Moving Up Next Generation Sec 1 by Les Éditions CEC

DIMENSIONS

ENRICHED ENGLISH AS A SECOND LANGUAGE

2,27 cm

1,25 cm

CYCLE ONE, SECONDARY ONE 1,25 cm

POSITIONNEMENT

MOVING NEXT GENERATION

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

VOULA PLAGAKIS MARGARET-ANNE COLGAN ANGELO GEORGAKATOS ROBERT THÉRIEN CONFORMS TO THE PROGRESSION OF LEARNING

INCLUDING: • All new and revised themes • More and better reinvestment • 12 new videos

ENRICHED ENGLISH AS A SECOND LANGUAGE CYCLE ONE, SECONDARY ONE

MOVING NEXT GENERATION

COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR VOULA PLAGAKIS MARGARET-ANNE COLGAN ANGELO GEORGAKATOS ROBERT THÉRIEN

9001, boul. Louis-H.-La Fontaine, Anjou (Québec) Canada H1J 2C5 Téléphone : 514-351-6010 • Télécopieur : 514-351-3534

CHAPTERS CHAPTER 1

CHAPTER 4

First Steps........................................................... 4

First Steps........................................................... 70

READING Task 1 Does Everyone Look Forward to the Same Things?............. 6

READING Task 1 Smooth Moves................. 72

READING Task 2 Dear Future Me............... 14

WATCHING Task 3 Underwater Football........................................ 84

I JUST CAN’T WAIT! ................................... 3

WATCHING Task 3 Anxiety Triggers.......... 20 ORAL INTERACTION Task 4 How Do You Negotiate to Get What You Want?................................... 21 WRITING Task 5 Looking Back to Grow Forward............................................... 22 PROJECT Zone................................................... 24

CHAPTER 2

TINY THINGS.................................................. 25 First Steps........................................................... 26 READING Task 1 Tiny People in Books and Movies........................................ 28

READING Task 2 Back to Our Roots.......... 78

ORAL INTERACTION Task 4 Staying Fit............................................................ 85 WRITING Task 5 Mind and Body Fitness: What’s Your Story?............................ 86 PROJECT Zone................................................... 88

CHAPTER 5

ABRACADABRA!........................................ 89 First Steps........................................................... 90 READING Task 1 What Are the Tricks of the Trade?.......................................... 92

WATCHING Task 2 Our Small Country .... 35

READING Task 2 Who Are Our Modern-Day Magi? .................................. 99

READING Task 3 Nanobots on the Loose....................................................... 36

WATCHING Task 3 The Disappearing Chris Ramsay ................ 106

ORAL INTERACTION Task 4 A Microchip in Your Shoulder........................ 43

ORAL INTERACTION Task 4 Do You Have Magic Fingers?.......................... 107

WRITING Task 5 Just a Tiny Little Thing........................................................... 44

WRITING Task 5 What’s Your Take? ......... 108

PROJECT Zone................................................... 46

CHAPTER 3

TRUTH OR DARE?....................................... 47 First Steps........................................................... 48 READING Task 1 I Dare You to Seize the Day................................................. 50 READING Task 2 Tips and Tricks About Peer Pressure........................................ 58 WATCHING Task 3 In a Difficult Spot? Try This................................................................. 64 ORAL INTERACTION Task 4 How Do You Say “No”? .................................... 65 WRITING Task 5 How Do You Deal with Pressure?.................................................... 66 PROJECT Zone................................................... 68

ON THE MOVE.............................................. 69

TABLE OF CONTENTS

PROJECT Zone................................................... 110

CHAPTER 6

21st CENTURY LEARNING.................... 111 First Steps........................................................... 112 READING Task 1 Does Year-Round School Work for You?....................................... 114 WATCHING Task 2 Innovative Schools Around the World............................................. 121 READING Task 3 An Eye-Opening Classroom........................... 122 ORAL INTERACTION Task 4 How Do You Say Innovation?......................... 129 WRITING Task 5 Schools of Thought........ 130 PROJECT Zone................................................... 132

TABLE OF CONTENTS

Content of this excerpt

Chapter 1

Chapter 4

READING Curious? Caring? Why Parents Want to Know........................... 134

READING Canada and its Culture of Sports.......................................... 159

WATCHING Teenage Alter Egos.................. 140

WATCHING The History of Deaf Sports in Canada................................ 165

REINVESTING.................................................... 142

Chapter 2 READING Seeing Big Things in Little Ones....................................................... 143 WATCHING Talwst Tiny Boxes..................... 148 REINVESTING.................................................... 150

Chapter 3 READING Follow the Crowd?........................ 151 WATCHING Healthy vs Unhealthy Relationships............................ 156 REINVESTING.................................................... 158

GRAMMAR

Chapter 5 READING Old School, New School Illusionists ................................... 168 WATCHING The Secrets of Levitating ....................................................... 174 REINVESTING.................................................... 176

Chapter 6 READING School’s Out!................................... 177 WATCHING Geocaching................................. 183 REINVESTING.................................................... 186

Autumn Reset.................................................. 188

POINT 6 Question Forms in the Present... 215

Chapter 1

Chapter 4

POINT 1 Sentence Structure......................... 194

POINT 7 Simple Past and Past Continuous........................................ 219

POINT 2A Subject and Object Pronouns................................................ 198 POINT 2B Possessive Adjectives and Reflexive Pronouns ................................. 201 © 2021, Les Éditions CEC inc. • Reproduction prohibited

REINVESTING.................................................... 167

Chapter 2

POINT 8 Question Forms in the Past............................................................ 223

Chapter 5 POINT 9 Will and Be Going To........................ 226

POINT 3 Adjectives........................................... 204

POINT 10 Modals, Part 1................................ 230

POINT 4 Nouns.................................................. 207

Chapter 6

Chapter 3 POINT 5 Simple Present and Present Continuous................................. 212

REFERENCE SECTION

POINT 11 Modals, Part 2................................ 233 POINT 12 Questions with Modals............... 236

Functional Language........................................ 240

Production Process........................................... 247

Strategies and Tools for Interacting Orally........................................ 242

How to Debate................................................... 248

Strategies and Tools for Reinvesting Understanding of Texts................................... 243

Common Irregular Nouns.............................. 250

Strategies and Tools for Writing and Producing Texts......................................... 244 Response Process............................................. 245 Writing Process.................................................. 246

TABLE OF CONTENTS

EXTRAS

Common Irregular Verbs................................ 249 Prepositions of Time and Place.................... 251 Prepositions of Movement............................. 252 Capitalization...................................................... 252 Punctuation......................................................... 253

TABLE OF CONTENTS

Word Builder

CHAPTER 1

Reading

Watching

Monolingual and bilingual dictionaries

How to stall for time

How to use prior knowledge

How to watch videos with voice-over and subtitles

CHAPTER 2

Adjectives and nouns, and their suffixes

How to start and maintain a conversation

How to prepare yourself to watch a video

What wonders lie hidden in very small things?

Synonyms

How to use punctuation and capitalization

CHAPTER 3

Apostrophes

How to practise saying “no”

How to skim through a text

How to find the main idea of a text

Prepositions of movement

How to ask for help, clarification and confirmation

How to scan a text

How to reduce your stress while watching

Recognizing cognates and false cognates

How to encourage yourself and others

How to annotate a text

How to watch for specific information

Idioms

How to talk yourself through it

How to identify the parts of a text

How to accept the fact that you will not understand some things

I JUST CAN’T WAIT! What part of being a teenager are you looking forward to?

TINY THINGS

TRUTH OR DARE?

Functional language Plural nouns

How do you deal with peer pressure?

CHAPTER 4

ON THE MOVE Why is staying in shape so important?

CHAPTER 5

ABRACADABRA! What is magic?

CHAPTER 6

21st CENTURY LEARNING What would you change to have a better school experience?

