Turning Point 2 Éd. by Les Éditions CEC

english as a second language cycle two, year three

competency development and text-based grammar

2nd Edition

Margaret-Anne Colgan Voula Plagakis Leena M. Sandblom

english as a second language cycle two, year three

competency development and text-based grammar

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

Production Management Danielle Latendresse Production Coordination Rodolphe Courcy Editorial Coordination Kathryn Rhoades Proofreading Kathryn Rhoades Rights Research Nancy Schmidt Cover and Page Design Woawzer Graphisme

graphisme

La Loi sur le droit d’auteur interdit la reproduction d’œuvres sans l’autorisation des titulaires des droits. Or, la photocopie non autorisée — le photocopillage — a pris une ampleur telle que l’édition d’œuvres nou velles est mise en péril. Nous rappelons donc que toute reproduction, partielle ou totale, du présent ouvrage est interdite sans l’autorisation écrite de l’Éditeur.

Turning Point, Competency Development and Text-based Grammar, 2nd Edition Secondary Cycle Two, Year Three © 2013, Les Éditions CEC inc. 9001, boul. Louis-H.-La Fontaine Anjou (Québec) H1J 2C5 Tous droits réservés. Il est interdit de reproduire, d’adapter ou de traduire l’ensemble ou toute partie de cet ouvrage sans l’autorisation écrite du propriétaire du copyright. Dépôt légal : 2013 Bibliothèque et Archives nationales du Québec Bibliothèque et Archives Canada ISBN: 978-2-7617-2770-9 (1st Edition) ISBN: 978-2-7617-6232-8 (2nd Edition) ISBN: 978-2-7617-6235-9 - MaZoneCEC

The authors wish to thank Les Éditions CEC inc. for their unfailing support and enduring resolve to create publications of the highest pedagogical integrity, such as Turning Point. Profound thanks to Carolyn Faust for driving the project to completion with efficiency, creativity and good humour.

We acknowledge all those behind the scenes who worked to make Turning Point what it is: including our fine editorial staff, Kathryn Rhoades and Nancy Schmidt, and our tremendously gifted graphic designer, Edith Pineault. We acknowledge and thank our grammar consultant, Gwenn Gauthier, who, with her unfailing attention to detail, made this part of the book as good as it could be. And, finally, many thanks to those teachers who participated in consultations for helping to fine-tune this book. Personal thanks

To Dominic, without whom I would not be who or where I am today, thank you for everything. To Jean-Pierre, Anthony and Liam, you guys are simply the best. —MAC

Support is essential anytime we step out of the norm or take on a personal dream. I am blessed to have many teachers and mentors disguised as friends and family, so thank you all for helping me, even when you didn’t know it. Anthony, your love is my greatest inspiration. —VP

Turning Point is my swan song and I leave with the strong sense that this book will meet the needs of teachers and students at this crucial time in their lives. Thank you, Voula and Margaret-Anne. You have been a joy to work with. Thank you, Carolyn. You are flying, girl! Thank you, Emmanuelle. You are a strong leader and a fine person to deal with. Thank you, Les Éditions CEC. It has been a phenomenal ride. —LMS

Editorial Management Carolyn Faust (1st Edition) Patrick Johnston (2nd Edition)

Table of Contents Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

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

Letter to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

In Turning Point

section

viii

chapters

Assessing My Competency Development . . . . . . . . . . . . . . . . . . 2 C h a p t e r 1 .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

FIRST STOP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 READING Task 1 Is This the Answer to Safe Driving? . . . . . . . . . . . . . . . . . . . . . 6 Task 2 Are Your Parents … Reasonable? . . . . . . . . . . . . . . . . . . . . . . . 12

VIEWING Task 3 What Evil Eye Is Watching Now? . . . . . . . . . . . . . . . . . . . . . . . . 18

LISTENING Task 4 What’s the Problem? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

TALK ABOUT IT Task 5 Has Technology Obliterated Privacy? . . . . . . . . . . . . . . . . . . . 21

WRITE ABOUT IT Task 6 Where Do You Stand on the Issue? . . . . . . . . . . . . . . . . . . . . 22

WRITING STRATEGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Chapter 2

What’s Normal, Anyway?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 FIRST STOP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 READING Task 1 Who’s Normal, Anyway? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Task 2 What Happened to Sam? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

VIEWING Task 3 Is Emotional Distress Normal? . . . . . . . . . . . . . . . . . . . . . . . . . . 42

LISTENING Task 4 Is It Normal to Be Tongue-Tied? . . . . . . . . . . . . . . . . . . . . . . . . 44

TALK ABOUT IT Task 5 Do Famous Quotes Speak to You? . . . . . . . . . . . . . . . . . . . . . 45

WRITE ABOUT IT Task 6 Where Do You Stand on the Issue? . . . . . . . . . . . . . . . . . . . . 46

WRITING STRATEGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Chapter 3

D … N … Eh? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 FIRST STOP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 READING Task 1 Is DNA Reliable as Evidence? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Task 2 What Happens When Nature Meets Science? . . . . . . . . . 58

LISTENING Task 4 Are We a Medical Match? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

TALK ABOUT IT Task 5 An Advance, a Technique, or Just a Possibility? . . . . . . . 67

WRITE ABOUT IT Task 6 Where Do You Stand on the Issue? . . . . . . . . . . . . . . . . . . . . 68

WRITING STRATEGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Chapter 4

Everyone Has a Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 FIRST STOP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 READING Task 1 How Do You Make a Story Come Alive? . . . . . . . . . . . . . . . . 74 Task 2 Who’s Your Audience? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

VIEWING Task 3 How Else Can You Tell a Story? . . . . . . . . . . . . . . . . . . . . . . . . . 87

LISTENING Task 4 What’s in a Story? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

TALK ABOUT IT Task 5 How Do You Get Story Ideas? . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

WRITE ABOUT IT Task 6 What’s Your Story? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

WRITING STRATEGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Chapter 5

What’s Next? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 FIRST STOP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 READING Task 1 Who’s In and Who’s Out? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Task 2 Is It Worth the Risk? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

VIEWING Task 3 How Far Should You Go? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

LISTENING Task 4 Would You Like Some Canadian Comfort? . . . . . . . . . . . . 114

TALK ABOUT IT Task 5 Should They Step Out or Stay In? . . . . . . . . . . . . . . . . . . . . . 115

WRITE ABOUT IT Task 6 Where Do You Stand on the Issue? . . . . . . . . . . . . . . . . . . . 116

WRITING STRATEGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

VIEWING Task 3 Is a Clone an Exact Copy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

III

extra readings

Chapter 1

Schools Move to Fight Vandalism . . . . . . . . . . . . . . . . . . . . 120 Privacy Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Point 8 Bi Verbs: Past Perfect

Chapter 2

If Only … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Cutting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Chapter 3

Tools and Technologies That Fight Crime . . . . . . . . . . . . 141 A New Face on Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Chapter 4

Children at War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 A Million Little Pieces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Chapter 5

Vive l’Aventure! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 No Pain, No Gain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

section

Point 8 Aii Verbs: Present Perfect vs. Simple Past

grammar points

Point 1 Nouns and Articles Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Point 2 Pronouns Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

Point 3 A Verbs: Simple Present Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Point 3 B Verbs: Present Continuous Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Point 3 C Verbs: Interrogative Forms in the Present Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Point 4 Adjectives and Pronouns Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Point 5 A Verbs: Simple Past Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Point 5 B Verbs: Past Continuous Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Point 5 C Verbs: Interrogative Forms in the Past Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Point 6 S entence Structure: Simple and Compound Sentences Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

Point 7 Adjectives of Comparison Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Point 8 Ai Verbs: Present Perfect Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Point 8 Bii Verbs: Past Perfect and Simple Past Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Point 8 C V erbs: Interrogative Forms With Perfect Tenses Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Point 9 A Conditions: Real Condition Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Point 9 B Conditions: Hypothetical Condition Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Point 9 C Conditions: Past Hypothetical Condition Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Point 10 Adverbs Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230

Point 11 Modals Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Point 12 Sentence Structure: Complex Sentences Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

Point 13 Transition Words Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

Point 14 A Verbs: Future Forms Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Point 14 B Verbs: Interrogative Forms in the Future Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

section

references

Oral Interaction Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Five Steps for Good Debates . . . . . . . . . . . . . . . . . . . . . . . . . 250 The Response Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 The Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 The Production Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253 List of Common Irregular Verbs . . . . . . . . . . . . . . . . . . . . 254 List of Common Phrasal Verbs . . . . . . . . . . . . . . . . . . . . . . . 256 List of Verbs Followed by Gerunds . . . . . . . . . . . . . . . . . 258 List of Common Compound Nouns . . . . . . . . . . . . . . . . . . . 259 Capitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Credits 262

section

Dear students: You began learning English several years ago, so you know that: > English is taught in English; > you are expected to participate in English at all times; > there are many strategies and resources you can use to help you; > there are steps, or processes, to use when you read and write;

> you have developed other competencies, aside from the ones in English (e.g. working cooperatively, thinking critically, etc.). You probably find that: > it’s still difficult, sometimes, to speak spontaneously; > some things about the English language still confuse you; > you feel your pronunciation could be better; > English can be just plain difficult. So, what can you do this year to ensure that you are as successful as possible in completing your ESL learning in secondary school and in preparing for your end-of-cycle evaluation situation? You can use this book as a turning point in your English-language learning by following some or all of these suggestions: > Get things right. If you make certain mistakes over and over, take time to figure out why this happens and how you can avoid them in the future. > Notice similarities and differences between English and another language that you know better. Share your knowledge of these similarities and differences with others. This will help you remember them and build your confidence. Here’s an example: the difference in meaning of the word “actual” in English and French. > Read, read and read some more. Read every single thing in Turning Point and then find English material that interests you in magazines, on the internet, etc. > Use the many strategies and resources you’ve learned over the years; > Watch English TV programs. There are lots of good ones, and many are available throughout Québec. > Speak English as much as possible and with as many different people as you can. And above all, don’t be hard on yourself. Learning a second language comes more easily to some than to others. But each one of you is capable of learning English … and other languages too. Best of luck in all your endeavours. The team of authors

Scope and Sequence Chart STRATEGIES

CHAPTER

1 2 3

4 5 VI

We’re Watching You

What’s Normal, Anyway?

