Jump In_Cahier Sec 2 by Les Éditions CEC

iii

It’s time to jump in and get your feet wet! Start off Secondary II with a splash. Whether you can use English well, or just a tiny bit, Jump In 2 has something for you. Jump In 2 is a complete learning kit. Between these two covers, you have everything you need. Jump In 2 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 2 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 how to cook a hot dog using the sun to how to play Bossaball • writing opportunities • lots of fun bonus activities Jump in! You can’t swim without getting wet! The authors

Table of Contents Letter to Students. . . . . . . . . . . . . . . . . . . . . . . . . iii Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . iv Scope and Sequence Chart. . . . . . . . . . . . . . . . . . vi Inside Jump In 2: A Step-By-Step Overview . . . . . . viii

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

chapter

Rant or Rave?

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Task 1 Essential Language Expressing Positive and Negative Opinions . . . . . . . . . . . . 3 Reading Task 2 What’s Your Rant? . . . . . . . . . . . . . . . . 5 Grammar Task 3 Review: The Simple Present. . . . . . . . . 9 Reading Task 4 Wow! She’s Amazing!. . . . . . . . . . . . . . 12 Listening Task 5 It Bugs Me!. . . . . . . . . . . . . . . . . . . . . . 16 Did You Know? (Grammar) Simple and Compound Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Task 6 Write About It What Bugs You? What Do You Appreciate?. . . . . . . . . . . . . . . 21

chapter

Extras

Reading All About Courage. . . . . . . . . . . . . . . . . . Bonus Grammar Review the Simple Present and Sentence Structures. . . . . . . . . . . . . . . . . . . . . . Bonus Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bonus Writing Be a Journalist. . . . . . . . . . . . . . . . .

chapter

23 26 30 31

Eureka!

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Task 1 Essential Language Using Conversational Connectors and Expressions. . . . . . . . . 34 Reading Task 2 Unpopular Inventions. . . . . . . . . . . . . . 36 Grammar Task 3 Review: To Be in the Simple Past. . . . . . 39 Reading Task 4 Famous Inventions . . . . . . . . . . . . . . . . 42 Grammar Task 5 The Simple Past With Other Verbs. . . . 45 Viewing Task 6 How to Make a Solar Hot-Dog Cooker. . 48 Did You Know? (Grammar) The Passive . . . . . . . . 50

02 Extras

chapter

Task 7 Write About It Inventions 101 . . . . . . 53

Reading Lifesaving Inventions. . . . . . . . . . . . . . . . . Bonus Grammar Review: The Simple Past. . . . . . . Bonus Activities . . . . . . . . . . . . . . . . . . . . . . . . . . Bonus Writing What Was the Most Important Invention of the Last Century. . . . . . . . . . . . . . .

55 58 62 64

The Best 0 3 Friend File

chapter

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Task 1 Essential Language Helping and Suggesting . . . . . . . . . . . . . . . . . . . . . . Reading Task 2 What Kind of Friend Are You?. . . . . . . . Grammar Task 3 Modals: Could, Might, May and Should. . Reading Task 4 False Friends: Who Needs Them?. . . . . Grammar Task 5 More Modals: Must, Have To and Would. . Viewing Task 6 What the Boys Said! What the Girls Said!. . . . . . . . . . . . . . . . . . . . . . . Did You Know? (Grammar) Complex Sentences With Relative Clauses . . . . . . . . . . . . . . . . . . . .

65 66 68 73 77 81 84 87

Task 7 Write About It What Is a Good Friend?. . . . . . . . . . . . . . . . . . . . . . . . . 89

03 Extras

chapter

Reading A Circle of Friends . . . . . . . . . . . . . . . . . . 91 Bonus Grammar Modals and Complex Sentences. . 95 Bonus Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Bonus Writing Planning a Friendship Day. . . . . . . . 100

Higher, Faster, 04 Stronger

chapter

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Task 1 Essential Language Making and Asking for Suggestions. . . . . . . . . . . . . . . . . . . 102

Chapters

Reading Task 2 The Great Outdoors . . . . . . . . . . . . . . 104 Grammar Task 3 Plural Nouns . . . . . . . . . . . . . . . . . . . . 109 Reading Task 4 A Passion for Sports. . . . . . . . . . . . . . . 111 Grammar Task 5 Prepositions. . . . . . . . . . . . . . . . . . . . . 114 Viewing Task 6 Bossaball: Music and Sports . . . . . . . . . 118 Did You Know? (Grammar) Phrasal Verbs. . . . . . . 120

Task 7 Write About It Focus on Sports . . . . . 122

chapter

Task 7 Write About It Think Smart! . . . . . . . 155

05 Extras

chapter

Reading Reality or Myth. . . . . . . . . . . . . . . . . . . . . 157 Bonus Grammar More Modals and Imperatives. . . 161 Bonus Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Bonus Writing I Heard It From a Friend of a Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

06 Cool Schools

chapter

Extras

Reading Did You Say Quidditch?. . . . . . . . . . . . . . . 125 Bonus Grammar Plural Nouns and Prepositions. . . 129 Bonus Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Bonus Writing Invent a Sport. . . . . . . . . . . . . . . . . 134

Getting at 05 the Truth

chapter

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

Did You Know? (Grammar) Imperatives . . . . . . . . 153

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Essential Language Giving Warnings. . 136 Urban Legend . . . . . . . . . . . . . . . . . . . 138 More Modals: Can, Could, Would, May and Question Forms. . . . . . . . . . . . . . . 142 The Hoax . . . . . . . . . . . . . . . . . . . . . . 146 Review: Modals by Context and Function. . . . . . . . . . . . . . . . . . . . . . . . 150 Getting the Whole Truth. . . . . . . . . . . . 152

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Task 1 Essential Language Asking and Answering Questions. . . . . . . . . . . . . . 168 Reading Task 2 No Two Are the Same. . . . . . . . . . . . . 170 Grammar Task 3 Review: The Future. . . . . . . . . . . . . . . 175 Reading Task 4 In All Shapes and Sizes. . . . . . . . . . . . . 179 Grammar Task 5 The Future: The Present Continuous. . 183 Listening Task 6 Singin’ About School. . . . . . . . . . . . . . . 185 Did You Know? (Grammar) Ing Words . . . . . . . . . 188 Task 7 Write About It So What Makes a School Cool for You? . . . . . . . . . . . . . . 190

06 Extras

chapter

Reading Making a Difference.. . . . . . . . . . . . . . . . . 191 Bonus Grammar More on Ing Words . . . . . . . . . . 195 Bonus Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Bonus Writing Going to School in … . . . . . . . . . . 199

Reference Section Essential Language (Functional Language). . 201 Strategies and Tools

The Response Process . . . . . . . . . . . . . . . . . . . . . . 205 The Writing and Production Processes. . . . . . . . . . . 207

Grammar

The Simple Present. . . . . . . . . . . . . . . . . . . . . . . . . 208 Questions in the Simple Present . . . . . . . . . . . . . . . 208 Question Words. . . . . . . . . . . . . . . . . . . . . . . . . . . 209 The Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Questions in the Simple Past. . . . . . . . . . . . . . . . . . 210 The Future. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 The Present Continuous. . . . . . . . . . . . . . . . . . . . . 211

Imperatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 Modals: Could, Might, May, Should, Must, Have to and Would. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 More Modals: Can, Could, Would, May and Question Forms . . . . . . . . . . . . . . . . . . . . . . . . 213 Common Phrasal Verbs. . . . . . . . . . . . . . . . . . . . . . 215 The Passive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Plural Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Ing Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 How to Form Simple and Compound Sentences. . . 217 Complex Sentences With Relative Clauses . . . . . . . 218 Common Irregular Verbs by Sound and Spelling . . . 219

Scope and Sequence Chart ESSENTIAL LANGUAGE

C1 2 3

STRATEGIES: Reading

C1 2 3

STRATEGIES: Viewing / Listening

C1 2 3

STRATEGIES: Writing

C1 2 3

What bugs you? What do you appreciate?

