Heading Up 2_2nd Ed

Enriched English as a Second Language Cycle Two, Secondary Four

CONNECTED CLASSROOM

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR Annie Dumay Luc Perron

CONFORMS TO THE PROGRESSION OF LEARNING

Table of Contents Letter to Students........................................................................iii Scope and Sequence Chart......................................................vi

CHAPTERS

CHAPTER 1

Viewing

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

Reading

THE GREATEST NORDIC LEGACY

TASK 1 The Viking Oral Tradition.......................................... 6

Reading TASK 2 The Sagas That Matter............................................... 8

Viewing TASK 3 The Sagas and English Literature............................ 14

Reading TASK 4 Character Development........................................... 16

Talk About It TASK 5 How Do You Tell a Story.......................................... 21

Write About It TASK 6 Writing a Narrative Story....................................... 22

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

TASK 3 The Stuff of Dreams................................................. 58

Listening TASK 4 In the Dark............................................................... 65

Talk About It TASK 5 A Touch of the Macabre.......................................... 67

Write About It TASK 6 Spinning the Tale..................................................... 68

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

OF CONSPIRACIES AND CREDIBILITY Think About It........................................................................... 71 First Stop................................................................................... 72 Reading TASK 1 Why Do We Believe?............................................... 74

CHAPTER 2

Viewing

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

Reading

COMMON CENTS

TASK 1 Nothing Is Free................................................................. 28

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

Viewing TASK 3 What Is It Worth?.................................................... 37

Reading TASK 4 Free Meals............................................................... 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 3

HORRIFIC Think About It........................................................................... 47 First Stop................................................................................... 48 Reading TASK 1 The Master of Horror............................................... 50

iv

TASK 2 Telling the Tale......................................................... 56

TASK 2 Staging Life.............................................................. 81 TASK 3 False Information about a People ........................... 83

Talk About It TASK 4 True Conspiracies.................................................... 89

Write About It TASK 5 Proven or Disproven ............................................... 90

Above and Beyond.................................................................. 92 CHAPTER 5

OMG, THAT’S ENGLISH? Think About It........................................................................... 93 First Stop................................................................................... 94 Listening TASK 1 Shaggy Dudes and French Normans...................... 96

Reading TASK 2 The Revolution in the Evolution................................ 98 TASK 3 A Canadian Teen in Singapore..............................105

Talk About It TASK 4 Auditions................................................................111

Write About It TASK 5 Review or Produce..................................................112

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

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1

section

Inside Heading Up 2............................................................... viii Competency Development Checkup......................................... 2

2

section

EXTRA READINGS

CHAPTER 1 THE GREATEST NORDIC LEGACY A More Heroic Hamlet...........................................................116

CHAPTER 4 OF CONSPIRACIES AND CREDIBILITY Smoothly Deceived.................................................................140

CHAPTER 2 COMMON CENTS

CHAPTER 5 OMG, THAT’S ENGLISH?

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

Roarific—The Power of Language Change..........................148

CHAPTER 3 HORRIFIC

Poe’s Beating Heart.................................................................132

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section

GRAMMAR POINTS

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Autumn Reset...........................................................................158 CHAPTER 1 THE GREATEST NORDIC LEGACY POINT 1 Advanced Punctuation

Study Guide............................................................................162 Practise the Point.....................................................................163 POINT 2 More Advanced Punctuation Study Guide............................................................................164 Practise the Point.....................................................................165 Consolidation.....................................................................168 CHAPTER 2 COMMON CENTS POINT 3 Question Tagss

Study Guide............................................................................170 Practise the Point.....................................................................171 POINT 4 Noun Clauses in Questions Study Guide............................................................................174 Practise the Point.....................................................................175 Consolidation.....................................................................178 CHAPTER 3 HORRIFIC POINT 5 Adverbs

Study Guide............................................................................180 Practise the Point.....................................................................181

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WRITING

5

REFERENCES

section

The Essay.................................................................................211 The Topic Sentence..................................................................213 The Paragraph........................................................................215 The Introductory Paragraph...................................................217

section

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

POINT 6 Adverb Position and Sentence Adverbs

Study Guide............................................................................183 Practise the Point.....................................................................185 Consolidation.....................................................................188 CHAPTER 4 OF CONSPIRACIES AND CREDIBILITY POINT 7 Subject–Verb Agreement

Study Guide............................................................................190 Practise the Point.....................................................................191 POINT 8 Pronouns

Study Guide............................................................................194 Practise the Point.....................................................................195 Consolidation.....................................................................198 CHAPTER 5 OMG, THAT’S ENGLISH? POINT 9 Passive Voice: Tenses and Modals

Study Guide............................................................................200 Practise the Point.....................................................................201 POINT 10 Passive Voice: Continuous Forms

and Participial Adjectives

Study Guide............................................................................204 Practise the Point.....................................................................205 Consolidation.....................................................................208

The Body Paragraphs.............................................................219 The Concluding Paragraph....................................................221 The Complete Essay................................................................222

Production Process..................................................................231 Irregular Plural Nouns............................................................232 Common Compound Nouns..................................................233 Common Phrasal Verbs..........................................................234 Common Irregular Verbs........................................................236 Text and Photo Credits............................................................237

HEADING UP

2

Table of Contents

v

Scope and Sequence Chart STRATEGIES Oral Interaction

Viewing/ Listening

C1

C2

How have sagas influenced English literature?

HOW TO

HOW TO

How can money influence your everyday life?

HOW TO

HOW TO

1 2 3 4 5

chapter

request and give feedback

view a text using a graphic organizer

The Greatest Nordic Legacy

chapter

Common Cents

chapter

Horrific

chapter

How can you cope with adversity?

communicate ideas effectively

HOW TO

describe events, ideas and experiences

make the most out of a viewing

HOW TO

tell a story

HOW TO

understand unfamiliar words while listening

How easy is it to turn fiction into fact?

HOW TO

Why is this language so diverse?

HOW TO

make an oral presentation

HOW TO

make inferences while viewing

Of Conspiracies and Credibility chapter

OMG, That’s English?

vi

take risks

HOW TO

use a timeline to map a story

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GUIDING QUESTIONS

GRAMMAR POINTS Reading

Writing

C2

C3

STUDY GUIDE and PRACTISE THE POINT

HOW TO

HOW TO

Autumn Reset

A More Heroic Hamlet Amleth, Prince of Denmark Scandinavian legend

3. Question Tags 4. Noun Clauses in Questions

Deception and Corruption The Pearl

interpret a text using SOAPS

HOW TO

go digital with your production

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annotate a text

HOW TO

ask questions about a text

HOW TO

vary your vocabulary

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

EXTRA READINGS

John Steinbeck

HOW TO

gain a deeper understanding of a text

HOW TO

plan a text

5.

Adverbs 6. Adverb Position and Sentence Adverbs

Poe’s Beating Heart

7. Subject–Verb Agreement 8. Pronouns

Smoothly Deceived

9. Passive Voice: Tenses and Modals 10. Passive Voice: Continuous Forms and Participial Adjectives

Roarific—The Power of Language Change The Prodigal Tongue

“A Tell-Tale Heart” Edgar Allan Poe

HOW TO

interpret a text using SOAPS

HOW TO

expand your vocabulary while you read

HOW TO

reflect on language register and audience

HOW TO

use guiding questions and prompts to prepare to respond

HOW TO predict

HOW TO

guess meaning from context

HOW TO

HOW TO

use new vocabulary in your writing

“The Infamous War of the Worlds Radio Broadcast Was a Magnificent Fluke” A. Brad Schwartz

(Chapter 1) Mark Abley

use knowledge of grammar to construct the meaning of the text

HEADING UP

2

Scope and Sequence Chart

vii

Inside Heading Up 2

2nd Edition

Heading Up 2, 2nd Edition, is comprised of five sections: a section of five theme-based chapters; an Extra Readings section; a Grammar Points section, a Writing section; and a helpful References section. Explore the features that will help you broaden your language-learning experience.

CHAPTERS

First Stops offer brief C 1 activities to activate your knowledge of the theme and to help you practise oral interaction.

Reading C 2 tasks are organized with Before, While and After Reading activities, along with one or more reading How to … 1 strategies

• Notes 2 columns appear alongside reading texts to facilitate note-taking and vocabulary development.

• Grammar Notice 3 boxes ask you to consider grammar as you are reading along, and also refer you to the grammar rules and practice in the Grammar Points section of the book.

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• Glossary 4 provides definitions of unfamiliar words, along with their part of speech.

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The chapters begin with a guiding question and Think About It activity for oral interaction, as well as suggested theme-related readings and movies listed in the LEARN MORE rubric.

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TALK ABOUT IT

WRITE ABOUT IT

In small groups, discuss the setting of Iceland. Describe how it would feel to arrive and settle in such a place.

Why do you think Icelanders started writing and telling stories? What led to this creative outpouring of literary activity?

C3 If you could go anywhere in the world to learn the English language, where would you go and why?

My POV In teams, come up with three puns that rely on homophones. Use words that you found in the activities.

Talk About It, Write About It and My POV rubrics in the margins provide additional oral interaction and writing activities throughout a chapter. The POV rubric offers a topic question that can be answered in writing or discussed in a group.

Viewing and Listening C 2 tasks are also organized with Before, While and After activities, along with appropriate How to … strategies.

Talk About It C 1 presents tasks with games, scenarios, role-plays and other activities for more dynamic oral interaction situations.

Above and Beyond pages are included in order to have fun with the theme and with the learning process.

Write About It C 3 tasks help you to reinvest your learning by offering you a choice of text-types and ­templates to make it simple for you to start writing.

• Project Zones 5 indicate ways to include the production process as you develop Competency 3.

HEADING UP

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Inside Heading Up 2

ix

The GRAMMAR POINTS material is divided into three parts: Autumn Reset, Study Guide and Practise the Point.

• The Autumn Reset 6 is a section that helps teachers assess student needs at the beginning of the school year.

• Practise the Point 7 activities follow the Study Guide rules, including text-based exercises.

• A Notes 8 column is a space for you to write your own examples or remind yourself of something important about the grammar point.

The WRITING SECTION 9 offers how-to tips on essay writing, with models. Practice activities 10 include writing different sentence types, developing topic sentences and using transition words and phrases.

The REFERENCE SECTION provides tips on learning strategies and processes, as well as useful lists of compound nouns, phrasal verbs and common irregular verbs.

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EXTRA READINGS C 2 allow you to read another in-depth text about the theme.

The readings and activities are designed so that you can do them autonomously.

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4

OF CONSPIRACIES AND CREDIBILITY How easy is it to turn fiction into fact?