D…N… Eh?

Everyone Has a Story

What’s Next?

GUIDING QUESTIONS

How tO

Privacy issues— … identify and use cognates and false Where do you draw the line? cognates

Oral Interaction

Reading

Viewing and Listening

How tO … communicate more effectively

How tO

… understand activities more effectively … use the RAP reading strategy … read more effectively

… view videos more effectively … listen to audio texts more effectively

Normal … what does this word mean to you?

… use context cues … find things to understand to say in a unfamiliar words conversation ... read more effectively

… use the RTN reading strategy to better understand a text

… prepare to watch a video … prepare to listen to audio texts

Should we be concerned about controversial scientific advances?

… use a dictionary entry effectively … deal with problem words while reading

… prepare for oral interaction in English

… use the RIDA reading strategy … use graphic organizers to help you understand a text

… focus your attention while viewing … use the BLIND technique to help you focus as you listen to audio texts

What’s your story?

… recognize word families

… engage your listeners

… use annotation to take notes

… view the story within the story … listen for context cues in audio texts

How ready are you to step out of your comfort zone?

… identify and use compound adjectives … identify and use abstract nouns

… battle it out in a debate

… use the RIC reading strategy

… read between the lines while viewing … listen for specific information in audio texts

Vocabulary

GRAMMAR POINTS

Writing

How tO

extra readings

What’s the Story?

Level 1: Schools Move to Fight Vandalism Level 2: Privacy Matters

Lamb to the Slaughter by Roald Dahl

… use correct punctuation 4. Adjectives and Pronouns in your text 5. Verbs: Past A Simple Past B Past Continuous C Interrogative Forms in Past 6. Sentence Structure: Simple and Compound

Level 1: If Only … Level 2: Cutting

I’ve Got Gloria by M. E. Kerr

… write meaningful opinion texts

Level 1: Tools and Technologies That Fight Crime Level 2: A New Face on Life

My Sister’s Keeper by Jodi Picoult

… use the TAG conference 10. Adverbs 11. Modals 12. Sentence Structure: Complex Sentences

Level 1: Children at War Level 2: A Million Little Pieces

The Dew Breaker by Edwidge Danticat

… personalize the writing process

Is He Living or Level 1: Vive l’Aventure! Level 2: No Pain, No Gain Is He Dead? by Mark Twain

… write a pertinent and coherent text

Study Guide and Practice 1. Nouns and Articles 2. Pronouns 3. Verbs: Present A Simple Present B Present Continuous C Interrogative Forms in Present

7. 8.

Adjectives of Comparison Verbs: Perfect Ai Present Perfect Aii Present Perfect vs. Simple Past Bi Past Perfect Bii Past Perfect and Simple Past C Interrogative Forms With Perfect Tenses 9. Conditions A Real Condition B Hypothetical Condition C Past Hypothetical Condition

13. Transition Words 14. Verbs: Future A Future Forms B Interrogative Forms in Future

Supplemental story: The Story of an Hour by Kate Chopin

VII

The chapters begin with a brief overview, a guiding question and a Think About It text, designed to get you thinking about the issue.

There are four sections in TURNING POINT: a section of five chapters; an Extra Readings section; a Grammar Points section, with study guides and practice exercises; and a helpful References section. Explore the features that will help you in your language learning experience.

The FIRST STOP offers brief activities to engage your interest and to activate your prior knowledge of the chapter topic. > Talk About It boxes offer ideas for you to discuss with your peers and to help you develop Competency 1.

Each READING task opens with a series of activities that focus on vocabulary building and on strategies to help you understand the texts and learn about the issues behind the guiding question. > H ow To boxes offer tips on vocabulary building, reading strategies, and other learning strategies to help you complete the different tasks and develop Competency 2. > A Notes column appears beside each text to allow you to take notes and use reading strategies more easily.

> Glossaries provide definitions of unfamiliar words and expressions in the texts. These words are in bold and highlighted in yellow within the text. > G rammar Notices mention specific grammar information presented in the text. They also indicate pages where you can get more information.

VIII

In Turning Point

VIEWING and LISTENING tasks will help you to further develop your ideas and opinions about the guiding question and help you develop Competency 2.

> Write About It boxes offer suggestions for how you can express your opinion in writing and further develop Competency 3.

The TALK ABOUT IT page presents a task designed to help you interact orally with your peers about a topic related to the theme of the chapter and to develop Competency 1.

The WRITE ABOUT IT spread helps you reinvest your learning in a task. You can choose from suggested topics and examine models of different text-types that will help you answer the guiding question. > A detailed writing process guides you as you complete your task, and tools, such as graphic organizers and models of text types, are offered as models. > Go Further suggestions indicate ways to include the production process as you develop Competency 3.

WRITING STRATEGY pages offer suggestions about how to get started on the Write About It task.

The EXTRA READINGS section has a variety of extra texts that are related to the theme of each chapter.

> The level of difficulty for each text is indicated by Level 1 (easier) and Level 2 (more difficult).

The GRAMMAR POINTS section has study guides and practice exercises for the grammar elements identified within the chapters. > A Personal Examples column is a space for you to write your own examples or take note of something you wish to remember. > Practice activities follow the Study Guide; many are text-based, allowing for a more contextualized practice of the grammar point. > A Final Word concludes each Practice, giving you tips to keep in mind when facing your evaluation situation at the end of the year.

A REFERENCE section offers a variety of information to facilitate your language learning experience, including: > oral interaction tips and strategies > steps for conducting good debates > the three processes: response, writing and production > r esource pages containing useful grammar information

cha p te r

SECTION 1: CHAPTERS

We’re Watching You What’s Normal, Anyway? D … N … Eh? Everyone Has a Story What’s Next?

page

3 page

25 page

49 page

71 page

Competency 1 Do I … 1

participate actively in class discussions? speak coherently, and is what I say pertinent to the topic?

Checking for understanding as you learn will help you make changes or adjustments to keep you moving in the right direction. Answer the questions in the left column to check your progress in each of the three competencies. Then use the ideas in the right column to improve your learning.

How Can I Improve?

I can … write down ideas to prepare for a discussion; ask for help when I don’t understand;

speak accurately and fluently (grammar, vocabulary, pronunciation)?

practise the correct pronunciation and intonation of words;

select and use appropriate strategies and resources to help me communicate?

think about what I want to say; think about which strategies work best for me; take risks by using new words and expressions.

Competency 2 Do I … 2

I can …

participate actively while listening to, viewing and reading texts?

think about what I already know about the topic;

show my understanding of texts by giving meaningful and clear responses?

choose strategies that will help me before I read, listen to or view a text;

select and use information from texts to express my ideas in a reinvestment task?

verify my understanding by talking about or discussing what I heard or saw;

select and use appropriate strategies and resources while listening to, viewing and reading texts?

compare the opinions of others to my own;

Competency 3 Do I … 3

participate actively in the writing and production processes? write and produce texts that are coherent and pertinent, and contain original ideas? use language that is accurate (grammar, vocabulary, punctuation) and appropriate to the text-type? select and use appropriate strategies and resources when writing and producing texts?

How Can I Improve?

look for context cues to figure out the meaning of unfamiliar words.

How Can I Improve?

I can … take more time planning before writing or producing my text; research my topic, using a variety of resources; reuse vocabulary from texts; use a thesaurus to vary my vocabulary; give and ask for feedback from others; choose specific strategies that will help me in the process.

Assessing My Competency Development

We’re Watching You Privacy issues – Where do you draw the line? think about it

Did you use your cellphone or your computer today? Did you take public transit or drive a car? If so, do you know that someone, somewhere was probably watching you? Surveillance is everywhere. Chances are, you accept this as the norm. After all, it’s a part of life, isn’t it? But should it be? Do you think constant surveillance really protects you? How much is too much? Where do you draw the line on privacy issues?

Note down your initial thoughts on this issue.

chapter

1 CHAPTER OVERVIEW FIRST STOP............................. 4 READING Task 1: Is This the Answer . to Safe Driving?...................... 6 Task 2: Are Your Parents. Reasonable?...........................12 VIEWING Task 3: What Evil Eye .

Is Watching Now?...................18 LISTENING Task 4: What’s the Problem?... 20 TALK ABOUT IT Task 5: Has Technology .

Obliterated Privacy?...............21 WRITE ABOUT IT Task 6: Where Do You Stand . on the Issue?........................ 22 WRITING STRATEGy.............. 24

EXTRA READINGS Schools Move to . Fight Vandalism...................120 Privacy Matters....................125

Glossary draw the line: set a limit

Chapter 1

name:

activity

Testing your knowledge

Read through the statements below and indicate whether each statement is True or False.

1. True

False Your email messages are private; no one else can read them.

2. True

False

3. True

False The federal government can use your personal information for any purpose that it wants.

4. True

False

It is illegal to intercept or listen to someone else’s wireless telephone calls.

5. True

False

The local video store can ask for your Social Insurance Number (SIN) when you apply for a membership.

6. True

False

You don’t need to get consent to record phone calls you receive.

