Editorial Management Patrick Johnston Carolyn Faust (1st Edition) Production Management Danielle Latendresse Production Coordination Rodolphe Courcy Editorial Coordination Kathryn Rhoades Proofreading Kathryn Rhoades Brian Parsons Graphic Coordination Accent Tonique Page Layout Dan Allen, Interscript Illustrations Paul Gubernachuk Jérôme Mireault, Colagene.com Cover and Page Design Woawzer Graphisme
The authors wish to thank Les Éditions CEC inc. for their unfailing support and enduring resolve to create publications of the highest pedagogical integrity, such as Moving Up. Profound thanks to Carolyn Faust for driving the project to completion with efficiency, creativity and good humour. We acknowledge all those behind the scenes who worked to make Moving Up what it is: including our fine editorial staff, Kathryn Rhoades and Nancy Schmidt, and our tremendously gifted graphic designer, Edith Pineault. And, finally, many thanks to those teachers who participated in consultations for helping to fine-tune this book. And finally, we wish to thank the many teachers who provided essential feedback for the development of Moving Up 1 2nd Edition: Stéphane Arcouette, CS du Fer Cynthia Carette, CS Capitale Catherine Dubé, Collège St-Bernard Mary-Jane French, CS des Samares Audrey Gilsig, Collège St-Jean-Vianney Carmen-Tamara Patriche, CSPI Marie-Claude Tremblay, CS Navigateurs Laurence Vlach, Collège Mont-St-Sacrément Chantale Warren, Collège Trinité Personal Thanks To Dominic, Jean-Pierre, Anthony and Liam, who keep me in touch with what is really important. — M.A.C.
La Loi sur le droit d’auteur interdit la reproduction d’œuvres sans l’autorisation des titulaires des droits. Or, la photocopie non autorisée — le photocopillage — a pris une ampleur telle que l’édition d’œuvres nouvelles est mise en péril. Nous rappelons donc que toute reproduction, partielle ou totale, du présent ouvrage est interdite sans l’autorisation écrite de l’Éditeur.
I embarked on a path and fulfilled a dream. Now the path has come full circle, and I am forever richer in strength, courage and faith. Thank you Carolyn for opening the door and believing in me. — V. P.
Moving Up 1, Connected Classroom, Competency Development and Text-based Grammar, 2nd Edition © 2015, Les Éditions CEC inc. 9001, boul. Louis-H. La Fontaine Anjou (Québec) H1J 2C5 Tous droits réservés. Il est interdit de reproduire, d’adapter ou de traduire l’ensemble ou toute partie de cet ouvrage sans l’autorisation écrite du propriétaire du copyright. Dépôt légal : 2015 Bibliothèque et Archives nationales Bibliothèque et Archives Canada ISBN : 978-2-7617-8030-8 (Connected Classroom, Competency and Text-based Grammar, 2nd Edition, avec activités interactives, 1 an) ISBN : 978-2-7617-3024-2 (Competency and Text-based Grammar, 1st Edition, 2010) ISBN: 978-2-7617-7933-3 (Connected Classroom, Competency and Text-based Grammar, 2nd Edition, version MaZone avec activités interactives, 1 an, livraison postale) ISBN: 978-2-7617-8032-2 (Connected Classroom, Competency and Text-based Grammar, 2nd Edition, version MaZone avec activités interactives, 1 an, livraison numérique)
Dear students, Are you ready for a challenge? We hope so, because this book was designed especially for you—students who like a challenge. With the guidance of your English teacher, this book will help you go above and beyond in your learning of English. The first thing you will notice is that this book contains everything you need in one package, so wherever you are, at home or at school, it’s there as a resource for homework or review—and to share with your parents. Moving Up 1 will intrigue you with interesting topics and ideas and a variety of activities to help you improve your English. Some of the things you will discover:
stories that take you to another time or place
articles that discuss new and interesting topics poems that will make you laugh and think
viewing activities to help you better understand natural speech patterns recommended novels in line with the themes of each chapter
pronunciation practice to help you sound more like a native speaker
No matter how well you speak, read and write in English now, there is always room for improvement. This book will help you to better understand and use English language cultural references such as idioms, expressions and phrasal verbs. So, whatever point you are starting from, we encourage you to “move up” from there! Finally, we would like to leave you with this thought. Keep it in mind throughout your learning. Never be afraid to make a mistake. After all, mistakes are how we learn to do things better. Have an enriching year. The authors
iii
ta b l e o f c o n t e n t s Scope and Sequence Chart .............................................................. VI Inside Moving Up 1 ................................................................................... VIII
section Competency Development Checkup .......................................................................... 2 Chapter 1
I Just Can’t Wait!.............................................................................. 3 First Stop................................................................................................................... 4 Reading
Task 1 Does Everyone Look Forward to the Same Things?............................. 6 Task 2 Are Teenagers Growing Up Too Fast?.................................................... 14
Viewing
Task 3 Is Your Teacher Too Strict?.........................................................................20
Talk About It
Task 4 How Do You Negotiate to Get What You Want?.................................. 21
Write About It
Task 5 What Are You Looking Forward To?........................................................22
Editing Tips............................................................................................................24 Chapter 2
Scaredy Cat.............................................................................................25 First Stop.................................................................................................................26 Reading
Task 1 Body, Brain and Fear: What’s the Connection.....................................28
Viewing
Task 2 Is It Safe to Fly?...........................................................................................35
Reading
Task 3 How Do You Get a Grip on Phobias and Fears?.................................36
Talk About It
Task 4 Phobia or Fear?............................................................................................43
Write About It
Task 5 What Makes Your Blood Run Cold?........................................................44
Chapter 4
Creature Feature!........................................................................69 First Stop.................................................................................................................70 Reading
Task 1 How Do We Look After Our Pets?...........................................................72 Task 2 Who Takes Care of Animals in Entertainment?....................................78
Viewing
Task 3 Animals as Role Models?...........................................................................84
Talk About It
Task 4 Where Do the Animals Go?......................................................................85
Write About It
Task 5 Animal Tales: What’s Your Story?.............................................................86
Editing Tips............................................................................................................88 Chapter 5
Abracadabra!.........................................................................................89 First Stop.................................................................................................................90 Reading
Task 1 What Are the Tricks of the Trade?............................................................92 Task 2 Who Are Our Modern-Day Magi?...........................................................99
Viewing
Task 3 The Balducci Effect....................................................................................106
Talk About It
Task 4 Do You Have Magic Fingers?.................................................................. 107
Write About It
Task 5 What About Your Magic Moments?......................................................108
Editing Tips.......................................................................................................... 110 Chapter 6
Editing Tips............................................................................................................46
WAY COOL SCHOOLS.................................................................. 111
Chapter 3
First Stop............................................................................................................... 112 Reading
First Stop.................................................................................................................48 Reading
Viewing
Truth or Dare?................................................................................... 47 Task 1 I Dare You to Seize the Day......................................................................50 Task 2 Do You Know the Tricks?...........................................................................58
Viewing
Task 3 Real Friend?..................................................................................................64
Talk About It
Task 4 How Do You Say “No”?.............................................................................65
Write About It
Task 5 How Do You Deal with Pressure?............................................................66
Task 1 Does Year-round School Work For You?.............................................. 114 Task 2 Are Same-Gender Schools Better?........................................................ 121
Reading
Task 3 Which Idea Would You Try?....................................................................122
Talk About It
Task 4 How Do You Say Innovation? ................................................................129
Write About It
Task 5 What Would You Change?.......................................................................130
Editing Tips..........................................................................................................132
Editing Tips............................................................................................................68
section Chapter 1 The Real Reasons Parents Ask So Many Questions........................................134 Only 364 Days to Go.............................................................................................139
Chapter 4 Intelligence and Feelings: Do Animals Have Them?.......................................165 The Mystery of the Talented Cat.......................................................................... 171
Chapter 2 Haunted Houses......................................................................................................145 The Phantom of the Opera...................................................................................150
Chapter 5 Harry Houdini, King of Cards............................................................................... 177 The Young Magicians’ Club .................................................................................183
