of going with a half-the-standardweight pack, he says, but also something more: “The challenge, the way you had to step up your 100> preparation and skills for it.” He loved the disciplined approach of the featherweight contingent, and it became part of a relentless data-mining process—another 105> Skurka hallmark. Hiking from the Atlantic to the Pacific was his “coming of age,” Skurka says. But his “great western loop” in 2007 established his 110> reputation as a superman among trekkers. The very idea of connecting two great thru-hikes—the Pacific Crest and Continental Divide Trails—was unprecedented and 115> audacious, and Skurka’s pace, 33 miles a day, was stunningly fast. The question was whether Alaska could be broken down into Skurkalike numbers. Normally it isn’t done 120> that way, says Roman Dial, one of the state’s most experienced wilderness explorers. Covering huge distances on established trails

“There are only a handful of people who’ve ever tried that,” Dial says, 130> “and Andy’s goals were as ambitious as anyone’s I’ve ever heard of.” Skurka’s plan was to cover 24 to 25 miles daily. To get to know the terrain better, he joined a team 135> in the 2009 Alaska Mountain Wilderness Classic, a contest often described as the first in the adventure-race genre. His team won, and he went home feeling 140> ready for 2010. Dial was less sure.

Grammar Notice What do you notice about the pairs of nouns and verbs ihighlighted in blue? To learn more, see page 192.

Skurka was “one of the fastest, if not the fastest, backcountry travellers I’ve ever met,” he says. But Dial also sensed a rigidity in the young 145> adventurer: “He didn’t seem to know how to look around. He was focused only on moving forward, and that doesn’t always serve you in Alaska.” More important, could Skurka enjoy 150> the experience—a capacity Dial says is essential to surviving months of hardship in the unforgiving northern backcountry. Skurka’s micro-measured world 155> doesn’t leave much room for reflecting on emotions. But over the long weeks of deep solitude, change came. Dial saw it when CHAPTER

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<... NOTES ...>

is one thing. But doing it when you 125> have nothing but contour lines, game trails, and gravelled river braids is an entirely different task.

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<... NOTES ...>

But two days later they arrived in the town of McCarthy for what 170> was meant to be a quick resupply. Instead, Skurka ran into an old friend and was drafted into an impromptu softball game. Not having swung a bat in years, he 175> was suddenly anything but the superstar adventurer. He was just another guy, drinking beer and flirting with the local women. “You could see him literally relax,” 180> Dial says. “It was as if he remembered what fun was.”

Glossary stream-ofconsciousness adj personal thoughts and reactions to events

A few months later, in the eastern Brooks Range, Skurka himself felt another shift. Bugs had swarmed 185> him for two days. Then came a rainstorm with gusts that nearly ripped his shelter from the ground. His food supplies were low, and he felt emotionally thin, stressed 190> by loneliness and the inhospitable locale. What began the transformation, through all that, was that he suddenly found himself not

needing his maps. The route was 195> evident, cut by the huge Porcupine caribou herd, a pathway so ancient and trampled it looked almost like a road. Skurka began to wonder whether there was really any difference between him and all the other animals on the move. Accustomed to capturing his thoughts with a video camera, he recorded a 205> stream-of-consciousness monologue about the caribou, the weather, and his sense of smallness, of being at the mercy of nature just as everything around him was and always 210> would be. Tears flowed again. 200>

“I haven’t figured out why I’m crying,” he says into the camera, “why the sight of these trails made me cry … I’m just like these guys. I’m just 215> a creature on this earth.”

he joined Skurka for a segment that 160> included a May blizzard. As the two crossed Wrangell-St. Elias National Park’s Chitistone Pass, Skurka pushed forward with a grimness that bordered on bitter. “He didn’t 165> make it easy to want to spend time with him,” Dial says. “And it didn’t have to be that way.”

Even after the trip, he’s still not sure. But he knows the tears weren’t the same as the ones he’d shed near Slana. During the time I spent with 220> Skurka, I never asked him what he was after, because he’d already shown me, in writing, in miles and ounces and hours. I don’t know whether the moment with 225> the caribou, so raw and moving, indicated that he’d found something deeper, but given how far he’d travelled and how difficult the journey had been, there was little 230> doubt that Andrew Skurka had discovered something new. “I was humbled,” he says. And that small realization was as big as anything he’s ever felt. Dan Koeppel is the author of Banana: The Fate of the Fruit That Changed the World.

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NAME:

GROUP:

C After Reading 5 CHECKING FOR GREATER UNDERSTANDING 1.

How did others perceive Skurka before his Alaska trek? a.

as an adventurer

as a scientist

as a superman of trekking

as a granola type

How is ultra-light hiking different from regular hiking? Give at least three differences.

6 CHECKING FOR GLOBAL UNDERSTANDING 1.

Why are numbers important to understanding Skurka? TA L K ABOUT IT C 1•2•3

Discuss with a partner if you think it would be fun to adventure-race with Skurka. Explain your point of view.

What is considered to be a Skurka legacy to hiking?

What established Skurka’s reputation in hikers circles?

What was a concern for Skurka at the beginning of his Alaska expedition?

Explain the importance of resupplying in such an adventure as the one here?

What was Skurka’s background before he started to hike?

CHAPTER

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GROUP:

In your own words, why did Skurka leave everything behind to live on the road?

How do you explain the mood shifts that Skurka felt during his Alaska trek?

Compare this story and the poem “The Road Not Taken” that you read in Chapter 1 (see page 10). Do you see any parallels?

NAME:

D Reinvest Your Understanding •

Explain the last sentence of the text in light of Skurka’s connection to the wilderness.

M y POV Discuss Skurka’s emotional journey. Which was the bigger change: from champion academic to trekking overachiever, or from trekking superman to humbled traveller?

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NAME:

GROUP:

VIEWING

TASK

Hitting the Trail

TWO

C 1•2•3

SETTING IT UP

As you view an excerpt from the video “High Sierra, A Journey on the John Muir Trail,” you’ll see why it is one of the most beautiful places on earth. But would you dare to hike it?

A Before Viewing 1 DEFINING EXPRESSIONS

Match the trekking expressions with their definitions. 1.

backcountry

to pack tightly

bear canister

being challenged beyond one’s limits

strenuous

a trail that turns back on itself in steep terrain

taking a beating

an approved container for storing food

cram

remote undeveloped area

switchback

physically demanding

2 PREPARING TO VIEW

Answer the questions before your view the text. 1.

Could you meet the challenges of a 16-day-long hiking trip?  YES

 NO

What would you hope to learn about yourself at the end of a two-week trip with classmates in the mountains of California?

B While Viewing 3 SHOULDERING THE LOAD

Pay attention to how the different hikers view the challenge they are facing. How do they overcome their fears or limitations? Use the tips in the How to box to help you.

CHAPTER

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H O W to make inferences while viewing If you are uncertain what someone is saying when they use colloquialisms or slang: - pay attention to context - notice other’s reactions - don’t be concerned about the word-forword meaning

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NAME:

GROUP:

C After Viewing 4 CHECKING FOR GREATER UNDERSTANDING

What was the main reason the hike leader took the kids on a hiking trip?

Name three areas included in the High Sierra Mountains.

The leader said “We’re keeping it slow on purpose.” Why do you think he did that?

List two main events the hikers experienced during the trek.

