Jump In_Cahier Sec 1 by Les Éditions CEC

iii

It’s time to jump in and get your feet wet! Start off Secondary I with a splash. Whether you can use English well, or just a tiny bit, Jump In 1 has something for you. Jump In 1 is a complete learning kit. Between these two covers, you have everything you need. Jump In 1 offers exciting class work, fun homework and lots of practice opportunities. As an all-in-one book, it also makes it possible for you to share your progress with your parents. Jump In 1 helps you develop the competencies you need to talk and write about fascinating topics. The reading, listening and viewing activities will make you want to learn more, while showing you how to improve your English. Jump in and discover • essential language to help you participate in class • stories that take you to another time or place • subjects you are really interested in • cartoons that will make you laugh • authentic audios to practise your listening skills • videos that show you everything from movie magic to murder mysteries • writing opportunities • lots of fun bonus activities Jump in! You can’t swim without getting wet! The authors

Table of Contents Check It Out! How to Improve My English. . . . . . . xi Check It Out!: The Purpose of Essential Language Tasks in the Chapters. . . . . . . . . . . . . . . . . . . . . xii

Chapters

chapter

Great Expectations

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Task 1 Essential Language Spelling, Greeting and Leave-Taking. . . . . . . . . . . . . . . . . 2 Reading Task 2 The First Day. . . . . . . . . . . . . . . . . . . . 4 Grammar Task 3 The Simple Present . . . . . . . . . . . . . . . 8 Reading Task 4 Learning to Relax. . . . . . . . . . . . . . . . . 11 Grammar Task 5 More on the Simple Present. . . . . . . . . 16 Viewing Task 6 Advice From an Experienced Student . . 21 Task 7 Write About It What Are Your Great Expectations?. . . . . . . . . . . . . . . . . . . . 23

Task 7 Write About It Convince Your Parents or a Master . . . . . . . . . . . . . . . . . . . . . 57

02 Extras

chapter

Reading Students Are Dogs’ Best Friends. . . . . . . . Bonus Grammar Questions in the Simple Present. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bonus Activities . . . . . . . . . . . . . . . . . . . . . . . . . . Bonus Writing Use Animal Photos to Send a Message. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

59 63 67 68

Boy, Was My 0 3 Face Red!

chapter

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Essential Language Describing Things . . 36

Jump In Task 1 Reading Task 2 Grammar Task 3 Reading Task 4 Grammar Task 5 Listening Task 6

All About Pets. . . . . . . . . . . . . . . . . . . . 38

Task 7 Write About It What Is Your Most Embarrassing Moment?. . . . . . . . . . . . . 89

chapter

Extras

Reading Diary of a Wimpy Kid. . . . . . . . . . . . . . . . Bonus Grammar The Simple Present. . . . . . . . . . . Bonus Activities . . . . . . . . . . . . . . . . . . . . . . . . . . Bonus Writing How Is High School Working for You So Far? . . . . . . . . . . . . . . . . . . . . . . . . .

25 28 32 34

Furry Friends 02 and Company

chapter

Jump In Task 1 Reading Task 2 Grammar Task 3 Reading Task 4 Grammar Task 5

Listening Task 6 Marvellous Exploits . . . . . . . . . . . . . . . 55

Questions in the Simple Present. . . . . . 45 Pet Peeves . . . . . . . . . . . . . . . . . . . . . . 48 More on Questions in the Simple Present. . . . . . . . . . . . . . . . . . . . . . . . . 51

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Essential Language Discourse Markers. . . . . . . . . . . . . . . . . . . . . . . . 70 Dear Journal. . . . . . . . . . . . . . . . . . . . . 72 The Simple Past. . . . . . . . . . . . . . . . . . 76 Dealing With Embarrassing Situations. . . . . . . . . . . . . . . . . . . . . . . 80 More on the Simple Past. . . . . . . . . . . . 82 TeenTime Podcast. . . . . . . . . . . . . . . . . 86

03 Extras

chapter

Reading My Bad! . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Bonus Grammar The Simple Past . . . . . . . . . . . . . 95 Bonus Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Bonus Writing Dear Diary (or Journal). . . . . . . . . . 100

Letter to Students. . . . . . . . . . . . . . . . . . . . . . . . . iii Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . iv Scope and Sequence Chart. . . . . . . . . . . . . . . . . . vi Inside Jump In 1: A Step-By-Step Overview . . . . . . viii

04 Crime Scene Investigators

chapter

Jump In Task 1 Reading Task 2 Grammar Task 3 Reading Task 4 Grammar Task 5 Viewing Task 6

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Essential Language Stall for Time Expressions . . . . . . . . . . . . . . . . . . . . . 102 Talk Like a Detective. . . . . . . . . . . . . . . 103 Questions in the Simple Past With To Be. . 106 Can You Solve the Crime? . . . . . . . . . . 110 Asking Questions With Did . . . . . . . . . 116

Task 7 Write About It What Will the Future Be Like?. . . . . . . . . . . . . . . . . . . . . . . . 154

05 Extras

chapter

Reading An Interview About the Future. . . . . . . . . 157 Bonus Grammar The Future: Will and Be Going To . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Bonus Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Bonus Writing Can You Design a Useful Robot?. . . 165

The Main Street Murder. . . . . . . . . . . . 120

Task 7 Write About It Write the Beginning of a Mini-Mystery. . . . . . . . . . . . . . . . . 122

04 Extras

chapter

Reading How to Become an Investigator. . . . . . . . 125 Bonus Grammar Questions in the Simple Past . . . 128 Bonus Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Bonus Writing How Are Your Detective Skills Working for You So Far?. . . . . . . . . . . . . . . . . . 134

05 Visions of the Future

chapter

Jump In Task 1 Reading Task 2 Grammar Task 3 Reading Task 4 Grammar Task 5

Listening Task 6 Is Anyone Out There? . . . . . . . . . . . . . 152

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Essential Language Asking for and Giving Clarification. . . . . . . . . . . . . . . . 136 Predicting the Future. . . . . . . . . . . . . . . 138 The Future With Will . . . . . . . . . . . . . . 141 Imagine the Future. . . . . . . . . . . . . . . . 145 The Future With Be Going To. . . . . . . . . 148

06 You Can’t Scare Me

chapter

Jump In Task 1 Reading Task 2 Grammar Task 3 Reading Task 4 Grammar Task 5 Viewing Task 6

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Essential Language Asking for and Giving Opinions. . . . . . . . . . . . . . . . . . 169 Hacker: The Script. . . . . . . . . . . . . . . . 172 Adjectives. . . . . . . . . . . . . . . . . . . . . . . 176 Hacker: The Storyboard. . . . . . . . . . . . 180 Comparing With Adjectives . . . . . . . . . 185 How to Make Movie Magic . . . . . . . . . 187

Task 7 Write About It Lights! Camera! Action!. . . . . . . . . . . . . . . . . . . . . . . . . 190

06 Extras

chapter

Reading The Ending for Hacker.. . . . . . . . . . . . . . . 193 Bonus Grammar Adjectives. . . . . . . . . . . . . . . . . . 197 Bonus Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Bonus Writing You’re the Director!. . . . . . . . . . . . 202

Reference Section Essential Language (Functional Language). . 203 Strategies and Tools

The Response Process . . . . . . . . . . . . . . . . . . . . . . 208 The Writing and Production Processes. . . . . . . . . . . 210

Grammar

The Simple Present . . . . . . . . . . . . . . . . . . . . . . . . 211 Questions in the Simple Present . . . . . . . . . . . . . . . 212 The Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Questions in the Simple Past. . . . . . . . . . . . . . . . . . 214

The Future. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Questions in the Future . . . . . . . . . . . . . . . . . . . . . 215 Articles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Capital Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Sentence Formation . . . . . . . . . . . . . . . . . . . . . . . . 219 Common Irregular Verbs . . . . . . . . . . . . . . . . . . . . 220

Scope and Sequence Chart ESSENTIAL LANGUAGE

STRATEGIES: Reading

C1 2 3

STRATEGIES: Viewing / Listening

C1 2 3

What do you expect from Secondary 1?

Spelling, greeting and leave-taking

Predict. Use context cues. Use cognates. Plan.

Listen for the general idea.

How do you choose the right pet?

Describing things

Use what you know and make a guess. Scan the text. Use what you know.

Listen for specific information.

How do you deal with an embarrassing moment?

Using discourse markers

Activate prior knowledge. Monitor your comprehension. Check for global understanding.

Pay selective attention. Take notes.

Who did it?

Stall for time expressions

Ask yourself if you understand. Take notes.

Check for details.

What’s ahead?

Asking for and giving clarification

Predict. Organize information. Skim and scan. Stay cool.

Listen for the general idea. Predict.

What does it take to make a scary movie?

Asking for and giving opinions

Infer. Visualize. Skim. Compare. Review.

Activate prior knowledge.

Chapter

Great Expectations

Chapter

Furry Friends and Company

Chapter

Boy, Was My Face Red!

Chapter

Crime Scene Investigators

Chapter

Visions of the Future

Chapter

You Can’t Scare Me

GUIDING QUESTIONS

vii

STRATEGIES: Writing

C1 2 3

GRAMMAR

EXTRAS: READING

Use resources.

The Simple Present • Understanding and Using the Simple Present • How to Form To Be • How to Form Other Verbs • How to Form To Be in the Negative • Other Verbs in the Negative

Excerpt From Diary of a Wimpy Kid: A Novel in Cartoons

Use varied resources.

Questions in the Simple Present • How to Form Yes / No Questions With To Be • How to Form Information Questions With To Be • Using Yes / No and Information Questions • How to Form Yes / No Questions With Other Verbs • How to Form Information Questions With Other Verbs

Students Join Forces to Help Spread the Word About Adopting Dogs in Need

Plan.

