Jump In1 2ed 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 • 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

p In 1 N e w t o Ju m ! 2nd Edition t

e layou y simplified pag ate students • refreshingl otiv w theme to m • a brand ne ss g proce on the learnin process 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

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

ENGLISH AS A SECOND LANGUAGE SECONDARY CYCLE ONE YEAR ONE

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

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

WHAT IS JUMP IN 1?

English as a Second Language Secondary Cycle One Year One

CONNECTED

CLASSROOM

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

Carole Gauthier Gwenn Gauthier Leena M. Sandblom

CODE DE PRODUIT : 218560 ISBN : 978-2-7617-8053-7

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

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

Illustrations Jean-Paul Eid

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

Cover and Page Layout Woawzer Graphisme

To Leena and Carole: I have been blessed to work with such brilliant and supportive co-authors. It’s been a blast. – GG

Page Design Edith Pineault

To Gwenn and Carole for making this project so agreeable to undertake. My profound appreciation to everyone at CEC for simply everything. – LMS graphisme

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 Carole Charbonneau, Collège Mont-Royal

Jump In 1, 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 : 978-2-7617-8053-7 (Competency and Text-based Grammar, 2nd Edition, avec activités interactives, 1 an) ISBN : 978-2-7617-3370-0 (Competency and Text-based Grammar, 1st Edition, 2011) ISBN : 978-2-7617-7949-4 (Competency and Text-based Grammar, 2nd Edition, version MaZone avec activités interactives, 1 an, livraison postale) ISBN : 978-2-7617-8055-1 (Competency and Text-based Grammar, 2nd Edition, version MaZone avec activités interactives, 1 an, livraison numérique) ISBN : 978-2-7617-7950-0 (Teacher’s Resource Book: 2nd Edition, avec CD et DVD et activités interactives pour 5 ans) ISBN : 978-2-7617-8058-2 (Teacher’s Resource Book: 2nd Edition, version MaZone pour 1 an, livraison numérique) ISBN : 978-2-7617-8057-5 (Teacher’s Resource Book: 2nd Edition, version MaZone pour 5 ans, livraison numérique)

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

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

The authors

PAGE

iii

Table of Contents Letter to Students . . . . . . . . . . . . . . . . . . . . . . . . . . iii Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . iv Scope and Sequence Chart . . . . . . . . . . . . . . . . . . vi Inside Jump In 1: 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 More on Questions in the Simple Present. . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Listening

Task 6 How to Use the “Rule of 3” for Zombie Survival . . . . . . . . . . . . . . . . . . . 55 Task 7 Write About It A Day in the Life of a Creature . . . . . . . . . . . . . . . . . . . . . . . . 57

Extras

Bonus Grammar Questions in the

CHAPTER1 Great Expectations Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 Task 1 Essential Language Spelling, Greeting and Leave-Taking. . . . . . . . . . . . . . . . . . . 2

Reading

Task 2 The First Day. . . . . . . . . . . . . . . . . . . . . . 4

Grammar

Task 3 The Simple Present . . . . . . . . . . . . . . . . 8

Reading

Task 4 Grammar Task 5 Viewing Task 6 Task 7

Learning to Relax. . . . . . . . . . . . . . . . . . . 11 More on the Simple Present . . . . . . . . . 16 Advice From an Experienced Student . 21 Write About It What Are Your Great Expectations?. . . . . . . . . . . . . . . . . . . . . . 23

Extras

Bonus Grammar The Simple Present . . . . . . . . . . . 25 Bonus Activities School Days . . . . . . . . . . . . . . . . . 29 Bonus Writing Making a Photo Novella. . . . . . . . . . 31

Simple Present. . . . . . . . . . . . . . . 59 Bonus Activities Hooked on Monsters. . . . . . . . . . 63 Bonus Writing M aking a Survival Brochure. . . . . . . 64

CHAPTER 3 Boy, Was My Face Red! Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Task 1 Essential Language Discourse Markers . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Reading

Task 2 Dear Journal . . . . . . . . . . . . . . . . . . . . . . 72 Grammar Task 3 The Simple Past . . . . . . . . . . . . . . . . . . . 76 Reading Task 4 Dealing with Embarrassing Situations. . . . . . . . . . . . . . . . . . . . . . . . . 80 Grammar

Task 5 More on the Simple Past. . . . . . . . . . . . 82

Listening

Task 6 TeenTime Podcast. . . . . . . . . . . . . . . . . . 86 Task 7 Write About It What Is Your Most Embarrassing Moment? . . . . . . . . . . . . . 89

Extras

CHAPTER 2 Creepy Creatures

Bonus Grammar The Simple Past. . . . . . . . . . . . . . 91

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Bonus Writing Writing a Diary Entry . . . . . . . . . . . . 96

Task 1 Essential Language Describing Things . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Reading

Task 2 About Creatures . . . . . . . . . . . . . . . . . . . 38

Grammar

Task 3 Questions in the Simple Present. . . . . . 45

Reading

PAGE

Task 4 Monster Talk . . . . . . . . . . . . . . . . . . . . . . 48

Bonus Activities I Did, You Did, We All Did . . . . . . 95

CHAPTER 4 Crime Scene Investigators Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Task 1 Essential Language Stall-for-Time Expressions. . . . . . . . . . . . . . . . . . . . . . . 102

Reading

Task 2 Talk Like a Detective. . . . . . . . . . . . . . . . 103

Task 4 Hacker: The Storyboard. . . . . . . . . . . . . 180

Grammar

Task 5 Comparing with Adjectives. . . . . . . . . . . 185 Viewing Task 6 How to Make Movie Magic. . . . . . . . . . . 187 Task 7 Write About It Lights! Camera! Action!. . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Task 3 Questions in the Simple Past with To Be. . . . . . . . . . . . . . . . . . . . . . . . 106 Reading Task 4 Can You Solve the Crime? . . . . . . . . . . . 110 Grammar

Task 5 Asking Questions with Did. . . . . . . . . . . 116 Viewing Task 6 The Main Street Murder. . . . . . . . . . . . . 120 Task 7 Write About It Write the Beginning of a Mini-Mystery . . . . . . . . . . . . . . . . . . 122

Extras

Bonus Grammar Adjectives. . . . . . . . . . . . . . . . . . . 193 Bonus Activities Opposites Attract. . . . . . . . . . . . . 197 Bonus Writing You’re the Director!. . . . . . . . . . . . . 198