Answer the questions about the text.

a. b. 5.

TA L K ABOUT IT C 1•2•3

In small groups, discuss the emotions you felt while watching the video.

What was the main theme expressed in the video?

5 CHECKING FOR GLOBAL UNDERSTANDING

Think about the video and answer the questions. 1.

What did you find the most compelling about the video?

What is the main consensus between the hikers at the end of the journey?

D Reinvest Your Understanding Discuss in small groups if you would like to take part in such an expedition. Be prepared to defend your point of view in a debate afterwards.

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NAME:

GROUP:

READING

TASK

An Island Made of … Plastic?

THREE C 1•2•3

SETTING IT UP

The following text deals with an expedition designed to raise awareness about the existence of plastic islands in the middle of the Pacific Ocean.

A Before Reading 1 VOCABULARY

Briefly define the underlined terms and expressions. 1.

The platter smashed into tiny fragments when he dropped it.

The toy was so flimsy it broke the first time Warren played with it.

Something that doesn’t sink in water is buoyant.

When you separate fresh milk, you can skim the cream off the top.

Our garage is full of old junk from our childhoods.

What a stench! That garbage smells horrible.

2 FINDING YOUR POLLUTION IQ

You have heard and read many different things relating to pollution. Use that knowledge to define these words and expressions. Use your own words. 1.

throwaway (noun)

recycling

out of sight, out of mind

salvaged

CHAPTER

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NAME:

GROUP:

3 PREDICING THE OUTCOME

Sea turtles

Sea birds

Fish

Humans

Whales

How does garbage wind up in the ocean? How can it make its way there from a landlocked city? Discuss the possibilities with a teammate.

Identify a danger posed to each by plastic floating in the ocean:

B While Reading 4 READING THE TEXT

As you read the text on pages 85 to 87, circle words that are synonyms of one another and note down any differences in their meanings based on the context of the sentences they are used in.

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A Plastic Sea: The World’s Choking Oceans

by Henry Alpert While anyone would notice litter piling up in their front yards or at a schoolyard where their children play, people generally aren’t aware 005> of garbage accumulating in the world’s oceans. Out of sight, out of mind, the saying goes. But the litter is floating out there—a lot of it— and the situation is only worsening. In an effort to bring the problem of the world’s choking seas to public attention, New Orleans native and UNO [University of New Orleans] alumnus Marcus Eriksen recently 015> spent three months sailing from southern California to Hawaii on a hand-made raft constructed of plastic bottles. It was dubbed the JUNK raft. Plastic bottles were an 020> apt and symbolic choice of construction material since so much of the ocean’s litter is everyday plastic junk: lighters, broken bits of toys, ballpoint pen caps, shampoo containers, 025> flimsy shopping bags, cotton swab shafts, disposable forks and knives, toothbrushes and, yes, plastic bottles.

times into the Pacific to take samples. During the first trip in 1999, the scientists measured 0.002 grams of plastic per square meter on the 045> surface. By 2008, the figure had doubled to 0.004 grams of plastic. Again, that’s just the surface measurements; plastic litter goes as far down as 300 feet below sea level.

010>

The Algalita Marine Research Foundation (AMRF), a non-profit 030> environmental organization based in Long Beach, California, where Eriksen currently works as the director of research and education, has been studying the problem for 035> over a decade. The organization focuses on the North Pacific Gyre, one of five subtropical gyres in the world where revolving ocean currents trap plastic litter in an endless whirl040> pool. AMRF has ventured numerous

“Plastic does not go away,” Eriksen asserts. “UV rays will break plastic into smaller particles, but it does not decompose. As a result, we find billions of tiny fragments of plastic 055> on the ocean’s surface. If you think about it, it makes no sense that we use a material designed to last forever for products designed to be thrown away.” 050>

Of course, plastic litter in the ocean poses a threat to marine life. Eriksen says that 44% of all sea birds, 22 kinds of whales and all sea turtles have had plastics found in or on their bodies. 065> It’s also a human health threat. 060>

CHAPTER

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Glossary gyre noun ocean vortex

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“On our JUNK raft trip, we caught a rainbow runner to eat and found 17 large fragments of plastic in its stomach,” he recalls, adding that 070> pesticides like DDT as well as PAHs and PCBs (known human carcinogens and endocrine disruptors) stick to plastic marine debris. 075>

“This is a fish that’s often found in restaurants and fish markets. What we are finding out now is that these pollutants can migrate from ingested plastic into the organs and tissues of the animal that ate it.”

While plastics have been around since the mid 1800’s, World War II marked a turning point when plastic began being manufactured out of petroleum and used for military 085> purposes. Plastics then went into an increasing amount of post-war domestic products. The early 1990s saw a big jump in plastic bottle and bag consumption. At the time, about 090> 60 billion pounds of plastic were being produced a year in the U.S. alone. Now, we produce 120 billion pounds of plastic each year. 080>

Glossary ingested adj swallowed; eaten storm drain noun sewer; underground pipe to carry away rainwater from streets canvas adj heavy fabric tied (one’s) fate expression to make inevitable sink noun a place where something unpleasant collects, literally or figuratively outfall noun end of a river jury-rigged adj quickly made with whatever materials are available

Even plastic litter from landlocked 095> communities will end up in the ocean. A bottle cap, durable and lightweight, might be dropped on the ground, then washed down a storm drain and eventually flow into 100> the sea. Eriksen adds that very little plastic gets recycled, about 5% of it. In any case, recycling isn’t the answer to this problem, because plastic can only be recycled into an inferior-grade 105> product, which eventually has be thrown away, too. Recycling simply delays the inevitable. The best solution is to change our culture of throw-away consumption. 110>

“To begin with, there are easy things we can do. Bring your own coffee mug and water bottle with you. Get

away from single use disposable plastics altogether. Bring your own 115> canvas shopping bags to the store,” he says. “The second thing is legislation that bans plastic products or adds fees to them.” Marcus Eriksen grew up in Louisiana. 120> He enrolled at the University of New Orleans to gain a solid foundation for a career in science education, earning degrees in Secondary Education–Earth Science and 125> Education and Curriculum. As the first Gulf War was beginning, Erikson, who was in the Marine Corps Reserves, was in biology class when he received word to report for 130> duty. He was flown to San Diego— his first time out of Louisiana—and then on to Kuwait City where he and his fellow Marines helplessly watched oil wells burn and shared their dreams 135> to take their minds off the sights and stench of war. That’s when Eriksen made a vow to float down the Mississippi on a raft. His experiences in the Middle East furthermore tied 140> his fate to plastics. “Plastic is made from petroleum. I’ve seen the source and the sink,” he says.

<... NOTES ...>

Instead of heading for the classroom after graduation, Eriksen served 145> as an educator by working for museums and foundations. For a time, he worked the dinosaur robotics exhibit at the Audubon Zoo [in New Orleans]. Later, he earned 150> his Ph.D. in Science Education at the University of Southern California, and along the way read articles by AMRF’s director Charles Moore. Eriksen knew he wanted to work 155> with him. Like a post-industrial Huckleberry Finn, Eriksen eventually did make that trip down the Mississippi River. It was on a raft buoyed by two-litre

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160>

165>

soda bottles. Along the 2,000-mile journey in 2003, he observed endless litter and its accumulation at the outfall—a precursor to his Pacific voyage.* “If you’re building a raft, plastic bottles are a great construction material,” Eriksen notes. “They’re buoyant, lightweight and designed to last forever.”

