Next Level 3 by Les Éditions CEC

English as a Second Language • Secondary 3

3 LEVEL COMPETENCY DEVELOPMENT AND TEXT-BASED GRAMMAR

PROVISIONAL EXCERPT

Margaret-Anne Colgan Angelo Georgakatos Robert Thérien

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

How to Use Next Level 3.....................................................................viii

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

SECTION

1 CHAPTER

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

IT'S ABOUT TIME......................................... 2

1 STARTING POINT..................................................... 3 2 READING Idle Times...................................................4 Focus on Grammar Simple Forms: Past and Present.......................... 8 3 VIEWING But Now We're Stressed Out ....................... 10 4 TALKING Timeless.................................................. 15 Focus on Grammar Continuous Forms: Past and Present.................. 16 5 READING Go with the Flow....................................... 17 6 WRITING What Is Your Opinion on Time?..................... 18 LEVEL UP: A Lifetime............................................... 20

CHAPTER

WALK IN MY SHOES................................. 26

1 STARTING POINT................................................... 27 2 READING All About Empathy.................................... 28 Focus on Grammar Countable and Uncountable Nouns. . ................... 33 3 VIEWING The Best Therapy Behind Bars..................... 34 4 TALKING Is That Right?............................................ 36 5 READING Animals for Entertainment.......................... 37 Focus on Grammar Quantifiers.................................................... 41 6 WRITING Script for a Two-Person Vlog....................... 42 LEVEL UP: Homeless Night....................................... 44

CHAPTER

YOUTUBELAND AND TRUTH.. ............. 50

1 STARTING POINT................................................... 51 2 READING How to Check Online Info............................ 52 Focus on Grammar Question Words.. ............................................ 58

3 VIEWING Fake Health News. . .................................... 59

4 TALKING That's Debatable........................................ 61 Focus on Grammar Future Forms: Will vs. Be Going To .. ..................... 62 5 READING Easy Money............................................. 63 6 WRITING A Short Story............................................ 68 LEVEL UP: How True Is This?..................................... 70

iii TABLE OF CONTENTS

CHAPTER

HUMAN CONNECTION AND DEEP LEARNING............................. 74

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

2 READING How Smart Is the Conversation? .................. 76 Focus on Grammar Adjectives and. Adverbs................................... 81 3 VIEWING Teen Speaks over 20 Languages................... 83 4 TALKING To come................................................... 85 5 READING Is Language Becoming Emojified? ................ 86 Focus on Grammar Comparatives vs. Superlatives........................... 90 6 WRITING An Informative Text ................................... 92 LEVEL UP: Are You a Character In a Video Game? .......... 94

CHAPTER

GOING THROUGH THE MOTIONS...... 98

1S TARTING POINT................................................... 99 2 READING A Super Machine......................................100 Focus on Grammar Conjunctions. . ...............................................105 3 VIEWING Five Fundamentals of Indoor Rock Climbing......107 4 TALKING You Decide.. .............................................109 5 READING Stunts: Stronger Body or Better Equipment?. . ...110 Focus on Grammar Prepositions.................................................115 6 WRITING Design a Brochure....................................116 LEVEL UP: Joy and Pain...........................................118

CHAPTER

DON'T JUST SURVIVE . . . THRIVE!..........................................................122

1S TARTING POINT..................................................123 2 READING Competition Vs. Cooperation......................124 Focus on Grammar Modals: Ability, Possibility and Permission..........127 3 VIEWING Sibling Rivalry..........................................131 4 TALKING Teaming Up . . ...........................................133 5 READING All in the Name of Fun...............................134 6 WRITING I Do Declare. . ...........................................140 LEVEL UP: The Real Winner.....................................142

SECTION

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

POINT 1 Simple Forms: Present and Past .....................148 Observation. . ......................................................148 Theory. . .............................................................149 Practice.............................................................150

POINT 9 Adjectives and. Adverbs. . ...............................194 Observation. . ......................................................194 Theory. . .............................................................195 Practice.............................................................197

POINT 2 Continuous Forms: Present and Past. . ..............155 Observation. . ......................................................155 Theory. . .............................................................156 Practice.............................................................157

POINT 10 Comparatives and Superlatives.....................201 Observation. . ......................................................201 Theory. . .............................................................202 Practice.............................................................203

POINT 3 Countable and Uncountable Nouns..................162 Observation. . ......................................................162 Theory. . .............................................................163 Practice.............................................................164

POINT 11 Coordinating Conjunctions. . ..........................206 Observation. . ......................................................206 Theory. . .............................................................207 Practice.............................................................208

POINT 4 Expressing Quantities...................................168 Observation. . ......................................................168 Theory. . .............................................................169 Practice.............................................................170

POINT 12 Subordinating Conjunctions..........................209 Observation. . ......................................................209 Theory. . .............................................................210 Practice.............................................................211

POINT 5 Pronouns and Possessive Adjectives. . ..............174 Observation. . ......................................................174 Theory. . .............................................................175 Practice.............................................................177

POINT 13 Prepositions. . ............................................214 Observation. . ......................................................214 Theory. . .............................................................215 Practice.............................................................216

POINT 6 Question Words...........................................180 Observation. . ......................................................180 Theory. . .............................................................181 Practice.............................................................182

POINT 14 Modals: Ability, Possibility and Permission.......218 Observation. . ......................................................218 Theory. . .............................................................220 Practice.............................................................222

POINT 7 Future Tenses: Will vs. Be Going To.. .................184 Observation. . ......................................................184 Theory. . .............................................................185 Practice.............................................................186

POINT 15 Modals: Advice/Suggestion and Habit ............229 Observation. . ......................................................229 Theory. . .............................................................230 Practice.............................................................231

POINT 8 Capitalization and Punctuation. . ......................187 Observation. . ......................................................187 Theory. . .............................................................188 Practice.............................................................190

SECTION

3 Oral Interaction Tips................................................235 Competency Development Strategies........................236 How to Debate.......................................................237 How to Spell Better.................................................239 Response Process.. .................................................240 Writing Process......................................................241 Production Process.................................................242 Vocabulary Strategies. . ............................................243 Pronunciation.........................................................244

......................................................... 234

Common Words and Numbers..................................245 Punctuation and Capitalization.................................246 Irregular Plural Nouns. . ............................................247 Common Compound Nouns.. ....................................248 Model: News Article . . ..............................................249 Common Phrasal Verbs . . .........................................250 Common Irregular Verbs .........................................252 Photo and Text Sources...........................................254

TABLE OF CONTENTS iv

SECONDARY CYCLE 2, SECONDARY 3

SCOPE AND SEQUENCE CHART

CHAPTER

IT'S ABOUT TIME

CHAPTER

How important is time in your life?

