Looking Ahead Level 1

AHEAD

A Complete All-in-One Skills and Grammar Book for Any Field of Study

Looking Ahead: Academic and Professional English Level 1 is designed for a broad range of low-intermediate students.

This book’s refreshing approach to learning English engages all students in any field of study, and allows for practice in not only the four skills but also the essentials of grammar for the level. Learning is consolidated at the end of each unit with three outcomes: speaking, writing and role-playing in case studies. A complete grammar section can be used as a stand-alone feature. Teachers will find the layout practical for classroom management and lesson-planning.

Case studies for scenario-based learning Writing outcomes to help all students prepare for an academic or a professional career Grammar To Go reference booklet for homework and exam use 2,000 digital interactive exercises that practise vocabulary, comprehension and grammar Supplementary evaluation materials, transcripts, CD and DVD are all provided in the annotated Teacher’s Edition.

Digital Versions, accessed with or without the internet Teacher’s Edition

The digital skills book allows students to: ■■ flip through the book, take notes and write in their answers ■■ save voice recordings in an audio player ■■ access all videos and audios in the units ■■ do 2,000 FREE interactive activities on vocabulary, comprehension and grammar

For in-class use and correcting, the digital version allows you to: ■■ project, take notes and flip through the entire skills book ■■ show the answer key, question by question ■■ share the teacher’s notes and documents with your students ■■ correct your students’ answers directly on their digital workbook ■■ access all videos and audios ■■ save voice recordings in an audio player ■■ follow your students’ results in the interactive exercises with the MyCECZone dashboard.

CODE DE PRODUIT : 217132 ISBN : 978-2-7617-9191-5

Ryan Fisher Jane Petring Julie Raymond

Six-month access for students to the digital version of the book is FREE upon purchase of the paper version of the skills and grammar book.

One-year access to only the digital version of the skills and grammar book is also available for purchase online.

Go to www.editionscec.com.

ACADEMIC AND PROFESSIONAL ENGLISH

Skills and Grammar

LEVEL 1

Tracey Azlyn Diane Boisvert Katherine Elliott

Skills and Grammar Book (All-in-one)

AHEAD

Skills and Grammar LEVEL 1

Six engaging units and one bonus unit in the online version of the book Recurring opportunities to practice English in any field of study Integrated grammar in all units and a grammar section for independent learning Strategies for all skills: reading, writing, listening and speaking Level-appropriate and motivating videos, audios and readings from authentic sources

LOOKING

ACADEMIC AND PROFESSIONAL ENGLISH

FEATURES

LOOKING AHEAD

LOOKING

Tracey Azlyn Diane Boisvert Katherine Elliott Ryan Fisher Jane Petring Julie Raymond

9 782761 791915

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CONTENTS*

*A bonus Unit 7 is available for teachers on the MyCECZone platform.

WATCHING OR LISTENING

LISTENING STRATEGY

WATCHING: Leadership lessons from dancing guy, p. 17 WATCHING: Athlete’s campaign for LGBTQ awareness in sports, p. 26

Predict and anticipate, p. 18 Listen for repeated words, p. 26

You can lead, but are you a good follower?, p. 10 Leaders: Born or made?, p. 13 Women’s World Cup: Christine Sinclair’s speech inspired Canada, p. 20

Preview and predict, p. 10 Pinpointing main ideas, p. 27

Springboard, p. 9 Say the word out loud, p. 16 Exceptional and everyday role models, p. 24 Describing habits, routines and accomplishments, p. 25

Our Digital Fingerprints PAGE 33

WATCHING: High-tech car hacking, p. 34 WATCHING: Coding in schools, p. 42

Focus on informationcarrying words, p. 35 Take notes, p. 42

The good, the bad and the ugly, p. 36 Whatever happened to Mafiaboy of Montréal?, p. 43

Understanding the grey areas, p. 39 Identify supporting details, p. 44

Springboard, p. 33 Exploring vulnerabilities and hacker types, p.49 Practise -ed ending sounds, p. 41

Marketing You PAGE 57

LISTENING: Gen Z doesn’t use email, p. 58 WATCHING: In-office “blind-dating,” p. 73

Read questions first, p. 58 Prepare for the second listening, p. 73

Don’t wait for the perfect job, tailor your role, p. 61 A strong personal brand will enhance your life, p. 67

Read the first sentence of each paragraph, p. 61 Choosing trustworthy sources, p. 65

Springboard, p. 57 Job fails and epic successes, p. 75 Apply circumlocution and stall for time, p. 75 “Gonna” in speaking, p. 66

My Personalized World PAGE 81

WATCHING: 48-hour detox, p. 82 LISTENING: The fitness tracker is following you, p. 95

Identify form versus content words, p. 83 Focus on the context, p. 96

Billboards deliver targeted ads, p. 85 The music industry in 2029, p. 89

Predict content from the first paragraph, p. 85 Summarize as you read, p. 89 Information source, audience and purpose, p. 97

Springboard, p. 81 Focus group experiment, p. 95 Stating beliefs and opinions, p. 95 Use adjectives in the singular form, p. 88

Originals, Apply Within PAGE 105

WATCHING: Where do good ideas come from?, p. 113 WATCHING: Wolfgang the painter and con man, p. 116

Interpret questions, p. 113 Identify key words in questions, p. 117

What makes a great idea succeed?, p. 106 Five most effective ways for avoiding plagiarism, p. 118

Identify the author’s attitude, p. 108 Ask the five W + how questions to check legitimacy of sources, p. 122

Springboard, p. 105 Benefits of giving due credit for original work, p. 123 Control your language, p. 125 Say the /h / sound in pronouns, p. 111

Games People Play PAGE 129

WATCHING: Future of virtual reality, p. 130 LISTENING: Gamification in the classroom, p. 136

Understand informal speech, p. 131 Understand reduced speech, p. 137

Gamification of exercise is making us healthier, p. 132 Can gamifying cities help improve them?, p. 141

Identify pronoun referents, p. 133 Identify false cognates, p. 140 Recognizing intent, p. 143

Springboard, p. 129 Play Thwip-Thwop, p. 144 Avoid fillers, p. 144 Giving advice and practising word stress, pp. 144–145

UNITS

To Lead or To Follow?

PAGE 9

1 2 3 4 5 6

READING

READING STRATEGY

SPEAKING / FUNCTIONAL LANGUAGE / PRONUNCIATION STRATEGY

REFERENCES Alphabet and Numbers p. 221 Understanding new vocabulary p. 223 Doing research p. 225 4

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CASE STUDY

GRAMMAR CAPSULE

ACADEMIC: Communicating student concerns, p. 28 PROFESSIONAL: Outlining

Simple present versus present continuous, p. 16 Possessive nouns, p. 19

ACADEMIC: Descriptive text of a

Present Tenses and Nouns Simple present: affirmative, negative and spelling................................. 151 Simple present: yes/no questions................... 153 Present continuous: affirmative, negative, yes/no questions and spelling......................... 154 Simple present versus present continuous...... 156 Types of nouns................................................ 159 Possessive nouns........................................... 162

ACADEMIC: Coding in your school, p. 50 PROFESSIONAL: Helping a

Simple past versus past continuous, p. 40 Sentence formation, p. 48

ACADEMIC: Introduction and thesis statement, p. 52 PROFESSIONAL: Structure and

Past Tenses and Sentences Simple past: affirmative, negative and spelling.................................................... 166 Simple past: yes/no questions,....................... 168 Past continuous: affirmative, negative and yes/no questions........................ 170 Simple past versus past continuous................ 171 Simple and compound sentences................... 175 Complex sentences......................................... 177

ACADEMIC: Applying to the best program, p. 76 PROFESSIONAL: Not the perfect internship, p. 77

The future, p. 66 Passive voice, p. 72

ACADEMIC: Compare-and-

The Future and the Passive Voice The future with will and (be) going to:

ACADEMIC: Dental insurance plan, p. 98 PROFESSIONAL: Social

Adjectives and adverbs, p. 88 Equative, comparative and superlative forms, p. 93

ACADEMIC: Basic essay

Pronouns and possessive adjectives, p. 111 Information questions, p. 114

ACADEMIC: An opinion paragraph, p. 126 PROFESSIONAL: An email to

Modals 1: Can, Could, May, Might, p. 135 Modals 2: Should, Must, Have to, Would, p. 139

ACADEMIC AND PROFESSIONAL: Summary writing, p. 148

a new recreational facility,

p. 29

boss when his website is hacked, p. 51

media marketing ideas for a travel company, p. 99

ACADEMIC: What to do with plagiarized work? p. 124 PROFESSIONAL: Giving due

credit to a photographer,

p. 125

ACADEMIC: Helping a game addict, p. 146 PROFESSIONAL: Advising a company to gamify, p. 147

WRITING career, using a topic sentence and supporting details, p. 30 PROFESSIONAL: Email recommendation of a leader in your field of study, p. 31

organization of a simple email report and request, p. 54

contrast text: block vs. sentence-by-sentence, p. 78 PROFESSIONAL: Cover letter and resumé, p. 79

structure and organization,

p. 100 PROFESSIONAL: Professional

tone and register and the opinion email, p. 102

request a new course of action,

p. 126

GRAMMAR SECTION

affirmative, negative and yes/no questions....................................... 180 Future meaning with present tenses............. 183 Passive voice............................................ 187

Adjectives, Adverbs and Making Comparisons Basic forms of adjectives............................ 192 Adverbs: types and sentence position........... 193 Making comparisons.................................. 195

Pronouns and Information Questions Pronouns and possessive adjectives............. 201 Types of questions..................................... 205 Information questions: formation.................. 206

Modal Auxiliaries Modal auxiliaries: form............................... 210 Modal auxiliaries: meaning.......................... 214

Oral presentations p. 226 Writing models p. 227 Documenting sources p. 232 © 2017, Les Éditions CEC inc. • Reproduction prohibited

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LOOKING AHEAD | Contents

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HOW TO USE LOOKING AHEAD: LEVEL 1 Skills Units and Grammar Sections This book is designed for pre-intermediate Cégep students in any field of study. The separate skills units and grammar sections provide teachers the flexibility to add or drop material at any time; the two sections can be used either in conjunction with or independent from one another. Each skills unit consists of 22 or 24 pages of tasks and activities for listening, speaking, reading and writing. At the end of each skills unit, there are two consolidating activities: a case study for spoken production and a complete task for written production, with theory, editing practice and useful models.

U NIT

CONTENT IN SKILLS UNIT

MARKETING YOU

3

The Take-Away Texts: Learn how to showcase your skills and knowledge and to customize your dream job Grammar: The future; passive voice

SPRINGBOARD EXERCISE > 1 Watch the lead-in to the CBS News video “Company Encourages Inter-Office ‘Dating’ for Employees” and discuss the following questions.

Writing: Compareand-contrast text; professional resumé and cover letter

1. What is the objective of inter-office “dating” at Freshbooks?

EXERCISE > 2 Rank the following workplace factors in order of importance to you (1 = most important, 6 = least important). Share your results with two partners.

PARTNER 1

PARTNER 2

A. Opportunities for advancement and personal growth B. Meaningfulness of job C. Salary and benefits D. Flexible schedule (not working 9 to 5, work from home, etc.)

G L OS SA RY

meaningfulness (noun): having purpose or significance

E. Retirement plan F. Other:

UNIT 3 | Marketing You

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PART 2

57

to work, and see how your creativity and initiative can help you to design your perfect job.

Don’t Wait for the Perfect Job,

Tailor Your Role to Build on Your Skills

By Joanne O’Connell The Guardian 794 words September 8, 2016

Taking the initiative to customize your job description shows employers you are adaptable, curious and creative.

01

When Alex Guest got a job at a digital consultancy, he decided to customize it so he could do more of the work he likes, less of what he doesn’t.

02

“I was hired as a pay-per-click manager,” says Guest, who has worked for Prodo Digital for four years. “However, I didn’t stick to what it said on my job description.

I realized there may be other, better ways to improve our clients’ bottom line than the ones I was doing. These also would benefit the company and mean my tasks at work were more enjoyable.”

03

Before the 31-year-old could ask for a change in duties, Guest made use of any free online resources he could find to develop his knowledge and skills. He took online courses in the evenings, signed up for webinars at lunch and engaged with industry leaders on social media.

04

“I also learned about how other people had evolved their roles at work and broken out of their job descriptions,” says Guest.

05

After 12 months, he approached his manager, who was supportive, and Guest significantly changed his role. It’s a process which he’s continued, and which has led him to becoming the head of training and insights.

06

Allowing employees to customize their own job descriptions in this way is an approach that can work well for employers not just employees, according to recent research. A study by the UCL School of Management suggests that teams are more successful when employees are able to find and claim components of their roles READI that are useful, NG and drop the others.

G L OS SA RY

tailor (verb): fit, adapt bottom line (expression): result, outcome

■07■ What In fact, research that to isthe your dreamsuggests job? If you applied Read successfully innovate, companies today, would you how you can tailor be hired? should hire high-performingyour job description to better suit you. people with minimal job PART 1 Befor andeletand them descriptions while reading adapt their own roles.

■■ Write your s in complete senten It is a moveanswer away from ces. the conventional 1. Should you apply for a job if you don’t way of hiring. (experie have all of the asked-f nce, education, etc.)? or requirements

duties (noun): responsibilities, obligations webinars (noun): training sessions offered online

62

UNIT 3 | Marketing You

should be used.

Example: Para.

than what was

3. Para. 5: When I

not to

to design my own

decided to custom

7. Para. 14: If you want

Before watching

2. casual (adjective) 3. spark romance (expression) 4. tight-knit community (expression) 5. hook-ups (noun) 6. matchmaker (noun) 7. well-suited (adjective) 8. build the ties (expression) 9. assess (verb) 10. jitters (noun) 11. awkward (adjective)

a. a person who introduces people

employers were very

to help me in my n ew job.

long if it involve

job, you need to

s many intervie ws.

be ready to receive

.

to get more knowle

you

8. Para. 16: If you want

Listening S T R A T E G Y

your competencies

Prepare for the second listening If you can’t answer long questions after the first listening, write down the time when you think you hear the answer. During the second listening, you can focus more easily on what you hear.

tion prohibite d

UNIT 3 | Marketin

g You

61

b. evaluate, review c. fits well; appropriate d. romantic relationships e. put in a certain order f. state of nervousness or uneasiness g. ignite passion between two people h. closely integrated and friendly group of people

EXERCISE > 3 Indicate by letter (A to F) the results of your group.

i. embarrassing, discomforting

G L OS SA RY

j. secure and unite

perks (noun): privileges offered to employees, such as access to a gym or generous vacation time

k. relaxed, informal

■■ Discuss the following questions with a partner.

IMPORTANT (1 or 2) FOR ALL PARTNERS

SOMEWHAT IMPORTANT (3 or 4) FOR SOME PARTNERS

NOT IMPORTANT (5 or 6) FOR ANY PARTNERS

1. What do you think young people are driven by in a job?

PART 2

2. Have you ever been on a romantic blind date? How did it feel or how would you feel if someone sent you on a blind date?

While and after watching

1. Which of the following is not mentioned as one of the perks offered to employees at Freshbook?

■■ Discuss the following questions with a partner.

2. On a personal level, what special talents and abilities do you think you can bring to the job market?

1. In your previous work experiences, have you ever had company parties or events? Do you think such events are important for employees and companies? Why or why not?

PART 2

and

process can be

and I did more

Further online practice with the reading is indicated with this logo.

dge and experie nce, you can ask your . That way your boss also become s a teacher. to be taken serious ly by your employ ers, you must and show you can handle respon © 2017, Les Éditions sibilities.

CEC inc. • Reproduc superior to offer

WATCHING

1. rank (verb)

ize my work, my

to customize your

boss and your

For more on this vocabulary, practice go to the interactive activitie s.

job so I have

help.

offered great advice

6. Para. 13: If you want

PART 1

the job description

expected.

5. Para. 7: The

advice from your

attention to parts of speech

things you don’t like about your job, customize it to match your preferences.

and offered their 4. Para. 5: My boss

stand out from the pack (expression): come across as different from the others

1: If there are many

you can always

of the mould.

■■ Match each word with the correct definition.

Before going through the entire text, read the first sentence of each paragraph. The first is often the topic sentencesentence main idea of the paragrap , the h.

G L OS SA RY ■■ Check the identified paragra phs in the reading the words to use text on pages 62–63 to complete the to find sentences. Pay and how they

2. Para. 4: I have decided

community by making all new employees fit in.

Reading S T R A TEGY

Read the first sentence of each paragraph

2. In a competitive world with limited © 2017, Les Éditions CEC inc. • Reproduction prohibited work opportu do to stand out nities, what could from the pack? you

1. Para. 2: I decided

■■ Learn how one Toronto-based company is trying to develop a sense of

Reading There are 13 reading texts that increase in difficulty throughout the book. The reading activities usually consist of starter questions, a vocabulary activity, a comprehension activity and follow-up discussion questions.

