Viewpoint 2nd Ed. by Les Éditions CEC

nd Language English as a Seco One Cycle Two, Year

2nd Edition

L ASS C D E T C E N N O C

ROOM

Competency Development

d and Text-Base Grammar

Angelo Georgakatos Robert ThĂŠrien

CONFORMS TO THE PROGRESSION OF LEARNING

Editorial Management Patrick Johnston Production Management Danielle Latendresse Editorial Coordination Kathryn Rhoades Proofreading Brian Parsons Cover and Page Design Pige communication

ACKNOWLEDGEMENTS

Sincere thanks go to teachers who gave invaluable feedback: Nancy Abel, Académie Antoine-Manseau Shamelli Andrewn, Commission scolaire des Chênes Jeannyl Gilbert, Commission scolaire Beauce-Etchemin Working with such a great team is always a pleasure. Thanks to everyone involved in the project.—RT For Giulia

Sincerest gratitude goes to Patrick, Emmanuelle and everyone at Les Éditions CEC for their continued support and kindness. Thanks also to Kathy for her relentless diligence, commitment and hard work. Robert, I could not have asked for a better writing partner. It is always a pleasure to work with such a professional and a friend.

A tip-of-the-hat as well to Voula for her invaluable contribution, Brian for his wonderful proofreading and Atelier Pige for their creative graphic layout.—AG

La Loi sur le droit d’auteur interdit la reproduction d’oeuvres sans l’autorisation des titulaires des droits. Or, la photocopie non autorisée — le photocopillage — a pris une ampleur telle que l’édition d’oeuvres nouvelles est mise en péril. Nous rappelons donc que toute reproduction, partielle ou totale, du présent ouvrage est interdite sans l’autorisation écrite de l’Editeur. Viewpoint Connected Classroom, Competency Development and Text-based Grammar, 2nd Edition © 2016, 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: 2016 Bibliothèque et Archives nationales du Québec Bibliothèque et Archives Canada ISBN: 978-2-7617-8830-4 (Connected Classroom, Competency and Text-based Grammar, 2nd Edition, et recueil de textes Points of View, avec activités interactives pour 1 an) ISBN: 978-2-7617-8826-7 (Connected Classroom, Competency and Text-based Grammar, 2nd Edition, avec activités interactives pour 1 an) ISBN: 978-2-7617-3376-2 (Competency and Text-based Grammar, 1st Edition, 2010) ISBN: 978-2-7617-8835-9 (Connected Classroom, Competency and Text-based Grammar, 2nd Edition, et recueil de textes Points of View, version MaZone avec activités interactives pour 1 an)

DEAR STUDENTS, As you begin your final cycle in high school, you are embarking on a wonderful

new adventure in ESL. The importance of accurately expressing your viewpoint, or opinion, is essential to the language-learning adventure. This makes perfect sense since your viewpoint is valued more and more as you get closer to adulthood. The importance of your opinion was the reason behind this book’s title, Viewpoint. The numerous activities within this book give you the opportunity to develop and express your own personal viewpoint. I hope you enjoy exploring and completing these activities as much as I enjoyed creating them. Keep in mind that learning a second or third language is sometimes more difficult for some students than others. Don’t be afraid to ask for help from your teacher and classmates. And whenever you can, offer help as well. Learning a language is always easier when it is done collectively and cooperatively. It is a life-long experience that takes time and patience. With some encouragement, support, dialogue and patience, your English-learning experience will be a very positive one. I wish you all much luck and success and remember: the best is yet to be. – Mr. G

iii

Table of Contents Letter to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

SECTION

Scope and Sequence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . vi In Viewpoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Learning and Evaluation Situation Chapters

Assessing My Competency Development . . . . . . . . . . . . . . . . . . 2

Chapter 2 I Did It! STARTING POINT Task 1 World Famous . . . . . . . . . . . . . . . . . . . . . . . . . . . TALK ON Task 2 Successful Quotes . . . . . . . . . . . . . . . . . . . . . . . . . READING TIME Task 3 All That Talent . . . . . . . . . . . . . . . . . . . . . . . . . . . . VIEWING TIME Task 4 The Real Batman . . . . . . . . . . . . . . . . . . . . . . . . . READING TIME Task 5 Accomplishment Is … . . . . . . . . . . . . . . . . . . . . . . VIEWING TIME Task 6 A Satirical Accomplishment . . . . . . . . . . . . . . . . . . START WRITING Task 7 Not Impossible . . . . . . . . . . . . . . . . . . . . . . . . . . . EDITING TIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXTRA READING Juggling Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chapter 3 Tricking the Mind STARTING POINT Task 1 Sensing the Outside World . . . . . . . . . . . . . . . . . . . . VIEWING TIME Task 2 Looks Like It Tastes Good! . . . . . . . . . . . . . . . . . . . . READING TIME Task 3 Tricks for the Senses. . . . . . . . . . . . . . . . . . . . . . . . . TALK ON Task 4 Eyewitness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . READING TIME Task 5 Mind-Blowing 3-D Art . . . . . . . . . . . . . . . . . . . . . . . VIEWING TIME Task 6 The Rubber-Hand Illusion. . . . . . . . . . . . . . . . . . . . . START WRITING Task 7 That Makes Sense . . . . . . . . . . . . . . . . . . . . . . . . . . EDITING TIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXTRA READING Losing One Sense at a Time . . . . . . . . . . . . . . . . . . . . . . . .

3 4 6 10 11 13 14 20 22 23 29 30 32 33 38 40 43 44 46 47 53 54 56 57 62 63 68 70 72 73

Chapter 4 Get Connected STARTING POINT Task 1 I Do That a Lot . . . . . . . . . . . . . . . . . . . . . . . . . . . VIEWING TIME Task 2 Empathize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . READING TIME Task 3 Meaningful Connections . . . . . . . . . . . . . . . . . . . . . TALK ON Task 4 Make Contact . . . . . . . . . . . . . . . . . . . . . . . . . . . . VIEWING TIME Task 5 Exposed on Social Media . . . . . . . . . . . . . . . . . . . . READING TIME Task 6 I Know What You Said. . . . . . . . . . . . . . . . . . . . . . . START WRITING Task 7 Connection Found!. . . . . . . . . . . . . . . . . . . . . . . . . . EDITING TIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXTRA READING We Are All Connected . . . . . . . . . . . . . . . . . . . . . . . . . . .

79 80 82 84 89 90 92 96 98 99

Chapter 5 The Upside of Defeat 103 STARTING POINT Task 1 The Brighter Side . . . . . . . . . . . . . . . . . . . . . . . . . 104 VIEWING TIME Task 2 Hany’s Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 READING TIME Task 3 Mostly Seated . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 VIEWING TIME Task 4 Disconnected but Not Defeated . . . . . . . . . . . . . . . 112 READING TIME Task 5 A Fish Out Of Water . . . . . . . . . . . . . . . . . . . . . . . 114 TALK ON Task 6 My Competitive Side . . . . . . . . . . . . . . . . . . . . . . 119 START WRITING Task 7 Victory Is Mine! . . . . . . . . . . . . . . . . . . . . . . . . . . 120 EDITING TIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 EXTRA READING A Winning Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Chapter 6 Get Your Facts Straight! STARTING POINT Task 1 Are You Yanking My Chain? . . . . . . . . . . . . . . . . . . READING TIME Task 2 Been Wrong for So Long . . . . . . . . . . . . . . . . . . . . VIEWING TIME Task 3 Not So Dark Ages . . . . . . . . . . . . . . . . . . . . . . . . . TALK ON Task 4 Let’s Debate! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . READING TIME Task 5 Hard to Swallow . . . . . . . . . . . . . . . . . . . . . . . . . . VIEWING TIME Task 6 Does It Have a Good Rating? . . . . . . . . . . . . . . . . . START WRITING Task 7 Inconceivable . . . . . . . . . . . . . . . . . . . . . . . . . . . . EDITING TIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXTRA READINGS A Case of Broken Telephone, Act I . . . . . . . . . . . . . . . . . . . A Case of Broken Telephone, Act II . . . . . . . . . . . . . . . . . .

129 130 132 137 139 140 144 146 148 149 153

Chapter 1 All That Glitters … STARTING POINT Task 1 Simply Irresistible . . . . . . . . . . . . . . . . . . . . . . . . . . READING TIME Task 2 The Real Value of Gold . . . . . . . . . . . . . . . . . . . . . . VIEWING TIME Task 3 The Most Valuable Thing Imaginable . . . . . . . . . . . . . VIEWING TIME Task 4 How Valuable Is Your Name? . . . . . . . . . . . . . . . . TALK ON Task 5 What’s Important to You? . . . . . . . . . . . . . . . . . . . . . READING TIME Task 6 What Did She Learn? . . . . . . . . . . . . . . . . . . . . . . . . START WRITING Task 7 True Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EDITING TIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EXTRA READING Smells Great! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SECTION

Grammar Study and Practice

Chapter 1 Point 1A Simple Past . . . . . . . . . . . . . . . . . . . . . . . . Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . .

157 158 159 160

Point 1B Past Continuous . . . . . . . . . . . . . . . . . . . . . 161 Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Point 2A Simple Present . . . . . . . . . . . . . . . . . . . . . . 165 Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Point 2B Present Continuous . . . . . . . . . . . . . . . . . . 168 Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

Chapter 4 Point 9A Common Types of Adjectives . . . . . . . . 198 Point 9B

The Order of Adjectives . . . . . . . . . . . . . 201

Point 10A Subject, Object and Reflexive Pronouns . . . . . . . . . . . . . . . . . 203 Point 10B Possessive Adjectives and Pronouns . . . . . . . . . . . . . . . . . . . . . . 206 Point 11

Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Chapter 5 Point 12A Countable and Uncountable Nouns . . . . . . . . . . . . . . . . . 214 Point 12B Countable and Uncountable Nouns with Quantifiers . . . . . . . . . . . . . . 216

Chapter 2 Point 3 Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Affirmative and Negative Forms . . . . . . . . . . . . . . . . . . . . 174 Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Point 13A Modals: Expressing Ability and Possibility . . . . . . . . . . . . . . . . . . . . . 218

Point 4 Imperative . . . . . . . . . . . . . . . . . . . . . . . . . Negative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

178 181

Point 13B Modals: Expressing Permission and Obligation/Necessity . . . . . . . . . . . 221

Point 5

Subject-Verb Agreement . . . . . . . . . . . .

182

Chapter 3 Point 6 Question Words . . . . . . . . . . . . . . . . . . . . How + Adverb/Adjective . . . . . . . . . . . . . . . . . . . . . . . .

Point 13C Modals: Expressing Suggestion/ Advice and Habit . . . . . . . . . . . . . . . . . . 224

187 189

Point 7

Capitalization . . . . . . . . . . . . . . . . . . . . . .

192

Point 8

Punctuation . . . . . . . . . . . . . . . . . . . . . . . .

195

SECTION

Chapter 6 Point 15 Prepositions . . . . . . . . . . . . . . . . . . . . . . .

231

Point 16 Conditions Real Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interrogative Forms . . . . . . . . . . . . . . . . . . . . . . . . . . .

234 237 239

The Descriptive Text . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Topic Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

Point 14B Subordinating Conjunctions . . . . . . . . . 229

Writing

The Narrative Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

SECTION

Point 14A Coordinating Conjunctions . . . . . . . . . . 227

The Opinion Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 Stating Opinions/Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . . 247 Text Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248

Reference

Oral Interaction Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Competency Development Strategies . . . . . . . . . . . . . . . . . . . How to Debate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How to Spell Better . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Response Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

249 250 251 252 253 254 255

Production Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Common Compound Nouns . . . . . . . . . . . . . . . . . . . . . . . . . Common Phrasal Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . Common Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . CREDITS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

256 257 258 259 261 262

Secondary Cycle II, Year I Scope and Sequence Chart STRATEGIES

CHAPTER

GUIDING QUESTIONS

C 1 • 2 • 3

Reading Tip

C 1 • 2 • 3

Viewing Tips C 1 • 2 • 3

Writing Tip

C 1 • 2 • 3

1 All That

What do you value most?

