Next Level 4 by Les Éditions CEC

English as a Second Language • Secondary 4

4 LEVEL COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

Margaret-Anne Colgan Angelo Georgakatos Robert Thérien

TABLE OF CONTENTS Introduction................................................................................................iii

How to Use Next Level 4.......................................................................viii

Scope and Sequence Chart...................................................................vi

1 CHAPTER

.............................................................................. 1

CHAPTER

THE FORCE IS WITHIN YOU! ................. 2

BIONIC BODIES........................................... 74

2 READING In Focus . . ...................................................4 Focus on Grammar Simple Present and Present Continuous................ 9

2 READING Master of Your Body . . ................................ 76 Focus on Grammar Present Perfect.............................................. 81

1 STARTING POINT..................................................... 3

3 VIEWING Art In Nature ............................................ 10

4 TALKING Mindfulness & Meditation ........................... 12

1 STARTING POINT. . .................................................. 75

3 VIEWING Print-to-Order Organs................................ 82 4 TALKING For Better or Worse?. . ................................. 84

5 READING Ben’s Decision.......................................... 13 Focus on Grammar Simple Past and Past Continuous. . ..................... 17

5 READING Bionic Limbs ............................................ 85 Focus on Grammar Present Perfect vs. Simple Past ........................ 89

6 WRITING Write a Personal Story................................ 18

6 WRITING Write an Opinion Text................................. 90

LEVEL UP: Are You Paying Attention?.......................... 20

LEVEL UP: Bicentennial Man .. ................................... 92

CHAPTER

THE LURE OF THE AD ............................. 26

THAT’S NICE!................................................ 98

2 READING New Tricks of the Trade.............................. 28 Focus on Grammar Compound and Complex Sentences.................... 33

2 READING Universal Beauty. . ....................................100 Focus on Grammar Modals: Adding Information to a Verb . . ..............105

3 VIEWING Cash for Clicks.......................................... 34

3 VIEWING Callen Schaub: Abstract Artist.......................106

1 STARTING POINT................................................... 27

1S TARTING POINT................................................... 99

4 TALKING Play 20 Questions...................................... 36

4 TALKING Everything Nice........................................108

5 READING Advertising Tactics & Techniques ................. 37 Focus on Grammar Transition Words............................................ 43

5 READING Best-Ever Meal.........................................109 Focus on Grammar Questions with Modals...................................115

6 WRITING Write a Persuasive Text . . ............................ 44

6 WRITING Write a Descriptive Text.............................116

LEVEL UP: How Much Does It Cost? ........................... 46

CHAPTER

LEVEL UP: Music & Me...........................................118

CHAPTER

LET’S HEAR YOUR VOICE..................... 50

INTELLIGENCE.......................................... 122

2 READING Speaking with Your Actions......................... 52 Focus on Grammar Pronouns and Possessive Adjectives.................. 57

2 READING Natural Intelligence..................................124 Focus on Grammar Real Conditions.............................................130

1 STARTING POINT................................................... 51

3 VIEWING Not Interested in Politics? ........................... 58 4 TALKING Rules for Everyone..................................... 60 5 READING Because I Read It on Twitter........................ 61 Focus on Grammar Adjectives and Adverbs ................................... 65

1S TARTING POINT..................................................123

3 VIEWING Can AI Be Trusted?....................................131 4 TALKING AI: Pros and Cons .....................................133

5 READING They Cannot Communicate!.. ......................134 Focus on Grammar Hypothetical Conditions..................................139

6 WRITING Write a Manifesto...................................... 66

6 WRITING Write a Comparative Text ..........................140

LEVEL UP: Too Young to Vote?.................................. 68

LEVEL UP: The Buzz on Trees...................................142

iv TABLE OF CONTENTS

SECTION

2 POINT 1 Simple Present and Present Continuous ..........148 Observation. . ......................................................148 Theory. . .............................................................149 Practice.............................................................151

POINT 10 Present Perfect.........................................193 Observation. . ......................................................193 Theory. . .............................................................194 Practice.............................................................196

POINT 2 Simple Past and Past Continuous ...................154 Observation. . ......................................................154 Theory. . .............................................................155 Practice.............................................................157

POINT 11 Future Forms ...........................................198 Observation. . ......................................................198 Theory. . .............................................................199 Practice.............................................................201

POINT 3 Questions: Present and Past .........................160 Observation. . ......................................................160 Theory. . .............................................................161 Practice.............................................................163

POINT 12 Questions: Present Perfect and Future Forms............................................203 Observation. . ......................................................203 Theory. . .............................................................204 Practice.............................................................206

POINT 4 Compound Sentences..................................165 Observation. . ......................................................165 Theory. . .............................................................166 Practice.............................................................167 POINT 5 Complex Sentences.....................................169 Observation. . ......................................................169 Theory. . .............................................................170 Practice.............................................................171 POINT 6 Transition Words.........................................173 Observation. . ......................................................173 Theory. . .............................................................174 Practice.............................................................175 POINT 7 P ronouns and Possessive Adjectives...............178 Observation. . ......................................................178 Theory. . .............................................................179 Practice.............................................................180 POINT 8 Adjectives and Adverbs. . ...............................182 Observation. . ......................................................182 Theory. . .............................................................183 Practice.............................................................185 POINT 9 Comparatives and Superlatives......................187 Observation. . ......................................................187 Theory. . .............................................................188 Practice.............................................................190

SECTION

...................................................................... 147

3 Oral Interaction Tips................................................236 Competency Development Strategies........................237 How to Debate.......................................................238 How to Spell Better.................................................239 Response Process.. .................................................240 Writing Process......................................................241 Production Process.................................................242 Vocabulary Strategies. . ............................................243 Pronunciation.........................................................244

POINT 13 Modals: Ability, Possibility and Permission......208 Observation. . ......................................................208 Theory. . .............................................................209 Practice.............................................................210 POINT 14 Modals: Advice, Obligation and Habit.............213 Observation. . ......................................................213 Theory. . .............................................................214 Practice.............................................................215 POINT 15 Questions with Modals ..............................217 Observation. . ......................................................217 Theory. . .............................................................218 Practice.............................................................219 POINT 16 Real Conditions.........................................221 Observation. . ......................................................221 Theory. . .............................................................222 Practice.............................................................223 POINT 17 Hypothetical Conditions .............................227 Observation. . ......................................................227 Theory. . .............................................................228 Practice.............................................................229

...................................................... 235

Words that Sound the Same or Look Alike..................246 Irregular Plural Nouns .............................................247 Common Compound Nouns .....................................248 Simple Forms: Present and Past .. .............................249 Continuous Forms: Present and Past ........................250 Future Forms . . .......................................................251 Common Phrasal Verbs . . .........................................252 Common Irregular Verbs .........................................253 Credits. . .................................................................254

TABLE OF CONTENTS v

SECONDARY CYCLE 2, SECONDARY 4

SCOPE AND SEQUENCE CHART

THE FORCE IS WITHIN YOU!

CHAPTER

How does mindfulness contribute to mental health?

Starting point: Making suggestions to cope with stress and anxiety

Text 1: Mindfulness: A Mind Full of What?

Strategy: Participate more during oral interaction activities

Level Up: Does Music Really Help You Concentrate?