Starting point: Understanding idioms about time

Text 1: How Did You Keep Busy?

Strategy: Prepare for a talking task

LEVEL UP: In a Minute

How empathetic are you?

YOUTUBELAND AND TRUTH

CHAPTER

HUMAN CONNECTION AND DEEP LEARNING CHAPTER

GOING THROUGH THE MOTIONS

How can you deal with online lies?

Are "smart" machines interfering with your personal interactions?

READING TEXT

Text 2: Go with the Flow

Starting point: Agreeing with statements

Text 1: Dealing With Different People

Strategy: Encourage others to participate in the discussion

Text 2: A Piece of My Mind LEVEL UP: Homeless Night Fuels Students’ Empathy

Starting point: Knowing the traps and lies

Text 1: How to Avoid Internet Traps

Strategy: Add to your partners’ comments

Text 2: Stolen Identity LEVEL UP: Telling Fact from Fiction

Starting point: Giving your opinion

Text 1: How Smart is the Conversation?

Strategy: Don’t be afraid of making a mistake

Text 2: Is Language Becoming Emojified? LEVEL UP: Are You A Character In a Video Game?

Is there a limit to what your body can do?

Starting point: Getting familiar with activities and body parts

Text 1: Your Body, Your Machine, Your Achievements

Strategy: Support your ideas by giving examples

Text 2: The Physics of Skateboarding Tricks LEVEL UP: Philippe Marquis: "My Scar Is a Sign of my Future"

CHAPTER

DON'T JUST SURVIVE . . . THRIVE!

ORAL INTERACTION

WALK IN MY SHOES

CHAPTER

GUIDING QUESTION

Is competition the best strategy?

v SCOPE AND SEQUENCE CHART

Starting point: Discussing feelings of winning and losing Strategy: Keep the discussion on topic

Text 1: Competition in Nature Text 2: Best Friends in Competition LEVEL UP: Why We Compete

STRATEGIES

VIDEO

C.R.A.A.P Research

WRITING

Reading: Guess word Three teens Introduction meaning based on document how to C.R.A.A.P. context they’re overwhelmed How does C.R.A.A.P. by high expectations help me find the right Viewing: Watch for and pressure to specific information information? succeed

Strategy: Use a graphic organizer to organize your ideas

Reading: Find The Best Therapy passages you can Behind Bars personally connect to

Strategy: Use information from the texts in the units

Viewing: Pay attention to selective information Reading: Take note of new words and expressions

Viewing: Stay focused

Reading: Make predictions Viewing: Watch for key information

Is the information current?

Point 1: Simple Forms: Present and Past

Text type: Expository Point 2: Continuous text Forms: Present and Past Point 3: Countable / Uncountable Nouns

Point 4: Expressing Text type: Vlog script Quantities Point 5: Pronouns and Possessive Adjectives

Facing Facts

Relevance Are the sources revelant to your topic?

Viewing: Pay attention to visual clues

Reading: Take notes

Currency

GRAMMAR

Strategy: Capture and maintain your readers’ attention Text type: Narrative text

Point 6: Question Words Point 7: Future Tenses Will vs. Be Going To Point 8: Capitalization and Punctuation

Learning Languages Benefits the Brain

Five Fundamentals of Indoor Rock Climbing

Accuracy Is the information accurate?

Authority Are the author's credentials authoritative?

Strategy: Use a graphic organizer to organize your ideas

Point 9: Adjectives and Adverbs

Strategy: Keep your sentences short and concise

Point 11: Coordinating Conjunctions

Text type: Informative brochure

Point 12: Subordinating Conjunctions

Point 10: Text type: Expository Comparatives text and Superlatives

Point 13: Prepositions Reading: Identify keywords in a text

Unhealthy Competition: Driven to Anorexia by Sibling Viewing: Make predictions about the Rivalry content of the video

Purpose Is there an unstated or hidden purpose behind the information?

Strategy: Use a variety of words and synonyms

Point 14: Modals: Ability, Possibility and Permission

Avoid repetition

Point 15: Modals: Advice/Suggestion and Habit

Text type: Testimonial verse poetry

SCOPE AND SEQUENCE CHART

Walk

2 in my

CHAPTER

SHOES C1

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

2 All About Empathy......................... 28

3 The Best Therapy behind Bars......... 34

4 Is That Right?................................ 36

5 Animals for Entertainment...............37

6 Script for a Two-Person Vlog........... 42

LEVEL UP: Homeless Night. . ............ 44

FOCUS ON GRAMMAR Countable and Uncountable Nouns.........................33

FOCUS ON GRAMMAR Pronouns and Possessive Adjectives...................... 41

26 SECTION 1 • CHAPTER 2

HOW EMPATHETIC ARE YOU? What Do You Think? Have you ever heard the expression “to walk in someone else’s shoes”? It refers to empathy, the ability to experience what someone else really feels with compassion. We all have different levels of empathy, influencing how we interact with people, animals and other living things.

Starting

POINT

Give your opinion A Indicate how much you agree with each of the following statements: 1 means you strongly disagree and 5 that you strongly agree. 1. I hate it when I see someone hurting an animal.

2. Sad movies make me want to cry. 3. It’s normal to cry when you are really happy. 4. I will laugh with other people, even if I don’t know why they are laughing. 5. I never know why someone else is upset. 6. People who have no friends don’t make an effort to make any. 7. Most animals have feelings like humans. B Share your answers with a partner. Think of examples for each statement and discuss how you reacted or would react to each situation.

Tease the brain C Answer the questions below. 1. How important is it for you to feel empathy?

2. Why should we try to develop this social skill?

3. Is it possible to feel too much empathy?

CHAPTER 2 • Walk in my shoes 27

All about

EMPATHY

Life hacks are tips and tricks that make life easier. In “All the Hacks You Need” contributor Dylan Gates gives you pointers for dealing with different types of people.

Understand new words

1. curse

a. company

2. sap

b. seek

3. overwhelming =

c. blessing

4. avoid

d. calming

5. privacy

e. boost

B Write your own definition of the expression. Then, use resources to verify your answer. 1. "to avoid like the plague" I think it means It really means 2. "at the other end of the empathy spectrum" I think it means It really means 3. "we are who we are" I think it means It really means

STRATEGY

to help you READ . . .

Find passages you can personally connect to. Here’s how: • As you read, highlight passages that remind you of an experience you or someone you know has had.

28 SECTION 1 • CHAPTER 2

• Write notes in the margin to explain how the text connects to your experience. • Use your connection to help you reinvest your understanding.

A Match the words and antonyms. Then, using resources, find a synonym for each new word.