Extras

Bonus Grammar Questions in the Simple Past . . . 125 Bonus Activity Mystery Words. . . . . . . . . . . . . . . . . 130 Bonus Writing Guilty or Innocent?. . . . . . . . . . . . . . 131

CHAPTER 5 Visions of the Future Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Task 1 Essential Language Asking for and Giving Clarification . . . . . . . . . . . . . . . . . 136

Reading

Task 2 Predicting the Future. . . . . . . . . . . . . . . . 138

Essential Language (Functional Language) . . . . . . . . . . . . . . . . . . . . . . . 203

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

Grammar

Task 3 The Future with Will . . . . . . . . . . . . . . . . 141

Reading

Task 4 Imagine the Future. . . . . . . . . . . . . . . . . 145

Grammar

Task 5 The Future with Be Going To. . . . . . . . . 148

Listening

Task 6 Is Anyone Out There?. . . . . . . . . . . . . . . 152 Task 7 Write About It What Will the Future Be Like? . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Extras

Bonus Grammar The Future: Will and

Be Going To. . . . . . . . . . . . . . . . . 157 Bonus Activities What’s the Time? . . . . . . . . . . . . . 160 Bonus Writing What My Robot Will Do. . . . . . . . . . 162

, CHAPTER 6 You Can t Scare Me

Grammar The Simple Present. . . . . . . . . . . . . . . . . . . . . . . . . . 211 Questions in the Simple Present. . . . . . . . . . . . . . . . 212 The Simple Past. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Questions in the Simple Past . . . . . . . . . . . . . . . . . . 214 The Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Questions in the Future. . . . . . . . . . . . . . . . . . . . . . . 215 Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Plural Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Capital Letters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Punctuation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Sentence Formation. . . . . . . . . . . . . . . . . . . . . . . . . . 219 Common Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . 220 Credits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Jump In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Task 1 Essential Language Asking for and Giving Opinions. . . . . . . . . . . . . . . . . . . . 169

Reading

Task 2 Hacker: The Script. . . . . . . . . . . . . . . . . . 172

Grammar

Task 3 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . 176

PAGE

Scope and Sequence Chart GUIDING QUESTIONS

STRATEGIES: VIEWING / LISTENING

What do you expect from Secondary I?

Spelling, greeting and leave-taking

Predict. Use context cues. Use cognates. Plan.

Listen for the general idea.

Why are frightening creatures so special?

Describing things

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

Listen for specific information.

How do you deal with an embarrassing moment?

Using discourse markers

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

Pay selective attention. Take notes.

Who did it?

Stall-for-time expressions

Ask yourself if you understand. Take notes.

Check for details.

What’s ahead?

Asking for and giving clarification

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

Listen for the general idea. Predict.

What does it take to make a scary movie?

Asking for and giving opinions

Infer. Visualize. Skim. Compare. Review.

Activate prior knowledge.

Great Expectations CHAPTER

Creepy Creatures CHAPTER

Boy, Was My Face Red! CHAPTER

Crime Scene Investigators CHAPTER

Visions of the Future

CHAPTER

You Can,t Scare Me

STRATEGIES: READING

CHAPTER

PAGE

ESSENTIAL LANGUAGE

STRATEGIES: WRITING

GRAMMAR

EXTRAS

Use resources.

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

Bonus Grammar Bonus Writing: Making a Photo Novella

Use varied resources.

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

Bonus Grammar Bonus Writing: Making a Survival Brochure

Plan.

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

Bonus Grammar Bonus Writing: Writing a Diary Entry

Write a good introduction.

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

Bonus Grammar Bonus Writing: Guilty or Innocent?

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

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

Bonus Grammar Bonus Writing: What My Robot Will Do

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

Adjectives • Understanding and Using Adjectives • Adjective Word Order • Possessive Adjectives

Bonus Grammar Bonus Writing: You’re the Director!

Comparing With Adjectives • Understanding and Using Comparisons of Equality • Making More Comparisons • Using the Superlative

PAGE

vii

Inside Jump In 1: A Step- By- Step Overview Jump In 1 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

Talk Box

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

Talk About It

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.

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

Talk About It PAGE

viii

How is it going?

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

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

Form Charts

Understanding Grammar Points Look for texts and charts in green. They illustrate the function and form of the grammar notion. Practice Activities A variety of activities are provided between the grammar charts.

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

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

Grammar Tips More specific grammar points are offered in the margins.

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

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.

PAGE

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 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. Bonus Activities (autonomous) Activities offered include word searches, quizzes, crossword puzzles and oral interaction activities.

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.

PAGE

Grammar

Why are frightening creatures so special? Glossary

creepy: causing an unpleasant feeling; strange triggers: causes to start

Many creepy creatures come from myths and legends. Others are modern inventions. Vampires drink blood. Mummies are cursed. Zombies eat human brains. And trolls are huge and mean. Which of these fantasy creatures intrigues you the most? Look at these photos. Choose the creature that triggers your imagination the most. Write your answer on page 39. • vampire

• werewolf

• zombie

• troll

• ghost

• mummy

Find someone who chose the same creature you did. Talk about why you find this creature intriguing or impressive.

I think werewolves are impressive because they are fast / scary / creepy … Ghosts trigger my imagination because they can fly / haunt people … PAGE

TASK

1 Essential Language 1 LEARN WORDS FOR DESCRIBING THINGS Look at the words in the Word Box. These are adjectives that can be used to describe fantasy creatures. Then look at the categories in the chart. Work with a partner and write the adjectives in the correct category. • huge • scary • thin • short • haunting • winged • flying • intelligent • fat

• animal-like • stupid • agile • stinky • black • dangerous • spooky • alive • drooling

CATEGORY

Personality / Opinion

Size

Shape

Characteristics

Colour

PAGE

• bloodthirsty • dead • threatening • tall • white • large • aggressive • four-legged

• creepy • fanged • stout • ferocious • hairy • flesh-eating • grey • round

ADJECTIVES

• ugly • humanoid • handsome • massive • menacing • skeletal • clever • shrieking

2 PRACTISE

Read the conversation. Practise saying it in pairs. Underline the words that describe the fantasy creature or monster. Choose another creature or monster and ask your partner to guess what it is. Then switch roles.