CONTENTS FIRST STOP..................................................... 72 READING Task 1: Why Do We Believe?... 74 VIEWING Task 2: Staging Life …............. 81 READING Task 3: False Information about a People …........ 83 TALK ABOUT IT Task 4: True Conspiracies ........ 89 WRITE ABOUT IT Task 5: Proven or Disproven .... 90 ABOVE AND BEYOND ......................................... 92 EXTRA READINGS Smoothly Deceived ...............140

LEARN MORE!

Debunked!: Conspiracy Theories, Urban Legends, and Evil Plots of the 21st Century

by Richard Roeper (non-fiction)

A Field Guide to Lies: Critical Thinking in the Information Age

by Daniel Levitin (non-fiction)

THINK ABOUT IT …

In a world of social and live media, conspiracy theories abound. Believers claim President Kennedy was killed by a team of Mafia-backed hitmen; that NASA faked the moon landing; and that the attack on the World Trade Center was a conspiracy between the Israeli intelligence service and the US military. In fact, 40 percent of Americans believe one of these theories to be true. Thankfully, there are ways of checking the credibility of these theories. It is not as difficult as it may seem.

What influences the way you view conspiracy theories?

How do they work? How can you tell if a theory is based on facts? How do you decide what is true?

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

11/12/63

by Stephen King (novel)

Night

by Elie Wiesel (memoir)

This Changes Everything

by Naomi Klein (book and 2015 film)

CHAPTER

Glossary

believers noun people who accept a theory or set of ideas as true credibility noun the quality of being trusted or believable

4 • Of Conspiracies and Credibility

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NAME:

First 1

GROUP:

ST P

TRUTH-FINDING WORDS Match the terms with a definition. critical thinking

a. The act of killing an entire group of people, specifically

Roswell, New Mexico

b. A plan meant to trick people into believing an event is true

Tuskegee study

c.

shape-shifting alien

d. Reasoned inquiry based on facts and free of influence

Glossary

e.

A town in the southwest United States where extraterrestrials reportedly crash landed in 1947

f.

An extraterrestrial being that changes the physical structure of its body to suit the needs of its environment

g. A government experiment conducted on African-American

shape-shifting adj in science fiction, having the ability to change physical form

men in the southern United States, from the 1930s to the 1970s

TRUE OR DEBUNKED? Based on your knowledge, have the following conspiracy theories been proven to be true or have they been debunked?

1.

COINTELPRO, an FBI counter-intelligence operation, harassed political groups in the 1970s.

TRUE DEBUNKED

2.

A US president approved the burglary of the headquarters of a rival political party.

TRUE DEBUNKED

3.

The CIA funded mind-control experiments on Canadian citizens in the 1950s and 1960s.

TRUE DEBUNKED

4.

Ideological and financial interests are behind the science used to describe the effects of global warming.

TRUE DEBUNKED

5.

Vaccination causes autism.

TRUE DEBUNKED

6.

Chemtrails are chemical and biological agents spread by planes in order to control the population.

TRUE DEBUNKED

Princess Diana was killed by agents of the British royal family to prevent her from marrying a non-Christian.

TRUE DEBUNKED

7.

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Glossary

debunked verb exposed as false; to prove an idea or belief is not supported by facts

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Zionist

2

A supporter of the re-establishment of a Jewish homeland during the late 19th to early 20th century from feelings or emotions

hoax

genocide

a whole nation, race or religious group

NAME:

3

GROUP:

WHAT MAKES IT A FAKE? Put a check mark next to the criteria that you should use to test if a conspiracy theory is probably not true. Explain your answers to a partner.

Criteria

Check

The theory would need the complicity of an extensive network involving almost everyone for it to work.

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The event can be explained with scientific evidence and/or historical records.

The conspiracy theory takes into account only evidence that aligns with the theory.

The evidence in the theory is not verifiable using multiple and independent sources.

Alternative theories are not accepted by the author of the conspiracy theory.

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CHECK YOUR SOURCES To help you find good news sources, read the meaning of C-R-A-A-P criteria.

With a partner, agree on a conspiracy theory you wish to research. Then, do the CRAAP test on each source you find. If a source meets a criteria, insert a check mark in the appropriate column of the chart.

Prepare to explain your answers.

C = Currency The information is current and not out of date.

A = Accuracy The information can be cross-checked with other reliable sources.

Conspiracy theory

R = Relevance The information is relevant and reliable.

A = Authority The author or publisher of the information knows the topic very well.

P = Purpose The intention is to provide impartial, objective information.

SOURCE

C

R

A

A

P

1.

2.

3.

4.

5.

CHAPTER

4 • Of Conspiracies and Credibility

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NAME:

TASK

ONE

C2

GROUP:

Why Do We Believe?

READING SETTING IT UP

Some people accept conspiracy theories more quickly than others.

The reasons are often emotional, but when millions believe an unorthodox theory, the reasons become both complex and fascinating.

A Before Reading 1 LOOKING AT VOCABULARY Find the definition for each word or expression.

My POV Discuss in small groups a current event that has theories built up around it.

1.

undermine

a. belief or opinion

2.

shady stuff

b. vaccination or injection

3.

salve

c.

4.

flash in the pan

d. predisposition or leaning

5.

uphill battle

e.

flare up or eruption

6.

bias

f.

brief success or fad

7.

stance

g. weaken or disprove

8.

inoculation

h. dishonest, illegal actions

9.

outbreak

i.

arduous or bothersome

alleviate or heal

2 GETTING READY Answer the following questions. Explain your answers.

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1.

Why do people choose to believe a conspiracy theory?

2.

Do you think that the government or its agencies are trying to hide the truth about current events? What makes you think this?

3.

What can you do to find out about the accuracy of a conspiracy theory?

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For more practice, go to the interactive activities.

NAME:

GROUP:

3 DEBUNKING IT As a group, answer the following questions.

1.

Use a dictionary or resource to distinguish between the terms conspiracy and conspiracy theory. Provide an example for both concepts.

Conspiracy

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Example:

2.

Conspiracy theory

Example:

For generations, many have believed that formal education is a conspiracy to control the minds of teenagers by forcing them to all learn the same things.

How would you go about trying to reason with someone who believes this?

B While Reading 4 READING THE TEXT

HOW to 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.

As you read the text on pages 76 to 78, circle the words that are synonyms.

In the margin, note down any differences in the meanings of the synonyms, based on their context.

When you finish reading, verify the accuracy of your notes by consulting a resource such as a dictionary, thesaurus or your teacher.

CHAPTER

4 • Of Conspiracies and Credibility

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Conspiracy craze : Why 12 million Americans believe alien lizards rule us

Notes

By Olga Oksman, The Guardian

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15

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25

Glossary

undermine verb to injure or weaken by multiple small actions infamous adj known for very negative reasons; scandalous Tuskegee noun African-Amercian university in Alabama

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According to a Public Policy Polling survey, around 12 million people in the US believe that interstellar lizards in people suits rule our country. We imported that particular belief from across the pond, where professional conspiracy theorist David Icke has long maintained that the Queen of England is a blooddrinking, shape-shifting alien.

Conspiracy theories in general are not necessary bad, according to psychologists who study them. “If we were all completely trusting, it would not be good for survival,” explains Rob Brotherton, an academic psychologist and author of Suspicious Minds: Why We Believe Conspiracy Theories. “Sometimes people really don’t have our best interests in mind.”

But when people leap from thinking their boss is trying to undermine them to believing their boss might be a secret lizard person, they probably cross from what psychologists refer to as “prudent paranoia” into illogical territory.

And there are a lot of illogical ideas to pick from. Around 66 million Americans believe that aliens landed at Roswell, New Mexico; around 22 million people believe that the government faked the

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moon landing; and around 160 million believe that there is a conspiracy surrounding the assassination of former US president John F. Kennedy.

While aliens and fake moon landings probably trigger eye rolls in many of us, defining what constitutes a conspiracy theory is difficult, Brotherton says. The government, for example, does sometimes conspire to do the unspeakable, such as the infamous 1930s Tuskegee [University] study, initiated by the US government to examine untreated syphilis in African-American men. Researchers blocked research participants from receiving penicillin or exiting the experiment to get treatment. The study continued until a media report made it public. In this case, believing that the government was conspiring to keep people sick would have been completely accurate.

There are characteristics that help differentiate a conspiracy theory from prudent paranoia, Brotherton says.

Conspiracy theories tend to depend on conspirators who are unduly evil, he explains, with genocide or world domination as a motive. Conspiracy theories also tend to assign an usually high level of competency to the conspirators, Brotherton adds, pointing out that when the government really does “shady stuff ” it often isn’t able to keep it secret.

Chances are, we all know someone who believes some version of a conspiracy theory, which is why

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Psychologists are trying to determine why otherwise rational individuals can make the leap from “prudent paranoia” to illogical conspiracy theories.

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psychologists have been trying to understand what makes someone jump from logically questioning the world to looking for signs of lizard teeth in public figures. Research has shown that feelings of powerlessness and uncertainty are associated with a tendency to believe in conspiracies, says Karen Douglas, professor of social psychology at the University of Kent in the UK. Or as Joseph E. Uscinski, associate professor of political science at the University of Miami and author of American Conspiracy Theories, puts it, “conspiracies are for losers.”

“I don’t mean it in the pejorative sense, but people who are out of power use conspiracy theories to strategically alert their side to danger, to close ranks, to salve their wounds,” Uscinski explains. “Think of any election, the morning after, half the country says the election was rigged and the other half is happy.”

Believing in a conspiracy theory is one strategy people use to regain a sense of control, even if the conspiracy theory is unrelated to what caused the lack of control in a person’s life, Brotherton says.

Conspiracy theories are a way for someone to understand what is going on in the world and try to restore some sense of control in his or her life, he explains.

Studies also find a relationship between a certain type of open mindedness and a tendency to believe in conspiracy theories.

People who believe in these also believe in New Age dogmas, urban legends and all sorts of slightly unorthodox ideas, Brotherton explains. Unsurprisingly, a

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tendency to be suspicious and not to trust people or institutions is also positively correlated with how likely someone is to believe in a conspiracy theory.

The most widely appealing conspiracy theories are the ones that allow a person to insert their own villain of choice, Uscinski says.

For example, conspiracy theories around the assassination of JFK are so popular in part because they allow believers to blame the coverup on whichever power they most fear: the US government and associated agencies like the CIA or the former Soviet Union and Cuba.

Notes

GRAMMAR NOTICE

What do you notice about the pairs of highlighted nouns and verbs?

To learn more, see page 190.

Most conspiracy theories come and go, Uscinski says, and it is hard to get more than 25% of the population to believe in a particular one. There is a natural ceiling to the number of people who will buy into any one particular conspiracy theory, says Uscinski, who points to those that emerged after the death of US supreme court Justice Antonin Scalia – which were a “flash in the pan” and quickly disappeared as people moved on to the “next thing”.