Tailor your job to suit your skills

■■ Find out why you don’t need to wait for the perfect match when it comes

Springboard introduces the theme of the unit with a warm-up activity as well as a preview of a video to help elicit ideas and engage students.

2. What do you think about this idea? How could it benefit a company?

YOU

The Take-Away provides a summary of the topics covered in the unit theme as well as the grammar and writing task.

While and after listening

1. According to Duncan Robertson, what is the best way to communicate with Gen Z employees to get a quick answer?

2. What are the two reasons that Robertson sends emails to employees?

For more practice with this video, go to the interactive activities.

a. a formal contract EXERCISE > 4 In your group, discuss the following questions.

a. People can work standing up instead of sitting down.

1. What conclusions can you make about the results? Are there differences in the importance of factors? If so, explain what you think the reason is.

b. People are sent on blind dates to meet other employees. c. People get free transportation to work.

2. Do you think your generation has different priorities than previous generations? How different do you think your parents’ or grandparents’ priorities were in choosing the right job?

d. People can bring their pets to work.

2. What did Mary Grace Antonio notice as the company grew?

3. Have you heard of companies that offer special perks to their employees?

Which companies? What perks do they offer?

b. an offer letter c. plan activities 3. According to Dan Schawbel, what do companies need to do to attract Gen Zers?

4. Name three things Schawbel says companies should post pictures of on social media:

For more practice with this recording, check out the interactive activities.

LISTENING © 2017, Les Éditions CEC inc. • Reproduction prohibited

UNIT 3 | Marketing You

73

■■ Every generation—as well as each individual—has different priorities,

especially when it comes to work. Listen to “Gen Z Doesn’t Do Voicemail, and Other Workplace Challenges” for a perspective on what is considered as important for your generation.

PART 1

Listening S T R A T E G Y Read questions first

Watching and Listening There is a variety of Canadian and American reports and documentaries on a specific topic related to the unit’s theme.

6

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Before listening to a recording, make sure you read the comprehension questions. It will be easier for you to find the answers if you know what to look for.

1. set up (verb)

a. large number, a lot

2. buzz around (verb)

b. find work, be hired

3. prior (adjective)

c. has significance and purpose

4. be driven (expression)

d. install

5. meaningful (adjective) 6. mindset (noun) 7. plenty (noun) 9. prominent (adjective) 10. land a job (expression) UNIT 3 | Marketing You

“It’s that are shaping how Gen Zers think about their work and their community.”

■■ Match each word with the correct definition.

8. current (adjective)

58

5. Complete the following sentence.

6. What is said to be a key defining value of Gen Zers?

Before listening

e. attitude, opinion

7. What are Gen Z employees said to look for in their work more than their parents do?

8. What did a survey by InternSushi discover was important for people of Gen Z?

f. happening in the present time g. move quickly from one thing to another h. important, noticeable i. pre-existing, previous j. be motivated © 2017, Les Éditions CEC inc. • Reproduction prohibited

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Further online practice with a video or an audio is indicated with this logo. © 2017, Les Éditions CEC inc. • Reproduction prohibited

2017-03-21 11:09 AM

Grammar Capsule Concise yet detailed, the capsules introduce grammar theory and practice in the grammar section for each unit, and include cross-reference to the Grammar Section.

GRAMMAR CAPSULE >

The Future Two common ways to express the future are with the modal will or with (be) going to.

Examples: I will study economics. He is going to work at the hospital.

FORM Affirmative Will

I/You He/She/It We/They I’ll/You’ll He’ll/She’ll/It’ll We’ll/They’ll

(Be) going to

Negative

will play.

play.

I am going to He/She/It is going to We/You/They are going to

play.

I’m going to He’s/She’s/It’s going to We’re/You’re/They’re going to

play.

I/You He/She/It We/They

will not play.

I/You He/She/It We/They

won’t play.

I am not going to He/She/It is not going to We/You/They are not going to

play.

I am not going to He/She/It is not going to We/You/They are not going to

play.

Will versus (be) going to Most of the time, we can use either the modal will or (be) going to to express the future. In certain situations, however, there is a difference:

Pronunciation S T R A T E G Y Use gonna only when speaking Although it is grammatically incorrect in writing, we often contract “going to” as gonna in informal speech.

Speaking The speaking tasks are warm-ups to the more complex case studies in the unit. In most of these activities, functional language and/ or speaking strategies are provided.

SPEAKING

Express willingness to do something (usually spontaneously)

Talk about something that is planned or scheduled

The phone rings. The employee says, “I’ll get it.”

A meeting is planned in advance.

The manager says, “The meeting is going to be next Friday at 3 p.m.”

> To learn more about the future, see pages 180–186.

EXERCISE > 1 Here are examples of the future from the text you just read.

For each phrase, identify all components of the future with will (subject, modal, verb). Then, turn the phrase into the (be) going to form.

Rebecca, now an English teacher, has had a few job fails in the past.

For example, she once had to stand next to a conveyor belt all day and sort bumpy potatoes from smooth ones. And Patrice has had a summer job where he had to shovel gravel out of holes on construction sites, even when it was 30°C outside.

G L OS SA RY

On the other hand, some people are lucky and get fantastic jobs—that are epic successes. For example, Brendon was in charge of organizing and supervising a music festival held in one of the most beautiful national parks in the province.

epic (adjective): great, awesome

EXERCISE > 1 Think about your best and worst job experiences. If you haven’t had any work experience, think about the jobs of family members or friends. What were the responsibilities of the job? What were the best and the worst parts? Think about working conditions, salary, the nature of the job, office perks, etc. Would you recommend the job to anyone?

Speaking S T R A T E G Y Apply circumlocution There is more than one way to express an idea. If you can’t say “keyboard,” use your creativity to find a different way to say it.

Maybe you can say “the part of the computer covered in letters.”

EXERCISE > 2 In a small group, present your job fails and epic successes.

Provide complete descriptions and answer the following questions.

• What was your best job? Your worst?

• What was horrible/fantastic/boring/difficult about the job?

• What were your responsibilities/tasks?

• Would you do the job again and/or recommend it to anyone?

EXERCISE > 3 In your group, reflect on the jobs discussed and ask if the following would have made the job fails more enjoyable.

• Would special perks, such as those offered at Freshbooks, have improved your experience?

• Would a different approach to workplace communication, for example, inter-office “dating” or open-space offices, have changed anything?

• Would it have been more enjoyable or motivating if you had had the opportunity to tailor your job description to suit your skills and interests? © 2017, Les Éditions CEC inc. • Reproduction prohibited • Would you have more easily showcased your skills and strengths to your employer if you had had a self-brand?

Example: Para. 8: We know that they’ll come in and do one job …

Subject: (Be) going to:

they

will

Modal:

they are going to come

UNIT 3 | Marketing You

66

come

Verb:

EXERCISE > 4 In your group, think about your future career. Where do you think you will work in five years? 10 years? 20 years?

STALL FOR TIME If you need time to think about your answer, use expressions such as: • Give me a minute here …

• Please, hang on a second …

• This is interesting …

• I’m not completely sure, but …

• Let me see …

UNIT 3 | Marketing You

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08

“People used to be recruited into a specific role and they’d expect to do it for a defined period of, say, five to 10 years,” says Neil Morrison, group HR director for Penguin Random House. “Now, we recruit talented self-learners, people who are as adaptable, curious and creative as the industry we’re in. We know that they’ll come in and do one job, which then morphs into something else, so we’re thinking differently about how we recruit them in the first place.”

09

Morrison points out that the company drops traditional requirements such as a degree qualification to hire the right people. However, there can be risks to this approach.

10

“Without the structure of a job description, an employer can sometimes find that an employee will resist certain essential tasks. Equally, an employee may find that the role is not the one sold to them at interview,” says Alison Treliving, labour and employment partner at law firm Squire Patton Boggs.

11

Generally speaking though, unless you or your employer substantially changes your role, you won’t need to get the changes in writing (in your contract, for example). “If you want to renegotiate your tasks, you can do this at your annual appraisal,” says Sajida Hussain, employment lawyer at DAC Beachcroft. “It’s a good time to explain why you want to make changes and if you need further training, present the business case for it.”

12

Before you do that, it helps if you have some connections. Networking internally helped 35-year-old Lisa Haycox, the operations manager of Explore Learning, to get the role she wanted. She began working for the company as a tutor in 2002.

13

“To change my role, I learned from my peers,” says Haycox. “I looked at what my colleagues were doing and asked if I could spend an hour or so with them.

I then had the insights I needed to build up my own skills and approach my manager to ask to do some different tasks myself.”

14

Internal networking is a useful way of raising your profile, says Kate GriffithsLambeth, director of human resources at wealth manager Charles Stanley.

“We’ve had an employee who asked the chief executive for mentorship, for example,” she said. “Participating in company-wide initiatives, such as charitable fundraising, is another way to make connections, demonstrate your interpersonal skills and show you are an asset to your employer.”

15

16

G L OS SA RY

morphs (verb): transforms, changes business case (expression): decision-making tool to promote a business project fundraising (noun): collection of money BP (acronym): British Petroleum

MORE INFO

“From the start I was allowed to shape the direction of my research,” says Taylor. “The relationships I built with senior members of staff across the company meant I could showcase my skills and demonstrate that I was able to take on this new role.

A new work program allows Canadians under the age of 30 to work in Australia, the UK and other Commonwealth countries for two years.

More Info These rubrics are provided to give cultural context to topics that may be less familiar to students.

?

UNIT 3 | Marketing You

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Glossary Selected words and terms are defined in the margins to help students with vocabulary in reading and other activities. Definitions are presented like dictionary entries.

appraisal (noun): evaluation; review

This could even lead to your dream job. Car enthusiast Oliver Taylor, for example, was taken on by BP as a graduate in 2007. He went from working in the research department in a junior role to becoming a chief engineer in the innovation department.

75

63

WATCHING ■■ Learn how one Toronto-based company is trying to develop a sense of

community by making all new employees fit in.

PART 1

■■ Match each word with the correct definition.

1. rank (verb)

READING

casual (adjective) ■■ What is your dream job? If you applied today, 2. would you be hired?

Read how you can tailor your job description to suit you. spark romance 3. better (expression)

PART 1

Before and while reading

■■ Write your answers in complete sentences.

4. tight-knit community (expression) 5. hook-ups (noun)

1. Should you apply for a job if you don’t have all 6. of matchmaker the asked-for(noun) requirements (experience, education, etc.)?

7. well-suited (adjective)

SPEAKING

Listening S T R A T E G Y Prepare for the second listening

Before watching a. a person who introduces people

If you can’t answer long questions after the first listening, write down the time when you think you hear the answer. During the second listening, you can focus more easily on what you hear.

WRITING THEORY ■■ A compare-and-contrast text consists of comparing similarities and

contrasting differences between two objects of study.

There are two different methods to comparing and contrasting information in a text. Choose the one with which you feel most comfortable.

• Suppose you are comparing and contrasting topics A and B:

b. evaluate, review c. fits well; appropriate d. romantic relationships

Writing S T R A T E G Y

e. putS in Reading T RaAcertain T E G Y order Read the firstf.sentence state of nervousness of each paragraph or uneasiness

Translate chunks of ideas, not word-for-word.

Avoid translating every single word into English. Instead, focus on the message or idea you want to convey.

Before going through the entire g. ignite passion between text, read the first sentence of two people each paragraph. The first sentence is often the topic sentence,integrated the h. closely and main idea of the paragraph. friendly group of people

8. build the ties Rebecca, now an English teacher, has had a few job fails in the past. (expression) For example, she once had to stand next to a conveyor belt all day and 9. assess (verb) sort bumpy potatoes from smooth ones. And Patrice has had a summer i. embarrassing, discomforting a competitive world with limited work opportunities, job where he had to shovel gravel out of holes2. onInconstruction sites, even 10. jitters what (noun)could you do to stand out from the pack?

G L OS SA RY j. secure and unite when it was 30°C outside.

G L OS SA RY 11. awkward (adjective) relaxed, k. the stand out from pack informal On the other hand, some people are lucky and get fantastic jobs—that (expression): come across epic (adjective): great, awesome are epic successes. For example, Brendon was in charge of organizing ■■ Discuss the following questions with a partner. as different from the others and supervising a music festival held in one of the most beautiful national parks in the province.

1. In your work to experiences, have you ever had company parties ■■ Check the identified paragraphs in the reading text onprevious pages 62–63 find or events? think such events are important for employees the words to use to complete the sentences. Pay attentionDo to you parts of speech and companies?

Why or why not? and how they should be used.

Speaking S T R AT EGY

EXERCISE > 1 Think about your best and worst job experiences. If you haven’t Apply circumlocution 2. Have ever been How did it feel or how would had any work experience, think about the jobs of family members Example: Para.

1: If there are many things you don’t like you about your job,on a romantic blind date?

For more practice There is more than onefeel wayiftosomeone sent you on a blind date? you or friends. What were the responsibilities of the job? What werecustomize on this vocabulary, go to expressitantoidea.

If youyour can’t preferences. say match you canconditions, always the best and the worst parts? Think about working the interactive activities. “keyboard,” use your creativity salary, the nature of the job, office perks, etc. Would you to find a different way to say it.

PART 2 While and after watching recommend the job to anyone?

Maybe you can say “the part of 1. Para. 2: I decided not to thecovered job description the computer in letters.” and I did more 1. Which of the following is not mentioned as one of the perks offered than what expected.

EXERCISE > 2 In a small group, present your job fails and epicwas successes. to employees at Freshbook?

Provide complete descriptions and answer the following People can work standing up instead of sitting down.

2. Para. 4: I have decided to design my own job so a.

I have questions.

• What was your best job? Your worst? b. People are sent on blind dates to meet other employees. of the mould.

• What was horrible/fantastic/boring/difficult about the job? c. People get free transportation to work.

• What were your responsibilities/tasks?

3. Para. 5: When I decided to customize my work, my employers were very d. People can bring their pets to work.

• Would you do the job again and/or recommend it to anyone? and offered their help.

2. What did Mary Grace Antonio notice as the company grew?

EXERCISE > 3 In your group, reflect on the jobs 4. discussed andboss ask offered if the great advice and Para. 5: My to help me in my new job. following would have made the job fails more enjoyable.

• Would special perks, such as those offered 5. at Para.

Freshbooks, 7: The have improved process can be long if it involves many interviews. your experience?

6. Para. 13: If you to customize your job, you need to be ready to receive • Would a different approach to workplace communication, forwant example, © 2017, Les Éditions CEC inc. • Reproduction prohibited inter-office “dating” or open-space offices, have changed anything? advice from your boss and your .

• Would it have been more enjoyable or motivating if you had had the

STALL FOR TIME

will not play.

I/You He/She/It We/They

won’t play.

I’m going to He’s/She’s/It’s going to that you learned from this unit and do research of your own.

Use future forms in your text. Make sure you cite all your sources in aWe’re/You’re/They’re bibliography. going to

■■ Write a compare-and-contrast text on one of the topics below. Use information

Sciences

Humanities

73

play.

I am not going to He/She/It is not going to We/You/They are not going to

play.

Will versus (be) going to

For each phrase, identify all components of the future with will (subject, modal, verb). Then, turn the phrase into the (be) going

© 2017, Les Éditions CEC inc. • Reproduction to form.prohibited

Example: Para. 8: We know that they’ll come in and do one job …

Subject:

61

(Be) going to:

• Give me a minute here …

• Please, hang on a second …

UNIT 3 | Marketing You

play.

I am not going to He/She/It is not going to We/You/They are not going to

EXERCISE > 1 on Here are80. examples of the future from the text you just read. > To warm up before you write, review the grammar for this unit page UNIT 3 | Marketing You

66

© 2017, Les Éditions CEC inc. • Reproduction prohibited

play.

of the time, we can use either the modal will or (be) going to to express • Do you thinkMost technology is • Are generations comparable the future.

In certain situations, however, there is a difference: responsible for differences between when it comes to work of workers? Compare priorities? What will your Pronunciation S T R A Tgenerations EGY Express Talk about something that is planned technology in Gen Zers’willingness work livesto do something generation be driven by, and (usually spontaneously) or scheduled Use your gonnaparents only when speaking with a prior generation. what were or are Although it is grammatically The phone rings. The employee says, “I’ll get it.” A meeting is planned in advance. driven by? Compare.

• Creative thinking is a clear priority. incorrect in writing, we often The manager says, “The meeting is going to be • What are somecontract effective ways “going to” as gonna Compare innovative strategies to next Friday at 3 p.m.” boost creativity and motivation in workplace tools in the future in informal speech. the workplace with a more will showcase your skills? > To learn moretraditional about the future, see pages 180–186. approach to working conditions offered Choose two and compare their in a company of your choice. positive and negative sides.

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UNIT 3 | Marketing You

© 2017, Les Éditions CEC inc. • Reproduction prohibited

I/You He/She/It We/They

2. Body Present the main information (similarities, differences) usingI’ll/You’ll either the block He’ll/She’ll/It’ll play. method or the sentence-by-sentence method.