How ad-savvy are you?

THE LURE OF THE AD CHAPTER

LET’S HEAR YOUR VOICE

Starting point: Sharing facts about advertising Strategy: Use substitution for words you don’t know

What does politics have to do with you?

READING TEXT

ORAL INTERACTION

Text 2: Bee for Ben

Text 1: We Are Game Text 2: The Best List – Better Than All the Rest Level Up: The Real Reason Most Prices End In 99 Cents

Starting point: Discussing Text 1: The Power strategies to get your voice of Your Voice heard Text 2: Social Media Strategy: Prepare for an Influences Politics, but oral interaction in advance Not in the Way You Might Think Level Up: Voting Age of 16 Backed by Long-ago Proponent of Vote for 18-Year-Olds

CHAPTER

BIONIC BODIES

How can technology and medicine work together?

Starting point: Giving your opinion on ethical issues

Text 1: Machine + Medicine = Man?

Strategy: Remember to stay on topic

Text 2: University of Alberta Engineering Student Building Better Bionic Limbs Level Up: Bicentennial Man

CHAPTER

THAT’S NICE!

CHAPTER

What makes us appreciate things?

How smart is this?

INTELLIGENCE

vi SCOPE AND SEQUENCE CHART

Starting point: Expanding vocabulary to express beauty

Text 1: Pretty Patterns in Nature

Strategy: Brainstorm for ideas

Level Up: Music Makes Me

Text 2: Eating Out

Starting point: Discussing the many aspects of intelligence

Text 1: We Are Not the Only Ones

Strategy: Expand your vocabulary

Level Up: Let’s Talk About Trees

Text 2: Wrong Outcome

CHAPTER

GUIDING QUESTION

STRATEGIES

Reading: Connect the text to personal experiences

Viewing: Watch for key ideas

VIDEO

When city life gets too demanding, this artist meditates . . . by turning flowers into insects

Reading: Predict content

C.R.A.A.P. Research

Reading: Take note of important information while you read

Relevance

Reading: Take note of new words or expressions

Reading: Identify key words and expressions Viewing: Infer meaning as you watch the video

Are the sources relevant to your topic?

Accuracy

These Abstract Paintings Are Unbelievably Satisfying

Authority

Reading: Use graphic Are We Safe in a organizers to organize Future with A.I.? the information you read Viewing: Stay focused while viewing

Is the information current?

3-D Printing Organs

Viewing: Pay attention to context cues

GRAMMAR

Strategy: Brainstorm Point 1: Simple Present ideas more and Present Continuous effectively How does Point 2: Simple Past and C.R.A.A.P. help Text type: Personal Past Continuous me find the right story Point 3: Questions: Present information? and Past Currency

Viewing: Stay focused on the video as you view

WRITING

Overview of C.R.A.A.P.

Social Media Influencers: How Viewing: Relate what They Make Money you view to personal experiences Why Are Youth Not Interested in Politics

Is the information accurate?

Are the author's credentials authoritative?

Strategy: Use new vocabulary in your writing

Point 4: Compound Sentences

Text type: Persuasive

Point 6: Transition Words

Strategy: Use information and vocabulary from the chapter

Point 7: Pronouns and Possessive Adjectives

Text type: Manifesto

Point 9: Comparatives and Superlatives

Is there an unstated or hidden purpose behind the information?

Point 8: Adjectives and Adverbs

Strategy: Remember Point 10: Present Perfect to hook your reader Point 11: Future Forms and keep them Point 12: Questions: Present interested Perfect and Future Forms Text type: Opinion Strategy: Use comparisons (similes and metaphors) to improve your descriptions Text type: Descriptive

Purpose

Point 5: Complex Sentences

Strategy: Avoid overgeneralizations and extreme statements

Point 13: Modals: Ability, Possibility and Permission Point 14: Modals: Advice, Obligation and Habit Point 15: Questions with Modals Point 16: Real Conditions Point 17: Hypothetical Conditions

Text type: Comparative

SCOPE AND SEQUENCE CHART

vii

CHAPTER

The

of the

Lure

1 Starting Point.. ...............................27

2 New Tricks of the Trade.. ................. 28

3 Cash for Clicks. . ............................. 34

4 Play 20 Questions.......................... 36

5 Advertising Tactics &

6 Write a Persuasive Text.................. 44

HOW _ AD SAVVY ARE YOU?

Techniques....................................37

LEVEL UP: How Much Does It Cost?.. ....................................... 46

FOCUS ON GRAMMAR Compound and Complex Sentences. . ........................33

FOCUS ON GRAMMAR Transition Words............................ 43

26 SECTION 1 • CHAPTER 2

What Do You Think? Ads are everywhere. Depending on where we live, we can see between 4,000 and 10,000 ads in a single day. Some are obvious and honest. Others, like greenwashing, are very sneaky and manipulative. Let’s take a look at some of the tactics companies use to make us buy their products.

Starting

POINT

Test your knowledge A Complete the sentences below with words from the box. billboard butter

catalogue digital

jingle mobile

postcards prayer book

1. In 1472, the first print ad announced a

video watches

for sale.

2. The first Canadian advertisement offered edition of the Halifax Gazette.

for sale in a 1752

3. With the rising popularity of automobiles in the early 1900s, the first ads appeared on US roads. 4. Direct marketing started with 8,000 handwritten by Sears Roebuck in 1892. They received 2,000 orders.

sent out

, especially the Eaton Company’s, was the best 5. The mail-order way to reach consumers in 1900's Canada. 6. A 20-second ad for Bulova It aired before a baseball game in 1941.

was the first-ever TV commercial.

is from Mr. Clean. The song was 7. The longest-running introduced in 1957 and is still in use today. ad appeared in 1997 in Finland. It offered free news 8. The first headlines on smartphones, sponsored by advertising. 9. The birth of online YouTube in 2006.

advertising started with the launch of

10. Companies first spent more on

than TV ads in 2017.

B Discuss your answers with a partner. Think of two other interesting facts about advertising and discuss them with another team.

Tease the brain C Work with a partner. Copy the letters of each box in the correct order to reveal a quote by H. G. Wells. This famous science-fiction author had a poor opinion of the advertising industry. ly ng

isi Adv

i n g. zed

is leg

ali ert

CHAPTER 2 • Lure 27

New tricks

OF THE TRADE

Marketing companies are always updating their techniques and tactics. The text on the next pages reveals some of their practices.

Get ready to read 1. Product placement is . . .

a. displaying merchandise in a store. b. using merchandise in movies and TV shows. c. where a product stands in a top-10 list.

2. An earworm is . . .

a. music that constantly plays in your mind. b. a song or tune used in advertising. c. a device to clean the wax from your ears.

3. Sponsored content is . . .

a. the list of products that a company promotes. b. written material about happy topics. c. an ad that looks like an information text.

4. A trademark is . . .

a. the image or words that represent a company. b. a commercial that promotes commerce. c. the line that separates a list of numbers and their sum.

5. Demographics is . . .

a. statistical information about a group of people. b. a video that demonstrates how to solve a problem. c. a graphical way to represent information.

B Think of the best or funniest commercials you have seen. Explain what made them special.

STRATEGY

to help you READ . . .