I find this creature really creepy. Try to guess what it is. No. Yes, it is. No, it’s not.

OK. Is it a flying creature? Is it dead? Is it huge? Is it flesh-eating?

Yes, especially brains. Is it a zombie? Yes, it is.

Taika

3 DRAW AND DESCRIBE

Victor

Draw a picture of a fantasy creature or monster. Keep it hidden. Work in pairs. Ask your partner questions about her or his picture. Don’t look at it. Take notes on the information you find out and try to reproduce your partner’s picture. Then switch roles.

4 GUESS WHO - OR WHAT In pairs or small groups, choose one student to begin. The student must give three or more sentences to describe a monster from a movie or a TV show. The others must try to guess the name of the monster.

ovie. This monster is in a m s it. The monster A mad scientist create body parts. It is is made out of human of the monster. huge. People are afraid end. What is it? They destroy it at the

Example:

Chapter 2

CREEPY CREATURES

PAGE

TASK

2 About Creatures A Understanding Words USE WHAT YOU KNOW AND MAKE A GUESS.

Read the sentence carefully more than one time. He found the mummy by chance. What do you think the word chance means? Make a guess. You will probably be right.

1 USE A STRATEGY Read the strategy. Use a ✔ to choose a word or expression that can replace the underlined one. 1. Some of our favourite monsters come from myths.

• legends

• the internet

• true stories

2. Every country has its interpretation of what popular monsters are about.

• tradition

• superstition

• version

3. The human brain can imagine fascinating stories about creepy creatures. • intelligence

• body

• memory

4. Most fantasy creatures have supernatural powers. • eating habits

• physical traits

• abilities

5. Modern day vampires are charismatic and sophisticated. • charitable

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

• charming

• creepy

2 TRY THE STRATEGY AGAIN Here are some monster jokes. Use your sense of humour and a choice from the Word Box to fill in the blanks. • evaporated milk • i-scream

• a blood group • dogs

• the Lost Neck Monster • the living room

1. What is a vampire’s favourite fruit? 2. What are skeletons afraid of? 3. What is a zombie’s favourite room

in the house?

4. What sort of group do vampires join? 5. What do little ghosts like to drink? 6. What do you call a monster with no neck? 7. What is a troll’s favourite dessert?

PAGE

• neck-tarines

B Before You Read What do you know about the creature you chose in the JUMP IN at the beginning of this chapter? Check your answers below.

Your creature

1. What is your creature’s place of origin? • Egypt

• Scandinavia

• Europe

• other

2. What food does your creature need? • meat

• blood

• brains

• rocks

• other 3. Where does it live? • in caves

• in the forest

• old houses

• in tombs

• other 4. What are some of your creature’s characteristics? • it has superhuman strength

• it’s intelligent

• it can fly

• other 5. How can you destroy this creature? • with a silver bullet

• with fire

• with a stake through the heart • other

Work with a partner who chose the same creature or monster you did. Did you answer the questions the same way? Use the words in the Talk Box to help you interact.

What answer do you have for question …? I have … And you? I have the same. / No, I don’t have that answer.

C While You Read Read the strategy, then scan the text on the next two pages. Look for and highlight only the information about the creature you described above.

SCAN THE TEXT.

Scan for the specific information you need. You don’t have to read every word of the text.

Chapter 2

CREEPY CREATURES

PAGE

Origin Many of our favourite fantasy creatures and monsters come from stories, myths and legends from different cultures. Mummies, for example, are long dead pharaohs and nobles from Egypt. Zombies originate from Haiti and the voodoo folklore. Many different countries in Europe have their own interpretation of vampires, ghosts and werewolves. And the ugly and scary stories about trolls come from Scandinavian myths.

Food

Glossary

nobles: aristocrats folklore: traditional stories flesh: the body of an animal; meat tomb: place where a dead body is buried coffins: wooden boxes for the dead wander: walk without a fixed destination

PAGE

Werewolves need to eat meat such as pork, beef and chicken. Vampires don’t eat solid food, but their favourite energy drink is animal and human blood. Ghosts are on an eternal diet, so they don’t need food to survive. As for mummies, well, they love bugs, especially scorpions. Mummies eat whenever food comes their way. Trolls have a very powerful digestive system. They eat metal, bones, wood and rocks. And zombies are on a very strict diet of human brains and flesh.

Place of residence Mummies often stay in great tombs or temple complexes. They come back to life to scare away any grave robbers who want to destroy their tomb. Trolls live in caves and under bridges. Werewolves prefer to stay in the forest. Vampires sleep in coffins during the day. They hide in old houses and castles. Ghosts haunt old houses, castles and graveyards. And zombies simply wander around in the streets.

Characteristics Werewolves are humans who transform into wolves when the moon is full. They have super-human speed and strength. Beware! If they bite you, you will become one of them. Zombies are people who were infected by a virus. They are slow and clumsy. They cannot become human again. Be careful, a zombie can pass the virus on to you! Ghosts or revenants are the spirits of dead people. They can fly. They moan

and groan and rattle chains to scare people away. Mummies are people who died a long time ago. They are aggressive and can paralyze you with fear. They can reduce you to dust just by touching you. Trolls have tough, rocklike skin. Their bodies are made out of mud, rocks and dirt. They are powerful, primitive and brutal. Vampires are dead human beings that were bitten by a vampire. Modern vampires are sophisticated and charismatic. They are powerful and travel faster than light.

How to stop them Here are some typical ways to destroy these creatures: • werewolves: You can kill a werewolf with a silver bullet. • mummies: Unwrap the linens around a mummy and it turns into a pile of dirt or sand. • ghosts: If bad spirits haunt your house, ask for the help of a medium. Mediums can convince ghosts to go away. • trolls: The best way to destroy a troll is by burning this monster. • zombies: You have to smash their brains or pierce their skull. • vampires: You can destroy vampires by exposing them to sunlight or putting a stake through their heart.