ALL THE HACKS YOU NEED Dealing with Different People

NOTES

By Dylan Gates - November 2018 We all have our own level of empathy, the ability to experience another The nouns in orange can be counted. The nouns in purple are uncountable

person’s feelings with compassion. While some seem to have none at all, others say they can sense every feeling around them. Knowing how to deal with these different levels of empathy will make your life 5

a lot easier. Here is some advice for you to consider.

Me, Me, Me! Narcissists think they are the most important person in the world. Some are likeable, others not at all. They have very little or no regard at all for the feelings of others, no sympathy or compassion. When you interact with one that you like, such as a friend or a member 10

of your family, try to accept them as they are. Don’t expect them to give you any support or attention when you need some. They just cannot do it. Instead, try to show compassion for that narcissistic person you like. It is not easy, but it is the best strategy for both of you. Dealing with a narcissist you don’t like is a lot simpler. Just avoid

them like the plague. They will only sap your energy and make you feel miserable.

GLOSSARY

narcissists noun egotists; people who think first about their own wants and needs plague noun affliction; very negative, unpleasant experience

Them, Them, Them! Empaths are at the other end of the empathy spectrum. They sense all emotions of others and experience them as their own. They will feel just as happy or as sad as the people around them. Some can even feel 20

the emotions of animals and plants. That ability is sometimes a blessing, but it can also be a curse. Experiencing the bad feelings of others may become overwhelming. CHAPTER 2 • Walk in my shoes 29

If you have an empath in your life, don’t try to change them. We are

NOTES

who we are. Understand that empaths will need time alone, away from 25

emotions they want to avoid. If they don’t want to tell you how they are feeling, respect their privacy. By far, the best piece of advice is to be totally honest with them. They will know when you are lying.

Us, Us, Us! Narcissists and empaths are the exception. Most of us are able to feel at least some empathy toward others. We are also able to listen well and notice non-verbal communication. We can understand another person’s feelings and needs. Most importantly, we can assist others. Developing these skills requires a conscious effort. Here is what you can do for yourself and others. First, try to see the situation from the other person’s point of view. 35

Think of why that person may believe or feel something. Listen with your ears, your eyes and your heart — pay attention to words, tone, body language and trust your intuition. If you are not sure, ask the person to explain their position. Give positive feedback to a person who is doing all these things with you.

Developing empathy will help you understand the needs of people you care for. You will see how others perceive your words and actions. You will be able to predict the actions and reactions of others. These are the skills you need to become the best person you can be.

30 SECTION 1 • CHAPTER 2

Check it to understand C Answer the following questions about the text. 1. What is the advantage of knowing how to interact with people of varying empathy levels?

2. What are two character traits of narcissists?

3. What is the best strategy for dealing with a narcissist you don’t like?

4. What sentence in the text is closest in meaning to This skill can be a very good or a very bad thing?

5. What do narcissists and empaths have in common?

6. What does the author mean by Listen with your heart?

7. Which benefit of developing empathy do you find the most useful? Explain your answer with an example.

QUICK CHAT With a partner or in a group, discuss whether you agree or disagree with the following statements. • It’s not a good idea to feel a lot of empathy for a friend who is extremely sad. • Compassion is much better than empathy. • It’s better to be a narcissist than an empath. • Most people prefer to be left alone when they are sad.

“

When one of my friends feels bad I . . . What do you think? I agree with you, but . . . I think it’s much better to . . .

”

CHAPTER 2 • Walk in my shoes 31

Reinvest D Write the name of three famous people who are good examples of each level of empathy (rock stars, actors, politicians, historical figures). Using examples from the text, explain your choices. Narcissist: Reasons:

Reasons:

Average level: Reasons:

E Write a short dialogue between an empath and a narcissist. Choose one of the following situations. • A girl lost her dog and tells a narcissist friend • An old man won the lottery and tells his narcissist grandson • A situation of your own choosing.

32 SECTION 1 • CHAPTER 2

Empath:

Focus on

Countable and Uncountable Nouns

GRAMMAR

• Countable nouns can be counted. two people, three narcissists, many smartphones, a lot of gadgets, several books, a few texts • Uncountable nouns cannot be counted, but they can be classified into categories.

CATEGORY

EXAMPLE

Abstractions Sports, games, activities Gases Groups of related items Liquids Natural phenomena Materials, solids Particles, grains

advice, information, education, research, etc. hockey, jogging, chess, knitting, etc. air, smoke, smog, methane, etc. equipment, furniture, garbage, money, etc. water, coffee, oil, milk, etc. cold, rain, snow, weather, etc. ice, food, gold, pavement, etc. rice, corn, sand, salt, etc.

For more on uncountable and countable nouns, go to page 162.

A Check if the underlined words are countable or uncountable.

COUNTABLE

UNCOUNTABLE

1. Don’t expect them to give you any support. 2. They will only sap your energy. 3. Empaths are at the other end of the empathy spectrum. 4. That ability is sometimes a blessing, but it can also be a curse. B Underline the common nouns in the following text. Then complete the chart below. This month, Melanie is doing research for her science project. She is discovering a lot of information on the habitat of belugas and how they interact in groups. She also found evidence to support the idea that belugas can feel empathy. A group of belugas adopted a narwhal that was lost and all alone. They are treating this small whale as their friend. Melanie is sure that her classmates will find the results of her homework surprising. COUNTABLE NOUN

month,

UNCOUNTABLE NOUN

research,

CHAPTER 2 • Walk in my shoes 33

The best therapy

BEHIND BARS

This video is about a special program to help women prisoners who committed serious crimes. Reporter Chris Brown describes what happens at the Fraser Valley Institution in Abbotsford, British Columbia.

Understand new words a. fence

c. pen

e. nurturing

g. behaviour

i. bond

b. kennel

d. inmate

f. staff

h. shelter

j. guilt

workers

barricade

comportment

remorse

encouragement

refuge

prisoner

enclosure

house for dogs

10.

connection

Get ready to watch B Read the statements. Then watch the video and answer true (T) or false (F). You may watch the video a second time. 1. The women in Fraser Valley Institution committed minor crimes. 2. Alicia Santella works for the Langley Animal Protection Society. 3. Working with dogs seems like harsh punishment. 4. The program promotes good work ethics and work skills. 5. Ellen Dennett’s good behaviour earned her a place in the program. 6. The dogs and their owners know the terrible things these women did. 7. The inmates in the program get to meet the dog owners. 8. Chilko the dog and the inmates have something in common. 9. Ellen Dennett does not understand the harm she has caused. 10. Second chances are not part of the criminal justice system.

34 SECTION 1 • CHAPTER 2

TRUE

FALSE

A Match the following words from the video with their definitions. If needed, use resources.

to help you WATCH . . .

STRATEGY

Pay attention to selective information. Here’s how: • Read all the questions before you watch.