Predict content. Here’s how: • Look at the features of the text (title, headings, pictures, text boxes, bolded words).

• Read the first words of each paragraph, then try to predict what the text will be about.

• Make notes in the margin about your prediction for each paragraph.

• Exchange predictions with a partner.

28 SECTION 1 • CHAPTER 2

A Circle the answer that best completes each sentence.

e r A e W GAME By Alan Freebe

NOTES

WE GUARANTEE THE BEST RETURN ON YOUR INVESTMENT

Did you just develop the greatest app of all time? Do you want your new mobile game to become viral? Did you finally invent the must-have gadget for everyone? If you want 5 your

product to reach as many people as

possible without spending a fortune, you have come to the right place.

We are GAME (Guerilla Action Marketing Experts), the leading company in innovative advertising techniques. We specialize in low-cost strategies 10

that create a high-impact impression on your target audience.

Why you should opt for GAME No company is too big for us, and no customer is too small. We have worked with giant corporations. We have also helped young entrepreneurs

The sentences in orange are compound.

make a fortune with very little investment. We use innovative techniques that are very efficient. We keep up to date on demographics to identify 15

and target the people who will find your product interesting. Big or small, we can make your business dream come true.

What we don’t do We do not use traditional product placement. It has become too expensive to pay to have a product used in a movie or a TV show. For us, sponsored content is out. People are starting to notice the difference between a

GLOSSARY

downfall noun disgrace; failure

real article and an elaborate ad. We also avoid celebrities as influencers. It is very risky because celebrities often do stupid things that cause their downfall. Also, these stars charge way too much, and your product will be competing with the many other products they promote. CHAPTER 2 • Lure 29

Undercover influencers

NOTES

To guarantee the best return on your investment, we place secret 25

influencers as close as possible to the people who will buy your product. We hire good-looking young men and women and place them in stores where your product is sold. They will casually mention how great your product is to unsuspecting customers. This works like magic.

Earworms We can create earworms for any product. Our expert composers will create the perfect jingle that will implant itself in everyone’s brain, without being annoying. Then, our influencers will sing the jingle at

The sentences in purple are complex.

popular events, on public transit and everywhere crowds gather. You would be surprised to know how many successful earworms we have created in the last year alone.

Shock visuals 35

Our graphic designers have won numerous awards for their work online and in public places. No matter if your trademark is an image, a logo or a phrase, our designers will integrate it into surprising imagery on unusual places like buses, sidewalks and vending machines. Their work is also everywhere on Instagram, Facebook and Twitter. Type “guerilla

marketing examples” in a search engine and select “images” to see some of our famous work.

Viral videos Our most famous technique

a surprising or funny video.

“A MAN WHO STOPS ADVERTISING TO SAVE MONEY IS LIKE A MAN WHO STOPS A CLOCK TO SAVE TIME.”

We also use the name of your

—HENRY FORD

is the use of viral videos on multiple platforms. Like for 45

shock visuals, we integrate your product or trademark in

GLOSSARY

hire verb employ casually adv informally; in a relaxed way gather verb assemble

30 SECTION 1 • CHAPTER 2

company in the title of the 50

video. Over the last four years, nine of our videos have topped the 100-million viewer mark. For a fraction of the cost of traditional product placement, your product gets much greater exposure.

Our affordable fees

NOTES

The average business spends between 2 and 5 percent of its sales revenue on marketing. We charge only between $10 and $299 a month 55

for each of our services. Think of all you can afford when you choose us to promote your brand. Always remember what Henry Ford said: “A man who stops advertising to save money is like a man who stops a clock to save time.”

Check it to understand C Answer the following questions about the text.

1. What is the intention of the author? a. to amuse

b. to inform

c. to persuade

d. to explain

2. Who is this text written for? a. potential customers

c. experts in the field

b. the general public

d. friends

3. What is GAME?

4. Why does GAME keep up to date on demographics?

5. What are three reasons why GAME does not use celebrity influencers?

6. What type of people does GAME employ as undercover influencers?

7. What does GAME consider to be the perfect jingle?

8. How can you see examples of GAME’s famous shock visuals? CHAPTER 2 • Lure 31

9. How many of GAME’s viral videos have been viewed by more than 100 million people?

10. How much does the average company spend on marketing?

Reinvest

D Use information from the text to explain two GAME techniques you would use to promote a mobile game.

E Write an email to GAME to offer your services as an undercover influencer, composer or graphic designer. Explain why you would be a good candidate for the job.

QUICK CHAT With a partner or in a group, discuss whether you agree or disagree with the following statements. • Teenagers are less influenced by marketing than adults are. • Advertisements need to be funny to be effective. • I prefer to pay for an app than to see ads every time I use a free app.

32 SECTION 1 • CHAPTER 2

“

Compared to adults, we are more . . . To give you an example, I saw . . .

”

When I see an ad on my phone, I . . . It depends on . . .

Focus on

Compound and Complex Sentences

GRAMMAR

• A simple sentence makes sense on its own. It contains only one independent clause.* subject

verb

object

This ad is about running shoes. * An independent clause contains at least a subject and a verb and makes sense on its own.

independent clause 1 coordinating conjunction independent clause 2

This ad is about running shoes, and it promotes a healthy lifestyle. • A complex sentence is composed of one independent clause and one or more dependent clauses.**

independent clause

dependent clause

This ad is about running shoes although it does not show any actual shoes. ** A dependent clause cannot stand by itself. It often contains a subject, verb and object as well, but it needs an independent clause to make sense.

For more on sentences, go to pages 165 and 169.

A Highlight the independent clauses in the text below. Then, indicate whether the sentences are simple (S), compound (CD) or complex (CX). Ads are everywhere. 1 S We can see them on all our electronic devices, and they are posted outside on every surface possible. 2 ads we see in a day. 3

Although we notice many of them, we forget most of the

Why can’t we remember the majority of these ads? 4

is limited, so we can only absorb so much information in one day. 5 ignore ads because there are so many of them. 6

First, our brain

Second, we have learned to

Does this stop their influence on us? 7

we were not so easily influenced, the advertising industry would not spend so much money trying to do just that. 8

In 2018, companies worldwide spent over 825 billion dollars on media advertising,

and that amount continues to grow every year. 9

In the past, television was the main outlet for

ads, but now most of that money is spent on digital advertising. 10 disguised as regular content. 11 everything we see. 12

These online ads are often

If we don’t want to be manipulated, we need to question

B Discuss your answers with a partner. Notice what words were used to connect the independent clauses in the compound sentences.

CHAPTER 2 • Lure 33

Cash for

CLICKS

In the following video from CBC’s The National, you will learn about a new form of direct advertising: influencers on social media.

Understand new words A Match the words from the box with their synonyms. Use resources if needed. diverse profitable

imaginative promising

lesson ready

1. brand (noun)

6. eclectic (adj)

2. parlay (verb)

7. lucrative (adj)

3. whimsical (adj)

8. heap (noun)

4. emerging (adj)

9. pointers (noun)

5. tutorial (noun)

10. willing (adj)

advice pile

Get ready to watch B Complete the following sentences with words from activity A. 1. Sometimes, an online promotes the products of a company.

is by a

2. Influencers who are at the top of the living. their style into a

influencers.

to pay a lot of money for direct advertising.