Along with his colleague Joel Paschal, Eriksen built the JUNK raft out of 15,000 Nalgene sports bottles collected from a Burbank recycling center others fished out of the L.A. 175> River. Built by trial and error, JUNK in its final design was a deck, 24 by 24 feet, constructed of two dozen salvaged sailboat masts lashed together; underneath were six 180> pontoons created by triple-wrapping fishing nets around the plastic bottles. Eriksen and Paschal made a cabin from a Cessna 310 aircraft fuselage that had been rusting 185> in a desert junkyard and also attached four sails to the raft. Three local high schools and an elementary school pitched in with the construction effort.

170>

Throughout the journey, three hurricanes passed within a couple hundred miles south of JUNK, close enough to be worrisome, but Eriksen said in the end the storms’ 210> winds helped push the raft along to its destination. Still, the 2,600-mile journey took 88 days in the end, twice as long as originally expected. After the first month, the perishables 215> were gone, and Eriksen and his partner couldn’t catch that much fish.

<... NOTES ...>

205>

Grammar Notice Look at the words in blue in the text. What function do the highlighted words serve? To learn more, see page xxx.

“The fisheries in the Pacific have changed, and my best guess for the reason is overfishing,” he remarks. 220> “I once spoke with a man who did the same trip fifty years ago. He said he saw sharks every day and could catch tuna every day. On our trip, we only saw one two-foot shark and not 225> a single tuna. You used to be able to skim the surface of the water and make soup with the plankton. When we tried that, we found more plastic than plankton.”

After two months, the team was low on food. Through Cummins, they learned about a British woman, Roz Savage, who was rowing solo from San Francisco to Hawaii also to raise 235> awareness about maritime plastic 190> Although Eriksen and Paschal litter. The adventurers had a rendezfigured the journey would take vous on the high seas, traded food about a month and a half, they for fresh water and chatted for a few stocked the raft with three months’ hours. “That was a high point of the worth of food and water, as well as 240> trip, meeting another human out 195> three GPS units, two satellite phones, there,” says Eriksen. two VHF radios, and a Coast Guard Since the goal of the JUNK raft beacon. They also had a Mac, on voyage was to draw attention to the which they made 30-second videos. problem of plastic litter in the ocean, The very first day at sea, June 1, 2008, 245> clearly the voyage has been a success. 200> the raft began sinking. Though still Eriksen’s ultimate hope, of course, is attached by O-rings, the caps had that this attention will create change. come off of about 1,000 of the bottles. The road is a long one, however. The team made jury-rigged repairs 230>

at sea with the help of a fishing boat. * Eriksen’s memoir My River Home recounts this journey.

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NAME:

GROUP:

C After Reading 1.

While crossing between California and Hawaii, what were the potential threats to the voyage’s well-being?

What happens to plastic when it is exposed to sun and sea water?

Check your predictions about the dangers of plastic to marine life and humans. Were they accurate? Which dangers, if any, did you not foresee? Explain.

6 CHECKING FOR GREATER UNDERSTANDING

TA L K ABOUT IT C 1•2•3

A group of architects have suggested building an island out of all the plastics in the Pacific Ocean. How would you propose to rid the ocean of plastics?

What materials did the duo use prepare their raft? What did all the parts that were used have in common?

Name two events that made the author aware of the impact of humans on nature.

Explain why you think Eriksen and Paschal choose to build a raft out of recycled materials to make their point. Do you think it was the most effective way to draw attention to the plastic islands in the ocean?

5 CHECKING FOR GLOBAL UNDERSTANDING

D Reinvest Your Understanding The author says our present actions are not responsible. What does he mean?

Glossary foresee verb be aware of something before an event happens

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NAME:

GROUP:

TALK ABOUT IT

TASK

An Outdoor Adventure

FOUR C 1•2•3

1 FINDING WHO HAS GONE BEFORE

Do some research on an adventurer who has made a notable trek. Choose a person from one of these categories, or from one of your own.  Mountaineering  Long distance trekking  Circumnavigation in a sailboat  Crossing an ocean in a rowboat  Desert hiking  Walking around the world  Long distance cycling  Other 2 SHARING WHAT YOU LEARNED

Make a brief presentation (5 minutes) about your adventurer to a small group or to the whole class. Make notes on what you want to say. Do not write out your speech.

H O W to make an oral presentation Keep these points in mind during your presentation. - Remember to breathe. - Speak slowly and clearly. - Make eye contact with your audience. - Do not read your presentation. Speak conversationally. - If you forget what you planned to say, use strategies such as rephrase, circumlocution, etc. to express your ideas.

Include these points in your presentation: • why the adventurer chose that goal • the special challenges presented by the geography • the physical and psychological challenges faced by the adventurer • if the trek was completed • why the trek is noteworthy

CHAPTER

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TASK FIVE

NAME:

GROUP:

WRITE ABOUT IT

Adventurer … or Support Team?

C 1•2•3

C Plan Your Text

Write about an adventure 

Sailing the Great Lakes



Biking along the Mississippi River



Hiking the Trans Canada Trail



An adventure of your choice

B Choose the Type of Text You Want to Write

First, check a map of the route that the expedition takes. Select a 500-km journey and gather information on the subjects that you will use in your entries. With your partner, separate the information that will be treated in the blog or the vlog.

D Write a Draft Go with the flow of your ideas. Don’t stop to correct spelling or grammar for now.

You will write and plan the text with a partner who has chosen the same topic as you.

Examine the models on the next page to help you structure your text. Use new vocabulary from this chapter.

Decide who is the more adventurous and who will stay behind and support the expedition. Write a blog or a vlog following these quidelines:

Support staff

Adventurer

• • • •

Decide on an attractive title Do not forget to date each entry. Focus on one topic per entry. Your first entry should focus on your role with the expedition. Use some of the elements from the chapter. • Each of the subsequent entries should talk about a specific event that you had to deal with as a member of the support team. - preparations you are making in order to make the trip easier for the adventurer - logistics - procuring equipment and supplies - supply problems encountered during the expedition - your worries and concerns - what you learned

A Choose Your Topic

Decide on an attractive title. Do not forget to date each entry. Focus on one topic per entry. Introduce the purpose of your expedition. Use some of the elements from the chapter. • Your first entry should explain the mission that you wish to accomplish within this expedition. • Each of the subsequent entries should be related to what you have seen, discovered or experienced since the previous entry. - things that have happened to you and other members of the expedition - what you have seen - your reactions to the landscape - the emotions you are experiencing - what you learned

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NAME:

GROUP:

E Revise Your Text

G Go Public

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.

Share your text with someone. Post it online as a blog or vlog.

To see how blogs and vlogs are written, search the net for guidelines on how to write a blog or a vlog entry.

F Edit Your Text

Check your punctuation, spelling and grammar. Show your draft to someone (a classmate, teacher, etc.) to get some feedback.

PROJECT ZONE

In teams, produce one of the vlog scripts and prepare a multimedia presentation. For more on the production process, see page xxx.

