Heading Up 3 by Les Éditions CEC

Enriched English as a Second Language Secondary 5

HEA DING 3

PROVISIONAL EXCERPT COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR Annie Dumay Luc Perron Olivier Perron

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Enriched English as a Second Language Secondary 5

HEA DING 3

PROVISIONAL EXCERPT COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR Annie Dumay Luc Perron Olivier Perron

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

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Table of S ECTION

CONTENTS

CHAPTERS

CHAPTER 1 The Influencer Bubble? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Warm Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TASK 1 Sales Through Clickbait . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TASK 2 Influencer Life: Lit up or Burned Out? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TASK 3 Influencer Journalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PRACTISE TO WRITE: TASK 4 Drafting an Opinion Paragraph . . . . . . . . . . . . . . . . . . .

PRACTISE TO IMPROVISE: TASK 5 Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 2 Take a Stand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TASK 1 A Beginnerâ&#x20AC;&#x2122;s Guide to the Rules of Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TASK 2 Mr. President, Remove Guns from My School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TASK 3 What Makes You Tick? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PRACTISE TO WRITE: TASK 4 Outlining the Feature Article . . . . . . . . . . . . . . . . . . . . . . . .

PRACTISE TO DEBATE: TASK 5 Making Your Points Clear . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 3 The Battle Against Outbreaks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TASK 1 Mitigating Disaster with Social Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TASK 2 Fighting an Old Enemy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TASK 3 The Unvaccinated Generation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PRACTISE TO WRITE: TASK 4 Essay Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PRACTISE TO PITCH: TASK 5 Creating a Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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GRAMMAR POINT 1: Simple Past and Present Perfect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRAMMAR POINT 2: Active and Passive Voice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRAMMAR POINT 3: Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRAMMAR POINT 4: Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRAMMAR POINT 5: Adverbial Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

66 71 75 78 84

S ECTION

CHAPTER 1

GRAMMAR

CHAPTER 2 GRAMMAR POINT 6: Present and Past Modal Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRAMMAR POINT 7: Reported Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GRAMMAR POINT 8: Embedded Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

88 92 96

CHAPTER 3

FIRST READING Understanding the Exam Format . . . . . . . Note-taking Practice and Strategies . . . Reading the Authentic Material. . . . . . . . .

SECOND READING 157 157 159

WRITING A DRAFT Transition Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anticipating the Angle . . . . . . . . . . . . . . . . . . . . . Outlining and Reinvesting . . . . . . . . . . . . . . . .

116 120 124 128 131 134 136 138 140 142 152

166 167 168

Identifying and Understanding Leads . . .

169

Re-reading for Global Understanding and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

169

Reading the Authentic Material. . . . . . . . .

170

S ECTION

WRITING POINT 1: Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 2: Comma Splicing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 3: Misplaced ModiďŹ ers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 4: Audience and Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 5: How to Research a Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 6: Thesis and Controlling Idea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 7: Essay Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 8: Opinion Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 9: Persuasive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 10: The Feature Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WRITING POINT 11: The Short Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

WRITING AND THE FEATURE ARTICLE

S ECTION

GRAMMAR POINT 9: Conditional Forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 GRAMMAR POINT 10: Uncountable and Irregular Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 GRAMMAR POINT 11: Punctuation Reviewed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

EXAM PRACTICE

WRITING THE FINAL COPY Paraphrasing from Your Notes . . . . . . . . . . Coherence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Outlining and Reinvesting . . . . . . . . . . . . . . .

176 177 178 TABLE OF CONTENTS

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C HAPTER

The Battle Against

OUTBREAKS How are contagious diseases changing our way of life?

Learn more

What are the risks associated with common viruses? What do you know about the flu of 1918? How important is it to track the spread of epidemics?

The Maze Runner by James Dashner (novel) The Great Influenza: The Epic Story of the Deadliest Plague in History by John M. Barry (non-fiction) And the Band Played On: Politics, People, and the AIDS Epidemic by Randy Shilts (non-fiction) The Masque of the Red Death by Edgar Allan Poe (fiction) Journal of the Plague Year by Daniel Defoe (novel) Contagion directed by Steven Soderbergh (feature film) Business of Disaster directed by Rick Young (documentary film)

CHAPTER 3 • The Battle Against Outbreaks

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NAME:

GROUP:

Words for Your Safety A Match the following terms with the correct definition.

2. disaster relief 3. quarantine 4. pandemic 5. bacterial infection

a. barrier put in place to prevent the spread of an

infection b. epidemic that extends across continents and the world c. infective agent that can only thrive in a living organism d. infection caused by a bacteria; can be cured with antibiotics e. emergency management that provides help after a catastrophe

Sticky Situations B Discuss the following two situations with a classmate.

Glossary

stockpile noun accumulated amount of goods or merchandise, especially those held for an emergency or in times of shortage mitigate verb decrease the seriousness

Situation 1: An epidemic is declared in Singapore and a quarantine is imposed in that island-country to limit the spread of the disease to Southeast Asia and the world at large. After testing, it is discovered that the only effective vaccine against the disease is available in Canada. The entire Canadian stockpile of the vaccine would have to be sent to Singapore to mitigate the spread of the disease and bring it under control. However, it would leave Canada without any resources should a similar outbreak occur here. What should be done? Briefly brainstorm ideas with your classmate.

1. virus

Situation 2: A quarantine is imposed in certain areas of your city because of an outbreak of a deadly disease. Your best friend, Megan, takes a city bus to go to school, and it runs through one of those areas; it takes her 15 minutes to get to school using public transportation. Even though people are confined to their place of residence in areas under quarantine and are not permitted to take public transit, Megan’s parents insist that she not take a city bus to go to school and that she take one of three special shuttle buses – organized by the school board – that picks up students all over the city and avoids quarantined areas. This new shuttle service is very slow; it takes one hour to get to school. One morning, Megan realizes she is going to be late for a final exam by 30 minutes. What should she do? Should she still take the last shuttle service and be late for the exam or take the city bus to make it on time? Give reasons for your answer.

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TASK

For more practice, go to the interactive activities.

NAME:

GROUP:

Mitigating Disaster with

SOCIAL MEDIA Before Reading

A Answer each of the following questions based on your prior knowledge. Prepare to share your answers with the rest of the class. Answers will vary.

1. How well can you track the movements of your friends with social media?

2. Why would you use this tracking function in everyday life?

3. If there was an imminent threat in your city, how could social media help you get

around?

4. How could electronic data from social media be used to track outbreaks of the

flu or of any other disease?

Glossary

B Answer the following scenario-based question. You notice your father is in a part of the world where there has been a serious outbreak of a new strain of the flu. What could you do before alerting him?

strain noun distinct or cultured variety of a microorganism

While Reading Make Inferences Here’s how: • Use your prior knowledge about the topic and combine it with the information in the text. • Draw your own conclusions about the topic based on your prior knowledge and the information in the text. CHAPTER 3 • The Battle Against Outbreaks

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Social media for tracking outbreaks – fador way of thefuture?

Social media has revolutionised how we communicate. In this series, we look at how it has changed the media, politics, health, education and the law.

Glossary

bioterrorism noun terrorism with the use of dangerous biological agents quantum expression large, sudden increase mining data expression search closely for specific information clusters noun group of similar items yields verb produces spiral out of control expression lose control

By C Raina MacIntyre, The Conversation Infectious diseases kill more than 17 million people every year. Large outbreaks, known as epidemics, are becoming more frequent. And more serious infections have emerged in the past decade than any time previously. The social and economic impacts of epidemics can be severe. SARS (severe acute respiratory syndrome), for example, cost the global economy US$54 billion. There is also a growing risk of unnatural epidemics from bioterrorism as a result of quantum advances in gene editing.