The Simple Past • Understanding and Using the Simple Past • How to Form the Simple Past • Pronouncing the ed Ending • How to Form the Negative

Excerpt From Diary of a Wimpy Kid: The Ugly Truth

Write a good introduction.

Questions in the Simple Past With To Be • How to Ask Yes / No Questions • How to Ask Information Questions With To Be

What Does It Take? (How to Be a CSI)

Asking Questions With Did • How to Form Yes / No Questions With Did • How to Form Questions With Did to Ask for Information Check your ideas.

The Future With Will • Understanding and Using the Future With Will • How to Form Will in the Affirmative • How to Write Other Forms of Will • Yes / No Questions • Information Questions With Will

A Look at the Future

The Future With Be Going To • Understanding and Using Be Going To • How to Form Affirmative and Negative Sentences With Be Going To • How to Ask Questions With Be Going To • Review the Future With Will and Be Going To Brainstorm. Focus on text components.

Adjectives • Understanding and Using Adjectives • Adjective Word Order • Possessive Adjectives Comparing With Adjectives • Understanding and Using Comparisons of Equality • Making More Comparisons • Using the Superlative

Hacker The Script, Continued

viii

Inside Jump In 1:

A Step-By-Step Overview

Jump In 1 is comprised of chapters for classroom use; chapter extras for semiautonomous and autonomous work; and a helpful reference section for functional language, learning processes, and grammar charts and rules.

Chapters

Jump In 1 2 3 Chapters begin with a guiding question, a warm-up activity and a Talk Box, so you can quickly start thinking and talking about the topic.

C1 2 3

The Essential Language Task In the first task, read a dialogue and use the essential language (functional language) in a Talk About It or other speaking activity. This task helps you to interact orally with the topic at hand and prepares you for the rest of the oral interaction in the chapter. Essential Language usually includes one or two Talk About It Talk Boxes.

C1 2 3

The Reading, Listening and Viewing Tasks Each reading, listening and viewing task comes with activities to do before, during and after each text, followed by a Talk About It for oral interaction. After the second reading, a box called How is it going? asks you to self-monitor your progress in the chapter so far. Simply put a 4 in the coloured box that applies to you. = It’s easy. = It’s somewhat easy. = It’s difficult.

Strategies To help you learn more efficiently, read the Strategy boxes.

Talk About It How is it going?

Talk Box

Glossaries For the meaning-in-context of difficult words, use the glossaries.

ix The Text-based Grammar Sections The grammar content for each chapter appears in two sections. The first section consists of a text-based activity; it asks you to identify the grammar in a previous reading task in the chapter or in a reading text provided in the grammar section. The second section consolidates or expands on the grammar notion.

Form Charts These charts illustrate the structure of the grammar notion.

Understanding and Using Look for texts with a yellow background. Learn about the function of the grammar notion.

Practice Activities A variety of activities are provided between the grammar charts. Grammar Tips More specific grammar points are offered in the margins.

How Is It Going? A self-monitoring box appears at the end of some grammar sections that show more advanced grammar notions.

C1 2 3

Write About It With Models A step-by-step layout of the writing task is offered at the end of each chapter and Extras section, with models of text types provided.

x Extras Extra Readings (semiautonomous activities) As differentiation-type activities, the authentic readings include excerpts from novels, interviews, scripts and other text types. Here the readings can be done alone, but they may require some teacher assistance.

C1 2 3

Bonus Grammar (autonomous) A minimum of three supplementary pages of grammar activities provide you with many opportunities for autonomous work. Remember to look back at the grammar sections in the chapters to help you along.

Bonus Activities (autonomous) Activities offered include word searches, crossword puzzles and oral interaction activities. Bonus Writing (semi-autonomous) The extra writing task is an opportunity for you to express yourself more freely and reinvest everything you have learned in the chapter.

Reference Section Essential Language You will find all the functional language you need for this level. The material follows the MELS’ new Progression of Learning guidelines. Strategies and Tools This resource provides you with an overview of processes to help you learn. Grammar You can see most of the grammar charts from this book together in this section, plus essential information on articles, plural nouns, adjectives, prepositions, punctuation, capitalization and sentence formation, as well as a handy list of common irregular verbs.

Grammar

Check It Out!

How to Improve My English 1 2 Competency 1 C

How can I improve?

Do I ...

I can …

s peak during class discussions? talk clearly and express my ideas well? use correct grammar and vocabulary? choose good resources to help me communicate?

1 2 Competency 2 C

rite my ideas to prepare for w a discussion. a sk for help when I don’t understand. t hink about what I want to say. t ake risks by using new words and expressions.

I can …

look for context cues to help me learn the meaning of new words.

Do I ... p ay attention when I listen to, view and read texts? g ive clear and thoughtful answers that show I understand the texts?

choose strategies to use when I read, listen to or view a text. c heck that I understand something by talking about what I heard or saw.

u se information from the texts to help me express my ideas?

compare what I think with what other people think.

c hoose good strategies and resources when I listen to, view and read texts?

think about what I already know about a topic.

1 2 Competency 3 C

Do I ... use the writing process? rite and produce texts that w are well written? u se correct grammar, vocabulary and punctuation? s elect and use good strategies and resources when I write and produce texts?

I can … t ake more time to plan before I write or produce my text. research my topic and use a variety of resources to do my research. u se vocabulary that I read in other texts. give my opinions to other people and ask for their opinions too. choose strategies that will help me write and produce texts.

xii

Check It Out!

The Purpose of Essential Language Tasks in the Chapters

Here are some tips to help you use this information effectively.

1 Use stall for time expressions

Step 1

Read the conversation. What did you UmMm … first my do last Saturday, friends and I wanted to go to the cinema, Lisa? but JesSy didn’t have any money. So we rented a video instead. And what did you do after that?

What did you do next?

WelL … we went to Sarah’s house. And then Jim showed up with some video games. We played them for a while.

Read dialogues carefully. Practise them with a partner. Pay special attention to new vocabulary.

Step 2 Do the activities in Essential Language tasks to practise what you have learned.

Let’s seE … Oh yeah, we chatTed a bit. Then everybody went home.

Step 3 Stephanie

Benoît

alk Box Hmmm … / Ummm … Give me a moment … Let me think … Just a minute …

Use information in Essential Language tasks to help you interact with partners during Talk About It Talk and other oral About It activities.

So … Wait a second … Well …

I mean … You know … Let’s see …

Step 4 Use Talk Boxes or other word lists to help you explore similar words.

It’s never easy to start an English conversation in class. Near the beginning of each chapter, you will find a useful language task called Essential Language. This task gives you an opportunity to use functional language like expressions and sentence starters to help you interact more easily in a conversation.

Cha

pter

What do you expect from Secondary I?

25%

disco

unt s ale

You are just starting secondary school. Are you excited or a little nervous? Or both? What are your expectations for the coming year?

Read the statements in the chart and put a 4 in the column that indicates how you feel about each topic. I’m excited about this.

This year …

I will be able to make new friends. There will be tons of homework.

I’m a bit nervous about this.

tons: a large amount extracurricular: after-school

I will have to find a lot of different classrooms in the school. There will be interesting extracurricular activities. There will be a different teacher for each subject.

e Talk About It

C1 2 3

Find a partner and compare your answers to the chart above. Use the words in the Talk

Box to help you interact.

alk Box Questions What did you answer for this one? Why? Why does that make you nervous?

Answers I’m afraid because … / I am interested in … / I like to meet … I could try to … / I want to try … I think that the teachers will … I worry about … but I will …

Name:

Task

Group:

Essential Language C

1 2 3

1 Learn to say the letters

A = ay B = bee C = cee D = dee E = ee F = eff G = gee

H = aich I = eye J = jay K = kay L = elle M = emm N = enn

O = oh P = pee Q = kiou R = are S = ess T = tee U = you

V = vee W = double you X = ex Y = why Z = zed

2 Write and spell words

Listen to your teacher. He / She will spell some words. Write the words in Column A. Spell five words for your partner. He / She will write them in Column B. Check them together. Reverse your roles.

Column A

Column B

3 Spell your name Read this conversation.

Hi, my name is William. What’s your name? How do you spell that?

It’s Elisha.

I spell it ee, elle, eye, ess, aich, ay. What’s your name again?

William. It’s spelled double you, eye, elle, elle, eye, ay, emm.

William

Elisha

Say the letters of the alphabet. Then practise saying them with a partner.

Name:

Group:

a. Practise saying William and Elisha’s conversation. Work in pairs. b. With your partner, have a conversation like William and Elisha’s. Use your own names. c. Ask your partner to spell his / her name, and then spell your name for him / her. Say each letter clearly.

CHAPTER 01 Great Expectations

Pronunciation Tip Use the chart on page 2 to help you pronounce each letter correctly.

4 Practise greeting and leave-taking

Read the following conversations.

n1 Conversatio

Conversation 2

Jonathan: Good morning

, Mr. Thompson. w o H . m M r. ia Th ill om pson: Hello Jonathan. W Elisha: Hi, ? How are things? y a d Conversation 3 to u are yo ? u o y d n Jonathan: Fine, thanks. Ho m fine. A w about you? Alison: Good afternoon, William: I’ e e S . d a Mr. Thompson: Pretty go Ms. James. How are you today? t too b od. Elisha: No I have to go now. See you soon. Ms. James: Hi, Alison. I’m just you later. . w o n r Jonathan: Bye. fine. How’s it going? ye fo William: B Alison: Well, I could be better. I have a bad cold. In the three conversation boxes Ms. James: Take care then. a. circle all of the greetings and all of the responses to the greetings.

b. underline all of the leave-taking expressions.

In pairs, practise saying each of the conversations. Make up a new conversation with your partner. Use examples from the conversations.

5 Meet new classmates

Meet and greet five new classmates. Ask them to spell their names for you. Write their names in the spaces provided. Check that you have spelled them correctly.

a. b. c. d. e.