Chapter 3 Stories That Make You Think................................................................................155 That Little Voice inside Your Head.......................................................................160
Chapter 6 When the Livin’ Was Easy.....................................................................................189 The Fun They Had..................................................................................................195
iv
section Autumn Reset....................................................................................................200
Chapter 4
Chapter 1
Point 7 Verbs Simple Past and Past Continuous
Point 1 Sentence Structure Simple and Compound Sentences Study Guide....................................................................................................................206 Practise the Point...........................................................................................................207 Pronunciation Point A Word Stress: Content and Function Words...................................................209
Point 2A Pronouns and Possessive Adjectives: Personal Pronouns Study Guide.................................................................................................................... 210
Point 2B Pronouns and Possessive Adjectives: Possessive Adjectives Study Guide.................................................................................................................... 211 Practise the Point........................................................................................................... 212 Chapter 2
Point 3 Asking Yes/No Questions Study Guide.................................................................................................................... 214 Practise the Point........................................................................................................... 215 Pronunciation Point B Word Stress: Asking Questions........................................................................ 217
Point 4 Question Words Study Guide.................................................................................................................... 218 Practise the Point...........................................................................................................220 Pronunciation Point C Question Words..................................................................................................222 Chapter 3
Point 5 Verbs Simple Present and Present Continuous Study Guide....................................................................................................................223 Practise the Point...........................................................................................................224 Pronunciation Point D1 Plural Endings: (s–z–iz).....................................................................................226 Pronunciation Point D2 Plural Endings: (s–z–iz).....................................................................................227
Study Guide....................................................................................................................231 Practise the Point...........................................................................................................233 Pronunciation Point E Pronouncing ed Endings...................................................................................235
Point 8 Question Forms in the Past Study Guide....................................................................................................................236 Practise the Point...........................................................................................................237 Pronunciation Point F Pronouncing Question Words in the Past.....................................................239 Chapter 5
Point 9 Will and Going To Study Guide....................................................................................................................240 Practise the Point...........................................................................................................241 Pronunciation Point G Word Stress: Statements in Future Forms.....................................................242
Point 10 Modals, Part 1 Study Guide....................................................................................................................243 Practise the Point...........................................................................................................244 Pronunciation Point H Pronouncing Modals..........................................................................................246 Chapter 6
Point 11 Modals, Part 2 Study Guide....................................................................................................................247 Practise the Point...........................................................................................................248 Pronunciation Point I Can and Can’t......................................................................................................250
Point 12 Questions with Modals Study Guide....................................................................................................................251 Practise the Point...........................................................................................................252 Pronunciation Point J Abbreviations, Acronyms and Initialisms.......................................................254
Point 6 Question Forms in the Present Study Guide....................................................................................................................228 Practise the Point...........................................................................................................229
section Functional Language...............................................................................256 Strategies for Interacting Orally.................................................258 Strategies for Reinvesting Understanding of Texts....................................................................................................................259 Strategies for Writing and Producing Texts..................260 Response Process........................................................................................261 Writing Process...............................................................................................262 Production Process.....................................................................................263
How to Debate................................................................................................264 Common Irregular Verbs.....................................................................265 Common Irregular Plural Nouns.................................................266 Prepositions of Time and Place....................................................267 Punctuation..........................................................................................................268 Capitalization....................................................................................................269 Credits ......................................................................................................................270
v
scope and sequence STRATEGIES Vocabulary GUIDING QUESTIONS
CHAPTER
1
I Just Can’t Wait!
2
Scaredy Cat
3
Truth or Dare?
4
Creature Feature!
5
What part of being a teenager are you looking forward to?
What scares you?
What roles do animals play in our lives?
What is magic?
Abracadabra!
6
Way Cool Schools
What would you change to have a better school experience?
vi
Reading
Viewing
c
c
c
1
2
2
WHY use both a bilingual and an English dictionary?
HOW TO stall for time
WHY think about what you know before reading?
HOW TO watch videos with your eyes and ears open
HOW TO use capitals and punctuation
HOW TO use what you know to help you start and maintain a conversation
WHY think about synonyms as you read?
HOW TO prepare yourself to watch a video
HOW TO practise
WHY skim through a text?
HOW TO find the main idea
HOW TO use prepositions of time HOW TO use prepositions of place
HOW TO ask for help, clarification and confirmation
WHY scan a text?
HOW TO reduce your stress while viewing
HOW TO recognize cognates and false cognates
HOW TO encourage yourself and others
WHY use annotations to take notes?
HOW TO watch for specific information
WHY learn idioms?
HOW TO talk yourself through it (self-talk)
WHY identify the parts of a text?
HOW TO accept the fact that you will not understand some things
WHY use context cues?
How do you deal with peer pressure?
Oral Interaction
HOW TO make nouns plural HOW TO use the apostrophe
GRAMMAR POINTS Writing
c
3
Study Guide
and P ractise the Point
PRONUNCIATION POINTS Now Hear This
EXTRA READINGS
• Persuasive letter to your parents or • F irst-experience blog
1. Sentence Structure: Simple and Compound Sentences 2. Pronouns and Possessive Adjectives: A Personal Pronouns B Possessive Adjectives
A. Word Stress: Content and Function Words
Level 1: The Real Reason Parents Ask So Many Questions Level 2: Only 364 Days to Go
• Descriptive story or • I nformative text
3. Asking Yes/No Questions 4. Question Words
B. Word Stress: Asking Questions C. Question Words
Level 1: Haunted Houses Level 2: The Phantom of the Opera
• Comic strip or • I Dare You poem
5. Verbs: Simple Present and Present Continuous 6. Question Forms in the Present
D1. Plural Endings (s, z, iz) D2. Plural Endings (s, z, iz)
Level 1: Stories That Make You Think Level 2: That Little Voice inside Your Head
• Magazine or newspaper article or • I nterview
7. Verbs: Simple Past and Past Continuous 8. Question Forms in the Past
E. Pronouncing ed Endings F. Pronouncing Question Words in the Past
Level 1: Intelligence and Feelings: Do Animals Have Them? Level 2: The Mystery of the Talented Cat
• Review
9. Verbs: Will and Going To 10. Modals, Part 1
G. Word Stress: Statements in the Future Forms H. Pronouncing Modals
Level 1: Harry Houdini, King of Cards Level 2: The Young Magicians’ Club
11. Modals, Part 2 12. Questions with Modals
I. Can and Can’t J. Abbreviations, Acronyms and Initialisms
Level 1: When the Livin’ Was Easy Level 2: The Fun They Had
or •O pinion text
• Comparative text or • S ummary of favourite ideas
vii
Inside Moving Up 1 Moving Up 1 consists of four sections: a section of six chapters; an Extra Readings section; a Grammar Point by Point section with study guides, practice exercises and pronunciation practice; and a helpful Reference section. Explore the features that will help you in your language learning experience. The chapters begin with a brief overview, a guiding question and a Think About It text, designed to get you thinking and talking about the topic.
FIRST STOP offers brief activities to engage your interest and to activate your prior knowledge of the chapter topic.
Talk About It ‌ boxes offer ideas for you to discuss with your peers and to help you develop Competency 1.
READING tasks open with a series of activities that focus on vocabulary building and on strategies to help you understand the texts.
viii
Go to the online version of this workbook for additional vocabulary activities.
Why ‌ Because boxes explain the ways strategies can you help you to better understand what you read.