7. True

False Under Canada’s privacy law, any video surveillance by private organizations is illegal.

8. True

False It’s legal for companies to sell your private information.

activity

Your travels on the World Wide Web can be tracked by anyone in the world.

Stating your opinion

Write down your thoughts about the issues below.

1. Is it ever acceptable to read someone else’s text messages or emails? Explain.

talk about it

1 Discuss in groups why some schools, communities and governments might keep some people under surveillance. Do you think this is acceptable?

Chapter 1

2. When, if ever, do you think it is acceptable for shopping centres to use video surveillance?

first stop

group:

name:

group:

activity

Understanding the issues

Match each situation described below with a corresponding statement from Activity 1. Write its number in the chart. Decide how serious each situation is to you on a scale of 1 to 5, where 1 is the least serious and 5 is the most serious. Statement number

Situation

How serious is this? 5 1

Shauna taped the phone conversation she had with her boyfriend.

The teacher tracked the sites the students used during their project. The shopping mall did not indicate the use of surveillance cameras. Michel’s local video store asked for his SIN to start a membership. Catherine’s mother logged on to her daughter’s computer and read her emails.

activity

Expressing your opinion

Write some personal statements about privacy.

1. I think that personal privacy is …

2. For me, the most important privacy issue is …

How tO understand activities more effectively Read and reread all instructions to be very clear about what you should do.

Learn more about privacy issues in this chapter. Chapter 1

c 2

reading

task 1

name:

group:

Is This the Answer to Safe Driving? Setting It UP You will read a text called Keeping Track of Teen Drivers about privacy issues between teen drivers and their parents.

A Vocabulary 1

Identifying cognates and false cognates

Look at the words shown in blue in the following text. Think of a similar word in French for each word and write it in the space provided. Then indicate if it is a cognate or a false cognate of the English word.

The issue of privacy has always been a difficult one. When do the rights of the individual stop and the rights of the public start? For example, is it acceptable for parents to keep their children under close observation? Do education institutions cross the line when they use video camera surveillance? Should companies allow an employer to check the emails of their employees? We need to think about these questions when we talk about the right to privacy.

How tO identify and use cognates and false cognates Cognates are words that look very similar to French words and have the same meaning. garage = garage language = langue False cognates are words that look like French words but have a different meaning. library ≠ librairie

When you see a new word: 1. Ask yourself if it is similar to a word in French. If the answer is yes, try out the meaning in French in the text you are reading. 2. If the meaning in French does not make sense, it is probably a false cognate. Use your dictionary to find the correct meaning.

advertisement 1. issue 2. parents 3. education 4. employer activity

Chapter 1

Cognate or False Cognate?

avertissement

false cognate

Using cognates

Find three more cognates in the text in Activity 1. Write a new sentence using each one.

1. 2. 3.

Similar Word in French example

Word from the text

Sentence

activity

name:

group:

B Pre-reading Vocabulary activity

Matching words to definitions

Before reading the text Keeping Track of Teen Drivers, match the following words with their definitions.

1. 2. 3. 4. 5.

spill the beans out of bounds have a heavy foot lack to violate

a. abuse; go against b. to drive fast as a habit c. shortage; deficiency d. to tell secrets e. forbidden

C Before Reading activity

Preparing to read

talk about it

How would you feel if your 1 parents knew where you were almost all of the time? Discuss in groups the use of GPS to track teen behaviour outside of school.

Highlight the title and subtitles in the text. Look at the photos. Check off your prediction for the main idea of the text.

1. The GPS system in cars is easy to conceal, so parents are happy. 2. The GPS system should be used by everybody for safety issues. 3. The GPS system gives parents peace of mind although it reduces privacy. Skim the text to see if you checked off the correct main idea above. Notice the words in the glossary. They will help you to better understand the text.

D While Reading activity

Reading the text

Use the RAP strategy as you read Keeping Track of Teen Drivers by writing questions and answers in the margin beside each paragraph. Remember to keep an eye out for cognates to help you understand this text about the surveillance of teens’ daily activities.

How tO use the RAP reading strategy

Read a section of the text. A sk yourself some questions about what you read. P ut the answers in your own words in the margin of the text.

Chapter 1

Would many parents buy this device? My parents would!

Grammar Notice Look at the words in orange in the text. What two parts of speech are they? To learn more about these parts of speech, see pages 178–186.

Chapter 1

Example of RAP:

how her father always seemed to know where she was and when she 040> was speeding. “I was beginning to feel like I couldn’t do anything or go anywhere on my own. He knew everything about my whereabouts. I thought he had spies everywhere. 045> When I found out that he had installed a Global Positioning System in the car—that’s GPS for etting behind the wheel of short—well, I was really angry. a car is a big responsibility, I think he should trust me. I don’t 050> speed that much, so I don’t see and now parents can see how their teenager handles that job. why he feels he needs it.” Her father, 005> No, they’re not riding along in who has been tracking her driving the backseat! Instead, they are for more than a year, has a different installing digital recorders opinion. “She has a heavy foot,” 055> like those used to track speed, he says. Besides, it’s not a question acceleration and trajectory of trust; it’s a question 010> in airplanes. Forget of safety.” The GPS “It’s not a about freedom and question of trust; reports her car’s privacy: parents can it’s a question of 060> position to him every now check up on their five minutes using safety.” teen and how safely he a combination of 015> or she is driving, all from satellite and cellular the comfort of home. Is their technology. “This way, I know teen speeding? Weaving from where my daughter is and what she 065> is doing every time she takes the lane to lane? Gunning the engine? This little black box car out. It’s all about peace of 020> spills the beans. mind.” Many parents agree, and have decided to put the tracking Even more than that, parents device in their teen’s car. This way, can now keep tabs on the where070> they can also check the location of abouts of their adolescent. Is their their teen’s car on weekend nights teen sleeping over at a friend’s as when a midnight curfew is nearing. 025> arranged or at an out-of-bounds “The scariest part of the night is party somewhere? Or maybe 11:30 and beyond,” one father he or she is at the mall instead 075> says. Teenagers, however, disagree. of the library. Even an innocent They argue that they have a right detour will be revealed. to privacy and that the GPS takes away this right. But parents remain Trust versus peace of mind concerned. 030> For parents, the great thing about the device is that it’s small enough to hide. For teens, the bad thing is that, unless their parents choose to inform them, 035> they won’t know the device is there. One seventeen-year-old teenager couldn’t understand

Teen drivers are at risk 080> Statistics on teen drivers back up parents’ concerns. Young drivers are involved in traffic crashes twice as often as the rest of the population, and motor accidents 085> are the number one cause of death among children and young adults, according to the National Highway Traffic Safety Administration. Studies show 090> that it is a lack of sound driving judgment and a feeling of invincibility that explains why young people get into more accidents than anybody 095> else. Monitoring a teen’s driving gives worried parents some peace of mind, and it could encourage even the most reckless teens to drive more responsibly. While 100> young people argue that it violates their privacy, parents say that safety comes first. The other side of the coin Still, it makes you wonder how comfortable an adult would feel 105> if someone put a tracking device in their car. Would they feel that it was an intrusion into their private lives? Some parents using the GPS device on their teens 110> admit that they wouldn’t have liked it if their parents spied

on them as they were driving. However, they argue, when they were young they were more afraid 115> of their parents than teens today. “Fear was a great deterrent when I was young,” one father declared. “Today, young people aren’t afraid of anything. If I can check the 120> comings and goings of my teen, then I feel that I have some control over the situation.” Priority is safety Some parents agree that there is a certain violation of rights, and they 125> talk to their teen before installing the GPS box. “I trust my son, but I want to make sure that he’s always OK,” one father said. “That doesn’t make any sense to 130> me,” replied his 17-year-old son, “I trust my dad when he’s driving. If he says he’s going to be at a certain place for a certain amount of time, I trust him to get there 135> safely. I don’t have to check up on him.” Parents disagree. “If I know where my teen is, I can check on her to make sure she’s safe at all times,” one mother said. “It’s not 140> just about her driving, it’s also about her safety and knowing that I, as an adult, can help her as quickly as possible because I know where she is.”

Glossary keep tabs on: monitor; track whereabouts: current location curfew: specific time someone is required to return home sound: good; sensible reckless: without caution deterrent: prevention replied: answered Chapter 1

name:

group:

E After Reading read more effectively When you read for global understanding, you don’t have to understand every detail. Just get a general understanding of the text. When you read for greater understanding, details are more important. Check what questions you have to answer. This will help you to focus your attention. Using the response process also helps you better understand the texts. See page 251.

Checking for global understanding

Which of the following statements best explains what the text is about? Highlight your choice. Does this agree with your prediction in Activity 4?

1. Teens argue that installing a GPS box does not encourage them to drive more responsibly; it just makes them angry and violates their right to privacy.

2. While installing a GPS box in their teen’s car may violate certain privacy rights, parents believe that it is a small price to pay to ensure that their teen is safe.

3. A GPS system helps teenagers become responsible drivers and parents feel they have control over the whereabouts of their children.

activity

Checking for greater understanding

• Part A

Decide if these statements are True or False. When the answer is False, explain why.

1. True

False The text says that tracking devices allow parents to know where their teens are at all time.

2. True

False In paragraph 2, a parent says that the tracking devices are all about security, not spying.

3. True

False Paragraph 3 states that teens are four times as likely to get into accidents at the wheel of their car.

4. True

False In paragraph 4, the writer says that teens today are more respectful of their parents than previous generations.

• Part B

1. What is the purpose of this text? a. to express b. to inform c. to direct 2. Who do you think is the intended audience for this text? Explain.

3. What are three things a GPS system can tell parents about their teen’s driving?

10 Chapter 1

a. b. c.

