Student Workbook: English As A Second Language

ENGLISH AS A SECOND LANGUAGE
SECONDARY 5
Arielle Aaronson
Gillian Baxter
Monique Soublière
with the collaboration of
Claire Maria Ford and Derek Wright
STUDENT WORKBOOK
• Preparation for Ministry examinations

• Units and workshops
• Competency-developing tasks
• Contextualized and form-focused
grammar
Conforms to
the PROGRESSION
of Learning
SECONDARY 5
Arielle Aaronson
Gillian Baxter
Monique Soublière
STUDENT WORKBOOK
• Preparation for Ministry Examinations

• Units and workshops
• Competency-developing tasks
• Contextualized and form-focused
grammar
Upside
English as a Second Language Acknowledgements
Secondary 5
The publisher would like to thank the following teachers
Student Workbook for their valuable contributions to the publication of
Upside, English as a Second Language.
Annik De Celles, Séminaire des Pères Maristes
Arielle Aaronson, Gillian Baxter, Monique Soublière Sandra Marques, C.S. de la Capitale
with the collaboration of Claire Maria Ford and Derek Wright Heather Moores, Juvénat Notre-Dame du Saint-Laurent
© 2017 TC Media Books Inc. Afroditi Vlachakis, C.S. de la Seigneurie-des-Mille-Îles
Editor: Jennifer McMorran

Project Managers: Paula Kielstra, Leila Marshy
Proofreader: Nancy Perreault
Photo Researchers: Rachel Irwin, Marie-Chantal Laforge
Permissions Researcher: Marc-André Brouillard
Book and Cover Designer: Micheline Roy
Typesetters: Danielle Dugal, Micheline Roy
Printer: TC Transcontinental Printing
ALL RIGHTS RESERVED.

No part of this book may be reproduced by any means
known or not yet known without prior permission from
TC Media Books Inc.
Any use not expressly authorized shall constitute an
infringement, which could result in legal action against
the individual or institution reproducing any part of this
book without permission.
ISBN 978-2-7650-5430-6
Legal deposit: 1st quarter 2017

Bibliothèque et Archives nationales du Québec
Library and Archives Canada
Printed in Canada
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TABLE OF CONTENTS
1 MONEY MATTERS.........................................................................
UNIT 1
How much do you know about
managing your money?
Develop real-life skills and manage your money
before it manages you.
Grammar: Unreal conditionals; gerunds and infinitives
Reinvestment Task: Write a helpful listicle about money
matters for your peers.
EXTRAS
EXTRA READING “While the Auto Waits” by O. Henry
(adapted by Walter Wykes)
EXTRA WATCHING “How High Would You Make the Minimum Wage?”
VOCABULARY Money idioms
UNITS AND WORKSHOPS
A R-E-S-P-E-C-T .........................................................................................
WORKSHOP 27
Group Discussion Skills
Do you treat others the way you want to be treated?

Practise strategies for oral interaction and find out.
UNIT
1
2
COVER TO COVER .......................................................................
Which role do you prefer to play: class clown
or tragic hero?
35
Explore why tragedy and comedy make for effective storytelling.

Grammar: Adverbs; perfect tenses
Reinvestment Task: Rewrite part of a story by creating a new character.
EXTRAS
EXTRA WATCHING “Features of a Shakespearean Tragedy”
PROJECT Book jacket / Sketch
VOCABULARY Literary terms
B ARE YOU GAME? ..........................................................................

WORKSHOP 59
The Perfect Paragraph
Where do you stand on organized sports? Perfect your

paragraph-writing skills while answering this question.
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3
UNIT WEIRD MEDICINE ......................................................................... 69
How do we decide if medicine
is going too far?
Read the stories of regular people undergoing
extraordinary treatments.
Grammar: Simple past vs. present perfect; the active and
passive voices; modals
Reinvestment Task: Write a discussion text presenting
arguments for and against a controversial medical breakthrough.
EXTRAS
EXTRA WATCHING “Maritime Teen Makes Big Impact with Invention”
UNITS AND WORKSHOPS
VOCABULARY Idioms
C
WORKSHOP
WORLDS COLLIDE ....................................................................... 93
The Opinion Piece
How does human survival depend on animals?

Write an opinion piece on an animal rights issue.
4
UNIT LAW AND ORDER ......................................................................... 105
Do you know your rights?
Learn about real-life encounters between

young people and the law.
Grammar: Real conditionals; conjunctions and other transition words
Reinvestment Task: Write an opinion piece on whether
the law treats young people fairly.
EXTRAS
EXTRA READING The Color of Silence excerpt by Liane Shaw
EXTRA WATCHING “The Charter of Rights and Freedoms”
PROJECT Case Study / Mock Trial
VOCABULARY Legalese
iv Table of Contents Reproduction prohibited © TC Media Books Inc.

Simple Present ........................................................................................................ 136
Present Continuous ................................................................................................ 139
Simple Past.............................................................................................................. 142
Past Continuous...................................................................................................... 145
The Future .............................................................................................................. 148
Future Continuous ................................................................................................. 152
Present Perfect ....................................................................................................... 155
Present Perfect Continuous .................................................................................. 158
VERBS
Past Perfect ............................................................................................................ 161

Past Perfect Continuous......................................................................................... 164
167
GRAMMAR SECTION
Modals ....................................................................................................................
Conditional Sentences ........................................................................................... 171
Gerunds and Full Infinitives................................................................................... 176
The Active and Passive Voices................................................................................ 179
Direct and Indirect Speech..................................................................................... 183
Tag Questions ......................................................................................................... 186
There + To Be.......................................................................................................... 188
Nouns ...................................................................................................................... 190

Articles and Quantifiers ......................................................................................... 193
SENTENCE BUILDERS
Pronouns and Possessives ...................................................................................... 196

Adjectives................................................................................................................ 200
Adverbs ................................................................................................................... 205
Prefixes and Suffixes .............................................................................................. 209
Prepositions ............................................................................................................ 211
Conjunctions and Transition Words ...................................................................... 214
Sentence Structure ................................................................................................. 218
Capitalization and Comma Use ............................................................................. 219
Functional Language ............................................................................................. 222

REFERENCE SECTION
Strategies ................................................................................................................ 224

Verb Tense Overview.............................................................................................. 226
Question Formation ............................................................................................... 227
Common Phrasal Verbs .......................................................................................... 229
Common Irregular Verbs ....................................................................................... 231
Verbs Followed by Gerunds / Infinitives................................................................. 233
Vocabulary Log....................................................................................................... 234
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SCOPE AND SEQUENCE CHART
C1 C2
GUIDING GRAMMAR
ORAL INTERACTION READING / WATCHING /
QUESTION IN THE UNIT
IN THE UNIT LISTENING
UNIT 1 How much Unreal • Discussion on monthly Reading:
MONEY do you conditionals; expenses • Newspaper article
MATTERS know about gerunds and • Discussion on being • Listicle
managing infinitives frugal
your money? Watching:
• Round-table discussion
on money smarts • Educational video
Listening:
• Radio interview
WORKSHOP A Group Discussion Skills

R-E-S-P-E-C-T Do you treat others the way you want to be treated?
UNIT 2 Which role do Adverbs; • Discussion on whether Reading:

COVER you prefer to perfect tenses you prefer tragedy or • Short story
TO COVER play: the class comedy • Play
clown or the • Perform an improv
tragic hero? Watching:
on storytelling • Television episode
WORKSHOP B The Perfect Paragraph

ARE YOU Where do you stand on organized sports?
GAME?
UNIT 3 How do Simple past vs. • Discussion on weird Reading:
WEIRD we decide present perfect; medical advances • Magazine and online
MEDICINE if medicine the active and • Round-table discussion articles
is going passive voices; on modern medical • Discussion text
too far? modals research
Watching:
• Discussion on the
ethics of medicine • News report
WORKSHOP C The Opinion Piece

WORLDS How does human survival depend on animals?
COLLIDE
UNIT 4 Do you know Real conditionals; • Quiz on Canadian laws Reading:
LAW AND your rights? conjunctions and • Discussion on • Q&A text
ORDER other transition individuals’ rights in • Opinion pieces
words real legal cases
Watching:
on youth and the law • Television drama excerpt
vi Scope and Sequence Reproduction prohibited © TC Media Books Inc.

UPSIDE Secondary 5
C2-C3
EXTRA
REINVESTMENT VOCABULARY
READING / WATCHING
TASK
Write a helpful listicle Money idioms Extra Reading:
about money matters “While the Auto Waits” O. Henry
for your peers. (stage adaptation by Walter Wykes) (play)
Extra Watching:
“How High Would You Make the Minimum Wage?”
(online news report)
Story Anthology:
“A Hundred Bucks of Happy” Susan Beth Pfeffer
(short story)
Story Anthology:
“The All-American Slurp” Lensey Namioka (short story)
Rewrite part of a story Literary terms Extra Watching:

featuring a new character “Features of a Shakespearean Tragedy”
(informational video)
Story Anthology:
Hamlet: No Fear Shakespeare
William Shakespeare, illustrated by Neil Babra
(graphic novel excerpt)
Write a discussion text Idioms Extra Watching:

presenting arguments “Maritime Teen Makes Big Impact with Invention”
for and against a (news report)
controversial medical
breakthrough. Story Anthology:
“2BRØ2B” Kurt Vonnegut (short story)
Write an opinion piece Legalese Extra Reading:

on whether the law treats The Color of Silence Liane Shaw (novel excerpt)
young people fairly.
Extra Watching:
“The Charter of Rights and Freedoms” (informational video)
Story Anthology:
“All the Years of Her Life” Morley Callaghan (short story)
“Thank You, M’am” Langston Hughes (short story)
Reproduction prohibited © TC Media Books Inc. Scope and Sequence vii

OVERVIEW OF UPSIDE Secondary 5
UNITS
In the first section of Upside, you will find four interesting units and three workshops.
The theme-based units expand your knowledge of grammar, language and vocabulary
through reading, watching, speaking and writing activities, culminating in a reinvestment task.
The opening page of each unit explains what you will learn and do.
The unit number and title The introduction to the

help you identify the unit. unit presents the theme.
The title gives you an idea

of what the unit is about.
The guiding question presents

the focus of the unit.
The descriptions of the tasks
tell you what you will do in the unit. The One-Minute Challenge activates
prior knowledge and gives you ideas that
The description of the reinvestment task you can use throughout the unit. Work
explains the ultimate goal of the unit. alone, in pairs or as a group to make a
list in one minute.
The interactive workshop icons indicate
access to an online unit quiz and vocabulary
workshop to be completed at the end of the unit.
TASKS
Each unit contains six tasks that focus on
reading, watching, speaking and writing,
Each unit contains two C1 tasks, including
and one reinvestment task that focuses one task designed to prepare you for the
on reinvestment and writing. Ministry Examinations.
The introduction identifies the purpose of

the task and how it will help you complete
the reinvestment task.
The task number and
title help you find the
task easily.
Step-by-step
instructions tell you
what to do.
The tabs indicate

the focus of each task
and unit number.
Questions and prompts
provide another opportunity
for oral interaction
within many of the tasks.
viii Overview of Upside Reproduction prohibited © TC Media Books Inc.

GRAMMAR IN CONTEXT REINVESTMENT TASK
Each unit has two Grammar in Context The reinvestment task allows you to gather all of the informa-
rubrics. tion you have learned in the unit into a final written production.
The Grammar in Context box Graphic organizers help you The Writing Checklist and Evaluation
draws your attention to a grammar plan out your text. Guidelines help you make sure your final
notion within the tasks and gives you product meets the task requirements.
a chance to practise it.
EXTRAS
Each unit has an Extra Watching activity to explore
the unit’s theme further as well as a Vocabulary page
presenting theme-related words and expressions.
Two of the four units also have an Extra

Reading activity and a Project page.
Story Anthology boxes

provide a description of the
short stories and excerpts in the
Story Anthology that are related
to the unit’s theme. They can The Project page describes two project options
appear anywhere in a unit to explore the theme further. Use the steps of the
or workshop. production process in groups or on your own.
Reproduction prohibited © TC Media Books Inc. Overview of Upside ix

WORKSHOPS
In the first section of Upside, you
will also find three theme-based
workshops. They allow you to
practise group discussion skills
and writing paragraphs and the
opinion piece. These workshops
will help prepare you for the
Ministry Examinations.
GRAMMAR SECTION
In the second section of Upside, you will find the grammar notions and
numerous exercises to help you practise and reinforce your grammar skills.
The titles tell you

Interactive workshop
what you will learn
icons indicate that you
and practise.
can access additional
Each grammar notion material online related to
starts with a Grammar the grammar notion.
Check to help you
find out what you Exercises let you practise
already know. the grammar notion.
The Red Flag box points

The grammar charts out grammar information
help you understand to watch out for.
the notions.
REFERENCE SECTION
In the third section of Upside,
you will find useful reference
tools to help you use English
in different situations, such as
functional language, strategies,
additional grammar references,
and a vocabulary log.
x Overview of Upside Reproduction prohibited © TC Media Books Inc.

WORKSHOP A
ICONS
The tabs tell you the focus of each task and the unit number or workshop.
EXTRA WATCHING
EXTRA READING
REINVESTMENT
VOCABULARY
WATCHING
SPEAKING
WARM-UP
READING
PROJECT
UNIT 1
UNIT 4
UNIT 4
UNIT 4
UNIT 4
UNIT 4
UNIT 4
UNIT 4
UNIT 4
UNIT 4
This band indicates where to find more information about a grammar
UNIT 2
notion and access to interactive workshops.
Go to page 171 of the Grammar Section for more practice and access to an interactive workshop.
UNIT 3
The DVD and video icons indicate when to watch the video and where
it can be found.
The CD and microphone icons indicate when to listen to an audio track
UNIT 4
and where it can be found.
C1 C2 C3 These icons indicate whether the activity will involve oral interaction (C1),
reinvesting understanding of texts (C2), or writing and producing texts (C3).
GRAMMAR SECTION
This icon indicates access to an online interactive workshop.
DISCUSS The Discuss rubric provides additional prompts to encourage group,

class or round-table discussions.
STRATEGY Strategy boxes offer useful strategies for completing a task.
USEFUL LANGUAGE Useful Language boxes suggest language prompts to help you
participate actively in oral tasks.
REFERENCE SECTION
TEXT FEATURES Text Features boxes outline the characteristics and structure
of model texts.
GLOSSARY Glossary boxes provide definitions for difficult words

and expressions.
STORY
Anthology
Story Anthology boxes link the unit theme to stories and excerpts
in the Story Anthology.
F Y I FYI (For Your Information) boxes provide interesting facts or tips

related to the theme.
RED FLAG Red Flag boxes highlight common grammar and vocabulary errors to avoid.
Reproduction prohibited © TC Media Books Inc. Overview of Upside xi

INTERACTIVE WORKSHOPS
UNIT 1 MONEY MATTERS

Presentation of Grammar Notion
Workshop Workshop Title
in Units and Grammar Section
1 Unreal Conditionals pp. 5, 171–175
2 Gerunds and Infinitives pp. 12, 176–178, 233
3 Unit 1 Vocabulary —
4 Unit 1 Quiz Past tenses, pp. 5, 171–175 Gerunds and infinitives,
pp. 12, 176–178, 233
UNIT 2 COVER TO COVER
5 Adverbs pp. 37, 205–208
6 Perfect Tenses pp. 40, 155–166
8 Unit 2 Quiz Adverbs, pp. 37, 207–210
Perfect tenses, pp. 40, 155–166
UNIT 3 WEIRD MEDICINE
9 Present Perfect vs. Simple Past pp. 72, 142–144, 155–157
10 The Active and Passive Voices pp. 73, 179–182
11 Modals pp. 82, 167–170
13 Unit 3 Quiz Present perfect vs. simple past, pp. 72, 155–157, 142–144
The active and passive voices, pp. 73, 179–182
Modals, pp. 82, 167–170
UNIT 4 LAW AND ORDER
14 Conjunctions and Other Transition Words pp. 121, 214–217
15 Real Conditionals pp. 107, 171–175
17 Unit 4 Quiz Conjunctions and other transition words, pp. 121, 216–217
Real conditionals, pp. 107, 171-175
EXTRAS
18 Adjectives pp. 200–204
19 Nouns pp. 190–194
20 Pronouns and Possessives pp. 196–199
21 Prepositions pp. 211–213
22 Verb Review pp. 136–189
23 Sentence Builders Review pp. 190–221
24 The Opinion Piece —
xii Interactive Workshops Reproduction prohibited © TC Media Books Inc.

MONEY MATTERS
UNIT 1
WHETHER YOU LIKE IT OR NOT,
MONEY IS EVERYWHERE WE LOOK.
CAN MONEY LEAD TO HAPPINESS—
OR IS IT JUST A SOURCE OF STRESS?
IF YOU LEARN THE BASICS OF SMART
MONEY MANAGEMENT EARLY,
YOU’LL BE WELL PREPARED
FOR YOUR FUTURE.
How much
do you know
IN THIS UNIT, YOU WILL: about managing
• CREATE a monthly budget for living your money?
on your own.
• LEARN about good money-management
techniques.
• DISCUSS how far you would go to save money.
ONE-MINUTE CHALLENGE
• READ about different nancial concerns for your future.
• PRACTISE GRAMMAR: unreal conditionals; Make a list of all of the different
gerunds vs. innitives. things you spend your money on
on a daily basis.
REINVESTMENT TASK:
• WRITE a helpful listicle about money matters for your peers.
WARM-UP
1 WHAT’S YOUR BUDGET?

How would you spend $1200 per month if you were living
on your own? Consider which budgeting tips you could pass
C1
on to others in the reinvestment task.
1. Find a partner to be your “roommate” for the next year. Discuss your monthly
UNIT 1
budget. Circle one option in each category below. Divide the bills up where
necessary. Remember, you each have only $1200 per month to spend.
HOUSING (TOTAL COST PER MONTH) TRANSPORTATION

(PER PERSON, PER MONTH)
A. Fully renovated
2-bedroom apartment A. Your own car and
with indoor gym. $1450 your parents
TOTAL INCOME: pay the insurance,
B. A shared bedroom,
$1200 PER MONTH but you have but gas isn’t cheap! $200
a nice balcony. $750 B. Monthly bus and
TOTAL EXPENSES: C. Close to class and metro pass. $50
(calculate the action, but the C. Walk or bike
based on your kitchen is tiny. $1100 everywhere. $0
answers): D. Spacious but
it’s far from town. $950 CELLPHONE
$ FOOD (PER PERSON, PER MONTH) A. You can’t live

A. Friday night dinners without a smart
out and organic phone and data. $65
USEFUL LANGUAGE
ingredients only! $350 B. Stay connected,
B. Eat in for every meal but there is free
• and regular handouts Wi-Fi at school. $35
from your parents. $120
• C. Cheap take-out
ENTERTAINMENT & SHOPPING
options. More
variety that way! $225 A. You’re a bit
of a shopaholic. $250
•
INTERNET B. You can never pass
(TOTAL COST PER MONTH) up an invitation
• to go out! $200
A. Unlimited uploading
•
and downloading. $140 C. You shop at thrift
B. A basic plan, you’re stores and hang
never home anyway. $30 out with friends. $80
DISCUSS C1
Which category was the easiest to agree upon? Which was the most difcult? Why?
Do you think spending habits can change as a result of making a budget?
Why or why not?
What advice would you give to your future self when planning a budget?
2 Unit 1 Reproduction prohibited © TC Media Books Inc.

WATCHING
2 THE REAL COSTS DVD
C2
Life doesn’t have to be expensive, but there may be unexpected

costs that pop up along the way. You could consider this fact in
UNIT 1
1. In order to stay out of the red, you need to make sure that you have money
coming in to replace all the money going out. Think about the different ways
you gain and lose money. Record them below.
Money In Money Out

GLOSSARY
out of the red > out of

debt
cut back on > reduce
2. The basics of money management are not complicated: you have to make sure
that the “money in” balances the “money out.” So why do you think so many
people have problems with nance?
3. Think about your own money habits. Where does your money go? Are you
more of a saver or a spender?
4. What are the four things you can do with money according to the rst
video, “Taking Responsibility”?
5. Name three ways the students cut back on spending.

•
•
•
Reproduction prohibited © TC Media Books Inc. Money Matters 3

WATCHING
6. Check all the hidden costs of owning a car that are mentioned in the second
video, “The Cost of Owning a Car.”
oil changes car washes car payments
winter tires insurance car repairs

gas parking
UNIT 1
7. Why is it important to keep track of how much money you spend?
8. Look back at the list you created in the One-Minute Challenge on page 1.
How does your daily total compare to the ones in the rst video?
GLOSSARY
trade-off > compromise
9. According to the second video, what is the trade-off of buying a used car
versus a new car?
10. Name two reasons that car insurance is higher for younger drivers.
a.
b.
11. Is owning a car a goal of yours? Why or why not?
12. In your opinion, what is the purpose of the videos you just watched?
13. What two pieces of advice from the videos do you want to retain?

READING
3 THE FUTURE OF FINANCE C2
Consider how access to electronic banking can change the way

teens interact with their money. You may want to include this
topic in your reinvestment listicle.
F Y I
1. When did you open your rst bank account? Describe the experience below.
UNIT 1
The latest step towards
a cashless society is to
pay using your phone.
Your credit and debit card
information can be stored
in an app, making the
2. Why do people choose to use plastic money (debit and credit cards) over paper device a digital wallet.
cash? List the advantages and disadvantages of plastic below.
Advantages Disadvantages
3. Read the text on pages 6 to 8. As you read, put a check mark (3) GLOSSARY
next to advice that you already follow and an exclamation mark (!)
next to suggestions that are new to you. listicle > an article in list
form with information on
a particular topic
IN CONTEXT
Grammar IN CONTEXT Conditional Sentences (Unreal Conditions)
1. Read the sentences that express unreal conditions. For each, underline the condition
that would make the sentence true.
Grammar
a. If I didn’t have enough money for a car, I might consider buying a bicycle.
ANALYZE & PRACTISE
b. My parents would lend me money if they knew how much school books cost.
2. Indicate the verb tense of the underlined verbs in the following sentences.
a. I would walk to school every day if I lived close enough.
b. If I had better grades in school, my insurance would be cheaper.
3. Complete the unreal conditional sentence.

a. I would bring my lunch to school if
b. I would use a credit card if

READING
My Notes
TEENS AND
FINANCE:
PIGGY BANK
2.0
UNIT 1
ADAPTED FROM AN ARTICLE BY ISABELLE DUCAS
s coins and paper money in our wallets are being replaced by electronic
transactions, is it worth introducing kids to the world of plastic currency?
Should we transfer weeklyallowances directly into a bank account?
Is the piggy bank a thing of the past? Opinions are divided.
MONEY UNDER THE MATTRESS… them to spend the amount already

OR CREDIT CARD? transferred onto the card. At 14, they
When Félix Saint-Germain began can get a Visa or MasterCard debit card
to receive an allowance in exchange for (from RBC, TD, CIBC, Scotiabank and
his help around the house, he never got BMO) which takes money for online
to touch a cent: his parents deposited the purchases directly from their bank
money directly into his bank account. account. For the moment, minors are
He could access it by withdrawing from not allowed credit cards—unless the
a bank machine or by making in-store card is linked to a parent’s account. All
purchases using his debit card. of these tools are convenient, but could
“I looked at my statement every they lead to bad spending habits? After
month to see how much was in my all, young people can now access their
account and how much I’d spent,” said entire savings with the click of a mouse.
Félix, now 18 and a student in CEGEP. It does pose a risk, admits Marie
He got his rst debit card when he was Lachance, professor of consumer science
11, and three years later received a credit at Université Laval.“Even a 6-year-old
STRATEGY card linked to his parents’ account. with access to a debit card must learn
Should today’s parents introduce how to handle money. Counting the
Engage in active reading their children to virtual money as early dollars and cents we’ve accumulated,
by determining the as they can? It’s a question of keeping buying things and seeing our cash
purpose of the text and disappear—it’s more concrete than just
up with the times. Most adults carry less
asking yourself what you seeing numbers on a statement.”
already know about the physical cash on them than they once
did, and kids can get their hands on a At Desjardins, even if a 5-year-
subject.
debit card before even mastering basic old could theoretically get a debit card
arithmetic. linked to their account, they aren’t
recommended for children under 12.
GLOSSARY DO YOU HAVE A CARD? “With younger children, we worry
From as young as 5 or 6, children can that they might not understand the
allowances > money
obtain a debit card that they can use for ins and outs of this type of payment
that you receive regularly
from your parents withdrawals or purchases. By 13 they method,” says Lori Brabant-Hudon,
can have access to prepaid cards such head of educational programming
statement > record of the
as Visas and MasterCards, which allow at Desjardins.
monthly activity in your
bank account

READING
My Notes
However, each branch is allowed its “If there is no parental support,
own policy on the matter. Some refuse or if parents don’t have the knowledge
to issue debit cards to children under to pass on to their children, it becomes
14. But for the school caisse program, a problem,” according to Philippe
available in 1180 primary schools, there Viel, spokesman for the Union des
is no debit card associated with the consommateurs.
UNIT 1
account.“The goal is to teach young Many who are frustrated by the
people how to save, not to encourage population’s lack of nancial literacy
them to spend,” stresses Ms. Brabant- criticize the government’s decision to
Hudon. abolish the economics course at the
secondary level. It has since become
FINANCIAL GAPS offered as an optional class. And the
Parents should discuss money matters Union des consommateurs has taken
with their children when they open an issue with the many educational
account, especially if they have access to programs created by nancial institutions
a bank card. But since this generation to ll in the gaps.
is falling further into debt and saving “We nd it worrisome that
less and less, perhaps they are not in the Desjardins and other banks are present
best position to teach their own kids. in schools and on college and university
campuses,” says Viel.“They are making
great efforts to attract young people.
Once you choose a bank, it’s difcult
to change institutions. So it’s
advantageous for them to offer no-fee
accounts and other benets to lure
the prey into their nets.”
CONSUMER RESPONSIBILITY
Paying with plastic can have its
advantages if it’s done responsibly.
Félix Saint-Germain can attest: he’s
an enthusiastic saver and an informed
consumer.
“My friends go out and buy new
clothes as soon as they get paid, but I
prefer to put my money aside,” he says.
“I record all my expenses in an app, and
at the end of the month I make sure
they haven’t increased too much.”
It’s an old habit. Right after he got
his rst debit card, Félix remembers
making 15 transactions in a month.
“When I got my statement and saw the
If there is no parental list of purchases, I realized I’d spent too GLOSSARY
support, or if parents don’t much. I was pretty ashamed of myself. gaps > holes or spaces
I hung the statement on my bedroom where something is missing
have the knowledge wall to remind me to always think taken issue with >
to pass on to their children, before spending.” It’s a lesson many disagreed strongly with
it becomes a problem. consumers would do well to learn.
lure > tempt, usually by
offering a reward or benet
prey > victim

READING
GLOSSARY
rundown > summary SPENDING, BORROWING AND SAVING: A CHEAT SHEET

yield > give or produce Studies show that parents are uncomfortable talking to their children about
swipe > pass your credit money. Yet they have a huge inuence on their spending and saving habits.
card through a machine Here is a brief rundown of the difference between a debit card and a credit
that reads it card and some tips on saving money.
UNIT 1
means > nancial resources

SAVING
Some people only
manage to save what
My Notes is left after they’ve paid
all their expenses. One
trick for saving money is to
pay yourself rst. Do this by
deciding ahead of time how
much you will save each
month. How much should
DEBIT CARD
you put aside? The easy
A bank machine may seem like an answer is as much as you
endless source of cash, but the money can. By making saving as
is withdrawn directly from your bank important as spending, you
account. If the account is empty, the are sure to do it. You can
machine won’t yield anything—no make an arrangement with
matter how many buttons you press. your employer to have an
Make sure that the money going into amount deducted from each
your account is enough to pay for all paycheque and transferred
the transactions leaving the account. to a savings account.
CREDIT CARD
Using a credit card means accumulating debt. Every time you swipe your
card, you are borrowing money—so think about how you will repay that
money before you take out your plastic. Credit cards don’t represent extra
income. In fact, you will need to afford your daily expenses in addition to
whatever you spend on your credit card. If you cannot pay your monthly
credit balance, you are living beyond your means.
How does credit-card interest work?

Credit-card billing works in monthly cycles. If you don’t pay off everything
you owe each month, you will be charged interest on the debt that remains.
Interest is a percentage of the borrowed amount that is added each month.
If you are late with your payments, there will be two consequences: you
will have to pay interest on your purchases (so everything you bought will
ultimately cost you more than the original sticker price), and your credit rating
will suffer. It is important to maintain a good credit rating for future borrowing
purposes, such as getting a car loan. A good credit rating can also be important
when looking for an apartment or job, since landlords and employers can
check your credit history before making a decision about you.

READING
4. Is this article meant to persuade or inform readers? Explain your answer.
5. What does Félix like about paying with plastic?
UNIT 1
6. What are some risks to online banking according to Marie Lachance?
F Y I
In his book The Curse of
Cash, leading economist
Kenneth S. Rogoff offers
7. What is the difference between a debit and a credit card?
a new economic model
where virtually all paper
money is cut from
circulation forever. Rogoff
claims that removing cash
from daily life would be
one step closer to solving
8. Experts argue that we are headed towards a cashless society. Do you prefer some of the world’s
paying with plastic, or is cold hard cash your favourite payment method? biggest problems.
Explain your answer.
9. Take note of information that you think all teenagers should be aware of when
considering whether to use cash or plastic.
Cash Plastic
10. Do you agree with the advice to pay yourself rst? Explain your answer.

SPEAKING
4 FINANCIAL BADASSITY CD C1 C2
Listen to the money tips from a nancial wizard who

retired at 30. You could include some of his advice
in the reinvestment task.
F Y I
UNIT 1
1. If you could save up some money—or have already done so—what would you
The Canada Pension Plan spend it on? Compare your answers with the class.
(CPP) provides all workers
who contribute to the
plan over their career
with money once they
retire at 65. The Québec
Pension Plan (QPP) 2. Match the nance vocabulary words to their denitions.
provides similar benets.
Word Denition
GLOSSARY a. premium 1. a loan for buying a house

badassity > being extreme b. handouts 2. hiding something away in a secret place
and cool
c. stashing 3. the amount of money to be contributed to the CPP
falling through the
cracks > being forgotten by d. mortgage 4. money given to you for free
the government system
e. dividends 5. money paid to you at the time of your retirement
shaving > reducing
coffers > reserves of money f. pension 6. regular payments you get from investments
handouts > charity
bird droppings > bird 3. Listen to the interview once to familiarize yourself with the text. Then,
poop listen to the interview a second time and ll in the table below.
How does the CPP differ

from Peter’s advice?
What is the key to saving

money?
What is Peter’s advice

about impulse buying?
What does “there is joy

in self-control” mean?
How can embracing

hardship save you money?

SPEAKING
4. Compare your answers in Step 3 with a group of classmates. GLOSSARY
5. Peter calls this idea of embracing hardship “badassity.” With a partner or in stumbled > fell into
something accidentally
small groups, discuss to what lengths you might go to save a few dollars.
Respond to the questions below and put a check mark next to the suggestions junkie > addict
you would adopt. seek out > try to obtain
legion > a great number of
UNIT 1
Would you ever do it? pampering > indulging
or spoiling
If you ordered takeout for dinner, would you walk to pick it up to save
money on delivery? outlier > exception
broke > having no money
Would you bring a reusable coffee mug to the local café if it meant forego > live without
saving $0.20 on every cup?
USEFUL LANGUAGE
Would you become a vegetarian if it saved you $20 a week on groceries?
If it took one month to receive a reserved library book, would you wait •
or just go out and buy a copy?
•
Would you wear a tuque to bed if it saved money on heating?
If your bills got too high, would you agree to take cold showers •
for a month?
If you did not have enough money for groceries, would you •
dumpster dive?
Would you shop at a thrift store if your shopping budget did not have
room for new clothes?
Would you get a haircut from a student if it were half the cost of
a normal cut?
In the Story Anthology,
If your airport luggage were too heavy, would you wear an extra three read the short story “A
layers of clothes onto the plane? Hundred Bucks of Happy”
by Susan Beth Pfeffer.
In this story, a teenager
6. With your group, come up with three tips for being frugal inspired by the nds $100 on the
prompts above. sidewalk. What will he
a. do with it?
b.
c.
7. Exchange your tips with another group and discuss

whether you would follow each other's nancial advice.

READING
5 IN THE KNOW C2
Read this listicle and learn more about how money works
in the adult world. You will write an article like this in the
reinvestment task.
1. Read the following statements and discuss them with a partner. Then, write
UNIT 1
whether you think each is a myth or a fact.

Myth or fact?
a. You have to be rich to invest.
b. Investments that are high-risk are also high-reward.
c. I’m a student, so I don’t have to pay taxes.
d. I don’t have to start saving until after I graduate.
e. You can earn money without working for it.
2. Fill in the blanks with the vocabulary from the Word Box.
a. I’m always surprised to learn that my is really only
WORD BOX about half of my !
credit
compound interest b. You aren’t allowed any off your bill, but I can give
deductions you a of $5 for your next purchase.
gross pay
c. The principle of means that the longer I have
net pay
my money invested, the more it will grow!
IN CONTEXT
Grammar IN CONTEXT Gerunds and Innitives
Gerunds and innitives are verbs that act as nouns. Some verbs can only be followed by gerunds,
some can only be followed by innitives, while others can be followed by either.
Grammar
1. Underline the gerund in the following sentences.
ANALYZE & PRACTISE
a. Saving part of your paycheque can be smart in the long run.

b. Do you prefer paying with cash or credit?
2. Underline the innitive in the following sentences.

a. To hope money will grow on trees is foolish.
b. Nobody can expect to get rich overnight.
3. Go back and indicate whether the gerunds and innitives are acting as the subject
of the sentence (S) or the object of a verb (O).
4. Underline all of the gerunds you see in the text on pages 13 and 14.

READING
My Notes
FIVE THINGS
I WISH I HAD
LEARNED
IN HIGH
UNIT 1
SCHOOL…
our salary promises us—gross pay—

1. and what we actually take home—net
INVEST YOUR MONEY—THE pay. It’s important to remember that in
SOONER THE BETTER. Canada several items get deducted from
Let’s get one thing straight: investing your monthly salary. Everyone must pay
your money is different from saving it. income tax, which means that part of
Rather than just stashing your cash what you earn goes to the government
aside for a rainy day, investing means to pay for things like hospitals, schools,
putting your money someplace where highway and bridge infrastructure
it has an opportunity to grow and make and more. You also contribute to
more money for you. That’s right: if you're Employment Insurance (EI), which
smart about it, investing is actually a protects you if you ever lose your job, TEXT FEATURES
different way to earn income. There and the Canada/Québec Pension
are lots of ways to invest. You can buy Plan, which sets aside money for your LISTICLE
shares of a company (known as stock) retirement. So technically you may see Topic: money
and hope the company is protable and this money again, but it won’t get to your management
the shares increase in value. You can put pocket for a long time! Employers may Language: clear and
your money into a mutual fund, which is also deduct money for private healthcare concise
a collective investment that is managed insurance, vacation pay or a number Purpose: to inform using
by a professional. You can buy real of other programs. Ask your employer an annotated
estate, and hope that the housing market if you have any questions concerning list format
increases in value so that you can sell your paycheque. Audience: general
for a big prot later. Investments are not TEXT COMPONENTS
guaranteed; they can be very risky. But 1) Catchy title
as with everything in life, taking a big
risk can also mean a big reward. Start
3. 2) Subheadings
DON’T WAIT UNTIL 40 TO THINK address different topics
small, but start soon. After all, the more
ABOUT RETIREMENT. 3) Short paragraphs
time your money has to grow, the more
you’ll make in the long run. When you’re retired, you essentially for each the subheading
have to live off: 1) money from
government pension that you
2. contributed to during your working
years; and 2) the money you’ve saved GLOSSARY
YOUR PAYCHEQUE: IT’S NOT AS
BIG AS YOU THOUGHT. on your own in a Registered Retirement
stashing aside > saving
Savings Plan (RRSP) or Tax-Free
Who else was surprised, and maybe shares > portions of a
Savings Account (TFSA). This money
even a little disappointed, by their rst larger part
is distributed to you in a monthly
paycheque? That’s because there’s often in the long run > over
amount. A good rule of thumb is to
quite a big difference between what time
rule of thumb > guideline

READING
F Y I
save enough so that you have 70% of you get a refund. If you underpaid
Physics genius Albert
what you earned as a worker. Saving you have to pay more. The process
Einstein once reportedly
said: “Compound interest enough money for retirement is tricky isn’t complicated, per se, but the more
is the eighth wonder because it depends on when you decide organized you are, the easier it will be.
of the world. He who to retire and how long you will live once Keep records of extra income earned or
understands it, earns you stop earning a salary. But as we’ve big purchases made. And le on time!
UNIT 1
it . . . he who doesn’t . . . already seen, the best way to save is

pays it.” to start early since your money will
have longer to grow. The principle of 5.
compound interest comes in handy YOU CAN LEARN A LOT FROM
here. Compound interest is essentially MONOPOLY.
My Notes “interest on interest”—meaning that you
earn interest on your savings, and then
the next month you earn interest on your
savings and the interest you earned the
previous month. The longer you have
to compound your interest, the more
money you end up with! The moral of
the story is clear: don’t wait until 40 to
think about retirement.
4.
BEWARE OF TAX SEASON.
“In this world nothing can be said to
be certain, except death and taxes.”
It’s true: tax season rolls around every
April, no matter the year, the weather Pay closer attention the next time you
or the amount of money you make. break out the game board, because
The basic idea is simple: everyone has you just might learn a lot. This strategy
to pay income tax (federal tax and, game is a very distilled picture of
for Quebecers, provincial tax), which how life actually operates. Ever notice
goes to fund government programs how the person who owns the most
and keep society running. The amount hotels usually wins? That’s because
of tax you pay depends on how much they can kick back and collect rent—
you make. Theoretically, the more you which is exactly what people who own
make, the more you pay. However, there investment property do. Remember
are certain situations in which you can landing the Community Chest and
apply for deductions or credits (like getting to collect $10 in birthday money
being a student, buying a rst house or from every player but then having to
GLOSSARY having a baby). Usually taxes are taken pay $100 in hospital fees the very next
directly from your paycheque so “ling turn? Life is pretty much a constant
comes in handy > is useful your taxes” is really just a government game of Monopoly with gifts and
claim > report or request double-check to make sure you paid expenses popping up all over the place.
per se > in itself (Latin) the correct amount of taxes. But if you There are a few different ways to avoid
distilled > condensed made extra money (i.e. in interest on going bankrupt in Monopoly and in
or concentrated an investment) or if you want to claim life. One is to invest in things that will
kick back > relax a deduction (i.e. you gave money to make money for you and to not forget
charity, which is not taxed) you need to save enough money to cover those
bankrupt > having no
to tell the government. If you overpaid unexpected expenses.
money left to pay for life
expenses

READING
3. How does investing differ from saving?
UNIT 1
4. According to the article, which of the following are considered investing?
Circle all the correct answers.
a. Buying a car
b. Buying an apartment complex
c. Investing in a growing company
d. Putting your loose change in a jar
5. When you get deductions out of your paycheque, where does that money go?
6. Why is it important to start saving for retirement early?
7. Explain in your own words how the game of Monopoly mimics life.
8. Which of the ve tips is most helpful to you? Why?
9. The average Canadian works 40 hours a week, 48 weeks a year, for up to

50 years in order to make money, save for retirement and support the economy.
Do you think this is a good way to live? Explain your answer.

SPEAKING
6 IN THE MONEY C1
Reect on the unit’s tasks so far. What role does money play
in your life?
1. Look back on the unit’s texts. React to what you’ve learned so far.
Take some notes.
UNIT 1
2. In groups of four, demonstrate competency in interacting orally in English

by participating in a discussion on issues related to research studies.
3. Select a question or statement from your card. Take turns initiating

a 15-minute discussion with your classmates by giving your opinion about
the issue presented in your question.
4. To interact, you may:

a. agree and disagree with what your classmates say;
b. build on and add details to what your classmates say;
c. react to and comment on their opinions;
d. express opinions and ideas that are related to the issues but also
to what your classmates say;
e. ask questions or ask for clarication about what they say.
Student A Student B
• Do you think it is fair that younger drivers have • What changes could you make to your daily life
to pay more for car insurance? Why or why not? in order to lower your monthly costs? Would it
be easy to make these changes?
• Should the same job offer the same salary
everywhere in the world? Why or why not? • Extreme frugality is something we should all
aspire to.
• Should the government limit the amount of
personal debt a person can accumulate? • Do you think there should be a minimum wage
Why or why not? for any job across Canada? If so, what should
it be?
Student C Student D
• Do you think that budgeting should be covered • Does the appearance of wealth count for too
in high school? Why or why not? much in our society? Why or why not?
• Happiness increases with the amount of stuff • Has this unit changed your nancial habits?
and belongings that you have. Explain your answer with examples.
• Being a student, buying a rst house, having • Compare the use of a credit card, debit card
a baby and giving to charity are valid reasons and cash.
to get a tax refund.
Refer to Workshop A: Group Discussion Skills on page 27 and the functional language on page 222
of the Reference Section for help.

REINVESTMENT
7 MY MONEY SMARTS C2 C3
What do you think people your age should know about money?
Write a listicle—an article written in list form—to inform others.
1. Begin by looking back through the information provided in

Tasks 1 to 5 about money management techniques and what
UNIT 1
your peers should know about the world of nance. Choose
ve topics that you now know more about to include in your listicle.
STRATEGY
2. Create a unique subheading for each topic, then take notes on the important Refer to the model listicle
information related to the topic. Make sure that what you say is accurate. on pages 13 and 14 in
Organize your topics in a logical order. the unit.
Title:
1. Subheading:
Text:
2. Subheading:
Text:
3. Subheading:
Text:

REINVESTMENT
4. Subheading:
Text:
UNIT 1
5. Subheading:
Text:
3. Write a draft of your listicle. Refer to the model on pages 13 and 14.
Use the unreal conditional along with innitives and gerunds
wherever possible.
4. Revise and edit your listicle. Use the writing checklist.
5. Exchange your draft with a partner. Ask for feedback.
6. Write your nal copy. Integrate feedback, changes and corrections.
7. Publish your work. Read and discuss your classmates’ listicles.
WRITING
CHECKLIST
My subheadings clearly state each topic to be covered.
All information in the text is accurate.
The language is simple and concise.
I checked my work for spelling and punctuation.
I correctly used the unreal conditional along with innitives
and gerunds whenever possible.
Evaluation Guidelines
Go over the evaluation grid with your teacher. Use what you learned from the unit's
texts and make sure your information is accurate. Personalize your text. Integrate
feedback from peers. Include all the components of a listicle. Eliminate errors.

EXTRA READING
OPPOSITES ATTRACT C2
How does wealth—or the desire for it—get in the way

of our relationships with other people?
1. First impressions can say a lot about a person. Indicate what the following
details might reveal about someone when you meet them for the rst time.
UNIT 1
a. Clothes:
b. Accent:
c. Manners:
d. Vocabulary:
e. Name:
2. What characteristics make you judge a person either negatively or positively? F Y I

Foreshadowing is a
literary device where the
author leaves clues about
plot twists to come later
in a story.
3. Read the text below. As you read, underline clues in the text that foreshadow
how the story will end.
CHARACTERS
• Girl
• Young Man
WHILE • Waitress
• Chauffeur
THE AUTO WAITS SETTING

• 1920s
• A quiet corner
of a city park
STORY BY O. HENRY
STAGE ADAPTATION BY WALTER WYKES
wilight. A GIRL in gray sits alone on a bench, reading her book. […]
When she turns a page, the book slips from her hand, and a YOUNG
MAN, who has been hovering nearby, pounces upon it. He returns it
to her with a gallant and hopeful air.
GIRL: Oh, thank you. [Pause.] GLOSSARY

YOUNG MAN: Nice weather YOUNG MAN: Well . . . hovering > standing close
we’re having.
GIRL: You may sit down, if you like.
GIRL: Yes.
YOUNG MAN: [Eagerly.] Are you sure?

EXTRA READING
I don’t want to interrupt your reading. I wanted to talk, for once, with
a natural man—a real man—
GIRL: Really, sit. I would like very much
one unspoiled by the despicable
to have you do so. […] I would prefer
gloss of wealth and supposed social
to talk.
superiority. Oh! You have no idea
YOUNG MAN: Well, if you insist. how weary I am of it—money,
UNIT 1
You know, you’ve got to be the money, money! […]

stunningest girl I’ve ever seen.
YOUNG MAN: I always had the idea
Honest. I had my eye on you since
that money must be a pretty good
yesterday.
thing.
GIRL: Yesterday? […] Whoever you are,
GIRL: A competence is to be desired,
you must remember that I am a lady.
certainly. But when you have so
[…]
many millions that—!
YOUNG MAN: Sorry. I’m sorry. I didn’t
[She concludes the sentence with a gesture
mean to offend you. I just thought . . .
of despair.] It is the monotony of it that
well, I mean, there are girls in parks,
palls.
you know—that is, of course, you
don’t know, but— Drives, dinners, theatres, balls,
suppers, balls, dinners, more balls,
GIRL: Abandon the subject, if you
followed of course by dinners
please. Of course I know.
and suppers, with the gilding
YOUNG MAN: Right. of superuous wealth over it all.
GIRL: Now, tell me about these people Sometimes the very tinkle of the ice
passing and crowding, each way, in my champagne glass nearly drives
along these paths. Where are they me mad.
going? Why do they hurry so? YOUNG MAN: You know . . .
Are they happy? I’ve always liked to read up on the
YOUNG MAN: It is interesting habits and customs of the wealthy
to watch them—isn’t it? […] class. I consider myself a bit of
a connoisseur on the subject.
GIRL: Yes! How fascinating they But I like to have my information
seem to me—rushing about with accurate. Now, I had formed the
their petty little dreams and their opinion that champagne is cooled
common worries! […] Can you in the bottle and not by placing ice
GLOSSARY surmise why I spoke to you, Mr.—? in the glass.
stunningest > most YOUNG MAN: Parkenstacker. GIRL: [Laughing] You must understand
beautiful And your name . . . ? that we of the non-useful class
petty > simple, common GIRL: No, you would recognize it depend for our amusement upon
surmise > guess immediately. It is simply impossible departure from precedent. Just now
to keep one’s name out of the papers. it is a fad to put ice in champagne.
candidly > being honest
Or even one’s portrait. […] The idea was originated by a visiting
weary > tired Prince of Tartary while dining at
Candidly, there are ve or six names
palls > suffocates the Waldorf. It will soon give way
that belong in the holy of holies,
gilding > unnecessary and mine, by the accident of birth, to some other whim. […]
decoration
is one of them. I spoke to you, YOUNG MAN: I guess that’s true.
fad > trend Mr. Stackenpot—
whim > impulse GIRL: For my part, I have always
YOUNG MAN: Parkenstacker. thought that if I should ever love
lowly > humble; not very
important GIRL: —Mr. Parkenstacker, because a man it would be one of lowly

EXTRA READING
station. One who is a worker and YOUNG MAN: Not a waiter. I’m a
not a drone. […] What is it that cashier in . . . in that restaurant
impels me to tell you these things, over there.
Mr. Packenwacker?
GIRL: [With a strange, suspicious look.]
YOUNG MAN: Parkenstacker. That . . . that one there? [He nods.]
That one?
UNIT 1
GIRL: Of course.
YOUNG MAN: Yes.
YOUNG MAN: I don’t know why you
should bare your soul to a common GIRL: [Confused.] Are you sure?
man like me, but you can’t know how
YOUNG MAN: Quite sure.
much I appreciate your condences.
GIRL: But— [Suddenly looking at her
[The girl contemplates him with the calm,
watch and rising with a start]
impersonal regard that bets the difference
in their stations.] GIRL: Oh!
GIRL: What is your line of business, YOUNG MAN: What is it? What’s
if you don’t mind my asking? wrong?
YOUNG MAN: A very humble one. But GIRL: I . . . I am late for an important
I hope to rise in the world someday. engagement. […]
[…] YOUNG MAN: Will I see you again?
GIRL: I admire your enthusiasm. GIRL: I do not know. […] I must go
I, myself, can nd very little quickly now. There is a dinner, and
to be enthused about, burdened, a box at the play—and, oh! The same
as I am, by the constant pleasures old round! Perhaps you noticed
and diversions of my class. an automobile at the upper corner
YOUNG MAN: Did you really mean it, of the park as you came. One with
before, when you said you could love a white body.
a man of lowly station? YOUNG MAN: [Knitting his brow
GIRL: Indeed I did. But I said “might.” strangely.] And red running gear?
YOUNG MAN: Why only “might?” […] GIRL: Yes. I always come in that. Pierre
waits for me there. He supposes
GIRL: I am sure you understand when
me to be shopping in the department
I say there are certain expectations of
store across the square. Conceive GLOSSARY
a young lady in my position. It would
of the bondage of the life wherein
be such a disappointment to certain impels > obliges or forces
we must deceive even our
members of my family if I were to
chauffeurs. Goodnight. burdened > held down
marry a commoner as we like to call or constrained by
them. You simply cannot imagine YOUNG MAN: Wait! It’s getting dark,
and the park is full of questionable shrinking > recoiling
the scandal it would cause. […]
And yet . . . no calling could be too characters. Can’t I walk you box > special reserved
humble were the man I loved all that to your— seating
I wish him to be. knitting his brow >
GIRL: [Quickly.] No! I mean . . . no. making a confused face
YOUNG MAN: I work in a restaurant. If you have the slightest regard for
bondage > being enslaved
my wishes, you will remain on this or oppressed
GIRL: [Shrinking slightly] Not as a
bench for ten minutes after I have
waiter? Labor is noble, but personal deceive > mislead into
left. I do not mean to question your
attendance, you know—valets and— thinking something is true
intentions, but you are probably when it is not
aware that autos generally bear
bear > display

EXTRA READING
My Notes
the monogram of their owner. GIRL: You . . . you must excuse me.
Again, goodnight. My chauffeur is waiting.
[Suddenly a WAITRESS approaches, WAITRESS: Chauffeur?! What kind
wearing a soiled, dirty uniform—evidently of crazy airs are you putting on?!
just coming off her shift.] You’ve never had a chauffeur
in your life! You don’t even own
UNIT 1
WAITRESS: Mary-Jane! Mary-Jane

an automobile!
Parker! […] Don’t you know what
time it is?! GIRL: I do so!
GIRL: [A little ustered.] To whom are WAITRESS: Since when?!
you speaking, Madame?
GIRL: Since . . . Oh, get away from me!
WAITRESS: To whom am I . . . to you! I don’t know you!
Who do you think, you ninny?!
WAITRESS: Don’t know me?! You have
GIRL: Then I’m sure I don’t know what been drinking! I’m going to tell your
you’re talking about. mother!
WAITRESS: Your shift started fteen [The GIRL rushes off, followed closely
minutes ago! Mr. Witherspoon’s in by the WAITRESS.]
a rage! […] You’d better get yourself
YOUNG MAN: Wait! You forgot
over there and into uniform before
your book—
he cuts you loose for good!
[But they are gone. After a few moments,
GIRL: I—
a CHAUFFEUR approaches cautiously.]
WAITRESS: Go on, now! I know you
CHAUFFEUR: Begging your pardon, sir.
can’t afford to miss a paycheck!
YOUNG MAN: Yes, Henri?
GIRL: [Attempting to maintain her
dignity.] You must have me confused CHAUFFEUR: I don’t mean to intrude,
with—with someone else. but your dinner reservation—
shall I cancel or—
WAITRESS: Confused with—why,
Mary-Jane Parker, we’ve known each YOUNG MAN: No . . .
other for three years! We swap shifts! I’m coming.
Have you been drinking?! Why are CHAUFFEUR: Very
GLOSSARY you wearing that ridiculous hat?! good, sir. The
ustered > nervous, GIRL: [To the YOUNG MAN.] I . . . auto is waiting.
agitated or confused I’m sorry, Mr. Porkenblogger— [The
ninny > a foolish person YOUNG MAN: Parkenstacker. CHAUFFEUR
cuts you loose > res you exits and leaves
GIRL: Parkenstacker.
swap > exchange the YOUNG MAN
airs > an impression of WAITRESS: Parkenstacker? standing alone for a
a quality or manner given moment as the lights
YOUNG MAN: Yes, Parkenstacker.
by someone fade.]
WAITRESS: As in THE Parkenstackers?!
intrude > interrupt
or disturb From the society pages?!
GIRL: The society pages?
YOUNG MAN: If only I were
so fortunate.

EXTRA READING
4. The identities of the main characters change throughout the text. How are
the characters different at the beginning of the story and at the end?
Complete the table below.
GIRL YOUNG MAN

Beginning
UNIT 1
End
5. Why do you think the girl has difculty remembering the young man’s name?
Do you think she was doing it on purpose?
6. What reason does she give for not revealing her own name? What was
her real reason?
7. Why do you think the two characters purposely misled each other? What were
they trying to achieve?
8. Can you think of any other stories where the characters lie about their identity?
List them below.
9. The girl says that a “real” man is not “spoiled by wealth and superiority.”
What does this mean? Do you share her opinion?

EXTRA WATCHING
MO’ MONEY, MO’ PROBLEMS DVD C2
Most people agree that it is time to raise the minimum wage.

But what would be the consequences of such a decision?
1. Read the following job descriptions and think about what each job is worth
in terms of money. Decide how much you would pay someone per hour to
UNIT 1
complete the task required.
A Ride Operator–Canada’s Wonderland B Research Assistant–University of Toronto
Job duties: Job requirements: Job duties: Job requirements:

Managing people in Must be good with Setting up research Must have good
large crowds; supervising people; calm and equipment; collecting computer skills; be
guests getting on and responsible; rst aid information about enrolled in science
off of rides; enforcing course an asset participants’ health faculty; be a team player
park rules; ensuring history; administering
everyone’s safety Wage: surveys; entering data Wage:
during extreme weather into the computer
$ / hour $ / hour
conditions
C Barista–Coffee shop D Lifeguard–Laurier Park Pool
Job duties: Job requirements: Job duties: Job requirements:

Taking orders from Must be polite; be able Monitoring pool Must have lifeguard
customers; operating to work under pressure; activities; enforcing certication and
espresso machines; have good customer- pool rules for safety; updated rst aid
ringing up and service skills teaching swim lessons; course; experience an
delivering orders; checking daily chlorine asset
managing money; levels in pool
cleaning washrooms Wage: Wage:
$ / hour $ / hour
F Y I 2. Which of the above jobs should pay the highest? Why?

Currently, the minimum
wage in Québec is
$11.25 per hour.
The province or territory
with the lowest minimum
3. Which should pay the lowest? Why?
wage is Newfoundland,
while Nunavut and
the Yukon are tied for
highest-paying province
or territory with $13.

EXTRA WATCHING
4. Read the statements below. As you watch the video, indicate whether
they are true or false.
Statement T F
a. Raising the minimum wage has no direct effect
on employment.
UNIT 1
b. California recently made $15 the new minimum wage.
c. Young and inexperienced workers are the hardest hit when

the minimum wage is increased.
d. Raising the minimum wage helps reduce poverty.
e. Minimum wage hikes would threaten independent shops
without a corporate parent. GLOSSARY
f. During the survey, some people chose to abolish the no-brainer > obvious
minimum wage completely. enclave > a small area or
g. Working for no money could give people valuable experience region that has a unique
character
or important contacts.
sustenance > the minimum
for keeping someone alive
5. The video discusses several of the unintended consequences of raising hike > increase
the minimum wage. Name one of those mentioned. spike > increase
quirky > strange or peculiar
deemed > considered
subsidy > money given by
the government to keep a
6. According to the video, why are people reluctant to abolish the concept service in business
of minimum wage all together? foothold > secure position
in a pinch > in a difcult
situation
on the low > illegally
7. What does California Governor Jerry Brown mean when he says raising the
minimum wage may not make sense “academically” but it is a “moral” and
“social” duty?
USEFUL LANGUAGE
8. Is a minimum-wage salary an entry point into the job market for young and •
inexperienced workers, or should it be enough for a person be able to live their
whole life on that salary? •

VOCABULARY
TALKIN’ MONEY
Idiomatic expressions are informal expressions that have a different meaning
from the words that make up the expression.
1 . Work with a partner to guess the money idioms below based on the illustrations.
UNIT 1
a. I didn’t buy the new shoes I wanted because they
b. Jeremy forgot his wallet, so his father offered to
c. My cousin just got a promotion, so she has
d. In Montréal, good restaurants are on every street

corner. They are
e. You have to work hard for your money; it doesn’t just
f. I was just hired at La Ronde! I’m going to be able to
2. Match the correct denition to each idiom above.

a. very common and of no particular value d. pay for; cover the expenses
b. provide money; earn a living e. have money to spend any way you choose
c. very expensive f. act as an innite resource
3. Write your own sentences using each idiom.

WORKSHOP A
R-E-S-P-E-C-T
Do you
treat others
the way you
want to be IMPROVING GROUP
treated? DISCUSSION SKILLS
Is there more to being polite and respectful than just saying IN THIS WORKSHOP, LEARN
“please” and “thank you”? Is it possible to disagree without ABOUT THE ELEMENTS
hurting or offending someone else? Although interactions can OF EFFECTIVE ORAL
be challenging and even confusing, it’s how we act in social INTERACTION.
situations that can make all the difference.
• LEARN conversational
devices that will help you
respond effectively during
discussions ........................... 28
Make a list of scenarios in which you would reply, • TAKE NOTES on texts
“Thank you! That was so nice!” to prepare for group
• • discussions ........................... 29
• PRACTISE strategies
• •
for effective oral
• • interaction ............................ 32
• • • PARTICIPATE in group
discussions ........................... 34
WORKSHOP A
1 ELEMENTS OF ORAL
INTERACTION C2
Using conversational devices can improve your ability to express and discuss opinions in groups. In order
to do well on the Ministry oral interaction examination, you will not only need to express your own opinion,
but you will also need to use the following conversational devices to interact during the group discussion:
A. React / Comment I didn’t know that! Good point. However, . . .
B. Build on / Add details Moreover, . . . Did you know that . . . ?
C. Agree / Disagree I totally (dis)agree with you because . . .
D. Ask questions What do you think about . . . ? Why do you say that?
E. Ask for clarication Could you explain that a little more?
1. Read the two opinion statements below. For each statement, write a sentence
using each of the conversational devices listed above.
STATEMENT 1 STATEMENT 2
In my opinion, people were more I think it’s okay to insult or make fun
respectful before they started using of people as long as they don’t hear it.
technology to communicate.
REACT / COMMENT
BUILD ON / ADD DETAILS
AGREE / DISAGREE
ASK QUESTIONS
ASK FOR CLARIFICATION
28 Workshop A Reproduction prohibited © TC Media Books Inc.

WORKSHOP A
2 RESPECT, EMPATHY
AND TOLERANCE C2
Taking notes is
an effective way
to prepare for a
group discussion
Read the texts on pages 29 to 31. For each text, write a response using one of the based on texts.
conversational devices identied on page 28. Write the letter (A, B, C, D or E) that As you read, form
corresponds to the device. Then take notes using the questions in the margins to an opinion on the
guide you. topic and look
for arguments
A PROBLEM OF SIZE to support your
opinion.
In today’s fast-paced world we are quick to anger and even quicker to act. Some
experts have wondered if humans are getting ruder with each new generation.
The answer is that while human nature hasn’t changed much over time, our GLOSSARY
environment sure has. Sociologists note that throughout history people tended
to gather in groups of about 150. Traditional hunter-gatherer societies and even exceed > be greater in
small farming villages did not tend to exceed a population of 200. Our brains number or size
evolved to manage these small, community-based interactions and size kept our in check > under control
tendency towards rudeness in check. People in small communities rely on their perpetrator > a person
reputation; if you aren’t nice to your neighbour you may not benet from their who does wrong
generosity at a later date. So although it might be selsh, our ancestors probably
treated one another better.
Notes
Today, almost everyone lives in a world of strangers and getting to know
your neighbours seems charmingly old-fashioned. This reorganization doesn’t Are humans losing
mean that we are becoming less tolerant and respectful of one another, but it respect for one
does mean that we have to work a bit harder to keep our communities nicer. another? Why or
why not?
DEVICE
THE “EVERYONE ELSE” BIAS

Although it may seem as if people everywhere are becoming increasingly
disrespectful to one another, a recent study published in Europe’s Journal
of Psychology claims it’s a matter of perspective. Participants were given
two different scenarios and asked to rate so-called “rude” behaviour. Not
surprisingly, participants were more tolerant of bad behaviour when they
or their friends were playing the role of the perpetrator. When playing the
victim, the same actions were less excusable. Therefore, we tend to believe that
strangers are more disrespectful than our friends. And since we now live in a
world of strangers, it makes sense to believe this world is becoming ruder.
DEVICE
Reproduction prohibited © TC Media Books Inc. Workshop A 29

WORKSHOP A
I (RESPECTFULLY) DISAGREE
Humans live in a perpetual state of conict. We disagree
with each other all the time, sometimes over the most
mundane subjects like which laundry detergent to choose
or when to leave for school. But we can avoid getting into
a heated argument if we remember a few simple rules:
• The person you’re talking to has feelings. Think about
how you would feel if you were being spoken to the way
you are speaking. Don’t say anything you know you will
regret later.
• Listen, listen, listen. If you’re trying to convince someone
of something, it’s important to know what the argument
is. Make sure you hear what the other person is saying
instead of just waiting for an opening to talk. Ask
questions to indicate that you are listening and curious.
• Take a step back. If you can feel yourself spinning out of control, pause for
a moment and think about what it is you’re really trying to say. It’s okay to
GLOSSARY disagree, but it isn’t okay to be mean.
mundane > dull or • Accept the fact that people have different backgrounds, values and opinions,
unremarkable and try to see it in a positive light. It might be less complicated if we all shared
the same views, but it would also be less interesting. Conict is often a sign of
Notes progress—but although it is healthy to disagree, it isn’t healthy to disrespect.
What types of
DEVICE
situations cause you
to lose your cool?
IT STARTS WITH YOU

Humans are quick to react when angry, upset or frustrated. Instead of looking
at the big picture, we tend to make a value judgment based on the situation:
“You’re being difcult!” or “You obviously don’t care about me.” Experts agree
that a more respectful way to diffuse the situation is to frame the feelings around
yourself. Instead of casting blame onto the other person, explain how
the situation is making you feel. When you . . . it makes
me feel . . . is a good place to start.
DEVICE

WORKSHOP A
LISTENING WITH EMPATHY
Empathy, or the ability to put oneself in another person’s
shoes and share their feelings, is essential to developing
respect. When we listen with empathy, we are going
beyond asking comprehension questions that reassure
our interlocutor we are paying attention. Listening with
empathy means that we acknowledge their feelings and
ask questions that make them feel “felt.” For instance,
if you are speaking to someone who is particularly
frustrated you might say something like, “I bet it’s tough
to feel like you’re the only person who . . .” Even if your
guess is incorrect, you demonstrate that you care just by
mentioning what you think they are feeling. You indicate
that you’ve already asked yourself, “What is it like to
be this person?” When people sense that their feelings
are heard, they are more likely to begin an open, honest
interaction rather than a hostile one. Listening with
empathy is the key to resolving many of life’s daily conicts. GLOSSARY
acknowledge > recognize

DEVICE or admit the existence of
legislation > laws
hard and fast > dened
or xed
Notes
TEACHING TOLERANCE
How can we practise
How do we develop respect for one another? Many argue that respect should
empathy and tolerance
begin at home, with parents modelling good behaviour both inside and outside
in our daily lives?
the house. Others maintain that schools and other institutions of learning should be
responsible for cultivating respect among students. As political activist Helen Keller
once said, “The highest result of education is tolerance.” Although there is no
class specically devoted to teaching respect and acceptance of others, Canadian
teachers are encouraged to work such topics into their lesson plans. Initiatives
like www.tolerance.org and www.learningtogive.org provide teachers with free
classroom resources and lesson plans that encourage respect, acceptance and
appreciation of others. Across Canada, anti-bullying legislation has been passed to
increase awareness in schools and prevent violence. While there is no hard and fast
rule when it comes to teaching tolerance, it is encouraging
to see so many different classroom initiatives in action.
DEVICE

WORKSHOP A
3 THE DEVICE IS RIGHT C1
1. In teams of four, discuss the questions below. For each statement, designate
a different team member to listen and record as the other three discuss.
USEFUL LANGUAGE f The recorder must listen for teammates’ use of each conversational device,
and take notes on how each device is used and by whom.
React / Comment: f When all four devices have been used, the recorder must tell the team and
• report how the devices were used. Then, teams should move on to the next
• statement and change the recorder.
QUESTIONS FOR DISCUSSION

Build on / Add details:
a. Are you ruder to people you know or people you don’t know?
•
• b. Where should we learn the rules of good behaviour: at home or at school?
• c. Is it possible to be too respectful of others?
• d. Where do you demonstrate the most respect: at home, at school, while
Ask questions: playing sports or at work?
•
RECORDER’S NOTES FOR QUESTION:
• REACT / COMMENT BUILD ON / ADD DETAILS
•
Ask for clarication:
•
•
ASK QUESTIONS ASK FOR CLARIFICATION

WORKSHOP A
2. Who deserves your respect?
a. Make a list of ten different people or groups who deserve your respect.
• •
USEFUL LANGUAGE
• •
Agreeing:
• •
•
• • •
• •
•
b. With a partner, compare your answers and express your opinions. •

Say whether you agree or disagree with your partner’s choices.
Use the language prompts and expressions for help. •
3. Ask questions to nd out how your partner demonstrates respect. •

a. Write one sentence about a person you greatly respect. Disagreeing:
Share it with your partner.
•
•
b. Why does your partner respect this person, and how does he or she
•
demonstrate this respect? Write ve questions about your partner’s choice.
Interview each other using the questions you have prepared. •
•
1.
2.
3.
4.
5.
Note: During the interview, ask two

follow-up questions based on your
partner’s answers.