Glossaries provide definitions of unfamiliar words and expressions found in the texts. These words are highlighted within the text.
Grammar Notices mention specific grammar information presented in the text and indicate pages where you can get more information.
VIEWING tasks help you to further develop your ideas and opinions about the guiding question, and help you to develop Competency 2.
TALK ABOUT IT … presents a task designed to help you interact orally with your peers about a topic related to the theme of the chapter as you develop Competency 1.
H ow To boxes offer tips on vocabulary building and oral, listening and viewing strategies to help you complete the different tasks and develop Competencies 1 and 2.
Go to the online version of this workbook for additional viewing activities. WRITE ABOUT IT … helps you reinvest your learning in a task related to the guiding question. You can choose from suggested topics and examine models of different text types that will help you answer the guiding question.
A detailed writing process guides you as you complete your task, and tool, such as models of text types are also available to help you.
Project Zone indicates ways to include the production process as you develop Competency 3.
Write About It boxes offer suggestions for how you can express your opinion in writing and further develop Competency 3.
Editing tips pages offer opportunities to practise editing and revision before you Go Public with your Write About It task.
ix
The EXTRA READINGS section has a variety of extra texts that are related to the theme of each chapter.
The level of difficulty for each text is indicated by level 1 (easier) and level 2 (more difficult).
Go to the online version of this workbook for additional grammar activities.
The GRAMMAR: POINT BY POINT section has study guides and practice exercises for the grammar elements identified within the chapters.
A Personal Examples column is a space for you to write your own examples or take note of something you wish to remember.
P ractise the Point activities follow the Study Guide; many are text based, allowing for a more contextualized practice of the grammar point.
Pronunciation Points allow you to focus on your pronunciation in areas which may be more difficult for you. The purpose of these pages is to help you speak more naturally and with confidence.
A REFERENCE section offers a variety of information to facilitate your language learning experience, including:
x
functional language
how to debate
the three processes: response, writing and production
other resource pages containing useful grammar information
OVE RVI EW F i r st Sto p ........................................................................................... 2 6 Reading Task 1: Body, Brain and Fear: What’s the Connection? ........... 2 8
Many teens like to stay up late and tell scary stories. Others like horror movies. It’s a bit scary and a bit exciting at the same time. But why do some people like being scared more than others? What makes some people “scaredy cats,” that is, afraid of many things, and what makes other people brave? Discuss your initial thoughts about these questions as a class. Notes:
V IE W ING Task 2: Is It Safe to Fly? ............................................................................. 3 5 REA D ING Task 3: How Do You Get a Grip on Phobias and Fears? .......... 3 6 TA L K A B O U T IT Task 4: Phobia or Fear? ............................................................................ 4 3 W RITE A B O U T IT Task 5: What Makes Your Blood Run Cold? ................................... 4 4 Ed i t i n g T i p s
.................................................................................
46
Extr a R ead in gs Haunted Houses ......................................................................................... 14 5 The Phantom of the Opera ................................................................... 150
N ove l i d eas Banner In the Sky by James Ramsey Ullman | Adventure/suspense Absolutely Normal Chaos by Sharon Creech | Adventure/romance
Chapter 2
25
f
t s ir
activity
1
Finding fearsome words
Use the clues to fill in words that the clues describe. Use the numbers under the letters to find the secret word.
1. A place where ghosts live:
9
2. A place where dead people go:
1 2
7
3. Name of the fictional doctor who made a monster using pieces from dead bodies: 4
10
4. An imaginary person who becomes a howling monster during the full moon:
5
5. A fictional person who drinks blood and sleeps during the day:
3
6. A dark area created by an obstruction of light and shaped like an object’s silhouette:
6
7. The noise you make when you are afraid: SECRET WORD:
activity
1
2
2
3 4 5 6 7
8
8 9 10
Describing scary scenes
Part A Describe each of the pictures below using complete sentences.
1.
2.
26
Scaredy Cat
3.
4.
Part B c
1
In pairs, discuss your descriptions of the pictures in Part A. Did you see the same things?
activity
3
Describing scary times c
1
Answer the following questions, then discuss your answers with your classmates. 1. What is the scariest thing for you in the pictures?
2. Which pictures did not scare you at all?
3. What type of stories do you find scary?
4. What scary monsters do you know about?
5. What do you do when you’re scared?
6. When have you been really afraid? Give details.
Chapter 2
27
group:
reading
c
name:
2
Body, Brain and Fear: What’s the Connection?
Task
1
Setting It Up You will read a text called Enjoying Fear about why fear is important and what happens to your body—and your brain—when you are afraid.
A Before Reading
For more practice with the vocabulary in this chapter, check out the digital version of this workbook.
Activity
1
Checking your capitals
Highlight all the words that should be capitalized in the following sentences. Refer to the How To box if you need help. 1. we all went to the movies on thursday. 2. sophie and félix went into the house on oak road. 3. marlo liked the book tremor, but i didn’t.
Use capitals and punctuation Capitals make things stand out and are used in titles and subtitles. • Always use a capital in the first word of a sentence. • Capitals are used for proper nouns, including names, months and nationalities.
4. our english teacher, mr. trenton, loves horror stories. 5. halloween is always in october.
Activity
2
Using punctuation correctly
Rewrite the following sentences using correct capitalization and punctuation. Refer to the How To box for help. 1. “i hate scary movies” said Lucy talking loudly (3 errors)
• The pronoun “I” is always capitalized. Punctuation makes a text easier to read.
2. Why arent they watching Stephen Kings movie (3 errors)
A period (.) • shows when a sentence ends
3. “Didnt you see it it is one terrifying movie” said Nathan (5 errors)
A comma (,) • creates a pause in a sentence • separates items in a list • separates additional information from the main sentence • separates direct speech from the description of a speaker
4. Its a creepy story about two kids Lee and Vincent alone at their parents house (5 errors)
5. when the movie was over joanne said ive never been so scared (9 errors)
A question mark (?) shows you are asking a question. An apostrophe (’) shows possession or missing letters. Note: See pages 268 to 269 of the Reference Section for more on capitals and punctuation usage.
28
Scaredy Cat
group:
name:
6. Its midnight and suddenly they hear a weird frightening shrill scream coming from the forest (5 errors)
Activity
3
Matching words to definitions
Before reading the text Enjoying Fear, complete the sentences with the correct word from the Word Bank. 1. The movie was extremely 2. Marcus wanted to
his sister, so he hid in the closet. is a natural emotion that everyone feels sometimes.
3. 4. Myriam is
; she loves extreme sports.
5. Joaquin was a little
Activity
• fear • fearless • scare • scared • frightening
.
4
when he walked into the dark house.
Preparing to read
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. Alfred Hitchcock studied the science of fear and believed in the value of fear. Some people are daredevils and some people are scaredy cats; we don’t all feel fear in the same way. Everyone feels fear in their body, but we can decide to be afraid or enjoy the feeling.
b While Reading Activity 5 Reading the text As you read the text, look at the visuals and the subtitles. Take notes on what they tell you about the topic. When you reach the end of the text, reflect on how focusing on this strategy helped you to better understand and connect with the text.
Why use context cues? Because they help you: • understand the main idea of the text • prepare for the information you will read • activate your prior knowledge
Chapter 2
29
notes
I think this text is about people who like to be frightened.
By Jacob Phong
Thrill seekers Are you a scaredy cat or are you a daredevil? Look around and I’m sure you will find some people who are afraid of many things, like the 5 dark, or strange noises or watching scary movies. At the same time, I’m sure that you could call some of the people around you daredevils— people who are fascinated by fear 10 and seek it out. So why do some of us love doing scary things while others avoid them completely? Why do some people love bungee jumping, playing extreme sports and 15 riding roller coasters? Why do the rest of us stay home?