But once someone believes a conspiracy theory, dissuading him or her of it is an uphill battle. That’s because belief in a conspiracy is not based on facts and logic, Brotherton explains. Something as straightforward, for example, as pointing out the lack of evidence for a conspiracy theory would only reinforce the belief that the evidence for it was suppressed. Getting someone to let go of a favorite conspiracy theory is like convincing a Republican to become a Democrat and vice versa, Uscinski says.

CHAPTER

Glossary

close ranks idiom to unify a group, especially when challenged by outside threats rigged verb manipulated a vote, test, etc., so that the results are not fair

4 • Of Conspiracies and Credibility

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Glossary

scrutinize verb examine closely

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“We like to believe we objectively scrutinize information and come to reasonable beliefs,” Brotherton says, but in reality we have “all kinds of biases built into our brains.”

He cites a study in which researchers recruited a group of people who believed in JFK assassination conspiracy theories and a group who doubted the theories. Both groups were given a packet of purposefully ambiguous information.

“If everyone was rational, the information would moderate their beliefs,” Brotherton explains, and those who were sure of a conspiracy would start to doubt it, while those who were sure there was no conspiracy would also question their stance. “The opposite happened: people picked and chose the information they wanted to believe and everyone became more sure of their initial beliefs.”

While most conspiracies tend to gain traction in a very small number of people, when someone acts on a conspiracy, it can become dangerous very quickly. Cliven Bundy’s followers have tended to believe in everything from the government secretly microchipping millennials to the United Nations running the Bureau of Land Management. People who believe that the mass shooting in Sandy Hook, Connecticut, was faked have harassed the families of children that were killed.

Douglas and her colleague Dan Jolley, have studied the social consequences to contemporary conspiracy theories. They have examined the impact of believing in government conspiracy theories, in climate change conspiracy theories and anti-vaccine conspiracy

theories. The findings were troublesome, says Douglas.

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In one experiment, researchers took two groups of participants and gave one group an article about antivaccine conspiracy theories, such as the idea that pharmaceutical companies fake the safety and efficacy data for inoculations because the shots make so much money. The other group did not read the article. All the participants were then asked to think about being a parent of a three-year-old and asked if they would vaccinate the child against a fictional disease.

The participants who had read the anti-vaccine conspiracy literature showed they were less likely to intend to have the child inoculated.

In the US, those findings are playing out in places like California, which saw an outbreak of measles in 2014 in areas where children were not routinely vaccinated. It’s understandable why people are drawn to anti-vaccine conspiracy theories, Brotherton says. When people are dealing with some of the most important choices in their lives, like how to raise their children, and something unsettling happens, “your brain will reach for explanations, for a sense of order.” A person under those circumstances is not likely to critically evaluate the evidence presented, and the internet “is full of people that are convinced that vaccines are bad.”

While, as Uscinski points out, there is a ceiling for the number of people who will buy into a particular conspiracy theory, the antivaccination movement is one example of how a small number of people can make a wild conspiracy theory go viral.

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Notes

NAME:

GROUP:

C After Reading

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5 CHECKING FOR GLOBAL UNDERSTANDING 1.

Name four conspiracy theories mentioned in the text.

2.

What type of personality is most attracted to conspiracy theories?

3.

What became of the participants in the Tuskegee study?

4.

Which type of conspiracy theory is the most appealing to people?

5.

What could happen if someone acts on the belief that a conspiracy is true?

6.

What has been a consequence of the anti-vaccine conspiracies?

6 CHECKING FOR GREATER UNDERSTANDING 1.

How does the author of the article explain the difference between “prudent paranoia” and “illogical thinking”?

CHAPTER

4 • Of Conspiracies and Credibility

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GROUP:

2.

Explain the following quotation and what it means for conspiracy theories.

“Think of any election, the morning after, half the country says the election was rigged and the other half is happy.”

3.

The government and its agencies are sometimes responsible for cover-ups.

Explain why this fact is helpful for conspiracy theorists.

4.

According to the text, why is it difficult to change someone’s belief in a conspiracy theory?

D Reinvest Your Understanding Why has the anti-vaccination movement gained so much momentum? Explain your answer with sources. Use the CRAAP test to make sure your sources are reliable and objective.

My POV In groups of two or three, discuss which conspiracy theory you find most harmful.

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NAME:

NAME:

GROUP:

Staging Life

TASK

TWO

C2

VIEWING SETTING IT UP

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Take a peek at the activities of an “Insta-Family” and all they do to gather followers. Are they for real? You decide.

A Before Viewing

For more practice, go to the interactive activities.

1 DEFINING EXPRESSIONS Match the word or expression to its definition.

1.

number of people following a post

a. brand

2.

products that appear in a story for a fee

b. all that jazz

3.

video instructions that show how to do something

c.

4.

a person who writes about his or her experiences on a website

d. productivity hacks

5.

trademark; distinctive style

e.

engagement

6.

helpful practical tips

f.

sizable

7.

to fit together perfectly; to mesh

g. tutorial

8.

… and everything else similar

h.

sponsored content

9.

to be part of a larger group, idea, etc.

i.

blogger

j.

falls under one umbrella

10. fairly large

dovetail

2 PREPARING TO VIEW

HOW to

Answer the questions before you view the video.

1.

Can you tell what’s real and what’s fake?

YES

2.

What clues do the music and people’s facial expressions give about the authenticity of a story?

NO

B While Viewing 3 THE LANGUAGE OF PERSUASION While you listen, pay close attention to the choice of words and expressions.

What can you infer from the language?

CHAPTER

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

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NAME:

GROUP:

C After Viewing 4 CHECKING FOR GLOBAL UNDERSTANDING

1.

Why did the Anderson family have an awesome week?

2.

What makes each of the members of the family special?

3.

What is one of the things that the mother keeps asking her son?

What is his answer?

4.

What are some of the tricks the family uses to make their life look “perfect”?

5 CHECKING FOR GREATER UNDERSTANDING 1.

Why is the mother’s quotation “It’s all about family” ironic? Explain using examples from the video.

2.

What clues in that video make you suspect that all is not what it seems?

D Reinvest Your Understanding Go back to the conspiracy theory you researched for the First Stop (page 73) or choose another questionable piece of news. How could you create a spoof or satire about it? What elements would you focus on?

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Answer the questions.

NAME:

GROUP:

False Information TASK about a People THREE

C2

READING

© 2018, Les Éditions CEC inc. • Reproduction prohibited

SETTING IT UP

Targeting a specific group of people is a common feature of conspiracy theories. One such theory has been around since the late 19th century and, even though it has been proven —repeatedly—to be a fake and a forgery, it is one of the most widely distributed publications in modern times.

Glossary

A Before Reading

forgery noun something claimed to be genuine or authentic WW abbreviation World War

1 PUTTING IT INTO CONTEXT Complete the timeline with the list of historical events.

•S tart of anti-Jewish pogroms • End of WW1 1880s

•A dolf Hitler in power •S tart of WW2 •S tart of WW1 • R ussian Revolution •M ein Kampf published • S tock Market Crash

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•H olocaust / end of WW2 • Partition of Palestine

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2 VOCABULARY Using a dictionary, if necessary, define the following terms.

1.

anti-Semitism:

2.

bigotry:

3.

stereotype:

4.

prejudice:

5.

rhetoric: CHAPTER

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NAME:

GROUP:

3 WHAT DO YOU KNOW?

TALK ABOUT IT

Test you knowledge further. In a small group: - Identify the main people targeted in each genocide in the chart.

- Name three other genocides from history or current events.

1.

What is genocide?

2.

How many people were killed in the following genocides?

Armenian

1.5 million

3 million

350,000

Cambodian

250,000

1 million

1.5 to 3 million

Holocaust

600,000

6 million+

2 million

Rwandan

200,000

2 million

500,000 to 1 million

3.

Look at the following images. What do you know about the Holocaust?

4.

Discuss your answer to #3 with your partner.

5.

What is the purpose of negative propaganda?

HOW to use guiding questions and prompts to prepare to respond - Take note of the chapter’s guiding question, task and activity titles and their set-up.

- Look through the chapter and glance at the various task titles.

- Pay particular attention to the content of the activity at hand.

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B While Reading 4 READING THE TEXT As you read the text on pages 85 to 87, look at the words or expressions that are in quotation marks. Note in the margin how they make you react.

© 2018, Les Éditions CEC inc. • Reproduction prohibited

Answer these questions about genocide.

Protocols of the Elders of Zion

© 2018, Les Éditions CEC inc. • Reproduction prohibited

The lie that would not die.

by Brigitte Sion, journalist and lecturer based in Berne, Switzerland

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The Protocols of the Elders of Zion is an anti-Semitic pamphlet, or book, published in Russia at the end of the 19th century. It purports to be the minutes of meetings held secretly by Jewish wise men plotting to control the world.

Exposed many times as a forgery, the Protocols has nevertheless continued to be translated, published, and distributed all over the world, from the United States to Japan, from the Arab world to Latin America. Its legacy is alive and well today in the charter for Palestinian terrorist group Hamas, as well as among holocaust deniers and conspiracy theorists.

Contents of the Protocols 20

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The Protocols consists of 24 “meetings” during which the chief of the Jewish wise men explains how to turn non-Jews into slaves and how to take hold of various global institutions.

The text contains a critique of liberalism, an analysis of methods that can be used to gain control of the world, and a description of the universal State to come. The book does not give details about the identity of the wise men, the author of the “minutes,” the time and place of the meetings, the intended audience, or the ways in which the manuscript was made public.

Different editions give different accounts of where the manuscript

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Notes

was “found.” In some editions, it was discovered in the “chancellery of Zion,” purportedly located in France. In others, it was obtained by “a woman who knew one of the top leaders of Free Masonry,” another society typically associated with Jewish conspiracies. In other editions, the Protocols was presented by Zionist leader himself at the First Zionist Congress in 1897.

Who Wrote the Protocols?

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The true origin is less colorful. At the end of the 19th century, as popular unrest was threatening the czarist regime in Russia, the secret police of the czar — known as the Okhrana (the forerunner to the KGB) — opened a branch in Paris with the hope of securing a Franco-Russian alliance. The head of this section, Pierre Ivanovitch Ratchkovsky, foiled bombing attempts that he had masterminded himself, had personal foes assassinated, wrote letters denouncing so-called revolutionaries, and published anonymous pamphlets that he would then use as proof of anti-czarist activity that needed to be curbed. The Protocols gives a taste of his imagination. He was looking for a scapegoat in order to calm down Russian unrest against the czar in the 1890s. The Jews came in handy, since anti-Semitism was widespread in Russia, and conspiracy theories involving Jews were blossoming at CHAPTER

Glossary

Elders of Zion noun fictitious organization of Jewish leaders purports verb pretends plotting verb secretly planning to do something bad Free Masonry noun fraternity believing in the brotherhood of all men foiled verb prevented from happening scapegoat noun person or group falsely blamed for a situation or event

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paradigmatic adj relating to basic assumptions shared by a group the Dreyfus Affair noun scandal in which a Jewish captain in the French army was falsely accused of giving military secrets to the Germans pamphlets noun thin books with a paper cover on a controversial subject farce noun something serious that becomes ridiculous due to mismanagement

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the time. Indeed, another paradigmatic claim of Jewish conspiracy occurred in France in 1894 with the Dreyfus Affair.