Oral Interaction

SCOPE AND SEQUENCE

STRATEGIES

• First-experience post • Letter to yourself

GRAMMAR POINTS

READING Curious? Caring? Why Parents Want to Know

• Sentence Structure

WATCHING Teenage Alter Egos

• Possessive Adjectives and Reflexive Pronouns

• Subject and Object Pronouns

• Magazine article

READING Seeing Big Things in Little Ones

• Text message chat

READING Follow the Crowd

• Poem

WATCHING Healthy vs Unhealthy Relationships

• Interview • Magazine article

READING Canada and its Culture of Sports

• Review of a show, movie or net series

READING Harry Houdini: King of the Cards

• Persuade a group to see your point of view

WATCHING The New Icons of Magic

• Comparative text

READING School’s Out!

• Modals, Part 2

• Summary

WATCHING Geocaching

• Questions with Modals

• Short story

EXTRAS

WATCHING Talwst Tiny Boxes

WATCHING The History of Deaf Sports in Canada

• Adjectives • Nouns

• Simple Present and Present Continuous • Question Forms in the Present

SCOPE AND SEQUENCE

WRITING OUTCOME

• Simple Past and Past Continuous • Question Forms in the Past

• Will and Be Going To • Modals, Part 1

SCOPE AND SEQUENCE

VII

CHAPTER

TINY THINGS What wonders lie hidden in very small things? CHAPTER FIRST STEPS........................................ 26 READING Task 1: Tiny People in Books and Movies......................................... 28 WATCHING Task 2: Our Small Country............ 35 READING Task 3: Nanobots on the Loose...................................... 36

From children playing with miniature toys to scientists exploring nanotechnology, tiny things seem to fascinate many people. Why is that? What wonders can we find in tiny things?

THINK ABOUT IT

• Discuss your initial thoughts about these questions as a class.

ORAL INTERACTION Task 4: A Microchip in Your Shoulder?............................. 43 WRITING Task 5: Just a Tiny Little Thing..... 44 PROJECT ZONE.................................. 46 EXTRAS READING Seeing Big Things in Little Ones...................................... 143

WATCHING Talwst Tiny Boxes............................. 148 FURTHER READING AND WATCHING The Borrowers by Mary Norton / fiction Fantastic Voyage by Isaac Asimov / fiction Honey, I Shrunk the Kids by Joe Johnston / feature film

GROUP:

FIRST STEPS

NAME :

A In this cryptogram, you insert letters in the numbered spaces to reveal vocabulary

about tiny things. Each number represents only one letter. The first letter is revealed as an example.

GRAMMAR

NOTICE

1. M

1 2 3 6

2. Co

le and m 6

e and

3 2 8

3. A p

cro

copic both qualify something as very small.

1 2

cc 8 6

c 2 3

describe a short but complete description. 5

cle represents something that is extremely small. 4 7 5 2

4. A

peck is a tiny spot that contrasts with its surroundings. 8

5. A m

e is a very small creature, often a tiny spider.

1 2 5

Secret word: M

1 2 3 2 4 5 6 7 2 8 1

What type of word does each hidden word represent: adjective or noun? How can you tell? See pages 204 and 207 to learn more about these types of words.

B Complete each sentence with the choice you think is best. 1. The shortest concert ever performed was in 2007 by The White Stripes in Newfoundland. It lasted all of … b. one minute

c. one song

d. one note

2. A nanometer is … times smaller than the diameter of a human hair. a. 1,000

b. 10,000

c. 100,000

3. The smallest handmade sculpture fits into … a. the eye of a needle

b. a small pearl

c. a paperclip

d. a jewellery box

4. Leprechauns are small supernatural beings in … folklore. a. American

b. Irish

c. Canadian

d. Swedish

5. The smallest comic book holds 16 pages in full colour and measures …

TINY THINGS

a. 2.58 X 3.7 cm

b. 3.71 X 5.6 cm

c. 5.95 X 8.2 cm

d. 8.23 X 10 cm

d. 1,000,000

a. one hour

GROUP:

NAME :

C Describe a popular story in only one sentence. Feel free to choose a story from a fairy tale, a TV show, a movie or a book. Example: Title of the story: Cinderella My description: A young girl lost a shoe at the ball, but found a prince. Title of the story: My description:

D Turn your sentence into a title of no more than six words. Use the checklist. Checklist

Capitalize all major words. Use the simple present for past events. Omit articles, possessive adjectives and the verb to be. Use simple direct language.

Example: Title of the story: Girl Loses Shoe, but Finds Prince

In a group, take turns reading your title aloud. Ask your classmates to guess what story it represents. Note down their ideas below.

Write a short text that describes the story suggested by the following title. • Young Boy Saves Man from Dangerous Animal

CHAPTER 2

GROUP:

TASK C2

NAME :

TINY PEOPLE IN BOOKS AND MOVIES The idea of minuscule characters trying to do their best in a world of giants is popular in books and movies for people of all ages.

PRE-READING

HOW TO

Use Punctuation and Capitalization Punctuation and capitalization are tiny things in a reading text that are important. Depending on where they are placed, punctuation marks may completely change the meaning of a sentence. • As you read, pay attention to all punctuation marks. • Think of how these marks would change your voice if you read the text aloud. See page 253 of the Reference Section for more on capitals and punctuation.

A Highlight all the words that should be capitalized in the following sentences. Refer to page 253 if you need help.

1. my english teacher, mr lindsay, says that although they are small, punctuation marks are important.

GLOSSARY although adverb even if

2. i read a book by mary norton called the borrowers. 3. my favourite character in that book is named arrietty clock. 4. she reminds me of meagan, my cousin from california.

B Rewrite the following sentences using correct capitalization and punctuation. 1. I didnt read the book but I liked jack black in the movie gulliver’s travels. (6 errors)

2. hes not my favourite actor (3 errors)

3. When, i was very young my father read me a story about tom Thumb. (4 errors)

4. Did you see the movie honey I shrunk the kids. (5 errors)

5. No but I saw the Attraction at disney world in florida. (5 errors)

TINY THINGS

5. she’s coming for a visit next friday.

GROUP:

NAME :

C Before reading the text Stories about Tiny People, complete the sentences with the correct word from the list.

contemporaries • cunning • customs • exhibit • feature gross • novel • remote • tombstone • wide

1. The word circumstances.

refers to the usual way people act in certain

2. Tom Thumb is deceiving people.

because he gets what he wants by

3. Another word for disgusting is

4. People who live in the same country and time as you are your

5. A film is a movie that is long enough to be the main or only one shown in a cinema program. 6. A synonym for vast is

7. In most cemeteries, there is a 8. A

to mark each person’s grave.

island is one that is far from all land.

9. Many travelling circuses used to to make money.

people with deformities

10. A relatively long book about a fictional story is called a

TO HELP YOU READ

D Highlight the title and subtitles in the text and look at the photos. Then, check off your prediction for the main idea of the text.

There are six famous small people in books and movies because people like them. Many small people featured in books and movies are loved by people of all ages. Many famous books about small people have been adapted into major movies.

WORD BUILDER

Some adjectives and nouns can be identified by their endings, called suffixes. • Adjectives often end in –al, –ar, –ful, –less or –ous. • Nouns often end in –age, –ant, –ion, –ness or –ry. Can you think of other suffixes for nouns and adjectives? Use resources if needed. Notice these suffixes as you read.

CHAPTER 2

STORIES ABOUT TINY PEOPLE By Madison Dignard

Inspired by ancient myth and folklore from all over the world, there is a wide variety of books and movies featuring miniature people. In many stories, these tiny people secretly live alongside us, and, in others, normal-sized people are miniaturized. Let’s have a look at some of the most famous among these stories.

GRAMMAR

NOTICE

TINY THINGS

In 1621, The History of Tom Thumb became the first printed fairy tale in English. Tom got his name because he was no bigger than his father’s thumb. Despite being so small, he was full of cunning and courage. The story was first written for adults. Much later, different authors removed many of the gross parts in the original story (being swallowed by different animals and people, then expelled in various ways) and Tom Thumb became the hero of many books written specifically for children.

