Jump in 2 2e Ed. by Les Éditions CEC

Content Workbook

CHAPTERS

• six engaging and age-appropriate themes designed for all three ESL competencies

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

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

• comprehensive grammar activities that are cross-referenced with reading texts and followed up in the Extra section

p In 2 N e w t o Ju m ! 2nd Edition t layou mplified page

y si udents • refreshingl to motivate st e m e th w e n • a brand cess e learning pro ss

on th proce en production tt ri w te le p m • a co section cabulary, in each E xtras ac tivities on vo e iv ct ra te in lable • 150 FREE mar, made avai am gr d an n o si comprehen ion code with an ac tivat

• ample oral interaction activities for practising the

Functional Language found in the Progression of Learning

EXTRAS

• grammar and vocabulary activities to review chapter activities and reinforce the writing competency

• fun crosswords, word searches and quizzes to motivate and keep students engaged • comprehensive writing activities, with stimulating visual support

REFERENCE PAGES

• lists of Essential or Functional Language for oral interaction • visual overviews of the response, writing and production processes

• at-a-glance charts of the grammar covered in the chapters as well as other pertinent grammar points for the level

FOR TEACHERS

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

Teacher’s Resource Book

Content Workbook for Students

• pedagogical notes and answer keys • reproducible material • transcripts for the audio and video texts • a complete evaluation package with quizzes, evaluation

The digital workbook allows students to: • flip through the book, take notes and write in their answers • use the workbook without connecting to the internet • save voice recordings in an audio player • do 150 free activities on vocabulary, comprehension and grammar

sheets and three evaluation situations

• a CD and DVD set for the listening and viewing tasks and the evaluation situations

CAROLE GAUTHIER • GWENN GAUTHIER • LEENA M. SANDBLOM

FOR STUDENTS

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

ENGLISH AS A SECOND LANGUAGE SECONDARY CYCLE ONE YEAR TWO

It’s a collection of comprehensive, competency- and grammar-based material for the Core ESL program in Secondary Cycle One, Year Two.

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

WHAT IS JUMP IN 2?

Carole Gauthier Gwenn Gauthier Leena M. Sandblom

CONFORMS TO THE PROGRESSION OF LEARNING

Editorial Management Patrick Johnston Production Management Danielle Latendresse Editorial Coordination Kathryn Rhoades Nancy Schmidt (1st Edition) Proofreading Brian Parsons Illustrations Jean-Paul Eid Yves Boudreault Cover and Page Layout Woawzer Graphisme

Acknowledgements The authors wish to thank Les Éditions CEC for their unfailing support. Heartfelt thanks go to Patrick Johnston who, with patience and steadfast determination, led us through this project, and to the editorial staff for their excellent input and timely suggestions. Many thanks to everyone at Woawzer for producing a beautiful book and to Danielle Latendresse for making the process smooth. Personal thanks To my high school sweetheart and husband Marc. To Karine and Éric. To François and Axelle. To my two adorable busybodies Logane and Luka. Thank you for your love and encouragement. A very special thanks to Gwenny and Leena; ladies, you are the best. – CG To Leena and Carole, I have been blessed to work with such brilliant and supportive co-authors. It’s been a blast. – GG

graphisme

To Gwenn and Carole for making this project so agreeable to undertake. My profound appreciation to everyone at CEC for simply everything. – LMS Special thanks to Sarah Adlhoch for sharing her talents with us.

La Loi sur le droit d’auteur interdit la reproduction d’œuvres sans l’autorisation des titulaires des droits. Or, la photocopie non autorisée – le photocopillage – a pris une ampleur telle que l’édition d’œuvres nouvelles est mise en péril. Nous rappelons donc que toute reproduction, partielle ou totale, du présent ouvrage est interdite sans l’autorisation écrite de l’Éditeur.

And finally, we wish to thank the many teachers who participated in our various consultations. Their insights helped ensure that Jump In really works. Julie Spingola-Jobin, CS des Découvreurs Tanya Vecchio, CS de Laval Marie-Claude Beaudoin, Juvénat Notre-Dame du St-Laurent Carole Charbonneau, Collège Mont-Royal

Jump In 2, Connected Classroom, Competency Development and Text-Based Grammar, 2nd Edition © 2015, Les Éditions CEC inc. 9001, boul. Louis-H. La Fontaine Anjou (Québec) H1J 2C5 Tous droits réservés. Il est interdit de reproduire, d’adapter ou de traduire l’ensemble ou toute partie de cet ouvrage sans l’’autorisation écrite du propriétaire du copyright. Dépôt légal : 2015 Bibliothèque et Archives nationales du Québec Bibliothèque et Archives du Canada ISBN : 978-2-7617-8065-0 (Connected Classroom, Competency and Text-based Grammar, 2nd Edition, avec activités interactives, 1 an) ISBN : 978-2-7617-3373-1 (Competency and Text-based Grammar, 1st Edition, 2011) ISBN: 978-2-7617-7960-9 (Connected Classroom, Competency and Text-based Grammar, 2nd Edition, version MaZone avec activités interactives, 1 an, livraison postale) ISBN: 978-2-7617-8067-4 (Connected Classroom, Competency and Text-based Grammar, 2nd Edition, version MaZone avec activités interactives, 1 an, livraison numérique)