5. The Beckerman twins create their own . outfits are very

STRATEGY

are able to to help

3. YouTube has a program that gives 4. Companies are

ambassador who

content and some of their

to help you WATCH . . .

Relate what you view to personal experiences. Here’s how: • When you hear or see something that you can relate to, write down a few keywords to remember it. Be brief! Wait until the video ends before writing more. • You can relate to a person, place, event or any other element. • Discuss what you relate to with a partner. 34 SECTION 1 • CHAPTER 2

Check it to understand C Answer the following questions about the video. 1. What kind of bloggers are twin sisters Sam and Cailli Beckerman?

2. How many followers do the Beckerman twins have? a. 3,000

b. 30,000

c. 300,000

d. 3,000,000

3. Why does YouTube invest time and money to teach young influencers how to become successful? a. YouTube wants to be more popular than Instagram and Twitter. b. YouTube gets a cut of the advertising dollars each creator makes. c. YouTube wants to use real-time analytics and predictors to reach the community. d. YouTube’s job is to post content for Millennials. 4. What is the number one thing that YouTube teaches influencers?

5. How much money did beauty blogger Brittany Sarah make with her live Instagram video?

6. What is the estimated number of social influencers in Canada? a. 250 to 500

b. 25,000 to 50,000

c. 500 milllion

d. 1 billion

Reinvest D Write five questions you would ask Brittany Sarah or the Beckerman twins. 1. 2. 3. 4. 5.

QUICK WRITE On a separate sheet of paper, explain your answers to the following questions: • Do you think the number of social influencers will continue to increase?

• Why do so many people follow these social influencers?

• Should social influencers say who gives them money for their content? CHAPTER 2 • Lure 35

Play

20 QUESTIONS

Think it over A Choose a product or service you have seen advertised on TV, online or on a phone app (restaurant, sports team, gadget, automobile, movie, TV show, etc.), but do not reveal what it is. Write down five characteristics (size, colour, target market, etc.) to describe your choice. Example: It’s environmentally friendly.

1. 2. 3. 4. 5.

Talk it over B Play the game.

• Form a group of four or five and take turns. • One player reads one of the characteristics of his or her product or service. The other

players each ask a yes/no question about the product or service and guess what it is. Examples: Is it a service? Can you hold it in one hand?

• If no one guesses correctly, the player then reads another one of the defining characteristics of his or her product or service, and the other players get to ask another yes/no question and guess again.

• Play continues until the product or service is guessed correctly or 20 questions have been asked.

• Continue reading characteristics and asking yes/no questions until everyone has had a turn.

STRATEGY

to help you TALK . . .

Use substitution for words you don’t know. Here’s how: • Think of the word’s characteristics and what it represents.

It’s a place where you buy medication and other products. (a drugstore)

• Use this information to explain what you want to say.

It’s something that you drink to pep you up. (an energy drink)

36 SECTION 1 • CHAPTER 2

Advertising tactics &

TECHNIQUES

Read about some of the most popular marketing techniques used to convince you to buy product.

Understand new words

A Complete the sentences with a word from the box. Use resources if necessary. aware endorsements

misleading startling

claim drawback

resentment double-edged sword , it runs the risk of getting sued.

1. When a company makes a false 2. Once, it was easier to fool consumers, but now they are of the tricks used by marketers.

of most

3. Several techniques used by advertising companies are not appreciated by consumers . and create 4. I love this new smartphone, but the price is a 5. Megastars are paid a lot of money for their 6. If a commercial presents believe something that is not true. 7. To try to shock us, some ads use

. of a product or brand. information, it is trying to make us images and videos.

; it can work very well for the company, but it 8. This technique is a can also make consumers very angry at the company. B Give an example of a commercial that you really dislike. Explain why you dislike it.

C Discuss your answers to A and B with a partner.

Get ready to read D While reading, make notes in the margin about your prediction for each paragraph. When you have finished reading, discuss your predictions with a partner. Whose predictions were most accurate? For extra help, go to page 240 in the Reference section for other strategies.

CHAPTER 2 • Lure 37

The Best List — Better Than All the Rest NOTES

If you think the title of this listicle seems boastful, you are right. We wrote it to give you an example of a common advertising technique. See if you can spot the name of this technique in our list of the 10 most popular tricks used by marketing companies, in 5

no particular order.

1 Yes, (your name), this list is just for you! Personalization looked like this when marketers started using it years ago: your name and address. It was not very convincing. The content was the same for everyone. With all the data that is available on internet users, this technique is now very sophisticated. 10

Today’s advertisers have access to what items we buy, our hobbies, our friends . . . the list is endless. However, marketers use it carefully, so we don’t realize our privacy has been invaded.

2 ListPoodle knows, do you? A mascot to represent a product or company is a great idea, as long as it can be used for a long time. Some are world famous, 15

like the Michelin Man. This big guy has been going strong since 1894! Mickey Mouse has represented Disney for more

GLOSSARY

listicle noun text presented as a list boastful adj exaggerating achievements

38 SECTION 1 • CHAPTER 2

than 90 years. But to be 20

successful, the character must reflect the product or brand it is supposed to represent. Can you see the link between our poodle and our list? Neither can we!

By Brian Russell

3 Our list is made with 100% all-organic, non-GMO words.

NOTES 25

Of course, the words in this list are non-GMO; all words are! This particular type of exaggeration or false claim is called greenwashing. It is meant to make you believe that a product or company is environmentally friendly, even though it is not. In 2010, a study found that 95% of the consumer products claiming to be green were either

exaggerating or lying about their impact on the environment. Nowadays, consumers are more and more aware of these false claims.

4 Click here to share this list with your friends! Trying to get you to share something with your friends is called viral marketing. Companies love when you do their work for free. Sometimes it is clear that the text, image or video is promoting a 35

product, and sometimes it is hidden. But again, consumers don’t like being tricked. A hidden ad can create resentment and negative publicity for the company.

5 This list is recommended by your favourite celebrity. Using celebrities or people who are very popular on social media to promote a product is very common. It is as effective as the popularity 40

of the so-called influencer. However, there are a few drawbacks. Celebrity endorsements can be very costly. Moreover, if these stars get into trouble, the products they endorse can get bad publicity.

6 Every minute, a hundred people die without having read this list. When an ad tries to make you sad, afraid or angry, it relies on emotional appeal. It does not offer any rational explanation for you 45

to use or buy a product. The ad tries to persuade you to make an emotional decision. Obviously, this technique is used by many charitable organizations, but also to sell anything from beer to beauty products.

GLOSSARY

GMO initialism genetically modified organism brag verb boast; speak highly of oneself

7 Other lists only give you the info, ours makes you live it! You may have seen ads that brag about their product being better than 50

others. This is called comparative advertising. Companies used to just lie about being the best. Now, many governments have laws to protect CHAPTER 2 • Lure 39

consumers from false claims and misleading information. Canada

NOTES

has the Competition Act and Québec has the Consumer Protection Act. But even so, we consumers need to remain vigilant.