Name:

Task

Group:

The First Day C

1 2 3

A Before you read 1 Understand the beginning

Look at the pictures on page 5. Answer the following question.

Where does the story take place? Put a 4 next to the correct answer.

• at a school

2 Predict the ending

ra egy

Predict. Make predictions about the text to help you focus as you read.

• on a soccer field

In the last frame on page 5, the story says: “Mr. Howe didn’t know it, but he made a big difference in Theo’s life.” What do you think this difference will be? Put a 4 next to your prediction or predictions. • Theo decides to become an author. • Theo decides to learn other languages. • Theo becomes a teacher.

B While you read As you read, remember these tips for reading a comic strip: • Captions and words written in italics tell the story and give information. It was a dark and stormy night ...

Oh boy! I think I’m in trouble.

• Thought balloons contain what the characters think.

• Speech balloons contain what the characters say.

Look, I can’t come to your house tonight, OK?

• at a shopping mall

First Day of High School

CHAPTER 01 Great Expectations

Memories of Theo Anderson

The year is 1989. It’s a hot, hot day in late August, and the first day of high school for Theo.

Hello class, my name is Paul Howe, and I am your English teacher. Maybe you are a bit nervous, but relax! Everything will be fine. Let’s start by writing a short story about your summer vacation.

A few days later …

Most of you did a good job on this assignment. I know many of you better now. But one text doesn’t quite match the instructions I gave you …

Oh boy! I’m in trouble. I didn’t do what he asked. I’m not worried, I’m not worried, I’m not …

He feels nervous but excited.

Oh no! Not that again!! Every year the teachers ask us the same thing!

But in the next breath …

That night …

I don’t care. My summer was horrible. I am going to write something else … an imaginary story about vacations! Yes! If he doesn’t like it … Well, I’ll worry about that later.

Theo, your text isn’t really about your vacation, is it? But you write really well. Congratulations on an excellent text.

That happened in Theo’s first week of high school, and it was a really important event. Mr. Howe didn’t know it, but he made a big difference in Theo’s life.

assignment: a task to do for school.

6 One hot, hot day in August … this year

I’m not nervous, I’m not nervous, I’m …

Good morning, class. My name is Theo Anderson, and I am your English teacher. Welcome to high school.

Here they are, nervous and excited, just like me. My first year of teaching. Wow!

Name:

Group:

CHAPTER 01 Great Expectations

C After you read 1 Put it in order

Put the events of the story in the correct order.

Theo … introduces himself as the English teacher.

is given an assignment to write about his summer vacation.

thinks Mr. Howe doesn’t like his story.

decides to do a different kind of assignment.

1 arrives at school on a hot day in August.

is influenced by Mr. Howe’s encouragement.

thinks the assignment is not interesting. watches as the new students arrive for their first day of school. is nervous and excited.

gets back his assignment with congratulations. 6 hears Mr. Howe say that the assignments were

well done.

2 Check your prediction

Check the prediction you made in 2 on page 4. Is it correct?

D Retell the story Retell the story to one another in groups of four. Use words from the text and 1

above, or use your own words. Example: The first thing that happens is that Theo arrives at school on a hot day in August. It’s his first day in high school. He is …

E Understand text types Think of texts you like. Do you read comic books or the comic strips in newspapers? Identify the characteristics of a comic strip. Put a 4 next to all of the characteristics

that apply.

Comic strips …

I hope English class is easy this year.

• have a lot of text • have speech and thought balloons • have photographs • have illustrations • use frames to tell the story • are always funny

It’ll be so easy!

I’m not nervous, I’m not nervous …

Name:

Task

Group:

The Simple Present A What do you know? 1 Find the grammar

Go back to the story “First Day of High School” on pages 5 and 6. Highlight all the verbs

in the simple present. Then, complete the chart below with examples from the story. Some spots will remain blank. Affirmative

Verb to be

Other verbs

1st person singular 2nd person singular 3rd person singular 1st person plural 3rd person plural negative

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

2 Follow instructions

Correct this chart later. Don’t ask your teacher for the answers just yet.

B Understanding and using the simple present

Use the simple present • to describe Theo is tall. The teacher has dark hair. • to talk about habits Theo takes the bus every morning. I always sit near the door. • to state a fact I am in Secondary 1. The sun rises in the East and sets in the West. • to talk about likes, dislikes and wants I don’t like snakes. Marty likes Math and Judy prefers Phys. Ed.

Name:

Group:

CHAPTER 01 Great Expectations

C How to form to be Verb To Be

Subject

Verb

Description / fact / etc.

COntracted form

excited.

I’m excited.

You

are

late for class.

You’re late for class.

He (the boy)

really tall.

He’s really tall.

She (the girl)

really short.

She’s really short.

time for lunch.

It’s time for lunch.

Grammar Tip

are

in Secondary I.

We’re in Secondary I.

You

are

on my team.

You’re on my team.

They

are

lost.

They’re lost.

You can’t always use a contraction. Denis and Carole are in the same class.

1 Observe

Read the statements about the contracted form of the verb to be. Circle the letter or letters that are true. a. The apostrophe comes after the subject pronoun. b. The apostrophe is always before the last letter of the verb. c. The apostrophe replaces the letter or letters that are dropped.

Answer the following question. What do you notice about the second person singular and the second person plural? .

They are the

2 Practise

Complete the sentences by using the verb to be in the simple present. When possible, use the contracted forms shown above. When you’ve completed the exercise, write the name of each girl beside her picture. Jenny. I

My name I

in Secondary I.

a bit nervous because this

my two BFFs.

big school. Jade and Tanja We

in the same English class. Yay!

Can you tell us apart? My hair Tanja Tanja and Jade

a really

long and straight.

taller than Jade. dressed in pink.

BFF: best friend forever

Name:

Group:

D How to form other verbs

Grammar Tip Here are a few key words you can use with the simple present: always, usually, often, sometimes, every day.

Verb

Description / fact / etc.

Verb To Have

my new school.

I usually have four classes a day.

You

walk

to school every day.

You have nice eyes.

rushes

to class.

She has seven different teachers.

rains

a lot in the fall.

It has eight hairy legs.

ride

the bus to school.

We have a lot of homework.

You

eat

in the cafeteria.

You have English today.

They

play

on the football team.

Subject

1 Observe

Answer the following questions.

a. What do you notice about the third person singular in the simple present?

Grammar Tip For verbs that end in s, sh, ch, x and sometimes o, add es after the verb in the third person singular: passes, searches, wishes, boxes, does.

You put an

at the end of the

b. What do you notice about the third person singular of the verb to have? changes to

c. What else do you notice about verbs in the third person singular? Some verbs end in

d. Notice the difference between these two verbs. Then, complete the statements below. to play: He plays soccer. to cry: My baby sister cries a lot. To form the third person singular in the simple present: • For verbs such as play that end in a vowel + y, add • For verbs such as cry that end in a consonant + y, change the

after the to

2 Practise

Unscramble the words to find out what each teen does to deal with stress. Use the correct form of the verb to make a sentence in the simple present. a. talk / with / Karen / her friends b. to music / listen / Thomas c. Daniella and Heidi / in their journals / write d. word games / do / Edmund e. Alice / magazines / read

Go back and highlight the verbs in each of your answers. Look at the examples again to make sure your answers are correct. Then check your punctuation.

. .

Name:

Group:

CHAPTER 01 Great Expectations

Learning to Relax C

1 2 3

Task

A Before you read 1 Use a strategy

Read the strategy. Use context cues to help you guess the meaning of the underlined words.

Circle your answer. Example: Malcolm doesn’t talk much in class because he is very shy. (popular / timid) a. I worry about my grades every day. (am troubled / am not troubled)

b. My mother has a lot of worries and anxieties about money because she doesn’t have a job. (troubles / happiness)

ra egy

Use context cues. Read the words or sentences that come before and after a new word. They will help you guess the meaning. Peter leaves his things all over the floor in his bedroom; he is messy. Can you understand the word “messy” from the context?

c. I have many issues to worry about. Will I make any friends? Which subjects will I like? What if I get lost? (results / questions) d. My appearance is a big issue. Are my clothes nice enough? Is my hair OK? (feelings / looks) e. My older sister says that what she finds most worrying is getting bad grades. (interesting / troubling)

2 Try a new strategy

Read the strategy on cognates. Circle the cognates in the following list.

a. troubled b. garage

c. day d. night

e. telephone f. computer

3 Identify issues a. Look back at your answers on page 1. Which issue is the most worrying for you?

b. Name some other issues that students have at the beginning of high school.

g. keyboard h. school

i. version j. September

S ra egy

Use cognates. Cognates are words that are similar in English and French. melody = mélodie June = juin problem = problème Use cognates to increase your understanding of what you read.

Name:

Group:

4 Predict

Look at the text on pages 13 and 14. Which of the issues from 3 will you read about?

S ra egy

Plan. Ask yourself, “Do I understand the instructions? What exactly am I supposed to do?”

Read the strategy. As you read the text, write the names of the teens who are interviewed. In a few

words, write down the advice each gives to help you in high school. Name of teen

Ashlee

Advice

Try to find your ultimate soother.

B While you read

CHAPTER 01 Great Expectations

High School and Stress A new school year is always exciting. Just starting high school doubles that feeling. But we all know that new experiences can be stressful too. What stresses teens the most? This chart shows what 600 teenagers answered in a survey when asked, “What worries you most about going back to school?” What worries you most about going back to school? schoolwork issues

32%

social issues

30%

extracurricular issues

nothing

10%

appearance issues

25%

Ann Marie: “Do something that

de-stresses you like drawing or reading— or maybe screaming into your pillow.”

Shane: “Go out and skateboard or bike

or run.”

About school work

Zach: “Practise good time management. Stop talking and get to work.”

Michael: “I take a quick break after school and then get started on my homework right away.” Don’t procrastinate. That way you can get to sleep at a decent time.