We need better surveillance systems to detect epidemics early. But while there is the potential to predict epidemics by mining data of rumours and news reports (rumour surveillance), or clusters of disease symptoms (syndromic surveillance) described by social media users, we’re not quite there yet. Traditional disease tracking systems Traditional disease surveillance relies on data obtained from doctors,

hospitals or laboratories through formal reporting systems. This yields valid and accurate data about emerging outbreaks and the impact of control strategies such as vaccinations. But it’s often not timely. Epidemics can rapidly spiral out of control. Take the 2014 outbreak of Ebola, for example. There was an exponential rise of cases between July and October, with each case resulting in two new cases, or effectively doubling in each generation *(every few days, depending on variations in incubation period) – so 10 cases becomes 20, 20 becomes 40, and so on.

As polarization plagues the world around us, young people are not immune. On International Youth Day, we must recommit to bursting our filter bubbles.

The earlier epidemics are detected, the easier they are to control. Detecting and acting on the Ebola epidemic early, when there were only ten cases a day, could have prevented more than 600 cases a matter of weeks later. Rapid detection using social media Digital data are now publicly available from many sources. People talk about epidemics on social media using key words such as “fever” and “infection” before they are officially identified. A surveillance system for detecting outbreaks of Ebola using Twitter, for example, could set geospatial tags for specific locations such as the African

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Glossary

pulse noun central location of energy moderated verb monitored timely adv relevant for this time enhance verb greatly improve

continent. It could search for a cluster of terms on the Twittersphere such as “haemorrhage”, “fever”, “virus”, “Ebola”, “Lassa” (an illness that can be confused with Ebola). A system trying to identify influenza could mine terms that reflect visits to the doctor, purchase of tissues, paracetamol or aspirin from pharmacies, sick leave from work, as well as terms specific to the clinical syndrome of influenza. But while there have been some attempts to use social media for disease surveillance in the past, such as EpiSpider (an outbreak tracker in Atlanta, Georgia), none are currently operating. Social media has, however, been successfully mined for other health applications. The CSIRO, for instance, developed a tool called WeFeel to measure the emotional pulse of countries using data from Twitter. Using news media Several publicly available web-based applications collect event-related information from news articles (but not social media), such as HealthMap and MedISys. Data is automatically collected and processed, and is sometimes moderated by a human before potential health threats are identified and published.

a news aggregator developed by the WHO with Canadian Public Health. 100

105

110

115

120

125

Google Flu Trends ran from 2008 to mine data from Google searches to predict influenza epidemics. But analysis of the value of this approach has been mixed and Google ended the initiative in 2015. Moderated expert sites Expert sites that report unofficial information from health experts are also a valuable source of epidemic alerts. Flutrackers and ProMED-mail are moderated sites known for timely and high quality outbreak information. Many important epidemics have first surfaced on ProMED-mail, such as the Middle Eastern Respiratory Syndrome (MERS) Coronavirus and Ebola. ProMED-mail has now teamed up with TEPHINET (Training Programs in Epidemiology and Public Health Interventions Network), HealthMap and the Skoll Global Threats Fund to create a new rapid epidemic detection system, EpiCore. Epicore is a closed virtual network of health professionals around the world who provide feedback on rumours and news stories to enhance epidemic surveillance.

HealthMap was able to provide an alert for a “mystery haemorrhagic fever”, which became the 2014 West African Ebola outbreak, nine days before the World Health Organisation (WHO) announced the outbreak. The WHO estimates that 60% of its initial outbreak alerts are from informal sources such as the Global Public Health Intelligence Network (GPHIN), CHAPTER 3 • The Battle Against Outbreaks

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trade-off expression compromise false positives expression results that incorrectly state that a condition is true or present user engagement expression the level of interest users have in something

130

Expert blogs are also a source of information, but can vary in reliability and quality. Trade-off between accuracy and timeliness Ideally, we want disease surveillance systems to obtain timely and valid data, but this is seldom feasible.

135

140

145

Traditional surveillance systems are subject to a number of checks to ensure the accuracy of their data. While this maximises validity, it results in delay and limited practical use.

150

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160

For rapid detection of epidemics, a trade-off is required between speed and data validity. Social media-based surveillance isn’t a replacement for traditional surveillance, but an enhancement to it that improves our capacity to detect outbreaks early. Once a rapid signal is acquired, public health authorities can then investigate and confirm the epidemic, and traditional surveillance can take over.

165

170

175

180

185

How can we better use social media? Social media presents an opportunity to enhance epidemic detection and control. But unofficial information is unstructured and not created for public health purposes. Algorithms designed to pick up “fever,” for instance, may detect false positives such as “Bieber fever.” So we need well-constructed algorithms for data mining. The vast quantity of data available requires super-computing power, and methods to filter out background “noise” reliably. Methods such as time series analysis can be used to compare several years of data to test if an epidemic signal is higher than expected compared to previous years. We already use these methods to improve traditional surveillance data, so they can be applied to social media data.

Glossary

Machine learning holds promise for the future, but we need thoughtful human analysis and expert interpretation of the data. In the meantime, a more active approach could involve user engagement and participation in surveillance activities, where citizens can send reports or surveys directly to public health authorities via mobile applications or websites. This article was co-authored by Sheng-Lun (Jason) Yan, a UNSW medical student who is currently researching a project on social media for epidemic intelligence.

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NAME:

For more practice, go to the interactive activities.

GROUP:

After Reading C For global understanding, answer these questions about the text. 1. What are some infectious diseases that pose a risk?

2. Name at least two mobile applications mentioned in the text that have been

used to track outbreaks?

3. What is one of the problems of tracking infectious disease via social media?

D For greater understanding, answer these questions about the text. 1. How could a tracking system like Google Flu Trends help target areas that may

be exposed to an outbreak?

2. What inferences can you make from this article, regarding some of the problems

associated with accuracy, when it comes to social media tracking?

3. What role could citizens play in helping to report outbreaks? Are they limited

to the roles implied in the text?

CHAPTER 3 • The Battle Against Outbreaks

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NAME:

GROUP:

E Use information from the text to answer the following questions. 1. How could data from social media be used to track outbreaks? Explain your

answer using examples from the text.

2. How can such a system be useful when it comes to tracking the emergence of

F To reinvest your understanding of the reading, fill out the following chart. Use these answers to write about the pros and cons of tracking infectious diseases.

TRACKING SYSTEM FOR INFECTIOUS DISEASES Pros

Cons

new diseases?

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TASK

For more practice, go to the interactive activities.

NAME:

GROUP:

FIGHTING an Old Enemy Before Watching A With a partner, answer the questions.

1. How dangerous Is the flu?

2. Provide some complications from the flu.

3. Why is there a flu vaccination?

4. What are some of the reasons that people refuse to be vaccinated?

While Watching

Use a Graphic Organizer Here’s how: • Read the questions in the After Watching section. • Draw a graphic organizer, or mind-map, of the questions, using only key words. • On the same organizer, add empty bubbles for each set of key words, and write your answers as you watch the video.

After Watching B For global understanding, answer these questions about the text. 1. When does influenza strike most in the North and South hemisphere?

CHAPTER 3 • The Battle Against Outbreaks

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NAME:

GROUP:

2. What is the main route for the spread of influenza?

3. How well can we predict the next epidemic of influenza?

Influenza Type

Can contaminate

Severity of symptoms

Examples of strain

Strain can cross species

4. Complete the grid with information from the video.

C For greater understanding, answer these questions about the text. 1. Explain genetic reassortment and its impact on the virulence of the influenza virus.

2. What is your reaction to people getting vaccinated? Should they choose

to be vaccinated or not? Explain.

3. How does the Global Surveillance Network decide which strain to vaccinate

against? Explain why this network is important in the fight against influenza.