Imprimé au Canada 1 2 3 4 5 19 18 17 16 15

Dear Students 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: exciting class work, fun homework and lots of practice opportunities. As an all-in-one book, Jump In 2 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 • illustrations 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!: T he Purpose of Essential Language Tasks in the Chapters . . . xii

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

Extras Bonus Grammar Review: The Simple Past. . . . . . . 55 Bonus Activity Dit Dah Dit. . . . . . . . . . . . . . . . . . . . 59 Bonus Writing Important Inventions. . . . . . . . . . . . 61

CHAPTER 1 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

Extras Bonus Grammar R eview the Simple Present and

Sentence Structures. . . . . . . . . . . 23 Bonus Activity Pet Peeves. . . . . . . . . . . . . . . . . . . . 27 Bonus Writing Dear Young at Heart . . . . . . . . . . . . 28

CHAPTER 3 The Best Friend File Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Task 1 Essential Language Helping and Suggesting. . . . . . . . . . . . . . . . . . . . . . . . 66

Reading

Task 2 What Kind of Friend Are You?. . . . . . . . . 68 Grammar Task 3 Modals: Could, Might, May and Should. . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Reading

Task 4 False Friends: Who Needs Them?. . . . . 77 Grammar Task 5 More Modals: Must, Have To and Would. . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Viewing Task 6 What the Boys Said! What the Girls Said!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Did You Know? (Grammar) Complex Sentences with Relative Clauses . . . . . . . . . . . . . . . 87 Task 7 Write About It What Is a Good Friend?. . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Extras

CHAPTER 2 Eureka!

Bonus Grammar Modals and Complex

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Bonus Activity The Friendship File. . . . . . . . . . . . . 95

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

Sentences. . . . . . . . . . . . . . . . . . . 91 Bonus Writing Can You Help Me?. . . . . . . . . . . . . . 96

CHAPTER 4 Higher, Faster, Stronger Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Task 1 Essential Language Making and Asking for Suggestions. . . . . . . . . . . . . . 102

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

Extras Bonus Grammar Plural Nouns and Prepositions. . . 125

Task 4 School Lunches around the World. . . . . 179

Grammar

Task 5 The Future: The Present Continuous . . . 183 Viewing Task 6 Food Alert!. . . . . . . . . . . . . . . . . . . . . . . . 185 Did You Know? (Grammar) Ing Words . . . . . . . . . 188 Task 7 Write About It What Is Best to Eat ... for You?. . . . . . . . . . . . . . . . . . . 190

Extras Bonus Grammar More on Ing Words . . . . . . . . . . . 191 Bonus Activity Scrambled Eggs. . . . . . . . . . . . . . . . 194 Bonus Writing The Food-Truck Phenomenon . . . . 195

Bonus Activity Maze Daze. . . . . . . . . . . . . . . . . . . . 129 Bonus Writing Invent a Sport. . . . . . . . . . . . . . . . . . 130

CHAPTER 5 Getting at the Truth Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Task 1 Essential Language Giving Warnings. . . . . . . . . . . . . . . . . . . . 136

Reading

Task 2 Urban Legend. . . . . . . . . . . . . . . . . . . . . 138 Grammar Task 3 More Modals: Can, Could, Would, May and Question Forms. . . . . . . . . . . . . . . . 142 Reading

Task 4 The Hoax. . . . . . . . . . . . . . . . . . . . . . . . . 146 Grammar Task 5 Review: Modals by Context and Function. . . . . . . . . . . . . . . . . . . . . . . . . . 150 Viewing Task 6 Getting the Whole Truth. . . . . . . . . . . . . 152 Did You Know? (Grammar) Imperatives . . . . . . . . 153 Task 7 Write About It Think Smart! . . . . . . . . 155

Extras Bonus Grammar More on Modals and

Imperatives. . . . . . . . . . . . . . . . . . 157 Bonus Activity Are You Sure?. . . . . . . . . . . . . . . . . . 160 Bonus Writing Urgan Legends: Myth or Reality? . . . 161

CHAPTER 6 Food Stuff Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Task 1 Essential Language Making and Asking about Plans . . . . . . . . . . . . . 168

Reading

Task 2 The Food Debate: Vegetarian or Meat-Eater?. . . . . . . . . . . . 170

Grammar

Task 3 Review: The Future. . . . . . . . . . . . . . . . . 175

Essential Language (Functional Language) . . . . . . . . . . . . . . . . . . . . . . . 201

Strategies and Tools Response Process . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 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: C an, 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 Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Scope and Sequence Chart GUIDING QUESTION

ESSENTIAL LANGUAGE

STRATEGIES: READING

STRATEGIES: VIEWING / LISTENING

What bugs you? What do you appreciate?

Expressing positive and negative opinions

Skim Self-monitor

Listen for the general idea Listen for specific information

What do inventions do for our world?

Using conversational connectors and expressions

Find the main idea Deduce using headings

Use what you know

What do you look for in a friend?

Helping and suggesting

Monitor your comprehension Compare Use resources

Predict Organize information

What’s your game?

Making and asking for suggestions

Use what you know Scan and take notes Use resources

Compare

How can you become a more critical thinker?

Giving warnings

Infer words Compare Infer ideas

Pay selective attention

How does food make us who we are?