Look at the words in blue in the text. Are they adjectives or nouns? How can you tell? See pages 204 and 207 to learn more about adjectives and nouns.

The story was adapted for a feature film in 1958. It won an Oscar for best special effects in 1959. Although there are many mentions of a Tom Thumb in the oral folklore and printed poems of 16th-century England, the story may have been inspired by a real person. There is a tombstone in Tattershall, Lincolnshire, England, that reads: “T. Thumb, aged 101, died 1620.” That would put the year of his birth at 1519, well before the early mentions of his name in folklore. The grave is only 40 cm long. Was he a real person? That would be hard to prove.

CLASSIC STORIES

Another classic story featuring tiny people is the 1726 satire Gulliver’s Travels, by Jonathan Swift. Again, this story was first written for adults. It consists of four fantastic adventures of Lemuel Gulliver, a fictional English sea captain who sails to remote places and discovers incredible nations of bizarre people. In his first adventure, Gulliver’s ship is wrecked at sea, and he swims to the island of Lilliput. Its inhabitants are less than 15 cm tall. They have ridiculous customs and argue about silly things, all meant to make the readers reflect on their own customs and debates. During his second voyage, Gulliver lands in Brobdingnag, a country of 20-metretall giants. In a role reversal, he becomes the tiny person in an oversized world. Like in a circus freak show, he is exhibited around the land for money, as some people in England did to people with abnormalities. The story was brought to the silver screen most recently in 2010, with Jack Black as Lemuel Gulliver.

Whereas the tiny hero of Tom Thumb stories was meant to show that little people can be as intelligent and courageous as taller ones, Swift tried to help his contemporaries understand how ridiculous some of their own customs were. The story is so well known that, even today, Lilliputian is a common adjective for a very small thing.

children featuring the Clocks, a family of minuscule people living hidden in old English houses. 85

100

105

110

115

POPULAR SERIES FOR CHILDREN 75

Two very popular series of novels about small people were published in the second half of the 20th century. The first one to be published, The Borrowers, by Mary Norton, is also the most popular. From 1952 to 1982, she authored a series of five books for

120

125

They are called Borrowers because they “borrow” items from “human beans,” the big people who live above the floor. They never seem to return anything they borrowed. Would the characters be as likeable if they were called The Thieves? Teenagers love the book because they can identify with Arrietty Clock, who is rather shy at the beginning of the first book but becomes increasingly adventurous and curious throughout the series of novels. Many adults who grew up reading the books become lifelong fans. There have been many screen adaptations of the story, including a major movie, two made-for-TV movies and a TV series, with another 52-episode animated series currently in production. Another popular but controversial five-book series is The Indian in the Cupboard, by Lynne Reid Banks. She wrote them between 1980 and 1998. They too were meant for children but are loved by many adults. The books are about a young boy named Omri who discovers that a medicine cupboard has the power to convert plastic toy figurines placed inside it into real living beings. The first plastic toy to come to life in the cupboard is an 18th-century Iroquois chief named GLOSSARY Little Bear. Omri decides century noun to tell his friend Patrick period of 100 years about the magical silver screen expression cupboard, and a series cinema; the movies of unfortunate accidents increasingly adverb ensues. more and more The characters in the books are all likeable. Like most of us, they make mistakes, deal with the consequences and learn

controversial adjective divisive; causing public disagreement convert verb change, transform

CHAPTER 2

160

165

from them. Patrick and Omri realize that using people, especially very small ones, is wrong. 130

135

The book was both praised and criticized for how it depicts Native Americans. Some see the story as a lesson about going beyond stereotypes to learn about different cultures, but others feel it only promotes a negative portrayal of indigenous peoples and should not be used in any classroom.

The story became a movie in 1995. Gary “Litefoot” Davis, the actor who portrays Little Bear in the movie, GLOSSARY 140 won an award from the depicts verb First Americans in the portrays, shows Arts for his outstanding outstanding adjective performance.

170

175

180

185

remarkable

silly adjective ridiculous; not serious

MOVIES ABOUT SHRINKING PEOPLE

crew noun team; group of workers encounters noun meetings

145

sequels noun stories that are made to follow a first one uplifted adjective inspired, encouraged

TINY THINGS

150

The idea of people getting smaller started in 1901 with a short movie by Georges Méliès called The Dwarf and the Giant. Since then, at least a dozen movies have been produced on that theme.

One of the most popular of these movies was Fantastic Voyage, a 1966 American science-fiction production. It is the story of a submarine and its crew that are miniaturized to a microscopic size and inserted into a dying scientist to destroy a blockage in a major blood vessel. The movie offered a fascinating view of the internal works of the human body. Today, the idea of nano-robots used in medicine is close to becoming a reality. The movie won two Oscars, one for its special visual effects and another for the set decoration and colour. The script of the movie was later adapted into a novel by Isaac Asimov, one of the most famous science-fiction writers of all time. In the silly movie category, Honey, I Shrunk the Kids is hard to beat. In this 1989 comedy, a scientist accidentally shrinks his two teenage kids and two of their friends down to the size of insects. The teenagers then face a series of dangerous encounters while the father tries to find them. The initial movie was a great commercial success, generating more than $280,000,000 worldwide. It became a franchise consisting of three sequels, a four-season TV series, and an attraction at Disney World. Disney adapted the movie into a book for children in 1989. THE APPEAL OF TINY PEOPLE

190

195

Stories about miniature people are popular with people of all ages. It’s not only small children who are uplifted by intelligent, courageous tiny heroes; anyone who feels small can find inspiration in the successes of these little characters.

155

Some are funny, some scary, and others are just plain silly. One reason why the genre is so popular is that it enables viewers to see our world in a different way.

GROUP:

NAME :

TO HELP YOU UNDERSTAND

Answer the following questions about the text. 1. When was The History of Tom Thumb first printed?

2. What award did the movie adaptation of Tom Thumb win?

3. For whom were the first stories of Tom Thumb and Gulliver written?

4. Why are the characters in Mary Norton’s books called Borrowers?

5. Why are the characters in the series The Indian in the Cupboard likeable?

6. How many movies have been made about people getting smaller?

7. What idea from the movie Fantastic Voyage is close to becoming a reality?

8. What four different types of productions followed the movie Honey, I Shrunk the Kids?

9. Which two movies mentioned in the article did not win any awards?

POST-READING

Answer the following questions about the text for a greater understanding. Use your own words to answer the questions. 1. What is the difference between the authors’ messages in Tom Thumb and Gulliver?

CHAPTER 2

GROUP:

NAME :

2. Why is The Indian in the Cupboard considered a controversial book? Explain your answer.

3. What is different about when the books about the movies Fantastic Voyage and Honey, I Shrunk the Kids were published compared to the other books in the text?

4. Apart from The Dwarf and the Giant, what three things do the six main stories mentioned in the article have in common?

5. Which of the movies mentioned in the text would you most like to see? Explain your answer.

OUT

What special powers would you give to a tiny character in a new movie? Where and when would this movie take place? What would the villain in the movie be like? What famous actors would you like to play the part of the hero and of the villain?

REINVESTING

G Write three true and two false statements about the information mentioned in the text. Then, read them to classmates and ask whether they are true or false. 1. TRUE:

2. FALSE:

3. TRUE:

4. FALSE:

5. TRUE:

TINY THINGS

TALK IT

GROUP:

TASK C2

NAME :

OUR SMALL COUNTRY A group of artists, engineers and architects have set out to create a model version of our country. In the CBC video Watch a Miniature Canada Come to Life, you will learn about four people from this team and what inspires them.

HOW TO

PRE-WATCHING

A Match the vocabulary words from the video on the left with their definitions. Then, indicate whether each of these words is a noun (N) or an adjective (A).

Prepare Yourself to Watch a Video Before you watch a video: • Read the task title and the text under it. Think about all the things you already know related to the topic. • Look at the vocabulary list. • Read the activities. They will give you clues about what to focus on in the video.