We’ll/They’ll 3. Mini-conclusion Your conclusion should restate the topic sentence. End a clear I am going to (Be)with sentence that concludes your compare-and-contrast text. He/She/It is going to going to We/You/They are going to

UNIT 3 | Marketing You

8. Para.

16: If you want to be taken seriously by your employers, you must EXERCISE > 4 In your group, think about your future career.

Where do you think you will work in five years? 10 years? 20 years? your competencies and show you can handle responsibilities.

• This is interesting …

• I’m not completely sure, but …

• Let me see …

Will I/You 1. Topic sentence Start by stating clearly what your paragraph will be about. He/She/It Present thewill play. two subjects of your compare-and-contrast topic.

We/They

A. ACADEMIC

For more practice with this video, go to the interactive activities.

opportunity to tailor your job description to 7. suit your and interests?

Para.

14:skills If you want to get more knowledge and experience, you can ask your • Would you have more easily showcased your skills and strengths to your superior to offer you . That way your boss also becomes a teacher. employer if you had had a self-brand?

If you need time to think about your answer, use expressions such as:

1. Block method: With this approach, you start byCAPSULE describing GRAMMAR topic A in a few sentences (a “block”). Once you are finished with A, you introduce B and>then compare and contrast it The Future with A. Two common ways to express the future are with the modal will or 2. Sentence-by-sentence (or point-by-point) method: with (be) going to.

With this structure, whenever you present or explain an element about A, follow with comparing or contrasting Examples: I will study economics. He is going to work at the hospital. information about B. FORM Your paragraph should include the following elements: Affirmative Negative Block: AAA–BBB

Sentence-bysentence: AB–AB–AB

UNIT 3 | Marketing You

they

Modal:

will

Verb:

come

they are going to come

© 2017, Les Éditions CEC inc. • Reproduction prohibited

75

Speaking, Reading, Listening, Writing and Pronunciation Strategies Strategies for each of the skills, as well as pronunciation, appear in margin rubrics.

© 2017, Les Éditions CEC inc. • Reproduction prohibited

_Anglais_collegial_B100_LIM_F2.indd 7

LOOKING AHEAD | How To Use

7

2017-03-21 11:09 AM

CATEGORY 2: Professional

CASE STUDY

1. Read the scenario

Sticky Situations A “sticky situation” is a complicated situation that requires you to make tough choices. The goal of each case study is to work through its respective challenges effectively. You will work with a group on one case study to arrive at a successful outcome.

a. refuse the job and lose the chance of working for a great company b. stick to the terms of the job even though he lacks motivation c. try to convince the employer to let him customize the job description

CATEGORY 1: Academic

2. Choose a role

1. Read the scenario Stephanie has applied to enter a program at her favourite university. However, out of 500 applicants, there is room for only 100 students. Stephanie feels as though the program was designed for her. She is sure that she is a superior candidate, and she needs to convince a board of judges that she deserves to be a student in the program.

Carlos: You think Best.inc is the best company in the world! You really want to work there, and you know you are lucky you were offered a position. However, the job description is clearly not matched to your potential.

Parent: You want the best for your son. You think it is very hard to find work these days, so your son should take the job no matter what. You believe he will manage to change the description in the future or will be offered other opportunities in a few years. You prefer option b.

2. Choose a role Stephanie: You have an interview with the board of judges. You are nervous, but you think you could be accepted in the program if you can showcase your skills and experience with enough confidence.

Member of board of judges #1: You look for dynamic and creative students who are not afraid to work hard and who can learn quickly. You want to find people who can showcase their skills in original ways.

Member of board of judges #2: You look for students who can express themselves clearly and can demonstrate their strengths easily. You like honest people who can present themselves without lying or exaggerating.

3. Follow the procedure Objective: First, Carlos will ask his father or mother and guidance counsellor for advice on the best option and to find the best way to showcase his skills and experience. Then, the Best.inc CEO and supervisor will interview Carlos and a decision on the job offer will be made.

3. Follow the procedure

STEP 1A: For 10 minutes, Carlos meets with his father or mother and guidance counsellor to list his skills and experience. Together, they discuss the options and their advantages and disadvantages.

Objective: First, Stephanie will seek advice on ways to showcase her skills and experience while the judges meet. Then, Stephanie will be interviewed by the board of judges. Stephanie is confident that if she stands out from the pack, she will be accepted into her favourite program.

STEP 1A: For 10 minutes, Stephanie meets with her best friend and former teacher to list her skills and experience—perhaps even come up with a personal brand.

STEP 2: Members of the board of judges ask their questions.

Stephanie must answer as accurately as possible—her future depends on this interview! Her friend and teacher take notes to give her feedback.

STEP 1B: For 10 minutes, members of the board of judges exchange priorities. They agree on a list of 5 questions to ask potential students.

76

STEP 3: Stephanie’s friend and teacher each have 2 minutes to help her come up with other information and strategies to convince the judges. Stephanie then has 5 more minutes to convince the judges.

UNIT 3 | Marketing You

STEP 4: The board of judges have 2 minutes to arrive at a decision. The judges must explain as precisely as possible why Stephanie is or is not accepted into the program.

STEP 1B: For 10 minutes, the Best.inc CEO and supervisor talk about what they look for in an employee.

They come up with five questions to ask the interviewee.

© 2017, Les Éditions CEC inc. • Reproduction prohibited

Review: Edit before you write gives students a short prewriting activity to sharpen their grammar skills.

read an 2 (interest) new 4 (digit)

When your text has unity, all the ideas are connected to a single topic. Every paragraph relates to the thesis statement. When you edit your essay for unity, read each sentence on its own and make sure you are always talking about the main idea of your topic sentence, which is connected to your thesis statement.

but it is not as user-friendly than Option A, so of the choices, Option A is the smarter choice for

05

functionality.

08

UNIT 4 | My Personalized World

I do not (don’t) have a car.

He/she/it does not (doesn’t) Simple have a car. present We/You/They do not (don’t) have averbs car. for most

RULE AND EXAMPLES Add –s: he drives, Tara runs, it takes, John walks Add –es: René misses, she rushes, it watches, he taxes, Megan goes

A vowel + –y: play, obey, stay, snow, etc.

Add –s: she plays, he obeys, it stays, it snows

A consonant + –y: carry, cry, study, try, etc.

Change -y to –i and add –es: he carries, she cries, Eve studies, it tries

QUESTIONS IN THE SIMPLE PRESENT SHORT ANSWER

YES/NO QUESTION

Yes

Do I work?

Does he/she/it work?

Do we/you/they work?

No

I do. he/she/it does. we/you/they do.

Yes,

I don’t. he/she/it doesn’t. we don’t.

No,

Simple present with be*

Am I happy?

Is he/she/it happy?

Are we/you/they happy?

Yes,

I am. she is. they are.

No,

I’m not. she isn’t. OR No, she’s not. they aren’t. OR No, they’re not.

Simple present with have

Do I have a car?

Does he/she/it have a car?

Do we/you/they have a car?

Yes,

I do. he does. we do.

No,

I don’t. he doesn’t. we don’t.

*Notice the two ways to answer in the negative (“no”) with be.

PRACTICE EXERCiSE > 5 Complete the sentences with the correct verb forms. the children hungry now? No, they aren’t

Example: Are

unit 1 | Present Tenses and Nouns

© 2017, Les Éditions CEC inc. • Reproduction prohibited

.

151

1.

the students work in pairs to complete this exercise? No, they

2.

this the right answer? Yes, it

3.

your coach let you take a break between drills? Yes, he

4.

I at the right place? Yes, you

5.

Jim and Mary on time today? Yes, they

T = “tee as in tango”

Y = “why in Yankee” don’t as know.

Stan’s world was being threatened; he began to shake with fear when he read the spiteful Z = “zed as in Zulu” message on his computer.

The message made Stan “shake with fear” and feel that his world was being threatened, so it must have said something frightening or threatening. Even if you don’t know what “spiteful” means, the other words provide enough clues to understand the sentence.

* star asterisk) ■■ (or Cognates : = colon Many English words have French or Latin origins and therefore look similar to words you may & = ampersand (or Itand) already know. is often possible to guess the meaning of a new English word by relating it to its French counterpart. ~ = tilde (squiggly line)

Looking Ahead | Level 1 Grammar To Go

VERB TENSES

Sometimes if you replace an accent in a French word with s, you will find its English cognate. forêt: forest établir: establish pâte: paste hôpital: hospital

.) . unit 1 | Present Tenses and Nouns

Simple Present

Present Continuous

HOW?

HOW?

HOW?

mislead

I was deceived by his lies.

encounter

My trip to Africa was a fascinating experience.

shape

The soldiers marched in formation.

KEY WORDS

AFFIRMATIVE

every day, every week, every month, etc. on Mondays, at night, etc. never, often, usually, always, etc.

I am reading this sentence right now.

He/She/It is working.

We/You/They are taking yoga classes this month.

NEGATIVE

I am happy.

He/She/It is sad.

We/You/They are busy on Mondays.

I am / ’m not happy.

He/She/It is not / isn’t sad.

We/You/They are not / aren’t busy on Sundays.

I have a car.

He/She/It has a car.

We/You/They often have a car.

I do not / don’t have a car.

He/She/It does not / doesn’t always have a car.

We/You/They do not / don’t have a car.

I work every day.

He/She/It works.

Others We/You/They work. verbs

I do not / don’t work every day.

He/She/It does not / doesn’t work.

We/You/They do not / don’t work.

Have

They onthousand a three-month journey across Europe.

1,000went one/a If it can last three months, “journey” can’t be the same thing as journée.

formation

NEGATIVE

WHY?

AFFIRMATIVE

Past

Now

I am / ’m not happy.

He/She/It is not / isn’t sad.

We/You/They are not / aren’t busy on Sundays.

I have a car.

He/She/It has a car.

We/You/They often have a car.

I do not / don’t have a car.

He/She/It does not / doesn’t always have a car.

We/You/They do not / don’t have a car.

I work every day.

He/She/It works.

Others We/You/They work. verbs

I do not / don’t work every day.

He/She/It does not / doesn’t work.

We/You/They do not / don’t work.

Future

WHY?

KEY WORDS

AFFIRMATIVE

every day, every week, every month, etc. on Mondays, at night, etc. never, often, usually, always, etc.

I am reading this sentence right now.

He/She/It is working.

We/You/They are taking yoga classes this month.

NEGATIVE

I am happy.

He/She/It is sad.

We/You/They are busy on Mondays.

Be

Have

Use the present continuous for actions that are happening at the moment, temporary conditions and planned future situations.

We are preparing dinner for my parents right now.

The team is working on a new solution this week.

Past

NEGATIVE

Now

Jeremy is meeting friends downtown next Friday.

Past

Now

Future

WHY? Use the present continuous for actions that are happening at the moment, temporary conditions and planned future situations.

We are preparing dinner for my parents right now.

The team is working on a new solution this week.

Past

The simple present tense expresses repeated actions or conditions that happen all the time. Common actions include routines, habits, schedules, opinions, possession and feelings.

I walk to class every day. The Earth rotates around the sun.

Timothy doesn’t always have money. I hear a mouse in the walls.

Future

Past

furniture

fourniture

beds, chairs, etc.

I have too much furniture in my room.

NON-ACTION VERBS

journée

221

long trip

The journey by horse to Mongolia took three weeks.

These verbs are rarely used in the continuous form because they do not express an action.

librairie

place to borrow books

I took out a book from the library.

pretend

prétendre

act like

For Halloween, Ellie pretended to be a witch.

quit

quitter

stop doing something

I quit my job last night.

sensible

sensible

making good sense; well thought out

It’s sensible to save money.

cost disagree exist fear feel forget

hate have* hear include know like

look* love need notice owe own

© 2017, Les Éditions CEC inc. • Reproduction prohibited

REFERENCES

References Useful support materials in this section include information on the alphabet, how to say numbers, understanding vocabulary, how to do research, more writing models and documenting sources.

KEY WORDS

I am / ’m not singing right now. right now, at the moment, this week, this month, He/She/It is not / isn’t working next + time, tomorrow, this week. etc.

We/You/They are not / aren’t taking yoga classes next month.

Now

Future

Now

Jeremy is meeting friends downtown next Friday.

Past

possess prefer realize remember see seem

sound suppose taste* think* understand want

This soup tastes good.

My perception of the soup is that it is good.

Ann is tasting the soup.

Ann is in the process of tasting the soup.

Now

Future

Future

*These verbs change to actions when in the continuous form.

admire agree be believe belong contain

4

WHY?

The simple present tense expresses repeated actions or conditions that happen all the time. Common actions include routines, habits, schedules, opinions, possession and feelings.

I walk to class every day. The Earth rotates around the sun.

Timothy doesn’t always have money. I hear a mouse in the walls.

library

© 2017, Les Éditions CEC inc. • Reproduction prohibited

KEY WORDS

I am / ’m not singing right now. right now, at the moment, this week, this month, He/She/It is not / isn’t working next + time, tomorrow, this week. etc.

We/You/They are not / aren’t taking yoga classes next month.

journey

REFERENCES

153

VERB TENSES Present Continuous

HOW? AFFIRMATIVE

Meanings change over time, and some English words that look very much like French words 90 ninety have different meanings. Such words are known as false cognates.

100completely one/a hundred

Looking Ahead | Level 1 Grammar To Go

4

Simple Present

Be

2,000 two thousand False cognates are not always obvious, however, and it’s important to be aware of them 10,000 ten thousand to avoid misunderstanding.

1,000,000 one/a million 2,000,000 two million SIMILAR FRENCH WORD ENGLISH WORD ENGLISH MEANING EXAMPLE 1,000,000,000 actuallyone/a billion actuellement in fact I didn’t expect to like the film, 2,000,000,000 two billion but actually, I enjoyed it.

formation

.

. (or Yes, I

REFERENCES

UNDERSTANDING NEW VOCABULARY

.

.

Grammar Section Grammar theory and practice for each of the grammar capsules in the skills units are offered in a separate grammar section, which can be used in conjunction with the skills section or as student material for autonomous study and practice.

REFERENCES

S = “es as in Susan”

40 = FORty

_Anglais_collegial_B100_LIM_F2.indd 8

I am not (’m not) happy.

YES/NO He/She/It is not (isn’t) happy.

We/You/They are not (aren’t) VERB happy.

© 2017, Les Éditions CEC inc. • Reproduction prohibited

■■ False Cognates

8

I am happy.

He/She/It is happy.

We/You/They are happy.

I have a car.

He/She/It has a car.

We/You/They have a car.

–s, –ch, –sh, –x, –o: miss, rush, watch, tax, go, etc.

© 2017, Les Éditions CEC inc. • Reproduction prohibited

Occasionally the vowel disappears in English. école: school étudier: study

© 2017, Les Éditions CEC inc. • Reproduction prohibited

Simple present with be Simple present with have

–e or most consonants: drive, run, take, walk, etc.

U = “you as in uniform”

deceive décevoir Stress the last syllable of numbers ending in –teen and the first syllable of those ending in –ty. experience expérience

14 = fourTEEN

the abilities of the team members so each can flourish.

I don’t work hard all the time.

He/She/It doesn’t run every day.

THEORY We/You/They don’t feel cold.

VERB ENDING

■■ Pronunciation of symbols: To spell out email and website addresses, you need to know

nineteen twenty twenty-one thirty forty fifty sixty seventy eighty

to assure that

that a great coach 7 (be) the conditions and 9 (determine)

© 2017, Les Éditions CEC inc. • Reproduction prohibited

O = “oh as in Oscar”

19 20 21 30 40 50 60 70 80

that 12 (fertilize) NEGATIVE

AFFIRMATIVE I work hard all the time.

He/She/It runs every day.

We/You/They feel cold.

> To warm up before you write, review the grammar for this unit on page 104.

F = “ef as in fox”

ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen

safely. Daniel 6 (argue)

the best way to nurture the crops. This kind of coach 10 (apply)

Spelling with the third person singular

Sciences • our privacy on the internet should be of greater concern • apps and digital devices make healthcare more personalized and precise • artificial intelligence will improve our lives • environmental sciences have benefited from technological advances • a topic from your field of study related to advances in technology

V = “vee as in Victor”

10 11 12 13 14 15 16 17 18

VERB Simple present form for most verbs

In summary, Option B is the most cheap, but is not the most sensibly option. In fact, Option B

W = “double-you as in whiskey” ■ ■ Context X = “eks as the in x-ray” Often, words and expressions in a text can give you clues to the meaning of words you

■■ Cardinal Numbers

like the captain of a ship who

passengers across the wide open sea and 4 (try)

more like a farmer who carefully 8 (assess)

his • The simple present tense is used for facts, permanent conditions, routines, habits, or her knowledge to the steady work of growing skills; she or he 11 (control, neg.) schedules, opinions or feelings. the team • In general, the simple present is not used to describe an activity that is happening now. but he or she does provide opportunities to practice a variety of skills

Humanities 09 is worst than our current software when it comes to operation and it will be difficulter to learn.

• technology and data make our lives more/less complicated A is the morelives smart option despite the fact that it is more costlier.