WORKSHOP A
Interaction is at
the heart of the
Competency 1
evaluation. It is not
4 TIME TO TALK C1
Now it’s time to put what you have learned about group
discussions into practice.
enough to express
opinions—you 1. In teams of four, compare your reactions to the texts on pages 29 to 31 using
must also take your notes and the conversational devices you wrote.
an active part a. What opinions do you have in common with your team members?
in discussions
by using the
conversational
devices you have
practised in this
workshop.
b. What points do you disagree on?
2. With your teammates, take turns initiating a discussion on the issues raised by
the questions below. Use conversational devices to keep the discussion going.
a. Is technology making it easier to be rude to one another?

b. Should you step in if you hear someone being disrespectful?
c. Do people have to earn your respect before you give it?
d. Are signs of respect universal or culture-specic?
e. How did you learn the rules of good behaviour?
f. In what ways might someone lose your respect?
3. Reect on your performance.

a. Did you express your opinion well? Why or why not?
b. Did you use conversational devices? Which device was the most useful?
c. Did you use the prompts and expressions from the Useful Language boxes?
Which ones did you use?

COVER TO COVER
UNIT 2
LIFE IS A STORY FILLED WITH ADVENTURE,
LIKE A BOOK THAT YOU READ FROM COVER
TO COVER. IT CAN BE A BARREL OF LAUGHS
OR A SERIES OF UNFORTUNATE EVENTS.
IMAGINE TELLING THE STORIES OF YOUR LIFE.
ARE THEY GRIPPING ADVENTURES, ROMANTIC
TRAGEDIES OR HILARIOUS COMEDIES?
Which role
do you prefer
IN THIS UNIT, YOU WILL: to play: class
• FIND OUT if you are a class clown clown or tragic
or a tragic hero. hero?
• WATCH a video about a funny misadventure.
• READ the tragic tale of two teenagers and
their forbidden love.
• READ a comedy about a complicated dinner party.
• PRACTISE GRAMMAR: adverbs; perfect tenses. Make a list of your favourite
stories, books and movies,
REINVESTMENT TASK: and classify them as tragedies,
• REWRITE part of a story featuring a new character. comedies or both.
1 CLOWNS AND HEROES C1
Learn about the characteristics of comedies and tragedies and

their heroes. A better understanding of this will help you in the
WARM-UP
reinvestment task.
1. Read the descriptions of tragic and comic heroes below. React by circling
the key words that you think dene you. Decide which description best
describes you.
YOU ARE A COMIC HERO.

UNIT 2
You are a exible person, you often use your imagination and are prepared
to adapt to life’s ups and downs. You don’t mind when things are not
structured or when they don’t follow a logical order. You use your sense
of humour to avoid trouble. You feel awkward in emotional situations and
sometimes laugh or giggle at inappropriate times. You might be considered the
underdog in a group. You’ve been known to fool around in class and don’t
always respect authority. You are also not afraid to stand up to authority and
GLOSSARY might even look for unconventional ways to solve your problems. You are
underdog > someone who willing to learn from your mistakes and change your ways, if necessary. You
is weaker than the others like adventure, unpredicatability and surprise. You forgive people easily and
grudge > bad feeling are willing to make friends with your enemies.
USEFUL LANGUAGE YOU ARE A TRAGIC HERO.

•
You feel emotions strongly and view the world in extremes like good or bad,
• fair or unfair, beautiful or ugly. You face up to your problems and confront
them head on. When faced with a conict, you choose a solution and stick
• to it. But you sometimes get caught up in your problems and can take things
• too seriously. You like routine and predictability and when things follow a
• logical order. Your lack of exibility can occassionally lead to problems. People
look up to you and admire your honesty and strong moral character. You
have great respect for authority and you rarely disobey or confront people
in power. You tend to hold a grudge against people and will look for ways
to get revenge if someone hurts you.
DISCUSS C1
Choose three sentences from the denitions and give examples of your recent
behaviour that demonstrate each one.
What tragic or comic hero from literature, television or lm do you most admire?
What characteristics does this protagonist display?
Do you think that the denitions accurately represent your personality? Explain.
Tell a story of when you were the class clown or the tragic hero.

2. With a group, compare your lists from the One-Minute Challenge. Choose
one or two of each that everyone in your group knows well and list them
below.
WARM-UP
3. Read about tragedies and comedies. Discuss how your chosen lms and books
demonstrate the characterstics listed below. Highlight the elements that you nd.
Tragedy Comedy
UNIT 2
• Serious Tone • Light and happy, amusing
• Male in traditional literature • May be male or female
• Male or female in modern literature • Funny, creative and clever
• Serious, stubborn and rigorous Protagonist • Flexible and willing to adapt
• Does not like to adapt or change • Escapes the consequences of
• Suffers downfall because of weakness the situation and achieves goal
• Serious and painful Conict/struggle • Not serious or painful

• Pity, fear, sadness Emotions • Happiness, humour, amusement
• The reader or audience feels pity • The reader or audience supports
and sadness for the tragic hero the comic hero, even if they are
Impact on reader
because they have failed or lost not perfect, and is happy that
or audience
their battle. the hero achieves their goal in
the end.
• Sad and depressing Ending • Happy and amusing
IN CONTEXT
Grammar IN CONTEXT Adverbs
1. Underline the adverbs in the hero denitions on page 36, and highlight the verbs that they
Grammar
qualify. Notice their position.
2. Read the text below. Underline all the adverbs that are positioned correctly. Highlight those
ANALYZE & PRACTISE
that are positioned incorrectly and draw a line to their correct position.
Once you are familiar with the characteristics of tragedies and comedies, you easily can
identify their differences. The tone of a tragedy is always very serious. Tragic heroes often nd
themselves in extremely serious and painful conicts and the story usually badly ends. Comedies
are very light and amusing. You know never what can happen but the protagonist will probably
nd a way to achieve his or her goal, even if it means acting immorally.
Reproduction prohibited © TC Media Books Inc. Cover to Cover 37

2 MIXED NUTS DVD
C2
Learn about the pyramid of action, a story structure that will

help you complete the reinvestment task.
WATCHING
1. Read the text. Highlight the parts of the pyramid of action: exposition, incident,
rising action, crisis point, climax, falling action and denouement. Then underline
the denition of each part.
Authors use the pyramid of action to structure their stories. Readers can also use the pyramid to help
UNIT 2
them analyze the main events in the story. All stories begin with the exposition. The author introduces
the characters and the setting. The readers learn who is in the story and where and when it takes place.
An important event begins the series of conicts in the story. This event is called the incident. The hero
tries to solve the conicts that arise. The important events and situations that the main character has
to face make up the rising action of the story. Sometimes, the protagonist faces a crisis point, an event
that changes the direction of the story. The story then reaches the climax, the most intense or most
important event in the story. The events that follow the climax make up the falling action of the story.
At this point, the conict has been resolved and the story is nearing its end. Finally, the denouement is
the ending of the story and at this point, the hero may learn an important lesson about life.
2. While watching, check the characteristics of a comedy seen in the video

GLOSSARY
“Rule of Thumb.”
rule of thumb > rule to
follow based on experience light and happy tone storyline has twists and turns
grateful > feeling thanks feeling of humour and setting of story is ordinary place
understatement > amusement like a house, school, store
statement that is not strong
enough hero achieves his goal conict is not very serious
drenched > wet or painful
main character is ordinary
person who might even be audience approves of and
slightly immoral or mischievous supports main character
3. Read the events from the video. Decide if each statement is true or false.
Write T or F on the line.
a. Mike works at a grocery store stocking the shelves and sweeping
the oor.
b. Mike helps an old lady carry her grocery bags to her car in the
hopes of getting a big tip.
c. Mike looks for a snack but can't nd anything to eat.
d. Mike only gets 15 cents for his troubles.
e. After a very long walk through a strange neighbourhood, Mike and
Granny nally arrive at her house.

f. Granny is very angry with Mike for eating the nuts because she was
keeping them for a special occasion.
g. Mike apologizes to Granny because he ate the whole jar of mixed
WATCHING
nuts.
h. Mike learns the lesson that he should never offer to carry an old
lady’s bags ever again.
4. Complete the pyramid of action using the events from Step 3 and what you saw
in the video. Put the events in the correct order and correct the false statements.
UNIT 2
ACT I ACT II ACT III
3 RISING ACTION 5 CLIMAX
• •
6 FALLING ACTION
•
1 EXPOSITION
•
•
7 DENOUEMENT
4 CRISIS POINT •
2 INCIDENT •

3 FORBIDDEN LOVE C2
Read about two teenagers who fall in love despite an onging

feud between their families. This story could inspire you in the
reinvestment task.
READING
1. Complete the sentences with the vocabulary from the Word Box.
a. The Montréal skyline is spectacular with its backdrop
of buildings.
b. When I visited my friend’s house, I was very impressed with the elegant
UNIT 2
WORD BOX
betrayal furniture and decoration.
go-between c. Melissa was too nervous to talk to Mark directly so she asked Jacob to act
high-rise
as their .
lavish
lifeless d. One of the things that she loved about Kathryn was her playful personality
mischievous and blue eyes.
e. When she woke up, Shereen found her goldsh
STRATEGY oating on its side in its shbowl.
Use context clues such f. The worst kind of is when the person you trust
as the surrounding words
the most goes behind your back and lies to you.
or root words to guess
the meaning of words you
do not know. 2. As you read, use context clues to dene the words in bold in the text on pages
41 to 43. Write your denitions in the notes section in the margins.
IN CONTEXT
Grammar IN CONTEXT Perfect Tenses
1. Underline the verbs that are in the perfect tense in the sentences below.
Grammar
a. Stories have been around ever since people began living together.
ANALYZE & PRACTISE
b. I have been thinking about it and I don’t think we should see each other again.
c. Sam had stopped believing in love long before she met Jamie.
d. Our families had been feuding for many years before they nally made peace.
2. Specify the type of perfect tense that each underlined verb is in.
a. b.
c. d.
3. Underline ten past perfect verbs in the story on pages 41 to 43.
Go to page 155 to 166 of the Grammar Section for more practice and access to an interactive workshop.

My Notes
THE TRAGIC TALE
OF ROWAN
READING
AND JUNIPER
BY MONIQUE POLAK “Watch out!”The girl sounded angry,

but when her eyes met Rowan’s, she
ashed a smile that was both angelic and
Part 1
UNIT 2
mischievous.“I’m Juniper Capelet. And
ROWAN’S BROKEN HEART you are…” She stopped to read the words
Rowan wasn’t interested in going on the placard.
climbing. “Did you say Capelet? I’m a
Rowan had loved climbing ever Montour… Rowan Montour.”
since he was a kid and his nature-loving Their families had been sworn
parents dragged him to Val-David every enemies for decades. As that reality sank
weekend. He was a Montour after all. in for both, they stared at each other
For decades, the Montours had worked thoughtfully.
to save the planet. “Our high-rise project isn’t as
“How about watching that despicable as you think, you know. It will
documentary about carbon emissions have a community roof garden,” Juniper
you were talking about last week?” Ben told Rowan.
suggested. Rowan wasn’t so sure about that.
Rowan wasn’t in the mood to watch One thing he did know: he had to nd
a movie either. a way to see this girl again. GLOSSARY
“Let me guess,” Ben said.“Some girl spied > saw
rejected you again.”
“Rosemary isn’t some girl,” Rowan
Part 2
corrected Ben.“She’s the hottest girl THE BALCONY SCENE TEXT FEATURES
in Secondary 5. She’s also brilliant and The Capelets owned a lavish
NARRATIVE TEXT
funny.” condominium in Outremont. When
“I know how to make you forget Rowan arrived, he saw the Capelets Topic: love story
Rosemary!” Ben said.“There’s a protest at barbecuing on their balcony. Rowan’s Language: informal,
Mount Royal this weekend. The Capelet heart skipped a beat when he spied descriptive
family wants to build a high-rise in the Juniper on the next balcony. Purpose: to entertain
park. The place will be crawling with just Juniper sang as she ipped through Audience: general,
your kind of girl!” posts on her phone. When Rowan leaned teenagers and young
“What’s wrong with those Capelets?” in to listen, he realized that Juniper was adults
Rowan wondered out loud.“Don’t they singing Rowan’s name! It had never TEXT COMPONENTS
realize that will mean destroying habitat? sounded sweeter!
1) Title
I’m denitely joining that protest! Rowan climbed the re escape.
“Juniper!” he whispered. 2) Parts: Beginning
Meeting girls will be a bonus.”
(introduction of characters,
Rowan designed a placard that said, “Rowan? Is that you?” Juniper’s
setting, conict), middle
“Down with Capelet high-rises!” parents would be furious if they (rising action, climax,
On Saturday, he stepped off the bus discovered them and knew she had fallen falling action), end
near Mount Royal. When the placard for a Montour. (denouement of story)
he was carrying momentarily blocked With other girls, Rowan had never 3) Details revealing
his view, Rowan collided with a raven- known for certain if they cared for him. information about the
haired girl standing on the sidewalk. It was different with Juniper. characters and events

My Notes
“I have never felt this way before,” Mount Royal. All Montréal would see it!
they said at the same time. A muscular boy kicked open the
Their rst kiss was soft, tender. Their metro station door.“Did I hear someone
second had hunger in it. say ‘Death to the Capelets’?” he demanded.
READING
“I was just checking you out online,” “Because I’m Tyler Capelet!”
Juniper said.“It looks like you get around. This was the cousin Juniper had
I think I counted a dozen photos of you warned Rowan about.
nuzzling up to pretty girls!” “Our goal is to protect the
Rowan reached for his phone and environment—not to ght,” Rowan
quickly deleted the offending posts from reminded Mark. Rowan turned to Tyler.
his various accounts. “Someone told me that the high-rise
UNIT 2
The two lovebirds kissed again, your family is proposing will have a roof
and Juniper snapped a picture of them garden—”
getting cozy. Tyler and Mark both ignored
“Send me that pic,” Rowan said. Rowan’s words. The pair exchanged
“Okay, but don’t post it anywhere. blows. Tyler dropped to the ground and
My friends won’t think it’s cool, me struggled to get up.
hanging out with a Montour. And my Mark tried kicking Tyler back to
parents would disown me! So would my the ground. But Tyler stepped away and
cousin Tyler—he’s a hothead who hates Mark’s boot hit a post instead. Something
environmentalists. I guess we should glimmered in the darkness. Tyler had
avoid texting and phoning, too. My pulled a knife from his side pocket.
friend Viva can be our go-between.” “Watch out! He has a kni—“ Rowan
Leaving the condominium, Rowan warned his friend.
passed the herb garden and spotted The warning came too late. Tyler had
Mr. Lawrence, the school’s guidance stabbed Mark in the belly. In the faint
counsellor, someone Rowan spent a light from the streetlamp, Mark’s blood
fair amount of time with. Why was looked black as it soaked through his
Mr. Lawrence snipping herbs outside shirt. Rowan grabbed for Mark’s arm.
Juniper’s condo? “Let’s get out of here,” he cried,
“I live in this building and like to but his friend was non-responsive.
dabble in medicinal herbs,” Mr. Lawrence He was dead. The anger bubbled in
explained. Rowan like a pot boiling over.
Mr. Lawrence already knew all Tyler spun around, wielding his
about Rowan’s trouble with girls. Now he knife in the air. Rowan ducked and
guessed Rowan had a crush on Juniper. grabbed Tyler’s arm. The two boys rolled
“It’s mutual,” Rowan conded. on the pavement. In the scufe, Tyler fell
Mr. Lawrence watched Rowan stride on the knife.
down the street.“Maybe this young love A siren wailed in the distance.
will end the bitter enmity between the Rowan ran.
Capelets and Montours.” The gruesome news travelled
quickly. Juniper and her parents learned
GLOSSARY that the only teen who had survived the
Part 3 deadly ght was Rowan Montour, son of
nuzzling > cuddling TROUBLE AT THE METRO their sworn enemies. They were furious,
disown > no longer It was midnight. Rowan and his friend but it was Juniper who reacted most
associate with Mark were standing in front of the strongly, collapsing on the oor in tears.
enmity > friction, conict Vendome metro station. Mark wanted Her parents were desperate to
exchanged blows > to hang a banner that would say “Death console her.“We’ve invited some business
fought with their sts to the Capelets” on the cross at the top of associates to a cocktail party tomorrow.

F Y I
It will cheer us all up. We hear they have
a charming son, and they have come all
Part 5 This story is a modern-day
A MISUNDERSTANDING adaptation of William
the way from Paris.”
Shakespeare's play
Juniper drank the tincture and made her
READING
Romeo and Juliet. In the
way to the cocktail party with her father’s
Part 4 associates and their charming son. The
original, Friar Laurence
gives Juliet poison to
HERBS MAY HELP tincture made her more relaxed than she fake her death and avoid
Juniper could not sleep. She was wanted to be and friendlier than she had marrying another man.
tormented by thoughts of the cousin she planned. She completely forgot to text Romeo, believing Juliet is
had lost, the Parisian boy her parents Viva. The party was such a success that dead, takes his own life.
were forcing her to meet, and, of course, photographs were splashed all over Juliet, upon waking, kills
UNIT 2
Rowan, whom no one had heard from. social media. herself, too.
Someone tapped lightly on her Rowan hoped for news from Viva, but
bedroom window. Rowan! Blood all he saw online was Juniper’s seeming
dribbled from his nose; otherwise, he betrayal. He was devastated. Viva saw My Notes
was more handsome than ever. the posts, too, and contacted Rowan
“I saw Mr. Lawrence downstairs. He to reassure him that Juniper was only
said I should go to the police and explain pretending to like the Parisian for her
but I’m sure that would be a mistake. Can parents’ sake. Rowan was relieved but he
I hide out here tonight? Tomorrow I’ll hide also no longer cared what the Montours
out on the mountain. I’ve got to get away.” and Capelets thought. He would hang
Juniper wasn’t sure it was a great a banner on the cross at Mount Royal
idea, but she said nothing. She knew that just like Mark had imagined. Instead of
these could be their last hours together. writing “Death to the Capelets,” he would
They laughed and cried with pleasure declare his love for Juniper and damn the
and sorrow. The precious hours passed consequences: “Heaven is in her arms.
like seconds. Rowan Montour will always love Juniper
Rowan left before sunrise. After Capelet.”
they kissed good-bye, Juniper whispered, He made his way up the cross.
“Remember, no texts or calls. My parents At the same moment, a groggy Juniper GLOSSARY
can’t nd out about you! I will send news awoke and saw the banner apping in
groggy > sleepy or weak
through Viva.” the breeze. She could just make out her
After breakfast, Juniper sought Mr. name and Rowan sitting dejectedly apping > waving
Lawrence’s advice. He was the only adult on top of the cross. She rushed up the dejectedly > sadly
who knew the truth.“I am so terried mountain. score > account
that I will never see Rowan again, and Rowan was so happy to see her.
that my parents will nd out that I love He scrambled to get down but slipped
him,” Juniper told him. and fell to the ground in his haste.
“Agree to meet the young man from Mr. Lawrence had seen the banner,
Paris. It will make your parents think too, and hurried over, but when he
you’re feeling better.” arrived all he found was Juniper sobbing
“But what about Rowan?” Juniper over Rowan’s lifeless body.
asked. The Montour family mourned
“If he’s smart he will follow my their son’s death. The Capelets grieved
advice and everything will get sorted out. when they learned about the love affair
Here, try this herbal tincture. It will relax gone wrong. The senselessness of it
you and make it easier to endure dinner all eventually led to reconciliation. Mr.
with the Parisian. Have your friend Viva Lawrence was right on that score. As for
text Rowan to tell him you think he Juniper, she never forgot the words on
should go to the police.” the banner: “Heaven is in her arms.”

3. Read the excerpts from the story. Write the part of the pyramid in the yellow
box. Then, explain in your own words what each excerpt means.
Excerpt Pyramid of Action and Explanation

READING
Rowan wasn’t in the mood to watch

a movie either.
“Let me guess,” Ben said. “Some girl
rejected you again.”
“I’m Juniper Capelet. And you are…” Incident Juniper and Rowan meet and realize their
families have been enemies for decades.
UNIT 2
“Did you say Capelet? I’m a Montour…

Rowan Montour.”
When Rowan leaned in to listen,
he realized that Juniper was singing
his name! Rowan’s name had never
sounded sweeter!
“Send me that pic,” Rowan said.

“Okay, but don’t post it anywhere.“
“Maybe this young love will end the

bitter enminty between the Capelets
and Montours.”
The gruesome news travelled quickly.

Juniper and her parents learned that
the only teen who had survived the
deathly ght was Rowan Montour,
son of their sworn enemies.
Juniper wasn’t sure it was a great
idea, but she said nothing. She knew
that these could be their last hours
together.
“Here, try this herbal tincture.

It will relax you and make it easier to
endure dinner with the Parisian.”
The party was such a success that

photographs were splashed all over
social media.

Excerpt Pyramid of Action and Explanation
Rowan was relieved but he also no
longer cared what the Montours and
Capelets thought.
READING
He would hang a banner on the cross
at Mount Royal just like Mark had
imagined.
Rowan was so happy to see her. He
scrambled to get down but slipped
and fell to the ground in his haste.
UNIT 2
As for Juniper, she never forgot
the words on the banner: “Heaven is
in her arms.”
4. Give four reasons why this story can be considered a tragedy in the traditional
sense. Use information from the table in the opening task on page 37 for help.
5. Have you or anyone you know ever been in a relationship that had to be kept
hidden from parents? Why? Compare your answer with the class.
6. How might the story have ended differently if Rowan and Juniper had told their
parents about their relationship?
7. If you were Rowan or Juniper, what would you have done in their situation?
How would you have acted differently?

4 ONE-MINUTE IMPROV C1
Practise the genres of tragedy and comedy by acting out some

improvisation scenarios. This will help you better understand
SPEAKING
the genres in the reinvestment task.
1. Read the scenarios below. With your partner, discuss the characters, their
character traits, their actions and the tone your improv should take. Do not
take notes. Simply discuss what might happen. Make sure you respect the
assigned genre.
UNIT 2
2. Read the tips for successful improvisation. Then, perform a one-minute

improvisation scene for each situation
a. Agree with your partner’s comments and build on what he or she says.
b. Do not ask questions. It means your partner has to think of an answer and
this stops the ow. Instead, add new information to what your partner says.
c. Do not try too hard to be funny or overly dramatic. Be natural and the
humour or drama will come on its own.
d. Work with your partner. You are not in competition with them.
e. Tell a story. Provide details, elaborate on the characters and keep the
storyline moving.
TRAGEDIES COMEDIES
USEFUL LANGUAGE
Scenario 1 Scenario 2
Characters: two strangers Characters: two friends
•
• Two strangers have been stuck in • Two friends are waiting in line to
• an elevator for about ten minutes. ride the newest, highest, scariest
• One person has an important roller coaster. One friend is terried
• interview in an hour. The other of roller coasters, the other one
• person is heading to meet his/her adores them. The terried friend
• girlfriend or boyfriend to break up doesn’t want to admit that he/she
with them. is scared but tries to convince the
•
other one not to go on the ride.
Scenario 3 Scenario 4
Characters: a popular high-school Characters: a customer and a waiter
football player and a manager at a in a restaurant
fast food restaurant • A customer is at a restaurant.
• A popular football player is being He/she has different food allergies
interviewed for a job at a local fast and dietary restrictions. He/she
food restaurant. People idolize and wants to order from the menu but
look up to this player and he/she is every meal requires a modication
used to getting his/her own way and to the original dish. It is the waiter’s
being succeedful. The restaurant rst day on the job and he/she
manager is not impressed with the is having a difcult time helping
football player and doesn’t think he/ the customer.
she will be able to handle the job.

5 A DINNER PARTY C2
Comedies are full of twists and turns. Find out what happens
when unexpected events interfere with a fancy dinner party.
Consider rewriting part of this story in the reinvestment task.
READING
1. What do you think makes a dinner party successful?
UNIT 2
F Y I
One theory why the
2. Match each word with its denition. number thirteen is
considered unlucky
Word Denition involves a biblical
reference to the Last
a. debutante 1. a childhood disease that causes fever and an Supper where there were
itchy rash thirteen people present,
b. receiver one of whom betrayed
2. a person who is staying at someone’s house Jesus. Also, according to
c. snow drift 3. the act of only thinking about oneself Norse legend, evil was
introduced to the world
4. a young woman from the upper class who by the god Loki at a
d. chicken pox
is introduced to formal society dinner party where he
was the thirteenth guest.
e. house guest 5. the act of being impolite Because of this, many
6. the part of the telephone that converts the people avoid having
f. selshness thirteen guests present at
electric current into sound
the dinner table.
g. rudeness 7. pile of snow formed by the wind
CHARACTERS
FOURTEEN • MRS. HORACE
PRINGLE: a
(ADAPTED) woman of fashion
• ELAINE: her
debutante
daughter
• DUNHAM: the
butler or maid
SETTING
BY ALICE GERSTENBERG
• The dining-room
MRS. PRINGLE: Dunham, I’ve just It’s too bad—after you’ve set it all of a New York
had word from Mr. Harper that he so beautifully—and it’s getting so residence
was called away to the bedside of a late—someone might be coming any • A long table is
friend who is very ill. [Looking at the moment. Where’s Gustave? elaborately set
table anxiously and then at her watch.] for fourteen.

DUNHAM: There’s such an awful I was just telling Mr. Farnsworth
blizzard out he’s sweeping off the yesterday that I’d give anything to
sidewalk. have the Prince here! [The telephone
rings.] Hello—Mrs. Sedgwick. What?
READING
MRS. PRINGLE: Oh! Dear me, yes!

No—Oh! Caught in a snow drift—
[ELAINE, a young debutante in evening can’t get another car? [She puts her
gown, comes running in with a bunch hand over the telephone and speaks
of place-cards.] delightedly to ELAINE.] Good! That
ELAINE: Here are the place-cards, leaves us twelve—remove two plates,
mother. Shall I put them around? Dunham. [At the telephone.] Oh! That’s
a shame! I’m heartbroken. Good-bye,
UNIT 2
MRS. PRINGLE: Yes, dear. Remove one dear. [She hangs up the receiver, and
plate, Dunham. picks it up again] Well, I’m glad she
DUNHAM: Remove one plate, madam? dropped out. [At the telephone.] Has
Oh! Madam! It is a certainty! You Mr. Morgan come in yet? Well, don’t
wouldn’t sit down with thirteen. give him the message. I telephoned
before about crossing the street to Mrs.
MRS. PRINGLE: [Drawing back.] Pringle’s for dinner. It’s too late—you
Thirteen! Why, you’re right— understand? [She hangs up the receiver.]
thirteen! We can never sit down with
thirteen. I wonder whom I could get MRS. PRINGLE: [The telephone rings.]
to come in the last minute. Answer it, Dunham.
DUNHAM: Mr. Morgan, madam, he DUNHAM: Hello. What, sir?—Mr.

TEXT FEATURES
always tells a joke or two. Darby—the doctor says your baby
PLAY has the chicken-pox— [He hangs up
MRS. PRINGLE: Why, yes, Dunham— the receiver.] Mr. and Mrs. Darby feel
Topic: hosting a dinner
that’s clever of you! [On the telephone.] obliged to regret and also their house-
party
Hello, this is Mrs. Pringle speaking— guests, Mr. and Mrs. Fleetwood—
Language: informal from across the street. Yes. When Mr.
Purpose: to entertain Morgan comes in, please tell him to MRS. PRINGLE: That’s four out.
Audience: general, call me up right away. I want him to ELAINE: Then you’re only eight!
teenagers and young dine with us. Have him call me right
adults MRS. PRINGLE: Don’t we know
away. [She hangs up the receiver.]
someone to invite the last minute—
TEXT COMPONENTS ELAINE: Well, mother, I don’t have to be
1) Characters: list of ELAINE: The Greens—
at the table.
characters in the play MRS. PRINGLE: She’s not interesting
MRS. PRINGLE: Didn’t I place you next
2) Dialogue: words enough—
spoken by the characters to Oliver Farnsworth? Millions! He’s
in the play worth millions! Can’t he marry you? ELAINE: Where’s our book? [She runs
I ing every eligible man I can at her nger down the address book.] The
3) Stage directions:
information about the your head. Can’t you nish the rest Tuppers?
actions of the characters; yourself?
MRS. PRINGLE: The Tuppers! Good
they are written in square ELAINE: It’s no use, mother, your Heavens, Elaine, six in the family.
brackets and italics in the trying to marry me off to anyone as
dialogue ELAINE: That would get us back to
important as he is. He frightens me
fourteen.
to death. I’m as afraid of him as I’d be
afraid of the Prince of Wales! MRS. PRINGLE: Well, try them.
GLOSSARY
MRS. PRINGLE: The Prince of Wales! ELAINE: [At the telephone.] This is Elaine
Prince of Wales > title Oh! What wouldn’t I give to have the Pringle. Oh, Ella, hello! We had a
given to the heir to the Prince of Wales in my house! party arranged here and the last
British throne

moment everybody’s been dropping but MRS. PRINGLE pretends otherwise
out—the blizzard—Can’t you ock over the telephone.] Oh! Jessica—you
your family around the corner and poor dear, so sorry! [She hangs up the
eat with us? You would? Oh! ne! receiver.] There—that’s wonderful—
READING
[To DUNHAM.] Six more plates, now we are just fourteen— There’s
Dunham. [In the telephone.] What?— the front door-bell, Dunham. [As
Oh—well—but yes—yes—of course DUNHAM goes out, the telephone rings.
[Not enthusiastically.], all right. MRS. PRINGLE eyes it suspiciously.]
[She hangs up.] You murderous instrument! Now
what? Hello! Who! Mr. Oliver
MRS. PRINGLE: [Rushes in followed by
Farnsworth? No—you’re his secretary?
UNIT 2
DUNHAM.] What’s the matter—
He had to leave for Boston at once
Elaine—what is—
on very important business—Oh!
ELAINE: Now I’ve done it! I’ve just [She hangs up the receiver . . . and
done it. hits the telephone in a temper . . . ]
MRS. PRINGLE: What is it? How dare he! The last moment like
this! I don’t believe it! Selshness—
ELAINE: I invited Ella and the family and downright rudeness—and worth
she accepted and then she said they millions I’m perfectly furious—I’ll
had two house-guests and would never speak to him again!
it be all right and of course I said it
would and now we're sixteen! ELAINE: Now I will have to stay away
from the table. His not coming makes
MRS. PRINGLE: Elaine! That’s just like us thirteen again.
you, if I’d been at the phone I’d have
politely said that my table— MRS. PRINGLE: [In a temper.] Go to
My Notes
bed! I’ll send you milk and crackers!
ELAINE: But you weren’t at the phone. I certainly won’t sit down to thirteen—
MRS. PRINGLE: But I must not be go to bed—get out of my sight—
disgraced. [DUNHAM enters from left.]
ELAINE: But mother, I needn’t sit at DUNHAM: It was Mr. Morgan,
the table. madam—
MRS. PRINGLE: [Pointing to the chair MRS. PRINGLE: Mr. Morgan! But I
authoritatively.] You’re going to sit right telephoned his maid to tell him not to
next to Oliver Farnsworth! Now I don’t come.
wish to hear another word about it.
ELAINE: That makes you thirteen
ELAINE: But can’t we squeeze them in? again—unless you don’t want me to
MRS. PRINGLE: Have you forgotten go to bed—
that Mr. Tupper weighs something like MRS. PRINGLE: Of course I don’t want
two hundred and fty pounds? And you to go to bed. We’re back to where
Mrs. Conley has no waist line? we started—fourteen, Dunham.
ELAINE: But I really wouldn’t have to be [The telephone rings.]
at the table.
MRS. PRINGLE: Hello—what is it?
MRS. PRINGLE: Be still! [She starts as [Sharply.] Yes—yes? Mrs. Tupper!
the telephone rings.] The telephone! But now you must come—we’re GLOSSARY
Now what? Hello—yes—what!—the prepared for you. It wasn’t an
blizzard—your cold—too dangerous! imposition at all. Of course my ock > gather together in
[DUNHAM, ELAINE and MRS. daughter had authority to invite a group
PRINGLE are delighted and relieved the guests, the table is all set. disgraced > embarrassed
or humiliated

My Notes
[She hangs up the receiver.] Now, what waiting for your answer—the one
do you think of that? Mrs. Tupper gentlemen’s face looked very familiar,
is perfectly furious at Ella for telling madam, but I just can’t place him.
you about the house-guests so she’s
READING
MRS. PRINGLE: [She has been reading

leaving Ella and Henry at home—
the note and is almost fainting with
only six are coming. Remove two
surprise and joy.] Oh, my goodness!
plates, Dunham—we’re twelve after
Elaine—It’s the Prince of Wales!
all. I shall go mad! I’ll never entertain
again—never—never—people ought ELAINE: Then we’ll be thirteen again—
to know whether they’re coming DUNHAM: There’s the secretary, Miss,
or not. They drive me wild. This
UNIT 2
he is his bodyguard—
is my last dinner party—my very
last—a asco—an utter asco! It’s MRS. PRINGLE: Certainly, the secretary,
impossible. I’m through! Through Elaine. We shall be fourteen at dinner.
with men like Oliver Farnsworth!—I The guests may sit anywhere they
don’t care how rich they are! They’re choose.
nothing without courtesy and ELAINE: [Following.] But mother, wasn’t
consideration, He’s not good enough it nice of Oliver Farnsworth to send a
for you! I won’t let you marry him! I Prince in his place?
hate Oliver Farnsworth!
MRS. PRINGLE: Didn’t I always say
[DUNHAM enters.] that Oliver Farnsworth was the most
DUNHAM: A note from Mr. considerate of men?
Farnsworth, madam. There are two ELAINE: I think I shall like
strange gentlemen in the lower hall. Mr. Farnsworth.
They presented this letter. He said
MRS. PRINGLE: Silly child! It is too late
he was the secretary. All the other
now to like Mr. Farnsworth. It’s time
guests are upstairs, madam, I counted
now to like the Prince. [Starting out.]
twelve in all, including you and Mr.
Thank God for the blizzard!
Pringle and Miss Elaine. But the two
gentlemen downstairs, madam, are CURTAIN
3. Number the events in the order in which they happened in the story.
Elaine phones the Tupper family to invite them to the party.
Mr. Morgan arrives at the house because he did not receive the second phone message.
Jessica cannot come to the party because the blizzard is too dangerous.
Mr. and Mrs. Darby and their house-guests cannot attend the party because the baby is sick.
Mrs. Pringle calls Mr. Morgan to cancel the invitation to her party.
The Tuppers decide to come to the party but will not bring Ella and Henry.
Mrs. Sedgwick calls to say that she cannot attend the party because she is caught in a snow drift.
Mrs. Pringle invites her neighbour, Mr. Morgan, to her party.
Mrs. Pringle swears that she will never have another dinner party.

4. What incident begins the series of conicts in the play?
READING
5. Why does Mrs. Pringle want Elaine to sit beside Oliver Farnsworth?
UNIT 2
6. How is the conict solved at the end of the story?
F Y I
The Prince of Wales
7. The play Fourteen is a comedy. Read the characteristics of a traditional comedy is a title given to the
below and nd an example of each one in the play. member of the royal
family who is heir
Characteristic Example to the throne. When
the play Fourteen
The conict in the was written, the
story is not very Prince of Wales
serious or painful. was Edward VIII.
Edward VIII broke
many traditions of the
Women play a larger royal family. He had
role in the story. romantic relationships,
a very active social life
and enjoyed balls and
parties. Edward VIII
The storyline is full was very popular.
of twists and turns.
The story has a

light-hearted tone
and evokes feelings
of humour and
amusement.
The story ends with

a happy ending.

6 WHAT’S THE STORY? C1
Reect on the unit’s tasks so far. Whether tragedy or comedy,

what makes a good story great?
SPEAKING
1. Look back on the unit’s texts. React to what you’ve learned so far.
Take some notes.
2. In groups of four, demonstrate competency in interacting orally in English by

participating in a discussion on books, lms and tragedies and comedies.
UNIT 2
3. Select a question or statement from your card. Take turns initiating a

15-minute discussion with your classmates by giving your opinion about the
topic presented in your question or statement.

GLOSSARY d. express opinions and ideas that are related to the issues but also to what
your classmates say;
aw > personal weakness
or defect e. ask questions or ask for clarication about what they say.
Student A Student B
• Tragedies are the best kind of stories. • Consider the books you have read in high school
so far. Which ones were the most tragic?
• Compare the books you have read in high school
so far. Are they mostly tragedies or comedies? • Teenagers generally prefer comedies over
tragedies.
• Is everyone’s life a mix of both tragedy and
comedy? • How might some popular books and movies
be considered a tragicomedy—a combination
of both genres?
Student C Student D
• Everyone has a fatal aw. • Which are better, movies or books?

• Consider the books you have read in high school • Would the book or movie of your life be a tragedy
so far. Which ones were the best comedies? or a comedy? Explain.
• Females can be strong protagonists • Most people prefer
in tragedies, too. stories that have
a happy ending.
Refer to Workshop A: Group Discussion Skills on page 27 and functional

language on page 222 of the Reference Section for help.

7 TELL A STORY C2 C3
Find out how adding a new character adds new twists and
REINVESTMENT
changes the ending of an existing story.
1. Choose a story from the options below. You will create a new character who
will inuence how the story ends. Your character’s actions and the events you
choose to include in the story may change the story from a tragedy to a comedy
or vice versa. You can also choose to write your story as dialogue in a play, or as
a narrative.
The Tragic Tale of Rule of Thumb Fourteen
UNIT 2
Rowan and Juniper
2. Plan your character. Look at the denitions in Task 1 on pages 36 and 37

and decide if your character will be a tragic or comic hero. Think about your
character’s qualities and weaknesses and what actions they will take to become
part of the storyline.
CHARACTER’S NAME:
STRATEGY
QUALITIES WEAKNESSES ACTIONS
Refer to the model texts
• • • on pages 41 to 44 in
the unit.
• • •
• • •
• • •
3. Plan the action of your part of the story. Decide how the original story will
change with the new character and events.
Exposition
Incident
Rising action

Climax
REINVESTMENT
Falling action
Denouement
UNIT 2
4. Write the draft of your text. Include some sentences from the original story in
your text. Use the same point of view as in the original story and respect the
verb tenses. Refer to the models on pages 41 to 44. Check your use of adverbs
and the perfect tenses.
5. Revise and edit your text. Use the writing checklist.
8. Publish your story. Read and discuss your classmates’ stories.
WRITING
CHECKLIST
I rewrote part of a story featuring a new character.
I included the parts of the pyramid of action.
I used prose in my narrative or dialogue in my play.
I respected the characteristics of a tragedy or comedy.
I used perfect tenses and adverbs correctly.
Go over the evaluation grid with your teacher. Use what you learned from the
unit’s texts and make sure your information is accurate. Personalize your text.
Integrate feedback from peers. Include all the components of your chosen text
form. Eliminate errors.

DO YOU NEED MORE TRAGEDY
IN YOUR LIFE? DVD
EXTRA WATCHING
C2
The English playwright William Shakespeare wrote many plays that were
divided into three genres: tragedy, comedy and history.
1. Read about some of Shakespeare’s most well-known plays. Based on each

description, decide if you think the play is a comedy (C) or a tragedy (T) and
give one reason to explain your choice. Think about the characteristics of
comedies and tragedies that you learned about in Task 1.
UNIT 2
Play and Summary C or T Reason
Taming of the Shrew
Bianca and Katherine are sisters. Bianca
is kind and gentle, Katherine is bad-
tempered and rude. Many men want to
marry Bianca but her father will not let
her marry until they can nd someone
who will marry Katherine. The play tells of
the girls’ romantic and absurd adventures.
In the end, both Bianca and Katherine get
married and everyone is happy.
Antony and Cleopatra

This is the story of a romance between
two powerful people: Antony, ruler of
the Roman Empire, and Cleopatra,
Queen of Egypt. While Antony defends
his empire, Cleopatra becomes extremely
jealous and pretends to be dead. When
Antony hears this, he tries to kill himself.
He is taken to Cleopatra and he dies in
her arms. Cleopatra is so upset that she
commits suicide by letting a poisonous
snake bite her.
Comedy of Errors
Two sets of identical twin boys are
separated from their parents and each
other after a shipwreck. The boys nd
themselves in some silly situations of
mistaken identity and funny adventures.
Everyone is nally reunited and the
families are complete once again.

GLOSSARY 2. While watching the video, check the characteristics of a tragedy
mentioned in the video that apply to the play Macbeth.
betrayal > to go against
EXTRA WATCHING
someone who trusts you serious theme sad and depressing ending
downer > something sad
hero does not like to adapt main character is involved in serious
sprites, pixies > fairies or change and painful conicts
dire > very serious and
terrible male protagonist has storyline evokes emotions of pity,
a major aw fear and sadness
dreariest > most
depressing protagonist suffers downfall audience feels sorry for
snagging > catching the tragic hero
UNIT 2
wallow > be sad

3. Complete the sentence prompts with your thoughts about and reactions to
the video. Discuss your ideas with your partners.
a) I liked/disliked the video because:
USEFUL LANGUAGE b) I think that Macbeth is about:

•
•
•
•
4. Why do people read or watch tragedies?
5. What element is common to most Shakespearean tragedies?
6. What is Macbeth’s major aw?
7. Look back at your answer to Step 3 b. How could the story of Macbeth be
retold as a comedy?

STORY TIME
PROJECT PROJECT TIPS
Use the steps of the
A production process.
PROJECT
PROJECT Refer to the information
in the unit.
BOOK JACKET PRESENTATION C2 C3 Revise and edit your
work using a writing
Prepare a poster-sized book jacket for your favourite tragedy or comedy, classic checklist.
or modern. Include a front cover and a back cover in your book jacket. Ask for and integrate
1. Think about your favourite stories (books, TV shows, lms, real life). feedback from class-
mates.
UNIT 2
Select the story that you relate to or that brings out your emotions.
Share your work.
2. Look at the book jackets of some popular English-language books
for inspiration.
3. Note important information about characters in the story and the storyline
of your chosen story. Use the pyramid of action for help.
4. Choose which story elements you will include on the back cover.
5. Write a few short reviews of your story for the back cover. Highlight why
this is such a good story.
6. Choose a photo for the front cover. Include the title and author's name.
PROJECT B
SKETCH C1 C3
Work in teams to adapt a story that you will then perform as a short sketch.
Perform the sketch for your classmates.
1. Choose a story from a movie, a television show, a book or real events.
2. Plan your sketch. Think about the characters and the storyline. Use the
pyramid of action.
3. Write a short script based on the story.
4. Include dialogue and stage directions.
5. Assign different roles to the members of your group.
6. Present your sketch to your classmates.

PLAY ON WORDS
Review some of the literary terms you learned in the unit and learn some new ones, too.
VOCABULARY
1. Complete the text with words from the Word Box.

There are different literary like and
but all stories follow the same structure whether in the form of a or in
. Every story begins with the . The reader discovers
when and where the story takes place and is introduced to the characters. In a traditional
UNIT 2
tragedy, the main , also called the protagonist, is usually male. The kind
of and point of depends of who is telling the story.
The protagonist faces an initial which starts the action. The main events
of the story make up the action where the protagonist is faced with problems
that they must solve. As they face each , it evokes in
the reader. The may feel fear, sadness, happiness or pity as they watch
the struggle with these problems. These events lead to the most intense
moment in the story, the . As the story winds down to its conclusion, the
character experiences a few nal events called the falling . Near the end
of the story, there is usually a of conict and the story nally ends with
a where the character usually learns a lesson about life.
2. Find and circle the words in the puzzle. WORD BOX

N A R R A T I O N T P N action hero
audience incident
E Y D E G A R T N R R O character narration
X Y C S E R N E G E I I climax play
comedy prose
P R O R E H D E A T S T conict resolution
O E N M I I S X C C I U denouement rising
emotion tragedy
S C F D C O P A O A N L exposition view
I N L N R L N M M R G O genres
T E I P A O O I E A V S
3. Circle the remaining letters.
I I C Y I F A L D H I E Write them below to nd
the phrase.
O D T T C T I C Y C E R
Mystery Phrase (15 letters):
N U C E M O T I O N W O
N A T N E M E U O N E D

WORKSHOP B
ARE YOU GAME?
Where
do you stand
on organized
sports? THE PERFECT
PARAGRAPH
Most people do not dispute the health benets of physical IN THIS WORKSHOP, LEARN
activity, and team sports certainly teach children to work HOW TO CRAFT PERSUASIVE
together. However, for some people organized sports are a PARAGRAPHS FOR OPINION
source of stress and unhappiness. Examine how society glories PIECES.
sport, from professional sports and the Olympics, to school
• DISCOVER the dos and
athletics and the local soccer eld.
don’ts of strong reasoning... 60
• PRACTISE writing coherent
ONE-MINUTE CHALLENGE supporting paragraphs ........ 62
Make a list of the most challenging or stressful sports • LEARN to anticipate and
offered at your school or in your neighbourhood. refute counter-arguments .... 64
• WRITE strong supporting
• •
paragraphs for an opinion
• • piece..................................... 66
• •
• •
WORKSHOP B
1 BUILD YOUR ARGUMENT C2
Use strong reasoning.

Not all reasons are equal when it comes to supporting paragraphs, and it is easy to make errors of logic.
Read the following lists of dos and don’ts for constructing arguments:
 Do use convincing reasons.
 Do support those reasons with examples and facts.
 Do use the writing techniques for supporting paragraphs described on page 99 in Workshop C.
A. Don’t present opinion as fact. Swimmers are the best athletes.
B. Don’t generalize. I once got picked on by a girl in my class who is on the basketball team,
so this proves that basketball players are bullies.
C. Don’t assume cause and effect. I won the race after buying new running shoes. Therefore,
the shoes caused me to win the race.
D. Don’t use stereotypes. Football players are all brawn and no brain.
E. Don’t use circular arguments. The Montréal Canadiens team has the best players because
they are better than the other players in the league.
For a review of the key elements of an opinion piece, see Workshop C on pages 109 to 120.
1. Read the model supporting paragraph below. Underline the topic sentence.
Number each reason, example or fact used to support the topic sentence.
POSITION: Organized team sports are more benecial to children and teenagers than individual sports.
Young people get more from organized team sports than individual sports. To begin with, children and
teenagers who participate in team sports develop stronger social skills because they spend time with
their friends or even meet new ones. While young people who play individual sports focus on their
own achievement, those who practise a team sport learn to cooperate with others in order to achieve a
common goal. In addition, participation in a team sport provides a safe, structured environment in which
to learn the benets of healthy competition. Finally, although participating in an individual sport might
help a person become a strong, healthy athlete, the experience of being on a team will also make them
sociable and accountable to others.
2. Summarize the reasoning and evidence given by the writer to support

the topic sentence.
60 Workshop B Reproduction prohibited © TC Media Books Inc.

WORKSHOP B
3. The following sentences have errors of reasoning. Write the letter
of the “don’t” (A, B, C, D or E) from page 60 beside each sentence.
1. Sports fans idolize professional athletes because
they wish they could be like them.
2. It takes a lot of skill to be a great swimmer whereas
anybody can be a good runner.
3. Jason is really tall so he is probably a very good
basketball player.
4. My brother and his friends are on the basketball team
and they love to buy new shoes, so this proves that
basketball players are obsessed with shoes.
5. My English teacher is also the volleyball coach and
she didn’t pick me for the team because I didn’t do
well on my last English assignment.
4. Identify the errors of reasoning in this paragraph by writing the sentences that
you feel give weak arguments. Write the letter of the “don’t” from page 60
that applies in each case.
POSITION: Parents place too much importance on performance in sports.
Parents who are too serious about sports often ruin their child’s chances of
becoming a lifelong athlete. Instead of being proud of their child’s efforts, these
parents constantly pick on their weaknesses and make them feel stressed. Parents
force their children to compete even when they just want to practise a sport for
fun. They think they know better just because they’re the adults. Unfortunately,
the child is afraid to disappoint their parents and then this causes them to
perform poorly. Then, the child loses motivation and doesn’t want to participate
in the sport at all. The worst kind of parents are those who are also athletes!
Reproduction prohibited © TC Media Books Inc. Workshop B 61

WORKSHOP B
2 MAKE IT CLEAR C2
Write a coherent paragraph.

A supporting paragraph is coherent when:
 All the sentences support the paragraph’s topic sentence.
 The supporting arguments are introduced in a logical sequence.
 One supporting argument doesn’t contradict another.
 Conjunctions and transition words help connect arguments in a logical fashion.
For more on conjunctions and transition words, see pages 214 to 217
of the Grammar Section.
1. Read the model paragraph below. Highlight the conjunctions and transition
words used to connect arguments in the paragraph.
POSITION: Famous athletes take advantage of their celebrity status

in society.
Famous athletes think that they can get away with things just because they
bring success and honour to their country. However, being an Olympic athlete
does not mean that you are above the law. For example, after winning the gold
medal at the 2016 Olympic Games in Rio, members of the American swim team
found themselves in trouble with the police. To begin with, team member
Ryan Lochte lied to the police claiming that he and his teammates were robbed.
In fact, the young men were drunk and had vandalized a toilet at a gas station.
In my opinion, winning a gold medal doesn’t give you a free pass to do
whatever you like.
a. In your own words, write the main argument in the model paragraph.
b. Summarize the supporting reasons and evidence given by the writer.

WORKSHOP B
2. Read the sentences below. Highlight the conjunctions and transition words
used to connect arguments. Then, rewrite the sentences in the correct order
to form a coherent paragraph.
a. POSITION: Professional hockey players make an important contribution to society.
• Finally, some hockey players donate large amounts of money to charities and
children’s hospitals and contribute to making this world a better place.
• Although some people may argue that professional hockey players are overpaid,
they give back to society in different ways.
• Next, they help the economy because fans pay a lot of money to watch the games
and buy hockey-related products that help businesses.
• To begin with, professional hockey players are good role models for young athletes.
b. POSITION: Forcing teenagers to play team sports in gym class ruins their self-esteem.
• Although everybody is supposed to have the same opportunity to practise, the “real
athletes” run around with condence while the less-adept players are ignored.
• First of all, each student’s individual ability is obvious to everyone in the gym.
• Unfortunately, the bottom line is that forcing kids to play team sports teaches
them to be anxious, stressed and, ultimately, to hate physical exercise and maybe
even themselves.
• In fact, teens have nowhere to hide from their insecurities and failures as they
are visible to everyone in the class.

WORKSHOP B
3 KNOW YOUR OPPONENT C2
Use arguments and counter-arguments.

For every opinion, there is an opposite opinion:
Participation in team sports teaches cooperation and collaboration. vs. Participation in team sports
promotes unhealthy competition.
Because the primary goal of an opinion piece is to convince readers, it is helpful to assume that those
readers may hold an opposing opinion and disagree with your arguments. An effective technique is to:
1. Predict the readers’ counter-arguments. 3. Refute them with even stronger arguments.
2. Address those counter-arguments.
POSITION: Professional athletes deserve their salaries.
Step 1: Predict possible counter-arguments.
Professional athletes are overpaid. They don’t They contribute to charities to make themselves
deserve millions of dollars for playing a sport look good.
a few times a week.
Steps 2 and 3: Address counter-arguments and refute them.

Although it is true that professional athletes are paid very high salaries, one can argue that the continued
support and interest of their fans keeps them in business. It’s a question of supply and demand. Many
professional athletes support children’s hospitals and other charities. Others have used their money to
create foundations that raise money for cancer research or other illnesses.
1. Practise addressing and refuting counter-arguments.

Language to address
and refute counter- • Read the writer’s position and the counter-argument.
arguments: • Write arguments that address and refute the counter-arguments.
Although . . .
It may be true that . . . a. POSITION: High-school athletes are serious about their responsibility
but . . . to the team and their contribution to the school’s reputation.
Some people think . . .
However, . . . Possible counter-argument: High-school athletes are self-centred and see
It is a mistake to think themselves as superior to everyone else in the school.
that . . .
Address and refute:

WORKSHOP B
b. POSITION: Organized team sports for children should focus only
on participation and not on competition.
Possible counter-argument: It is important to have an element of competition

in team sports so that children learn to push themselves in order to achieve a
goal and feel the satisfaction of winning a game.
Address and refute:
2. Prepare well-conceived arguments by considering both sides of this topic.
Parental pressure and expectations in organized sports can affect

a teenager’s motivation and self-esteem.
• Decide on your position and write a position statement.

• Consider both sides of the issue.
• In point form, write arguments and counter-arguments for your position.
Position statement:
Arguments for Possible counter-arguments
3. On a separate sheet of paper, write a supporting paragraph based on some

of your arguments and counter-arguments from Step 2.

WORKSHOP B
4 WHAT’S YOUR OPINION?

Now it’s time to apply what you have learned to your
own writing.
C3
Write two effective supporting paragraphs for an opinion piece that presents your
position on the following question.
Does participation in an organized team sport help or hinder a young

person’s physical and psychological development?
Instructions
• Decide which position to take and write a topic sentence for each paragraph.
• Plan your paragraphs in the graphic organizer below.
• Brainstorm arguments for and against your position. Then, number them
in a logical order.
• Write a rst draft of your two paragraphs on page 67.
• Use the writing checklist on page 67 to make adjustments to your paragraphs.
• Write your nal copy on page 68.
Position statement:
Topic sentence for paragraph 1:
Topic sentence for paragraph 2:
Supporting arguments Possible counter-arguments
Paragraph 1: Paragraph 1:
Paragraph 2: Paragraph 2:

WORKSHOP B
First draft of the supporting paragraphs
• Write your rst draft of the two paragraphs here.

• Use the checklist to verify and revise your text.
Paragraph 1:
Paragraph 2:
WRITING
CHECKLIST My supporting paragraphs include:
A topic sentence
It opens the paragraph. It clearly expresses a single idea.
It supports my position on the question.
Supporting sentences
They provide reasons, facts, examples or The arguments do not contradict each other.
anecdotes to support the topic sentence.
I used transition words and conjunctions
The arguments use strong reasoning. effectively.
Counter-arguments are anticipated and refuted. I checked my spelling and grammar.
The arguments are organized in a logical
sequence.

WORKSHOP B
Final version of the supporting paragraphs
• Write the nal version of your supporting paragraphs here.

• Make sure you integrate all the adjustments, revisions and corrections you made
on your rst draft.
Paragraph 1:
Paragraph 2:

BIONIC EYES, 3-D PRINTED SKULLS AND
CRYONICS WERE ONCE THE STUFF OF
SCIENCE-FICTION FANTASY. TODAY, THIS IS
JUST EVERYDAY WEIRD MEDICINE! GOING
BEYOND WHAT WE EVER DREAMED,
BREAKTHROUGHS LIKE THESE RAISE
ETHICAL DILEMMAS AND MAKE US ASK:
“HOW FAR IS TOO FAR?“
WEIRD MEDICINE
UNIT 3
How do
we decide
IN THIS UNIT, YOU WILL:
if medicine
is going
• TALK about some unusual medical
breakthroughs. too far?
• READ about three controversial medical
practices of our times.
• WATCH a video about a woman who changed
modern medicine. ONE-MINUTE CHALLENGE
• READ arguments for and against embryonic Make a list of what you think will be
stem cell research. or should be the next breakthroughs
• PRACTISE GRAMMAR: simple past vs. present in modern medicine.
perfect; the passive and active voices; modals.
REINVESTMENT TASK:
• WRITE a discussion text presenting arguments for
and against a controversial medical breakthrough.
1 CURIOUS MEDICINE C1
Modern medicine can lead to unusual and surprising discoveries.

You will consider one such discovery in the reinvestment task.
1. Read about four recent medical discoveries below. With a group, answer
these questions about each discovery.
STORY
Anthology a. Which breakthroughs have you heard about before?
WARM-UP
b. Can you think of any negative consequences of any of these medical

breakthroughs?
read the short story
“2BRØ2B” by Kurt c. If you were in a situation where you could benet from these treatments,
Vonnegut. In the story, which ones would you agree to? Why?
a man makes a difcult
choice to ensure the d. Which of these discoveries or treatments might be controversial or present
survival of his newborn an ethical dilemma? Why?
UNIT 3
triplets.
2. Which breakthrough do you think is the most unusual? Most disgusting? Most
innovative? With your group, complete the table below.
Category Our choice Reason

USEFUL LANGUAGE
• most unusual
•
• most disgusting
most innovative
1. A Tooth for an Eye

When Martin Jones from Rotherham, England, was
blinded in a work accident, doctors took one of his teeth
and drilled a hole in it to make it into a holder for an
optical lens. They then placed the tooth inside his cheek
so that it could grow tissue and blood vessels. After three
months, doctors removed the tooth from Jones’s cheek
and implanted it in his eyeball. Two weeks later, Jones had
regained sight in his right eye.

2. Booger Bacteria
You’ve always been told not to pick your nose but
researchers in Germany have discovered that some
people carry a type of bacterium in their noses that
produces an antibiotic that can kill infections like MRSA (methicillin-
resistant Staphylococcus aureus). MRSA can infect a person’s blood and
cause blood poisoning, or sepsis, which can then lead to death. Maybe
WARM-UP
the antibiotics of the future are actually right under, or up, our noses.
3. The Next Generation of Body Parts

3-D printing has changed modern medicine in many ways.
It allows researchers to create model body parts that
UNIT 3
surgeons can use to test and practise risky procedures on
before hitting the operating room. But it doesn’t stop there.
In 2014, doctors actually replaced a woman’s entire skull
with a 3-D-printed plastic model. By replacing her skull with
the plastic model, doctors gave her a second chance at life. GLOSSARY
hitting > arriving in
4. From Man to Machine wear their heart on
Some people might wear their heart on their their sleeve > show their
sleeve but there aren’t too many who carry it emotions
around in a backpack. In 2014, a 25-year-old man
lived for 555 days with a device called a Syncardia,
an articial heart made of plastic and connected F Y I
to a pump that ts into a backpack. Other patients
Ethics refers to the
have worn this articial heart for up to four years! principles or rules
It allows them to function until a real heart becomes available that help us as a society
for transplant. Without this innovative technology, many people to decide what is morally
would die before receiving a transplant. right or wrong. Bioethics
is a eld of study that
is concerned with the
ethical issues related
3. Summarize the main idea of each discovery in one sentence. to situations that arise
because of new biological
1. and medical procedures
and treatments.
2.
STRATEGY
The main idea of a text

3. is the message the author
wants you to retain.
Pay attention to the
4. general message instead
of only specic details.
Reproduction prohibited © TC Media Books Inc. Weird Medicine 71

2 EXTREME MEDICINE C2
Certain medical practices raise questions about what is morally

right or wrong. Consider these topics for your discussion text
1. Place the words from the Word Box in the correct column of the chart. Be careful:
some words can serve different functions depending on the context. Find the
WORD BOX words in bold in the text to help you decide on their function.
READING
adverse
altruistic Nouns Verbs Adjectives
bleak
cavity
deplete
endorse
UNIT 3
fad
far-fetched
fecal
ushes
gut
2. While reading the text, record an argument for and an argument against each
resuscitator
of the treatments described in the following three articles in the notes section
solace beside each text.
tissue
IN CONTEXT
Grammar IN CONTEXT Simple Past vs. Present Perfect
1. Read the sentences below. Identify the verb in each one. RED FLAG
a. During the operation, doctors replaced her heart. Don’t use the present perfect
b. Greg received a new heart in 2016. tense with a specic time word
like , ,
ANALYZE & PRACTISE
c. A young girl has lived without a human heart for over a year. , , etc.
Grammar
d. Researchers have discovered a new bacterium.
2. Which sentence above describes the following?

a. an action that happened at a specic moment in the past
b. an action that happened at an unspecied time in the past
c. an action that started and ended in the past
d. an action that started in the past and continues in the present
3. Highlight at least ten examples of verbs in the simple past and

present perfect tenses in the texts on pages 73 to 77.

My Notes
THE DEMAND
FOR POOP
BY CATHERINE MCINTYRE
armers and gardeners will know that a diversity of microorganisms in the soil
READING
is essential for healthy crops; the same is true for the human gut ora.
Low diversity allows some bacteria to take over and disrupt the gut’s
microbial harmony—these skewed proportions of bacteria are detected
in people with chronic digestive problems and other ailments.
With fecal transplantation, the deplete healthy gut ora leaving

theory goes, a person with unbalanced a patient susceptible.
UNIT 3
or limited bacteria can regain health “With C. diff, the problem is caused
by introducing someone else’s more by this clearcutting of the rainforest
balanced bacteria into their gut. by antibiotics, and FMT is basically
The limits of poop’s powers to heal re-seeding the rainforest,” explains
are dened by who you ask, but the Allen-Vercoe.“It works really well, really
illnesses for which the best evidence quickly.”
exists are, predictably, disorders of the The FDA gave clinicians in the
gut, like colitis, as well as inammatory United States approval to use FMT
bowel disease and Crohn’s. Beyond (fecal matter transplantation), at their
these, early studies have correlated gut discretion, to treat recurrent C. diff only.
issues to everything from chronic fatigue Canada didn’t adopt that exception until
syndrome to MS, arthritis, Parkinson’s, March 2015, and for any other illness,
diabetes, obesity and even autism. fecal transplant remains restricted to
The mysteries of the gut have clinical trial settings.
only just started to be unravelled by While success stories are abundant,
researchers, but one thing we do know the procedure is no magic bullet, and it’s
for sure is that gut bacteria can be not without risks.
inuenced and changed, and that each “There’s potential for unintended
person has their own unique prole— consequences,” says Mark Smith, a
something Dr. Emma Allen-Vercoe microbiologist and co-founder of
calls a “pooprint.” OpenBiome a Boston-based non-prot
“Every person you meet is going stool bank that provides screened
to have a different makeup of microbes feces to doctors and hospitals.“You’re
in their gut,” says the Guelph University- effectively re-engineering a very GLOSSARY
based microbiologist, who, in 2008, complex system that we’re just starting
helped crack the code on how to “culture to understand. So we want to be quite crops > plants we eat
the unculturable” for the Human cautious about rolling this out without skewed > unbalanced
Microbiome Project. having evidence to know it’s both safe unravelled > taken apart
To understand the enthusiasm for and effective.” clearcutting > cutting
healthy poop, it’s useful to start with C. Microbiome pioneer Emma Allen- down all trees
diff, the illness for which this treatment Vercoe worries about FMT becoming clinical trial settings >
is unambiguously helpful. The infection the next big health fad.“It seems to regulated research contexts
is frequently contracted in hospital, be more of a trend these days,” she stool > feces
when antibiotic and other treatments says, expressing concern that healthy
rolling out > making
something public

My Notes
people will start using FMT as a way to the future via the Robogut. Modelled on
x imperfections, like clearing up acne the human digestive system, the stainless
or melting away that extra 10 pounds. steel and glass contraption is meant
(Early animal studies suggest that gut to make fecal transplant safer, more
bacteria correlate to weight. In one effective and ultimately more accessible.
experiment, feces from an obese person Allen-Vercoe invented the Robogut
was transplanted into a mouse, who as a research tool and alternative to
then became obese.) FMT, which she describes as risky and
READING
If Allen-Vercoe has her way, “pretty disgusting.” In the future, she

the future is a place where no one will predicts synthesized poo will open the
need fecal transplants, at least not with door to customized bacterial formulas
real feces. The pioneer microbiome based on individuals’ unique bacterial
researcher is now developing a way to imbalances.
take FMT beyond its infancy and into
UNIT 3
3. What is fecal transplantation?
4. Why is fecal transplantation not yet a common practice?

Grammar IN CONTEXT
IN CONTEXT
The Active and

Passive Voices
The two sentences below
have the same meaning.
a.The research was
Grammar
conducted by 5. What is Allen-Vercoe’s plan for the future of fecal transplants?

scientists at McGill
University.
b.Scientists at McGill
University conducted
the research.
How are they different
grammatically?
• Who is initating the
action in sentence a? TODDLER WHO DIED FROM
• Who receives the
action in sentence b?
A BRAIN TUMOUR IS FROZEN
Find and underline BY PARENTS
one verb in the passive
form in each of the three
texts on pages 73 to 77. BY ANNA HODGEKISS
two-year-old girl who died from a brain tumour has been

Go to page 179 of
the Grammar Section
frozen—in the hope she will one day be revived by advances
for more practice in science. Matheryn Naovaratpong, from Thailand, is thought
and access to an to be the youngest person ever cryogenically preserved.
interactive workshop.