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

MODELS Blog. Heading

• Find a catchy title. An Unforgettable Sight - A Thousand Islands First entry Date April 14 • Date your entry and introduce your expedition. • State your role clearly. Our purpose is to explore as many islands as possible. My job is to ensure that … • You may refer to information you recently read or saw. I read an article about the Great Lakes, and … Some of you might be surprised to know that there are many more … Middle entries

• Detail your worries and concerns and any problems you encountered. Did you know that the water is …? It’s too bad so many islands are … • Use rhetorical techniques such as similes, metaphors, repetition, exaggeration or humour. Some things threw me for a loop … Last entry

• State what you learned during the expedition, and identify yourself. Ensuring that the expedition ran smoothly taught me to … Robin Lark, sec 4 student from …

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Vlog

H O W to

Heading

• Find a catchy title. Hitting the Trail First entry

Date April 14 • Introduce yourself and date your entry. Hi. For those of you who don’t know me yet, I’m … • Explain in detail the topic of your vlog script. Let me tell you why I … • Include examples and reasons for your choice. Take … for example. It’s famous for because … Another reason is that …

Middle entries

• Detail the highlights of the trip, what you saw, how it made you feel, etc. The most memorable sight was … So think about it, nature is … • Use rhetorical techniques such as similes, metaphors, repetition, exaggeration or humour. What really took my breath away was … It made my blood boil when I saw … Last entry

• Finish your script by restating your purpose and main observations. • Address the viewer directly. You and I can make a difference, all we have to do … CHAPTER

reflect on language register and audience Both types of text for this task require a personable, informal register. - As you edit your first draft, imagine you are telling a group of your friends about your role in the adventure. - Change any parts that are too formal.

Glossary threw (me) for a loop expression surprised greatly; felt unsettled took (my) breath away expression left feeling awed; moved by something’s beauty made (my) blood boil expression upset greatly

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NAME:

ALL ABOUT …

GROUP:

SCAVANGER HUNTS

Get a taste of the great outdoors. Hold a scavenger hunt!

Your goal is to challenge the participants, physically and intellectually. • Form teams. Stay together at all times. • Prepare the clues for the items that the participants must collect, either as objects or digital photos. They could be natural objects, litter, pictures of wildlife, flora, etc. • Remember the first rule of the outdoors: leave no trace. • Add checkpoints where all contestants, or a team representative, must execute physical challenges. • Write the rules and regulations that each team will have to follow in order to win the challenge.

Choose a theme and organize the event. Your scavenger hunt does not need to be in an exotic place or in the wilderness. It could be on your school grounds, in a nearby park, in your town, etc.

• Advertise the hunt and sign up participants.

JUST FOR KICKS

SURVIVING THE WILD

So you think you could survive alone in the wilds? Decide if each statement is truth or myth, then research the reality behind each. How did you do?

 TRUTH OR  MYTH?

You cannot get hypothermia if the temperature is above freezing.

In a desert, you can safely drink water from a cactus.

 TRUTH OR  MYTH? To treat frostbite, rub the frozen tissue with snow or immerse it in cold water.

 TRUTH OR  MYTH? To disinfect water from a stream so that it’s safe to drink, boil it for 10 minutes.

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SECTION

EXTRA READINGS CONTENTS

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CHAPTER 1

Growing … Young? ............................... 116

CHAPTER 2

Deception and Corruption ...................... 124

CHAPTER 3

Advice for Beginning Writers .................. 132

CHAPTER 4

The Predator and the Prey....................... 140

CHAPTER 5

Chaucer, Caxton and Shakespeare .......... 148

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CHAPTER

1 TEXT ONE

NAME:

GROUP:

BREATHE THE AIR

EXTRA READING

The Predator and the Prey

C 1•2•3

William Faulkner’s “The Bear” explores the coming of age of a boy searching in the wilderness for a near-mythical bear that has eluded hunters for years.

A Before Reading 1 DEDUCING THE MEANING

The following excerpts are taken from the text. Find a synonym for the underlined word in each of them. Use resources as needed. 1.

… too big for the dogs which tried to bay it

… men myriad and nameless …

He went back to the tree … he ranged from that point …

He jumped a doe and a fawn at sunrise …

… the fawn scudding behind her faster than he had believed it could run.

… into the new and alien country …

…with which for nine hours he had fended the wilderness off …

The wilderness coalesced, solidified …

The tangle of trunks and branches …

SETTING IT UP

10. … possessing that bravery which had

long since stopped being courage and had become foolhardiness …

B While Reading 2 READING THE TEXT

As you read the text on pages 141 to 146, notice how the author uses complex punctuation to separate elements in the text and how it contributes to our understanding of the story.

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by William Faulkner

He was ten. But it had already begun, long before that day when at last he wrote his age in two figures and he saw for the first time the camp where his father and Major de Spain and old General Compson and the others spent two weeks each November and two weeks again each June. He had already inherited then, 005> without ever having seen it, the tremendous bear with one trap-ruined foot which, in an area almost a hundred miles deep, had earned itself a name, a definite designation like a living man.

* Note to the reader: When the story was written (1942), the term “Negro” referred to people of African origin and was not considered to be offensive.

He had listened to it for years: the long legend of corncribs rifled, … of grown pigs and even calves carried bodily into the woods and devoured, of traps and 010> deadfalls overthrown and dogs mangled and slain, and shotgun and even rifle charges delivered at point-blank range and with no more effect than so many peas blown through a tube by a boy—a corridor of wreckage and destruction beginning back before he was born, through which sped, not fast but rather with the ruthless and irresistible deliberation of a locomotive, the shaggy 015> tremendous shape. It ran in his knowledge before he ever saw it. It looked and towered in his dreams before he even saw the unaxed woods where it left its crooked print, shaggy, huge, red-eyed, not malevolent but just big—too big for the dogs which tried to bay it, for the horses which tried to ride it down, for the men and the bullets 020> they fired into it, too big for the very country which was its constricting scope. He seemed to see it entire with a child’s complete divination before he ever laid eyes on either—the doomed wilderness whose edges were being constantly and punily gnawed at by men with axes and plows who feared it because it was wilderness, men myriad and nameless even to one another in the land where 025> the old bear had earned a name, through which ran not even a mortal animal but an anachronism, indomitable and invincible, out of an old dead time, a phantom, epitome and apotheosis of the old wild life at which the puny humans swarmed and hacked in a fury of abhorrence and fear. Until he was ten, each November he would watch the wagon containing the dogs and the bedding and food and guns and his father and Tennie’s Jim, the Negro, and Sam Fathers, the Indian, son of a slave woman and a Chickasaw chief, depart on the road to town, to Jefferson, where Major de Spain and the others would join them. To the boy, at seven, eight, and nine, they were not going into the Big Bottom to hunt bear and deer, but to keep yearly rendezvous with the 035> bear which they did not even intend to kill. Two weeks later they would return, with no trophy, no head and skin. He had not expected it. He had not even been afraid it would be in the wagon. 030>

Then he heard the dogs. It was in the second week of his first time in the camp. He stood with Sam Fathers against a big oak beside the faint crossing where 040> they had stood each dawn for nine days now, hearing the dogs. He had heard them once before, one morning last week—a murmur, sourceless, echoing EXTRA READINGS

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Glossary corncribs noun rough wood bins for storage rifled verb pillaged indomitable adj unable to be subdued epitome noun best example; perfection apotheosis noun deification puny adj insignificant abhorrence noun disgust; repugnance Chickasaw proper noun native-American tribe originally of Mississippi and Alabama

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<... NOTES ...>

through the wet woods, swelling presently into separate voices which he could recognize and call by name. He had raised and cocked his gun as Sam told him and stood motionless again while the uproar, the invisible course, swept up and 045> past and faded; it seemed to him that he could actually see the deer, the buck, blond, smoke-colored, elongated with speed, fleeing, vanishing, the woods, the gray solitude, still ringing even when the cries of the dogs had died away. “Now let the hammers down,” Sam said. “You knew they were not coming here too,” he said. 050>

“Yes,” Sam said. “I want you to learn how to do when you didn’t shoot. It’s after the chance for the bear or the deer has done already come and gone that men and dogs get killed.”

