Grammar in Context 3 / English in the World

Page 321

The creator of Sesame Street, Joan Ganz Cooney, with some of the characters at the 12th Annual Sesame Workshop Benefit Gala

An INNOVATION in KIDS’ TV Read the following article. Pay special attention to the words in bold.

It is one of the most watched TV shows in the world. It is seen in 120 countries and is translated into a number of different languages. At the beginning, the producers were not sure if this program was going to be successful or not. They never imagined that 50 years later it would still be here. Welcome to the world of Sesame Street. In the 1960s, documentary television producer Joan Cooney realized that children were watching a lot of TV but were learning very little from it. Cooney wanted to investigate how television could be used to educate young children and entertain them at the same time. She thought that she could help prepare them better for school. At first, TV producers didn’t think that Sesame Street would hold the interest of young children. They thought that small children didn’t have the attention span1 to watch an hour of educational TV. Cooney thought otherwise. “What if it went down more like ice cream than spinach?” Cooney brought in puppeteer2 Jim Henson. Henson created the Muppets, with such characters as Big Bird and Elmo. Henson wanted to create 304

10.5

characters that kids could relate to. Cooney realized that without these characters, learning the alphabet and learning to count wouldn’t be as much fun. The show was always excellent at helping kids learn the basics of numbers and letters, but it became clear that children’s emotions needed to be addressed, too. After attacks on the World Trade Center on September 11, 2001, the producers realized that kids had become fearful and that they needed a way to express how they were feeling. So the show started dealing with children’s fears. In 2002, the producers of the South African version of the program, Takalani Sesame, thought that it would be a good idea to deal with HIV.3 They understood how frightening this disease could be for small children, so they brought in a five-year-old Muppet named Kami, who is HIV positive. It is clear that Sesame Street has evolved over the years. But it is still a favorite TV show for preschool kids around the world. 1 2 3

a ttention span: the time that a person can concentrate on something puppeteer: an artist who makes puppets behave like actors HIV: human immunodeficiency virus, or AIDS

Unit 10 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


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GLOSSARY

7min
pages 378-381

I Sentences Types

0
page 375

E Verbs and Adjectives Followed by a Preposition

1min
page 366

FROM GRAMMAR TO WRITING

3min
pages 359-360

D Gerunds and Infinitives

0
page 365

B Nonaction Verbs

1min
page 362

READING 3 Life One Hundred Years Ago

1min
page 344

READING 4 The Science of Aging

2min
page 347

READING 2 Exploring Mars

1min
page 341

READING 1 Time Travel

2min
page 333

FROM GRAMMAR TO WRITING

4min
pages 329-332

READING 4 An Innovation in Kids’ TV

2min
page 321

SUMMARY OF UNIT 10

1min
page 327

10.9 Reporting an Imperative

1min
page 318

10.8 Exceptions to the Rule of Sequence of Tenses

2min
page 317

10.7 Say vs. Tell

2min
pages 315-316

10.5 Exact Quotes vs. Reported Speech

1min
page 312

10.4 Exact Quotes

2min
page 311

READING 3 Alma: Child Prodigy

2min
page 310

READING 1 Early Child Development

1min
page 299

10.1 Noun Clauses

3min
pages 300-302

READING 2 The Teenage Brain

2min
page 303

FROM GRAMMAR TO WRITING

4min
pages 295-298

9.8 So . . . That / Such . . . That

2min
pages 290-291

9.7 Sentence Connectors

5min
pages 287-289

READING 5 Who Are the Dreamers?

1min
page 286

9.5 Contrast

4min
pages 280-281

READING 3 Slavery—An American Paradox

1min
page 279

READING 2 The Lost Boys of Sudan Then and Now

2min
page 274

9.4 Using the –ing Form after Time Words

1min
pages 277-278

FROM GRAMMAR TO WRITING

4min
pages 265-268

Introduction

3min
pages 270-271

SUMMARY OF UNIT 8

2min
pages 262-263

8.18 Sense-Perception Verbs

2min
page 261

8.17 Used To / Be Used To / Get Used To

5min
pages 258-260

READING 3 Forklift Philanthropist

1min
page 245

READING 4 Cycling for a Cause

1min
page 257

READING 2 Crafty Ways to Contribute

1min
page 240

8.1 Infinitives—Overview

1min
page 230

8.4 Causative Verbs

2min
pages 235-236

READING 1 Andrew Carnegie

2min
page 229

REVIEW

2min
page 224

FROM GRAMMAR TO WRITING

3min
pages 225-228

SUMMARY OF UNIT 7

1min
page 223

7.10 Descriptive Phrases

4min
pages 220-222

7.9 Essential vs. Nonessential Adjective Clauses

3min
pages 218-219

READING 3 Girls Who Code

1min
page 216

READING 2 The Freecycle Network™

1min
page 209

7.8 Nonessential Adjective Clauses

2min
page 217

7.4 Relative Pronoun as Object of Preposition

2min
pages 207-208

7.1 Adjective Clauses—Introduction

3min
pages 200-201

6.5 Past Direction Not Taken—Could Have

2min
pages 187-188

FROM GRAMMAR TO WRITING

4min
pages 195-198

6.8 Modals in the Past: Continuous Forms

1min
page 192

6.7 Ability and Possibility in the Past

2min
page 191

REVIEW

1min
page 194

READING 1 Pierre Omidyar and eBay

2min
page 199

READING 3 The Media and Presidential Elections

2min
page 189

SUMMARY OF UNIT 6

1min
page 193

READING 2 The Cuban Missile Crisis

2min
page 186

6.2 Past Regrets or Mistakes—Should Have

1min
page 181

6.3 Past Possibility—May/Might/Could + Have

4min
pages 182-183

6.1 Modals in the Past—Form

1min
page 180

READING 1 Lincoln and the Gettysburg Address

2min
page 179

REVIEW

1min
page 174

5.11 Continuous Modals

1min
page 172

5.9 Logical Conclusion: Must

3min
pages 167-168

5.8 Ability/Possibility: Can, Be Able To

1min
page 166

READING 3 Could Your Ancestry Research Catch a Killer?

2min
page 165

5.1 Modals—An Overview

1min
page 152

READING 1 Updating Your Password? Update Your Thinking First

1min
page 151

5.7 Negative Modals

4min
pages 163-164

READING 2 Taking a Break from Technology

1min
page 162

SUMMARY OF UNIT 4

1min
page 145

READING 3 Travel by Air: The DC-3

1min
page 139

3.6 The Passive Voice with Get

1min
page 106

FROM GRAMMAR TO WRITING

4min
pages 115-118

4.4 The Past Perfect—Form

3min
pages 127-128

SUMMARY OF UNIT 3

1min
page 113

READING 2 Travel by Sea: The First and Last Voyage of the Titanic

2min
page 126

4.8 The Past Perfect Continuous—Form

1min
page 134

READING 3 Charlie Chaplin

1min
page 107

READING 1 Travel by Land: The Lewis and Clark Expedition

2min
page 119

READING 2 Texas Silesian: Will it Survive?

2min
page 35

READING 1 Based on a True Story

2min
page 91

2.4 The Present Perfect—Overview of Uses

2min
pages 58-59

2.1 The Present Perfect—Form

1min
page 54

3.1 Active and Passive Voice—Introduction

2min
page 92

READING 2 The History of Animation

1min
page 100

FROM GRAMMAR TO WRITING

5min
pages 49-53

FROM GRAMMAR TO WRITING

4min
pages 87-90
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