Prepare for an oral interaction activity in advance.

Identify keywords in a text.

Take effective notes as you watch. Stay focused on the video as you view.

Avoid repeating the same mistakes.

2 I Did It!

What does it take to succeed?

Encourage others to contribute to the conversation.

Identify passages you can personally connect to.

Watch for key information. Pay attention to the speaker’s tone.

Write an effective outline.

3 Tricking

How much can you trust your senses?

Add to others’ comments.

Summarize as you read.

Relate what you view to personal experiences. Increase your vocabulary by using visual clues.

Capture and maintain your readers’ attention.

4 Get

How and why do people connect?

Bring new ideas to the conversation.

Take note of important Pay attention to questions you may background music or have as you read. sound effects as you view. Watch for selective information.

Research ideas, opinions and facts before writing.

5 The Upside

How do you deal with defeat?

Don’t be afraid of making a mistake.

Make predictions as you read.

Keep your sentences short and concise.

6 Get Your

Are you sure about that?

Support your opinion by citing examples.

Take note of new Make predictions words or expressions. about the video you are about to watch. Do character analyses as you watch.

Glitters …

the Mind

Connected

of Defeat

Facts Straight!

Infer meaning as you watch. Watch for specific information.

Pay particular attention to punctuation.

Talking Tip

GRAMMAR POINTS

GRAMMAR STUDY AND PRACTICE

EXTRA READINGS 1A SIMPLE PAST • Negative Form • Interrogative Forms 1B PAST CONTINUOUS • Negative Form • Interrogative Forms

2A SIMPLE PRESENT • Negative Form • Interrogative Forms 2B PRESENT CONTINUOUS • Negative Form • Interrogative Forms

Smells Great!

3 FUTURE • Affirmative and Negative Forms • Interrogative Forms

4 IMPERATIVE • Negative Form

Juggling Time

5 SUBJECT-VERB AGREEMENT

6 QUESTION WORDS • How + Adverb/Adjective

7 CAPITALIZATION 8 PUNCTUATION

Losing One Sense at a Time

9A COMMON TYPES OF ADJECTIVES 9B THE ORDER OF ADJECTIVES

10A SUBJECT, OBJECT AND REFLEXIVE PRONOUNS 10B POSSESSIVE ADJECTIVES AND PRONOUNS

We Are All Connected

11 ADVERBS 12A COUNTABLE AND UNCOUNTABLE NOUNS 12B COUNTABLE AND UNCOUNTABLE NOUNS WITH QUANTIFIERS

14A COORDINATING CONJUNCTIONS 14B SUBORDINATING CONJUNCTIONS

A Winning Loss

16 CONDITIONS • Real Condition • Interrogative Forms

A Case of Broken Telephone, Act I A Case of Broken Telephone, Act II

13A M ODALS: EXPRESSING ABILITY AND POSSIBILITY 13B MODALS: EXPRESSING PERMISSION AND OBLIGATION/NECESSITY 13C MODALS: EXPRESSING SUGGESTION/ADVICE AND HABIT 15 PREPOSITIONS

vii

IN VIEWPOINT 2nd Edition There are four sections in VIEWPOINT: a section of six chapters and seven extra readings; a Grammar Study and Practice section; a Writing section; and a helpful Reference section. Explore the features that will help you in your language learning.

Starting Point 2 offers brief activities to engage your interest and to activate your prior knowledge of the chapter topic.

Quick Chat 3 boxes offer ideas for you to discuss with your peers and suggest sentence starters to help you develop Competency 1.

Each Reading Time 4 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. Reading, Listening, Viewing and Writing Tip 5 boxes offer tips on vocabulary building and other learning strategies to help you complete the different tasks and develop Competencies 2 and 3. 6 For more practice with the vocabulary in this reading, check out the interactive activities.

A Notes 7 column appears beside each text to allow you to take notes and use reading strategies more easily.

viii

Grammar Points 8 mention specific grammar information presented in the text. They also indicate pages where you can get more information.

Glossaries 9 provide definitions of unfamiliar words and expressions in the texts. These words are in bold italics and are highlighted in green within the text.

The chapters begin with a brief overview, a guiding question and a How About This 1 text, designed to get you thinking about the issue.

Viewing Time 1 tasks will help you to further develop your ideas and opinions about the guiding question and help you develop Competency 2.

Talk On 3 presents a task designed to help you interact orally with your peers about a topic related to the theme of the chapter and includes a Talking Tip 4 with a helpful speaking strategy. To Help You Interact 5 sentence starters help you develop Competency 1.

2 For more practice with this video, check out the interactive activities.

Start Writing 6 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.

Editing Tips 7 pages offer opportunities to practise the Grammar Points shown in the chapter before you start writing. 8 For more grammar practice, check out the interactive activities.

An EXTRA READING 1 is presented at the end of each chapter. It is related to the theme of the chapter.

The GRAMMAR STUDY AND PRACTICE 2 section has study guides and practice exercises for the grammar elements identified within the chapters.

3 For more grammar practice, check out the interactive activities.

A WRITING 4 section offers tips on how to write narrative, descriptive and opinion texts, with models for each text type. Practice activities include writing different sentence types, developing topic sentences and using transition words and phrases.

A REFERENCE 5 section offers a variety of information to facilitate your language learning experience, including: •o ral interaction tips and strategies • s teps for conducting good debates • t he three processes: response, writing and production • l ists of common phrasal verbs and common irregular verbs.

CHAPTER

TRICKING THE MIND

How much can you trust your senses?

CHAPTER OVERVIEW

HOW ABOUT THIS

Starting Point. . ...................54 Viewing Time Looks Like It Tastes Good!. . ..56 Reading Time Tricks for the Senses..........57 Talk On Eyewitness … .. ...................62 Reading Time Mind-Blowing 3-D Art.......63 Viewing Time The Rubber-Hand Illusion. . ..68 Start Writing.......................70 Editing Tips.........................72

You may have heard some people say things like, “Seeing is believing,” or “Trust your senses.” But scientists are now finding that these old sayings are questionable. Our brain constantly takes educated guesses in interpreting what reaches it through our senses. Sometimes it gets it right, but not always. • Do we have more than five senses? • Which senses can we trust most? • Which senses have the most influence on the others?

Think about these questions and discuss your answers. Notes:

EXTRA READING Losing One Sense at a Time. . .............................73

• Is it possible to concentrate on one sense only? • What are some of the most famous optical illusions? • How do artists try to fool our brain?

TASK 1 C 2

STARTING

NAME:

P INT

GROUP:

Sensing the Outside World

ACTIVITY 1

G lossary

cryptogram: puzzle in which the letters of a short text are replaced by a number or a symbol

E 23

E 15

E 19

E 10

E 15

, 24

E 23

E 1

E 8

. 1

2. Which senses did you use to solve the puzzle? Write your answer below.

3. Which sense would you trust the most? Why? Write your answer below.

Viewpoint • Section 1

. 19

T 20

1. With a partner, try to solve the following cryptogram. Each number represents a letter. Punctuation and three letters are identified to help you get started. Letters that are not used in the puzzle are shown in grey.

NAME:

GROUP:

Quick

ACTIVITY 2

CHAT

4. Read the text in the box below. Do you agree with what it says? Yes No

When we read, our brain does not look at all the the words in a text. 5. Now read the same text, but backwards. Do you notice anything?

6. Turn this book upside-down and look at the picture above. What happens?

C 1

• Share your answers from the three activities with a partner or a group. • What surprised you the most? Do you know any other sensory illusions? • I was surprised by … • When I tried to make a six with my finger … • I saw something like this online … • At first, I did not notice that … • Did you have difficulty … ?

ACTIVITY 3

1. Try this experiment to test your kinesthetic sense, your ability to know where your body parts are in relation to one another.

While sitting, keep your right leg straight and rotate it clockwise. Then, at the same time, try to draw the number six with your right index finger. Repeat the experiment with your left leg and left index finger.

G lossary clockwise: turning in the same direction as the hands of a clock

2. What happened?

3. Was there a difference between your right and left side? Explain.

Chapter 3 • Tricking the Mind

TASK 2 C 2

VIEWING

TIME

NAME:

GROUP:

Looks Like It Tastes Good! In this clip from the BBC video Is Seeing Believing? neuroscientist Charles Spence tries to trick the sense of taste of student chefs. Will he succeed? Watch and see!

attempt (verb) flavours (noun) expectation (noun) slimy (adjective) insights (noun)

Before Viewing ACTIVITY 1 You will hear the words in the Word List in the video. Use resources to find

their meanings, then write an original complete sentence using each word.

1. 2. 3.

TIP

Relate what you view to personal experiences.

VIEWING

Here’s how: • When you hear or see a part that you can relate to, write down only a few keywords to remember it. Wait until the video ends before writing more. • You can relate to a character, location, event, important object or any other pertinent element. • Confirm the link by sharing it with a classmate.

While Viewing ACTIVITY 2 Complete the following sentences with information from the video.

1. In the experiment, the and drinks were mismatched, causing a lot of confusion. 2. One of the people thought that the yellow drink was in fact, it was strawberry.

when,

3. When it comes to what you eat, your important as your eyes. 4. When they heard were 15% crispier. 5. It’s

may be just as frequencies, people thought the crisps

to separate one sense from another.

After Viewing ACTIVITY 3

G lossary crisps: word used for potato chips in England

of the

In order of most important to least important, list five factors that you

consider when you decide how good food tastes.

Viewpoint • Section 1

WORD LIST

TASK 3 C 2

READING

TIME

For more practice with the vocabulary in this reading, check out the interactive activities.

NAME:

GROUP:

Tricks for the Senses In an effort to process external stimuli as quickly as possible, our brain takes shortcuts that often create interesting illusions. In Let’s Talk Senses, you will read about how easily our senses may be tricked into perceiving things that are not what they seem.

Before Reading ACTIVITY 1 Which of your five main senses do you trust the most?

Rate each sense from 1 to 5, from the most reliable to the least.

READING

TIP

Summarize as you read. Here’s how: • Write one sentence of summary per 10 lines of text (approximately). If the text contains paragraphs of that length, write one sentence of summary per paragraph. • Include all keywords and expressions. • Use graphic organizers such as tables or flow charts to help with your summaries.

Hearing Taste

Smell Touch

Vision What would you do in the following situations?

1. A food item looks good but smells really bad.

2. You see black clouds on your left but hear thunder on your right.

3. You hear a sizzling sound from a frying pan but see beads of condensation on its surface.

With a partner or in a group, try to come to a consensus about which one

of the five main senses is the most reliable.

While Reading ACTIVITY 2 While reading, summarize paragraphs or other parts

of the text.

If necessary, refer to the Reading Tip and take

notes in the margin beside the text.

Chapter 3 • Tricking the Mind

notes BY JOANNE CLARK

GRAMMAR

POINT

Look at the words in orange in the text. What kind of words are they? To learn more, see pages 187–191.