D To reinvest your understanding of the video, explain on a separate sheet of paper how influenza epidemics could disrupt health, social and economic sectors in your community.

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TASK

NAME:

GROUP:

The Unvaccinated

GENERATION Before Reading A Answer the following questions.

1. Rate the effectiveness of the following disease

prevention techniques on a scale of 1 to 5. (1 being the least effective and 5 being the most effective.) sneezing in your elbow staying at home washing your hands wearing a face mask vaccination using antibiotics avoiding public transportation

2. Which of these disease prevention techniques have you used before?

3. Which of these techniques would you not use?

B Answer the following questions based on your prior knowledge. 1. What would make you decide to get a vaccine against seasonal flu?

2. The anti-vax movement believes people should not be vaccinated. They believe

vaccines have caused more harm than good. Do you support this movement? Why or why not?

3. Find one argument in favour of this movement and one argument against, and

justify your reasoning.

CHAPTER 3 • The Battle Against Outbreaks

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NAME:

GROUP:

C Answer these questions 1. Do you know what a public service announcement (PSA) is?

2. Choose one of the techniques from activity A and write a short PSA (Public

Service Announcement) describing how to use this technique. Think about your audience and the approach that you should use for this announcement.

While Reading Ask Questions about the Text Here’s how: • Ask yourself questions about the ideas presented in the reading. • Use wh- questions to ask yourself the who, what, when, where and why of the text to identify main and supporting ideas.

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With vaccination rates plummeting, are anxious parents putting everyone at risk? by Kate Lunau and Martin Patriquin, Maclean’s

Glossary

rash noun red spots on skin, often itchy but generally harmless measles noun infectious disease that causes red dots to appear on the skin eradicated verb eliminated a bad thing inoculated verb vaccinated bracing noun preparing for a bad consequence

On April 8, Pierre Lavallée took a call from Quebec’s public health office. Lavallée was into his fifth and last year as principal at Marie-Rivier high school in Drummondville, a town of about 67,000 an hour’s drive east of Montreal. He learned that a school employee had gone to the emergency room with a fever and rash the day before. Doctors quickly isolated the woman and rushed her to intensive care, where she was diagnosed with measles, a highly contagious and potentially deadly virus. According to the World Health Organization, measles was eradicated from the Americas in 2002. Later, just after four o’clock, Lavallée received a fax from Dr. Danièle Samson, the director of infectious diseases for the region. “The staff and students at Marie-Rivier were in contact with a person very likely suffering from measles,” it began. The letter was to be forwarded to 1,475 students and staff, but most had already left for the weekend, so it was only circulated the following Monday. “I actually had measles when I was six or seven years old,” says Lavallée. “It was 40 years since I’d even heard of it popping up.”

Thus began what the Quebec government calls by far the worst measles outbreak in the Americas in 20 years. Over the next eight months, 763 cases were reported in the province, the vast majority in Mauricie and Centre-duQuebec, a region that includes Drummondville. Roughly 11 per cent of those who were infected were hospitalized. Even a few who were inoculated as children caught the virus. “I didn’t think I could get it,” says Pascal Tarakdjian, 38, a science teacher at Marie-Rivier and the second confirmed case at the school. “I went to the hospital and told the staff that I might have measles symptoms, but they didn’t react because they didn’t know.” Bracing themselves for another flood of cases this winter and spring, when measles infection rates tend to peak, officials are rolling out an immunization CHAPTER 3 • The Battle Against Outbreaks

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Glossary

mumps noun infectious disease that causes considerable swelling and fever diphtheria noun infectious disease that causes problems with swallowing polio noun infectious disease that causes permanent paralysis herd immunity expression immunity from disease caused by proper vaccination of masses of people smattering noun a few self-sustained adj kept going autonomously

drive across Quebec, aiming to vaccinate 200,000 people. It’s necessary, they say, because falling coverage rates are to blame for the outbreak. Since routine immunization began, infectious diseases that plagued us— measles, mumps, diphtheria, polio— have all but disappeared. For a growing number of people who haven’t seen them first-hand, anxiety about vaccines is replacing fear of the disease. Parents are increasingly delaying their kids’ shots, or cherry-picking certain vaccines and refusing others. A small, vocal minority avoids all vaccines, often out of the discredited belief that childhood immunization can cause autism. Young doctors are also more ambivalent about vaccines than their older peers. A survey of 551 U.S. doctors showed that recent medical school graduates were 15 per cent less likely to believe they were effective, suggesting the urgency around vaccination is fading away even among physicians. Public health experts say that roughly 95 per cent of a population has to be vaccinated to provide what’s called “herd immunity,” the critical mass that stops a contagious disease in its tracks. As vaccination rates continue to fall, preventable diseases might start to reappear. “Measles is the one we’d expect to see first, because it’s so infectious,” says Dr. Kumanan Wilson, Canada Research Chair in public health

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policy at the Ottawa Hospital Research Institute, University of Ottawa. “Hopefully we will see this resolved before polio or worse emerge.” Today in Canada, measles is extremely rare. In the last decade, the country typically saw less than a dozen cases per year, according to Dr. John Spika, director general of the Centre for Immunization and Respiratory Infectious Diseases at the Public Health Agency of Canada (PHAC); most were people who were infected abroad, then returned home. It makes Quebec’s massive outbreak particularly troubling. The province first started seeing a smattering of measles cases in early 2011, but they followed a typical pattern: travellers returning from other parts of the world, like France, where a measles epidemic has been raging since 2008 due to low vaccination rates. “We saw a few cases, and then they died out,” Spika says. “It wasn’t until April that it became self-sustained.”

In all likelihood, the Drummondville school employee unknowingly contracted measles in Montreal’s Trudeau Airport en route to a vacation in Cuba; the PHAC later analyzed the genetic makeup of the virus, and confirmed it to be the same strain circulating through France. It passed, as measles does, in the air—in this case, through the corridors and classrooms of Marie-Rivier. Tarakdjian, feeling flashes of hot and cold, went to the emergency room with extreme flu-like symptoms on April 18. He’d shown the rash on his belly to a fellow teacher, who thought it might be measles (the first case had been diagnosed 10 days earlier, but there had only been one since). The hospital sent him home after seven hours in isolation with

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Glossary

opt out expression decide not to do something withhold verb keep uptake noun rate of taking something in

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a burning fever, even though he hadn’t seen a doctor. He returned to work the next day. “I might have spread the virus at school,” he says. Tarakdjian left work the next day and went to a clinic with emergency services where he was diagnosed and spent the night in intensive care. The following two weeks, he vomited so much he couldn’t sleep. He didn’t return to work for four months because he was so exhausted and weak. The only one who had it worse was his colleague, the first woman infected, who, according to Tarakdjian, lost some hearing in one ear. The situation at Marie-Rivier became enough that on May 25, school board commissioner Christiane Desbiens sent a voice mail to the parents of some 11,000 students in the district, urging them to make sure their kids were properly vaccinated. It’s very unusual for people who’ve been immunized to come down with measles, but it does happen, particularly among those who’ve received only one dose of the vaccine. (Provinces began to recommend a two-dose immunization schedule in the 1990s.) At the school, officials found, roughly four per cent of those who’d been vaccinated were felled by measles—but among the unvaccinated, the attack rate was much higher, and 82 per cent got sick. Public health workers wondered what made this school susceptible. “Our hypothesis was that it had lower vaccination coverage rates compared to other regions,” says Dr. Horacio Arruda, the province’s director of public health (he would not identify MarieRivier as the school). In fact, Drummondville seemed fairly typical. “We were surprised to find that it didn’t differ too much from other schools across Quebec.” About 85 per cent of