Asking and answering questions

Use context cues Scan Visualize

Listen for details

CHAPTER

Rant or Rave? CHAPTER

Eureka! CHAPTER

The Best Friend File CHAPTER

Higher, Faster, Stronger CHAPTER

Getting at the Truth CHAPTER

Food Stuff

STRATEGIES: WRITING

GRAMMAR

EXTRAS:

Personalize the writing process

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

Bonus Grammar Bonus Writing: Dear Young at Heart

Self-monitor

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

Bonus Grammar Bonus Writing: Important Inventions

Recombine

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 More Modals: Must, Have To and Would • How to Use Must and Have To • How to Use Would

Bonus Grammar Bonus Writing: Can You Help Me?

Check your work

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

Bonus Grammar Bonus Writing: Invent a Sport

Cooperate

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

Bonus Grammar Bonus Writing: Urban Legends: Myth or Reality?

Use varied resources

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

Bonus Grammar Bonus Writing: The Food Truck Phenomenon

Inside Jump In 2: A Step- By- Step Overview Jump In 2 is comprised of chapters for classroom use; chapter extras for semi-autonomous and autonomous work; and a helpful reference section for functional language, learning processes, and grammar charts and rules.

CHAPTERS Jump In

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. 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.

Talk Box

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 ✔ in the coloured box that applies to you. = It’s easy. = It’s somewhat easy. = It’s difficult.

Go to the online version of this workbook for additional vocabulary, listening and viewing activities.

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

Talk About It

How Is It Going?

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

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. Bonus Grammar Look for the red stickers for where to find more practice activities in the workbook.

Understanding Grammar Points Look for texts and charts in green. They illustrate the function and form of the grammar Tips.

Form Charts

Grammar Tips These practical tips offer advice for avoiding common problems.

Practice Activities A variety of activities are provided between the grammar charts.

Go to the online version of this workbook for additional grammar activities.

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.

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.

EXTRAS Bonus Grammar (autonomous) A minimum of three supplementary pages of grammar activities per chapter 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, secret messages, a crossword 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 MELSâ&#x20AC;&#x2122; 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

How does food make us who we are? There is a saying that goes, â&#x20AC;&#x153;you are what you eat.â&#x20AC;? What do you eat? Where do you fall on the meat-and-veggie spectrum? How does where you come from influence what you eat? Think about these questions as you work through the chapter. Read the following statements. Circle A (agree) or D (disagree). 1. Too much meat is bad for you.

2. Eating only fruits and vegetables is good for your health.

3. Eating only fruits and vegetables is good for the planet.

4. Vegetarians are healthier than meat-eaters.

5. I can safely eat any food I choose.

6. It is OK to skip lunch.

7. Lunch is an important part of education.

Find out what your classmates answered. Is your class more inclined toward eating meat (with or without veggies) or only fruits and vegetables? How many eat lunch? Does anyone have to avoid certain foods?

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group:

name:

TASK

1 Essential Language 1 MAKE PLANS Practise this dialogue with a partner. Notice the underlined future forms. Mina: What are you going to do on Friday night?

I’m not planning to do anything special.

Neil:

Mina: Would you like to come over? I am going to watch a movie.

I’ll order a pizza.

Yeah, I’d like to do that. What time should I come?

Neil:

Mina: The pizza will be there by seven. Come over then.

Great, I’ll be there!

Neil:

2 ASK AND ANSWER QUESTIONS Answer the questions in the affirmative. Pay attention to the verbs you need to use. Practise your dialogue with a partner. Anya: Hey, will you wait up a second? I want to talk to you. Yves: Anya: Will you meet me in the cafeteria for lunch? Yves: Anya: I’ve been wondering. Are you going to go to the class barbeque on

Saturday?

Yves: Anya: Great! I’ll see you there. Is your family going to go to the cottage

this year? You always have such great barbeques by the lake.

Yves: Neil:

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Great. See you then.

name:

group:

3 CHOOSE AND DISCUSS A SITUATION Choose one of the following situations and have a conversation with a partner. Make up answers to the questions if necessary. Present your conversation to the class.

Questions So what are you doing … ? Are you going to … ? What will you … ? What are you going to … ? Responses 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 …

beside your Situation 1: You want to have a pizza party lots of pool. You have to pay for it yourself, so you have will yone ever t wha questions about who will come and to sure Be want to eat. Discuss this with your partner. get answers to all of your questions.

Situation 2: You plan to apply for a job at a fast-food restau

rant this summer, and you hav e lot s of questions about what it will be like. Dis cuss this with your par tner. Be sure to get answers to all of your questions.

some Situation 3: You are going to India to visit

family relatives. You will be expected to work in the . You restaurant there, but you don’t know how to cook cted expe be will you t wha t have lots of questions abou get to sure Be to do. Discuss this with your partner. answers to all of your questions.

e has a new job and won’t hav Situation 4: Your mother ver done lunch this year. You have ne time to pack your s of questions. Discuss this this before, so you have lot get answers to all of your with your par tner. Be sure to questions.

Situation 5: You want to take lessons at a cooking school, and you have lot s of questions. Discuss this with your par tner. Be sure to get answers to all of your questions.