10 I believe • three ways our lives are different fromOption our grandparents’

L = “el as in Lima”

NUMBERS

(steer)

everyone 5 (arrive)

SIMPLE PRESENT

technology.

• social media has a positive/negative influence on interpersonal communication UNIT 4 news | My Personalized World • the internet is more104 reliable for than television • a topic from your field of study related to advances in technology

Daniel 1 (believe, neg.) doesn’t believe that coaches 2 (be) 3

THEORY

to see what

04

N = “en as in November”

- = hyphen _ = underscore (or underline) % = percent # = number (or pound)

ever help you find a new way to do something?

06 In terms of cost, Option B is the cheaper than Option A. Our current software was most expensive than paragraphs and a strong conclusion. Use information you learned from this unit and do some research your B, own. sure you cite Option butMake less expensive thanallOption A. Therefore, Option A is most expensive option overall.

07 of your sources in a bibliography at the end of your essay.

M = “em as in Mike”

@ = at / = (forward) slash \ = backslash . = dot (or period)

purposes. I am

17 (interest)

■■ Write a well-organized essay with an introduction, three logical body

E = “ee as in echo”

R = “are as in Romeo”

leader doesn’t suddenly say, “Eureka!” Good leaders understand the needEXERCiSE for focused> 4 practice, Complete the sentences with the simple present. Use the negative form where indicated. but they are also aware that sometimes a mistake can lead to a great innovation. Do mistakes

this technology has many

2. Body paragraphs: Write threeSubject: body paragraphs.

Each paragraph should Comparison of Three Software Options have a topic sentence that states your point. Write two or three more sentences to support your point logically and coherently. Be sure to use Dear Ms. Gagné, transitional expressions so your ideas connect well from one to the next.

Provide examples, with citations as necessary.

01 I am writing to give you my suggestion for the bestest software option for our company.

3. Conclusion: Your conclusion restates your topic or argument and summarizes your main points, reminding reader of what you wanted respectthe to functionality, Option A is more simpler than Option B and so easier to use.

02 With to say in the essay. Your final sentence makes a prediction, offers a the operations more clearer than our current software. Option B is the most quickest, 03 In Option A, recommendation or says something important about theare topic.

C = “see as in Charlie”

I = “eye as in India”

16 (education)

the future holds in this 18 (thrill)

D = “dee as in delta”

the names of certain symbols in English.

to enter their brains. However, most of the time inspirations don’t appear like this, and the

facing different directions. Each person has a

applications. VR technology can be used for 15 (entertain)

purposes or even

A. ACADEMIC

such as P and B or F and S, sound the same over the phone, so it is helpful to provide a word to clarify the correct letter. The table below shows the type of words used by airlines and the military, but you can use any common first name or word; for example, S as in “Susan” or G as in “golf.”

P = “pee as in papa”

Many people think that brilliant leaders sit alone in their rooms and just wait for good ideas

in a large theatre with

facing one giant screen. Instead, you wear VR in your own swivel chair that turns 10 (free)

■■ interest Correct and the errors in equatives, comparatives and superlatives.

1. Introduction: The introductory paragraph generates presents your topic or argument. The final sentence is your thesis statement, which states your topic clearly as well as what you want to say about the topic. Write in a funnel-shaped style: Start wide and To: dianne.gagné@newtech.com general, then proceed progressively more narrowly and specifically to the thesis statement.

From: sylvie.johnson@newtech.com

Check for unity

■■ Sounds of letters: Often it is necessary to spell out a name or an address. Some letters,

Q = “cue as in Québec”

REFRESHER 1 Underline each verb in the simple present in a question, an affirmative statement or a negative statement.

Basic Essay

Writing S T R A T E G Y

ALPHABET

G = “gee as in golf”

UNIT 1 > Present Tenses and Nouns

article online about an 3 (excite)

different experience. 13 (Clear)

14 (fascinate)

THEORY

100

H = “aytch as in hotel”

77

trend: virtual reality cinema. If you are not 5 (satisfy)

immerse yourself in the viewing experience. You don’t sit 7 (quiet)

WRITING

J = “jay as in Juliet”

UNIT 3 | Marketing You

with ordinary movies, you can try a VR theatre where you 6 (complete)

12 (unique)

K = “kay as in kilo”

STEP 5: A final decision is made on the job offer: option a, b or c.

■■ Form an adjective or an abverb for each word in parentheses.

I

360 degrees. People are 11 (possible)

B = “bee as in bravo”

STEP 4: The Best.inc CEO and supervisor make a decision about the customizing option and give their reasons.

REVIEW: Edit before you write

1 (recent)

hundreds of other people, 8 (collective)

A = “ay as in alfa”

STEP 3: Carlo’s father or mother and guidance counsellor each have 2 minutes to help Carlos come up with other information and strategies to convince the interviewers.

Carlos then has 5 more minutes to make his case.

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equipment and sit 9 (separate)

Writing The final writing activity provides students the opportunity to consolidate their skills and choose between either an academic or a professional writing assignment.

In both options, theory and models are offered to help students get started in the writing process.

STEP 2: The Best.inc CEO and supervisor interview Carlos and ask their questions.

Carlos must answer as accurately as possible, then ask about the possibility of customizing his job description and explain why this could be of benefit to the company.

GRAMMAR SEC TION

Pre-university teacher: You think the key to being accepted is for Stephanie to point out what she learned at school (courses, etc.) and what skills she has acquired in her work experience.

Best.inc supervisor: You seek a quick-learner who can show high levels of initiative and autonomy. However, your job is to make sure that work gets done, so you want someone who is also reliable and will follow through on assigned tasks.

Best.inc CEO: You look for creative and hardworking employees. You are not interested in bored or unmotivated staff. You want someone who can be independent and identify what needs to be done.

Guidance counsellor (optional role): Your job is to help students find their career path. You know it is hard to get a get a foot in the door at Best.inc, but you also know the company looks for employees with drive and creativity. You think c is the best option.

GRAMMAR SEC TION

Best friend (optional role): Best friend (optional role): You believe personal branding is the best way to showcase skills. You think that Stephanie must be confident when it comes to selling her skills. You think some exaggeration and white lies could also help.

Case Study These challenging and almost real-world scenarios allow students to consolidate their learning using a less formal activity in planned and spontaneous communication. Depending on the makeup of the class, students can choose either an academic or a more workplace-related professional case study.

Carlos has been offered a job at the company of his dreams: Best.inc.

Unfortunately, the job description in itself is not very stimulating for him.

In fact, he thinks his skills and talents would not be used to their full potential if he accepts the position as it is. Carlos can choose to:

GET READY

*These verbs change to actions when in the continuous form.

NON-ACTION VERBS These verbs are rarely used in the continuous form because they do not express an action. admire agree be believe belong contain

cost disagree exist fear feel forget

hate have* hear include know like

look* love need notice owe own

possess prefer realize remember see seem

sound suppose taste* think* understand want

This soup tastes good.

My perception of the soup is that it is good.

Ann is tasting the soup.

Ann is in the process of tasting the soup.

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223

Grammar To Go Included in the purchase of this skills and grammar book is the handy booklet Looking Ahead: Level 1 Grammar To Go, perfect for self-study and exam preparation.

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U NIT

TO LEAD OR TO FOLLOW? SPRINGBOARD EXERCISE > 1 Watch the first part of the video “First Follower: Leadership Lessons from Dancing Guy.” 1. Circle the adjectives that you feel best describe Dancing Guy. Explain your choices to a partner. bizarre brave cool free funny influential silly strange

1

The Take-Away Texts: Learn about the traits for leaders and followers; explore if leaders are born or made Grammar: Simple present versus present continuous; possessive nouns Writing: Descriptive texts

2. Make two predictions about what will happen next in the video. What will Dancing Guy do? What will the other people do? Share your answers with a partner. a. Dancing Guy will

b. The other people will

EXERCISE > 2

1. Decide if the following descriptors are qualities of leaders or followers or both and complete the chart below. charismatic conscientious creative decisive determined effective empathetic motivated obedient principled responsible trustworthy LEADER

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FOLLOWER

UNIT 1 | TO LEAD OR TO FOLLOW?

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2. Write three adjectives that best describe you when you are a leader and when you are a follower.

Leader: Follower: EXERCISE > 3

1. Rank the professions from 1 (not important) to 5 (important) on how important it is for the person to be a strong leader and a good follower.

STRONG LEADER

GOOD FOLLOWER

STRONG LEADER

car salesperson

hockey player

company president

student

office manager

teacher

police officer

welder

GOOD FOLLOWER

2. Discuss your rankings with a partner.

EXERCISE > 4 In a small group, discuss the following questions.

G L OS SA RY

guts (noun): courage, determination

1. What does the narrator mean by, “A leader needs the guts to stand alone and look ridiculous.”

2. Describe an experience or time when it was important to be a good leader and an experience or time when it was important to be a good follower.

READING ■■ We often talk about the importance of being a good leader for success,

but how does being a good follower help you to achieve success?

Reading S T R A T E G Y Preview and predict Before you read a text, quickly preview the title, subtitle, headings, bullet points and/or photos and try to predict the important points that will be presented.

10

PART 1

1. If leadership means “the act of leading a group of people,” write a definition for followership.

UNIT 1 | TO LEAD OR TO FOLLOW?

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Before reading

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2. Circle the areas of your life where you are a good follower. Share your choices with a partner and explain how you are a good follower in each situation. a. during family celebrations

c. a night out with my friends

b. in English class

d. a typical day at work

e. while on vacation For more practice on this vocabulary, go to the interactive activities.

3. Define the terms used in the paragraphs indicated from the texts in Part 2 and Part 4. To learn more about using a dictionary, go to page 224 of References. a. Para. 2: distorted

b. Para. 3: assertiveness c. Para. 5: entails

d. Para. 5: fairness

e. Para. 7: inborn

f. Para. 10: tremendous PART 2

The importance of good followership

■■ Read about the qualities of a good follower.

You Can Lead, but Are You a

Good Follower?

By Ronald E. Riggio, Ph.D.

Psychology Today 320 words March 16, 2014 01

02

G L OS SA RY

There are hundreds of books and thousands of articles that focus on developing your leadership. But what about your followership? No matter what position we hold in an organization, we will do more following than leading throughout our work careers. How can you tell if you are a good follower?

carry out (verb): put into practice; do ratings (noun): rankings of performance or quality

There is a growing body of research on followership. Why? Because our preoccupation with leaders and leadership has distorted our focus. Leadership is not something that is done solely by the leader. Leadership is co-created by leaders and followers working together. In fact, it might be the other way around: followers may be more important to leadership, and getting things done, than leaders.

What makes a good follower?

03

Robert Kelley, who began studying followership a generation ago, says that effective followers: • Think for themselves • Carry out assignments with energy and assertiveness • Are self-motivated, self-starters • Take calculated risks • Receive high ratings from both superiors and peers

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G L OS SA RY

04

Ira Chaleff has written a book titled The Courageous Follower and the subtitle of the book discusses the most important aspect of followership. According to Chaleff, a good follower is able to “stand up for and stand up to” the leader. What that means is supporting the leader when he or she is on the right path, and having the courage to let the leader know when she or he is making a mistake, doing something unethical, or potentially harming the group or organization.

05

Here are some other characteristics of good followers: • Taking initiative and not waiting to be told what to do • Having a broad view of what your job entails. A good follower never says, “that’s not my job,” but pitches in and helps out where needed.

• Mentoring, teaching, and helping co-workers • Having strong support for the mission of the organization or group • Encouraging a sense of fairness in the group and organization.

stand up for (expression): defend stand up to (expression): confront

PART 3

After reading

1. According to the article, why is it important to study followership? a. because followers should become leaders b. because we do more following than leading throughout our work careers c. because leaders have too much responsibility 2. A good follower always looks for motivation from other people.

True

False

If false, explain.

3. Which three statements are true, according to the article? a. Followers always support the leader’s decisions.

c. Leaders play a bigger role than followers in completing work.

b. Followers do not always need supervision.

d. Followers will do more than what is expected.

4. Select three ways that a follower can be courageous. a. working with motivation and energy to help the leader b. telling the leader if he or she is wrong c. understanding the overall goals of the group or company d. pointing out unethical actions e. performing well according to supervisors and co-workers f. preventing the leader from harming the group 5. In your opinion, what are the three most important characteristics of a good follower? a. b. c.

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PART 4

What makes a good leader?

■■ Why are some people better leaders than others? Did they study and learn

how to lead? Were they born good leaders? Or it is a combination of learned and natural abilities?

Leaders:

Born or Made?

By Ronald E. Riggio Ph.D

Psychology Today 374 words March 18, 2009 06

This is the most basic and most often-asked question about leadership. To cut to the chase, the answer is: “mostly made.” The best estimates offered by research is that leadership is about one-third born and two-thirds made. The job of leading an organization, a military unit, or a nation, and doing so effectively, is fantastically complex. To expect that a person would be born with all of the tools needed to lead just doesn’t make sense based on what we know about the complexity of social groups and processes.

07

The fact that leadership is mostly made is good news for those of us involved in leadership development – leaders can indeed be developed. Yet, there is some “raw material,” some inborn characteristics, that predispose people to be and become leaders. What are some of the inborn qualities?

08

Research suggests that extraversion is consistently associated with obtaining leadership positions and leader effectiveness. There is also some evidence that being bold, assertive, or risk-taking can be advantageous for leaders. Leaders also need to be smart to analyze situations and figure out courses of action. So, intelligence is associated with leadership, but perhaps not general IQ, but social intelligence— understanding of social situations and processes—is the component of intelligence that is important for leadership. Finally, some sort of empathy, or ability to know followers, is also advantageous for leaders (although much of this is learned). As noted leadership scholar, Bernard Bass, noted, “The leader must be able to know what followers want, when they want it, and what prevents them from getting what they want.”

09

Does this mean that introverts, persons of average social intelligence, or those of us who are not particularly empathic will not make good leaders? Certainly not.

Remember, most of leadership is made, not born. So, if you aspire to positions of leadership, then the best course is to embark on a leader self-development plan.

10

Fortunately, there is tremendous interest in leadership and in leader development, and there has lately been a strong emphasis on the importance of self-development for leaders.

Rather than getting leadership development from a costly program or from your employer (development/ training budgets have been cut deeply by the recession), you can embark on your own leadership development program.

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G L OS SA RY

tools (noun): devices needed to perform work indeed (adverb): certainly; truly bold (adjective): courageous, strong

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PART 5

After reading

EXERCISE > 1 Answer the following questions.

1. According to the author, many people believe your birth is responsible for about (33 / 50 / 66) per cent of your leadership qualities, and learning is responsible for about (33 / 50 / 66) per cent of your leadership qualities.

2. What three natural qualities are said to be characteristics of most leaders?

3. If a person has high social intelligence, he or she: a. has a high IQ (Intelligence Quotient). b. interacts well with other people.

4. An introspective, or introverted, person can be a good leader.

True

False

True

False

If false, explain.

5. Empathy is a quality that many people learn.

If false, explain.

6. Write L beside the effective qualities of leaders and F beside the effective qualities of followers. If a quality applies to both leaders and followers, write B.

Elon Musk: CEO of SpaceX and Tesla

risk-taking

courage

extraversion

empathy

introversion

assertiveness

7. What is one way that leaders help followers?

8. What is one way that followers help leaders?

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EXERCISE > 2 Replace the underlined words from the texts in Part 2 and Part 4 with words or expressions from the list. Use each word or expression only once. pitches in self-starter cut to the chase makes sense raw materials course of action social intelligence strong emphasis 1. Para. 3: Gloria is an excellent example of a person who is highly motivated.

For more practice on this vocabulary, go to the interactive activities.

2. Para. 5: If everyone works together, we will finish the work more quickly.

3. Para. 6: You’ve been talking for a long time. Can you come to the point, please?

4. Para. 6: We need a solution that is logical.

5. Para. 7: We cannot begin to manufacture the product without the basic components.

6. Para. 8: First we will study the problem, and then determine the best procedure to solve it.

7. Para. 8: It’s important to have an ability to cooperate with other people if you want to succeed in business.

8. Para. 10: The company places great importance on effective leadership skills.

PART 6

Discussion

What leadership skills do you have? What followership skills do you have? How do these skills help you succeed in your academic and social life?

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What skills will you need in your future career or job? Be specific and explain how the skills will help you succeed at work.

Emma Watson: actress and activist

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GRAMMAR CAPSULE >

Simple Present Versus Present Continuous There are two verb tenses to express present actions and conditions: simple present and present continuous. Each verb tense has different functions to express different ideas.

FORM

Pronunciation S T R A T E G Y Say the word out loud Put your hand over your throat and say the verb ending with voiceless sounds /f/, /k/, /p/ and /t/. You will notice there is no vibration in your throat when you say these sounds. All other consonant sounds are voiced, making your throat vibrate when you say them. Verbs ending in –s are an exception to the rule.

FUNCTION

Simple present

Affirmative I/You/We/They eat.

He/She/It eats.