School work and social issues were the most worrying for these teens. Appearance issues were also high on the list. If you worry about these things too, you are not alone.

What teens said … About stress in general

Ashlee: “Try to find your ultimate soother. I found mine: music. Whenever things worry me, I put on my headphones and forget about my problems for a while.”

Chelsea: “My teachers were a big help when I was trying to catch up in school. Since I asked for help, I feel more relaxed.”

So for homework, do we have to …?

soother: something that makes you feel good headphones: listening devices that fit in or over the ears pillow: soft object you put your head on to sleep procrastinate: do something at a later time because you do not want to do it catch up: complete late assignments

About friends

Lolo: “Don’t hang out with anyone

who has a good social image but who is mean. Try to find someone who will really be your friend.”

“At my old school, I was very popular,” says Emily. “Now I’m starting to get acne and I feel very self-conscious.” But she tries not to make a big deal about body changes.”

Micki says the most important thing is

to wear clothes that fit your style. “Don’t be a poser,” she says.

It’s a good idea to shower every day. No one likes to be around stinky people!

Try to keep your worries about appearance in perspective. As Casey says, “A year from now, will what you worried about really be a big deal? Other stuff is going to happen.”

Conclusion Don’t worry about acne; it will go away soon.

mean: cruel acne: a skin problem that looks like red dots to make a big deal: to treat something unimportant as a major problem poser: a person pretending to be someone important stinky: bad smelling

This survey of teens going back to high school shows that most students are worried about one thing or another. But school is a time to make friends and learn new things. Following a few of the survival techniques mentioned by the students in the survey can make life at high school a pleasant and fun experience. © 1995-2010. The Nemours Foundation/KidsHealth®. Reprinted with permission.

C After you read 1 Understand details

Look at the survey results again. Circle True (T) or False (F) for the following statements. Correct any false statements to make them true. Example: Five percent of the teens say they stress about extracurricular activities. T or F Correction: Three percent say this. a. The most worrying issue is schoolwork.

or F

Correction: b. Twenty-eight percent of teens say that appearance is the most important issue. Correction: c. Thirty percent of teens worry about social issues. Correction: d. No one worries about “nothing.” Correction: e. Social and schoolwork issues are the most worrying for new students. Correction:

About appearances

Name:

Group:

CHAPTER 01 Great Expectations

2 Make high school less stressful

Put a 4 next to the things you might try to do to make your first year in secondary school less stressful. • do my homework as early as possible after school • try to sleep about nine hours every school night • ask my teachers for help when I don’t understand • limit my time on the phone or computer • take good care of my personal hygiene

• talk to all the kids at school, not just the popular ones • participate in an extracurricular activity after school • trust my own style in clothes

• other

3 Agreeing and disagreeing

Look at the text. Choose one teen you agree with. What does he or she say? Why do you agree with this advice? (Name)

says

I agree with this because

Now choose a teen you disagree with. What does he or she say? Why do you disagree with this advice? (Name)

says

I disagree with this because

e Talk About It

alk Box

C1 2 3

In small groups, share your answers

from 3 above. Use the words in the Talk Box to help you interact.

Questions Answers Who did you choose for this? He / She said to … Why did you choose this person? My choice is … What advice do they give? I agree / disagree because …

How is it going? How are you doing with strategies? I predict.

I look for cues and cognates.

How are you doing with this reading? I use the information from the text to talk.

I plan before I read.

Task

Name:

Group:

More on the Simple Present A How to form to be in the negative full form

Contracted form

I am not in the same class as my friends. You are not often late for class. He is not a team player. She is not busy right now. We are not too hungry today. They are not at school today.

I’m not in the same class as my friends.

You’re not often late for class. You aren’t often late for class.

He’s not a team player. He isn’t a team player.

She’s not busy right now. She isn’t busy right now.

We’re not too hungry today. We aren’t too hungry today.

They’re not at school today. They aren’t at school today.

1 Observe a. What do you notice about the contracted form? About the first person singular? There are

ways to write the contracted form, except for the . It only has

form.

b. What can you say about the position of the apostrophe? Sometimes it’s after the

; sometimes it’s before the

2 Observe

Complete the rule and the examples about where to place an apostrophe.

The

always replaces the

Example 1: I am not = Example 2: He is not =

that is

. The

replaces the

. The

replaces the

B Other verbs in the negative full form

Contracted form

I do not like to wake up early.

I don’t like to wake up early.

You do not play basketball.

You don’t play basketball.

He does not drive yet.

He doesn’t drive yet.

She does not belong in this class.

She doesn’t belong in this class.

We do not live far from school.

We don’t live far from school.

They do not do their work on time.

They don’t do their work on time.

. . .

Name:

Group:

CHAPTER 01 Great Expectations

1 Observe

Which of the following statements are true about the negative form of the simple present? Put a 4 next to the true answer or answers. a. You need an auxiliary like do or does to make a negative statement. b. You must follow this rule: auxiliary + not + verb. c. You don’t put an s at the end of the verb in the third person singular.

e. With he or she, you must use f. What is particular about the contracted form of do + not and does + not? The word

is attached to the auxiliary

The

replaces the

form.

in not.

g. What can you say about the position of the apostrophe in the contractions don’t and doesn’t? The

replaces the dropped

so it is always before the

of the word

2 Confirm what you know

Now go back to your chart on page 8. Verify the verbs you listed. Make corrections if necessary. Then, complete the chart by adding your own examples of verbs in the simple present.

3 Practise

Describe yourself. Put a 4 next to the elements that best describe you. Put an 4 next to the ones that don’t describe you. Add extra information on the lines below each category. General

I am / I’m not

Hair

My hair is / isn’t

Eyes

My eyes are / aren’t

Fears about high school

I’m afraid / not afraid of

lazy.

curly.

big.

arriving late for class.

messy.

long.

blue.

getting lost in school.

hard-working.

short.

brown.

my teachers.

short.

straight.

grey.

talking to new people.

tall.

wavy.

round.

having too much

green.

homework.

athletic.

Name:

Group:

C Bring It All Together 1 Write about yourself

Now use the information to write about yourself. Make four affirmative statements and four negative statements. Example: I’m not tall. I am hard-working. My eyes are big and round. I’m not afraid of anything. Affirmative statements a. b. d. Negative statements e. f. g. h.

Word Box • listen to music • sing in the shower • use a cellphone every day • go to bed early • play video or computer games • run in marathons • eat only healthy foods • get up late

2 Spare-time fun

Write eight sentences that state whether or not you do each activity in the Word Box.

Example: I listen to music. I don’t get up late. a. b. c. d. e. f. g. h.

Name:

Group:

CHAPTER 01 Great Expectations

3 Present and describe

Work with a classmate. Take turns talking about your appearance, character and habits. Use the information you wrote in 1 and 2 on page 18. Then, write a description of your partner.

Example: Molly is tall. She isn’t a couch potato. She doesn’t play video games. She gets up early.

eC Talk About It

1 2 3

With your partner, get into teams of four. Take turns introducing your partner to

your teammates.

As you listen to each other, complete the commonalities chart found on the next page. Write what is unique about each person

under his or her name.

Then, write what you have in common in the centre of the chart.

Name:

Group:

Commonalities Me

Teammate Teammate

D Put IT into practice Write four sentences about what you and your teammates do and don’t have in common. Example: We are new to high school. We don’t sing in the shower. a. b. c. d.

Teammate

We have in common

Name:

Group:

CHAPTER 01 Great Expectations

Advice From an Experienced Student C

Task

1 2 3

A Before you watch 1 Remember your feelings

Read the statements and put a 4 next to the ones that are true for you.

During the first days of high school I ... • was afraid of getting lost in the school. • met new people. • realized the teachers are nice. • asked someone in the school for help. • was very stressed.

2 Get ready

What did you find most difficult on your first day of high school?

B While you watch 1 Check your understanding

Read the strategy. Watch the vlog. Match each tip to the correct statement.

Tip 1: Tip 2: Tip 3: Tip 4: Tip 5:

a. Don’t be afraid to ask for help. b. Relax. c. Have everything planned. d. Stick with your friends. e. Be yourself.

2 Watch again

Watch the vlog again. Put a 4 to indicate whether Max mentioned these tips in the vlog.

Tip 1: Make sure you know where your locker is. Tip 2: Always be on time. Tip 3: Do everything you can to become popular in your school. Tip 4: You can ask administrators and older students for help. Tip 5: Support your friends and they will support you too.

S ra egy

Listen for the general idea. Listen for the general ideas in the text. You don’t have to understand everything.

Word Box • worry • do • much • best • attention

Name:

Group:

3 Complete the tip

Use the words in the Word Box to complete Max’s final tip.

The years in high school can be your

years, so don’t

too

. Pay

and do what you have to

eC Talk About It

1 2 3

1 Share your opinion

In your opinion, what is Max’s best advice? Find a partner and discuss why you like this advice.

2 Say what you think

Form small groups and share your opinions.

How is it going?

How are you doing with strategies? I listen for the general idea.

How are you doing with viewing? I use the advice from the viewing to write. I use the advice from the viewing to talk.

Name:

Group:

CHAPTER 01 Great Expectations

Write About It C

1 2 3

Task

What are your great expectations?

Now, it’s your turn. Write a comic strip or a short text. Follow steps 1 to 8.

Choose your topic school My first day in secondary xt n your te r. la P ss cla h this chapte in My first Englis ts x te e th • Review and The things I am concerned f the ideas put o t s li D ec a id e e k on the type of text ant to • Ma about this year tion you w a m r fo in rd wa Make a comic strip The things I look for xt. story like the in your te as one about Theo on ar ye s to thi rces such ore u o page 5. s e r lt u need m • Cons Write a short text ab How I plan to be rnet if you out you. te In e th successful this year . inspiration Your choice:

Edit you

r text • Check you and spell r grammar, punctu k • Examine the mod r o ing. w ation els on the Revise your • Show e ak next page to help yo m it s y e o o ur u structure ur text. D or to the work to a classm your text. • Reread yo teacher to ate • Make get feedb sense? • Write. Don’t sto t, x fi te ack. nal corre p to think about gs in your ctions. Change thin spelling or grammar • . if necessary. • Use new vocabu lary from this chapter. • Write your text in the simple ra egy present.