The science of fear Look at the sentences in blue in the text. What type of sentence are they? See pages 214 to 217 to learn more about this sentence structure.
30
Scientists believe that the sensation of fear is due to the presence in the brain of chemical messengers, called 20 neurotransmitters, that carry messages between the body and the brain. Daredevils have more fun doing fearful activities because their level of dopamine, one of these 25 neurotransmitters, increases more than normal during high-risk activities. Can we tell the difference between a daredevil and a scaredy cat? Well, scientifically, on a scale of Scaredy Cat
1 to 10, some daredevils score a fearless 10 for the presence of dopamine, whereas scaredy cats might be as low as a fearful 1. However, most people are in the 35 middle of this scale and enjoy thrilling experiences from time to time. 30
True fear: A full-body experience Why do we experience fear? Well, fear, in truly fearful situations, tells 40 our body how to react to physically dangerous situations. A part of our brain, the amygdale, is essential to our ability to feel emotions, including fear. In order to keep us 45 safe, the amygdale in our brain decides whether we should stay and confront the situation or run and hide. This is known as the fightor-flight response. As our brain 50 registers fear, our bodies also react: Our heart starts beating faster, we begin to sweat, and our breathing becomes quick and shallow. Do we exhibit all of these symptoms when 55 we are afraid? Probably, although we might not be aware of them unless we are truly afraid.
notes
Feeling scared, but safe Some scientists believe, however, that our brains may not be able to 60 recognize the difference between a real frightening experience and an experience that people invent to make us feel afraid. Because of this, both daredevils and scaredy cats can 65 experience scary things such as horror movies and roller coasters and feel frightened without actually being in any physical danger.
Alfred Hitchcock Alfred Hitchcock is one of the most famous makers of horror movies of all time. He once wrote an article about the idea of experiencing fear in a safe environment. Despite the fact that many parents never want 75 their children to be afraid, Hitchcock, a true believer in the value of fear, thought that enjoying fear was a fundamental part of being alive and that denying 80 people the chance to experience feeling scared was a terrible idea. In considering the question, “What would we do without fear?” he argued, “Without 85 fear, people would never be able to ride a roller coaster, or climb a mountain or take a midnight stroll through a graveyard.”
Enjoying fear Think about sky divers who jump out of planes from thousands of feet up in the air. As they jump, they do not feel that their fast heartbeat, quickened breath and that prickly 95 sensation at the back of their neck are something to be avoided. Instead, they embrace that feeling of fear, welcoming it with open arms. The same goes for skiers who 100 zoom down mountains at over 100 kilometres an hour. And what about Formula One race-car drivers? Or rodeo cowboys? These daredevils enjoy being afraid … but in a 105 relatively controlled environment. In fact, millions of people every day search for ways to enjoy fear. People who work at carnivals and theme parks will tell you that the most 110 popular rides are those that produce the biggest thrills. In other words, they create the greatest sensation of fear. 90
denying: not allowing argued: gave reasons for stroll: a leisurely walk quickened: accelerated prickly: uncomfortable; tingly
70
Chapter 2
31
notes
Fear at the theatre
darkened: with little or no light ficticious: invented; fabricated damp: a little wet
And that is only the beginning. For 115 every person who looks for real fear by doing dangerous acts, millions look for it in the theatre, in the cinema and in books. In darkened cinemas, they identify themselves 120 with fictitious characters who are experiencing fear, and experience, for themselves, the same fearful sensations (the quickened pulse, the alternately dry and damp palms), 125 but without paying the price. They are not in any real physical danger, and they know it. This allows them to feel safe and scared at the same time.
To fear or to fear not Take, for example, a classic fearful situation: A girl walks into a darkened house, looking for her friends. The lights will not go on. She is suddenly attacked by a 135 masked intruder and is imprisoned in a lonely room in the dark house. If this terrible situation were to happen in real life, the young woman would be forever trauma140 tized. The scaredy cats in the audience, who are sitting on the 130
32
Scaredy Cat
edge of their seats in excitement, would probably panic if this actually happened to them. On the other 145 hand, the daredevils would probably be ready to fight. Why, then, do both daredevils and scaredy cats enjoy scary movies? Precisely because they, and the 150 actress, are not in any real danger, and everybody knows it. The girl will probably escape and the attacker will probably be caught. The director of the movie wants us to 155 believe that the heroine’s rescue is totally impossible. But deep in our subconscious, in the back of our minds, we know that the totally impossible will occur. We know this 160 because we have been to similar movies. We know that the hero, although we have just seen that he is lying unconscious on a deserted road, will appear in time to rescue 165 the girl. Or the police will arrive. Or the girl is a magician and knows how to get out of locked rooms. That is why most of us tolerate being afraid when watching scary movies. 170 We know we have a choice: to fear or not to fear.
group:
name:
C After Reading Activity 6 Checking for global understanding Summarize how daredevils and scaredy cats are different and how they are the same. Daredevils only
Activity
7
Shared by daredevils and scaredy cats
Scaredy cats
Checking for greater understanding
Answer the following questions about the text. 1. What are neurotransmitters and what do they do?
2. Why is the amygdale in our brain important?
3. What are the symptoms of people who are experiencing fear?
4. According to some scientists, our brains may not be able to differentiate between which two things?
5. What is Alfred Hitchcock famous for?
Chapter 2
33
group:
name:
6. Why do you think that scary rides are the most popular rides at carnivals?
7. What does the writer mean when he says that the audience at the theatre is experiencing fear but without paying the price?
ta l k about it What makes a movie really scary? Why do teens generally like scary movies? Why do people react differently to scary movies?
8. How do audience members know that the hero will probably save the day at the end of the movie?
9. Which activity mentioned in the text do you consider the most frightening? Why?
10. Do you consider yourself a daredevil or a scaredy cat—or neither? Why?
D Reinvesting your understanding
c
1 2
Explain whether you agree or disagree with Alfred Hitchcock when he says that “enjoying fear is a fundamental part of being alive.” Support your opinion with information from the text and share it with a partner.
Go Further Do some research on the techniques used in scary stories, movies or music videos to create the illusion of danger. Present your findings to the class.
34
Scaredy Cat
group:
Viewing
Task
2
c
name:
2
Is It Safe to Fly? Setting It Up In Fear of Flying, you will see what happens when a bird’s phobia becomes so powerful it affects and interferes with his life. Can a bird even have a fear of flying?
A Before Viewing Activity 1 Preparing to view Imagine you were a bird with a fear of flying. What emotion(s) or sensation(s) would you experience (FEEL), how would you cope with your phobia (DEAL) and what could you do to try to overcome it (HEAL)? Feel
For more practice with this video, check out the digital version of this workbook.
Deal
Heal
b While Viewing Activity 2 Checking for greater understanding Decide if the following statements are true (T) or false (F). Discuss your answers with a partner. 1. Dougal’s alarm clock wakes him up. 2. Dougal and Lucy have known each other for a long time. 3. A squirrel in a ski mask robs Dougal’s house. 4. Dougal abandons his house and flies south for the rest of the winter. 5. Dougal knows how to swim.
T T T T T
F F F F F
Prepare Yourself to Watch a Video Before you watch a video: • Read the task title and Setting It Up text. Think about all the things you already know related to the topic. • Read the questions in the While Viewing and After Viewing activities. These will give you clues about what to focus on in the video.
C After Viewing Activity 3 Checking for global understanding How did Dougal FEEL, DEAL and attempt to HEAL himself? Feel
Deal
Heal
Chapter 2
35
group:
reading
c
name:
2
How Do You Get a Grip on Phobias and Fears?