Then on the tenth morning he heard the dogs again. And he readied the toolong, too-heavy gun as Sam had taught him, before Sam even spoke. But this time it was no deer, no ringing chorus of dogs running strong on a free scent, but a moiling yapping an octave too high, with something more than indecision and even abjectness in it, not even moving very fast, taking a long time to pass completely out of hearing, leaving then somewhere in the air that echo, 060> thin, slightly hysterical, abject, almost grieving, with no sense of a fleeing, unseen, smoke-colored, grass-eating shape ahead of it, and Sam, who had taught him first of all to cock the gun and take position where he could see everywhere and then never move again, had himself moved up beside him; he could hear Sam breathing at his shoulder, and he could see the arched 065> curve of the old man’s inhaling nostrils. 055>

“Anyway,” he said, “it was just a deer.”

“He do it every year,” Sam said. “Once. Maybe to see who in camp this time, if he can shoot or not. Whether we got the dog yet that can bay and hold him. He’ll take them to the river, then he’ll send them back home. We may as well go back too; see how they look when they come back to camp.” When they reached the camp the hounds were already there, ten of them crouching back under the kitchen, the boy and Sam squatting to peer back into the obscurity where they had huddled, quiet, the eyes luminous, glowing at them and vanishing, and no sound, so that when the eleventh hound came in at noon and with all the others watching—even Old Uncle Ash, who called 075> himself first a cook—Sam daubed the tattered ear and the raked shoulder with turpentine and axle grease. 070>

Glossary moiling adj confusing; agitated abjectness noun misery; degradation spook verb panic sound adj steady; trustworthy wrenching verb pulling suddenly gutted verb with the inside torn apart scored verb marked with scratches warped adj twisted out of shape

142

That afternoon, himself on the one-eyed wagon mule which did not mind the smell of blood nor, as they told him, of bear, and with Sam on the other one, they rode for more than three hours through the rapid, shortening winter day. 080> They followed no path, no trail even that he could see; almost at once they were in a country which he had never seen before. Then he knew why Sam had made him ride the mule which would not spook. The sound one stopped short and tried to whirl and bolt even as Sam got down, blowing its breath, jerking and wrenching at the rein, while Sam held it, coaxing it forward with his voice. 085>

Then, standing beside Sam in the gloom of the dying afternoon, he looked down at the rotted overturned log, gutted and scored with claw marks and, in the wet earth beside it, the print of the enormous warped two-toed foot. He knew now what he had smelled when he peered under the kitchen where the dogs huddled. He realized for the first time that the bear which had run

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<... NOTES ...> 090>

095>

in his listening and loomed in his dreams since before he could remember to the contrary, and which, therefore, must have existed in the listening and dreams of his father and Major de Spain and even old General Compson, it was not because it could not be slain, but because so far they had had no actual hope to. “Tomorrow,” he said. “We’ll try tomorrow,” Sam said. “We ain’t got the dog yet.”

The next morning they left the camp three hours before daylight. They rode this time because it was too far to walk, even the dogs in the wagon. With the gun which was too big for him, which did not even belong to him, but to Major 100> de Spain, and which he had fired only once at a stump on the first day, to learn the recoil and how to reload it. It was a stand like any other, a territory new to him, yet no less familiar than that other one which, after almost two weeks, he had come to believe he knew a little—the same solitude, the same loneliness through which human beings 105> had merely passed without altering it, leaving no mark, no scar, which looked exactly as it must have looked when the first ancestor of Sam Fathers’ Chickasaw predecessors crept into it and looked about, club or stone ax or bone arrow drawn and poised. 110>

He heard no dogs at all. He never did hear them. He heard only the drumming of the woodpecker stop short off and knew that the bear was looking at him. He never saw it. He did not know whether it was in front of him or behind him. He did not move, holding the useless gun.

Then it was gone. As abruptly as it had ceased, the woodpecker’s dry, monotonous clatter set up again, and after a while he even believed he could hear the 115> dogs—a murmur, scarce a sound even, which he had probably been hearing for some time before he ever remarked it, drifting into hearing and then out again, dying away. “I didn’t see him,” he said. “I didn’t, Sam!” “I know it,” Sam said. “He done the looking. You didn’t hear him neither, did you?” 120>

“No,” the boy said. “I—“ “He’s smart,” Sam said. “Too smart.” He looked down at the hound, trembling faintly and steadily against the boy’s knee

So I must see him, he thought. I must look at him. Otherwise, it seemed to him that it would go on like this forever, as it had gone on with his father and Major 125> de Spain, who was older than his father, and even with old General Compson, who had been old enough to be a brigade commander in 1865. Otherwise, it would go on so forever, next time and next time, after and after and after. And he knew now what he had smelled in the huddled dogs and tasted in his saliva. He recognized fear. So I will have to see him, he thought, without dread or even 130> hope. I will have to look at him. It was in June of the next year. He was eleven. They were in camp again, celebrating Major de Spain’s and General Compson’s birthdays. Each morning he would leave the camp right after breakfast. He had his own gun now, a Christmas present. He went back to the tree beside the bayou EXTRA READINGS

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Glossary stand noun a group of trees bayou noun swampy tributary of a river

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<... NOTES ...> 135>

where he had stood that morning. Using the compass which old General Compson had given him, he ranged from that point. On the second day he even found the gutted log where he had first seen the crooked print.

He ranged the summer woods now, green with gloom; if anything, actually dimmer than in November’s gray dissolution, where, even at noon, the sun 140> fell only in intermittent dappling upon the earth, which never completely dried out and which crawled with snakes—moccasins and water snakes and rattlers, themselves the color of the dappling gloom, so that he would not always see them until they moved. 145>

He stopped. For a moment he didn’t answer. Then he said peacefully, in a peaceful rushing burst as when a boy’s miniature dam in a little brook gives way, “All right. But how? I went to the bayou. I even found that log again. I—” “I reckon that was all right. Likely he’s been watching you. You never saw his foot?” “I,” the boy said—“I didn’t—I never thought—”

150>

“It’s the gun,” Sam said. He stood beside the fence motionless The gun, the boy thought. The gun.

“Be scared,” Sam said. “You can’t help that. But don’t be afraid. Ain’t nothing in the woods going to hurt you unless you corner it, or it smells that you are afraid. A bear or a deer, too, has got to be scared of a coward the same as a brave 155> man has got to be.” Glossary compass noun a device that shows magnetic directions dissolution noun disintegration; breaking apart dappling noun alternating spots of light and dark brook noun small stream scut noun short tail upwind adj opposite the wind’s direction relinquishment noun surrender something bowels noun entrails mechanicals noun tools bearing noun awareness of something’s position in relation to where you are

144

“You ain’t looked right yet,” Sam said.