How tO

activity

name:

group:

4. What does the writer mean by “lack of sound driving judgment and a feeling of invincibility”? (lines 90–92) Give an example of how this is true for teens.

5. Why do you think one father says, “The scariest part of the night is 11:30

and beyond …”?

6. “The other side of the coin” means to see something from another person’s point of view. Why does the paragraph in the text have this subtitle?

7. Give the line numbers of two statements in the last paragraph that, taken together, demonstrate the expression “do as I say, not as I do.”

8. What is the writer’s opinion regarding the GPS system? Why do you think so?

write about it

Explain why you agree or 3 disagree with the statement “Monitoring a teen’s driving … could encourage even the most reckless teens to drive more responsibly.”

Chapter 1

c 2

name:

reading

task 2

group:

Are Your Parents … Reasonable? Setting It UP You will read a text called The Privacy Dance: Parents, Teens Find a Delicate Balance, about the struggle for control by parents and freedom by teens. Is a balance possible? You decide.

A Pre-reading Vocabulary out-of-bounds in the wake of sneak around untoward adamant

Putting key words in a sentence

Fill in the blanks with the correct word from the Word Bank.

1. Jon’s parents were

about their decision:

no computer after 11 p.m.

2. Maude’s mother locked her home office and declared it to the kids. 3. If Mark’s parents think anything

is happening in Mark’s life, they talk to him to try to find out what the problem is.

Karl breaking his curfew, his parents told him he could no longer borrow their car.

talk about it

With a classmate, discuss 1 how difficult—or easy—it is for you to talk to your parents about private issues.

5. Suzie’s parents did not like her new boyfriend, so Suzie decided

with him without her parent’s knowledge.

B Before Reading activity

Preparing to read

Notice the words in the glossary boxes. Look at the title, photos and questions set off in the text. Now highlight the subtitles. Check off what you think will be the main idea of the text.

1. Parents and teens have very different reactions toward privacy issues.

2. It is important for parents and teens to communicate with regard to privacy issues.

3. Parents today have to balance their private life with their family life and their teenage children.

Skim the text to see if you checked off the correct main idea.

C While Reading activity 12 Chapter 1

Reading the text

Use the RAP strategy as you read. You can also note down any questions you may have.

activity

word bank

hat did the killers’ parents know, and when did they know it? If they knew nothing, why not?

These are among the questions being asked in the wake of the massacre in Littleton, Colorado.* Is it possible that Eric Harris, 18, and Dylan Klebold, 17, could 010> have plotted mass murder for a year, stockpiled weapons and made bombs without raising parental suspicions?

005>

“The complete obliviousness of these parents—that’s a real puzzle,” says clinical psychologist Cathleen Brown of Claremont. “There was kind of a disconnect, a neurological out-to-lunch.”

015>

020>

It’s a puzzle that requires further questions: Do teenagers today have too much privacy? What is parental snooping, and what is abdication of responsibility?

Child psychologist Robert R. Butterworth of Los Angeles doesn’t mince words: “There are three things parents need now. One is a crowbar [for opening 030> locked cabinets and closets], the second is a flashlight to look under the bed and the third is that little internet guide you can buy that’ll give you 035> a clear indication of where the youngster’s been.”

By Beverly Beyette parents need to know about their kids’ friends. But all agreed that communication is key to keeping 045> kids on the right path. Questions about privacy and freedoms were posed to each family. Parents and kids were questioned separately. All the 050> parents interviewed for this story were adamant on one point: Parents must talk, really talk to their kids—and listen.

How sacrosanct do you consider a teenager’s room?

025>

Parents and teenagers in three families gave somewhat differing opinions on such matters as 040> whether a teenager’s room is out-of-bounds and how much

* The Columbine High School massacre occurred on Tuesday, April 20, 1999, at Columbine High School in Colorado. The two students embarked on a massacre, killing 12 students and a teacher, as well as wounding 23 others, before committing suicide.

The Edmistons Louise: “I knock.” Joe: “I don’t knock. The rooms are pretty much open territory. Occasionally we’ve found William in his room with girls, once with the lights off.” William said there 060> was an innocent explanation, Joe recalls, “but we take no explanations as totally innocent.” 055>

Neither has ever searched William’s room. Would they, 065> if they suspected something? “Of course,” says Joe, who goes in regularly to retrieve borrowed clothing. Louise says she’d “feel pretty icky” about searching her 070> son’s room. William: “It’s pretty annoying to have them come into my room. I wanted to get a lock for my door,

Glossary plotted: planned stockpiled: accumulated raising: causing; producing obliviousness: lack of awareness doesn’t mince words: says things directly crowbar: tool; lever adamant: very firm; decided sacrosanct: sacred; inviolable

Chapter 1

The Morrises Michael Engineer Helen City planner Melanie Eighth-grader, age 14

Carmella: “They know they can close the door any time they want, 105> but there’s no door in this house that’s ever been locked. At the same time, I don’t think I should have to knock to go into their room if they have nothing to hide …” 110>

The Glezers Philip College administrator Carmella Medical technician Rochelle College freshman, 19 Deborah HS senior, age 17 115>

Grammar Notice Look at the words in orange in the text. What two verb forms are they? To learn more, see pages 187–191.

mostly to lock it when I’m not there, but they said no.” Do they snoop? “Not really.” He’d be “pretty angry” if he thought they did. “My parents let me have girls over until 8:30, but I can’t 080> have the door closed.” 075>

120>

Helen: “We’re free to go in any time. The closed door … I don’t think we grew up that way.”

Helen: “She does have a locked file cabinet, but we’re sure she’d open it if we asked her. If we did 090> suspect some trouble, certainly,” they wouldn’t hesitate to search. Melanie: “It’s a fairly private place. As I do with them, they always knock, but they’re free to 095> come in. I have nothing to hide. I have candles in my room so they probably want to monitor a lot.” The Glezers Philip: “When the girls are in their domain, they’re in their 100> domain,” although he adds their door is rarely closed. “If it is closed, I knock.” 14 Chapter 1

Deborah: “My parents are more than welcome to go in my room. They’ve never just gone snooping.” That would upset her. “I feel my parents should be able to talk to me about things.” Rochelle: “If they didn’t trust me, I’d be upset.”

Would you check the computer to see which internet sites your teenager is tapping into?

The Morrises Michael: “We knock. If she’s not in the room, the door’s always open.” 085>

If he suspected something untoward, Philip says, “I’d come right out and say it,” not sneak around.

The Edmistons Louise: “I’m really not afraid of that.” William: “I use my mom’s com125> puter, and she knows everything.” The Glezers Philip: “We have one AOL account with four passwords. No one reads each other’s mail.” The Morrises Michael: “She goes to some chat 130> rooms, and I’ll occasionally look over her shoulder.” Helen: “Unless I visited [a site] and it was XXX, I don’t think I’d check on a daily basis.” 135>

Melanie: “By parental decree, I can’t go on past 11:00 when the crazies come out.”

The Edmistons Joe Executive director Louise Homemaker William S eventh-grader, age 13

Do you insist on knowing your kids’ friends, and where and with whom they’re going? The Edmistons Louise: “William has come up with some yucky friends. 140> I definitely limited how many times those kids could come over. We try to teach him it’s pointless to be friends with people who lie, as charming and athletic as they 145> may be. You really do have to know their friends. If he does go over to a friend’s house for a party or something, we call to make sure that parents will 150> be there.” William: “They know my friends because I am always bringing them over. It’s lots of fun.” Louise: “We’re very welcoming. 155> For mothers who work, that’s hard. There are a lot of kids floating around with nowhere to go. At night we insist that William be in at a specific time 160> and it’s non-negotiable.” The Glezers Philip: “Ninety-nine percent of the time their friends are here at the house. I’d rather have them here than roaming 165> the streets. I need to know where a party is, a phone number, an address. When I page the girls, it’s like God calls. They have to answer back.”

170>

Carmella: “I like to know what type of people [their friends] are, what their interests are.”

Deborah: “We don’t have a curfew. They like to know where I’m going, 175> who I’m with, in case there’s an emergency.” The Morrises Michael: “If it’s a party, we want to see the invitation. The understanding is not only will the 180> parents be there, but the parents will make their presence known on a regular basis. I take her. If she’s going to be picked up, it’s by parents we know. None of this, 185> ‘My friend’s brother’s coming …’ ” Helen: “We tend to know her friends and their parents from school, church, soccer. We know where they’re coming from. Just 190> hanging out at the mall, hanging out at the promenade … she and her friends don’t do that. We expect her to be home at a reasonable hour that we establish before 195> she leaves the house.” Melanie: “Once, I stayed out late shopping with a girl my parents didn’t know. When I called home, my mom was upset. ‘She could be 200> some crazy person with a Mohawk haircut.’ I said, ‘C’mon, Mom. Would I go somewhere with someone like that?’ ”

Editor’s Note: These parents obviously have a relatively open relationship with their teens based on trust and mutual understanding. But why do things sometimes go wrong, as with Harris and Klebold? Is it really an issue of privacy and having a good relationship with your parents? Would things have turned out differently if the parents of these kids had kept closer tabs on them? And, if so, where do we draw the privacy line?

Glossary snoop: spy fairly: quite; relatively yucky: horrible roaming: wandering; travelling at random kept closer tabs on: checked more often

Chapter 1

name:

group:

D After Reading activity

Checking for global understanding

Which main idea did you check off in Activity 2? Find a line in the text to support your choice.

activity

Checking for greater understanding

Fill in the chart below by answering the questions in the left column. If the answer is positive, put an X; if the answer is negative, put a Ø and, if the information is not in the text, write NM (not mentioned).