Chapter 6

FOOD STUFF

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group:

name:

The Food Debate: 2 Vegetarian or Meat-Eater? TASK

More than ever, young people are thinking about their eating habits. Some are already on diets to lose weight, others wonder if vegetarianism is the way to go, while many just eat what’s in front of them. Read about one fundamental decision to make: vegetarianism versus meat-eating.

For more practice with the vocabulary in this chapter, check out the digital version of this workbook.

USE CONTEXT CUES

Read the words that come before and after a new word or expression. They will help you understand its meaning.

A Before You Read 1 FIND THE MEANING Find the words underlined in the text. Then circle their correct meaning. 1. tough

hard soft

2. detoxify

rid of poison

poison

3. provide

keep for yourself

offer something

4. body mass

how much you weigh index (BMI)

how much fat you have in your body

5. threats

aids

dangers

6. lifespan

the quality of a person’s life the length of a person’s life

2 STATE YOUR OPINION Answer both questions. 1. In your opinion, what is one reason to be a meat-eater?

2. In your opinion, what is one reason to be a vegetarian?

Think about these questions as you read the texts.

B While You Read Review the Strategy box. Use context cues as you read to help you understand words or expressions you do not know.

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In the past, most people ate meat and didn’t think anything of it. Times have changed, however, and today vegetarianism is becoming more and more popular. Read the texts to help you understand the pros and cons of each type of diet. The debate between vegetarians and meat-eaters rages on …

In Favour of

Ve g e t a r i a n i s m

egetarian diets are better because V it is cruel to kill animals for food.

Animals have feelings. They can experience pain, stress and fear. They should not have to die to satisfy our desire for meat in our diets.

ed food are confin Pigs raised for . rren pens in crowded ba

It is easier for humans to eat a meat-free diet.

People do not have large mouths or the long pointed teeth of carnivores. Our teeth are short and flat, better for chewing fibrous food. We are not meant to chew on tough matter. Also, it is difficult for our livers to detoxify the excess vitamin A that comes with a meat-based diet. Vegetarian diets offer complete nutrition and many health benefits.

Glossary

livers noun organs that clean the blood carbon footprint noun measure of the greenhouse gases produced by an activity

According to researchers and nutritionists, a vegetarian diet can provide all the protein we need to be healthy. It can also provide all the necessary vitamins, fats and minerals for good health.

A vegetarian diet helps prevent disease and promotes longer life.

People who eat a vegetarian diet have a lower risk of getting many diseases such as type-2 diabetes, heart disease, kidney and liver disease and cancer. They also live longer lives, on average.

Vegetarianism helps to control weight.

Meat-eaters have a tendency to weigh more than vegetarians. Their body mass index (BMI) is higher, too.

Veget arians a likely to de re less velop type-2 diabe tes.

Producing meat consumes more energy than growing food crops and has a larger carbon footprint .

Raising a cow takes more land, fertilizer and water than other food sources and produces up to five times more greenhouse gases. In contrast, growing potatoes, wheat or rice takes minimal resources. The environmentally sound choice is clear. Chapter 6

FOOD STUFF

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In Favour of

M e a t- E a t i n g

1 Eating meat is a natural part of the cycle of life. Vegetarians think that animal life is more valuable than plant life. In fact, scientists have discovered that plants react electrochemically to threats. They may even feel fear. Every organism on Earth lives and dies at some point so that other organisms can live. This is P hoto: Bri ana Pobin er how nature works.

2 Humans have eaten meat for millions of years.

Meat has been part of the human diet since ancient times. It has provided the nutrients and protein that helped to develop our large brains and intelligence. Most humans crave the good flavour of meat.

Knife mark s on a foss il bone bu years ago tchered 1 by an earl .5 million y human.

3 Meat products are the best source

of the nutrients we need to be healthy.

Meat products provide all the essential protein and other nutrients we need, such as iron, zinc and B vitamins. Most plant foods do not. Meat was one of the reasons humans were able to evolve large elaborate brains.

4 There is no major difference in the lifespan of meat-eaters and vegetarians.

Glossary

nutrients noun ingredients in food that keep you healthy mortality rates noun numbers of deaths per year run-off noun rainfall that flows directly into rivers and streams

Vegetarians do tend to be healthier, but not because they avoid meat. They exercise more than meat-eaters and generally don’t smoke or drink alcohol. Comparisons between vegetarians and health-conscious meat-eaters show that there is no great difference in mortality rates.

5 People who eat meat products in moderation can control their weight.

It takes fewer calories to get protein from lean meat than from vegetarian options. One or two servings of meat per week will not make anyone gain weight and body mass. Many people who start a vegetarian diet find they have gained weight.

6 V egetarian diets are not necessarily better for the environment.

Vegetarian diets often depend on soy products (tofu) to ensure adequate protein consumption. Soybeans are planted with genetically modified seeds. Then herbicides are used to control weeds during cultivation. Run-off from these herbicides are toxic to other plants and fish. to fish due to Herbicide damage y farms. run-off from nearb PAGE

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C After You Read 1 COMPLETE THE CHART What do the texts say about each of the following questions? Give reasons for your answers. QUESTION

VEGETARIAN DIET

MEAT-EATING DIET SCAN

Does a follower of this diet believe that eating meat is cruel?