Expressing positive and negative opinions

Skim Self-monitor

Listen for the general idea Listen for specific information

Personalize the writing process

Using conversational connectors and expressions

Find the main idea Deduce using headings

Use what you know

Self-monitor

Eureka!

What do inventions do for our world?

What do you look for in a friend?

Helping and suggesting

Monitor your comprehension Compare Use resources

Predict Organize information

Recombine

What’s your game?

Making and asking for suggestions

Use what you know Scan and take notes Use resources

Compare

Check your work

How can you become a more critical thinker?

Giving warnings

Infer words Compare Infer ideas

Pay selective attention

Cooperate

How would you make school cool?

Asking and answering questions

Use context cues Scan Visualize

Listen for details Use a graphic organizer

Transfer

Chapter

Rant or Rave? Chapter

Chapter

The Best Friend File

Chapter

Higher, Faster, Stronger

Chapter

Getting at the Truth

Chapter

Cool Schools

GUIDING QUESTIONS

vii

EXTRAS: READING

GRAMMAR

Review: The Simple Present • To Be in the Simple Present • Questions With To Be • Reviewing the Simple Present

Did You Know? Simple and Compound Sentences • How to Form Sentences in English • How to Join Two Sentences

Hometown Fans Behind Canadian Joannie Rochette

Review: To Be in the Simple Past • Review To Be The Simple Past With Other Verbs • Review Other Verbs

Did You Know? The Passive • How to Use and Form the Passive

Inventions Bring CPR to Life

Modals: Could, Might, May and Should • Understanding Modals • How to Use and Understand Could, Might, May and Should • How to Use Should and Should Not

Did You Know? Complex Sentences With Relative Clauses • Understanding and Using Complex Sentences • Understanding and Using Relative Clauses

Friendship Day

Did You Know? Phrasal Verbs • How to Form Phrasal Verbs • The Meaning of Common Phrasal Verbs

Wizard Quidditch Muggle Quidditch

Did You Know? Imperatives • Understanding and Using Imperatives

Brain-eating Bug Dangerous Dessert Puts Ship at Risk

Did You Know? Ing Words • How to Use ing Words

School Kids Pitch In to Help Haiti

More Modals: Must, Have To and Would • How to Use Must and Have To • How to Use Would Plural Nouns • Understanding and Using Countable Nouns • Understanding and Using Non-countable Nouns Prepositions • Prepositions of Position • Prepositions of Movement • Prepositions of Location • Prepositions of Time More Modals: Can, Could, Would, May and Question Forms • Understanding and Using Can and Cannot • How to Form Questions With Can • Understanding and Using Could and Could Not • Understanding and Using Can, Could or Would / Would + Like Review: Modals by Context and Function • Modal Question Forms • Review: Modals Review: The Future • Understanding and Using Will and Be Going To • How to Form the Future With Will • How to Form the Future With Be Going To The Future: The Present Continuous • Understanding and Using the Present Continuous • How to Form Verbs in the Present Continuous

viii

Inside Jump In 2:

A Step-By-Step Overview

Jump In 2 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 speaking activity. This task helps you to interact orally with the topic and prepares you for the rest of the oral interaction in the chapter. Essential Language usually includes one or two 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. On occasion, 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 three 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. A third section, Did You Know?, focuses on the recognition of a specific grammar point. Understanding and Using … Rules for grammar notions appear under this title.

Grammar tip

Practice Activities A variety of activities are provided between the grammar charts. Did You Know? Additional grammar content is added to each chapter in the Did You Know? section. 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.

How to Form … These charts illustrate the structure of the grammar notion.

x Extras Extra Readings (semiautonomous activities) As differentiation-type activities, the authentic readings include excerpts from newspapers, reports, hoaxes 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 Here you can see most of the grammar charts from this book, plus essential information on sentences, verb structures, nouns and more. You will also find a unique chart of common irregular verbs listed by sound and spelling.

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.

Step 1 Read dialogues carefully. Practise them with a partner. Pay special attention to new vocabulary.

alk Box Questions So what are you doing … ? Are you going to … ? What will you … ? What are you going to … ? Answers I am … Definitely / Probably / No way, because … I will … Not at all. / Some of the time. / Yes. I will be … I think I am going to …

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

Step 3 Use information in Essential Language tasks to help you interact with partners during Talk About It Talk and other oral About It activities.

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. At the beginning of each chapter, you will find a useful language task called Essential Language. This task gives you an opportunity to use words, expressions and sentence starters to help you interact more easily in a conversation.

Cha

pter

What bugs you? What do you appreciate?

25%

disco

unt s ale

We all rant about the things we dislike and rave about what we love. In this chapter, we’ll look at what bugs other people and consider what makes you rant—or rave.

1 Complete the cartoons

Look at the illustrations and complete the speech bubbles by using the correct expression.

a. “Was it worth it, young man?” b. “Kudos to you! Well done!” c. “Isn’t she fabulous!” d. “Excuse me. Could you pick that up?”

rant verb complain about something in an angry way rave verb talk or write about something with admiration bugs verb irritates greatly

Name:

Group:

2 Rate what bugs you

Read the following things that bug many people. Rate them from 1 to 5 for yourself, with 5 being the most annoying and 1, the least annoying. I hate it when … • there’s no toilet paper on the roll. • my mother reminds me to do my homework. • people don’t clean up after their dog. • people interrupt me. • the teacher gives us lots of homework. • kids stick out their tongues in photos. • parents act like our emotions are not important. • people only care about appearances. • people eat with their mouth open. • guys swear a lot. • someone has too many body piercings. • people do not reply to text messages. • girls wear black nail polish. • my parents say “this is the best time of your life.”