8 Kapow!!! This is the sound of your knowledge expanding! 55

This lame attempt at startling you is our example for shock advertising. A real ad using this technique would show you troubling images and blunt slogans. For instance, many public service announcements (PSAs) show videos of fatal car crashes resulting from texting and driving, or

clothing companies went too far and consumers reacted negatively.

9 For a limited time, read 12 techniques for the price of 10! Today’s promotion is a great deal! Special offers, contests, coupons and games with prizes, especially with limited-time offers, lure us in. Loyalty cards and programs are also included in this technique. It is hard to resist getting something for free. But we need to realize that it’s 65

another way for companies to collect data on consumers and bombard us with email publicity.

GLOSSARY

10 Download our app to see the words dance in front of your very eyes!

blunt adj direct, brusque shelter noun small protective enclosure

Do you remember the Pokemon GO craze of 2016? For many, that game introduced augmented reality, the superimposition of computergenerated imagery (CGI) over the real world. This last technique on our 70

list is gaining in popularity among marketing companies. But it can be a double-edged sword. One company created an installation in a bus shelter that looked like zombies were trying to attack the people inside. It really scared 75

a lot of people, but it also generated a lot of publicity for the TV show. As you can see, these tactics range from very simple and inexpensive, to highbudget, high-tech techniques. Knowing

40 SECTION 1 • CHAPTER 2

about them makes us better consumers.

smokers with lung cancer. But this technique is controversial. Some

Check it to understand E Answer the following questions about the text. 1. What caused personalization to be an unconvincing technique when it was first used?

2. What factor is important for the success of a company mascot?

3. What is the goal of greenwashing?

4. What two comparative advertising tricks do consumer laws try to protect us from?

5. What two examples of shock advertising in PSAs are mentioned in the text?

6. What can we gain by knowing about marketing techniques?

7. Decide if the following sentences are true or false.

TRUE

FALSE

a. The 10 techniques are presented by order of popularity. b. There is no link between the mascot ListPoodle and the list of techniques. c. A hidden ad can bring negative consequences for a company. d. Emotional appeal is only used by charitable organizations. e. With repetition, it is a good idea to have similar ads in various places. f. The sign at McDonald’s restaurants is a good example of a promotion. g. People were amused by the fake zombies attacking them in the bus shelter. 8. What sentence in the text is closest in meaning to the following statement: Once more, however, consumers hate being fooled.

CHAPTER 2 • Lure 41

Reinvest F Choose the three ad techniques you most dislike and explain why you don’t like them. 1.

G Choose two ad techniques you like. Describe a real or imaginary ad that uses each. 1. Technique: Example:

2. Technique: Example:

QUICK CHAT With a partner or in a group, discuss the following questions: • What advertising techniques do you think are the five most popular? • How would you have reacted to the fake zombie attack in a bus shelter? • Would you be ready to pay more for apps and TV shows without commercials?

42 SECTION 1 • CHAPTER 2

“

I think the most popular by far is . . .

You have a point, but I believe that . . .

Why do you say that . . .?

Do you mean to say . . .?

I imagine that I would . . .

I’m not sure, but I might . . .

”

Focus on

Transition Words

GRAMMAR

• Transition words connect ideas within sentences, or from one sentence to another. They make a text easier to understand. Use them to smooth out and spice up your texts. • There are dozens of transition words and phrases to choose from, but they can be grouped according to the type of connection they make. See examples in the box below.

For more on transition words, go to page 173.

A Write the type of connection above each highlighted transition word or expression in the text. addition cause and effect conclusion

comparison contrast emphasis

example or clarification generalization sequence or time

generalization

Researchers have found that most of the time, we only have time to read between 10 and 28 percent of the words written in any online article or advertisement. They also found that our attention span went from 12 seconds in 2000 to 8.25 seconds in 2015, whereas a goldfish is supposed to have a nine-second attention span. Of course, goldfish have a lot fewer choices for 5

entertainment. So, to grab our attention, marketers spend a lot of time and money on making a commercial. First, they try to find powerful imagery. For instance, they choose the colours and shapes that will elicit a certain emotion or reaction. Then, they use short slogans, using words and phrases that will create a strong impression on us. Finally, they add music or animation to make their message stand out. Creating a successful advertisement may seem

easy to do but, all things considered, it is very complex.

B Discuss your answers with a partner. CHAPTER 2 • Lure 43

Write a

PERSUASIVE TEXT

Choose a topic 1 Write a text to influence readers to do one of the following things: • Buy a product • Take action on an important issue

2 Brainstorm ideas for both topics. Think about the texts and activities in this chapter for inspiration. 3 Choose the topic that generates the best ideas. 4 Write an outline of your persuasive text that includes the following parts: • Introduction: Start with a hook, a sentence that will catch the interest of the readers. Include a statement that will tell readers what you want them to do. • Main body paragraphs: For each paragraph, write a reason why your readers should buy the product or take action on the issue. Include arguments to support your reasons. • Conclusion: Write a short summary of your reasons. Address the readers directly as you reiterate your initial statement. 5 Use techniques mentioned in this chapter to convince your readers.

STRATEGY

to help you WRITE . . .

Use new vocabulary in your writing. Here’s how: • Use a good dictionary (printed or online) to verify the meaning of a word. • Find examples of this word used in a sentence.

• Write down some of these examples in a notebook to help you remember how to use the word.

Write a rough draft 6 Don’t worry about spelling at this point. 7 Look at the model on the next page. 8 Don’t copy parts of the texts in the chapter; use your own words. 9 Use quotes, facts and statistics to back up your arguments.

44 SECTION 1 • CHAPTER 2

Plan your text

Write, edit and finalize your text 10 Use resources to verify your grammar, spelling and punctuation. 11 Discuss your text with a partner and exchange feedback. 12 Write your final text.

MODEL PERSUASIVE TEXT

Buy a Product

Take Action Hook

Hook Introduction

• Waste no more time, get yourself a . . .

• Do you sometimes wish . . .?

• It’s high time that we . . .

• Every day, two thousand people discover . . .

• Act now to save . . .

• A wise woman once told me . . .

Arguments to support each reason

Reasons (one paragraph each) Main Body Paragraphs

• Your life will never be the same after you . . . • Most athletes use . . .

• You and I both know that . . . • You can make a difference by . . .

• This product will help you . . .

Conclusion

• An independent study has found that . . .

Summary

Restate initial statement

• So, hurry to our store and buy . . .

• Your support will help us . . .

• You really need to . . .

• As you can see, . . .

• Don’t delay!

• Given these points, . . .

C.R.A.A.P. Research Strategy: CURRENCY When you look for information online, one criterion to validate what you find is currency, the timeliness of the information. Ask yourself these questions: • Does the subject of your research require recent information? Are older sources still valid? • When was the information put online?

• Are all the hyperlinks functional? • Is there updated information available somewhere else?

How important is CURRENCY when you research information on advertising techniques? What technological innovations have changed the effectiveness of these techniques?

CHAPTER 2 • Lure 45

LEVEL

How much

UP DOES IT COST? Do you know why so many prices end in the number nine? Why don’t retailers charge a cent more to round up these numbers? The next text, a transcript from the CBC radio show Under the Influence, tells you all about it.

Think it over 1. When you buy something, what is more important: price or quality?