Ratchkovsky, who was later unmasked as the author of pseudorevolutionary pamphlets and forced to return to Russia, fabricated the Protocols in 1897 or 1898 in Paris. He sent the “revealing” manuscript to a Russian mystical writer, Sergey Nilus, who translated it from the French into Russian and published the text in 1903 in a nationalist review, Znamia (The Flag). The editor of the journal, Krutschevan, a well-known anti-Semitic leader in Russia, was the organizer of the recent pogrom (government-orchestrated attack on Jews and Jewish property) in Kishinev. Like in all subsequent editions of the Protocols, there is no mention of the author or the origin of the manuscript. It is simply stated that the document was written in France and the subtitle “Jewish Conspiracy To Control the World” is added on the cover of some editions.

The czar and his advisors were impressed by the content of the text, though it was quickly understood to be a forgery. However, it did not deter the Orthodox Church and other institutions from distributing it throughout the Russian Empire and beyond. By 1917, it became a bestseller in Europe and the United States, where it was published by the American car magnate and notorious anti-Semite Henry Ford.

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Details of the Plot

The Protocols’ conspiracy to destroy Christianity and control the world includes a plan to take over the media, as laid out in the 12th Protocol: “Literature and journalism are two of the most important

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educative forces, and therefore our government will become proprietor of the majority of the journals…It will put us in possession of a tremendous influence upon the public mind.” As part of the conspiracy, the Pope and the Church will be annihilated “so that only years divide us from the moment of the complete wrecking of that Christian religion (Protocol 17).”

The final takeover will be achieved financially: “We shall replace the money markets by grandiose government credit institutions, the object of which will be to fix the price of industrial values in accordance with government views…You may imagine for yourselves what immense power we shall thereby secure for ourselves… (Protocol 21).”

The text makes the Jews responsible for present and past disasters, from the downfall of Christian monarchies to the French Revolution and the advancement of liberal and bourgeois ideas. The Protocols contain a number of metaphors essential to conspiracy vocabulary, such as an “invisible hand” pushing pieces on a chessboard. The plotters are portrayed as poisonous snakes, spiders weaving their webs, and wolves ready to devour Christian sheep. The last protocols describe the future reign of the Jews in Christian terms, announcing the coming of a “King of the Jews” who will be “the real Pope of the Universe, the patriarch of an international Church.”

Exposing the Farce

In May 1920, the Times of London wrote favourably about the Protocols, judging they were real because of their prophetic value: The real danger did not come from Germany, but from the Jews, and everything that was accomplished against them was “justified, necessary and urgent.”

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Notes

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A year later, however, the Times withdrew its support for the pamphlet. The Times’ correspondent in Constantinople, Philip Graves, discovered that the Protocols was a fabrication. The reporter revealed that the Protocols did not originate from a mysterious Jewish source and included sections plagiarized from a book written in 1864 by a Frenchman, Maurice Joly, attacking Napoleon III and his policies. The Protocols contain about 160 passages taken from Joly’s Dialogue in Hell between Machiavelli and Montesquieu.

A closer look at the Protocols casts further doubt on its authenticity.

There is a large part devoted to the situation in France at the end of the 19th century, the time and place where the Protocols were written. The original French text contains spelling errors, grammatical awkwardness, and a number of typical Russianlanguage structures that divulge the identity of the author.

Further confirmation of the Protocols’ forged nature came in 1935 during a trial in Bern, Switzerland. The Federation of Jewish Communities in Switzerland sued a local pro-Nazi group for distributing copies of the antiSemitic pamphlet. The trial became an opportunity to dissect the text and expose it as a hoax. Russian witnesses testified that the Protocols was a forgery created by Ratchkovsky for political purposes.

And yet the popularity and legacy of the Protocols continued to flourish.

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Still in Circulation The Nazis found great inspiration in the Protocols and used it to blame the Jews for Germany’s defeat during World War I, the financial

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bankruptcy of the State, and the decline of the German race.

Convinced that a Jewish conspiracy was in the works, Hitler mentioned the Protocols in his tract Mein Kampf and in speeches, while Minister of Propaganda Josef Goebbels distributed the text widely.

Later in the century, the Protocols became a bestseller in the Muslim world. The Protocols helped provide a denunciation of Zionism as the source of all problems in Arab lands, an excuse for the defeat of Arab armies, and a reason for their slow economic development. The Palestinian Islamic group Hamas, which now rules Gaza, has made excerpts of the Protocols actual articles of its charter. According to Hamas’ political agenda, calling for the destruction of Israel is justified as a means of survival necessary before Zionists take over the rest of the world. From Iraq to the Palestinian territories, from Egypt to Iran, from Turkey to Indonesia, there is not one Muslim country that has not published or distributed the Protocols, even in recent years.

Holocaust deniers have also contributed to the legacy of the Protocols. They claim that the Holocaust never happened and that it was a Jewish plot aimed at establishing the State of Israel and receiving financial compensation from Germany. They cite the Protocols to confirm their fantasies, and they provide editions in various languages on the Internet.

The fact that the text of the Protocols continues to be reprinted, quoted, and recycled to this day remains a troublesome curiosity in the history of hoaxes and conspiracy literature.

CHAPTER

Notes

GRAMMAR NOTICE

Look at the highlighted words in the text.

What function do these words serve?

To learn more, see page 194.

Glossary

fabrication noun untruth; something created to deliberately deceive testified verb gave truthful evidence in court

4 • Of Conspiracies and Credibility

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NAME:

GROUP:

C After Reading 1.

What is the main idea in the Protocols of the Elders of Zion?

2.

Who was the author of the Protocols and what was his motivation?

3.

How well did the pamphlet sell in the early 20th century?

4.

What two important industries does the pamphlet claim Jewish elders wish to control in the world? Provide reasons.

5.

What British newspaper retracted its support for the Protocols?

6 CHECKING FOR GREATER UNDERSTANDING 1.

How was the book publically exposed as a hoax for the first time?

2.

What influence did the Protocols have on the Nazis and even to this day?

D Reinvest Your Understanding The Protocols of the Elders of Zion is an example of how conspiracy theories, fabrication and hatred can inspire people to commit the worst crimes imaginable.

Write a text to someone unfamiliar with the Protocols, explaining the danger false information can have on understanding people of other cultures and even on world peace.

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5 CHECKING FOR GLOBAL UNDERSTANDING

NAME:

GROUP:

True Conspiracies

TASK

FOUR

C1

TALK ABOUT IT SETTING IT UP

© 2018, Les Éditions CEC inc. • Reproduction prohibited

Unfortunately, history is full of conspiracy theories. Learn about one and share it with the class.

1 SELECTING A TOPIC With a partner, choose and research an event that is controversial but which historians and other important sources now consider to be a conspiracy against a group of people.

Tuskegee study

The Holocaust

Genocide of Native-Americans

The African slave trade

Project MKUltra

Other

The sixties scoop of Indigenous children

2 MAKING YOUR PRESENTATION Make a brief presentation of about 5 minutes to a small group or to the whole class.

Make notes on what you want to say. Do not write out your speech.

Include these points in your presentation: • Where did the conspiracy take place?

• When did it take place?

• What was the conspiracy about?

• Why was the conspiracy put into action?

• How was it discovered to be true?

CHAPTER

HOW 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.

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NAME:

TASK

FIVE

C3

GROUP:

Proven or Disproven WRITE ABOUT IT

To see how blogs and vlogs are written, search online for guidelines on how to write a blog or a vlog entry. If you do a vlog, make sure to keep the energy up during your presentation

of Text You Want to Write Blog Vlog

B Choose Your Topic Write about a conspiracy theory you wish to prove or disprove.

Assassination of JFK Moon landings 9-11 Other:

HOW to 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 conspiracy.

- Change any parts that are too formal.

C Plan Your Text Find the best three to four sources and make sure they pass the CRAAP test. Below is an example.

C R A A P Test Source 1 It’s current because It’s relevant because It’s authoritative because It’s accurate because It has a clear purpose because

Review the reading and listening tasks in this chapter for ideas.

Brainstorm your topic by doing some initial research online with a variety of sources.

Plan to write about 250 words, or whatever length your teacher assigns.

Find evidence to prove or disprove your position.

D Write a Draft Go with the flow of your ideas.

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

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

Use new vocabulary from this chapter.

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

Ask yourself if your message is clear.

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

F Edit Your Text Check your punctuation, spelling and grammar.

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

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

G Go Public Share your text with someone.

Post it online as a blog or vlog.

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A Select the Type

NAME:

GROUP:

PROJECT ZONE With partners, prepare a media presentation (e.g., Prezi, Powerpoint, Impress) about a conspiracy theory. Include some of the following media in your presentation: newspaper or magazine article, online article, fact sheet, poster, video, or any other medium.

© 2018, Les Éditions CEC inc. • Reproduction prohibited

MODELS Blog

Find a catchy title.

Alien Wielding Wand Attacks Couple First entry

April 14

Date your entry and introduce the conspiracy theory that you chose.

• State your role clearly Our goal is to prove that the event actually happened.

• You may refer to information you recently read or saw.

The Onion reported that …

When we checked reports on the abduction at the National Library, we discovered …

Middle entries

Vlog

Find a catchy title.

Are They for Real?

First entry

April 14

• Introduce yourself and the topic.

Hey there. This is Billy Sue and Billy Bob coming to you with another episode of …

• Explain in details the topic of your vlog script.

You won’t believe what we learned about …

• Include examples and reasons for your choice of conspiracy.

Take the time that she was suddenly appeared in London …

Another reason to believe this is real …

• Detail the events and facts that you Middle entries are using to prove the theory is real.

We know that aliens landed at Roswell … • Detail the highlights of the conspiracy, what you discovered about it, how you • Use rhetorical techniques such as discovered those facts, etc. similes, metaphors, repetition, exaggerWe stumbled upon a picture of … ation or humour.

Although the quality of the images is …

As the alien flew the coop, it left behind traces of the weapon from beyond.

Last entry

Last entry

• Finish your script by restating your goal and main observations.

• State what you learned during the research and connect to an element of it. • Address the viewer directly.

So, viewers, we rest our case.