Total your score and rate yourself on the annoyance scale. My total score is

Annoyance Scale

swear verb use vulgar language lighten up expression don’t take things so seriously let it go expression stop thinking negatively stay on course expression continue the way you are don’t sweat the small stuff expression don’t worry about unimportant things get to you expression upset you

70–75 60–70 50–60 40–50 30–40 20–30 10–20

You are seriously bothered by lots of things; lighten up. Lots of things bother you; too many, really. Let it go. Mmm, you’re bothered by things that aren’t really important. Figure out what they are. OK, you let quite a few things bother you, but you are pretty cool. Good. You don’t let much get to you. Stay on course. Very good. You don’t seem to sweat the small stuff. Are you alive? Doesn’t anything get to you?

e Talk About It

C1 2 3

Form groups of four. Compare your scores and the category each of you is in. Then find out the average score for your whole class. Use the language in the Talk Box to help you interact.

alk Box Questions What was your score? What about you? What really bugs / bothers you? Responses I got / had … You are cool / too tense. You let / don’t let a lot of things bother / annoy / bug / get to you.

• people add too many “friends” on Facebook.

Name:

Group:

CHAPTER 01 Rant or rave?

Essential Language C

1 2 3

Task

1 Express positive and negative opinions

Yves: I got a tattoo yesterday. What do you think of that, dude? Xavier: First of all, don’t call me “dude.” That really annoys me. And personally, I don’t understand why people would want tattoos. Yves:

annoyances noun things or actions that you really dislike annoys verb irritates

Whoa! Tattoos are so hot! You sound like my mother. She can’t stand my tattoos.

Xavier: I agree with your mother. I will never have tattoos on MY body! They’re not worth the pain!

In this conversation, underline ways of expressing positive opinions. Jimmy: I got a D on an English test yesterday. Father: Did you study? Jimmy: Yeah, I studied all night for that test. Father: You’ll do better next time. How’s it going in Math? Jimmy: Not bad. I got a B on that test. Father: That’s great. I’m really proud of you. Jimmy: Yeah, well, I worked pretty hard for that. So, kudos to me, right? Father: Absolutely, Jimmy. Way to go!

In the third conversation, underline the expressions that show positive and negative

opinions.

Amanda: I took my younger sisters to the zoo the other day. It really bothered me to see those wild animals in cages. Jen:

I never go to zoos. I can’t stand seeing the animals all caged up. They should be free.

Amanda: Did you know that I volunteered to work at the animal shelter? Jen:

No. Way to go, Amanda. You’re amazing!

Amanda: That’s it. It really bugs me to see tigers or polar bears or elephants in zoos.

Amanda: It’s the shelter that’s amazing. They never kill animals. They try to find someone to adopt them, but if that doesn’t work, they just keep them there. Isn’t that fabulous?

Jen:

I’m with you on that.

I think it’s so cool.

Name:

Group:

With a partner, practise saying the three conversations on page 3. Choose your favourite expressions from them—three negative and three positive.

Learn to use these in your interactions. Negative opinions a. b. c.

Positive opinions

Read the dialogues below. Think of some things you could say. Get into groups of four. Decide who should start. Then follow the model.

Conversation 1 It really bugs me when …

That bugs me too.

Student 1

Student 2 Add something that bugs you. Student 3 React to what annoys Student 2 and add something that annoys you.

Student 4 React to what annoys Student 3 and add something that annoys you.

I hate it when …

Conversation 2

Now, have a conversation about things that you like. I really like it when …

Yes, that’s great. I really like …

Me too. It’s my favourite …

Student 3

Student 1

Student 2 Student 4

Change groups and repeat this activity. Have another negative and another positive conversation.

2 Practise

Name:

Group:

CHAPTER 01 Rant or rave?

What’s Your Rant? C

1 2 3

Task

A BEFORE YOU READ 1 Understand the words

Many English verbs have two parts. The second part is usually a preposition and it

changes the meaning of the verb. Examples: have and have to means I possess two cats. I have two cats. I have to feed them twice a day. means I have an obligation to feed them twice a day.

Try to understand the meanings of the underlined verbs in the following sentences.

Choose a meaning from the Word Box.

Word Box

• distribute • to suspend • stops • receives instruction in • manage • use • it resulted in • spend time

a. Paul takes piano after school. b. Studying for my French exam didn’t take up much of my time. c. What are you doing? This behaviour ends now! d. I was in a big fight at school. I ended up going to detention for a month. e. We like to hang the laundry on a clothesline outside. f. The teens like to hang out at the mall. g. Deal the cards so we can play! h. Try to deal with this crisis in a mature way.

2 Choose your text

Skim the rants on pages 6 and 7, and place a 4 beside the title of the one that interests you the most. What I Think

My Say

What is the main problem for the teen in the text you selected? Place a 4 beside the

best answer. What I Think

My Say

Math classes

eating breakfast

some teachers

body changes

school in general

becoming a teen

B WHILE YOU READ Underline the sentences in the text you read that you strongly agree with. Underline the answer that you like the best in the comments from readers. Highlight anything that you disagree with.

ra egy

Skim Do not read every word of a text when you skim. Skimming should be done quickly. See how quickly you can answer the question.

Rant 1

What I Think

OK, first of all, let me say I like school. I like my school. I like my friends at school. I like most of my teachers. OK? But now I want to tell you what seriously bugs me. I really hate it when some teachers think that their subject is the only one we have. They give us so much homework it takes up a whole evening, and they expect it to be done for the next day. “MATH IS THE MOST IMPORTANT SUBJECT IN THE SCHOOL CURRICULUM!” I mean … what are they thinking? My mom said she took all the Math courses in high school and she never uses anything from them. Are we really going to use algebra or geometry in our adult life? It’s not likely—for most of us, anyway. Then there are the teachers who ask, “Does everyone understand?” What do they expect? Do they want us to jump up and say “No sir, I didn’t understand a thing you said”? That’s not going to happen. And finally, I find that some teachers try too hard to be your friend, especially some of the younger ones. Personally, I don’t want my teachers to be my friends. I want them to teach. I can make my own friends.

Comments from readers Well, that was quite a rant. I have been teaching Math for 15 years and I do think it is an important subject. But I’m not writing to tell you why. I’m writing to tell you that some Math teachers don’t know how to calculate the time it takes to do homework. You see, we can do those exercises very fast, and we don’t always take into consideration that it’s not the same for our students. So why don’t you tell your Math teacher how many hours it took you to complete the homework for each subject. If he or she sees that the Math takes up a lot more time than the other subjects, you might find that he/she makes a change in your assignments. J-P Linden (Math teacher) Right on, dude! Last night I had three hours of Math homework. Of course, I’m not very good in Math, but still … Donnie Lawson (student)

I agree with your comment about teachers who ask if we understand. I have a lot of trouble in Spanish. When the teacher explains a grammar rule that I don’t understand, I feel too shy to say so. There must be a better way to find out whether we get it or not … Jessica (student) OK, guilty as charged. I’m a second-year Science teacher and it’s true that I treat my students like friends. This doesn’t seem to be a problem in my classes, but I’ll have to think about your comments some more. Andrew Russell (new teacher)

Rant 2

My Say

CHAPTER 01 Rant or rave?

So, now, you’re a real teenager. What is it like? Oh boy, do I have a thing or two to say about that. Why is it that life gets so complicated when you’re a teen? Think about it: the best time of your life? It’s so not true. First of all, you have all these body changes. You feel totally bizarre most of the time. Inside, things are just jumping around like crazy.