The toddler was diagnosed with brain is removed and stored, rather F Y I
an aggressive form of cancer last April. than the whole body. It is now sitting Cryonics is a practice
The outlook was bleak from the start— in a stainless steel, vacuum-insulated that involves freezing
the disease has a ve-year survival rate container in Arizona lled with liquid the body of a person
of 30 per cent. To make matters worse, nitrogen at -196˚C. who has died from an
Matheryn—known to her family as But the question still remains as to incurable disease in order
Einz—had fallen into a coma. how—if science did eventually progress to preserve it until future
After months of intensive enough—any frozen body would medical breakthroughs
allow scientists to bring
READING
treatment, including 12 rounds of brain actually be revived.“We know we can
surgery, 20 chemotherapy treatments, regenerate a small organ, and grow a the person back to life.
and 20 radiation therapy sessions, new heart,” said Mr. Drake. “We know Bodies are stored at
it became clear there was little more we can 3-dimensionally print cells and temperatures below
-150°C.
doctors could do. She died on January 8, hearts. So at some point we would need
2016 after her parents switched off her to regenerate her entire body, or at least
life support machine. her organs, and put it all together. Then
Matheryn is currently at the we’d need to transplant that brain into a
UNIT 3
My Notes
Arizona-based Alcor, her brain and body new body.”
frozen separately at -196°C. For Matheryn’s family, it provides
Her family’s main—although many peace of mind and gives them some
would argue, far-fetched—hope is that solace from the tragedy of her death.
one day, science will have progressed “At least, we devoted her life and
enough to restore life to her. Alternatively, body for the progress and development
her parents want the cells from her of science,” said her mother, Nareerat.
brain and other parts of her body to be
saved, so the disease that killed her can HOW HER BODY WAS FROZEN
be studied in the future. But as a family › The patient is moved onto an ice
of doctors, they are hopeful rather than bed and coated in freezing materials;
unrealistically optimistic. the heart is articially restarted with
“They didn’t want their daughter’s a “heart-lung-resuscitator.”
life to end in vain,” said Aaron Drake, › Over a dozen different medications
Alcor’s medical response director. are administered before blood is
“They’re hoping that by preserving the drained from the body and replaced
with medical-grade antifreeze.
tissue cells of this particular cancer,
they can come up with a better treatment › The chest cavity is then opened
plan, and maybe even eventually cure it. to attach the major blood vessels
to a machine that ushes out
If you look at the global picture of what
all remaining blood. The body’s
they’re trying to accomplish, it’s very temperature is slowly lowered at a
altruistic.” rate of 1˚C every hour. GLOSSARY
Matheryn underwent a procedure
› After two weeks, the body reaches
called a “neuro.”This is where the toddler > young child
deep cryofreeze at -196˚C.
coated > covered
6. When and how did Einz die?

My Notes 7. What part of Einz’s body has been stored and could eventually be revived?
8. What do you think pushed Einz’s parents to choose this option for their daughter?
READING
ARE WE OVERSTATING
THE BENEFITS OF
MEDICAL MARIJUANA?
UNIT 3
BY CHRISTOPHER LABOS
n July 2016, Health Canada announced it was modifying its rules for medical
marijuana and would allow producers to sell oils and fresh leaves, as well
as the dried plant that is currently available. Even as Health Canada loosens
restrictions, it maintains that marijuana is not an approved medicine, nor
does it endorse its use for any specic disease. Of course, that hasn’t done
anything to slow down its increasing popularity.
Claims have been made in recent evidence of moderate quality to suggest

years that marijuana can be used for a marijuana helps for chronic nerve
wide range of conditions. For their part, pain, nausea due to chemotherapy and
many patients and their physicians claim spasticity due to MS—but that was it.
to have seen dramatic improvements Robert Wolff, the study’s co-author,
with cannabis. Michael Dworkind, points out that if marijuana were a new
medical director of Santé Cannabis medication, the lack of evidence means
in Montréal, Québec’s rst medical it would not be approved by the FDA
marijuana clinic, has treated many or Health Canada.
patients with chronic pain or palliative But the absence of evidence is
cancer and has seen dramatic results. not the evidence of absence, according
But some doctors and researchers to Mark Ware, associate professor in
are raising concerns about how little family medicine at McGill University.
we know about marijuana’s efcacy, “I hope we don’t interpret the lack of
how few reliable studies there are, and evidence as evidence that it doesn’t
how expectations might not match work. The lack of evidence means we
the evidence. Skepticism about the don’t have the studies of whether or
health benets of marijuana have been not it does work,” he says.
GLOSSARY bolstered by a recent meta-analysis As it stands, many signicant
in the Journal of the American Medical questions remain. Most of the research
loosens > makes less tight Association commissioned by the done to date has used oral cannabinoids,
cannabis > marijuana Swiss Federal Ofce of Public Health. prescription pills that contain extracts
bolstered > increased After reviewing 79 randomized trials, from marijuana plants. In Wolff’s study,
MS > multiple sclerosis with 6462 patients, researchers found only two of the 79 clinical trials used

GLOSSARY
smoked marijuana, with the rest using A number of studies have also
these oral cannabinoids.“I don’t think linked heavy marijuana use in early extrapolate > generalize
it’s right to extrapolate [these ndings] adolescence to schizophrenia later in clouded > obscured
to medical marijuana,” says Deepak life. But Ware cautions we can’t use jumped the gun > started
D’Souza, professor of psychiatry at Yale studies of recreational marijuana use before we were ready
University. He says we can’t take studies and apply them to the medical setting. put the cart before
done with prescription medications and Uncertainty still remains about the horse > did not do
use them to justify smoked marijuana. both the benets and risks of medical things in the correct order
READING
“You have to test exactly the same marijuana, with the medical issue often
product you want to sell.” clouded by the legal debate. According
Another major issue is safety. to D’Souza, more research is needed
Wolff’s review found medical cannabis before governments approve its use.
was associated with an increased But he also says governments should
risk of many side effects. While most support that research.“We need more
were minor, such as dry mouth and evidence, because we really jumped
dizziness, there was also a risk of major the gun and put the cart before
UNIT 3
adverse psychiatric events, including the horse.”
hallucinations and confusion.
9. In what ways has Health Canada loosened restrictions for medical marijuana
use?
10. What concerns do some doctors and researchers have regarding the use
of medical marijuana?
11. What does Deepak D’Souza mean when he says, “We need more evidence,
because we really jumped the gun and put the cart before the horse”?
12. Get into six groups. Each group will argue for or against the medical procedure
or treatment in one of the three articles. Share your arguments from Step 2
with the people in your group. Each group must choose the best argument
for or against the treatment and present it to the class. Then, as a class,
choose the side whose argument you think is the strongest for each article.

13. Complete the chart with information about each medical treatment.
Fecal transplants Cryogenics Medical marijuana

a. What are some negative aspects of the treatment?
READING
UNIT 3
b. What could be gained from the treatment?
c. What is your gut feeling about the treatment?
d. Why do you think this treatment is controversial?

3 A MEDICAL HERO DVD
C2
The story of Henrietta Lacks may inspire your discussion

1. Put a check mark next to the research studies you would consider
participating in. Then, compare your answers with a group or the class.
WATCHING
I would
Research study Description
participate
USEFUL LANGUAGE
Subjects spend a weekend in a laboratory.
Sleep study Scientists measure the effect of light on •
the body’s internal clock. •
•
Subjects use two different treatments for
Acne treatment acne. They compare the effects of each
UNIT 3
•
one on the formation of acne scars.
Subjects take an experimental medication
Oral immunotherapy
in order to desensitize them to the effects
(peanut allergy)
of peanut allergy.
Subjects test a new drug to be used to
Anxiety disorder
treat anxiety.
Researchers use brain imagery to track
Brain study the development of the subjects’ brain
from adolescence into adulthood.
2. Watch the video and check whether the statements are true or false.
Statement T F
a. Henrietta Lacks was a slave in southern Virginia.
b. Doctors took some of Henrietta Lacks’ cells without
her permission.
c. The cells are nicknamed “HeLa” cells.
GLOSSARY
d. Henrietta Lacks’ cells have helped researchers in hundreds
and thousands of studies. on the brink > about
to begin
e. In the 1970s, Lacks’ family agreed to let scientists use her cells hampered > prevented
for medical research. took off > succeeded
f. The Lacks family has made $100 000 from the sales rapidly
of Henrietta’s cells. cornerstone > critical part
tick off > create a list
3. What obstacle did doctors in the 1940s face with regard to medical research? left in the dark > without
information
vial > small bottle
bypass > heart
wing > part of a building

4. How are Henrietta Lacks’ cells different than other human cells?
5. List some of the ways in which Lacks’ cells have been used in medicine.
WATCHING
6. Why did Johns Hopkins Hospital initially contact the Lacks family?
UNIT 3
7. How does the Lacks family feel about the fact that the hospital used
Henrietta’s cells without her consent?
F Y I
In 2013, 62 years
after Henrietta’s
death, the Lacks
family reached an
agreement with the
National Institute of
Health. The family 8. What is ironic about the Lacks family’s situation?
now has some
control over the
use and disclosure
of information
pertaining to
Henrietta Lacks’
cells. Shortly 9. Do you think that the Lacks family has nally found justice? Explain
after this report your answer.
was broadcast,
a headstone
was donated for
Henrietta’s grave.
10. Write a letter to the Lacks family from an administrator at Johns Hopkins
Hospital justifying the hospital’s decisions and actions and explain how
Henrietta has helped the progress / evolution of modern medicine.
Use information from the text.

4 IN THE NAME OF RESEARCH
Reect on the unit’s tasks so far. To what lengths should
research go? Would you be a willing participant?
C1
1. Look back on the unit’s texts. React to what you have learned so far.
Take some notes.
2. In groups of four, demonstrate competency in interacting orally in English
SPEAKING
by participating in a discussion on issues related to research studies.

issue presented in your question.
UNIT 3
d. express opinions and ideas that are related to the issues but also
to what your classmates say;
e. ask questions or ask for clarication about what they say.
Student A Student B
• Research that uses live test subjects, either human • Who do you think owns human tissue
or animal, is a necessary part of medicine. that has been removed during surgery?
• Would you ever consider participating in a • I think medical marijuana is a good thing.
research study or clinical trial? Why or why not? • Would you consider donating your body
• Families should be compensated for tissue that for research? Why or why not?
is used to make medical breakthroughs.
Student C Student D
• The fact that something is disgusting is irrelevant • Would you accept a medical treatment for yourself
when it comes to good medical care. if it was successful–but unethical?
• If I died from an incurable disease, I would agree • If I received a transplanted organ, I would want
to have my body frozen so that I could be brought to know about the person who donated
back to life when a cure for my illness was found. the organ.
• Do the obligation to eliminate or prevent • Research in the gut biome deserves more attention.
suffering and the obligation to respect human life
contradict each other?
Refer to Workshop A: Group Discussion Skills on page 27 and the functional language on page 222

5 A COMPLEX RESEARCH ISSUE
Embryonic stem cell research is one of the most controversial
medical practices of modern times. Breaking down ethical
C2
arguments will help you in the reinvestment task.
1. Read the facts about embryonic stem cells.
Stem cells are capable of dividing and renewing Research using embryonic stem cells has
READING
themselves for long periods; they are unspecialized; enormous potential to treat blood and immune-
and they can give rise to specialized cell types. system-related genetic diseases, cancers and
disorders; juvenile diabetes; Parkinson’s disease;
Embryonic stem cells can come from human
blindness and spinal cord injuries.
embryos. When stem cells are obtained from
living human embryos, the harvesting of such
cells necessitates the destruction of the embryos.
UNIT 3
2. Match each vocabulary word with its denition.
Word Denition
a. embryo 1. fertilized egg

b. conception 2. procedure where eggs are fertilized in the
laboratory to create embryos
c. fetus
3. unborn baby from approximately eight weeks
d. IVF (in vitro
after conception
fertilization)
4. when an egg and sperm form a union
3. While you read the text on pages 83 and 84, circle what you think is the most
compelling argument for and the most compelling argument against each opinion.
IN CONTEXT
Grammar IN CONTEXT Modals
Grammar
1. Read the sentences below. Which sentence suggests . . .?
ANALYZE & PRACTISE
Certainty: Obligation: Possibility: Recommendation:
a. Researchers could use embryonic stem cells to help nd treatments for incurable diseases.
b. Researchers should use embryonic stem cells to help nd treatments for incurable diseases.
c. Researchers must use embryonic stem cells to help nd treatments for incurable diseases.
d. Researchers will use embryonic stem cells to help nd treatments for incurable diseases.
2. Modals are always used with a main verb. Highlight the modals and their main verbs in the text
on pages 83 and 84.

A DISCUSSION
TEXT FEATURES
ON ETHICS
DISCUSSION TEXT
Topic: embryonic stem
cell research
n our society, two important moral principles help us live in community. These Language: scientic
are the obligation to eliminate or prevent suffering and the obligation to terms related to research
READING
respect human life. One of the most controversial issues of today is embryonic Purpose: to inform
stem cell research. This practice involves using cells from human embryos Audience: anyone
for medical research. It pits these two moral principles against each other. interested in bioethics
of stem cell research
OPINION 1: Embryonic stem cell research is a moral endeavour. TEXT COMPONENTS
ARGUMENTS FOR THIS OPINION ARGUMENTS AGAINST THIS OPINION 1) Introduction
UNIT 3
introduces the topic;
• We have a moral obligation to • However, we must also respect catches the reader’s
help people who are suffering human life. The fertilization of an attention
from conditions such as diabetes, egg means the creation of human 2) Supporting
Alzheimer’s and heart disease. life. paragraphs
• Because stem cells can be directed • By destroying an embryo which present opinions 1, 2
to become any type of cell in the has the potential to become a and 3; present arguments
human body, their possibilities are person, we are preventing this life for and against each
endless. Scientists could use these from developing. Terminating this opinion; facts and
examples that support
cells to create new organs, tissues creation of life could be considered
the arguments
and blood vessels and alleviate equivalent to murder.
human suffering. 3) Conclusion
• In addition, by programming the
restates the main idea;
• Embryonic stem cell research embryo to transform into certain
summarizes the positive
could help scientists nd the cures cells, scientists prevent the embryo and negative aspects of
or treatments for these incurable from becoming a human being. the practice
diseases and many more. They interfere with a natural process.
OPINION 2: An embryo is not a person.

ARGUMENTS FOR THIS OPINION ARGUMENTS AGAINST THIS OPINION GLOSSARY
• Before implantation in a uterus, an • Yet, some might argue that within pits against > puts into
conict
embryo does not have the potential two weeks, the embryo’s central
to have the body and ability to think nervous system will develop and endeavour > enterprise
and feel of a person so it should therefore, scientists should allow it alleviate > reduce
not be considered as one. At that to do so because it is now a person. implantation > the
moment, a blastocyst is nothing • A person who is brain dead and moment when a fertilized
more than a group of cells. who cannot think or feel, is still egg attaches to the lining
of the uterus
• This analogy illustrates this considered to be a person. These
argument: An athlete has the people are given the same respect blastocyst > embryo
potential to become an Olympic and dignity that they were given that has developed for
5 to 7 days
athlete but until they participate in when they were conscious,
the Olympic Games, they should functioning individuals. analogy > something
not be treated like an Olympian. similar between two
situations

STRATEGY
OPINION 3: As embryos develop, their status changes.
Refer to Workshop B:
on writing supporting ARGUMENTS FOR THIS OPINION ARGUMENTS AGAINST THIS OPINION
paragraphs on page 59.
• There is a difference between • On the other hand, some people
a human fetus or born baby and believe that it is impossible to
a fertilized egg before implantation. pinpoint the moment in development
• Many scientists believe that an that “becoming a person” begins.
embryo should only begin to It is an ongoing process.
READING
have the same rights as a person • This means that even if an embryo
approximately 14 days after begins as simply a fertilized egg,
fertilization because this is when it could continue to develop into a
the fertilized egg attaches to the full-edged person and therefore
uterus. should have the same rights as a
• An embryo’s central nervous system, person from conception onward.
the brain and spinal cord, begins • Also, it is arbitrary to decide that
UNIT 3
to form approximately 16 days after the development of a nervous

conception. Before that, the embryo system makes an embryo a human.
cannot be considered to have any This would suggest that someone
senses. It cannot think or feel, and who has lost nerve cells because
therefore, should not be considered of a stroke is less human than
to be a person. someone who has a perfectly
GLOSSARY functioning nervous system.
spinal cord > nerve tissue
in vertebrae The potential benets of stem cell research are extensive. In fact, it could
pinpoint > identify contribute as much to healthcare and medical advancement as the discovery
full-edged > complete of antibiotics. However, the opposition of the two moral principles is a problem
stroke > when an artery in that remains to be solved. Until society agrees which principle holds the most
the brain is blocked or fails weight, the debate will continue.
4. What is the biggest controversy surrounding embryonic stem cell research?
5. Why are stem cells so precious to researchers?
6. What happens to unused embryos in an in vitro fertilization procedure?

7. At what point does an embryo’s central nervous system begin to form? F Y I
A counter-argument is
an idea that opposes
another argument.
8. According to the text, when does an embryo attain the same status as a person?
READING
9. Match each of the arguments below with the appropriate counter-argument.
Use information from the text.
USEFUL LANGUAGE
Argument •
a. Scientists could use embryonic stem cells to create new organs,
UNIT 3
tissues and blood vessels and help people who are suffering. •
b. Unused embryos that are created for in vitro fertilization are •

frozen for an indenite period and may never be used again.
c. Before the age of 16 days, an embryo cannot think or feel
•
and cannot be considered to be a person.
d. A fertilized egg cannot develop into a person unless it is
implanted in a woman’s uterus. •
e. An embryo should begin to have the same rights as a person
•
approximately 14 days after fertilization.
1. A person who 2. We should 3. Embryonic 4. Even if the 5. Frozen

is brain dead not judge at stem cell egg is not embryos can
Counter-argument
cannot think what point a research implanted in be thawed at

or feel human being means that a woman’s a future date
but is still becomes a embryos are uterus, it has and implanted
considered to “real” human destroyed so the potential in a woman’s
be a person. being. researchers to develop uterus.
are ending into a person
a potential and should
human life. have the same
rights.
DISCUSS C1
Compare the arguments you circled for each opinion in Step 3 with a partner.
Are you in favour of or against embryonic stem cell research? Explain your answer.
If you or a family member could be helped by stem cell research, do you think
it would affect your opinion? Explain your answer.
Are you for or against animal testing? Do you think there are any parallels
between animal testing and embryonic stem cell research? Explain your answer.

6 MEDICAL ETHICS: THE DEBATE
Medical professionals use four principles to help them make
decisions about whether a medical practice is ethical or not.
C1
Consider these principles in your discussion in the reinvestment task.
1. Discuss these questions with your group.

a. What does it mean when we say that something
SPEAKING
is ethical or unethical?
b. What kind of behaviour might be considered unethical
for a teenager?
2. Read about the four principles of bioethics that doctors

and scientists rely on to guide them in their decision-making.
UNIT 3
FOUR PRINCIPLES OF BIOETHICS
It’s up to you! Do what’s best.
Do no harm. Be fair.
A patient’s autonomy Doctors must do
must be respected. what is best for their
The patient must Medical staff must patient. The treatment Everyone should be
be able to think for not harm or injure a and action proposed treated fairly. Patients
themselves and make patient intentionally. must be of benet with similar problems
their own decisions Doctors must provide to the patient. have the right to
without being proper care without be treated equally
inuenced. To apply this principle,
taking unnecessary doctors must consider regardless of their
The doctor must or reckless risks. the patient’s physical status in society.
provide the patient Some medical and mental suffering. Doctors must prioritize
with all of the treatments or They must take into treatment according
information they need procedures might account the patient’s to the patient’s
and then allow them cause certain harm. quality of life. This is needs. They cannot
to decide what path For example, the extremely important discriminate based
to take. The patient’s side effects of in situations where on a person’s social
decision might chemotherapy the patient is unable status, age, religion,
conict with the treatment to ght to make decisions for ethnic background
doctor’s opinion of cancer might make a themself, for example, or anything else.
what should be done person extremely sick. in an emergency They must also make
or what treatment However, the person’s situation where the sure that they respect
should be followed. life-threatening doctor must act the law.
disease is the greater quickly without the
danger or injury in this person’s consent.
case. The ultimate
goal is to treat the
problem that poses
the greatest risk.

3. Read the scenarios below. With your group, discuss how you would react
in each scenario.
SCENARIO 1
Andrea, a 25-year-old pregnant woman, is admitted to hospital to have her
baby. During delivery, Andrea needs to have a blood transfusion but refuses
because of religious beliefs. If she does not have the transfusion, she and her
baby will die. Andrea’s husband wants the doctor to give her the transfusion
because he does not want to lose his wife and baby. Andrea has not signed
SPEAKING
any consent forms for the transfusion.
SCENARIO 2
Megan is a 13-year-old teenager who has gotten pregnant by a 17-year-old
that she barely knows. She will not reveal the father’s name. Megan tells the
doctor that she wants to have an abortion but she knows her parents will
UNIT 3
disagree because they believe it is immoral. Below the age of 14, a teenager
must have parental consent for an abortion. USEFUL LANGUAGE
•
SCENARIO 3
•
Simon is a 15-year-old who has been diagnosed with leukemia. He does not
want to follow the conventional treatment (chemotherapy) because he believes •
that his quality of life will be negatively affected (hair loss, nausea, etc.).
The ve-year survival rate with treatment for this type of illness is over 80%.
•
Without chemotherapy, Simon will most likely die. His parents do not agree
with his decision but they support his right to decide for himself. Simon is
•
a minor and it is his parents’ responsibility to protect and care for him.
4. Analyze one scenario and decide how a medical professional should act •
in that situation. Take notes in the table below. Use the four principles of
bioethics to guide your decisions and justify your decisions. Present your •
decisions to another team.
Scenario:
It’s up to you! Do no harm.
Do what’s best. Be fair.
5. As a team, imagine other scenarios that you as teens might nd yourselves
in that call on one or more of the four principles. Share your examples with
the class.

7 FOR AND AGAINST C2 C3
Reinvest your understanding of a controversial medical practice

by writing a discussion text with arguments for and against
that practice.
1. Choose one of the controversial medical practices from the list below.
STRATEGY
REINVESTMENT
Refer to the model

discussion text on pages I will write about:
83 and 84 in the unit.
cryonics fecal transplants 3-D printing
using HeLa cells bionic eyes articial hearts
nose bacteria medical marijuana
UNIT 3
2. Make a list of the points for and against the issue. Provide examples and
statistics if possible. Write your ideas in the graphic organizer. If necessary,
conduct further research on the topic in order to complete your ideas.
Introduction
OPINION 1:
ARGUMENTS FOR ARGUMENTS AGAINST
OPINION 2:

OPINION 3:
REINVESTMENT
Conclusion
UNIT 3
3. Write the draft of your text. Refer to the model on pages 83 and 84.
Check your use of modals, the simple past and the present perfect.
4. Revise and edit your text. Use the writing checklist.
7. Publish your work.
WRITING
CHECKLIST
I presented the medical issue and provided some background information.
I included a compelling introduction and conclusion.
I provided three opinions related to the issue.
I presented arguments for and against each opinion.
I used information from the tasks in the unit to develop my ideas.
I used formal language.
I used the simple past, the present perfect and modals
whenever possible.
Go over the evaluation grid with your teacher. Use what you learned from the unit's
texts and make connections to create your arguments. Personalize your text.
Integrate feedback from peers. Include all the components of a discussion text.
Eliminate errors.

TEEN BREAKTHROUGH DVD
C2
Find out how a Canadian teenager has made a medical

breakthrough in concussion medicine.
1. Discover your concussion IQ. Answer the questions below.

UNIT 1
UNIT 2WATCHING
READING
a. A concussion can be caused by:

i. a direct blow to the head iii. a sudden movement which causes the brain
to hit the skull
ii. a fall which results in the head hitting
EXTRA
EXTRA
a hard surface iv. all of the above
b. Which of the following are possible symptoms of a concussion?

loss of consciousness memory problems neck pain
UNIT 3
blurred vision nausea and vomiting fatigue

concentration problems headaches seeing stars
c. Which of the following statements is NOT true?

i. Concussions are difcult to diagnose because iii. When a person has a concussion,
they cannot be detected on X-rays or CT scans. they automatically lose consciousness.
ii. Children are more sensitive to the effects iv. Concussions could be prevented by
of a concussion. changing the rules to eliminate head
UNIT 5
contact in certain sports.
d. TRUE OR FALSE: Some people who suffer f. TRUE OR FALSE: Concussions are usually
concussions do not display any symptoms. not life-threatening but can sometimes lead
to serious injury and even death.
e. TRUE OR FALSE: An athlete who has suffered
GRAMMAR SECTION
a concussion can return to the sport as soon g. TRUE OR FALSE: One recommended treatment
as they feel better. for a concussion is complete brain rest.
GLOSSARY 2. Have you or anyone you know ever had a concussion? What were
the consequences?
blow > forceful impact
patent > exclusive right
to manufacture and sell
a product
REFERENCE SECTION
3. What are some ways to prevent concussions?

4. Watch the video and put a checkmark (3) beside the information
that is mentioned in the video.
Statement
Concussions are difcult to diagnose.
UNIT 1
Thousands of children in Canada are diagnosed with concussions every year.
UNIT 2WATCHING
This new impact sensor is designed to be worn under a hockey helmet.
Sophie enjoys playing many different sports.
EXTRA
Sophie submitted her invention as part of the school’s science-fair project.
The skull cap could be used in a wide range of sports.
UNIT 3
Sophie’s project is called Common Sensors.
5. What are Sophie’s two passions?
6. Describe the skull cap, how it works and how it helps medical professionals.
UNIT 5
GRAMMAR SECTION
7. What are the next steps for Sophie’s project?
8. With a partner, write a letter to a potential sponsor persuading them
REFERENCE SECTION
to invest in the Common Sensors. Support your arguments with facts
and statistics from Step 1 and information from the video.

IDIOMS
Idiomatic expressions are informal expressions that have a different meaning from the words
that make up the expression.
For example, when someone uses the expression It’s raining cats and dogs they mean that it is raining
very heavily. The idiom does not mean that cats and dogs are literally falling from the sky.
VOCABULARY
1. Complete each sentence with the correct expression. Choose from the expressions below.
wear your heart an eye for an eye and right under room
on your sleeve a tooth for a tooth your nose for error
a. If someone hits you, you should hit them back. I believe

in
b. I can’t believe you spent so much time looking for your book when
UNIT 3
it was
c. Everybody knows how you’re feeling because you
d. There’s no
during a complex medical procedure.
2. Replace the underlined words in the text with idiomatic expressions from the list below.
brush it off drop a hint go behind someone’s back gut feeling
Last week, my friend and I went to a party at some guy’s house. We didn’t tell our boyfriends
that we were going. Some people might think it was wrong of us to keep it a secret from our
boyfriends but we didn’t mean any harm by it. As soon
as I walked into the house, I knew that something wasn’t right. I should have trusted the instinct
that I felt inside . I tried to tell my friend very discretely
that we should probably leave but she didn’t take my
concerns very seriously .
3. Choose one of the following idiomatic expressions and use it as a prompt to write a short text.
drop a hint jump the gun an eye for an eye and a tooth for a tooth
gut feeling drop a hint wear your heart on your sleeve
go behind someone’s back right under your nose room for error

WORKSHOP C
WORLDS COLLIDE
How does
human survival
depend on
animals? THE OPINION PIECE
The lives of humans and animals are intimately linked on this IN THIS WORKSHOP, LEARN
shared planet. What issues arise when the interests of the ABOUT THE PURPOSE AND
human population collide with those of the animal population? STRUCTURE OF OPINION
What rights and responsibilities do we have? Consider the PIECES.
everyday choices you make and how they affect the planet’s
• ANALYZE the components
well-being, including our own.
of an opinion piece .............. 94
• LEARN some writing
ONE-MINUTE CHALLENGE techniques ............................ 96
• PRACTISE writing:
Make a list of the ways you rely on animals
– Introductions ..................... 96
or animal by-products in a single day.
– Supporting paragraphs...... 98
• • – Conclusions ..................... 101
• • • WRITE your own
opinion piece...................... 103
• •
• •
WORKSHOP C
1 MODEL OF AN OPINION PIECE C2
An effective opinion piece has an organized structure and convincing

arguments. Writers must plan their texts carefully and keep in mind the following:
 The purpose of an opinion piece is for the writer to express an informed,
personal opinion on an issue and to convince readers to agree with that
position.
 Writers should address their audience, using arguments that it can relate to.
Writers should consider that the audience may have little knowledge about
the topic. Therefore, arguments should be expressed clearly and concisely.
1. Read the opinion piece on vegetarianism on page 95. Pay close attention to
its different parts and components.
2. Underline and label the following sentences in the opinion piece:

a. the opening statement
b. the position statement in the introduction
c. the topic sentence in each supporting paragraph
d. the reformulation of the writer’s opinion in the conclusion
e. the closing statement in the conclusion
3. Explain the writer’s purpose in “Meat: To Eat or Not To Eat.”
4. Who is the writer’s audience? How do you know?
5. Where do you think you might nd this text?
94 Workshop C Reproduction prohibited © TC Media Books Inc.

WORKSHOP C
Parts of an
Opinion Piece
Meat: To Eat or Not To Eat
A catchy title
Meat has been a part of the human diet for so long that most people do not The introduction:
even question the practice. However, vegetarian diets are increasingly popular, • presents the topic
as people consider the impact of meat consumption on our health, the • captures the reader’s
interest with a strong
environment and the lives of animals. In my opinion, adopting a vegetarian opening statement
or near-vegetarian diet has benets and should be encouraged. • provides background
information on the topic
First of all, vegetarianism can contribute to maintaining good health.
• contains a position
Not eating red meat can signicantly reduce a person’s risk of suffering statement (the writer’s
opinion)
from heart disease, cancer, Type 2 diabetes and obesity. Vegetarianism forces
Supporting paragraphs:
us to come up with alternative ways to get essential nutrients; this in turn
• contain a topic sentence
contributes to a healthy digestive system. that supports the position
statement
Secondly, reducing meat intake can have a positive impact on the
• provide strong arguments
environment. Raising animals for human consumption requires a large that support the writer’s
opinion
quantity of natural resources. Also, cattle produce large amounts of methane
• use a variety of writing
gas, a greenhouse gas that contributes to global warming. Exportation techniques
necessitates the use of trucks and boats which travel great distances further The conclusion:
• reformulates the writer’s
contributing to environmental decline. opinion
Finally, vegetarianism has ethical benets. Animals raised in factory • summarizes the main
arguments
farms are often kept in dark, cramped quarters and packed tightly into cages.
• ends with an interesting
Often, they can go their entire lives and never see sunlight, breathe fresh air closing statement
or walk freely. These barbaric practices turn animals into products, rather than
living beings.
In conclusion, while I understand that it may be difcult to change
a diet humans have kept for thousands of years, I believe that we should
at least try to reduce our meat consumption. The benets for our health and
the environment, as well as the ethical treatment of animals are far more
important than our preference for a juicy burger.
Reproduction prohibited © TC Media Books Inc. Workshop C 95

WORKSHOP C
2 THE INTRODUCTION C2
The introduction is the rst paragraph of an opinion piece.

 It starts with a strong opening statement to engage the reader.
 It then briey introduces the topic and gives some background information.
 It nishes with a position statement.
The position statement is the most important sentence in an opinion piece. It summarizes the writer’s
opinion on the topic. It also limits the scope of the topic.
Elements of a Good Position Statement
 It is limited to a single controlling idea.
 It expresses an opinion, not a fact.
 It is a statement, written as a complete sentence, not a question.
1. Explain what is wrong with the position statements below and then correct them.
Language for
topic sentences a. Meat consumption continues to rise throughout the world.
Verbs: be, think,
feel, believe
Adverbs: strongly,
rmly, clearly, b. Vegetarianism: the healthier diet for humans and the planet.
denitely
Expressions:
in my opinion,
without a doubt
c. Is a predominantly meat-based diet destroying our planet?
d. Some people think eating meat is an essential part of healthy

Vegetarianism is a growing trend living, but others think you can have a well-balanced diet
with people of all ages. I believe without meat.
that if everybody made an effort
to reduce their meat consumption,
the world would be a better place.
What can you do to convince people
to follow the trend and reduce the 2. Write a strong position statement for the introduction on the left.
negative impact that excessive meat

consumption has on our planet?

WORKSHOP C
Writing Techniques for Introductions
Using a variety of writing techniques helps writers to introduce the topic and their opinion effectively.
A. Strong opening statement To eat or not to eat meat, that is the question!
B. Surprising fact Some people practise fruitarianism, a diet that is mostly made up
of fruit, nuts and seeds.
C. Open-ended question How can you reduce your meat intake while maintaining a healthy,
balanced diet?
D. Background information Vegetarians avoid eating meat, poultry and seafood whereas vegans
eliminate all animal products from their diet.
E. Denition Factory farming is an industry that involves raising large numbers
of animals for food, often in poor conditions.
3. Read the introduction to an opinion piece by Sarah B., a teenage blogger.

In the boxes before each sentence, write:
a. P for the position statement
b. The letter of the writing technique (A, B, C, D or E) used in the other
sentences
Eating Meat: An Unethical Practice
The next time you dig in to that big, juicy steak, think about how it ended up
on your plate! What did the animal go through? Some argue that animals
don’t have rights because they are a lesser species. However, many experts
believe animals feel pain and pleasure just like humans do. In my opinion, eating
meat is unethical. When something is unethical, it means it is morally wrong.
We should not expose animals to the barbaric practices of factory farming.
4. Write down your ideas for an introduction to an opinion text on the question
“How is eating meat a justied practice and benecial for humans?” Use at least
three writing techniques in your paragraph.
Opening statement:
Information about the topic:
Position statement:

WORKSHOP C
3 SUPPORTING PARAGRAPHS C2
Supporting paragraphs form the body of an opinion piece.

 They develop the main idea presented in the introduction.
 They provide arguments to support the position statement.
 They convince the reader of the writer’s opinion.
Elements of a Good Supporting Paragraph

 Each supporting paragraph focuses on one clear argument that directly supports the position statement
in the introduction.
 A topic sentence opens the paragraph and presents the argument. The topic sentence should be
a complete sentence that clearly expresses a single idea.
 Supporting sentences provide reasons, facts, examples or anecdotes that support the argument
outlined in the topic sentence.
For more information on writing supporting paragraphs, see Workshop B on pages 59 to 68.
1. Read the following supporting paragraph from an opinion text titled “Animals
Helping Humans.” The writer’s position statement in the introduction is: Animal
testing has allowed for scientic and medical progress and has great benets
for humanity.
a. Highlight the argument in the topic sentence.
b. Underline the reasons, facts, examples or anecdotes used in the supporting
sentences.
To begin with, drug testing on animals has allowed doctors to save millions
of lives. In fact, of all the Nobel Prizes awarded in medicine over the last
40 years, only one breakthrough did not depend on animal research.
Years ago, when someone contracted a bacterial infection, it meant almost
certain death. However, thanks to medical experiments carried out on mice
in 1940, researchers were able to develop penicillin. Nowadays, if you nd
yourself with a bacterial infection, you will probably be back in good health
within a week, thanks to penicillin. In addition, animal testing in the 1920s
allowed researchers to develop an insulin solution that would treat diabetes.
Since then, this amazing discovery has allowed people with diabetes to live
a relatively normal life. These breakthroughs would not have been possible
without animal testing.

WORKSHOP C
Writing Techniques for Supporting Paragraphs
Using a variety of writing techniques helps writers to support the argument presented in the topic
sentence effectively.
A. Reason Drug testing on animals is benecial because it allows researchers to develop
medication that saves both human and animal lives.
B. Exaggeration Maybe one day we’ll live in a society where animals test drugs on humans and
see how they like it.
C. Example An example of how animal research is benecial to both humans and animals
is that it allowed the medical community to develop treatments and cures.
D. Anecdote I have injected myself with insulin three times a day since I was 14 years old
to keep my diabetes under control.
E. Fact Cures for many of the world’s illnesses have been found thanks to animal research.
Refer to the list of don'ts for constructing arguments on page 60 or Workshop B.
2. Read the following supporting paragraph for an opinion piece titled “Medical
Research without Animal Abuse.” The writer’s position statement in the
introduction is: Animal testing is an archaic practice that belongs in the past.
a. Underline the argument in the topic sentence.
b. Highlight the transition and example words.
c. In the boxes before the sentences, write the letter of the writing technique
(A, B, C, D or E) used in each supporting sentence.
First of all, there are other ways to conduct medical research without Language for
supporting
exploiting helpless animals. Developments in modern technology have paragraphs
allowed scientists to nd alternate methods that keep both animals and humans Transition words
safe. Indeed, researchers have created simulators that imitate the human smoothly introduce
supporting
biological system and its response to medical interventions. In addition, sentences: rst of
certain experiments can be carried out on human volunteers. For example, all, to begin with,
in the rst place,
a technique called “microdosing” can be used to test drugs on humans. secondly, next,
This technique involves giving an extremely low dose of an experimental drug also, furthermore,
in addition, indeed,
to a person who has consented to the testing. My aunt volunteered to however
participate in a clinical trial using this technique for Alzheimer’s disease. Others introduce
Finally, brain imaging techniques can be used instead of subjecting animals examples: for
example, for
to invasive procedures that cause pain or even death.
instance, another
example

WORKSHOP C
3. Write supporting paragraphs for the following position statements. In each

paragraph, use at least two different writing techniques from the box on
page 99.
a. Position statement: When it comes to medical testing, human survival takes
precedence over animal welfare.
Topic sentence:
Supporting sentences:
b. Position statement: Animals used for medical research are subjected to pain
and torture and then thrown away when they are no longer of any use.
Topic sentence:
c. Position statement: Animal testing is a valid and necessary practice as long

as the methods used are ethical and humane.
Topic sentence:

WORKSHOP C
4 THE CONCLUSION C2
The conclusion is the nal paragraph of an opinion piece.

 It reformulates the position statement to reafrm the writer’s opinion.
 It summarizes the main arguments.
 It ends with an interesting closing statement to make the reader reect further on the topic.
Writing Techniques for Conclusions

Using writing techniques helps writers to conclude their opinion piece effectively.
A. Reformulation Animals have the right to live in a pain-free, secure environment and humans have
the responsibility to make that happen.
B. Summary We have made great progress in terms of animal welfare but we still have
a long way to go.
C. Prediction As people become more aware of the poor treatment of animals in factory farms,
more of them will take a stand against these inhumane practices.
D. Suggestion We should all make one small change in our daily habits in order to help make
for a solution the world a better place.
1. Read the following conclusion to an opinion piece titled “Can Humans and
Animals Live Together in Harmony in Today’s Society?” In the boxes before
the sentences, write the letter of the writing technique (A, B, C or D) used
in each sentence.
To sum up, I believe that humans and animals really can coexist and be of benet to one another
in today’s society. There is already a growing trend to raise people’s awareness of the importance of
treating animals in an ethical way. I am convinced that this trend will continue to grow. We should
all make an effort to change our habits and make ethical choices that will allow us to live in harmony with
the animal world. Maybe one day we’ll live in a world where we all end up as winners.
2. Using the information in one of the supporting paragraphs you wrote on

page 100, write down your ideas for a conclusion paragraph that includes
the following techniques:
Reformulation:
Summary of main arguments:
Closing statement (prediction or suggestion):

WORKSHOP C
3. Write an outline for an opinion piece that addresses the question

“Is vegetarianism the key to a better lifestyle and a healthier planet?”
Position statement:
First topic sentence:
Second topic sentence:
Third topic sentence:
4. Write a complete conclusion for your outline using the following techniques.
• Reformulation of the position statement
• Summary of the main arguments
• Closing statement (prediction or suggestion)
Conclusion:

WORKSHOP C
5 PUTTING IT ALL TOGETHER
Now it’s your turn to write a complete opinion piece.
C3
Write an opinion piece for a high-school newspaper. Explain your opinion

on the following question:
Is it possible for humans to survive without relying on animals?
Instructions
• Use your own ideas.
• Plan your text using the chart on this page and on page 104.
• Write a rough draft of your opinion piece on a separate sheet of paper.
• Use the writing checklist to verify your text and make any necessary changes.
• Get feedback from peers or your teacher.
• Integrate feedback and write the nal copy. Give it a catchy title.
Introduction WRITING
CHECKLIST
Opening statement:
My opinion text includes:
An introduction
Information about the topic: It presents the topic in an
engaging way.
It takes a rm position on
the question.
It addresses the target
Position statement: audience.
Supporting paragraphs
Topic sentences are clear.
They support the position
statement.
Supporting paragraph 1 Arguments are convincing

and coherent.
Topic sentence: Paragraphs are well
organized.
A conclusion
Supporting arguments: The position statement is

reformulated.
Main arguments are
summarized.
The closing sentence
makes an impression.

WORKSHOP C
Supporting paragraph 2
Topic sentence:
Supporting arguments:
Topic sentence:
Conclusion
Reformulation of the position statement:
Summary of the main arguments:
Closing statement:

4
WHAT WOULD YOU DO IF YOU HAD TO DEAL WITH THE LAW?
DO YOU KNOW YOUR RIGHTS? LEARN ABOUT LAW AND ORDER
AND HOW YOUR RIGHTS AFFECT YOUR DAILY LIFE.
UNIT 1
UNIT 2
UNIT 3
LAW AND ORDER
UNIT 4
GRAMMAR SECTION
Do you
know your
REFERENCE SECTION
IN THIS UNIT, YOU WILL:
rights?
• DISCOVER how well you know the law.
• READ about the law and how it applies to you.
• WATCH a video about a young man’s crime and arrest.
• READ about laws related to sexting and people’s
opinions on them.
• TALK about real-life cases and recognize the legal
dimensions of a situation. Make a list of the laws that you,
• PRACTISE GRAMMAR: real conditionals; conjunctions as a teenager, have to obey.
and other transition words. Are they fair in your opinion?
REINVESTMENT TASK:
• WRITE an opinion piece about whether the law treats This unit gives general information only, not legal advice.
young people fairly. If you need legal advice, seek the help of a lawyer. There are
also many online sites andChoosing Your
legal helplines Path to teens.105
available
1 YOU AND THE LAW C1
We live in a society that is governed by the rule of law.

These laws have a big impact on our daily lives.
1. Find out how well you know the law by completing the following quiz.
Read the statements with a partner and indicate if they are true or false.
Statement T F
a. The police do not need a warrant to search your locker at school.
b. Your parents need your permission to search your personal
belongings.
WARM-UP
c. If you are under 18, you can’t be held responsible for your actions.
d. If you are under 18 and being detained or arrested, your
parents must be notified.
e. When walking in the street, you must answer the police’s
questions.
UNIT 4
f. The police do not have to tell you why you are being detained
or arrested.
g. Your youth criminal record disappears when you turn 18.
h. You can have a small amount of drugs in your possession if it’s
for your personal consumption.
USEFUL LANGUAGE
i. If you give drugs to someone instead of selling them, you
• cannot be accused of drug trafficking.
•
j. You can be charged with assault for throwing a drink or food at
•
someone.
•
k. You can be charged with sexual assault for forcing a kiss on
• someone.
• l. If you borrow something from someone and decide to keep it,
• you could be charged with theft.
•
m. You can be found guilty of mischief or vandalism if you
engrave your name into a school desk.
• n. If you do not know that what you are doing is against the law,
you cannot be charged.
GLOSSARY
belongings > possessions 2. With your group or as a class, think of three other situations where you are
detained > confined for unsure of whether an action is legal or illegal. Do some research on the Internet
questioning to find the answers.
notified > informed
assault > physical attack
theft > crime of stealing
mischief > bad behaviour

3. Which facts surprised you and your group members the most? Explain your
answer.
4. Which facts did you and your group find to be the most fair or unfair? Explain
your answer.
WARM-UP
DISCUSS C1
Why do we have laws?

Why must we respect rules?
UNIT 4
Why should we try to resolve conflicts?
What would your school be like without a code of conduct?
What impact does the school code of conduct have on you?
IN CONTEXT
Grammar IN CONTEXT Conditional Sentences (Real Conditions)
1. These sentences describe the consequences of driving under the influence of alcohol.
Identify the verb tenses used to describe the real conditions.
a. If you’re under the age of 22, you will lose your licence for 90 days.
Grammar
ANALYZE & PRACTISE
The verb in the if-clause is in the .

The verb in the main clause is in the .
b. You could do jail time if you blow above 0.08.
The verb in the if-clause is in the .
The verb in the main clause is in the .
2. Underline five real conditional sentences in the quiz statements on page 106. Choose one of the
sentences and then identify the verb in its if-clause and the verb in its main clause below.
The verb in the if-clauses is in the .
The verb in the main clauses is in the .
Reproduction prohibited © TC Media Books Inc. Law and Order 107

2 DO YOU KNOW YOUR RIGHTS?
Rights, responsibilities and privileges—understanding these
will help you make sense of how laws are created. You will
C2
consider these issues when writing your opinion piece in

1. Define the following terms in your own words. Give examples. Then,
compare your answers with the rest of the class.
a. freedom:
b. right (noun):
READING
c. responsibility:
d. privilege:
UNIT 4
2. Decide if the following actions are rights, responsibilities or privileges.
Re
sp
on
Pr
iv
si
Ri
bi
ile
gh
lit
ge
y
t
a. getting a driver’s licence
b. getting a university education
c. practising a religion
d. speaking French
e. having a locker at school
f. meeting a group of friends after school
g. participating in a peaceful demonstration
h. voting in the provincial elections
3. Read the text. As you read, put a check mark (3) next to questions
and answers you think are fair, an X next to those you think are not fair
and an exclamation point ( ! ) next to those that are surprising to you.
Keeping track of this information will help you write your opinion piece

My Notes
Q&A:
TEENS: YOUR RIGHTS
AND THE LAW
WHAT IS THE CANADIAN CHARTER until proven guilty; to not be

OF RIGHTS AND FREEDOMS ? subjected to any cruel or unusual
The Canadian Charter of Rights and treatment or punishment
Freedoms identifies Canadians’ Equality rights: the right to equal
fundamental freedoms and rights. benefit and protection of the law without
READING
It was signed into law in 1982 and discrimination of race, origin, colour,
became an integral part of the Canadian religion, sex, sexual orientation, age,
Constitution. The Constitution says that mental or physical disability
the Charter takes priority over all other Language rights and minority
legislation because it is part of the language education rights: the right
“supreme law of Canada.” The Charter to speak either official language
describes how we must be treated as (French or English) in all Parliament
UNIT 4
citizens and limits the power of the and government institutions; the right
government over the people. for certain minority communities to be
educated in their own language
WHAT ARE MY FUNDAMENTAL
FREEDOMS UNDER THE CHARTER? CAN I BE ARRESTED IF I AM NOT 18?
The Charter includes a list of Yes, you can be arrested as of the age
fundamental freedoms. They are the of 12. If you are under 18, you fall under
freedom of conscience, the freedom the Youth Criminal Justice Act. You are
of religion, the freedom of thought, responsible for your actions and will
the freedom of belief, the freedom of be held accountable for crimes you
expression, the freedom of the press and commit. You will not be sentenced in
other media, the freedom of peaceful the same way as an adult unless the GLOSSARY
assembly and the freedom of association. crime is very serious, then the judge can
decide that you be judged as an adult. Constitution > the
WHAT ARE SOME OF MY RIGHTS Under the Act the sentencing aims to supreme law in Canada
PROTECTED UNDER THE CHARTER? rehabilitate rather than punish. If you legislation > laws
Your rights under the Charter are often are arrested, you have the rights to know thought > an idea or an
multi-faceted and complex. Here are why you are being arrested, to remain opinion
some of the protections you have. silent and to speak to a lawyer. A parent belief > a confidence in
Democratic rights: the rights to vote or a responsible adult must be present someone or something
and to run for government office when you are being questioned. multi-faceted > having
Mobility rights: the rights to enter, many different parts
remain in and leave Canada, and to IF THE POLICE STOP ME, DO I HAVE
TO ANSWER THEIR QUESTIONS? run for > try to obtain
live and work in any part of Canada
search > trying to find
Legal rights: the rights to life, liberty No, you have the right to remain silent.
something
and security of person; to be free from Remember, anything you say can be held
unreasonable search and seizure; against you in a court of law. Stay calm seizure > taking possession
of something or someone
to not be arbitrarily detained or and polite and ask to call a lawyer and
imprisoned; to legal counsel on arrest; your parents or another adult in private accountable > responsible
to remain silent on arrest; to be innocent before saying anything. If you do sentenced > given
a punishment

My Notes
not know a lawyer, the police must put
you in touch with one. Have a lawyer
and your parents with you when you
make a statement to the police.
WHAT ARE MY RIGHTS IF I AM

STOPPED BY THE POLICE WHILE
IN A CAR?
If you are the driver you must give the
officer your name and address. You
must also show your driver’s licence, car
registration and insurance. If you are
the passenger, you do not have to give
your name if the car was stopped for a
READING
driving violation, but you must give your If you have received a lot
name and address if you are stopped
of mean messages online
for not wearing your seatbelt or if drugs
are involved or there is evidence that a and are afraid for your safety,
crime has been committed. this can be considered
F Y I criminal harassment.
CAN SCHOOL AUTHORITIES
UNIT 4
Drug laws vary widely SEARCH MY LOCKER AND

from one country to PERSONAL BELONGINGS? authority, such as a doctor, a therapist,
another, ranging from the Yes, school officials can search you a coach or a teacher.
Netherlands, where hash
and your locker without your consent,
is sold in coffee shops, DO I HAVE LEGAL RIGHTS IF
to Singapore, where because while you are in school they
stand in place of the parent and are SOMEONE IS CYBERBULLYING ME?
possession of a single joint
can lead to time in prison, responsible for your safety and Yes. Depending on the situation or how
and the Philippines where well-being. They must have a good you are being bullied it can be a crime. If
you can be executed for reason to do so, however. Police can you have received a lot of mean messages
a drug offense. China has search only if they have a search and are afraid for your safety, this can be
a zero tolerance law on warrant, are arresting you or have your considered criminal harassment. If the
drug use. They execute consent. If not, it is considered an illegal person is spreading lies about you and
between 2000 to 15 000 search and anything they find cannot trying to ruin your reputation, this can
people a year for assorted be used against you. be considered defamatory libel. If the
drug offenses. person is telling you that he will wait for
CAN I LEGALLY ENGAGE IN SEXUAL you after school to break your legs, this
ACTIVITY IF I AM 14 YEARS OLD? can be considered a threat. If the person
GLOSSARY Since 2008, the legal age of consent for is encouraging you to commit suicide,
sexual activity is 16 years old. There are this is definitely a crime.
safety > protection some exceptions: 12- and 13-year-olds
search warrant > can engage in sexual activity with other DO I NEED MY PARENTS’
document authorizing the young people who are no more than two PERMISSION TO GET A TATTOO?
police to enter and search years older than them; 14- and 15-year- Because getting a tattoo represents
somewhere olds can engage in sexual activity with serious health risks with possible
position of trust > people who are no more than 5 years permanent side effects, you need your
position of authority older than them. In addition, neither parents’ permission. In fact, reputable
harassment > intimidation partner can be under the influence of tattoo and piercing studios have their
spreading lies > making drugs or alcohol. You must be 18 years own minimum age, often 16, and will
false statements old in order to be sexually active with refuse you if you are underage or will
defamatory libel > false someone who is in a position of trust or require written parental permission.
communication

My Notes
CAN I GET AN ABORTION? trafficking, possession for the
If you are over 14 years old, you can purpose of trafficking, production
decide to end a pregnancy on your own. and possession with the purpose of
You do not need your parents’, partner’s, trafficking and importing and
friend’s or health professional’s exporting. The punishment for the first
permission. They cannot decide for can vary from a fine to a prison sentence.
you. Abortion is legal in Canada. There Remember, there does not have to be
are many options open to you if you an exchange of money for it to qualify
are pregnant. as trafficking and the police do not
have to prove that you were going to
IF I HAVE A PART TIME JOB, CAN I sell the drugs.
SPEND MY MONEY AS I PLEASE?
WHAT HAPPENS IF I AM STOPPED
In general, once you start working your
FOR DRINKING AND DRIVING
pay cheque is yours. You can decide
READING
AND I AM NOT 18?
how to manage the money you make.
Until you turn 18, your guardians are The consequences of drinking and
responsible for managing your money if driving are serious whether you are
you have inherited a large sum or if you 18 or not. For drivers under 22 years
are making a large amount of money. of age and learner drivers there is a
When a lot of money is involved, a judge zero-tolerance policy for alcohol. If
will decide how much your parents will you have more than 0.00 blood alcohol
UNIT 4
manage and how much you will be content, your license will be immediately
allowed to manage yourself. suspended for 90 days and you will get
four demerit points and a fine between
CAN SOMEONE TAKE MY PICTURE $300 and $600. The penalties are more
AND PUT IT ON THE NET WITHOUT severe if you are older and if your blood
MY PERMISSION? alcohol level is above 0.08.
Photos and videos of you are personal.
Nobody has the right to publish photos
of you without your permission. There
are some exceptions. If you are in a
crowd or you are a famous person, your
picture can be published without your
permission.
CAN I BE CHARGED IF I GIVE MY

PRESCRIBED MEDICATION TO A
FRIEND?
Yes. There are strict rules for the use of
many drugs even if they are not illegal.
It’s against the law to try to get certain
drugs without a valid prescription. You
can be charged with trafficking if you
sell or give someone a prescription drug
You can be charged with
that does not belong to them.
trafcking if you sell or give
WHAT HAPPENS IF I AM CAUGHT someone a prescription drug
WITH ILLEGAL DRUGS?
that does not belong GLOSSARY
Illegal drug use falls under the Criminal
Code. The criminal code lists five main to them. manage > administer
types of drug offences: possession, crowd > a large number of
people

USEFUL LANGUAGE 4. How does your list in the One-Minute Challenge compare with what you
learned in this text?
•
•
•
5. What responsibilities do you think come with democratic rights?
•
•
•
6. Choose three fundamental freedoms and give examples of what these
• freedoms allow you to do.
READING
•
•
UNIT 4
7. How does the Youth Criminal Justice Act protect young people?
8. If you could have only one freedom and one right listed in the Charter, which
ones would you keep? Why?
DISCUSS C1
Compare the annotations ( 3, X, ! ) you added to the text while reading.

Discuss what you agree and disagree on in the text and what surprised you.
Do you have a legal question that was not answered in the text? Which
categories of rights and freedoms would the question fall under?
What rights are the most important to you? Why?
Do you think Canadians take their rights and freedoms for granted? Explain
your answer.
What rights and freedoms do you have at school?

3 LOSING YOUR COOL ISN’T COOL
In any form, aggressive behaviour is a choice and could be
punishable by law. Your opinion about this story will help you
C2
1. Name some forms of aggression and violence found in a school.
2. Match the legal vocabulary words to their definitions.
WATCHING
Word Definition
a. process 1. erased or removed completely
b. assault 2. prosecuting attorney

3. bad behaviour that causes minor damage or trouble
c. bail
4. entering private property without permission
UNIT 4
d. trespassing
5. begin the criminal procedures when someone
e. mischief is arrested
6. crime of physically attacking someone
f. the crown
7. money paid for temporary release of an accused
g. expunged person awaiting trial
i. uttering 8. telling someone you will cause them trouble
threats
Setting the scene:

Caleb’s girlfriend Ariel is pregnant. He isn’t sure he wants to keep the baby or
even if he wants to continue seeing Ariel. Meanwhile, Caleb’s mother is sick.
The stress of the situation causes him to lose his cool.
GLOSSARY
3. Watch the video a first time with your book closed and pay attention losing your cool >
becoming very angry
to the details of each scene. After watching the video, answer the
questions below to see how reliable a witness you would be. charged > accused
ambushed > surprised
a. Did Caleb knock before entering the apartment?
recant > change your mind
b. What was Ariel doing when he arrived? shove > push
jail time > time spent in
c. What was Caleb wearing?
prison
d. What did Caleb punch? appearance notice >
legal notification to appear
e. What did Caleb throw on the floor? in court on a specific date
f. Who pushed whom first? summary offences >
minor crimes in the
g. How many times did Ariel push Caleb? Criminal Code

4. As you watch a second time, correct your answers.
5. Based on how many details you remembered, would you be a good witness
to a crime? Why or why not?
6. Use the knowledge you gained from the reading on pages 109 to 111 to
answer the following questions.
a. Were Caleb’s rights respected when the police went to pick him up for
questioning? Explain your answer.
WATCHING
b. Did the officer have to let Caleb’s mother see him? Why or why not?
UNIT 4
7. Why is Caleb being accused of trespassing? Circle the correct answer.

a. He and Ariel were no longer a couple.
b. He went into Ariel’s apartment without her permission.
c. He broke the lock to get into the apartment.
8. Do you think Ariel was right to call the police? Why or why not?
STORY
Anthology
Read “All the Years of Her
Life” by Morley Callaghan
for another story about a
young man who comits 9. In your own words, describe the charges against Caleb and the outcome
a crime. of events.
10. Do you think 100 hours of community service and four years of good behaviour
are fair consequences in this situation? Why or why not?

4 YOU BE THE JUDGE C1
Sometimes our rights and freedoms have to be limited in order

to protect the rights and freedoms of others. When important
rights clash and difficulties arise, the courts must decide.
Judging these cases will help you in the final task.
1. Read the four cases below on your own to familiarize yourself with each one.
2. Form groups of four. Each group will complete the questions below for one
case and come to a consensus on which party they will rule in favour of.
a. Which case are you working on?
SPEAKIING
b. Identify the opposing parties.
c. Which rights or freedoms were infringed upon for each party?

USEFUL LANGUAGE
UNIT 4
d. Identify the arguments for or against each party. •
•
e. What is your ruling?
•
•
•
3. Share your rulings with the other groups in the class. Be prepared to explain
and defend your rulings.
A
CASE 1
small town wants to

impose an overnight curfew.
The curfew would ban teenagers
younger than 16 from being out
in public between 10:30 p.m.
and 6 a.m. without parental
supervision. The city has been
the target of vandalism in the
past months, including graffiti,
paintball attacks against public
property, and damage to windows
and gravestones. The mayor
GLOSSARY
encounters opposition from local
young people, including his own curfew > a law that limits
daughter. how late people can be
outdoors

A n orthodox Sikh high school student’s religion requires
him to wear a kirpan at all times. The principal prohibits him
from wearing his kirpan to school because the school’s
code of conduct prohibits carrying weapons and dangerous
objects. The school board suggests that he replace the metal
CASE 2
kirpan by a symbolic plastic one. The student’s father

disagrees and thinks that this refusal violates his son’s
freedom of religion. The father suggests that the real kirpan
be in a sealed case and sewn inside his clothes.
SPEAKIING
A CASE 4
CASE 3
fifteen-year-old girl is strip-searched

at her high school and suspended because
the school believes she has been selling S ome
drugs on school property. The girl is asked schools are
to remove all her clothing even her planning to offer
underwear. A female staff member holds their students
UNIT 4
up a blanket in front of the girl while the gender-neutral

female principal searches her clothes. bathrooms in
There is no visual or physical contact with response to a
the girl. No drugs are found. The girl’s call to create
mother says the family is traumatized by a safe place for
the incident and is upset about not being transgender
called before the search. The family’s lawyer students. Washrooms are a place where
files a lawsuit questioning the search policy. not all kids feel safe and where many
are bullied. Some parents are also asking
to convert the gym changing rooms
to make them gender neutral. Not
everyone accepts these changes
and some parents are pulling their
children out of these schools over the
transgender issue. They say that their
children will feel ill at ease using
these washrooms.
DISCUSS C1
GLOSSARY
How do emotions come into play when your rights are being infringed upon?
Sikh > follower of a
monotheistic religion
Explain using examples from the cases above.
popular in India Should freedoms and rights be limitless? Explain giving examples.
kirpan > symbolic knife
How can someone else’s rights deny you your rights? Explain giving everyday
sealed > closed examples.
ill at ease > uncomfortable

5 TO SEXT OR NOT TO SEXT?
Read about sexting and the law and discover what two teens
C2
think about sexting. Their opinions will help you write your own
opinion piece in the reinvestment task.
1. Why do you think laws must evolve with advances in technology? Share your
answers with the class.
STRATEGY
Refer to Workshop C:
The Opinion Piece
on pages 93.
READING
2. Give three examples of how technology can threaten our fundamental rights.
UNIT 4
3. What do you know about how the law currently protects your online privacy?
4. Read the following situations. Circle the situations where consent was needed.
Explain your answers to the class..
a. Your favourite coffee shop features a photo of you at the shop—you are
always there—on an advertisement flyer.
b. Your social media feed is full of pictures of feathers—you are famous
for them. Some of your followers decide to make and sell T-shirts with
your pictures.
c. You present a poem you wrote for one of your class projects. The following
week your poem appears in the school newspaper.
5. As you read the text “Sexting and the Law,” put a check mark (3)
next to information you think is fair, an X next to what you think is not fair
and an exclamation point ( ! ) next to information that is surprising to you.
6. As you read the opinion pieces on pages 119 and 120, identify
and label the parts of an opinion piece for each one.
a. the opening statement
b. the position statement in the introduction
c. the topic sentence in each supporting paragraph
d. the reformulation of the writer’s opinion in the conclusion
e. the closing statement in the conclusion

My Notes
SEXTING
AND THE LAW
BY KIDSHELPPHONE
hen sexting goes too far it can be illegal. Understanding your

rights can be a powerful way to make the behaviour stop.
READING
SO WHAT DOES THE LAW SAY • It is illegal to store (which means keep
ABOUT TEEN SEXTING? or save) child pornography on a phone,
A lot of teens have questions about computer, cloud storage, or any
sexting and the law. It is important to other type of device. This is called
know that the law is complicated and possession.
is used in specific ways depending on • It is also illegal to sell or share
UNIT 4
the situation. So it is impossible to say child pornography. This is called

exactly how the law will respond to distribution. It includes showing people
sexting each and every time. There are sexual images or pictures of minors on
situations where teens sending sexual your phone or computer, forwarding
images and videos of people under 18 them through text or email, or posting
can be illegal. But typically, the law them on the Internet.
does not get involved when the images However, the Supreme Court of
or videos are sent voluntarily between Canada decided in 2001 that young
two individuals who both consent people have a right to express themselves
and are close in age, do not depict sexually by creating and sharing sexual
abuse or assault, and remain private images of themselves AS LONG AS:
(are not shared). • It is 100% consensual.
• The images stay PRIVATE (are not
THE FACTS shared or distributed by the person
While there are no specific laws that deal who receives them to someone else
with sexting at the moment, there are who was never supposed to see them).
laws that have been used in court cases • There is no physical or sexual assault
about teen sexting. Here are the facts: or abuse depicted in the image or
• It is against the law in Canada to send video.
GLOSSARY sexual pictures or videos of anyone • The Protecting Canadians from
who is, or appears to be, under 18 years Online Crime Act (Bill C-13) changed
behaviour > the way a old. This includes taking and sending the way sharing sexual images and
person acts videos without consent is prosecuted
sexual pictures or videos of yourself.
depict > represent • According to section 163.1 of the under the Criminal Code of Canada.
device > tool Canadian Criminal Code, sexual It also gives the police more power to
forwarding > passing on pictures or videos of people under access someone’s online information.
to someone 18 years old, or who look like they This can all be pretty confusing,
consensual > voluntary are under 18 years old, are child but the two main things to think about
depicted > shown pornography. when wondering about sexting and the
law are consent and control.
prosecuted > taken to
court

My Notes
CONSENT The law recognizes this and is there
The law is more likely to get involved to protect people and stop this from
when images or videos are shared, happening.
forwarded, posted (distributed) without
CONTROL
the permission or consent of the person
in them. This happens when someone It is impossible to know for sure what
forwards, posts, or shows others a sexual will happen when a sexual image or
image or video that was sent to them video is created and goes out into the
and was only meant to be seen by them. world. Will someone find a personal
So, for example, if a guy receives a sext picture on your phone and forward it
from his girlfriend and then shows it to to other people? How far will it go and
his friend on his phone without her what will end up happening? Who will
permission, this could be illegal. Or, if a see it? Will the other teen’s parents
contact the police? Once a digital image
READING
girl posts a sexual photo of someone on
the Internet, this could also be illegal. is created, it is almost impossible to
If this behaviour is reported by anyone, control what happens to that image.
such as a parent, another teenager, or It may never be deleted.
a teacher from school, the police can There are ways to protect yourself
be called in to investigate and criminal and others. Never share, send, post,
charges can be laid. or forward a sexual image or video of
another person. Even if you have their
UNIT 4
Distributing sexual images can
cause a lot of harm to the person consent. It is also a good idea to delete
pictured in the message. It’s a sexual images or videos of yourself and
betrayal of their trust and can damage others off of your phone, computer,
their social and emotional well-being. cloud, and all other devices.
TWO OPINION PIECES:

SHOULD SEXTING
BE ILLEGAL?
STRATEGY
When reading an
opinion piece, identify the
YES. WE MUST END TEEN SEXTING. experiences and opportunities for social text type features. Ask
When sexts fall into the wrong hands, bonding. We do not have the life yourself: Does the author
lives can be ruined. Yet we teens experience to understand how a sext state their opinion clearly
continue to send intimate images of could affect whether we are chosen for from the start? Do the
ourselves to others. Without a doubt, a future scholarship or job. Making teen arguments support the
sexting illegal will protect us from the author’s opinion? Did the
the only way to protect us from the
long-term consequences of sexting. author convince me?
consequences of sexting is to make teen
sexting illegal. Next, teen sexting should also
To begin, people under 18 are too be illegal because of the emotional
young to understand the consequences repercussions involved. When a sext is
of sexting. Developments in the shared publically without the permission GLOSSARY
adolescent brain cause us teens to of the person in the image, that person
can feel humiliated. Subsequent betrayal > act of disloyalty
take risks as we pursue pleasurable
bonding > connecting

TEXT FEATURES
bullying can have devastating emotional photos to their partners but might feel
OPINION PIECE consequences. Recently, the media pressured to do it. A law that prohibits
Topic: sexting has covered multiple cases of teen sexting could make it easier for them
Language: powerful and suicide resulting from sexts becoming to say no.
convincing public. Making teen sexting illegal To conclude, teen sexting should
Purpose: to convey an will limit these dangerous emotional be illegal. In making it illegal, we as
opinion and persuade an repercussions. teens will understand the gravity of its
audience Finally, if sexting were illegal it consequences and be protected from
Audience: general would protect vulnerable teens from its dangerous emotional repercussions.
being pressured by their partners. Some It is time to put a stop to this trend.
TEXT COMPONENTS teens might not want to send explicit
1) Catchy title
2) Introduction
READING
presents the topic and NO. TEACH, DON’T PUNISH! hinder a teen’s plan to go to university,
give your opinion Teen sexting can be risky but it is get a job or enlist in the military. Instead
3) Supporting not a crime! Sexting is becoming an of punishing sexting as a crime, we
paragraphs increasingly regular part of teens’ should look for non-punitive family and
provide strong arguments sexual development. In my opinion, educational solutions to deal with issues
that support your opinion teen sexting should not be illegal since related to sexting.
4) Conclusion it punishes teens as criminals for a Lastly, it is unrealistic to monitor
UNIT 4
reformulates your generally innocent act. sexting. How will law enforcers monitor
opinion and summarizes First of all, sexting is a private the billions of texts that teens send each
the arguments matter between two consenting day in order to find nude images sent to
individuals. When a teen sends an a boyfriend or girlfriend? Without a real
intimate image of themselves to another threat of being caught, teens will not
teen, it is a form of self-expression. stop sexting if it is made illegal.
As long as that sext is not forwarded, Finally, teen sexting should not be
posted or shown to others without the illegal. When sexting occurs between
permission of the person in the image, two consenting individuals, it is not an
sexting is a consensual and respectful act that needs to be monitored by the
act. police and punished as a crime. Instead,
Secondly, making teen sexting a we should teach teens to respect their
crime is excessive. A juvenile record can bodies and the privacy of their peers.
7. In what circumstances is sexting illegal?
8. In your own words, explain what consent means in the context of sexting.
GLOSSARY
devastating > destructive
9. What fundamental right under the Charter do you think protects your right
non-punitive > not to sext?
involving punishment
monitor > check

10. Compare and contrast the two opinion pieces. Complete the following chart.
Should sexting Opinion piece Opinion piece

be illegal? 1 2
Author’s opinion:
Arguments:
READING
11. Did one of the authors convince you to agree with their point of view?
UNIT 4
Grammar
IN CONTEXT
IN CONTEXT Conjunctions and Other Transition Words
1. Underline the conjunctions and transition words in the following sentences. Look at the chart
on page 214 in the Grammar Section for help.
a. Usually, we can’t use our cellphones in class but today we can.
ANALYZE & PRACTISE
Grammar
b. Clearly, he didn’t understand the rules because he couldn’t do the activity.
c. Even though he was driving safely, he was stopped because of a burnt-out headlight.
2. Underline conjunctions in the first opinion piece on page 119.
3. Write the transition words used at the beginning of the supporting paragraphs and the
conclusion in the second opinion piece on page 120 in the space below and replace them by
another appropriate word.
Supporting paragraph 1:
Conclusion:

6 MY RIGHTS! C1
Reflect on the unit’s tasks. Are your rights and privileges

respected on a daily basis?
1. Look back on the unit’s texts. React to what you’ve learned so far and to the
comments made in the Notes section for each text. Take notes on a separate
sheet of paper.
2. In groups of four, demonstrate competency in interacting orally in English by

participating in a discussion on issues related to the law.