Task
3
Setting It Up Everyone is afraid of something. It might be something minor, like falling off your bike, or something major, like going to the dentist. When does a fear become a phobia, and what’s the difference? In this text, you will read about fears and phobias and possible solutions to both.
A Before Reading Activity 1 Finding synonyms for key words in context Choose the correct synonym for the word underlined in each sentence. Use the context to help you. 1. Keira panicked when she saw the spider. She screamed and jumped onto a chair.
calmed down
was terrified
laughed out loud
2. Maude was full of apprehension when she heard a strange noise in the kitchen; she started trembling and shaking.
anxiety
confidence
anticipation
3. Samuel felt very afraid when he got on the plane. He just wanted the flight to be over.
Why think about synonyms as you read? Because
• improve your vocabulary skills • put words, expressions and ideas from the text in your own words
scared
happy
4. Yannik wanted his life to improve, so he went to therapy for his phobia.
they help you:
brave get interesting
get worse
get better
5. He realized that his fear was totally irrational; there was no reason for it.
illogical
Activity
reasonable
2
fascinating
Preparing to read
Write a brief description of some common phobias and fears you know about.
• improve your understanding of the text
b While Reading Activity 3 Reading the text Do you remember why it helps to look at the visuals and subtitles before you read a text? (Refer to the Why ... Because box on page 29.) As you read, take notes about what these visuals and subtitles tell you about the topic. When you reach the end of the text, think about how this strategy helped you to better understand and connect with the text.
36
Scaredy Cat
notes
5
Almost everyone has an irrational fear or two. Some get nervous at the thought of needles. Others shriek at the sight of a mouse. Still others get woozy when they look down from tall buildings. For most people, these fears are minor. But for some, these fears are so severe that they cause tremendous anxiety and interfere with normal day-to-day life. When fears are irrational and disabling, they are called phobias. By www.Helpguide.org
Common Types of Phobias and Fears There are four general types of 10 common phobias and fears. • Animal phobias are fears caused by animals. Examples include fear of snakes, fear of spiders, fear of 15 rodents and fear of dogs. • Natural-environment phobias are fears of situations associated with nature. Examples include fear of 20 heights, fear of storms, fear of water and fear of the dark. • Situational phobias are fears triggered by being in a specific situation. Examples include fear of 25 enclosed spaces (claustrophobia), fear of elevators, fear of flying, fear of dentists, fear of driving, fear of tunnels and fear of bridges. • Blood-injection-injury phobia 30 involves fear of blood, fear of injury or fear of shots or medical procedures. Some phobias don’t fall into one of the four common categories. Such
35
phobias include fear of choking, fear of getting a disease such as cancer and fear of clowns. Social phobias Another set of phobias fit under the umbrella of “social phobias.”
Social phobias, also called social anxiety disorders, are fears of social situations where you may be embarrassed or judged. How do you feel in front of others? Are you 45 excessively self-conscious and afraid of humiliating yourself ? If so, you may have a social phobia. Your anxiety over how you will look and what others will think may lead you 50 to avoid certain social situations you’d otherwise enjoy. 40
Fear of public speaking, an extremely common phobia, is a type of social phobia. Other fears 55 associated with social phobia include fear of eating or drinking in public, talking to strangers, taking exams, mingling at a party and being called on in class. Chapter 2
shriek: a highpitched scream woozy: dizzy; nauseous triggered: started mingling: socializing
37
notes 60
What are some solutions for overcoming social phobias?
• Avoid caffeine. Coffee, sodas, energy drinks and chocolate all contain caffeine and act as 65 stimulants.
• Learn how to control the physical symptoms of anxiety through relaxation techniques and breathing exercises. 75
• Get adequate sleep. When you’re sleep deprived, you’re more vulnerable to anxiety. Being well rested will help you stay calm in 70 social situations.
• Replace negative thoughts with positive ones. For example, replace “I know I’m going to stutter during my speech” with “I am well prepared and ready to go.”
“Normal” Fears vs. Phobias Why do people say that it is normal, and even helpful, to experience fear in dangerous situations? Well, fear is an adaptive human response. It serves a protective purpose: acti85 vating the automatic “fight-orflight” response. With our bodies and minds alert and ready for action, we are able to respond quickly and protect ourselves.
Normal fears in children
80
Phobias in children are common. According to the online Child Anxiety Network, 90 percent of 100 children between the ages of 2 and 14 have at least one specific fear. The following fears are shared by many children in each age range and are considered normal:
But with phobias, the threat is greatly exaggerated or nonexistent. For example, it is only natural to be afraid of a snarling Doberman, but it is irrational to be terrified of a 95 friendly poodle on a leash, as you might be if you have a dog phobia. 90
Look at the words in blue in the text. What type of words are these? See pages 218 to 222 to learn more about this type of words.
105
• 0–2 years: loud noises, strangers, separation from parents, large objects
• 3–6 years: imaginary things such as ghosts, monsters, the dark, 110 sleeping alone, strange noises • 7–16 years: more realistic fears such as injury, illness, school performance, death, natural disasters
38
Scaredy Cat
notes
Signs and Symptoms of Phobias People with phobias experience many anxiety-related symptoms when they’re exposed to the object or situation they fear. The symptoms are both emotional and physical. The 120 symptoms of anxiety and fear can range from mild feelings of apprehension to a full-blown panic attack. Typically, the closer you are to the thing you’re afraid of, the 125 greater your fear will be. Your fear will also be greater if escape is difficult. 115
Common phobia signs and symptoms The following physical and mental symptoms may be experienced, alone 130 or in combination, by a person faced with a phobia encounter: • shortness of breath or a feeling of being smothered 135
• palpitations; a pounding heart or an accelerated heart rate • chest pain or discomfort • trembling or shaking • feeling of choking • sweating
140
• nausea or stomach distress • feeling unsteady, dizzy, lightheaded or faint
Symptoms of blood-injectioninjury phobia The symptoms of blood-injectioninjury phobia are slightly different from other phobias. When confronted with the sight of blood 155 or a needle, you experience not only fear, but disgust. Like other phobias, you show an initial increase in heart rate and blood pressure. However, unlike other phobias, this 160 acceleration is followed by a quick drop in your heart rate and blood pressure, which causes nausea, dizziness and fainting. Although a fear of fainting is common in all 165 specific phobias, blood-injectioninjury phobia is the only phobia where fainting actually occurs.
stutter: have difficulty speaking; repeat syllables threat: danger snarling: growling encounter: accidental meeting smothered: unable to breathe dizziness: feeling of vertigo; lightheadedness
• feelings of unreality or of being detached from oneself 145
• fear of losing control or going crazy • fear of dying • numbness or tingling sensations • hot or cold flashes
150
• fear of fainting Chapter 2
39
notes
Getting Help for Phobias and Fears Although phobias are common, they rarely cause considerable distress or 170 a significant disruption of everyday activities. For example, if you have a snake phobia, it may cause no problems in your daily life if you live in a city where you are not likely to 175 run into one. On the other hand, if you have a severe phobia of crowded spaces, living in a big city would pose a problem. If your phobia doesn’t really impact 180 your life that much, it’s probably nothing to be concerned about. But if avoidance of the object, activity or situation that triggers your phobia interferes with your normal 185 functioning or keeps you from doing things you would otherwise enjoy, it’s time to seek help.
• Step 5: Look at dogs through a closed window. • Step 6: Look at dogs through a partly-opened window. 210
• Step 8: Move further out from the doorway to look at dogs. 215
on the other hand (idiom): from another point of view; alternatively crowded: with a lot of people fuel: stimulate; increase
Here is a typical scenario for an exposure treatment to help someone 200 face a fear of dogs: Facing a fear of dogs • Step 1: Draw a dog on a piece of paper. • Step 2: Read about dogs. • Step 3: Look at photos of dogs. 205
40
• Step 4: Look at videos of dogs.