• Take one- or two-word notes.

• Use resources to clarify any questions you don’t understand.

• Use the second viewing to focus on questions you did not answer the first time.

Check it to understand C Answer the following questions about the text. 1. How much time was the CBC crew allowed to spend at the prison?

2. What comparison can we make between the dogs in the wire pens and the inmates?

3. Alicia Santella believes that dogs . . . a) deserve to be in prison.

c) judge the inmates for their crimes.

b) can help with rehabilitation.

d) have control over their environment.

4. Janice Luce believes that just like her dog Chilko, Ellen Dennett . . . a) feels guilty for her crimes.

c) deserves a second chance.

b) is eligible for parole in 2018.

d) understands what she did.

5. How often do inmates meet the dog owners in the prison lobby? a) once a day

b) once a week

c) twice a day

d) twice a week

Reinvest D Would it be a good idea to have a similar program with young children under the care of inmates? Write a short text on a separate sheet of paper explaining your opinion.

QUICK WRITE On a separate sheet of paper, explain your answers to the following questions:

“

• Do all criminals deserve a chance to reintegrate into society? • Can animals sense if a person is good or bad? • Why did they start this dog daycare program in a women’s prison?

After seeing the video, I think that . . . In my opinion, . . . The difference is that . . . From what I saw, it seems that . . .

”

CHAPTER 2 • Walk in my shoes 35

Is that

RIGHT?

Think it over

DEPENDS

NEVER

IS IT RIGHT TO . . .

ALWAYS

A Complete the chart. For each situation, think of how others may be affected and how you would react if it happened to you. HOW OTHERS MAY BE AFFECTED

IF IT HAPPENED TO ME

1. cut in front of people in a line? 2. hit a dog to teach it a lesson? 3. go out with someone new while still seeing someone else? 4. tell your sister that her boyfriend cheated on her? 5. destroy a tropical forest to grow coffee? 6. kill a dog that attacked a child? 7. kill one person to save the lives of 10 others?

Talk it over B Discuss your opinions with a partner or in a group. Use as many examples as possible. Ask questions to clarify other people’s arguments and examples.

STRATEGY

to help you TALK . . .

“

Encourage others to participate in the discussion. Here’s how: • Never laugh when someone makes a mistake. • Interrupt someone politely and respectfully if she or he does not give others a chance to speak. • Be patient when someone needs time to come up with ideas. 36 SECTION 1 • CHAPTER 2

I think it’s okay because . . . If it happened to me, I think I would . . . It depends on the situation . . . I’m not sure I understand; do you mean that . . .

”

Animals for

ENTERTAINMENT

In his blog “A Piece of My Mind,” Shea Tomlinson expresses his views on using animals in the entertainment industry.

Understand new words

A Replace the underlined words with one of the following verbs. Use resources if needed. allow

contain

harm

outdo

belong

dare

object

wonder

1. Just try to hit that dog. I defy (

) you! ) my anger when I see a mistreated animal.

2. It's very hard to control ( 3. I am curious to know ( (

) what can make someone try to hurt

) another living being.

4. My brother would never permit ( 5. It will be difficult to surpass (

) me to borrow his car. ) what Leslie just accomplished.

6. When you find out what they do to animals in a circus, it's hard not to disagree. ) ( 7. All animals are meant to be (

) in their natural environment, not in a cage.

Think about it B Do you think wild animals can be happy in captivity? Why?

C Share your answers to activities A and B with a partner.

Get ready to read D While reading, highlight the passages you can personally connect to. For extra help, go to the Reference section for other strategies.

CHAPTER 2 • Walk in my shoes 37

A PIECE OF MY MIND

Random thoughts and reactions to what happens in my life

I’m Shea Tomlinson, 16, living in Sherbrooke, QC. I like to bike and play hockey. If you read me, I’d like to hear from you in the comments section below.

Shea Tomlinson May 22 4:23 p.m.

Not What I Wanted A few of you wrote last month that I have more empathy for animals than for humans. I disagreed in my replies to your comments. Now, I’m beginning to wonder if you weren’t right about me. I just turned 16 last week. My mother gave me the best gift I could ask for,

NOTES

5 driving lessons. Her presents are always just right. She knows me better

than anyone else. My father always tries hard, but he can never match her presents. This year, he outdid himself, but not in a good way. He gave me tickets to go see a circus show featuring horses and zebras. “It’s really popular,” he 10 told me. “They attract thousands of spectators every year.” I really like him,

so I tried my best to contain my anger and my disappointment. I’m not sure how well I did that. I was disappointed at my father’s total lack of empathy for these animals. Why can he not know how I feel about animals? Why can he not understand 15 how they must feel? I was angry at us humans for continuing to use

animals for entertainment. A circus is a bad place for any animal. I tried to explain it to my father. I told him to imagine himself and his friends sleeping in cages all year round. “Imagine doing your line dances (they think they are really good!) every 20 day and every night. Imagine being transported in your cages from town to

town every two weeks!” “But they are treated well, better than in the wild,” he told me. I beg to disagree. I have read many reports about animal abuse in circuses. Trainers use violence – sticks, whips and electric shocks – to force the 25 animals to perform tricks they would never do in the wild. “How would you

like to be whipped every time you missed a step in your dance?” He just looked at me without a word.

38 SECTION 1 • CHAPTER 2

ABOUT ME

NOTES

Even if they did not use violence, a cage is no place for any living being. I refuse to go to zoos for that reason. I objected when my grade two teacher 30 wanted to bring a caged bird as a class pet. What a cruel idea, putting a

beautiful animal who can fly in a cage! Isn’t it obvious? The movie industry is also harming animals. I know it’s not like in the old cowboy movies, where dozens of injured horses would have to be killed, but it’s still bad. Just like in circuses, the animals are often beaten or 35 shocked to make them learn their part. We would never accept this

treatment for human actors. I never go see this type of movie and I think

more people should speak out on this issue. My father may never understand this, but I know most of you can. Animals are sentient beings. They have feelings. Look into the eyes of a mistreated 40 animal and tell me that I’m wrong. I dare you.

Recommend Share Sort by Newest

Julie

4 hours ago

Shea, you are nuts. Animals are not like us. Are you trying to tell me that you never killed a mosquito or stepped on an ant? Are you a vegan? Shea Tomlinson 2 hours ago

I respect your opinion, Julie. Yes, maybe I’m nuts, as you say. I’m not a vegan and I may have stepped on insects before, but not for entertainment. That was the point of my post. Connor Gates 2 days ago

Hi Shea. I agree with your post, but I think you did not go far enough. What about the abuse of animals in the food industry? What about people who keep exotic animals as pets? Shea Tomlinson 2 days ago

Hey Connor, thanks for your comment. You are right about the food industry. I just saw a news report about how pigs are treated between the farm and the slaughterhouse. Revolting! And yes, no one should be allowed to have exotic animals as pets. They belong in the wild.