Negative I/You/We/They don’t eat.

He/She/It doesn’t eat.

•• fact •• permanent condition •• routine or habit •• schedule •• opinion or feeling

Present continuous

Affirmative I am eating.

He/She/It is eating.

We/You/They are eating.

Negative I am not eating.

He/She/It is not eating.

We/You/They are not eating.

•• action happening at the moment •• temporary condition •• planned future situation

Example: I read every night before I go to sleep. I am reading an excellent novel right now.

Pronunciation There are three ways to pronounce the final –s on verbs such as laughs, leads and stages. /S/

/Z/

/IZ/

Verb ending with voiceless sound /f/, /k/, /p/, /t/

Verb ending with voiced sound /b/, /d/, /g/, /l/, /m/, /n/, /r/, /v/, /w/, /th/ and vowels

Verb ending with sound /j/, /s/, /x/, /z/, /ch/, /sh/, /ss/, /zh/

sniffs, laughs, takes, stops, hits

climbs, leads, encourages, falls, dreams, begins, offers, serves, follows, breathes, does, plays

stages, passes, boxes, emphasizes, teaches, wishes, processes, massages

> To learn more about the simple present and the present continuous, see pages 151–162.

EXERCISE > 1 Identify the function of the underlined verbs in the simple present and the present continuous.

Example: The prime minister lives in Ottawa.

permanent condition

1. She is studying physics in university.

2. The sun rises earlier in summer.

3. We are camping next weekend.

4. Effective followers think for themselves.

5. The bus doesn’t arrive until 10:00 a.m.

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EXERCISE > 2 Complete the sentences with the correct form of the verbs in parentheses.

For more practice on this grammar, go to the interactive activities.

work Examples: The students always (work) hard in class.

The children (play) are playing at the moment.

1. My sister (work)

in a coffee shop this summer.

2. It (rain)

very hard right now!

3. Every day, Anna (wake up)

at 7:00 and (make)

coffee.

4. My girlfriend never (drink)

wine, but I (love)

wine.

5. I (agree, neg.)

with you!

EXERCISE > 3 Discuss the following with a partner.

1. Describe your normal daily routine. Talk about scheduled events such as the time that class starts or the time you begin work. Use the present and time-order transition words listed below.

TRANSITION WORDS TO SEQUENCE ACTIONS First Second

Then Next

Later After that

Last Finally

2. Look around and describe what is happening right now. Use the present continuous to describe the actions.

3. Talk about what you are doing at this period in your life. Include what you study or where you work.

WATCHING ■■ Watch “First Follower: Leadership Lessons from Dancing Guy” to see how

Derek Sivers breaks down and explains the importance of the first follower in creating a movement.

PART 1

Before watching

■■ Match each term in bold with the correct definition.

1. the leader embraces him 2. calling his friends to join in 3. you stand out 4. under-appreciated form of leadership 5. transforms the lone nut 6. the leader is the flint 7. outsiders see more 8. we’ve got momentum 9. be on the fence 10. part of the in-crowd © 2017, Les Éditions CEC inc. • Reproduction prohibited

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a. look or act different from other people b. undecided c. hard stone used to start a fire d. accepts e. strong force f. not valued g. participate h. popular people i. eccentric person j. people who are not part of the group UNIT 1 | TO LEAD OR TO FOLLOW?

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PART 2

Listening S T R A T E G Y Predict and anticipate Before you watch the video, read the title and think about the topic.

Try to predict the purpose, point of view and key points that you will hear.

While and after watching

1. The key to being a good leader is that you must be

to follow.

2. Complete the sentence with the following words. spark flint fire If the leader is the the

, the first follower is the

that makes

.

3. What do you need to reach the tipping point?

For more practice with this video, go to the interactive activities.

a. a movement

b. the first follower

c. momentum

4. Why is it more important for people to see the followers than the leaders?

5. Write yes (Y) or no (N) next to each result of joining a movement after many others have joined.

It is risky.

You will stand out.

You will be ridiculed.

You will join the in-crowd.

6. In your opinion, who is more courageous: Dancing Guy or First Follower? Explain.

7. According to the narrator, who is the most important actor in the video?

PART 3 What is the role of the leader in the video? What does he need to do? What qualities does he need to have?

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Discussion Explain why the first follower is as important as the leader.

In your opinion, what is the main message of the video?

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GRAMMAR CAPSULE >

Possessive Nouns Possessive nouns show ownership or possession. They also show relationships between people. To make a singular noun possessive, add an apostrophe (’) + –s to the noun. Plural nouns already end in –s, so add only an apostrophe (’).

Examples: The leader’s job is complex.

(the job of the leader)

Richard’s brother lives in France.

(the brother of Richard)

The followers’ responsibilities are important for leaders.

(the responsibilities of the followers)

Some nouns are irregular in their plural form and do not end in –s.

Add an apostrophe (’) + –s.

Examples: The children’s grandparents are in Florida.

(the grandparents of the children)

The women’s washroom is to the left.

(the washroom for women)

> To learn more about possessive nouns, see pages 162–164.

For more practice on this grammar, go to the interactive activities.

EXERCISE > 1 Add ’ + –s or –s + ’ to the noun.

Example: This is my mom’s 1. My uncle

names are Charles and Roger.

2. My mother is my aunt 3. The supervisor 4. The men

sister.

salaries are very high.

room is down the hall.

5. The people 6. Matt

car.

choice must be respected.

personality makes him a natural leader.

EXERCISE > 2 Match the possessive phrase to the possessive noun phrase.

1. the strength of the leader

a. the leaders’ strength

2. the strengths of the leader

b. the leader’s strength

3. the strength of the leaders

c. the leaders’ strengths

4. the strengths of the leaders

d. the leader’s strengths

EXERCISE > 3 Review the pronunciation rules in the Grammar Capsule on page 16. Say each sentence and phrase in Exercise 1 and Exercise 2, on this page, practising the correct pronunciation of the final –s: /s/, /z/ or /iz/.

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READING ■■ Every team needs a leader for guidance and support. A good leader will be a

champion when you win, and a good leader will also support you when you lose.

PART 1

Before reading

■■ Think about a time when you participated in a team sport or worked

as a member of a team.

1. Was there one person who was the natural leader? Describe him or her.

2. If your team lost, what was the best thing your leader did to support you?

3. Make a list of sports that need a leader on the field, in addition to a coach, in order to succeed.

■■ Match the definitions in the box to the underlined words and expressions.

came together immediately after room where athletes change clothes person who speaks angrily and loudly be affected by something centre of attention in the final position for good reason

1. The team was demoralized in the wake of the loss.

For more practice on this vocabulary, go to the interactive activities.

2. In the dressing room, the team prepared for the game.

3. We moved closer and huddled up so we could hear the coach.

4. He lost his job for stealing, and rightfully so!

5. A sick feeling came over me after lunch.

6. Shy people avoid the spotlight.

7. Despite her training, the runner finished dead last in the race.

8. The ranter in the audience bothered the other people who were watching the game.

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PART 2

Leaders support their team in hard times

MORE INFO

■■ When your team faces difficult times, a strong leader can help you deal with

the pain of losing. Outstanding soccer player Christine Sinclair proves that she is not only a successful leader on the pitch, but also a strong role model for her teammates during difficult times.

?

In the 2012 Olympics, the Canadian Women’s Soccer Team played a controversial semi-final match against the United States, losing 4-3 after added time. The US team later won the gold medal and Canada received bronze.

Women’s World Cup: Christine Sinclair’s Speech Inspired Canada Modest Canadian Captain Found Right Words After Crushing Loss The Canadian Press 671 words June 3, 2015 01

John Herdman usually doesn’t speak to his team in the locker room after games.

The Canadian women’s soccer coach prefers to talk later, when heads are cooler.

02

But in the wake of the crushing 4-3 extra-time loss to the United States in the semifinals at the 2012 Olympics, Herdman knew he had to say something sooner than later. As he walked through the tunnels towards the dressing room at Old Trafford, Herdman told team psychiatrist Ceri Evans his plan.

03

“He said ’Look I think you’re right. Let’s script some things and make sure we get the message right, because you won’t get another chance at this,”’ Herdman recalled.

04

As they approached the dressing room, equipment manager Maeve Glass came out.

She was crying.

05

“She said ’Look, you don’t need to go in there, it’s done … Christine [captain Christine Sinclair] just spoke to the team in a way she’s never spoke to them before.’

And there wasn’t a dry eye in the room.”

06

Said goalie Erin McLeod: “I get emotional every time I think about the speech.”

07

The team huddled up. “You could hear a pin drop,” said McLeod. And Sinclair, who scored all three Canadian goals that night in a memorable performance, rallied her troops.

08

“I just remember sitting in the locker room at Old Trafford,” Sinclair recalled. “Just everyone was heartbroken, rightfully so. Myself included.

After a couple of minutes, it sort of hit me that three days from now we’re playing for a bronze medal. Just this feeling came over me that I had to say something to this team.

09

“And I told them I had never been more proud to be their teammate.

That the end result didn’t happen against the Americans but I’ve never been more proud to wear that shirt. And that if heading into London, somebody would have said ’You’re going to be playing for a bronze medal,’ we would have taken it in a heartbeat. And I’m not leaving London without one.

10

“I don’t know. It just had to be said. Cool if it had an impact on people.”

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G L OS SA RY

locker room (noun): place for athletes to change clothes crushing (adjective): devastating; catastrophic script (verb): prepare what to say in writing speech (noun): address or statement in front of a group

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Modest captain avoids spotlight

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11

It’s typically modest Sinclair, who avoids the spotlight as if it was toxic. She likes to reduce her leadership skills to little more than leading by example. But her post-game address at the Theatre of Dreams sparked the team.

12

The Canadian women picked themselves off the floor and went on to defeat France 1–0 for the bronze medal thanks to a Diana Matheson goal in stoppage time.

13

The medal came 13 months after Canada finished dead last at the 2011 World Cup.

14

Sinclair, who turns 32 on June 12, was 16 when she made her Canadian senior debut in March 2000. She has long been the face of Canadian soccer but prefers to stay under the radar.

15

She’s no ranter, says Herdman. She leads in a very subtle way.

16

“I think often the best leaders, they don’t say much but when they speak, people listen. Because they don’t say much.”

17

In recent years, encouraged by Herdman, the intensely private Sinclair has opened herself to teammates. And by doing so, she has strengthened the ties that bind the team and become a true leader.

18

Herdman has worked closely with Sinclair and a small group on the team on leadership, what it is and how it works.

19

“… It came right down to this group of women had never been vulnerable enough to promote a layer of connection where people could trust them. There had always been a guard somewhere put up—’You don’t need to know this about me, I don’t want you to know this about me.’

20

“’Let’s find out who the real Christine is, because once you do that, Christine, that’s when your players are going to connect. And if you’re vulnerable, they’re vulnerable. And when everyone’s vulnerable, then you get a reality and a connection and an authenticity in your group.’

21

“And Christine made herself vulnerable in front of the group for the first time in her whole career.”

ties (noun): bonds; connections

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PART 3

After reading

1. How did Team Canada members feel after they lost their match with the United States? a. disappointed

c. devastated

b. surprised

d. accepting

2. What does it mean that Christine Sinclair rallied her troops? a. got them ready to fight

c. got them ready to play

b. asked them to leave

d. boosted their moral

3. Match the name to the role on the team. a. Ceri Evans

1. team captain

b. Erin McLeod

2. head coach

c. Christine Sinclair

3. team psychiatrist

d. John Herdman

4. equipment manager

e. Maeve Glass

5. team goalie

4. Which two statements about Christine Sinclair are true? a. She wants attention as a leader.

c. She leads by example.

b. She is a quiet role model.

d. She speaks publicly about her feelings.

5. In the 2012 Olympics, who won the bronze medal in women’s soccer? a. United States

c. France

b. Canada

d. Great Britain

6. List two of Christine Sinclair’s leadership skills.

7. According to John Herdman, how does showing vulnerability make a person a good leader?

8. In what area of your life are you a quiet leader? How do you lead by example?

PART 4

Discussion

■■ A role model is a person whose behaviour is emulated by other people,

particularly younger people. Often, certain individuals such as athletes are role models by setting an example rather than by being vocal leaders.

Do you think Christine Sinclair makes a good role model? Explain.

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Do you think athletes make good role models?

Why or why not?

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SPEAKING ■■ Everyone has role models. We find role models among successful

businesspeople, athletes, celebrities or other leaders. We also find role models in our everyday lives. They may be family members, teachers, classmates, or any other person whose behaviour we find admirable.

EXERCISE > 1 Discuss the following questions with a partner.

1. Who are your role models? Describe at least two people, one from your everyday life and a well-known or famous person.

EVERYDAY LIFE ROLE MODEL

WELL-KNOWN ROLE MODEL

2. Explain why you look up to these role models and give examples of their actions that you admire.

EXERCISE > 2 Read the profiles of the famous role models and answer the questions.

1. Choose one of the role model profiles. Using the simple present, take turns describing the person to a partner. Your partner then guesses the name of the person you are describing.

2. Choose one of the role model profiles. Using the present continuous, have your partner ask you questions to guess who you chose. For example, Is he or she working as a fashion model? Continue until your partner guesses the correct person.

COLONEL CHRIS HADFIELD Background •• engineer, pilot and astronaut •• from rural Ontario •• has engineering and aviation systems degrees •• holds Order of Canada award

Today •• creating online content •• writing articles for science magazines and books •• teaching university courses •• speaking at public events

NICK D’ALOISIO Background •• computer programmer •• entrepreneur •• founder of Summly •• creates new apps

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Today •• studying computer science and philosophy at Oxford University •• working with Yahoo •• working on new start-up company

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SHANE SMITH Background •• journalist and producer •• from Ottawa •• founder of VICE Media •• lives in the United States

Today •• working as CEO of VICE Media •• building relationships with advertisers •• changing role and image of media •• creating a global media brand MARIE-PHILIP POULIN

Background •• from Beauceville, Québec •• plays hockey •• has two Olympic gold medals •• works hard on the ice and in school

Today •• studying at Boston University •• playing hockey at Boston University •• still training with Team Canada

EXERCISE > 3 Work with a partner. Search for two real-life role models.

Take notes on the person’s background, profession, education, work history, accomplishments, etc. Take notes on why the person is a role model. Present your role models to another pair in the class.

Role Model #1: BACKGROUND AND ACCOMPLISHMENTS

REASONS FOR BEING A ROLE MODEL

Role Model #2: BACKGROUND AND ACCOMPLISHMENTS

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REASONS FOR BEING A ROLE MODEL

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WATCHING ■■ Watch the CBC interview with Olympian Eric Mitchell to find how the

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LGBTQ (acronym): lesbian, gay, bisexual, transgender or queer

Canadian Olympic Committee supports and promotes LGBTQ athletes.

PART 1

Before watching

■■ Match each term with its definition.

a. introduce 1. come out of the closet 2. pay dividends 3. ski jump 4. PSA For more practice with this video, go to the interactive activities.

5. no-brainer

b. acronym for Canadian Olympic Committee c. sport in which athletes ski down a ramp and jump as far as possible through the air d. strong structure of ideas for a project e. obvious or easy choice

6. roll out

f. acronym for Public Service Announcement

7. COC 8. be true to yourself 9. struggle 10. framework

g. experience difficulty h. produce good results later i. define your own identity j. announce that you are lesbian or gay

■■ Discuss the following questions with a partner.

1. What is the purpose of most PSAs? 2. Who produces PSAs? 3. Describe a PSA that you have seen recently.

Listening S T R A T E G Y Listen for repeated words If you are listening to an interview with questions and answers, identify the important words in the questions that will be repeated in the answers.

PART 2

While and after watching

1. In which Olympics did Eric Mitchell participate? a. summer b. winter 2. Before he came out of the closet, what two things were most on Eric Mitchell’s mind? a. He could not be true to himself. b. There were resources, or help, for LGBTQ athletes. c. He could perform to his best ability as an athlete. d. He worried about how teammates perceived him.

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3. For Eric Mitchell, why is the One Team campaign extremely important? a. because he was able to come out of the closet b. because he can help to influence the next generation of athletes c. because he performed better as an athlete 4. In your words, what is the purpose of the One Team campaign?

5. What is a synonym for the word “initiative” as it is used in the interview? a. attitude or skill

c. ability to start things

b. plan or strategy

d. advantage

6. What does Eric Mitchell mean when he says that the COC is world leading? a. It has one of the loudest voices on the issue of promoting LGBTQ athletes. b. It is joining other Olympic Committees who have rolled out similar initiatives. c. It is following the example of the International Olympic Committee.

7. What is the meaning of the expression “change the dialogue” in the interview? a. the conversation is different b. different people are talking about the issue c. fundamental ideas and beliefs have changed 8. What is the future result of the One Team initiative, according to Eric Mitchell?

PART 3

Discussion

Do you consider Eric Mitchell a good role model?

Explain your answer.

PART 4

What responsibilities do you think athletes have to the public? Should all athletes be role models?

Should they behave like role models?