G lossary

jumbled: mixed up, disorderly feat: accomplishment 30

Visual lies Human eyes are anything but perfect. Yet, some people believe only what they see. Take a look at the checkerboard above. There are two squares with a dot in the centre. The top one is much darker than the one in the middle of the board, right? Not quite. They are the very same shade of grey! Don’t believe it? Cut out two holes in a piece of paper to fit over these two squares and block the other squares. It becomes clear they are the same colour. Why were we tricked? Our eyes make adjustments depending on the amount of light we see. If you look at the grass through your shadow on a sunny day, it appears to be a different green than the grass in full sun. The same principle applies for the checkerboard illusion. Another feature of our vision is the ability to see three dimensions, to perceive depth. We need both eyes seeing something different to achieve this feat, but it can also create illusions. What happens when you place one hand in front of your left eye and look straight at an object placed three metres away from you? You will see a ghost image of your hand; it will appear to be transparent. Then, look through a tube with the right eye. A hole will seem

Viewpoint • Section 1

to form in your left palm and you will see the object in the distance through that very hole! Your brain constantly tries to make sense out of the images that each eye sends. In this case, what made sense is a hole in the palm of your hand. If you need another proof of the unreliability of our vision, take a look at the grid below. Where do all these dark spots come

from? If you stare at only one intersection in the grid, the dot remains white. But as soon as you look around the grid, dark spots seem to appear randomly. This illusion is known as a scintillating grid. We don’t fully understand how it works, but it only works with straight, perpendicular lines. It is different from the previous illusion because it works even if you look at it with one eye. We have the touch

Our tactile sense, or sense of touch, is more or less accurate depending on what part of the body we are using. Our fingers are extremely sensitive. We all know how much easier it is to find the beginning of a roll of tape with our finger than to see it. Our fingers are able to detect a bump on

Every day, we rely on our senses to tell us what is real and what is an illusion. Every day, our mind tries to convert the jumbled information that these imperfect senses perceive into a “reality” that we can believe, something coherent. How far can we trust this information?

notes 75

100

105

110

a flat surface just 0.001 millimetres high, a thousand times better than our eyes can. But not all body parts are as accurate as our fingers. Hold two pens side by side and run them along your index finger. You can clearly feel the two pens. Now try the same thing on the back of your neck. It feels like there is only one pen! Try it on a friend. Even our hands can be fooled: For 30 seconds, place one hand in a bowl of hot water and the other in a bowl of cold water. Then, mix the water and put both hands into the warm water. The hand that was in the cold water will feel hot and the other one will feel cold.

115

The ultimate sense 120

130

What’s that you said?

135

When you are having a conversation with someone in a noisy room, you will not hear every word and syllable that is being said. Your brain, however, will compensate and complete the sentences. Most of the time, you’ll believe you heard every single word.

140

We also make inferences about words based on what we read on other people’s lips. Face another person and mouth the words “Elephant Shoes.” What did the person think you said? Have a taste

Human taste is very limited. We can only distinguish things that are sweet, salty, bitter and sour. You may already know that smell and sight greatly influence taste, but do you know that our sense of touch does, too?

In a recent experiment, participants were fed a piece of bread while holding a roll. Those who held a crispy roll reported that they tasted fresh bread, and those who held a soft roll thought they tasted stale bread even when it was fresh.

145

150

155

If you were impressed with how sensitive your touch is, what about your nose? Research has recently found that we can detect at least a trillion distinct smells! Touch and smell are the only senses that can regenerate themselves. Our scent cells are renewed every 30 to 60 days. But even heroes have flaws. How come we can smell other people, but not our own odour? It seems we only notice new smells; as soon as a scent gets old, we ignore it. Our expectations also influence how we perceive odours. When asked to smell one jar labelled parmesan cheese and another labelled vomit, no matter what was in the jar, people thought the contents of the jar was what was written on it. Trust your feelings?

So should we trust our fallible senses? Should we doubt everything we see, touch, hear, smell or taste? Most of the time, our senses give us an accurate idea of reality. Since the beginning of humanity, they have kept us from danger and helped us thrive as a species. But when in doubt and when you have time to do it, it never hurts to double-check.

G lossary mouth: to move the lips without speaking aloud

Chapter 3 • Tricking the Mind

NAME:

GROUP:

After Reading ACTIVITY 3 Answer the following questions about the text.

2. How can you verify that the two squares on the checkerboard are the same colour?

3. Why do the squares look similar?

4. What is the difference between the hole-in-the-hand trick and the scintillating grid?

5. Which visual illusion did you like best? Why?

6. Give a different example than the one in the text of how sensitive our fingers are.

7. What did the other person think you said when you moved your lips to say “Elephant Shoes?”

8. Why does the author call smell “the ultimate sense”?

Viewpoint • Section 1

1. In your own words, what does our mind try to do every day?

NAME:

GROUP:

ACTIVITY 4 Describe what you see in the following optical illusions and explain how

effective you think each one is. a)

Quick

CHAT

C 1

With a partner or in a group, discuss whether you agree or disagree with the following statements: • We should always trust our senses. • Never eat something that smells bad. • The most reliable sense is taste. • It’s better to say something in person than write it in an email. • In winter, it’s good to dress lightly so we can get used to the cold. Discuss possible counter-arguments to the statements you and your partner or group agreed with. • Why do you say … ? • I see what you mean but … • Yes, but how about … ? • On the other hand … • You could also say that …

Chapter 3 • Tricking the Mind

TASK 4 C 1

TALK ON

NAME:

Eyewitness In court, one of the most persuasive types of evidence in a trial is when someone has seen the accused criminal in action. But this is also the cause of 75 per cent of wrongful convictions, according to a recent study. Perhaps this is due to our limited visual memory.

To Help You Interact of his/her … ? • How long is his/her … ? • What can you tell me about his/her … ? • What is the shape of his/her … ?

ACTIVITY 1 Look at the eight pictures below. Write a few keywords under each picture that identify a specific

feature of that person such as long blond hair or short stubby nose.

With a partner, take turns testing your visual memory of these faces:

Ask your partner to choose one picture, look at it for five seconds and then close his or her book. ◆◆ Ask your partner at least three questions about the appearance of that person. ◆◆ Try to guess which person your partner chose. ◆◆

G lossary stubby: thick and round

If you do not find the right person, ask another question about his or her appearance before guessing again. ◆◆ Once you guess correctly, switch roles with your partner. ◆◆

Keywords:

TALKING

TIP

Keywords:

Add to others’ comments. Here’s how: • Share similar personal experiences. • Agree or disagree with their statements and explain why. • Ask them pertinent questions or ask them to elaborate a point further.

Viewpoint • Section 1

With your partner, discuss which picture was the easiest to identify

and which one was the most difficult. Focus your discussion on what features made it easy or difficult. ACTIVITY 2

In pairs, try to identify a classmate your partner has chosen by

asking questions about the clothes your classmate is wearing.

Use the same rules as in Activity 1.

• What is the colour

GROUP:

TASK 5 C 2

READING

NAME:

TIME

GROUP:

Mind-Blowing 3-D Art In the blog Double Take by Thomas O’Connor, you will read about urban artists from different parts of the world who use perspective to bend reality.

Quick

CHAT

ACTIVITY 1 C 1

• Share your answers from Activity 1 with a partner or in a group. Then, discuss your ranking of the features most important in creating a good optical illusion. • Share the illusions you liked the best with a partner and discuss your reasons for choosing them. • I think the most important is ... • I see what you mean ... • That one is really impressive because ... • I get your point but ... • I’m not sure what you mean, can you rephrase that? • Which illusion is the most ... ?

What are the features you consider the most important in a work of art

that is an optical illusion?

1. Number the following characteristics in order of importance from the most important to the least. Characteristic

Order of importance

a) use of colour b) realism c) movement d) surprise e) intensity of the effect f ) size g) originality h) message i) materials used j) humour

2. Use resources to find examples of illusions that match the characteristics you find the most important. Write the names of the three illusions you like the best below.

While Reading ACTIVITY 2 While reading, summarize paragraphs or other parts of the text. Refer to the Reading Tip on page 57 and, if necessary, take notes

in the margin beside the text.

Chapter 3 • Tricking the Mind

notes

Double Take HOME ABOUT ARCHIVES ACCOLADES

Taking It to the Street

March 30 11:21 A.M.

I love it when I am visiting a new city and all of a sudden, I see something that makes my jaw drop and my eyes pop out. For this blog, I decided to write about some of the street art that did just that for me during my six-month trip around the globe. So hold on to your hat, I’m taking you on a tour covering four cities over three continents.

ABOUT ME Hi! I’m Thomas O’Connor. I currently live in Edmonton. I like to travel, write, photograph and comment on things that WOW me, hoping they will WOW you too!

Chicago, Illinois, USA: The Cloud Gate 10

My first stop was close to home—well, relatively close. It was still a three-hour flight. I rented a room just outside of The Loop, Chicago’s business district. The first time I looked out the hotel window, I noticed a large object reflecting sunlight in a nearby plaza. I just had to go take a look.

GRAMMAR

POINT

Look at the words in orange in the text. Why are they capitalized? To learn more, see pages 192–194.

G lossary jaw: the bones in the lower part of your mouth legume: edible seed of some plants seam: junction; visible line between two sections

The Cloud Gate by Anish Kapoor, Millennium Park, Chicago, Illinois, USA.

Locals call it The Bean for obvious reasons. I could not make up my mind as to what kind of legume it was supposed to be, nor about how the artist, Anish Kapoor, had managed to create such a huge object. It’s over ten metres high! But the most amazing fact about it is that there is no visible seam between the 168 stainless-steel plates that he welded together. No matter how close I looked, I could not see any. I spent a lot of time walking around and under it, looking at the distorted reflection of people and buildings. It is one of the most visited spots in Chicago and a great place for taking pictures.

Viewpoint • Section 1

Bringing you the best in everything amazing, unusual and unique

notes Paris, France: Café Wall Illusion A few weeks later, I was on a tour bus of Paris. I was a bit tired, so I was not

paying much attention to what the guide was saying. Then this building caught my eye.

I fumbled through my pockets to get my phone out so I could snap a picture before we drove past, but we stopped right in front of it. Ends up that’s what the guide was telling us about. Take a look at the horizontal lines between each floor of the building: they seem to be sloping, but they are perfectly parallel to one another. It would be pretty awkward to live in an apartment with sloping floors! This is called the Café Wall Illusion. It was first used on the front wall of a café in Bristol, England, to attract customers. Building in Pont-de-Flandres, Paris, France

Dun Laoghaire, Ireland: 3-D Chalk Art

I have to admit I’m a fan of U2. Don’t blame me, it’s my parents’ fault. I guess their enthusiasm was contagious. Anyway, that’s what drew me to Dublin, the city where it all started for the greatest band ever. Walking around the city, I chanced upon some street art by Edgar Mueller. The 3-D chalk drawing was part of the Festival of World Culture in Dun Laoghaire, just south of Dublin. The 50 illusion only works from one angle, but I thought it was really astounding. A lot of people were taking pictures and striking funny poses.

G lossary fumbled through: tried to find awkward: uncomfortable, bizarre chanced upon: found unexpectedly astounding: very surprizing

Sidewalk art, Edgar Mueller

Chapter 3 • Tricking the Mind

notes 55

Perth, Australia: The Penrose Triangle

Penrose Triangle Sculpture, Perth, Western Australia 60

I had seen that illusion in a book before. When you see it on paper, it is an amusing drawing, but I have to say that it was pretty impressive to see one that big and in three dimensions. That concludes my post for this month. Don’t forget to recommend it to your friends if you liked it and drop me a line if you’d like to suggest any other topic or if you have any comments to make. Recommend

Sort by Oldest

Join the discussion … Alexander

2 days ago

Hey Thomas, thanks for the post. If you like 3-D chalk artists, look up the work of Eduardo Rolero. He’s incredible! Thomas O’Connor

one day ago

Thank you, Alexander. I found lots of his work online. Wow indeed! Julianna

3 days ago

Hi Thomas. I’m from South Africa. We have a sculpture of Nelson Mandela that is really amazing. If you look at it from one angle, all you see are vertical pillars. But from a different perspective, you can clearly make out Mandela’s face. It was built as a memorial at the site of his arrest near the town of Howick. You should come for a visit. Thomas O’Connor

one days ago

Hello Julianna. That sculpture is really awesome! I wish I could come for a visit, but I need to replenish my travel fund before I can go anywhere again. Cheers!