SPEAKING
issue presented in your question.

UNIT 4

d. express opinions and ideas that are related to the issues but also to what
your classmates say;
e. ask questions or ask for clarification about what they say.
Student A Student B
• I have confidence in the justice system and the • Do you think your attitude to your rights will
police. change as you get older? Why or why not?
• Drivers under the age of 22 years old should be • At this point in my life, my right to privacy is the
allowed to have a blood alcohol level of 0.08, most important of all my rights.
like older drivers. • Making teen sexting illegal violates teens’ right
• In Samoa, it is illegal to forget your wife’s to self-expression.
birthday.
Student C Student D
• Do your parents treat you fairly when you get • Do your parents respect your fundamental rights
punished for something? Why or why not? and freedoms? Why or why not?
• Some teens say they send nude or semi-nude • Collective rights are more important than
photos of themselves to someone in hope of individual rights.
starting a relationship. What do you think of this • In Alabama, it is illegal to throw confetti or spray
method of connecting with someone? silly string.
• Canadians take their rights and freedoms for
granted.
Refer to Workshop A: Group Discussion Skills on page 27 and functional language on page 222

7 TAKE A STAND C2 C3
It’s your turn to exercise your freedom of thought and

expression. Look back at the unit’s texts for examples of
whether the law treats young people fairly. Reinvest your
understanding of the question by writing an opinion piece.
1. Use the information in the unit’s tasks to form an opinion about young
people and the law. Do you think that our laws treat young people fairly?
Yes, our laws treat young people fairly.
No, our laws do not treat young people fairly.
REINVESTMENT
2. Refer back to the notes you took for each task about what was fair and unfair
in how the law treats young people. STRATEGY
Refer to the model opinion

3. Next, plan your introduction. Start with a good opening statement and an
texts on pages 119 and
interesting fact or information about the topic to grab the reader’s attention.
120 in the unit.
State your opinion clearly in your position statement.
Introduction
UNIT 4
Opening statement:
Interesting fact or information:
Position statement:
4. Plan your supporting paragraphs. Each supporting paragraph should contain

a clear topic sentence and one argument that supports your opinion. Use
examples from the unit.
Supporting argument 1
Topic sentence:
Topic sentence:

Topic sentence:
5. End with a conclusion that reformulates your opinion, summarizes the main
arguments and has a closing statement.
Conclusion
REINVESTMENT
Reformulation of opinion:
Summary of main arguments:

UNIT 4
Closing statement:
6. Write a draft of your opinion piece. Refer to the models on pages 119
and 120 and Workshop C on page 93. Use the real conditional,
transition words and conjunctions whenever possible.
7. Revise and edit your opinion piece. WRITING

Use the writing checklist. CHECKLIST
8. Exchange your draft with a partner. My introduction clearly states the topic
and my opinion.
Ask for feedback.
The topic sentences in my supporting
9. Write your final copy. Integrate feedback, paragraphs support my opinion.
changes and corrections. My arguments are convincing and support
my opinion.
10. Publish your work. Read and discuss I reformulated my position statement
your classmates’ opinion pieces. and summarized my arguments in the
conclusion.
My closing sentence makes an impression.
Evaluation Guidelines The language is direct and persuasive.
Go over the evaluation grid with your teacher. I checked my work for spelling and
Select information from the texts to support your punctuation.
opinion. Personalize your text. Integrate feedback I used the real conditional, transition words
from peers. Include all the components of an and conjunctions whenever possible.
opinion text. Eliminate errors.

READING EXTRA
GIVING BACK TO THE COMMUNITY C2
A teenage girl is sentenced for her participation in the violent F Y I

accident that killed her best friend.
Under the
a sentence
1. Why do you think that sentencing for a crime is different for a young person
given to a young person
than for an adult? under the age of 18 is
meant to rehabilitate
instead of punish.
EXTRA READING
2. Do you think it is fair that a 17-year-old is sentenced differently for the same STORY
Anthology
crime committed by an 18-year-old? Explain your answer.
read the short story
“Thank You, M’am” by
Langston Hughes. In the
story, a young boy tries
to steal an older lady’s
UNIT 4
3. How can doing community work help rehabilitate a young offender? purse with surprising
consequences.
4. As you read, underline a sentence in the text that demonstrates that

Alexandra is not always in touch with reality. Highlight a sentence
that demonstrates that Alexandra feels that she is responsible for her
friend’s death.
THE COLOR
OF SILENCE (excerpt)
BY LIANE SHAW
t seventeen, Alexandra feels that her life is over. She blames herself
for the traumatic car accident that killed her best friend, Cali. She will
Reproduction
never forget prohibited
the night© TCaMedia
boy at the party gave Cali his car keys. Since
Books Inc.
the accident Alexandra lives in silence. Why bother speaking? She feels that
no one wants to hear what she has to say anyway. In this excerpt, she is being
sentenced for her role in the accident.
Reproduction prohibited © TC Media Books Inc. Law

Lawand
andOrder
Order 125
EXTRA
My Notes
READING
“Alex, I fail to see any humor in the “Please speak aloud for the record.”
situation.” I open my mouth to speak but
The words slap into me, harsh and nothing comes out. I try to take a deep
flat—totally without music. I look up, breath, but it doesn’t work. Gravity is
startled by the anger. My hand creeps working against me, pressing my head
up to my mouth, and I look up into my down into my body so that I can’t feel my
father’s eyes. I shake my head and shrug neck. I close my eyes and try to
my shoulders at him. concentrate, pushing back against it,
“I’m sorry,” he says, as if he’s the trying to keep myself in the room. I have
one who’s done something wrong to do this for my dad. I have to listen to
instead of me. But he’s not apologizing to these people and do what they tell me
me. He’s looking at the other two people to do.
EXTRA READING
in the room. “Please, go ahead with what “Alex!” My father’s voice slaps
you were saying.” again, harder this time, and I open my
I look around the room that isn’t eyes, trying to focus on his face.
mine, panic bubbles rising up my throat. “I’m sorry,” he says, apologizing
How did I do that? How could I have for me again. “She has trouble speaking
drifted away like that in front of these since the . . . accident. It seems to hurt
people? her to talk. I think we told you this
This is a room in a courthouse before.” He’s looking at the lawyer, who’s
where I am finally being sentenced. looking at the judge, who’s nodding.
UNIT 4
Eleven months, sixteen days, and No one is looking at me.

thirteen hours later they’ve finally got “I do understand that. But since
around to judging me. she is able to speak, we do need a verbal
GLOSSARY
Eleven months, sixteen days, and response. A yes or no will do.”
thirteen hours after I already judged “Alex?” My father’s voice is soft,
harsh > rough myself. without edges, a pleading whisper that
creeps up > comes up “Two hundred hours of community slips inside me, making my eyes sting
drifted away > lost service. One full year probation.” and filling the bubble inside of my throat
contact with reality “I don’t understand why she is until I can feel my oxygen supply cutting
being punished at all. I think she’s off. I try to swallow, but it gets stuck.
joyriding > taking a
suffered enough.” My father’s voice My throat aches, and the pounding
car without the owner’s
permission is sandpaper scraping over my ears. has reached my head, smashing into my
It stings, and I want to make them all brain like a bat trying for a home run.
glance > look briefly
stop talking but I can’t. I close my eyes for a second, willing
nod > movement of the “Mr. Taylor, Alexandra participated myself to stay here and to force back the
head in the removal of a vehicle without the migraine that’s threatening to take me
nod > movement of the owner’s express permission. Joyriding over.
head is a criminal offence. There are legal I have to do this or, unbelievably, I
deep breath > a lot of air consequences to your daughter’s could make things worse.
into the lungs actions.” I take a deep breath, hoping it
pleading > making an Joyriding? Did she actually say that? doesn’t choke me.
emotional request Does she think it was fun? “Yes.” Someone else’s voice comes
whisper > expression in a “Alexandra? Do you understand the out of my throat, weak and raw.
soft voice terms?” The judge looks away from my “Probation means you have to check
pounding > painful father and taps her pencil in the paper in regularly with an officer of the court
pulsations sitting in front of me. to be sure you’re keeping on track and
willing myself > making Written proof that I’m a criminal. following the conditions.”
myself I look at the paper for a moment. I “Conditions? What do you mean?”
keeping on track > doing glance at her quickly and nod my head. My father rubs his hand over his face,
what you have to do
126 Unit
Unit 44 Reproduction prohibited © TC Media Books Inc.
READING Which is ironic, I guess, because
EXTRA My Notes
I’m the one who put her permanently in

the past.
My father clears his throat, a
painful sound that pulls my eyes away
from the judge’s face and onto his. His
cheeks are still red. They match his
eyes. He looks tired.
“Alex, please!” He tries to sound
mad, but mostly he sounds like he’s
going to cry. That’s so much worse. My
father never cries.
EXTRA READING
I close my eyes for a second, I feel like I’m going to throw up.
I slide my eyes back to the judge,
willing myself to stay here
avoiding her eyebrows so I don’t get
and to force back the distracted again.
migraine that’s threatening “No.” The word whispers out just
to take me over. loud enough for her to hear me. She
nods to tell me that I have the right
answer.
roughly until his cheeks turn red. I “What’s this two hundred hours
UNIT 4
wonder if he’s trying to erase this day business?”
from his mind. “Community service, Mr. Taylor.
Or maybe just me. She has to spend time giving back to the
“She has to continue regular community. Find something positive to
participation in her schooling. No do with her time.” The lawyer speaks for
behavior that would require the the first time. My advocate. I don’t even
involvement of the police. She must know her name.
observe a nightly curfew, meaning she’s “Where would she do that?”
to be under your supervision by no later I don’t really care, but obviously my
than ten each night.” father does. He looks worried by the
“And if she messes up?” He doesn’t idea of my going out and trying to do
say it, but the word again hangs in the something good.
air, suspended above us, shaped in an “Alexandra will be assigned a Youth
arrow pointing at my stupid, messed-up Probation Officer who will take care of
head. arranging her hours and supervising her
“We come back and start the probation period. I’ve already set an
process over again. But that isn’t going appointment up for you to meet with
to happen, is it, Alexandra?” The judge her.”
looks at me, eyebrows arched up in I shrug my shoulders. I don’t care
double question marks. I stare at them, what I have to do or where I have to go. I
wondering about people who pluck all just want it all to go away. I want to walk
of their hairs out and then take the time backward out the door and just keep on
to draw their eyebrows back on. The moving until I find my way to last year.
way Cali does. “All right, Alexandra, do you fully
Correction. The way Cali did. Past understand the terms of your probation? GLOSSARY
tense. Please answer audibly.” The judge is
I miss her so much that when I looking down at me, her eyes grabbing messed up > emotionally
confused
think about her, I put her in the present mine and forcing me to look back. Her
because that’s where I want her to be. expression tells me that she thinks I pluck > pull out
worried > troubled by a
problem

Lawand
andOrder
Order 127
EXTRA
My Notes
READING
belong in a plastic bag, waiting on the “You can’t be sure of that.”
curb for a truck to take me away with the “I’m not sure of anything.”
other garbage. “Maybe you should have done
She’s right. things differently. And maybe that
“Alexandra, I need an answer now.” would have made everything turn out
“Yes!” A word bullet shooting out differently. But you’ll never know. You
and hitting her right between the eyes. didn’t take Matt’s keys. And you tried
My father gets an embarrassed look on to convince Cali not to drive—”
his face. He doesn’t like it when I’m rude “Don’t blame Cali! She didn’t take
to people. He thinks it reflects badly on the keys either!”
him, splashing him with bad manners “It’s not about blaming anyone.
and staining his reputation as a father. Alex, honey, it’s over. Cali is gone. And
EXTRA READING
He always told me it was you’re here. And I know you wish you
important for him to be seen as a good could go back and make it all OK. Cali’s
father because when my mother died,
everyone told him how hard it would be
for him to bring me up on his own. He
wanted to prove them wrong. The only
way to do that was to make me into
someone who let him look in the mirror
and see World’s Greatest Dad written
UNIT 4
across his forehead.

But instead, I broke the glass and
shattered his reflection.
[…]
“Alex. You didn’t . . .”
“I know what you’re going to say,
Dad, but you just don’t know! I should It’s not about blaming
have stopped her, taken the keys away
when I had the chance—or driven the anyone. Alex, honey,
car myself, or stayed with her in the first it’s over. Cali is gone.
place so she didn’t take the stupid keys.” And you’re here. And I know
My throat is starting to close up, and my
eyes are beginning to burn. I shouldn’t
you wish you could go
have said anything. I do know what he’s back and make it all OK.
going to say.
“Maybe.”
“What?” That’s not what I thought parents feel the same way. Her mother
he was going to say. told me that she blames herself for
“Do you know that you wouldn’t letting Cali go to the party. She believes
have had the same problems on that dark she should never have let her go to a
road?” house in a strange neighborhood with
A flash of colorless sound crashed people she didn’t know. She wishes she
into my head. Gravel flying. Cali could go back in time and tell Cali she
screaming. Me silent. couldn’t go.”
I didn’t know what to do. I look at him, totally confused. Cali’s
Would I have known what to do if I mother blames herself. Not me?
GLOSSARY was driving? Would it have mattered? “I should talk to her. She should
“Even if I had the same problems, know it wasn’t her fault. It was mine!”
staining > discrediting at least Cali wouldn’t be the one who’s “I know you believe that. When
mattered > made a dead.”
difference

READING EXTRA
someone dies like that, it’s hard not to “I could see it. I couldn’t stop
My Notes
look for someone to blame, even if it’s thinking that I would have noticed her
yourself.” He pauses for a second and illness sooner if I had been paying more
rubs his eyes. “You know, I felt that way attention. I should have made her go to
when your mother died.” the doctor so we could have caught the
“Mom died because she was sick. cancer in time for treatment to work. I
Cancer—right? You didn’t do anything just knew it was my fault . . .” He stops
wrong.” talking and rubs his hand over his eyes.
“I know that—now, most of the He looks so sad that I feel like I’m going
time anyway. But I was full of guilt for a to cry. He looks at me and shakes his
long time. She had been so tired for so head, shrugging his shoulders. I reach
long, and I wasn’t paying close enough out and touch his hand, just a little.
EXTRA READING
attention. I just thought she was worn He gives me kind of a shaky smile and
out from trying to work and be a strokes my cheek. Just a little.
full-time mom at the same time.”
“I still don’t see how her dying
was your fault.” GLOSSARY
strokes > touches gently
5. Why are Alexandra’s father and the judge frustrated with Alexandra in the
UNIT 4
courtroom?
6. What do you think Alexandra’s self-imposed silence represents?
7. Describe with examples from the text how Alexandra’s father feels in this
excerpt.
8. What does Alexandra discover that she and her father have in common?

Lawand
andOrder
Order 129
EXTRA READING 9. What kind of self-punishment would you impose on yourself if you were
F Y I in Alexandra’s situation?
A cautionary tale is a
story with a moral
message warning of
the consequences of
certain actions.
10. Does this story seem realistic to you? Explain your answer.
EXTRA READING
11. Do cautionary tales have an effect on you? Does this story make you think
twice about joy riding? Explain your answer.
UNIT 4
12. Think of a type of community service that would be appropriate for Alexandra.
Remember that she must perform 200 hours. Explain your answer.
GLOSSARY
misdemeanour > minor

unacceptable behaviour
13. In your opinion, how severe are these crimes, misdemeanours and
punishments? Rank them from 1 to 4, with 1 being least severe
and 4 being most severe.
Crimes and misdemeanours Punishments
Illegally downloading music. Grounded (not going out at

all) for 4 weeks.
Damaging another car in a
parking lot and not leaving a No screen time for 4 weeks.
note claiming responsibility.
Admitting to your misdeed
Taking money from your and suffering the
sister’s wallet. consequences.
Cheating on an exam. Suspension of driver’s licence
for 3 months.

WATCHING EXTRA
SEEDS OF DEMOCRACY C2
Learn about the important role our Charter plays in defining

Canadian democracy.
1. Define the word democracy in your own words. F Y I

The Quebec
covers
fundamental human
2. In your opinion, what are some of the advantages of living in a democratic rights, but also social and
country? economic rights. Only the
EXTRA WATCHING
Constitution of Canada,
which includes the
,
enjoys priority over the
Quebec Charter. Quebec
was the first jurisdiction
3. Match each vocabulary word with its definition. larger than a city to
prohibit anti-gay
Word Definition
UNIT 4
discrimination. The
Charter began protecting
a. provide 1. incorrect gender identity and
expression in 2016.
b. fair 2. cut branches of a tree
c. belief 3. give
d. seeds 4. breaking a rule
e. wrongful 5. equitable; just
f. infringement 6. people who look after something
g. caretakers 7. feeling that something is true
h. prune 8. things that grow
4. Watch the video once to familiarize yourself with the text and what it
says about democracy. Take notes. Write as much information as
possible. Compare your answer with a partner’s.
Democracy
GLOSSARY
will > desire

restore > bring back
run > enter in a competition
shield > protection
dawn > beginning

EXTRA WATCHING
5. Read the table below before watching the video a second time. As you watch,
complete the table. Write as much information as possible.
a. How is the Constitution like a rule

book?
b. Who is responsible for

administering the charter?
EXTRA WATCHING
c. How is the Charter like a living

tree?
d. Give examples of supreme court

rulings that have allowed the
Charter to grow.
UNIT 4
e. Name two things that allow the

Charter to grow. 1.
2.
f. Name the two caretakers of the

Charter. 1.
2.
6. Compare your notes with a group of classmates. Add any information to the
chart that you may have missed.
7. Why is the Charter so difficult to change?
USEFUL LANGUAGE
• 8. Some say it is a good thing that the Charter is so difficult to change; others say
that it should not be so difficult. Write key words describing how you would
• define the Charter and how you think it should evolve. Explain your choices to
a group or the class as a whole.
•
•

SERVING JUSTICE
PROJECT EXTRA
PROJECT A
PROJECT TIPS
Case Study C1 C2 C3
Use the steps of the
Read past and current English-language news sources and find a story related
production process.
to the rights and freedoms covered by the Charter. With a partner, present
your case and ruling to the class. Be prepared to answer your classmates’ Refer to the information
in the unit.
questions and defend your point of view.
Revise and edit your
1. Research a real-life case of infringed rights. work using a writing
2. With your partner, write a short summary of the case. Identify the checklist.
Ask for and integrate
PROJECT
opposing parties and the rights or freedoms infringed upon.
feedback from
3. One partner must rule on one side of the case and one partner on the classmates.
other. Use the Charter and solid arguments to make your ruling. Share your work.
4. With your partner, present your rulings to the class and defend each of
your arguments. Get your classmates’ opinions. Put the rulings to a vote
and see which partner’s arguments were the most convincing.
UNIT 4
PROJECT B
Mock Trial C1 C3
Imagine a legal case between two parties. The case you choose could be
an imagined dispute between two students in your school (theft or assault
causing bodily harm, for example). Write up questions for the accused and
the victim. Role-play the trial and ask the class to be the judge. If the accused
is found guilty, decide on a sentence.
1. Distribute the roles.
In teams of four, decide who will be the accused, the victim, the lawyer
for the accused and the prosecuting attorney.
2. Prepare for the trial.
As a group, plan the scenario.
The accused and the victim prepare their versions of events.
The lawyer for the accused and the prosecuting attorney write up
questions to ask the accused or victim to verify their stories.
3. Role-play the trial.
The lawyer and the prosecuting attorney take turns questioning the
accused and the victim. They should listen carefully to the answers and
adjust their questions accordingly.
The class must take notes and decide if the accused is guilty and what
the sentence should be.

Lawand
andOrder
Order 133
EXTRA VOCABULARY
LEGALESE
Learn useful terms that will help you describe the legal system.
WORD BOX 1. Write the words in the Word Box next to their corresponding definitions.
Use your dictionary for help. The circled letter indicates the letter from the
appeal
word that you must place on the corresponding line in the mystery saying
court at the bottom of the page.
criminal
1. a place where lawyers defend their clients
evidence
felony 2. a serious crime punishable by one year of prison or more
jury
plea
VOCABULARY
3. a lawyer who represents the crown

prosecutor
sentence
testimony 4. a judge’s or a jury’s decision
verdict 5. a person who has broken the law
witness
6. what a witness says in court
7. a request for a higher court to review a decision
UNIT 4
8. a fact or proof that something is true

9. a group of 12 people who decide if a person is guilty or not guilty
10. to declare oneself guilty or not guilty

11. when a jury discusses the evidence
12. a punishment ordered by the court

13. a person who sees a crime happen
14. when a witness gives information in court
15. when a prisoner is released after a prison sentence
Only a and a need an invitation to .

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
134 Unit
Unit44 Reproduction prohibited © TC Media Books Inc.
GRAMMAR AND REFERENCE SECTIONS
VERBS SENTENCE BUILDERS
Simple Present ..................................................... 136 Nouns.................................................................... 190

Affirmative, negative ............................................ 136 Types of nouns ..................................................... 190
Question formation .............................................. 138 Compound nouns................................................. 191
Present Continuous.............................................. 139 Uncountable nouns .............................................. 192
Affirmative, negative ............................................ 139 Articles and Quantifiers....................................... 193
Question formation .............................................. 140 Articles ................................................................. 193
Simple present or present continuous?.................. 141 Quantifiers............................................................ 194
Simple Past ........................................................... 142 Pronouns and Possessives ................................... 196
Affirmative, negative ............................................ 142 Types of pronouns ................................................ 196
Question formation .............................................. 144 Relative pronouns ................................................. 197
Past Continuous ................................................... 145 Indefinite pronouns .............................................. 198
Affirmative, negative ............................................ 145 Adjectives ............................................................. 200
Question formation .............................................. 145 Order of adjectives ............................................... 200
Simple past or past continuous?............................ 147 Conciseness .......................................................... 201
The Future ............................................................ 148 Comparatives and superlatives .............................. 202
Affirmative, negative ............................................ 148 Adverbs................................................................. 205
Will or be going to? ………….. ............................. 159 Forming adverbs from adjectives........................... 205
Question formation .............................................. 150 Comparatives and superlatives .............................. 206
Simple present and present continuous Adverb placement ................................................ 207
as future forms ..................................................... 151 Prefixes and Suffixes ........................................... 209
Future Continuous ............................................... 152 Prefixes ................................................................. 209
Affirmative, negative ............................................ 152 Suffixes................................................................. 210
GRAMMAR SECTION
Question formation .............................................. 153 Prepositions.......................................................... 211
Present Perfect ..................................................... 155 Conjunctions and Transition Words.................... 214
Affirmative, negative ............................................ 155 Conjunctions ........................................................ 214
Question formation .............................................. 156 Transition words ................................................... 215
Present perfect or simple past? ............................. 157 Sentence Structure............................................... 218
Present Perfect Continuous................................. 158 Capitalization and Comma Use........................... 219
Affirmative, negative ............................................ 158 Capitalization ....................................................... 219
Question formation .............................................. 160 Comma use .......................................................... 221
Past Perfect........................................................... 161
Affirmative, negative ............................................ 161
Past perfect with when and until .......................... 162
Question formation .............................................. 163
Past Perfect Continuous ...................................... 164
REFERENCE SECTION
Modals .................................................................. 167
Functional Language ........................................... 222
Strategies.............................................................. 224
Conditional Sentences ......................................... 171
Real conditionals................................................... 172 Verb Tense Overview ........................................... 226
Unreal conditionals ............................................... 173 Question Overview.............................................. 227
Question formation .............................................. 174 Common Phrasal Verbs........................................ 229
Gerunds and Full Infinitives ................................ 176 Common Irregular Verbs ..................................... 231
The Active and Passive Voices............................. 179 Verbs Followed by Gerunds/Infinitives .............. 233
Direct and Indirect Speech .................................. 183 Vocabulary Log..................................................... 234
Tag Questions....................................................... 186
There + To Be ....................................................... 188
Reproduction prohibited © TC Media Books Inc. 135

SIMPLE PRESENT
GRAMMAR 1. Read the paragraph. Underline all the verbs in the simple present tense. Then,
CHECK highlight the present tense of the verb to be. Look at the chart below for help.
The Curfew Debate

Where I live, the municipal council recently imposed a curfew on
teens. The new law states that all teenagers must be inside by
midnight. The council members believe that keeping teens in their
homes means fewer problems on the streets. This isn’t at all fair to
young people! Just because a few jerks cause trouble, they treat us all
like criminals? My friends and I are frustrated with the law and we want
the council to rethink this proposition. Most teenagers are responsible
young adults, and we want to be treated that way!
VERBS
We use the simple present to describe: RED FLAG

• Facts Jon plays rugby. The verb is irregular in
the 3rd person singular: .
• Habits Julie goes to bed late every night.
• Present states I am a good skier.
GRAMMAR SECTION
It does not tell us that the action is being performed at the moment.
Keywords used with the simple present tense include: always, normally, usually, frequently,
regularly, often, sometimes, occasionally, rarely and never.
Affirmative Negative
All verbs
Subject + base form of the main verb Subject + do not (don’t) / does not (doesn’t)
(+ s or es for 3rd person singular) + base form of the main verb
I like to eat pizza. I do not (don’t) like to eat pizza.
She / He / It likes to eat pizza. She / He / It does not (doesn’t) like to eat pizza.
We / You / They like to eat pizza. We / You / They do not (don’t) like to eat pizza.
Verb to be
Subject + am / is / are Subject + am / is / are + not
I am (’m) tired. I am (’m) not tired.
She / He / It is (’s) tired. She / He / It is (’s) not tired.
We / You / They are (’re) tired. We / You / They are (’re) not tired.
There are two types of contractions:
She’s not tired. / She isn’t tired.
We’re not tired. / We aren’t tired.
136 Grammar Section Reproduction prohibited © TC Media Books Inc.

2. In the text below, underline the subject that precedes each verb in parentheses. Then, complete
the sentences with verbs in the simple present.
Do you realize that you probably (get, negative) enough sleep, and
that a lack of sleep (affect) not only your mood, but also the way you
(act) ? A new study (show) that 70% of high school students
(sleep, negative) the minimum eight hours they (need) .
The consequence (be) that their chances of risky behaviour really (increase)
. Risky behaviours (include) just about anything that
(be, negative) good for you. Teens already (abuse) more
drugs and alcohol, (eat) more junk food, (get) less exercise, and
generally (feel) less happy. Many teenagers also (look) for trouble.
VERBS
When sleep-deprived, they (be) less prudent than they (be) when
well rested. That (mean) that they might get into trouble more often.
So, do yourself a favour—get to bed at a decent hour on school nights!
3. Use the text above to decide whether the following sentences are true or false.
Underline all the verbs in the simple present in the sentences below. Rewrite the
false sentences to correct them. TRUE FALSE
GRAMMAR SECTION
a. Most teenagers get enough sleep.
b. A lack of sleep affects behaviour.
c. The consequences of risky behaviour aren’t serious.
d. Junk food is good for you.
e. Six hours of sleep is sufficient.
f. Tired people have good judgment.
g. Well-rested people are more prudent.
Reproduction prohibited © TC Media Books Inc. Simple Present 137

QUESTION FORMATION
Yes / no questions Information questions
Verb to be
Am / Is / Are + subject Question word + am / is / are + subject
Am I tired? Where am I from?
Is she / he / it tired? Where is she / he / it from?
Are we / you / they tired? Where are we / you / they from?
Other verbs
Do / Does + subject + base form Question word + do / does + subject
of the main verb + base form of the main verb
Do I enjoy staying up late? When do I go to bed?
Does she / he / it enjoy staying up late? What time does she / he / it go to bed?
VERBS
Do we / you / they enjoy staying up late? Where do we / you / they go to bed?
For more on question formation, see pages 227-228 of the Reference Section.
4. Complete the interview with the mayor by adding yes/no questions in the simple present.
a.
GRAMMAR SECTION
Yes, we are serious about this law.

b.
Yes, we really need this curfew because there are too many teens causing trouble at night.
c.
Yes, we have the support of all council members.
d.
No, I don’t think all teens are troublemakers.
e.
No, I don’t think it will affect teens negatively.
f.
No, I’m not against teenagers.
g.
Yes, citizens are happy about the curfew.
h.
Yes, the opposition supports the new law.

PRESENT CONTINUOUS
GRAMMAR 1. Read the email message. Find all the verbs in the present continuous tense.
CHECK Underline all the auxiliary verbs and highlight all the present participles.
Look at the chart below for help.
To: Zen Zack

Subject: Help!
Dear Zen Zack,
I am trying to relax like you suggested. I am doing the breathing
exercises and I’m focusing on the activity I’m doing at the time, but
I’m not calming down at all! How can I focus when everybody is always
interrupting me? Even right now as I’m writing to you, my cellphone is
VERBS
ringing, text messages are constantly coming in—it’s like the universe
is conspiring to keep me stressed out. I’m going crazy! What else can
I do? Ommm. OMMMM!!!
Wired Wendy
We use the present continuous to describe actions that:
GRAMMAR SECTION
• Are happening right now You are working on your project right now.
• Are planned for the near future I am working on my project this weekend.
• Are ongoing The team is working really hard this year.
The present continuous is sometimes used with adverbs RED FLAG
such as always, constantly or continually to show that When we use verbs such as
something is annoying or perpetual: or to express permanent states,
• She is always causing trouble. • He is constantly smiling. we do not use the present continuous:
Keywords used with the present continuous tense include: I a dog.

right now, today, presently, currently and at this moment.
Subject + am / is / are + present participle* Subject + am / is / are + not + present participle*
I am (’m) meditating. I am (’m) not meditating.
She / He / It is (’s) meditating. She / He / It is (’s) not meditating.
We / You / They are (’re) meditating. We / You / They are (’re) not meditating.
She’s not meditating. / She isn’t meditating.
We’re not meditating. / We aren’t meditating.
* present participle = verb + ing
Reproduction prohibited © TC Media Books Inc. Present Continuous 139

2. Complete the sentences with the present continuous of the verbs in parentheses.
Brain Break!
Imagine you (sit) on a beach. The sun (shine)
. The waves (lap) gently at the shore.
A soft breeze (blow) . A sailboat (glide)
gently across the water. You (breathe) deeply, and you (feel)
more relaxed with each breath.
3. Write two sentences about what you are doing right now.
What I’m doing that is relaxing:
VERBS
What I’m doing that is not relaxing:
4. State two actions that you find annoying. Use the present continuous tense and one of the following
adverbs: always, constantly or continually.
a.
b.
GRAMMAR SECTION
QUESTION FORMATION
Am / Is / Are + subject + present participle Question word + am / is / are + subject
+ present participle
Am I doing it correctly? How am I doing?
Is she / he / it doing it correctly? When is she / he / it taking a break?
Are we / you / they doing it correctly? What are we / you / they thinking?
5. Use the prompts to write questions in the present continuous.

a. why / you / act so strange
b. I / ask / the right questions
c. when / your family / take a vacation
d. he / run a marathon / this spring
e. why / your brother / point at me

SIMPLE PRESENT OR PRESENT CONTINUOUS?
Simple present Present continuous

• Facts • Actions happening right now
This book is a bestseller. It is snowing outside.
• Habits • Actions planned for the near future
She goes to her piano lesson twice a week. We are going to the cinema tonight.
• Present states • Ongoing actions
He sings very loudly. The class is studying animals this week.
6. Decide if the following sentences are correct or incorrect. Make the

corrections where necessary. CORRECT INCORRECT
a. I am always listening to music before I go to bed.
VERBS
b. I’m working hard to prepare for my exams next spring.
c. My cellphone is constantly ring.
GRAMMAR SECTION
d. Boaz is always texting me.
e. We are gradually learn to relax.
f. Zack is knowing how to relax.
g. This situation is stressing me out.
h. Every year, stress is causing burnouts.
7. Write your own Brain Break! (see Exercise 2 on page 140). Imagine that
you are in your favourite place to relax. Describe the setting and your
actions. Circle the auxiliary to be and underline the present participles.
Reproduction prohibited © TC Media Books Inc. Present Continuous 141

SIMPLE PAST
GRAMMAR 1. Read the paragraph and find all the verbs in the simple past tense.
CHECK Underline the irregular verbs and highlight the regular verbs.
Dance FAIL!
I was so embarrassed last night! My friends and I were at a party,
and everybody was dancing. A cute girl came up behind me and
tapped me on the shoulder, so I started dancing with her… except
she didn’t want to dance with me! She just wanted me to move so
she could get past me. Duh! So then I just pretended to dance with
somebody else and hoped that nobody noticed.
VERBS
We use the simple past to describe actions that:

• Were completed in the past at a definite time I went to a party last night.
• Took place over a completed period of time in the past I played hockey for five years.
• Describe a past habit. I always slept during grammar lessons.
GRAMMAR SECTION
• Interrupt an action that was in progress in the past The phone rang while I was sleeping.
Keywords used with the simple past tense: yesterday, last night, three hours ago and when I was
young . . .
To be
Subject + was / were Subject + was / were + not
I / She / He / It was upset. I / She / He / It was not (wasn’t) upset.
We / You / They were upset. We / You / They were not (weren’t) upset.
Regular verbs
Subject + base form of the main verb + ed Subject + did not + base form of the main verb
I / She / He / It walked to school. I / She / He / It did not (didn’t) walk to school.
We / You / They walked to school. We / You / They did not (didn’t) walk to school.
Irregular verbs
Subject + past form of verb Subject + did not + base form of the main verb
I / She / He / It left the game early. I / She / He / It did not (didn’t) leave the game early.
We / You / They left the game early. We / You / They did not (didn’t) leave the game early.
For a list of irregular verbs, see pages 231-232 of the Reference Section.

2. Complete the sentences with verbs in the simple past. Write an (I) beside the irregular verbs and
an (R) beside the regular verbs.
Kate’s Most Awkward Moments
a. I (get) stuck in an elevator with my ex-boyfriend’s sister.
b. I (fall) asleep in class and the teacher (call) on me.
c. I (bend) over to tie my shoe and my pants (rip) .
d. A cute guy (try) to pat my dog, but my dog (bite) him.
e. I (offer) the guy some gum but the package (be) empty.
f. The fire department (come) when I (burn) my supper.
g. The cute guy’s father (turn) out to be the fire chief.
h. At the beach, I (lose) my bikini bottom in the current.
VERBS
i. I (trip) and (fall) while walking across the stage at school.
3. Use the prompts to write negative sentences about Kate in the simple past.
a. made – a good impression
b. had – any gum
GRAMMAR SECTION
c. made – a good supper
d. bought – good quality pants
e. controlled – her dog
f. appeared – graceful
g. stayed – awake in class
h. kept – her bathing suit on
i. had – a great day
Reproduction prohibited © TC Media Books Inc. Simple Past 143

QUESTION FORMATION
Verb to be
Was / Were + subject Question word + was / were + subject
Was I / she / he / it embarrassed by the picture? Where was I / she / he / it last night?
Were we / you / they embarrassed by the picture? Why were we / you / they embarrassed?
Other verbs
Did + subject + base form Question word + did + subject
of the main verb + base form of the main verb
Did I / she / he / it enjoy the show? Why did I / she / he / it leave early last night?
Did we / you / they enjoy the show? What did we / you / they buy at the grocery store?
VERBS
4. Read the text. Use the underlined verb to write either a yes/no or
an information question in the simple past.
Pranked !
GRAMMAR SECTION
The most embarrassing thing that ever happened to me was a prank.

(a) One time, a guy offered me a food sample that was supposed to be
jam, but it was really hot sauce. (b) It happened at the mall downtown.
(c) When I took a bite, my tongue started to burn. There was smoke coming
out of my ears! (d) I realized it was a prank when I saw everyone laughing. (e) The guy said
that it was just a joke for a TV show. (f) I felt mad, but I didn’t say I was mad. I saw a TV
camera, so I had to just laugh. (g) The guy didn’t apologize. (h) I was happy to be on TV,
but I looked a little stupid. (i) It wasn’t a good experience, but I survived!
a.
b.
c.
d.
e.
f.
g.
h.
i.

PAST CONTINUOUS
GRAMMAR 1. Read the text and find all verbs in the past continuous tense. Underline all
CHECK the auxiliary verbs and highlight all the present participles. Look at the chart
below for help.
Ski Boot Mix-Up

The other day I was skiing with my friends. It was a great day—the
snow was falling and everyone was having a great time. We went in for
lunch and I took off my boots for a few minutes. When we went back
out, my feet were hurting more and more. My moves weren’t flowing
well at all, and I was feeling unstable on my skis. When I sat down in a
snowbank for a break, I looked down and saw that my boots were on
the wrong feet. Duh!
VERBS
We use the past continuous to describe actions that were happening:
• At a specific moment in the past
I was cycling at 9:00 last night.
• While another action was happening
GRAMMAR SECTION
She was cycling while I was snowboarding. RED FLAG
• When they were interrupted by another action When we use verbs such as
He was cycling when it started to rain. or to
express permanent states, we do
Keywords used with the past continuous tense include: not use the past continuous.
at, during, while and when.
Subject + was / were + present participle* Subject + was / were + not + present participle*
I / She / He / It was studying when you called. I / She / He / It was not studying when you called.
We / You / They were studying when you called. We / You / They were not studying when you called.

Was / Were + subject Question word + was / were + subject
+ present participle* + present participle*
Was I / she / he / it waiting for a long time? Why was I / she / he /it waiting for so long?
Were we / you / they waiting for a long time? How long were we / you / they waiting?
Reproduction prohibited © TC Media Books Inc. Past Continuous 145

2. Complete the sentences with actions in the past continuous. Write one affirmative (+) and one
negative (–) sentence.
a. + At 7:00 last night, he
– At 7:00 last night, he
b. + During English class, we
– During English class, we
c. + When the fire alarm went off, I
– When the fire alarm went off, I
d. + While you were sleeping, you
– While you were sleeping, you
e. + When the librarian walked in, they
VERBS
– When the librarian walked in, they
3. Read what Luc did yesterday. Write information questions using the past continuous that fit the
underlined information in Luc’s answers.
10:00 a.m. got out of bed

GRAMMAR SECTION
11:30 a.m. talked to Max

12:00 p.m. drove to the ski hill
all afternoon skied with friends
8:00 p.m. ate a burger
9:00 p.m. watched the new Xavier Dolan movie
11:15 p.m. fell asleep
a. At 10:00 a.m., what were you doing? I was getting out of bed.
b. At 11:30 a.m., I was talking to Max.
c. At 12:00 p.m., I was driving to the ski hill.
d. In the afternoon, I was skiing with friends.
e. At 8:00 p.m., I was eating a burger.
f. At 9:00 p.m., I was watching the new
Xavier Dolan movie.
g. At 11:15 p.m., I was sleeping because
I was tired!

SIMPLE PAST OR PAST CONTINUOUS?
Simple past Past continuous

• Completed actions • Actions occurring at a specific time in the past
I worked last night. I was working from 7 to 10 p.m. last night.
• Actions that interrupt other actions • Actions that were interrupted by another action
They arrived while I was working. I was working when they arrived.
• A sequence of completed actions
After I worked, I went home and took a shower.
4. Complete the text with verbs in the simple past or the past continuous. There may be more
than one correct answer.
A woman (walk) through a shopping mall when she (receive)
VERBS
a text message. She (decide) to respond while
she (walk) . Because she (be) distracted,
she (pay, negative) any attention to what (happen)
around her. She (continue) right up to
a fountain, (flip) over the side and (land)
GRAMMAR SECTION
face first in the water. People nearby (laugh) and (point)
at her. The woman (be) very embarrassed
and (leave) the scene quickly, but the mall security camera (catch)
the whole thing on film. Someone (post) the video
online, and it (go) viral.
5. Unscramble the words to write sentences.

a. crashed computer I web the surfing was my when
b. was daydreaming I name the when teacher called my
c. walking fell down while I street tripped was and the I
6. Write a paragraph describing a moment that you remember vividly: learning about a big news story,
moving to a different place, being very scared or achieving something great. What were you doing
when IT happened? Underline the verbs in the past continuous and circle the verbs in the simple past.
Reproduction prohibited © TC Media Books Inc. Past Continuous 147

THE FUTURE
GRAMMAR 1. Read the text below. Underline all the verb phrases that express the future.
CHECK Look at the chart below for help.
Is This Really Going to Happen?

In the future, you won’t need to touch a mouse, keyboard or keypad in order to control computers
or other forms of technology. They will soon be controlled by your thoughts. You’ll be able to think a
command, the technology will transmit your intention to the device and the device will execute the
command. All hands-free! Neurotechnology, as it is called, will change the way we interact with our
machines—and it is going to radically alter our world. Although it’s difcult to imagine, it’s going
to be the new normal. Scientists are already testing mind-controlled video games, and soon we
will see the results in our everyday lives.
VERBS
We talk about the future using will to: RED FLAG

• Describe future actions and states He’ll call me later. You may hear English
• Make predictions and promises We will never forget you! speakers say
instead of , but
• Announce spontaneous decisions I’ll get the phone. never use it in writing!
GRAMMAR SECTION
We can also talk about the future using be + going to to:

• Describe intentions I’m going to get a summer job.
• Make predictions based on evidence It looks like it’s going to rain.
Keywords used with the future tense include: tomorrow, then, later, probably, likely, denitely,
soon and never.
Afrmative Negative
Will
Subject + will + base form of the main verb Subject + will + not + base form of the main verb
I / She / He / It will (’ll ) see you later. I / She / He / It will not (won’t) need help.
We / You / They will (’ll ) see you later. We / You / They will not (won’t) need help.
Be going to
Subject + am / is / are + going to Subject + am / is / are + not + going to
+ base form of the main verb + base form of the main verb
I am (’m) going to study physics. I am (’m) not going to get upset.
She / He / It is (’s) going to study physics. She / He / It is (’s) not going to get upset.
We / You / They are (’re) going to study physics. We / You / They are (’re) not going to get upset.
She’s not going to sing. / She isn’t going to sing.
We’re not going to sing. / We aren’t going to sing.

2. How will mind-controlled technology change our world? Choose the most logical prompt and
complete the sentences by using will or won’t.
• operate his prosthesis with voice commands • use a keypad to enter data
• control our heating from anywhere • need to drive their car
a. Billy and Jean

b. Mr. Martinez
c. We
d. I
3. Use be going to + the prompts to describe various post-graduation plans.

a. (I) buy a new computer
VERBS
b. (we) work at a summer camp
c. (Mallory) go to Europe
GRAMMAR SECTION
OR ?
We often use both will or be going to when talking about the future, but there are subtle differences.
Will Be going to
• Unpremeditated action / spontaneous decisions • Premeditated action / planned intentions
I’ll have the steak, please. Tonight I’m going to have steak for dinner.
• Prediction or guess not based on evidence • Prediction based on evidence
The Habs will win the Stanley Cup this year. It’s going to rain.
4. Complete the sentences with will or be going to.

a. The phone is ringing. I answer it.
b. Jen babysit all weekend.
c. You work harder this season.
d. I’d like the pork but my father have the fish.
Reproduction prohibited © TC Media Books Inc. The Future 149

QUESTION FORMATION
Will
Will + subject Question word + will + subject
+ base form of the main verb + base form of the main verb
Will she / he / it tell me the answer? When will I / she / he / it get a driver’s licence?
Will we / you / they arrive on time? Where will we / you / they pick me up?
Going to be
+ going to + base form of the main verb + going to + base form of the main verb
Is she / he / it going to come to the game tonight? What time is she / he / it going to see the movie?
Are we / you / they going to stay up late? How are we / you / they going to arrive on time?
VERBS
For people who are unable to move their hands or operate computers,
mind-controlled technology (MCT) will help them carry out everyday tasks.
Today the technology is being used to operate cursors on computer screens.
Eventually, MCT will help disabled people to operate robotic arms or other
prosthetic limbs in order to gain more independence so they will be able
GRAMMAR SECTION
to feed themselves or manipulate household objects. Some versions of

the technology work with electrodes that are implanted in the brain. Other
versions use electrodes that are placed outside the skull. Although this
technology is being developed, it won’t likely be common in the near future.
5. Use the prompts to write questions in the future. Then, answer the questions based on the
information you have read.
a. Who – MCT – help?
Q:
A:
b. How – MCT – aid disabled people?
Q:
A:
c. What tasks – machines perform?
Q:
A:

SIMPLE PRESENT AND PRESENT CONTINUOUS AS FUTURE FORMS
The simple present and present continuous can both be used to indicate a future event:
• My plane leaves tonight.
• My plane is leaving tonight.
Use the simple present to indicate a future reality, such as a schedule or itinerary:
• Tomorrow the store opens at 9 a.m.
• We leave at seven, arrive at eleven and have time for lunch at noon.
Use the present continuous to express a future arrangement or plan that has not happened yet:
• I’m driving to the lake house this weekend.
• They are meeting tonight at the restaurant.
If you use the present tense to indicate a future event, specify the time to avoid confusion.
VERBS
6. Complete the dialogue with verbs in the simple present or present continuous.
Jim: a. What (you, do) tonight?
Tim: b. I (go) to Karen’s house later. Her brother (take)
us downtown to a show. It (start)
GRAMMAR SECTION
at 9 p.m. What (you, do) ?
Jim: c. I (work) all evening at the restaurant. My boss said he
(come) in around 8 to see if we (do)
a good job. The place (open) at 5 tonight so that
(give) us a few hours to get organized.
Tim: d. We (have) an extra football practice tomorrow. Did you forget?
Jim: e. Almost! What time (you, pick) me up?
Tim: f. Practice (begin) at 11. I (leave) around 9.
I’ll pick you up, and we’ll have time to stop for breakfast.
Jim: g. Sounds good! I (go, neg.) to get much sleep tonight so if
I (do, neg.) answer the doorbell you’ll know why.
I (count) on you to be my alarm clock!
Tim: h. Very funny. You’d better be ready when I (arrive)
or I (leave) without you!
Jim: Yeah, yeah, just kidding!
Reproduction prohibited © TC Media Books Inc. The Future 151

FUTURE CONTINUOUS
GRAMMAR 1. Read the text and find all the verbs in the future continuous tense.
In the 21st century, people will be using little hand-held devices

that can access all information within seconds. They’ll be
constantly checking the devices to monitor what their friends are
thinking and doing. They’ll be sending short messages back and
forth to each other with their little machines, and they won’t be
calling each other on the telephone as often. All this information
will be travelling through waves in the air—no need for wires.
VERBS
And what will they be doing with these miraculous machines?

They’ll be spending their time watching funny cat videos!
Doesn’t it sound strange?
We use the future continuous to describe actions that are:

GRAMMAR SECTION
• Ongoing over a period of time in the future You will be using a GPS for the scavenger hunt.
• Interrupted in the future I will be waiting for you when your bus arrives.
If actions are interrupted in the future, the action doing the interruption is always in the present tense:
• We will probably be eating dinner when you call.
• I will be sleeping when you get home.
Keywords used with the future continuous tense: eventually, probably, constantly and continually.
Will
Subject + will be + present participle* Subject + will not be + present participle*
In the future, we will (’ll) be using e-readers. Soon, we will not (won’t) be using watches.
In a few minutes, the plane will (’ll) be landing. Sarah will not (won’t) be cooking until 8 p.m.
Going to be
Subject + am / is / are + going to be Subject + am / is / are + not going to be
I am (’m) going to be meeting him in an hour. I am (’m) not going to be meeting him in an hour.
They are (’re) going to be eating when I arrive. They’re not going to be eating when I arrive.
They aren’t going to be eating when I arrive.

2. Complete the sentences below using the future continuous with will.
a. Soon, we (receive) packages from flying drones.
b. In a couple of years, I (type) on a virtual keyboard.
c. Before long, computers (control) the weather.
d. In a few years, robots (perform) surgical operations.
e. Within a decade, cars (drive) themselves.
f. Someday, we (experience) holographic movies.
g. Eventually, people (teleport) from one place to another.
3. In your opinion, which of the sentences will NOT be happening in the future? Choose two and
write them in the negative form.
a.
VERBS
b.
4. Complete the sentences using the future continuous.

a. When I become rich, I will be eating caviar every day.
b. When you arrive at your next class,
c. When Ben’s summer holidays start,
GRAMMAR SECTION
d. When you move out on your own,
e. When Li and Tanya take their first road trip,
QUESTION FORMATION
Will
Will + subject + be Question word + will + subject + be
+ present participle + present participle
Will you be watching the Grammy awards? When will I / she / he / it get a driver’s licence?
Will Grandma be baking a pie this year? Where will we / you / they pick me up?
Going to be
+ going to be + present participle + going to be + present participle
Is your friend going to be joining us for dinner? What time is Mom going to be picking me up?
Are you going to be watching the Oscars? How often are we going to be visiting?
Reproduction prohibited © TC Media Books Inc. Future Continuous 153

5. Transform each sentence into a yes/no or information question. Use the words in parentheses
for help.
a. John will be going to the new technologies conference next week. (where)
b. He’s going to be checking out new technologies. (what)
c. He’ll be leaving on Friday. (yes/no)
d. Companies will be presenting their latest inventions. (who)
e. He’ll be looking for the next great thing. (what)

VERBS
6. Complete the table with sentences in the past, present and future continuous tenses.
In the old days Today Someday
a. We are watching videos

on computers.
GRAMMAR SECTION
b. We were travelling by horse.
c. We are eating food from the

grocery store.
d. We will be / are going to be using

smart phones to buy things.
e. We are reading e-books.
7. Write about what new

technologies you’ll be using
in the future and what you’ll
be doing with them. Use the
future continuous tense.

PRESENT PERFECT
GRAMMAR 1. Read the text and find all the verbs in the present perfect tense. Underline
CHECK all the auxiliary verbs and highlight all the past participles. Look at the chart
below for help.
I’m 17 years old and I’ve been a part of the National Slopestyle
ski team since last winter. I’ve participated in several major ski
competitions, but I haven’t made the podium yet. I’ve travelled all over
the world where I’ve met hundreds of other skiers my age, and I’ve
worked with some amazing coaches. By now, my mom has gotten used
to my exotic postcards. My friends have asked if I’ll be at the X Games
this year, and I’ve told them they haven’t seen the best of me yet!
VERBS
We use the present perfect to link the past and the present. It describes actions that:
• Occurred at an unspecified time in the past I’ve been to Calgary, but never to Vancouver.
• Were recently completed They have just finished doing their homework.
• Began in the past and continue into the present
– when used with for + time duration He’s lived here for three years.
GRAMMAR SECTION
– when used with since + event or specific moment in time He’s lived here since 2004.
Place adverbs between the auxiliary and the past participle: He has recently returned from China.
Keywords used with the present perfect tense include: for, since, never, ever, already, yet and just.
Subject + has / have + past participle* Subject + has / have + not + past participle*
She / He / It has (’s) left the building. She / He / It has not (hasn’t) finished the work.
I / We / You / They have (’ve) run a marathon. I / We / You / They have never learned to swim.
* past participle (for all regular verbs) = verb + ed
2. Underline the errors in the sentences and rewrite them correctly using the present perfect tense.
a. He is never went to a poetry reading.
b. Eli have go away for the weekend.
c. We never has heard a live concert.
Reproduction prohibited © TC Media Books Inc. Present Perfect 155

3. Write sentences about your own experiences. Follow the example and use the verbs provided.
a. visit I have never visited Rome, but I have visited Athens.
b. eat
c. see
d. own
e. try
f. learn
g. hear
h. taste
VERBS
QUESTION FORMATION
Has / Have + subject + past participle Question word + has / have + subject
+ past participle
Has she / he / it passed the driving test? Why has she / he / it stopped working out?
Have I / we / you / they visited New York City? How long have I / we / you / they known Jim?
GRAMMAR SECTION
Ever is often used with question formation in the present perfect: Have you ever seen a ghost?
4. Write a question based on the prompts using the construction Have you ever . . . ? Then, answer
the questions in complete sentences. Use never for things you have never done.
a. stay up all night Have you ever stayed up all night?
b. write a song
c. go to a concert
d. study Spanish
e. drive a truck
f. bake a cake

5. Unscramble the song titles.
a. have how been lately you?—S.H.E., 2007
b. been have where you life all my?—Ted Nugent, 1975
c. lately have what me you done for?—Janet Jackson, 1986
d. rain you seen ever have the?—Creedence Clearwater Revival, 1970
VERBS
PRESENT PERFECT OR SIMPLE PAST?
Present perfect Simple past

• Past actions completed at an unspecified time • Past actions completed at a specific time
I have gone to Japan several times. I went to Japan last year.
• Past actions that continue into the present • Past actions that are completed
She has played piano her whole life. She took piano lessons for two years.
GRAMMAR SECTION
6. Identify the errors in the text and write the corrections above them.
Novak Djokovik dominated tennis courts since he has been a teen. He has born in Serbia
on May 22, 1987, and have begin playing tennis at the age of four. At six, a famous coach
have seen him play and recognized his potential. By the time he was twelve, his coach
has realized that he needed to go abroad if he want to continue to improve. Since 2006,
he impressed fans around the world with his incredible tennis skills, as well as his sense of
humour. His hilarious impersonations of other tennis legends is became popular on the
Internet, and he earn the nickname “the Djoker.” In 2007, he has created his own foundation
to raise money for underprivileged children.
7. Write about how a favourite celebrity has changed the world. Use the present perfect and
simple past tenses.
Reproduction prohibited © TC Media Books Inc. Present Perfect 157

PRESENT PERFECT CONTINUOUS
GRAMMAR 1. Read the text and find all the verbs in the present perfect continuous tense.
Pet This!
The B.C. Ministry of Environment has announced that, after further
investigation, a woman will be allowed to keep her pet deer.
A decade ago, a Vancouver Island resident rescued a fawn who has
been sharing her home ever since. Today, Bimbo and the woman
have been living and sleeping together for nearly ten years. She has
been taking care of Bimbo by feeding her and letting her watch TV.
In return, Bimbo has been providing the woman with entertainment.
VERBS
For example, Bimbo has been dancing to rock and roll music.
One thing is for certain, though. Bimbo has been getting to know
another deer—she’s pregnant!
We use the present perfect continuous to describe actions that: RED FLAG
GRAMMAR SECTION
• Began in the past and have just finished Some verbs that are not normally
I’ve been thinking it over, and I’ve decided to stay. used in other continuous tenses
( , , , ) can be
• Began in the past and continue into the present used in this tense:
She has been texting all day.
Use either the present perfect or the present perfect
continuous for actions continuing into the present:
• If the action is completed, use the present perfect: I’ve cleaned my room.
• If the action is not completed, use the continuous: I’ve been cleaning my room.
Place adverbs after the first auxiliary: The baby has only been walking for two weeks.
Keywords used with the present perfect continuous tense include: for, since, just, recently, lately
and all day.
Subject + has / have + been Subject + has / have + not + been
She / He / It has (’s) been crying. She / He / It has not (hasn’t) been crying.
I / We / You / They have (’ve) been crying. I / We / You / They have not (haven’t) been crying.

2. Complete the message with verbs in the present perfect continuous. Remember to place
the adverbs in the correct order.
Dear Matt,
At your mother’s request, I (babysit) your dog all
week. It’s been a terrible experience. First, he’s run away every day and he (terrorize)
all the old ladies in the neighbourhood. He (eat,
also) my shoes. Did I mention that he (dig, even)
holes all over the lawn? I’m a patient person, and
I normally love dogs. But yours is awful. He (behave, negative)
at all, and I (receive) complaints
from your neighbours. This dog (make) me
VERBS
consider adopting a cat—or a hamster. Now I understand why your mother (avoid)
my phone calls. Please come home soon and
get your horrible pet!
Liz
3. Marine is sad because people have not been responding

to her calls and messages. Formulate their excuses based
GRAMMAR SECTION
on the prompts. Use the present perfect continuous.
a. Paula: study Spanish
Paula has been studying Spanish.
b. Vincent: play basketball every evening
•
c. Serena: learn to drive
•
d. Her grandparents: renovate their house
•
e. Julia and Per: apply to college
•
f. Manue: plan the Secondary Five Prom
•
g. Katrin: work late every night
•
Reproduction prohibited © TC Media Books Inc. Present Perfect Continuous 159

4. Choose two sentences from Exercise 3 and rewrite them in the negative form.
a.
b.
5. Complete the sentences using the present perfect continuous.

a. Since the holidays,
b. for the last ten minutes.
c. since last summer.
d. for the last five years.
QUESTION FORMATION
VERBS

Has / Have + subject + been Question word + has / have + subject + been
+ present participle + present participle
Has she / he / it been paying attention? How long has she / he / it been waiting in line?
Have I / we / you / they been getting some exercise? Why have we / you / they been avoiding me?
GRAMMAR SECTION
6. Write yes/no or information questions in the present perfect continuous to fit the prompts.
a. Tim – teaching his parrot to sing opera
b. Jess – training her snake to dance
c. Misha – practising a dance routine with her monkey
d. Elijah – working on a magic show with his rabbit
7. Write about something fun or silly that you have been doing lately.
Describe the activity and the reactions of your friends using the
present perfect continuous. Remember to use for or since to
describe how long you have been doing the activity.

PAST PERFECT
GRAMMAR 1. Read the text and find all the verbs in the past perfect tense. Underline all
CHECK the auxiliary verbs and highlight all the past participles. Look at the chart
below for help.
The Pursuit
I tried to break through the door, but my adversary had barricaded it. He had
disappeared by the time I got it open. By then, my teammates had gone in
another direction. The enemy had seen me following and was prepared to do
battle, so I would have to be stealthy. I looked around and saw that he had
hidden behind a door. As I raised my paintball gun to my shoulder, I saw the
trap he had set for me. The grenade he had tossed across the floor exploded,
VERBS
covering me with sticky blue paint. He had won this round!
We use the past perfect to sequence two events in the past. It describes actions that:
• Occurred before another event or time in the past Mia had left by the time I arrived.
We often use the same sentence to talk about two separate events. When this happens, we use:
GRAMMAR SECTION
• The past perfect for the event that occurred earlier Because I had studied, I passed my exam.
• The simple past for the event that occurred later Because I had studied, I passed my exam.
Keywords used with the past perfect tense include: already, never, for, since, ever, once, twice and just.
Subject + had + past participle* Subject + had + not + past participle*
She / He / It had (’d) visited the museum before. She / He / It had not (hadn’t) finished the work.
I / We / You / They had (’d) already gone camping. I / We / You / They had (’d) never been to Morocco.
* past participle (for all regular verbs) = verb + ed
2. Match the beginnings and ends of the sentences.
1. We were seated quickly because a. she had already bought a new one.
2. I didn’t eat any supper because b. because I hadn’t seen him for years.
3. I bought my mother a scarf, but c. I had made a reservation.
4. When I turned on the TV d. my favourite show had already started.
5. It was fun to see your brother again e. I had eaten three burgers for lunch.
Reproduction prohibited © TC Media Books Inc. Past Perfect 161

PAST PERFECT WITH AND
Use when + past perfect to emphasize the completion of one action before another:
• When she had finished singing, she sat down.
• When he had eaten all of the beef, he started on the peas.
Use until + past perfect to emphasize that one action had to finish before the other could start:
• I refused to leave until I had seen the principal.
• We waited until the rain had stopped to go running.
3. Complete the sentences using the past perfect.

a. By the time the police arrived,
VERBS
b. Jay refused to pay the bill until

c. When you saw the thief driving your car, you noticed that
d. They began to feel sick and realized that
e. When I saw the mess, I knew that

GRAMMAR SECTION
f. When I saw that everything was wet I concluded that
g. The kids were in trouble because

h. He waited at the station until
4. Complete the sentences with either the past perfect or the simple past depending on which
event occurred first.
a. By the time we (leave) , the rain (stop) .
b. I (get) some dessert after I (finish) the pasta.
c. The movie still (begin, neg.) by the time we (arrive) .
d. I (recognize, neg.) Rosalie because she (dye) her hair.
e. By the time the concert (be) over, I (hear) enough opera.
f. Yesterday, I (go) to sleep by the time you (call) .
g. Max still (finish, neg.) the work by the time I (arrive) .
h. They still (arrive, neg.) so I (give up) and
(leave) .

QUESTION FORMATION
Had + subject + past participle Question word + had + subject + past participle
Had we bought the tickets? When had he stopped calling?
Had Yuri tried crepes before he visited France? How long had you been friends?
5. Use the prompts to write complete questions using the past perfect.
a. Before you wrote this bestseller / you / already write other books?
b. When you chose the subject / you / consider the consequences?
VERBS
c. Before you started writing / you / try other professions?
d. How long / you / research before you sat down to write?
e. You / think of the title / before you started to write the book?
GRAMMAR SECTION
f. You / always know / you wanted to be a writer?
6. Last year, Hakim needed a change and decided to move to Italy. Write six questions to ask Hakim
about his trip preparation using the past perfect tense.
a. Had you studied Italian before you moved?
b.
c.
d.
e.
f.
7. Write about something you wish you had done when you were a child, and
something you wish you had not done. Use the past perfect tense.
Reproduction prohibited © TC Media Books Inc. Past Perfect 163

PAST PERFECT CONTINUOUS
GRAMMAR 1. Read the text and find all the verbs in the past perfect continuous tense.
The Sale
We had all been standing there for hours. I had been waiting since
midnight. The lineup was long and people were tired and hungry,
but there was no way anyone was leaving now. It hadn’t been raining
hard, but it was cold enough to make me shiver. The sun was barely up
but the line had been getting longer, and people had been getting
impatient. The guy behind me had been arguing on the phone with his
girlfriend, and the woman in front of me had been snoring loudly. In a
VERBS
few minutes, the doors would open and the object I had been waiting
to get my hands on would be mine.
We use the past perfect continuous to describe actions that were in progress:
• Before another activity occurred I had been waiting for hours
GRAMMAR SECTION
before I saw a doctor.

• In relation to another time or activity in the past Sue’s eyes were red because
she had been crying.
Keywords used with the past perfect continuous tense include: for, since, already, until, still, only and just.
Subject + had been + present participle* Subject + had + not + been + present participle*
I had (’d) been coughing all night. We had not (hadn’t) been dancing for long.
They had (’d) been passing notes in class. Biha had not (hadn’t) been sleeping well.
2. Complete the sentences with the past perfect continuous.

a. Kirk (plan) to buy the latest tablet computer for weeks.
b. He (read) reviews of the tablet and was totally convinced.
c. He (save) every penny he earned.
d. His sisters (help) him find odd jobs.