Critical comprehension

PINPOINTING MAIN IDEAS While there is a lot of specific information in the video, there are only a few main ideas. Work with a partner and make a list of three to five main ideas, or subtopics, that were presented in the video.

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CASE STUDY Taking the Lead and Giving Support GET READY The goal of the case study is to discuss, understand and find solutions to real-life problems your group faces. You will choose representatives and determine the responsibilities of each member of your group. You will give a final report of your plan.

CATEGORY 1: Academic 1. Read the scenario Your college uses a web-based app for students called MoMo. The service informs students about school administration issues. The main problem: There is no way for students to directly communicate with administrative staff. As a way to understand more clearly and to find solutions to student concerns, an initiative was introduced, called Face-to-Face, where two co-leaders attend monthly meetings with administrative staff. In the meetings, the co-leaders are informed of the current initiatives and challenges of the administration.

2. Choose a role

Student committee member #1: You want to be a co-leader who attends the Face-to-Face meetings. You are the Student Union president, so you think you should represent students at the Face-to-Face meetings.

Student committee member #2: You will be a co-leader if the committee agrees. The problem you want to talk about is safety. Many classes are held in the evening and students are on campus after dark.

Student committee member #3: You will be a co-leader if the committee agrees. The problem you want to talk about is cheating. Students want to know how the administration is going to guarantee academic integrity on campus.

Student committee member #4 (optional role): You want to be a support member. The problem you want to talk about is space. There is not enough space for students to have lunch. At lunchtime, many students use classrooms or sit outside, but in the cold weather all students have to eat indoors.

Administration committee member: You are a teacher who represents the administration. You attend all special committee meetings to answer questions that students have, and to introduce new initiatives or administrative changes.

The administration cannot change from the MoMo system. There is only time to meet the special committee once a month, on Friday afternoons.

3. Follow the procedure STEP 1: For 5 minutes, review your role and think about what you want to say at the meeting.

28

STEP 2: For 10 minutes, discuss who should be co-leaders and who should be the support members.

STEP 3: For 10 minutes, discuss the three student concerns.

Think about solutions that you can suggest to the administration.

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STEP 4: For 10 minutes, decide on responsibilities of co-leaders at the Face-to-Face meetings, as well as the support members. For example, how do the support members communicate with all students to research problems and report on new developments?

STEP 5: Create a 100-word plan that describes the roles and responsibilities of co-leaders and support members. Present an oral report to the school principal.

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CATEGORY 2: Professional 1. Read the scenario There are several colleges in your community, but there are few places for recreation off campus. For example, many secondary school students go to the college campus after school because there is no skate park in the community. There are not enough outdoor recreation facilities for young people.

Your group is a committee of college students who are responsible for creating a campaign to build a new outdoor recreational facility in your community. There are many responsibilities.

2. Choose a role

Student #1: You want to be a co-leader. You are the Student Union president at your school, so you believe you are an excellent leader. You have some ideas about how to raise money to pay for the new facility.

Student #2: You will be a co-leader if the group agrees. You want to make sure the group makes a plan to find sponsors to make donations to the facility.

Student #3: You will be a co-leader if the group agrees. You want to make sure the group makes a social media plan to inform the community on the progress of the new facility.

Student #4 (optional role): You would like to work as a support member, and you think the committee should collect signatures on a petition to convince the municipal authorities to build a new facility.

Municipal representative: You work for the city. You provide information about the meetings with municipal representatives. The meetings will be held once a month, on a Wednesday morning. Also, there is a limited amount of money available for the project, so the group needs to raise more money. There are property owners in the area who do not want a recreation facility in the area, so the group must convince them that it is a good idea.

3. Follow the procedure Objective: Choose two members of your committee to be co-leaders. The co-leaders will attend municipal meetings and work with other stakeholders, or interested parties, to build the new facility. The other members of your committee are responsible for supporting the campaign. Determine the responsibilities of the other committee members. Present your plan to the municipal counsellor.

STEP 1: For 5 minutes, review your roles.

Understand your ideas and your motivation.

Do you want to be a co-leader or supporting member?

STEP 2: For 10 minutes, meet and decide who the two co-leaders are, as well as the supporting members.

STEP 4: Create a plan of 100–150 words that specifies the members’ responsibilities, as well as your proposed plan for the campaign.

STEP 5: Present your report orally to the municipal representative.

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STEP 3: For 10 minutes, create a campaign plan from your ideas that you will present to the municipal representative.

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WRITING THEORY ■■ Whether you are writing for academic or professional purposes,

there are three basic parts to a descriptive text.

1. Topic sentence •• introduces the main idea, or the topic, to the reader •• includes the writer’s feeling or opinion, which is the controlling idea Examples: Ms. Walker is a fantastic teacher.

Topic

Controlling idea

A Formula 1 driver is a challenging and exciting job.

Topic

Controlling idea

My favourite place on campus is the student lounge.

Controlling idea Topic

2. Supporting sentences •• give background information about the topic •• give details to give a clear picture or idea •• may also describe how the writer feels about the topic When you develop a descriptive text, even in an email, make sure that you follow a logical order of ideas. This can take various forms. One way to do this is to start with general ideas and then explain specific information.

Another way to describe logically includes starting with well-known facts followed by lesser well-known facts.

3. Concluding sentence •• comes at the end of the paragraph •• restates the topic •• may also give the writer’s opinion or feeling about the topic

A. ACADEMIC ■■ Write a descriptive paragraph on one of the following topics. Use transition

words to sequence the actions in your text (see page 17), so that your ideas flow more naturally.

Humanities •• a leader or famous follower in film, song or musical genre •• a leading or seminal work of art •• a leader or famous follower in sports, the arts or performing arts •• a leading country or city making a difference in socioeconomic development

Sciences •• a leading or break-through scientific discovery, invention or innovation •• a leader or famous follower in the sciences •• a leading country or city making a difference in sustainable growth

> To warm up before you write, review the grammar for this unit on page 32.

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MODEL: DESCRIPTIVE TEXT The profession of freelance photojournalist is a stimulating career. First, you do not follow the same schedule every day. Some days you have urgent events to cover, and other days you work alone at home. Second, you do not always do the same things. Maybe you are shooting an entertainment event tomorrow, and the next day you are covering a serious news event. The day after you might be working on marketing. Finally, another interesting aspect of the job is that you are your own boss. You work for yourself, and you don’t answer to any supervisor. This can be advantageous, but it also has disadvantages.

Work can be unpredictable, which means that it might be hard to earn enough money to support yourself. In conclusion, working as a freelance photojournalist is exciting, but there are many difficult challenges when you choose this career. > For another model of a descriptive text, go to page 227.

B. PROFESSIONAL ■■ Write an email with a descriptive paragraph that describes a typical day

in the life of a professional leader in your field of study or a leader you know well in one of the professions below. Think about the duties and responsibilities of the professional. Use the simple present tense to describe the person’s usual activities. Here are some examples: •• a professional •• kindergarten teacher •• emergency room vlogger doctor •• executive chef •• farmer or rancher •• activities director •• TV reporter on a cruise ship •• musician

MODEL: DESCRIPTIVE EMAIL To: sophie.ducharme@ufisoftlabs.com From: tom.nicholasinc@gmail.com Hi Sophie, I am the student president at Cégep Lafontaine. I know a young, innovative vlogger. His name is Yann Martel and he is looking for new projects. He is very good at what he does. He produces, directs and edits videos for schools and community centres. Right now, he is working on a video for a skateboard company in Montréal.

He is creative, and he works very hard. Every time he starts a new project, he comes up with the theme. He proposes a storyboard. He hires actors, two assistants and the necessary equipment. He is a bit unconventional when you meet him but he has a lot of great ideas for any organization.

He also listens carefully to clients. He’s a born leader, in my mind. Let me know if you have more questions.

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REVIEW: Edit before you write ■■ Correct the verb tenses and other errors.

01

This well-known business leader probably have the most influence in the North American retail industry.

02

His many companies is worth hundreds of billions of dollar, and he personally own 16 per cent of the available

03

shares in a ubiquitous brand. On any given week when he don’t go into the office to make million, he like

04

to practise a new and outrageous hobby. His most recent pastime is to search the bottom of the world ocean

05

to find used booster rocket. With the global reach of his companies and his new hobby, the world becomes

06

a smaller and smaller place to him, and he isn’t stopping there.

07

Today, he think he can achieve what his British rival, Richard Branson, at Virgin Galactic cannot: He works

08

on a project to take millions of tourist into space. His visions is huge. The types of rockets he builds now for future

09

space missions looks out of this world, and he also now have the technical support of the United States military

10

and an obscure Pentagon committee called the Defense Innovation Advisory Committee.

11

Who is this titan of retail and private space travel? Jeff Bezos, owner of Amazon, The Washington Post and Blue Origin.

■■ Correct the errors in possessive forms.

To: caroline.dumont@oceanbluescanada.co From: nathalie.ostiguy@xmail.com Subject: Posting 56788 – Candidate: Julien Mayer Dear Ms. Dumont,

32

01

I am writing in response to OceanBlues posting for an assistant activity’s director on one of your

02

cruise company ships’. As Recuitment Plus’ senior recruitment officer, I am familiar with all

03

of our client’s portfolios. As soon as I read your companys job posting, I knew Julien Mayer was

04

the perfect candidate. Let me tell you about Julien leadership skills. At age 14, he organized a

05

campaign to buy sports’ equipment for his neighbourhoods’ underprivileged kids. By 17, he was senior

06

youth coordinator for the cities’ day camps. His ITHQ diplomas speciality is in event management.

07

His professional training combined with his’ hands-on experience and outgoing personality make

08

him your ideal candidate. His resumé is attached with my companys’ recommendation.

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GRAMMAR SEC TION

UNIT 1 > Present Tenses and Nouns REFRESHER 1 Underline each verb in the simple present in a question, an affirmative statement or a negative statement.

Many people think that brilliant leaders sit alone in their rooms and just wait for good ideas to enter their brains. However, most of the time inspirations don’t appear like this, and the leader doesn’t suddenly say, “Eureka!” Good leaders understand the need for focused practice, but they are also aware that sometimes a mistake can lead to a great innovation. Do mistakes ever help you find a new way to do something?

THEORY

SIMPLE PRESENT • The simple present tense is used for facts, permanent conditions, routines, habits, schedules, opinions or feelings.

• In general, the simple present is not used to describe an activity that is happening now.

VERB

AFFIRMATIVE

NEGATIVE

Simple present form for most verbs

I work hard all the time.

He/She/It runs every day.

We/You/They feel cold.

I don’t work hard all the time.

He/She/It doesn’t run every day.

We/You/They don’t feel cold.

Simple present with be

I am happy.

He/She/It is happy.

We/You/They are happy.

I am not (’m not) happy.

He/She/It is not (isn’t) happy.

We/You/They are not (aren’t) happy.

Simple present with have

I have a car.

He/She/It has a car.

We/You/They have a car.

I do not (don’t) have a car.

He/she/it does not (doesn’t) have a car.

We/You/They do not (don’t) have a car.

Spelling with the third person singular VERB ENDING

RULE AND EXAMPLES

–e or most consonants: drive, run, take, walk, etc.

Add –s: he drives, Tara runs, it takes, John walks

–s, –ch, –sh, –x, –o: miss, rush, watch, tax, go, etc.

Add –es: René misses, she rushes, it watches, he taxes, Megan goes

A vowel + –y: play, obey, stay, snow, etc.

Add –s: she plays, he obeys, it stays, it snows

A consonant + –y: carry, cry, study, try, etc.

Change -y to –i and add –es: he carries, she cries, Eve studies, it tries

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GRAMMAR SEC TION

PRACTICE EXERCISE > 1 Write the third-person singular form for each of the following verbs.

A. Example: work works 1. ride

6. fax

11. buy

2. look

7. do

12. copy

3. fall

8. survey

13. fly

4. push

9. pay

14. cry

5. teach

10. enjoy

15. hurry

1. write

5. notify

9. require

2. judge

6. marry

10. listen

3. remark

7. pray

11. shake

4. signify

8. belong

12. supply

B.

EXERCISE > 2 Write the correct form for the verbs in parentheses.

Ellen 1 (work)

works

in a factory. She 2 (have)

to wake up very early;

in fact, her alarm 3 (ring)

at 5 a.m. She 4 (exercise)

15 minutes, then 5 (relax)

for 5 minutes before she 6 (shower)

and 7 (dress) 9

. She 8 (watch)

(notify)

for

the morning news and

her boss if there is a serious problem. Then, she 10 (hurry) in order to get to work on time.

EXERCISE > 3 Complete the sentences with the simple present of a verb from the list.

Use the negative (neg.) form where indicated. Use a different verb for each sentence. be ride eat study think know watch carry agree have

1. Alison hurt her back so she

her bike to school anymore. (neg.)

2. Dora frequently 3. If you

TV when she’s bored. attention in class, the homework will seem a lot more difficult. (neg.)

4. Most of the time, Julie 5. Nick usually 6. The water

with her brother. (neg.) in the library when he has an exam. hot enough to make a good cup of tea. (neg.)

7. Tim and Ellie can’t find their keys. They

where they put them. (neg.)

8. Environment Canada predicts a storm today, but Ellie serious. (neg.)

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it will be

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Daniel 1 (believe, neg.) doesn’t believe that coaches 2 (be) 3

(steer)

like the captain of a ship who

passengers across the wide open sea and 4 (try)

everyone 5 (arrive)

GRAMMAR SEC TION

EXERCISE > 4 Complete the sentences with the simple present. Use the negative form where indicated.

safely. Daniel 6 (argue)

to assure that

that a great coach 7 (be)

more like a farmer who carefully 8 (assess)

the conditions and 9 (determine)

the best way to nurture the crops. This kind of coach 10 (apply)

his

or her knowledge to the steady work of growing skills; she or he 11 (control, neg.) the team but he or she does provide opportunities to practice a variety of skills that 12 (fertilize)

the abilities of the team members so each can flourish.

THEORY

YES/NO QUESTIONS IN THE SIMPLE PRESENT VERB

SHORT ANSWER

YES/NO QUESTION

Yes

No

Do I work?

Does he/she/it work?

Do we/you/they work?

I do.

Yes, he/she/it does. we/you/they do.

I don’t.

No, he/she/it doesn’t. we don’t.

Simple present with be*

Am I happy?

Is he/she/it happy?

Are we/you/they happy?

I am.

Yes, she is. they are.

I’m not.

No, she isn’t. OR No, she’s not. they aren’t. OR No, they’re not.

Simple present with have

Do I have a car?

Does he/she/it have a car?

Do we/you/they have a car?

I do.

Yes, he does. we do.

I don’t.

No, he doesn’t. we don’t.

Simple present for most verbs

*Notice the two ways to answer in the negative (“no”) with be.

PRACTICE EXERCISE > 5 Complete the sentences with the correct verb forms. the children hungry now? No, they aren’t

Example: Are

.

1.

the students work in pairs to complete this exercise? No, they

2.

this the right answer? Yes, it

3.

your coach let you take a break between drills? Yes, he

4.

I at the right place? Yes, you

5.

Jim and Mary on time today? Yes, they

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.

.

. (or Yes, I

. .)

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GRAMMAR SEC TION

EXERCISE > 6 Ask a yes/no question for each statement and then provide a short answer.

1.

A good coach knows how to guide the players.

2.

The players practise at 7 a.m. every Wednesday.

3.

They don’t practise on Friday afternoons.

4.

John is very tired after a long practice.

5.

Mary is not tired after the practice.

6.

John has a lot of work to do to improve.

7.

Laura and Tim don’t have tickets to the championship.

REFRESHER 2 Underline the verb every time the present continuous is used in affirmative or negative statements.

Do you get your best ideas while you are taking a shower? Many people find that when they are not trying to concentrate on something, that is, while they are doing an activity such as jogging or doing the dishes, the most creative ideas come to them. So when someone asks, “Why are you taking a shower at this time of the day?” you can proudly answer it is because you are looking for a good idea for your English essay!

THEORY

PRESENT CONTINUOUS The present continuous, also called the present progressive, is used to express actions that are happening at the moment, temporary conditions and planned future situations.

AFFIRMATIVE I am working this week.

He/She/It is talking now.

We/You/They are singing.

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NEGATIVE

YES/NO QUESTION

I am not (’m not) working this week.

He/She/It is not (isn’t) talking now.

We/You/They are not (aren’t) singing.

Am I working this week?

Is he/she/it talking now?

Are we/you/they singing?

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WARNING

Do NOT use the simple present for describing actions happening now.

• I work for my father right now.

• She listens to her teacher at the moment.

• I am working for my father right now.

• She is listening to her teacher at the moment.

•• Use the present continuous for planned future situations.

Tom is taking pictures in the lab next week while Ann is away.

Jess is taking pictures on Thursday for the website.

Spelling with -ing VERB ENDING Two or more consonants or with two vowels and one consonant: walk, start, fight, stretch, break, look, wear, etc.