As we investigated, it brought back It's undeniable that ... memories of that time Uncle Joe and I thought we saw a UFO …

CHAPTER

Glossary

wand noun thin baton used to perform magic flew the coop expression escaped beyond noun outer space

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NAME:

GROUP:

Above

AND

BEYOND ALL ABOUT … CONSPIRACIES With a partner, create a questionnaire to determine if visual cues and fake headlines can sway people’s opinion. Include the following: Create your conspiracy theory, or test one from this chapter.

Create visual evidence supporting the theory (fake headlines, photos, etc.). © 2018, Les Éditions CEC inc. • Reproduction prohibited

Prepare your questionnaire. Briefly explain the conspiracy theory.

Present your fake evidence to half of your participants. Give them time to look it over.

Give the other half the questionnaire without using your “evidence.”

Question the two groups about their belief in the conspiracy and compare the results. Is there a difference?

Present the results of your sample evaluation and questionnaire to the rest of the class.

JUST FOR KICKS Can you navigate your way through credible events and conspiracy theories? Decide if each of these news headlines is true, a figment of someone’s imagination, or if the jury is still out.

British Empire gold was hidden in Montréal during WWII.

Gondola planned between Mount-Royal Park and St-Helen’s Island

TRUE FALSE UNDETERMINED

TRUE FALSE UNDETERMINED

Canadian entertainers and producers try to take over Hollywood.

TRUE FALSE UNDETERMINED Most advanced Canadian fighter jet cancelled by the US government!

TRUE FALSE UNDETERMINED

Glossary

credible events noun things that happened, according to reliable sources

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EXTRA READINGS CHAPTER 1

CHAPTER 4

A More Heroic Hamlet........................................................... 116

Smoothly Deceived................................................................... 140

CHAPTER 2

CHAPTER 5

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

Roarific—The Power of Language Change.............................. 148

CHAPTER 3 Poe’s Beating Heart................................................................... 132

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NAME:

GROUP:

Chapter 4 • Of Conspiracies and Credibility

EXTRA READINGS C2

Smoothly Deceived SETTING IT UP

A Before Reading 1 DEDUCING THE MEANING Find a synonym for the underlined word in each excerpt from the text.

Use resources as needed.

1.

… that War of the Worlds would throw its audience into panic.

2.

… from protestations of innocence to playful hints …

3.

… rather than a mere radio play.

4.

… found its premise implausible.

5.

Science fiction in the 1930s was largely the purview of children.

6.

… a play that seemed destined to flop …

7.

…was an unmitigated disaster.

8.

…to recount the wandering of a lone survivor …

9.

… leaving the script somewhat lopsided.

10. … to make the transitions from actual time to

fictional time as seamless as possible …

2 CATCH ME IF YOU CAN Answer the following questions.

1.

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Are there news sources that you can trust more than others? Explain your answer.

© 2018, Les Éditions CEC inc. • Reproduction prohibited

In 1938, CBS radio aired an adaptation of H. G. Wells’s novel The War of the Worlds that lead listeners to believe that an alien invasion was underway.

© 2018, Les Éditions CEC inc. • Reproduction prohibited

NAME:

GROUP:

2.

If a news article purporting to be true shows up on a social media page that you use, would you question its veracity? How would you go about checking it?

3.

Do you consider “fake news” amusing? Do you consider it dangerous?

Explain your reasoning.

4.

What could be real-life consequences brought about by the spread of fake news?

3 FAKE NEWS/ALTERNATIVE FACTS VERSUS REALITY Answer the following questions. Be prepared to justify your point of view to others.

1.

You visit a website citing a study that claims all teenagers are lazy. Would you believe the study? What would you say to the person who posted it?

Explain your answer.

2.

So-called “alternative facts” are sometimes explained as being a different perspective on a given situation. Other people use the words “lies” or “falsehood” instead. How can alternative facts be used to spread conspiracy theories?

B While Reading 4 READING THE TEXT As you read the text on pages 142 to 145, notice how the author uses complex punctuation to separate elements in the text and how it contributes to our understanding of the story.

EXTRA READINGS • Of Conspiracies and Credibility

141

The Infamous

“War of the Worlds” Radio Broadcast Was a Magnificent Fluke

Notes

Orson Welles and his colleagues scrambled to pull together the show; they ended up writing pop culture history 30

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Glossary

converting verb adapting allegedly adv supposedly stampedes noun uncontrolled movement of people newsreel noun short news report shown before a film hastily adv quickly

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On Halloween morning, 1938, Orson Welles awoke to find himself the most talked about man in America. The night before, Welles and his Mercury Theatre on the Air had performed a radio adaptation of H.G. Wells’s The War of the Worlds, converting the 40-year-old novel into fake news bulletins describing a Martian invasion of New Jersey. Some listeners mistook those bulletins for the real thing, and their anxious phone calls to police, newspaper offices, and radio stations convinced many journalists that the show had caused nationwide hysteria. By the next morning, the 23-year-old Welles’s face and name were on the front pages of newspapers coast-to-coast, along with headlines about the mass panic his CBS broadcast had allegedly inspired.

Welles barely had time to glance at the papers, leaving him with only a horribly vague sense of what he had done to the country. He’d heard reports of mass stampedes, of suicides, and of angered listeners

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threatening to shoot him on sight.

“If I’d planned to wreck my career,” he told several people at the time, “I couldn’t have gone about it better.” With his livelihood (and possibly even his freedom) on the line, Welles went before dozens of reporters, photographers, and newsreel cameramen at a hastily arranged press conference in the CBS building. Each journalist asked him some variation of the same basic question: Had he intended, or did he at all anticipate, that War of the Worlds would throw its audience into panic?

That question would follow Welles for the rest of his life, and his answers changed as the years went on—from protestations of innocence to playful hints that he knew exactly what he was doing all along.

The truth can only be found among long-forgotten script drafts and the memories of Welles’s collaborators, which capture the chaotic behindthe-scenes saga of the broadcast: no one involved with War of the Worlds expected to deceive any listeners, because they all found the story too silly and improbable to ever be taken seriously. The Mercury’s desperate attempts to

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By A. Brad Schwartz Smithsonianmag.com

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make the show seem halfway believable succeeded, almost by accident, far beyond even their wildest expectations.

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***

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By the end of October 1938, Welles’s Mercury Theatre on the Air had been on CBS for 17 weeks. A low-budget program without a sponsor, the series had built a small but loyal following with fresh adaptations of literary classics. But for the week of Halloween, Welles wanted something very different from the Mercury’s earlier offerings.

In a 1960 court deposition, as part of a lawsuit suing CBS to be recognized as the broadcast’s rightful co-author, Welles offered an explanation for his inspiration for War of the Worlds: “I had conceived the idea of doing a radio broadcast in such a manner that a crisis would actually seem to be happening,” he said, “and would be broadcast in such a dramatized form as to appear to be a real event taking place at that time, rather than a mere radio play.” Without knowing which book he wanted to adapt, Welles brought the idea to John Houseman, his producer, and Paul Stewart, a veteran radio actor who co-directed the Mercury broadcasts.

The three men discussed various works of science fiction before settling on H.G. Wells’s 1898 novel, The War of the Worlds—even though Houseman doubted that Welles had ever read it.

The original The War of the Worlds story recounts a Martian invasion of Great Britain around the turn of the 20th century. The invaders easily defeat the British army thanks to their advanced weaponry,

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a “heat-ray” and poisonous “black smoke,” only to be felled by earthly diseases against which they have no immunity. The novel is a powerful satire of British imperialism—the most powerful colonizer in the world suddenly finds itself colonized—and its first generation of readers would not have found its premise implausible. In 1877, the Italian astronomer Giovanni Schiaparelli had observed a series of dark lines on the Martian surface that he called canali, Italian for “channels.” In English, canali got mistranslated to “canals,” a word implying that these were not natural formations—that someone had built them. Wealthy, self-taught astronomer Percival Lowell popularized this misconception in a series of books describing a highly intelligent, canal-building Martian civilization. H. G. Wells drew liberally from those ideas in crafting his alien invasion story— the first of its kind—and his work inspired an entire genre of science fiction. By 1938, The War of the Worlds had “become familiar to children through the medium of comic strips and many succeeding novels and adventure stories,” as Orson Welles told the press the day after his broadcast.

Notes

Glossary

sponsor noun company that pays to support a program felled verb decimated

EXTRA READINGS • Of Conspiracies and Credibility

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pulp magazines noun magazines printed on cheap paper stripped-down adj in the simplest form

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After Welles selected the book for adaptation, Houseman passed it on to Howard Koch, a writer recently hired to script the Mercury broadcasts, with instructions to convert it into late-breaking news bulletins. Koch may have been the first member of the Mercury to read The War of the Worlds, and he took an immediate dislike to it, finding it terribly dull and dated.

Science fiction in the 1930s was largely the purview of children, with alien invaders confined to pulp magazines and the Sunday funnies.

The idea that intelligent Martians might actually exist had largely been discredited. Even with the fake news conceit, Koch struggled to turn the novel into a credible radio drama in less than a week.

On Tuesday, October 25, after three days of work, Koch called Houseman to say that War of the Worlds was hopeless. Ever the diplomat, Houseman rang off with the promise to see if Welles might agree to adapt another story. But when he called the Mercury Theatre, he could not get his partner on the phone. Welles had been rehearsing his next stage production—a revival of Georg Buchner’s Danton’s Death—for 36 straight hours, desperately trying to inject life into a play that seemed destined to flop. With the future of his theatrical company in crisis, Welles had precious little time to spend on his radio series.

With no other options, Houseman called Koch back and lied. Welles, he said, was determined to do the Martian novel this week. He encouraged Koch to get back to work, and offered suggestions on how to improve the script. Koch

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worked through the night and the following day, filling countless yellow legal-pad pages with his elegant if frequently illegible handwriting. By sundown on Wednesday, he had finished a complete draft, which Paul Stewart and a handful of Mercury actors rehearsed the next day. Welles was not present, but the rehearsal was recorded on acetate disks for him to listen to later that night.

Everyone who heard it later agreed that this stripped-down production—with no music and only the most basic sound effects— was an unmitigated disaster.

This rehearsal recording has apparently not survived, but a copy of Koch’s first draft script—likely the same draft used in rehearsal—is preserved among his papers at the Wisconsin Historical Society in Madison. It shows that Koch had already worked out much of the broadcast’s fake news style, but several key elements that made the final show so terrifyingly convincing were missing at this stage. Like the original novel, this draft is divided into two acts of roughly equal length, with the first devoted to fake news bulletins about the Martian invasion. The second act uses a series of lengthy monologues and conventional dramatic scenes to recount the wanderings of a lone survivor, played by Welles.