Look for details in a text by paying attention to specific information.

Does a follower of this diet believe that it is normal for humans to eat meat?

Can you get the nutrients you need from this diet?

Can you live a long life on this diet?

Is this diet better for the environment?

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2 LIKES AND DISLIKES Identify things you really like and things you really dislike about each diet. Explain why. DIET

WHAT I REALLY LIKE

WHAT I REALLY DISLIKE

Vegetarian

Meat-eating

3 SHARE YOUR IDEAS As a class, decide on the most significant advantages and disadvantages of each type of diet.

4 SHOW YOUR UNDERSTANDING Think about your own eating habits. Are you a vegetarian or a meat-eater? Or are you somewhere in-between? Describe a typical supper at your home to a partner.

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TASK

Review: The Future 3 A Find the Grammar Go back to the Essential Language conversations on page 168. Find two different verbs that express the future and highlight them. Highlight one affirmative and one negative sentence in the future.

B Understanding and Using Will and Be Going To

BO N

R GpRaAgeMs 1M91A–193

Will is used • to express or ask about an intention in the future. I will help you with that project tomorrow, OK?

Will she be able to come here tonight?

• to express or ask about a promise in the future. I will be very careful with your phone.

Will you make sure to lock the door?

Be going to is used Grammar Tip

• to express or ask about a plan in the future. We are going to meet next Tuesday.

Are you going to finish it today?

When you describe more than one future action in a sentence, the action in the time clause must be in the simple present. When you arrive tonight, we will watch the video.

Both will and be going to can be used for predictions. I think 2022 will be an interesting year. I think 2022 is going to be an interesting year.

C How to Form the Future with Will AFFIRMATIVE

NEGATIVE

Subject + will / contraction

Verb

Rest of sentence

Subject

Will + not / contraction

Verb

Rest of sentence

I will/’ll

study

nutrition.

will not / won’t

take

the test.

You will/’ll

turn

left here.

You

will not / won’t

see

Julien.

He/She/It will/’ll

arrive at noon.

He/She/It

will not / won’t

get

lost.

We/You will/’ll

find

Jess.

We/You

will not / won’t

play

in the game.

They will/’ll

pass

Math.

They

will not / won’t

that class.

QUESTIONS Question word

Will

Subject

Verb

Rest of question

When

will

I/you/he/she/it/we/you/they

to the gym?

Will

I/you/he/she/it/we/you/they

join

the club?

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D How to Form the Future with Be Going To

AFFIRMATIVE

NEGATIVE

Subject + to be / Going to Verb Rest of contraction sentence

Subject + to be + not / contraction

of Going to Verb Rest sentence

I am/’m

going to read

I am not/’m not

going to write it.

You are/’re

going to meet him.

You are not / ’re not / aren’t

going to find

her.

He/She/It is/’s

going to win.

He/She/It is not / ’s not / isn’t

going to like

it.

We/You are/’re

going to leave now.

We/You are not / ’re not / aren’t

going to start early.

They are/’re

going to learn quickly.

They are not / ’re not / aren’t

going to write an essay.

it.

QUESTIONS WITH BE GOING TO Question word To be

Subject

Going to

Verb

Rest of question

Why

are

you

going to

Sara?

Why

she

going to

Sara?

What

going to

say

to him?

Aren’t

you

going to

your homework?

Isn’t

going to

his homework?

For more grammar practice, check out the digital version of this workbook.

1 CHOOSE WILL OR BE GOING TO Use will or be going to in the following sentences. The base form of the verb is in parentheses. 1. Why are you holding that piece of paper?

a letter to my uncle in Vancouver.

(write)

2. I’m so sleepy. I need to wake up.

you a cup of coffee.

(get)

3. I think he

(be)

the next class president.

4. Excuse me, I need help.

The man at the front desk

you.

(help)

5. What are your plans for the summer?

a car trip to the US.

(take)

6. I’m hungry, but I’m too tired to cook.

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No problem. I

(make)

dinner tonight.

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2 FILL IN THE BLANKS Fill in the blanks in the following conversation with will or be going to. You may use the contracted form. Jessica: What a horrible day! It looks like it

rain all day.

Brian:

Maybe it won’t. The weather report says that the sun come out this afternoon.

Jessica: Good.

be nice on the weekend?

Brian:

That’s what they say.

Jessica: Thank goodness. I

have an outdoor

end-of-year party on Saturday.

Brian:

And

I be invited?

Jessica: Of course, I Brian:

invite everyone in the class.

Is there anything I can bring?

Jessica: Hmm, Paula

Joanie and Pete Can you bring chips?

Brian:

Sure, and I

Jessica: I know! I

think most kids

bring the hot dogs. help with the barbecue. help with the cooking, too. bake a banana cake. Do you like that?

Brian:

Yes, and my mother makes really good

brownies. I to make some for the party, OK?

ask her

Jessica: Oh, and guess what. I Brian:

A clown! What your party?

hire a clown. a clown do at

Jessica: Oh, it doesn’t really matter. I always wanted to have

a clown, so I

Brian:

Well, I’m sure everyone a good laugh.

do it. get

Jessica: I hope so.