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people at the school were immunized— lower than the 95 per cent health officials aim for—but not strikingly lower than schools elsewhere in the province, where vaccination rates vary from 63 to 93 per cent. That picture continues across Canada. Only Ontario, New Brunswick, and Manitoba require that kids receive some vaccinations before attending school (all including measles), but even in those provinces, parents can opt out on medical or religious grounds, or simply for reasons of conscience. (Australia, by comparison, recently announced plans to withhold tax benefits from families that refuse to vaccinate their kids.) In Canada, it’s hard to know for sure how good our coverage is, because no national tracking method exists. A public health information system called Panorama has been in the works for almost a decade now, which could follow vaccination uptake; until it becomes fully operational, vaccinations are tracked by public health agencies, physicians’ offices, and by patients themselves. (Quebec is planning to use the data it gathers as part of its current vaccination campaign to create a more effective province-wide registry. For now, we can only estimate coverage across Canada. The PHAC says that about 62 per cent of Canadian

CHAPTER 3 • The Battle Against Outbreaks

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Glossary

rubella noun immunity German measles encephalitis noun infection that makes the brain swell disbarred verb kicked out of a professional order

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When Jeanelle Robles’s son Makai was 2½ months old, she took him for his first checkup. “I thought it was best to listen to the pediatrician and get him vaccinated,” says Robles, 29, who lives in Toronto. “Before we saw the nurse, I felt hesitant. My baby was very little.” After Makai received his shots, he came down with a fever. “I slept with my baby, and he cried the whole night,” she says. Robles and her husband decided he wouldn’t get any more vaccines. “Medical intervention is necessary in so many situations,” she says. “But we’ve been brainwashed to think the only way to heal children is by medicine, antibiotics and vaccines.” Makai is now 3, and has a 10-month-old brother, Kaden, who hasn’t received any vaccines. “My friends ask, what would happen if he caught something?” she says. “And I say, what would happen if he caught something from the vaccine?” Vaccines do carry potential risks. In a study of Ontario toddlers, Wilson found that about one in 168 who got the MMR shot (measles, mumps and

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rubella) at 12 months went to hospital between four and 12 days afterwards. Most had fever and other viral symptoms, but few were sick enough to be hospitalized. After receiving the MMR vaccine, about one in a million patients will develop encephalitis, a potentially fatal inflammation of the brain. But about one in 1,000 patients with measles will develop encephalitis, a much higher rate. (No encephalitis cases or deaths from measles were reported in Quebec as of December.) Former Playboy model Jenny McCarthy has blamed the MMR vaccine for causing her son’s autism. A supposed link between the two was implied in a 1998 scientific study published in The Lancet, sparking a massive scare; in 2011, its author, Andrew Wakefield, was declared a fraud. Wakefield’s paper was retracted, and he was disbarred from the practice of medicine, but the damage was done. Fear of autism remains one of the top reasons that parents refuse or defer vaccinations, according to a U.S. survey.

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two-year-olds were up to date for all recommended vaccines in the most recent year they checked, 2009. It seems the measles outbreak at Marie-Rivier could have happened in countless other places—in some ways, it was just their bad luck.

“People who are concerned about vaccine safety issues are looking at a collapse in children’s health,” says Edda West, coordinator of the Vaccination Risk Awareness Network (VRAN), which has about 500 members across Canada, including Robles. In a statement, she cited “the explosion of autism spectrum disorders, learning disabilities, ADHD, allergic and disorders, asthma, neuroimmune and autoimmune disorders and other chronic diseases that parallel the steep rise in numbers of vaccines injected into infants and young children since the 1980s.” West believes that health officials have yet to produce long-term studies, “free of conflicts of interest,”

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Glossary

extract verb remove dreadful adj terrible clanging adj ringing asymptomatic adj without symptoms

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comparing the overall health of unvaccinated and fully vaccinated kids. Until then, her statement adds, they can “continue to deny the real cost aggressive vaccine schedules extract from the public health.” A little over a decade ago, under-vaccinated kids were more likely to come from families that had trouble accessing health care, or from strict religious communities that forbade the practice. Today’s unvaccinated children are “more likely to be white, to belong to households with higher income, [and] to have a married mother with a college education,” says a 2009 study in the New England Journal of Medicine, which notes that parents of unvaccinated kids are more likely to seek alternative health care, and to use the Internet as an information source. They also tend to live close to one another—maybe drawn together by an alternative school, church or politician, or to live near like-minded neighbours—which creates vulnerable pockets across the country. Beyond the financial cost of an outbreak, it puts others at risk, like babies too young to be immunized, those who can’t be vaccinated for health reasons, and people like Tarakdjian. If vaccination rates dip too low, the consequences will be serious for everyone. In 2010, the Canadian Medical Association Journal (CMAJ) published an editorial flagging a polio outbreak in Tajikistan, which was certified polio-free in 2002. That country may not seem to have much in common with Canada; but with an 87 per cent uptake of the polio vaccine, its rate is actually quite close to some Canadian regions. (The WHO

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recommends a minimum of 90 per cent coverage.) “This dreadful disease has no cure and causes paralysis and even death,” the editorial states, noting that Tajikistan’s outbreak should be “clanging alarm bells. We are only one asymptomatic infected traveller away from an outbreak because of low vaccination rates.” At a doctor’s office in St. Michael’s Hospital in downtown Toronto, Paul Bradshaw bounced his 16-month-old son Sam on his knee. “Come on, show us your muscles,” Bradshaw said, as Dr. Fok-Han Leung prepared to give the toddler a flu shot. When the needle went in his arm, Sam turned his face into his father’s chest for comfort, but didn’t shed a tear. After a bandage was applied, he was running around the room again, clapping his hands together, until it was time to go. “It needs to be done,” Bradshaw says. “If he got an illness because we missed a vaccine, I would feel awful. Besides,” he says, “nobody in our house sleeps when Sam’s ill.” In Quebec, doctors, nurses, and public health workers are crossing their fingers that most parents and young adults will feel the same way as Bradshaw. Until a powerful reminder resurfaces, it’s easy to forget the consequences of missed vaccines. “We are happy we haven’t seen anybody who died or got encephalitis,” Arruda says. “It’s not acceptable to be worrying, in the year 2012, about these preventable diseases.” GRAMMAR NOTICE Can you identify the types of nouns highlighted in purple in the text? To learn more, go to page 106.

CHAPTER 3 • The Battle Against Outbreaks

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NAME:

GROUP:

After Reading D For global understanding, answer these questions about the text. 1. Why did this outbreak of measles infect so many people at first?

2. What are health specialists in Quebec hoping will happen with vaccination

3. What are some of the risks associated with some vaccinations?

4. Are these risks acceptable? Why or why not?

rates?

E For greater understanding, answer these questions about the text. 1. What can the delay or the avoidance of vaccinations cause people to

experience later in life?

2. What can be extrapolated when we learn that an extremely tiny group of

vaccinated people may fall ill from a vaccine but that a much larger group will fall sick if they are not vaccinated?

3. Why do you think Australia is stricter than Canada when it comes to its

vaccination policy?

4. If we knew where the next epidemic would strike, what could we do as a

society? Explain your answer.

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NAME:

GROUP:

5. Why is herd immunity an important factor in the fight against an infected carrier?

Explain your answer.

6. Do you agree or disagree with the following statement from the text? Explain

your answer using your own personal experience.

“Medical intervention is necessary in so many situations but we’ve been brainwashed to think the only way to heal children is by medicine, antibiotics and vaccines.”

CHAPTER 3 • The Battle Against Outbreaks

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NAME:

WRITE

TASK

PRACTISE TO

GROUP:

Essay

STRUCTURE

Essays are based on the ability to persuade, inform or describe.