Viewpoint • Section 1

The last leg of my trip took me down under, to Australia. In Perth, a city on the west coast, I saw a puzzling structure. At first, I could not figure out what it was, but when I saw it from a different angle, bingo! The illusion is called the Penrose Triangle or the impossible triangle.

NAME:

GROUP:

After Reading ACTIVITY 3 Answer the following questions about the text.

1. What is The Loop?

Quick

CHAT

2. Where and why was the Café Wall Illusion first used?

3. Why did Thomas go to Dublin?

4. What limitation do the Dublin 3-D chalk art and the Perth Penrose Triangle have in common?

5. In your own words, describe the difference between Thomas’s first impression of a Penrose Triangle and the one he saw in Australia.

C 1

With a partner or in a group, explain your answers to the following questions: • Who should pay for public works of art like the ones mentioned in the text: government, private companies or the people who view them? • What kind of public art would you like to have in your community? • I think it depends on … • The way I see it … • It seems to me that … • What do you think, should we … ?

ACTIVITY 4 Write a response to Thomas O’Connor’s post. Include comments about one

of the artworks mentioned in the text and make a suggestion for a future post.

Chapter 3 • Tricking the Mind

TASK 6 C 2

VIEWING

TIME

GROUP:

The Rubber-Hand Illusion In this second clip from the BBC video Is Seeing Believing?, a specialist in perceptual psychology tries out an illusion on some unsuspecting volunteers. Take a close look and see what happens to them.

Before Viewing ACTIVITY 1

For more practice with this video, check out the interactive activities.

NAME:

Highlight the sentence containing the correctly used

bolded word from the video.

VIEWING

TIP

Increase your vocabulary by using visual clues. Here’s how: • When you hear a new word in a scene that seems to explain what the word means, write it down in a notebook with only a few keywords to remember it. Wait until the video ends before writing more. • Use resources to confirm your guess at the word’s meaning. • Use this word in a sentence of your own in your notebook.

1. – What I liked most at the fairground was the roller coaster. – The vegetables in the fairground were ready to harvest. 2. – My eyes curled up to see the airplane flying above. – She curled up her baby finger as she sipped tea from a fancy cup. 3. – I’m going to stroke your finger really hard with that hammer. – My cat likes it when I stroke her under the chin. 4. – She’s in a wheelchair but she does not perceive herself as handicapped. – The city wants to perceive more taxes from large businesses. 5. – His bike is overridden; the wheel is about to fall off. – Her taste buds were overridden by the weird colour of the juice. 6. – This type of cloud hints that rain is coming soon. – This radio station only plays top ten hints. 7. – Next class, we will be rewiring material for the end-of-term exam. – My dad is rewiring the electric components on his motorcycle.

While Viewing ACTIVITY 2 Highlight whether the following statements are true (T) or false (F).

1. The rubber-hand illusion reveals an important new idea in brain science.

T F

2. The rubber hand is placed so the people can see both their own hands. T F

G lossary

3. The scientist brushes the real and fake hands alternately. T F

alternately: one after the other

4. None of the volunteers feel that the rubber hand is theirs. T F

5. The volunteers felt pain when the hammer struck the rubber hand.

T F

6. The illusion shows that what we see influences what we feel.

T F

Viewpoint • Section 1

NAME:

GROUP:

After Viewing ACTIVITY 3 Answer the following questions about the text.

You may watch the video a second time.

1. Where did the rubber-hand illusion take place?

2. What did the scientist do to make people feel that the rubber hand was their own?

3. How did the people react when the scientist hit the rubber hand with the hammer?

4. Why do we know our hand is in front of us when we hold it out?

5. What does the rubber-hand illusion reveal about our brain?

6. At the end of the video, the scientist says that neural plasticity, the capacity of our brain to make new connections, can help a blind person navigate the world through other senses. Using resources, can you find examples of animals using other senses than sight to move around?

7. Which of these other senses are blind persons most likely to use to navigate the world?

ACTIVITY 4 Use resources to find other illusions that fool our senses. Describe the one

you like the most below.

Chapter 3 • Tricking the Mind

TASK 7 C 3

Sta rt Wr n g

it i

NAME:

GROUP:

That Makes Sense Choose one of the text-types and check the topic you will

CHOICE #1 Write an EXPOSITORY TEXT about q the greatest illusions of all times

OR q how much you should trust your senses

Four Steps to Producing a Text 1 Plan Your Text Brainstorm ideas for your choice. Research your ideas. Link your research results to personal

experience.

CHOICE #2 Write a personal BLOG entry about q optical illusions in art

OR q the sense you trust the most

Find or think of supporting arguments, examples or facts

for your main points

Write your outline.

2 Write a Rough Draft Don’t worry about spelling for now. Examine the models on the next page to help you structure

your text.

WRITING

TIP

Capture and maintain your readers’ attention. Here’s how: • Give your text a title that draws attention. • Avoid using the same words or expressions repeatedly throughout your text. • Use adjectives and adverbs to add some “flavour” to your text.

Include the name of the sources you used to add weight

to your arguments. Websites ending in .edu, .org or .gov are usually considered very reliable. You may also quote people who have special knowledge of the topic.

3 Revise and Edit Your Text Use resources to ensure your grammar, spelling and

punctuation are accurate. See the Editing Tips on page 72 to practice the grammar points in this chapter.

Pay attention to the length of your text. If you find it too

long, now is the time to remove the part(s) you consider weak. If it is too short, refer back to your brainstorm sheet and look for points you omitted. Choose the strongest, then develop and include them in your text.

Share your text with another student and exchange

feedback. Make any final adjustments.

4 Write the Final Draft

Viewpoint • Section 1

write about.

TEXT-TYPE

Models

CHOICE #1

CHOICE #2

EXPOSITORY TEXT

(TITLE) Start with a title that instantly captures your readers’ attention. • Top Five Illusions since … • Illusions that Will … • Our Senses: Why We Should … • Trusting Your Senses Is … (INTRODUCTION) Begin with a strong question or statement that makes the reader pay attention and reflect. • If you think you have seen it all … • Do you always believe … • Have you ever … • Every day, your brain is … (BODY) State facts and provide supporting information, examples and arguments. • This illusion won first prize in … • More than … people have visited … • A scientific research has found … • Your eyes can only see … (CONCLUSION) Make your final argument clear and refer to the information from the body of the text for support. • These illusions are undoubtedly … • For all these reasons, I think … • These facts make it clear that … • All in all, our brain …

BLOG * Note that a blog entry is not a formal type of text and so can be quite freely structured. This model is an example only and may be modified. (DATE) Always begin with the date and remember to include the year. • June xx, 20xx (MESSAGE OR SUBJECT TITLE) This usually gives an indication of what the blog entry will be about. • These artists will blow your mind! • Art has never been so cool! • When in doubt, trust your … • You can believe your … (MESSAGE INTRODUCTION) Summarize in a sentence or two the main idea or reason behind your blog entry. • As I was surfing the net this morning … • I saw a TV special on … • I just read that 75% of wrongful convictions … • We need to be cautious about what we … (BODY) Elaborate your points and develop all of your supporting arguments or examples. • The first sculpture that I saw … • This amazing technique is called … • We think we can trust all senses, but … • Out of all our senses, the most … (CLOSING) End your message with conclusions you have made or any questions you may have. • I used to think that art was … • Do you know other artists who … ? • The next time you are not sure about … • How about you? What sense do you … ?

Chapter 3 • Tricking the Mind

EDITING TIPS For more grammar practice, check out the interactive activities.

Question Words • Identify all question words in your text. • Ask yourself: Are the question words referring to the right information? For a review of question words, see Grammar Point 6, pages 187–191.

Capitalization • Look at the beginning of your sentences and at the nouns in your text. • Ask yourself: Do all sentences begin with a capitalized word? Are all proper nouns capitalized? For a review of capitalization, see Grammar Point 7, pages 192–194.

Punctuation • Read your text aloud, paying attention to where you pause as you read. • Ask yourself: Are all individual ideas punctuated correctly? Is there punctuation in the appropriate pauses? For a review of punctuation, see Grammar Point 8, pages 195–197.

NAME:

GROUP:

What do you know? Apply the three editing tips shown on this page in the following

text. Follow the examples.

I , i always thought that we only have five senses vision hearing taste touch and feel i was very surprised to learn that there are other ways to perceive everything that makes up the World we live in my sister rachel knows a lot about biology she goes to a big University in quebec city she asked me how much senses can you name all five of them i replied then i named them one by one rachel was not impressed she didnt say a word and gave me the magazine she got in the mail yesterday yes she still reads magazines where do you expect shes very bright curious and wants to know about everything did you know that we have many other senses i read that to name just a few our senses also include intuition balance time hunger and thirst you might think your sister did that because she feels superior no shes actually very nice all she wants to do is share with me the fun facts she learns from time to time i think ill send her the link to the awesome optical illusions site that i found yesterday

Viewpoint • Section 1

3 WRITING C #

C 2

EXTRA

NAME:

GROUP:

READING Losing One Sense at a Time Some people are able to perceive things using a blending of the senses. For example, they can “see” colours when they read or “feel” sound through different parts of their body. These people are called synesthetes. In Journal of Subject XIV, you will read the daily experiences of a participant in a research study on human senses.

Before Reading ACTIVITY 1 What must it feel like to lose one of your senses? For each sense, describe

what you think would happen if you suddenly lost it. Hearing:

Vision:

Smell:

Touch:

Taste:

While Reading ACTIVITY 2 While reading, summarize paragraphs or other parts of the text. Refer to the Reading Tip on page 57 and, if necessary, take notes

in the margin beside the text.

Chapter 3 • Tricking the Mind

EXTRA READING notes

Journal of

Subject XIV

BY SIMONE GATES

G lossary bursting: breaking apart suddenly 35

Day 1 Hearing

Day 2 Taste

The drug that shut down my sense of hearing tasted a delicious shade of green. But I can’t say I like not being able to hear a thing.

The drug they gave me this morning to stop my taste buds from working tasted forest green, very much like the one for hearing. Too bad it worked so fast. Within just a few seconds, I could not taste a thing. I expected the food I ate would trigger colours in my brain as usual, but that effect stopped as soon as my taste buds did.

At first, I did not notice anything special about being deaf. But after half an hour, I began to feel weird vibrations in different parts of my body. When the nurse spoke to me—I could see her lips moving—I felt a gentle tickle on the back of my neck. And when the doctor bounced that basketball, it was like someone was poking my stomach each time the ball hit the floor. Not so hard that it would hurt, but just enough that I could feel it. The other effect was “hearing” sounds as colours. I’ve always tasted colours, nothing new there. But it was surprising to get the same effect with sounds. Human voices sounded red. The louder people talk, the darker the red. It almost matched the colour of the doctor’s skin when it looked like she was yelling. When they played music for me, it triggered a variety of colours, almost like a kaleidoscope or one of those op-art paintings that seem to move. The bouncing basketball sounded blue. The best analogy I can make is that it was like little blue bubbles bursting with each bounce.

Viewpoint • Section 1

What did happen was that each food sounded like a different musical instrument! The crunchy cereal this morning was very much like a snare drum—rat-a-tat-tat! Liquids sounded like stringed instruments: coffee was like a violin and that smoothie sounded just like a bass guitar. It seemed that the thicker the liquid was, the lower the pitch of the stringed instrument I heard. At lunch, the hamburger sounded like a church organ. Now that was weird! Each time I chewed, I could hear the same two notes. It did not matter how hard or how fast I chewed, I heard the same two notes at the same loudness. The salad I ate to begin supper was very similar to a clarinet. Not a loud or high-pitched sound, but a pleasant melody with variations on four different notes. I have to say that

What? All I have to do is take these drugs and record their effect on my senses? For $10,000? Easy money. Or not.

notes

EXTRA READING

was my favourite. The chicken was not as pleasant. Each bite sounded like a bicycle horn—honk, honk! I could not finish my plate. I’ll be glad to get my taste buds working again tomorrow morning.