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3 ANSWER THE QUESTIONS Answer questions about the text in where possible.

on the previous page. Use contractions

1. What is the weather going to be like on the weekend? 2. Who will be invited? 3. What is Paula going to do? 4. What are Joanie and Pete going to do? 5. Who else will help with the cooking? 6. What desserts will Jessica and Brian bring? 7. What unusual thing is Jessica going to do?

4 WRITE A TEXT Write a text of five sentences about your plans for the summer. Use will and be going to.

Share your text with a partner. Help each other make corrections if necessary.

How is it going? How are you doing with grammar? I use will and be going to to express the future. ..................................... PAGE

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School Lunches TASK around the World 4 School lunches vary a lot around the world. Most countries provide a full meal for students at noon. Canada is one of the few countries that does not. Read about some typical school lunches from different countries.

A Before You Read Answer the questions about lunches in your school. 1. Do you have a cafeteria in your school? (If you answer No, go to question 4.)

Yes

2. If you have a cafeteria, are the meals free?

Yes

3. If you have a cafeteria, how would you rate the quality of the food?

Excellent

Good

Bad

Very bad

4. Name one thing you would like to change in your cafeteria. If your school

does not have a cafeteria, would you like it to? What would you like it to serve?

5. What do you think is served for lunch in cafeterias in the following countries?

France

South Korea

South Africa

B While You Read

STRATEGY

Imagine you are in one of the countries presented on the next page. How much would you like the kind of lunches they offer? Choose a symbol for each country to show what you think.

I’d try it.

Not so sure.

VISUALIZE

While you read, try to picture in your mind what is being described.

No way!

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“Nearly all countries around the world have a school feeding program, and each day at least 368 million children from kindergarten to secondary school receive food at school. This huge figure indicates that governments recognize school feeding as an essential tool for the development and growth of school children, communities, and society as a whole, and as a social safety net.” — World Food Programme

France A public-school lunch in France would be considered a gourmet meal in North America. Take a look at this typical lunch menu: cucumbers with garlic and fine herbs; Basque chicken thigh with herbs; red and green bell peppers with olive oil; couscous; organic yogourt; fresh apple. French educators say that the midday meal should “teach students good manners, good taste and the elements of good nutrition.” Menus are planned in advance and sent home so parents can coordinate what’s for supper. Students have at least 45 minutes to eat and are encouraged to try everything on their plates. Lunch is served on real plates, not trays.

What do you think?

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Haiti In 2010 a huge earthquake destroyed many parts of Haiti. Since then, the World Food Programme has been serving school lunches. The meal is basic: usually rice and beans. If the school has extra money, they’ll add some meat, fish or vegetables. At some schools, there are also take-home rations. It is often the only meal these kids have all day. What do you think?

South Korea If you don’t like cold sandwiches for lunch, this is the place for you. No one packs a lunch in South Korea. Students and teachers sit down for a hot lunch served on a metal tray with lots of compartments. Rice and kimchi (spicy pickled vegetables) are on the menu daily, along with a protein dish. The main dish can be chicken, egg, tofu or fish or other seafood. Squid is a favourite! Food is rarely fried; it is usually stewed or boiled. Soup is served often. And expect lots of greens: bean sprouts, seaweed, vegetables. In Seoul, the capital city, lunches are free for all students. What do you think?

India School lunches in India can be as diverse as the cultures found within the country. Some public schools have free government-sponsored lunches, and most private schools offer lunches to purchase. More often than not, however, hot meals are prepared at home and delivered to the students at school. In the cities, workers called dabbawalla, dressed all in white, are a familiar sight as they rush to deliver these hot lunches. A typical lunch might be a flat bread called a roti, a lentil dish with yoghourt known as dal, and a vegetable or meat curry. What do you think?

United States Of course, an American cafeteria lunch must include burgers and fries! And you will probably find soft drinks and snacks in vending machines. Incredibly, school nutrition guidelines consider pizza sauce a vegetable! To challenge the “pizza-attitude,” a group of military officers advised Congress that school lunches are making kids so fat that one in four teens are not physically fit to serve in the military. Ironically, poor nutrition in the military during WWII led to the post-war national lunch program that now essentially serves too much unhealthy junk food.

A new US law, however, was recently passed to try to fix the problem of poor nutrition in schools. The law aims to make school lunches healthier by encouraging partnerships with local farmers and forcing schools to set limits on the sale of vendingmachine food. What do you think?

Typical dabba or lunch box used by dabbawalla in India.

South Africa As in Canada, South Africa does not have a national school-lunch program. The school day ends at 1:30 p.m. and students go home to eat or stop off at a street vendor just outside the school. Can you guess what the most popular item is? Potato chips, of course! Vendors also offer apples and bananas. Some townships are growing fresh vegetables on school grounds. They are used to make a vegetable stew— a mixture of cabbage, onions, beans, carrots and tomatoes—all of it served with pap, a thick maize porridge. Pap is South Africa’s staple food. The gardens have been so successful that they have surplus vegetables to sell to the community. What do you think?

Glossary

sight noun something you can see flat bread noun bread made without yeast vending machines noun machines that sell prepackaged food and drinks WWII abbreviation World War II townships noun neighbourhoods in South Africa, for non-whites porridge noun hot breakfast cereal made of oats, corn, etc., boiled in milk or water until thick staple noun basic food Chapter 6

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C After You Read 1 NAME THAT COUNTRY Read the descriptions and identify the country. 1.