3. Use the prompts from each column to construct sentences using the past perfect continuous.
Félix work (neg.) until she called my name

I drive peacefully before she got a lollipop
My little sister look for the dog for two hours until I won the lottery
Things audition before he went to bed
The actress cry until she got a role in a new film
Arnold go well (neg.) when he heard it barking
The twins study before they found their new job
We pay attention (neg.) to the teacher until we ran out of gas
a. Felix had been studying before he went to bed.

b.
c.
VERBS
d.
e.
f.
g.
h.
GRAMMAR SECTION
4. Complete the text with the simple past, past perfect or past perfect continuous.
Dear Jenn,
I’m sorry I (call, negative) last night, but there
(be) a Star Trek marathon on TV that I (wait)
to see for two weeks. I (plan)
to record it, but my video recorder (stop) . At that point,
I (have) no choice but to watch the entire thing live.
I (turn) my cellphone on vibrate, so I (hear, negative)
it ringing. When I (get)
your twelve messages this morning, I (realize) that you
(wait) for my call all evening. Sorry about that, but Star Trek
is Star Trek! I hope you understand.
Yours truly,
Leonard
Reproduction prohibited © TC Media Books Inc. Past Perfect Continuous 165

5. Identify the errors in the text and write the corrections above them. Use the simple past,
past perfect or past perfect continuous.
Yes, I had waiting for your call all evening because we had agree to go out last night,
remember? We had been plan for two weeks to try the new Thai restaurant downtown.
Seriously—Star Trek? I guess you forgot that my father had gave me the entire series on
DVD last Christmas, although I don’t know why. I have told him years ago that I don’t
particularly care for pointy-eared extraterrestrials. And yes, I leaved you twelve messages
because I had been really annoyed. Don’t expect to hear from me any time soon.
VERBS
QUESTION FORMATION
Had + subject + been + present participle Question word + had + subject + been
+ present participle
Had we been paying attention? Why had Mr. Jackson been looking for me?
GRAMMAR SECTION
Had Mehdi been playing the piano? Where had the cat been hiding?
6. Write yes/no or information questions to go with the answers. Use the past perfect continuous.
Purchasing a new car!
a.
Yes, I had been saving to buy a new car for about three years.
b.
I had been shopping for three weeks. I wanted to know which model was best.
c.
No, I hadn’t been expecting to pay so much, but it’s a great car.
d.
Yes, I had been taking driving lessons.
e.
Oh yes, my friends had been planning to ask for lifts. I get calls every day!

MODALS
GRAMMAR 1. Read the article. Underline all the modals. Look at the chart below
CHECK for help.
Watch Your Eyes!

How many times have your parents told you to take a break from your
computer because staring at it for too long could hurt your eyes?
Where would an idea like that come from? The answer may surprise
you. Until the end of the 1960s, sitting too close to a TV screen
actually could damage viewers’ eyes. Back then, experts warned that
televisions might produce more radiation than was safe for everyday
exposure and that viewers should not sit too close to the set. Although televisions no longer emit
VERBS
high levels of radiation, sitting too close to the television or staring at screens for too long can still
leave you with dry eyes or even eye strain. Whatever the case, you must take care of your eyes.
You only have one pair for life. Glasses or contact lenses can cost a pretty penny, and you should
avoid buying them for as long as possible!
Modals add meaning to the main verb.
GRAMMAR SECTION
Modal Meaning Example
can, could Ability I can (can’t) go to the beach with you.
He could (couldn’t) do a backflip when he was younger.
can, could, Possibility Louis and Vincent might (might not) go skiing.
might, may It may (may not) snow while they are there.
will Certainty The roads will (won’t) be slippery tonight.
would Desire, condition I would (wouldn’t) like the beef stew.
or polite request Would you please tutor him?
must, have to Obligation Laura must (mustn’t) finish her homework.
You have to (don’t have to) eat more vegetables.
should, ought to Suggestion, You should (shouldn’t) eat your fruit first.
recommendation I ought to (ought not to) eat more.
Subject + modal + base form of the main verb Subject + modal + not + base form of the main verb
I could eat ice cream every day! Antoine will not (won’t) listen to me.
Mrs. Audet should go to the doctor. Lucie and Kai cannot (can’t) work together.
Justin would like a bike for his birthday. You should not (shouldn’t) drive so fast.
Reproduction prohibited © TC Media Books Inc. Modals 167

QUESTION FORMATION
Modal + subject + base form of the main verb Question word + modal + subject
+ base form of the main verb
Can Jenna give Liam a call this evening? Why can’t we start warming up right away?
Could we drive by the library first? How long will Aunt Louise stay in Canada?
Modals never change form. Hakim cans go to the park with you.
Use only one modal for each verb. My friend might can sleep over tonight.
Don’t write to after a modal*. I’m so hungry I could to eat an elephant!
*The modals have to and ought to are exceptions since they already include to.
VERBS
2. Read the following sentences. Underline the modal and write the corresponding meaning.
Look at the chart on page 167 for help.
a. You shouldn’t work at the computer for long periods of time without looking up
occasionally to rest your eyes.
GRAMMAR SECTION
b. When you are at the beach, you must always

wear sunglasses to protect your eyes from bright
sunlight.
c. Clients buying glasses this week at that store

can get an extra pair for free.
d. Superman could see through walls.
e. Cassie says she may start wearing contact lenses, and Ariane says that she will get
laser eye surgery later this year.
f. Would you please read line three of the eye chart?
g. Milan would like to have a funky pair of glasses, but his parents will only buy him
a practical pair.
h. Do you think it might rain tonight?

3. Read the following dialogue. Circle the modal(s) that best fit(s) each sentence. In some cases,
there may be more than one answer.
Savin: a. Hey Adrien, ( would / might / can ) you come snowboarding with me this afternoon?
Adrien: b. I don’t know. I ( should / have to / can ) finish my French project first.
Savin: c. What do you mean? You told me yesterday you ( could / might / must ) come!
Adrien: d. I know, but I really ( may not / can’t / shouldn’t ) leave without finishing it.
I ( must / could / may ) not have time later.
Savin: e. Is everything okay? You really ( should / must / will ) be stressed out if you are willing
to skip snowboarding!
Adrien: f. I ( must / should / would ) like to do well in French this year. It ( will / may / ought to ) be
important when I study abroad next year.
VERBS
Savin: g. Okay, but snowboarding ( couldn’t / can’t / won’t ) be the same without you.
Adrien: h. Thanks, I ( can / might / must ) be free next weekend, if you want to reschedule.
Savin: i. Okay, but you ( could / can / might ) have math or English homework . . .
Adrien: j. At least I ( won’t / can’t / shouldn’t ) have French!
4. Invent a yes/no question using the modal to match the answers below.
GRAMMAR SECTION
a. Will I make it to China if I dig deep enough?
No, the outcome is highly unlikely. (will)
b.
In all likelihood, yes. (can)
c.
Yes, that is an excellent idea! (should)
d.
Unfortunately, all signs say no. (will)
e.
The answer is yes, without a doubt. (must)
f.
No, there is little hope. (could)
Reproduction prohibited © TC Media Books Inc. Modals 169

5. Unscramble the words to write an information question.
a. my get licence when I will driver’s
b. could such how movie a anyone confusing understand
c. should many pizzas I the how for buy party
d. the why tickets be must expensive concert so
e. invite her Danielle party can tomorrow to who night

VERBS
6. Read the situations. Give advice to each student, using the modals could, should, would, may
or must.
a. Every day after school I work at a restaurant. I want to keep up my grades, but it is difficult
to concentrate on my schoolwork when I am so tired from my job.
GRAMMAR SECTION
b. Yesterday I was studying at a café when the guy sitting next to me handed me a business card
with his number on it. He seemed much older, but I’m a little curious.
c. On my way home from school, I saw my friend’s girlfriend kissing someone else. It’s none of
my business, but I don’t want my friend to get hurt.
7. Write a letter to the director of a movie you saw

recently. Explain what you liked, but mention
a few problems as well. Write how you would
change some aspects (characters, dialogue,
ending) to make the film better. Use the modals
can, could, should, would and may in your letter.

CONDITIONAL SENTENCES
GRAMMAR 1. Read the conversation. Highlight the real conditional sentences and underline
CHECK the unreal conditional sentences. Look at the chart below for help.
Emilio: What are we going to do? If Emilio: If you calm down, this will
the snow continues like this, we will be easier. Do you have a flashlight?
be trapped up here over night!
Luis: Yes, but if I had known we
Luis: If only I had listened to my would be stuck, I would have
mom, I would have worn an extra brought more batteries.
pair of socks. I’m freezing!
Emilio: If we turn the flashlight on
Emilio: Me too. Do you think if we and off, it will attract the attention
shout loudly enough someone will of the ski patrol.
hear us?
VERBS
We’ll be okay. Look! Do you see
Luis: I don’t know. But if we had that helicopter? If it comes this way,
checked the weather before wave your arms over your head!
coming, we would not have
Luis: It’s landing—the flashlight
attempted to snowboard in this.
trick worked! Maybe if I had been
I can’t see anything!
in Scouts as a kid I would have
Emilio: If we stay close, our body known what to do.
heat can keep us warm. And if we
GRAMMAR SECTION
Emilio: Emergencies are always
get through the night, we can walk
scary. But if you panic, it’s worse.
down tomorrow in the daylight.
Luis: I’m hungry. I would be more
confident if I had food and water.
Emilio, I’m getting really scared!
Conditional sentences have two parts: RED FLAG

• An if-clause that describes a condition If you have a ticket, Remember to remove the
• A main clause that describes a result you can see the show. comma when you invert clauses
in conditional sentences.
You can invert the clauses in conditional sentences:

You can see the show if you have a ticket.
The real conditional The unreal conditional

Describes a condition that is true or realistic Describes a condition that is untrue, unlikely
Gives instructions or advice or hypothetical
Explains the result of a possible event
Reproduction prohibited © TC Media Books Inc. Conditional Sentences 171

Real conditional If-clause Main clause
Truth or reality If + simple present simple present or modal
If water reaches 0 degrees, it turns into ice.
Instructions or advice If + simple present imperative
If an emergency happens, call 911 immediately.
Result of possible event If + simple present will + base form of the main verb
If a student gets hurt, we will notify the parents as soon as possible.
2. Match the if-clauses with the appropriate main clause.
If-clause Main clause

VERBS
a. If children lose their parents 1. you should hang up on them.

at the mall,
2. they should go to an information
b. If you lose your debit card, booth.
c. If you receive an email with a suspicious 3. you should run to the first house you
subject line, see for help.
d. If a stranger calls and asks for your 4. stand under a door frame.
GRAMMAR SECTION
banking information over the phone,

5. don’t open it.
e. If you think you are being followed,
6. you will be sent to the emergency
f. If a close friend talks about ending room.
his life,
7. you ought to stay where you are
g. If you get lost in the woods, and try to make a smoke fire.
h. If an earthquake occurs while you are 8. take it seriously and tell a
at home, professional.
i. If you get into a serious car accident, 9. you will need to show proof of identity.
j. If you want to get a social insurance 10. you should call the bank’s 1-800
card, number.

Unreal conditional If-clause Main clause
Untrue, unlikely or If + simple past* would / could / might / should
hypothetical event + base form of the main verb
If Joanie had a million dollars, she would buy herself a new car.
Untrue, unlikely or If + past perfect would / could / might / should
hypothetical event (past) + present perfect
If Joanie had won the lottery, she would have bought herself a new car.
* The verb to be always takes the form were in the unreal conditional: If I were rich, I would go to Europe.
4. Highlight the verbs in the if-clause and complete

the sentences with the correct form of the verbs
in parentheses.
VERBS
a. If Jean-Louis had known the ladder was broken, he
(climb, negative) it!
b. If athletes took first aid classes, they (intervene)
when accidents
occur during practice.
GRAMMAR SECTION
c. If the girls had heard the whistle, do you think they
(stay) in the water?
d. If homeowners changed their fire alarm batteries
more often, many home fires (happen, negative) .
e. If the helicopter pilots had seen the mountain climber, they (lower)
the rescuer to help him.
f. If the neighbour had not noticed the smoke coming out of the window, she (call, negative)
the firemen.
g. If my parents had let me drive their car, I (be) very careful.
h. The speaker told students that if they checked the hotel fire exits, they (see)
that they are often blocked off.
i. If you fell off a ladder, you (need) an ambulance.

QUESTION FORMATION
If-clause + simple present or modal If-clause + question word + simple present
+ subject + verb* or modal + subject + verb
If you have a ticket, can you see the show? If a student gets hurt, when do you notify the parents?
If she had come home, would she have stayed? If she had come home, how long could she have stayed?
* except for main clauses with the verb to be: If you measure less than 4’, are you allowed to ride the horses?
4. Write a yes/no or information question to match the underlined answer.

a.
Yes! If you drive, you should always buckle up.
VERBS
b.
If you get lost while driving, you should stop at a gas station to ask for directions.
c.
No! If you are tired, you should never get behind the wheel of a car.
d.
Yes! If your boyfriend uses his cellphone while driving, you should be worried because
GRAMMAR SECTION
multitasking distracts drivers and causes accidents.

e.
If you give your friends a ride home, parents worry because accidents often occur when
teens are driving other teens.
f.
If you see an accident, you should call the police immediately.
g.
Yes, you can still drive if it’s snowing outside. Make sure your car has winter tires!

5. Write two complete sentences to answer the following questions. In your answer, include
one affirmative and one negative conditional structure.
a. If your classmate suddenly fainted, what would you do?
b. If there were a fire drill, where would the class go?
c. If you saw someone slip on the ice, how would you react?
VERBS
d. If you wanted to ask someone on a date, what would you do?
GRAMMAR SECTION
6. Write the if-clause for the following set of results.
a. , I would call 911.
b. , they would not have had the accident.
c. , he would have worn his bicycle helmet.
d. , you should find the nearest exit.
7. Choose one of the following prompts and

write a short text using conditional sentences.
Highlight the real and unreal conditionals using
different colours. Use the theory boxes to correct
your errors.
• If you really want to learn a language . . .
• If I were going on a trip to New York City . . .
• If I had invented a time machine . . .

GERUNDS AND FULL INFINITIVES
GRAMMAR 1. Read the online forum. Highlight the gerunds and underline the infinitives.
CHECK Look at the information below for help.
Amir: I think we need to have access to all information. Ignoring tragic events
would be like hiding from the real world. We need to wake up and
understand how the rest of the world lives!
Lauren: I agree that it is important to be aware of the plights of other countries.
However, showing the suffering that occurs in refugee camps in the name
VERBS
of entertainment is wrong.
Wendy: Who’s talking about entertainment? Showing other people’s reality is educational!
Andres: News in real time is a privilege. From our rooms, we can choose to travel anywhere.
Imagine learning about countries our parents never even heard of!
Tionda: Maybe, but I feel that we need to consider our role as a consumer of information.
The news helps us to learn about our world, but it is important to remember that there
GRAMMAR SECTION
are real stories behind the images. Imagine being in that person’s shoes. Perhaps they
wouldn’t want us to see their reality.
Gerunds and infinitives are verb forms acting as nouns. They can both be used:
As the subject of a sentence
• Driving while texting has become a social plague. RED FLAG
• To write well is a goal that many have but few achieve. Don’t mix gerunds and
As the object of a verb infinitives in the same sentence.
• Do you prefer going out or staying in?

• Do you prefer to deal with your own problems or to get help?
Gerunds can be used after a preposition:
• Many people change dramatically after having a near-death experience.
• Some people learn better by doing than by watching.
Infinitives can be used after certain adjectives (angry, excited, happy, sad, worried, etc.):
• Claudia was happy to learn that she had won.
• The cyclists were angry to hear that it would rain.

GERUNDS OR FULL INFINITIVES?
Some verbs can only be followed by gerunds, some can only be followed by infinitives, while others
can be followed by either gerunds or infinitives.
Gerunds Both Infinitives

admit finish allow love agree learn
appreciate imagine begin prefer ask plan
avoid mind continue regret choose promise
consider practise forget remember decide seem
deny risk hate start expect want
enjoy suggest like try hope wish
Gene avoided going outside Gene hates playing in the rain. Gene wanted to go inside
VERBS
in the rain. Gene hates to play in the rain. because it was raining.
For a list of verbs followed by gerunds or infinitives, see page 233 of the Reference Section.
2. Complete the sentences with a gerund or an infinitive of the verb in parentheses. Highlight the
preposition, adjective or verb that justifies your response.
GRAMMAR SECTION
a. Our greatest glory is not in never (fall) , but in (get)
up every time. —Confucius
b. Do not wait to strike till the iron is hot; but make it hot by (strike) .
—William B. Sprague
c. I choose (live) , not just exist.—James Hetfield
d. Setting an example is not the main means of (influence) others; it is
the only means. —Albert Einstein
e. We must learn (live) together as brothers or perish together as fools.
—Martin Luther King, Jr.
f. You must be the change you wish (see) in the world. —Gandhi
g. It is the possibility of (have) a dream come true that makes life
interesting. —Paulo Coelho
h. Trust yourself. Create the kind of self that you will be happy (live)
with all your life. —Golda Meir
i. The possibilities are numerous once we decide (act) and not react.
—George Bernard Shaw
Reproduction prohibited © TC Media Books Inc. Gerunds and Full Infinitives 177
3. Circle the gerund or infinitive to complete the text. Use the verb chart on page 177 for help.
This is it! I just have to finish ( to pack / packing ) and I’m off! A month in Spain—I can’t
forget ( to take / taking ) my camera. I always wanted ( to travel / travelling ) to Europe, but
I had never actually considered ( to go / going ). That all changed when my best friend
Stacey decided ( to study / studying ) in Madrid for her Secondary Five. I promised ( to visit
/ visiting ) her over the summer so she wouldn’t be lonely. Stacey and I stayed in touch by
( to write / writing ) emails and ( to talk / talking ) on the phone. She says that she’s excited
( to see / seeing ) me and that I will love Madrid.
We plan ( to meet / meeting ) at the airport and
then begin our adventure together. Although
I am scared ( to fly / flying ), I know it will be
VERBS
worth it. After all, ( to reconnect / reconnecting )

with Stacey will be incredible. I expect ( to have /
having ) difficulty understanding Spanish, but
I hope ( to communicate / communicating ) using
some English as well. My mother suggested
GRAMMAR SECTION
( to take / taking ) a dictionary with me, but I plan

( to ask / asking ) Stacey for help. I can’t wait to
see her again! It’s been forever!
4. Complete the following sentences with a gerund or an infinitive.

a. Every morning, Mona enjoys (gerund)
b. Before you leave, you must finish (gerund)
c. The best way to learn English is by (gerund)
d. In my Secondary Five year, I plan (infinitive)
e. The hockey players were excited (infinitive)
f. If you travel abroad, you should avoid (gerund)
g. My English teacher expects us (infinitive)
5. After Secondary Five, what do you hope to accomplish? Do you plan to travel or to study?
What would you consider doing, or what would you avoid? Will you continue playing sports
or will you try writing a book? Write a short text describing your future hopes and plans.
Include five gerunds and five infinitives, underlining each.

THE ACTIVE AND PASSIVE VOICES
GRAMMAR 1. Read the article. Underline all the verbs in the passive form. Look at the chart
CHECK below for help.
A Cycle of Stolen Cycles

Bike theft is a major problem in most Canadian cities. In Montréal,
anti-crime organizations estimate that 15 000 to 30 000 bikes
are stolen annually. Yet, only a fraction of these bicycle thefts
are reported to police. Therefore, when the stolen bikes are
recovered, most are never claimed by their owners and end up
being sold at police auctions. Experts say that owners fail to
report their stolen bikes for a number of reasons. First of all, many
VERBS
bicycle owners fear that their bikes may have been stolen in the
first place and are afraid to turn to the police for help. Second,
although serial numbers are engraved on all bicycles and are used
by police to track down stolen bikes, many cycle owners do not
know their bikes’ serial number. Finally, many cyclists simply do
not report the theft because they do not believe that the police
will be able to find their bikes. In fact, as one crime researcher
points out, often one stolen bike is replaced with another stolen
GRAMMAR SECTION
bike, ensuring that the underground market will continue to thrive.
Use the active voice to emphasize that the subject initiates the action.
• Usain Bolt established a new world record.
• The Williams sisters have won their match.
Use the passive voice to emphasize that the subject receives the RED FLAG
action or when the doer of the action is unknown, not important or Overuse of the passive voice
needs to remain anonymous. can make your writing wordy
• A trophy was presented to the winner. and awkward to read. Use the
active voice when possible.
• Autographed tennis balls were thrown to the crowds.
Object + was / were + past participle (+ subject) Object + was / were + not + past participle (+ subject)
The cake was made by César. The cake was not made by Tara.
The brownies were made by Tara. The brownies were not made by César.
Reproduction prohibited © TC Media Books Inc. The Active and Passive Voices 179
Verb tense Active voice Passive voice
Simple present remove / removes is removed / are removed
Present continuous am / is / are removing is / are being removed
Simple past removed was / were removed
Past continuous was / were removing was / were being removed
Future with will will remove will be removed
Future with going to am / is / are going to remove is / are going to be removed
Present perfect has / have removed has / have been removed
Past perfect had removed had been removed
For the past participles of irregular verbs, see pages 231-232 of the Reference Section.
VERBS
2. Underline the verbs in the following sentences. Write an (A) or a (P) to indicate whether they are
in the active or passive voice.
a. The turtles of Volusia County in Florida are considered an important part of the
local ecosystem.
b. Regulations regarding their welfare are posted and are distributed to tourists and residents.
GRAMMAR SECTION
c. The laws are reinforced throughout the area from May 1 to October 1.
d. Law breakers can receive maximum fines of $50 000 and prison sentences lasting
up to one year.
e. Approximately 500 nests are laid in the sand each year.
f. Over 45 000 baby turtles emerge from these nests and crawl to the water’s edge
to begin their long ocean voyage.
g. However, in recent years, human activity has caused a disturbing trend.
h. The light from beachside residences and roadways distracts many young turtles
from their trek toward the ocean’s edge.
i. The hatchlings are confused by beachside lights.
j. Instead of heading towards safety, they meet their fate in sand dunes, drains and
other dangerous locations.
k. Ocean storms pose another danger to turtles.
l. After a recent storm, more than 3 000 turtles were washed onto the beach by rough waves.
m. Residents are updated on regulations via a journal page on the county’s website.

3. Rewrite the following sentences in the active voice.
a. Last Sunday, a race to raise money for cancer was run by more than
500 runners.
b. Cold and rainy weather were endured by the runners.
c. First place was won by an athlete from Kenya.
d. Disqualifications were received by several runners.
VERBS
e. A shortcut was taken by one runner, improper gear was worn by another,
and to reach the finish line faster, a bus was even taken by a third.
4. Write questions in the passive voice that match the answers in the interview.
GRAMMAR SECTION
Interviewer: Have computer companies been affected by the environmental movement?
Expert: Yes, computer companies have certainly been affected by the environmental movement.
Interviewer: a.
Expert: Many have been targeted: for example, Apple, IBM and Microsoft.
Interviewer: b.
Expert: Oh, yes, Google, Twitter and Yahoo are also being watched closely.
Interviewer: c.
Expert: They are evaluated according to the environmental impact they have on the local
communities, as well as the amount of greenhouse gases they release annually.
Interviewer: d.
Expert: Yes, Google is known for its efforts to reduce its environmental impact.
For example, a Google data centre in Atlanta reuses part of its waste water
to cool its servers. It purifies the rest of its waste water.
Interviewer: e.
Expert: The water is sent to the data system’s cooling towers. The water that does not
evaporate there is then purified and returned to the Chattahoochee River.
Reproduction prohibited © TC Media Books Inc. The Active and Passive Voices 181
5. Underline and correct the errors in the use of the passive and active voices.
a. A white lobster was catched by a Lower North Shore
fisherman in July.
b. The white lobster has was named Blondie because it is an albino.
c. He hopes a new home will found for Blondie.
d. A search on the Internet revealed that only one in a hundred
million lobsters are estimated to be albino.
e. However, the number of albino lobsters has been increased
in recent years.
f. The increase in albino lobster sightings may be linked to
the fact that at least four times more lobsters are been
caught today in comparison with 20 years ago.
VERBS
g. Fishermen are required a permit if they want to keep a lobster.

h. In June, another lobsterman caught a blue lobster and was tried
to sell it on Kijiji with the condition that the buyer not eat it.
i. After the report is aired on the radio, the owners of an
aquarium said they would consider the request.
j. To date, all fishermen who have caught albino lobsters
GRAMMAR SECTION
have been sent them to museums.
6. Read the following sentences and write why you think the passive voice was used.
a. The Lascaux Caves in southern France were painted more than 17 000 years ago.
b. When asked to explain the actions of her company, the CEO replied, “Mistakes were made.”
c. Experts estimate that almost 200 000 cars are built every day.
d. Each year over a million people are diagnosed with HIV.
7. Write a short article for the school newspaper

about a scandalous or embarrassing event that
actually occurred during your years at high
school. Include the facts about the event but
use the passive voice to hide the identities of the
perpetrators. Underline the verbs. Draw a line
from the verbs to the objects.

DIRECT AND INDIRECT SPEECH
GRAMMAR 1. Read the dialogue. Underline the examples of direct speech and highlight
CHECK the examples of indirect speech. Look at the chart below for help.
Make Yourself at Home

VANCOUVER, B.C.—As real estate prices on the West Coast continue to rise, many young adults
say that they are having a difficult time finding affordable apartments. Roommates Iona and
Cathy claim that they looked at over 25 different places before finding one that would fit within
their budget.
“You’d be amazed at what is out there,” confesses one girl. “The only places we could
afford were so small they didn’t even have a separate bathroom!”
VERBS
“Some people get really creative,” her roommate adds. She admitted that she
took notes on how her friends organized their space. “I’ve seen apartments
where adults sleep in bunk beds to save room. My favourite was
a bookcase that doubled as a coat rack in the winter.”
The situation can be discouraging for young professionals, but the
girls remained optimistic. Their perseverance paid off; they signed
a lease last week. They admit that they were frustrated at first, but
GRAMMAR SECTION
they were able to change their expectations to fit their budgets.
“The key is to see potential in everything!” Iona advises.
Use direct speech to repeat the speaker’s exact words.

Use quotation marks to identify the exact words said and capitalize the speaker’s first word.
• The real estate agent said, “If you need extra space, convert the closet to an office!”
Use indirect speech to report what someone says without using their exact words.
• My mom said that she preferred the first apartment we looked at.
Both forms employ verbs to report speech: say, complain, report, mutter, reply or shout.
To use indirect speech, make these changes: He complained, “I’m hungry.”
a. Add the word that. He complained that
b. Change pronouns and possessives as needed. He complained that he
c. Change the tense of the speaker’s words. He complained that he was
d. Omit the comma and the quotation marks. He complained that he was hungry.
For information questions, remember to invert the subject and the verb.
• She asked, “When can we go to the park?” She asked when we could go to the park.
Reproduction prohibited © TC Media Books Inc. Direct and Indirect Speech 183
Direct speech Indirect speech
Simple present Simple past
Nico said, “I play the trumpet.” Nico said that he played the trumpet.
Present continuous Past continuous
Nico said, “I am playing the trumpet.” Nico said that he was playing the trumpet.
Simple past Past perfect
Nico said, “I played the trumpet.” Nico said that he had played the trumpet.
Future Present conditional
Nico said, “I will play the trumpet.” Nico said that he would play the trumpet.
Yes / no questions
Simple present whether + Simple past
Nico asked, “Does she play the flute?” Nico asked whether she played the flute.
Information questions
VERBS
Simple present Simple past

Nico asked, “When does Kal practise?” Nico asked when Kal practised.
2. Rewrite the sentences using indirect speech. Check the verb tense in the chart above.
a. The police told journalists, “We cleaned up the neighbourhood for the residents.”
GRAMMAR SECTION
b. The landlord explained, “Since you have free parking, you pay the electricity bills.”
c. Ann said, “In Montréal, you will see many homes with iron staircases on the outside.”
d. My roommate asked, “Don’t you wish we had a bigger apartment?”
e. Kelly asked, “Where can we find a laundromat nearby?”

3. Choose one verb from the box to report speech and rewrite each statement to form a complete
sentence using direct speech. Pay attention to the rules of punctuation.
a. “You have to turn down your music!”—upstairs neighbours. VERBS
TO REPORT
SPEECH
b. “Will we be able to get this sofa up the stairs?”—movers. say
argue
announce
c. “This house is too small for a big family!”—mother of three. shout
inquire
complain
d. “Will the city impose mandatory composting?”—residents.
protest
reply
e. “It’s your turn to do the dishes.”—angry roommate. demand
ask
VERBS
4. Change the sentences to direct speech.
a. The sisters said that they had wanted to live together ever since they were young.
GRAMMAR SECTION
b. Ben complained that his old apartment had been too noisy.
c. His roommate Yuki added that they were much happier in their new place.
d. Their friend Bartholomew wondered whether there was a pizzeria nearby.
e. He confessed that he was hungry and wanted to grab

a slice or two.
5. Invent an imaginary argument between two roommates. Who are they,

where do they live and why are they fighting? Report it in a newspaper article,
using both direct and indirect speech. Use the text in the Grammar Check on page 183 as a model.
Reproduction prohibited © TC Media Books Inc. Direct and Indirect Speech 185
TAG QUESTIONS
GRAMMAR 1. Read the conversation. Underline all the question tags. Then, highlight the
CHECK main verb that the question tag is reflecting. Look at the chart below for help.
Amélie: Let’s get started. Everyone is here, aren’t they?

Pierre-Antoine: I think Suzie left early for a dentist appointment, didn’t she?
Amélie: Oh, right. Listen guys, we really have to get going with this yearbook.
Cyndy: I know! We only have four weeks until we have to send it to the
printer, don’t we?
Amélie: And there’s our problem. The texts from the students aren’t all in.
Pierre-Antoine: Mr. Tessier said that we could make an announcement,
didn’t he?
VERBS
Amélie: True. You can make the announcement, Cyndy, can’t you?
Cyndy: Sure.
Pierre-Antoine: Maxime sent me the layout. It looks amazing, doesn’t it?
Amélie: Definitely! Hey, that was the second bell, wasn’t it?
Cyndy: We should hurry. We don’t want to be late!
GRAMMAR SECTION
Tag questions are statements that have a “mini-question” (question tag) at the end of them.
Use question tags:
• To confirm information
You made the reservations for Saturday, didn’t you? RED FLAG
• To seek agreement If the subject of the statement is
This is great pizza, isn’t it? or
, use in the question tag.
There are three main types of question tags:
Affirmative Statement Negative Statement

Verb*
Positive statement + negative tag Negative statement + positive tag
Modal or auxiliary verb You can come tonight, can’t you? You can’t come tonight, can you?
• Use the same word for Zoe will leave now, won’t she? Zoe won’t leave now, will she?
the question tag. They have left, haven’t they? They haven’t left, have they?
The verb to be The snow is very pretty, isn’t it? The snow isn’t very pretty, is it?
• Use to be for the They were twins, weren’t they? They weren’t twins, were they?
question tag. I am late, aren’t I? I’m not late, am I?
Any other verb Magda eats pie, doesn’t she? Magda doesn’t eat pie, does she?
• Use to do for the Ali went to school, didn’t he? Ali didn’t go to school, did he?
question tag. You saw the film, didn’t you? You didn’t see the film, did you?
* Remember to keep your question tag in the same tense as the verb.

2. Highlight the main verb in each statement. Then, write the correct question tag.
a. Yearbooks are a popular tradition in many high schools, ?
b. The yearbook never costs more than $25, ?
c. You’re not going to put that picture of me in the yearbook, ?
d. None of these photos are very clear, ?
e. Nobody forgot that it was class photo day, ?
f. Everybody remembered to bring their deposit for the yearbooks, ?
g. The theme has already been chosen for the yearbook, ?
H. This will be the best yearbook the school has ever produced, ?
3. Read the following sentences and indicate whether the question tags are
correct or incorrect. Rewrite the sentences to correct the errors.
VERBS
CORRECT INCORRECT
a. You can ask students to pay ahead of time, can’t you?
b. You should choose a theme that everyone likes, didn’t they?
c. Students can begin collecting texts in September, don’t they?
GRAMMAR SECTION
d. No one thought of doing an electronic version, didn’t they?
e. Nobody will want to include any baby pictures, will you?
f. Sports, clubs and projects are all topics to cover, aren’t they?
g. t is important to include photos of everybody, won’t you?
4. It is January and the prom committee is meeting to plan the event. Write a dialogue between
several students as they talk about various topics such as the theme, the location, the cost, the colour
scheme, etc. Include at least five question tags.
Reproduction prohibited © TC Media Books Inc. 187

+
GRAMMAR 1. Read the conversation below. Underline the use of there + to be.
CHECK
Ron: What’s going on outside? There are a bunch of police cars next door.
Milo: There could be a party happening. There have been a lot of weird people
going into that house tonight.
Ron: Weird people? That’s a yoga centre. There may be a party, but I can’t imagine
it would attract the police.
Milo: One thing is for sure—there’s going to be a lot of action on the Internet
about this. I just saw the mayor walk out wearing stretchy pants!
VERBS
Use there + to be to identify things or to say that something does (or does not) exist.
The noun that follows there + to be is the subject of the sentence and must agree with the verb to be.
Affirmative Negative Questions

Simple tenses
GRAMMAR SECTION
There + to be + subject There + to be + not + subject (Question word) + to be + there + subject

There is a party. There isn’t a party. (Why) was there a party?
Perfect tenses
There + has / have been There + has / have not been (Question word) + has / have there been
+ subject + subject + subject
There’s been a party here. There hasn’t been a party yet. (Why) has there been a party?
Simple future tense

There + will be There + will not (won’t) be (Question word) + will there be
There will be a party. There won’t be a party. (When) will there be a party?
Modals
There + modal + be There + modal + not be (Question word) + modal + there be
There might be a party. There shouldn’t be a party. (How) can there be a party?
Continuous tenses
There + to be + subject + There + to be + not + subject (Question word) + to be + there + subject
present participle + present participle + present participle
There is a party happening. There isn’t a party happening. (When) was there a party happening?
Indefinite pronouns are often used with there + to be: Is there anything I can do?
Quantifiers are often used with there + to be: There was a lot of rain.
2. Complete the sentences with there + to be in the simple present,
simple past or simple future, using affirmative or negative forms.
a. a game last night.
b. enough players, so our team
lost by forfeit.
c. a practice today.
d. many things the team
has to work on.
e. The coach says any excuses for being absent.
f. We’re sure another speech from the coach at practice today.
g. We just found out practice is cancelled because a field available.
VERBS
3. Complete the sentences using there + to be and the verb tense or modal provided.
a. present perfect rumours at school.
b. might a good reason for it.
c. simple past a fight last week.
d. simple past (negative) many witnesses who were willing to talk.
GRAMMAR SECTION
e. simple future a meeting about it at noon.
4. Write questions by putting there + to be in the indicated verb tense or modal, and by using the
words provided.
a. simple present – anybody outside?
b. simple present – any questions I forgot to ask?
c. present perfect – any games lately?
d. could – snow day tomorrow?
e. why – simple future – an NHL lockout?
5. Write about a favourite vacation spot. Describe what you can expect to find at this place using
the construction there + to be.
Reproduction prohibited © TC Media Books Inc. + 189

NOUNS
GRAMMAR 1. Read the text. Underline all the singular nouns and highlight all the plural
CHECK nouns. Look at the chart below and at the theory box on page 191 for help.
Become a Volunteer Fireghter!

The Morin Heights Fire Department is currently accepting applications for
volunteer firefighters from men and women who live in the municipality.
Applicants must:
• Complete the necessary paperwork • Provide reference letters
• Pass a test of mental abilities • Attend an orientation session
SENTENCE BUILDERS
• Pass a physical aptitude test • Pass an interview

• Have a valid driver’s licence
Please attend the information sessions on January 25 and February 13 at the
Morin Heights Fire Hall.
A noun can act as a subject or an object.
Type Used to identify Example

GRAMMAR SECTION
Common People or physical things child, cat, hamburger

Proper Names, places, days, months, holidays, Santa Claus, Paris, Friday, May,
(always capitalize) languages and nationalities Eid, Belgian, Dutch
Abstract Feelings, activities, qualities and concepts love, courage, eating, memory
Collective A group considered as a whole team, crowd, furniture
Plural nouns: spelling rules

Noun Rule Example
Most nouns Add s. boys, cats, hamburgers
Nouns ending in ch, sh, s, o or x Add es. watches, brushes, potatoes
Nouns ending in consonant + y Change y to i and add es. babies, parties
Nouns ending in o that are derived Add s. cellos, sopranos, photos, autos
from foreign or shortened words
Most nouns ending in f or fe Change f or fe to ves. wives, scarves, knives
(except cliff, chief, roof, safe)
Exceptions
Some nouns change form in the plural: child children mouse mice tooth teeth
man men person people foot feet
Some nouns do not change in the plural: fish, salmon, deer, moose, sheep
Some nouns are always plural: police, clothes, glasses, pants, stairs, savings

2. Read the text. Underline the nouns and classify them in the chart below.
FIRE!
The men pulled up in front of the Midtown Municipal Library, sirens blaring. It was one of the
coldest mornings in January, and the building was already engulfed in flames. Smoke was
pouring out of the roof. The librarian, Ms. Bhatia, who was clutching a copy of the Canadian
Oxford Dictionary in her arms could be seen leaning out of a window, filled with fear and
screaming for help. Some members of the team grabbed a ladder, preparing for the rescue.
Others threw on their equipment and ran into the building in order to save its priceless collection.
Common Proper Abstract Collective
SENTENCE BUILDERS
GRAMMAR SECTION
Compound nouns are made of two or more nouns. Sometimes they are written as one word
and sometimes they are written as two words.
• The first word provides information about the main noun: mystery novel, hockey stick.
• The compound noun may have a different meaning than the nouns that compose it: grapefruit.
3. Form compound nouns using the word bank below. Then, match each word to its correct definition.
A B Compound noun Definition
arm cage 1. a. western hero who herds cows
bird boy 2. b. device worn over the ears to listen to music
cow paste 3. c. body part underneath the shoulder
head pit 4. d. paste for cleaning your teeth
tooth phones 5. e. home for pet birds
Reproduction prohibited © TC Media Books Inc. Nouns 191

UNCOUNTABLE NOUNS
Uncountable nouns do not have a plural form. They include:
• Names of substances: snow, oil, wood
• Abstract nouns: anger, knowledge, courage, death
Uncountable nouns are not used with a / an but they always take singular verbs:
• Help is on the way! This information is very helpful.
Some nouns can be either countable or uncountable:
• I am making chicken for dinner tonight. (uncountable)
• How many chickens do you have on the farm? (countable)
RED FLAG
Uncountable nouns are often preceded by quantifiers like some,
SENTENCE BUILDERS
any, no, or a little or by nouns such as bit, piece, slice, or sheet Nouns that are countable in other
to make them countable. languages are often uncountable in
English:
• I need a sheet of paper. Do you have any advice for me?
For more on quantifiers, see pages 194 and 195 of the Grammar Section.
4. Rewrite the sentences, correcting the errors.

a. I have three homeworks.
GRAMMAR SECTION
b. I got my hairs cut last week.
c. I have lots of informations.
d. A police came to investigate.
e. We bought some new furnitures.
f. My luggages are ready.
g. Let me give you an advice.
5. Imagine that you win a shopping spree to your favourite store. What would you buy? For whom?
Write a short text using countable and uncountable nouns.

ARTICLES AND QUANTIFIERS
GRAMMAR 1. Read the joke. Underline all the indefinite articles

CHECK and highlight all the definite articles.
Bad Joke!
A man walked into an antique store. There was a small
dog sitting beside the counter. The man, who loved dogs,
thought it was a really cute dog and wanted to pet it.
So the man asked the clerk, “Does your dog bite?” The clerk
replied, “No, my dog doesn’t bite.” The man bent down to pat
SENTENCE BUILDERS
the dog. Just as his hand reached the dog’s head, the dog snarled
and bit the man’s hand. The man, who was furious, yelled at the
clerk, “HEY! You said you had a good dog!” The clerk smiled and
responded, “That’s not my dog.”
RED FLAG
ARTICLES
When the first letter of a noun is a vowel with a consonant sound
We use articles to help ( ), we use the indefinite article before that noun.
define nouns.
GRAMMAR SECTION
Article Rule Example
Indefinite article: a, an* A or an before singular, nonspecific I see a cat! That’s a unique colour.
nouns I’ll wait for an hour. Eat an apple.
No article Omit the article before plural, Buy milk and eggs at the store.
uncountable or nonspecific nouns They eat vegetables for lunch.
Definite article: the The before specific nouns Go brush the snow off the car.
Did you see the animals in the zoo?
* a before consonant sounds; an before vowel sounds
2. Place a or an before the nouns.

a. history class f. accident
b. example g. university
c. FBI agent h. ugly duckling
d. European vacation i. opening
e. unicorn j. haunted house
Reproduction prohibited © TC Media Books Inc. Articles and Quantifiers 193

3. Complete the text with a, an, the or — (when no article is required).
I recently took train across country to
Vancouver. It was fantastic trip. seats
were very comfortable. I chose seat beside
window because I didn’t want to miss scenery. Ontario was kind of
tedious to cross, but lakes and forests were beautiful. I was expecting to find
prairies really long and boring, too, but I was pleasantly surprised. sky
looks so much bigger there than it does here in Québec. Saskatchewan
is really flat place! Luckily, train had Wi-Fi, so I was able to post
SENTENCE BUILDERS
photos of my journey online.
QUANTIFIERS
Quantifiers give information about the amount or quantity of something.
For uncountable nouns, we can also describe quantity with quantifiers such as a piece of, a slice of,
a bottle of, etc.
Quantifiers Positive Negative

GRAMMAR SECTION
Countable (too) many / more, (a) few / fewer, Both boys were absent. Not many people came.
nouns every, both, each A few girls were absent.
Countable / all of, a lot of, lots of, some, any, All of the guests came. None of the guests came.
Uncountable nouns several, enough, none of, no Some cake is left. No cake is left.
Uncountable nouns (too) much, (a) little / less, I have too much work! Not much has changed.
a bit of I need a little help.
4. Complete each sentence with a lot of + the correct form of the noun provided. Remember to make
countable nouns plural.
a. wood To make a fire, we collected
b. mouse In my basement, there are
c. sandwich She made us
d. cold weather Last winter, there was
e. milk Babies and teenagers drink
f. cash When he went to the casino, he brought
g. potato I peeled

5. Complete the text using the words in the Word Box.
Dear Kevin,
Once again, we had to forfeit last night’s game because there weren’t
players present. I know the team is having problems, but that’s
reason for you and Haroun to pretend you’re sick
time we have a game. the players need to be present to avoid losing by
forfeit—and this includes you. I can’t think of reason
you wouldn’t want to support your team. Sure, maybe we haven’t won
games this season, but the team’s not ready to give up yet.
SENTENCE BUILDERS
We just need more practice time together. WORD BOX
of the players have asked me to speak to you. a few
all (of)
So, I expect to see you at the practices any
for the rest of the season, and at game. both (of)
enough
We need player to contribute, and that
every
includes you and Haroun. lots of
See you next week, no
some
GRAMMAR SECTION
Coach
6. Make the nouns countable by adding a quantifier from the Word Box.
a. soap l. cream
b. bread m. information
c. lemonade n. toothpaste
d. salt o. hair
WORD BOX
e. blood p. sand
a bar of
f. advice q. gold a bottle of
g. pizza r. rice a drop of
a grain of
h. news s. chalk
a piece of
i. DNA t. luggage a slice of
a strand of
j. water u. superglue
a tube of
k. cake v. truth
7. Do you and your friends ever disagree about anything? Write about a disagreement. Describe how
you felt and whether this particular disagreement happens often or rarely. Use quantifiers to make
your ideas clear.
Reproduction prohibited © TC Media Books Inc. Articles and Quantifiers 195

PRONOUNS AND POSSESSIVES
GRAMMAR 1. Read the lines from the poem. Underline all the pronouns. Look at the chart
CHECK below for help.
Six Honest Serving Men

by Rudyard Kipling
I keep six honest serving-men I send them over land and sea,
(They taught me all I knew); I send them east and west;
Their names are What and Why and When But after they have worked for me,
And How and Where and Who. I give them all a rest.
SENTENCE BUILDERS
RED FLAG
Possessive adjectives are the same gender
We use pronouns to replace nouns. as the subject, not the nouns they are
describing:
Possessive adjectives indicate belonging or ownership.
Subject Object Possessive Possessive Reflexive

pronouns pronouns adjectives pronouns pronouns
We are friends. You helped me. This is my dog. That dog is mine. He hurt himself.
I me my mine myself
GRAMMAR SECTION
you you your yours yourself

she her her hers herself
he him his his himself
it it its its itself
we us our ours ourselves
you you your yours yourselves
they them their theirs themselves
2. Replace the underlined words with the appropriate pronouns and possessive adjectives.
a. Arthur and Sika wanted to visit Arthur and Sika’s cousin.
b. Where are Jack’s keys?
c. Give the book to Avery and Thomas.

3. Fill in the blanks with the pronouns that best fit the sentences.
When I was a kid, all did was ask questions. parents say I used to
drive crazy. One time asked a lady why had so many
wrinkles. I said that made look like an elephant. The lady was
pretty angry at mother and told to better control .
Another time I asked a man with a bandage if had cut on purpose.
got really insulted and yelled at . Once, when were
at a restaurant, asked a big biker if was a criminal. I said that
tattoos made look like a thief. wasn’t very happy
SENTENCE BUILDERS
with question. took some fast talking to get out
of that situation. After that, I finally realized that I needed to control before
really got us into trouble!
RELATIVE PRONOUNS
We use relative clauses to describe, identify or give more information about a noun. They connect
two ideas in one sentence using a relative pronoun.
GRAMMAR SECTION
• This is the school that I attended when I was young. RED FLAG
• The guy who helped me just left. We can omit the relative pronoun when it is
an object:
Use relative pronouns to describe the preceding noun.
Subject Object Possessive

The boy who fell is hurt. The boy whom I hit is mad. The boy whose arm hurts is crying.
People who, that who / whom (formal), that whose
Things which, that which, that whose
4. Complete the sentences with the correct relative pronoun.

a. The movie I saw was exciting.
b. The girl you were talking to is really strange.
c. I apologized to the man car I hit.
d. The old car is in the driveway is mine.
e. I thanked the man helped me.
Reproduction prohibited © TC Media Books Inc. Pronouns and Possessives 197

5. Combine the two sentences. Use the second sentence as the relative clause.
a. I saw the cat. The cat caught a mouse.
I saw the cat that caught a mouse.
b. The guy was at the party. The guy lives next door to me.
c. I hugged my friend. My friend’s dog died.
d. The class was very long. I went to the class.

SENTENCE BUILDERS
e. I called the man. The man’s son stole my bike.
f. We saw the woman. The woman was dancing in the street.
INDEFINITE PRONOUNS
GRAMMAR SECTION
We use indefinite pronouns to refer to a person, place or thing that is not specific.
They are always used with verbs in the 3rd person singular. RED FLAG
We often use the word else with these pronouns to indicate Do not use no–pronouns with
other, more or the rest of. negative verbs:
• I would like something else to eat, please.
Pronoun Meaning Example

everybody / everyone All Everyone else went home.
everything He lost everything he had.
everywhere We looked everywhere for the dog.
someone / somebody Specific information is unknown Someone called me last night.
something or unimportant I want something else to eat.
somewhere He went somewhere.
anybody / anyone Practically every one, or no Anybody can help me.
anything particular one Did you hear anything else about the job?
anywhere Any becomes negative when used I didn’t go anywhere last night.
with a negative verb. I didn’t ask anybody else to come over.
nobody / no one Negative Nobody was home.
nothing I have nothing else to do tonight.
nowhere He went nowhere on the weekend.

6. Underline the indefinite pronoun in each sentence and decide if it is used correctly. For those that
are incorrect, write the correct indefinite pronoun in the space provided.
a. I’m not going somewhere tonight.
b. I’ve looked anywhere for my glasses.
c. Is anybody home?
d. I don’t know nothing about grammar.
e. He asked everybody at school where I was.
f. We went anywhere last night.
g. I didn’t realize absolutely anybody knew my secret.
SENTENCE BUILDERS
h. There was something anyone could do to help me.
i. If anybody asks me about you, I won’t tell them something.
j. He did nothing, so I had to do everything myself.
k. They can do anything they put their minds to.
7. Complete the sentences with an indefinite pronoun + else.

a. thinks it’s a great idea. Why don’t you?
b. will finish the job. Let’s leave now.
GRAMMAR SECTION
c. Is there you wanted to talk about? I have a few more minutes.
d. Let’s go . This place is boring!
e. If you don’t want to come with me I’ll ask .
f. wants to come, so I’ll have to go by myself.
g. Would you like to eat?
h. In Bromont, and pretty much , it’s snowing.
i. There isn’t to go. We’ll have to stay here.
j. It wasn’t me—you must be thinking of .
k. is going get you out of this mess except yourself.
8. Think about a time you were in a new,

unfamiliar place. Describe your experience using
as many pronouns (subject, object, definite and
indefinite) as possible.
Reproduction prohibited © TC Media Books Inc. Pronouns and Possessives 199

ADJECTIVES
GRAMMAR 1. Read the article. Highlight all the adjectives. Look at the chart below
CHECK for help.
Using Video Games to Learn

MONTRÉAL—Video games are nding a new purpose as software
companies introduce fun, educational games. The latest gaming
trend is to teach students scientic concepts and to help them
develop reasoning and problem-solving skills. Imagine learning all
about physics through three-dimensional video simulations! Or, if
SENTENCE BUILDERS
you are more interested in the environment, you may enjoy learning
how to clean up a polluted lake by gathering virtual data (such as
water samples, test results and witness testimonials). Future doctors
and lab technicians will love certain games that replicate medical
catastrophes. Players will need to use cutting-edge technology to
locate infected humans and contain a dangerous virus. Each level is
trickier than the last—making it perfect for players of all abilities!
How do you feel about conventional textbooks being replaced by
interactive video games? Are you ready for this digital revolution?
GRAMMAR SECTION
Adjectives are used to modify and describe nouns. RED FLAG

• Adjectives usually appear before a noun or after a verb like be, Although it is possible to use any
seem, feel, become or get. number of adjectives together,
My father is an amazing cook. He is terric. avoid stringing together more
than three, particularly when
• Adjectives do not agree with the noun they are describing: they precede the noun.
I bought two new pairs of jeans.
• Adjectives are almost never placed directly after the noun they are describing:
I bought two new pairs new of jeans.
When several adjectives are used to add information, they follow this order:
Order of adjectives
Quantity Size Description Age Shape Colour Origin Material
ve miniature shiny current circular orange Japanese fabric
several huge expensive ancient square grey local marble
few small inspirational young triangular turquoise African wooden
You can still see many priceless Mayan beads on display in Mexican museums.

2. Unscramble the adjectives in parentheses to put them in the proper order.
a. While flying over the ocean, we saw (large / many / colourful) schools of fish.
b. The photo shows (green / five / small) eels.
c. Genevieve and Martin meandered along the (cobble-stoned / narrow / European) lane.
d. Stella dreamed of (countless / green / tropical) trees lining a silvery beach.
SENTENCE BUILDERS
e. The (spectacular / eighteenth-century / stained-glass) roof took Hugo’s breath away.
Using adjectives can make ideas clearer and more concise. RED FLAG
Consider these two sentences:
When a compound adjective is
• The principal gave an award to the students who worked placed before the noun it describes
very hard. it is often hyphenated. When it
GRAMMAR SECTION
• The principal gave an award to the hard-working students. comes after, it is not.
Place an adjective before the noun it is describing to avoid long,

confusing ideas.
3. Rewrite the sentences using adjectives to replace the words in bold and make the sentences
clearer and more concise.
a. Studying abroad is an experience without a price.
b. The sign in the shape of a diamond indicated that it was a historic site.
c. What kind of souvenirs from Peru did you buy while you were there?
d. The brochure showed how the destination was full of magic and charm.
Reproduction prohibited © TC Media Books Inc. Adjectives 201

COMPARATIVES AND SUPERLATIVES
Use the comparative form of an adjective to compare two things:
• Salsa the poodle is smaller than Pico the Labrador.
Use the superlative form of an adjective to compare more than two things:
• Jim said that last year’s concert was definitely the most / least impressive show he has seen.
Use as + adjective + as to show that two things are equal:
• For some, math is as easy as French.
Adjective Comparative Superlative

One-syllable (and some adjective + er + than the + adjective + est
two-syllable) adjectives:
SENTENCE BUILDERS
cold Yellowknife is colder than Alma. Yellowknife is the coldest city.

One-syllable adjectives that end adjective (double final consonant) the + adjective (double final
in one vowel and a consonant: + er + than consonant) + est
big Toronto is bigger than Halifax Toronto is the biggest city in Canada.
Two-syllable adjectives adjective (change y to i) + er the + adjective (change y to i) + est
ending in y: + than My phone is the tiniest phone
tiny My phone is tinier than yours. in the class.
Most other two-syllable (or more / less + adjective + than the + most / least + adjective
longer) adjectives: I am more positive than you. I am the most positive person.
GRAMMAR SECTION
positive You are less positive than I. You are the least positive person.
Irregular adjectives: worse / better / further + than the + worst / best / furthest
bad The team was worse than ever. They were the worst team ever.
good Your cake is better than mine. You make the best cake in history.
far He jumped further than I did. He jumped the furthest of all.
4. Circle the option you prefer. Write a sentence using a comparative to explain your choice.
a. Bath or shower?
b. Jeans or sweats?
c. Tropical vacation or ski trip?
d. Mac or PC?

e. Winter or summer?
f. Chocolate or fruit?
g. Dogs or cats?
h. Tofu or meat?
SENTENCE BUILDERS
i. Car or bicycle?
5. Study the graph. Write an observation using a comparative or a superlative for each item.
School Survey Results: Student Satisfaction

180
160
140
120
100
80
GRAMMAR SECTION
60 Primary students
40 Secondary students
20
0
Friends Sports Drama Art Music Trips
a. Sports vs. trips
b. Primary vs. secondary students commenting on art
c. Trop three items for student satisfaction for secondary students
d. Popularity of drama vs. music
e. Friends vs. sports
f. Item in last place
Reproduction prohibited © TC Media Books Inc. Adjectives 203

6. Use the indications in parentheses (+, – or =) to form a comparative (C) or superlative (S) sentence.
a. (C) Parachuting / dangerous / bungee jumping (+)
Parachuting is more dangerous than bungee jumping.
b. (C) Surfing / difficult / skiing (=)
c. (C) Reading / enjoyable / texting (–)
d. (C) Morocco / hot / Russia (+)

SENTENCE BUILDERS
e. (C) Pizza / tasty / broccoli (+)
f. (S) History / difficult / of all my classes (+)
g. (S) Studying / exciting / of all my activities (–)

GRAMMAR SECTION
h. (S) The Maple Leafs / bad / team in history (–)
7. Identify the factors to consider when choosing a university or CEGEP. Which is the most important?
Are some factors more important than others? Give reasons for your answers. Remember to use
comparative and superlative adjectives in your text.

ADVERBS
GRAMMAR 1. Read the email. Underline all the adverbs. Look at the chart below
CHECK for help.
To: Distraction Doctor

Subject: Help!
Dear Distraction Doctor,
I am definitely losing it. These days, I feel hopelessly out of control
by the time my head finally hits the pillow. Every morning, as soon
as my eyes fly open, I religiously check my phone for messages
SENTENCE BUILDERS
from my friends. Suddenly, I realize I’m already running late. I have
to shower and dress hurriedly, then grab a bite to eat as I frantically
dash through the door to catch the bus. Once I get to school, I try
extremely hard to pay attention in class. It’s almost impossible when
I’m so busy! After school, I change quickly into my work uniform
and before I know it, I’m smiling sweetly and helping customers.
I hardly have any time to do my homework once I get home.
Around midnight, I drop into bed, totally exhausted. Is there any
way I can possibly regain control of my life?
Distressed in Drummondville
GRAMMAR SECTION
Adverbs add information about a verb, an adjective or another adverb. They often explain:
• Where The turtle followed closely behind the hare.
• When Niels read the message and responded immediately.
• How I held the newborn baby carefully in my arms.
To turn an adjective into an adverb:
Adjective Rule Adverb

Most adjectives adjective + ly definitely, creatively
definite, creative
Adjectives ending with a consonant + le adjective (drop the final e) + y probably, gently
probable, gentle
Adjectives ending with y adjective (change y to i) + ly crazily, luckily
crazy, lucky
Some words are spelled the same whether No change right, well, far, fast
they are adjectives or adverbs
right, well, far, fast
Reproduction prohibited © TC Media Books Inc. Adverbs 205

2. Rewrite the sentences to include the correct form of the adverb.
a. Before you give a speech, wait until the audience is (absolute) quiet.
b. When you are ready to speak, stand (right) in front of the microphone and speak (loud).
c. Look (direct) at your listeners and smile (confident).
d. Try not to speak too (quick) or (slow) so that people can follow you.
SENTENCE BUILDERS
e. Add examples and stories to (thorough) illustrate your points.
f. At the end, thank your audience (warm) for having listened to you.
g. If audience members ask questions, respond (respectful).

GRAMMAR SECTION
h. If you’re not sure of an answer, admit (open) and (humble) that you are uncertain, but that you
can (easy) do a bit of research to find out.
COMPARATIVES AND SUPERLATIVES

To form the comparative and superlative of adverbs use the following rules:
Adverb Comparative Superlative

One-syllable adverbs adverb + er + than the + adverb + est
fast Marc runs faster than Amy. Marc runs the fastest in the class.
Two-syllable (or longer) adverbs more / less + adverb + than the + most / least + adverb
often, loudly You go more often than I do. I go the most often of anyone.
He sings less loudly than she. He sings the least loudly of all.
Irregular adverbs: Their form varies: Their form varies:
badly worse worst
far further furthest
little less least
much more most
well better best

3. Circle the correct form of the adverb in the following text.
To: Distraction Doctor

Subject: Am I the only one?!
Dear Distraction Doctor,

It is homework time, but my social life is calling ( loudly / more loudly /
the most loudly ) than my backpack, which is slouching ( dejectedly /
more dejectedly / the most dejectedly ) beside my desk. My list of assignments is
not nearly as exciting as the list of friends to text, articles to read and videos to watch.
My thoughts wander ( restlessly / more restlessly / the most restlessly ) and I suspect
that I am working ( little / less / the least ) of all my classmates. The last time we did peer
SENTENCE BUILDERS
evaluations, my friends said I’d talked ( a lot / more / the most ) than any of my team
members. But they didn’t mean that I was contributing ( much / more / the most )! Doctor,
there must be a way to ( good / better / the best ) control my inability to concentrate. I want
to be known for having come ( far / further / the furthest ) of all my classmates by the end of
the year. I am ( anxiously / more anxiously / the most anxiously ) awaiting your response.
Anxious Armando
GRAMMAR SECTION
TYPES OF ADVERBS & ADVERB PLACEMENT
To know where to place an adverb in a sentence:
Time before, immediately, now, recently, Usually placed after the verb
When something since, soon, still, then, today, yet,
happens never, ever, already He called immediately after he arrived
at the airport.
Frequency always, rarely, consistently, Usually placed before the verb
How often something constantly, invariably
happens She always buys me a gift for my birthday.
Manner badly, carefully, fast, neatly, Usually placed after the verb (but never
How something quickly, quietly, seriously, slowly, between the verb and the direct object)
happens well
The stars flashed brilliantly in the night sky.
Degree almost, completely, enough, Usually placed before the word they modify
How much something extremely, just, rather, really, so,
happens too, very, only You should be extremely careful when
feeding the tigers.
Orientation toward, to, from, up, down, to Usually placed after the verb
Where something the right/left, around, anywhere,
happens nowhere, here, there, everywhere The kitten disappeared and was nowhere
to be found.
Reproduction prohibited © TC Media Books Inc. Adverbs 207

4. Read the text. Then, place the adverbs in bold in the correct category in the chart below.
Welcome back to your regularly scheduled programming! Today we are finally learning
how to make pasta with meat sauce. This one is a recipe you’ll definitely use again,
folks. First, bring the water to a boil and carefully drop the pasta in. Make sure it cooks
completely. Then, fry your ground beef and your tomatoes until they are well done.
Always season with enough salt and pepper to taste. Drain the pasta and immediately
toss it with the sauce. Be careful not to splash everywhere! At last, you are ready to
proudly serve the meal. Bon appétit!
Time Frequency Manner Degree Orientation

SENTENCE BUILDERS
5. Read the sentences and decide whether the adverbs are in

the correct place. Rewrite the sentences to correct the errors. CORRECT INCORRECT
a. My mom buys rarely the sugary cereal that I love.
GRAMMAR SECTION
b. I dropped the tennis balls and they rolled everywhere!
c. Ranjid must learn carefully to think before he speaks.
d. Are you still hungry, or did you enough eat?
e. The students sat quietly and waited for the exam.
f. Ali placed neatly the name tags on the table.
6. Describe the behaviour of your favourite character (book or movie) using as many adverbs as
possible. Compare the character to another character of your choice. If necessary, use the chart
on page 207 to check the formation and placement of the adverbs in your text.

PREFIXES AND SUFFIXES
GRAMMAR 1. Read the text. Highlight all the prefixes and underline all the suffixes.
CHECK Look at the chart below and on page 210 for help.
Last week, I had the most unconventional first date. First, we ate
supper at an incredible restaurant—completely in the dark! It was
impossible to see anything, but we had some hilarious conversation.
Then, out of curiosity, we took the subway to the last stop.
We discovered that the local neighbourhood was hosting a small
music festival, so we danced for hours under the stars. It was magical!
I am grateful to my date for being so creative. I can’t recall ever
SENTENCE BUILDERS
having so much fun!
PREFIXES
Use prefixes before a word to add meaning:
Prefix Meaning Example

co together cooperate, coexist
GRAMMAR SECTION
de away, down destruct, deform
mis, dis negates disappoint, disappear
homo similar, like homogenous
in, im not impossible, indecisive
re again regain, rebuild
semi half semi-detached, semi-sweet
sub below substitute, subterfuge
trans across transform, transfigured
un not undetermined, undecided
2. Add the correct prefix to write the opposite meaning of the words.
a. behave f. communicative
b. encourage g. adequate
c. controlled h. sympathetic
d. interest i. polite
e. motivated j. identified
Reproduction prohibited © TC Media Books Inc. Prefixes and Suffixes 209

SUFFIXES
Use suffixes at the end of a word to change its function:
Noun or adjective
ity quality, condition insanity
ment, ness, hood abstraction of enjoyment, happiness, fatherhood
tion presentation of an act or activity imitation, motivation
able, ible capable of doable, feasible
al of, relating to logical, biblical
ful, ous filled with, full of thankful, gracious
ic, ish like, related to heroic, childish
SENTENCE BUILDERS
ive having the nature of festive, creative

less without fearless, nameless
Verb
ify transform into, shape solidify, deify
ize perform an action minimize, realize
3. Highlight the key word in each phrase. Add suffixes to form the word that matches the definition.
GRAMMAR SECTION
a. to make clearer:
b. the years when you are an adult:
c. to make more intense:
d. like or related to a tragedy:
e. having the nature of attracting:
f. the condition of being without any spots:
g. the quality of being addicted:
h. the action of putting into categories:
i. filled with delight:
j. like or related to a baby:
4. Choose a photo that you love—either one of your own or one you found on the Internet.
Use your imagination to add details about the people, places and events shown in the picture.
Integrate as many prefixes and suffixes as possible.

PREPOSITIONS
GRAMMAR 1. Read the text and underline all of the prepositions that you find.
CHECK
A Funny Thing Happened on the Way to the Hospital

Imagine being born in the middle of the night, in January’s sub-zero temperatures, on the side
of Highway 401 in Milton, Ontario!
The expectant parents were rushing to the Brampton General Hospital by car, when their
baby began to arrive with such urgency that the couple stopped the car and Mom got out.
SENTENCE BUILDERS
Dad frantically turned on his cellphone and called an ambulance as Mom went into the final
moments of labour between the car and the
guardrail. By the time a Halton police sergeant
managed to get to the scene, Mom was giving
birth and Dad was taking instructions from
paramedics on the phone. The sergeant took
over, and the baby was born in seconds. The
sergeant wrapped the baby in a blanket and tied
its umbilical cord with yellow crime scene tape.
A short while later, the ambulance arrived on
GRAMMAR SECTION
the scene and rushed the family to the hospital.
The parents were relieved when their baby girl
was finally in a warm, safe place.
We use prepositions to:

RED FLAG
• Express a connection or relationship between things,
events and ideas The preposition is used with
verbs of direction like ,
• Indicate the relative position of people, places and things and . The preposition is
• Indicate where someone or something is moving used with verbs of position such
as , and .
• Indicate the time, date or duration of an event
Position Direction Time Manner

above, across, at, behind, below / under, across, along, at, after, at, before, by, with, by, like, in
beside, between, in, in front of, inside, beyond, down, during, from . . . to,
near, next to, on, of, on the bottom / top, from, in, into, for, in, on, since,
on / to the left / right, on top, over through, to, up until
Reproduction prohibited © TC Media Books Inc. Prepositions 211

2. Underline the prepositions in the following sentences and state whether they are prepositions
of position, direction, time or manner.
Sentence Type of preposition
a. Winter officially starts on December 21.
b. Temperatures begin dropping in October.
c. Arctic winds sweep across the mountain face.
d. Winter sports enthusiasts arrive at the resort by bus and car.

SENTENCE BUILDERS
e. Guests staying at the hotel are invited to visit the spa

and outdoor pool.
f. As we went to the top of the hill on the ski lift, we saw

a rabbit cross the slope below us.
g. The last lift going up the mountain leaves at 6 p.m.
h. You can buy your lift pass at the wickets in the chalet.
GRAMMAR SECTION
i. Please do not leave any valuable items in the cloakroom.
j. All resort employees serve clients with courtesy in both

English and French.
3. Write the appropriate preposition of position or direction in the following sentences.

Dominique Maltais is a world-class athlete the Charlevoix region
of Québec. Living the foot of a ski resort, Dominique grew up
doing many activities and sports the snowy outdoors. However,
when describing her first experience a board, she laughs as she
remembers being scared and crying, halfway the mountain.
She swore that she would never get back a board again.
But her adventurous spirit pushed her back the top of the
slopes the following winter, and in 2006, Dominique won her first Olympic
medal the Turin Olympics. She won another medal
Sochi the 2016 Winter Olympics. Doubtlessly, Dominique will always
be a snowboard enthusiast!