What do you mean? I started getting acne this fall, so my mother says not to eat chocolate anymore. Then our coach tells us to eat chocolate for energy before a game. Which is it? Then, everyone tells us we need to stay active and do lots of exercise. But I feel tired all the time. I could sleep 16 hours a day and still feel tired. Really?

Yeah, really. And then there’s breakfast: THE MOST IMPORTANT MEAL OF THE DAY! I used to love breakfast, especially when my father made pancakes. Now, the thought of food first thing in the morning makes me feel sick. So I end up arguing about eating with my mother every day. She thinks I’m being very rude.

What about friends? Friends? My parents don’t always like who I hang out with, and they try to get me to stop seeing them. Too bad! I feel that I am able to choose my own friends at my age. Well, that’s just a start. Being a teen is not nearly as easy as our parents like to think. Too bad they have forgotten their own teen years.

Reactions from listeners Wow! You and I sure have a lot in common. This is definitely not the best time in my life. My parents bug me about everything—from how I dress to what I eat to the friends I see. Being a teen is hard work. Liliane (student)

My daughter is 15, and we’re having a lot of trouble getting along with each other. She has become surly and difficult to live with. I know it will pass, but it gets tiresome for a mother to deal with all the time. I try to be patient, but it would be nice if you’d think about us sometimes, OK? Rachel Langford (single mother)

I am a father of two teenagers. My daughter is 17 and my son, 14. My son would probably agree with everything you said. And I do remember what it was like to be that age. My hormones were all over the place all the time, and I could never get enough sleep. I like to think that I remember that when I talk with my son. I don’t appreciate it when he says I don’t know anything about being a teen in today’s world. Jeff Anderson (engineer)

surly adj rude and irritable tiresome adj exhausting

Name:

Group:

C AFTER YOU READ Write a summary about the rant you chose to read. Use your own words as much as possible. Follow the outline. The title of my rant is:

The rant is about The first thing he / she rants about is After that, he / she And finally, The sentence I agree with most is The comment I like best is

eC Talk About It

1 2 3

Choose activity A or B to do with a partner. Activity A Pair up with a student who chose a different text. Tell each other what the text is about and what you liked in it. Read the sentences that you underlined in your text and its comments. You can also share the summary you wrote. Be sure to ask each other questions. or Activity B Pair up with someone who chose the same text as you. Tell each other what you liked in it. Read the sentences you underlined in the text and the comments. You can also share the summary you wrote. Be sure to ask each other questions.

alk Box Questions What is your text about? What bothers / upsets the writer in your text? What did you like about it? Which sentences did you underline? Why did you choose those? Do you disagree with anything in the text? Responses My text is about … The writer says it bugs him / her … and I agree with him / her because … It annoys / upsets the writer when … Here are the lines that I really liked in the text / in the comments. I disagree with this sentence because …

Name:

Group:

CHAPTER 01 Rant or rave?

Review: The Simple Present

Task

A WHAT DO YOU KNOW? 1 Remember the grammar

In past years, you have learned how to form and use the simple present of many

verbs. Now show what you remember.

Go back to the rants on pages 6 and 7 (but not the comments, reactions or the interviewer’s questions), and highlight all the verbs in the simple present.

2 Find the grammar

Complete the following chart for the rant you read. Find two examples of the verb to

be and three examples of other simple present verbs in the affirmative.

Then, in the third column, write any sentences with negative or interrogative forms the teen ranter uses. Include only simple present forms. Verb to be (Affirmative)

Other Affirmative Verbs

Interrogative and Negative Sentences (Teen ranter only)

RANT 1

RANT 2

Find a partner who read the same rant you did and check each other’s work. If you disagree on anything, ask your teacher for help.

B TO BE IN THE SIMPLE PRESENT Fill in the blanks in the following paragraph with the correct form of the verb to be. My name

Brian. I

year. If this school year

14 and I’

in Secondary II this

anything like last year, I

have lots of homework every night. The teachers

sure I will (neg.) easy on us when it

comes to homework. I have the same Math teacher as last year, and he’ very demanding. Well, that’s what school work, work! My parents say this

about, I guess—work, my job right now, and they

determined that their children get good grades every year, in every subject. My sister and I

lucky to have parents who

care about our schoolwork, even if it does bug us sometimes. All in all, we’

pretty good students.

Name:

Group:

C QUESTIONS WITH TO BE

Read the questions about Brian in B on the previous page and complete them with the verb to be. Then give a short answer. If it is negative, provide the correct answer. Is

No, he isn’t. He is 14.

Brian 15?

Brian in Secondary II this year?

Brian sure he will have less homework this year?

the teachers hard on the students?

Brian’s Math teacher easy on the students?

e. According to his parents,

Example:

this Brian’s job (to do well at school)?

they determined that their children get good grades?

Brian and his sister poor students?

D REVIEWING THE SIMPLE PRESENT 1 Use the simple present

Fill in the blanks with the correct form of a verb from the Word Box. Use only the simple present. Some verbs may be used more than once. Do not forget the auxiliary do in negative and question forms. you

a grandmother? If so, what

you

of her?

she

you on your birthday and at Christmas? Usually, grandmothers

really

she nice to you?

their grandchildren. They

happy in all sorts of ways. My own grandmother

Word Box • to want • to be • to gather • to like • to spoil • to love • to talk • to think

• to stay • to miss • to try • to come • to go • to have • to fit

the winter. She

to make them away to Florida for

there for four months, and I really

her. We

on Skype every so often and I

ways to make her laugh. She

to find

a really nice belly laugh. home in April, the whole family

When she at her house. She

a bagful of T-shirts for us. Some of them (neg.)

this: she always old for that? She sure

very well. The only thing I to hug and kiss us. (neg.)

so!

(neg.)

so much is

(neg.)

we too

Name:

Group:

CHAPTER 01 Rant or rave?

2 Ask questions in the simple present

Unscramble the questions. Find a partner and ask each other your questions.

a. members / in your / family / how many / are / there / ? b. have / any / brothers / do / you / or / sisters / ? c. old / how / they / are / ?

d. like / you / to do / what / do / your family / with / ? e. anything / you / about / bug / does / your / family / ? f. cooks / in / your / who / dinner / house / ? g. a grandmother / or / do / have / you / a grandfather / ? h. do / live / where / you / ?

3 Write a paragraph

Write a paragraph about your family. Use the questions in 2 to guide you.

Exchange your text with a partner. Check each other’s work, paying special attention to the verbs.

How is it going?

How are you doing with grammar?

I can use verbs in the simple present.