2. Do you sometimes wait for something to go on sale before buying it?

3. Where do you prefer to shop: in small branded shops or big discount stores?

4. What is the best thing you have ever bought?

5. Which is the best deal?

Reg. $50, Sale $49.99

Reg. $55, Sale $54.99

Talk it over B Discuss your answers with a partner. What are the similarities and differences between them?

Get ready to read C While reading, make notes in the margin about your predictions for each subheading of text. When you have finished reading, discuss your predictions with a partner. Whose predictions were most accurate? For extra help, go to page 240 in the Reference section for other strategies. 46 SECTION 1 • CHAPTER 2

A Explain your answers to the following questions by giving examples.

99 ¢

The real reason most prices end in 99 cents CBC Radio, Under the Influence

NOTES

Over 60 percent of prices end in the number 9. And the reason behind this odd phenomenon is more complex than you may think. It’s called the “left digit effect.” That quirk we collectively share 5 of looking at a price like $19.99 and seeing it as $19, instead of a penny shy of 20. We judge prices by the left digit.

35 noticed that the odd pricing helped

them undercut these new competitors. The odd pricing actually increased sales. Over 60 percent of all prices in all stores end in the number 9.

Prices ending in 99 cents are This method of not pricing items in 40 powerful because we are conditioned round numbers is also called “Odd 10 Pricing” —referring to the resulting to think 99 cents is a bargain, no matter how small the saving. odd price numbers like 69 or 99 cents. It’s interesting that people don’t perceive much difference in value 45 between items priced at $20 and It’s trackable as far back as 1875. At $25. But drop the price by one penny, 15 that time, a paper called the Chicago and they perceive great difference Daily News was founded. It sold for between $19.99 and $24.99. one cent. The practice of odd pricing has been used for more than a century.

The power of the number “9” isn’t The problem was there weren’t 50 conﬁned to the cents column, either. enough pennies in circulation. So the 20 owner of the newspaper went to the One American clothing retailer retail stores who advertised in his experimented by changing the price paper, and asked them to lower the of a dress from $34 to $39 dollars prices on their goods by one cent. and increased sales by over 30%.

GLOSSARY

digit noun number quirk noun bizarre thing shy adj less than odd adj not divisible by 2 CEO initialism chief executive officer, the boss of a company

The merchants agreed to help the 25 paper out. Then the newspaper owner had barrels of pennies shipped in from Philadelphia to provide the circulation of change. 30 At the same time, distant merchants

55 Meaning – higher prices ending in

a “9” will actually outperform lower prices – on the very same product. The alluring thing about 99-cent pricing is that it feels like a sale price. It’s a game stores have played with us for decades.

began shipping their products to the 60 One day, the CEO of one major Windy City via the new railroads, retailer felt it was time that game giving the local stores competition. was stopped. But those Chicago store owners

CHAPTER 2 • Lure 47

Ron Johnson’s claim to fame was that he had created Apple’s retail 65 stores for Steve Jobs. He spent 12 years at Apple, revolutionized what a computer store could be, and generated a billion dollars of revenue in only two years. 70 With those stunning credentials,

he was lured away to run an ailing JCPenney—a long-established discount retailer that was in need of a makeover. 75 Johnson had a vision for the store:

he wanted to eliminate the “game” of retail pricing.

There was just one thing wrong with the plan, it didn’t work. While there were many reasons 110 why Johnson’s new plan didn’t succeed, it did reveal some truisms about retail pricing. By removing the context for low prices, shoppers didn’t know how to 115 evaluate the new price tags. Put another way, by removing the original price and not showing the markdown price, shoppers couldn’t determine whether the “everyday 120 low price” was a good value.

So if they saw a $14 dollar shirt, they He felt that shoppers, namely women, might assume it was cheaply were confused by the almost 600 sales manufactured. But had they seen a 80 JCPenney was offering every year. $50 price tag marked down to $14, 125 they would have seen that as a huge He felt sale prices were just a tired bargain. scheme where regular prices were artiﬁcially inﬂated, just so they could As Time magazine noted, it also showed how irrational shoppers can be slashed down to sale prices. He 85 believed couponing didn’t just be. An end table that was priced at discount the product, it discounted 130 $150 under Johnson’s tenure didn’t sell. Later, the table was priced at the brand. $245, then marked down to $150, Johnson felt there was a disease in and it sold out. the pricing, and that disease was Within one year under Johnson’s new 135 plan, JCPenney sales fell 28 percent. was ailing. Revenues even dropped 40 percent He wanted to “re-invent retail” with during the critically important a brand-new kind of pricing. So he Christmas shopping season. introduced a new JCPenney pricing 95 strategy called “Fair and Square.” JCPenney’s stock dropped 55 percent, 140 cutting the retailer’s market value in The store would drop prices by about half. 40 percent and offer those low prices

90 spreading. And that’s why JCPenney

GLOSSARY

credentials noun qualifications ailing adj in difficulty; in trouble scheme noun plan; trick truisms noun facts; sayings markdown adj reduced; lowered

48 SECTION 1 • CHAPTER 2

every day in round ﬁgures. They would also eliminate coupons, and only 100 have 12 sales a year instead of 600.

In the middle of all the bad news, the JCPenney Board of Directors sent a signal to Johnson, and cut his 145 salary by 96 percent. It was a radical change of direction, not just for 111–year-old JCPenney, The sales results didn’t get any better. but for any major discount retailer. After only 15 months, Ron Johnson

Johnson then hired Ellen DeGeneres 105 to be their spokesperson. The commercial ended with the words, “No games, just great prices. That’s fair and square. JCPenney.”

was ﬁred as CEO. It was clear that shoppers loved the 150 urgency of sales. They loved coupons.

They loved prices that end in a “9.” And they loved the hunt for bargains.

NOTES

So JCPenney went back to being a traditional discount retailer, and 155 ran this commercial as an apology to their shoppers:

NOTES

160

What Ron Johnson had been trying to do was eliminate the game of retail pricing. His intention was admirable. But in the end, shoppers wanted the game.

Check it to understand

D Answer the following questions about the text. 1. For how long have stores used odd pricing?

2. Why are prices ending in 99 cents powerful?

3. For what company did Ron Johnson first make a name for himself?

4. What was Ron Johnson’s opinion of the use of coupons?

5. What were the four elements of Fair and Square, JCPenney’s pricing strategy?

6. What happened to JCPenney’s sales within one year of Ron Johnson’s new pricing plan?

7. What four things about shoppers did the failure of Ron Johnson’s plan make clear?

Reinvest E On a separate sheet of paper, write a letter from JCPenney’s Board of Directors to Ron Johnson explaining why they are firing him. F Draw a poster explaining the Fair and Square pricing strategy to JCPenney’s customers. CHAPTER 2 • Lure 49

GRAMMAR POINT

COMPOUND SENTENCES

OBSERVATION

A Read the text. Notice the sentences in purple and the words in orange. Last June, three Grade 4 girls found a bottle of Unicorn Milk on the playground during recess. They thought it looked like candy, but it was e-cigarette liquid. They were curious, and one girl tasted a little of the bottle’s content. Luckily, she did not drink the whole bottle. There was a rainbow-coloured unicorn on the bottle. To the children, it looked like a 5

treat. There was a toxic symbol on the label. It indicated that the juice was poisonous, yet that did not scare the young girls. Maryam felt something was wrong after just one sip. “I was dizzy and my stomach was hurting.” She and her friends told the principal, and he immediately called poison control. The girl’s parents brought her to a local hospital. The doctor examined Maryam and, luckily, she did not

suffer serious harm. Maryam’s mother was outraged. “It smells like candy and the warnings are not clear enough. Kids don’t know anything about vaping. Of course they found the bottle attractive!” She made a complaint to the authorities, so they contacted the maker of Unicorn Milk. The company was very apologetic. “We don’t want to entice children at all and this was not a

calculated manipulation.” They asked parents to keep e-juice locked up in a safe place. “Keep it away from children and keep it away from your pets.”