4. Write the appropriate preposition of time in the following sentences.
a. The Secondary Five students are going to have a ski and snowboard
day February 15.
b. You have two weeks to register, but make sure you sign up at the
physical education office next Friday.
c. Please make your deposit at least three days the activity
so the organizers have time to confirm the number of students
participating.
d. The buses will leave 8 a.m. sharp, so don’t be late!
SENTENCE BUILDERS
The drivers are always time.
e. We will be leaving fifteen minutes, so hurry up
and find a seat!
f. You have now 4 p.m. to ski.
g. We recommend that you stop for lunch at some point the day.
h. The last lift for the top of the mountain will depart 3 p.m.
that time, the lift will be closed.
GRAMMAR SECTION
i. This is the best activity I have done I started high school.
5. Write the appropriate preposition of manner in the following sentences.

a. The wind was blowing such force that the competitors had to carefully
calculate the jumps they were doing.
b. During the interview, the Spanish snowboarder spoke broken English.
c. The injured athlete was transported to the infirmary snowmobile.
d. The competitors blasted into the air bullets.
e. Medalists were awarded a substantial cheque and a trophy.
f. After the ceremony, the athletes were taken back to their hotels shuttle.
g. The hotel staff treated the athletes kings and queens.
h. The Mayor spoke glowing terms of the event’s success.
i. All competitors left the event a smile.
6. Write a journal entry about a particularly memorable winter day. Describe when it happened,
where you were, who was there and what activities you did. Use as many prepositions of place,
direction, time and manner as possible.
Reproduction prohibited © TC Media Books Inc. Prepositions 213

CONJUNCTIONS AND TRANSITION WORDS
GRAMMAR 1. Read the student discussion. Underline all the conjunctions and transition
CHECK words. Look at the chart below and on page 215 for help.
Juno: Jules Shear once said, “The same people who never did their homework in high school are
still doing that to this very day out in the real world.” In other words, he is saying that if you don’t
do your homework now, you’ll have to work hard all your life to catch up. Of course, I agree that
homework is important and I always do mine. On the other hand, doing your homework is no
guarantee that you will have an easy life. What do you think?
Kate: I agree. After all, not all homework is helpful.
SENTENCE BUILDERS
Usually, it depends on the subject. For instance,

I think French homework is important since we
have to pass the Ministry exam.
Dominique: Clearly, doing your homework is no
guarantee of success. However, if you don’t do
what it takes to learn the basics, you’ll be penalized
later in life.
Kate: All in all, I guess we agree that doing your
homework is a good idea. It may not be fun now,
GRAMMAR SECTION
but it will help you get your diploma, and that will
help you find work more easily.
CONJUNCTIONS
We use conjunctions to connect words or ideas in the same sentence.
• Coordinating conjunctions never begin a sentence: He likes tacos, and she likes pizza.
• Subordinating conjunctions always begin an idea: If it rains, we’ll have to play inside.
Coordinating Subordinating
Function Example
conjunction conjunction
and To add information that He cooks and she cleans.
so, for To introduce a reason or a if, when, because, I’m tired so I’ll go to bed.
result as, since Because I’m tired, I’ll go to bed.
or, nor, either . . . or To indicate a choice whether Do you prefer fish, beef or tofu?
but, yet To compare or contrast although, while, even I detest red, but I love blue.
two different ideas though, whereas While I detest red, I love blue.
To indicate a condition if, unless, even if If you’re hungry, have a snack.

TRANSITION WORDS
We use transition words to add logic and structure to our ideas. They always begin a sentence.
Transition word Function Example

also, besides, furthermore, in To add another idea New York is more exciting than Winnipeg.
addition, moreover, likewise Furthermore, it is a shorter flight.
evidently, above all, clearly, To add emphasis Lysanne was smiling from ear to ear when
obviously she saw her uncle. Clearly, she was happy.
however, instead, on the To compare or contrast Many students wanted to go to Paris.
other hand two different ideas However, the administration refused to
approve the trip.
after all, for example, To provide an example There are a number of ways we can go to the
SENTENCE BUILDERS
specifically, in other words or more detail concert; for example, by car, bus or subway.
consequently, as a result, To introduce a reason Numerous items of proof were discovered
therefore, accordingly or result on the scene. As a result, the suspect
was charged with murder.
usually, generally, on the To indicate a generalization Secondary Five students begin applying
whole, for the most part for CEGEP early. For the most part, these
students apply online.
of course, granted, naturally To concede a point Cellphones are becoming a nuisance.
Granted, cellphones are an extremely
important communication tool.
GRAMMAR SECTION
before, afterward, earlier, To sequence events or ideas Earlier today, the leaves began to tremble
lately, to begin, first, second, in the wind. Then branches began falling as
then, next, since, in the past the wind picked up speed.
finally, in the end, all in all, To summarize or conclude To conclude, we cannot hold the event
in brief, in summary, in short, because the site has not been approved.
in conclusion, to conclude
2. Indicate whether the underlined word is being used as a conjunction or a transition.

a. I will have the fish because I don’t eat meat.
b. Usually, Québec City gets more snow than Sherbrooke.
c. I will eat the broccoli even though I don’t like vegetables.
d. Finally, I am beginning to understand calculus!
e. Since today is your birthday, you can stay up late.
Reproduction prohibited © TC Media Books Inc. Conjunctions and Transition Words 215
3. Highlight the conjunction or transition word used in each example. Then, identify its function.
Example Function
a. Would you like the burger or the salad? to indicate a choice
b. First, you must enter your password. Next, choose

the type of transaction you wish to make.
c. Brian stepped off the bus without his cellphone.

Obviously, he hadn’t noticed that he had
forgotten it.
SENTENCE BUILDERS
d. If it rains tonight, we will have the party indoors.
e. Jean’s flight may be delayed. After all, the storm

is worse than they had predicted.
f. They decided to confiscate any cellphones used

during class. Furthermore, any student found
using one during an exam would be expelled.
GRAMMAR SECTION
g. Maya was too scared to go in the water since

she didn’t know how to swim.
h. I will make pasta tonight, unless you are allergic

to gluten.
i. Daniel was thinking about quitting his job.

As a result, he started updating his CV.
j. Nathan can play the bass, the guitar and the

keyboard. Evidently, he is a talented musician.
k. Lindy needs to be in direct contact with her

clients all the time. Naturally, she decided to get
a Bluetooth.
l. I had problems with question three, but I still

think I passed the exam.

4. Complete the texts with the correct conjunctions and transition words.
then • obviously • of course • if • therefore • and
LAUNDRY 101
you are doing laundry, it is a good idea to separate the clothes
by colour. , white clothes must not be mixed with others, as
colours might run. Separate the clothes choose one pile to
put into the washing machine. , add the laundry detergent.
, you have to make sure to close the machine lid before
turning it on! Wet clothes will become smelly if they stay in the machine for too long.
SENTENCE BUILDERS
, move the clothes to the dryer as soon as possible.
and • naturally • clearly • however • but • although • since
MAGIC ON THE ICE

Last winter, my best friend Theo got a new hockey stick for his birthday. ,
that night he called me up we met at the local park to try it out.
it was a Thursday night, we thought the rink would not be crowded.
GRAMMAR SECTION
, that night the ice was packed! It was wonderful.
we both had a math exam the next day, we played for hours. We had a blast that night,
we did learn an important lesson the next day when we both failed
the math exam: , we should have studied instead of playing hockey!
obviously • in conclusion • however • usually • as a result • and
BYOD?
, students are not allowed to bring their digital devices to school.
, some multimedia experts are encouraging classrooms to adopt a
bring-your-own-device policy. Personal devices may motivate students to participate more
in class, they give students immediate access to limitless information
and ideas. , students enjoy richer and more realistic learning
situations. Despite the advantages, teachers worry that too much technology may distract
students. , teens themselves don’t agree! ,
the debate over allowing personal devices in the classroom is far from over.
Reproduction prohibited © TC Media Books Inc. Conjunctions and Transition Words 217
SENTENCE STRUCTURE
A simple sentence contains only one main clause (a subject and a verb).
I quit!
My cousin lives in Alberta.
A compound sentence has two or more independent clauses that are joined by a conjunction.
Each clause must have a subject and a verb.
My salary is too low so I quit!
My cousin lives in Alberta and he loves it there.
A complex sentence has two parts:
• an independent or main clause
SENTENCE BUILDERS
– The independent clause has a subject and a verb.

– The independent clause, like a simple sentence, can stand alone.
• a dependent clause
– The dependent clause also has a subject and a verb, but it cannot stand alone because
it depends on or completes the independent clause.
– The dependent clause is connected to the independent clause by a subordinating conjunction.
– The dependent clause can begin the sentence or complete it. When the dependent clause
comes first, it is followed by a comma.
Subordinating conjunction Dependent clause Independent clause

GRAMMAR SECTION
When we get home from the ski hill, I will make some hot chocolate.
Independent clause Subordinating conjunction Dependent clause
I will go shopping with Jeremy if we can go to the movies after.
1. Indicate if the following sentences are simple (S), compound (C) or complex (X).
a. I love cycling in the mountains and swimming in the ocean.
b. Carl said he wanted to get in shape so he started riding his bike to work.
c. Nachos are my favourite snack.
d. When it rains it pours.
e. Last summer I hiked in the Rockies and then I worked in Banff.
f. This summer I will travel in Spain and Portugal but not France.
g. I called you at 9:30 but there was no answer.
h. It is –19°C but with the wind chill it feels likes –25°C!
i. I knew my foot was broken because it hurt so much.
j. My favourite meals are spaghetti carbonara and veal parmesan.

CAPITALIZATION AND COMMA USE
GRAMMAR 1. Read the text. Underline all the words that need
CHECK capital letters. Look at the chart below for help.
a biography of punctuation
did you know that the earliest texts used neither punctuation nor
capitalization? This was because early civilizations, such as the chinese
and the mayan, used symbols to convey ideas. the first known document
to use punctuation, the mesha stele, tells the story of king moab of
SENTENCE BUILDERS
modern-day Jordan. this inscribed stone tablet originates from the 9th century bce and is now
on display at the louvre in paris, france.
the greeks first used punctuation in their writing around the 5th century bce. playwrights such as
euripides employed colons in their scripts to indicate which character was speaking. in europe,
medieval copyists began adding punctuation to the bible to make it easier to read aloud. today,
we have many punctuation marks: colons, periods, semicolons, parentheses, commas, etc.
Punctuation enthusiasts celebrate national punctuation day every september 24th!
GRAMMAR SECTION
CAPITALIZATION
We use capital letters for:
• The first word of every sentence The meeting began at 2 p.m.
• Proper nouns (names, places, days, months, holidays) Mr. Hunter, Boston, Tuesday,
Remembrance Day
• Proper adjectives (races, nationalities, languages) Spanish, Vietnamese
• Words used as essential parts of proper nouns Upper Canada, Middle East,
St. Lawrence River
• Trade names Coca-Cola, Google
• Acronyms BMO, CTV, CEGEP
When writing newspaper and magazine headlines and titles of books, movies, plays,
operas and musical works, capitalize all the words EXCEPT*:
• Short prepositions Anne of Green Gables
• Articles Through the Looking-Glass
• Conjunctions Of Mice and Men
These titles are always italicized:
• We are reading Frankenstein in English class.
* all first and last words are capitalized
Reproduction prohibited © TC Media Books Inc. Capitalization and Comma Use 219
2. Correct the movie and book titles by capitalizing them appropriately.
a. the handmaid’s tale
b. the vegetarian’s complete quinoa cookbook
c. a portrait of the artist as a young man
d. the good, the bad and the ugly

SENTENCE BUILDERS
e. the absolutely true diary of a part-time indian
f. the sound and the fury
g. the spy who came in from the cold

GRAMMAR SECTION
h. one hundred years of solitude
i. romeo and juliet
j. midnight in the garden of good and evil
3. Rewrite the sentences, capitalizing letters where necessary.

a. every december 25, santa claus visits from his house in the north pole.
b. ciaran and i want to climb mount kilimanjaro.
c. did you know that many portuguese-speaking people of japanese heritage live in brazil?

COMMA USE
We use commas to separate:
• Items in a list Please buy milk, eggs, butter and flour.
• Complete ideas The bell rang, so we rushed to class.
• Introductory elements If you are sick, you should see a doctor.
• Parenthetical elements Mr. Bluth, who is a lawyer, is coming tonight.
• Dates, cities and provinces It happened on May 8, 1982, in Ottawa, Ontario.
A coordinating conjunction must follow the comma to separate complete ideas:
• He likes broccoli, he hates spinach.
• He likes broccoli, but he hates spinach.
SENTENCE BUILDERS
4. Rewrite the sentences, correcting the errors in comma use.
a. I like cooking animals and the company of good friends.
b. My dog a black Labrador loves to play catch.
GRAMMAR SECTION
c. While you were in Mexico we bought a new house.
d. My mom, likes to play squash, but she only plays, on Sundays.
e. Some, students like my friends Aisha and Tom, enjoy studying together.
f. My sister went to the store, she forgot to buy toothpaste.
g. Tarik was hungry, he made himself a pizza.
5. Describe your neighbourhood and the people who live there. Add as many details as you can.
Make sure you use correct capitalization and punctuation.
Reproduction prohibited © TC Media Books Inc. Capitalization and Comma Use 221
FUNCTIONAL LANGUAGE
Teamwork and Encouragement Asking for and Offering Help
Do you have a partner group? How do you write say spell . . . ?

Would you like to work with me us? Can you show me how to . . . ?
Can I work with you? Could you give me a hand with this?
What do you think suggest? Do you want me to help you?
That’s a great idea! Good job. I can help you with that.
I think we can use your idea.
Advice and Feedback Reporting and Learning about Events,

Experiences, Ideas and Issues
Could you give me your feedback?
I really need your opinion. I’m going to talk about . . .
Do you have any suggestions? It happened takes place . . .
Why don’t you try to . . . ? The interesting thing was . . .
You could . . . There was a problem when . . .
If I were you, I would . . . What happened next?
Can you tell me more about . . . ?
Goal Setting Reassuring
My goal objective is to . . . It doesn’t matter.

This year, I plan to . . . Don’t worry about it!
I need to work on . . . It’s not important.
By the end of the year, I will . . . No problem.
REFERENCE SECTION
When I think about the future . . . The same thing

happened to me . . .
Reflecting
I was able to understand because . . .

I had difficulty with . . .
A better way to do it is . . .
The strategy I used was . . .
Next time I will . . .
222 Reference Section Reproduction prohibited © TC Media Books Inc.

Giving Your Opinion
When you give an opinion, use this model:

OPINION + REASON + EXAMPLE. Stating and Supporting an Opinion
I think we should wear polos at school + In my opinion . . .

because it makes everybody more equal. + For I think that . . . because . . .
example, because we all wear the same thing,
I’m for against . . . because . . .
nobody looks more stylish than anyone else.
I believe this because . . .
For example . . .
Discourse Markers
First of all, Firstly, First, Second, Third, Finally,

It started began when . . . Then, Next, After that, Lastly,
In the beginning . . . In addition . . . Plus . . . In conclusion,
On the other hand, However, To sum up
Furthermore,
Agreeing and Disagreeing Interacting and Elaborating
I agree. I think you’re right because . . . What do you think about . . . ?

I disagree. I think you’re wrong because . . . Can you explain your opinion?
Exactly. That’s what I was thinking. Give me an example.
That’s a good point because . . . Has that ever happened to you?
That’s not entirely true because . . . Why would you say that?
In my opinion . . . What do you mean when you say . . . ?
Are you for or against the decision? I didn’t know that . . .
Based on the text . . . On the other hand . . .
Why do you have that opinion? I think we should also consider . . .
What are your arguments reasons? That reminds me of . . .
REFERENCE SECTION
It’s really interesting that . . .
Building on/Adding Details Asking questions Stalling for Time
In addition, . . . What do you think about . . . ? Let me think about it.

Plus, . . . Why do you think that? Can I have a minute?
Did you know that . . . ? What do you mean when you Hold on a second.
I heard that . . . say . . . ? I mean . . .
You know what? Can you explain . . . ? I’m thinking about it . . .
Do you have an example or a
reason to support that?
Reproduction prohibited © TC Media Books Inc. Reference Section 223

STRATEGIES FOR ORAL INTERACTION C1
Set short-term and long-term goals and objectives to improve your English.
Remind yourself that you are improving every day.
If you have difficulties speaking, you can:
• gesture
• stall for time
• substitute different words
• use movements to clarify your message
• use less precise words to describe what you mean
Self-monitor and self-evaluate while you are speaking. Pay attention to the
language you’re using and correct your mistakes.
Don’t be afraid to ask questions to get feedback about how you are doing.
Ask friends to rephrase their ideas using different words if you don’t understand
the first time.
Practise speaking English outside of class as often as you can. Encourage
yourself and others to speak English as much as possible.
If you hear mistakes, don’t be afraid to correct your classmates. You can
help others learn, too!
Remember that language learning involves taking risks and that it’s okay to
make mistakes!
Develop your cultural understanding of native English speakers to fully
understand the language. Learn jokes and watch English TV and movies
to actively participate in anglophone culture.
REFERENCE SECTION

STRATEGIES FOR UNDERSTANDING TEXTS C2
Focus your attention and avoid distractions. Plan which information you will
need to pay attention to. This will help lower anxiety. You will not understand
everything, but that’s normal when learning a new language!
Activate your prior knowledge. Think about what you already know about the
subject that may be helpful.
Skim the text to get the general idea. Then, scan it to look for the information
you need.
It may help to organize the ideas in the text visually. Charts and graphic
organizers can help show the relationships between ideas. Compare texts so
you can focus on similarities and differences. Make sure to take notes and write
down important information.
Predict what will happen. Make intelligent guesses based on what you know.
Remember to infer or make deductions from context clues.
Don’t be afraid to ask questions if your resources cannot help you.
Practise! Read and listen to English outside the classroom—from cereal
boxes to TV shows.
STRATEGIES FOR WRITING TEXTS C3
Before beginning to write, focus your attention and avoid distractions.

Pay attention to model texts when they are available.
Plan your work: think about the steps needed to produce your text
or project. Include all of the necessary elements. Follow the phases
of the writing or production process.
Activate your prior knowledge. Think about what you already
know about the subject that may be helpful.
Learn new grammar points and transfer them to your text.
Recombine language or ideas to give your text a fresh,
REFERENCE SECTION
interesting perspective.
Cooperate with classmates to complete your project together.
Ask questions if your resources cannot help you or ask others
for feedback on your draft.
Pay attention to how you’re doing by self-monitoring and self-evaluating.
Check and correct your own work and reflect on what you’ve learned.

VERB TENSE OVERVIEW
Regular Verbs
Tense Affirmative Negative
Simple present I / We / You / They talk. I / We / You / They do not talk.
She / He / It talks. She / He / It does not talk.
Simple past* I / We / You / They talked. I / We / You / They did not talk.
She / He / It talked. She / He / It did not talk.
Present I am talking. I am not talking.
continuous We / You / They are talking. We / You / They are not talking.
She / He / It is talking. She / He / It is not talking.
Past continuous I / She / He / It was talking. I / She / He / It was not talking.
We / You / They were talking. We / You / They were not talking.
Future with I / We / You / They will talk. I / We / You / They will not talk.
will She / He / It will talk. She / He / It will not talk.
Future with I am going to talk. I am not going to talk.
going to We / You / They are going to talk. We / You / They are not going to talk.
She / He / It is going to talk. She / He / It is not going to talk.
Future I / We / You / They will be talking. I / We / You / They will not be talking.
continuous She / He / It will be talking. She / He / It will not be talking.
Present perfect I / We / You / They have talked. I / We / You / They have not talked.
She / He / It has talked. She / He / It has not talked.
Present perfect I / We / You / They have been talking. I / We / You / They have not been talking.
continuous She / He / It has been talking. She / He / It has not been talking.
Past perfect I / We / You / They had talked. I / We / You / They had not talked.
She / He / It had talked. She / He / It had not talked.
Past perfect I / We / You / They had been talking. I / We / You / They had not been talking.
continuous She / He / It had been talking. She / He / It had not been talking.
REFERENCE SECTION
Modals I / We / You / They should talk. I / We / You / They should not talk.
She / He / It could talk. She / He / It could not talk.
*See the list of irregular verbs on pages 231–232.

QUESTION WORDS
Question Word To Ask About Example
Who a person Who is your history teacher?
What a thing or event What is your favourite sport?
Where a place Where do you go to school?

When a date or time When does your next class start?
Why a reason Why are you raising your hand?
How a way or manner How do you do this exercise?
Which a choice or distinction Which classes are you taking?
Whose a possession Whose question should I answer first?
How + Adjective / Adverb To Ask About Example

How much a quantity (uncountable) How much money will I need?
How many a quantity (countable) How many cats do you have?
How old an age How old is your sister?
How big / small a size How big is the apartment?
How long a duration or length How long will you be here?
How often a frequency How often do you exercise per week?
How far a distance How far is the nearest grocery store?
REFERENCE SECTION

QUESTION FORMATION
Verb To Be
Tense Yes / No Questions Information Questions
Simple present Am I happy? When am I happy?
Is she / he / it happy? Why is she / he / it happy?
Are we / you / they happy? How often are we / you / they happy?
Simple past Was I / she / he / it happy? When was I / she / he / it happy?
Were we / you / they happy? Why were we / you / they happy?
Regular Verbs
Tense Yes / No Questions Information Questions
Simple present Do I / we / you / they cook? When do I / we / you / they cook?
Does she / he / it cook? How often does she / he / it cook?
Simple past Did I / we / you / they cook? What did I / we / you / they cook?
Did she / he / it cook? Where did she / he / it cook?
Present Am I cooking? Why am I cooking?
continuous Is she / he / it cooking? When is she / he / it cooking?
Are we / you / they cooking? What are we / you / they cooking?
Past continuous Was I / she / he / it cooking? At what time was I / she / he / it cooking?
Were we / you / they cooking? Why were we / you / they cooking?
Future with Will I / we / you / they cook? When will I / we / you / they cook?
will Will she / he / it cook? How often will she / he / it cook?
Future with Am I going to cook? Why am I going to cook?
going to Is she / he / it going to cook? How is she / he / it going to cook?
Are we / you / they going to cook? When are we / you / they going to cook?
Future Will I / we / you / they be cooking? When will I / we / you / they be cooking?
continuous Will she / he / it be cooking? What will she / he / it be cooking?
REFERENCE SECTION
Present perfect Have I / we / you / they cooked? What have I / we / you / they cooked?
Has she / he / it cooked? Where has she / he / it cooked?
Present perfect Have I / we / you / they been cooking? What have I / we / you / they been cooking?
continuous Has she / he / it been cooking? Why has she / he / it been cooking?
Past perfect Had I / we / you / they cooked? When had I / we / you / they cooked?
Had she / he / it cooked? What had she / he / it cooked?
Past perfect Had I / we / you / they been cooking? Why had I / we / you / they been cooking?
continuous Had she / he / it been cooking? How long had she / he / it been cooking?
Modals Should I / we / you / they cook? What should I / we / you / they cook?
Could she / he / it cook? What can she / he / it cook?

COMMON PHRASAL VERBS
A phrasal verb combines a verb with a preposition or adverb. A phrasal verb can have
a different meaning from the original verb. Some phrasal verbs take a direct object.
The object can sometimes be placed in between the two words: She called him back.
Base Verb Phrasal Verb Meaning Example

ask ask out invite on a date Jean asked Maria out on a date.
back back out (of) withdraw He backed out of the deal.
back up move backwards or You should back up all of your computer data.
make a copy of
break break up end a relationship My boyfriend and I broke up last week.
call call back return a call You must call back in two hours to claim
your prize.
call off cancel They called off the beach party because of the rain.
calm calm down relax or compose Mrs. Fox calms down from a stressful day
oneself with a cup of tea.
cheer cheer up comfort, encourage Cheer up! Tomorrow is a new day.
dress dress up put on fancy clothes You have to dress up for the concert tonight.
drop drop in / by arrive informally Aunt Marcia dropped in for a visit.
drop off deliver Can you drop me off at basketball practice?
drop out (of) quit Andrew dropped out of economics class.
fill fill out complete Please fill out this form before seeing the doctor.
fill up make full We need to fill the car up with gas.
find find out discover I just found out that I failed the exam.
get get along have a good relationship My brother and I get along well.
get away escape The mouse got away from the cat.
get in enter Get in the car; we’re leaving.
get on / off embark / disembark I get on the bus at 7 a.m. and I get off at 7:40 a.m.
get over recover from I’ll never get over the death of my mother.
get through finish The game was a disaster, but we got through it.
REFERENCE SECTION
get up rise My dad gets up every morning at 6 a.m.
get together meet We should get together for a coffee next week.
give give up (on) abandon, quit I gave up on the chess game after an hour.
go go ahead proceed You should go ahead and buy that dress!
go out (with) date I didn’t know you were going out with him!
grow grow up become an adult Little kids grow up so quickly!
grow out of become too old for By high school, you grow out of playing tag.
hand hand in give work to a teacher Please hand in the exam when you are finished.
hand out distribute Who can hand out these papers for me?
hang hang out spend time with Do you want to hang out and watch a movie?

Base Verb Phrasal Verb Meaning Example
keep keep up maintain, persevere Keep up the good work, guys!
look look after take care of I have to look after my little sister tonight.
look over review Johnny looked over all the problems one last time.
look up check for information Use a dictionary to look up unfamiliar words.
look down (on) disapprove My grandmother looks down on my generation.
make make up reconcile after a Sara and Jill finally made up after their fight.
disagreement
meet meet up reunite, get together We should meet up for a coffee next week.
pass pass away die My grandfather passed away last year.
pass out lose consciousness If you hold your breath too long, you will pass out.
pay pay back return money Please pay me back by next week.
pick pick out choose, select I want to pick out the perfect gift for my mother.
put put off delay, procrastinate Don’t put off until tomorrow what you can do today.
run run away escape When I was little, I ran away from home.
run out of finish a supply We ran out of coffee!
show show off brag, exhibit flashily Fernando does backflips to show off his talent.
stay stay up remain awake I always wanted to stay up all night.
stay out remain away from home Don’t stay out late; tomorrow is our big game.
stay in remain at home She always stays in on Friday nights.
take take away remove My parents took away my cellphone.
take off leave The plane takes off at 6 p.m. tonight.
try try on wear or inspect You should try on the shoes before buying them.
try out audition Juan decided to try out for the basketball team.
turn turn on / off start or stop working Mario turned on the television.
turn up / down increase or decrease Please turn down the volume; it’s way too loud!
volume
work work out solve Don’t worry—everything will work out in the end.
exercise Mehdi works out at the gym three times a week.
REFERENCE SECTION
Write your own examples in the My Examples chart.

My Examples

COMMON IRREGULAR VERBS
Base Form Simple Past Past Participle Base Form Simple Past Past Participle
awake awoke awoken forgive forgave forgiven
be was / were been freeze froze frozen
bear bore born get got got / gotten
beat beat beaten give gave given
become became become go went gone
begin began begun grind ground ground
bite bit bitten grow grew grown
bleed bled bled hang hung hung
blow blew blown have had had
break broke broken hear heard heard
bring brought brought hide hid hidden
broadcast broadcast broadcast hit hit hit
build built built hold held held
burst burst burst hurt hurt hurt
buy bought bought keep kept kept
catch caught caught know knew known
choose chose chosen lay laid laid
come came come lead led led
cost cost cost leave left left
cut cut cut lend lent lent
deal dealt dealt let let let
dig dug dug lie lay lain
do did done light lit lit
draw drew drawn lose lost lost
drink drank drunk make made made
drive drove driven mean meant meant
REFERENCE SECTION
eat ate eaten meet met met
fall fell fallen mislead misled misled
feed fed fed mistake mistook mistaken
feel felt felt outgrow outgrew outgrown
fight fought fought overcome overcame overcome
find found found overhear overheard overheard
fling flung flung oversleep overslept overslept
fly flew flown overthrow overthrew overthrown
forbid forbade forbidden pay paid paid
forecast forecast forecast put put put
forget forgot forgotten quit quit quit

Base Form Simple Past Past Participle Base Form Simple Past Past Participle
read read read sweep swept swept
rebuild rebuilt rebuilt swim swam swum
repay repaid repaid swing swung swung
reset reset reset take took taken
rewrite rewrote rewritten teach taught taught
ride rode ridden tear tore torn
ring rang rung tell told told
rise rose risen think thought thought
run ran run throw threw thrown
say said said understand understood understood
see saw seen upset upset upset
sell sold sold wake woke woken
send sent sent wear wore worn
set set set weave wove woven
shake shook shaken weep wept wept
shine shone shone win won won
shoot shot shot wind wound wound
show showed shown withdraw withdrew withdrawn
shrink shrank shrunk write wrote written
shut shut shut
sing sang sung
sit sat sat
sleep slept slept
slide slid slid
speak spoke spoken
speed sped sped
spend spent spent
spit spat spat
REFERENCE SECTION
split split split

spread spread spread
spring sprang sprung
stand stood stood
steal stole stolen
stick stuck stuck
stink stank stunk
strike struck stricken
swear swore sworn

GERUND OR INFINITIVE?
Verbs Followed by Gerunds
Verb Example
appreciate Did you appreciate seeing your first opera?
avoid I can’t avoid hitting all the potholes in the road.
can’t help I can’t help wishing I had blue eyes.
care (about) Elijah cares about saving the environment.
consider The criminal considered robbing a bank.
detest My sister detests going to the beach.
dislike My brother dislikes asking for directions.
enjoy Cara enjoyed backpacking around Europe.
feel like Do you feel like getting some ice cream?
finish When you finish doing your homework, we can watch TV.
imagine Can you imagine living without a cellphone?
keep If you keep shouting, I’m going to turn this car around.
mind Would you mind checking my homework?
miss The athlete missed competing at a world-class level.
practise You must practise playing your scales if you want to become a pianist.
quit Quit hitting me! That hurts!
regret Do you regret skipping class today?
spend time I would love to spend time reading in a hammock.
can / can’t stand My mother can’t stand cleaning up after us.
think (about) Have you ever thought about taking circus classes?
worry (about) I worry about getting into CEGEP next year.
Verbs Followed by Infinitives

Verb Example
agree Will Carlos agree to play on our team?
REFERENCE SECTION
ask I will ask to reserve three tickets for the show tonight.
choose What language will you choose to learn next year?
decide Mia decided to buy a plane ticket to Vancouver.
expect I don’t expect you to understand on the first try.
hope Next year, the twins hope to attend the same college.
learn You have to learn to crawl before you can walk.
offer Mr. Gentile offered to stay after school and give us extra help.
plan Do you plan to work while you attend university?
promise You have to promise to keep this a secret.
want Shira and Zohar want to start a band.
wish My father wishes to buy season tickets.

VOCABULARY LOG
Keep track of new words that you have learned and would like to use again.
Words Definitions Synonyms

REFERENCE SECTION

Sources
PHOTOS AND ILLUSTRATIONS
COVER Mikhail Klyoshev/Shutterstock.com UNIT 3 p. 69: Coneyl Jay/Getty Images • p. 70: Adrian
Niederhaeuser/Shutterstock.com • p. 71: Bryan Solomon/
FRONT PAGES p. iii: SpeedKingz/Shutterstock.com (boy
Shutterstock.com (nose) • Hsynff/Shutterstock.com (skull) •
reading) • Rido/Shutterstock.com (teens at desk) • debasige/
fundamentaldesigns/Shutterstock.com (heart) • p. 73: Kateryna Kon/
Shutterstock.com (girl with books)
Shutterstock.com • p. 74: Fer Gregory/Shutterstock.com • p.
UNIT 1 p. 1: Nikola Bilic/Shutterstock.com • p. 3: iralu/ 76: SEASTOCK/Shutterstock.com (plants) • Boltenkoff/Shutterstock.com
Shutterstock.com • p. 4: Sergey Furtaev/Shutterstock.com • p. 6: (leaves) • p. 77: Arcady/Shutterstock.com • p. 79: Lacks Family, via
PKpix/Shutterstock.com • p. 7: Catalin Petolea/Shutterstock.com • The Henrietta Lacks Foundation • p. 80: George S. Elliott • p. 81: Anita
p. 8: monticello/Shutterstock.com (bags) • Africa Studio/ Ponne/Shutterstock.com • p. 82: Alila Medical Media/Shutterstock.com
Shutterstock.com (wallet) • p. 9: Vizzed/Shutterstock.com • p. 11: Marc • p. 83: Dean Drobot/Shutterstock.com • p. 84: u3d/Shutterstock.com
Bruxelle/Shutterstock.com • p. 12: Art Alex/Shutterstock.com • p. 13: • p. 86: Vectorphoto/Shutterstock.com • p. 89: rodho/Shutterstock.com
Vectortone/Shutterstock.com • p. 14: LunaseeStudios/Shutterstock.com • p. 91: iofoto/Shutterstock.com • p. 92: Brooke Becker/Shutterstock.com
• p. 15: urbanbuzz/Shutterstock.com • p. 16: Goldenarts/
WORKSHOP C p. 93: Astrid860/iStockphoto.com • p. 94:
Shutterstock.com • p. 18: Mega Pixel/Shutterstock.com • p. 19:
Lightspring/Shutterstock.com • p. 95: Joshua Resnick/Shutterstock.com
Dhb-photography/iStockphoto • p. 20: Fears/Shutterstock.com •
• p. 96: chang/iStockphoto.com • p. 97: Mark Agnor/Shutterstock.com
p. 21: Boule/Shutterstock.com • p. 22: bpowelldesign/iStockphoto •
• p. 98: funnyangel/Shutterstock.com • p. 102: Bon Appetit/
p. 23: McKevin/iStockphoto • p. 26: Illustrations by Alexandre Aprilus
Shutterstock.com • p. 103: VikaSuh/Shutterstock.com • p. 104:
WORKSHOP A p. 27: Vitaliy Mateha/Shutterstock.com • AndreaObzerova/iStock.com
p. 28: mimagephotography/Shutterstock.com • p. 30: Pepsco Studio/
UNIT 4 p. 105: seb_ra/iStockphoto • p. 106: kali9/iStockphoto •
Shutterstock.com • p. 31: Pressmaster/Shutterstock.com (girl with
p. 107: RichLegg/iStockphoto • p. 108: grynold/iStockphoto • p. 109:
friends) • Arthimedes/Shutterstock.com (shape of people) • p. 32:
Bill Oxford/iStockphoto • p. 110: Alexander Trinitatov/Shutterstock.com
ESB Professional/Shutterstock.com • p. 33: racorn/Shutterstock.com •
• p. 111: Sasa Komlen/Shutterstock.com • p. 113: fstop123/iStockphoto
p. 34: davidf/iStock.com
• p. 114: Sphere Media/CBC • p. 115: haraldmuc/Shutterstock.com •
UNIT 2 p. 35: George Rudy/Shutterstock.com • p. 36: Julien p. 116: Godong/Alamy Stock Photo (kirpan) • LPETTET/iStockphoto
Tromeur/Shutterstock.com • p. 37: KPG_Payless/Shutterstock.com • (bathroom sign) • Sam72/Shutterstock.com (principal sign) • p. 117:
p. 39: StockStudio/Shutterstock.com • p. 41: syntika/iStock.com • kstudija/Shutterstock.com • p. 118: Customdesigner/Shutterstock.com •
p. 42: kali9/iStockphoto.com • p. 43: DDImages/Shutterstock.com • p. 119: Odua Images/Shutterstock.com • p. 122: lisenok94144/
p. 45: RapidEye/iStockphoto.com • p. 46: 3D_creation/ Shutterstock.com • p. 125: Mixmike/iStockphoto (girl) • Oksana
Shutterstock.com • p. 47: gidl/Shutterstock.com • p. 48: John Telesheva/Shutterstock.com (colour spectrum) • p. 127: Tanya Shatseva/
A. Anderson/Shutterstock.com • p. 49: Pavel L Photo and Video/ Shutterstock.com • p. 128: Craig Russell/Shutterstock.com • p. 130:
Shutterstock.com • p. 50: Kameel4u/Shutterstock.com • p. 51: Sashkin/ franckreporter/iStockphoto • p. 133: T3photo/Shutterstock.com •
Shutterstock.com • p. 52: studiovin/Shutterstock.com • p. 53: p. 134: Zolnierek/Shutterstock.com
KMNPhoto/Shutterstock.com • p. 54: Pixelbliss/Shutterstock.com •
p. 55: Meilun/Shutterstock.com • p. 57: jgroup/iStockphoto.com
WORKSHOP B p. 59: FatCamera/iStockphoto.com • p. 61:

DNY59/iStockphoto.com • p. 62: Solis Images/Shutterstock.com •
p. 63: Sergey Nivens/Shutterstock.com (hockey player) •
Suzanne Tucker/Shutterstock.com (baseball player) • p. 65:
Robert Kneschke/Shutterstock.com • p. 66: Kim Reinick/
Shutterstock.com • p. 68: Rob Marmion/Shutterstock.com
Reproduction prohibited © TC Media Books Inc. Sources 235

GRAMMAR SECTION p. 136: Sunrise illustrations/
Shutterstock.com • p. 139: FabrikaSimf/Shutterstock.com • p. 141:
TEXTS
kristala/Shutterstock.com • p. 142: Studio KIWI/Shutterstock.com •
p. 143: Flashon Studio/Shutterstock.com • p. 144: JIANG HONGYAN/ UNIT 1 p. 6: “Teens and Finance: Piggy Bank 2.0,” Ducas, I. (2016)
Shutterstock.com • p. 145: Michal Durinik/Shutterstock.com • p. 146: La Presse, translation and adaptation • p. 19: “While the Auto Waits,”
Mount Elbrus/Shutterstock.com • p. 150: jeremkin/iStockphoto • by O. Henry. Stage Adaptation by Walter Wykes.
p. 151: Mtsaride/Shutterstock.com • p. 152: Zanna Holstova/
Shutterstock.com • p. 153: serazetdinov/Shutterstock.com • p. 154: UNIT 2 p. 41: “The Tragic Tale of Rowan and Juniper,” by Monique
Bojan Pavlukovic/Shutterstock.com • p. 155: Daniel Huerlimann-BEELDE/ Polak, adaptation of Romeo and Juliet by William Shakespeare • p. 47:
Shutterstock.com • p. 157: RG-vc/Shutterstock.com • p. 158: “Fourteen,” Gerstenberg, A. (1921). Ten One-Act Plays. New York:
WilleeCole Photography/Shutterstock.com • p. 159: sakkarin sapu/ Longmans, Green & Co.
Shutterstock.com • p. 160: Tracy Starr/Shutterstock.com • p. 161:
UNIT 3 p. 73: “The Demand for Poop,” McIntyre, C. (2016)
Albina Tiplyashina/Shutterstock.com • p. 163: Anna Tyukhmeneva/
The National Post • p. 74: “Toddler who died from a brain tumour
Shutterstock.com • p. 164: Humannet/Shutterstock.com •
is frozen by parents,” Hodgekiss, A. (2015) Mail Online • p. 76:
p. 167: bikeriderlondon/Shutterstock.com • p. 168: Zsido/
“Are we overstating the benefits of medical marijuana?” Labos, C.
Shutterstock.com • p. 169: Taromon/Shutterstock.com • p. 170:
© 2015 Maclean’s.
Bipsun/Shutterstock.com • p. 171: DonLand/Shutterstock.com •
p. 172: Palau/Shutterstock.com • p. 173: mikolajn/Shutterstock.com •
UNIT 4 p. 118: “Sexting and the Law,” Reproduced with
p. 174: Lucian Milasan/Shutterstock.com • p. 175: Syda Productions/
permission by Jeunesse, J’écoute • p. 125: From The Color of Silence
Shutterstock.com • p. 176: Fajne obrazki/Shutterstock.com •
by Liane Shaw. Published by permission by Second Story Press, Toronto.
p. 178: Rawpixel.com/Shutterstock.com • p. 179: Michel Piccaya/
Shutterstock.com • p. 181: Maxisport/Shutterstock.com • p. 182: Dean
Drobot/Shutterstock.com • p. 183: Quang Ho/Shutterstock.com •
p. 185: NDarya/Shutterstock.com • p. 186: glenda/Shutterstock.com • VIDEOS
p. 188: Anton Prado PHOTO/Shutterstock.com • p. 189: Racheal
Grazias/Shutterstock.com • p. 190: potowizard/Shutterstock.com • UNIT 1 p. 3: “Taking Responsibility,” Talkin’ Money TM Financial
p. 193: PhIllStudio /Shutterstock.com • Shafran/Shutterstock.com •
Literacy Education Video Series. © Steve Procko Productions, LLC •
p. 194: astudio/Shutterstock.com • p. 196: alexmillos/Shutterstock.com
p. 4: “The Cost of Owning a Car,” Talkin’ Money TM Financial Literacy
• p. 197: efiplus/Shutterstock.com • p. 198: Luis Molinero/
Education Video Series. © Steve Procko Productions, LLC • p. 25:
Shutterstock.com • p. 199: Michaelpuche/Shutterstock.com • p. 200:
“How High Would You Make the Minimum Wage?” Used with
lassedesignen/Shutterstock.com • p. 201: design56/Shutterstock.com •
permission by Reason.tv
p. 204: Rawpixel.com/Shutterstock.com • p. 205: Bormotova Nadia/
Shutterstock.com • p. 207: Bennyartist/Shutterstock.com • p. 209: UNIT 2 p. 38: “Rule of Thumb,” from Freaky Stories 1997
Dean Drobot/Shutterstock.com • p. 211: Olga Bogatyrenko/ © DHX Media (Toronto) Ltd. All rights reserved. “Three Act Story
Shutterstock.com • p. 212: sumire8/Shutterstock.com • p. 213: Structure Analysis,” Used with permission by Steve Schnier. • p. 56:
Smartlaby/Shutterstock.com • p. 214: Iconic Bestiary/Shutterstock.com • “Features of a Shakespearean Tragedy” © 2015 Shmoop University, Inc.
p. 215: Ruth Black/Shutterstock.com • p. 219: Hunor Olah/ All rights reserved.
Shutterstock.com • p. 220: lukeruk/Shutterstock.com UNIT 3 p. 79: “The Gift of Life” © CBS News Sunday Morning,
2010. • p. 91: “Maritime Teen Makes Big Impact with Invention”
REFERENCE SECTION p. 222: alvarez/GettyImages.ca •
© CTV News. Bell Media.
p. 224: PORTRAIT IMAGES ASIA BY NONWARIT/Shutterstock.com •
p. 225: michaeljung/Shutterstock.com • p. 226: MANDY GODBEHEAR/ UNIT 4 p. 113: Footage provided by This Life. Episode 106 adapted
Shutterstock.com • p. 227: pikselstock/Shutterstock.com • p. 232: by Michael MacLennan & Rachel Langer. Episode 107 written by Joseph
Monkey Business Images/Shutterstock.com Kay & Rachel Langer. Episode 108 written by Michael MacLennan.
© 2015 - Sphere Media 2002 Inc. • p. 131: The Charter of Rights and
Freedoms © 2013 Springtide Collective. All Rights Reserved.
236 Sources Reproduction prohibited © TC Media Books Inc.

SECONDARY 5
Arielle Aaronson
Gillian Baxter
Monique Soublière
a ch e r ’s G u i d e
Te
Upside
English as a Second Language Sources
Secondary 5 Extra Reading Texts: Unit 1: “My Financial
Career,” by Stephen Leacock. Public domain.
Teacher’s Guide Unit 2 “Darwin’s Vampire,” by Elise Moser. All rights
Arielle Aaronson, Gillian Baxter, Claire Maria Ford, reserved. Unit 3 Brave New World (adapted
Monique Soublière, with the collaboration of Derek Wright excerpt), by Aldous Huxley. Public domain. Unit 4
“As teens learn their rights, they’re defending them—
© 2018 TC Media Books Inc. and winning,” by Luc Rinaldi. Maclean’s, March 13,
2015. Used with permission of Rogers Media Inc.
Editor: Jennifer McMorran All rights reserved.
Project Manager: Leila Marshy, Paula Keilstra
Proofreader: Nancy Perreault Evaluation Situation 2: Task 2: “How young is too
Permissions Researcher: Marc-André Brouillard young?” WGN Radio AM 720. All rights reserved.
Book and Cover Designer: Micheline Roy Images p. 241: LHF Graphics/Shutterstock.com
Typesetter: Danielle Dugal p. 261: Brian A. Jackson/Shutterstock.com.
p. 267: Nastasi/Shutterstock.com p. 273: motorolka/
Digital Content Shutterstock.com
Editor: Jennifer McMorran
Project Managers: Vanessa Forget-Babin, Rosalie Roy-Boucher
Contributing Authors: Mariya Pakhomova, Kay Powell
Copy Editor: Leila Marshy, Paula Keilstra The suggested links in this guide lead to websites that
Proofreader: Nancy Perreault provide material closely related to the pedagogical
development and subject matter covered.
At the time of publication, the suggested links were
functional. Since these links lead to various external
websites, TC Media Inc. is not responsible for their
content. It is therefore strongly recommended that
teachers verify the content of the sites to which
students also have access, as changes may have
been made since the collection’s publication. Note as
well that certain sites may contain advertisements or
spelling errors.
ALL RIGHTS RESERVED.

No part of this book may be reproduced by any means known
or not yet known without prior permission from TC Media Books
Inc. Those pages bearing the note “Reproduction permitted
© TC Media Books Inc.” may be reproduced solely by the
teacher whose students personally use the workbook that is
an integral part of the series which includes this guide, and
exclusively for those students referred to in this paragraph.
Any use not expressly authorized shall constitute an infringe-
ment, which could result in legal action against the individual or
institution reproducing any part of this book without permission.
Legal deposit: 1st quarter 2018

Bibliothèque et Archives nationales du Québec
Library and Archives Canada
Printed in Canada
1 2 3 4 5 M 21 20 19 18 17
Government of Québec – Tax credit program for book publishing – SODEC
TABLE OF CONTENTS
Guide
Page
DIGITAL TOOLS
 Overview of Digital Tools                                                  240
EXTRA MATERIALS
 Suggested Websites                                                           245

 CD and DVD Track Lists                                                        248
 Reader’s Theatre                                                              249
 Processes: Response Process, Writing Process, Production Process                  251
 Graphic Organizers                                                            254
EXTRA READING, LISTENING, PROJECTS AND VOCABULARY                      260
 Extra Reading for Unit 1                                                        261

Extra Reading for Unit 2                                                        266
 Extra Listening for Unit 1                                                       285
Extra Listening for Unit 2                                                       287
 Extra Projects                                                                293
 Vocabulary Lists                                                              295
EXTRA GRAMMAR                                                        299
 Grammar Exercises and Quizzes for Unit 1                                        300

Grammar Exercises and Quizzes for Unit 2                                        304
EVALUATION COMPONENTS                                               324
 Evaluation Grids for the Student                                                 325

 Evaluation Grids for the Teacher                                                 334
 Evaluation Situation 1                                                          349
 Evaluation Situation 2                                                          364
STORY ANTHOLOGY ANSWER KEY                                              379
Reproduction prohibited © TC Media Books Inc. Upside Secondary 5 Table of Contents 239
Digital Tools from Chenelière Éducation
The Upside collection is available to students and teachers in an interactive digital ipbook format
on Chenelière Éducation’s platform.
A video guided tour (in French) of Chenelière Éducation’s platform is viewable at
www.cheneliere.ca. Click on Secondaire under the Interactive column, then Tour d’horizon on
the navigation bar.
Tutorials are offered (in French) that describe how to use the platform’s basic tools
at www.cheneliere.ca. Click on Secondaire under the Interactive column, then Tutorials on the
navigation bar.
THE LIBRARY
The Chenelière Éducation website
allows teachers to access a personal
library containing all the digital books
they have acquired.
Teachers can access their library at
www.cheneliere.ca > Ma bibliothèque.
Chenelière Éducation’s PLATFORM

The platform is user-friendly and adapted for in-class viewing of digital books. It
offers a number of advantages, including the ability to enhance a workbook with personalized
material as well as consult various interactive content (hyperlinks, interactive maps, etc.) and
reproducible documents offered by the publisher.
THE MAIN MENU

In the platform, teachers can consult the digital version of each of the printed and
digital components of a collection.
The main menu contains
the following buttons.
1. Table of Contents
2. Additional Material
3. Interactive Workshops
4. My Course
5. Presentations
6. Prole
7. Notes
8. Monitoring Coursework
240 Upside Secondary 5  Digital Tools Reproduction prohibited © TC Media Books Inc.
Table of Contents leads to the ipbook’s table of contents and allows teachers to explore
the book.
Additional Material accesses the reproducible documents and various interactive content
offered by the publisher, as well as personal les added by teachers. Searches can be carried
out by chapter or by type of material (reproducible documents, hyperlinks, etc.).
Interactive Workshops allows teachers to consult the list of interactive workshops related
to a title, create groups, assign online activities in learning or evaluation mode to students
and access their results.
My Course allows teachers to group together in one space all the resources required to teach
a course. It is also possible to organize the content of a course in the order best suited to that
course, and to share it with students or with colleagues.
Presentations allows for the creation of animated presentations and slideshows. It is possible
to integrate screen captures, text, images, hyperlinks, page references, audio and video les
and much more!
Prole allows teachers to modify their personal information. It also provides the possibility
of creating student groups and colleague groups with which teachers can then share notes
and documents.
Notes groups together all personal and public notes in a single directory. In addition, lters
allow for rening note search results.
Monitoring Coursework allows teachers and students using the digital ipbook to monitor
the exchange of coursework.
1. Digital flipbook
The digital ipbook of the Upside collection can be projected using an interactive whiteboard or
a projector. Teachers can display answers, either one by one or all at once, or consult the teacher’s
notes for each page with a single click.
The pages of the workbook also contain direct access to digital and interactive content.
The following clickable icons can be found throughout the digital ipbook.
Hyperlink Interactive
workshop
Video Page Audio Reproducible

link clip document (handout)
Reproduction prohibited © TC Media Books Inc. Upside Secondary 5  Digital Tools 241
As with the workbook, the digital ipbook version of the Teacher’s Guide of Upside (which brings
together all of the additional material) allows teachers to project reproducible documents using
an interactive whiteboard or a projector. Teachers can also display all answers in a single click.
This digital version contains all the reproducible documents in PDF format for easy printing, as
well as in modiable Word format that allows teachers to adapt documents according to their needs.
2. Interactive workshops
The digital version of Upside Secondary 5 contains 24 interactive workshops or quizzes that are
related to the content of the workbook and sorted by theme or by grammar notion. Workshops
are accessible throughout the pages of the digital ipbook as well as via the table of contents of
the interactive workshops. They can be completed in class using an interactive whiteboard or
completed individually in learning or evaluation mode. Students can complete them on their
own in class, in the lab, or at home using a computer or a tablet.
Each of the workshops consists of 8 to 12 questions (true or false, multiple choice, ll-in-the-
blank, matching, drag-and-drop, drop-down menus, etc.). In learning mode in most workshops,
students can ask for a hint to help them answer questions, then ask for the answer and feedback
once they have submitted their answers. They also have access to two additional tries per
question. In evaluation mode, they get no additional tries, no hints and no answer. In both modes
accumulated points are displayed and are updated as the students answer questions.
Pages of the workbook related to the workshop content
Navigation tabs Accumulated points Go to the next question
242 Upside Secondary 5  Digital Tools Reproduction prohibited © TC Media Books Inc.
User-friendly learning management tools are available to teachers with the interactive workshops.
These tools allow for the creation of student groups, for assigning activities to these groups in
learning or evaluation mode, and for consulting the results.
3. Tablet versions of the interactive workshops and student flipbooks

In addition to being available on desktop and laptop computers, Chenelière Éducation’s
interactive workshops are also accessible on iPad and Android tablets. This allows students
to complete workshops on their tablets.
For more information regarding the Chenelière Éducation application for iPad, consult the
user’s guide available at cheneliere.ca under the tab > Secondaire > Guides de
l’utilisateur and > Tutoriels.
DIGITAL TOOLS OFFERED WITH UPSIDE

The Upside collection is available on the online platform and includes the following
elements.
For students
• The digital flipbook version of the workbook.
• Access (controlled by the teacher) to 24 interactive workshops and quizzes that are linked to
the workbook’s themes and grammar notions. These exercises offer automatic feedback and can be
completed in class, in the lab, or at home.
• Access to audio files (recorded texts).
• Complementary documents and all other digital content made available by the teacher.
For teachers
• All printed components in digital version.
• Control access to 24 interactive workshops and quizzes with automatic feedback that can be
completed as a group or individually.
• Tools for managing students’ results in interactive workshops.
• All reproducible documents in PDF and modifiable Word formats.
• Answers that can be displayed one by one.
• More than 60 hyperlinks.
• Access to 10 CD tracks.
• Access to 9 videos with and without English subtitles.
OVERVIEW OF INTERACTIVE WORKSHOPS

Completion time for each workshop is approximately 30 minutes. Each interactive workshop can be
completed over the course of one class.
The 24 interactive workshops consist of:
• 15 interactive grammar workshops (2 to 3 per unit plus 6 additional workshops related
to the Grammar Section).
• 4 unit vocabulary workshops (1 per unit) that review the vocabulary from the unit.
• 4 unit quizzes (1 per unit) that review the vocabulary and grammar of the unit, and also
include a reading text and comprehension questions related to the unit’s theme.
• 1 opinion piece workshop.
See the Overview on page xii for a list of the workshops offered with Upside Secondary 5.
Reproduction prohibited © TC Media Books Inc. Upside Secondary 5  Digital Tools 243
The Teacher’s Guide
continues on the next pages.
Suggested Websites
Workbook Task Page Description Website

UNIT 1 1 2 Government resources to help you https://www.canada.ca/en/nancial-consumer-
MONEY manage your money agency/services/make-budget.html
MATTERS
2 3 Article on creative ways to manage http://greatist.com/happiness/ways-save-money
your money
3 6 Video about one young woman guring https://www.youtube.com/watch?v=0laiuaq74Z0

out what it takes to be nancially literate
8 Article on teaching teens to spend http://www.canadianliving.com/life-and-relationships/

and save responsibly money-and-career/article/teach-teens-to-spend-and-
save-responsibly
9 Article on how cash used to be king http://www.bbc.com/capital/story/20160922-the-

countries-where-cash-is-on-the-verge-of-extinction
Website of Kenneth Rogoff, a leading www.Kennethrogoff.com

economist who argues that it’s time
to get rid of paper money
4 10 Overview of the Canada Pension Plan http://www.esdc.gc.ca/en/cpp/index.page
10 Website of Mr Money Mustache who http://www.mrmoneymustache.com/

retired at 30
5 15 Video that asks the question: https://www.youtube.com/watch?v=xeLPNVmzerg

Is Monopoly broken—or brilliant?
Extra 24 CBC News report that explores https://www.youtube.com/watch?v=qL9F6cLejjg

Watching the issue of minimum wage
WORKSHOP A: 2 29 Article about whether rudeness is on the https://digest.bps.org.uk/2016/06/08/your-sense-

R-E-S-P-E-C-T increase—or does it just feel that way? that-rudeness-is-on-the-increase-is-probably-just-
another-self-serving-bias/
30 Video of Kid President helping you gure https://www.youtube.com/watch?v=ghk-

out how to agree to disagree nDJB3Tk
Article on social media etiquette http://www.hufngtonpost.com/diane-gottsman/

for students social-media-etiquette-fo_1_b_6838796.html
31 Website that teaches tolerance http://www.tolerance.org/
Website that helps educate students http://www.learningtogive.org/

about giving, sharing and philanthropy
31 Article about Canada being the most http://www.theglobeandmail.com/news/politics/why-

tolerant country in the world. Is it is-canada-the-most-tolerant-country-in-the-world-
because we’re so great—or just lucky? luck/article19427921/
3 32 Article about children taking etiquette http://www.macleans.ca/society/life/too-busy-to-

classes teach-your-kids-table-manners/
UNIT 2 Unit 35 List of ten authors for Canadian http://news.nationalpost.com/arts/books/ten-authors-

COVER Opener students you-have-to-read-if-youre-a-canadian-student
TO COVER
1 36 Denition of a tragic hero, and other https://literarydevices.net/tragic-hero/
literary terms
Video about comedy and why it matters https://www.youtube.com/watch?v=mgsErxFEPSE
Video about winners and losers https://www.youtube.com/watch?v=ip97YDkvbtY
Reproduction prohibited © TC Media Books Inc. Upside Secondary 5  Suggested Websites 245
2 38 Oscar-winning short lm from the NFB: https://www.nfb.ca/lm/special_delivery/
Special Delivery
3 43 Trailer for Baz Luhrmann’s lm https://www.youtube.com/watch?v=6S6IJWilpx4

Romeo + Juliet (1996)
4 46 Article with improv ideas and activities http://www.te.net/esl-activities/improvisations.htm

for students
Article on ten reasons for teachers to use http://www.secondcity.com/network/network10-

improv in the classroom reasons-teachers-use-improv-classroom/
7 53 Video explaining the elements https://www.youtube.com/watch?v=WH5jlkK4aUI

of a plot
Extra 55 Article that connects Shakespeare’s https://hubpages.com/literature/Connecting-

Watching plays with real life issues and challenges William-Shakespeares-Plays-with-Real-Life
WORKSHOP B 1 61 Government of Canada paper on http://www.statcan.gc.ca/pub/11-008-x/2008001/

ARE YOU Kids’ Sports article/10573-eng.htm#a6
GAME?
2 62 Video of American athlete Ryan Lochte https://www.youtube.com/watch?v=DRmhXDk_RB0
apologizing for his behaviour
63 Article about Canadian soccer star, http://news.nationalpost.com/sports/soccer/why-

Christine Sinclair christine-sinclair-might-be-the-most-important-
canadian-athlete-of-her-time
Article about PK Subban donating http://www.si.com/2015/09/16/pk-subban-montreal-

to Montreal Children’s Hospital canadiens-10-million-donation-hospital
4 66 Article about how sports is good for your http://ed.ted.com/lessons/how-playing-sports-

body and your brain benets-your-body-and-your-brain-leah-lagos-and-
jaspal-ricky-singh
Article about how kids are dropping out http://www.cbc.ca/sports/sports-participation-

of sports canada-kids-1.3573955
UNIT 3 1 70 Article on medical breakthroughs that http://www.menshealth.com/health/medical-

WEIRD sound like science ction breakthroughs
MEDICINE
CBC audio report about Banting and http://www.cbc.ca/archives/entry/banting-and-best-
Best, discoverers of insulin develop-the-miracle-drug
Article on some remarkable facts about https://www.entrepreneur.com/article/243297

the future of health care
71 Video of intro to the 1970s television https://www.youtube.com/watch?v=HoLs0V8T5AA

series, The Six Million Dollar Man
Video of intro to the 1970s television https://www.youtube.com/watch?v=4Wd6IuVya4M

series, The Bionic Woman
2 73 Video of Seeker report on how fecal https://www.youtube.com/watch?v=i6RBfoITbls

transplants save lives
74 Website of Alcor, a company that provides http://www.alcor.org/

cryonics technology
76 Article about medical marijuana and http://www.nationalgeographic.com/

some of its uses magazine/2015/06/marijuana-science-drug-research-
legality/
3 79 Ted-Ed video about Henrietta Lacks http://ed.ted.com/lessons/the-immortal-cells-of-

henrietta-lacks-robin-bulleri
5 82 Ted-Ed video about stem cell transplants http://ed.ted.com/lessons/what-are-stem-cells-

craig-a-kohn
246 Upside Secondary 5  Suggested Websites Reproduction prohibited © TC Media Books Inc.
6 86 Trailer for the lm My Sister’s Keeper, https://www.youtube.com/watch?v=HP4NxUFgFrs
about a young girl who does not want to
donate a kidney to help her dying sister
Short Harvard course trailer https://www.youtube.com/watch?v=nPbis0Hggsg

about medical ethics
Extra 90 Video of Heritage Minute about https://www.historicacanada.ca/content/heritage-

Watching Lucille Teasdale minutes/lucille-teasdale
WORKSHOP C 2 97 Website for PETA, People for the Ethical http://www.peta.org/

WORLDS Treatment of Animals
COLLIDE
3 98 Article on the pros and cons of cosmetics https://greengarageblog.org/12-pros-and-cons-of-
testing on animals animal-testing-on-cosmetics
4 102 Article on meal planning for https://www.eatrightontario.ca/en/Articles/

the vegetarian teen Adolescents-teenagers/Meal-planning-for-the-
vegetarian-teen.aspx
5 103 Article on 5 animals we could not http://www.onegreenplanet.org/animalsandnature/

live without animals-that-help-us-to-survive/
UNIT 4 Unit 105 Website of Educaloi, Quebec’s legal https://www.educaloi.qc.ca/en

LAW AND ORDER Opener information website
Website of Ontario’s Teen Legal https://www.teenlegalhelpline.org

Help Line
Video about the meaning and symbolism http://study.com/academy/lesson/lady-justice-

of justice meaning-symbolism.html
Q & A about what the scales of https://www.reference.com/world-view/scales-

justice represent justice-represent-ca29e6f8a83f5d12
2 109 Website from Kids Help Phone https://www.kidshelpphone.ca/Teens/InfoBooth/

with information about the law and Money-jobs-laws/Laws/The-law-and-your-rights-
your rights at-home-work-and-school.aspx
Website with information about the https://lighthouselaw.wordpress.com/2011/07/19/

Miranda law in the US vs the Charter miranda-rights-and-police-caution-in-canada/
warning in Canada
4 115 CBC article about parents challenging http://www.cbc.ca/news/canada/huntingdon-parents-

a curfew in Huntingdon to-challenge-curfew-1.471321
116 CBC article about the right to wear http://www.cbc.ca/news/canada/montreal/top-court-

a kirpan to school says-sikh-student-may-carry-kirpan-1.609555
CBC article and audio about a http://www.cbc.ca/radio/thecurrent/the-current-

Quebec high school strip searching for-feb-19-2015-1.2963314/quebec-high-school-
students strip-search-of-student-deprives-teens-of-
rights-1.2963328
6 122 Article about 67 ridiculous laws http://thoughtcatalog.com/rachel-hodin/2013/10/67-

from around the world that still exist ridiculous-laws-from-around-the-world-that-still-
actually-exist/
Extra 125 Collection of six videos about teens and https://www.youtube.com/playlist?list=PLjp6GdJz-

Reading the criminal justice system in Canada EA7lSOJLqdIx5CXI9sCexram
Projects 133 Website with mock trial scripts http://lawlessons.ca/teaching-resources/mock-

trial-scripts
STORY Thank 67 Short lm version “Thank You, M’am” https://www.youtube.com/watch?v=UMrBMTglPxc

ANTHOLOGY You, M’am
Reproduction prohibited © TC Media Books Inc. Upside Secondary 5  Suggested Websites 247
Audio CD Track List CD
Track Section Duration Page

 1 Introduction 0:48 min
 2 Unit 1 “CBC Radio Day 6: Mr. Money Mustache” 9:24 min Workbook page 10
Money Matters
 3 “While the Auto Waits” 9:16 min Workbook page 19
 4 Unit 2 “Fourteen” 8:39 min Workbook page 47
Cover to Cover
 5 Unit 3 “The Demand for Poop” 5:08 min Workbook page 73
Weird Medicine
 6 “Toddler Who Died from a Brain Tumour 4:00 min Workbook page 74
Is Frozen by Parents”
 7 “Are We Overstating the Benets of 4:09 min Workbook page 76
Medical Marijuana?”
 8 Unit 4 “Q&A Teens: Your Rights and the Law” 9:38 min Workbook page 109
Law and Order
 9 Teacher’s Evaluation Situation 1: Task 3 6:34 min Teacher’s Guide
Guide page 353
 10 Evaluation Situation 2: Task 2 5:14 min Teacher’s Guide
page 368
DVD Track List DVD
Track Section Duration Page

 1 Unit 1 “Taking Responsibility” 3:07 min Workbook page 3
Money Matters
 2 “The Cost of Owning a Car” 3:07 min Workbook page 3
 3 “How High Would You Make 6:51 min Workbook page 24
Minimum Wage?”
 4 Unit 2 “Rule of Thumb” 4:12 min Workbook page 38
Cover to Cover
 5 “Features of a Shakespearean Tragedy” 3:08 min Workbook page 55
 6 Unit 3 “The Gift of Life” 9:20 min Workbook page 79
Weird Medicine
 7 “Maritime Teen Makes Big Impact 2:07 min Workbook page 90
with Invention”
 8 Unit 4 (excerpt) 8:49 min Workbook page 113
Law and Order
 9 “The Charter of Rights and Freedoms” 6:34 min Workbook page 131
248 Upside Secondary 5  Audio CD and DVD Track Lists Reproduction prohibited © TC Media Books Inc.
Reader’s Theatre
What is Reader’s Theatre?

Reader’s Theatre is a type of theatre where actors
are not required to memorize their lines. Instead, they
perform a dramatic reading of a script. Emphasis is placed
on vocal expression rather than on visuals such as sets and
costumes. Readings can be done seated or can be staged.
This is a dramatic style that is easily adaptable to the classroom
context. With its focus on vocal expression, Reader’s Theatre requires
only a script. The Upside Teacher’s Guide contains prepared Reader’s Theatre scripts tailored to
second language learners. You may also choose to have students form teams and adapt a text
from a book to create their own original script. Read the guide below for a step-by-step explanation
of how to implement this approach in your classroom.
What are the benets of Reader’s Theatre?