The gun, the boy thought. “You will have to choose,” Sam said. He left the camp before daylight, long before Uncle Ash would wake in his quilts on the kitchen floor and start the fire for breakfast. He had only the compass 160> and a stick for snakes. He could go almost a mile before he would begin to need the compass. Then he went fast yet still quietly; he was becoming better and better as a woodsman, still without having yet realized it. He jumped a doe and a fawn at sunrise, walked them out of the bed, close enough to see them—the crash of undergrowth, the white scut, the fawn 165> scudding behind her faster than he had believed it could run. He was hunting right, upwind, as Sam had taught him. He had left the gun; of his own will and relinquishment. He would not even be afraid, not even in the moment when the fear would take him completely blood, skin, bowels, bones. By noon he was far beyond the little bayou, farther into the new and alien 170> country than he had ever been. He was travelling now not only by the old, heavy, biscuit-thick silver watch which had belonged to his grandfather. When he stopped at last, it was for the first time since he had risen from the log at dawn when he could see the compass. It was far enough. It was the watch, the compass, the stick—the three lifeless mechanicals with which 175> for nine hours he had fended the wilderness off; he hung the watch and compass carefully on a bush and leaned the stick beside them and relinquished completely to it. He had not been going very fast for the last two or three hours. He went no faster now, since distance would not matter even if he could have gone fast. 180> And he was trying to keep a bearing on the tree where he had left the compass, trying to complete a circle which would bring him back to it or at least intersect

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itself. … But the tree was not there. … (Then) he saw the crooked print—the warped, tremendous, two-toed indentation … As he looked up, the wilderness coalesced, solidified—the glade, the tree he sought, the bush, the watch and 185> the compass glinting where a ray of sunshine touched them. Then he saw the bear. It did not emerge, appear; it was just there, immobile, solid, fixed in the hot dappling of the green and windless noon, not as big as he had dreamed it, but as big as he had expected it, bigger, dimensionless, against the dappled obscurity, looking at him where he sat quietly on the log and looked back at it. Then it moved. It made no sound. It did not hurry. It crossed the glade, walking for an instant into the full glare of the sun; when it reached the other side, it stopped again and looked back at him across one shoulder while his quiet breathing inhaled and exhaled three times. Then it was gone. It didn’t walk into the woods, the undergrowth. It faded, sank back into the wilderness as he had 195> watched a fish, a huge old bass, sink and vanish into the dark depths of its pool without even any movement of its fins.

190>

He thought, It will be next fall. But it was not next fall, nor the next nor the next. He was fourteen then. He had killed his buck, and Sam Fathers had marked his face with the hot blood, and in the next year he killed a bear. But even before 200> that accolade he had become as competent in the woods as many grown men with the same experience; by his fourteenth year he was a better woodsman than most grown men with more. There was no territory within thirty miles of the camp that he did not know—bayou, ridge, brake, landmark, tree and path. He could have led anyone to any point in it without deviation, and brought 205> them out again. He knew the game trails that even Sam Fathers did not know; in his thirteenth year he found a buck’s bedding place, and unbeknown to his father he borrowed Walter Ewell’s rifle and lay in wait at dawn and killed the buck when it walked back to the bed, as Sam had told him how the old Chickasaw fathers did. He could find the crooked print now almost whenever he liked, fifteen or ten or five miles, or sometimes nearer the camp than that. Twice while on stand during the three years he heard the dogs strike its trail by accident; on the second time they jumped it seemingly, the voices high, abject, almost human in hysteria, as on that first morning two years ago. He would remember that noon three years 215> ago, the glade, himself and the bear fixed during that moment in the windless and dappled blaze, and it would seem to him that it had never happened, that he had dreamed that too. But it had happened. 210>

Then he saw it again. Because of the very fact that he thought of nothing else, he had forgotten to look for it. He was still hunting with Walter Ewell’s rifle. 220> He saw it cross the end of a long blow-down, a corridor where a tornado had swept, rushing through rather than over the tangle of trunks and branches as a locomotive would have, faster than he had ever believed it could move, almost as fast as a deer even, faster than he could bring the rifle sights up with it. And now he knew what had been wrong during all the three years. 225>

And now he knew what Sam Fathers had meant about the right dog, a dog in which size would mean less than nothing. So when he returned alone in April—school was out then, so that the sons of farmers could help with the land’s planting, and at last his father had granted him permission, on his EXTRA READINGS

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Glossary brake noun thicket; area with densely growing vegetation on stand noun acting as a sentry

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It did not take four days. Alone again, he found the trail on the first morning. It was not a stalk; it was an ambush. He timed the meeting almost as if it were 235> an appointment with a human being. Himself holding the fyce muffled in a feed sack and Sam Fathers with two of the hounds on a piece of plowing rope, they lay downwind of the trail at dawn of the second morning. They were so close that the bear turned without even running, as if in surprised amazement at the shrill and frantic uproar of the released fyce, turning at bay against the 240> trunk of a tree, on its hind feet; it seemed to the boy that it would never stop rising, taller and taller, and even the two hounds seemed to take a desperate and despairing courage from the fyce, following it as it went in. Then he realized that the fyce was actually not going to stop. He flung, threw the gun away, and ran; when he overtook and grasped the dog, it seemed to him 245> that he was directly under the bear. He could smell it, strong and hot and rank. Sprawling, he looked up to where it loomed and towered over him like a cloudburst and colored like a thunderclap, quite familiar, peacefully and even lucidly familiar, until he remembered: This was the way he had used to dream about it. Then it was gone. He knelt, holding 250> the frantic fyce with both hands, hearing the abashed wailing of the hounds drawing farther and farther away, until Sam came up. He carried the gun. He laid it down quietly beside the boy and stood looking down at him.

promise to be back in four days—he had the dog. It was his own, a mongrel 230> of the sort called by Negroes a fyce, a ratter, itself not much bigger than a rat and possessing that bravery which had long since stopped being courage and had become foolhardiness.

“You’ve done seed him twice now with a gun in your hands,” he said. “This time you couldn’t have missed him.” 255>

The boy rose. He still held the fyce. Even in his arms and clear of the ground, it yapped frantically, straining and surging after the fading uproar of the two hounds like a tangle of wire springs. He was panting a little, but he was neither shaking nor trembling now. “Neither could you!” he said. “You had the gun! Neither did you!”

Glossary mongrel noun mixed breed of dog muffled verb covered to keep quiet feed sack noun coarse fabric bag for holding grain downwind adj with the direction of the wind rank adj smelling extremely bad abashed adj embarrassed; humiliated done seed expression (regional) have seen

260>

“And you didn’t shoot,” his father said. “How close were you?” “I don’t know, sir,” he said. “There was a big wood tick inside his right hind leg. I saw that. But I didn’t have the gun then.” “But you didn’t shoot when you had the gun,” his father said. “Why?” …

C After Reading 3 WHAT’S THE MAIN IDEA? 1.

Why does the bear come near the camp each time the hunters come?

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NAME:

GROUP:

What is the relationship of the main character with Sam? How does it reflect on the story?

What gift does the main character receive for Christmas, and what is its significance?

Sam tells the boy he can be scared, but not to be afraid. What did he mean?