Write a draft

final Work on your presentation and ur copy is neat • Make sure yo easy to read. to e the computer • If possible, us tiv more attrac e. make your work

Go public have a r texts and u o y y la p is • D d. read-aroun

Use resources. Get help writing your text. You can • consult your dictionary. • go back into the chapter to find information. • use the Internet. • ask your teacher or classmates for help.

Go to the next page for models.

Name:

Models

} Comic strips have lots of illustrations. They help to tell the story.

Thought balloons tell you what people are thinking.

A comic strip It is August 28 and today is the first day of school for …

}

Captions contain other information about the story.

}

Group:

It’s 7 o’clock already! I don’t want to be late for my first day of high school.

} Speech balloons tell you what people are saying.

}

I hope Mister Anderson is one of my teachers. My sister says he’s really nice.

or A short text about you You can talk about some of your classmates.

– I am in my first English class of the year.

}

Use the simple present.

– Michael and Melissa are here too.

– I hope the teacher is patient because I don’t always understand all of the English words. I also get nervous when they talk too fast.

}

You can mention some of the worries or stresses you learned about in this chapter.

Cha

pter

How do you deal with an embarrassing moment?

25%

disco

unt s ale

Have you ever been embarrassed? If so, take heart, you are not alone. In this chapter, you’ll talk about embarrassing situations and ways of dealing with them.

Read what happened to some unlucky teens. Put a 4 next to a situation if you have experienced something similar. a. Today, I walked right into the library door. b. I threw up in Math class. c. At lunch, I spilled a glass of milk on my pants. d. Last week, I lost my bathing suit in the pool.

eC Talk About It

1 2 3

Find a partner and say if you have experienced anything similar. Use words in the Talk Box to help you.

take heart: be courageous unlucky: not having good things happen (by chance) to you threw up: pushed food, etc. that was in the stomach out through the mouth

alk Box Questions Did anything like this ever happen to you? How did you feel? Who saw your embarrassing moment?

Answers Something like this happened to me last week / last year. I was so embarrassed. / I cried. The people who saw me were my …

Task

Name:

Group:

Essential Language C

1 2 3

1 Learn about discourse markers

Discourse markers are key words or expressions that help you put your ideas in order. Discourse markers CONTINUE A STORY WITH THESE WORDS

END A STORY WITH THESE WORDS

First

Then

In the end

It all began on (day/date)

Eventually

On (day)

After that

Finally

At (time)

Soon after

So now

One day

And then

Now

Today

Note: The discourse marker so is normally used to link a cause and effect. I missed the bus, so I walked to school. cause

effect

2 Highlight discourse markers Read the text below. Then highlight the discourse markers.

detention: a punishment when a student has to stay in school for breaking a rule

sed the bus. I had to On Monday, I woke up late, so I mis got a detention slip from walk to school in the rain. Then I . After that, I realized that my French teacher for arriving late kitchen table, so I got I forgot my Math homework on the her. And then, in Phys. Ed., a detention slip from my Math teac because I showed up I received another detention slip had to walk back home … in without my gym shoes. Finally, I the bus … again! the rain … again, because I missed

3 Choose the correct discourse marker

Complete the following conversation with the correct discourse markers. Kara: What did you do last Saturday? Joe:

(First / Soon after)

had lunch, and

, I went to the mall to meet Suzie and Maxime. We (on Friday / then)

we shopped for a birthday present

for Frannie. We bought her that new vampire story DVD.

Kara: What did you do

(after that / now)

START A STORY WITH THESE WORDS

Name:

Group:

CHAPTER 03 Boy, was my face red!

Joe: I called my mom to get a ride to Frannie’s house. It was hot in the store, (then / so)

we waited for her outside.

Kara: What did you do

(next / one day)

Joe: We went to Frannie’s house and played a few games. made sandwiches and watched Frannie’s new DVD.

(In the end / After that) (Then / So)

, we

her mother

offered us some cake and ice cream. We played a few more games and, (first / finally)

, we left around 10:00 p.m.

Kara: Sounds like you had fun.

Practise saying the conversation with a partner. Then change roles and do it again.

4 Put sentences in the correct order

Work with a partner to find out what Seth and Jill did last night. Put the sentences in order.

was done, Then, because my work a while. for I played a game online

Seth: What did you do last night? Jill:

Finally, I watched my favourite TV show and went to bed. After that, I finished my essay on the computer. First, I read a chapter from my book.

And eventually I went to bed. Then I went home and made myself a huge cup of hot chocolate.

Jill:

And what did you do?

Seth:

At 7:00 p.m., I went to my basketball game.

Soon after I drank it, I took a shower.

e Talk About It

C1 2 3

Practise saying the dialogue. Then tell your partner what you did last

night. Use discourse markers as you speak.

alk Box Start First I … Last night, I … I started to …

Continue Second, I … Then I … I continued to …

End Finally, I … To conclude, I was … Eventually, I …

Task

Name:

Group:

Dear Journal C

1 2 3

A BEFORE YOU READ Rate these embarrassing situations. Put 1 for the most embarrassing and 6 for the least

Activate prior knowledge. Think of what you know about the topic before reading the text.

I fell off my chair in class. I threw up on my teacher’s shoes. I walked into the men’s bathroom by mistake. I sneezed on my crush. I passed a love note to my girlfriend and the teacher caught me. My pants slipped off while I was walking with my friends.

crush: a person you secretly like

eC Talk About It

1 2 3

Tell a partner how you rated

these situations. Use the words in the Talk Box to help you.

alk Box Starters First I put … then I placed … I decided to … I chose it because …

Answers Me too. / I didn’t do that. Then what did you do for … ? Well, I didn’t choose it because …

B WHILE YOU READ After you read each paragraph, stop and complete the reading journal. Answer these two questions. a. What do you understand? Write down a few notes in your own words. b. What does the paragraph make you think about? Examples:

I understand … that Mike is usually late in the morning. Mike’s sister takes a lot of time in the bathroom.

I think … my brother is just like Mike. He is always late. Mike needs an alarm clock. Sometimes, I take too much time in the bathroom, and then my brother yells at me.

S ra egy

embarrassing.

Name:

You will never guess what happened to me today. First, I woke up on time, got to the bathroom before my sister and was the first one down for breakfast. Now you may not think this is a big deal, but I usually don’t wake up on time and have to rush to get to school. My sister takes about an hour in the bathroom (no joke!). And I usually skip breakfast because I’m normally late. So, I went to the kitchen and had the last waffle from the freezer. Bonus! I could tell this was going to be my lucky day.

September 29 I understand …

I think …

I understand …

Then I leisurely walked to the bus stop and actually took the time to smell the roses, literally. When I got to the bus stop, I looked down and found a twodollar coin. This day was getting better by the minute.

I got to school and I noticed that some girls were looking at me. Those girls never pay any attention to me, ever. The next thing I knew, they smiled at me and giggled as I walked by. Again, this sort of thing never happens to me! So I smiled at them and waved to Chelsea, this girl I like. I think I embarrassed her because she smiled and then shyly put her hands over her face.

I think …

I understand …

I think …

I understand …

Then the captain of the hockey team walked by and said, “Hey Mike! Seen any UFOs lately?” I answered no. That was a weird question, but I really didn’t care. He never talks to me. In fact, nobody on the hockey team talks to me, ever! That just doesn’t happen to me.

Group:

I think …

CHAPTER 03 Boy, was my face red!

ra egy

Monitor your comprehension. Stop and think about what you understand. Make links to what you know.

skip: don’t have or don’t do leisurely: in a slow and easy way giggled: laughed nervously or in a silly way weird: strange

Name:

Group:

I understand …

By the time I got to my first class, I felt pretty good about myself. I was Mr. Popular. Everybody looked and smiled at me. Everybody! Even Creepy Kirk! And he doesn’t smile at anybody.

I think …

Today, we had to present our science project to the class. Now, normally, I would be nervous because I usually forget what I have to say or … worse … I forget my project at home and end up with a bad grade. But this time was different. I felt confident. After all, today was my lucky day! So when the teacher called my name, I jumped straight to the front of the class, happy as a clam.

I understand …

I think …

I understand …

Just then, the teacher called me over to her desk and whispered, “Mike, XYZ!” I looked at her with a blank look on my face. Then she pointed toward the floor. I looked down and then I saw it! The reason for the stares! The reason for the giggles! The reason why the captain of the hockey team asked me if I had seen any UFOs!

I think …

creepy: strange or bizarre but in a scary way happy as a clam: very happy blank look: a facial expression that shows a person doesn’t understand stares: looks that last for a long time

e Talk About It

I understand …

So, I turned my back to the class and, as discreetly as possible, I quickly pulled my zipper back up. Why does this kind of thing always happen to me?

I think …

C1 2 3

Work with a partner.

Compare what you wrote in your reading journals.

alk Box Starters I wrote that it made me think about … I understood that … If I understood it correctly, it meant …

Answers I thought the same thing! I saw it the same way. / I didn’t see it that way at all. You’re right. / Hmmm … I don’t think so.

Name:

Group:

CHAPTER 03 Boy, was my face red!

C AFTER YOU READ 1 Guess the meaning Find the information.

a. Find the three-letter abbreviation in the text that means • your fly is open

b. Find two words that mean generally.

• examine your zipper

c. Find a word in the same family for each of the words listed below. Example: real: really • shy • discreet • quick

2 Write a summary

Write a short summary about Mike’s morning.