Glossary

revenant: person who returns from death moan: make a long, low sound groan: make a deep sound as if in pain rattle: shake noisily dust: very small particles unwrap: take off the material that covers something pierce: make a hole in skull: bones of the head stake: sharp pointed stick

Chapter 2

CREEPY CREATURES

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D After You Read 1 LEARN ABOUT CREEPY CREATURES Complete one column in the following chart to describe the creature you chose. VAMPIRES

ZOMBIES

GHOSTS

Europe Origin

brains Food

old houses, castles, graveyards Place of residence

Characteristics

How to stop them

PAGE

MUMMIES

WEREWOLVES

TROLLS

Origin

Food

Place of residence

Characteristics

people who transform into wolves, superhuman speed and strength

burn them (fire) How to stop them

Chapter 2

CREEPY CREATURES

PAGE

2 CHECK YOUR ANSWERS Group yourselves “by creature.” All “zombies” go to one corner, “ghosts” to another corner, and so on. Find a partner in your group and check your answers. Make corrections if necessary. Add any other information you already know about the creature.

Find classmates who chose different creatures than you did and interview them. Use questions from the Talk Box or ask questions of your own. Get information for each creature if possible. Complete the chart on pages 42 and 43 with the information they tell you.

PAGE

Questions What creature do you have? What does it eat? Where does it stay? What are some of its characteristics? How can you destroy it?

Sentence starters My fantasy creature is the … (Trolls) eat … They live … (Trolls) are huge and … You can destroy a … by …

Questions in the TASK Simple Present 3 A What Do You Know? 1 ANSWER QUESTIONS ABOUT A FANTASY CREATURE Choose a fantasy character from a TV show, a movie or a video game. For example: an ogre like Shrek, a monster like Frankenstein, a witch, a wizard, etc. Answer questions about your character. 1. Where does he/she/it live? • in the city

• in the country

• in the forest

• other 2. What sort of home does he/she/it have? • a house

• a castle

• a cave

• other 3. Does he/she/it have special powers? • Yes, he/she/it does.

• No, he/she/it doesn’t.

4. Is he/she/it a gentle and kind fantasy character? • Yes, he/she/it is.

• No, he/she/it is not.

5. Is your character human? • Yes, he/she/is.

Grammar Tip

Question Forms Information questions What kind of monster do you like? Where do zombies live? Yes/No Questions Do werewolves live in cages? Does a vampire drink juice?

• No, it’s not.

6. Why is your character special? • He/She/It is funny.

• He/She/It is scary and creepy.

• other

2 RECOGNIZE QUESTION FORMS Identify the question forms in above. Indicate if the question is an information question or a yes/no question.

Question 1 is an information

question.

Question 2

question.

Question 3

question.

Question 4

question.

Question 5

question.

Question 6

question.

Chapter 2

CREEPY CREATURES

PAGE

BO N

R GRpaAgMesM59A–62

B How to Form Yes/No Questions with To Be

YES / NO QUESTIONS Verb

Grammar Tip

You can use short answers for yes/no questions. Are you a zombie fan? Yes, I am. Is Shrek scary? No, he isn’t. Are trolls ugly? Yes, they are.

Subject

Rest of question

a fan of zombie movies?

Are

you

afraid in the dark?

it/he/she

a creepy creature?

Are

we/they

dangerous?

Are

the monsters

under the bed?

1 OBSERVE Read the following text. Pay attention to the verbs. Who’s afraid of monsters?

Sandy is 16 years old and she really doesn’t like strange creatures and monsters. She is afraid every time she sees creepy zombies or vampires in a scary movie. She hides behind her jacket when the scenes scare her too much.

Grammar Tip

Use it when the sex of the animal, monster or creature is not known.

And then there is Emma. Emma is also 16 years old. She likes everything about monsters and scary creatures. She always goes to see the latest monster movies. Sandy and Emma are best friends. They respect the fact that not everyone enjoys watching scary movies.

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

PAGE

2 PRACTISE Complete the yes/no questions with the verb to be. Then circle the correct short answer. 1.

you afraid of creepy monsters?

Yes, I am.

No, I’m not.

Sandy 14 years old?

Yes, she is.

No, she isn’t.

Sandy afraid of vampires?

Yes, she is.

No, she isn’t.

zombies creepy?

Yes, they are. No, she isn’t.

Sandy and Emma best friends?

Yes, they are. No, they aren’t.

Emma 16 years old?

Yes, she is.

No, she isn’t.

Emma afraid of scary creatures?

Yes, she is.

No, she isn’t.

both Emma and Sandy scary-movie fans?

Yes, they are. No, they aren’t

C How to Form Information Questions

BO N

R GRpaAgMesM59A–62

with To Be

QUESTION WORDS To ask about

Question word + Verb + Rest of sentence

A person

Who

I, a zombie or a mummy?

An animal or object

What

are

you drinking?

A time or date

When

the monster museum open?

A place

Where

are

the werewolves / they?

A reason

Why

are

we monster fans?

A state or condition

How

your wound?

Grammar Tip

Use how and what to find out information about how old age how tall height how big size how far distance a specific colour what colour

For each question, circle the question word and underline the information that answers it. Draw an arrow between them. Example: Who is that scary creature? He is Dracula, the most famous vampire. 1. How old is Frankenstein? He’s more than 100 years old. 2. When is his birthday? It’s on Friday the 13th. 3. Where are the mummies’ tombs? They’re in Egypt. 4. Why are zombies so sad? They’re sad because they have no friends.

D Using Yes/No and Information Questions Read the following answers and make up a question for each one.

Are you afraid of werewolves? The troll is in the cave. Where is the troll?

Examples: Yes, I am afraid of werewolves.

1. The monster’s name is Hulk. 2. No, the witch isn’t very old. 3. The ghost is under my bed. 4. Yes, trolls are aggressive creatures. 5. Yes, graveyards are scary places. 6. No, zombies are not really smart. 7. The werewolf is happy because the moon is full. 8. Vampires drink a pint of blood a night. 9. zombies come out at night. 10. The mummy was buried over 2000 years ago.

Chapter 2

CREEPY CREATURES

PAGE

TASK

4 Monster Talk A Understanding Words Use context cues to find the meaning of the underlined words. Circle your best guess. Then check the definition in the dictionary. 1. Ghosts moan and groan all night long.