CHAPTER 2 • Walk in my shoes 39

Check it to understand E Answer the following questions about the text. 1. What was Shea’s initial reaction when some of his readers said he had more empathy for animals than humans?

2. What does Shea think of his mother’s presents?

3. Why was Shea angry after receiving a gift from his father?

4. What is a common point in the mistreatment of animals in circuses and in movies?

5. What does Shea say to convince us that animals are sentient beings with feelings?

6. What are the four things Shea tells his father to make him empathize with animals?

Reinvest F Use a separate sheet of paper to write a polite reply to Shea about what he should do to help his father learn to empathize with animals. G On a separate sheet of paper, write a reply to Shea about his opinion on the treatment of animals in the entertainment industry. Explain whether you agree or disagree with his arguments.

QUICK CHAT With a partner or in a group, discuss the following questions. • What would be the best topic for Shea’s next blog post? • Was Shea right to object when his teacher wanted to bring a pet bird in class? • Would you agree to your favourite pet being in a Hollywood movie? 40

SECTION 1 • CHAPTER 2

“

Shea should not say that . . . I think his teacher . . . I disagree with Shea about . . . What would you do . . .

”

Focus on

Pronouns and Possessive Adjectives

GRAMMAR

• Pronouns and possessive adjectives replace people, places and things. SUBJECT PRONOUN

OBJECT PRONOUN

POSSESSIVE PRONOUN

POSSESSIVE ADJECTIVE

REFLEXIVE PRONOUN

SINGULAR

1st person

mine

myself

2nd person

you

yours

your

yourself

3rd person: male / female / non-human

he / she / it

him / her / it

his / hers / its

his / her / its

himself / herself / itself

1st person

ours

our

ourselves

2nd person

you

yours

your

yourselves

3rd person

they

them

theirs

their

themselves

PLURAL

For more on pronouns and possessive adjectives, go to page 174. A Observe how the pronouns (orange) and possessive adjectives (purple) are used in the text. Then, write who or what they replace. Follow the examples. Humans 1

We used to think only humans could feel empathy. Scientists found proof that elephants, whales,

empathy Animals’

humans

apes and even rodents feel it too. Their actions and reactions leave us no doubt. In an experiment, macaques were taught that if they pulled a chain, they would get food. But every time they pulled it, another macaque would get an electric shock. If they did not pull it, 5

they would get no food. Surprisingly, most macaques refused to pull the chain and shock their fellow monkeys. One refused for two weeks, risking its own death by starvation. There was a similar experiment, with people this time. They were told to pull a lever that gave a shock to a person tied to an electric chair. It had different levels of shocks, from “Mild” to “Danger!” The subjects were actors and the shocks were fake.

Would you be surprised to know that most participants pulled the lever all the way to its top level, even though their victims screamed in pain? And all they got for following orders was a few dollars. Who is more humane, animals or us? CHAPTER 2 • Walk in my shoes 41

Script for a

TWO-PERSON VLOG

Choose a topic 1 Write a script for a video blog (vlog) in which two people explain one of these two topics: • Should we treat all animals as well as humans? • What are the advantages and disadvantages of empathy?

2 Brainstorm ideas for both topics. 3 Choose the topic that generates the best ideas. 4 Write an outline of your vlog that includes the following parts: • Hook, or Cold Open: Greet viewers, then grab your viewers’ attention by adding visuals and showing your faces. • Intro: Introduce both characters and say what your viewers will learn in the video. • Content: Have both characters take turns presenting the problem the vlog addresses and its solution. • Summary: In one or two sentences, recap the content, what the viewers learned and why it is important. • Call to Action: Write what the viewers should do next (click, subscribe, comment).

STRATEGY

to help you WRITE . . .

Use information from the texts in the chapter. Here’s how: • Look at the passages you highlighted in the two readings in this chapter. Review your notes on the video you watched. • Remember the discussions you had in the oral activity and in the two Quick Chats on pages 31 and 40.

• Think of what you wrote in the Quick Write on page 35. • Select the information you can use for your vlog.

Write a rough draft 5 Don’t worry about spelling at this point. 6 Look at the model on the next page. 7 Don’t copy parts of the texts in the chapter; use your own words. 8 Use regular letters for dialogue and capitals for other elements (directions, props). 42 SECTION 1 • CHAPTER 2

Plan your text

Write, edit and finalize your text 9 Use resources to verify your grammar, spelling and punctuation. 10 Share your text with a partner and exchange feedback. 11 Write your final text.

MODEL VLOG SCRIPT

MAUDE AND HARRY ON THE SIDE OF A COUNTRY ROAD Hook / Cold Open

MAUDE: Six raccoons found dead in the last . . . SHOW PHOTO OF RACCOONS . . . BACK TO MAUDE AND HARRY HARRY: Time to stop this . . .

Intro

HARRY: I’m Harry Turnbull. MAUDE: And I’m Maude Lesnar. We’re here to . . . MAUDE: How could someone do such a . . .

Content

HARRY: Is it because of . . . MAUDE: Whatever the cause of this Harry, we need to . . . HARRY: Definitely, Maude. We can also . . .

Summary

MAUDE: So you see, it’s possible to help people develop . . . HARRY: And we can all help by . . . SHOW LINKS FOR SHARE, LIKE, AND COMMENT AT THE BOTTOM OF THE SCREEN

Call to Action

HARRY: Send us your comments by . . . MAUDE: And don’t forget to share . . .

C.R.A.A.P. Research Strategy: CURRENCY Make sure you validate the currency of any information you find online. Ask yourself these questions: • Does the subject of your research require recent information? Are older sources still valid? • Is there a date somewhere on the site?

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

How important do you think CURRENCY is for researching empathy?

CHAPTER 2 • Walk in my shoes 43

LEVEL

Homeless

UP NIGHT It is difficult for many of us to understand what living on the street really means. A school program in Timmins, Ontario, helps some secondary students do just that.

Think it over 1. How many homeless people have you seen in your life? ( very few / some / many ) 2. How do you feel when you see a homeless person?

3. Have you ever given money to someone begging on the street? (never / a few times / often) 4. How do you think the homeless feel when they get money from passers-by?

5. How important is it to help the homeless? Explain your answer. (not at all / a little / very important / essential)

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

Get ready to read C While reading, highlight the passages you can personally connect to. For extra help, go to the Reference section for other strategies.