Scaredy Cat
• Step 9: Have a helper bring a dog (on a leash) into a nearby room.
• Step 10: Have the helper bring the dog (still on a leash) into 220 the same room. Self-help tips for overcoming phobias and fears There are many self-help strategies you can use to overcome phobias and fears.
Treatment for phobias and fears The most frequently used treatment for phobias is exposure therapy. This 190 treatment is very effective. In exposure therapy, you are exposed in a safe and controlled way to the object or situation you fear. The most commonly used exposure therapy 195 involves gradual encounters with the fear-producing object, first in the imagination and then in reality.
• Step 7: Look at dogs from a doorway.
• Learn about phobias. Understanding your phobia is the first step to overcoming it. It’s important to know that phobias are common. Having a phobia doesn’t mean you’re crazy! It also 230 helps to know that phobias are highly treatable. You can overcome your anxiety and fear. 225
• Challenge negative thoughts. The anxious thoughts that trigger and 235 fuel phobias are usually negative and unrealistic. It can help to put these thoughts to the test. • Remember: You are not alone. Talk about your fears with people 240 you trust. Share your worries. After all, a problem shared is a problem halved.
group:
name:
c After Reading Activity 4 Checking for global understanding 1. What are phobias?
2. Name four types of common phobias: a) b) c) d) 3. What is another name for social phobias?
Activity
5
Checking for greater understanding
Answer the following questions about the text. 1. What is a “natural-environment phobia”?
2. What causes situational phobias?
3. Name two phobias that are not included in the four common categories.
4. Explain “social phobia.”
5. Put each phobia into the correct category in the chart below: fear of: taking exams
public speaking
thunder
spiders
the dark
snakes
closed spaces
flying
getting hurt
needles and injections
Animal phobia
Naturalenvironment phobia
Situational phobia
Blood-injectioninjury phobia
Chapter 2
Social phobia
41
group:
name:
6. How can fear be helpful in dangerous situations?
7. Based on their fear, put the following people into their correct age group. Marcus is worried about the health of his 87-year-old grandfather. Soumali needs a nightlight when he sleeps. Kimalee is nervous about her end-of-year evaluation. Simon cries when he sees somebody new. Marilou always checks under her bed before she goes to sleep. ValĂŠrie was afraid when she saw the big furry teddy bear. 0 to 2 years
3 to 6 years
7 to 16 years
8. According to the text, what two characteristics would make your fear greater? a) b) 9. Complete the chart to show how symptoms differ between a regular phobia and a blood-injection-injury phobia. Regular phobia a)
ta l k c 1 about it In your opinion, what are the most common fears people have? What are the major differences between fears adults have and fears teens have? If you had a social phobia, what solution would work best for you? Why?
Blood-injection-injury-phobia
fear
b)
c)
10. When should you get help for a phobia?
D Reinvesting your understanding
c
1 2
Explain to a partner how you would help a friend get over his or her fear of spiders. Be sure to use information from the text to support your ideas.
42
Scaredy Cat
ta lk a b o u t i t
c
1
Phobia or Fear?
Task
4
ACTIVITY
1
Analyzing the problem
Read the situations below. In a group, decide what phobia or fear each person has. Use information from this chapter. Come to a consensus on appropriate solutions for each problem.
Use what you know to help you start and maintain a conversation • Recall vocabulary you have learned about the topic. Make a list to help you.
Josie’s story
Patrick’s story
Next week is vaccination week in school. Josie doesn’t want to get the shot because she is afraid of needles. Her mother says she has no choice because it is better for her health to get the vaccination. Josie is afraid she’ll faint in front of all her friends and look silly. She is considering playing hooky from school during the vaccination.
Patrick skipped class today. It’s Monday and he’s afraid that the teacher will ask each student to describe what he or she did on the weekend. He knows it shouldn’t be a big deal, but it really stresses him out. Whenever he has to speak in front of more than just a few people, his voice starts shaking and his face gets red.
• 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:
Kate’s story
Nick’s story
Kate loves all animals, except frogs. Every time she sees one, she shivers. She wants to skip science class next week because the teacher told the students that they are dissecting frogs during science lab. She is afraid she’ll be sick and embarrass herself.
Nick went to Florida last year and was caught in a hurricane. Now he constantly watches the weather channel to see if a storm is predicted. If the wind is blowing strongly, he goes down to the basement of his house and stays there. When his parents force him to go to school, he spends his time at the school infirmary.
Hmm, I read that … I remember when we studied … • Use the ideas and information in the How To box to help you to continue discussion.
Jeremy’s story Jeremy is a very athletic guy and loves all sports, except rock-climbing. Jeremy is afraid of heights. When he is up high, he gets so scared that he can’t move. Next week, the gym teacher is taking the students out to practise rock-climbing. Jeremy doesn’t want to go.
ACTIVITY
2
Considering other problems
Think of some phobias not mentioned in this chapter. Present your phobias to the class along with suggested therapies. Chapter 2
playing hooky: staying away from school without permission shivers: trembles; shakes skipped class: did not go to a school period
43
write about it c
Task
5
What Makes Your Blood Run Cold? a Choose your topic
d Write a Draft
Write about a scary situation you’ve lived through, heard about or imagined.
Go with the flow of your ideas. Don’t stop to correct spelling or grammar right now. Examine the models on the next page to help you structure your text.
Choices
Post your story on the internet or on your school forum or class website.
Late-night scary-movie marathon Extreme sports I’m not afraid of you! Overcoming fears Halloween tales Worst nightmare Other:
Ask your teacher for website addresses that accept submissions.
B Choose the Type of Text You want to write Choice 1 Write an informative text for a school newsletter.
Choice 2 Write a descriptive story.
c Plan Your Text Look through the chapter for ideas or do research on the internet. Brainstorm ideas. Write down your thoughts as they come to you. Remember to use new vocabulary from this chapter. Group ideas and make links between your points. Then, write a brief outline of your text.
makes your blood run cold: makes you feel terrified
44
3
Scaredy Cat
e Revise Your Text Read your text carefully and critically. Ask yourself if your message is clear. Make sure you have used interesting vocabulary to hold the attention of your readers.
f Edit Your Text Show your draft to someone (a classmate, teacher, etc.) to get some feedback. If you can, put your text aside for a while and then come back to it for a fresh look. Check your punctuation, spelling and grammar. Write your final version.
g Go Public Find a way to share your text. Publish your story on an internet site (see the ICT box on this page). Or, produce a newsletter and include your classmates’ stories.
Project Zone
Do a survey to find out what students in your school fear most. Set up a workshop to help students with their top three fears. Advertise the workshop with posters and pamphlets. Invite keynote speakers, parents and teachers to assist. See page 263 for information on the production process.
mode l s informative text
descriptive story
Title Start with an interesting title that tells the reader what your text is about.
Title Start with a title that catches the reader’s attention.
Freezing Your Fear!
Halloween Horror!
Introduction Begin with a paragraph that introduces your topic. Fear can stop you from doing things that might actually be fun. However, there is a way to stop fear from stopping you: You can freeze fear.
Introduction Keep the reader’s attention by introducing the main character(s) and telling where and when the story takes place. It’s October 31, 9:00 p.m., and Donia and I are ready to go. We are disguised as …
Body Give information about the topic and support your information with facts and examples. Studies show that the majority of teens are afraid of … The best way to get over this type of fear is to … When Maxine was young, she used to … Now she …
Body Explain what happens to the main character(s). We decided last year we that we would go to … Now we are lost … Suddenly …
Conclusion Wrap up the information given in the text. Do not let fear destroy your life. As you can see, there are solutions …
Conclusion Explain how things end. I look at the policeman and think, “Next time, I’ll bring a flashlight with me.”