• tell jokes

• make a long sad noise

• fly in the sky

2. Wild animals have to hunt for food.

• kill other animals

• live with other animals

• take care of other animals

3. If you scream, I get a headache.

• laugh loudly

• eat ice cream

• cry out loudly

4. When I’m not hungry, I leave people alone.

• without other people

• with other people

• at home

5. Monsters like to terrify people.

• play with

• eat

• scare

6. Some creatures prefer to live in a warm climate.

• weather zone

• country

• place

7. When you drop a glass of milk on the floor, you feel very clumsy.

• good

• uncoordinated

• funny

8. Don’t fall asleep. Stay alert!

• stay calm

• stay here

• stay awake

B Before You Read USE WHAT YOU KNOW.

Think about what you already know about a topic to help you understand a text.

Read the strategy. Imagine that you are one of the creatures in the following text. Write down one thing you would say to people who think you are creepy.

C While You Read As you read, highlight the most interesting thing each creature says.

PAGE

I am a (type of creature) I want to say

If creepy creatures could talk … Ghost BOOO! Ghosts need love too, you know. It’s not my fault that my job is to haunt people. All night long I moan and groan and rattle my chains. Believe it or not, I love children, but they always run away from me before I can tell them a ghostly joke. Vampire My life is really difficult. Everybody expects vampires to be beautiful and sophisticated all the time. But I need to drink blood to survive. This is why I have to hunt you down for food. Human blood is so delicious! It tastes like red berries. Oh, next time you see me, please do not scream. All that noise gives me a headache. Troll OK, my first instinct is to destroy everything I see. Maybe this explains why you are afraid of me. It’s just that I’m always hungry. So, just bring me some metal, a big crunchy rock or a fat juicy cow, and I promise to leave you alone.

Werewolf Most of the time I am a person just like you. But once a month I become this monstrous creature. Every bone in my body hurts when I transform into a wolf. You don’t need to be afraid of me because I prefer to eat animals larger than you. But it’s really fun to terrify you. Awhooooo! Mummy Sorry, but Canada is not a good place for me. My bandages are only made of very thin cotton. I would freeze during your winters! That is why I’d rather stay here in Egypt. Zombie I know I’m slow and clumsy. I think maybe you can understand why because sometimes when you’re very tired, you feel like a zombie, too. But stay alert! You know I love to eat human brains. If you let me approach you, I am sure to have a really nice lunch. Please don’t run away because I walk too slowly to catch you. Chapter 2

CREEPY CREATURES

PAGE

D After You Read Identify which creature from the text is speaking. 1. I prefer to stay in my own country. 2. I can’t talk to children. 3. I need blood. 4. It hurts during my transformation. 5. Don’t run! I want to catch you. 6. I don’t like cold weather. 7. I’m always hungry. 8. Life is not easy.

E Use What You Understand Choose a creature. Write a note to this creature. Say what you think of its habits and the way it acts toward humans OR ask three things you want to know about this creature. Write three sentences or questions.

N OTE , Dear

want to know I want to tell you / I

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

How are you doing with this reading?

I make a guess about new words...........

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

I scan the text....................................................... I use what I know.............................................. PAGE

More on Questions in TASK the Simple Present 5 A What Do You Know? Many other creatures and animals come from myths and legends. People claim to have seen these cryptids, but nobody can prove their existence. Take this quiz and show what you know. 1. Where do cryptids come from?

• myths and legends

• scientific facts

• Japan

2. Why do some people believe in cryptids?

• They are scientists.

Glossary

cryptids: animals whose existence is disputed or unproven

• They think they saw one.

3. Which of these characteristics does the dragon have?

• It can fly.

• It can disappear.

• It can become human.

4. How do dragons defend themselves?

• with water

• with fire

B How to Form Yes/No Questions with Other Verbs

BO N

R GRpaAgMesM59A–62

YES / NO QUESTIONS Do / does + Subject

Verb

Rest of question

I/you/we/they

think

the yeti really exists?

Does

Bigfoot/it/he/she

run

fast?

1 PRACTISE YES/NO QUESTIONS Unscramble these questions. Then answer them. Make up answers if necessary. 1. Loch Ness Monster / in / the / Do / believe / you / ?

Answer

Grammar Tip

You can use short answers for yes/no questions with verbs other than to be. Do you believe in legends? Yes, I do. No, I don’t. Does John like dragons? Yes, he does. No, he doesn’t.

2. head / have/ it / a giant / Does / ?

Answer

2 PRACTISE OUT LOUD Ask partners yes/no questions about other monsters they might believe in. Chapter 2

CREEPY CREATURES

PAGE

BO N

R GRpaAgMesM59A–62

C How to Form Information Questions with Other Verbs QUESTION WORDS Question word + Do / does + Subject

Verb

Rest of question

What

think

about griffins?

Where

you

read

about these creatures?

Who

does

a dragon

impress?

When

does

he/she/it

appear

to people?

Why

we/they

believe

in legends?

How

know

they exist?

MORE QUESTION WORDS

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

To ask about

Question word

Example

Choice

Which + do

Which cryptid do you prefer?

Time

What

What time is it?

Cost

How much

How much does this dragon cost?

Quantity (non-count nouns)

How much

How much blood do you need?

Quantity (count nouns)

How many

How many cryptids did you see?

1 PRACTISE INFORMATION QUESTIONS Unscramble these questions. Then answer them. Make up answers if necessary. 1. griffins? / did / Why / choose / you / ?

Answer 2. live / does / it / Where / ?

Answer

2 PRACTISE WITH QUESTIONS Read the following answers. Make up a question to find out the underlined information. 1. I have two books on mermaids. 2. Mermaids live in the ocean. 3. They attract sailors. 4. The sailors listen to the mermaids’ songs. 5. Sailors abandon ship to follow the magical voices. PAGE

3 NAME THAT CREATURE Choose a legendary creature you find interesting.

dragon

• tall • horns • hairy • carnivore

abominable snowman

• big teeth • ferocious • pointed • tail

• huge • short • wings • mythical

• hooves • scary • claws • fangs

satyr

• forest • mountains • half-man • goat

Write four sentences to describe your creature. Use the Word Box to help you.

Example: The

satyr is a mythical creature.

1. 2. 3. 4.

Now prepare questions to ask a classmate about his or her legendary creature. Ask two yes/no questions and two information question. Examples: Did

you choose the dragon? Why do you like that creature?

1. 2. 3. 4.

Ask a classmate your questions. Can you guess the legendary creature he or she chose?