Most of the previous Mercury broadcasts resembled the second act of War of the Worlds; the series was initially titled First Person Singular because it relied so heavily on first-person narration. But unlike the charming narrators of earlier Mercury adaptations such as Treasure Island and Sherlock

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Notes

240

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245

250

255

260

265

270

Holmes, the protagonist of The War of the Worlds was a passive character with a journalistic, impersonal prose style—both traits that make for very boring monologues. Welles believed, and Houseman and Stewart agreed, that the only way to save their show was to focus on enhancing the fake news bulletins in its first act.

Beyond that general note, Welles offered few if any specific suggestions, and he soon left to return to Danton’s Death.

In Welles’s absence, Houseman and Stewart tore into the script, passing their notes on to Koch for frantic, last minute rewrites. The first act grew longer and the second act got shorter, leaving the script somewhat lopsided. Unlike in most radio dramas, the station break in War of the Worlds would come about two-thirds of the way through, and not at the halfway mark. Apparently, no one in the Mercury realized that listeners who tuned in late and missed the opening announcements would have to wait almost 40 minutes for a disclaimer explaining that the show was fiction. Radio audiences had come to expect that fictional programs would be interrupted on the half-hour for station identification. Breaking news, on the other hand, failed to follow those rules. People who believed

275

280

285

290

295

300

305

the broadcast to be real would be even more convinced when the station break failed to come at 8:30 p.m.

Notes

These revisions also removed several clues that might have helped late listeners figure out that the invasion was fake. Two moments that interrupted the fictional news-broadcast with regular dramatic scenes were deleted or revised. At Houseman’s suggestion, Koch also removed some specific mentions of the passage of time, such as one character’s reference to “last night’s massacre.” The first draft had clearly established that the invasion occurred over several days, but the revision made it seem as though the broadcast proceeded in real-time. As many observers later noted, having the Martians conquer an entire planet in less than 40 minutes made no logical sense. But Houseman explained in Run-Through, the first volume of his memoirs, that he wanted to make the transitions from actual time to fictional time as seamless as possible, in order to draw listeners into the story. Each change added immeasurably to the show’s believability. Without meaning to, Koch, Houseman, and Stewart had made it much more likely that some listeners would be fooled by War of the Worlds.

Glossary

tore into phrasal verb pulled apart disclaimer noun denial of responsibility occurred verb happened

EXTRA READINGS • Of Conspiracies and Credibility

145

NAME:

GROUP:

C After Reading 5 CHECKING FOR GLOBAL UNDERSTANDING

1.

Give a brief description of the plot of the original story.

2.

How was the choice of the novel received by the show’s writer at first?

3.

Why did people think that the broadcast was a real news report?

4.

What important clues about the passage of time were removed during rewrites of the script?

6 CHECKING FOR GREATER UNDERSTANDING 1.

Identify the following people.

Orson Welles

a. writer for radio program

H.G. Wells

b. producer

Howard Koch

c.

John Houseman

d. co-producer and radio actor

Stewart 2.

1

e.

producer of Mercury Theatre on the Air

author of novel radio program was based on

Put the events in order from the time the novel was chosen to when it was performed.

Koch told to adapt book for radio; dislikes it so much he requests it be replaced.

First act becomes 40-minutes long and clues that the show is a fake are deleted.

Houseman lies to Koch when he cannot reach Welles.

Orson Welles could not be found to approve an alternative adaptation.

Koch uses late-breaking-news style in first draft.

Rehearsal of first draft with Stewart a disaster.

Koch revises the script following Welles’s instructions to enhance fake news aspect.

8

146

War of the Worlds is broadcast live on Halloween Day, 1938.

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Answer the following questions.

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NAME:

GROUP:

3.

Explain the quote from Orson Welles in your own words.

“If I’d planned to wreck my career, I couldn’t have gone about it better.”

4.

Explain the difference between the regular format of radio shows and the one when The War of the Worlds was aired.

D Reinvest Your Understanding The original story is about Martians invading the planet. Imagine a presentday news report that would cover this same event. Write a 75-word script for a reporter to read. Include details about where the reporter is and what he/she sees, as well as what is happening.

EXTRA READINGS • Of Conspiracies and Credibility

147

MathMatie1(unite36-38)_4.qxp: G-6 Mention Š

25/03/10

11:18

Page 82

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GRAMMAR POINTS Autumn Reset...........................................................................158

CHAPTER 4

CHAPTER 1

POINT 7 Subject-Verb Agreement................................... 190

POINT 1 Advanced Punctuation...................................... 162

POINT 8 Pronouns.............................................................. 194

POINT 2 More Advanced Punctuation............................ 164

Consolidation................................................................... 198

Consolidation................................................................... 168

CHAPTER 5

CHAPTER 2

POINT 9 Passive Voice: Tenses and Modals.................. 200

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

Consolidation................................................................... 178

POINT 10 Passive Voice: Continuous Forms and Participial Adjectives................................. 204

Consolidation................................................................... 208

CHAPTER 3 POINT 5 Adverbs................................................................ 180 POINT 6 Adverb Position and Sentence Adverbs......... 183

Consolidation................................................................... 188

157

NAME:

GROUP:

AUTUMN RESET

Show What You Know About ...

A PRE-READING STRATEGIES Match the pre-reading strategies with their descriptions.

Descriptions

1. Activating prior

a. Thinking quickly about all the possible examples of a subject

2. Predicting content

b. Using various ways to recall what you already know about a topic

3. Skimming the text

c. Looking at the title, subtitles and illustrations to make an educated

4. Brainstorming

d. Writing what you already know about a topic in a graphic organizer

5. Semantic mapping

e. Quickly looking at the title, subtitles, illustrations and first sentence

knowledge

or concept without selecting what is good and what is not.

in order to make connections with what you will read. guess as to what information a text will present.

that makes relations between words, concepts or other information. of each paragraph in order to find the main idea of the text.

B VOCABULARY BUILDING Read the sentence and the dictionary entry for the word fawn, then answer the questions.

After the afawn hops the fence and then grazes for a few minutes on the open plain, I sense a comforting stillness in the air. I adjust my binoculars and turn to see my dog who is bfawning for attention, with a tennis ball in its mouth.

1.

What is the part of speech and definition of each use of fawn in the text? Use a good dictionary to help you find the answer.

a. b.

2.

Use each word in a sentence. Use a good dictionary to help you write up the sentence.

a. obsequiously

b. criterion

c. parlance

158

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Pre-reading strategies

NAME:

GROUP:

C READING COMPREHENSION Read the text and answer the questions that follow.

FAMOUS QUOTATIONS Self-Identity a.

The men who really believe in themselves are all in lunatic asylums.

~ G. K. Chesteron (1874–1936), author

b.

We are all serving a life-sentence in the dungeon of self.

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~ Cyril Connelly (1903–1974), critic

c.

It matters not how straight the gate, how charged with punishments the scroll, I am the master of my fate; I am the captain of my soul. ~ W. E. Henley (1849–1903), poet

Money a.

The love of money is the root of all evil.

~ The Bible: I Timothy

b.

What is robbing a bank compared with founding a bank?

~ Berthold Brecht (1898–1956), author

c.

When I was young I thought that money was the most important thing in life; now that I am old I know that it is.

~ Oscar Wilde (1843–1900), author and humourist

Books a.

If I read a book and it makes my whole body so cold no fire can ever warm me, I know that is poetry.

~ Emily Dickinson (1830–1886), poet

b.

I find television very educating. Every time somebody turns it on, I go into the other room and read a book.

~ Groucho Marx (1890–1977), comedian

The Outdoors a.

In the depth of winter I finally learned that there was in me an invincible summer.

~ Albert Camus (1913–1960), author

b.

What is the good of your stars and trees, your sunrise and the wind, if they do not enter into our daily lives?

~ E. M. Forster (1879–1970), novelist

Language a.

England and America are two countries separated by a common language.

b.

Kindness is the language which the deaf can hear and the blind can see.

~ George Bernard Shaw (1856–1950), playwright ~ Mark Twain (1835–1910), author and humourist

Autumn Reset

159

NAME:

Chapter 4 • Of Conspiracies and Credibility

7

GROUP:

STUDY GUIDE POINT

Subject– Verb Agreement

Read the information in the Study Guide.

Write your own examples in this column.

What is the idea?

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 hosted the Olympics.

Chinese is very difficult to learn.

The French are known for their wines.

French is his native language.

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. they are the subject of a sentence.

Anyone can come.

Collective nouns + the take a singular verb. The majority of the class is doing well.

Collective nouns + a take a plural verb.

A minority of students are struggling.

Examples: majority, minority, number 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.

190

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Examples

NAME:

GROUP:

PRACTISE THE POINT

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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.

b.

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

c.

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

d.

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

e.

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

f.

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

g.

The bag of candies (is /are) empty.

h.

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

i.

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

j.

My friends (live / lives) in Toronto.

For more practice, go to the interactive activities.

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)

.

b.

Two kilometres of running (provide)

plenty of exercise.

c.

A number of people from work (plan)

to take their vacation next week.

d.

No news (be)

e.

The Chinese (celebrate)

f.

Every man, woman and child (need)

g.

A lot of people (live)

h.

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

b.

a cellphone

c.

windows

d.

people

e.

much light

f.

many lamps

g.

some women

h.

a pretty picture

POINT

7 • Subject–Verb Agreement

191

NAME:

GROUP:

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

A lot of people think that English

b.

Statistics

c.

A number of people

d.

The committee

e.

This team

f.

They know that three years

g.

Ethics

h.

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.

discontented with their work; the old

unhappy

about their health. i.

The English

famous for their breakfasts.

j.

The number of teachers graduating from universities

k.

The majority of students in our province

l.

War and Peace

very large this year.

French.

a famous novel.

m. Do you know where my new cap

?

n.

Where

the scissors?

o.

A pair of glasses

p.

No one in this class

q.

People from that country

r.

Neither of my bags

s.

Montréal is one of those cities that

t.

Either James or his father

u.

Lord of the Flies

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.

192

a.

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

b.

Many Chinese (come) to Canada to study.

c.

Paranormal phenomena (attract) many people.

d.

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

e.

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

© 2018, Les Éditions CEC inc. • Reproduction prohibited

something that everyone in a school must respect.

NAME:

GROUP:

© 2018, Les Éditions CEC inc. • Reproduction prohibited

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

7 • Subject–Verb Agreement

193

NAME:

8

GROUP:

STUDY GUIDE POINT

Pronouns 1 PERSONAL PRONOUNS A personal pronoun refers to a thing or a person.

This is my book.

It specifies gender, person, number (singular or plural) and form (subject, object and two possessive forms).

Possessive Subject Object Adjective Pronoun Pronoun Pronoun (+ noun)

FORM

1st person singular

I

me

my

mine

2nd person singular

you

you

your

yours

Masculine 3rd person Feminine singular Neutral

he she it

him her it

his her its

his hers —

1st person plural

we

us

our

ours

2nd person plural

you

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.