First … Then … Next … After that … In the end …

3 Rate the story

Compare Mike’s story to the embarrassing situations in A

I compared Mike’s story to the

on page 72.

embarrassing situations on page 72.

Rate Mike’s story by putting a number in the box at the right. Note: 1= most embarrassing and 7= least embarrassing.

On a scale from 1 to 7, I rate Mike’s

Share your rating with the class.

story as a

Task

Name:

Group:

The Simple Past A WHAT DO YOU KNOW?

Grammar Tip Learn more about asking questions in the past in Chapter 4.

Read about what happened to Justine. Highlight all the verbs in the simple past in the affirmative form. Underline the question forms and the negative forms. Then complete the chart. Mark: What happened to you? Justine: I was in a really strange accident. Mark: When did it happen? Justine: It happened on Monday night after the football match. I was on the phone with Chris and the next thing I knew, I was flat on my back in the middle of the road.

Mark: What happened next? Justine: One of the boys from the football team helped me get up. Then the coach offered to take me to the hospital. I didn’t want to go but, in the end, I agreed. I spent the rest of the evening in the emergency room. Mark: Did they catch the person driving the car? Justine: There wasn’t a car. A deer ran across the street and knocked me down. Mark: A deer? In the city? Justine: I told you it was a strange accident. verbs in the simple past VERBS WITH ED ENDINGs: affirmative forms

OTHER VERBS: AFFIRMATIVE FORMS

OTHER VERBS: NEGATIVE FORMS

QUESTION FORMS

happened

2 Find the answers

Unscramble the letters to find the answers to the following questions.

a. What do you call verbs that form the simple past with an ed ending? (agurerl)

verbs

b. What do you call verbs that form the simple past without an ed ending? (rarugielr)

verbs

1 Find the grammar

Name:

Group:

B UNDERSTANDING AND USING THE SIMPLE PAST Use the simple past to describe actions, events or experiences that happened in the past. The class played volleyball during Phys. Ed. Charlie had a dog when he was younger. We had cats when we were younger.

Go back to Mike’s story in B on pages 73–74. Find all the verbs in the simple past, affirmative form only. Choose seven regular verbs and seven irregular verbs, and list them in the chart below. regular verbs

irregular verbs

happened

C HOW TO FORM THE SIMPLE PAST To form the simple past of most regular verbs, add ed to the base form of the verb. to visit visited We visited Ottawa last winter. When the verb ends in e, just add d. to skate skated

We skated on the Rideau Canal.

There are also special forms of regular verbs in the simple past. • To form one-syllable verbs that end in a vowel + a consonant, double the consonant before adding ed. to spot spotted The dog spotted the skunk. to stop stopped The dog stopped running. • To form regular verbs that end in a vowel + y, simply add ed. to play played He played badminton yesterday. • To form regular verbs that end in a consonant + y, change the y to ied. to study studied We studied all night.

CHAPTER 03 Boy, was my face red!

Grammar Tip Here are some key words that are often used with the simple past: yesterday, last night, last week, last year, a few years ago.

Name:

Group:

Irregular verbs change form and must be learned. There is a list of irregular verbs on page 220. To fall fell Gina fell off her skateboard. To break broke Gina broke her arm. The verb to be I / You / He / She / It was sad. You / We / They were sad. The verb form does not change with each subject, except for the verb to be. Regular and irregular verbs

I / You / He / She / It / We / They ate all afternoon.

To be

I / He / She / It was late. You / We / They were on time.

1 Observe

Circle the letter of the statement that is true for the simple past.

a. Regular verbs vary for the third person singular. b. Only the verb to be has two forms. c. Irregular verbs vary for each person.

2 Practise

Write the simple past form of these verbs. arrive

miss

bump

play

drop

rush

finish

trip

hurry

walk

Use the verbs above to complete the sentences. Use each verb only once. a. During the final match, I

on my shoelaces and

the winning shot. b. Kevin

out of class. He

and

his books on the floor.

c. We

to catch the last bus, but we

So we d. We

into the principal too late.

home instead. in a soccer tournament and our team

last.

Name:

Group:

CHAPTER 03 Boy, was my face red!

3 More practise

Grammar Tip

Complete the sentences with the simple past of the irregular verbs in parentheses. Find these irregular verbs in the Word Search below. It all

(to begin)

last summer. One day, I

purple slush. Suddenly, a boy

into me with his bike. My drink

(to run)

flying right out of my hand and onto my new sweater.

(to go)

very angry and yelled at the boy. He apologized and offered to

(to become)

myself a huge

(to buy)

afternoon at a pizza place. We

(to spend)

the rest of the

pizza and

(to eat)

drinks. Justin turned out to be a nice guy and I soon whole incident. In the end, I lost a sweater, but I

(to forget) (to find)

(to drink)

about the a new friend.

Use the leftover letters in the Word Search to spell out the mystery word in this sentence: Embarrassing situations can be very .

soft

Use the irregular verb list on page 220 if you need help.

Task

Name:

Group:

Dealing With Embarrassing Situations C 1 2 3

A BEFORE YOU READ

S ra egy

Check for global understanding. Read to understand the general idea in a text.

Think of an embarrassing situation that happened to you. How did you react? Put a 4 next to all the statements that are true for you. • I blushed.

• My face went white.

• I left the room quickly.

• I cried.

• I made a joke about the situation.

• I got angry.

• I remained calm.

• I laughed.

• I didn’t care.

• Other

B WHILE YOU READ Highlight the tips in each teen’s advice.

Oh No! What Should I Do? Kelsey

Hey, everybody has an embarrassing situation sooner or later. When it happens, pretend it didn’t happen. If you fall down, get up and keep walking. That way, everyone will forget it and your pride won’t get hurt.

Nickie

pretend: make people believe something is true when it is not true pride: respect for yourself make fun of: ridicule or mock landed on: fell on top of something or someone

Blake

When something embarrassing happens to me, I minimize the situation. Here’s an example: last week, in my school cafeteria, I wasn’t paying attention to what I was doing. I fell over a chair and landed on a garbage can. Then I got up, looked at everybody and said, “Whoopsie!” In less than a minute, everybody started talking and eating their lunch again, and I still had my dignity.

In my opinion, the best way to deal with an embarrassing moment is to laugh at yourself. It’s hard for other people to make fun of you when you are doing it already. Remember, you want them to laugh with you and not at you.

Chris

If something embarrassing happens to me, I try to stay cool. That way, I feel like I am in control of the situation. That makes me more confident. And when I feel confident, nothing really bothers me. I also use humour. I make a joke about what happened, to show that I can deal with the situation.

Most people think that others will remember their embarrassing moments forever. The truth is, you may never forget the time you spilled mustard on your new shirt or walked into a tree, but chances are the people around you will forget those moments quickly— probably because they have their own embarrassing situations to worry about.

blushed: became red in the face

Name:

Group:

CHAPTER 03 Boy, was my face red!

C AFTER YOU READ Answer these questions about the teens’ advice. a. In your opinion, which teen gives the best advice for dealing with an embarrassing situation? Explain your choice.

b. Which teen’s advice is the most difficult to use? Explain your choice.

eC Talk About It

1 2 3

Choose one of the situations below and write down your advice. Work with a partner and share what you wrote. Use the words in the Talk Box to help you.

a were skating at the local Situation 1: Paul and Lis t to ul started to skate really fas arena with their friends. Pa l fel th into Lisa and they bo show off. Suddenly, he ran on the ice.

show off: impress people with your exploits or possessions bill: the paper that shows the amount you have to pay

I choose Situation My advice to Paul, Lisa, Tina or Pascal:

Situation 2: Yesterday, Tina and Pascal went to a restaurant for a meal. But when the bill arrived, Tina realized that she didn’t have any money. Unfortunately, Pascal had just enough money for his meal.

alk Box My advice was to remember that … My advice was to think about …

I said that … It happened to me. Then …

How is it going? How are you doing with strategies? I think about what I know before I read the text.

I stop and think about what I understand.

How are you doing with this reading? I use the information from the text to write.

I use the information from the text to talk.

Task

Name:

Group:

More on the Simple Past A PRONOUNCING THE ED ENDING

There are three ways to pronounce the ed ending of regular verbs. IF THE VERB ENDS IN ONE OF THESE SOUNDS

PRONOUNCE THE ED LIKE THIS

EXAMPLEs

t or d

want decide

wanted decided

want-id decid-id

b g j l m n r v w y z a vowel

grab tag cage pull drum phone remember love show try raise glue

grabbed tagged caged pulled drummed phoned remembered loved showed tried raised glued

grab-d tag-d cayj-d pul-d drum-d phon-d remember-d lov-d show-d tri-d raiz-d glu-d

f k p s x sh ch

laugh park stop pass relax finish watch

laughed parked stopped passed relaxed finished watched

laff-t park-t stop-t pass-t relax-t finish-t watch-t

1 Practise

Practise saying the verbs in the chart above.

2 Choose the correct sound

Circle the correct sound for the end of each verb below. Then practise saying these verbs with a partner. Simple Past of Verb

Sounds Like

Simple Past of Verb

Sounds Like

wanted

liked

copied

called

visited

agreed

shopped

enjoy

hated

looked

Name:

Group:

CHAPTER 03 Boy, was my face red!

3 Complete the sentences

Use the simple past of the verbs listed in the Word Box to complete the sentences. Use each verb once.

Word Box • to apologize • to bump • to help

• to insist • to stop • to mumble

• to need • to offer • to refuse

Last week during practice, I

for bumping into him. Then my to bleed. Terry

nurse’s office. I I

to take me to the

and at me and

that I was okay. that I sit down.

some tissues, so Terry

Then he

bump: run into mumble: not speak clearly passed out: became unconscious

to cry, but instead I just

and

Terry

• to start • to wait • to want

right into Terry, the biggest guy

on the football team. Ouch! I nose

• to rush • to smile • to stare

to get some.

with me until the bleeding

After that, he

me get to my next class. Well! At least I didn’t

break my nose.