Chapter 2

CREEPY CREATURES

PAGE

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

4 FIND OUT MORE QUESTIONS AND ANSWERS Make up two more information questions and two more yes/no questions about legendary creatures. Information questions

Example:

Where does it live?

1. 2.

Yes/No questions

Example:

Does your creature have claws?

1. 2.

Now ask some classmates your questions and write down their answers. Information answers

Example:

It lives in the forest.

1. 2.

Yes/No answers

Example:

No, it has hooves.

1. 2.

How is it going? How are you doing with grammar? I use yes/no questions in the simple present............................................ I use information questions in the simple present. ........................................ PAGE

,, ,, How to Use the Rule of 3

TASK

for Zombie Survival 6

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

A Before You Watch 1 REMEMBER WHAT YOU ALREADY

KNOW ABOUT SURVIVAL SKILLS

Read the statements and put a ✔ next to the five elements that you think are most essential to surviving a zombie attack.

• water

• money

• a cellphone

• oxygen

• a place to hide

• food

• electricity

• a car

• clothes • backpack

2 JUSTIFY YOUR CHOICES

I think these elements are essential because

B While You Watch 1 CHECK YOUR UNDERSTANDING Read the strategy. Watch the video. Each of the following elements is essential in any survival situation. Put them in the order of importance suggested by Matt, the zombie expert.

• Humans need air to breathe.

• We need food to stay alive.

• Water is essential to our survival.

• Houses and other types of shelter give us a

LISTEN FOR SPECIFIC INFORMATION.

Read the questions before you view the video so that you can listen for specific information.

place to hide from danger.

PAGE

2 WATCH AGAIN Watch the video again. Answer the questions by choosing from the answers below. 1. Without air, people usually die within • 3 minutes

• 5 minutes

• 10 minutes

2. Without shelter, people can die within • one hour

• 3 hours

• 24 hours

3. Without water, people usually die within • 1 day

• 2 days

• 3 days

4. Without food, people can die within • one week

• two weeks

• three weeks

5. If you want to survive, it’s important to know … • the rule of 3

• the rule of zombies

• the rule of Matt Mogk

3 COMPLETE THE TIP Complete Matt’s final tip using words from the Word Box. • dead • priorities • zombie

If you don’t set up your

accordingly, you can

find yourself

of dehydration before you even

see a

C After You Watch 1 SHARE YOUR OPINION In your opinion, do you think Matt’s advice can help you survive a zombie attack? Find a partner and discuss why you like or do not like this advice.

2 SAY WHAT YOU THINK Form small groups and share your opinions.

I think … I agree with Matt / you and think … I totally disagree. For me …

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

How are you doing with this viewing?

I watch for specific information................

I use the information in the viewing task to talk. .......................................

PAGE

A Day in the Life of TASK a Creature 7 Now it’s your turn to write about creatures. Follow steps 1 to 3. Put a ✔ in every box from steps 1b to 3b.

Choose a Topic A letter to a creature:

You want to learn about its daily routine. A letter from a creature: You want to tell humans what you do every day.

Plan Your Text Review the texts in this

chapter. Use other resources. See the Strategy box for ideas. Use key words such as myths and legends, mythic creatures, urban legends, cryptoids and specific creature’s names, e.g. zombies, yeti, Loch Ness Monster.

Write Examine the models

on the next page. Write spontaneously. You can correct errors later. Include some question forms in the simple present.

Revise Reread your text. Does it make

sense? Are the ideas logical? Did you use descriptive language? 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 of your creature if you want to.

USE VARIED RESOURCES.

Online Go to Wikipedia. It has information on nearly everything. 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 Talk to people who know about the topic.

Edit Check your grammar, spelling

and punctuation. Ask for help if necessary.

Go Public Put your texts on display and

have a read-around.

If possible, use a computer.

Chapter 2

CREEPY CREATURES

PAGE

Letter to a creature Think of some questions you would like answered.

Remember to show what you know.

Insert a closing line.

Dear Mummy, I think you’re a really cool creature, and I love to play video games and watch movies about you. But I want to know more. Say what you want. Does being a mummy hurt? Why do you put curses on people? And what do you do all day long? Here are the things I know about mummies: You are a dead pharaoh or noble person … You look very creepy with all those bandages … You prefer to stay in warm places … For food, you eat … but you don’t drink ... You have superhuman powers like … A fan who wants / doesn’t want to meet with you.

Letter from a creature Say what creature you are.

Use the same pattern as in a letter to a creature. Optional: Draw the hand- or footprint of the creature. PAGE

Dear human, I am a/an … and I want you to learn more about me. What do I do every day? How do I spend my time when I’m not looking for you? Do you know my needs and limitations? First of all … Then … And finally … I like humans and/but ... I hope to see you soon. Your favourite creature

name:

group:

Questions in the Simple Present

S U N BO

R A M M A GR

1 USE YES/NO QUESTIONS WITH TO BE Write a yes/no question for each statement. Example: Yes, the story is really creepy.

Is the story really creepy?

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

1. Yes, they are afraid of monsters. 2. No, I am not a fan of video games with zombies. 3. Yes, Godzilla is a famous cryptid. 4. Yes, vampires are popular in modern movies. 5. No, Shrek isn’t a scary monster. 6. Yes, their baby brother is afraid of the dark.

2 USE QUESTION WORDS WITH TO BE Fill in the question word for each question. Make sure to read the answer first. 1.

is the Yeti?

He’s in that cave.

is that?

It’s Count Dracula, a famous vampire.

is the movie?

It’s at 12:30 p.m.

are you?

I’m fine, thank you.

are these?

They’re creepy video games.

is this so scary?

I have no idea.

are you?

I am a ghoul.

are your friends?

They’re in the cave.

Chapter 2

CREEPY CREATURES

PAGE

group:

name:

3 THE WEREWOLF TEST Use the Word Box to complete the sentences. • human

• cryptids

• creepy

• interesting

• superhuman

Do you know that werewolves are interesting creatures? These have the ability to take a werewolves have

or a wolf-like appearance. Also, strength and

many different cultures have

. This is why

stories about them.

Take the werewolf test. Complete the yes/no questions. Then, choose a short answer that is true for you.

you feel strange when the moon is full?

Yes, I do.

No, I don’t.

beef your favourite meat?

Yes, it is.

No, it isn’t.

you afraid of cats?

Yes, I am.

No, I’m not.

you have long shiny hair?