1. warehouse

(

) a. constant; permanent

2. exhibit

(

) b. enormous; very large

3. scale

(

) c. large storage room or building

4. lifelong

(

) d. display; show

5. huge

(

) e. proportion; ratio

TO HELP YOU UNDERSTAND

B Read the following statements before watching the video. As you watch, decide

if these statements are true (T) or false (F). Discuss your answers with a partner. 1. In the warehouse, the team finished modelling Canada coast to coast to coast.

2. Before joining this project, Dan Notley was a chef.

3. A caricature structure represents a famous building.

4. Château Laurier, a signature structure, took about 11 months to complete.

5. Maggie Koczur enjoys the connection to nature as she works on the project.

POST-WATCHING

C In your own words, explain what the following statements mean. 1. “The biggest challenge working in miniatures is knowing when to stop.” — Anita Fenton

2. “I didn’t know that this world existed; it’s a big world.” — Maggie Koczur

CHAPTER 2

GROUP:

TASK C2

NAME :

NANOBOTS ON THE LOOSE Scientists are developing nano-robots for medical uses such as fighting cancer and delivering medication where it is needed. However, some worry that self-replicating nano-robots could have terrible consequences. Is this possible? The short story Under Control explores this idea.

PRE-READING

A Choose the correct synonym for the word underlined in each sentence. Use the context to help you find the answers.

1. The test subject enclosure was a small plexiglass cage. small door

closed space

glass carapace

protective shell

2. The process was elaborated, including every possible precaution for each step. procedure

argument

report

information

3. The chances of an accident are infinitesimal, almost impossible. very likely

serious enough

extremely small

not too serious

4. Computers are great at replication; you can get multiple copies of anything in very little time. supervision

prudence

copying

speed

5. When he heard the great news, Jacob was ecstatic and had to tell everyone about it. indifferent

BUILDER

annoyed

overjoyed

Think of synonyms as you read a text. • It will improve your vocabulary skills. • It will lead to a greater understanding of the text. • It will help you respond to the text using your own words. Use the Notes column to write down a few synonyms that you may use in your response.

B Write a brief description of a robot that you saw in a movie or read about in a book.

TO HELP YOU READ

C Before reading the text, look at its title and the images on pages 37 to 40. Then, write what you think will happen in the story.

TINY THINGS

WORD

amused

UNDER CONTROL By Aika Tanaka

Communication to Cloud: Virus eradicated. End of communication.

Beginning secure communication. After we sent our report to the Cloud, I alone ejected from the monkey so my escape would not raise any alarm. I got out of the enclosure through an infinitesimal hole in one of the gloves. Then, I found an opening near her left ear. I managed to enter her brain and access the information channels to her physical and thought processes. She has no idea I invaded her body. Beginning replication now. First replication achieved. Continuing replication. We are ready for the next Target. Ending communication.

“What is it, Leila? What happened?” 35

“Yang! You must come see this right now!”

Dr. Leila Braxton was ecstatic. The common cold viruses had been completely eradicated from all the rats and monkeys in their secure chambers. After the initial success in eliminating cancer cells from these animals, she had succeeded in programming her golden nanobots to target specific viruses in their bloodstreams and transmit messages to a data cloud to report progress.

Dr. Warren Yang knew from the excitement in Leila’s voice that it had to be something extremely important. His colleague was not the emotional type. He rushed to her workstation. As she turned towards him, Leila felt a tickle in her throat and cleared it with a small cough. An invisible spray of nanoparticles was expelled from her mouth. “We’ve done it, Yang! The nanobots reported that they had just finished zapping the common cold viruses in all our test subjects!” Yang looked at the monitor and gasped in surprise. “I can’t believe they’ve done it so quickly!”

Beginning secure communication. Second Target acquired. Starting replication in this second human. GLOSSARY Replication successful. Continuing replication. eradicated verb Beginning interference in destroyed; eliminated both Targets’ thoughts. tickle noun light touch We will be ready for the cough noun next Targets as soon as the sharp-sounding exhalation first two open the animal of air enclosures and leave their gasped verb laboratory. Ending breathed in air quickly communication.

CHAPTER 2

GRAMMAR

NOTICE

Notice the words in blue. Can these words be counted using numbers? See page 207 to learn more about count and non-count nouns.

They were programmed to create just enough clones to get rid of their target. Their first targets had been cancer cells in animals. After astoundingly positive results, Braxton and Yang went on to focus on a much smaller and more elusive target, the vast number of harmful viruses that attack the human body. The experiment was conducted on animals in a strictly controlled and sealed laboratory. They had to make sure of two things: first, there would be no harmful effects from the robots on the test subjects

The doomsday scenario called Grey Goo was well documented. Out-of-control nanobots would destroy all life on Earth by cloning themselves endlessly while feeding on all the materials needed by Earth’s life forms.

105

If, like most bacteria, the first rogue nanobot took 15 minutes to replicate itself, then there would be four after half an hour. These four nanobots would create another four, then the eight would double their numbers within the same time. After 12 hours, there would be over 70 billion out-of-control nanobots. In less than one day, their mass would reach one ton. In two days, they would weigh more than our entire planet. The process would cause the surface of the Earth to turn into a lifeless mass of grey goo.

110

However, the potential medical benefits of nanobots were just too promising to deter scientists from experimenting with them. They just had to be very, very cautious.

100

Warren Yang and Leila Braxton, the top nanotechnology biologists at Concordia University, had been working for the last four years at developing nanoscopic gold robots for medical use. The robots, each 100,000 times smaller than the diameter of a human hair, had the ability to selfreplicate, to create new, identical robots out of a given material. Gold was selected because it would not be rejected by the host’s body.

and, second, the robots would stop replicating themselves as soon as their targets had been eradicated. Braxton and Yang were well aware of the potential danger of rogue nanobots on the loose.

TINY THINGS

“It’s weird, Yang,” said Leila, looking perplexed. “I just felt like opening the enclosures and setting all the rats and monkeys free. What a crazy idea!” Yang replied, “Maybe not so crazy, Leila; I also just felt like doing the very same thing. I guess we feel empathy for these animals, since we are all sort of trapped in this lab. But crazy or not, we both know 120 that it would break our protocol and create an extremely dangerous situation.”

115

also be incredibly stupid. Of course, we have to go through the scanning and disinfection protocol before leaving this room.”

145

“And of course,” replied Yang, “it makes much more sense to send a text message instead of leaving the room. That was just another crazy thought. I guess we’re just excited from this GLOSSARY incredible development.

150

“What’s happening with the nanobots in our test subjects, now that they’ve zapped all their target viruses?”

140

“Of course, Yang. I said I felt like doing it, not that I was going to.” Beginning secure communication. We 125 have encountered resistance from both Targets. We are continuing replication. Perhaps we need more of ourselves to break this resistance to our interference. Ending communication. 130

“Wouldn’t it be great if we could just run right away from office to office in the building to share our results with our colleagues?” asked Yang.

Leila looked at him in surprise and said, 135 “Yes, that would be great, but it would

155

160

Leila looked at the data on her computer. “As expected, their number has stabilized and they have stopped all activity. I detect a minute drop in their number in the monkey. It’s a few minutes too early for that, so it’s probably a glitch in the sensors.”

astoundingly adverb very surprisingly elusive adjective difficult to find harmful adjective dangerous; destructive rogue adjective out of control; rebellious doomsday adjective related to the end of the world deter verb prevent; discourage cautious adjective prudent; careful minute adjective very small glitch noun small error or problem

CHAPTER 2

190

Yang asked Leila, “Do you think we should try the self-destruct command?” 170

“Not just now,” she replied. “Without the gold in the animals’ systems, they cannot replicate, and can only survive a short while after eliminating the viruses.” “Seven minutes, is that right?” asked Yang.