RULE AND EXAMPLES Add –ing: walking, starting, fighting, stretching, breaking, looking, wearing

–h, –w, –y, –i, –o: weigh, snow, play, ski, go, etc.

Add –ing: weighing, snowing, playing, skiing, going

Silent –e: race, complete, hike, joke, etc.

Drop –e and add –ing: racing, completing, hiking, joking

One syllable verbs with consonant-vowel-consonant (CVC) combination: bar, let, hit, swim, etc.

Double the final consonant and add –ing: barring, letting, hitting, swimming

Two or more syllable verbs: listen, begin, occur, etc.

Double the final consonant when the last syllable is stressed: (LISTen) listening, (beGIN) beginning

PRACTICE EXERCISE > 7 Write the –ing form for the following verbs. Capital letters show which syllable is stressed.

1. bring

6. grow

11. delete

2. peel

7. laugh

12. replace

3. heat

8. rely

13. LENGTHen

4. flirt

9. taxi

14. transMIT

5. trick

10. radio

15. FRIGHTen

EXERCISE > 8 Rewrite the verbs in parentheses in the correct present continuous form.

Be sure to use the correct form of be and the correct spelling.

Tim 1 (text)

his girlfriend about this weekend. He 2 (explain)

why he 3 (plan, neg.) see that his feet 4 (shake) in the breeze. Some children 6 (take) © 2017, Les Éditions CEC inc. • Reproduction prohibited

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to come to her parents’ house for dinner. I can and his hair 5 (blow) his picture. unit 1 | Present Tenses and Nouns

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EXERCISE > 9 Complete the sentences with the present continuous of an appropriate verb from the list below. Use the negative (neg.) form where indicated. play go shine work rain ride try write

1. Tom lost his job, so he

this week. (neg.)

2. The sun

, so I think I’ll go for a walk.

3. Why are you taking your umbrella? It 4. This week all of us

outside. (neg.) to come up with a good idea for the project.

5. Frank

his bike to school today because it has

a flat tire. (neg.)

6. My team is losing because they

well. (neg.)

THEORY

SIMPLE PRESENT VERSUS PRESENT CONTINUOUS SIMPLE PRESENT

PRESENT CONTINUOUS

Expresses facts, habits, routines, schedules, permanent conditions, opinions or feelings What do you do? (as a job) I’m a video game designer.

I usually leave for school at 7:30 a.m.

Expresses actions happening at the moment, temporary conditions or planned future situations What are you doing? (now) I’m fixing a bug in this sequence.

It’s 8:30 and I’m leaving now.

Keywords: always, usually, often, never, sometimes, generally, etc.

Keywords: now, today, this week, this month, this year, tomorrow, at the moment, etc.

•• Some verbs are rarely used in the continuous form because they do not express an action.

Below is a list of some non-action verbs. admire agree be believe belong contain

cost disagree exist fear feel forget

hate have hear include know like

look love need notice owe own

possess prefer realize remember see seem

sound suppose taste think understand want

•• Some verbs can express both an action and a non-action, depending on the meaning.

This soup tastes good.

My perception of the soup is that it is good.

Ann is tasting the soup.

Ann is in the process of tasting the soup.

Mark thinks the soup is good.

Mark has an opinion.

Mark is thinking about Ann’s soup. Mark is actively thinking about the soup.

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PRACTICE EXERCISE > 10 Complete the sentences with the correct form of the verbs in parentheses.

Determine whether to use simple present or present continuous and pay attention to spelling.

Jenny 1 (admire)

her son’s coach because he 2 (pay)

to each player’s needs. Right now, he 3 (tell)

a player how to move his feet to

be more efficient, but he 4 (yell, neg.) the other players 5 (listen)

attention

at the player. At the same time, to the advice and they 6 (move)

quickly to receive the ball. Jenny 7 (see) look like pros even though they 9 (be, neg.)

that they are 8 (begin)

to

very tall. The coach 10 (practise)

with the team four hours a week, but he 11 (manage) quality time with each player. The players 12 (know)

to spend

that their skills 13 (improve)

and most of the time they 14 (forget, neg.)

to use

what they learned.

EXERCISE > 11 Read sentences a and b, then answer the question with a complete sentence.

1. a. Gretchen doesn’t ride a bike. b. Samantha isn’t riding her bike.

Who doesn’t own a bike?

2. a. Tom doesn’t work at IGA. b. Christine isn’t working at IGA. Who has a vacation day today?

3. a. Greg hits the ball out of the park. b. Francis is hitting the ball out of the park.

Who is “the slugger” among his friends?

4. a. Dorothy feeds the giraffes. b. Janice is feeding the giraffes.

Who works at the zoo?

5. a. Doug doesn’t eat guacamole. b. Leslie isn’t eating guacamole.

Who is allergic to avocados?

EXERCISE > 12 Identify and correct the errors in the following text.

Many people thinks that brilliant leaders are sitting alone in their rooms and are waiting for brilliant ideas to suddenly enter their brains. However, most of the time, inspirations doesn’t appear like this, and the leader don’t suddenly saying “Eureka!” Good leaders are understanding the need for focused practice, but they is also aware that sometimes a mistake can lead to a great innovation. Does mistakes ever helps you find a new way to do something?

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REVIEW > 1 Read the text and indicate the correct form of the verbs in parentheses.

“Follow the Follower” is an exercise about leading and following. To play the game, all participants sit or 1 (are standing / is standing / stand) in a circle so that they 2 (are facing / is facing / faces) each other. As soon as someone 3 (is saying / says / say) “GO,” everyone 4 (is

beginning / are beginning / begins) to make sounds and movements. At the same time,

they observe each other and mimic the sounds and movements the other people 5 (is making / are making / makes). At any given moment, everyone 6 (are shifting / is shifting / shift) to see what the others 7 (are doing / is doing / does). If you notice one person crunching his nose, then all participants 8 (is crunching / crunch / crunches) their noses. Participants must listen and watch carefully to know not only what the people across from them 9 (are doing / is doing / does), but also what the person next to them 10 (are doing / is doing / do). An outsider might wonder, “Who 11 (are leading / is leading / leads) this exercise?” while the insiders 12 (are becoming / is becoming / become) part of a fluid organism.

• In a group, do the exercise described in the text.

REVIEW > 2 Complete the sentences with the correct form of the verbs in parentheses.

Nick and Max 1 (be)

musicians and friends. Nick 2 (be)

and Max, 23. Nick 3 (beat)

the drums in a soft-rock band and Max 4 (play)

guitar in a hard-rock band. Nick 5 (study) university, although he 6 (prefer) 7

(hope)

22 years old

sound engineering at

to spend his time playing the drums. Nick

that his diploma in sound engineering will lead to an interesting job.

Max, on the other hand, 8 (want, neg.) he 9 (plan)

to continue his studies. Right now,

a tour with his band which will start next year. They 10 (look) for a van to move their equipment. Max 11 (know)

12

(be, neg)

rich and famous now, but he 13 (love)

and this is what he really 14 (want)

he music

to do. He 15 (prepare)

everything he can to make the tour a success. Both Nick and Max 16 (rent) practice pads in the same building where they often 17 (listen) group and compare notes on how things 18 (go)

to each other’s . Even if they 19 (play, neg.)

the same kind of music, next week they 20 (plan) together with another group of friends. They 21 (expect)

a gig it to be a really

great show.

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1.

Nick and Max friends? Yes,

2.

Nick 25 years old? No,

3.

Nick and Max play flute? No,

4.

Nick studying sound engineering at university? Yes,

5.

Nick prefer to study instead of playing drums? No,

6.

Nick hope that his diploma will lead to an interesting job? Yes,

7.

Max want to continue his studies? No,

GRAMMAR SEC TION

REVIEW > 3 Use the information about Nick and Max in Review 2 to ask yes/no questions.

For numbers 8 to 10, write your own yes/no questions and provide short answers. .

. . . .

.

8.

9.

10.

REFRESHER 3 Read the text. Draw a line under each proper noun, a circle around each countable noun and a rectangle around each uncountable noun.

Many companies donate their old furniture, equipment and supplies to charity organizations when they move from one office to another, but they often have a bigger problem giving away broken or outdated cellphones, computers and tablets. Almost 85 per cent of the electronic gadgets people throw away end up in landfills in Canada, so some companies are leading the process to assure that usable equipment is reused and unusable material is properly broken down into recyclable components such as metal and plastic. Some cities arrange special collection days such as Saturday or Sunday in June and July so that businesses and individual citizens can dispose of their electronic waste properly.

THEORY

TYPES OF NOUNS •• Common nouns refer to people, animals, objects, places and subjects: boy, car, dog, hill, art.

•• Proper nouns start with a capital letter (A, B, C, etc.).

-- Proper nouns refer to specific people, animals, organizations or places.

Teddy Snoopy Concordia University Montréal -- Proper nouns also include holidays, months, days of the week, historical events, sporting events and product names.

Easter March Sunday the Depression the Stanley Cup Kleenex •• Countable nouns refer to items that can be counted: two boys, five cats, three cars.

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•• Countable nouns have singular and plural forms. In general, the plural is formed by adding –s but, in some cases, there are special spelling rules, similar to those for adding –s to verbs.

List of irregular plurals: Singular man woman child person

Plural men women children people

Singular foot tooth goose mouse

Plural

Singular

Singular

Plural aircraft sheep series means

aircraft sheep series means

lives knives wives leaves

life knife wife leaf

feet teeth geese mice

Plural

•• Uncountable nouns identify things that we don’t normally count. We can’t say “one sand” or “two waters,” but we can say “some sand” or “a little water.”

List of common uncountable nouns: advice air baggage bread corn equipment

experience food fruit furniture hair hardware

hockey homework housework information leather luggage

mail money news literature publicity research

rice salt sand software sugar traffic

trouble water weather wine wood work

Uncountable nouns usually take a singular verb and they are often used with expressions such as some, any, a lot of, much, a little. They are never preceded by a, an or many.

The teacher gave us some homework. (not: a homework, or homeworks) Notice that some nouns can be countable or uncountable depending on the meaning.

Countable I have been to Ottawa two times. time = an activity or event My house has four rooms. room = a separate part of a building

Uncountable I don’t have much time to talk now. time = an indefinite period It is too crowded. I don’t have any room. room = an area or space Determiners

A or an can be used with singular countable nouns. a gadget an apple

A or an cannot be used with uncountable nouns, but a . . . of can be used. a piece of equipment a glass of juice

•• Some and any can be used with both countable and uncountable nouns. Some is generally used in affirmative statements and any is generally used in negative statements and questions.* •• Possessive adjectives (my, your, his, her, our, their) can be used with both countable and uncountable nouns.

Mary took some notes.

The boys don’t have any pens.

Are there any chairs?

Did you listen to the songs?

Tom thinks he can do my job.

Mary wrote down some information.

The girls don’t have any equipment.

Is there any furniture?

Did you listen to the music?

Tom criticized my work.

* If the expected answer is “yes,” or if the speaker wants to be more polite, then some is used in questions: Would you like some coffee? Do you need some help?

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•• Much and a little are used with uncountable nouns.

I don’t have much time to spare.

We have only a little information.

•• This and that are used with singular nouns; these and those are used with plural nouns.

This is my bag; that one is yours.

Read these instructions.

•• This and that are used with uncountable nouns.

This is my luggage; that is yours.

Read this information.

GRAMMAR SEC TION

•• Many and a few are used with countable nouns.

I don’t have many minutes to spare.

We have only a few sources.

PRACTICE EXERCISE > 13 Complete the following with an appropriate uncountable noun from the list below. You may use a word more than once. water hockey snow air rice equipment bread furniture advice sugar

1. one spoonful of 2. two cups of 3. three pieces of 4. four grains of 5. five puffs of 6. six drops of 7. seven flakes of 8. eight bottles of EXERCISE > 14 Complete the following with much or many.

1. I have been to Florida 1

times with my family. We try not to take 2

bags when we go, because too 3 On our last trip, we spent 5

baggage takes too 4

days at the beach, but we didn’t go to 6

attractions because we didn’t have 7 2. Modern houses do not have 1 2

money. walls. People like to have open spaces and

windows to let the light in. Older houses had 3

was not 4

space in the living room. 5

the new designs, because there is not 6

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space.

rooms, but there artists are frustrated about

room on the walls to hang paintings!

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3. Alice doesn’t spend 1

time reading, but she owns 2

The problem is that she has too 3

homework and she is involved in 4

activities. She probably won’t spend 5 she doesn’t have 6

books.

more money on books because

room on her shelf.

EXERCISE > 15 Complete the following with a, an, the, some, any, much or many.

Write X if nothing is needed.

1. 1

next time you see 2

brightly coloured butterfly, remember that

3

beautiful colours do not come from 4

5

of the bright colours you see are not colours at all, but 6

of 7

chemical pigments. In fact, result

illusion created by microscopic layers of membrane in 8

structure of 9 10

wing. Engineers are now mimicking this to give surfaces

colour without 11

2. Reducing 1 is 3

need for 12

need for cleaning materials, such as 2 way to reduce 4

muddy ponds, but 6

pollution. Lotus plants live in 5

secret lies in microscopic structures on the leaf

that stop water droplets from sticking to 8 of 10

paint mimics 11

on tall buildings, 13

detergents,

leaves of these plants are always clean and shiny. Some

engineers discovered that 7

WARNING

chemical pigments.

surface. 9 surface of 12

new kind leaf. When it is used

buildings become clean after 14

rain shower.

Do NOT overuse the. Do not use any article before: • uncountable or plural nouns: They need help. Bikes are cheap.

• the names of most countries, cities, provinces and continents: I live in Canada.

Sam was born in Hull. The students went to Costa Rica.

• games, sports and meals: We played hockey. I ate breakfast early.

• a noun followed by a cardinal number: Look at page 25. Take Bus #55.

• languages and fields of study: She speaks French. He is studying law.

THEORY

POSSESSIVE NOUNS •• To show possession, use ’s: Tom’s book, the cat’s tail, the author’s meaning •• If the noun ends in –s, add an apostrophe after the –s: my parents’ house, Charles’ dog •• In some cases, words ending in –s take ’s and are pronounced /iz/. Check a dictionary if you are not sure of the correct spelling: The Red Cross’s policy (pronounced cross-iz)

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•• Use –’s for people, animals, countries, cities, organizations, vehicles, time expressions or a place that isn’t named.

Mary’s cat the cat’s tail Canada’s laws Montréal’s highways Ottawa’s policies the UN’s work the car’s alarm system tomorrow’s trip at the dentist’s

PRACTICE EXERCISE > 16 Correct the underlined words. If the word is correct, write C. 1. The workshop leader provided participants with informations about the class.

2. Several companys are paying participants to attend the session.

3. The boss of Mary sent her to learn about three new softwares.

4. The workshop will meet every tuesday in october.

5. There are more womans than mans in the class.

6. The leader put the students’ in groups of four and gave each member a role.

7. Tims role is to describe the equipments they will be using.

8. The group member’s have individual homeworks to do before the next class.

9. The leader collected all of the participants papers.

10. Mary is pleased with her company’s policy concerning this workshop.

EXERCISE > 17 Rewrite the following sentences using the possessive form. There may be more than one change to make.

Example: The name of the pet pig of Julie is Squeely.

Julie’s pet pig’s name is Squeely.

1. The accounts of the government do not reflect the salaries of the workers.

2. The bike of Pierre needs to have the brakes adjusted.

3. Everyone in the book club of Sam wants to read the book of Harry.

4. The backpack of Sam is full of the notes he took at the house of Mary.

5. Stan doesn’t see the message of Mary so the phone of Tim is now ringing.

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REVIEW > 4 Complete the following paragraph with the appropriate plural form of the words in parentheses. If the word is an uncountable noun, do not change the form. kids

Today’s (kid) 1 (child)

time

spend too much (time) lead parallel 2 (life)

in imaginary 3 (country) 5 (book)

inside. Many

: one in the real world, the other

discovered in TV 4 (show) , or electronic 6 (game)

7 (trouble)

,

. Although they don’t get into

or hurt themselves doing these passive indoor 8 (hobby) , their 9 (homework)

may get neglected and they may not be

getting enough 10 (exercise)

. 11 (person)

12 (experience)

who have a lot of

or have done a lot of 13 (research)

give us the following 14 (piece of advice) in playing 16 (sport)

on childhood

: 15 (money)

invested

is money well spent. The same is true for

17 (man)

and 18 (woman)

of all ages. Ski 19 (pass)

and tennis court 20 (fee)

pay for themselves in terms of better

health and spirits. Outdoor 21 (activity)

burn 22 (calorie)

muscles, provide vitamin D and relief from the 23 (stress)

, tone and strains

of our usual, mostly indoor, occupations.

REVIEW > 5 Complete the following with a, an, the, some, much or any. Put X before an uncountable noun or an indefinite plural. some/X

I had just put

open saying that

more paper into my printer when

the

interesting-looking book on 5

computers. I hope it has up-to-date 6

if there were 10

164

store, I checked my phone to see

messages for me. There was only 11

old one from the

street. When I got back home, I changed

cartridge and was able to print my assignment for 14

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information about good 7

students. While at 9

neighbour who lives across 12 13

old

nearest computer store. While I was at the store, I also

staples and 4

software for 8

window popped

printer had run out of black ink. I took out 1

cartridge and drove to 2 picked up 3

a

class.