4 EXPLORING FURTHER 1.

What does the main character realize when he first sees the bear’s paw print?

The narrator says that the wilderness is being constantly gnawed at by puny men with axes and plows. How are the men who go out with the main character different?

Answer the father’s question at the end of the story: “But you didn’t shoot when you had the gun. Why?”

D Reinvest Your Understanding There are many images of destruction in Faulkner’s stories. Choose one in this excerpt and explain why it caught your attention. How does it connect to your life?

EXTRA READINGS

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SECTION

GRAMMAR POINTS CONTENTS

EXTRA READINGS 1

AUTUMN RESET ........................................ 158

CHAPTER 1

POINT

Advanced Punctuation ................ 162

POINT 2 More Advanced Punctuation ........ 165

Pronunciation Point A Silent Letters................................ 168 CHAPTER 2

POINT 3 Question Tags ............................ 170 POINT 4 Noun Clauses in Questions.......... 174

Pronunciation Point B Intonation in Questions ................. 178 CHAPTER 3

POINT 5 Adverb Types............................. 180 POINT 6 Position of Adverbs

in Sentences .............................. 184

Pronunciation Point C Emphasis on Content Words ......... 188 CHAPTER 4

POINT 7 Subject窶天erb Agreement ............. 190 POINT 8 Pronouns................................... 194

Pronunciation Point D Distinguishing th Sounds ............... 198 CHAPTER 5

POINT 9 Passive Voice: Tenses .................. 200 POINT 10 Passive Voice: Participles ............. 204

Pronunciation Point E Speech Patterns: Commonwealth Countries............. 208

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POINT

STUDY GUIDE

Subject–Verb Agreement

<... NOTES ...> Read the information in the Study Guide. Write your own examples in this column.

What is the idea?

Examples

Singular subjects take a singular verb. Note: Titles of works are singular.

An actor often forgets his lines. My mother works too hard.

Plural subjects take a plural verb.

Actors often forget their lines. Mothers work too hard.

Subjects joined by and are usually plural, unless they form a single unit.

My mother and father share a car. Julian and Jacob are twins.

Many as a subject takes a plural verb. Much as a subject takes a singular verb.

Many are the times I want to get away. Much is made of her good deeds.

Subjects joined by or, either … or and neither … nor usually take a singular verb when each subject is singular.

Neither rain nor snow affects the mail. Cereal or toast is a quick breakfast. But: Gifts or a donation are expected.

References to distance, time and money take a singular verb.

Five miles is a good practice run. Twelve hours is a long work day. Ten dollars an hour is our starting salary.

The + a nationality refers to a people and takes a plural verb. A nationality used without an article refers to the language and takes a singular verb.

The Chinese are hard-working. Chinese is very difficult to learn. The French are known for their wines. French is his native language.

CHAPTER

NAME:

In sentences beginning with there + a verb, There is a man outside. the verb agrees with the noun that follows. There are men outside. A relative pronoun (who, which, that) used as a subject has the same number as its antecedent. It takes a verb with the same number.

I know the man who walks here every day. This is the only one of the regional stations that plays this music genre. They are the only ones who have a choice.

Words such as anyone, each, every(body), Each of the players likes the team logo. neither and one take a singular verb when Neither knows what he’s doing. Anyone can come. they are the subject of a sentence. Collective nouns + the take a singular verb. The majority of the class is doing well. A minority of students are struggling. Collective nouns + a take a plural verb. Examples: majority, minority, number

190

Collective nouns* indicating a fixed quantity take a singular verb when referring to the group as a unit. They take a plural verb when referring to parts of the group.

My family has many traditions. My family members have many traditions. The committee has finished its report. Our committee co-chairs serve one year.

Nouns plural in form but singular in meaning usually take singular verbs. Exceptions: pants, scissors, (eye)glasses

News travels faster than before. Mathematics is easy for me. But: My jeans are too big.

* Collective nouns in the singular: audience, class, couple, government, pair, staff, team, etc.

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1 Choose the correct verb form from the options given in parentheses. a.

Neither Jack nor Jill (walk /walks) up the hill.

Every one of the packages (was /were) checked by an employee.

A pen and a pencil (is /are) different things.

There (come /comes) a time where actors are needed.

The weather in Georgia (get /gets) very humid during summer.

The results of his test (was /were) normal.

The bag of candies (is /are) empty.

Some people (like / likes) to sing in the shower.

Everyone in the class (has / have) a book to read.

My friends (live / lives) in Toronto.

2 Write the appropriate verb form of the verb given in parentheses. Underline the complete subject. a.

Physics (seek)

to explain the way the world (work)

Two kilometres of running (provide)

plenty of exercise.

A number of people from work (plan)

to take their vacation next week.

No news (be)

The Chinese (celebrate)

Every man, woman and child (need)

A lot of people (live)

Either Andrew or Janet (play)

good news. the mid-autumn festival. to be loved. in the region. the trumpet.

3 Using each noun clause, write a sentence starting with “there is” or “there are.” a.

desks

a cellphone

windows

people

much light

many lamps

some women

a pretty picture

POINT

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4 Fill in the blank with the correct form of “be” in the simple present. a.

A lot of people think that English

Statistics

A number of people

The committee

This team

They know that three years

Ethics

The young

a difficult language.

a subject that they find difficult. troubled by their memories. working on the criteria for the job. better than last year’s team. not such a long time.

discontent with their work; the old

unhappy about

their health. i.

The English

famous for their breakfasts.

The number of teachers graduating from of universities

The majority of students in our province

War and Peace

Do you know where my new cap

Where

A pair of glasses

No one in this class

People from that country

Neither of my bags

Montréal is one of those cities that

Either James or his father

Lord of the Flies

very large this year.

French.

a famous novel. ?

something that everyone in a school must respect.

the scissors? usually less expensive than sunglasses. going to leave! famous for their politeness. adequate for hiking. quite festive. responsible for this. a novel by William Golding.

5 Write the appropriate simple present form of the verb given in parentheses. a.

Much (be) made of the fact that he was driving too fast.

Many Chinese (come) to Canada to study.

Paranormal phenomena (attract) many people.

Which criteria (be) employed to hire a new driver?

The number of students who enrol in college (change) every year.

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6 Write a paragraph about the elements in nature you appreciate.

7 Write a paragraph about the elements in nature you do not appreciate.

POINT

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POINT

<... NOTES ...> Read the information in the Study Guide. Write your own examples in this column.

This is my book.

STUDY GUIDE

Pronouns

1 PERSONAL PRONOUNS A personal pronoun refers to a thing or a person. It specifies gender, person, number (singular or plural) and form (subject, object and two possessive forms). FORM

Possessive Subject Object Adjective Pronoun Pronoun Pronoun (+ noun)

1st person singular

mine

2nd person singular

you

your

yours

Masculine 3rd person Feminine singular Neutral

he she it

him her it

his her its

his hers —

1st person plural

our

ours

2nd person plural

you

your

yours

3rd person plural

they

them

their

theirs

Examples

This is my pen. This is mine. Your room is really large. It is nicer than yours. His bike is rusty. Hers is brand new. Its time has come. Our movie is funny. Ours is funny. Your website is fantastic! Did you finish yours? Their talk was boring. I can’t wait to hear theirs.