Day 4 Smell

115

Day 3 Touch 80

100

105

110

Forget what I said last night, I wish my taste had not come back. That drug they gave me tasted the most horrible yellow I have ever experienced. Ugh! At least the taste didn’t linger too long. My sense of touch also went pretty quickly. These drugs work very fast. It took me a while to figure out what was happening after my whole body went numb. Gradually, each tactile sensation turned into a different taste. I first noticed it when I banged my shin on the coffee table. That felt really sour! It’s hard to describe, but I could feel that sour-milk taste on my shin at the exact spot it hit the table.

120

125

130

Instead of a liquid like the previous three, the drug to numb my sense of smell was a spray I had to inhale through my nose. It tasted bitter, like when I put my hand in icy water yesterday. Could it be that the effects of some of the drugs I took are permanent? It still tastes wonderfully sweet when I brush my hair. I’ll ask the doctor when I see her this afternoon. I tried to smell the coffee they gave me for breakfast, but nothing at all. When I focussed more intently, I noticed a faint vibration on my left shoulder. The more I tried to smell the coffee, the stronger the vibration felt, always in my left shoulder. Smelling the banana caused a faint twitch in my left baby finger, and the harder I tried, the more it twitched.

G lossary linger: stay shin: bone in lower leg intently: with great concentration

Each time I took a step, I felt a salty sensation on the soles of my feet. The harder my feet hit the ground, the saltier it felt. When I stomped my feet on the floor, it was very much like barbecue-flavoured chips—not my favourite. The most tasty touch was brushing my hair. It tasted like honey, but not too sweet. That was a very pleasant experience. I wish I could feel that all the time. I can’t say the same about putting my hand in that bucket of icy water; that tasted very bitter, like a lime, but a lot more unpleasant.

135

140

Each smell seems to cause some sort of vibration in a different part of my body, some pleasant, others not. The worst one was cigarette smoke. It was like my toes were squeezed in a vice. Ouch! Again, it was only my left toes that felt the smell, nothing on my right side. Chapter 3 • Tricking the Mind

EXTRA READING notes 150

G lossary keenly: intensely get the hang of it: get used to it odd: bizarre

175

180

Day 5 Vision 155

160

Last day. I felt quite nervous as I took the drug to make me completely blind, but the taste was so pleasantly green and sounded so much like a songbird that I calmed down very quickly. Then everything went dark, completely dark. I could not see a thing.

185

190

195

200

165

170

I suddenly became keenly aware of my other senses. The connections my brain made each time I lost a sense all seemed to be working! I’ll have to tell the doctor when I see her. Oh, right, I can’t see a thing right now. Throughout breakfast, the food I ate still sounded like different instruments; I still felt vibrations in my left side when I smelled things.

Viewpoint • Section 1

205

The connections were all there. I tried to get up and go to the bathroom and I banged my shin on that coffee table again, yikes! This time, I felt both the pain and the sour-milk taste on my shin. When the doctor came, she asked me to try to use echolocation to move around. Huh? She explained that I should try to make clicking sounds with my tongue and listen to that sound bouncing back to me from the surrounding objects like some animals do. Much to my surprise, it took less than ten minutes to get the hang of it. I felt sour milk a few times, but soon, I could sense where most things were around me. I could not tell what those objects were, but I knew where they were. What an odd feeling! After a few hours, the doctor and nurse took me outside to try out my new sense riding a bike. I was eager to give it a try. Good thing I was wearing protective gear! I must have fallen at least a dozen times. After a half hour, I knew exactly where everything was in front of me as long as I did not ride too fast. And the warm breeze on my face tasted like chocolate. Yum! Day 6 Back to “Normal”

210

All my blended senses are still working, but they’ll probably fade by the time I go home. I have a new appreciation for all my senses, including my new one, and a nice fat cheque to buy my very first car!

145

I asked the doctor, but she did not understand why that was. I also told her about how brushing my hair still tasted sweet. She told me all the drugs they gave me to numb one sense only lasted 24 hours, but that the connections that my brain made between senses may last longer. We’re curious to know how long these connections will last.

EXTRA READING NAME:

GROUP:

After Reading ACTIVITY 3 Decide whether the following statements are true (T) or false (F). Correct

the false statements.

1. Subject XIV decided to take part in the experiment because she is adventurous.

2. Subject XIV has always associated tastes with colours.

T F

3. All the drugs to numb one sense last up to a week.

4. She controlled echolocation instantly.

ACTIVITY 4 Answer the following questions about the text.

1. Subject XIV is a synesthete. What is special about her sense of taste?

2. What was different about the drug they gave her to numb her sense of smell?

3. How often did she fall when she tried biking with echolocation?

Chapter 3 • Tricking the Mind

EXTRA READING NAME:

GROUP:

4. Of all the blending of the senses mentioned in the text, which one would you most like to experience? Explain your answer.

CHAT

C 1

Share and discuss your answers from the questions on this page with a partner or in a group. • How would you react if you lost the use of one sense at a time like in the experiment? • I’m not sure, but I think I would … • I would definitely … • I totally agree with … • How about you … ? • What’s your opinion on … ?

5. Would you take part in a similar experiment? Explain your answer.

6. If you could get a new sense or ability, what would it be? Explain your answer.

ACTIVITY 5 Do you agree with the use of human subjects for scientific experiments?

If you do, when is it acceptable? Explain your answer.

Viewpoint • Section 1

Quick

SECTION

GRAMMAR STUDY AND PRACTICE CHAPTER 1

CHAPTER 4

Point 1A Simple Past . . . . . . . . . . . . . . 158 Negative Form Interrogative Forms

Point 9A Common Types of Adjectives . . . . . . . . . . . . 198

Point 1B Past Continuous . . . . . . . . . . 161 Negative Form Interrogative Forms Point 2A Simple Present . . . . . . . . . . . 165 Negative Form Interrogative Forms Point 2B Present Continuous . . . . . . . 168 Negative Form Interrogative Forms

CHAPTER 2 Point 3 Future . . . . . . . . . . . . . . . . . . . 172 Affirmative and Negative Forms Interrogative Forms Point 4 Imperative . . . . . . . . . . . . . . . 178 Negative Form Point 5 Subject-Verb Agreement . . .182

CHAPTER 3 Point 6 Question Words . . . . . . . . . . .187 How + Adverb/Adjective Point 7 Capitalization . . . . . . . . . . . . 192 Point 8 Punctuation . . . . . . . . . . . . . . 195

Point 9B The Order of Adjectives . . 201 Point 10A Subject, Object and Reflexive Pronouns . . . . . . 203 Point 10B Possessive Adjectives and Pronouns . . . . . . . . . . . 206 Point 11

Adverbs . . . . . . . . . . . . . . . . 209

CHAPTER 5 Point 12A Countable and Uncountable Nouns . . . . . . 214 Point 12B Countable and Uncountable Nouns with Quantifiers . . . . . . . . . 216 Point 13A Modals: Expressing Ability and Possibility . . . . 218 Point 13B Modals: Expressing Permission and Obligation/Necessity . . . . 221 Point 13C Modals: Expressing Suggestion/Advice andÂ Habit . . . . . . . . . . . . . . 224 Point 14A Coordinating Conjunctions . . . . . . . . . . . 227 Point 14B Subordinating Conjunctions . . . . . . . . . . . 229

CHAPTER 6 Point 15

Prepositions . . . . . . . . . . . . . 231

Point 16 Conditions . . . . . . . . . . . . . . 234 Real Condition Interrogative Forms

157

GRAMMAR

POINT 1A

NAME: GROUP:

Simple Past Verbs in the simple past u

express a completed action at a specific time in the past

For example: The officer waited in his office last night.

OR u describe a situation in the past For example: They were in the classroom yesterday.

Irregular verbs in the simple past don’t respect a pattern. For a list of irregular verbs, see page 261.

For more grammar practice, check out the interactive activities.

Rewrite the following verbs in the simple past. Circle “R” if the verb is regular 1 or “I” if the verb is irregular.

1. respect

R I

6. send

R I

2. forget

R I

7. deliver

R I

3. give

R I

8. put

R I

4. walk

R I

9. close

R I

5. drink

R I

10. play

R I

Circle the incorrect form of the simple past in the following sentences, then 2 rewrite it correctly in the space provided.

1. Jessica meeted with her fiancé to discuss the engagement ring. 2. When all the students leaved, she took out her smartphone. 3. Faranak tored the picture in two and threw it in the garbage. 4. Jimmy told Laurent that he really enjoyd his company. 5. All the friends I haved as a child moved to Saskatchewan. 6. The students all gotted together and supported their colleague. 7. Nazanin thinked about the teddy bear she cherished as a child. 8. Jean-Marc founded a very expensive watch on the bus. 9. I learned that poem by heart the first time I readed it. 10. Johnny and Mena breaked up because of her motorcycle.

158

Grammar Point 1A • Simple Past

Regular verbs in the simple past end in ed.

NAME: GROUP:

Negative form All verbs in the simple past use the auxiliary did + not, or the contraction didn’t, followed by the base form of the verb, except for the verb to be. NEGATIVE FORM Affirmative

Negative

All verbs I You He She It We They

I You He She It We They

saw the exhibit.

did not / didn’t see the exhibit.

Verb “to be” I He She It You We They

was thrilled.

I He She It

was not / wasn’t thrilled.

were thrilled.

You We They

were not / weren’t thrilled.

Rewrite each of the following sentences in the negative form. 3 Use the contracted form only where specified.

1. I put a stop to my online shopping.

2. Timothy and Matthew gave their mom a big hug.

3. Patricia held the diamond with two fingers. (contracted)

4. The thieves were fast enough to escape. (contracted)

5. Michael appreciated the gesture. (contracted)

6. Joshua was the best-dressed student.

7. My favourite song was released last year. (contracted)

Grammar Point 1A • Simple Past

159

NAME: GROUP:

Interrogative forms All verbs in the simple past use the auxiliary did and the base form of the verb, except for the verb to be. Yes/no questions require a yes or no response. Information questions require information as a response. INTERROGATIVE FORMS All verbs Yes/no questions: Auxiliary “did”

Base form of verb

Subject

Rest of question

Did

you

open

the safe?

Did

she

sell

all her jewellery?

When

did

Kumar

become

so irresistible?

What

did

the bride

decide

to do next?

Verb “to be” Information questions: Question word

Yes/no questions: To be

Subject

Rest of question

Were

they

aware of their treasure?

Was

the sale

a one-time opportunity?

Where

was

Nathalie

this morning?

Who

was

the first

to arrive?

Rewrite each of the following sentences in the yes/no interrogative form. 4 1. James bought Elena a necklace last year.

2. Cora was the most admired chef in town.

3. The boy looked for his marbles everywhere.

4. Your speech made her cry.

Write an information question about the underlined part of each sentence. 5 1. He closed the box gently. (How)

160

Grammar Point 1A • Simple Past

Information questions: Question word

NAME: GROUP:

2. She was exhausted because she searched all night. (Why)

3. I drove my dad’s new car last week. (When)

4. Samantha offered him a sincere apology. (What)

GRAMMAR

POINT

Past Continuous Verbs in the past continuous u

express an action that was in progress at a specific moment in the past

For example: I was listening to music yesterday afternoon.