B With a partner, underline the verbs in the sentences shown in purple. Discuss what happens if you replace the words in orange with a period and create two separate sentences.

COMPOUND SENTENCES

165

THEORY A sentence is a complete thought that begins with a capital letter and ends with a period, question mark or exclamation point. There are different types of sentences.

Simple Sentence

• A simple sentence contains one independent clause. That product looks attractive.

• A clause is a group of words that includes a subject and a predicate—words that give information about because it is colourful

• A clause is independent when it makes sense on its own. predicate

subject verb

Children

object

don’t understand

the warning labels on some products.

Compound Sentence

• A compound sentence contains two independent clauses, united by a comma* and a coordinating conjunction (and, but, for, nor, or, so, yet.)**

independent clause comma conjunction

The labels contain pictograms

but

independent clause

they are too complex for young children.

* The comma is optional in short compound sentences. ** A good way to remember these coordinating conjunctions is the acronym FANBOYS: For, And, Nor, But, Or, Yet, So.

Coordinating conjunctions CONJUNCTION

MEANING

PURPOSE

and

also, in addition

introduce an added comment

but

even so, in spite of

introduce a contrast

another option

present an alternative, a choice

nor*

and not

introduce an added negative

for this reason

introduce an explanation

yet

but at the same time

introduce a contrast

for

because

introduce a reason

NOTE In compound sentences, the clause that follows nor looks like a yes/no question, but it is not. The company did not warn customers, nor did they change the label on their product. I would never buy that product, nor would I recommend it to my friends. 166 SECTION 2 • GRAMMAR POINT 4

the subject.

PRACTICE A Highlight the compound sentences and underline the coordinating conjunctions in the following text. In the world of marketing, colours play a very important role. They are subtler than words, yet they can produce very specific effects. Each colour has its own meaning. Red is often associated with passion, and it suggests action, adventure and courage. Red and orange can boost your appetite, so that is why many restaurants use them in their logos. Blue is quite different. It is a

great choice for the United Nations flag, for it represents calmness, security, trust and productivity. Green is for freshness. It could be good for all products, but it is mostly associated with eco-friendly products. This short text does not list all meanings of these colours, nor does it include all colours used in ads. Does it pique your interest? You can find more information online, or you can go to your local library.

B Choose the correct coordinating conjunction to connect the two clauses. 1. The actress is very convincing, ( and / but ) the music is not appealing. 2. I realize this is not true, ( so / yet ) it would be fun to see. 3. Consumer laws are important, ( for / so ) most companies value money above all else. 4. Ads allow us to play games for free, ( and / but ) they sometimes give us important information. 5. I do not trust marketing companies, ( or / nor ) do I believe the ads they produce. 6. We can accept ads on free apps, ( and / or ) we can purchase the ad-free versions. 7. My favourite colour is blue, ( but / for ) I am neither calm nor productive. 8. Most of my friends have a scooter, ( and / but ) I prefer to use public transportation. 9. I finally have a job, ( so / yet ) I can buy myself a guitar. 10. This ad is full of action scenes, ( and / but ) it features my favourite song.

COMPOUND SENTENCES

167

C Combine the sentences below using a different coordinating conjunction for each one. Spell out FANBOYS to help you keep track. 1. My mother owns a big restaurant. She spends very little money on advertising.

2. We can go skiing this weekend. We can go next week.

4. I don’t like false advertisement. I don’t like info-commercials.

5. The ads I like are very funny. They are just long enough.

6. You won’t have to wait very long. The product will be on sale tomorrow.

7. I am tired of all these ads. I will buy the ad-free version.

D Write a compound sentence of your own using each coordinating conjunction once. 1. for: 2. and: 3. nor: 4. but: 5. or: 6. yet: 7. so:

168 SECTION 2 • GRAMMAR POINT 4

3. You say you don’t like ads. You don’t want to pay for the ad-free version.

GRAMMAR POINT

COMPLEX SENTENCES OBSERVATION

A Read the text. Notice the clauses in orange.

We’re Number Two! When companies try to promote themselves, they usually say that they are the best. In the 1960s, a company tried something different. Hertz and Avis were then the top two car rental companies in North America. Avis was number two, perhaps because it had much less money to spend on advertising than Hertz. In fact, Hertz was spending five times more than Avis. Even though the 5

odds were against them, Avis made the best of their situation. They started to boast about being number two. Although it seemed like a bad idea, the strategy worked well for Avis. The response from the public was excellent. Before they started that campaign, Avis had not made a profit in 15 consecutive years. Because they said that they tried harder than the number one company, Avis conquered the heart of car renters. Three years later, they were making profits like never before.

Even if you’re not number one, you can still do very well.

B With a partner, discuss the differences between the clauses that are highlighted and those that are not. Write your observations below.

C What is the function of the underlined words?

COMPLEX SENTENCES

169

THEORY When we want to include additional information in a sentence, we often use a group of words that include a subject and a predicate. The result can be what is called a complex sentence.

Complex Sentence • A complex sentence is an independent clause joined by at least one dependent clause that begins with a subordinator (as if, because, while, etc.) or a relative pronoun (that, who, whose, whom, etc.).

BEFORE

AFTER

MIDDLE

dependent clause

While you were sleeping, Even though it is late,

independent clause

I’ll ask you again My feet hurt

independent clause

I wrote a slogan for our event. we can finish this task tonight. dependent clause

because you did not answer. as if I had walked for hours.

start of independent clause dependent clause

Most of my friends, All my friends

even if I’m now famous, who support me

end of independent clause

have remained the same. are here today.

Use of commas with dependent clauses • When the dependent clause comes first, we use a comma before the independent clause. • We do not need a comma when the dependent clause comes after the independent clause. • A nonessential* dependent clause, when placed in the middle of the independent clause, is always between two commas. • A dependent clause that is essential** does not need to be between commas. * nonessential = not necessary ** essential = necessary to understand who or what is meant

170 SECTION 2 • GRAMMAR POINT 5

• The dependent clause can be placed before, after or in the middle of the independent clause.

PRACTICE A Choose whether the sentences are simple (S), compound (CD) or complex (CX).

1. Every person who sees this ad thinks it’s really funny. 2. All my friends are on my hockey team. 3. My three brothers, who all work part-time, take public transportation.