2 REFLEXIVE PRONOUNS A reflexive pronoun can take the place of an object or subject complement. Note the plural forms.

Singular 1st person plural 2nd person plural 3rd person plural

my / your / him / her + self / itself ourselves yourselves themselves

I can do it myself! It runs by itself.

We should pay ourselves first.

Complete the work by yourselves.

Wild animals fend for themselves.

3 DEMONSTRATIVE PRONOUNS Demonstrative pronouns are used to ­designate objects in the direct environment.

Eileen made this salad.

Stu brought that one that (singular) sitting over there.

Near this (singular)

these (plural) Juan made these cookies.

Far

those (plural)

Did you see those desserts on the other table?

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.

194

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Read the information in the Study Guide.

Write your own examples in this column.

NAME:

GROUP:

PRACTISE THE POINT 1 Use the correct personal pronoun to complete each sentence. Be sure it agrees

For more practice, go to the interactive activities.

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. © 2018, Les Éditions CEC inc. • Reproduction prohibited

c.

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!

e.

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

f.

Where are your brothers? Didn’t you tell

g.

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

h.

My family and You left is

j.

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

b.

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

c.

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.

e.

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.

b. (This / That) was the best party ever last night! c. She prefers the first dress she tried on over (these / this) one. d. They behaved badly on the class trip. (Those / These) actions led to their suspension. e. (This / That) is the time for action to end discrimination.

POINT

8 • Pronouns

195

NAME:

GROUP:

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

I see my doctor

month.

b. Do you two know

?

c. It is always wise to be kind to

.

d. 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. a. It was her attitude

got her into so much trouble. moved to Toronto last summer, is working as an intern.

c. Here is the book

I told you about.

d. To

should I autograph the book? (formal)

e. The man f.

stole my backpack is hiding over there.

My cousin

loves horses manages a riding stable. does this package belong to? (informal)

g.

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.

b.

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

c.

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

d.

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

e.

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.

f.

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

g.

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.

196

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b. Allison,

NAME:

GROUP:

© 2018, Les Éditions CEC inc. • Reproduction prohibited

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

8 • Pronouns

197

NAME:

9

GROUP:

Edit the following decrypted email. It contains twenty mistakes in punctuation, noun clauses, adverb use and placement, subject-verb agreement and pronouns.

From: MWu Date: October 26, 2017 To: ggr@zmail.net Subject: got them

Glenn, Its happening. I have the files with me and Im in agreement with Laura. Edward who encrypted the files and stored them safely on a third-party server also agrees.

The only concern I have is the recipient of the files. My contact in the media said “Make sure no one is following you.” Do you know who is the contact? Ed told to me that it might be a retired intelligence officer. Heaven only knows how did he get that information. If you can, please tell me who may be the contact.

Sometimes I don’t trust my informants here in Berlin, by the way. I know I am being over cautious, but there’s no such thing as being to careful. Russian agents are following me frequently when I go out quick to run errands. Also, the news media are all over the city, so it’s difficult to keep a low profile to do the hand-off. I have to admit, my family are very worried. Both my mother and my wife is not sure if they can leave the apartment. Are you sure your ready to take on this risky transaction?

The files do belong to the US government and they’re not our.

Max

10 Imagine you are Glenn. You read the email above from Max. Write back to him.

Tell him that his life is not in danger if he gives the files to your contact. Give him reasons. Pay attention to punctuation, subject-verb agreement and noun clauses in your message. Write at least 60 words.

198

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——-BEGIN PGP MESSAGE——Version: Zmail v2.3.3 Comment: http://www.zmail.net

NAME:

GROUP:

11 Edit the following paragraph taken from the short story “The Old Man at the Bridge”

by Ernest Hemingway for incorrect use of punctuation, clauses, adverbs, subject-verb agreement and pronouns.

It was mine business to cross the bridge explore the bridgehead beyond and find out to what point had advanced the enemy. I did this and returned over the bridge. There were not so many carts now and very few people on foot but the old man was there still.

Where

© 2018, Les Éditions CEC inc. • Reproduction prohibited

From

do San

you

come

Carlos,

from?

he

That was his he smiled.

native

“I was taking understanding.

care

I

said, town.

of

asked

and It

smiled.

gave

animals”

him.

him

he

pleasure

explained.

“Yes,” he said “I stayed, you see, taking care last one to leave the town of San Carlos.”

to

mention

“Oh,”

of

I

it

said,

animals.

and

not

I

quit

was

the

He did not look like a shepherd nor a herdsman, and I looked at its black dusty clothes and its gray dusty face and its steel - rimmed spectacles “Various

and

said

animals,”

“What

he

said,

animals and

were

shook

they?”

their

head.

“I

had

to

leave

it.”

I was watching the bridge and the African-looking country of the Ebro Delta and wondering how long now it would be before we would see the enemy, and listening all the while for the first noises that would signal that mysterious ever event called contact, and the old man sat still there.

“What

animals

were

they?”

I

asked.

“There was three animals altogether,” he explained. “There was two goats and a cat and then there were four pairs of pigeons.”

“And

you

had

to

“Yes. Because of of the artillery.”

leave the

them?”

artillery.

I

The

asked. captain

told

me

to

go

because

“And you have no family?” I asked, watching the far end of the bridge where a few last carts was hurrying down the of the bank.

POINT

slope

8 • Pronouns

199

THE ESSAY.............................................................................211 THE TOPIC SENTENCE........................................................213 THE PARAGRAPH.................................................................215 THE INTRODUCTORY PARAGRAPH..................................217

210

THE BODY PARAGRAPHS...................................................219 THE CONCLUDING PARAGRAPH.......................................221 THE COMPLETE ESSAY.......................................................222

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WRITING

NAME:

GROUP:

The Essay Definition and Structure An essay is a text written from a writer’s personal point of view. It is separated into specific parts to present ideas in an organized manner. In an essay, each paragraph explains or demonstrates a main idea or thought of the central idea, usually to inform or persuade.

© 2018, Les Éditions CEC inc. • Reproduction prohibited

A The Essential Parts An essay has specific parts designed to help the reader clearly understand the writer’s opinion or point of view.

An essay’s essential parts are: The introduction 2. The body paragraphs 3. The conclusion 1.

The top piece of bread is the introduction.

B Writing an Essay To help you organize your essay, imagine the format of your essay like a sandwich: The toppings in the middle represent the body paragraphs. There can be two or three different toppings representing the main ideas or topics of the essay.

C Top 10 Tips* 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

The bottom piece of bread is the conclusion.

Select a topic or research the topic given to you.

State your opinion or take a firm position on the topic.

Plan and organize your ideas about the topic in order of importance.

Write your introduction.

Write two or three body paragraphs—include one idea per paragraph.

Write a topic sentence per paragraph.

Write the conclusion.

Write a draft of the completed essay.

Edit the draft by revising vocabulary, verb tenses, paragraphs, format of the essay, etc.

Write the final copy of the essay.

* These tips are general guidelines; make sure you always follow your teacher’s instructions.

WRITING

211

NAME:

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D A Sample Essay Skim the following essay to preview the parts of the essay discussed throughout this section of the book.

Scuba diving is a wonderful sport that allows recreational divers to discover the amazing underwater world. Scuba is an acronym made up of the words Self-Contained Underwater Breathing Apparatus.

In order to scuba dive, divers obviously need an air tank and other essential pieces of equipment that allow them to breathe underwater. Not only do they need special equipment, people are required to take training courses to become certified scuba divers. Why take a course? Is scuba diving dangerous? It can be. There are several positive, extraordinary aspects to practising this sport, but becoming certified is the only way to enjoy it safely.

In order to scuba dive, divers need a little more than just a swimsuit. Snorkelers are ready to go into the ocean and explore what is just below the surface using fins, a mask and a snorkel only.

Although snorkelers can only go as far as their breath will allow them to go, scuba divers practise their sport with equipment that permits them to go deeper underwater and stay there for a longer period of time. This basic equipment is made of an air tank, a regulator—to regulate the airflow from the tank to your mouth—and a vest called a BCD, which stands for Buoyancy Control ­Device. Of course, just like snorkelers, the mask and fins are also part of the standard equipment.

By using this equipment, are scuba divers safe to go wherever they want underwater without being in danger? The answer is no. There are a lot of rules that divers need to obey if they want to go back to the surface safely. Interested?

One way to find out for sure is to become certified as a scuba diver to safely explore the sea and all its wonders. In order to dive safely, you have to take a course in which an instructor will explain all the safety concerns you need to know. Some of the basic rules are: never hold your breath, equalize your ears on the way down, stay with your buddy, check your air gage regularly, don’t go up too fast so that you can relax and enjoy everything that there is to see. Taking this first level certification takes at least two days and can last up to four days if you are experiencing difficulties, or if you are just taking your time while on vacation. After the instructor has taken you out in the open ocean and you have performed satisfactorily to all the standards, you will officially become a scuba diver. The certification card allows you to dive with a buddy anywhere in the world, up to a depth of 20 metres. To dive safely at a greater depth, divers need extra certification.

What compels divers to investigate the depths of the ocean? What makes it so enjoyable? First, there’s a wide variety of fish, reefs and wrecks to explore. For example, parrotfish are very colourful and very interesting to watch. Did you know that they create most of the sand we see on beaches?

Yes, they eat corals and, well, poop sand! Seriously. Seeing all the colours and behaviours of the different fish is exciting and so much fun to do, you will just want to keep on diving. Also, the feeling of weightlessness and calm that envelops you when diving makes the experience unique and fantastic at the same time. Going out on a boat or diving from the shore are both ways to go on an adventure that will bring you to places that are more exciting from one to the next. You meet other ­divers and talk about different dives in various places of the world; the diving community is extremely friendly and outgoing. The diver’s motto is: go out, meet people, do things!

Discovering scuba diving is a way to explore the ocean in a safe way while seeing all kinds of fascinating animals, reefs and environments that are as varied as they are on land. Except, underwater, the experience is one that can be lived while making bubbles! Scuba diving: consider it, try it, love it. Your life will never be the same!

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Discover Scuba Diving

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The Topic Sentence

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Definition

A topic sentence, typically the first sentence, introduces the main idea of a paragraph.

A well-organized paragraph develops only one main idea, which is expressed in a sentence called the topic sentence. The topic sentence has two parts: the topic and the main idea.

An effective topic sentence serves two important purposes. First, it gives the writer the means to stay on task—in other words, it’s easier to write if you know what you are writing about!

Second, a well-stated topic sentence provides the reader with a clear understanding of your opinion or position on the topic.

A Writing a Topic Sentence Read the following topic sentences: the topic is in orange and the main idea is in blue.

Write your own examples of topic sentences in the spaces provided.

Playing hockey in the NHL is a long road from little league to the professional hockey teams.

People can avoid home invasions by taking simple precautions.