Edmistons

Do they …

Joe

Louise

Morrises Michael

Helen

Glezers Philip

Carmella

… knock before entering teen’s bedroom? … think it’s OK to search their teen’s room if necessary? … check teen’s computer correspondence? … know their teen’s friends? … insist on parental supervision during parties? … establish a curfew for their teen? • Part B

Answer the following questions about the text.

1. Who is the intended audience for this article? Explain.

2. What are three things that parents with teens need today?

3. Why does Joe go into his son’s room? 4. Under what circumstances would the parents feel it appropriate to search their teenager’s room?

16 Chapter 1

• Part A

name:

group:

5. What reason does Melanie give for her parents coming into her room? 6. Whose parents are most tolerant with regard to the use of the computer? Why do you think that is?

7. Why do you think William was hanging out with “yucky friends”? 8. What reason does Louise imply for “kids floating around with nowhere

to go”?

9. Which family seems to have the most parental supervision? Explain why you think this is so.

10. How important do you think it is that parents be around during a party? Explain your position.

E Reinvesting Your Understanding 1. How would you answer the final question in the text The Privacy Dance?

2. The two texts Keeping Track of Teens Drivers and The Privacy Dance both deal with the role of parents in a teen’s life. What would your own parents have to say about these issues with respect to you? Choose any one of the issues and write down what you think your parents would say or do. (You can always check with them to see how accurate you are.)

talk about it

Do you think parental supervision is the key to “keeping kids on the right path”?

Chapter 1

c 2

name:

viewing

task 3

group:

What Evil Eye Is Watching Now? Setting It UP You will be watching a report Electronic eyes on the streets, about video cameras that are located in the town of Sherbrooke, Québec.

Decide if you agree that “cameras make everyone appear guilty until proven innocent.”

A Before Viewing activity

Matching words and expressions to definitions

Match the word or expression to the correct definition.

1. 2. 3. 4. 5. 6.

How tO view videos more effectively For global understanding, do not worry about every word. Let the visuals help you. For greater understanding, read and reread the questions before viewing. This will help you to focus your attention.

back and forth guilty rowdy behaviour steep drop turned down

a. b. c. d. e. f.

at fault; on the wrong side of the law refused; said no sudden decrease; abrupt reduction from one position to another actions; conduct disorderly; disruptive

B While Viewing activity

Checking for global understanding

Which of the following short paragraphs best explains the main idea of the report? Check off your selection.

1. The video cameras in Sherbrooke have resulted in a drop in the crime rate, but some people believe that the cameras are a violation of their right to privacy.

2. Most of the citizens agree that video cameras are helpful in preventing crime. They argue that it is fine to have the cameras because they have nothing to hide.

3. The town of Sherbrooke has installed video cameras so that the local police can identify criminals walking the streets. The people in the town feel safer.

C After Viewing • Part A

activity

Checking for greater understanding

Decide which of the interviewees in the video were for the presence of cameras and which were against it. Check For or Against.

18 Chapter 1

Civil Liberties Union Shopkeeper Man from out of town Male citizen Female citizen Mayor

For For For For For For

Against Against Against Against Against Against

write about it

name:

group:

• Part B

Answer the following questions about the video.

1. Did the reporter present both sides of the story equally? Was the report on surveillance cameras fair? Explain your position.

2. What does “guilty by association” mean?

3. How has the presence of cameras helped the city?

4. Do you agree that the cameras are just “a technological extension of normal police surveillance”? Explain your point of view.

1 What new technology do you think is the most invasive with regard to your privacy? Explain to your classmates why you think so, and give examples.

D Reinvesting Your Understanding Write a brief answer to the following questions and then discuss them with your classmates.

1. People often argue that cameras are there “to remind people that they are being monitored.” Do you think the installation of video cameras helps to maintain public safety, or are they an invasion of privacy? Explain your point of view.

2. What are some things towns can do to stop crime without using video cameras?

3. Do you think it would be appropriate to place video cameras in your school? Explain.

Chapter 1

c 2

name:

listening

task 4

group:

What’s the Problem? Setting It UP You will listen to We’re Watching You, a radio show report on where the idea that we need laws to protect our right to privacy came from.

A Before Listening 1

Preparing to listen

Decide if the technologies listed in the Word Bank became a problem for privacy before 1980 or after. Place them in the correct space in the grid.

word bank telephone

computers wiretapping cameras high-speed printing satellite photography yellow journalism (tabloid reporting)

Before 1980

After 1980

B While Listening activity

Checking for global understanding

Answer the following questions, then correct your answers in Activity 1.

1. When did the right to privacy first become an issue? 2. Which technology first threatened people’s right to privacy?

talk about it

Discuss your point of view with your classmates

3. According to the report, what is its modern equivalent? 4. What world event had just happened when George Orwell wrote 1984?

How tO listen to audios more effectively Make sure you understand the context of the recording. Take two minutes to brainstorm for vocabulary related to the topic. Read the questions carefully to make sure you know what you are listening for.

20 Chapter 1

5. What should we be focusing on today with regard to privacy? a. Protection of our individual rights to privacy. b. Protection of our rights to use surveillance methods. c. Protection of our rights to use computers when necessary.

C Reinvesting Your Understanding Is our privacy diminishing as a result of new technologies? Explain.

activity

name:

group:

c 1

Has Technology Obliterated Privacy? activity

talk about it

task 5

Talking about issues of privacy

Think about each of the following issues and formulate an opinion. Discuss your opinions with a partner or in a group.

Issues Your school deals with a lot of vandalism, so the principal has decided to install cameras in the corridors.

rank

Your parents have put in a GPS system in the car you and your siblings use.

rank

Your neighbours, who have young teenagers, have installed video cameras inside and outside their home to monitor their kids’ activities.

rank

Your community has voted to install a video camera at the local mall and skate park because of the fear of gangs.

rank

The people you babysit for have told you that they are installing a video camera in their house.

rank

Your local primary school has decided to assign a GPS badge to students under their care. Students must wear it as soon as they leave their house and take it off only when they get back home.

rank

You learn that a popular clothing store has surveillance cameras in their changing rooms.

rank

You find out that your parents use keylogging to check your use of the home computer.

rank

activity

Coming to a consensus

With your partner or in a group, come to a consensus about which of the issues in Activity 1 is the most intrusive. Number the issues from 1 to 8, where 1 is the most intrusive and 8 the least intrusive.

How tO communicate more effectively This year, your job is to choose and use the strategies you need most at any given moment. See page 248 for oral interaction tips, and page 249 to review the different strategies at your disposal. It’s a good idea to target the one(s) you feel you need to work on.

Chapter 1

c 3

name:

group:

write about it

task 6

Where Do You Stand on the Issue? A Choose your topic Write about a privacy issue.

CHOICES

The advantages and disadvantages of GPS Video cameras—the pros and cons

write a pertinent and coherent text Look at the title of each step presented here in the writing process (A–G). Be clear on what each of them asks you to do. For a list of writing tips and more on the writing process, see pages 249 and 252.

Privacy and the internet Eye tracking— extreme surveillance? Keylogging—at work, at school, at home Social networking A privacy issue of your choice

B C hoose the Type of Text You Want to Write choice

choice

ICT Be aware that not all infor mation found on the internet is reliable. To be safe use sites ending in .org, .edu or .gov. For other sites, check the About link to determine if the author has legitimate credentials.

Write a letter to your school principal

Write an article for your school newspaper

C Plan Your Text Do some research on your topic. Formulate your opinion on the topic. Do a personal brainstorming: write your ideas down as they come to you.

D Write a Draft Examine the models on the next page to help you structure your text. Use new vocabulary from this chapter. Use resources to ensure that your grammar is accurate. Show your draft to someone (a classmate, teacher, etc.) to get some feedback.

E Revise Your Text Read your text carefully and critically. Ask yourself: > Is your introduction clear and easy to understand? > Does the body of your text support your introduction? > Are your arguments realistic? 22 Chapter 1

> Does your final paragraph really provide a good conclusion?

How tO

name:

group:

F Edit Your Text

G Go Public

Check your punctuation, spelling and grammar. Share your text with another student and exchange feedback.

Write your final version.

Find a way to share your text with someone. It could be your classmates and teacher. But maybe there is a way to take it to a broader audience. Think about doing this.

Go further Promote your point of view. Use the production process to prepare a PowerPoint ® presentation to share with your class. It should contain a maximum of five slides. For more on the production process, see page 253.

models A formal letter

A newspaper article

(Your address and date) 4324 Mountain Avenue … September 21, 20XX

(Title) What’s In Your Pocket? (byline) By Manuel Richard (Introduction) Watch out, people, you are being watched! Pay attention to …

(address) Mr. Dominic Plante, Principal St. Jude’s High School … (Salutation) Dear Mr. Plante: (Subject line) SUBJECT: SURVEILLANCE (Introduction) We have learned that the school … As a student representative, … We wish to lodge a complaint concerning … (Development) Paragraph 1: I wish to communicate that … We have the right to … Paragraph 2: Our reasons are … It is a question of … Paragraph 3: What are the reasons behind … ? A copy of our petition is enclosed.

(Development) Paragraph 1: All about trust … Why do adults feel the need to … Paragraph 2: Constantly keeping an eye on us means … When parents were young … Things were different … Paragraph 3: It’s an issue of expectations … … no confidence in our doing the right thing? The relationship between “us” and “them” … (Conclusion) Why must we always be on our guard? Let’s put things into perspective and …

(Conclusion) To conclude, I hope you will consider … Could we meet to discuss … ? Thank you for your time. (Close) Sincerely, (Signature) Claudia Villeneuve Enc. cc Mr. K. Tousaw, BC-CLU

Enc. Enclosure abbreviation indicates document(s) are included with the letter. cc Indicates a courtesy copy has been sent to the person named

Chapter 1

writing

strategy

name:

group:

Main idea and supporting details What is a main idea? A main idea is a statement that describes in a general way what the paragraph is about. It is the most important idea in a paragraph. Every paragraph in a text needs a main idea.