A good essay has to first hook the reader with an appealing title and a thoughtful first sentence. The introduction should provide a clear context about the topic, as well as offering a main idea about the essay, also called the thesis.

Since the first vaccine in 1796, immunization has saved lives. It has decreased the rate of death due to contagious diseases by the tens of millions. In reality, immunization is still the most effective way to reduce the risks of any future outbreaks, both locally and globally. It is my belief that mandatory vaccination in all elementary schools in Quebec should be a public health priority. For another example, see the sample introduction (01) on the next page.

The Title and Introduction

The Body Paragraphs In the body of your essay, use topic sentences in each paragraph to support your thesis. The first body paragraph could focus on how immunization is the best tool to reduce the risk of future outbreaks. Support this main idea, or topic sentence, with details that are logical, coherent and factual. Include any details or examples you think necessary. The second and third body paragraphs follow the same structure as the first body paragraph. Turn your attention to a new main idea, such as the fact that research has proven how efficient early childhood vaccination is to the population at large.

When it is time for your children to attend school, remember that vaccination is the sole foolproof method that will prevent them from falling victim to a disease that could have been preventable. Immunization is, to date, the easiest and safest way to protect our little ones from the perils of preventable pain. For examples, see the sample introduction (02 to 04) on the next page.

The Conclusion When you conclude an essay, restate the thesis and summarize your points briefly. Use vivid language to persuade your reader and emphasize the importance of your thesis. Try to end with a memorable idea or a call to action. For another example, see the sample introduction (05) on the next page.

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NAME:

GROUP:

SAMPLE TEXT

Our CLIMATE Change REALITY

Thesis

01 Climate change is not in the future --

it is already here. Exceptional temperatures and extreme weather happen all year long in Canada now. We have winters with more freezing rain than ever before, and the summers are just getting hotter. At the same time, on every continent in the world, precipitation is disappearing for months and even years. Ultimately, climate change is about too much or too little water. The effects of climate change that have the most serious consequences on our lives are major rain events and extreme droughts.

Topic Sentence

02 Extremely powerful hurricanes and other rain events are accelerating

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

Topic Sentence

On the other hand, the lack of rainfall in other regions of the world is resulting in deforestation and the destruction of farmland. California and Australia have been impacted by severe drought, but the worst regions are in the Middle East and Africa. The situation is so serious that droughts are causing the displacement of millions of people from rural regions to urban centres, where job opportunities may be more abundant. Sudan and Syria are two important examples. The situation is so serious in Syria that many historians believe drought, and the resulting influx of young men to Damascus, was one of the contributing factors to the outbreak of war in 2011.

Topic Sentence

Climate change in Québec means increased precipitation in the winter and river flooding in the spring in low-lying agricultural regions. It is the new normal in Québec to prepare for winters with considerable freezing rain or a lot of snow. It is also no longer unusual for that to be followed by a rapid, intense spring thaw, like the one in 2017. At that time, vast expanses of Lanaudière farmland were flooded, causing widespread power outages, road closures, and inundated farmland. The cost of these disruptions is estimated at hundreds of millions of dollars.

Call to Action

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

Write an essay on why influenza should be taken as seriously as cancer when it comes to public health. CHAPTER 3 • The Battle Against Outbreaks

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NAME:

PITCH

TASK

PRACTISE TO

GROUP:

Creating a NEED

A 2013 research concluded that the average attention span of a typical teenager is approximately 8 seconds, so time is crucial! Expect only a few seconds of your audience’s attention to ensure the success of your pitch. 1

Your first ideas should spark an emotional response in the people hearing your pitch. Emotions are the best way to forge a bond with your audience. Appeal to past experiences, relatable ideas your audience can appreciate, and add humour.

When pitching an idea or a concept, remember that you need to capture the attention of your audience quickly, clearly and vividly.

“Do you remember riding your bicycle to school as a child? Do you remember having to repair a chain that had fallen off? And then being late to class with your hands full of grease because you put off repairing your bike all summer? I do. All too well.” 2 Build on that image and then offer a solution.

“I will never forget having to ride my little brother’s small bicycle to school. Total humiliation. Now imagine a bike that is always there, that you never have to maintain, and that looks cool. Welcome to HighSchoolBixi.” 3 Be prepared. Know the ins and outs of your ideas. Do not only focus on the positive aspects, but be ready to turn any negatives into positives. 4 Be enthusiastic about your idea. Believing in your own pitch will have an effect on how well you sell your idea. 5 Emphasize the fact that by using your idea, everyone will gain, especially the people to whom you are pitching. •

You have to sell the idea of wearing designer filter face masks to the teenage population of a major city. Because teens are the main source of contamination of a new disease, they are your market and target audience. Prepare a 3-minute pitch that will show the positive aspects of this necessary accessory.

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S ECTION

2 GRAMMAR CHAPTER 1 GRAMMAR POINT 1: Simple Past and Present Perfect . . . . . . . . . . . . . . .

GRAMMAR POINT 2: Active and Passive Voice . . . . . . . . . . . . . . . . . . . . . .

GRAMMAR POINT 3: Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . .

GRAMMAR POINT 4: Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . .

GRAMMAR POINT 5: Adverbial Conjunctions . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 2 GRAMMAR POINT 6: Present and Past Modal Forms. . . . . . . . . . . . . . . . .

GRAMMAR POINT 7: Reported Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GRAMMAR POINT 8: Embedded Questions. . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 3 GRAMMAR POINT 9: Conditional Forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 GRAMMAR POINT 10: Uncountable and Irregular Nouns. . . . . . . . . . . . . . 106 GRAMMAR POINT 11: Punctuation Reviewed . . . . . . . . . . . . . . . . . . . . . . . . 110

TABLE OF CONTENTS • Grammar

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GRAMMAR POINT

THEORY REVIEW

SIMPLE PAST AND PRESENT PERFECT

SIMPLE PAST FORM NEGATIVE

Full form

Contracted form

I was there five years ago.

I was not there five years ago.

I wasn’t there five years ago.

You worked hard last month.

You did not work hard last month.

You didn’t work hard last month.

He/She/It played a master game of chess last night.

He/She/It did not play a master game of chess last night.

He/She/It didn’t play a master game of chess last night.

We had pizza.

We did not have pizza.

We didn’t have pizza.

You were in Toronto last summer.

You were not in Toronto last summer.

You weren’t in Toronto last summer.

They ate a lot of dessert last night.

They did not eat a lot of dessert last night.

They didn’t eat a lot of dessert last night.

AFFIRMATIVE

Meaning and Usage •

The simple past expresses a completed action in a specific past time. I ate a fabulous meal last night.

•

It also describes a past habit. When I was younger, I went over to my uncle’s house every weekend.

Common time expressions: last (+ mention of time), last week/month/year, yesterday, ago

PRESENT PERFECT FORM AFFIRMATIVE Full form I have run for years.

Contracted form

I’ve run for years. You have worked hard since You’ve worked hard since June. June. He/She/It has been strange He/She/It’s been strange lately. lately We/You/They have We/You/They’ve uploaded uploaded many videos. many videos.

NEGATIVE Full form

Contracted form

I have not run for years.

I haven’t run for years.

You have not worked hard since June.

You haven’t worked hard since June.

He/She/It has not been strange lately.

He/She/It hasn’t been strange lately.

We/You/They have not uploaded many videos.

We/You/They haven’t uploaded many videos.

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Meaning and Usage •

The present perfect expresses the idea that something happened before now, at an unspecified moment in the past. He has prepared breakfast at his grandmother’s place before.

•

It also expresses the repetition of an action before now. We have taken the car to the garage many times this year.

•

By using for and since, it can describe a situation that began in the past and continues until now. They have studied that disease since 1989.