Chapter 2
45
group:
writing c
name:
3
WhAT do you know?
editing
Apply the editing tips shown on this page to the text. Follow the examples. Did you You did hear about the zombie apocalypse? It’s coming, When you know. Where did I hear about it, you ask? I heard it last Halloween for the first time. I was scared, you ask? At first I wasn’t, but now I am. You aren’t? You should be. I read about it in an online
For more grammar practice, check out the digital version of this workbook.
forum at www.gullible.fool.com and I have not forgotten a word since. You would forget such news? I didn’t think so. I read that a secret
Asking Yes/No Questions Ask yourself: Do my yes/no questions follow the correct word order? • Do my yes/no questions using to be begin with to be in the past or present form, then follow with the subject + the rest of the question? • Do my yes/no questions with other verbs begin with a modal or the auxiliary to do, then follow with the subject + the main verb + the rest of the question? For more on asking yes/no questions, see Grammar Point 3, pages 214 to 216.
Question Words Ask yourself: Did I use the right question word to get the answer to my information question? • who, what, where, when, why, whose, which or how • how + adverb or adjective For more about question words, see Grammar Point 4, pages 218 to 221.
46
Scaredy Cat
government-manufactured virus is transforming ordinary people into zombies and that the virus is contagious. People have already started getting infected in places such as Florida and Texas. The virus is moving north, very slowly. Do you want to know how is it transmitted? One touch from a zombie is all it takes! What you haven’t heard about it before? Because the government is trying to keep it a secret, that’s why. But I found out. What you would do if you found out? You do think you will tell anybody? I’m not too sure, either. I have tried warning everyone in my family, but nobody listens. I even tried getting more info from the website, but the government must have shut it down because the link is broken. Which could all this mean? I wish I knew. Do have you any ideas on what to do? Write your own examples here.
OVE RVI EW F i r st Sto p ........................................................................................... 4 8
Not all types of peer pressure are bad. Sometimes being part of the crowd is fun, especially when you enjoy what you’re doing. But what happens if you go against the crowd? Do you know what peer pressure is? Is it enough just to say no or does it depend on how you say it? Discuss your initial thoughts about these questions as a class. Notes:
Reading Task 1: I Dare You to Seize the Day ................................................... 5 0 Task 2: Do You Know the Tricks? ......................................................... 5 8 V IE W ING Task 3: Real Friend? .................................................................................... 6 4 TA L K A B O U T IT Task 4: How Do You Say “No”? ........................................................... 6 5 W RITE A B O U T IT Task 5: How Do You Deal with Pressure? ....................................... 6 6 Ed i t i n g T i p s
.................................................................................
68
Extr a R ead in gs Stories that Make You Think .................................................................. 155 That Little Voice Inside Your Head ...................................................... 16 0
N ove l i d eas Rumble Fish by S. E. Hinton | Adventure/drama Twilight by Stephenie Meyer | Adventure/fantasy
Chapter 3
47
st u dy g u i d e
Asking Yes/No Questions
Point
Questions are asked in many ways in English. The two main categories are yes/no questions and information questions, each with variations. personal examples Read the information in the Study Guide. Write your own examples in this column.
Yes/No questions may be answered with a simple yes or no. You may use contractions when answering in the negative.
1. To be Forming yes/no questions with verb to be Main verb
Subject
Rest of question
Affirmative answer
negative answer
Am
I
a scaredy cat?
Yes, I am.
No, I am not. No, I’m not.
Is
Maxwell
afraid of heights?
Yes, he is.
No, he is not. No, he isn’t.
Are
the guys
at the graveyard?
Yes, they are.
No, they are not. No, they aren’t.
2. Other verbs Forming yes/no questions with other verbs (Present)
Are you worried about your speech?
Subject
Auxiliary
Main verb*
Rest of question
Affirmative answer
negative answer
Do
you
like
suspense stories?
Yes, I do.
No, I do not. No, I don’t.
Does
Karine
scream
at horror movies?
Yes, she does.
No, she does not. No, she doesn’t.
Do
they
switch on
the light when it is dark?
Yes, they do.
No, they do not. No, they don’t.
* All main verbs (except to be) stay in the infinitive (without to).
3. Modals Forming questions with modals and in the future (with Will ) Auxiliary
Subject
Main verb
Rest of question
negative answer
Could
I
read
that book?
Yes, you could.
No, you could not. No, you couldn’t.
Can
they
see
the cat in the dark?
Yes, they can.
No, they cannot. No, they can’t.
May
we
leave
now?
Yes, you may.
No, you may not.*
Should
we
meet
tonight?
Yes, we should.
No, we should not. No, we shouldn’t.
Will
Jordon
go
into the haunted house?
Yes, he will.
No, he will not. No, he won’t.
* We usually do not use a contraction for may.
214
Affirmative answer
Chapter 2 Scaredy Cat
group:
1
practise the point
name:
Read the answers below and write the appropriate question. a) No, I am not afraid.
b) Yes, she suffers from arachnophobia.
For more practice on this and any other grammar point, check out the digital version of this workbook.
c) Yes, we can cure a phobia.
d) No, Marcus won’t go to see the movie.
e) Yes, Sophia does like horror movies.
f) No, the children don’t cry when they are afraid.
g) Yes, you should read that book.
h) No, clowns don’t scare the older children.
2
Unscramble the words to write a question using the correct word order. Then, answer each question with a complete negative sentence. Use the contracted form. a) ghosts / you / do / believe in / ? Question: Answer: b) outside / the house / she / is / ? Question: Answer: c) climb out / Guillaume / the window / can / ? Question: Answer: d) trick / will / the kids / a scary / play / ? Question: Answer: e) the house / are / sure / the noise / inside / is / they / ? Question: Answer:
Point 3 Asking Yes/No Questions
215
group:
practise the point
3
name:
Rewrite the following questions using correct question form. a) Do they will dress up in their costumes?
b) Do you are afraid of the dark?
c) Do Marissa lives near the graveyard?
d) Does he can go into the dark room alone?
e) May Sean to sleep with the light on?
f) Should we be go to the graveyard?
g) May we can listen to the message?
h) Is David be alone in his room?
4
Write your own questions and ask a partner to answer them. a) Question: Answer: b) Question: Answer: c) Question: Answer: d) Question: Answer:
216
Chapter 2 Scaredy Cat
p r o n u n c i at i o n p o i n t
name:
group:
Word Stress: Asking Questions
now hear this
Listen carefully to the questions being asked. Decide which diagram best describes the stress and intonation in each question. Put a check beside your choice. 1 Where does he live? • a) • • • b) • • • •
a) • • • • • • b) • • • • • • 4 How does he go to work? • •
• •
• •
When asking yes/no questions, stress the last word of the sentence. The question should end with a rising intonation. a) Does she understand?
a) • • • • • b) • • • • • 3 Why is he crying so loudly?
• •
When asking questions, word stress follows different patterns than it does with statements. Listen to how word stress is used with the following types of questions.
1
2 How many do you know?
a) • b) •
remember this
•
b) Are you going?
c) Can you go?
2
3
When asking short wh questions, stress the question word and the last word in the question. a) What will she do?
b) When will it happen?
c) Where is he?
d) Why are you afraid?
When asking longer wh questions, put the stress on the question word and the verb. a) Why is he running so fast? b) Who is going to the party? c) Where did he go with the books? d) What do you fear the most?
4
When asking how questions, stress the question word and the adjective that follows. a) How many did you see? b) How much did Sarah know?
•
c) How often do we have to go? d) How long can you hold your breath?
practise this
1
2
Underline the stressed words in the questions below. Practise reading the questions out loud. a) How many students are afraid of ghosts?
b) When do you think you’ll be able to come?
c) Why does she always scream at horror movies?
d) Where are you living now?