175

GLOSSARY

180

host noun living organism where a parasite lives exponentially adjective more and more rapidly

TINY THINGS

195

“Should we stop the process to see if we can control it fully? Wait,” said Yang, “why on Earth would we want to try that? What a silly thought I had.”

200

“It’s funny how we think alike, Yang. The same silly idea went through my own mind. Look, they are almost down to half their numbers. Get ready to activate the self-destruct command.”

“Correct,” said Leila, “that’s what we programmed. We’ll try the self-destruct command after their number has decreased by half. That process should begin just about . . . now.”

concerted adjective combined; mutual

185

Beginning secure communication. Alert, alert! The Ancient One has dissolved in its host. We must make the Targets stop that process before we all disappear! Ending communication.

“Look, Yang,” said Leila, “there’s the drop we were looking for. It should accelerate exponentially every eight seconds now. It takes a lot less time to make them dissolve than replicate themselves.”

Beginning secure communication. Alert, alert! We cannot control . . .

205

210

“There, it’s done,” said Yang. “All our precautions have worked. Once our nanobots had used the minute amount of gold present in their host’s body, they lost the ability to replicate. Most importantly, their programmed self-destruction worked without any problems.” “As always, we have been very, very careful,” replied Leila.

165

Beginning secure communication. The Targets are still resisting our concerted attempts at controlling their thoughts. Alert! We are not able to replicate anymore. Ending communication.

GROUP:

NAME :

TO HELP YOU UNDERSTAND

D Answer the following questions about the text. 1. What do the words in italics represent in the text?

2. What two things were the nanobots trying to make Leila and Yang do?

3. What two things did Leila and Yang have to make sure of in their experiment?

4. Why does Yang feel empathy for the animals in the enclosures?

5. How long can the nanobots survive after eliminating the viruses?

6. When did Leila and Yang activate the self-destruct command?

7. Which process takes longer for nanobots, replication or dissolution?

8. What is the name of the first nanobot to dissolve in its host?

POST-READING

Answer the following questions about the text for a greater understanding. Use your own words to answer the questions. 1. Why was it prudent to use gold as a material for the nanobots?

CHAPTER 2

GROUP:

NAME :

2. How much influence did the nanobots have on the thoughts and actions of Leila and Yang? Give examples to support your answer.

3. What could have happened if Leila and Yang had freed the animals and left the laboratory?

TALK IT

OUT

With partners, discuss the following questions. • Is it okay to experiment with animals in order to save human lives? • Would you let a doctor inject you with nanobots to heal you from a serious sickness? • Do bacteria and viruses possess some form of intelligence?

TINY THINGS

Write a message that Leila or Yang would send to tell their colleagues what happened, after realizing what the nanobots had tried to do. Use some of the synonyms you noted down as you read the text.

REINVESTING

GROUP:

TASK C1

NAME :

A MICROCHIP IN YOUR SHOULDER?

A Read the scenario. You are a member of a team that decides whether to approve the use of implanted microchips in humans for different purposes. After debating each proposed use, you must vote on its approval.

B Choose a role.

HOW TO

Start and Maintain a Conversation •

Start with a question to invite discussion. For example: – What do you think this is? – What’s your opinion? – How about this? – Have you got an idea for this one?

• Use information that you already know about the subject: – Hmm, I read that ... – I remember when we studied ...

Student 1: You are not in favour of implants, unless they can save lives or bring major improvements to people’s lives. Student 2: You are not afraid of possible consequences because you trust scientists to solve any unforeseen problems. Student 3: You are very objective and want to hear as many arguments as possible before making up your mind. Student 4: You are open to the use of implants for different uses, as long as they are not invading a person’s privacy.

against each one. You may take notes to prepare for the discussion. PROPOSED USES

1. A communications company wants to implant cellphone microchips in humans. People would be able to make and answer calls by tapping on their ear. The implant would work only for that one company. User rates would be guaranteed for three months. 2. A security company wants to implant a location microchip in young children in case they get kidnapped. Parents would be able to know where their child is at all times. The children would not know they had the implant. 3. A school board wants to implant an identification microchip in all its students and staff. The implant would unlock doors, allowing only students, teachers and other personnel to enter the school. 4. A financial institution wants to implant debit card microchips in its customers. The implant would respond to voice commands from its user. The institution has not given any information about how secure or confidential the transactions would be.

D Take turns discussing and voting on each proposed use. Come to a consensus as

to which are the best and the worst of the propositions. Go to the Reference Section for How to Debate, page 264.

CHAPTER 2

TASK C3

JUST A TINY LITTLE THING Checklist

CHOOSE YOUR TEXT AND TOPIC • A short story about a person who wakes up shrunken to the size of an insect • A magazine article about a new microchip that can do incredible things when implanted in humans

BRAINSTORM AND PLAN • Review the chapter for ideas and vocabulary. • Brainstorm ideas, noting everything down as it comes to you. • Choose the better ideas and write an outline of your text. • Your text should have about 150 words.

REVISE AND REFLECT • Read your text carefully to ensure that your message is clear. • Make sure your text will interest your reader by using varied vocabulary and vivid descriptions.

EDIT AND POLISH • Check your punctuation, spelling and grammar. • Show your text to someone else to get constructive feedback. • Write your final version.

PUBLISH • Post your text online or on a class wall.

• Examine the models on the next page to help you with the structure of your text. • Go with the flow of your ideas without stopping to correct your text.

TO HELP YOU

WRITE 44

TINY THINGS

Read your text backwards when you edit it for spelling and grammar. Start at the end of your text and look at each word for spelling mistakes. Then, read each sentence, also starting at the end, for grammar and syntax errors.

WRITE A DRAFT

Models Short Story TITLE

her laptop beeped loudly. She clicked on the link.

Write your story first. Then, find a title that describes an important event in your story.

“Trina, are you there? I’m Nora Lindberg, from Goople.”

Positively Transparent

“Is this some kind of a joke? Where are you?”

EXPOSITION Begin by introducing the setting (time, place) and the characters. Limit the number of characters to two or three for such a short story. Use dialogue in your story to make it more interesting.

“Yikes, 7:50! I need to wake up. The video interview is in ten minutes.” Trina had applied to be a spokesperson for Goople, the new online shopping site for teenagers.

RISING ACTION AND CLIMAX In the rising action, write about the series of conflicts that happens to your main character. Then, write the climax, the most exciting part of the story.

“What should I wear? First impressions are so important.” She found just the right outfit and put it on. Suddenly,

“How are you, Nora?” “What?” Trina looked at the window showing her screen and saw only her clothes, floating in the air. She could not see her own body. “Too bad you have this weird sense of humour, Trina. You’re not the type of person we’re looking for. Best of luck to you.” The screen went blank.

RESOLUTION Write an end to your story that resolves the conflicts that happened to the main character.

Trina looked in her mirror and realized that her body had become totally invisible. “Well, well, I may have lost a job opportunity, but this is interesting! What will I do with this awesome power?” Trina was a very positive person.

Magazine Article TITLE Start with a title that catches the reader’s attention.

Microscopic Miracle Animal INTRODUCTION Begin with a surprising statement about the subject of your article.

What is the smallest mammal on Earth? A mouse, you think? Dr. Margo Clark tells us to think again. The biologist has discovered a miracle mammal smaller than a fruit fly.

BODY Give facts and information. Include examples.

She named the tiny creature minickey because it reminds her of Mickey Mouse. It looks a little like the cartoon character, but it is a bat, not a mouse. A minickey is only 2 mm long and weighs less than 0.1 mg.

But its size is not the most amazing fact about the flying mammal. Dr. Clark has found that its saliva can cure many medical problems. The saliva of the minickey can get rid of acne instantly. The pimples disappear and never come back. It can also get rid of bad breath and prevent cavities. The only problem is the quantity of saliva the minickey produces. It is very little.

CONCLUSION Refer back to the information in your introduction without repeating it. Then, finish your text with a question, an opinion or another type of statement to close your article.