4. I feel like sleeping, but I have to finish this assignment before tomorrow. 5. Even very intelligent people can be fooled by some clever ads. 6. We can write this together, or we can do this on our own. 7. Now that the rain has stopped, we can finally go camping. 8. Have you heard about how my sister broke her arm? 9. This stupid ad has just run three times in one commercial break. 10. All my friends saw this movie, so I should watch it, too. B Insert commas where needed. 1. While we’re here 2. Her father

let’s compare our answers

who works in advertising

and our texts.

liked our poster.

3. You shouldn’t wake her up

because she went to sleep

4. Ask me

you want help with homework.

the next time

5. Because I like you

I’ll let you borrow

6. I will watch this show 7. Before I read this 8. Did you know

that my sister

9. Every time I see this ad 10. The best solution

my new scooter.

as long as you record it I was sure

very late last night.

and we can skip the ads.

that this product was eco-friendly. was a famous actress?

it reminds me of a movie

now that we have seen the facts

that I saw when I was 10. is to cancel the event.

COMPLEX SENTENCES

171

ORAL INTERACTION TIPS 1 Practise out loud • Practise saying new words out loud. • Read texts from this book out loud. • Think about a topic like your favourite movie, sport, food, etc., and make as many statements as you can about it.

• Mimic the sounds of the language.

2 Practise in your head • Say words or sentences silently to yourself. • Focus on accuracy. • Ask yourself if it “sounds right.” If not, fix it.

3 Speak English in situations you normally don’t • Speak as much English as you can at home, even if it’s only for a few minutes every day. • Practise interacting with close friends who are willing to converse with you in English.

4 Watch TV and videos in English • Watch as much TV or online programming as you can in English. Pay attention to idiomatic expressions, tone and inflection.

• If subtitles are available, watch English programming with French subtitles, at first. After a few weeks, view videos in English with English subtitles.

• Don’t hesitate to pause the video and replay any part that was unclear. Repeat those parts out loud.

5 Read and write • Read as much as you can in English. Read on the internet, read magazines, read newspapers, read brochures. As you read, you absorb vocabulary and grammar and everyday expressions.

• Write in English. Write to English-speaking friends. Chat on the internet in English. Write in English, and your spoken English will improve.

236 SECTION 3 • REFERENCE

• Record yourself and play it back to see how you sound.

COMPETENCY DEVELOPMENT STRATEGIES 1 Strategies for oral interaction

Use the strategies you have learned to help you when you speak English outside of the classroom.

• Ask the person to speak more slowly or to repeat what she or he said. Could you say that again, please? Can you please speak more slowly?

• Use functional language to help you participate in the conversation.

I’m not too sure about . . . I have always believed that . . . I think that . . .

• Ask for clarification. Are you saying that . . . Sorry, I don’t understand . . . What does that mean?

• Use filler words and gestures when you’re stuck. Well . . . So, then . . . You know . . .

• Use self-correction. What I wanted to say was . . . That came out wrong . . . I really meant . . .

• Take risks. This may sound funny, but . . . I think the right word is . . . Here’s what happened . . .

• Relax, laugh and accept that you will make mistakes. So will others.

2 Strategies for reinvestment of understanding

Use the strategies you have learned in new situations you encounter.

• Self-monitor. Evaluate yourself. Notice your problems and find solutions. • Be attentive. Focus on the task and ignore distractions. • Set goals. Set realistic goals that can help you improve your English. • Recycle. Reuse solutions that have worked for you in the past. • Practise. Read, view and listen to English outside of the classroom.

3 Strategies for writing and producing texts

Follow the procedures you have learned when you produce a text.

• Pay attention to the formulation of the message. Use accurate grammar and appropriate vocabulary. Check your spelling and get feedback.

• Read. Observe the author’s style and use of words. Use the text as a model. • Self-monitor. Notice what you do well and what needs improvement.

REFERENCE 237

HOW TO DEBATE 1 Select your topic • Make sure your topic has strong opposing opinions. Example of a topic with strong opposing opinions: human cloning Example of a topic with weak opposing opinions: eating healthy

2 Research the topic • Consult more than one source.

3 Prepare for the debate • Decide how many people will participate. One-on-one or two-on-two are easiest to manage. • Decide who will be FOR and who will be AGAINST the issue. Flip a coin! • Have each side prepare arguments for its case. • Predict the opposing team’s arguments and prepare counter-arguments ahead of time. • Prepare very strong opening and closing arguments.

4 Conduct the debate • Decide on a time limit for each stage of the debate. • Have each side start with their opening arguments, which are usually two or three minutes long. • Have each side then make a counter-argument to the other team’s opening arguments. • Give each side the chance to answer the counter-arguments of the other team. • Have each side make a closing statement. This is usually one minute long.

5 Survey the class (optional) • Survey the class to find out who won the debate. • Vote for the team that best defended its position. It may not be the side you agree with.

238 SECTION 3 • REFERENCE

• Research what experts have to say about the issue.

HOW TO SPELL BETTER 1 Visualize the word • Look at the word carefully. Then, close your eyes and form a mental image of the word in your head.

2 Practise writing it • Write the word several times. Start slowly and then write a little faster until the correct form

comes easily.

3 Distinguish between words • Watch out for words that sound the same but are spelled differently. accept–except

its–it’s

meet–meat

to–too–two

lose–loose

then–than

there–their–they’re whose–who’s

4 Learn this spelling-rule rhyme i before e except after c or when sounded like a as in neighbour and weigh SOME EXAMPLES

i before e

achieve, believe, chief, piece, grief, relief, fierce, fiend

except after c

ceiling, receipt, receive, perceive, deceive

SOME EXCEPTIONS

either, neither, foreign, height, leisure, seize, weird

or when sounded like a neighbour, freight, weigh, reign, sleigh, vein

5 Look for patterns • Break the word into syllables. Find the different word parts, such as prefixes, suffixes and roots.

Know what common prefixes and suffixes mean. For example, the “re” in rewrite, rewind and recall means something that is repeated.

• Ask yourself: does this word remind me of another word I know? Spelling the word destruction may remind you of words like construction and attention.

6 Invent memory tricks • Associate one word with another, or make up a sentence for words you have trouble spelling. It’s better to give than receive. Rhythm helps your two hips move. REFERENCE 239

4 LEVEL

DESIGNED TO PROVIDE COMPREHENSIVE COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR MATERIAL FOR SECONDARY 4 ESL STUDENTS.

Next Level 4 offers

• six stimulating themes that are age-appropriate and meet the needs of all students • essential strategies to support autonomous learning in reading, viewing and writing • reading texts with grammar-recognition rubrics corresponding to the grammar section • multiple oral activities for each theme focusing on Competency 1 • stimulating reinvestment tasks for Competencies 2 and 3 • level-adapted grammar theory and practice for autonomous work • for teachers, three Learning Evaluation Situations, pedagogical notes, answer keys, a DVD with optional on-screen subtitles, video transcripts, language practice activities, grammar quizzes and evaluation grids.

A wide variety of CONTENT-RICH MATERIAL On the myCECZone platform, access to all student and teacher material, available in PC, Mac, iPad and Android versions, including: • more than 450 FREE self-correcting interactive questions on grammar, vocabulary and comprehension • videos for all theme-based tasks • web links to suggested readings and videos • for teachers, downloadable reproducible material, including Learning Evaluation Situations, video transcripts, grammar quizzes and evaluation grids. To learn more, go to www.editionscec.com