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CLASS ACTIVITY ■■ Small-Talk Bingo

Short conversations with people about things such as the weather, the traffic, interests or clothing are called “small talk.” Although the topics may not be very important, the ability to engage in small talk is an important social skill—especially for developing a network of contacts who might help you in your career search.

1. Study the chart below and write the questions you must ask to find the names of people who fit the different categories.

Find someone who: wants to work with people

wants to work overseas

wants to be self-employed

wants to work from home

wants to work in an office

does not have a job

does not own a car

does not live close to school

does not pay rent

does not have a cellphone

C

is taking more than 30 hours of classes this session

is taking less than 15 hours of classes this session

is studying in a technical program

is working during the weekends

is planning to study at university

doesn’t like snow

D

doesn’t like hot weather

doesn’t like peanut butter

doesn’t like video games

doesn’t like spicy food

is wearing contact lenses

is wearing blue socks

is wearing a watch

is wearing a belt

E

is wearing something new

A

B

Row A Row B Row C Row D Row E 2. Ask your classmates the questions you wrote. Try to find the name of at least one student for each row. See who can be the first person to get five students in a row vertically, horizontally or diagonally.

3. When everyone has at least one name for each row, work with a partner or in a small group to describe the people you found.

4. Do any of your questions seem inappropriate for small talk? Discuss this with your classmates.

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REFERENCES

■■ Ordinal Numbers

1st first 2nd second 3rd third 4th fourth 5th fifth 6th sixth 7th seventh 8th eighth

30th thirtieth 40th fortieth 50th fiftieth 100th hundredth 201st two hundred and first 1,000th thousandth

9th ninth 10th tenth 11th eleventh 12th twelfth 20th twentieth 21st twenty-first 22nd twenty-second 23rd twenty-third

■■ Dates

Although the date is usually written as a cardinal number, it is pronounced as an ordinal number.

Written Spoken Nov. 2, 2008 November (the) second, two thousand (and) eight January (the) thirty-first, nineteen sixty-five Jan. 31, 1965 Thursday, October (the) fourth or the fourth of October Thursday, Oct. 4 ■■ Money

With amounts of money, put the currency symbol before the number and use a period (.) for decimals—e.g. to separate dollars from cents. $24.99 $4.79 US £12.65 €14.65 ¥44 ■■ Fractions

Use a cardinal number and an ordinal number for fractions. With fractions that begin with the word one, such as one-half or one-quarter, there is no –s at the end of the expression.

1 /2 = one-half 2/3 = two-thirds 1/3 = one-third 3/4 = three-quarters (or three-fourths) 1/4 = one-quarter (or one-fourth)

/5 = three-fifths 3 1/5 = one-fifth 7/8 = seven-eighths 1/8 = one-eighth 7/10 = seven-tenths

Use a period (pronounced “point”) for decimal fractions, and say each digit after the point separately. A comma is used to separate thousands.

3,024.75 = three thousand (and) twenty-four point seven five ■■ Phone Numbers

They are usually said as a series of cardinal numbers. Pause where there is a space or punctuation. Zero can be said as “zero” or “oh.” When there are two or three zeroes, the number can be said as a “hundred” or “thousand.”

879-6700: eight seven nine (pause) sixty-seven hundred or six seven oh oh or six seven zero zero 693-4000: six nine three (pause) four thousand Say “area code” or “area” before numbers in parentheses.

(525) 239-6996: area code five two five (pause) two three nine (pause) six nine nine six 222

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UNDERSTANDING NEW VOCABULARY ■■ Context

Often, the words and expressions in a text can give you clues to the meaning of words you don’t know.

Stan’s world was being threatened; he began to shake with fear when he read the spiteful message on his computer.

The message made Stan “shake with fear” and feel that his world was being threatened, so it must have said something frightening or threatening. Even if you don’t know what “spiteful” means, the other words provide enough clues to understand the sentence.

■■ Cognates

Many English words have French or Latin origins and therefore look similar to words you may already know. It is often possible to guess the meaning of a new English word by relating it to its French counterpart.

Sometimes if you replace an accent in a French word with s, you will find its English cognate. forêt: forest établir: establish pâte: paste hôpital: hospital Occasionally the vowel disappears in English. école: school étudier: study ■■ False Cognates

Meanings change over time, and some English words that look very much like French words have completely different meanings. Such words are known as false cognates.

They went on a three-month journey across Europe.

If it can last three months, “journey” can’t be the same thing as journée.

False cognates are not always obvious, however, and it’s important to be aware of them to avoid misunderstanding.

ENGLISH WORD

SIMILAR FRENCH WORD

ENGLISH MEANING

EXAMPLE

actually

actuellement

in fact

I didn’t expect to like the film, but actually, I enjoyed it.

deceive

décevoir

mislead

I was deceived by his lies.

experience

expérience

encounter

My trip to Africa was a fascinating experience.

formation

formation

shape

The soldiers marched in formation.

furniture

fourniture

beds, chairs, etc.

I have too much furniture in my room.

journey

journée

long trip

The journey by horse to Mongolia took three weeks.

library

librairie

place to borrow books

I took out a book from the library.

pretend

prétendre

act like

For Halloween, Ellie pretended to be a witch.

quit

quitter

stop doing something

I quit my job last night.

sensible

sensible

making good sense; well thought out

It’s sensible to save money.

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■■ Word Parts

Another way to determine the meaning of new vocabulary is to look at the way words are made up. If you know the meaning of the different parts, you can often work out the meaning of a whole word.

PREFIX

MEANING

STEM

MEANING

SUFFIX

MEANING

auto-

self

-arch-

chief / leader

-able / -ible / -ble

capable of / fit for

anti- / contra-

against

-audi- / -audit-

hear

-ate

make

de- / dis-

removal; separation

-cap- / -capit-

head, chief

-er / -or

someone who

hyper- / super-

excessive

-derm-

skin

-ic / -al / -ical

relating to

hypo- / sub-

under, beneath

-dic- / -dict-

say, speak

-ism

practice of

in- / im- / il-

in, into, on

-graph- / -gram-

write, writing

-ist

one who

in- / im- / il- / un- not

-hydr- / -hydro-

water

-ity

condition; state

mono- / uni-

one, alone

-mit- / -miss-

send

-ize

to make

pre-

before

-ped- / -pod-

foot

-ology / -logy

study; word

semi-

half, partly

-port-

carry

-ous / -ose

with qualities of

syn- / sym-

with; together

-scrib- / -script-

write

-pathy

feeling; disease

trans-

across

-spir-

breathe

-tion / -ation

condition; act of

tri-

three

-theo- / -the-

god

-y / -ry

state of

■■ Compound Words

Sometimes new words are created by putting two or more existing words together.

Usually the last part is the “root” and has the main meaning, and the other words modify it.

To arm-wrestle is to wrestle with just your arm.

A handwritten letter is a letter written by hand.

A bookkeeper is a person who keeps the books (financial records).

■■ Understanding Long Sentences

Sometimes long series of words are difficult to understand. If you locate the last noun and work backward to understand the function of the modifiers, the sentence becomes much less complicated.

They sampled DNA from a 2,400-year-old Egyptian mummy’s bone and tissue remains.

They sampled DNA from > the remains of tissue and bones > of an Egyptian mummy > that was 2,400 years old.

■■ Using a Dictionary

When you look up a word in a dictionary, you must be sure that the definition you choose matches the context.

The administration gave our proposal the thumbs up. = See definition 5b.

Bobby thumbed a ride to school when his car broke down. = See definition 4.

Tom is all thumbs when it comes to doing handiwork around the house. = See definition 5a

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thumb (n. & vb.) /

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Mark’s new girlfriend has him under her thumb. = See definition 5e Jane thumbed through the exercises until she found the one she was looking for. = See definition 3 m/

1. (n.) the short, thick digit of the hand, opposable to the fingers 2. (n.) the part of a mitten or glove that covers the thumb 3. (vb.) to turn the pages (of a book or magazine), reading only small parts 4. (vb.) to hitchhike by signalling to motorists with the thumb 5. (expr.) a. all thumbs: awkward, clumsy (expr.) b. thumbs up: a gesture of approval (expr.) c. thumb one’s nose: to show disrespect or ridicule by placing the thumb on the nose and waving the fingers (expr.) d. twiddle one’s thumbs: to waste time (expr.) e. under one’s thumb: subordinate to, under someone’s control

DOING RESEARCH When you are conducting research on the internet, you need to identify the main ideas of websites quickly so that you can decide whether they are appropriate for your purposes.

In other words, you have to skim the sites.

■■ Selecting Appropriate Sources

A lot of the information on the internet is inaccurate, false or poorly written. When you look at a site, you must decide whether or not it is reliable and appropriate for your research.

Use these criteria to help you make your decision: •• The author and/or sponsor of the site is clearly identified.

•• The site provides information about the author and/or sponsor.

•• The author and/or sponsor is reputable and has appropriate qualifications.

•• The information is accurate and free of language errors—spelling, grammar, etc.

•• The site is designed to inform rather than persuade or sell a product.

•• The web page is dated and the information is not too old for your purposes.

•• The links function.

•• The topics covered are appropriate for your research.

■■ Finding Specific Information

•• Use the Google Search feature to scan for the specific information you need.

Search for single releveant keywords rather than combinations of words.

■■ Taking Notes from Websites

The note-taking method you choose will depend on your computer skills and the type of information you are looking for.

•• Print the web page and highlight the information you need from the source text.

•• Copy and paste important passages into a Word or other document.

•• Summarize with pen and paper the main points of the source text.

•• Use a presentation software to help you organize your notes.

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■■ Converting Your Notes into Your Own Words

Whether you are using the internet or other sources for your research, you must not plagiarize. Your report must be written in your own words, based on the important points you have highlighted. Use the same strategies you would use to summarize a text.

•• Read the text and highlight or underline the most important points. If you are listening to an audio or video excerpt, write down the most important points.

•• Rephrase the important points in point form.

•• Use the important points to write a short, clear paragraph. Refer to your notes and the original material as necessary.

ORAL PRESENTATIONS A well-prepared oral presentation, like a well-written essay, will have the following elements: •• a brief introduction that captures the audience’s interest and lays out your main points or arguments (the thesis of your presentation) •• the body of your presentation, where you develop two or three main points with supporting details, background information, anecdotes, quotations and/or examples; use conjunctions and other transitional expressions to introduce each point and move on to the next (see pages 175—177) •• a conclusion to wrap up the information and leave your audience with something to think about The secret to a successful speech is to plan, prepare and practise.

■■ Plan

Impact is important, so in planning for a dynamic presentation, think of a compelling opener and a powerful ending, and then choose two or three points to link them.

■■ Prepare

Your opener might be a question, a surprising fact or an anecdote. You want to hook your audience so that they feel included and intrigued. As you prepare the main part of your presentation, keep in mind that reading a written text is a sure-fire way to put your audience to sleep. Using props, signs or projected slides, on the other hand, will focus the audience’s attention. Keep your slides simple by using very few words, intriguing images and little or no sound.

■■ Practise

Practise the choreography—the sequence of movements—of your presentation. Determine when you will bring out your visual aids. Make sure that you can use them effectively without turning your back to the audience. Practise intonation and rhythm. You can command authority by pausing briefly after each key point. Make sure you use eye contact and gestures effectively. Try practising your speech in front of a friend, a pet or a mirror. Time yourself so that your presentation is within the assigned time frame.

When it’s time to deliver your presentation, take a deep breath, stand up straight, look at your audience and relax. Enjoy yourself and your audience will, too.

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WRITING MODELS DESCRIPTIVE TEXT To learn the theory about topic sentence, supporting sentences and concluding sentence, go to Unit 1, page 30.

Snowboarding makes me love the winter season because of the challenging tricks I can master and the beautiful landscapes I can enjoy. First of all, the snowboard allows me to defy gravity with backflips and 360-degree jumps. The magic of these moves makes me feel superhuman when I’m up in the air. Jumping from a seven-foot “Big-Air” is an amazing feeling, and whenever I raise my head to take in the blue sky and the surrounding snowcovered forest, I feel like I am sailing through another world. Second, snowboarding has taken me to beautiful destinations straight out of a storybook. Here, in Québec, there are hundreds of destinations that are perfect for beginners, but they are nothing compared to the French Alps. Last year, I went to France with my school and there were so many different mountains that I got to discover a new way to ride with every inch of snow.

Sailing on a snowboard truly makes the sky the limit. In conclusion, the snowboard is a revolutionary invention because it allows boarders to challenge themselves with superhuman feats while enjoying nature’s most beautiful landscapes.

The topic sentence and controlling idea (double-underline) should be at the start of your text.

Provide support to your topic sentence with background information, concrete ideas and evidence.

Restate the topic sentence using different words; you may include emotion.

NARRATIVE TEXT What I remember the most that summer day was the magical evening when I won a prize at the summer festival. At the end of July, there was a festival to celebrate the day the town was founded. There was a parade through the centre of town, and in the evening there was a dance at the local community centre; it was a big ugly building with lots of chrome and glass. That ugly building turned out to be the place where I had my most unforgettable experience during that wonderful summer. While watching the parade on the main thoroughfare in town, I fell in love. My family and I stood next to another family of tourists. One of the daughters was my age and she was beautiful, but she seemed very cold and distant. She looked like she’d been in the sun as long as I had: We both had dark tans and our skin almost had the same brown colour. At the dance that night, I spoke to her and found out that she was very shy. When she relaxed and started talking, we discovered that we had a lot in common beside our tans. We danced together and talked all night long. We discovered that we both planned to travel and wanted to study psychology. At the end of the evening, the mayor held up an envelope and announced that this was the last prize. He pulled a piece of paper out of a hat and called a number. It was the number of my ticket, and I walked up proudly to the front to get my prize. He handed me the envelope and asked me to tell everyone my prize. I pulled out two tickets, looked at them and started laughing. They were gift certificates to a tanning salon.

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The topic sentence and controlling idea (double-underline) should be at the start of your text.

Introduce a related topic or event that supports your topic sentence.

Bring the narrative to a turning point so you can prepare your reader for the climax.

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AHEAD

A Complete All-in-One Skills and Grammar Book for Any Field of Study

Looking Ahead: Academic and Professional English Level 1 is designed for a broad range of low-intermediate students.

This book’s refreshing approach to learning English engages all students in any field of study, and allows for practice in not only the four skills but also the essentials of grammar for the level. Learning is consolidated at the end of each unit with three outcomes: speaking, writing and role-playing in case studies. A complete grammar section can be used as a stand-alone feature. Teachers will find the layout practical for classroom management and lesson-planning.

Case studies for scenario-based learning Writing outcomes to help all students prepare for an academic or a professional career Grammar To Go reference booklet for homework and exam use 2,000 digital interactive exercises that practise vocabulary, comprehension and grammar Supplementary evaluation materials, transcripts, CD and DVD are all provided in the annotated Teacher’s Edition.

Digital Versions, accessed with or without the internet Teacher’s Edition

The digital skills book allows students to: ■■ flip through the book, take notes and write in their answers ■■ save voice recordings in an audio player ■■ access all videos and audios in the units ■■ do 2,000 FREE interactive activities on vocabulary, comprehension and grammar

For in-class use and correcting, the digital version allows you to: ■■ project, take notes and flip through the entire skills book ■■ show the answer key, question by question ■■ share the teacher’s notes and documents with your students ■■ correct your students’ answers directly on their digital workbook ■■ access all videos and audios ■■ save voice recordings in an audio player ■■ follow your students’ results in the interactive exercises with the MyCECZone dashboard.

CODE DE PRODUIT : 217132 ISBN : 978-2-7617-9191-5

9 782761 791915

_Anglais_collegial_B100_CV-Complet_F.indd Custom V

Ryan Fisher Jane Petring Julie Raymond

Six-month access for students to the digital version of the book is FREE upon purchase of the paper version of the skills and grammar book.

One-year access to only the digital version of the skills and grammar book is also available for purchase online.

Go to www.editionscec.com.

ACADEMIC AND PROFESSIONAL ENGLISH

Skills and Grammar

LEVEL 1

Tracey Azlyn Diane Boisvert Katherine Elliott

Skills and Grammar Book (All-in-one)

AHEAD

Skills and Grammar LEVEL 1

Six engaging units and one bonus unit in the online version of the book Recurring opportunities to practice English in any field of study Integrated grammar in all units and a grammar section for independent learning Strategies for all skills: reading, writing, listening and speaking Level-appropriate and motivating videos, audios and readings from authentic sources

LOOKING

ACADEMIC AND PROFESSIONAL ENGLISH

FEATURES

LOOKING AHEAD

LOOKING

Tracey Azlyn Diane Boisvert Katherine Elliott Ryan Fisher Jane Petring Julie Raymond

2017-03-17 12:52 PM