Task

Name:

Group:

Wow! She’s Amazing! C

1 2 3

A BEFORE YOU READ 1 Understand the words

For each expression, select the correct meaning. If necessary, find the expressions in

the text and use the context to help you. They appear in the paragraphs indicated. • to elevate to a high place • to teach kids how to behave

d. to be all about …(1st comment) • to find the subject • to ask about something

• to be connected to a subject b. to put into a box (paragraph 2) e. to make sense (2nd comment) • to give a higher allowance

• to be told how to think • to arrange things in boxes • to put society in a box

• to seem rational • to look better • to be real

c. grown-up (paragraph 5) • very tall • adult • immature

2 Preview the text

Read the summary of the event and the question it raised. ok a erland, 16, underto nd Su by Ab , 10 20 In her n of the world with solo circumnavigatio ent. em ag ion and encour parents’ full permiss ete pl and could not com She ran into trouble scue a lot of money to re the voyage. It cost cean. her in the Indian O Were Abby’s parents crazy? crazy adj foolish

S ra egy

Self-monitor Check each part of a text to make sure you understand before you continue reading. Ask yourself: Do I really understand this?

Give your opinion and a reason for your answer. I think that

B While you read Answer the questions beside each paragraph as you read each part of the text.

a. to raise kids (paragraph 1)

Name:

Group:

CHAPTER 01 Rant or rave?

Revised version of a blog by journalist Sara Libby

It’s easy to criticize the way other parents raise their kids—particularly when their children start to become famous. That’s what happened when teenage sailor Abby Sunderland sent out a distress signal from the Indian Ocean. Abby tried to sail solo around the world, just as her older brother had done a year before her. Abby’s parents were in constant communication with their daughter. And they were in the news around the world because they let Abby (16 years old) go on a trip that was a dream of hers and for which she was well-prepared. Abby’s father told one reporter, “She has trained for this her whole life.” He felt that not everybody “should be put into a box, the boxes of society.” Not everyone agreed with Abby’s father, though. People asked why the trip was necessary for someone so young. Would her achievement be better at 16 than at age 26 or 36? Well, an achievement early in life might not be better, but it might encourage a 16-year-old to believe in herself and her abilities as she moves into her late teens and early 20s. That could help her make her next great achievement. I don’t understand why Abby’s parents are being criticized. If the difficulties she encountered on her trip prove anything, it’s only how right they were to trust their strong, capable, nearly grown-up daughter: She didn’t panic; she followed the procedures they gave her before her trip and she’s now safely back home. In my opinion, we don’t give kids and teens nearly enough credit. They don’ t listen to every thing TV tells them, and they’ve come of age in a scary world full of color-coded terrorism alerts. If they want to break records and get their hands dirty, let them do it.

distress signal noun a message on a radio that calls for help trained verb prepared achievement noun exploit; accomplishment encounter noun experience

Read the first paragraph. How did many people react when they heard about Abby’s trouble? a. They hoped she would be OK. b. They criticized the parents. c. They were glad she was famous. What did you learn in the second paragraph? a. Abby’s parents had full confidence in her. b. Abby’s parents were very worried about her. c. Abby’s parents told reporters that Abby would be fine. In paragraph 3, what did some people think? a. Abby was old enough to take this voyage. b. Abby should have taken an adult with her. c. Abby should not be on a voyage like this at her age. In paragraph 4, the writer of this article a. believes that Abby could be an inspiration for other 16-year-old teens. b. thinks that this voyage was not a good idea. c. thinks that Abby should try to do this voyage again. In paragraph 5, the writer a. understands why the parents are criticized. b. understands why Abby wanted to do this. c. understands that Abby’s parents were right to trust her. In paragraph 6, the writer a. expresses a lot of confidence in young people. b. expresses doubts about today’s teens. c. thinks today’s teens have it easy.

Name:

Group:

I am really tired of all this criticism of Abby’s parents. Abby is a very mature 16 year old, much more than most teens whose only pastime is texting and more texting. It is not her age that is important, but how prepared she was for this. She seemed to be very well prepared. Her brother did the same thing last year. No one had any problem with that. So is it all about her age or her sex?

I am the father of a teenage girl, Dana, who is 17 now. There is no way I would have let Dana undertake such a voyage. She is just too young and inexperienced. And what is the point of being the youngest person to sail around the world? Why can’t this happen when she is 20 or 25? It would still be a great achievement. This whole thing just doesn’t make sense to me.

~ Janyce Elderton, 42, mother of two teenage boys

~ Don Miller, 45

My parents are sailors and my brothers and I have been on sailboats since we were very young. I know how to manage almost everything on a boat. This summer I hope to master the last things that I still don’t know. BUT I would never, ever, undertake a voyage like Abby did. The oceans are unforgiving and you need to have lots of experience to get through all the possible problems. I think Abby’s parents are not responsible. ~ Madison, 15

Read Janyce Elderton’s comments. Does she support Abby’s voyage?

Read Don Miller’s comments. Does he think Abby’s voyage was a good idea?

Read Madison’s comments. Is Madison for or against the decision to let Abby make this trip?

• Yes

• For

• No

undertake verb begin something, such as a journey or project unforgiving adj does not pardon errors

e Talk About It

• No

• Against

C AFTER YOU READ Reread the above comments. Then add your own. Indicate clearly if you agree or disagree with the parents’ decision to let Abby go on this voyage alone, and why.

alk Box

C1 2 3

Find someone who has the opposite opinion. Read your comments to each other and decide who has the best argument. Take a poll to find out the class’s opinion.

Starters It bugs / bothers / annoys me so much when … I don’t understand why people … They should have …

How is it going? How are you doing with strategies? I skim the text.

I self-monitor as I read.

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

Responses Why do you say that? That’s a really good point. I never thought of it that way.

Name:

Group:

D show YOUR UNDERSTANDING 1 Choose

Think of some amazing exploit you would like to do. Use an idea from the list below or choose your own. • participate in the Tour de France • go to the moon • break a record for something and get into the Guinness book of records • sail around the world like Abby tried to do © 2011, Les Éditions CEC inc. • Reproduction prohibited

• move to another country and experience life in a different way • write a best-selling book for young children • become the next great rock musician • other

2 Imagine

Now pretend that you have achieved your choice from 1 . Write a text to explain how you did it and what you learned from it. Write your text in the simple present. Examples: My exploit is to write a best-selling book for … The book is about … It takes six months to … The publisher really likes the book … OR My achievement is to participate in the Tour de France. I practise and practise for a long time. I arrive in France on … The tour begins … I am very tired but … In the end, I …

Share your text with your classmates.

CHAPTER 01 Rant or rave?

Task

Name:

Group:

It Bugs Me! C

1 2 3

A BEFORE YOU LISTEN Put the number of the correct meaning from the Work Box beside each word. b. shoplift c. resent d. food court e. weak f. rush over g. elderly Listen for the general idea The first time you listen to a text, focus on understanding the general idea.

h. drive i. unfair j. troublemakers k. developing country l. get off their backs

1. go somewhere fast 2. leave them alone 3. manoeuvre a car 4. take things from a store without paying 5. unjust 6. feel angry because you have to do something 7. very poor nation 8. fragile 9. a person who works in a store 10. a section of a shopping centre with fast-food restaurants 11. people who cause problems 12. old

Listen to your teacher pronounce these words. Repeat them quietly to yourself.

B WHILE YOU LISTEN 1 Check your

understanding

Listen to each part of the audio and circle the correct answer.