44 SECTION 1 • CHAPTER 2

A Answer the following questions:

NOTES

It was just starting to drizzle as Sabrina Gadoury, Logan Daoust and Jamar Buchar laid out their sleeping bags inside the tarp-covered cardboard. For one night, this trio, along with 37 other École secondaire catholique 5

Thériault students, will get a small taste of homelessness. Many of the students embrace it as a fun exercise, though it is aimed at implanting a sense of empathy for those forced to endure the elements because they have no place to go. By 4:30 p.m. Thursday, a little village of cardboard boxes were set up

on the front lawn of Thériault high school where the students would be spending the night until morning. This was a third go-around for Emma Tremblay, a Grade 12 Thériault student. She said the experience is a real eye-opener.

“We’re out there, sleeping in a box, we have tarps, some of us are wearing snow pants, we have sleeping bags—and we’re still cold,” she said. “You think about all those less-fortunate people. “They don’t have all the things that we just slept outside with.

GLOSSARY

drizzle verb rain lightly go-around noun occasion to participate

“You have to consider that we have homeless people throughout 20

the year. It’s not like it just stops when it becomes minus 40.” Tremblay has taken the experience she has from this exercise and put it into action.

CHAPTER 2 • Walk in my shoes 45

“I honestly think it makes people more aware so that they want

NOTES

to give back,” she said. “Personally, that’s what I do. Since my 25

experiences with the Soirée sans-abris, I’ve volunteered with Yo!-Mobile (Timmins’ mobile soup kitchen); I’ve volunteered at the Lord’s Kitchen. “I think it just kind of makes people more aware and have them empathize with the homeless so they are more likely to help.” This is the kind of impact on students Mélanie Jordan, Thériault’s

pastoral coordinator is hoping for.

in other people’s shoes,” said Jordan, a key organizer of the annual homeless night. “Not everybody has a comfy bed, a warm home, loving parents, and I think it’s important to be able to give back 35

to your community.” Thériault has hosted Soirée sans abris virtually every year since 1999. In addition to promoting compassion for the homeless, the event helps to raise money for a number of charitable organizations that assist the less fortunate within this community.

“The students (participating in this exercise) are asked to raise a minimum of $75,” explained Jordan. “Normally, every year, we raise anywhere between $4,000 and $5,000, and everything that is raised goes back into our community.”

GLOSSARY

aware adj. conscious, attentive volunteered verb worked for free raise verb obtain from donations shelters noun refuges

46 SECTION 1 • CHAPTER 2

The money raised from this event will be donated to the Lord’s Kitchen, 45

the Yo!-Mobile and the local food banks. When the students arrived at 4 p.m. Thursday, they were given an hour to set up their cardboard shelters for the night. They then went out along Theriault Boulevard, holding up signs and encouraging motorists to donate to their cause.

“I think it’s important for our students to be able to put themselves

NOTES

“From six to 9:30, we’ll play games with them. We have a fire, so we’ll sit around the fire and sing some songs,” said Jordan. “We have the Yo!-Mobile that comes around nine, and they do a presentation for our students on poverty, and the statistics, and how many people they serve in Timmins.

“And then around 11, it’s usually bed time.” For many of the students, it’s a restless and uncomfortable evening, trying to sleep on a school night. In the morning, before 7 a.m., “we wake them up,” said Jordan. “They come in (the school). They’re able to have a shower, because

they do go to school for the day. “Around 11 a.m. we meet with them in the school chapel, and we just kind of do a bit of a debriefing to find out how their night was, how they are functioning in class in the morning after they were cold and not getting a good night’s sleep.”

This was going to be a first-time experience for Grade 9 student Jessica Kim. However, she had an inkling of what to expect. “Some of my friends have done it before and they always came back with these amazing and fun stories,” she said. “So I really wanted to try it, but also because it helps other people who need more help.

some of these people.”

GLOSSARY

Jordan concurred. “It’s a nice fun event and we always get good

restless adj. agitated

feedback from the students in the morning,” said the school’s pastoral

debriefing noun interview inkling noun idea concurred verb agreed

“I figured it’s kind of a win-win. I just feel good that I am able to help

coordinator. “Even though they didn’t sleep well and they were hungry 75

and didn’t have the comforts of home, I think they realize the importance of doing this event every year.” CHAPTER 2 • Walk in my shoes 47

Check it to understand D Answer the following questions about the text. 1. How many times has Emma Tremblay participated in the Soirée sans-abris?

3. Who will receive the money raised from this event?

4. What is Yo!-Mobile?

5. What are two reasons why Jessica Kim wanted to try the Soirée sans-abris?

Reinvest E Imagine you just participated in the event. Write an email to a friend describing in detail your experience at the Soirée sans-abris.

48 SECTION 1 • CHAPTER 2

2. What has Emma done to put the experience into action?

F Create a poster to promote the Soirée sans-abris and its goals. Draft the text and design for your poster below. Include details about what happens during the event. Then draw your completed poster on a separate sheet of paper. Slogan for the event: Goals of the event:

List of activities and when they will take place:

CHAPTER 2 • Walk in my shoes 49

GRAMMAR POINT

COUNTABLE and UNCOUNTABLE NOUNS OBSERVATION A Read the text. Notice the nouns in purple. What do most nurses, doctors, educators, veterinarians and social workers have in common? They care a lot about others. Three terms are often used to describe what these people display every day: sympathy, empathy and compassion. Because many people misunderstand these terms, let’s define them. Sympathy – feeling sorry for the pain of others 05

When you feel sorry for someone else’s pain or hurt, that is sympathy. You think, “it’s sad that this person is feeling like this.” You can feel sympathy for any living being; people, animals or even plants. Empathy – sharing the pain of others When you can feel the same as another living being, you are experiencing empathy. It goes much deeper than sympathy. It is the ability to imagine exactly what someone else is feeling, even if it never happened to you. To truly help someone in need, it is essential to have a healthy level of empathy. Compassion – alleviating the pain of others

When you feel both sympathy and empathy for someone, the next step is to do something to help. That action is called compassion. Compassionate people will try to help all living creatures. For them, the greatest satisfaction in life is helping someone in need. These three abilities are not just something that you have or don’t have. With goodwill, persistence and practice, anyone can improve on these important skills.

B With a partner, place the nouns in purple in the table below. Discuss what made you decide what type of noun they are. UNCOUNTABLE

sympathy empathy

162 SECTION 2 • GRAMMAR POINT 3

COUNTABLE

THEORY Nouns are countable, uncountable or both. Countable nouns can take a plural form, but not uncountable nouns.

Countable nouns

• Countable nouns represent things that can be counted. These nouns identify people, places and things that can sometimes be divided into countable units.

one animal two birds three friends ten dollars a dozen eggs

• Countable nouns can take both singular and plural forms. I saw a raccoon on the side of the road. I saw three raccoons on the side of the road.