Read the story to a partner to practise the pronunciation of the verbs. Listen to your partner and correct the pronunciation if necessary.

4 Find verbs that end in an id or t sound

Read the conversation below. Underline the verbs in the simple past that end in an id sound. Circle the verbs in the simple past that end in a t sound.

Eric: Wow! What a hockey game! Matt: That’s for sure. When our goalie decided to leave the net, I thought our team was finished. Eric: Me too. I nearly passed out when that happened. I was so upset that I missed part of the game. I even wanted to leave early. Matt: I know. But then I laughed at you and you relaxed and looked back just in time. Eric: I’m glad you did. Our goalie was amazing. He moved back into the net and stopped twenty shots in a row. Unbelievable. Matt: That goalie is really dedicated to the game. I admire him a lot. Eric: Hey, after all this excitement, I’m hungry. Jeff is parked in front of the arena. Let’s meet him and go out for pizza and ... CELEBRATE!

Name:

Group:

B HOW TO FORM THE NEGATIVE NEGATIVE FORM OF REGULAR AND IRREGULAR VERBS SUBJECT

DID + NOT : contracted

DID + NOT

VERB

THE REST OF THE SENTENCE

Josh

did not

didn’t

watch

TV last night.

did not

didn’t

to the movies either.

did not

didn’t

buy

anything at the store.

1 Observe

Answer the questions.

a. What do you notice about the words in the verb column in the chart above? • They are in the infinitive without the word form. • There are no ed

; this is called the base .

b. What can you say about the position of the apostrophe in the contracted form in the following sentences? • Brenda didn’t write the text. is between the letter n and the letter

The

• The students didn’t understand the activity. The apostrophe replaces the letter

THE NEGATIVE FORM OF THE VERB TO BE SUBJECT

TO BE + NOT

TO BE + NOT : Contracted

THE REST OF THE SENTENCE

was not

wasn’t

embarrassed.

Jill

was not

wasn’t

late for class.

We / You

were not

weren’t

afraid of the dark.

They

were not

weren’t

absent.

2 Describe yourself

Circle the words below that describe the way you were in Grade 6. Then underline the words that do not describe the way you were in Grade 6. funny

tall ordinary

motivated

short

active shy

Write two sentences that describe the way you were in Grade 6. a. b.

quiet

Name:

Group:

CHAPTER 03 Boy, was my face red!

Write two sentences that describe the way you weren’t in Grade 6. c. d.

3 Complete the chart

Fill in the blank spaces with the correct form of the verbs.

VERB

SIMPLE PAST

to be

NEGATIVE FORM: contracted

VERB

SIMPLE PAST

wasn’t, weren’t

NEGATIVE FORM: contracted

didn’t keep

became

laughed

began

to miss

bought

to rise

didn’t come

to copy

ran

to shop

explained

didn’t study

didn’t find

talked

didn’t go

didn’t have

didn’t walk

to watch

Task

Name:

Group:

TeenTime Podcast C

1 2 3

A BEFORE YOU LISTEN 1 Check what you know

The Host: Ben

What do you know about podcasts?

b. A podcast can be a music or talk program. c. A podcast delivers information via the Internet. d. Podcasts are ways for people to share information. e to Welcom ts e Podcas TeenTim nline e is an o TeenTim r fo e made magazin ery v teens. E teens by e c ey produ week, th res a t that sh a podcas ns nd opinio stories a . The Panel: nt topics on differe Kevin, Carrie, : ’s topic is k e e w is and Kyle Th ost m r u o y What is ment? ssing mo ra r a b m e 00:00

2 Predict the story

Look at the photos and predict what each story talks about.

Story 1: Story 2: Story 3:

00:00

Name:

Group:

CHAPTER 03 Boy, was my face red!

B WHILE YOU LISTEN

1 Verify your predictions

Listen to the podcast and verify your predictions.

2 Complete the chart

Read the strategy. Then listen to the podcast a second time. Complete the chart with information about what happened to the panel members.

PANEL MEMBER

LOCATION

TIME

PEOPLE PRESENT

ra egy

Pay selective attention. Listen and focus your attention on the specific information you need.

THE EMBARRASSING SITUATION

Kyle

Carrie

Kevin

3 Write the reactions

Read the strategy. Then listen to the podcast a third time and write how each teen reacted after their embarrassing situation. Kyle: Carrie: Kevin:

ra egy

Take notes. Write down important information.

Name:

Group:

C AFTER YOU LISTEN For each teen, choose the title below that best describes his or her story. Then, beside the teen’s name, write the letter of the title you chose. a. Lunchtime Woes

b. Who’s the Cutie?

c. A New Look

• Kyle: • Carrie: • Kevin:

Which teen has the most embarrassing story? Explain your choice.

eC Talk About It

1 2 3

Get into teams of three or four and share your answers to the question in C . Come to an agreement.

alk Box Who did you say is … ? Why did you choose him / her? Why do you say that? I think … had the most embarrassing story. Do you agree?

How is it going? How are you doing with strategies? I activate prior knowledge. I pay selective attention. How are you doing with listening? I use the information from this listening to talk. I use the information from this listening to write.

I take notes.

Name:

Group:

CHAPTER 03 Boy, was my face red!

Write About It C

1 2 3

Task

Now it’s your turn. Write about your most embarrassing moment. Follow steps 1 to 7.

pic Choose a to out urnal entry ab t jo a te ri w ill I w men barrassing mo the most em I ever had. ingan embarrass e. I don’t have I want to shar moment story rite a journal ll w So, instead, I’ worst day I e th entry about ever had.

3 Write a dr

aft • Use the info charts to w rmation from the rite your s tory. • Make s ure you u se the simple pa st.

ra egy

Plan. Organize the information you need before you write your draft.

Plan your te xt • Complete the three char ts o page 90 to h elp you organ n ize your ideas. • Review th e information in this chapter to he lp you.

4 Ask for feedback

t Edit your tex elling rules for • Check the sp the past. regular verbs in rb list on • Look at the ve k how to ec page 220 to ch rbs. ve r la gu spell irre punctuation and • Check your tters. use of capital le

Go public

al version Write your fin ings like to add draw • Many people l na ur jo ake their or photos to m is e ic g. The cho more interestin yours.

• Have a partner read your text to see if it makes sense. • Ask your partner to point out any errors you left behind. • Ask your teacher for help if you are having problems writing.

• UHM! D ue to the se nsiti nature of y our writing ve , you may not want to share with others. In that case, ju st version to y hand in your final our teache r.

Go to the next page for charts and a model.

Group:

Complete charts 1 , 2 and 3 to help you organize your ideas. Time

Location

PEOPLE who were there

What happened?

First

How did you deal with the situation?

Name:

Then

In the end

Model September 12 Dear journal (or Dear diary),

Introduce your topic. Here are two examples:

}

Address your journal or diary.

The other day, something very embarrassing happened to me. It was early in the morning. I think it was around 5:00 a.m. I heard a strange scratching sound …

} }

Or It all began when my mother announced some very bad news …

Then I … / The next thing I knew … End your story.

}

Continue your story. Use discourse markers.

Finally, we … / In the end … / So now I’m very careful when …

Name:

Group:

Extras • Chapter 03 Boy, was my face red!

My Bad! C

1 2 3

A BEFORE YOU READ Look at the task title, book title and the illustrations on pages 92–93. Then read the

introduction to the story as well.

What kind of text is this? Complete each thought bubble to help you make a prediction about the story. Share your prediction with a partner.

Clues from the titles My Bad! means The Ugly Truth means

Clues from the illustrations

My prediction

Clues from the introduction

Name:

Group:

B WHILE YOU READ Note the essential information from the story in the chart below. When?

WHO?

WHAT HAPPENED?

Excerpt From

Diary of a Wimpy Kid

THE UGLY TRUTH by Jeff Kinney In his ongoing saga of life in middle school, Greg Heffley must take care of a raw egg as if it were a real baby for an assignment in his health class. Greg is nervous about this assignment. He wonders if he can keep his egg safe. It reminds him of a past experience he had with eggs, which did not end well.

raw: not cooked half-birthday: day exactly six months from a birthday deviled eggs: hardcooked eggs with mayonnaise and spices gagged: was not able to force down the throat; choked dumped: disposed of without care

HOW DID IT END?

Where?

Name:

Group:

Extras • Chapter 03 Boy, was my face red!

C AFTER YOU READ 1 Understand the details

Answer the following questions about the text.

a. Why did Greg go to the Snellas’ house? b. Why did Greg choose the deviled eggs?

c. What was wrong with the deviled eggs? d. What was the terrible smell at the Snellas’ house? e. What did Greg mean when he said, “I felt a little bit guilty when I saw they were taking their plastic plant with them”?

Name:

Group:

2 Find another point of view

Rearrange the sentences and write them in the proper order to tell the story from the Snellas’ point of view. One day there was a bad smell in our house. for We had a carpenter look the source of the smell. We moved away because we couldn’t stand the smell. We invited the Heffley family to a party.

We hired a carpet cleaner to shampoo the rug.

First …

Then …

So …

Next …

In the end …

eC Talk About It

1 2 3

Get into pairs and compare your answers to C

on this page and the previous one.

Decide what you think of Greg’s actions. Share your opinion. Talk about a situation where your actions caused problems for or embarrassed another person. Or tell your partner about a time another person’s actions caused you problems or embarrassment.

alk Box For (e), I said … I answered … I agree / disagree with … I think Greg … Greg should / shouldn’t have … In my situation … I was so embarrassed when … I felt bad after …

Name:

Group:

Extras • Chapter 03 Boy, was my face red!