• It enhances comprehension.
• It allows students to play and experiment in English.
• It offers a great opportunity to practise English pronunciation.
• Rehearsals allow students the time to repeat phrases. This repetition offers a chance to focus on
form, improve prosody (rhythm, speed, pitch, intonation, pausing), and develop and gain uency.
• With its set lines, scripts reduce the pressures associated with independently producing uent
stretches of speech. For weaker students, the opportunity to uidly read scripted lines may boost
their condence to speak in English in front of a group.
• It engages multiple language skills. Students practise reading and speaking as performers,
and listening skills as members of the audience.
• It is easy to implement within a classroom setting as it requires only a script.
How-to guide
1. Ask students to silently read the text to familiarize themselves with it.
2. Model the text for the students. To do this, you may choose to employ reading strategies
such as:
• choral reading: the class reads the entire text aloud together
• shared reading: you read the text aloud and students choose when to join in and read aloud
• echo reading: you read a portion of the text and students repeat
3. As a class, discuss the plot, the characters and the setting. Brainstorm what each character
might look like and/or sound like.
Reproduction prohibited © TC Media Books Inc. Upside Secondary 5  Reader’s Theatre 249
4. Divide the class into smaller groups so that all students have the opportunity to participate
in the reading.
5. Assign roles. You may choose to assign the roles based on students’ levels. Alternatively,
students can negotiate and make this decision as a group.
6. Provide students with time to practise and rehearse. Use this time to correct pronunciation.
Focus on aspects such as:
• intonation
• speed
• enunciation
• volume
• stress
• rhythm
7. Pay attention to the stage directions. Some plays include information about the actions of
the characters, such as to whom they are speaking or how they are speaking, as well as any
movements they might make. This information is usually given in square brackets.
8. Have groups perform. You may choose to have students perform one group at a time in front of
the class or, if space permits, to have multiple groups perform for one another in different areas.
Remind students to look at the audience as well as at the other characters while performing.
Tips
• Bring small props such as hats or masks.
• Use sound effects or music to help students get into character.
• Place scripts on a music stand so that students’ hands are free.
• Have students employ strategies used in theatre, such as freezing as a group to signal the end
of a scene. Characters that need to exit a scene in Reader’s Theatre normally turn their backs
to the audience rather than leave the performance area.
• Film or record performances so that students can see or hear themselves speak. This offers
students an opportunity to independently notice errors.
Helpful websites and examples

• https://hip-books.com/browse-books/professional/hip-readers-theater-plays/
• http://www.aaronshep.com/rt/RTE.html
• http://en.copian.ca/library/learning/howtokit/theatre/theatre.pdf
• http://curriculumplus.ca/Docs/Guides/RT_resource.pdf
• https://www.youtube.com/watch?v=Bq0Ohvo_b1U
• https://learning.blogs.nytimes.com/2012/08/10/readers-theater-drama-strategies-to-use-
with-any-days-times-part-5/
250 Upside Secondary 5  Reader’s Theatre Reproduction prohibited © TC Media Books Inc.
Processes
THE RESPONSE PROCESS

Use the response process to construct the meaning of written, spoken and visual texts.
1. EXPLORE THE TEXT

Before you read, listen or view the text, ask yourself these questions:
• What do I notice about the title and illustrations?
• What do I think is the topic of the text?
• What do I already know about this topic?
• What is the general message of the text?
• What do I want to learn from this text?
• What’s my plan for reading?
• What resources should I use?
While you listen, read or view the text, ask yourself these questions:
• Which of my predictions and inferences were correct?
• Which details will help me answer the guiding questions for the text?
• What are the important elements of this text?
• What types of semantic mapping can I use to organize information?
• Which keywords do I need to look up in the dictionary?
After you are nished, ask yourself these questions:
• How can I nd the answers to the guiding questions for the text?
• What are my reactions to the text?
• What did I have trouble understanding in this text?
• What parts of the text should I reread?
• What have I discovered from this text?
• What questions do I still have about the text?
• What have others understood from this text?
2. CONNECT WITH THE TEXT

Ask yourself the following questions, and compare your answers with your classmates:
• What surprised me in this text?
• What did I nd interesting in this text?
• What type of personal connection do I have with the text?
• What is my opinion about the text?
3. GENERALIZE BEYOND THE TEXT

Relate what you have learned to your community and to life in general. Ask yourself:
• How does this topic affect my community?
• How is this topic important on a bigger scale?
• How should people act in this type of situation?
• How can I make people in my community or my school more aware of this topic?
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Processes 251

Processes (cont.)
THE WRITING PROCESS

1. PREPARE TO WRITE
• Choose your topic.
• Reect on your purpose.
• Identify your audience.
• Select the appropriate text type.
• Set the tone for your language.
• Plan your text.
• Investigate possible resources.
2. WRITE A DRAFT
• Write: Include ideas, opinions, thoughts and feelings. Leave space to make adjustments
and add new ideas. Support your ideas with facts, examples and arguments.
• Compare: Check your outline or graphic organizer to make sure your draft follows
the same structure. Recheck your instructions. Compare your text with the model text,
if one has been provided. Add new ideas to your draft.
• Cooperate: Discuss your ideas with your classmates. Modify your draft with new ideas
or changes that result from your discussion.
3. REVISE YOUR TEXT

Clarity • The message and your ideas are clear.
Organization • Your text is well organized.
Language • Your choice of words is appropriate.
Purpose • Your text achieves your intended purpose.
Audience • Your text reaches your target audience.
Feedback • You considered feedback from your classmates or your teacher.
Rewriting • You added, substituted, removed and rearranged ideas and words
when you reworked your draft.
4. EDIT YOUR TEXT 5. PUBLISH YOUR TEXT (OPTIONAL)

• Use resources. • Consider presentation formats.
• Get feedback. • Use resources and strategies.
• Use an editing checklist. • Think about how to reach your target audience.
• Create your nal copy. • Do a self-evaluation.
252 Upside Secondary 5  Processes Reproduction permitted © TC Media Books Inc.

Processes (cont.)
THE PRODUCTION PROCESS

1. PRE-PRODUCTION: PLAN YOUR MEDIA TEXT
In the production process, you will create a media text. Some examples of media texts
are posters, videos, computer presentations, web pages and books.
• Choose your topic.
• Reect on your purpose.
• Select the appropriate text type.
• Set the tone for your language.
• Plan your visuals and techniques.
• Decide which strategies you will use.
• Investigate possible research resources.
• Research possible production resources.
• Think about how to cooperate with your team.
• Establish the roles and responsibilities of each team member.
• Write a focus sentence for your text.
• Decide whether to create a script or a storyboard for your text.
2. PRODUCTION: PRODUCE YOUR MEDIA TEXT

• Decide how to create the text.
• Choose the media conventions and techniques you will use.
• Check your resources.
• Identify the editing techniques you will use for your text.
3. POST-PRODUCTION: PRESENT AND REFLECT ON YOUR MEDIA TEXT

Present your media text to your target audience and reect on:
• Audience feedback and reactions to your text
• Teamwork
• How to improve your text
• Your goals for future media texts
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Processes 253

Name: Date: Group:
Graphic Organizer Writing Checklists Handout GO 1
The writing process has ve phases: preparing to write, writing a draft, revising, editing and
publishing. During the writing process, you may need to go back and forth between the phases
as you develop your text.
PREPARING TO WRITE
M I chose a topic that I want to write about and that meets the task requirements.
M I reected on the purpose of the text (express ideas, give information, persuade,
entertain, narrate, describe).
M I identied my target audience (teacher, classmates, family and friends, general public).
M I selected an appropriate text type (letter, poem, story, play, opinion piece,
news article).
M I chose a tone for my language (simple or complex, formal or informal, humorous

or serious) that is appropriate to my message, audience and text type.
M I planned my text (used a graphic organizer, wrote an outline).
M I researched and used appropriate resources.
WRITING A DRAFT
M I included my own ideas, opinions, thoughts and feelings as instructed.
M I supported my ideas with facts, examples and arguments where necessary
and appropriate.
M I checked my instructions.
M I compared my text to the model texts, if provided, and to my outline and graphic
organizer to make sure the structure of my text was correct.
M I discussed my ideas with classmates and cooperated as instructed.
M I added, substituted, removed and rearranged ideas and then reworked my draft.
254 Upside Secondary 5  Writing Cheklists Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
Handout GO 1
Graphic Organizer Writing Checklists (cont.)
REVISING YOUR TEXT

M I reread my text aloud to help identify errors more quickly.
M I used the targeted language conventions accurately (vocabulary and grammar).
M My text is well organized.
M My message and my ideas are clear and coherent.
M My text achieves my intended purpose.
M My text addresses my target audience.
M I received and considered feedback from my peers and teacher when I reworked
my draft.
EDITING YOUR TEXT

M I used resources such as model texts, dictionaries, grammar references, my teacher
and classmates.
M I received feedback from my teacher and classmates.
M I checked for errors in:
M spelling
M capitalization
M punctuation
M grammar
M sentence structure
M I wrote a nal draft.
PUBLISHING YOUR TEXT (OPTIONAL)

M I considered different presentation formats.
M I used resources to create and present my nal text.
M I considered my audience when publishing and presenting my text.
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Writing Checklists 255
Name: Date: Group:
Graphic Organizer Monthly Budget Handout GO 2
INCOME AMOUNT RECEIVED

Employment income
Loans, bursaries, scholarships
Help from parents
TOTAL
EXPENSES AMOUNT BUDGETED AMOUNT SPENT

HOUSING
Utilities
Other
SUB-TOTAL
FOOD
Groceries
Eating out
Snacks
Other
SUB-TOTAL
TRANSPORTATION
Bus or metro pass
Bike repairs
Taxis
Car costs
Other
SUB-TOTAL
ENTERTAINMENT & SHOPPING
Cellphone
Internet
Cable TV
Movies and concerts
Gym membership
Activities and hobbies
Clothing
Other purchases
Other
SUB-TOTAL
TOTAL
TOTAL INCOME
TOTAL EXPENSES
256 Upside Secondary 5  Budget Reproduction permitted © TC Media Books Inc.

Name: Date: Group:
Graphic Organizer Pyramid of Action Handout GO 3
6. FALLING ACTION
8. DÉNOUEMENT
7. RESOLUTION
•
•
5. CLIMAX
2. INCIDENT
4. CRISIS POINT
3. RISING ACTION
1. EXPOSITION
•
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Pyramid of Action 257
Name: Date: Group:
Graphic Organizer The Opinion Piece Handout GO 4
Opinion piece topic:
INSTRUCTIONS
Refer to Workshop B: The Perfect Paragraph on pages 60-68 and Workshop C: The Opinion Piece
on pages 93-104 for information on writing an opinion piece.
• Use your own ideas.
• Plan your text using the graphic organizer.
• Write a rough draft of your opinion piece on a separate sheet of paper.
• Use the writing checklist to verify your text and make any necessary changes.
• Get feedback from peers or your teacher.
• Integrate feedback and write the nal copy. Give it a catchy title.
INTRODUCTION
Opening statement:
Information about the topic:
Position statement:
SUPPORTING PARAGRAPH 1
Topic sentence:
258 Upside Secondary 5  Opinion Piece Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
Handout GO 4
Graphic Organizer The Opinion Piece (cont.)
Topic sentence:
Topic sentence:
Supporting arguments: WRITING CHECKLIST

My opinion text includes:
An introduction
It presents the topic
in an engaging way.
It takes a rm position
on the question.
It addresses the
target audience.
CONCLUSION Supporting paragraphs
Reformulation of the position statement: Topic sentences are
clear. They support the
position statement.
Arguments are
Summary of the main arguments: convincing and coherent.
Paragraphs are well
organized.
A conclusion
The position statement
Closing statement: is reformulated.
Main arguments are
summarized.
The closing sentence
makes an impression.
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Opinion Piece 259
EXTRA READING, LISTENING, PROJECTS AND VOCABULARY
Guide
EXTRA READING Handout
Page
 Unit 1: “My Financial Career”

By Stephen Leacock                                    ER 1           261
 Unit 2: “Darwin’s Vampire”
By Elise Moser                                         ER 2           266
 Unit 3: Brave New World (adapted excerpt)
By Aldous Huxley                                       ER 3           272
 Unit 4: “As teens learn their rights,
they’re defending them—and winning”
By Luc Rinaldi                                         ER 4           279
Guide
EXTRA LISTENING Handout
Page
 Unit 1: “While the Auto Waits” (adapted)

By O Henry / Stage adaptation by Walter Wykes             EL 1           285
 Unit 2: “Fourteen” (adapted)
By Alice Gerstenberg                                    EL 2           287
 Unit 3: “The Demand for Poop,” by Catherine McIntyre;
“Toddler Who Died From a Brain Tumour is Frozen
by Parents,” by Anna Hodgekiss; “Are We Overstating the
Benefits of Medical Marijuana?” by Christopher Labos        EL 3           289
 Unit 4: “Q&A Teens: Your Rights and the Law”               EL 4           291
Guide
EXTRA PROJECTS Handout
Page
 Unit 1                                                EP 1           293

A An App for That
B Project Planning
 Unit 3                                                EP 2           294
A Timeline
B Story
Guide
VOCABULARY Handout
Page
 Unit 1                                                 V 1  295

 Unit 2                                                 V 2  296
 Unit 3                                                 V 3  297
 Unit 4                                                 V 4  298
260 Upside Secondary 5  Table of Contents Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
Extra Reading Handout ER 1

Money Matters
Unit 1
My Financial Career I went up to a wicket marked “Accountant.” The

By Stephen Leacock accountant was a tall, cool devil. The very sight of
him rattled me. My voice was sepulchral.
When I go into a bank I get rattled. The clerks rattle
“Can I see the manager?” I said, and added
me; the wickets rattle me; the sight of the money
solemnly, “alone.” I don’t know why I said “alone.”
rattles me; everything rattles me.
“Certainly,” said the accountant, and fetched him.
The moment I cross the threshold of a bank and
The manager was a grave, calm man. I held my
attempt to transact business there I become an
fty-six dollars clutched in a crumpled ball in my
irresponsible idiot.
pocket.
I knew this beforehand, but my salary had been
“Are you the manager?” I said. God knows I didn’t
raised to fty dollars a month, and I felt that the bank
doubt it.
was the only place for it.
“Yes,” he said.
So I shambled in and looked timidly around at the
“Can I see you?” I asked. “Alone?” I didn’t want to
clerks. I had an idea that a person about to open an
say “alone” again, but without it the thing seemed
account must needs consult the manager.
self-evident.
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Extra Reading 261
Name: Date: Group:

Money Matters (cont.)
Unit 1
The manager looked at me in some alarm. He felt A big iron door stood open at the side of the room.
that I had an awful secret to reveal. “Good morning,” I said, and stepped into the safe.
“Come in here,” he said, and led the way to a “Come out,” said the manager coldly, and showed
private room. He turned the key in the lock. me the other way.
“We are safe from interruption here,” he said. I went up to the accountant’s wicket and poked
“Sit down.” the ball of money at him with a quick, convulsive
We both sat down and looked at one another. movement, as if I were doing a conjuring trick.
I found no voice to speak. My face was ghastly pale.
“You are one of Pinkerton’s men, I presume,” “Here,” I said, “deposit it.” The tone of the words
he said. seemed to mean, “Let us do this painful thing while
He had gathered from my mysterious manner the t is on us.”
that I was a detective. I knew what he was thinking He took the money and gave it to another clerk.
and it made me worse. He made me write the sum on a slip and sign my
“No, not from Pinkerton’s,” I said, seemingly to name in a book. I no longer knew what I was doing.
imply that I came from a rival agency. “To tell the The bank swam before my eyes.
truth,” I went on, as if I had been prompted to lie “Is it deposited?” I asked in a hollow, vibrating
about it, “I am not a detective at all. I have come to voice.
open an account. I intend to keep all my money in “It is,” said the accountant.
this bank.” “Then I want to draw a cheque.”
The manager looked relieved, but still serious; he My idea was to draw out six dollars of it for
concluded now that I was a son of Baron Rothschild present use. Some one gave me a cheque-book
or a young Gould. through a wicket, and some one else began telling
“A large account, I suppose,” he said. me how to write it out. The people in the bank had
“Fairly large,” I whispered. “I propose to deposit the impression that I was an invalid millionaire.
fty-six dollars now and fty dollars a month I wrote something on the cheque and thrust it in
regularly.” at the clerk. He looked at it.
The manager got up and opened the door. “What! Are you drawing it all out again?” he
He called to the accountant. asked in surprise. Then I realized that I had written
“Mr. Montgomery,” he said, unkindly loud, fty-six instead of six. I was too far-gone to reason
“this gentleman is opening an account, he will now. I had a feeling that it was impossible to explain
deposit fty-six dollars. Good morning.” the thing. All the clerks had stopped writing to look
I rose. at me.
262 Upside Secondary 5  Extra Reading Reproduction permitted © TC Media Books Inc.
Name: Date: Group:

Unit 1
Reckless with misery, I made a plunge. GLOSSARY

“Yes, the whole thing.”
rattled > nervous
“You withdraw your money from the bank?” clerks > people who work in a bank
“Every cent of it.” wickets > small counters in a bank
“Are you not going to deposit any more?” said threshold > doorway
the clerk, astonished. beforehand > in advance
“Never.” shambled > walked dragging his feet

sepulchral > sad or scary
An idiot hope struck me that they might think
fetched > picked up
something had insulted me while I was writing the
crumpled > folded up in a ball
cheque and that I had changed my mind. I made a
Pinkerton > security and detective agency
wretched attempt to look like a man with a fearfully seemingly > apparently
quick temper. prompted > persuaded
The clerk prepared to pay the money. unkindly > disagreeably
“How will you have it?” he said. poked > pushed with a nger
“What?” conjuring > magic

ghastly > horribly
“How will you have it?”
t > mood
“Oh!”—I caught his meaning, and answered,
hollow > empty
without even trying to think—“in fties.”
draw > take from
He gave me a fty-dollar bill. far-gone > in a bad state
“And the six?” he asked dryly. reckless > careless
“In sixes,” I said. withdraw > take money out of a bank account
He gave it to me and I rushed out. wretched > very bad
As the big doors swung behind me I caught the temper > angry state of mind
trousers > pants
echo of a roar of laughter that went up to the ceiling
of the bank. Since then I bank no more. I keep
my money in cash in my trousers pocket, and my
savings in silver dollars in a sock.
Name: Date: Group:

Unit 1
Before Reading
1. Have you ever been embarrassed because you didn’t know the procedure to follow in an
unfamiliar situation? Explain your answer.
2. If you got a substantial raise at work, what would you do with the extra money?
While Reading
3. Read the short story a rst time to familiarize yourself with the text. As you read a second time,
complete the following chart. In the second column, describe the narrator’s behaviour using
words from the story. In the third column, indicate what feelings you can infer from the behaviour.
Moments Narrator’s Behaviour Narrator’s Feelings

Entering
the bank
With the
accountant
With the
manager
At the
wicket
Leaving
the bank
Name: Date: Group:

Unit 1
After Reading
4. Describe three blunders the narrator commits during his visit to the bank.
5. Explain the humour of the story’s title.
6. Why do you think the humour of this story works?
7. Explain how the banking experience is different today.
8. Name three everyday situations that might cause you the same kind of anxiety as the narrator
experiences during his visit to the bank.
9. In your opinion, why are nancial institutions intimidating for some people?
Name: Date: Group:

Cover to Cover
Unit 2
Darwin’s Vampire left at all. She hurled it onto the kitchen oor and
by Elise Moser ran to the bathroom, throwing open the medicine
Carola was washing dishes, singing along with cabinet and sweeping everything from the shelf
the radio, and didn’t see the vampire until it into the sink. There had to be another VampStop
had landed on her wrist, but then it was too in here. Greg said that vampires were once as big
late; she’d already felt the sting. She smacked as humans, but it seemed so unlikely. “Darwin’s
at the vamp with her other hand and suds ew nches,” he said, with that superior scientic
everywhere. She peered around, but it must air of his. There used to be a VampStop in here,
have own off. There were two bright red dots Carola was sure of it. Her breath was starting to
of blood beginning to well up in the centre of a come in short gasps, close to sobs. She threw
pinkish welt just beside her wrist bone. “Darn it,” two lipsticks and a bottle of cough syrup into the
she muttered. bathtub. Where was it?
She held her wrist up, while, with the other “Don’t panic, don’t panic,” she chanted under
hand, she pulled open the kitchen junk drawer and her breath. Last summer when they were packing
rummaged for the VampStop. There was masking to go camping, she’d asked Greg to buy a fresh
tape, a Baggie full of twist-ties, a plastic fork. one for the trip, but he packed the one from the
Where was it? She heard a faint buzzing, but her bathroom instead. Darn it. She ed to the front
hand was starting to throb and she knew she didn’t hallway. She had a mini in her purse. Why hadn’t
have time to look around; she needed to apply she just gone for that one right away? Her bitten
the VampStop within a minute or it would have no hand was bright pink now, and radiating heat. She
effect. She started tossing things onto the counter. tore open her purse and upended it. There, right
A pencil with a broken end, the warranty from the there—she grabbed it and tore the cap off with her
coffee machine . . . she expelled a quick breath. teeth; she couldn’t bend the ngers of her other
There it was. The trademark blood-red applicator, hand at all now. She viciously jabbed the spongy
there, at the back. It had been a while since end of the applicator at the wound, jabbing and
there’d been a vampire around here; in the winter jabbing until the mini VampStop was empty. Then
they usually liked to go south. she watched in horror as the liquid on her hand
Carola pulled the tube out, and the cap fell off turned blue. Too late.
and rolled under the counter. Damn it, Greg never Carola sat on the oor in the hallway, slumped
closed things properly. The spongy end of the against the wallpaper, the contents of her
applicator was bone dry. She frantically dabbed it purse strewn around her. Her brain was foggy,
at her puffed-up hand, but there was no moisture
Name: Date: Group:

Cover to Cover (cont.)
Unit 2
and her bones felt weirdly compressed. It was the electricity-eld nets. The only vamps that
uncomfortable. survived were those small enough to pass through
She’d miss Greg and his science stories. His them. “That,” Greg used to say at parties, “was
favourite was about the nches on the Galapagos an evolutionary leap.” Carola sighed wistfully; he
Islands. Carola remembered how, when they loved to lecture. “Devastating for the population,”
rst fell in love, she and Greg used to sit in the he’d drone, rocking back on his heels, “but an
dark and look at the pictures on his computer. evolutionary leap.” Then he’d go on about insect
The nches had all evolved different beaks—a robotics, and aerospace engineering based on
large one, for eating hard seeds; a short one, for mosquito ight dynamics.
eating insects; a long, slender one, for feeding Carola noticed that the hall light xture seemed
on cactus pulp. They developed so quickly that very high up, the ceiling cavernous. The sound
scientists could track the of passing trafc vibrated
changes from generation to dully against the walls.
generation. She wondered if she should try
Carola’s face was damp to leave a note for Greg to tell
and itchy from dried tears, him what happened, but everything
and her skin felt tight all over. was so far away. The prospect
She suddenly thought of the poster of nding a pen defeated her; she
they used to have up in her grade 5 imagined herself carrying a ballpoint
classroom, an old-fashioned sign from the as tall as a log, and it just made her feel tired.
time of the Eradication, during her mum’s There were two spots on her shoulder blades
childhood. It was a photograph of a grinning that felt hot and sore and nubby; she wondered if
hunter holding the small head of a vamp, which she’d hurt herself somehow without knowing it,
he’d presumably just chopped off. The body, about maybe while she was inging the contents of her
the size of a cat, lay at his feet, stumpy wings bathroom around.
crushed against its back. The cool dimness of the hallway was soothing.
Carola’s mum used to tell them stories about It occurred to her that her cell phone must be
when the vamps started ying in through the on the oor somewhere; she could call Greg.
windows; by the time she was in high school, she She forced herself to crawl through the large
said, they were as small as sparrows, and the detritus from her handbag to look for it, but
Eradication almost ground to a halt because they when she found it it was a huge thing, the size
were so hard to hunt. Then someone invented of a rowboat. She reached up and tried to press
Name: Date: Group:

Unit 2
the button to unlock the keypad, but it wouldn’t GLOSSARY

move. She thought she might be able to jump on
well up > come up or emerge
it; she surprised herself by opening her stiff new welt > painful raised mark
wings, and, with a startling feeling of strength, rummaged > searched quickly and carelessly
lifted herself onto the phone, landing lightly on expelled > let out
the asterisk key. dabbed > touched lightly

sobs > cries
Now that she was here, she found that she
chanted > repeated words
didn’t want to phone Greg anymore. She was
upended > turned over
trying to remember why she’d wanted to before, jabbed > poked with quick movements
when she heard a distant buzzing from the spongy > soft and absorbent
direction of the kitchen. Maybe it was that vamp wound > injury to the body
again. She turned quickly, in time to see a dark foggy > unclear
wistfully > do something sadly
spot itting through the lighted doorway. As he
drone > speak in a monotonous tone
ew closer Carola could make out his clean,
ballpoint > pen
sharp features. He approached, and the sound
nubby > covered with bumps
got clearer; she sensed it resonating in the vast dimness > with no light
space. Suddenly she realized that she could
understand it in a whole new way. It wasn’t
buzzing at all—he was singing!
The vamp ew over and landed on the screen Darwin’s nches refer to a group of
of Carola’s cell phone, and the two of them stood 15 distinct species of birds that live on the
Galapagos Islands in the Pacic Ocean. The
and looked at each other for a moment. She found
most signicant difference between the
herself thinking that she would like to see Greg species is the size and shape of their beaks,
again after all. He’d always had a sort of meaty which are highly adapted to their food source,
mostly seeds and plants. One species is
smell. She’d like to bite him.
the vampire nch, which lives in dry areas.
Vampire nches feed on parasites that live
on the backs of animals such as tortoises and
iguanas. They have a buzzing song. When
times are particularly hard, the nches feed
on the blood of seabirds. They are small
enough that their feeding habits are not
enough to kill the seabirds.
Name: Date: Group:

Unit 2
Before Reading
1. Before you read the story, dene some characteristics of a vampire. Describe any vampires
you have read about or seen in a television show or movie.
2. What do you know about Darwin?
3. Complete the sentences with the verbs in the word box.
chant dab expel

Word Box
jabbed rummaged upended
a) The members of the football team their motto over and over before
every game.
b) I like to use a napkin to my mouth when I eat.
c) Daren slipped in the cafeteria and his tray of food, spilling its contents
all over the place.
d) Kevin through his school bag, frantically searching for his English assignment.
e) The principal threatened to the students for their inappropriate behaviour.
f) Marie accidentally Nicole with her pencil when they bumped into
each other in the hallway.
While Reading
4. While reading, underline the verbs in the past perfect and present perfect tenses.
Name: Date: Group:

Unit 2
After Reading
5. Read the statements below. Find the sentences in the story that prove that each statement
is true.
Statement Proof from the story

1. Vampires are not usually
present throughout the year.
2. Carola believes that the

VampStop applicator is dry
because Greg forgot to put the
cap on.
3. Carola becomes increasingly
nervous when she realizes that
she is running out of time to
use the VampStop.
4. Carola realizes that she is
going to turn into a vampire.
5. The vamps became smaller

and smaller over time and
survived because they adapted
to their environment.
6. Carola has shrunk.
7. When Carola becomes a

vamp, her feelings about
Greg change.
6. What happens next? Continue the story with a text of 150-200 words on a separate sheet of paper.
Think about what Carola and the other vamp will do next. Consider the following questions:
• How does Carola feel now that she is a vamp?
• Will Carola decide to bite Greg or not?
• How will the story end?
Name: Date: Group:

Unit 2
7. Complete the pyramid of action with information from the story “Darwin’s Vampire.”
PYRAMID OF ACTION
Exposition
Incident
Rising action
Crisis Point
Climax
Falling action
Dénouement
Name: Date: Group:

Weird Medicine
Unit 3
Brave New World (adapted excerpt) Hatcheries and Conditioning entered the room, in
By Aldous Huxley absorbed concentration. A troop of newly arrived
students, very young, pink and callow, followed
Brave New World tells the story of a dystopian society
nervously, rather abjectly, at the Director’s heels.
set in a future world where there is no more natural
Each of them carried a notebook, in which, whenever
reproduction. Instead, ovaries are surgically removed
the great man spoke, he desperately scribbled.
to produce eggs that are then fertilized. The human
Straight from the horse’s mouth. It was a rare
embryos are developed in hatcheries and conditioning
privilege. The D. H. C. for Central London always
centres. In this excerpt, new students are being given a
made a point of personally conducting his new
tour of the Central London Hatchery and Conditioning
students round the various departments.
Centre by the centre’s director. The hatchery produces
“Tomorrow,” he would add, smiling at them with
thousands of human embryos which are conditioned
a slightly menacing geniality, “you’ll be settling down
to belong to one of ve social classes: Alpha, Beta,
to serious work. You won’t have time for generalities.
Gamma, Delta and Epsilon. The alpha and beta
Meanwhile . . .”
embryos will become the leaders of society, while
Meanwhile, it was a privilege. Straight from the
the others are the workers. The director is explaining
horse’s mouth into the notebook. The boys scribbled
the Bokanovsky Process where the lesser embryos,
like mad.
Gamma, Delta and Epsilon, undergo a specic
Tall and rather thin but upright, the Director
transformation.
advanced into the room. He had a long chin and
A squat grey building of only thirty-four stories.
big rather prominent teeth, just covered, when he
Over the main entrance the words, CENTRAL
was not talking, by his full, oridly curved lips. Old,
LONDON HATCHERY AND CONDITIONING
young? Thirty? Fifty? Fifty-ve? It was hard to say.
CENTRE, and, in a shield, the World State’s motto,
And anyhow the question didn’t arise; in this year
COMMUNITY, IDENTITY, STABILITY.
of stability, A. F. 632, it didn’t occur to you to ask it.
The enormous room on the ground oor faced
“I shall begin at the beginning,” said the D.H.C.
towards the north.
and the more zealous students recorded his
The overalls of the workers were white, their
intention in their notebooks: Begin at the beginning.
hands gloved with a pale corpse-coloured rubber.
“These,” he waved his hand, “are the incubators.”
The light was frozen, dead, a ghost.
And opening an insulated door he showed them
“And this,” said the Director opening the door,
racks upon racks of numbered test-tubes.
“is the Fertilizing Room.”
“The week’s supply of ova. Kept,” he explained,
Bent over their instruments, three hundred
“at blood heat; whereas the male gametes,” and
Fertilizers were plunged, as the Director of
here he opened another door, “they have to be
Name: Date: Group:

Weird Medicine (cont.)
Unit 3
kept at thirty-ve instead of thirty-seven. Full blood returned to the incubators, where the buds began
heat sterilizes.” to develop; then, after two days, were suddenly
Still leaning against the incubators he gave them, chilled, chilled and checked. Two, four, eight, the
while the pencils scurried illegibly across the pages, buds in their turn budded; and having budded were
a brief description of the modern fertilizing process; dosed almost to death with alcohol; consequently
how the fertilized ova went back to the incubators; burgeoned again and having budded—bud out of bud
where the Alphas and Betas remained until denitely out of bud—were thereafter—further arrest being
bottled; while the Gammas, Deltas and Epsilons generally fatal—left to develop in peace. By which
were brought out again, after only thirty-six hours, time the original egg was in a fair way to becoming
to undergo Bokanovsky’s Process. anything from eight to ninety-six embryos—a
“Bokanovsky’s Process,” repeated the Director, prodigious improvement, you will agree, on nature.
and the students underlined the words in their little Identical twins—but not in piddling twos and threes
notebooks. as in the old viviparous days, when an egg would
One egg, one embryo, one adult-normality. But sometimes accidentally divide; actually by dozens,
a bokanovskied egg will bud, will proliferate, will by scores at a time.
divide. From eight to ninety-six buds, and every bud
will grow into a perfectly formed embryo, and every
embryo into a full-sized adult. Making ninety-six
human beings grow where only one grew before.
Progress.
“Essentially,” the D.H.C. concluded,
“bokanovskication consists of a series of arrests
of development. We check the normal growth and,
paradoxically enough, the egg responds by budding.”
Responds by budding. The pencils were busy.
He pointed. On a very slowly moving band a rack-
full of test-tubes was entering a large metal box,
another rack-full was emerging. Machinery faintly
purred. It took eight minutes for the tubes to go
through, he told them. Eight minutes of hard X-rays
being about as much as an egg can stand. A few
died; of the rest, the least susceptible divided into
two; most put out four buds; some eight; all were
Name: Date: Group:

Unit 3
“Scores,” the Director repeated and ung out “For in nature it takes thirty years for two
his arms, as though he were distributing largesse. hundred eggs to reach maturity. But our business
“Scores.” is to stabilize the population at this moment, here
But one of the students was fool enough to ask and now. Dribbling out twins over a quarter of a
where the advantage lay. century—what would be the use of that?”
“My good boy!” The Director wheeled sharply Obviously, no use at all. But Podsnap’s
round on him. “Can’t you see? Can’t you see?” Technique had immensely accelerated the process
He raised a hand; his expression was solemn. of ripening. They could make sure of at least a
“Bokanovsky’s Process is one of the major hundred and fty mature eggs within two years.
instruments of social stability!” Fertilize and bokanovskify—in other words, multiply
Major instruments of social stability. by seventy-two—and you get an average of nearly
Standard men and women; in uniform batches. eleven thousand brothers and sisters in a hundred
The whole of a small factory staffed with the and fty batches of identical twins, all within
products of a single bokanovskied egg. two years of the same age.
“Ninety-six identical twins working ninety- “And in exceptional cases we can make one ovary
six identical machines!” The voice was almost yield us over fteen thousand adult individuals.”
tremulous with enthusiasm. “You really know where Beckoning to a fair-haired, ruddy young man
you are. For the rst time in history.” He quoted the who happened to be passing at the moment.
planetary motto. “Community, Identity, Stability.” “Mr. Foster,” he called. The ruddy young man
Grand words. “If we could bokanovskify indenitely approached. “Can you tell us the record for a single
the whole problem would be solved.” ovary, Mr. Foster?”
Solved by standard Gammas, unvarying Deltas, “Sixteen thousand and twelve in this Centre,”
uniform Epsilons. Millions of identical twins. The Mr. Foster replied without hesitation. He spoke very
principle of mass production at last applied to quickly, had a vivacious blue eye, and took an evident
biology. pleasure in quoting gures. “Sixteen thousand and
“But, alas,” the Director shook his head, “we can’t twelve; in one hundred and eighty-nine batches of
bokanovskify indenitely.” identicals. But of course they’ve done much better,”
Ninety-six seemed to be the limit; seventy-two he rattled on, “in some of the tropical Centres.
a good average. From the same ovary and with Singapore has often produced over sixteen thousand
gametes of the same male to manufacture as many ve hundred; and Mombasa has actually touched
batches of identical twins as possible—that was the the seventeen thousand mark. But then they have
best (sadly a second best) that they could do. And unfair advantages. You should see the way a negro
even that was difcult. ovary responds to pituitary! It’s quite astonishing,
Name: Date: Group:

Unit 3
when you’re used to working with European GLOSSARY

material. Still,” he added, with a laugh (but the light
hatcheries > facilities to grow humans
of combat was in his eyes and the lift of his chin was squat > short
challenging), “still, we mean to beat them if we can. plunged > immersed in
I’m working on a wonderful Delta-Minus ovary at this soliloquizing > as if speaking to oneself
moment. Only just eighteen months old. Over twelve troop > group
thousand seven hundred children already, either abjectly > humbly

straight from the horse’s mouth > to get information
decanted or in embryo. And still going strong. We’ll directly from a trustworthy source
beat them yet.” upright > straight
“That’s the spirit I like!” cried the Director, and oridly > of a reddish colour
clapped Mr. Foster on the shoulder. “Come along racks > shelves that hold materials
with us, and give these boys the benet of your gametes > reproductive cells (ex. sperm) that unite with
another cell to create a new organism
expert knowledge.”
bud > begin to develop
Mr. Foster smiled modestly. “With pleasure.” proliferate > to increase in number very quickly
They went. check > halt or stop
burgeoned > grew, increased rapidly
score > a group of 20 things
largesse > the act of giving money away
wheeled round > turned around
batches > a quantity of materials made at one time
mass production > the manufacturing of large amounts
of standardized products
dribbling > slowly producing
ripening > becoming ready or mature
beckoning > signalling to come closer
pituitary > gland in the brain that produces hormones
and inuences development and growth
decanted > put into a container
Name: Date: Group:

Unit 3
Before Reading
1. Use a dictionary to look up the denitions of the adjectives in the Word Box. Complete the
sentences below.
callow piddling prodigious ruddy

Word Box
tremulous vivacious viviparous zealous
a. The students in the class write down everything the teacher says.
b. Her face was from being outside in the cold all afternoon.
c. Jeremy spoke nervously with a voice.
d. Corinne captured everyone’s attention with her energetic and

presentation.
e. Most mammals are creatures as they give birth to babies that develop
inside the mother.
f. The teacher has a knowledge of the most recent scientic

breakthroughs.
g. The doctor was not prepared to deal with such a complex medical issue.
h. The guests arrived at my house in numbers. It felt like the evening

would never end.
2. What are alpha, beta, gamma, delta and epsilon?
3. What does it mean when an animal or a person is considered to be the alpha?
4. What is a dystopia? What are some examples of dystopian stories that you already know of?
Name: Date: Group:

Unit 3
While Reading
5. Read the novel excerpt. While reading, underline the words and phrases that relate to
Bokanovsky’s Process.
After Reading
6. Put the statements in order to describe the steps of the modern fertilizing process.
The Alphas and Betas stay in the incubators until bottled.
The Gammas, Deltas and Epsilons are taken out of the incubators to undergo
Bokanovsky’s Process.
The ova are put back in the incubators.
The Gammas, Deltas and Epsilons stay in the incubators for thirty-six hours
after fertilization.
The ova are fertilized.
7. Where and when does the story take place?
8. Describe the new students.
9. What is the difference between an egg that would divide in a natural reproductive process
and those that are put through Bokanovsky’s Process?
Name: Date: Group:

Unit 3
10. What do you think are some of the positive and negative aspects of the processes used to
create humans in this story?
Positive Aspects Negative Aspects
11. What do you think the Director means when he says, “If we could bokanovskify indenitely,
the whole problem would be solved.”
12. What do you think it would be like to live in a world such as this one and to work at the
Hatchery? What social class would you choose for yourself?
Name: Date: Group:

Law and Order
Unit 4
As teens learn their rights, they’re defending them—and winning

By Luc Rinaldi
Teen rights used to be, in effect, whatever their his case for a Breathalyzer at the prom-dance door
parents dictated. But Millennials and Generation Z as a last resort.
have pushed back, and the balance of power The council argued against it, but after Felsen
is shifting. discovered at least one school in each of Ontario’s
Ron Felsen had been a teacher since 1998 and 32 English school boards used them before prom,
a vice-principal for ve years when he got the top he pitched the idea to the parent council and they
job at Northern Secondary School in tony north bought it. “They know their kids and they know their
Toronto. The new principal—who already had at least kids’ friends,” he says. “They hear stories.” Two
10 proms under his belt—was hardly inexperienced. days before tickets went on sale for the 2014 dance,
A month later, he was presiding over the Halloween Felsen announced that, from now on, entry to the
dance when he decided to shut it down one hour prom would require a ticket—and a breath test.
in. “We’re not talking about one or two kids drunk,” Student council vice-president Simon Gillies was
he says. “We’re talking about a cafeteria full of kids incredulous. “Is this legal?” he asked president Brett
falling over on each other.” Gorski. Other students were equally enraged; one
To combat the culture of drinking, Felsen asked put up posters depicting Felsen with the Orwellian
police to deliver a school-wide presentation on caption, “Big Brother is watching you.” As heads of
safe partying—to no avail. Six times in three years the student council, Gorski and Gillies gured it was
Felsen had to remove inebriated students from up to them to ght back.
school dances, sending them home or even to the Gillies swiftly started doing his own research.
hospital to have their stomachs pumped. Eventually He found Section 8 of the Canadian Charter
he cancelled all senior dances save the prom, a of Rights and Freedoms—protection from
milestone often marked by much pomp and excess. unreasonable search and seizure—and a Toronto
He was already at his wit’s end when sharply dressed District School Board policy that warned against
students spilled out of limos and led into the hall’s unreasonable grounds for search and seizure. At the
front doors for 2013’s end-of-year dance. Once recommendation of his father, a lawyer, Gillies
again he had to call the parents of one extremely contacted the Canadian Civil Liberties Association,
intoxicated girl who was slurring her words and which quickly lent its support to a lawsuit—quashing
staggering around. The next year, he held her up as Gillies’s worries that they might dismiss council as
an example to the student council as he pressed “just a bunch of whiny kids” ghting for the right to
Name: Date: Group:

Law and Order (cont.)
Unit 4
party. They connected the students with Jonathan Young people, on the cusp of adulthood and
Lisus, a Toronto lawyer willing to work the case for itching to assert their independence, have always
free. “They basically knew what the issues were,” had a don’t-come-into-my-room kind of attitude
says Lisus, who led a Charter challenge against the that hearkens back to James Dean in Rebel Without
school board. “They just needed help procedurally a Cause, says Pillay. But today’s youth have grown
advancing them.” up in a wildly different environment than previous
Despite meetings and letters, Felsen—who had generations. “We always hear about how kids don’t
sought his own legal advice—wouldn’t budge. As understand privacy rights because they’re ceding
the two sides waited for a court date, they made an their privacy with social media and Facebook.” But
interim agreement: there would be no Breathalyzers Pillay sees Twitter, Instagram, and Snapchat as
at the 2014 prom. Before the dance, Gorski and a testing ground where kids are introduced to the
Gillies held a meeting for all Grade 12 students. “We concept of rights by trial and error—who can see
worked for this,” Gorski told them. “Let’s do it right.” what they post, whom they can block and whom they
Three hundred and ninety people attended prom. can delete from their online lives.
Not one was reprimanded or removed for underage Today’s cohort of teens is the rst to grow up
drinking. almost entirely in a digital, post-9/11 world. Because
Teenagers used to be second-class citizens of their technological sophistication, they can witness
whose rights were, in effect, whatever their parents and participate in conversations about rights,
decided they were. And kids, for the most part, whether the topic is invasive anti-terror legislation
accepted that. But, like all teenagers who have or WikiLeaks and government secrecy. “We’re facing
challenged authority, Millennials and Generation Z mass state surveillance,” Pillay says. “There’s a
have started pushing back and the balance of power trickle-down effect. In schools, administrations
is shifting. are taking a more heavy-handed approach to
“Young people today are much smarter and more the students. But the students, exercising their
aware of their rights than may be fashionable to democratic rights, are saying, ‘Wait, that’s not right.’”
admit,” says Sukanya Pillay, executive director and Never have young people had so much power, but
general counsel for the civil liberties group that most don’t grasp the need for great responsibility.
helped with the Breathalyzer case. “They’re not Michele Peterson-Badali, an Ontario Institute for
taking things lying down. They’re not just going to Studies in Education psychologist who specializes
accept whatever’s prescribed to them.” Kids these in children’s rights, says there’s a gap between
days know their rights, and, for better or worse, young people’s awareness of their rights and their
they’re defending them. And winning. understanding of what it entails: the responsibility
Name: Date: Group:

Unit 4
to respect the rights of others. “They might performed better academically. “You can’t just have
think they’re savvy and act like they’re savvy, but Rights Week or Rights Day,” Covell explains. “It’s not
they’re not,” she says. “Even at 16 . . . few kids will a quick x.”
understand that rights are a bounded entitlement. Nine months after the 2014 Northern
I can’t do whatever I want. I can’t say things that Secondary School prom, Ontario’s Superior
are hateful. I can’t hurt somebody.” And that’s what Court ruled in favour of Brett Gorski and Simon
throws adults into an uproar: if they’re still the same Gillies, deciding that mandatory Breathalyzer
old irresponsible, mischievous and occasionally tests violated their constitutional right to freedom
nefarious kids, why hand them so much power? from unreasonable search and seizure. The two
“There tends to be a gut reaction on the part of teens were relieved—and proud. “I hear in my
adults to feel threatened by the idea—‘these kids, classes, ‘Don’t ever put anything you did in high
they have too many rights,’” says Peterson-Badali. school on your resumé,’ ” says Gorski, now a
“I think that’s a misconception.” The trick, she says, business management student at McGill. But you’ll
is to ensure kids properly appreciate what rights nd the case on her CV; taking the school board to
really mean. court taught her more than any law course could.
These days, they’re learning much of what they “It was interesting that two 18-year-olds, fresh out
know from television and YouTube videos. “We’ve of high school, were able to make an impact,” says
interviewed thousands of children, and I haven’t met Gorski, who intends to continue being an advocate
one who knew their rights,” says Katherine Covell, for social justice. “When I talk to Grade 9s, they think
co-founder of the Cape Breton University Children’s it’s exciting that they can stand up for their rights. It’s
Rights Centre. The centre developed a curriculum kind of foreign to take a principal to court.”
that incorporates rights-based case studies and Now Principal Felsen has a most pressing
role-play exercises and shopped it around to schools, concern: with the 2015 prom about three months
but Canadian educators weren’t interested. “If you’re away, how does he prevent the usual bacchanal?
going to respect the rights of the child, you have to “It does tie our hands a bit,” he says of the court’s
listen to them and give them opportunities to express decision. Parents expect him to put on a prom
their opinions,” Covell says. “A lot of teachers were year after year, but he, like other administrators, is
wary of that.” British schools, meanwhile, embraced running out of tools to combat underage drinking.
the program and saw a drastic transformation Because of the decision, Malvern Collegiate in
over its 10-year implementation: bullying all but east Toronto, which has used the Breathalyzer on
disappeared, discipline issues dwindled and children students for years, will stop using the test, and
Name: Date: Group:

Unit 4
dozens of other schools will likely follow suit. Felsen GLOSSARY

wouldn’t be surprised if high schools decide to get
tony > fashionable, expensive
out of the prom business altogether, even though he to no avail > no success
knows that would cause even more of an uproar than save > except
the Breathalyzer did, given their social status as a milestone > signicant action or event
rite of passage. pressed > presented

Orwellian > refers to George Orwell, author of 1984
He does see one upside, though. “I think it’s a in which “Big Brother” watches everything you do
great civics lesson,” he says. “We teach kids about grounds > reasons
rights and responsibilities, so here’s a great lesson quashing > putting an end to something
about how decisions are made and what you do led > submitted
budge > move
about decisions you’re not happy with. We have
cusp > beginning
appeal measures and all sorts of different things
itching > anxious
we as adults do, and certainly kids should know
hearkens > brings us
they have that ability as well.” He’s heartened by trickle down effect > affects many people
Gillies and Gorski, who were professional and polite grasp > comprehend
throughout the case. As for future students, “I’m awareness > knowledge or perception of a situation
condent that kids will do the right thing,” he says. entails > demands or requires
bounded entitlement > rights within limits
“If I didn’t have condence in kids, I wouldn’t be a
uproar > furor
school principal.”
gut reaction > reaction based on instinct and experience
dwindled > diminished
bacchanal > wild and drunken behaviour, from
the Greek god Bacchus
Name: Date: Group:

Unit 4
Before Reading
1. Match the words with their denitions.
Words Denition
a. stagger 1. complain
b. slur 2. walk as if about to fall
c. whine 3. evil
d. heavy-handed 4. disobedient
e. savvy 5. careful
f. mischievous 6. knowledgeable
g. nefarious 7. speak unclearly
h. wary 8. oppressive
2. Have you ever felt strongly that your rights were not being respected? If so, describe
the situation. If not, imagine a situation where your rights are not respected.
3. How did or how would you react to the situation you described in Step 2?
While Reading
4. Complete the chart with information from the text.
The case
Opposing
parties
Rights or
freedoms
infringed upon
Name: Date: Group:

Unit 4
After Reading
5. Discuss with a partner or group possible arguments for and against the students in the case
described in the article. Take notes below.
FOR:
AGAINST:
6. According to the article, why are teens today more aware of their rights?
7. According to the article, do most teens recognize the responsibilities that come with
expressing their rights? Explain your answer.
8. What does Principal Felsen feel is the positive side of this experience?
9. Do you think that the Breathalyzer test was reasonable considering the circumstances?
10. What is your opinion on the case described in the article? Pick an argument from Step 5
that reects your opinion and write a supporting paragraph.
Name: Date: Group:
Extra Listening Handout EL 1

Money Matters
Unit 1
While the Auto Waits (adapted)

By O. Henry / Stage Adaptation by Walter Wykes
1. Do you believe opposites attract? Why or why not?
2. Use a dictionary to nd the denitions of the following words.
Word Denition Character
bondage
burdened
common
connoisseur
fortunate
humble
ninny
stunning
3. Listen to the audio recording of “While the Auto Waits” CD once to familiarize yourself with
the text. As you listen a second time, take note of the words from Step 2. Indicate in the third
column which character they describe, the girl or the young man.
4. Describe the faux-pas made by the young girl and how she recovers from it.
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Extra Listening 285
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Unit 1
5. Describe the twist at the end of story.
6. Even when the truth is revealed, both characters carry on with the charade. Why do you think
they behave that way?
7. What makes a situation ironic? Describe how this story is ironic.
8. What is a “white lie”? Do you think the two main characters have told white lies in this story?
9. What message do you think the author is trying to make with the plot twist and irony of
this story?
286 Upside Secondary 5  Extra Listening Reproduction permitted © TC Media Books Inc.
Name: Date: Group:

Cover to Cover
Unit 2
Fourteen (adapted)
By Alice Gerstenberg
1. What do you think makes a party successful? Place the following variables in order of
importance, with 1 being most important and 5 being least important.
Number of guests
Food
Music
How well the guests know each other
How cool the guests are
2. What do you know about social class? How does social class affect who we are, how we
behave, and what we aspire to?
3. Read the questions in Steps 4, 5 and 6, then listen to the audio recording of “Fourteen” CD
and answer the questions.
4. What do Elaine and Mrs. Pringle say that foreshadows the ending of the play.
5. Give examples of Mrs. Pringle’s preoccupation with social climbing.
6. Give three pieces of evidence that show the party is taking place in an upper-class household.
Name: Date: Group:

Unit 2
7. Complete the pyramid of action with information from the play. Listen to the recording
a second time if necessary.
Pyramid of action
Exposition
Incident
Rising action
Crisis Point
Climax
Falling action
Dénouement
8. Imagine a funny or dramatic exchange between your friends or family, or recall one from
memory. On a separate sheet of paper, write a short dialogue with two to three characters
based on this exchange. Include stage direction for your characters.
Name: Date: Group:

Weird Medicine
Unit 3
Extreme Medicine
1. Listen to the audio recording of “The Demand for Poop” CD once to familiarize yourself with
the text. Then read the statements below. As you listen a second time, check true or false.
Statement T F
a. Fecal transplants require introducing your own bacteria back into your gut.
b. Fecal transplants have been used for centuries.
c. Fecal transplants have been very successful at treating C. difcile infections.
d. Fecal transplants are not a magic bullet.
e. Doctors no longer believe caution is required with fecal transplants.
f. The Robogut will produce synthesized fecal matter.
g. The Robogut is an old-fashioned mechanism to help with digestion.
2. Describe fecal transplantation in your own words.
3. If doctors suggested you follow this treatment, would you be skeptical and uncomfortable
or would you trust your doctor’s recommendation?
4. Listen to the audio recording of “Toddler Who Died from a Brain Tumour Is Frozen by
Parents” CD once to familiarize yourself with the text. Then read the statements below.
As you listen a second time, check true or false.
Statement T F
a. Matheryin Naovaratpong, known as Einz, lived for ve years with a brain tumour.
b. Einz’s parents are both physicians.
c. Einz underwent a procedure called a “neuro” before her death.
d. In order to revive Einz, her brain would have to be transplanted into a new body.
e. Alcor is located in the United States.
f. Alcor is doing research on brain tumours.
g. Einz’s body was frozen two weeks after her death.
Name: Date: Group:

Unit 3
5. In your own words, describe how Einz’s body and brain were preserved.
6. If doctors suggested that a family member be preserved after their death, would you be
skeptical and uncomfortable or would you trust your doctor’s recommendation?
7. Listen to the audio recording of “Are We Overstating the Benets of Medical Marijuana?” CD
once to familiarize yourself with the text. Then read the statements below. As you listen a
second time, check true or false.
Statement T F
a. Marijuana was legalized in July 2016.
b. There are not enough studies conrming marijuana’s efcacy.
c. Recent studies have made doctors less skeptical.
d. Marijuana is a new medication.
e. Smoked marijuana and oral cannabinoids have been shown to be equally effective.
f. Studies have shown that adolescents who smoke a lot of marijuana are more
at risk of developing schizophrenia later in life.
g. The government is not concerned with the legal debate about marijuana.
8. In your own words, explain how we might have overstated the benets of medical marijuana.
9. The Canadian government supports the legalization of marijuana. Do you think this helps
protect young people like you?
Name: Date: Group:

Law and Order
Unit 4
Q&A: Teens: Your Rights and the Law
1. What would do if you were walking down the street and were stopped by the police?
2. Do you know if your answer to Step 1 is the appropriate response? Explain your answer.
3. What advice would you give a friend who is experiencing cyberbullying?
4. Many applications and websites expect you to share personal photos or information about
yourself on almost a daily basis. Do you think it is always wise to do so? Why or why not?
5. Give an example of a situation that you might nd yourself in where it would be helpful
to know your rights.
6. Listen to the audio recording of “Teens: Your Rights and the Law” CD once to familiarize
yourself with the text. Then read the statements below. As you listen to the recording a
second time, check if each statement is true or false.
Statement T F
a. The Canadian Charter of Rights and Freedoms is part of the Supreme Law of Canada.
b. One of our freedoms under the Charter is the freedom of peaceful assembly.
c. Our right to mobility allows us to work in the United States.
d. You can’t be arrested if you are not over 18 years old.
Name: Date: Group:

Unit 4
Statement T F
e. The Youth Criminal Justice Act aims to rehabilitate rather than to punish.
f. If school ofcials have a good reason to do so, they can search my locker but
not me.
g. If you are 15 years old, you can engage in sexual activity with a 21-year-old.
h. Cyberbullying is never considered a crime.
i. I can be charged with trafcking if I give a friend my mother’s sleeping pills.
j. There are ve main types of drug offences under the Criminal Code.
7. According to the text, in what circumstances can someone younger than 18 be treated as an adult?
8. Do you think the zero-tolerance policy for alcohol for drivers and learner drivers under 22 years
of age is fair? Why or why not?
9. What rule do you think should be added to your school’s code of conduct? Why?
10. The Charter protects you against discrimination on the basis of age. Yet there are age limits
for voting, driving, drinking and sexual activity that discriminate against young people. The right
to security of the person under the Charter allows the government to set these age limits.
In your opinion, are these limits justiable?
Name: Date: Group:
Extra Projects Handout EP 1

Money Matters
Unit 1
PROJECT TIPS
Use the steps of the production process.
Go over the criteria from the evaluation rubric for this project with your teacher.
Refer to information in the unit.
Revise and edit your work using a writing checklist.
Ask for and integrate feedback from classmates.
Share your work.
PROJECT A
AN APP FOR THAT C1 C3
There are many online programs and smartphone apps dedicated to helping you manage your money.
Which is the best one? Research several different apps and try them out. Then, create a multimedia
presentation and report your ndings to the class.
1. In groups of three, select three different money-management apps or programs to research.
2. Prepare a table that will list whom they target, what types of services they offer, and their strengths
and weaknesses.
3. Download the programs or apps and use each one for a day or two to keep track of your nances.
You could also recruit friends or family members to test the programs.
4. Gather your research ndings and decide which app is best and why. Justify your decision with
concrete arguments.
5. Create a multimedia presentation to prole each money-management app. Include a demonstration
of the app if possible. Present your nal conclusions to the class.
PROJECT B
PROJECT PLANNING C1 C3
The key to a successful event or project is in the planning, and the biggest part of any such plan is the budget.
With a partner or in a group, create a budget for an event or big project. It could be a party, school trip or
fundraising project, or even something big like the renovation of your school’s cafeteria or student lounge.
1. With your group, come to a consensus on your project or event. Get your idea approved by your teacher.
2. Brainstorm the details of your project or event. Try to anticipate all of the people, resources and time
that you will need. For example, consider things like a guest list, food, beverages, entertainment,
accommodation or room rental, renovation materials, staff, timeline.
3. Add up all the costs of your event or project.
4. Brainstorm ways to raise funds and cover your costs. For example, will you charge admission,
take donations or raise money to cover costs?
5. Create a document with the following columns: Date, Item, Cost, Revenue, Total. How much is the
total cost of your event or project? Does it seem doable?
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Extra Projects 293
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Extra Projects Handout EP 2

Weird Medicine
Unit 3
PROJECT TIPS
Use the steps of the production process.
Go over the criteria from the evaluation rubric for this project with your teacher.
Refer to information in the unit.
Revise and edit your work using a writing checklist.
Ask for and integrate feedback from classmates.
Share your work.
PROJECT A
TIMELINE C1 C3
There is something about the teenage brain that makes it more open to trying new things. Sometimes the
result is an incredible medical breakthrough—made by a teen! With a partner, prepare a timeline about
medical or scientic breakthroughs that were made by teenagers. Include biographical information about
the teenager and details about their discovery or project. Present the information to your classmates.
1. Conduct research to nd out about teenagers who have contributed to scientic or medical
breakthroughs. Select the breakthroughs that are the most interesting to you.
2. Note important information about the teenager such as their name, age, residence, education and
reasons why they decided to carry out their research.
3. Gather information about the discovery such as what it is, how it was discovered and the positive and
negative aspects of the project.
4. Include at least one discovery that presents an ethical dilemma and explain it clearly.
5. Decide how you will present your project. You can prepare a poster, a slide-show presentation, a listicle
or a prole article.
PROJECT B
STORY C3
Write the story of a person you know who beneted from a medical breakthrough, past or present.
Share your story with classmates.
1. Think of people you know who have had to deal with medical issues and who have been helped by
a medical breakthrough or a controversial treatment.
2. Plan your story. Answer the questions who, when, where, what happened, what the breakthrough was,
as well as positive and negative aspects of the treatment and the nal result. Use the texts and videos
in Unit 3 for inspiration (pages 70, 71, 73–77, 79 and 91).
3. Choose the format for your story. You can write a prole or a news article or tell the story in a
narrative text.
294 Upside Secondary 5  Extra Projects Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
Vocabulary Handout V 1
Money Matters
Unit 1
allowances > money that dividends > regular legion > a great number of seek out > try to obtain
you receive regularly from payments from listicle > an article in list shares > portions of a
your parents investments form with information on a larger part
airs > an impression of a particular topic
enclave > a small area or shaving > reducing
quality or manner given by lowly > humble; not very
someone region that has a unique shrinking > recoiling
important
character spike > increase
lure > tempt, usually by
badassity > being extreme stashing > hiding
fad > trend offering a reward or benet
and cool something in a secret place
bankrupt > having no falling through the cracks
means > nancial stashing aside > saving
money left to pay for life > being forgotten by the
resources
expenses government system statement > record of
mortgage > a loan for the monthly activity in your
bear > display ustered > nervous,
buying a house bank account
agitated or confused
bird droppings > bird stock > shares in a
poop foothold > secure position net pay > salary after company
bondage > being enslaved forego > live without taxes and deductions are
removed stumbled > fell into
or oppressed something accidentally
gaps > holes or spaces ninny > a foolish person
box > special reserved stunningest > most
where something is
seating no-brainer > something beautiful
missing
broke > having no money that is obvious
gilding > unnecessary subsidy > money given by
burdened > held down decoration the government to keep a
on the low > illegally
service in business
gross pay > salary before out of the red > out of
candidly > being honest taxes and deductions are surmise > guess
debt
claim > report or request removed sustenance > the
outlier > exception
coffers > reserves of minimum for keeping
money handouts > charity someone alive
palls > suffocates
comes in handy > is hike > increase swap > exchange
pampering > indulging or
useful hovering > standing close swipe > pass your credit
spoiling
compound interest > card through a machine that
pension > money paid at reads it
interest that is calculated on impels > obliges or forces
the time of retirement
interest in a pinch > in a difcult
per se > in itself (Latin) taken issue with >
credit > money owed for situation
goods purchased petty > simple, common disagreed strongly with
in the long run > over
cut back on > reduce time premium > amount of trade-off > compromise
money contributed to a
cuts you loose > res you intrude > interrupt or
fund weary > tired
disturb
deceive > mislead into prey > victim whim > impulse
thinking something is true junkie > addict
when it is not quirky > strange or yield > give or produce
kick back > relax peculiar
deductions > money
taken off a paycheque knitting his brow >
rule of thumb > guideline
deemed > considered making a confused face
rundown > summary
distilled > condensed or
concentrated
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Vocabulary 295

Name: Date: Group:
Cover to Cover
Unit 2
action > the main part of drenched > wet hothead > someone score > account
a story dribbled > dripped who does things without selshness > only
audience > spectators thinking them through thinking about oneself
emotion > feelings skipped a beat > heart
betrayal > to go against incident > event or
enmity > friction, conict happening uttered
someone who trusts you
exchanged blows > snagging > catching
bubbled > built up fought with their sts lavish > luxurious snow drift > pile of snow
exposition > the lifeless > dead formed by the wind
character > a person in
beginning of the elements spied > saw
a story
of a story mischievous > someone
chicken pox > an illness splashed > put
who causes trouble everywhere
that causes spots on the fair > signicant amount
skin sprites, pixies > fairies
apping > waving narration > the way
climax > the peak of a a story is described or sworn > promised to do
story aw > personal
written something
weakness or defect
comedy > a funny story nuzzling > cuddling
ipped > went through tincture > herbal potion
conict > a state of
disagreement or argument ock > gather together in play > a story written in tragedy > a story with
a group dialogue much drama and conict
debutante > young Prince of Wales > title
woman who goes to genres > types of stories given to the heir to the underdog > someone
fashionable events go-between > a middle British throne who is weaker than the
person others
dejectedly > sadly prose > a story written in
grudge > bad feeling sentences and paragraphs understatement >
dénouement > the statement that is not
ending of a story after the grateful > feeling thanks strong enough
climax raven-haired > dark-
groggy > sleepy or weak haired
dire > very serious and view > a perspective
terrible haste > speed receiver > handheld part
of a telephone
disgraced > embarrassed hero > the protagonist of wailed > cried
or humiliated a story resolution > the ending
wallow > be sad
or nal decision
disown > no longer high-rise > very tall
associate with building with apartments rising > increasing or
peaking
downer > something sad house guest > someone
who visits or stays at your rudeness > impoliteness
dragged > pulled, forced
home rule of thumb > rule
dreariest > most
to follow based on
depressing
experience
296 Upside Secondary 5  Vocabulary Reproduction permitted © TC Media Books Inc.

Name: Date: Group:
Weird Medicine
Unit 3
adverse > not good crops > plants we eat implantation > the rolling out > making
alleviate > reduce moment when a fertilized something public
deplete > to reduce or egg attaches to the lining of
altruistic > seless, empty the uterus safe > free from harm
generous
skewed > unbalanced
analogy > something embryo > fertilized egg jumped the gun > started
similar between two before we were ready spinal cord > nerve tissue
endeavour > enterprise in vertebrae
situations
endorse > support left in the dark > without solace > comfort
blastocyst > embryo that extrapolate > generalize information stool > feces
has developed for 5 to 7 loosens > makes less tight
days stroke > when an artery in
fad > trend
the brain is blocked or fails
bleak > depressing far-fetched > unbelievable MS > multiple sclerosis
blow > forceful impact fecal > feces tick off > create a list
on the brink > about to
bolstered > increased fetus > unborn baby tissue > the layers of skin
begin
bypass > heart approximately 8 weeks and muscle
after conception patent > exclusive right toddler > young child
cannabis > marijuana full-edged > complete to manufacture and sell a took off > succeeded
cavity > a hole ushes > rinses out product rapidly
clearcutting > cutting pinpoint > identify
down all trees gut > intestines, innards pits against > puts into unravelled > taken apart
clinical trial settings > conict

hampered > prevented vial > small bottle
regulated research contexts put the cart before the
clouded > obscured hitting > arriving in horse > did not do things
wear their heart on their
in the correct order
coated > covered sleeve > show their
IVF (in vitro fertilization)
emotions
conception > when an > procedure where eggs resuscitator > a machine
egg and sperm form a are fertilized in the lab to that resuscitates, or brings wing > part of a building
union create embryos back to life
cornerstone > critical part
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Vocabulary 297

Name: Date: Group:
Law and Order
Unit 4
accountable > responsible devastating > destructive misdemeanor > minor search warrant >
ambushed > surprised device > tool unacceptable behaviour document authorizing the
appeal > a request for a drifted away > lost contact monitor > check police to enter and search
higher court to review a with reality multi-faceted > having somewhere
decision many different parts seeds > things that grow
appearance notice > legal expunged > erased or seizure > taking
notication to appear in removed completely nod > movement of possession of something
court on a specic date evidence > a fact or proof the head or someone
assault > physical attack that something is true non-punitive > not sentence > a punishment
involving punishment ordered by the court
bail > money paid fair > equitable, just notied > informed sentenced > given a
for temporary release felony > a serious crime punishment
of an accused person punishable by one year of parole > when a prisoner shield > protection
awaiting trial prison or more is released after a prison shove > push
behaviour > the way forwarding > passing on sentence
Sikh > follower of a
a person acts to someone plea > to declare oneself monotheistic religion
belief > a condence in freedom > the power to guilty or not guilty popular in India
someone or something live your life as you want pleading > making an spreading lies > making
belongings > possessions unless you infringe on the emotional request false statements
betrayal > act of disloyalty rights of others pluck > pull out staining > discrediting
bonding > connecting position of trust > strokes > touches gently
glance > look briey position of authority
summary offences
caretakers > people who pounding > painful > minor crimes in the
harassment > intimidation
look after something pulsations Criminal Code
harsh > rough
charged > accused privilege > a right or
consensual > voluntary advantage testify > when a witness
ill at ease > uncomfortable
Constitution > the process > begin the gives information in court
infringement > breaking criminal procedures when
supreme law in Canada a rule testimony > what a
court > a place where someone is arrested witness says in court
lawyers defend their clients jail time > time spent in prosecuted > taken to theft > crime of stealing
creeps up > comes up prison court thought > an idea or an
criminal > a person who joyriding > taking a prosecutor > a lawyer opinion
has broken the law car without the owner’s who represents the Crown trespassing > entering
crowd > a large number permission provide > give private property without
of people jury > a group of 12 people prune > cut branches of permission
[the] Crown > prosecuting who decide if a person is a tree
attorney guilty or not guilty uttering threats > telling
recant > change your mind someone you will cause
curfew > a law that limits them trouble
how late people can be keeping on track > doing responsibility > a duty or
outdoors what you have to do something you should do
kirpan > symbolic knife (obey laws, vote) verdict > a judge’s or
restore > bring back a jury’s decision
dawn > beginning
deep breath > a lot of air legislation > laws right > a moral, legal or
whisper > expression
into the lungs losing your cool > social entitlement protected
in a soft voice
defamatory libel > false becoming very angry by the government
will > desire
communication run > enter in a
manage > administer competition willing myself > making
deliberate > when a jury myself
discusses the evidence mattered > made a run for > try to obtain
difference witness > a person who
depict > represent sees a crime happen
messed up > emotionally safety > protection
detained > conned worried > troubled by
for questioning confused sealed > closed
a problem
mischief > bad behavior search > trying to nd
something wrongful > incorrect
298 Upside Secondary 5  Vocabulary Reproduction permitted © TC Media Books Inc.