The meals are mostly vegetarian.

There are often vending machines in the schools.

Porridge made from maize is the national staple.

An international agency helps with school lunches program.

Lunches are delivered from home.

It’s a three- or four-course gourmet meal.

2 WHAT’S YOUR PREFERENCE? Answer these questions about school lunches. 1. Which lunch do you like the best? 2. Why?

D Show Your Understanding 1. Describe a lunch you had this week. 2. Are you satisfied that it was a healthy lunch?

Yes

3. Why or why not? 4. What could you change to make it healthier? 5. What is ironic about the US school lunch program?

6. Would you like to eat with your teachers? Why?

How is it going? How are you doing with strategies?

How are you doing with reading?

I scan for specific information....................

I use the information from the text to write......................................

I visualize................................................................ PAGE

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The Future: TASK The Present Continuous 5 A Show What You Know Read the two pairs of sentences. • Don’t bother me. I’m studying for my exam. • I can’t go to the movies next Saturday. I’m studying all weekend. Explain the difference in the meaning of the underlined sentences. Hint: When is the person studying? Now or later?

B Understanding and Using the Present

Continuous

Look at the two sets of sentences from again. Read the explanation to understand the difference in their meaning. • Don’t bother me. I’m studying for my exam. Here, the action began before now and is continuing.

BO N

R GpRaAgeMs 1M91A–193

• I can’t go to the movies next Saturday. I’m studying all weekend. Here, the action will happen over time, but only in the future.

C How to Form the Present Continuous The present continuous is made up of two parts: the auxiliary to be + the verb, which ends in ing. Affirmative

Negative

Interrogative

I am meeting my friend at noon.

I am / ’m not meeting my friend at noon. Are you meeting your friend at noon?

Kim is leaving tomorrow.

Kim is not / isn’t leaving tomorrow.

The boys are starting today.

The boys are not / aren’t starting today. Are the boys starting today?

They are / ’re playing in the gym now.

They are / ’re not playing in the gym now.

Is Kim eaving tomorrow? Are they playing now? Where are they playing now?

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name:

D Practise 1 RECOGNIZE THE PRESENT CONTINUOUS Identify the use of the present continuous in these sentences by indicating when the action occurs. For an action in progress, write AP. For an action that will happen in the future, write AF. 1. Andrea is helping Paul with his homework right now. 2. Mike is coming to fix my computer after school. 3. It’s not raining anymore. 4. Listen. I am doing the best I can, so be patient. 5. We’re having an end-of-year party on the weekend.

2 USE THE PRESENT CONTINUOUS Fill in the blanks with the present continuous. Use the verbs in the Word Box. Use a contracted form where possible. Then indicate if the present continuous expresses an action in progress (AP) or an action in the future (AF). • work • eat

• turn • plan

• wait • fill

1. My parents 2. I

(neg.) swimming lessons again next summer.

4. My brother Andrew

at the car wash after school ends.

5. Look!

Randy

6. What

they

his pockets with candy? later?

7. My batteries are dying. I

off my phone, OK?

8. These days, many teens

to find summer jobs.

9. That’s it. We 10. I can’t leave yet. I

184

• try • take

our summer vacation.

3. Why am I so anxious? Why

PAGE

• do • worry

in this restaurant ever again! for a phone call.

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TASK

Food Alert! 6 More and more young people are being diagnosed with food allergies. For them, the choice between vegetarianism and meat-eating is not the most important food issue. They have to be very careful about everything they eat. If not, they could have serious allergy attacks.

A Before You Watch

For more practice with this video, check out the digital version of this workbook.

1 ALLERGIES AND YOU Answer the questions with a partner. 1. Do you have any food allergies? Yes No 2. Do you know anyone who has food allergies? Yes

3. What has to be done to manage these allergies? Name one or two things.

2 CHOOSE THE CORRECT DEFINITION Read each sentence and look at the word in bold. Underline the correct definition.

Example:

How do you cope with your food allergies? Do you manage them well? To cope is to: • deal with something successfully • accept something 1. It is important to read food labels. Food labels are • the foods you need for a recipe • the list of a food’s contents 2. In a restaurant, always ask if the food has any allergens.

Allergens are

• foods or ingredients that can cause an allergic reaction • foods or ingredients you can eat if you have allergies

3. Be consistent and don’t waver.

To waver is to • second-guess your plan

• stick to your plan

4. Wash dishes carefully to make sure you don’t ingest something dangerous.

To ingest is to • inhale something

• eat something

5. Over 30,000 anaphylactic attacks occur annually.

Anaphylactic attacks are

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B While You Watch Glossary

EpiPen brand-name pen-shaped device with a hidden needle that injects a drug to control a severe allergic reaction

1 CHECK FOR GLOBAL UNDERSTANDING Read the strategy before you watch the video. Put a check mark beside each point that is mentioned in the video. 1. Everyone has food allergies of some kind. 2. Food labels do not tell you everything that is in a product. 3. People with food allergies should carry an EpiPen. 4. People with food allergies should drink a lot of water. 5. People with food allergies should tell others about their condition.

LISTEN FOR DETAILS

Read the questions before watching so you can identify the important information.