Yes, I do.

No, I don’t.

you like to run after cars?

Yes, I do.

No, I don’t.

your fingernails long and curved?

Yes, they are.

No, they aren’t.

the forest your favourite place?

Yes, it is.

No, it isn’t.

you often dream about chickens?

Yes, I do.

No, I don’t.

you allergic to silver?

Yes, I am.

No, I’m not.

10.

you sometimes howl at the moon?

Yes, I do.

No, I don’t.

11.

your mom trim your eyebrows every month?

Yes, she does. No, she doesn’t.

4 WHAT DID YOU FIND OUT? Write your own conclusion.

If you answered “yes“ to more than three of these questions, you may want to stay locked up in your room the next time the moon is full!

PAGE

I think I am / am not a werewolf because

name:

group:

5 UNSCRAMBLE AND ANSWER THE QUESTIONS Unscramble the questions. Then answer them with a complete sentence. Example: on school days / eat / where / lunch / you / do / ?

Where do you eat lunch on school days? Q:

I eat lunch at school. A:

1. have / you / Science / this year / do / ?

2. does / when / begin /your / first class / ?

3. English / you / is / easy / for / ?

4. get / school / to / how / you / do / ?

5. this year / is / subject / your / what / favourite / ?

6. at school / is / best / your / friend / who / ?

7. your / do / speak / you / English / friends / with / ?

8. class / art / do / have / you / this year / an / ?

9. do / get / homework / you / a lot of / ?

10. with / are / you / school / happy / your / ?

Chapter 2

CREEPY CREATURES

PAGE

group:

name:

6 WRITE QUESTIONS Write questions for each of the following sentences. Example: Q: Which

animal do you like best?

A: I like cats best.

1. Q: What time do you get up? / When do you get up?

A: I get up at 7:30 a.m.

2. Q:

A: No, I don’t play the guitar.

3. Q:

A: Yes, I’m good in English.

4. Q:

A: I have one brother and two sisters.

5. Q:

A: I live in Abitibi.

6. Q:

A: I take that medicine because I have allergies.

7. Q:

A: I play soccer in the summer.

8. Q:

A: That’s the new student from France.

9. Q:

A: Yes, my father likes his new car.

10. Q:

A: No, I don’t belong to the basketball team.

11. Q:

A: I go home right after school to take care of my brother.

12. Q:

A: The new teacher is in the gym.

13. Q:

A: Yes, I am ready to join you.

14. Q:

A: No, I don’t have a pet at home.

15. Q:

A: He has two dogs.

16. Q:

A: Yes, it’s time to go to basketball practice.

17. Q:

A: I read my emails every hour.

18. Q:

PAGE

A: I bring my lunch to school because it’s faster than waiting in the cafeteria line.

name:

group:

US N O B ES

Hooked on Monsters

I T I V I T AC

1 WRITE INTERVIEW QUESTIONS To help you learn more about your classmates, prepare an interview. The information you want to find out is in the box. Write your questions. Then, find a partner and ask him or her to give you a short answer.

• if he or she likes to

watch monster movies • what he or she likes about these movies • what she or he knows about cryptids

Example:

Do you believe in cryptids?

Question

Yes, I do. / No, I don’t. Answer

2 FIND WORDS ABOUT MONSTERS AND CRYPTIDS Find words from Chapter 2 below. Look in all directions. Use the 12 leftover letters to complete the sentence below.

According to legend, the only way to kill a werewolf is with a

• blood • bones • brain • coffin • creepy • cryptid • dead

• Dracula • eon • full moon • ghost • haunted • heart • horror

• howl • monster • mummy • tomb • troll • werewolf • zombies

S I V T G H F U L U O C W R E E R E E P W Y

T L A R A E O S T L L M L L L L W O B Y Z O M D N M H E U D S M M

L H E O C H O E O I O

U B L O O D M T R T N

C R B N F E B N R P S

A A M E F A I U O Y T

R I O R I D E A R R E

Chapter 2

CREEPY CREATURES

D N T B N E S H T C R PAGE

group:

name:

Making a Survival Brochure

S U N BO

G N I T I WR

Choose a creature that impresses you or that you find exceptionally creepy. It can be from the chapter or any other creature you know about.

A Get the Facts Complete the following questions. 1. What monster

you want to talk about?

does it look like?

3. What kind of food

it eat?

does it stay?

it have any special characteristics?

it have any superpowers?

it dangerous to humans?

, It s important to know, just what you re dealing with.

Use what you know to complete the chart. Follow the model. MODEL

Identity

PAGE

dragon

Physical appearance / Characteristics

has wings, is scaly, can be very large

Eating habits

meat, chicken, fish

Habitat

in caves, under waterfalls

Powers

flies, breathes fire

Danger level

extremely dangerous

Other information

Will defend its territory Is a mythical creature

MY CREATURE

name:

group:

B Survival Techniques Read the sentences and look at the pictures. Write the survival technique under the corresponding picture. Draw an X on the picture when what is shown is not an effective survival technique. • Plan your actions and try to stay calm. • Stay in a group. Take care of your family and other people you know. • Bring water or know where you can find some. • Prepare to fight if necessary. • It’s important to stock up on canned food. • Bring only things that can help you survive a monster attack. • Find a place to hide. A shelter can protect you from danger.

PAGE

group:

name:

Compare your answers with a partner. Then answer the following questions.

1. Which of the pictures apply to the Rule of 3? Go back to pages 55 and

56 for help.

STRATEGY USE WHAT YOU KNOW.

Think about what you already know about aÂ topic to help you understand.

PAGE

2. Which of the survival techniques can best help you cope with your creature?

name:

group:

Look at the example below. Observe how the brochure is organized.

HOW TO SURVIVE A DR AGON

ATTACK Fold here

A BO U T T HE CR EA T U RE Can be aggressive if you enter its territor y Includes humans in its die t W H Y IT IS DA N GE RO U S Breathes fire when angr y or afraid Can fly as high as an airp lane Doesn’t like people Fold here

SU RV IVA L T EC H N IQ U ES Don’t try to confront the monster because it will breathe fire on you. Bring a fire ex tinguisher just in case the dragon sets you on fire. Stay away from old castl es and waterfalls. These are their favourite shelters . Bring lots of water to drink and to put out fires. Stay with other people. You are more likely to survive if you are not alone . Chapter 2

CREEPY CREATURES

PAGE

group:

name:

C How to Survive a Monster Attack Create a brochure about your creature.