Animals in danger of extinction live on every continent.

Building a bird feeder is easy if you follow these simple steps.

B Identifying the Topic Sentence Read the following paragraph.

Select the most appropriate topic sentence. . For example, an executive can have breakfast in Montréal, eat lunch in New York and then sleep in a Paris hotel. Japanese students can also turn on the TV after school and watch a basketball game from Vancouver. Additionally, using computer face-to-face technology, people from all over the world can be in contact with each other at the touch of a few buttons.

The world is a small place; air travel is fast. b. Students enjoy playing or watching sports after school. c. Advances in technology make the world a smaller place to live in. a.

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

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Production Process..................................................................231 Irregular Plural Nouns............................................................232 Common Compound Nouns..................................................233 Common Phrasal Verbs..........................................................234 Common Irregular Verbs........................................................236

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Oral Interaction Tips

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1 PRACTISE OUT LOUD • Practise saying new words out loud.

• Read texts from this book out loud.

• Learn how to pronounce new words. Ask a native English-speaker, or try listening to the audio files of some online dictionaries.

• Pay attention to intonation in words and sentences.

• Record yourself and play it back to hear how you sound.

2 PRACTISE IN YOUR HEAD • Say words or sentences silently to yourself.

• Focus on accuracy.

• Ask yourself if it “sounds right.” If not, fix it.

3 MEMORIZE VOCABULARY • Write down new words in a notebook.

• Write vocabulary items on flash cards with the definition on the other side.

Use these cards to test yourself with partners.

4 GET THE GRAMMAR RIGHT • Repeat grammar patterns until they become second nature.

• Compare new grammatical structures in English to those in your own language.

• Learn from your mistakes; try not to repeat the same ones.

5 READ AND WRITE • Read as much as you can in English. Read blogs, news and anything that interests you. As you read, notice how different texts are structured, and pay attention to new words and expressions.

• Use every opportunity to write in English: write to English-speaking friends; chat online in English; and try to text your classmates in English. It will be good practice for everyone.

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Strategies C 1 ORAL INTERACTION Use communication strategies when you speak English inside and outside of the classroom.

Sorry, I didn’t quite get that.

• Use self-correction.

What I wanted to say was …

That came out wrong …

• Take risks.

This may sound funny, but …

I think the word is …

Could you say that again?

I really meant …

Here’s what happened …

• Relax. Accept that you will make mistakes and so will others.

C 2 REINVESTMENT OF UNDERSTANDING Use the strategies you have learned in new situations you encounter.

• Set goals. Set realistic goals that can help you improve your English.

• Practise. Read, view and listen to English outside of the classroom.

• Be attentive. Focus on both the content and the form of the texts.

• Take notes. Write down important elements of new text formats.

• Self-monitor. Evaluate yourself. Recognize your errors and correct yourself.

C 3 WRITING AND PRODUCING TEXTS Follow the procedures you have learned when you produce a text.

• Pay attention to the formulation of the message.

Use accurate grammar and appropriate vocabulary.

Check your spelling and get feedback.

• Compare. Observe different author styles and use of words. Experiment with different styles so you can develop your own voice.

• Transfer. Use what you have learned in new contexts.

• Self-monitor. Recognize what you do well and what needs improvement.

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• Ask for clarification.

Are you saying that …?

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How to Debate

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1 SELECT YOUR TOPIC • Make sure your topic has strong opposing opinions.

Strong opposing opinions: Genetically modified food Weak opposing opinions: Eating healthy 2 RESEARCH THE TOPIC • Research what experts have to say about both sides of the issue.

• Consult more than one source. Remember CRAAP. Make sure your sources are Credible, Relevant, Accurate, Authoritative and Purposeful.

3 PREPARE FOR THE DEBATE • Decide how many people will participate. One-on-one or two-on-two are the easiest to manage.

• Decide who will be FOR and who will be AGAINST the issue. Flip a coin!

• Have each side prepare arguments for their case.

• Predict the opposing team’s arguments and prepare counter-arguments ahead of time.

• Prepare very strong opening and closing arguments.

4 CONDUCT THE DEBATE • Decide on a time limit for each stage of the debate.

• Have each side start with their opening arguments, which are usually two or three minutes long.

• Have each side then make a counter-argument to the other team’s opening arguments.

• Give each side the chance to answer the counter-arguments of the other team.

• Have each side make a closing statement. This is usually one-minute long.

5 SURVEY THE CLASS (optional) • Survey the class to find out who had the most interesting arguments.

• Vote for the team who best defended its position. It may not be the side you agree with.

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How to Improve Your Spelling

2 DISTINGUISH BETWEEN WORDS • Watch out for homophones—words that sound similar but are spelled differently. to – too – two lose – loose its – it’s whose – who’s there – their – they’re accept – except then – than meet – meat 3 LEARN IMPORTANT RULES • With a short word that has or ends with a stressed consonant-vowel-consonant (CVC), double the last consonant when you add a suffix beginning with a vowel (ed, er, est, ing, y). transmit a transmitted big a biggest cut a cutting skin a skinny • If it follows a consonant, the letter y becomes i when you add a suffix beginning with the letter e (ed, er, est). carry a carried curly a curlier funny a funniest • Delete a silent final e when you add the suffix ing. come a coming presume a presuming • Replace the final ie with y before adding the suffix ing. die a dying lie a lying tie a tying • Write cial after a vowel and tial after a consonant. crucial, beneficial, essential, martial Exceptions: financial, provincial, initial, spatial

4 LEARN MEMORY TRICKS TO LEARN SPELLING RULES • Rhymes i before e, except after c

And when sounding like a, as in neighbour or weigh • Acronyms Rhythm Helps Your Two Hips Move (R-H-Y-T-H-M) • Visualization Argue always loses an e in an argument.

An island is land.

There is a RAT in the middle of sepaRATe. GOVERN-E-MENT (no E in the middle) • Association A principal can be your pal.

5 INVENT YOUR OWN MEMORY TRICKS • Associate one word with another, or make up a sentence for words you have trouble spelling.

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1 PRACTISE WRITING IT • Write the word in sentences with different contexts. Use a notebook to log new vocabulary.

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Response Process The response process helps you get the most out of reading, listening to, or viewing texts in English. There are usually three phases in this process.

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PHASE 1 EXPLORE THE TEXT • Take a general look at the text and ask yourself: 1.

What do I already know about this topic?

2. What question(s) do I have in mind before I start reading, viewing or listening?

3. What can I predict about the text?

4. Are there titles, sub-titles or images? If so, what do they tell me?

• Use strategies and resources to help you understand the text.

• Monitor your understanding by: 1. taking notes

2. using graphic organizers

3. using reading logs

4. asking someone to clarify points for you.

• Verify your predictions about the text.

• Discuss the text with a classmate, your team, your teacher, or the whole class to compare and share information.

PHASE 2 MAKE A PERSONAL CONNECTION • Identify the part(s) of the text you can relate to.

• Reflect on which parts of the text were interesting, important or surprising.

• Think of experiences you’ve had that connect you to the text.

• Share these “connections” with a classmate, your team or the whole class.

PHASE 3 GENERALIZE BEYOND THE TEXT • Relate the information in the text to your community and to life in general.

• With a partner, compare the situations in the text to ones you’ve experienced or heard about.

• Discuss solutions to or explanations of the problems, conflicts or situations presented in the text.

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Writing Process PHASE 1 PREPARE TO WRITE • Think about what you want to write.

• Think about the purpose of your text. Is it to make people laugh, to explain how to do something, to understand a problem or for another reason?

• Once you have decided on a topic, brainstorm as many ideas as you can about it.

• Research your topic by reading, asking questions and conducting interviews.

PHASE 2 WRITE A DRAFT • Don’t worry too much about spelling or grammar at this point.

• Use your knowledge of text types or follow a model.

• Share or discuss your draft with a classmate, a team or the teacher.

PHASE 3 REVISE • Reread your draft out loud. Listen for parts that “don’t sound right.”

• Make all necessary changes.

• Include useful information you received from your classmates or teacher.

• Reflect on what you have written.

PHASE 4 EDIT • Pay attention to punctuation, spelling and grammar.

• Use resources to help you edit your text.

• Correct all errors.

PHASE 5 PUBLISH • Make your text available for others to read. Post it in your classroom, share it with your family or publish it online.

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Here are some tips on how to create accurate, well-written texts.

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Production Process

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The following steps will help you create a media-based text.

PHASE 1 PREPRODUCTION • Look at samples of media texts that are similar to the one you want to produce. Notice what makes them attractive and interesting. Also notice their negative points.

• Work with a partner or in a group.

• Brainstorm for ideas and topics.

• Decide on roles and deadlines for everyone.

• Do the necessary research.

• Consult your classmates and teacher for feedback.

PHASE 2 PRODUCTION • Show a first version of your work to your classmates and teacher.

• Accept and integrate useful feedback.

• Edit and make final adjustments.

PHASE 3 POST-PRODUCTION • Present your media text to an audience.

• Reflect individually, and as a group, on both the process and the quality of your work.

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Updated to provide more comprehensive, competency- and grammar-based material

For STUDENTS Content Workbook Chapters five stimulating and level-appropriate themes a variety of tasks and activity types to develop all three ESL competencies five true reinvestment activities, each with a final product six engaging videos for the response process 15 reading texts grammar-recognition rubrics in the readings crossreferenced to the grammar section

Extra Readings an extra reading for each chapter, offering not only reinvestment activities but also oral interaction opportunities

Writing Section a complete study-and-practice section on how to write more effective topic sentences, paragraphs and a complete essay

Grammar and Reference Sections context-based, with varied practice activities consolidated grammar points reference material adapted for the level

For TEACHERS

Teacher’s Resource Book pedagogical notes and answer keys transcripts for videos and audios a complete evaluation package with point-by-point grammar quizzes, sheets and three evaluation situations a CD and DVD set for the listening and viewing tasks and the evaluation situations

500 FREE interactive activities on vocabulary, comprehension and grammar

New to Heading Up 2 2nd Edition!

• Refreshing page layout • Two new themes, new videos and several new readings • Consolidated grammar review activities • Optional on-screen subtitles for videos

Digital versions Content Workbook for Students The digital workbook allows students to: • flip through the book, take notes and write in their answers • access videos and audios in the chapters • use the workbook without connecting to the internet • save voice recordings in an audio player

Teacher’s Resource Book For in-class use and correcting, the digital version allows you to: • project, take notes and flip through the entire content workbook • show the answer key, question-by-question • access all reproducible material • share teacher’s notes and documents with your students using the digital workbook • correct your students’ answers directly on their digital workbook • access all videos and audios • work in the digital teacher’s book without connecting to the internet • save voice recordings in an audio player • follow your students’ results in the interactive activities with the MyCECZone dashboard.