OR u are used with the simple past to indicate that one action was in progress when another action happened For example: We were jogging when we saw the accident. Subject

Auxiliary “to be” in the past

Verb + ing

Rest of sentence

Burt and Ernie

were

looking

for meteorites.

The archaeologist

was

trying

to pry open the door.

You

were

sleeping

during the show.

My uncle

was

working

for a long time.

Complete the following sentences with the correct form of the past 1 continuous.

1. Kaylie and Rylan (sing)

at the birthday party.

2. She (wonder)

about her future.

3. Tommy (play)

hockey when he broke his watch.

4. The waiter (wear) 5. Your sister (dream) 6. Elissa and her brother (look) 7. Marie-Rose knew that I (walk) 8. You (think)

For more grammar practice, check out the interactive activities.

an irresistible cologne. of castles and unicorns last night. for their parents. home alone. out loud when she interrupted. Grammar Point 1B • Past Continuous

161

NAME: GROUP:

Fill in the blanks using the appropriate verbs from the Word List 2 to form the past continuous.

say pay hold cry

fly feel hang talk

1. Everyone

at their wedding. That’s how emotional it was.

2. Jim saw me laugh and thought I 3. Lola and I school.

happy. about our most precious memories from elementary

4. Our teacher

something about the fur trade when the bell rang.

5. The officer

the jewels in his left hand.

6. We

for our vacation when I dropped my credit card.

7. The diamond necklace 8. We

loosely around her neck. to Mexico when he proposed!

Negative form All verbs in the past continuous use the auxiliaries was/were + not, or the contractions wasn’t/weren’t, followed by the verb+ing. NEGATIVE FORM Affirmative

Negative

To be (past) + verb+ing

To be (past) + not + verb+ing

Velma was smiling at all the children in the playground.

Velma was not / wasn’t smiling at all the children in the playground.

Daphne was bonding with him while he was there.

Daphne was not / wasn’t bonding with him while he was there.

They were washing their car when they heard the phone ring.

They were not / weren’t washing their car when they heard the phone ring.

You were searching for hidden treasure in the desert.

You were not / weren’t searching for hidden treasure in the desert.

Rewrite each of the following sentences in the negative form. Use the 3 contracted form only where specified.

1. Gloria was cleaning her room when she found her earring.

2. Most cultures were simply trying to survive. (contracted)

3. We were reading about the California gold rush.

162

Grammar Point 1B • Past Continuous

WORD LIST

NAME: GROUP:

4. Harry was building his model all night.

5. The government was spending the funds wisely. (contracted)

6. My mother was emptying her closet when the ruby fell out.

7. Sarah and Lucien were polishing their silverware. (contracted)

8. You were studying intensely for the final.

9. I was hurrying to class when I saw my best friend. (contracted)

10. It was raining cats and dogs during the game.

Interrogative forms When asking questions in the past continuous, use the verb to be in the past as an auxiliary + verb+ing. Yes/no questions require a yes or no response. Information questions require information as a response. INTERROGATIVE FORMS Information questions: Question word

Yes/no questions: Auxiliary “to be” in the past

Subject

Verb+ing

Rest of question

Were

they

skiing

all day?

Was

Carol

baking

cookies last night?

Was

William

acting

strangely at the party?

What

were

the kids

doing

upstairs?

How

was

she

behaving

toward him?

Why

were

you

saving

your money?

Grammar Point 1B • Past Continuous

163

NAME: GROUP:

Rewrite each of the following sentences in the yes/no interrogative form. 4 1. Brianna was hoping to go to Spain.

2. Camille and Maurice were studying together.

3. The artist was painting all week.

5. They were enjoying every moment.

6. You were arguing for hours.

7. He was climbing up the wall.

Write an information question about the underlined part of each sentence. 5 1. Craig was adding items to his list. (What)

2. They were staring at each other because of the love they had. (Why)

3. We were hiding in our secret garden. (Where)

4. Tamara was filming Marcus on the field. (Who)

5. Sylvie was trying to get my attention by waving her hands in the air. (How)

6. Hugo and Olivier were working on Sunday. (When)

7. The salesman was wearing a cheap suit. (What)

164

Grammar Point 1B • Past Continuous

4. She was rocking the baby on the swing.

GRAMMAR

NAME: GROUP:

POINT

Simple Present Verbs in the simple present express repeated actions and habits, generalities, facts or states of being. To be

I You She/He/It We They

am are is are are

To have I You She/He/It We They

All other verbs

have have has have have

I You We They She He It

base form of verb

base form of verb+s*

* Add -es to verbs that end in o, s, x, z, ch or sh. * For verbs that end with a consonant+y change the y to i and add -es.

Complete the following sentences with the correct form of the 1 simple present.

1. David and Joelle (host)

the best parties.

2. My car (sound)

like it doesn’t have much time left.

3. Female crocodiles (defend) 4. I (hope)

their young aggressively. my present is a good one!

5. Your little brother (cry) 6. Lucy (value)

all the time. her vacation time immensely.

7. My father (fix) in our house. 8. We (go)

everything that (break) on diamond-finding expeditions every two months.

9. My music (be) 10. She (sell)

For more grammar practice, check out the interactive activities.

my life. seashells by the seashore.

Rewrite the verbs in the following sentences in the simple present form. 2 1. Carrie searched for her purse in the morning. 2. My teammates were screaming my name every game. 3. She went on a cruise every year. 4. Tarek had the best teacher in school. 5. I was the most valuable player on my team.

Grammar Point 2A • Simple Present

165

NAME: GROUP:

Negative form All verbs in the simple present use the auxiliaries do + not or does + not, or the contractions don’t or doesn’t, followed by the base form of the verb, except for the verb to be. NEGATIVE FORM Affirmative

Negative

I You We They She He It

write great songs.

I You We They

do not / don’t write great songs.

writes great music.

She He It

does not / doesn’t write great songs.

Affirmative

Negative Verb “to be”

I You She/He/It We They

am are is are are

skilled.

I You She/He/It We They

am not / I’m not are not / aren’t / you’re not is not / isn’t / she’s not are not / aren’t / we’re not are not / aren’t / they’re not

skilled.

Rewrite each of the following sentences in the negative form. Use the 3 contracted form only where specified.

1. Layla has the coolest bike in school.

G lossary apple of (her) eye: favourite person

2. I am the apple of her eye. (contracted)

3. Eric and Louis want to be pilots. (contracted)

4. This is the last time!

5. I bring my compass everywhere.

6. Running is his favourite pastime. (contracted)

7. You own two precious gems. (contracted)

166

Grammar Point 2A • Simple Present

All verbs

NAME: GROUP:

Interrogative forms All verbs in the simple present use the auxiliaries do or does and the base form of the verb, except for the verb to be. Yes/no questions require a yes or no response. Information questions require information as a response. INTERROGATIVE FORMS All verbs

Information questions: Question word

Yes/no questions: Auxiliary “to do”

Base form of verb

Subject

Rest of question

you

know

the password?

Does

she

collect

comic books?

Where

your parents

shop

for clothes?

What

does

this key

open?

Verb “to be” Information questions: Question word

Yes/no questions: To be

Subject

Rest of question

Are

your cousins

millionaires yet?

the coupon

still valid?

How

are

actors

paid?

Who

the next

in line?

Rewrite each of the following sentences in the yes/no interrogative form. 4 1. Giulia is the nicest person they know.

2. He saves every penny he finds.

3. Pam and Jim make a great couple.

4. This is the most valuable item here.

5. His kids are incredibly talented.

Grammar Point 2A • Simple Present

167

NAME: GROUP:

Write an information question about the underlined part of each sentence. 5 1. He believes that hairpin is expensive because it is made of platinum. (Why) 2. Selma values her time at the gym most. (What) 3. We work very well as a team. (How)

GRAMMAR

POINT 2B

Present Continuous Verbs in the present continuous express a temporary action that is happening right now, or an action that began in the past and will continue in the future. Auxiliary “to be” in the present

Subject

For more grammar practice, check out the interactive activities.

Verb+ing

Rest of sentence

Dominic

going

on an expedition.

Paul and Cynthia

are

keeping

it a secret.

You

are

drawing

a masterpiece.

telling

the truth.

Identify all the verbs in the present continuous in the following text. 1 Then, complete the graphic organizer on the next page.

My father and I are considering a new venture. Let me tell you all about it. Recently, I read about an asteroid that is rapidly approaching our planet. It will not collide with Earth, but it will come very close—so close, actually, that a spacecraft would actually be able to land on it. Astronomers are already following its approach and expect it will be closest to Earth in about six months. What makes this asteroid so interesting is the amount of gold it contains. There is enough gold in it for my father and me to become very rich! So we are negotiating with aeronautics and mining companies to get exclusive landing and mining rights. We’re making excellent progress with our plans. Now, we just need to raise a little over two billion dollars to fund the project. To accomplish this, I’m bagging groceries after school at my local supermarket and my father is working extra shifts at the coffee shop. Also, I am selling all of my old hockey cards online and my dad is organizing a garage sale next week. Wish us luck!

168

Grammar Point 2B • Present Continuous

4. Roses are planted in the spring. (When)

NAME: GROUP:

Subject

Auxiliary verb

Example: My father and I

are

Main verb+ing

Person and number 1st person plural

considering

Negative form All verbs in the present continuous use the auxiliary to be (present) + not (or its contracted form), followed by the verb+ing. NEGATIVE FORM Affirmative

Negative

To be (present) + verb+ing

To be (present) + not + verb+ing

I You She/He/It We They

am are is are are

digging here.

I You She/He/It We They

am not / I’m not are not / aren’t / you’re not is not / isn’t / she’s not are not / aren’t / we’re not are not / aren’t / they’re not

digging here.

Rewrite each of the following sentences in the negative form. Use the 2 contracted form only where specified.

1. We are carrying too much equipment.

2. Diane is pursuing her dream. (contracted)

3. The pirate boat is sinking!

4. I am growing prized tomatoes again. (contracted)

5. Mufasa and Simba are protecting the pride.

Grammar Point 2B • Present Continuous

169

NAME: GROUP:

Circle the correct form of the verb for each of the following sentences. 3 1. Cho Yeung and Marcella

isn’t leave

is’nt leaving

2. His brother a)

isn’t ordered

didn’t ordered

is not ordering

isn’t telling

are not telling

is’nt ordering

aren’t told

isn’t revealing

is not tell

the most profitable locations.

b) is not revealed c) are’nt revealing

5. The kids a)

are’nt leaving

Amanda the truth about her diamond earrings.

4. The meteorite hunters a)

the yacht after all.

3. Claudia a)

aren’t leaving

d) are not revealing

for the hidden eggs in the right place.

is’nt looking

are not look

aren’t looking

is not looking

Interrogative forms When asking questions in the present continuous, use the verb to be in the present as an auxiliary + verb+ing. Yes/no questions require a yes or no response. Information questions require information as a response. INTERROGATIVE FORMS Information Yes/no questions: questions: Question Auxiliary “to be” word in the present

Subject

Rest of question

Verb+ing

Are

the parents

taking

pictures of their kids?

Joseph

skating

at the park right now?

going

upstairs or downstairs?

Who

your cousin

tutoring?

When

are

his friends

returning

from the trip?

Rewrite each of the following sentences in the yes/no interrogative form. 4 1. George and Jean-Marc are starting a new computer business.

2. Nancy is teaching gifted students after school.

3. Lars is showing Kirk how to play the drums.

170

Grammar Point 2B • Present Continuous

the museum any time soon.

NAME: GROUP:

4. Many old friends are reconnecting online.

5. The chef is sharpening his favourite knife.

Write an information question about the underlined part of each sentence. 5

1. Victor is helping Tasso with his collection of tea cups. (Who)

2. Janelle and her mom are hiking in the Laurentians. (Where)

3. The students are looking forward to spring break. (What)

4. The museum is closing soon. (When)

5. They are learning about the golden age by doing research on the internet. (How)

Circle the error in each of the following sentences and write the correction 6 in the space provided.