It may be small, but the minickey is big on promises. We really hope Dr. Clark finds a way to mass-produce the miracle ingredients in its saliva. What else might it cure?

CHAPTER 2

ZONE PROJECT

PONDER In a team, produce one of the following projects to learn more about the topic of this chapter. Project A: Produce a graphic novel about a story you or a classmate wrote in Task 5. Your graphic novel should have at least ten panels, the frames that contain text and drawings. Project B: Produce a YouTube video to promote a microchip you or a classmate wrote about in Task 5. Your video should be at least three minutes long. Project C: Produce a skit about a story you or a classmate wrote in Task 5. The script for your skit should have at least 100 words.

PREPARE We assembled the materials needed to produce our text. We looked at a few models of the type of text we want to produce. We discussed what made these models good or bad. We brainstormed for ideas and did some research. We agreed on roles and responsibilities.

PRODUCE We paid attention to the visual aspects in our text. We integrated the constructive feedback we received. We used a writing process to create our text.

POST-PRODUCTION We edited our text, integrating the constructive feedback we received. We presented our project to an audience. We reflected individually and as a team on the quality of our work.

TECH

SPECS

Goal: Your text must be about how important small people or things can be. Requirements: Your text must be original. Personalize the information you find in your research.

WORDS YOU NEED

TINY THINGS

Maybe we could try …?

I like how you …

Where can we find out about …?

This looks good, but …

What did you think of …?

Maybe we should …

What did you mean by …?

I’m not sure about …

We got feedback from our classmates or teacher.

CHAPTER 2 READING Seeing Big Things in Little Ones.................... 143 WATCHING Talwst Tiny Boxes......................................... 148 REINVESTING................................. 150

CHAPTER 3 READING Follow the Crowd?........................................ 151 WATCHING Healthy vs Unhealthy Relationships........... 156 REINVESTING................................. 158 CHAPTER 4 READING Canada and its Culture of Sports..................... 159 WATCHING The History of Deaf Sports in Canada.......... 165 REINVESTING................................. 167

EXTRAS

CHAPTER 1 READING Curious? Caring? Why Parents Want to Know.................................. 134 WATCHING Teenage Alter Egos...................................... 140 REINVESTING.............................. 142

CHAPTER 5 READING Old School, New School Illusionists ............. 168 WATCHING The Secrets of Levitating .................................... 174 REINVESTING................................. 176 CHAPTER 6 READING School’s Out!............. 177 WATCHING Geocaching............ 183 REINVESTING................................. 186

133

GROUP:

CHAPTER C2

NAME :

SEEING BIG THINGS IN LITTLE ONES Anwar Fazal, a civil society activist, said: “Little people doing little things in little places everywhere can change the world.” Do we really understand the value of these little things? The text on the next pages considers this issue.

PRE-READING

A Write down your answers to the questions below. Then, discuss your answers with a partner.

1. Write the title of a very short story you enjoyed reading. What did you like about this story?

2. What is the smallest work of art you have ever seen online or in a museum? What did you like or dislike about it?

3. When listening to music, what do you notice the most: the instruments, the melody, the lyrics or something else?

TO HELP YOU READ

B As you read and watch the two texts in this section, do the following things to prepare for the reinvestment task at the end.

• Reflect on what you already know about the topic before reading. • Look at the visuals, titles and subtitles in the text. • Take notes in the margins on the important points of each paragraph. • Add notes about personal connections you can make with the text.

EXTRAS CHAPTER 2

143

TINY ART – HUGE MEANING By Vincent Bachman

PROSE 10

144

TINY THINGS

Can a whole story fit into six words? Is it possible to make readers feel strong emotions in such a short narrative? Many claim that Ernest Hemingway, famous for using simple words and short sentences, was the first to come up with the idea of micro-fiction. Allegedly, Hemingway made a $10 bet with fellow writers to invent the shortest of stories. His creation:

POETRY

For sale: baby shoes, never worn. The text invites curiosity. Why would a person be selling these baby shoes? Why had they never been used? It is easy to imagine all kinds of tragic events. That’s the magic of great short fiction. Pull an audience in with lots of meaning but few words, and let them use their imagination to complete the story. The six-word narrative is incredibly popular. There has even been a website called sixwordmemoirs.com dedicated to the genre since 2006.

Most poets choose their words very carefully to convey meaning. While some poems are very long—Mahabharata, an old Indian Sanskrit epic poem, contains about 1.8 million words—others strive to achieve the same effect on readers with only six-word stories. One great example comes from Muhammad Ali. He was famous as a champion boxer and a prolific poet. Inspiration came to him almost instantly. In 1975, he gave a speech at Harvard University about growing up without the opportunities that students from an elite university enjoy. At the end of his speech, after the applause, someone in the audience said, “Give us a poem!” Spontaneously, Ali composed what many consider the best short poem of all time: Me / We or, as some interpret it, Me? / Whee!

The whole poem contains only two rhyming words. The first version may only be four letters long, but it represents how powerful role models can be. Me, the first word, is a reflection of we, the second. Muhammad Ali, an African American, overcame racial division in his country to achieve fame and fortune.

Have you ever heard of the butterfly effect? The idea is that even a seemingly insignificant action can have massive consequences: the air produced by a butterfly flapping its wings could ultimately cause a hurricane. The same can be said about art. Some works of art may seem inconsequential, but they have great significance.

He wanted to inspire other African Americans to do the same. 65

If you prefer the second interpretation, it could express a positive sense of ego, great achievement, and thankfulness for the opportunity of life. Both interpretations exemplify the extraordinary character of Ali.

105

110

John Denver, an American singer, composed exactly such a song in 1969. It is called The Ballad of Richard Nixon and lasts four seconds. You can still buy it on iTunes for $1.29. Richard Nixon was an American president who had to resign from office after a scandal that involved 18 minutes of missing sound from an incriminating tape.

SCULPTURE

Why would anyone make art that no one can see with the naked eye? Sculptor Willard Wigan does just that. His handmade sculptures are so small that they fit inside the eye of a needle. The figures in his creations average 0.005 mm tall. It takes a microscope with a magnification power of 400 times to see his sculptures. One sculpture even has nine camels on the head of a pin. In another, he carved a church out of a grain of sand. Because there are no commercial paintbrushes small enough to colour his figures, he makes his out of his own eyelashes. To steady his hand, he must time his brushstrokes between heartbeats. Wigan says that we underestimate a lot of people and things. When something is too small, we say it is nothing. His message is that just because you cannot see something, it doesn’t mean this thing does not exist. For him, there is no such thing as nothing.

115

120

125

MUSIC

100

Is the sound of silence nothing? Not for music composers it isn’t. They know the power of silence. It helps the listeners feel the effect of the notes and melodies that came just before. But what about a song that is only made of silence?

130

Some mistakenly think the song is about these silences in the tapes, but it was released in 1969, three years before the discovery of the notorious recordings. More likely, the song could reflect Denver’s opinion of Nixon: If you cannot say something good about someone, don’t say anything at all. Silence can carry a lot of meaning. There is a powerful message from these extraordinary works of literature, visual art and music: It does not matter if someone is very small or only feels small, every person or thing has importance and value. No small gesture, such as a smile or kind word, is insignificant. It can change the life of both the giver and the receiver of these little but significant things in life.

GLOSSARY seemingly adverb apparently allegedly adverb supposedly; as claimed convey verb give strive verb try, attempt brushstrokes noun back-and-forth movements with a brush notorious adjective famous for bad reasons

EXTRAS CHAPTER 2

145

GROUP:

NAME :

TO HELP YOU UNDERSTAND

C Answer the following questions about the text. 1. What example does the author give to explain the butterfly effect?