• In the singular form, countable nouns are often preceded by determiners such as a, an, the, this or that. There is a tree in my backyard. It is an apple tree.

This tree is not very tall.

There is a little fence around the tree.

That tree is taller.

Uncountable nouns

• Uncountable nouns refer to things that we normally do not count and can only be measured. These nouns represent things that can be taken as a whole or that cannot be divided.

• Uncountable nouns can be classified into categories: CATEGORY

Abstract things or abstractions Sports, games and activities Gases Liquids Particles and grains Materials and solids Languages Natural phenomena Other

EXAMPLE

beauty, love, patience, luck, happiness, anger, etc. hockey, jogging, chess, knitting, etc. air, smoke, smog, methane, etc. water, soup, juice, coffee, gasoline, alcohol, etc. sugar, rice, chalk, flour, salt, dust, etc. wood, cotton, wool, silver, gold, paper, etc. French, English, Spanish, Arabic, German, Cree, etc. thunder, lightning, snow, rain, fog, etc. stuff, information, homework, garbage, travel, etc.

• Uncountable nouns also refer to a whole that consists of a collection of different parts. COLLECTIVE NOUN

furniture money equipment

PARTS

a collection of tables, chairs, beds, lamps, etc. a collection of dollars, cents, loonies, quarters, etc. a collection of balls, sticks, rackets, pucks, etc.

• Uncountable nouns almost always keep the singular form. They are never preceded by a, an or many. You need many empathies to help others.

I love many musics.

You need empathy to help others.

I love music. Countable and Uncountable Nouns 163

Countable and Uncountable Nouns Some nouns can be both countable and uncountable, but there is usually a difference in their meaning. NOUN

hair hairs reason reasons chicken chickens

EXAMPLE

MEANING

My mother’s hair is red. There are three hairs in my plate! We used reason to make our decision. His reasons for being late were creative. I don’t like fried chicken. There are four chickens crossing the road.

all the hair on my mother’s head three individual strands of hair the act of thinking logically more than one excuse why a type of meat four birds

PRACTICE A Place an X beside each uncountable noun. 1. person

8. money

15. music

22. sport

2. water

9. veal

16. salt

23. mountain

3. friend

10. homework

17. patience

24. hockey

4. sofa

11. contest

18. piano

25. ice

5. furniture

12. tennis

19. dust

26. dirt

6. cent

13. oxygen

20. letter

27. car

7. litre

14. chore

21. hero

28. book

B Underline the correct word in each sentence. 1. It takes a lot of ( courage / courages ) to admit you are wrong. 2. She has no ( sympathy / sympathies ) for cheaters. 3. I have many good ( memory / memories ) from elementary school. 4. I have no ( memory / memories ) when it’s time to learn something by heart. 5. There are limits to my ( patience / patiences ). 6. She has mixed ( feeling / feelings ) about going out with Brad. 7. Kevin never asks for my ( help / helps ). 8. You never agree with any of my ( suggestion / suggestions ). 9. We have a lot of ( assignment / assignments ) to complete before next week. 10. I find it hard to manage all the ( homework / homeworks). 164 SECTION 2 • GRAMMAR POINT 3

C Decide whether the nouns in bold are countable (C) or uncountable (U). 1. Children are more playful than teenagers. 2. Most people are afraid of snakes. 3. This vase is made of glass. 4. I get a stomach ache when I drink milk. 5. Give me one good reason for helping you. 6. For important decisions, use your reason, not your emotions. 7. I need more time to finish this assignment. 8. That was the only time he offered to help. 9. This is surely the biggest room in your house! 10. I need a lot of room when I dance. D Underline the uncountable nouns in the text below. Sometimes, you can have too much of a good thing. It is exactly the case for empathy. Imagine your best friend is going through a difficult breakup. He feels miserable, depressed. Is it better to absorb his sorrow, or just offer some assistance? For both you and your friend, the latter may be the right decision. 05

If you are the type of person who can feel a lot of empathy for others, it is easy to be completely exhausted, to burn out from another person’s pain and suffering. It is not bad to try to be as caring and kind to others as possible. That is compassion. We need to give as much of it as we can. What we don’t need is caring people who become depressed because of others’ grief.

What is the best thing to do for your friend with the broken heart? When he is ready, let him talk about it and show your compassion. But there is no need to feel his depression for yourself.

Countable and Uncountable Nouns 165

E Some of the following sentences have an error. Underline each one and then correct it. 1. Nature and music are examples of all the beauties in this world. beauty

2. Without my glasses, I cannot read this book.

3. What I do in my free time is none of your businesses.

4. With all the cinema in our city, we can choose where and when to see our favourite movie.

5. I am not afraid of dangers.

6. Mick and June are real gossips, if you want my honest opinion.

7. Seeing them happy brings me so much joys.

8. The countertop in our kitchen is made out of real marbles.

9. I can concentrate even if there is a lot of noise in the room.

10. Some of my passions in life are hockey, music and video games.

11. I donâ&#x20AC;&#x2122;t expect qualities when I buy something at the dollar store.

12. She needs a lot of spaces when she exercises.

13. When you do research, you should check that the informations is still current.

14. We put our garbage out on Thursday nights.

15. Carry your monies in different places when you travel.

166 SECTION 2 â&#x20AC;˘ GRAMMAR POINT 3

F Write the following uncountable nouns in their appropriate category. advice cream fog fun glass gravel gravity jealousy justice lumber metal milk pasta poverty sand soap sunshine thunder wind wine

ABSTRACT THINGS

advice,

LIQUIDS SUBSTANCES MATERIALS NATURAL PHENOMENA

G Underline the correct words in each sentence below. 1. We raised ( chicken / chickens ) when I was young, but I’ll never eat ( chicken / chickens ). 2. She has beautiful ( hair / hairs ) even though there are a few grey ( hair / hairs ) in her bangs. 3. I have to write about all these ( work / works ) of art! That’s too much ( work / works ) for me. 4. She said that in her ( experience / experiences ), most people overcome difficult ( experience / experiences ). 5. He knows the bad effects of ( sugar / sugars ), but he always puts three ( sugar / sugars ) in his coffee. 6. How many ( time / times ) have I told you? I don’t have ( time / times ) to help you tonight. 7. There is ( paper / papers ) jammed in the printer. Now we can’t print out our ( paper / papers ). 8. Some chefs prefer peanut and sesame ( oil / oils ) for cooking. Whichever you choose, don’t use too much ( oil / oils ) in the pan. 9. Our house has seven ( room / rooms ), but we don’t have enough ( room / rooms ) for everyone to sleep here. 10. There are many varieties of ( tea / teas ), but my favourite ( tea / teas ) are jasmine and oolong.