Daniel: What annoys Daniel a lot? a. salesclerks who think teens are all troublemakers b. salesclerks who think all teens want to shoplift c. salesclerks who won’t help teens find things in stores

Lara: What bugs La ra? a. when old people ask teens for help b. when old people won’t talk to teens c. when old people think teens are going to hu rt them

Rollo: What bothers Rollo? a. when police automatically think black kids are troublemakers b. when police try to be friends with black kids c. when police don’t come to black neighbourhoods

a. salesclerk

Name:

Group:

CHAPTER 01 Rant or rave?

James MacDonald What annoys Mr. MacDonald? a. when his children get into trouble b. when his children go out for Halloween c. when people think his children and other

S ra egy

Listen for specific information Focus on the specific information you need when you listen again to a text.

teens are all troublemakers

2 Listen again

Read the information column carefully. Then listen to the audio segments again. This time, listen carefully to see if the people say these things. Put a 4 in the appropriate column. NOTE: Speakers may not use exactly the same words as in the chart. Yes, I heard that.

Information

I’m not sure if I heard that.

No, I didn’t hear that.

Daniel says that he understands why salesclerks think all teens are going to shoplift. Lara says that she and her friends wanted to help the elderly lady. Lara says the woman was happy they came to help her. Rollo says that he and his friends have been stopped at least ten times by the police. Rollo says he is not a troublemaker. James MacDonald says he has four children. Mr. MacDonald is proud of his children. He thinks most teens are good.

C AFTER YOU LISTEN

Talk About It

Circle the message the three audio

Which video segments do you agree with? Form groups and share your thoughts.

segments share.

a. teens sometimes do get into trouble b. not all teens are troublemakers c. teens think people are unfair to them

alk Box

C1 2 3

I hate / can’t stand it when … The issue that bugs me is … What annoys me is … I agree with … because … That doesn’t bother me so much. That’s not a problem for me.

How is it going? How are you doing with strategies? I listen for general information. I listen for specific information.

How are you doing with the listening? I use the information to talk.

Name:

Group:

Did You Know? Simple and Compound Sentences A What do you know? 1 Observe

Can you recognize these types of sentences in English? Are they simple or compound sentences? Circle the correct answer. a. I like pizza and ginger ale.

Simple

Compound

b. I like pizza, and I eat it every weekend.

Simple

Compound

2 Conclude

What do you notice about the two types of sentences? Complete the statement.

A simple sentence has one has two

and one

, two

and a con

. A compound sentence u

ction.

B How to form sentences in English Simple sentences • A simple sentence can be very short, but it MUST contain a verb. Stop it. Shut up! • A simple sentence always includes a verb, and it usually has a subject (noun or pronoun). The complement, or the “rest of the sentence,” gives information about the subject and verb. Sometimes, there is no complement. Subject

Verb

Complement

Music

helps

me to relax.

Some music

bugs

me.

don’t like

music at all.

agree.

(no complement)

Name:

Group:

CHAPTER 01 Rant or rave?

Compound sentences • A compound sentence is made of two or more simple sentences. Each sentence must express a complete thought. Simple sentence Donna is very smart.

Simple sentence She even plays the piano.

Join the two sentences in the example to make a compound sentence.

C How to join two sentences • The two parts of a compound sentence are joined by a comma and a conjunction. This type of conjunction is called a coordinating conjunction. simple sentence + comma + conjunction + simple sentence I watch TV on weekends, but I listen to music all the time. Coordinating conjunction

Purpose

Example

and

joins two similar ideas

Our teachers are strict, and we have a lot of homework every night.

but

joins two contrasting ideas

I like Math, but I really don’t like homework.

joins two alternative ideas

We can study for the test, or we can just watch TV.

shows a result

It bugs me to sit here, so I’ll move to another seat.

D Practise 1 Identify the sentences

Identify the following sentences as simple or compound. Underline the conjunction in each compound sentence, and identify what it does in the sentence. Example: I like James, and he likes me. compound; joins two similar ideas a. I am happy, and I want you to be happy too. b. Her voice is really annoying.

Name:

Group:

c. I like to do this. d. There was a lot of snow last night, so I couldn’t get out the door this morning. e. Come here. f. I have to practise the piano now, or I won’t be able to go to the movie tonight. g. The children next door are very noisy. h. I speak English well, but I write it poorly.

2 Start with a simple sentence

Go back to the text on page 13. Find an example of a simple sentence. Use the simple sentence above to make a compound sentence.

Compare your sentences with a partner. If you are not sure of something, consult your teacher.

3 Match ideas

Combine these simple sentences to form a compound sentence that makes sense. Write the number of the matching sentence in the space provided. a. I love to watch football, b. It gets to me when charities compete, c. I can’t stand dance shows, d. Let’s go to the movie you want to see,

a. so I never make donations. b. but I don’t like to play. c. or we could stay at home. d. and I’ll never go to one again.

Name:

Group:

CHAPTER 01 Rant or rave?

Write About It C

1 2 3

Task

Choose a topic and write your rant or your rave. Follow steps 1 to 5.

1 Choose a topic and decide if you will rant or rave about it, or both Your family: mother, father or both parents, sisters and/or brothers, grandparents and so on School: what bugs you about it or what you like about it Your friends: praise for good friends, or what annoys you about them

Plan your text by reviewing the material in this chapter • Use expressions you learned to express negative and positive opinions. • Write a rough draft. Don’t worry about grammar or spelling. Just get your ideas on paper. • Look at the next page for ideas on how to do this.

Revise and e

dit your tex t • NOW is th e time to che ck grammar and spelling. • Check that your together well. text holds

Your topic

Rant Rave Both

4 Prepare your fin

al copy • Make sure your copy is neat and easy to read.

work Share your roups of four. • Get into g other. texts to each • Read your s. Ask question the most o has written h w e d ci e D • xt. convincing te r text to reads his / he r o th au at h T • the class.

S ra egy

Personalize the writing process Continue to use the steps of the writing process if you need to. Soon, you can begin to personalize the process. If you think you can do this now, skip some of the steps. But always make sure your final copy is as accurate as possible.

Go to the next page for models.

Name:

Group:

Models How to Plan a Text

When you plan your text, you are really writing a rough first version of it. There are many different ways to do this. Look at this example:

Hmmm, rant or rave … not sure yet. like vampires or not.) (At this point, you don’t know if you

}

Wrong spelling to be fixed later

s to be friends … or go out for vampire activitie Bugs: when they visit me in nite … or want like them.) (Oh, looks as though you don’t really ies. But fun in movies … really like them in mov ces.) (You DO like them in some circumstan Am I afraid of them? Not sure about vampires … Do I like them? pires.) (You question your opinions about vam l answer?)

ur fina Well, I think vampires are not so bad … (Yo

When you write your text about vampires, you must decide if you are ranting, raving or doing a little of both.

Here is another example:

}

I think this is wrong … check later.

– Rant … about hot dogs – Everyone like hot dogs … not me! They are disgusting. – Why? full of bad ingredients … toxic stuf f … like eating leftover

cat food – White buns … no nutrition value – All condiments … mustard, relish, ketchup … full of sugar – Tons of calories for nothing … Banish hot dogs!!!