•

It also describes breaking news, or an action that was very recently completed. The Prime Minister has just made an important announcement.

Common time expressions: before, already, yet, just, for, since, recently, still

PRESENT PERFECT CONTINUOUS FORM AFFIRMATIVE Full form

Contracted form

NEGATIVE Full form

Contracted form

I have been eating.

I’ve been eating.

I have not been eating.

You have been waiting all day.

You’ve been waiting all day.

You have not been waiting You haven’t been waiting all day. all day.

He/She/It has been working for weeks.

He/She/It’s been working He/She/It has not been working for weeks. for weeks.

He/She/It hasn’t been working for weeks.

We/You/They have been talking.

We/You/They ’ve been talking.

We/You/They haven’t been talking.

We/You/They have not been talking.

I haven’t been eating.

Meaning and Usage •

The present perfect continuous expresses the duration of action that began in the past and is still continuing. How long has he been waiting for me in my office? He has been waiting all day for you.

•

By using for and since, it also describes the period of time that an action has been on-going. They have been playing that game for the past three hours. She’s been taking piano lessons since 2015.

•

Many stative or non-action verbs, such as be, like, seem are non-continuous, which means they have to be used with the present perfect, not the present perfect continuous. She has been liking this song for years. She has liked this song for years.

Common time expressions: all day, since, for, as well as questions with how long.

GRAMMAR POINT

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1 • Simple Past and Present Perfect

2019-02-06 4:22 PM

NAME:

GROUP:

PRACTICE

1. James (graduate)

from college last month.

2. There (be)

a major earthquake in Mexico in 2017.

3. I like to run, but I (negative, go)

running once this month.

4. I can’t talk. My father (have)

just

a terrible accident. I’ll call you back.

5. The Smiths (attend)

the Christmas play each year.

6. Alyss and Guy are so happy; they (live)

together

since 2015.

7. Thankfully, it (neg./be)

very humid lately.

8. Greta’s brother (neg./visit)

the dentist for a very

long time.

9. I started this canvas an hour ago, and I still (neg./finish)

yet. 10. I (eat)

pasta last night.

11. This semester (be) 12. She (have)

can’t walk to this day.

long. When is it going to end? a terrible accident last summer. She still

13. A year ago, political leaders (decide)

to hold a

conference in Québec City.

14. Jane (be)

For more practice, go to the interactive activities.

A Complete the following sentence with the simple past, present perfect or present perfect continuous.

to England three times so far.

15. Charlie and his friends (live)

since they arrived in

the library.

B Complete each sentence with a word from the list. Use the correct verb tense. 1. The teacher

for the past hour. a. has explained b. has been explaining c. was explaining

2. He

on his book since August. a. has been working b. worked c. has work

3. They

friends since they were six. a. are b. have been c. has been

4. She

this computer program in 2015. a. learned

b. has learned c. learn 5. They

geography last year. a. has studied b. have studied c. studied

6. We

dark chocolate more than twice a day. a. have eaten b. has been eating c. eaten

7. The teacher

the exam last May. a. have prepared b. prepared c. has prepared

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S ECTION

WRITING and the Feature ARTICLE WRITING POINT 1: Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 WRITING POINT 2: Comma Splicing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 WRITING POINT 3: Misplaced Modiﬁers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 WRITING POINT 4: Audience and Register. . . . . . . . . . . . . . . . . . . . . . . . . . . 128 WRITING POINT 5: How to Research a Topic. . . . . . . . . . . . . . . . . . . . . . . . . 131 WRITING POINT 6: Thesis and Controlling Idea . . . . . . . . . . . . . . . . . . . . . . 134 WRITING POINT 7: Essay Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 WRITING POINT 8: Opinion Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 WRITING POINT 9: Persuasive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 WRITING POINT 10: The Feature Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 WRITING POINT 11: The Short Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

TABLE OF CONTENTS • Writing and the Feature Article

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WRITING POINT

THEORY REVIEW

RUN-ON SENTENCES A run-on sentence contains two or more independent clauses and has too many ideas. These types of sentences become unclear and difficult to read. To correct run-on sentences, use proper punctuation and clearer sentence construction. •

Use a semi-colon to separate independent clauses that contain similar ideas. You can use the semi-colon alone, or you can also combine the two clauses with a transition word, also called an adverbial conjunction. Incorrect: The dog barked angrily, I knew it was time to feed it. Correct: The dog barked angrily; I knew it was time to feed it. Correct: The dog barked angrily; as a result, I knew it was time to feed it.

•

Separate independent clauses into separate sentences. Use this form when one of the independent clauses is very long. Incorrect: I love to write long texts I would write them every day if I had time. Correct: I love to write long texts. I would write them every day if I had time.

•

Use a coordinating conjunction to join independent clauses. Incorrect: My father retired from the navy last year he is writing his memoirs. Correct: My father retired from the navy last year, and he is writing his memoirs.

•

Restructure your ideas by subordinating one to the other. Incorrect: They inherited a large sum of money from their grandfather they can buy a new car now. Correct: Since they inherited a large sum of money from their grandfather, they can buy a new car now.

Correcting Sentences That Are Too Long

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NAME:

GROUP:

PRACTICE A Rewrite each sentence to avoid the run-on error. 1. Their father cut the grass this afternoon tonight he will water the flowers

2. The child seemed lost she was crying for her mother.

3. The two students worked very hard on their project they felt they should have

gotten a higher mark.

4. My family is moving to Sherbrooke in July I’ll go to school there.

5. Sandra will be traveling next week she will not be able to attend your meeting.

WRITING POINT 1 • Run-on Sentences

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NAME:

GROUP:

PRACTICE B Add punctuation to correct the following run-on sentences. 1. We have a large trunk in our car let’s buy a month’s worth of groceries.

3. My scooter ran out of gas I was late for my test.

4. A young student from my school won the spelling competition she spelled words

I did not know existed.

2. I didn’t think I needed to put on my lotion after all it was raining when I left home.

5. My family is meeting in three days I wonder if they will all be there.

6. I’ve missed several days of school because I was ill I hope I will graduate.

7. He is planning on going to Shawinigan for vacation he’ll need to bring

some games.

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PRACTICE

SECTION

Exam

C 2 FIRST READING Understanding the Exam Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Note-taking Practice and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Reading the Authentic Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 C 3 WRITING A DRAFT Transition Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Anticipating the Angle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Outlining and Reinvesting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 C 2 SECOND READING Identifying and Understanding Leads . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Re-reading for Global Understanding and Details . . . . . . . . . . . . . . 169 Reading the Authentic Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 C 3 WRITING THE FINAL COPY Paraphrasing from Your Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Coherence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Outlining and Reinvesting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

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C2 C3

FIRST READING

Understanding the Exam Format •

A selection of authentic material, such as texts, audios, maps, pictures, graphs and quotes, is provided to learn more about a topic. Students are given a period of time to go over the material before the exam day.

•

Students are encouraged to take handwritten notes of the reading material.

•

On the day of the examination, the teacher provides the angle for the written task. Students are required to write about and reinvest using only the authentic material provided.

•

No word-for-word parts of the authentic material provided, for example titles, sentences, ideas for paragraphs, are permitted in the written task.

Note-taking Practice and Strategies A Read the following text. Write down the essential information and ignore the non-essential information.