Countable and Uncountable Nouns 167

GRAMMAR POINT

EXPRESSING QUANTITIES OBSERVATION A Read the text. Look at how the words in orange are used in the sentence.

U C

“Do you have any change? I’d like to buy some food. Any small thing you give will help.”

Every day, I walk past a couple of homeless people on my way to school. I always have several

quarters and a few loonies in my pockets for them. For me, a dollar is not a lot of money.

The smile on their faces is worth much more. A lot of smiles are priceless. Many of my friends

say I should not give any money to panhandlers. Why do they feel no sympathy for the homeless?

Some people have no heart. There is no excuse for not giving.

B Indicate whether the noun that is after each highlighted word is countable (C) or uncountable (U). The first line is done for you. C Choose a synonym for the following words from the text: Line 1: any change? ( many / a little / a few ) Line 2: a couple of homeless people ( much / some / almost no ) Line 3: a few loonies ( two or three / much / a little ) Line 4: much more ( several / little / a lot ) Line 5: no sympathy ( few / zero / little ) Line 6: Some people ( A number of / Almost all / Few ) D Share your answers from C above with a partner.

168 SECTION 2 • GRAMMAR POINT 4

THEORY Countable and uncountable nouns are often used with quantifiers; they express quantity.

Noun types and quantifiers

• The choice of quantifier depends on whether the noun is countable or uncountable. Some quantifiers are used with both countable and uncountable nouns. COUNTABLE NOUN

UNCOUNTABLE NOUN

BOTH

many problems

much poverty

a lot of problems/poverty

a few problems

a little poverty

some problems/poverty

few problems (not many)

little poverty (not much)

almost no problems/poverty

Too many animals are mistreated.

I could use a little help from my friends.

A lot of animals are mistreated.

I could use some help from my friends.

A few vs. few, a little vs. little

• The expressions a few, few, a little and little have different meanings. A few of my friends know.

= Not many of my friends know.

Few of my friends know.

= Almost none of my friends know.

I need a little time to finish. = I need some time to finish, but not a lot. I need little time to finish.

= I need almost no time to finish.

Some vs. any

• Some and any can be used with both countable and uncountable nouns. STRUCTURE

Affirmative sentences Negative sentences Requests Uncertain questions

COUNTABLE NOUN

UNCOUNTABLE NOUNS

I saw some teens living on the street. (= a certain number of teens)

I always give some money to the homeless. (= a certain amount of )

Any person would do the same thing. (= one, it doesn’t matter who) She did not see any teenagers living on the street. (= there were no teenagers) Can I have some apples, please? (= a small number) Did you see any teenagers living on the street? (= request for an unknown number, large or small)

Any help or advice is welcome. (= it doesn’t matter what amount or quality of ) She never gives any money to the homeless. (= none, not even a small amount) May I have some juice, please? (= request for a serving of juice) Did you give any money to the homeless? (= request for an unknown amount, large or small)

You never have some time to go biking with me.

Could I have any syrup for my pancakes?

You never have any time to go biking with me.

Could I have some syrup for my pancakes?

EXPRESSING QUANTITIES 169

PRACTICE A Complete the sentences with many or much. 1.

animals show more empathy than humans. money to help the poor.

2. She has given

time do you need to finish the assignment?

3. How 4. She needs as

advice as possible to figure this out. suggestions did you write on that paper?

5. How 6. Not

people know that trees communicate with each other. dollars this would cost.

7. I would like to know how 8. She does not have

patience for fools like him.

B Complete the sentences with a few or a little. credit for my contribution.

1. I should get at least

help with this heavy box.

2. He needs

people with the same problem.

3. She knows 4. At least, show

passion when you play that character. lines in that script.

5. I have trouble with 6. 7. It took

of my friends have no clue when it comes to empathy. weeks to solve that problem.

8. You can have

of my time but no more than

minutes.

C Underline the quantifier to complete each sentence. There may be more than one correct answer. 1. We need ( a lot of / much ) determination to complete this task. 2. Are there ( a lot of / much ) volunteers for the job? 3. They seem to have ( a few / a little ) issues to settle. 4. When do we get to have ( a few / a little ) time to relax?

170 SECTION 2 • GRAMMAR POINT 4

5. With this weather, there are ( little / almost no ) cars on the road. 6. These days, people travel with ( little / almost no ) cash on them. 7. I can think of ( several / a lot of ) alternatives to atomic energy. 8. I felt ( several / a lot of ) grief when I found out my dog died. D Underline the correct quantifier in each sentence below. 1. I don’t have ( many / much ) difficulty with languages. 2. She does have ( a few / some ) experience with wild animals. 3. We do have ( few / a few ) options for going out tonight. 4. There is ( several / a great amount of ) injustice in our country. 5. ( Few / Little ) of my cousins know how to speak a second language. 6. Only ( a few / few ) of my friends know that I went to Europe. 7. There are ( almost no / little ) solutions to this terrible situation. 8. There are ( many / much ) twists and turns in this story. E Complete the sentences with some or any. 1. Can you get me

paper for the printer?

2. I don’t need

help to finish this text.

3. Did you eat

food at all since yesterday?

4. It would be nice to get

assistance, for a change.

5. Twitter and Instagram are just

of the platforms I use.

6. As far as I’m concerned, you can use 7. I confess that I ate 8.

computer in this room. of the cake last night.

people will tell you anything to be your friend.

9. I have to use my bike because there aren’t 10. It’s easy to see that

buses after 11 p.m. intelligent person would not believe this.

EXPRESSING QUANTITIES 171

SECTION

Oral Interaction Tips............................................ 235 Competency Development Strategies..................... 236 How to Debate................................................... 237 How to Spell Better............................................. 238 Response Process............................................... 239 Writing Process.................................................. 240 Production Process............................................. 241 Vocabulary Strategies.......................................... 242 Pronunciation. . ................................................... 245

Common Words and Numbers............................... 246 Punctuation and Capitalization.............................. 247 Irregular Plural Nouns.......................................... 248 Common Compound Nouns.. ................................. 249 Common Phrasal Verbs........................................ 250 Common Irregular Verbs....................................... 252 CREDITS. . .......................................................... 254

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

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 Memorize vocabulary • Write vocabulary items on flash cards with the definitions on the other side. • Practise until you know all the sounds perfectly.

4 Get the grammar straight • Repeat the grammar rules until they become second nature. • Compare new grammatical structures in English with those in your own language. • Practise out loud and in your head. Your English grammar will improve.

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.

REFERENCES 235

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 conversion. 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 and 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.

236 SECTION 3 • REFERENCES

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 • Research what experts have to say about the issue. • 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 who best defended its position. It may not be the side you agree with.

REFERENCES 237