}

Don’t forget to find the calorie count for hot dogs.

And another: – About classical music … rave – My experience … taking piano lessons for six years. Love it! – Chopin my favourite – Need to practise a lot, it’s OK … – Makes brain work better … how do I know? Af ter practising … think more clearly. – Like all music, but classica l is best. – Bug: people who hate cla ssical music ... never lissened to it. Don’t kno w what they are talking about …

}

How do I spell this?

About ... vampires (Your topic)

Name:

Group:

Extras • Chapter 03 The Best Friend File

A Circle of Friends C

1 2 3

eh agu

olle

ade bos

ecompatriotbroc

omr inta

lcla epa

ssmat

ombuddyac qua

Put a line after each word or expression.

nya

ndc

Start at the top, at best friend, and then go to the right. Don’t skip any letters.

cro

frie

that show friendship.

end

Find 28 words or expressions

friendgirlfri

1 Find the words

e ist

FFbest

m cri

ate

anio

nconf

rerebroskieconfi da

nte

um p

What do you think Friendship Day is about? Write the information in the left column.

rin

cea lly

2 Complete the chart

A BEFORE YOU READ

eB esti

Write five information questions you would like to ask about Friendship Day in the middle column. Note: You will complete the right column after you read the text. WHAT I THINK IT’S ABOUT

FIVE QUESTIONS I’D LIKE TO ASK

WHAT I LEARNED

Name:

Group:

B WHILE YOU READ Highlight three words from the text that are new to you. Write each word below and complete the charts with the correct information. Word #3

Word #2

Part of speech:

Sentence from text:

Definition:

New sentence:

Friendship Day When Is Friendship Day?

2012 2013 2014 2015 2016 2017 2018 2019 2020

August 5 August 4 August 3 August 2 August 7 August 6 August 5 August 4 August 2

catch up expression learn the latest news

Make new friends, but keep the old. One is silver and the other is gold. —Traditional saying

Whether you call them mates, pals, buddies or besties, a friend by any other name is still an important person in your life. That’s why every year, on the first Sunday in August, an entire day is dedicated to honouring friendship. This is a time to celebrate your friends and the impact they have on your life. After the First World War (1914–1918), there was a period of hostility and hatred among nations. The United States Congress felt a need to increase understanding and

trust between people of different countries. The first celebration of Friendship Day was held in the United States in 1935. Since then, this special day has grown in popularity and is now celebrated in countries around the world. This day offers friends, both old and new, the opportunity to get together, catch up and share memories. In 1997, the United Nations named A. A. Milne’s most popular and loveable fictional character, Winnie-the-Pooh, the world’s Ambassador of Friendship.

Word #1

People celebrate Friendship Day in a variety of ways. Here are a few suggestions to help you and your friends plan your own special festivity.

Extras • Chapter 03 The Best Friend File

The simplest way to show your friends how much you care is to send each of them a card to let them know how much you appreciate their friendship. You can also post a special message or a poem on a social-networking site.

Another idea is to plan a Friendship Day corn roast. Send out invitations to your friends, both the old and the new, and start husking. After the corn roast, ask everyone to send their favourite pictures of the good times you shared, so you can make a friendship collage. Do it electronically, so everyone can have a copy to keep as a memento of this special day.

Plan a friendship drive-in-movie night right in your own backyard. All you need is a sheet, a projector to link to your DVD or computer, a mega box of popcorn and some lawn chairs. If it rains, move everything indoors. Either way, you are sure to have lots of fun. Just make sure you choose movies with friendship as a theme. You can also organize a friendly match of baseball, softball, basketball or beach volleyball. Any excuse is good if it gets people together to celebrate good times with great company.

Show your creative side and make a bestfriend video with some of your closest friends. It will give you memories to last a lifetime. And if you can’t be with your friends on Friendship Day, give them a call or drop them a message just to let them know you care.

Whether your friends are school friends, teammates, family members or neighbours or even pets, use this day to let them know they are truly appreciated.

husking verb pulling off the outer leaves

Name:

Group:

C AFTER YOU READ 1 Complete the chart

Complete the right column of the chart in 2 on page 91. Include: • answers to the five questions you asked • information you found interesting or important • one thing that surprised you

2 Name the activities

Name the activities mentioned in the text that might interest you and your friends.

3 List things you like to do

Think of different activities you and your friends like to do. List five things you could do together on Friendship Day. Use could in each sentence. a. b. c. d. e.

4 Explain the saying

Write the meaning of the saying “Make new friends, but keep the old. One is silver and the other is gold.”

Name:

Group:

Extras • Chapter 03 The Best Friend File

Bonus Grammar Modals and Complex Sentences

Answer the questions with may and might. Give two options for each answer.

Example: What will the weather be like tomorrow? It might rain or it may snow. a. What are you doing after school today? b. What will you do next weekend? c. What are you planning to do next summer? d. What will you do after high school?

slump noun depression

e. Where will you be twenty years from now?

2 Choose a modal

Choose the best modal to complete the dialogue between these two friends of someone who is unhappy. Brian: I hear that Brendon is going through a difficult time right now. Gillian: Yes. I feel bad for him. Maybe we (have to / could) cheer him up somehow. Brian: We (should / shouldn’t) organize something special. Gillian: Good idea! What do you suggest? Brian: We (should / may) think of activities he really likes to do. Gillian: We (would / could) go rollerblading. He really likes to skate. Brian: Or we (may / could) go to a movie with the rest of the gang. Gillian: I’m sure he (wouldn’t / mustn’t) say no to that idea. Brian: You (should / may) call the others to see if they’re free Friday night. Gillian: I hope this works. He simply (could / has to) get out of this slump. It’s not healthy.

Brian

Gillian

Name:

Group:

Use mustn’t or don’t have to to complete the following guidelines about how to be a good friend. a. You

betray your friends.

b. You

buy your friends gifts.

c. You

do the same activities that your friends do.

d. You

be jealous of your friends’ successes.

e. You

be with your friends every day of the week.

f. You

break your promises.

g. You

like everything about your friends.

h. You

neglect old friends just because you have new ones.

i. You

gossip about your friends.

j. You

be perfect.

Use each modal in the Word Box once to complete the text.

Word Box • might

• have to

• should

My friends and I

• mustn’t

• could

• would

like to organize a fundraiser for our school trip.

Charlie gave me some advice. He thinks we But Tom feels that it

sell chocolate bars.

be too much work. Paula said we either put on a fashion show or a play. Our teacher told us that

argue and that we

come to a consensus

before presenting the project to him.

3 Give your advice

What advice would you give these teens? a. My friend William smokes. I think he should stop because it is bad for his health. He is often out of breath, especially during Phys. Ed. How can I help him?

b. My friend and I argue all the time. Is that normal? What should we do?

c. I need some advice! My best friend and I aren’t as close as we used to be. I’m afraid she doesn’t want to be my friend anymore. Please help me.