Music is powerful and profound, even magical. The right song can improve your mood, help you relax, and it can even inspire you to act. But how influential can music be? Can music change our mood so drastically that it lures us to the other side? Does music have the power to make a person take their own life? Some people would say yes after listening to “Gloomy Sunday,” nicknamed the Hungarian Suicide Song. Is this eerie song just an urban legend, or is its deadly success true? “Gloomy Sunday” was written in 1932 by struggling Hungarian songwriter Rezso Seress. As the story goes, he composed the moody melody after his

girlfriend left him and he fell into a dark depression. The melancholy music is accompanied by dreary words that were written by the composer’s friend Laszlo Javor. The wistful words in Hungarian appear to invite the writer’s lost love to his own funeral. The song was first recorded in 1935 by Pal Kalmar, and it was a hit despite its bleak message. The song was later translated into English and the desperate heartbreak was translated along with the words that promise that, in his last breath, the singer is thinking about his beloved who is no longer with him. –Text courtesy Tracey Azlyn, author

Exam Preparation

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NAME:

GROUP:

B Choose a reading or video in this book and create a mind-map. Insert the main idea into the central circle and insert the supporting details in the surrounding circles.

C Review your mind-map. Reread your choice of material from the book and the notes above. Remove any non-essential information and replace it with essential information that better supports the main idea. D Go online and learn more about the song “Gloomy Sunday” by Rezso Seress. Instead of using a mindmap, take notes using the two-column, Cornell method of organizing ideas. Main Idea

Supporting Details

Seress’ deadly song - background

Claim: encourages listeners to take their lives. the lyrics

More recent versions

Composed in 1932 and his friend Laszlo Javor wrote

First recording: 1935

4. 5.

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NAME:

GROUP:

Reading the Authentic Material A Your teacher will give you a guiding question on the day of the exam. Keep in mind the guiding question of the topic to help you find the essential, relevant information for the reinvestment task in the exam.

B Avoid noting any non-essential information.

C Read the authentic material provided in the following pages and take notes on separate sheets of paper. Your notes will not be permitted on the day of the exam.

QUOTATIONS “Recently I had the opportunity to participate in the Parliamentarian Delegation to Quebec along with other MHAs. While the engagement was overall positive, I was struck by Quebec’s continued refusal to recognize our province’s border as legally defined.” –Jim Lester, Member of the House of Assembly of Newfoundland and Labrador “I think on the Quebec side, there’s always been a feeling that this [the 1927 Privy Council ruling] was not a fair decision…It’s as though to say, ‘There’s a boundary there, but we don’t really emotionally accept it, but we legally accept it.’” –James Hiller, retired history professor at Memorial University in St. John’s, Newfoundland “We built our communities. And still hold fast to our traditional territory. For centuries, our way of life has sustained us and our sense of identity has made us stronger. We have brought back the Kullik (a traditional seal oil lamp) and our drum. We celebrate our dog sledding tradition and we feel proud. Our traditions resonate with the ways of our Elders. We are 6,000 strong. We know who we are and what we’ve accomplished. Our rights are protected and enshrined in the Constitution of Canada. All of us must respect and honour these rights.” –Nunatukavut statement on www.nunatukavut.ca

Exam Preparation

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TIMELINE

1870

The Dominion of Canada is established by the United Kingdom. Transfer of land to Canada by the United Kingdom; the North-West Territories are created, covering most of northern Canada. Labrador remains a part of the Newfoundland Colony, and its border is disputed by Canada.

1898

The territory of the province of Quebec is expanded north with the secession of land from the North-West Territories.

1907 1867

Newfoundland becomes a dominion of the United Kingdom and inherits the border dispute with Canada.

1912

1927

1949

Quebec’s territory is expanded again from territories seceded by the North-West territories. Its northern border now reaches the Hudson Strait and the Bay of Ungava. The Privy Council Judicial Committee of the United Kingdom—the final court of appeal until 1949—rules in favour of Newfoundland. The province of Quebec does not recognize this decision. The Supreme Court of Canada becomes the last appeal court for all legal disputes.

1977

Land Claims are made by the Innu of Labrador.

1982

The Constitution Act makes Canada legally independent from the United Kingdom.

2001

Newfoundland changes its name to Newfoundland and Labrador.

2011

1867

The New Dawn Agreement is signed between Newfoundland and Labrador and the Innu of Labrador.

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COURT ADJUDICATION “... a line drawn due north from the eastern boundary of the bay or harbour of the Anse au Sablon as far as the fifty-second degree of north latitude, and from thence westward ... until it reaches the Romaine River, and then northward along the left or east bank of that river and its head waters to the source and from thence due northward to the crest of the watershed or height of land there, and from thence westward and northward along the crest of the watershed of the rivers flowing into the Atlantic Ocean until it reaches Cape Chidley.”

–Judicial Committee of the Privy Council (1927)

Legend Province of Québec Labrador Territory Border before 1927 Border after1927 0

124 km

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There have been hints of a thaw between Canada’s uneasy neighbours, but any real rapprochement seems far off The Canadian Press Dec 4, 2016

They are arguably the least friendly neighbours in Confederation. Newfoundland and Labrador has been feuding with Quebec since before the Atlantic province joined Canada, with a barely hidden animosity driven by border disputes and hydroelectric power feuds that have wound through courts for decades. Which is why headlines were made last month when Quebec began talking about possibly “burying the hatchet” on an epic scrap over the lopsided Churchill Falls hydro deal. Premier Philippe Couillard told reporters that it’s not just energy issues — the two provinces can collaborate on other things and need to build more neighbourly ties. But there is deep skepticism in Newfoundland and Labrador, which has a population smaller than metropolitan Quebec City and a collective wariness borne of distrust. Premier Dwight Ball says he’s open to talks with Quebec, if they help his province. But any real rapprochement sounds far off. “We haven’t had a discussion like this in a long time and it’s really too early to tell where this would go,” he said in an interview. “If it means nothing, or we can’t advance it to the point where there’s benefit for our province, well then we just won’t go there.

“Like you would with any good neighbour, we’ll explore options to work together in the future.” Those talks may eventually include potential collaboration on hydro projects that could help meet federal targets for cleaner energy, Ball said. But one thing is clear, he added. His province has no intention of abandoning ongoing legal action over what is bitterly perceived as the woefully unfair Churchill Falls deal.

QUÉBEC AND N.L.: WHY PEACE WON’T COME QUICKLY FOR QUEBEC AND NEWFOUNDLAND LABRADOR

The 1969 agreement has so far delivered more than $26.5 billion for Hydro-Quebec, which financially backed the hydro dam in Labrador, versus about $2 billion for Newfoundland and Labrador. It doesn’t expire until 2041. And it’s the subject of Newfoundland and Labrador’s most recent application to the Supreme Court of Canada to overturn losses in Quebec courts that have nixed attempts to renegotiate terms. Keith Hutchings, the Official Opposition natural resources critic for the Newfoundland and Labrador Progressive Conservatives, says resentment towards Quebec is real. Trust must be rebuilt. Hutchings blames what he called transmission roadblocks through Quebec for thwarting his province’s hydro ambitions over much of the last century. Those obstacles drove then-Tory premier Danny Williams to strike a deal with Emera, a Nova Scotia utility company, to build the Muskrat Falls hydro project now under construction in Labrador, Hutchings said in an interview. The $11-billion project will bypass Quebec, moving power to Newfoundland

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through subsea cables and then on to Nova Scotia and mainland markets.

Quebec officials would put up a map showing Labrador territory as part of Quebec.

“Newfoundland finally has some level of independence on energy development,” Hutchings said.

“And,” he said, “we’d get up and we’d take it down.”

“We should be in no hurry to run to Quebec now and say ‘Let’s have a discussion on development’ unless they’re at some point willing to give significantly on the issues that are important to us … transmission and the grid, giving us access — that opens up the whole eastern seaboard.” Valerie Vezina, a political scientist at Memorial University of Newfoundland, is a Quebecer who fell in love with St. John’s during a visit as an undergraduate student. She says the Labrador boundary dispute of the 1920s also has much to do with simmering animosity. Quebec has never accepted a 1927 British Privy Council ruling that the southern border of Labrador lies at the 52nd parallel north of the equator. That boundary was reaffirmed by terms of Confederation for Newfoundland in 1949. The issue flared again during the Quebec provincial election of 2014, when televised maps provided by its elections agency depicted part of the province extending into southern Labrador.