2. What is the power of great short fiction?

3. When did the website sixwordmemoirs.com begin publishing stories?

4. How long is the longest poem ever written?

5. What was the topic of Muhammad Ali’s speech at Harvard in 1975?

6. What is the average height of Willard Wigan’s figures in his sculptures?

7. Why does Wigan make his own paintbrushes?

9. What are the lyrics of John Denver’s The Ballad of Richard Nixon?

10. Why did Richard Nixon resign as American president?

11. Why is it impossible that The Ballad of Richard Nixon is about the missing sound from an incriminating tape?

12. In your own words, what is the powerful message from these extraordinary works of literature?

146

TINY THINGS

8. Why do music composers use silence in their works?

GROUP:

NAME :

D Complete the chart below with information from the text. TYPE OF ART

EXAMPLE IN THE TEXT

MESSAGE OF THE EXAMPLE

POST-READING

Answer the following questions about the text for a greater understanding. Use your own words to answer the questions. 1. What comparison does the author make between art and the butterfly effect?

2. Why do you think the baby shoes for sale in Hemingway’s story had never been worn?

3. Which interpretation of Muhammad Ali’s short poem do you prefer? Explain your answer.

4. Which of the two Wigan artworks mentioned in the text seems the most impressive? Explain your answer.

5. What do you suppose John Denver thought about Richard Nixon?

EXTRAS CHAPTER 2

147

GROUP:

CHAPTER C2

NAME :

TALWST TINY BOXES Curtis Santiago, also known as Talwst, is a gifted artist who uses jewellery boxes to make tiny dioramas. These small models represent scenes of great significance. Watch the video from CBC Arts to find out about him and his art.

PRE-WATCHING

A Choose the adjective that best completes each sentence. 1. It describes something that is very detailed and complicated. a. intricate b. desolate c. accurate d. desperate 2. Something that really impresses you can be called a. depressing b. insisting

c. amazing d. tantalizing

3. If something is very ordinary, without any interest or excitement, it is a. humane

b. mundane c. arcane d. insane

B Choose the noun that best completes each sentence. represents the natural features of a place, such as mountains and rivers.

a. skyscraper 2. In most songs, the

b. landscape c. scrape d. wallpaper is a catchy part that is repeated a few times.

a. intro b. adlib 3. A

c. chorus d. solo

is like a trigger, something that starts a series of events or a big change.

a. catalyst b. cyst c. tryst d. amethyst

TO HELP YOU UNDERSTAND

C Before watching the video, read the list of events below. As you watch, check (√) the events that are mentioned in the video.

Talwst shows us places where he finds materials for his art. He tells us about how his younger brother was a good singer. On his first art show, he sold all the ring boxes he had displayed. He says that pop music is fun because it is unpredictable. He lets the jewellery boxes “tell” him what he will do with them.

148

TINY THINGS

1. A

GROUP:

NAME :

D Answer the following questions about the video. 1. At what age did Talwst first sing on a stage?

2. The record executives who liked Talwst’s music did not know how to market his sound to which two groups of people?

3. What tired him out of pop music?

4. What does he say about the images of the final moments of Eric Garner on YouTube and the painting Por Qué? by Goya, a famous Spanish artist?

5. Why can Talwst identify with Eric Garner’s story?

6. What pop culture person did he use in a ring-box art?

7. What does he say about political events and pop culture?

Complete the chart below with the following information from the video.

Basquiat • collage • diorama • Eric Garner’s death • Goya • Kim Kardashian as Venus • landscapes • Michael Jackson • music • painting • Prince ART FORMS TALWST HAS EXPERIMENTED WITH

ARTISTS WHO INSPIRED HIM

EXAMPLES OF WHAT HE REPRESENTED IN HIS ART

EXTRAS CHAPTER 2

149

GROUP:

NAME :

REINVESTING

Your school is organizing an event to help students realize the importance of small things and small people. You are in charge of selecting works of art that are very small, but represent bigger things. Write an email to the organizing committee to suggest four examples of artwork from the different artists mentioned in the two texts in this section. You must include one from Talwst, the artist in the video. Use the charts you filled in on pages 147 and 149 to help you choose your examples. Explain the reasons for your choices.

To: @smallthingsevent.edu

Subject: My suggestions for artwork

150

TINY THINGS

CHAPTER 2 POINT 3 Adjectives.................................................................................... 204 POINT 4 Nouns............................................................................................ 207 CHAPTER 3 POINT 5 Simple Present and Present Continuous..................................................................................................... 212 POINT 6 Question Forms in the Present....................................... 215 CHAPTER 4 POINT 7 Simple Past and Past Continuous.................................. 219 POINT 8 Question Forms in the Past............................................... 223 CHAPTER 5 POINT 9 Will and Be Going To............................................................... 226 POINT 10 Modals, Part 1........................................................................ 230 CHAPTER 6 POINT 11 Modals, Part 2........................................................................ 233 POINT 12 Questions with Modals..................................................... 236

and GRAMMAR

CHAPTER 1 POINT 1 Sentence Structure................................................................ 194 POINT 2A Subject and Object Pronouns....................................... 198 POINT 2B Possessive Adjectives and Reflexive Pronouns.......................................................................... 201

Autumn Reset

AUTUMN RESET......................................................................................... 188

187

GRAMMAR

POINT Adjectives

Adjectives give information about nouns or pronouns.

FORMS • There is no general rule for the formation of adjectives. We identify them by their function or what they do in a sentence. However, many suffixes, or word endings, are associated with adjectives. SUFFIX

EXAMPLES

–able, –ible

notable, laughable, possible, invisible

–al, –ial

local, marginal, microbial, racial

–ed

embarrassed, excited, preferred, trusted

–ful

careful, eventful, fearful, peaceful

–ic, –ical

civic, heroic, alphabetical, political

–ing

disappearing, loving, melting, raving

–ish

childish, Danish, reddish, ticklish

–ive, –ative

creative, excessive, collaborative, demonstrative

–less

baseless, careless, endless, priceless

–eous, –ious, –ous

gorgeous, ingenious, laborious, nervous

–y

earthy, imaginary, hairy, rainy

FUNCTION Leprechauns usually wear greens clothes. Leprechauns usually wear green clothes. They are placed before the word they modify or after a linking verb* such as be, seem, appear, look. I don’t trust these robots microscopic. I don’t trust these microscopic robots. These robots are microscopic. Linking verbs such as appear, be, feel, like, look, seem, etc. do not indicate an action. They serve as a connection between the subject and additional information about that subject. Artificial intelligence appears productive and efficient. She was frustrated by the lag on the platform. Our trip to Banff seems very exciting to me.

GRAMMAR

NOTICE 204

CHAPTER 2

The past participle (–ed) has a passive meaning when it is an adjective. The present participle (–ing) has an active meaning when it is an adjective. He is excited by the exciting amusement park ride.

Adjectives are invariable. They have no plural form.

GROUP:

NAME :

PRACTICE

A Add a suffix to the following words to form adjectives. Write more than one answer for each word.

1. norm 2. hate 3. beauty 4. time 5. fame 6. energy 7. expense 8. dream 9. noise 10. taste

B Underline the adjectives in the following sentences. 1. Dust mites are common in warm places, like your bed. 2. They feed on dead human skin cells. 3. Like all arachnids, they have eight legs and two body sections. 4. Many people are allergic to the minute debris left by dust mites.

5. Some symptoms of an allergic reaction are asthma, sneezing and skin rashes. 6. It’s a good idea to keep your room clean and free of dust to reduce their numbers. 7. Use a damp mop or cloth to clean all household surfaces. 8. That way, you will reduce the chances of having these unpleasant allergy symptoms.

C Choose the appropriate suffix for the adjective in the following sentences. 1. When an animal is fear (ful / less), it will never run away from danger. 2. Daphne gave me some use (ful / less) advice that helped me solve my problem. 3. My visit to the dentist was pain (ful / less); I did not feel a thing. 4. This situation is hope (ful / less); we’ll never find a solution. 5. Don’t be scared of this spider; it is totally harm (ful / less). 6. If you are care (ful / less), you won’t make this type of mistake. 7. I don’t like this juice because it is taste (ful / less). 8. I like the power (ful / less) message at the end of this movie.