Name:

Group:

B COMPLEX SENTENCES 1 Describe who does what Match each job to its description.

forecasts the weather

b. a meteorologist

studies earthquakes

c. a volcanologist

works with bees

d. a seismologist

studies volcanoes

e. an apiarist

creates fireworks

a. a pyrotechnist

Next, write a sentence to describe what a person in each job does. Use the words from the Word Box to help you. Make sure that each subject and verb agree.

• who

• someone

• people

• a person

• somebody

Example: baker makes cakes and pastries A baker is a person who makes cakes and pastries. f. g. h. i. j.

Extras • Chapter 03 The Best Friend File

Name:

Group:

2 Find the common link

In each category, three of the four words share a common link. Find the link and say why the intruder doesn’t belong. Your answer must contain a relative pronoun (who, that). Use the suggestions in the Word Box or ideas of your own to write your sentences.

Word Box • light • animal • bird

• vegetation • object • engine

Example A peach, a pear, a pineapple, but not an orange A peach, a pear and a pineapple are fruits that begin

•m ode of transportation

Verbs • to begin • to end • to fly

• to give • to reflect

• to eat • to have

Category 1 Bird, read, sad, but not doctor

with the letter p. An orange is a fruit that begins with the letter o.

Category 2 An emu, a penguin, an ostrich, but not a crow

Category 3 Lions, tigers, coyotes, but not elephants

Category 4 A car, a truck, a train, but not a bicycle

Category 5 A candle, a flashlight, the sun, but not a mirror

Nouns • fruit • letter • word

Name:

Group:

Extras • Chapter 03 The Best Friend File

Bonus Activity There are over one hundred words that you can make by using the letters from the word friendship. How many can you come up with?

Use only the letters from the word friendship.

3 3 3

friend

friendly

fed

feed

Plurals and different verb forms are accepted, but not proper nouns. friend

friends

Fred

For every row of five words you come up with, fill in a space in the Word Thermometer. Start at the bottom of the chart and work your way up.

20.

19.

18.

17.

16. 15.

14.

13.

12.

11.

10.

1. Example:

den(s)

die(s)

din

dine(s)

Get into teams of three or four and share your words. How high can you heat up your Word Thermometer?

diner(s)

100

Name:

Group:

Bonus Writing C

1 2 3

Write a message to your friends to ask

them to help plan a Friendship Day activity.

Follow steps 1 to 5.

lan anizer to p

hic org Use a grap your text ce. , time and pla • Set a date vite. ho you will in w t u o ab k in • Th you activities that • List special could do. Logistics - where - when

- estimated cost - food Friendship Day

Who - old friends

- new friends

- school friends - teammates

- outdoor

- games or sports - movies

Revise your text • Reread your text and underline the words you are not sure of. • Show your text to a classmate to get feedback.

Write a draft • Start by presentin g your idea to your friends and sa ying what a friend means to you. • State what you w ould like to do, and ask your friends for help in planning the event. • Make suggestions of people to invite and of things to do. • Use appropriate modals. • Vary your senten ces (use simple, compound and complex sentences). • End your message by le friends know how sp tting your ecial they are to you.

Activities - indoor

Model

Use a checklist to edit your text I used the appropriate modals when necessary. I varied my sentences. I looked up the spelling of words that I wasn’t sure about. I used the resources in my book to verify my grammar.

5 ork Publish your w . with your friends • Share your text

Hi Joshua, Elsie and Todd, On August … , 20 … , I want to organize a Friendship Day ac tivity. As you know, Friendship Day is a special time to … / A friend is someone who … This is why I think we should invite friends who are … We mu stn’t forget to invite … I have lots of ideas but I would like your input. Could you / C an you help me plan … ? Do you think we should … ? Ho w can we … ? We could … , and we could als o … If it’s hot outside, we might … , or we could … We absolutely have to … We shouldn’t … , and we don’t have to … Can you take care of … ? I would never forgive myself if I didn’t tell you … Talk to you soon, …

Planning a Friendship Day

Name:

Group:

201

Reference section

Essential Language (Functional Language) Expressing Positive Opinions

Expressing Negative Opinions

That’s terrific! You’re amazing! I’m really proud of you. Kudos! Way to go!

I don’t understand why … I can’t stand … They’re not worth … What you did really bothers me. It really bugs me.

Conversational Connectors and Expressions So, what about you? OK, how about … ? And you?

Are you sure … ? Really? Are you kidding?

Asking for Help

Refusing Help

Could you help me … ? Can you try this for me? Could you give me a hand with this? Would you please help me?

Sorry, I can’t … No thanks, I’m fine. It’s too bad, but … Unfortunately, that won’t be possible.

Asking for Suggestions

Making a Suggestion

What do you suggest? What would he / she like to talk about? What about you? Do you have a suggestion for … ?

I think you should … Why not try … ? How does … sound? I suggest that we …

Giving Warnings Watch out! Be careful!

You’d better not … It’s too dangerous.

Don’t believe everything you hear. Keep your eyes open.

Name:

205

Group:

Reference section

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 …

• Use context cues In this context, the word means …

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

• Skim

The title and the photos tell me that …

• Take notes

d? I just rea What did : s Key word ed to look up: e n I Words people: t Impor tan ideas: t Impor tan ed to ask about: e n I s Thing

• Organize information

208

Name:

Group:

Grammar The Simple Present To Be Negative

Subject + Verb

Rest of sentence

Subject + Verb + not

Rest of sentence

I am / I’m

amazed.

I am not / I’m not …

amazed.

You are / You’re

worried.

You are not / You’re not / You aren’t

worried.

He is / He’s

my friend.

It is not / It’s not / It isn’t

my friend.

We are / We’re

partners.

We are not / We’re not / We aren’t

partners.

They are / They’re

older than her.

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

older than her.

Other Verbs Affirmative Subject

Negative Rest of sentence

Verb

Subject

do + not

Rest of sentence

Verb

soccer.

do not / don’t

soccer.

You

run

every day.

You

do not / don’t

run

every day.

Bob / Jill / The dog

walks

fast.

Bob / Jill / The dog

does not / doesn’t

walk

fast.

stay

with him.

do not / don’t

stay

with him.

They

speak

Italian.

They

do not / don’t

speak

Italian.

Questions in the Simple Present To Be YES / NO QUESTIONS Verb

INFORMATION QUESTIONS Rest of question

Subject

Question word

Verb

Rest of question

Subject

pretty?

Why

here?

Are

you

sure?

How

are

you

now?

he / she / it

prepared?

Where

he / she / it?

Other Verbs YES / NO QUESTIONS Do / Does

Subject

Verb

INFORMATION QUESTIONS Rest of question

Question word

Do / Does

Subject

Verb

Rest of question

Does

Jill

want

money?

When

does

he / she / it

perform?

look

too old?

What

for fun?

they

know

Ian?

When

they

sell

tacos?

Affirmative

What is Jump In 2? It’s a collection of comprehensive, competency- and grammar-based material for the Regular ESL program in Secondary Cycle One, Year Two.

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 2 • Jump In 2: 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 : 250868

ISBN 978-2-7617-3373-1

9 782761 733731