1. Why is all those people running for the door? 2. is Elizabeth coming to your party? 3. When is Sotha and her mother leaving for Cambodia? 4. Are you biting your nails again. 5. How much snow are falling outside? 6. Where is I taking you after school? 7. What are you looking at! 8. Are he helping you find the treasure? 9. Who is you going on vacation with? 10. Am I tell the story correctly?

Grammar Point 2B • Present Continuous

171

GRAMMAR

POINT 3

NAME: GROUP:

Future FUTURE FORMS Verbs in the future describe events or actions that will happen in the future. They can describe something that is planned in advance, or they can be used when making a prediction about something that may happen. There are two forms you can use to talk about the future. FUTURE FORMS I will try my best. You will certainly work hard. They will start early.

to be + going to + base form of verb I am going to stay focused. He is going to support me. We are going to make smart choices.

Note: With be + going to, be sure to write the correct form of the verb to be.

Will vs. going to Although will and going to are often interchangeable when expressing something in the future, there are situations when one is more common than the other. FUTURE FORMS

EXAMPLE

Use will to express an offer to help

The doorbell is ringing. I’ll answer it. I lost my keys. Max will help you find them.

a prediction

Be careful! You will fall off the chair. My teacher thinks we’ll pass the exam with flying colours.

a promise

Toni will show you how to fix it. If we get accepted, we will go out to celebrate.

Use be + going to to express a plan

I’m going to take a trip to Europe in the fall.

a prediction

It’s going to rain tomorrow.

an intention

Jade is going to change jobs.

Contracting be + going to: u

We often contract be + going to: (I’m, you’re, he’s, she’s, it’s, we’re, they’re) + going to u The negative is contracted: (I’m, you’re, he’s, she’s, it’s, we’re, they’re) + not going to

172

Grammar Point 3 • Future

will + base form of verb

NAME: GROUP:

Read the groups of sentences and choose the type of future situation 1

expressed from the choices in the box. Then, add one sentence of your own. an offer to help

a prediction

a promise

a plan / an intention

1. Type of future: a)

With your talent, you will be a famous artist or designer one day.

If Grandpa drives in the snow, he’ll arrive at midnight.

Marco will go far in life, you will see.

For more grammar practice, check out the interactive activities.

2. Type of future: a)

We will give you your medal at the end of the day.

I will take the whole family camping in the summer.

Dad said he’ll buy me skis if I get an A in Math this term.

3. Type of future: a)

Wait a minute. I’ll come with you.

It’s broken. I’ll replace it with a new one.

Ask your sister. She’ll help you with your homework.

4. Type of future: a)

I want to learn how to play the guitar. I am going to take lessons.

Why is soccer important to you? I am going to be a famous soccer player.

I don’t have time to study. I’m going to cut down on my computer time.

What are your plans for a successful future? Write five things that you plan 2

to do in your life. Use be going to + base form of verb. Example: I am going to save money because I want to buy a car in five years.

Grammar Point 3 • Future

173

NAME: GROUP:

Affirmative and negative forms AFFIRMATIVE

NEGATIVE

will + base form of verb

will + not + base form of verb

will make a plan. ’ll make a plan. (contracted)

be (present) + going to + base form of verb am going to study math. are going to study math. is going to study math.

I You She/He/It We They

are going to study math.

I You She/He/It We They

will not help you succeed. won’t help you succeed. (contracted)

be (present) + not + going to + base form of verb I You She/He/It We They

am not going to give up. are not going to give up. is not going to give up. are not going to give up.

Complete the sentences with the negative contracted form. Use the form 3

indicated in parentheses at the end of the sentence. Example: Don’t ask me for help since you won’t listen to my advice. (will + listen)

1. Unfortunately, I house after school. (will + come) 2. She (going to + continue) 3. Maxwell 4. Dinner while you wait. (will + take) 5. Joannie and I year. (will + go) 6. I (going to + sail) 7. The college your grades. (will + accept) 8. You (going to + succeed) 9. My parents think we (will + go) 10. We (going to + miss)

174

Grammar Point 3 • Future

be able to

over to your

her studies when she graduates. 14 until April. (will + turn) very long, but you can have a snack to the same high school next around the world all by myself. you if you don’t improve if you don’t study. to college. the graduation party.

I You She/He/It We They

NAME: GROUP:

Highlight the five errors in the text and write the correct answer above 4 each error.

My older brother Samuel will not going to university next year. His dream is to learn how to fly airplanes. He’s will going to join the military after high school because he thinks it will teach him discipline and make him more mature. He is pretty excited about his decision and he’s confident that it is will bring him closer to

his dream of being a pilot. My father thinks that being in the army for a few years is go to help him grow up before he goes to school to become a pilot. I know it’s his dream and I hope he succeeds. He wo’nt fail if he stays focused and works hard.

Interrogative forms Asking questions using will u For

yes/no questions, begin the question with will.

AUXILIARY

SUBJECT

VERB

REST OF SENTENCE

Will

you

compete

for a black belt?

Will

they

make

an important discovery?

Will

she

graduate

from high school?

u For

information questions, begin with a question word.

QUESTION WORD

AUXILIARY

SUBJECT

What

will

you

to be famous?

Where

will

they

spend

the holidays?

When

will

play

in the big league?

Who

will

win

the jackpot?

VERB

REST OF SENTENCE

* Who is the subject in this sentence.

Grammar Point 3 • Future

175

NAME: GROUP:

Asking questions using to be + going to yes/no questions, begin the question with the auxiliary be (present).

AUXILIARY

SUBJECT

GOING TO

VERB

REST OF SENTENCE

Are

you

going to

try

your best?

going to

help

you make a plan?

Are

going to

practise

for the show?

u For

information questions, begin with a question word.

QUESTION WORD

AUXILIARY SUBJECT GOING TO

What

are

you

going to

pack

in your luggage?

Why

going to

travel

to New Zealand?

Where

are

they

going to

dock

the boat?

VERB

REST OF SENTENCE

Use the future form with will to write yes/no questions that match 5 the answers. Example: Will Mark accomplish his dream? Yes, he’ll accomplish his dream.

Yes, I’ll manage my time better. 2.

No, he won’t spend less time on the phone. 3.

Yes, a to-do list will help us prioritize. 4.

No, starting early won’t help. 5.

Yes, we’ll stay focused. 6.

Yes, I will be the best performer at the show. 7.

They will manage to finish the race before it rains. 8.

The hockey fans will definitely show their support.

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u For

SECTION

WRITING The Narrative Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 The Descriptive Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Topic Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 The Opinion Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 Stating Opinions/Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 Transition Words and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 Text Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248

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NAME: GROUP:

The Narrative Text Definition and Purpose A narrative tells a real or imagined story. It describes connected events from the point of view of the storyteller. The narrative’s basic purpose is to entertain, but it can also teach, inform or change the attitude of the reader.

The form of narratives is very flexible, but certain text features are usually present. u Plot (series of connected events that lead to the resolution of the conflict) u Characters (people, animals, imaginary) u Setting (time and place) u Conflict or problem (the central point of the story) u Dialogue (makes the story more lively and more fun to read) u Descriptive language (creates vivid images in the reader’s mind)

Writing the Plot There are many graphic organizers to help you write a narrative. Here is one you can try.

In the Rising action, tell your readers about the conflict and what happens to the characters as they face situations that create suspense.

The Exposition is the introduction to your story. Include the setting and present the main character(s).

The Climax is where you write the most suspenseful part of your story, the main turning point. Climax

In the Falling action, add more events that lead to the conclusion, but at a slower pace.

5 Rising action

Exposition

Falling action

Denouement

The Denouement is where you present the end of your story, in which the conflict may or may not be resolved.

Five Tips for a Good Narrative Text 1. Grab your readers’ attention right from the start so they want to read more. You may begin the story with a question, someone talking or something unusual or surprising. 2. Use dialogue and even sounds (onomatopoeia) to make your story lively. 3. Include vivid language that covers all the senses: Help your readers feel what happens in the story. 4. Use figurative language, including comparisons and metaphors. 5. Make sure to vary the type of sentences you write. You will find a model of a narrative text on page 248.

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Viewpoint • Section 3

Text Features

NAME: GROUP:

Sentence Types Reported Speech When you report what someone said, you cannot use the same words that were said. Depending on the type of sentence, you sometimes have to change pronouns (when referring to another person), verb tenses and the type of sentence.

Practise changing dialogue into reported speech by following the examples

for each type of sentence.

– Simple present statements become simple past (remember the past of can is could): Ava said, “I hate seafood.” Ava said that she hated seafood. (change of pronoun) “I am sorry,” I told Blake. I told Blake that I was sorry. (no change of pronoun) The boy said, “I can do it!” The boy said that he could do it.

1. “I can hear you walking around upstairs, Leah,” yelled James. 2. “That’s not fair!” cried Leah to her brother. “You have to count to 100.”

– Simple past statements become past perfect: He told her, “We washed the floor.” He told her that they had washed the floor. “Zoe was here last week,” said Kyla. Kyla said that Zoe had been here last week.

3. Brandon told Natalie, “You surprised everyone with that song.” 4. “I gave her a ride home,” said Anthony.

– In orders or requests, the imperative becomes an infinitive: “Get out quick!” She told him to get out quick. She said, “Don’t stay out too late.” She said not to stay out too late.

5. “Call me as soon as you get home,” he whispered to me. 6. She said, “Don’t tell me what to do.”

– Questions become statements: “Why did you ask me out? He asked, “Did you see my dog?”

She wondered why I had asked her out. He asked if I had seen his dog.

7. “What are we going to do now?” he wondered. 8. He asked Kim, “How can I make it up to you?”

Writing

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NAME: GROUP:

Dialogue In English, we use the following conventions when writing dialogue: u Enclose all spoken words in quotations marks and place other punctuation inside the closing quotation mark: “That’s unbelievable!” u Begin a new paragraph on a new line to indicate that a different character is speaking:

The most common verbs used to indicate dialogue (and reported speech) are say and tell, but you can use other verbs to express different emotions and make your story more vivid and interesting: * — She replied, “You should have thought of this before.” — He whispered in her ear, “I don’t think they saw us. Let’s get out of here.” — She yelled, “Call the police!” — “What just happened here?” she wondered out loud. — Jaden asked Chloe, “What are we supposed to do?” *Remember we say something and we tell someone something (see examples above).

Practise these conventions by changing the following sentences into dialogue.

1. When Michael entered the stadium, he could not believe what he saw.

2. He told Judy that he had dreamed of this day since the very first time he played soccer.

3. Judy replied that she did not see what was so special about this stadium.

4. Olivia told Nathan to be very quiet.

5. She listened intently, but could not hear a sound.

6. Nathan asked her why he needed to be so quiet.

7. Olivia replied that she thought she had heard footsteps in the attic.

8. Nathan told her that she was always imagining things.

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“You never told me there were going to be people watching us! I don’t think I can go out there and sing,” I protested. “I didn’t know you were so shy,” said Kathy.

NAME: GROUP:

Vivid Language Try to make your narration as vivid as possible by adding a variety of words and expressions to make the reader see, hear, feel what is happening: Boom!The explosion turned the car into a blinding ball of fire.

A thesaurus is a great resource for finding words that create just the right impression on the reader. Use one (paper or online) to look up the words in the table below and add a variety of words to it. SIGHT

HEARING

TOUCH

SMELL

TASTE

blinding, brilliant, notice, peek, radiantly, sombre, stare

booming, hum, murmur, peep, rustle, soft, thunder

damp, glide, sandy, scrape, sticky, stomp, velvet

bouquet, foul, fragrant, inhale, rank, sniff, stench, sweet, whiff

bitter, buttery, creamy, gulp, honey, savor, sip, tart

Practise adding these types of words and expressions to the following sentences

to make them more vivid and help your readers to create a clear mental picture. u

Teagan fell down the stairs.