Write three questions of your own. Find a partner and practise saying each other’s questions. Make sure your intonation rises at the end of each question. a) b) c) Point 3 Asking Yes/No Questions
217
st u dy g u i d e
Question Words
Point
In this Study Guide, you will learn which question words ask for what specific type of information. personal examples Read the information in the Study Guide. Write your own examples in this column.
Information questions start with a question word and demand more than a yes or no answer. Chart 1 The usual structure for information questions Question word
Auxiliary
Subject
Main verb
rest of question
Who
do
I
need
to ask?
What
should
we
bring
to the party?
Chart 2 When the answer is the subject of the verb (no auxiliary) Question word
Main verb
rest of question
Answer
Who
heard
a scream?
Joel heard a scream.
Which
gives
the biggest thrill?
Le Monstre is the most thrilling.
Chart 3 Questions using the verb “to be” use a different structure Question word
Who can I scare now?
verb “to be”
subject
Rest of question
Who
are
you?
What
is
the vampire’s
name?
Where
are
they
from?
Question words ask for specific types of information. Question word
Information asked
Example
Who
person/people
Who wrote that horror story? Answer: Edgar Allan Poe wrote the story.
What
thing/event
What did he do when he heard the strange noise? Answer: He ran out of the room when he heard the noise.
When
time
When does the movie start? Answer: The movie starts at eight o’clock.
Where
place
Where can Carl learn about phobias? Answer: He can learn about phobias at the community centre.
Why
reason
Why did you run out of the cinema? Answer: I ran out the cinema because I was afraid.
Which
choice
Which do you prefer, horror or suspense stories? Answer: I prefer suspense stories.
manner/degree
How did he escape from the locked room? Answer: He escaped by climbing out the window.* How do you like the new book? Answer: I really like the new book. It’s very interesting.
How
* We often answer the question How (manner) with by + verb + ing: Question: How did he conquer his fear? Answer: He conquered his fear by going to therapy.
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Chapter 2 Scaredy Cat
How can be used with an adjective or adverb to ask about age, size, speed, degree, etc.
How old are you? How fast is a werewolf?
How big is the house? How thrilling is the roller coaster?
How many times did she scream?
How + many / much / often / long / far can be confusing. Question word
Information asked
How many
amount (count)*
How many ghosts did you see at Halloween? Answer: I saw seven ghosts on my street!
How much
amount (non-count)*
How much fear can a person manage? Answer: The amount of fear a person can manage depends on the person.
How often
frequency
How often do you go to the movies? Answer: I go to the movies twice a month.
How long
duration/length
How long does the movie last? Answer: The movie lasts two hours. How long are his fangs? Answer: His fangs are about five centimetres long.
How far
distance
How far is it from your house to the cemetery? Answer: It’s two kilometres from my house to the cemetery.
Example
* See the chart below for more about count and non-count nouns.
In order to use how many and how much correctly, you need to understand the difference between count and non-count nouns. Count and non-count nouns The question HOW MANY? is used with COUNT NOUNS. • Count nouns can be counted. They have singular and plural forms. one ghost one snake
two ghosts ten snakes
• Some plurals are irregular and do not add s. They are still considered count nouns. one man one child
two men two children
The question HOW MUCH? is used with NON-COUNT NOUNS. • Non-count nouns cannot be counted. Normally they do not have a plural form. research/researches blood/bloods information/informations knowledge/knowledges • Non-count nouns are singular. Use the singular form of the verb with them. A little knowledge is dangerous. Bad behaviour is risky. • Never use an indefinite article (a or an) or a number before non-count nouns.
For a list of irregular plurals, see page 266.
a blood an information six researches
Point 4 Question Words
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group:
name:
practise the point 1
For more practice on this and any other grammar point, check out the digital version of this workbook.
Read the answer to each question. Decide which question word best completes the question and write it in the space provided. Question
2
3
Answer
a)
is the haunted house?
The haunted house is on Elm Street.
b)
is hydrophobia?
Hydrophobia is an extreme fear of water.
c)
book is yours?
The book about phobias is mine.
d)
did you react when it happened?
I started sweating and shaking.
e)
is your favourite author?
My favourite author is Mary Shelley.
Match the question words on the left with the appropriate responses on the right. a) Why?
1. spiders
b) How often?
2. five and a half kilometres
c) What?
3. that one
d) Who?
4. three times a week
e) How far?
5. by screaming out loud
f) When?
6. Suzy
g) How?
7. at Halloween
h) Which one?
8. because he likes horror movies
Complete the following questions with the correct “how” question. Question
4
a)
water fell into the hole?
A lot of water fell into the hole.
b)
were you alone?
I was alone for about six hours.
c)
does she run every day?
She runs three kilometres every day.
d)
people escaped?
Fourteen people escaped.
e)
does she go to therapy?
She goes to therapy once a month.
Write the appropriate question to fit the underlined words. a) Nathalie owns a dozen black cats.
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Answer
Chapter 2 Scaredy Cat
group:
practise the point
name:
b) He faints because he is afraid of getting shots.
c) The workshop on fear starts at seven p.m. d) Yassin always wears gloves because he’s afraid of germs.
5
Place the nouns from the Word Bank in the correct column. How many? (count)
6
How much? (non-count)
• blood • ogre • water • monster • phobia • danger
Choose the correct answer from the Word Bank for the questions below. a) How scary was the movie? b) How tall was Frankenstein’s monster? c) How big was the ghost that you say you saw? d) How fast can you run when you are afraid? e) How cold was the haunted house? Write the correct question word for the underlined words in the sentences below.
• I can go faster than you think! • It was almost seven feet tall! • It was freezing! • It was huge! • It was terrifying!
a) The friends were afraid when they heard the noise. b) Every time she sees blood, she faints. c) He is in plenty of danger. d) Brian doesn’t like rock-climbing. He’s afraid of heights. e) He cured his phobia by using visualization therapy. Write your own answers to the questions below. a) Where is the safest place for you?
b) When do you think is the scariest time of day for small children?
c) How many members of your family are afraid of spiders?
d) Which scares you the most: loud noises or complete silence?
e) Who is the bravest person you know?
germs: microbes Point 4 Question Words
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p r o n u n c i at i o n p o i n t
name:
group:
Question Words now hear this Part I Put a check mark beside what you hear. 1. a) Were they? b) Where are they? 2. a) I know why. b) I know the Y. 3. a) Which is a choice. b) Witches choice. 4. a) I know the when and the where. b) I know they went ... and where. 5. a) Where is Hugo? b) Where did Hugh go? 6. a) Which is your wand? b) Witches use wands? Part II When you are listening to someone speak, you have to pay attention to the context to understand the words that are being used. You also have to listen carefully to the pronunciation of each word.
remember this Study the chart for tips on how to pronounce question words. Pronouncing question words When pronouncing the wh in who, the w is silent: It sounds like hoo. When pronouncing the wh in other question words, the h is silent: what = wat when = wen where = wer why = wy When pronouncing the h in how, say the h as you breathe out: hhhow.
Now listen to the six question words that begin the questions on the audio. Repeat each question word during the pause at the end of each question.
Listen carefully to the context and the pronunciation of each word in the audio. Then, do Part I again to validate your answers.
practise this
1
2
Practise saying the following tongue twisters out loud. Listen to your partner. a) How old are Hannibal and Harriet?
b) Why won’t Willie wear white?
c) How often have you helped Harry?
d) Where were you when you won?
Now it’s your turn. Invent your own tongue twisters below. Use as many question words as possible. Your tongue twisters should make sense.
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Chapter 2 Scaredy Cat