Every main idea is supported by specific details and examples that tell the reader more about the topic of the text.

topic: Privacy issues in the digital age main idea 1: Teenagers need to know how to protect their identities on the internet. supporting detail: Many teenagers use social media sites like Facebook and Twitter. supporting detail: They give out too much information about themselves. main idea 2: Privacy statements on social media sites are important. supporting detail: Some sites can sell or use your photos without permission. supporting detail: Most people don’t even read privacy statements.

What do you know? activity

Finding the main idea

Read the sentences below. Circle the main idea and underline the sentences that are supporting details.

1. Using a credit card to shop online is a way of life for many people. 2. Online shopping is safe and convenient, but it has some risks. 3. My parents don’t allow me to shop online yet, but they do it all the time. 4. My neighbour had his identity stolen last year after shopping online. Activity

Brainstorming

Brainstorm two or three main ideas and supporting details for your text.

24 Chapter 1

What is a supporting detail?

SEction 2 chapter chapter

text 1 text 2

chapter

text 1 text 2 text 1 text 2

chapter

EXTRA READINGS

4 5

text 1 text 2 text 1 text 2

Schools Move to Fight Vandalism Privacy Matters

If Only … Cutting

Tools and Technologies That Fight Crime A New Face on Life

Children at War A Million Little Pieces

Vive l’Aventure! No Pain, No Gain

page

120

page

125

page

131

page

136

page

141

page

146

page

153

page

159

page

167

page

172

extra readings

chapter

We’re Watching You

text 1 text 2 Privacy Matters c level 1

setting it up

level 2

setting it up

You will read a text about the increasing use of video surveillance in Canadian schools. Is this a necessary evil? You decide.

In Privacy Matters, you will read about how teens and adults deal differently with privacy issues on the internet. How do their concerns differ? Who is more worried about protecting their privacy?

A Vocabulary

B Reading Strategies

FOR TEXT 1 AND TEXT 2 Use the strategies and resources you’ve learned about in this chapter to help you understand unfamiliar words. > Use the glossary and check for cognates (page 6) as you read. > Remember to use your dictionary if you need help.

120 Extra Readings 1

FOR TEXT 1 AND TEXT 2 Use the reading strategy you’ve learned in this chapter as you read each text. > With the RAP strategy (page 7), you read and ask yourself questions. Then you make notes in the margin to create a summary of the text as you go along.

SCHOOLS MOVE TO FIGHT VANDALISM

Vancouver | Video surveillance cameras are threatening students’ privacy, says a spokesperson for the B.C. Civil Liberties 005> Association (CLA). Kirk Tousaw, a CLA policy director, is afraid we’re moving in the direction of kids thinking it’s normal that people are watching them all the 010> time, and he doesn’t agree with that. He thinks we should install this kind of spy technology only as a last resort to curb vandalism, for example. If we do decide to 015> monitor people’s behaviour and install video cameras, then we should also put up signs clearly indicating a camera is present, and then restrict their use to 020> a limited time. Tousaw believes that it’s only fair that people know that someone is watching their behaviour and recording it on video, and that the same 025> rules apply whether you are at a shopping mall or a school. Unclear guidelines Privacy is a complicated issue in schools: school personnel have to balance the rights of individual 030> students against the right of other students to a safe learning environment. Unfortunately, there is no clear-cut policy on

what is acceptable with regard to observation of students and what is a violation of personal privacy. “What we do have a lot of concern about is particularly the constant, unending video surveillance of 040> student behaviour on the inside of the school, on school buses and the exterior of school property,” Tousaw declares. Still, just as in the rest of Canada, most B.C. school boards 045> don’t have a policy on the issue, meaning they use a hodgepodge of guidelines to decide whether to use video surveillance. 035>

Vandalism the cause The high cost of vandalism is usually 050> the main reason to use video surveillance. “As is the case at many schools across the country, there is occasional damage that costs a lot to repair. Spray-painting of the 055> building, or tagging, is particularly expensive to restore,” Geoff Jopson, a district superintendent, says. Tousaw disagrees. He asserts that video cameras will not stop student 060> misconduct. He believes that young adults decide not to behave badly because it’s wrong, not because they are afraid they’ll get caught. In many situations, it’s a matter of 065> values, not fear, that make people decide how to act.

Glossary spokesperson: someone designated to speak officially for a company or organization curb: restrain; control clear-cut: sharply defined hodgepodge: mixture; combination district superintendent: administrator for the school district asserts: states clearly Extra Readings 1 121

Glossary default: basic method; without options drafting: planning culprit: offender; criminal

122 Extra Readings 1

Caught on camera Ken Morris, secretary-treasurer of a local B.C. school district, says council members began drafting 100> a policy recent ly, although they put in video cameras in several schools a few years ago. One school installed a camera after the principal’s office windows were broken 15 times, 105> Morris revealed. In another case, a school installed a camera outside a washroom that was repeatedly set on fire. They caught the student culprit on tape as he was leaving 110> the washroom; the camera also captured “leaping f lames” as evidence, he said. Some schools, however, rely heavily on the video cameras. Part of a teacher’s job is 115> to watch out for bullies and vandals. They can act to stop the misbehaviour as soon as they see it. But does relying on the cameras mean they will stop looking until the damage 120> has been done? And do the teachers use the video recordings to take away any privacy an individual student might have?

Reduced privacy rights In 1998, the Supreme Court of Canada established that there are reduced privacy rights in schools. 070> This decision came after a viceprincipal searched a student in Nova Scotia and found marijuana in his possession. An RCMP officer then searched the student’s 075> locker, but did not find any more drugs. However, the Supreme Court justified the search, stating that a school’s goal is to provide a safe environment, free of drugs, 080> for its students. Therefore, safety takes priorit y over privacy. Consequently, in the belief that schools have a responsibility to their students, many schools 085> have installed video cameras as a method of prevention and as a way to catch vandals. B.C. privacy commissioner David Loukidelis agrees with 090> Tousaw that schools should use video surveillance to address specific incidents of repeated vandalism. But he does not agree with a default use of video 095> surveillance just because it’s administratively easier.

name:

group:

C After Reading activity

Checking for global understanding

Write a summary in your own words to explain what the text is about.

activity

Checking for greater understanding

Answer the following questions about the text.

1. Who is the intended audience for this article? Why do you think so?

2. Why does the issue of privacy cause problems in schools?

3. What argument did the Supreme Court of Canada give to establish that there are reduced privacy rights in schools?

4. How could the use of video surveillance be “administratively easier”?

5. What is the writer’s opinion on the issue of video cameras in schools? Explain your conclusion, using examples from the text.

6. Do you think the images captured on camera always tell the true story? Give examples in your answer.

Extra Readings 1 123

name:

group:

7. Explain why you agree or disagree with the statement “… it’s a matter of values, not fear that make people decide how to act.”

Note down your thoughts in response to the following questions.

1. Is video surveillance in schools a good thing or a necessary evil? Explain.

2. How should the school administration react when faced with vandalism?

3. The text says “Part of a teacher’s job is to watch out for bullies and vandals.” Do you agree with this statement? Explain your position.

Go further Do research on one of the issues mentioned in section D above, and report back to the class with your findings.

124 Extra Readings 1

D Reinvesting Your Understanding

hough they’ve grown up in the internet age, teens don’t take their privacy for granted. Teenagers growing up in the 005> computer age hear the same rules about safety as their parents once did: Don’t talk to strangers and don’t give out your name, phone number or address to anyone 010> that you don’t know or trust. But for teenagers who spend almost two hours a day online, the game has changed. Sharing personal data on the internet comes down 015> to a question of who’s asking— and what they’re offering in return.

By Tischelle George

card fraud, teens worry more about having their privacy invaded by unwanted marketing and spam. While 73 percent of adults don’t 040> buy online because of privacy concerns, only 40 percent of people Computers, privacy and you ages 16 to 22 don’t shop online, Some teens are adamant about because they don’t want to give keeping their personal information out personal information on the private. “It’s a given that I don’t 045> internet, according to 020> give out personal Steadman, 15, a Forrester Research information,” says survey of more than doesn’t think online 10th-grader Jeremy Allen-Arney. Others shopping is as safe as 10,000 North American it is in the real world. internet-savvy youths. will give up a little 050> Those who sell to them, 025> information in or will some day employ exchange for goods, services them, need to understand their or special privileges. expectations. While teens are more experienced Fifteen-year old Jasmine Steadman, than many of their parents when 055> a 10th-grader, is too young to own 030> it comes to electronic communia credit card, but she’s already leery cation, they are concerned about of E-commerce. online privacy. But there’s a “Shopping online is less safe” difference between the generathan shopping in a physical store, tions: While adults tend to fret 060> Steadman says, because “there’s a 035> about security issues such as creditpossibility your authorization code could be passed on to other sites. When you give out your personal information to certain sites, there 065> are companies they’re affiliated with that can get your phone number. They can call you, and that can become a nag.”