Bonus Grammar THE simple past 1 The verb to be

Use the verb to be in the simple past to complete the sentences. Then rewrite the sentences in the negative form. Use contractions.

a. In Grade 6, the girls b. I

picky eater: someone who only likes certain foods

taller than the boys.

late for the party.

c. We

in the living room when the food was served.

d. Georgina e. You

a very picky eater. really sneaky yesterday.

2 Pronouncing ed endings

Put these verbs in the simple past. Write each one in the correct pronunciation

column. Check your spelling.

Word Box • to arrive • to believe • to count • to defend

• to explain • to finish • to guess • to help

Sounds like id

• to jump • to kick • to laugh • to negotiate

• to open • to reflect • to scan • to travel

Sounds like d

• to use • to verify • to watch

• to X-ray • to yield • to zap

Sounds like t

Name:

Group:

Practise saying the ed verbs in your list with a partner. Monitor your partner’s pronunciation, and circle your rating below.

Peer evaluation

I give your pronunciation of the ed ending

3 Write in the simple past

Choose five verbs from the list in 2 on page 95. Write a sentence in the simple past with each of your choices.

Example:

verb

to travel

sentence

Last summer, my family travelled to the Maritimes.

a. b. c. d. e.

4 Describe the illustrations

Use the verb under each illustration to write about what Sarah did or didn’t do on the weekend.

wash

clean

Partner’s signature

Name:

Group:

Extras • Chapter 03 Boy, was my face red!

change

feed

swim

5 Say what you did last weekend

Place a 4 next to the activities you did last weekend. Place an 8 next to the activities you didn’t do. watched TV

played computer / video games

rode a bike

went to bed early

ate a healthy snack

wrote a letter

slept all weekend

chatted on the Internet

cleaned your room

baked a cake

did your homework

read a book / magazine

Now describe your weekend. Write about what you did and didn’t do.

Name:

Group:

6 Complete the sentences

Use the simple past of the verbs in the Word Box to complete the sentences. Use each verb once.

inside out: turned so the interior side is showing retainer: an orthodontic device made of plastic to hold teeth in place

Word Box • to break • to bump

• to drop • to fall

• to wear • to trip

• to forget • to have

• to rush • to slip

• to wake up • to sit

• Kristie inside out to school.

• Last Monday, Marc

late

• One day, she

MARC’S MISHAPS

her T-shirt

over his shoelaces and into the principal.

out of the

and

• At lunch, he

house in her pajamas. her

• Yesterday, she retainer in the toilet. • This morning, she and

a milk

mustache in front of his crush. • On Wednesday, he on a chair in class and

on the ice head first

it. • Last week, he to sort his clothes before doing

into a snowbank.

the wash, and now all his T-shirts are pink.

Decide which teen is the unluckiest. Explain your choice.

eC Talk About It

1 2 3

Make a list of some unlucky or embarrassing situations that happened to you.

Get into teams and compare what you wrote. Who is the unluckiest person in your group? Explain your answers.

alk Box Marie-Eve is the unluckiest because … I think it’s Lisa because … I agree / disagree with you because … Don’t you think his / her story is …

Kristie’s Calamities

Name:

Group:

Extras • Chapter 03 Boy, was my face red!

Bonus Activity Fill in the puzzle with the simple past of the verbs in the clues. See the list of irregular

verbs on page 220 for help.

2. 1.

Across 1. to walk 7. to write 8. to think 9. to listen 13. to leave 14. to go 18. to play 19. to wear 20. to want

10. 11.

12.

Down

13.

14. 15.

16.

17.

18.

19.

20.

Next, list each verb from the puzzle as regular or irregular. Simple past Regular

irregular

2. to empty 3. to cook 4. to watch 5. to try 6. to visit 10. to teach 11. to talk 12. to make 15. to see 16. to swim 17. to have

Choose five verbs and write your own sentences. Use the key words from the Word Box to complete your sentences.

Word Box

• yesterday • last weekend • last summer • last night • yesterday afternoon • two months ago

a. b. c. d. e.

• last year

100

Name:

Group:

Bonus Writing C

1 2 3

Dear Diary (or Journal) Keep an English diary or journal for one week. Follow steps 1 to 5.

a partner Brainstorm with u can talk about • Think of topics yo nal. in your diary or jour ch class Things you did in ea tside of Activities you did ou school What you ate n think of: Other topics you ca

Plan your entries • Look at a calendar or your agenda. Choose the days you are going to start and stop writing.

• • •

I’ll start here.

I’ll finish here.

•

Write a draft

•

• Write the day and the date for each diary or journal entry . • Use the simple past wh en writing about what you did or how you felt.

Model

Revise and edit your wo

rk • Check your spelling an d your grammar. • Show your text to a cla ssmate to get feedback. (optional) • Make a final copy.

Novembe

•

Monday, November 22

Embellish (optional) la • Give your diary or journa wings dra personal touch by adding . to support what you wrote

Dear Diary, Today I had Phys. Ed., Math, English and Science. In Science, I … At lunchtime, my friend and I … After school, I went … Tuesday, November 23 Dear Diary, This morning, I felt … It was …

Name:

203

Group:

Reference section

Essential Language (Functional Language) Greetings Hi! Hello. Good morning. / Good afternoon. How are you? How’s it going? How are things?

Fine, thanks. And you? Not too bad. Pretty good. / Could be better.

Leave-taking Expressions Bye. Bye for now. See you later. Take care, then. I have to go. See you soon.

Asking for Identification

Giving Identification

What kind of animal is it / she / he? Is it / he / she ferocious? What does it / he / she look like? What colour is it? Is it big or small? Is it round and furry?

It / She / He is an old … It / He / She is calm. It has brown eyes and a big nose. It is brown. It is huge / tiny. It is not round; it is short-haired.

Discourse Markers To express a sequence or tell a story, use transition words like these:

1 2 3 First, … Soon after, … And then, … It all began on (day / date). Next, … The next thing, … On (date), … So, … Third, … At (time), … Second, … Fourth, … It started when (event) … After that, … Then, … One day, … After that, … On the other hand, …

4 Finally, … Eventually, … Now, … In the end, … Last, … Today, … Since that day, … So now, …

Name:

Group:

Strategies and Tools THE RESPONSE PROCESS 1 Explore the text • • • •

Look at the title and illustrations. Look for words you know. Predict what the text is about. Use resources for words you do not know. • Read each sentence. Stop and ask yourself if you understand it. • Use other helpful strategies for exploring a text.

C1 2 3

Strategies

• Predict

1 Based on what happened before, I think …

• Make an intelligent guess This must be about …

To be a better reader, keep a reading log. • Read a paragraph or a short section. • Take notes like these.

• Skim

This text is about …

• Take notes

d? I just rea id d t a h W s: Key word ed to look up: ne Words I people: t Impor tan ideas: t n ta out: Impor to ask ab d e e n I Things

• Organize information

208

Name:

211

Group:

Reference section

Grammar The Simple Present To Be Affirmative

Negative

Subject + Verb

Rest of sentence

Subject + Verb + not

Rest of sentence

I am / I’m

happy.

I am not / I’m not …

happy.

You are / You’re

scared.

You are not / You’re not / You aren’t

scared.

He is / He’s

my pet owl.

It is not / It’s not / It isn’t

my pet owl.

We are / We’re

best friends.

We are not / We’re not / We aren’t

best friends.

They are / They’re

older than me.

They are not / They’re not / They aren’t

older than me.

Other Verbs Affirmative Subject

Verb

Rest of sentence

hockey.

You

walk

slowly.

He / She / It

runs

fast.

live

there.

They

speak

Italian. Negative

Subject

do + not

Verb

Rest of sentence

do not / don’t

hockey.

You

do not / don’t

walk

slowly.

He / She / It

does not / doesn’t

run

fast.

do not / don’t

live

there.

They

do not / don’t

speak

Italian.

• Notice the spelling for the third person singular. Amy looks … She climbs … He cooks … Jason goes … It watches … Kim tries … • The apostrophe replaces a missing letter or letters. We are writing. We’re writing. (omit the a) They do not sing. They don’t sing. (omit the o) • These words are often used with the simple present: usually, sometimes, often, always, never, every day / week / month / year / Monday

What is Jump In 1? It’s a collection of comprehensive, competency- and grammar-based material for the Regular ESL program in Secondary Cycle One, Year One.

FOR STUDENTS

FOR TEACHERS

CHAPTERS

• Pedagogical notes and answer keys

An inclusive book with:

A complete Teacher’s Resource Book which includes:

• Six fun, appealing and age-appropriate themes for learning and evaluation purposes

• Reproducible material

• Viewing and listening material that includes vlogs, real-life stories, and documentaries

• Grammar quizzes

• Transcripts

• A variety of tasks and activity types to develop all three ESL competencies

• Two evaluation situations, with teacher observation and student evaluation sheets

• Comprehensive grammar activities that are cross-referenced with reading texts and followed up in the Extras sections

• A CD and DVD set containing the listening and viewing material for the chapter and evaluation situations

• Ample oral interaction activities for practising the Functional Language in the MELS’ new knowledge-based Progression of Learning

• CEC’s Complice Virtuel, with all reproducibles and evaluations

EXTRAS

• Semi-autonomous readings that include excerpts from authentic sources • Grammar activities to review grammar notions found in the chapters and reinforce writing competencies • Fun crosswords and word searches to stimulate learning • Short writing tasks to encapsulate writing competencies

Components of Jump In 1 • Jump In 1: Competency Development and Text-Based Grammar • Teacher’s Resource Book (including all listening and viewing materials) • The CEC USB key: a digital version of the Teacher’s Resource Book, including audios, all reproducible materials and the answer key, is available for in-class video projection purposes

REFERENCE PAGES

• A list of Essential or Functional Language covered in the chapters and the MELS Program • A visual overview of the response, writing and production processes • At-a-glance charts of the grammar covered in the chapters as well as other pertinent grammar notions for the level

CODE DE PRODUIT : 250867

ISBN 978-2-7617-3370-0