The car stopped at the red light.

The eagle caught the rabbit.

I snowboarded down the hill.

Practise writing. Use the information on the previous pages to write a short

narrative on one of the following topics or a topic of your choice. The storm of the century The best day of my life My proudest accomplishment My best friend The day I lost money

Writing

243

NAME: GROUP:

The Descriptive Text Definition and Purpose A descriptive text illustrates a person, place or thing. It uses precise, vivid language to create an impression on the reader. The purpose of a descriptive text can be to inform the reader or to express your attitudes and feelings about a subject.

Here are the main features of a descriptive text: u An introduction to present your subject You could explain why you chose to write about it, say why this is important or include a short general definition that includes some of the aspects that you will cover in the body of the text. u The body of the text Include one paragraph for each aspect of the subject. Each paragraph should begin with its own topic sentence. Use vivid language to describe a distinctive feature, or compare and contrast with another subject. u The conclusion Summarize your main points and include your final thoughts. INTRODUCTION

Aspect 1

Aspect 2

Aspect 3

Aspect 4

Aspect 5

CONCLUSION

Five Tips for a Good Descriptive Text 1. Choose a subject that you find really interesting and research it as much as possible. The more you know about a person, place or thing, the better you can choose interesting details to add to your text. 2. Decide what overall impression, what message you want to express. This is called a thesis statement and is included in the introduction. It will guide your text and help you decide which details to include in your description. 3. Show your reader what you mean. As in a narrative, try to use words and phrases that create a clear mental image of your topic and appeal to the five senses. (See Vivid Language, page 243.) 4. Use a graphic organizer to arrange details into short paragraphs that follow a logical order. It is much easier to read a text that is well organized. 5. Take time to write a good conclusion. Make sure it restates your thesis statement in an original way instead of just repeating it. Your goal is to leave the reader with an interesting final impression. You will find a model of a descriptive text on page 248.

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Viewpoint • Section 3

Text Features

NAME: GROUP:

Topic Sentences

A topic sentence serves two important purposes: for the reader, it offers a precise idea of what will be included in the paragraph, and it gives the writer a clear focus on what to write about in the rest of the paragraph. To write an effective topic sentence, you must mention your subject and the main idea that will be covered in the paragraph. In the following examples, the topic is in orange and the main idea is in blue. u The first thing people notice when they land in Cuba is how hot and humid the climate is. u Owning a dog or a cat also has positive effects on mental health. u One unexpected advantage of having a part-time job is that it improves results in school. u When you want to learn how to play drums, it is essential to find a good teacher. u Soccer equipment costs very little compare to hockey.

Practise identifying topic sentences by reading the following paragraph

and choosing the most appropriate topic sentence.

The best way I can describe it is that she sounds like a songbird. The tone of her voice goes up and down with every word, almost like yodelling, but a very pleasant yodel. Even when she tries to look angry, her voice remains cheerful. She may be 84, but she always sounds like a little girl talking to her favourite doll.

1. My grandmother is a funny person.

3. My grandmother never gets angry.

2. The most unusual thing about my grandmother is her voice.

4. The most surprising thing about my grandmother is how young she looks.

Graphic Organizers A graphic organizer can help you find ideas for your text and arrange them in a logical order.

Practise exploring one of the following topics by filling in the following word

web. Compare your answers with a partner with the same topic. snowboarding a sunset

the first snowfall my grandfather

my best friend your own topic

Writing

245

NAME: GROUP:

The Opinion Text Definition and Purpose This text allows the writer to express an opinion on a subject and offer arguments to support her or his position. The opinion text can also try to inform or convince the reader to take action.

Text Features The main features of an opinion text are very similar to a descriptive text.

First argument

Body of text u Include one paragraph for each argument that supports your opinion. u Begin each paragraph with a topic sentence (see page 245).

Second argument Third argument

Conclusion (summarize your main points and offer final thoughts) u The

thesis statement is a sentence in which you express your opinion on the topic and briefly present the reasons why you think this way. u A good argument to support your opinion may be an example, a fact, a comparison, a cause-and-effect statement or an explanation.

Five Tips for a Good Opinion Text 1. Research you topic thoroughly to find facts and other information to support your opinion. Be careful not to copy other people’s ideas. 2. Do not include extreme statements or over-generalizations, such as all television shows are bad or everybody loves horror movies. 3. Use short paragraphs of about three to five sentences, beginning with a topic sentence that presents the idea that will support your opinion. 4. Use transition words and phrases to help your reader understand your text and introduce your reasons (see page 247). 5. Avoid obvious arguments or facts that everyone already knows. Instead, try to find new and surprising information that will interest your reader. You will find a model of an opinion text on page 248.

Stating Opinions/Facts OPINION In my opinion … (not: According to me …) As far as I am concerned …

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Viewpoint • Section 3

The way I see it … I strongly believe … I feel that …

FACTS Clearly … It is certain that … It is undeniable that …

The fact is that … The truth is that … Without a doubt …

Introduction (thesis statement)

NAME: GROUP:

Practise this functional language by writing your opinion on the topics below,

adding a fact to support your opinion.

1. Mandatory helmets for all sports

2. Violence in video games

3. Free public transportation

Transition Words and Phrases Help your reader progress from one important idea to the next by using transition words and phrases. They show the relationship between your main idea (topic sentence) and the arguments you use to support it, and also the progression from one paragraph to another. Here are some relationships you may want to express and examples of words and phrases to help you do so. Make sure you look up examples in context to use them correctly. Addition

Comparison

Contrast

Example

again, also, besides, in addition

by the same token, likewise, similarly

although, however, on the other hand

for example, for instance,

Cause and effect as a result, consequently, therefore

Time

Conclusion

afterward, at first, eventually, meanwhile

all in all, to summarize, to conclude

Practise using transition words and phrases by highlighting the most

appropriate choice for each sentence.

1. Lowering the legal age for driving a car would help teenagers become more responsible. (For instance / Therefore / In addition), it would allow us to visit friends who live in areas without public transportation. 2. (Although / Similarly / Besides) many people think skateboarding is a dangerous sport, there were no serious or fatal accidents involving skateboarders in Montréal last year. 3. It is true that most people my age do not care much about politics. (In addition / On the other hand / As a result), most of my friends really care about the environment.

Writing

247

NAME: GROUP:

TEXT MODELS NARRATIVE TEXT: Close Encounter Jana’s hands were cold and sweaty. The dog was big, with menacing eyes that seemed to glow red in the dark. “Easy boy, easy now,” she said, trying to appear as calm as she could. Jana looked around, trying to find the owner of the stray monster. Nobody. She was all alone. “GRRRRRRRRRRR!” Slowly, the dog moved toward her, like a predator closing in on its supper. In a flash, Jana remembered what Wild Adam, the host of her favourite TV show, had said about facing an aggressive dog.

“Look away, make sure you don’t look the dog in the eye.” She tried to focus her eyes just left of the dog while keeping track of its movements. “GRRRRRRRRRR!” “Don’t run, slowly walk away and talk to it in a calm voice.” Easier said than done, she thought, but she managed to start walking away. “Sit, big dog. Stay… What a good dog you are,” she said softly. To her surprise and relief, the dog stopped growling and sat down. Jana crossed the street and started to breathe normally again.

DESCRIPTIVE TEXT: Aggressive Dogs Many people will react with fear when they hear a dog bark. But barking alone is not a sign of aggressive behaviour for a dog. Here are the signs you should look and listen for to identify a potentially dangerous dog. The first thing you will notice in an aggressive dog is its posture. Most of the time, the dog will take a rigid stance as if getting ready to jump at you. It may look at you directly, with ears pulled back, and bare its teeth like a predator staring at its supper. Another sign is the hair on its back, the hackles.

When this hair is raised, the dog is trying to appear bigger and more menacing. Even more than barking, a dog’s growl is the sound that indicates possible aggression. A growl rumbles and is much lower than a bark. You can definitely feel the hostility in that sound. Consequently, the next time you hear a dog bark, don’t be afraid. But if the dog displays an aggressive posture and growls, try not to look afraid. That may cause it to attack!

OPINION TEXT: Dangerous Dogs Every year, we see a news report on a dog attacking a person or even worse, a little child. Often, this attack comes as a surprise because the dog had always seemed docile and friendly. Perhaps it is time that we consider all dogs as potentially dangerous animals and keep them on a leash every time they are on the streets. There are many reasons why a dog may bite a person. Many of these reasons have nothing to do with aggressive behaviour. Dogs may bite because they are afraid or surprised, as when they don’t hear a person approaching them. If a child touches a dog’s food or its toys, the dog may bite to

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Viewpoint • Section 3

protect its territory. For all these reasons, all dogs should be considered dangerous. The best solution to limit these attacks is to keep your dog on a leash when it is not in your house. This may seem cruel to some people, but how else can we be sure that no accidents will happen? When you are in control of your dog, it cannot run away and attack other people. To summarize, all dogs have the potential to attack a person, especially a little child. Do yourself and everyone a favour and keep your dog on a leash at all times. That way, we can continue to call your dog “man’s best friend.”

“GRRRRRRRRRRRR!”

2nd Edition

This new edition has been considerably updated to provide more comprehensive, competency- and grammar-based material for the ESL program in Secondary Cycle Two, Year One.

For STUDENTS

Teacher’s Resource Book

six stimulating and age-appropriate themes a variety of tasks and activity types to develop all three ESL competencies numerous oral interaction activities in each chapter 12 engaging videos for the response process 12 reading texts with grammar recognition rubrics cross-referenced to the grammar section strategies for talking, reading, viewing and writing Editing Tips to help revise texts for the written production process an extra reading for each chapter, offering not only reinvestment activities but also oral interaction opportunities

Writing section a complete study-and-practice section on how to write more effective sentences and develop narrative, descriptive and opinion-based texts

Grammar and Reference sections context-based, level-appropriate grammar points a variety of practice activity types a variety of essential resource material to facilitate the language learning process

LASSROOM

For TEACHERS

Content Workbook Chapters

Extra Readings

CONNECTED C

pedagogical notes and answer keys optional on-screen subtitles for all videos transcripts for videos and audios reproducible material: a complete evaluation package with point-by-point grammar quizzes, combined grammar review tests, evaluation sheets, three evaluation situations, and a first-week diagnostic test a CD and DVD set for the listening and viewing tasks and the evaluation situations

New to Viewpoint 2nd Edition! • Two new themes: ”Tricking the Mind” and “Get Your Facts Straight!” • 12 new videos for the response process and with optional on-screen subtitles • Editing Tips to support writing • Writing section on the narrative, descriptive and opinion-based texts • FREE short story reader titled Points of View; includes four texts with pedagogy • 150 FREE online interactive activities on vocabulary, comprehension and grammar, made available with an activation code.

Digital versions, accessed with or without the internet Content Workbook and Points of View

Teacher’s Resource Book

The digital workbook and Points of View reader allow students to:

For in-class use and correcting, the digital version allows you to:

• flip through the book, take notes and write in their answers • save voice recordings in an audio player

In addition, the content workbook includes: • 150 FREE online interactive activities on vocabulary, comprehension and grammar • access to the videos in the chapters

• project, take notes and flip through the entire content workbook • show the answer key, question-by-question • access all reproducible material • share the teacher’s notes and documents with your students • correct your students’ answers directly on their digital workbook • access all videos and audios • access 150 activities on vocabulary, comprehension and grammar • save voice recordings in an audio player