Glossary adamant: insistent; resolute it’s a given: an obvious fact fret: worry; be nervous about savvy: astute; knowledgeable leery: wary of; cautious nag: a bother; a nuisance Extra Readings 1 125

126 Extra Readings 1

policies of sites he’s going to do Company policy business with, looking for key Matt Ellis, a 19-year-old college words and phrases such as “We 070> student, is more experienced with will not ...” The senior Ellis says credit cards and online shopping 120> he’s abandoned online registration and has few reservations about processes that require more inforshopping online or giving out his mation than he’s willing to give up. credit-card number. “If it’s not 075> a no-name company, I don’t have Access closed a problem giving out information,” Teens aren’t nearly as spooked as Ellis says. adults about giving companies their Ellis tries to minimize the potential 125> personal data, says Matt Diamond, risk of fraud or privacy breaches chairman and CEO of Alloy Inc., 080> online by shopping at well-known a New York multimedia sites, such as “I’d rather take the company that markets Amazon.com and five minutes up front clothing, accessories Buy.com. And if 130> and editorial content you’re wondering to look over a privacy to teenagers. Alloy is 085> who actually reads policy than to have careful about sending those lengthy online junk come in the rest unsolicited messages privacy policies, well, of the time.” to teens, because the Ellis does before 135> political environment divulging any has made it “so sensitive about 090> personal data. And he keeps up interacting with kids in a way that on news about changes to privacy will not be perceived as intrusive,” policies through technology Diamond says. publications and other media. 140> But tech-adept teens are proactively Ellis isn’t much concerned with requesting information specific to 095> identity or credit-card theft. His their interests, he says. For instance, main interest is in protecting teen boys interested in skateboarding himself from unwanted advertising, or spam. “I don’t want to be bothered with a bunch of 100> advertising,” he says. “I’d rather take the five minutes up front to look over a privacy policy than to have junk come in the rest of the time.” 105> Ellis’ dad, Bob, on the other hand, is more concerned with identity theft than he is about getting spam. But like 110> his son, the independent stock trader skims the online 115> privacy

or BMX biking will request just those catalogues from Alloy, as opposed to a general catalogue that briefly addresses those interests. “Adults may not mind looking through a catalogue,” 150> Diamond says, “but a teen has less of an attention span. They know what they want and want to go right to it.”

identity, Bardwick says. “What is known about you and what might be said is less in your control and less subject to validation.”

145>

Identity safety Teens also use the internet 155> to experiment with their own identities. “Sometimes kids will be online instant messaging others using a screen name and simultaneously be on the phone 160> using their real name and carry on these two conversations and identities,” says David Thornburg, founder of the Thornburg Center, an Illinois consulting firm that 165> studies the use of technology in education. Teenagers think of technology as a communications tool and are open to sharing ideas and information using the internet, 170> Thornburg says. In the process, they often adopt multiple identities when they’re online to experiment with who they are, as well as do things they couldn’t or 175> wouldn’t do in person. “Teen girls, and to some extent teen boys, use the internet to flirt and even date in ways that we did over soda,” says Judy Bardwick, 180> a psychologist and grandmother of two. But the anonymity afforded by the internet makes this type of online social interaction much more dangerous, she says. “It’s 185> so easy and so cheap to get tremendous amounts of details about anyone’s life, and there are no controls about the use of this information,” she says. The result 190> can be a loss of control over one’s

In some cases, teenagers have to lose their privacy or be faced with the threat of losing their privacy before they realize the risks they take when they engage with others in a world 200> beyond their computer screen. High-school student Suren says talk shows and recent stories in the news about pedophiles and child sexual abuse have caused her to worry 205> about kids who reveal their age online. “Sometimes kids use their date of birth in their screen name, and that’s not safe,” she says. “You think you’re safe because you’re 210> in your home, but you’re actually letting a stranger into your house by talking on the computer.” New York grade 10 student Ogheneruemu Oyiborhoro agrees 215> that revealing too much online could be deadly. People are getting killed for sharing personal data on the internet, he says, referring to recent incidents in which teenage 220> girls have been raped, murdered or abducted by men with whom they developed romantic relationships online. 195>

Glossary willing: ready to agree to (something)

aren’t nearly as spooked:

are not as worried about

anonymity: impersonal state afforded: provided; allowed by pesky: irritating Extra Readings 1 127

When 10th-grader Steadman know the new address instead 265> applied for a free email address, of having a separate one,” he says, she knew she didn’t want to use because that’s the way he would her real name in her address. deal with excessive calls from She fears having her name telemarketers. leaked to strangers when her Teenagers growing up with tech230> friends send electronic chain 270> nology say they’re increasingly letters to her and copy many likely to offer personal information other addresses. in exchange for personalized Other teenagers try services from vendors Steadman fears to use technology they know and trust. having her name 275> Matt Ellis, who buys 235> to protect themselves leaked to strangers books and CDs from by taking advantage of the privacy the when her friends Amazon, says he’s internet provides. send electronic chain thinking about sharing Matt Ellis admits to information about some letters to her and 240> using multiple email 280> of his preferences with copy many other addresses to mask the online retailer so he addresses. his identity to pesky can get better purchase advertisers. “I just recommendations when don’t want to be bothered,” he says, he signs in. “Product recommenda245> which is why he uses one email 285> tions is a good feature, because it address to correspond with friends introduces me to new bands that and another to complete online I might be interested in,” he says. forms. “I don’t know if the “If I trust the company, I wouldn’t company will end up selling that have a problem using it and giving 250> information. If they start sending 290> them my personal information to junk, it doesn’t matter, because make it work better.” I don’t look at that email address that often.” Different approaches Adults, on the other hand, tend 255> to use email in the same way that they use other methods of communication. If Bob Ellis wanted to minimize the effects of too much spam in his in-box, 260> he says his approach would differ from that of his son’s. “I would be more inclined to change my email address and let people

128 Extra Readings 1

225>

name:

group:

C After Reading activity

Checking for global understanding

Use the graphic organizer below to summarize what you read.

TITLE

theme Subtitle

Subtitle

Section summary

activity

Checking for greater understanding

Answer the following questions about the text.

1. How does the safety rule “Don’t talk to strangers and don’t give out your name, phone number or address to anyone that you don’t know or trust” apply to the internet?

2. In your own words, explain the difference between adult and teenage concerns about online privacy.

3. According to the text, why are some teens distrustful of shopping online?

Extra Readings 1 129

name:

group:

4. What is the difference between adult online buyers and teen online buyers?

5. Why is it often more dangerous for teens to flirt over the internet than it

D Reinvesting Your Understanding Note down your thoughts in response to the following questions. Hold a conversation with a group on one of the topics below.

1. Are teenagers generally savvy about sharing personal information on the internet? Explain, using examples from the text or from personal experience.

2. How can you protect yourself from fraud or privacy breaches? Give at least two ideas.

3. How dangerous do you think it is to share personal data on the internet? Explain.

4. What advice would you give to someone to protect his or her privacy while using the internet? Be specific.

130 Extra Readings 1

is to flirt in person?

Nouns and Articles Read the information in the Study Guide. Write your own examples in this column.

group:

study guide By now, you certainly know what a noun is in both French and English. But some aspects of nouns in English still cause problems for many ESL students. Use this Study Guide to help you see how well you know your English nouns.

Definition Nouns identify ...

William, parent a place Colorado, Los Angeles a thing black box, satellite, car a concept or idea opinion, expression, honesty an action drive, check, watching

> a person

example

doctor Montréal

> >

Types of nouns Common nouns are general in nature.

woman

highway

telephone

honesty

Proper nouns are specific in nature and always begin with capital letters.

Michael

Canada

Global Positioning System

A noun can also be countable or non-countable.

Countable nouns can be counted. They have a singular and a plural form.

one camera / ten cameras

a wheel / five wheels

Non-countable nouns cannot be counted. Normally, they do not have a plural form.

information, not informations

research, not researches

> Never use an indefinite article (a or an) or a number before

non-countable nouns.

an information

a welfare

four furniture

> Non-countable nouns are singular. Use the singular form of the verb

with them.

Information is power. Knowledge does increase safety.

Plural forms of nouns Regular plurals

Most nouns take an s at the end to form the plural.

one secret / two secrets

178 Grammar Point 1

point 1

name:

group:

Other plural forms > Nouns that end in s, x, z, sh, ch, add es.

a speech / two speeches

a box / two boxes

Exception If the final ch ending sounds like k, add s. stomach /stomachs > Nouns that end in y, change the y to ies.

an activity / two activities Exception If a vowel precedes the y, just add s. pay / pays a boy / two boys

> For nouns that end in f or fe, change the f or fe to ves.

a leaf / two leaves

knife / knives

> In general*, for nouns that end in o following a consonant, add es.

a hero / two heroes a veto / two vetoes

* Exceptions: photo, concerto, etc. Check your dictionary if you are unsure.

Exception When the o comes after a vowel, just add s. video /videos Irregular plural forms > Some nouns change form completely.

a child / two children > Some animal names do not have a plural form.

a deer / two deer

a fish / two fish*

* fishes is also correct

Using articles with nouns Types of article

Usage

Examples

Definite article the

Use before a singular or plural noun that is specific.

• The people in the town feel safer. (a particular town, not just any town) • Shauna taped the phone conversation. (a specific, previously mentioned phone conversation)

Indefinite articles a / an

Use before a singular • A GPS system helps parents. noun that describes (any GPS system, not one in particular) a generality. • Write about a privacy issue. (any privacy issue)

No article Ø

No article is used before a plural noun that describes a generality.

• Data recorders are used in Ø airplanes. • Teenagers, however, need Ø privacy.

Grammar Point 1 179

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Using nouns to show possession Possessive nouns use an apostrophe … > For singular or plural nouns that do NOT end in an s, add an ’s

(apostrophe + s)

Singular: George Orwell’s novel / Canada’s privacy clause Plural: children’s whereabouts / people’s reactions

> For plural nouns ending in s, add an apostrophe ’ only (no s)

teens’ daily activities

parents’ privacy concerns

> For singular nouns ending in s, put ’s if the pronunciation is not awkward

Gerunds Gerunds are nouns formed by adding ing to a verb. > Like all nouns, gerunds can be used as the subject or the object

of a sentence.