The boundary ruling is a still-sensitive issue that fuelled the energy fights which would erupt years later, Vezina said in an interview. “On Quebec’s side, they felt like they lost part of the territory they thought belonged to them. Then Churchill Falls, on Newfoundland’s side, that just led to this big tension between those two provinces.” Still, there are long-term incentives on both sides to make nice, said Allan Fogwill, a Newfoundlander who’s also president and CEO of the Canadian Energy Research Institute. The expiry of the Churchill Falls deal in 2041 will revert much of that power back to Newfoundland and Labrador, he said from Calgary. Quebec would lose much of its lucrative export revenue, while its neighbour would need a transmission route to make use of it, he added. “They’re either going to have to make a deal or have to build a very expensive system that’s redundant.” Time will tell if friendlier ways prevail, Fogwill said. “Talking is always better than litigation.”

At the time, Williams described how during meetings of eastern Canada leaders and New England governors,

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WEBSITE FROM THE NUNATUKAVUT NATION Home Contact Who Who we are

NunatuKavut means “Our Ancient Land.” It is the territory of the Inuit of NunatuKavut, the Southern Inuit, who reside primarily in southern and central Labrador. Our people lived in Labrador long before Europeans set foot on North American soil. As it was in times of old, and still today, we are deeply connected to the land, sea and ice that make up NunatuKavut, our home.

As time went on, there was intermarriage and our way of life began to change dramatically. Like all Indigenous peoples in Canada, we too, suffered the effects of colonialism. Outsiders pillaged our resources, brought their own form of government, denied our language and many of our people experienced resettlement and residential schools.

For hundreds of years, we controlled the coast of Labrador. The rugged coastlines and the interior waterways were home to our families who lived off the land and sea. We had our own way of making decisions, we respected all things around us and we thrived. It was our way.

And yet, we survived. We built our communities. And still hold fast to our traditional territory. For centuries, our way of life has sustained us and our sense of identity has made us stronger. We have brought back the Kullik (a traditional seal oil lamp) and our drum. We celebrate our dog sledding tradition and we feel proud. Our traditions resonate with the ways of our Elders.

Over time, there were temporary visits by fishermen and explorers, people who wanted our resources: the fish, seal, whale and fur-bearing animals. Strife and warfare marked our early encounters and many of our people lost their lives, as did the Europeans. In 1765, a treaty called the British-Inuit Treaty of 1765 was reached to end the hostilities. Some European men from the Old World chose to remain on our lands and survived in our territory because of the knowledge and skills of the Inuit of NunatuKavut.

WHO WE ARE

We are 6,000 strong. We know who we are and what we’ve accomplished. Our rights are protected and enshrined in the Constitution of Canada. All of us must respect and honour these rights. Source: http://www.nunatukavut.ca/ home/whoweare.htm

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QUEBEC INNU SAY NEWFOUNDLAND AND LABRADOR, QUEBEC LIVING IN ‘BYGONE ERA’ OVER MINING RIGHTS

National News | April 13, 2018 by APTN National News

wo Innu communities are lashing out at two provincial governments for ignoring their duty to consult over plans to develop a swath of mineral-rich land that straddles the Labrador, Quebec border. “Quebec and Newfoundland continue to live in a bygone era, one in which they believe it is still possible to disregard First Nations on their own territories,” said Chief Mike McKenzie of the Innu Takuaikan Uashat mak Mani-utenam in a release.

“Not only was Quebec just recently trying to sideline us from federal environmental assessments, but is now entering into partnership agreements that we are learning about after the fact,”

THE LAND IS CALLED THE LABRADOR TROUGH.

The Innu say it is “largely” located within the traditional territory of the Innu of Uashat mak Mani-utenam and the Innu of Matimekush-Lac John. Both say they are asserting Aboriginal title and rights to the Labrador Trough and the minerals found there. Quebec Premier Phillipe Couillard, and Newfoundland and Labrador held a news conference Thursday in Quebec City to announce the deal. Quebec is encouraging the federal government to join the provinces in the project. The Labrador Trough is a 1,600 km wide swath of territory that runs from the northern border of Quebec and Labrador to the south. The Innu of Uashat mak Mani-utenam and the Innu of Matimekush-Lac John are currently involved in a court case over mining and Aboriginal rights and title. They’re suing the IOC mining company for $900 million for not sharing in the profits of the mining operation on its territory. THE CASE IS CURRENTLY PENDING BEFORE THE SUPREME COURT.

“What is most bothersome and harmful is that yesterday’s announcement completely ignores the legal conflict regarding IOC-Rio Tinto’s exploitation, without agreement, of a portion of such territory. “We are not opposed to responsible development so long as the companies seeking to operate on our territory are willing to respect our rights, our Mother Earth and our traditions,” said McKenzie in the release.

Exam Preparation

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C2 C3

WRITING A DRAFT Transition Words A Insert each transition word into the correct column.

Chronology

Contrast

Example

Cause/effect

Addition

moreover • for instance • nevertheless • such as • as a result • therefore • in conclusion furthermore • subsequently • in the end • whereas • to conclude • in addition • first • after that • finally • on the other hand • in other words • to summarize • however • consequently Conclusion

B Complete each sentence using the correct transition word. 1. Many precautions are taken by law enforcement to avoid injury during a protest.

, many people do get hurt when violence erupts. , let’s look at the outcomes of passive resistence over the last 60 years.

Then, we’ll look at the results of violent protest. 3. According to statistics, unprovoked violence during protests is more common than we think.

, when law enforcement is armed during protests, the situation can become deadly. 4. The results of the election were unclear and too close to call.

the electoral committee is doing a re-count of all votes. , the overall evidence is abundantly clear. While

the suspect was inebriated, he got into his car and drove when he shouldn’t have; because of that, my client’s five-year-old daughter was the victim of his carelessness. 6. The US federal government continues to prohibit the recreational use of cannabis in most states,

the Canadian government has decided to lift this outdated prohibition. 7. Many countries outlaw gun ownership;

, the government of Australia

banned the possession of firearms ten years ago.

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NAME:

GROUP:

Anticipating the Angle A Consider one of the many possible angles your teacher might assign during the exam.

1. What territory has the upper hand in the Quebec-Labrador dispute?

2. Why is the land claim made by the Nunatukavut people so convincing?

3. Why are border disputes, in general, so complex?

4. What group is perhaps most impacted by the border dispute between Québec

and Labrador & Newfoundland?

5. What does the border dispute mean in an independent Québec?

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HEA DING 3

Designed to provide comprehensive material for both the Secondary 5 Enriched ESL program and the final exam.

Heading Up 3 offers three engaging themes stimulating reinvestment tasks for Competency 2 a comprehensive Writing and Feature Article section for fine-tuning Competency 3 a complete Exam Practice section to prepare for the end-of-year MÉES exam level-adapted grammar theory and practice for the enriched program

innovative consolidation activities for each theme focusing on Competency 1 recommended readings and films to further explore each theme for teachers, all-inclusive resource book, including Learning Evaluation Situations, DVD, transcripts, grammar quizzes and evaluation grids.

Rich and varied digital content On myCECZone.com, access all student and teacher material, available in PC, Mac, iPad and Android versions, including: more than 600 self-correcting interactive questions on grammar, vocabulary and comprehension videos for all theme-based tasks and Learning Evaluation Situations web links to suggested readings and videos To learn more, go to www.editionscec.com

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