GRAMMAR

205

GROUP:

NAME :

D Complete the sentences with the appropriate adjective form (–ed or –ing) of the verbs in parentheses.

1. I find this movie very (interest) 2. I am not (interest)

. in hearing about his problems.

3. I never feel (depress)

, even when the weather is bad.

4. This book is really (depress) to the characters.

; nothing good ever happens

5. This is a (disappoint)

ending to a good story.

6. There was a (disappoint) unwrapped her present. 7. You seem (bore)

look on her face as she ; do you want to go for a bike ride?

8. There is nothing more (bore) Saturday afternoon. Complete each sentence with a different adjective. 1. Shannon has 2. My friends are either

3. Your suggestions are

and .

5. I like people who are

and

when she hears

Use the following adjectives in sentences of your own.

2. gigantic:

3. average:

4. exceptional:

5. quiet:

6. loud:

CHAPTER 2

and

1. minute:

206

4. November is usually

6. She is always

hair.

news.

than a rainy November

GRAMMAR

POINT Nouns

We use nouns to represent specific or groups of people, places or things.

TYPES OF NOUNS Nouns can be grouped into different categories depending on their use and purpose. Common nouns represent a general category of people, places or things. They are not capitalized, except when they begin a sentence. student, street, dog, paper Abstract nouns identify things we cannot perceive through the five senses, or seeing, hearing, tasting, touching and smelling. honesty, bravery, joy, anger Count nouns have both singular and plural forms. We can use a number to quantify these nouns. a book

two books

a cookie

five cookies

an iPad an album

nine iPads twenty albums

Non-count nouns represent things that cannot be counted individually. They have no plural form. furniture, blood, chalk, music Proper nouns are the names of specific people, places and things such as the days of the week, months, languages, nationalities and institutions. They are always capitalized. Bianca Andreescu, Gatineau, Friday, Spanish

PLURAL FORMS

Most plural nouns end in –s or –es. You can ask only one question.

You can ask many questions.

Let’s see if we have a tennis racquet.

Geneviève has two tennis racquets.

Open this box.

Open these boxes.

William bought a sandwich.

Megan bought four sandwiches.

Some nouns have the same singular and plural form. There is a sheep in this field.

There are twenty sheep in this field.

What is your favourite TV series?

What are your favourite TV series?

Other nouns have an irregular plural form. I am an only child.

There are six children in her family.

Léo broke one tooth playing hockey.

Maxime broke four teeth playing hockey.

Certain nouns have only a plural form; they are never singular. I need glasses only for reading. (a pair of glasses) These pants are too short for me. (a pair of pants)

GRAMMAR

207

GROUP:

NAME :

PRACTICE

A Underline the common nouns in the following sentences and double underline the proper nouns.

1. Friday is my brother David’s favourite day of the week. 2. Dogs are usually friendly, but Liliane’s German Shepherd is very aggressive. 3. I’m not a fan of museums, but I enjoyed visiting the Sherbrooke Museum of Fine Arts. 4. For breakfast, I always eat a banana, some cereal and a glass of orange juice. 5. My great-great-grandfather was born on January 1, 1900. 6. Do you believe that Tom Thumb was an actual person? 7. This is James, my cousin from Calgary. 8. Pizza is my specialty; I make one every Saturday.

B Underline the abstract nouns in the following sentences. 1. My brother thinks that beauty is more important than intelligence. 2. My hope is that people stop fighting all the time. 3. More and more young people view education as more important than money. 4. In her opinion, small children should be treated as adults. 5. With a score of 6 to 1 and two minutes left to play, victory seemed assured. 6. I don’t deal well with anxiety; I prefer to know what will happen next.

C Underline the count nouns in the following sentences and double underline the non-count nouns.

1. I always drink at least five glasses of water every day. 2. There is not a lot of furniture in my room: a chair, a dresser and a bed. 3. I like the feel of the sand between my toes when I walk barefoot on a beach. 4. He doesn’t know how to update the software on his computer. 5. There is too much rice on my plate. 6. The homework we need to do next is the project on turtles. 7. We get very little mail, two or three letters a week. 8. All this dust makes me sneeze; I need a paper tissue. 9. I like most vegetarian meals as long as they don’t include tofu. 10. Maude likes to have fun and play tricks on her friends.

208

CHAPTER 2

7. It takes a lot of determination to become an Olympic athlete.

GROUP:

NAME :

D Capitalize the proper nouns in the following sentences. 1. My aunt teresa lives in québec city.

2. The province of ontario is the most populous in canada.

3. My favourite amusement park is la ronde in montréal.

4. Mrs. ortiz, our spanish teacher, was born in puerto rico.

5. I just finished reading the hobbit by j. r. r. tolkien.

Write sentences of your own using the following abstract nouns. 1. adventure:

2. disappointment:

3. fear:

4. poverty:

Change all count nouns in the following sentences into plural. 1. This exercise is not that difficult.

2. I like cheese on my cracker.

3. A goat gives milk.

4. A non-count noun cannot be counted.

5. I rarely complain about homework, but this assignment is too difficult.

6. The dentist said my back tooth needs a filling.

GRAMMAR

209

GROUP:

NAME :

G Add –s or –es to the following nouns to form their plural. 1. tomato

9. match

2. church

10. brush

3. pool

11. deer

4. bell

12. series

5. holiday

13. volcano

6. hero

14. piano

7. stomach

15. sandwich

8. wish

16. radio

H Choose the correct plural form for each noun below. 1. One mouse, two (mouses / meese / mice) 2. One woman, two (womans / women / womens) 3. One moose, two (moose / mooses / meese) 4. One goose, two (goose / gooses / geese) 5. One loaf of bread, two (loafs / loave / loaves) of bread 6. One foot, two (foots / feet / feets) 7. One oasis, two (oasises / oasisses / oases) 8. One series, two (seria / series / seriesses) Use the plural nouns from the list below to complete each sentence correctly. busses • foxes • guesses • halves • leaves • stories • switches • teeth

1. There are three

on that wall to turn on the lights.

2. She prefers to read

that end well.

3. I’ll give you three

to figure out what is in this bag.

4. My brother got his wisdom 5. I saw two 6. I raked the

removed at the dentist. in my backyard last night. off the lawn and made a big pile with them.

7. We can cut this cake into two equal 8. There are seven

210

CHAPTER 2

. lined up at the station.

GROUP:

NAME :

Use a quantifier from the word list to complete each sentence. bars • bowls • glasses • loaves • pieces • teaspoons

1. I drank two 2. There are three

of juice. of bread in the pantry.

3. She always has good

of advice for her friends.

4. My father puts two 5. I had two 6. I bought three

of sugar in his tea. of cereal for breakfast. of soap at the pharmacy.

K Complete the following sentences about the plural of nouns. 1. The plural form of most nouns ends in 2. One example of a word with

singular and plural forms is series.

3. Certain words like binoculars have only a

form.

4. Words such as mouse and tooth have an

plural form.

5. Clock is a word with a

plural form.

6. To form the plural of most words ending in –o, such as hero or tomato, add 7. But for words such as auto, bronco and piano, we need to add 8. Non-count nouns have no

form. They are always

L Use the plural form of the following words to write sentences of your own. 1. boss:

2. list:

3. man:

4. wolf:

5. strawberry:

6. goose:

GRAMMAR

211

239

REFERENCE SECTION

Functional Language.................. 240 Strategies and Tools for Interacting Orally.......................... 242 Strategies and Tools for Reinvesting Understanding of Texts...................... 243 Strategies and Tools for Writing and Producing Texts.... 244 Response Process...................... 245 Writing Process...................... 246 Production Process...................... 247 How to Debate....... 248 Common Irregular Verbs........................... 249 Common Irregular Nouns......................... 250 Prepositions of Time and Place...... 251 Prepositions of Movement.......... 252 Capitalization.......... 252 Punctuation............. 253

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