Installing a GPS box is a good idea. (subject) Many teens love text messaging. (object) > Gerunds look the same as the present participle of verbs.

Do not confuse a gerund with a continuous form of a verb.

Kirk is questioning the use of video surveillance cameras. (present continuous verb)

They just love shopping for computer gear. (gerund) > Some common expressions are formed with go + a gerund.

Go +

hiking running boating fishing

golfing dancing shopping swimming

camping jogging sightseeing skiing

Would you ever go sky diving? Phishing means to go digging for private information.

180 Grammar Point 1

(boss’s desk). If the pronunciation is awkward (Moses’ book), then use an ’ only (no s).

name:

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practice 1

The following text Respect and Privacy: Remember Your Teen Years? presents a point of view on how parents should deal with privacy issues concerning their teenage children. Use the nouns in parentheses to fill in the blanks and complete the text. You will need to decide if the nouns are to be in singular, plural or gerund form.

RESPECT AND PRIVACY: Remember Your Teen Years?

Glossary lax: lacking care or control; not severe enough rough patch: difficult time

By Ruth Reimes

Sure, it’s been a while since you were a teen. But you remember a lot of (thing) right? When it comes to the privacy issues of today’s teens, not much has changed …

If you have teenagers of your own, remember this: holding on to (memory) from your youth and letting that information guide you does not mean you’re lax. Neither does (respect) your teenagers’ rights to enjoy the music, fashions and (movie) they love. Don’t see their time alone as a (reproach) or a rush to escape from family life. Just be ready to lend an ear if they hit a rough patch. If your teens want to keep diaries or write private emails to (friend) , understand that they need (privacy) to set their own (path) to adulthood. Expect your teens to show you respect and to value your privacy too. Follow this (advice) and you’ll find parenting is a (whiz) !

2 Classify your answers from the above activity in the chart below. First

decide if the noun is countable or non-countable. If it is countable, is it singular or plural?

Countable nouns Singular nouns

Plural nouns

Non-countable nouns

Grammar Point 1 181

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3 Reread the text on page 181 and find two examples of: a. a noun preceded by the definite article: b. a noun preceded by an indefinite article:

4 The following text deals with confidentiality matters when visiting the doctor.

Confidentiality for adolescents over the age of sixteen should be fundamental right, but parents are not always in agreement with this. two main problems deal with teens seeing doctors alone and with doctors keeping their information private. In study conducted in 2001, it was found that most of parents who participated had negative opinions about privacy practices of clinics. Educating the parents on the issue produced significant rise in positive opinions on this topic.

5 The following are responses from two teens to Respect and Privacy. Read the texts and add ’s or s’ as needed. Don’t forget to check the titles.

Peter

Point of View

I read the text carefully and I think that it is quite accurate. Our parent memories of their teenage years can help them to understand us better. A teen need for time alone is important, and parents shouldn’t be offended by it. In return, teens have to respect their parent right to privacy. I just read Dr. Jonathan Mather book, titled Do you Recall the Teenage Years? Mather view is influenced by the parenting he received from his own parents and their generation views on freedom. – Peter (19)

Clarissa

Point of View

I read Peter response to the parenting text and I disagree. My parent values are very conservative. So are the values of my aunts and uncles and grandparents. I like getting my family’s advice about how to meet life challenges and I tell them everything I’m going through. I believe that my friend parents give their teens too much freedom. A family input should be powerful and constant in a teen life. If all teens were raised like this, our society would be a healthier place. – Clarissa (16) 182 Grammar Point 1

Add definite or indefinite articles where needed, or Ø if not.

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6 Change the verbs in the word bank into gerunds. Use them in a sentence both in the subject and the object positions.

word bank

lock

Gerunds

protect

respect

spy

trust

Sentence 1: Subject position

Sentence 2: Object position

Grammar Point 1 183

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7 The following paragraph contains errors in the nouns and articles. Make the

necessary corrections by rewriting the paragraph in the space below. But be careful! Some are correct …

Parent are always worrying about their teenage childrens. They worry about their teenagers’ healths and safeties. That is why there are more and more device available to keep a eye on them. Although teen might want to rebel against these measure, they understand that they are meant for their own welfares. Communicate together is the best way to deal with these issue.

A Final Word Nouns are probably the most important part of speech in English, so you should study and memorize them as you go along. Here is a technique for studying nouns. > In the left column, make a list of nouns that you want to learn. > In the middle column, write the meaning of your words. > Now cover the left column (so you can see only the middle and right

columns). > In the right column, write the nouns that correspond to the meanings. > Keep doing this until you remember the nouns perfectly.

Noun examination

Meaning A written or oral test of knowledge

184 Grammar Point 1

Rewrite noun examination

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study guide You have encountered personal pronouns in many contexts in past years. But have you mastered them? Use this Study Guide to check your knowledge of personal pronouns.

Definition

Personal pronouns are words that take the place of nouns. They act as nouns in a sentence.

Subject and object pronouns

point 2 Pronouns Read the information in the Study Guide. Write your own examples in this column.

examples

Subject

Jerry fixes monitoring equipment. He does it well.

Donna watches him. She finds it interesting.

Object of a verb

Please ask Jerry to fix my microphone. Please ask him to fix my microphone now. Object of a preposition

We have a lot of cameras for Jerry. We have a lot of cameras for him. Subject pronouns I = I use a pseudonym on the internet. You = You should make up a false name too. He (my brother) = He works in a computer store. She (my sister) = She helps my brother on Saturdays. It = It is an exciting job in the area of security. We (the family) = We count on him.

Object pronouns Me = My brother gave me a key. You = I’ll give you some ideas about privacy. Him = Confidentiality is important to him. Her = My brother teaches her about safety on the internet. It = My brother got it to protect his identity. Us = He helps us a lot. Them = He’s a great help to them.

They (the clients) = They always ask for extra security.

Grammar Point 2 185

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practice 1 The following texts deal with the issue of anonymity on the internet. Fill in the blanks with the correct pronouns.

(I / He) just learned that my parents do have a point … Kimberly, a girl from my school, gave personal information to a guy (she / we) was chatting with online. (He / I / She) talked her into meeting (her / him) at the park. (They / He) stole her wallet and then beat her up when (she / it) tried to escape. (It / He / She) just goes to show you that you have to be really careful and must not give out private information. The internet is fun and so is pretending, but who wants to go through what (he / I / she) did? My pseudonym is “Smart Lady.” I guess it fits (me / her) . At least, I hope (them / it / we) does! Hey, if have an anonymous story about getting into trouble on the internet, email it to (it / him / me) , will you? –Smart Lady

Glossary know the drill: understand the process chatting: talking in an informal way just goes to show you: shows; reveals anonymous: unknown creeps: unpleasant people hack: break into take it from me: believe me pros: professionals slip up: make a mistake

186 Grammar Point 2

Hey there “Smart Lady”! (You / I / She) make some great points. There are all kinds of ways for creeps to learn about (us / we / you) and your friends. And if (they / we / I) do, they can hack into your computers. Often, (we / I / they) steal your bank account and credit card information, but not always. Sometimes they want to meet (me / they / you) . NOT a good idea ... obviously! Take it from me: all of (us / we) should be careful online, even if (us / we) use pseudonyms. These guys are pros, and they love to get us to slip up and give (you / it / them) (their / my / our) private information. Don’t let (us / them) win! –Net Hawk

Do you pretend to be someone (you / I) aren’t when (you / I) are on the internet? I try (it / her) sometimes. My friends try (it / her) too. (He / She / We) think (us / it) is okay because we follow the advice our parents always give (them/us) . (You / Me / He) know the drill—(you / me / he) should be super careful and never give out real names, phone numbers, etc.

What Is Turning Point? It’s a collection of flexible, comprehensive, competency-based material designed for ESL students in Secondary Cycle Two, Year Three.

ForDo Students I… Turning Point Competency Development and Text-based Grammar A user-friendly book that includes: five interesting, age-appropriate learning and evaluation situations. a variety of task and activity types that allow for development of all three ESL competencies. useful Talk About It rubrics to facilitate oral interaction about the themes and topics. notes columns for annotating texts and applying reading strategies. Writing Strategy pages in every chapter to help students start writing. an Extra Readings section that offers two levels for differentiation purposes. a mature approach to studying grammar, allowing for highly contextualized practice of 14 key grammar points. a reference section that allows students to more autonomously manage their strategies and resources.

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ForDo TEACHERS I… A complete Teacher’s Resource Book that includes: pedagogical notes and answer keys to both student components. reproducible material (with differentiated grammar practice). transcripts for the audio and video texts. a complete evaluation package, that includes: grammar quizzes, three evaluation situations, teacher’s observation sheets and student evaluation sheets. a CD and DVD set for the listening and viewing tasks, and the evaluation situations.

Components – Paper Version Turning Point Competency Development and Textbased Grammar Teacher’s Resource Book (including audio CD and DVD)

Components – Digital Version The Activity Book is available for students by subscription on MaZoneCEC.com. The Teacher’s Copy is available on USB Key or by subscription on MaZoneCEC.com. This digital version allows you to: project, take notes and flip through the complete content workbook. show answers at any time.

Why Turning Point? To provide a solid, user-friendly structure for the development of ESL competencies. To offer more flexibility and freedom of choice for the teacher. To provide an invaluable tool to help prepare students for their end-of-cycle evaluation situation.