Get Organized

Write Your Text

• Choose a creature.

• Write what you know about

• Organize your information.

Group it into categories. • Choose a title for your brochure.

the creature. • Write what you know about survival techniques. • Include information about the dangers your creature presents and its special characteristics. • Add any other details you think of.

Embellish (Optional) • Illustrate your brochure.

Revise and Edit Your Text • Check your grammar, spelling

and punctuation. Ask for help if necessary.

Use the space below to design your brochure. Write your final copy on a separate piece of paper. Refer to the sample on page 67 for ideas.

Title:

About the creature:

Wh y it is dangerous:

PAGE

Survival techniques:

Essential Language (Functional Language)

Greetings Hi! Hello. Good morning. / Good afternoon. How are you? How’s it going? How are things?

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

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

Asking for Identification

Giving Identification

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

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

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

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

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

ESSENTIAL LANGUAGE

PAGE

203

Stall-for-Time Expressions

Ummm … Let me think.

Hmmm …/Ummm … Give me a moment … Let me think … Just a minute … So … Wait a second … Well … I mean … You know … Let’s see …

Asking for Clarification

Offering Clarification

What do you mean? Could you repeat that, please? Can you say that another way? What do you mean by … ? What is it about? What does … mean?

What I want to say is that … What I said was … To be clear, I … What I mean is that … Let me explain … The question is … To put it another way …

Asking for Opinions

Expressing Opinions

What do you think? What’s your opinion? How do you feel about … ? Why do you say that?

I think … In my opinion … I believe … Based on the text … From my point of view … I see it this way: …

Asking about Feelings, Interests, Tastes, Preferences

Expressing Feelings, Interests, Tastes, Preferences

Do you enjoy … ? What’s your favourite … ? Why do you like … ? What does she like? What would you rather do / have? How did you feel?

I cried/laughed / was so embarrassed. I don’t like … / I dislike … / I can’t stand … She prefers … He loves … He hates … She’d rather have … I/We/They like …

PAGE

204

Asking for Help / Advice / Feedback

Offering Help / Advice / Feedback

Can you help me with … ? How would you do this? What should I do? Could you give me your feedback on this?

I can help you with … Let me give you a hand. You should … Here, let me help you.

Agreeing That’s right. I agree. / I agree with … I think so, too. We think you’re right. Me, too! Exactly!

That’s right!

Disagreeing I disagree because … I don’t agree. I think you’re wrong. We don’t agree with …

Suggestions and Invitations Maybe you should … Let’s … / Let’s go to … Why don’t we … ?

Permission

Warnings

May I (formal) / Can I (informal) …? Is it OK if I …? Yes, go ahead. Sure, no problem. No, you may not. (formal) / No, you can’t. (informal)

Be careful. Watch out! You’d better not …

Interrupting Politely

Capabilities

Excuse me. Sorry to interrupt, but … Before you continue …

Can you …? / I can / I can’t … Are you good at …? Do they know how to …? She’s/He’s good at … Reference Section

ESSENTIAL LANGUAGE

PAGE

205

Hello.

Telephone Talk

Hello. May I speak to Marc, please?

Who is this? Oh! Hi, Kendra. It’s Tom. What’s up? Marc isn’t here right now. Can I take a message? One moment. Just let me get a pen. OK … I’m ready. Is there anything else? No problem. Bye.

It’s Kendra Hall from school. Not much. Yes, please. Please tell Marc to meet me at Sara’s house tonight at 8:OO p.m. No, that’s it. Thanks a lot. Bye, Tom.

Asking for Information Yes/No questions

Information questions

Are you an only child? Does he have a dog? Did we have a test yesterday?

What happens next? How many sisters do you have? When do you play video games?

Asking about a person

Answering

Do you know … ? Who is … ? Where does he / she live? How tall/old is … ? What colour is his/her hair? Can you describe him/her?

Yes, I do. / No, I don’t. This is … / She is … He/She lives … He is 165 cm tall / 13 years old. His/Her hair is … Terry is … / He is tall/short. She has brown/blonde hair.

Asking about a past event

Answering

Did you see anything? Were you alone? What happened? Where were you … ? How did it happen? When did you arrive? Who was that?

Yes, I did. / No, I didn’t. Yes, I was. / No, I wasn’t. There was a robbery/fire. I was in … I don’t know. I think … I arrived at … That was …

PAGE

206

Instructions and Classroom Routines Open your books to page … Look over the questions … Read the … Take out your notebooks. Write this down. You have … minutes to do this. I would like to work with … Say it in English, please. It’s your turn. How was your weekend?

Team Talk

Getting organized

During the activity

Do you want to be on our team? Who wants to be the team leader / secretary / spokesperson? Let’s do … / Let’s go … / Let’s try … How about … ? Would you like to … ?

I think this is a good idea. Do you all agree? I do. / I don’t. What’s your opinion? We should try … No, that doesn’t work / make sense. OK, here’s the final decision. Write that down.

Making sure you understand the activity Let’s read the instructions first. What does that word mean? What are we supposed to do here? We have to get/do/find …

Giving encouragement and praise Good work, everyone! Interesting idea! Sweet! What a great idea! We’re almost finished. Hang in there. Good point. We’re doing well.

Reference Section

ESSENTIAL LANGUAGE

PAGE

207

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.

• Predict

Based on what happened before, I think …

This must be about … • Make an intelligent guess

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

This text is about …

• Take note

just read? What did I : Key words up: eed to look n I s d r o W eople: Important p eas: Important id about: eed to ask n I s g in h T PAGE

208

• Organize information

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

25/03/10

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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

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

p In 1 N e w t o Ju m ! 2nd Edition t

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

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

ENGLISH AS A SECOND LANGUAGE SECONDARY CYCLE ONE YEAR ONE

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

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

WHAT IS JUMP IN 1?

English as a Second Language Secondary Cycle One Year One

CONNECTED

CLASSROOM

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

Carole Gauthier Gwenn Gauthier Leena M. Sandblom

CODE DE PRODUIT : 218560 ISBN : 978-2-7617-8053-7

CONFORMS TO THE PROGRESSION OF LEARNING