CHAPTER

NAME:

2 REFLEXIVE PRONOUNS A reflexive pronoun can take the place of an object or subject complement. Note the plural forms. Singular my / your / him / her + self / itself I can do it myself! It runs by itself. 1st person plural ourselves We should pay ourselves first. 2nd person plural yourselves Class, complete the work by yourselves. 3rd person plural themselves Wild animals fend for themselves. 3 DEMONSTRATIVE PRONOUNS Demonstrative pronouns are used to designate objects in the direct environment. Near this (singular) Eileen made this salad. these (plural) Juan made these cookies. Stu brought that one Did you see those desserts on Far those (plural) that (singular) the other table? sitting over there.

4 “OTHER” PRONOUNS The reciprocal pronouns each other and one another are used to express a relationship between two or more subjects. Every other refers to every alternate or second item. Do you know each other? We should help one another. Please write on every other line. 5 RELATIVE PRONOUNS Relative pronouns introduce an adjective clause (describing a noun). Who and whom (formal) refer to a person and which and that refer to things. That can also refer to a non-specific person. This is the video which / that I told you about. My brother, who is older than me, is 27.

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NAME:

GROUP:

1 Use the correct personal pronoun to complete each sentence. Be sure it agrees with gender, person, number (singular or plural) and form (subject, object and possessive). a.

My friends and I designed a solar-powered vehicle.

used recycled materials

to build the prototype. b.

I am a music enthusiast.

playlist includes many different genres of music

such as punk rock, hip-hop and classical.

Before leaving the house, you should feed the dog.

food is in the bottom

cupboard. d.

Where are my keys?

were in my pocket last time I checked!

Marc and I are going to Maxime’s house. Do you want to come with

Where are your brothers? Didn’t you tell

I love Jeannine’s new boots. I wish I had a pair like

My family and You left is

to be here? .

like to hang out at our local restaurant. We call it

oasis. In fact, that is what i.

is called: The Oasis.

water bottle here, next to Carl’s. I hope

knows which

Their cottage is larger, but I like

better.

2 Use the correct reflexive pronoun to complete each sentence. Pay attention to gender, person and number. a.

Sheri doesn’t like to work in groups. She prefers to work by

It is a good idea for teens to learn to cook for

Accidents can happen to anyone. We’re fooling

. . if we think

otherwise. d.

Help

to more food and drink! There is plenty to go around.

The moral of the story is that you shouldn’t just think of

3 Choose from the demonstrative pronouns given in parentheses to complete each sentence. a.

Please take (this / these) books back to the library for me.

(This / That) was the best party ever last night!

She prefers the first dress she tried on over (these / this) one.

They behaved badly on the class trip. (Those / These) actions led to their suspension.

(This / That) is the time for action to end discrimination.

POINT

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GROUP:

4 Complete each sentence with each other, one another or every other. a.

I see my doctor

month.

Do you two know

It is always wise to be kind to

At this time of day,

? . bus that goes by is on its way to the garage.

5 Use a relative pronoun to complete these sentences. Choose from which, who, whom or that.

It was her attitude

Allison,

Here is the book

The man

My cousin

got her into so much trouble. moved to Toronto last summer, is working as an intern. I told you about. should I autograph the book? (formal) stole my backpack is hiding over there. loves horses manages a riding stable. does this package belong to? (informal)

6 Underline the pronouns in the sentences and draw an arrow to the noun it refers to. a.

I saw the man who stole Sheila’s wallet. He ran towards her and pushed her onto the ground. He picked it up when it fell.

My sister bought herself a new handbag. It was very expensive but she did not mind.

Joshua and Ashley support each other with their workload. They work as a team which helps them to perform.

I , Mark Petrie, don’t care what you, Sue Smith, has to say. I bought this magazine yesterday. It’s mine!

The students in the class were talking to each other. They did not even shut themselves up when the teacher started class. He was really annoyed with them.

Even though the students voted for another dance, that decision is in the principal’s hands now, not theirs.

I have to pack these boxes to help my brother move. Next month, he will start his course at a university which is in another city.

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GROUP:

7 Write a paragraph about an imaginary group of characters travelling by bike across Canada.

8 Write a paragraph about a movie you have seen recently about a travelling adventure

POINT

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PRONUNCIATION

POINT

Distinguishing th sounds NOW HEAR THIS

they

day

these

Ds (“dees”)

dough

though

dale

they’ll

then

den

their

dare

than

Dan

Dave

they’ve

udder

other

thy

die

worthy

wordy

though

doe

bards

baths

those

doze

bathe

bayed

header

heather

booed

booth

loathe

load

breed

breathe

ride

writhe

cede

seethe

scythe

side

thee

D (”dee”)

dumb

thumb

Listen to the following pairs of words. Highlight the word that you hear.

2 Underline the th and d sounds in each sentence. a.

Dale has a breeder.

They’ll have a breather.

Dave took this dumb tooth.

They’ve taken these thumb toddies.

Dale’s mother told them to.

They’ll mutter tolled den too.

There are three baths in that house.

I dare tree bats to date how’s.

3 Underline the th and d sounds in the following paragraph.

With a leather bag in his hand, Theo ran toward the bus. In the distance lurked a thunderstorm. Dave, Theo’s father, looking out the window at the cloud, was wondering if Theodore would make it to the bus before the dust, picked up by the dirt devil, would hit him.

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WHAT IS HEADING UP 2? It’s a collection of flexible, comprehensive, competency-based material designed for the Enriched ESL program in Secondary Cycle Two, Year Two.

FOR STUDENTS Heading Up 2

Competency Development and Text-based Grammar

A user-friendly book that includes: CHAPTERS o o o o o

five interesting, age-appropriate learning and evaluation situations. a variety of task and activity types that allow for development of all three Enriched ESL competencies. notes columns for annotating texts and applying reading strategies. project suggestions to develop the production process. reading and viewing suggestions, in line with each chapter’s theme.

EXTRA READINGS o

an Extra Readings section for differentiation purposes.

GRAMMAR

Autumn Reset activities to help students get back into learning in September. o contextualized, level-appropriate grammar points. o a variety of practice activity types. o pronunciation points designed specifically to help enriched students. o

REFERENCE PAGES o

a variety of information to facilitate the language learning experience.

FOR TEACHERS A complete Teacher’s Resource Book that includes: o o o o

pedagogical notes and answer keys. reproducible material (additional grammar practice). transcripts for the audio and video texts. a complete evaluation package, that includes: grammar quizzes, three evaluation situations, including a diagnostic tool to begin the year, teacher’s observation sheets and student evaluation sheets. a CD and DVD set for the listening or viewing tasks, the pronunciation points and the evaluation situations.

COMPONENTS – Paper Version

Heading Up 2 Competency Development and Text-based Grammar. o Teacher’s Resource Book (including CD and DVD). o

COMPONENTS – Digital Version

Heading Up 2 is available for students by subscription on MaZoneCEC.com o The Teacher’s Resource Book is available on USB Key or by subscription on MaZoneCEC.com o

This digital version allows you to: Project, take notes and flip through Heading Up 2 Show answers at any time

Why Heading Up 2? To provide a solid, user-friendly structure for the development of ENRICHED ESL competencies. o To offer more flexibility and freedom of choice for the teacher. o To provide an invaluable tool to help prepare students for their end-of-cycle evaluation situation. o