2 SEVEN STEPS TO SAFETY As you watch the video again, number the steps in the order they are presented. • Wear a medical bracelet. • Notify primary people. • Read food labels. • Use an allergy-free cookbook. • Follow your diet. • Check for sulfites and other allergens at restaurants. • Wash dishes and utensils carefully.

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C After You Watch Read the following cases and answer the questions.

Case A

Case B

Jenna is allergic to fish and seafood. Can she eat sushi? Explain your answer.

Kevin is allergic to all dairy products. Can he eat an all-dressed pizza? Explain.

Case C

Case D

Michael cannot tolerate gluten. Can he eat a peanut-butter sandwich? Explain.

Kate is allergic to eggs and has an intolerance to chicken. Can she eat pasta? Explain.

Glossary

gluten noun mixture of two proteins found in wheat and other grains intolerance noun sensitivity, butÂ not an allergy

How is it going? How are you doing with the viewing? I use the information from the video to talk. ...............................................

â&#x20AC;&#x201A; Discuss with a partner what dishes each teen can or cannot eat.

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Ing Words In this chapter, you have learned about using ing words as verbs.

I can’t go to the mall with you on Saturday. I’m taking Sheila to a movie. Such ing words can be other parts of speech, too.

A What Do You Know? Circle the part of speech for each bold ing word. • Interacting in English is a challenge, but it is also fun. • Sarah suggested asking Jake about his school. • We’re going to spend the summer at the cottage as usual. 1. interacting is a

verb

noun

2. asking is a

verb

noun

3. going is a

verb noun

B How to Use ing Words • Use ing words as verbs in the present continuous.

She is acting very strange. They are coming to our house next weekend. • Use ing words as nouns in either the subject or

the object position. Swimming is a good sport for everyone. subject

I like swimming in a freshwater lake. object (after verb)

• Verbs such as love, hate and remember are

followed by an ing form or an infinitive (to do). I like going to the indoor skateboard park. I like to go to the indoor skateboard park.

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Verbs most often followed by ing form (but not an infinitive): • appreciate • can’t tolerate • detest • enjoy • feel like • finish • imagine / can’t imagine • keep • mind • practise • risk • suggest Verbs followed by ing form or infinitive (to do): • begin • can’t stand • hate • like • love • remember • start • continue

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C Practise

For more grammar practice, check out the digital version of this workbook.

1 IDENTIFY ING WORDS Identify the ing words in the following sentences by putting V for verbs and N for nouns in the spaces provided.

Example: Jonnie is working at the flea market this weekend.

1. Discovering new types of schools is fun. 2. Are you asking the right questions? 3. Studying is not my strong suit. 4. He is doing very well in all subjects. 5. Getting up in time for the school bus is not fun.

2 MATCH TO MAKE SENTENCES Combine a verb and a phrase to make four sentences with ing words. Start with a different subject each time. Do not always use “I.”

Verb

Rest of sentence

listen to that music

can’t stand

go to my grandparents’ cottage in the summer

remember

sleep until noon during the summer holidays

enjoy

act in school plays

1. 2. 3.

Grammar Tip

Follow these spelling rules for forming ing words from verbs: • For most verbs, add ing to the base form. calling call studying study walking walk • For short verbs that end in a consonant, double the consonant and add ing. planning plan swim swimming sitting sit • For verbs that end in e, drop the e and add ing. taking take giving give writing write

3 WRITE ING SENTENCES Write one sentence with an ing word as a noun and one as a verb. Use words from the Word Box or any other words you prefer.

• go • eat • think • ask

• interest • spend • fly • meet

• try • plan • sit • learn

• speak • work • watch • enjoy

1. 2.

Find a partner and check each other’s work. Ask your teacher if you have questions.

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What Is Best 7 to Eat ... for You? TASK

You’ve learned about different types of eating styles. Do you fit into one of them now, or do you want to choose a different one? Write an opinion text explaining your choice. Follow steps 1 to 3. Put a in every box from steps 1b to 3b.

Choose a Topic Why I am a vegetarian/

meat-eater How would I improve my school’s lunches Controlling food allergies Other topic approved by your teacher

Plan Your Text Review the texts in this

chapter. Use other resources. See the Strategy box for ideas. Use key words such as vegetarian, healthy lunches, carbon footprint, EpiPen, food allergies, etc.

Write Write spontaneously.

You can correct errors later. Use at least two verbs in the future.

Revise Reread your text. Does it

make sense? Did you use verbs in the future? If not, add some. Change things in your text if necessary.

Prepare Your Final Version Make sure your text is neat and easy to read. Add photos or a drawing if you want. If possible, use a computer.

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STRATEGY USE VARIED RESOURCES

Online • Go to Wikipedia. It has information on nearly everything. • Try free reference materials such as encyclopedia.com. • Use Google or Bing and enter a key word. Public or school library Ask the librarian to direct you to the resources you need, or search on your own. Experts • Ask a nutritionist, school dietician or food activist for advice or information on food choices. • Talk to people who have food allergies.

Edit Your introductory sentence

explains your main idea and is followed by supporting details. You have a conclusion. Check your grammar, spelling and punctuation. Ask for help if you have questions.

Go Public Post your texts around the

classroom and have a readaround.

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S U N BO

R A M M A GR