EXTRA GRAMMAR
Guide
EXTRA GRAMMAR Handout
Page
 Unit 1: Grammar Exercises

Conditional Sentences (Unreal Conditions)          GE 11        300
Gerunds and Infinitives                           GE 12        301
Grammar Quizzes
Conditional Sentences (Unreal Conditions)          GQ 11        302
Gerunds and Infinitives                           GQ 12        303
Adverbs                                        GE 21        304
Perfect Tenses                                  GE 22        306
Grammar Quizzes
Adverbs                                        GQ 21        308
Perfect Tenses                                  GQ 22        309
Simple Past vs Present Perfect                    GE 31        310
The Active and Passive Voices                     GE 32        312
Modals                                         GE 33        314
Grammar Quizzes
Simple Past vs Present Perfect                    GQ 31        315
The Active and Passive Voices                     GQ 32        316
Modals                                         GQ 33        317
Conditional Sentences (Real Conditions)            GE 41        318
Conditional Sentences (Real and Unreal Conditions)   GE 42        319
Conjunctions and Transition Words                 GE 43        320
Grammar Quizzes
Conditional Sentences (Real Conditions)            GQ 41        321
Conditional Sentences (Real and Unreal Conditions)  GQ 42        322
Conjunctions and Transition Words                 GQ 43        323
Reproduction prohibited © TC Media Books Inc. Upside Secondary 5  Table of Contents 299
Name: Date: Group:
Grammar Exercise Conditional Sentences Handout GE 1.1

Unit 1 (Unreal Conditions)
1. Use the correct form of the verb to complete the each unreal conditional sentence. Underline
the verb in the if-clause.
a. If Felicia wanted to go to CEGEP, she (need) nancial aid.
b. Juan Pablo says he (buy) the laptop if his dad had lent
him the money.
c. If the twins were smart, they (leave, negative) their
bikes outside all night.
d. If Joey hadn’t spent so much money on his hotel he (go)
scuba diving.
e. My parents (be) at the charity ball, if they hadn’t lost
their invitation.
f. If Nina had paid off her credit card bill she (save) herself
$23 dollars in interest.
g. If Christy bought her monthly metro pass ahead of time she (get)
one month for free.
h. If Chan had thought bitcoin was a solid investment he (use)
all his savings to buy some.
2. Circle the answer you would give to each of the following questions. Use the correct form
of the verb to write out your complete answer as an unreal conditional sentence. Use the
negative form at least once.
a. If your aunt had given you $10 000 to use as you wished . . .
i) buy a car ii) put it in the bank for university iii) plan a big trip
b. If you had been offered a high-paying job two months before graduation . . .
i) turn it down immediately ii) discuss it with my parents iii) quit school
c. If a credit card company decided to offer all Secondary 5 students a card with a $5000
credit limit . . .
i) accept it right away ii) tell all my friends about it iii) politely refuse
300 Upside Secondary 5  Extra Grammar Reproduction permitted © TC Media Books Inc.
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Grammar Exercise Handout GE 1.2

Gerunds and Innitives
Unit 1
1. Some verbs can only be followed by gerunds, some can only be followed by innitives, while
others can be followed by either gerunds or innitives. Place each of the verbs in the Word
Box in the correct category.
admit choose continue decide

enjoy nish hope learn
Word Box
like love mind remember
suggest try want
Verbs followed by Gerunds Verbs followed by Innitives Verbs followed by Both
2. Complete the sentences with either the gerund or innitive, as appropriate.
There are a number of approaches people take when (make) a
nancial or personal decisions. Some people practise avoidance, which happens when you
want (avoid) b negative results at all costs. If you admit (agonize)
c over decisions and prefer (take) d your time
to look at all the options before you risk (commit) e to something, you
may consider (choose) f an approach that is more secure. Then again,
some people hate (sign) g their name on a dotted line, so they opt
(y) h by the seat of their pants and follow their intuition, another
approach. They imagine (benet) i from luck and destiny. If you are
somewhere in the middle, chances are you never forget (balance) j
out both head and heart when you make decisions!
3. What is your decision-making style? Use complete sentences to write about a nancial
decision you recently made, and how it illustrates your approach. Use at least two gerunds
and two innitives in your sentences.
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Extra Grammar 301
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Grammar Quiz Conditional Sentences Handout GQ 1.1

Unit 1 (Unreal Conditions)
1. Complete the unreal conditional sentences with the correct form of the verb. /10
a. If Malouf had taken the time to listen to his parents and friends he (start, negative)
his own business.
b. If Soa had studied the cost of living in an apartment, she (choose)

to stay on campus.
c. Lucas (take) the train to Montréal if he had more
money in his budget for transportation.
d. (earn) Gabriella
a better salary if she were bilingual?
e. If Luis (post) a photo of a cheque online, he could
become a victim of identity theft.
f. The student committee (sell, negative) the cupcakes
if they had known they were not homemade.
g. If Malini (take) out a student loan, she would have had
loan payments to make for ten years.
h. The job applicants wouldn’t have asked so many questions if they (arrive)
at the presentation on time.
i. Obviously, if Carl (read) the ne print before signing
the cellphone contract, he would realize it wasn’t a good deal.
j. If more people (live) within their means, the personal
debt statistics would be very different!
2. Match the if-clauses to the appropriate main clauses. /5
a. If Marine and Guillaume moved 1. if they did the groceries more often
to the city instead of eating take-out all the time.
b. They learned that it would cost 2. they could have saved as much as
at least $800 a month $200 a month.
c. If they chose a studio 3. they would incur more expenses.
d. If they had taken the bus to get 4. if they rented a 2-bedroom
around apartment.
e. They would also save money 5. it would only cost $600 a month.
Name: Date: Group:
Grammar Quiz Handout GQ 1.2

Gerunds and Innitives
Unit 1
1. Complete the FAQ about credit cards by putting the verb in parentheses /15
in its gerund or innitive form.
a. Question: Will (possess) 1 a credit card help (increase)

2 my monthly buying power?
Answer: It depends. (Have) 3 a credit card is like (borrow)

4 money. This allows you (buy) 5 more
and (increase) 6 your buying power. However, you still have
(reimburse) 7 your credit card and if you do not pay it all off at
once, you will have spent more in the end.
b. Question: During the month, I may need (withdraw) 8
some cash from my credit card. Is it okay (wait) 9 and

(pay) 10 the loan back only at the end of the month?
Answer: It is only okay if you don’t mind (pay) 11 the daily interest!
The interest starts (compound) 12 the day after you withdraw
the cash. This means, the amount of interest starts (grow) 13
right away. If you want (avoid) 14 paying interest, you need

(nd) 15 another solution.
2. Find and highlight the 5 errors in gerunds and innitives in the following /5
paragraph.
Is it that important to think about to keep your online bank information safe? Consider
the following experience: Your best friend is so excited about getting a new credit card
that he snaps a picture of it and posts it to social media. That photo may give an identity
thief all they need creating a new persona! So, when a card expires, make sure to cut it
up before to throw it away. Also, change your passwords on a regular basis to discourage
cyber-thieves from guring out how to access your accounts. Lastly, think twice before
to call back numbers you don’t recognize on caller ID. You earned your money, now do
everything you can keeping it!
Name: Date: Group:

Adverbs
Unit 2
1. Indicate whether you usually place the following adverbs before or after the verb.
Write the type of adverb in the last column.
Adverb Before After Type

a. almost
b. toward
c. frequently
d. intensely
e. worse
f. today
g. slowly
h. condently
i. somewhere
j. really
2. Underline the adverbs in the following text. Notice their position. Highlight the ten adverbs
that are positioned incorrectly or that could also be positioned elsewhere. Draw an arrow
to their correct or alternate position.
It’s Friday afternoon and your eyes slowly are glazing over. Through the haze, you hear your French
teacher enthusiastically assigning a writing assignment. “How am I ever going to nd an idea for
that?” you dejectedly think. Before you can slump glumly back into your increasingly hard school
chair, the principal barges dramatically in and excitedly announces that every student in the class
is going to board a private helicopter. “To where?” you catch dimly yourself wondering. Before
a single hand can be timidly raised, the teacher loudly cuts in, “Who is your favourite novelist?
That is who your helicopter brings you to!” Within minutes you nd yourself abruptly landing at the
country estate of Madame de Sévigné in Ille-et-Vilaine, France. You text frantically your best friend
and nd out that she is in England at the Hampshire manor of Jane Austen. You go to look at your
phone, shaking your head disbelievingly. Whoa! You missed almost a message from your boyfriend.
He’s grinning wildly from ear to ear as he stands proudly by the columns of the stately Georgian
home of Agatha Christie in Devon. The helicopter returns with a loud bump. “What? Time to go
already?” you feebly protest. You hear hysterically students laughing and come to your senses.
“Celia! What on earth? You fell off your chair!” A student helps you back up. Blindly ignoring the
laughter, you grab a paper and start frantically writing. Inspiration!
Name: Date: Group:

Adverbs (cont.)
Unit 2
3. Rewrite the sentences to include the correct form of the adverb in the correct position.
a. (generous) The Pixar storyboard artist shared some storytelling tips.
b. (careful) If you consider the guidelines, you may just write a masterpiece!
c. (skillful) To develop a character, write about more than just their successes.
d. (lazy) Don’t just take your rst or second ideas, use the fourth or fth.
e. (religious) Follow your plot diagram to avoid useless detours and information.
4. Highlight the correct adjective or adverb to complete the sentences.

a. Jonah writes (skillful / skillfully ). His last writing assignment was very (skillful / skillfully ).
b. If you want to acquire more vocabulary, you must read (voracious/ voraciously). A ( voracious/
voraciously) appetite for reading will expose you to many new ideas.
c. After Shakespeare died, many (daring/ daringly ) questioned whether he had written all those
works of literature himself. Many (daring/ daringly ) questions were raised about his work.
d. The characteristics of tragedy and comedy vary (considerable/considerably). A (considerable/
considerably) number of characteristics distinguish them one from the other.
e. If a writer (real/ really ) wants to improve their craft, they must write (consistent/ consistently).
A person who has a (real/ really ) desire to improve their writing must produce on a
( consistent/ consistently) basis.
f. Many authors write (incredible/ incredibly) early in the morning. They get up at an
( incredible/ incredibly) hour to be at their desk typing when inspiration strikes.
g. To fuel an (endless/ endlessly) passion for storytelling, experts recommend books and
travel. By travelling and reading, many authors (endless/ endlessly) feed their passion
for storytelling.
h. Being able to improvise (spontaneous/ spontaneously) is not only a gift, but an art to hone
( diligent/ diligently). If you want to be able to engage in (spontaneous/ spontaneously)
improvisation, you need to be (diligent/ diligently) in honing your art.
Name: Date: Group:

Perfect Tenses
Unit 2
1. Identify the perfect tenses in the questions and answers and highlight the parts of the
perfect tense verbs. Then match each question with an appropriate answer.
Verb Tense Question Answer Verb Tense

1. What has Mihai’s a. No, I think that
team chosen to write she has been too
for English class? busy lately.
2. Do you think Marisa b. They have decided

had been saving her to write a modern
story in the cloud when adaptation of the The
the computers crashed? Taming of the Shrew.
3. Have any of the c. In a way. We had

Secondary 5 students thought about how life
been watching the TED can be hilarious one
Talks about the culture minute then depressing
of storytelling? the next.
4. Why haven’t you d. Most of them have
been writing? never even heard of
those talks before!
5. How long had e. Those class clowns

Marvin and Lucas have been practising
been practising their in an informal way
improvisation before they for ages!
presented it in class?
6. Had Rosalie told f. Yes! Some people
Louis-Gabriel she didn’t have even been working
have time to work on on them during
the project? lunch hour!
7. Before reading g. I just haven’t had

about the differences any inspiration!
in tragedy and comedy,
had you ever thought
about it before?
8. Have you noticed h. No, but she had
that ever since we’ve been putting her les
been studying this on a USB stick.
unit, everyone wants
to write a blog?
Name: Date: Group:

Perfect Tenses (cont.)
Unit 2
2. Complete the dialogue with the correct form of the perfect tense verbs.
Leena: (present perfect, think, you) a about which scene from the book
we are going to use?
Estivaliz: No. I (present perfect, start, negative) b reading it yet!
Leena: Why not?
Estivaliz: I (present perfect, have, negative) c the time. The coach
(present perfect continuous, add) d extra basketball practices.
(present perfect, hear, you) e about the tournament coming up?
Leena: Yes, but (present perfect, forget, you) f the deadline? This
assignment is due in two weeks!
Estivaliz: I know. It’s not like I (present perfect continuous, do, negative)
g my part in class!
Leena: I’m not so sure about that. You (present perfect continuous, talk)
h with your teammates more than anything else.
Estivaliz: Sorry. I guess we (present perfect, lose) i a bit of time.
I (present perfect continuous, have) j a hard time thinking about
anything other than basketball lately.
Leena: It’s okay, but if we don’t get busy our project is going to be a real tragedy!
3. Write the question to match the answer. Pay attention the underlined information in the answer.
a. Q:
A: I had been researching the tradition of storytelling.
b. Q:
A: No, I really hadn’t gotten very far.
c. Q:
A: I hadn’t done much because I got sidetracked.
d. Q:
A: I’d been reading about Canada’s indigenous populations.
e. Q:
A: Yes, I had thought of basing my project on a real story.
Name: Date: Group:

Adverbs
Unit 2
1. Complete the sentences with the appropriate adverb from the Word Box. /10
apparently daily everywhere fairly near

Word Box
never often once quite yesterday
Jeremy talked to me about an interesting article he read a on the

habits of two famous writers. b, E.B. White c
listened to music while working. However, he said he was d able to

work with ordinary distractions like household noises. He e worked
in a living room that served as a passageway to get almost f. Jack
Kerouac, an American writer of Québec heritage, was g superstitious.
At one point, he tried to jump up and down nine times h. He also
i had a ritual of working by candlelight. He concluded that he
preferred to work in his room j the bed from midnight ‘til dawn.
2. Write a sentence with the form of the adverb based on the prompts provided. /10
a. Comparative – positive – dramatic
b. Superlative – negative – often
c. Comparative – equal – quick
d. Superlative – negative – creative
e. Comparative – negative – effective
Name: Date: Group:

Perfect Tenses
Unit 2
1. Circle the errors in the following sentences and rewrite the verb correctly /5
using the perfect tense.
a. Rowan had been rock-climbed since he was very young boy.
b. The Capelets had not to realize that building a high-rise could harm the environment.
c. Juniper has was to have such a good time at the party that she forgets to call Rowan.
d. Rowan had fall from the cross on top of Mount Royal when Juniper found him.
e. Perhaps the tragedy would never had occurred if Juniper and Rowan’s parents
not had been so petty.
2. Write questions using perfect tenses based on the prompts. Pay attention /5
to the time markers to help you.
a. hear the story behind the abdication of Edward VIII - ever - you
b. read the book - before - she saw the movie – Selena
c. the novelist – work on a new book – lately
d. William and Jacob – write – their play – when the power went out
e. Romeo – break – many hearts – before meeting Juliet
Name: Date: Group:

Simple Past vs. Present Perfect
Unit 3
1. Circle the correct form of the verbs in the following dialogue.
Sylvio: Oh no! I think I ( have had / had )a a little too much poutine in the last few weeks.
Max: Are you feeling sick, buddy?
Sylvio: I have such a stomach ache! My grandmother ( has told / told )b me yesterday to
drink a tea of apple cider vinegar and honey every four hours. But it ( hasn’t done / didn’t do )c
much to help.
Max: My uncle ( has suggested / suggested )d ginger and lemon last year after our big family
cookout. Try that.
Sylvio: I hate ginger, Max! You know that.
Max: Hmm, . . . I think I ( have found / found )e something: a drink of simple baking soda
and water is supposed to calm your stomach.
Sylvio: That sounds too bland! I think I’ll just go back to bed!
2. Complete the sentences with the correct form of the verbs from the Word Box.
Use the present perfect or the simple past.
be claim develop do offer

Word Box
open raise remain start work
I suspect acne a a concern for teens since the invention of

mirrors! Dermatologists b a number of different treatments over
the years. In the beginning, doctors c that topical treatments
d best. They e seem to be effective—
until people f reporting skin inammation. Then researchers
g oral antibiotic treatments. More recently, however, doctors
h concerns about the health risks related to long-term oral antibiotic
treatments. Fortunately, this i the door for new, safer and more
holistic treatments to come on the market. Despite the evolution of treatments, the most
effective solution j a combination of creams and medication along
with a healthy diet and plenty of exercise.
Name: Date: Group:

Simple Past vs. Present Perfect (cont.)
Unit 3
3. Read the following questions. Underline the verbs in the present perfect or simple past.
Indicate whether they refer to either a general (G) or a specic (S) time frame in the past.
a. How long has Malini suffered from anxiety attacks?
b. When did your migraine start?
c. How many times has Micah had a concussion?
d. Why has the ambulance come to the arena?
e. Which part of her back did the snowboarder injure?
f. Have the school authorities contacted Jamal’s parents?
g. Why has Britta stopped taking her medication?
h. Did the teacher take a rst aid kit on the outing?
i. Have all the parents signed the waiver forms?
j. When did her parents call to say she was home with the u?
4. Answer the questions with either the present perfect or the simple past.
a. Have you ever used an application or device to help you meet your health objectives?
Explain with an example.
b. When you were little, did you mind going to the doctor or the dentist? Have your feelings
changed? Explain.
c. Have you ever used a cure or treatment that you found on social media? Describe what
you did and how it worked.
Name: Date: Group:

The Active and Passive Voices
Unit 3
1. Indicate if the verbs in bold are in the active (A) or passive (P) voice.
a. Many discoveries have been made by scientists in the quest for a cure.
b. German researchers identied a type of bacteria found in nasal secretions that

can kill infection.
c. 3-D printing will change modern medicine in new and exciting ways.
d. Joannie’s life was saved by wearing a Syncardia while she waited for a heart
transplant.
e. It’s incredible to think that a tooth can be used to grow tissue and blood vessels
for later use.
f. Warnings are being posted online to inform people of the risk.
g. My cousins have participated in two research experiments.
h. The clinic has been trying to reach patients all day.
2. Circle the correct form of the passive verb in the following sentences.
a. The article entitled “The Demand for Poop” ( was written / was wrote ) by Catherine
McIntyre.
b. In the article, McIntryre explains how many gut issues ( were link / are linked ) to health
disorders like MS, arthritis and Parkinson’s.
c. Although the mysteries are only beginning to ( been understood / be understood ), the
ndings are important.
d. First of all, we learn that bacteria can ( be modied / be modify ) deliberately.
e. This means doctors can intervene when healthy gut ora ( be depleted / is depleted )
by medical treatments, as in the case of C. difcile.
f. In March 2015, Canadian researchers ( were given / have been given ) the go-ahead to
use FMT in clinical trial settings.
g. Some scientists are wary of longer-term consequences that ( can be cause /
could be caused ) by playing around with such a complex system.
h. Others are concerned that FMT ( will to be adopt / will be adopted ) as the next health fad.
i. People will think fecal transplants ( could be used / could to be used ) to clear up acne
or lose weight.
j. The Robogut ( has to be invented / was invented ) to make fecal transplants safer and
more accessible.
Name: Date: Group:

The Active and Passive Voices (cont.)
Unit 3
3. Choose ve sentences from Exercise 2 and rewrite them with the active form of the verb.
a.
b.
c.
d.
e.
4. Unscramble the sentence elements to form a sentence using the passive form.
a. an ice bed / move / onto / the patient
b. with / the body / freezing materials / coat
c. blood-removal / the chest cavity / open / for
d. temperature / lower / the body’s / gradually
e. two weeks / deep cryofreeze / nally / reach / after
5. Answer the following questions. Use at least 1 active and 2 passive verbs in your answer.
a. Do you believe that animals should be used in testing for new medications? Explain.
b. Are you for or against having your body frozen until the day a cure is found? Explain.
Name: Date: Group:

Modals
Unit 3
1. Complete the sentences with a modal. Pay attention to the meaning in parentheses.
a. The doctor felt that Luis stay home from school to rest after his
concussion. (recommendation)
b. A bionic eye give sight to a person who was non-seeing from birth.
(ability)
c. Medical marijuana become the norm in treating advanced cancer
patients. (possibility)
d. If the family sees that Aunt Maud’s condition doesn’t improve, they
sign the permission forms for assisted dying. (certainty)
2. Write a yes/no or information question to match the answers below. Make sure your question
matches the information that is underlined in the answer.
a.
No, I won’t take the recommended dose.
b.
Yes, you can donate blood.
c.
You should donate blood as often as you can.
d.
You can’t participate in the marathon because you have stress fracture.
e.
I would call a chiropractor about back pain.
3. Read the following paragraph. Circle the modals that best t each sentence. In some cases
there may be more than one answer.
As of noon today, students ( can / would / might ) sign up to volunteer for the blood drive. They ( can / must
/ might ) commit to two three-hour shifts in order to volunteer. Organizers ( can / might / would ) like
volunteers to arrive 15 minutes before their shift. Volunteers have a choice of tasks: they ( can / might /
must ) help donors ll out the forms, they ( can / could / have to ) work at the doughnut table or they
( should / can / will ) assist the nurses. I do it every year and it is always a fun event. I have no doubt that
anyone who volunteers ( might / would / will ) enjoy it. Come on, you ( will / might / should ) sign up, too!
Name: Date: Group:

Simple Past vs. Present Perfect
Unit 3
1. Read the following sentences. Underline the verbs in the simple past and /10
highlight the verbs in the present perfect. Identify the verb errors and write
the corrections above them.
You may never heard of Jack Andraka, but he is well-known in the eld of oncology (cancer
treatment). When Jack was only 15 he has invented a cheap and quick way to detect
pancreatic cancer. That test changed his life; he has won the Grand Prize Intel Science Fair
in 2012, as well as many other awards. Why has Jack begun researching a new method to
screen pancreatic cancer? When a family friend of Jack’s died from it, he decided to use his
passion for biology to nd a cure. Jack has soon realized that the main cause of death from
this form of cancer was late detection. Jack’s test strip detects the mesothelin protein that
is present in greater quantities in cancer patients.
2. Complete the sentence with the correct form of the verb. Use the present perfect /10
or the simple past. Pay attention to the time markers.
a. A camera integrated into sunglasses wirelessly transmits images to the retinas of

individuals who (lose) their vision.
b. Clara (get) three concussions during the two years she played hockey.
c. Jerome was skiing with his cousins when he (break) his leg.
d. Researchers (invent, negative) a replacement for human blood yet.

e. My grandfather’s pacemaker (allow) him to live an active life since
it was installed last year.
f. The migraine medication (cause) heart palpitations for Meredith
right away.
g. Genevieve (try) four different acne treatments and none of them works.
h. I (keep) a food journal when I had those bad cramps.
i. Before getting laser eye surgery, Naim (wear) glasses for 12 years.
j. The nurse practitioner (handle) many cases of strep since joining
the clinic staff.
Name: Date: Group:

The Active and Passive Voices
Unit 3
1. Rewrite the following sentences using the active voice. Include an appropriate /5
subject.
a. A number of elements were considered when making the decision to operate.
b. Four main principles have been identied.
c. A patient’s autonomy must be respected.
d. These principles will be applied to all patients.
e. All patients are being treated fairly.
2. Write questions in the passive voice to match the answers, particularly the parts /5
that are underlined.
a. Q:
A: Erin’s appendicitis operation was performed a few days ago, on Halloween.
She was home alone and started feeling very poorly.
b. Q:
A: She was brought to the hospital by ambulance.
c. Q:
A: No, her appendicitis was not diagnosed right away. The doctors thought she had just
eaten too much candy! On top of that they couldn’t reach her parents.
d. Q:
A: Her parents were not called because Erin couldn’t remember their phone number.
She was really out of it!
e. Q:
A: Yes, she has been released from the hospital. She went home yesterday.
Name: Date: Group:

Modals
Unit 3
1. Unscramble the words to write an information question with a modal. /4

a. anyone / could / how / endure / so much pain
b. take / must / I / this horrible cough syrup / why
c. if doctors / would / put a chip in my brain / what / happen
d. who / about my end-of-life wishes / I / to / should / speak
2. Unscramble the words to write a yes/no question with a modal. /4

a. your / Matt / borrow / can / crutches
b. I / keep / these antibiotics / do / taking / have to
c. you / my dentist appointment / to / drive / would / me
d. these viruses / should / take more precautions / researchers / with
3. Complete the paragraph with the appropriate modals. /7
Carl isn’t feeling well. His dad thinks he a (possibility) have

strep throat and tells him he b (suggestion) go to the clinic for
a strep test. His dad has a big meeting in an hour and so he c
(certainty, negative) be available to drive Carl to the clinic. Carl decides to take the bus
instead, but he d (ability, negative) nd his bus pass. He probably
left it at school again. He e (obligation) stop forgetting it there!
Carl has two choices now: he f (possibility) walk to the clinic or wait
for his sister to get home. She g (possibility) drive him.
Name: Date: Group:

Unit 4 (Real Conditions)
1. Write an appropriate if-clause or main clause to complete these real conditional sentences.
a. Even if you are dying to leave home
b. If Loic’s parents can’t take care of him
c. Frederico needs his parents’ permission
d. Run as fast as you can
e. Nicola will get into so much trouble
f. If the principal gets involved
g. If the laws treats you unfairly
h. Kathleen is sure that if she explains the situation to the police ofcer
2. Write a yes/no or information question to match the answers below. Make sure your question
matches the information that is underlined in the answer.
a.
Yes, if you want to get a tattoo, you need your parents’ permission.
b.
If you are driving with your seat belt unbuckled you will get a ticket.
c.
If you are being harassed online, call the police.
d.
If you are accused of a crime, the Charter of Rights and Freedoms protects your right
to have a fair trial.
e.
No, if you are 13 you cannot decide which parent you want to live with.
Name: Date: Group:

Unit 4 (Real and Unreal Conditions)
1. Circle the correct verb form to complete the conditional sentences. In the margin,
write R (real) or U (unreal) to indicate if the sentence describes a real condition or
an unreal condition.
The principal decided that if students wanted to get into the prom, they
a. (will have to / would had to / would have to ) pass a breathalyzer test. The
students were enraged. The student council president and vice-president
b. gured that nothing (change / will change / would change ) if they didn’t ght
c. back. The student council president wondered, “What ( would / will / won’t ) the
lawyer think of us, if we ask for help?” Fortunately, the lawyer accepted.
After numerous meetings, the principal nally relented: “If the graduates
don’t want a breathalyzer and can prove themselves responsible, then there
d. ( wasn’t going to be / wouldn’t be / won’t be ) one.” Consider this: If those student
council leaders hadn’t questioned their principal’s decision, the near-400
e. graduates of that school ( wouldn’t have had / won’t have had / won’t had had )
a breathalyzer-free prom!
2. Read the information then write a real or unreal conditional sentence to describe
the situation.
a. A transgender teen requested a name change one month before a Québec bill allowing
transgender minors to change their gender on their birth certicates came into effect.
b. Young people in Canada don’t care about politics because they cannot vote until they
are 18.
c. André and Alain’s landlord says he will not return their security deposit because they
broke the bathroom mirror.
d. My exam took longer than expected so when I got back to my car I had a parking ticket!
e. We told our neighbours about the strange person we saw in their backyard. They asked
us to call them right away next time.
Name: Date: Group:
Grammar Exercise Conjunctions and Handout GE 4.3

Unit 4 Transition Words
1. Highlight the conjunction or transition word in each sentence. Then identify its function.
to indicate a choice
a. Do you prefer running or swimming?
b. First, you must heat the butter and our.

Then you add the milk and whisk.
c. Karen left the cabin without her bear bell.

Clearly, she didn’t think she would need it.
d. If Jenny calls, we will pick her up at the

train station.
e. My soccer team might win the championship.

After all, we are undefeated this season.
f. Matteo decided to make banana mufns for the

bake sale. Furthermore, he prepared signs and got
extra change to make sure things went smoothly.
g. The cat was too scared to go outside since it was

pouring rain and there was lightning.
h. Joe will come to the party unless he has to work.
i. Arlo was thinking about going to social work

school. As a result, he started volunteering
at the food bank.
j. Clara can play the ute, the piano and the guitar.
Obviously, she is a talented musician.
k. I love being with animals and have four cats.

Naturally, I decided to study veterinary medicine.
l. I had problems with my knee injury, but I still did

well in the race.
Name: Date: Group:

Unit 4 (Real Conditions)
1. Match the if-clause with the main clause you think is the most appropriate. /10
If you see someone being harassed a. you should tell the police.
If you are arrested b. if you see a car accident.
Change lanes to get out of the way c. stand with them to make them feel safe.
If you have evidence d. wait for the car’s owner or leave a note.
Your parents will worry e. you should give it to the police.
If you know who did the grafti f. you can call your parents.
If you hit a parked vehicle g. if you see someone shoplifting.
It will ruin Joanne’s party h. tell her the truth.
Locate and tell a store manager i. if you don’t tell them where you’re going.
If Stacey asks who stole her boots j. if someone shows up at her house with drugs.
2. You are attending your rst demonstration to protest an oil pipeline. /10
Your parents are worried and ask you questions to make sure you know
what to do in every circumstance. Choose a response then write your
answer in a full sentence using an if-clause and a main clause.
a. What will you do if the violence erupts?
i) stay at the edge of the crowd ii) leave
b. What will you do if you are arrested?

i) remain calm ii) tell the police I have a right to protest
c. What will you do if there are counter protesters?

i) tell them what I think ii) ignore them
d. What will you do if you get separated from your friends?

i) meet at the designated meeting spot ii) call them
e. What will you do if it starts to rain?

i) take shelter in a coffee shop ii) keep demonstrating
Name: Date: Group:

Units 1 and 4 (Real and Unreal Conditions)
1. Indicate if the following conditional sentences describe /5

real (R) or unreal (U) conditions.
R or U
a. If I let Stacey win at Monopoly, she will be happy.
b. If my sister heard the dog barking, she would let him in.
c. The ght will happen again if I don’t say something about it.
d. If I had known about the storm, I would have stayed home.
e. If the chef de cuisine calls for cream, get it quickly!
2. Complete the sentences with the correct verb tense. Pay attention to the /10
intended meaning for each sentence.
a. If there is enough money left over after the move and renovation, we (buy)
a new car. (real condition / truth or reality)
b. I will call you later if I (remember) . (real condition / truth or reality)
c. (lock) the door if you go to bed after me. (real condition /

instructions or advice)
d. If you know of a good Italian restaurant in the neighbourhood, (give)

me the address. (real condition / instructions or advice)
e. Aude will visit her cousins in France, if she (have) enough money
for the ight to Paris. (real condition / result of possible event)
f. If Jamal makes this save, he (win) the game for his team.
(real condition / result of possible event)
g. If Frédérique (know) the way, she would be here by now.

(unreal condition / untrue, unlikely or hypothetical event)
h. They (make) a pie for Dario’s birthday if he liked apples.

(unreal condition / untrue, unlikely or hypothetical event)
i. I (invite) Stella to the rally if I had known she really wanted to go.
(unreal condition / untrue, unlikely or hypothetical past event)
j. If (nish) our homework, we wouldn’t have gotten a detention.

(unreal condition / untrue, unlikely or hypothetical past event)
Name: Date: Group:
Grammar Quiz Conjunctions and Handout GQ 4.3

Unit 4 Transition Words
1. Underline the conjunction or transition word(s) in each sentence and indicate /10
whether they are being used as a conjunction or a transition word.
a. I will plant tulip bulbs even though the squirrels will eat them.
b. At rst I thought I wasn’t going to drama class.
c. I have cheese and crackers because I prefer salty snacks.
d. Usually, carrots cook faster than potatoes.
e. Since it’s raining, we’ll go camping next weekend.
2. Complete the texts by adding the correct conjunctions and transition words. /10
and but obviously

Word Box
of course then
My new apartment was perfect a it needed a fresh coat of paint.

b it had not been painted in years! I started with a coat of primer on all
the walls, c I put two coats of a light shade of turquoise on one accent
wall d white on the other walls. It wasn’t easy, e,
but if you want things done right, it takes time.
and as a result but

Word Box
even though therefore
Fifteen paintings have been stolen from the museum in the last three years
a there are guards in every gallery. The museum has
b installed a new high-tech security system in the hopes that it will
stop future thefts. It is costly, c the insurance company insisted on it.
d, visitors cannot bring big bags into the museum e
admission to the museum has gone up.
EVALUATION COMPONENTS
EVALUATION GRIDS FOR THE STUDENT Handout Guide Page
 Self-Evaluation Log for C1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SE 1 . . . . . . . . . . . . . 325

Self-Evaluation Log for C2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SE 2 . . . . . . . . . . . . . 326
Self-Evaluation Log for C3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SE 3 . . . . . . . . . . . . . 327
 Unit and Workshop Reection Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SE 4 . . . . . . . . . . . . . 328
 Peer Evaluation Sheet for C3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SE 5 . . . . . . . . . . . . . 329
EVALUATION GRIDS FOR THE TEACHER Handout Guide Page
 General Competency Rubric for C1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TE 1 . . . . . . . . . . . . . 330

General Competency Rubric for C2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TE 2 . . . . . . . . . . . . . 331
General Competency Rubric for C3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TE 3 . . . . . . . . . . . . . 332
 Individual Progress Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TE 4 . . . . . . . . . . . . . 333
 Observation Grid for C1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TE 5 . . . . . . . . . . . . . 334
Observation Grid for C2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TE 6 . . . . . . . . . . . . . 335
Observation Grid for C3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TE 7 . . . . . . . . . . . . . 336
 Reinvestment Task Evaluation Rubric for Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . .TE 8 . . . . . . . . . . . . . 337
Reinvestment Task Evaluation Rubric for Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . .TE 9 . . . . . . . . . . . . . 338
Reinvestment Task Evaluation Rubric for Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . .TE 10 . . . . . . . . . . . . . 339
Reinvestment Task Evaluation Rubric for Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . .TE 11 . . . . . . . . . . . . . 340
 Project Evaluation Rubrics for Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . TE12 –TE13 . . . . . . . . . . . . . 341
Project Evaluation Rubrics for Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . TE14 –TE15 . . . . . . . . . . . . . 343
EVALUATION SITUATIONS Handout Guide Page
 Evaluation Situation 1
Teacher’s Notes and Evaluation Rubrics . . . . . . . . . . . . . . . . . . . . . . . ES 1.1–ES 1.2 . . . . . . . . . . . . . 349
Transcript for Task 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ES 1.3 . . . . . . . . . . . . . 353
Student Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ES 1.4–ES 1.7 . . . . . . . . . . . . . 355
 Evaluation Situation 2
Teacher’s Notes and Evaluation Rubrics . . . . . . . . . . . . . . . . . . . . . . . ES 2.1–ES 2.2 . . . . . . . . . . . . . 364
Transcript for Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ES 2.3 . . . . . . . . . . . . . 368
Student Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ES 2.4–ES 2.7 . . . . . . . . . . . . . 370
324 Upside Secondary 5  Evaluation Components Reproduction prohibited © TC Media Books Inc.
Name: Date: Group:
Self-Evaluation Handout SE 1
C1 Interacts Orally in English
Log
Instructions
• Evaluate your progress once a month. Give yourself a score for each criterion.
3 = Always 2 = Most of the time 1 = Rarely
• Add up your score. Try to improve your score each time you complete the evaluation.
Criterion Performance Score

Date
I use English at all times.
I contribute throughout the
Participation in discussion.
oral interaction
I react to and build on what
others say.
My ideas are pertinent and
relate to the topic.
Content of the I explain and support my ideas.
message
I bring up new ideas to enrich
the discussion.
I communicate my message
with ease.
Articulation of I do not hesitate when I speak.
the message
I use the targeted language
correctly.
I know which strategies help
Management of me and I use them.
strategies and
I know which resources help
resources
me and I use them.
Total
Date Skills and strategies I need to work on What I manage well
Teacher’s comments:
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Student Evaluation Grids 325
Name: Date: Group:
Self-Evaluation C2 Reinvests Understanding Handout SE 2

Log of Texts
Instructions
3 = Always 2 = Most of the time 1 = Rarely

Date
I show a detailed understanding
Evidence of of the reading text / audio
understanding recording / video.
of texts through I make pertinent links between
the response the reading text / audio
process recording / video and my own
experience.
I select relevant ideas and
Use of language from the reading
knowledge text / audio recording / video
from texts in a to reinvest.
reinvestment I combine ideas from the
task reading text / audio recording /
video with my own ideas.
strategies and
resources
me and I use them.
Total
326 Upside Secondary 5  Student Evaluation Grids Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
Self-Evaluation Handout SE 3
C3 Writes and Produces Texts
Log
Instructions
3 = Yes 2 = Partially 1 = No

Date
Participation I use all steps of the process to
in the writing complete the task.
and production I cooperate with others to give,
processes receive and integrate feedback.
My ideas are pertinent. I
consider the audience and
Content of the purpose.
message My ideas are well organized.
I develop and support my ideas.
I use the targeted vocabulary
and grammar accurately.
Formulation of My message is clear and easy
the message to understand.
I use appropriate text features
and components.
strategies and
resources
me and I use them.
Total
Name: Date: Group:
Unit and Workshop Handout SE 4

What Did You Learn?
Reection Sheet
Unit or Workshop: Title:
Instructions
• Reect on what you learned in the unit or workshop.
• Share what you learned with your classmates.
• Reinvest language, information and ideas from the unit.
Language prompts to 1. Look back at the tasks you completed in the unit or workshop.
help share your ideas a. Write new words you want to remember.
• I learned . . .
• What was your answer
for . . . ?
• I think that . . .
• What’s your opinion? b. Write something interesting you learned in this unit or workshop.
• What do you think
about . . . ?
• That’s interesting.
• If I understand 2. a. What was the driving question of the unit or workshop
correctly, . . .
(on the opening page)?
• Based on my
experience, . . .
• Tell me why you . . . b. Answer the driving question.
• That’s possible, but I
think . . .
• It seems to me that . . . c. How did your answer to the driving question change from your
• The text on . . . predictions at the beginning of the unit or workshop?
mentions that . . .
Share and reinvest.

3. In teams:
• Discuss your answers to the questions in Step 1 and Step 2.
• Elaborate on your answers by using information and ideas from
the unit or workshop and from your own personal experiences.
• Listen to your classmates.
• Ask your classmates questions.
• Respond to your classmates’ ideas and experiences.
Set a goal.
4. Write your goal for speaking, listening, reading or writing in the next
unit or workshop.
328 Upside Secondary 5  Student Evaluation Grids Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
Extra
Peer Evaluation
Reading Handout SE
EL 2
5
TheWrites
C3 Art of Connecting
and Produces Texts (cont.)
Unit
Sheet2
Instructions
• Evaluate your classmate’s work. Check either yes, partially or no for each criterion. Comment on each
criterion.
Name of classmate: Date: Task number:
Criterion Performance Yes Partially No Comment

My classmate used all
steps of the process to
Participation complete the task.
in the writing
My classmate was
and production
open to giving,
processes
receiving and
integrating feedback.
The ideas are
pertinent. The product
is appropriate for the
audience and purpose.
Content of the The ideas are well
message organized.
The ideas are well
developed and
supported.
The targeted
vocabulary and
grammar are used
accurately.
Formulation of The message is
the message clear and easy
to understand.
The required text
components and
features are included.
The images, video and/
Production or music enhance the
process only message of the text.
Describe one aspect of your classmate’s product that you liked.
Describe one aspect of your classmate’s product that could be improved.
Name: Date: Group:
General Competency Handout TE 1

Rubric
A B C D E
Participation in oral
Interacts throughout Interacts throughout Interacts sporadically Rarely expresses Reverts to a language
the discussion and the discussion ideas or responds other than English
interaction*
uses a variety of to peers often enough that

techniques to help OR evaluation is not
the discussion move possible
forward (asks for Speaks but rarely
interacts with peers, OR
details, comments
on what others say, if at all Does not participate
prompts peers)
Discusses the Discusses the Expresses basic Expresses ideas Expresses messages
targeted topics in targeted topics, ideas related to the that are mostly that are not relevant
depth, going beyond shares relevant ideas topic, elaborates incomplete, repetitive to the topic
the message
Content of
the obvious and elaborates on somewhat when or can apply to any OR

AND them in a detailed prompted topic
manner Reverts to a language
Brings up new ideas other than English
or aspects to enrich often enough that
the discussion evaluation is not
possible
Speaks with ease Speaks with some Speaks with some Speaks with much
and condence when ease when interacting difculty when difculty when
Fluency
Articulation of the message**
Expresses messages
interacting Hesitates, but interacting interacting
that are mostly
pauses do not Hesitations and Hesitations and incomprehensible
interfere with pauses sometimes pauses often hinder
OR
interaction hinder interaction interaction
Reverts to a language
When interacting, When interacting, When interacting, When interacting, other than English
expresses messages makes errors that makes errors that makes errors that often enough that
that are clear and sometimes affect often affect clarity consistently affect evaluation is not
Accuracy
contain few errors, clarity of messages of messages clarity of messages possible

if any Messages Messages Messages mostly OR
understood with little understood with understood but
Does not participate
interpretation some interpretation require a lot of
interpretation
Targeted language conventions

Type of error Very few Some Many Too many
Independently selects Selects and manages Requires some Uses strategies Despite prompting,
and manages a variety appropriate strategies prompting to use and resources when does not make use
and resources***
Management
of strategies
of strategies and and resources strategies and explicitly told which of strategies or
resources effectively resources to use resources
Reects on
effectiveness
of strategies and
resources and makes
adjustments
Notes: * Expressing stand-alone opinions and ideas (related to the issue but not to the ongoing discussion) is not interacting. Allot an E if student
speaks (well or not) but does not interact with peers.
** For articulation of the message, target language conventions for the task based on the Progression of Learning and notions from the unit.
*** The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark
on the report card.
330 Upside Secondary 5  Teacher Evaluation Grids Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
General Competency C2 Reinvests Understanding Handout TE 2

Rubric of Texts
A B C D E
Evidence of understanding of
texts through the response
Shows superior Shows solid Shows some Shows little Shows no

understanding understanding understanding understanding understanding
of texts of texts of texts of texts of texts
Makes pertinent Makes some links Makes few links Makes no links Responses not
process
links between texts between texts and between texts and between texts and linked to texts
and own experience own experience own experience own experience
Supports others in Negotiates meaning Negotiates and Relies on others to
negotiating meaning with others and adjusts understanding adjust understanding
adjusts with others
understanding as
needed
Selects highly Selects appropriate, Selects some Selects little Information / ideas /
appropriate, accurate and appropriate, accurate appropriate, language are
information / ideas / language
accurate and pertinent information / and pertinent accurate or pertinent inaccurate or

pertinent information / ideas / language information / information / ideas / invented
Use of knowledge from texts in a reinvestment task
Selection and use of
ideas / language from texts ideas / language language from texts OR

from texts from texts Text shows many Large parts copied
Text shows some weaknesses, such from source texts**
weaknesses, such as: as:
• some inaccurate • inaccurate content
content • too general or
• too general or irrelevant content
irrelevant content • chunks of content
• some content copied from texts
copied directly
from texts
Skillfully combines Combines information Combines information Text shows Text lacks coherence
combination with own ideas
Coherence of organization,
information from from source texts from source texts weaknesses, such and organization
source texts with with own ideas to with own ideas as:
own ideas to create create a clear and Text shows some • lacking coherence
a highly coherent, organized product weaknesses, such as: • lacking organization
organized and
• lacking coherence
convincing product
• lacking organization
Independently Selects and manages Requires some Uses strategies Despite prompting,
selects and manages appropriate strategies prompting to use and resources when does not make use
and resources*
a variety of strategies and resources strategies and explicitly told which of strategies or
Management
of strategies
and resources resources to use resources

effectively
Reects on
effectiveness of
strategies and
resources and
makes adjustments
Notes: * The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark
on the report card.
** If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages
when evaluating competency 2.
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Teacher Evaluation Grids 331
Name: Date: Group:
General Competency Handout TE 3

Rubric
A B C D E
production processes*
Participation in the
Personalizes the Uses the steps With some support, Despite support, Does not use the
process to plan and of the process to uses the steps does not use the steps of the process
writing and
carry out the task complete the task of the process to steps of the process OR
Seeks and integrates Integrates feedback complete the task to complete the task Does not complete
feedback from peers from peers and Integrates some Has difculty the task
and teacher teacher feedback from others integrating feedback
Writes a text well Writes a text suited to Writes a text Writes a text Writes a text
Pertinence and
adapted to the task the task requirements somewhat suited somewhat unsuited to unsuited to the task
coherence
requirements (topic, to the task the task requirements requirements

Content of the message
Provides generally
audience, purpose) well-organized and requirements Provides ideas Provides ideas that
Provides coherent ideas Provides somewhat that lack some lack organization and
well-organized organized and organization and coherence
and coherent ideas coherent ideas coherence
Provides Provides generally Provides somewhat Provides somewhat Provides ideas
Development
well-developed well-developed and developed and underdeveloped or and viewpoints that

and supported ideas supported ideas and supported ideas and supported ideas and are not developed
and viewpoints viewpoints viewpoints viewpoints or supported
Demonstrates
originality and
cognitive maturity
Text contains very Text contains few Text contains Text contains
language conventions**
Accuracy of targeted
few or no errors in errors in the use some errors in the many errors in the
the use of targeted of targeted or use of targeted or use of targeted or
or familiar language familiar language familiar language familiar language
conventions conventions conventions conventions Produces a text
Formulation of the message
(vocabulary / that is mostly

mechanics / incomprehensible
grammar) OR
Does not respect
the task requirements
Errors may be Produces errors Produces errors or Produces errors or OR
Does not complete
Clarity
present but do not that may affect awkward structures awkward structures
affect readability or readability but not that sometimes that repeatedly the task
understanding*** understanding affect readability affect readability OR
and understanding and understanding Copies most
Includes all required Includes all required Includes most of the Includes some of the passages from
components
components and components and required components required components the source text****
Text
skillfully tailors them properly structures

them
Independently selects Selects and manages Requires some Uses strategies and Despite prompting,
and manages a variety appropriate strategies prompting to use resources when does not make use
and resources*
Management
of strategies
of strategies and and resources strategies and explicitly told which of strategies or
resources effectively resources to use resources
Reects on
effectiveness of
strategies and
resources and makes
adjustments
Notes: * The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark
on the report card.
** For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit.
*** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the
reader has to either stop to gure out what the student meant or reread a passage in order to understand it.
**** If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied
passages when evaluating competency 3.
Name: Date: Group:
Individual Progress Handout TE 4

Competencies C1, C2 and C3
Log
Competency Date and level of prociency
• Participation in oral interaction

• Content of the message
• Articulation of the message
• Management of strategies and resources*
Comments:
C2 Reinvests Understanding of Texts
• Evidence of understanding of texts through the

response process
• Use of knowledge from texts in a reinvestment
task
Comments:
• Participation in the writing and production

processes*
• Formulation of the message
Comments:
Note: * The student must be provided with feedback on this criterion, but it must not be considered when determining the student’s mark on the report card.
Observation Handout TE 5
Grid C1 Interacts Orally in English
A Exceeds expectations Evaluation Criteria

B Meets expectations Management
Participation in Content of Articulation
C Acceptable but needs improvement of strategies
oral interaction the message of the message
D Does not meet all expectations and resources
E Has serious difculties
Task and date
Students
Observation C2 Reinvests Understanding Handout TE 6
Grid of Texts

B Meets expectations Evidence of
Use of knowledge Management
C Acceptable but needs improvement understanding of
from texts in a of strategies
D Does not meet all expectations texts through the
reinvestment task and resources
response process
Task and date

Students
Observation Handout TE 7
Grid C3 Writes and Produces Texts

B Meets expectations Participation
Management
C Acceptable but needs improvement in the writing Content of Formulation
of strategies
D Does not meet all expectations and production the message of the message
and resources
processes
Task and date
Students
Name: Date: Group:
Write a listicle Unit 1 Reinvestment Task Handout TE 8

with money tips Money Matters Evaluation Rubric
A B C D E
Selects highly Selects Selects some Selects little Information is
appropriate, appropriate, appropriate, appropriate, inaccurate or
C2 Use of knowledge from texts

accurate and accurate and accurate and accurate and invented
pertinent pertinent pertinent pertinent
in a reinvestment task
OR
information from information information from information from

the unit to write a from the unit the unit to write a the unit to write a Large parts
complete listicle to write a complete listicle complete listicle copied from
complete source texts*
Text shows some Text shows many
listicle weaknesses, weaknesses,
such as: such as:
copied directly
from texts
Personalizes the Uses the steps With some Despite support, Does not use
C3 Participation
and production
process to plan of the process support, uses does not use the steps of the
in the writing
processes**
and write a listicle to write a listicle the steps of the the steps of the process to write
Seeks and Integrates process to write a process to write a a listicle
integrates feedback from listicle listicle OR
feedback from peers and Integrates some Has difculty Does not complete
peers and teacher teacher feedback from integrating the task
others feedback
Text contains very Text contains Text contains Text contains
conventions
Accuracy of
few or no errors few errors in the some errors in many errors in

language
targeted
in the use of use of unreal the use of unreal the use of unreal
***
unreal conditional conditional conditional conditional

sentences, sentences, sentences, sentences,
innitives and innitives and innitives and innitives and Produces a text
gerunds gerunds gerunds gerunds that is mostly
C3 Formulation of the message
Errors in the use Errors in the Errors in the Errors in the incomprehensible
of the unreal use of unreal use of unreal use of unreal OR
conditional conditional conditional conditional
sentences, sentences, sentences, sentences, Does not
Clarity
innitives and innitives and innitives innitives respect the task

gerunds may be gerunds may and gerunds and gerunds requirements
present but do not affect readability sometimes affect repeatedly affect OR
affect readability but not readability and readability and Does not complete
or under- understanding understanding understanding the task
standing****
OR
Includes all Includes all Includes most Includes some
Copies most
Text components
required required of the required of the required

components for components components for components for passages from
a listicle and for a listicle a listicle a listicle the source text*
skillfully tailors and properly
them: subheadings structures them
are unique and
information is
accurate
Note: * If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages
** The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s
mark on the report card.
*** For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit.
**** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when
the reader has to either stop to gure out what the student meant or reread a passage in order to understand it.
Name: Date: Group:
Rewrite part of a story Unit 2 Reinvestment Task Handout TE 9

featuring a new character Cover to Cover Evaluation Rubric
A B C D E
Selects highly appropriate, Selects Selects some appropriate, Selects little
accurate and pertinent appropriate, accurate and pertinent appropriate,
C2 Use of knowledge from texts in a reinvestment task
information from a tragedy or accurate and information from a tragedy accurate and
comedy in the unit to rewrite pertinent or comedy in the unit to pertinent

part of a story featuring a new information from rewrite part of a story information from a
character a tragedy or featuring a new character tragedy or comedy

comedy in the unit Text shows some in the unit to
to rewrite part of weaknesses, such as: rewrite part of a
a story featuring a story featuring a
• some inaccurate content Information is
new character new character
• too general or irrelevant inaccurate or
content Text shows many
invented
• some content copied weaknesses, such
as: OR
directly from texts
• inaccurate content Large parts
• too general or copied from
irrelevant content source texts*
• chunks of content
copied from texts
Skillfully combines information Combines Combines information Text shows
with own ideas
from tragedy or comedy in information from tragedy or comedy in weaknesses, such

Coherence of
organization,
combination
unit with own ideas to create a from tragedy or unit with own ideas as:
highly coherent, organized and comedy in unit Text shows some • lacking coherence
convincing story with own ideas to weaknesses, such as: • lacking
create a clear and organization
organized story
Personalizes the process to Uses the steps With some support, uses Despite support, Does not use
C3 Participation
plan and rewrite part of a story of the process to the steps of the process to does not use the steps of the
and production
in the writing
processes**
featuring a new character rewrite part of a rewrite part of a story the steps of the process to rewrite
Seeks and integrates feedback story Integrates some feedback process to rewrite part of a story
from peers and teacher Integrates from others part of a story OR
feedback from Has difculty Does not
peers and teacher integrating complete the task
feedback
Text contains very few or no Text contains few Text contains some errors Text contains
conventions
of targeted
language
Accuracy
errors in the use of perfect errors in the use in the use of perfect many errors in
***
tenses and adverbs of perfect tenses tenses and adverbs the use of perfect
and adverbs tenses and
adverbs Produces a text
that is mostly
Errors in the use of perfect Errors in the use Errors in the use of Errors in the use
incomprehensible
tenses and adverbs may be of perfect tenses perfect tenses and of perfect tenses
Clarity
present but do not affect and adverbs adverbs sometimes and adverbs OR
readability or understanding**** may affect affect readability and repeatedly affect Does not
readability but not understanding readability and respect the task
understanding understanding requirements
Includes all required Includes all Includes most of the Includes some OR
components for narrative or play required required components of the required Does not
and skillfully tailors them: text components for for narrative or play; components for complete the task
Text components
is written in prose or dialogue narrative or play text includes a new narrative or play;
and includes title, elements of and properly character and most of text includes a OR
pyramid of action, details about structures them; the characteristics of new character Copies most
the characters and events and text includes a a tragedy or a comedy and some of the passages from
stage directions (for play); text new character text includes a new characteristics the source text*
includes a new character and and most of the character and some of of a tragedy or a
characteristics of a tragedy or characteristics the characteristics of a comedy
a comedy of a tragedy or a tragedy or a comedy
comedy
Name: Date: Group:
Write a discussion Unit 3 Reinvestment Task Handout TE 10

text Weird Medicine Evaluation Rubric
A B C D E
Selects highly Selects appropriate, Selects some Selects little
C2 Use of knowledge from texts in a reinvestment task
information / ideas / language appropriate, accurate accurate and pertinent appropriate, accurate appropriate, accurate
and pertinent information from texts and pertinent and pertinent
information from texts to write a discussion text information from texts information from texts
to write a discussion text presenting arguments to write a discussion text to write a discussion
presenting arguments for and against a presenting arguments text presenting
for and against a controversial medical for and against a arguments for and
controversial medical breakthrough controversial medical against a controversial
breakthrough breakthrough medical breakthrough
Information is
Text shows some Text shows many inaccurate or
weaknesses, such as: weaknesses, such as: invented
• some inaccurate content • inaccurate content OR
• too general or irrelevant • too general or irrelevant
content content Large parts
copied from
• some content copied • chunks of content
source texts*
directly from texts copied from texts
Skillfully combines Combines information Combines information Text shows
with own ideas
information from from source texts with from source texts with weaknesses, such as:
Coherence of
organization,
combination
source texts with own own ideas to create a own ideas • lacking coherence
ideas to create a highly clear and organized Text shows some • lacking organization
coherent, organized and product weaknesses, such as:
convincing product
Personalizes the Uses the steps of the With some support, uses Despite support, does Does not use
process to plan and process to write a the steps of the process not use the steps of the steps of
C3 Participation
write a discussion text discussion text to write a discussion text the process to write a
and production
the process
in the writing
processes**
presenting arguments Integrates feedback from Integrates some discussion text to write a
for and against a peers and teacher feedback from others Has difculty discussion text
controversial medical integrating feedback
breakthrough OR
Seeks and integrates Does not
feedback from peers complete
and teacher the task
Text contains very few Text contains few errors Text contains some Text contains many
conventions***
Accuracy of
or no errors in the use in the use of the simple errors in the use of the errors in the use of the
language
targeted
of the simple past, the past, the present perfect simple past, the present simple past, the present
present perfect and and modals perfect and modals perfect and modals
modals Produces a text
that is mostly
incomprehensible
Errors in the use of the Errors in the use of the Errors in the use Errors in the use OR
simple past, present simple past, present of the simple past, of the simple past, Does not
Clarity
perfect and modals perfect and modals may present perfect and present perfect and respect the task
may be present but do affect readability but not modals sometimes modals repeatedly requirements
not affect readability or understanding affect readability and affect readability and
understanding**** understanding understanding OR
Text includes all Text includes all Text includes most of the Text includes some Does not
required components required components required components of the required complete
for discussion text and for discussion text and for discussion text: components for the task
Text components
skillfully tailors them: properly structures introduction, three discussion text: OR

introduction, three them: introduction, three supporting paragraphs introduction, three Copies most
supporting paragraphs supporting paragraphs that present arguments supporting paragraphs passages from
that present arguments that present arguments for and against; facts that present arguments the source text*
for and against; facts for and against; facts and examples that for and against; facts
and examples that and examples that support the arguments; and examples that
support the arguments; support the arguments; conclusion support the arguments;
conclusion conclusion conclusion
Name: Date: Group:
Write an opinion piece Unit 4 Reinvestment Task Handout TE 11

Law and Order Evaluation Rubric
A B C D E
accurate and accurate and accurate and accurate or invented

pertinent pertinent pertinent pertinent OR

information / ideas / information from information from information from

language from texts texts to support texts to support texts to support Large parts copied
to support opinion opinion opinion opinion from source texts*
Opinion Opinion
presents some presents many
weaknesses, weaknesses,
such as: such as:
• inaccurate • inaccurate
or irrelevant or irrelevant
information information
• some content • chunks of content
copied from texts copied from texts
with little evidence
of opinion
Personalizes the Uses the steps With some Despite support, Does not use
C3 Participation in
the writing and
process to plan and of the process to support, uses does not use the steps of the
processes**
production
write an opinion write an opinion the steps of the the steps of the process to write
piece piece process to write process to write an opinion piece
Seeks and integrates Integrates an opinion piece an opinion piece OR
feedback from peers feedback from Integrates some Has difculty Does not complete
and teacher peers and feedback from integrating the task
teacher others feedback
conventions
Accuracy of
few or no errors errors in the use some errors in many errors in

language
targeted
in the use of the of the perfect the use of the the use of the
***
perfect tenses and tenses and perfect tenses perfect tenses

adverbs adverbs and adverbs and adverbs Produces a text
that is mostly
incomprehensible
Errors in the use Errors in the use Errors in the use Errors in the use OR
of real conditional of real conditional of real conditional of real conditional Does not
sentences, sentences, sentences, sentences, respect the task
Clarity
transition words and transition words transition words transition words requirements
conjunctions may be and conjunctions and conjunctions and conjunctions
present but do not may affect sometimes affect repeatedly affect OR
affect readability or readability but not readability and readability and Does not complete
understanding**** understanding understanding understanding the task
Includes all required Includes all Includes most Includes some OR
Text components
components of required of the required of the required Copies most

an opinion piece components of components for components for passages from
(introduction, an opinion piece an opinion piece an opinion piece the source text*
supporting and properly
paragraphs, structures them
conclusion) and
skillfully tailors them
Name: Date: Group:
Project A Unit 1 Project Evaluation Handout TE 12

An App for That Money Matters Rubric
A B C D E
Speaks with ease Speaks with ease Speaks with Speaks with
and condence when discussing some difculty much difculty
when discussing ideas with group when discussing when discussing
ideas with group and presenting ideas with group ideas with group
Accuracy
C1 Articulation of the message
and presenting applications and and presenting and presenting

applications ndings applications and applications and
and ndings to Hesitates, but ndings ndings
classmates pauses do not Hesitations Hesitations Expresses
interfere with and pauses and pauses messages that
discussion or sometimes often hinder are mostly
presentation hinder discussion discussion and incomprehensible
or presentation presentation OR
Expresses Makes errors that Makes errors that Makes errors Does not
messages that are sometimes affect affect clarity of that consistently participate*
clear and contain clarity of messages messages affect clarity of
Fluency
few errors, if any Messages Messages messages

understood with understood Messages
little interpretation with some mostly
interpretation understood but
require a lot of
interpretation
Produces a Produces a Produces a Produces a Produces a
presentation well presentation presentation presentation presentation
Pertinence and
adapted to the task suited to the task somewhat suited somewhat unsuited to the
C3 Content of
the message
coherence
requirements (topic, requirements to the task unsuited task requirements

audience, purpose) Provides generally requirements to the task Provides ideas that
Provides well- well-organized and Provides requirements lack organization
organized and coherent ideas somewhat Provides ideas and coherence
coherent ideas organized and that lack some
coherent ideas organization and
coherence
Presentation Presentation Presentation Presentation
targeted language
conventions**
contains very few or contains few contains some contains many

Accuracy of
no errors in the use errors in the use of errors in the errors in the Produces a
of unreal conditional unreal conditional use of unreal use of unreal presentation

sentences, innitives sentences, conditional conditional that is mostly
and gerunds innitives and sentences, sentences, incomprehensible
gerunds innitives and innitives and OR
gerunds gerunds
Does not
Errors in the use of Errors in the use of Errors in the Errors in the respect the task
unreal conditional unreal conditional use of unreal use of unreal requirements
sentences, innitives sentences, conditional conditional
OR
Clarity
and gerunds may be innitives and sentences, sentences,

present but do not gerunds may affect innitives innitives Does not complete
affect readability or readability but not and gerunds and gerunds the task
understanding*** understanding sometimes affect repeatedly affect
readability and readability and
understanding understanding
Note: * Expressing stand-alone opinions and ideas related to the issue but not to the ongoing discussion is not interacting. Allot an E if student
*** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when
Name: Date: Group:
Project B Unit 1 Project Evaluation Handout TE 13

Project Planning Money Matters Rubric
A B C D E
Speaks with ease Speaks with ease Speaks with Speaks with
and condence when discussing some difculty much difculty
when discussing project ideas when discussing when discussing
Accuracy
project ideas with with group and project ideas project ideas
group and preparing preparing the with group and with group and
the budget budget preparing the preparing the
Hesitates, but budget budget Expresses
pauses do not Hesitations Hesitations and messages that
interfere with and pauses pauses often are mostly
discussion sometimes hinder discussion incomprehensible
hinder discussion OR
Expresses Makes errors that Makes errors that Makes errors Does not
messages that are sometimes affect affect clarity of that consistently participate*
clear and contain clarity of messages messages affect clarity of
Fluency
few errors, if any Messages Messages messages

understood with understood Messages mostly
little interpretation with some understood but
interpretation require a lot of
interpretation
conventions**
Accuracy of
few or no errors errors in the use of some errors in many errors in

language
targeted
in the use of unreal conditional the use of unreal the use of unreal
unreal conditional sentences, conditional conditional
sentences, innitives innitives and sentences, sentences,
and gerunds gerunds innitives and innitives and
gerunds gerunds
Errors in the use of Errors in the use of Errors in the Errors in the
unreal conditional unreal conditional use of unreal use of unreal
sentences, innitives sentences, conditional conditional Produces a text

Clarity
and gerunds may be innitives and sentences, sentences, that is mostly

present but do not gerunds may affect innitives innitives incomprehensible
affect readability or readability but not and gerunds and gerunds
understanding*** understanding sometimes affect repeatedly affect OR
readability and readability and Does not
understanding understanding respect the task
requirements
Text includes Text includes Text includes Text includes
all required all required most of the some of the OR
components for a components for required required Does not
project plan and a project plan components for components for complete the task
Text Components
budget and skillfully and budget and a project plan a project plan
tailors them: properly tailors and budget and and budget and
project plan; budget them: project plan; tailors them: weakly tailors
document with date, budget document project plan; them: project
item, cost, revenue, with date, item, budget document plan; budget
total cost; project cost, revenue, with date, item, document with
feasibility total cost; project cost, revenue, date, item,
feasibility total cost; project cost, revenue,
feasibility total cost; project
feasibility
Name: Date: Group:

Book Jacket Cover to Cover Rubric
A B C D E
accurate and accurate and accurate and accurate and invented

pertinent information pertinent pertinent pertinent
from favourite information from information from information from

tragedy or comedy, favourite tragedy favourite tragedy favourite tragedy

classic or modern, to or comedy, or comedy, or comedy, classic
create a book jacket classic or classic or or modern, to
for the story modern, to create modern, to create create a book
a book jacket for a book jacket for jacket for the story
the story the story Text shows many
Text shows some weaknesses, such
weaknesses, as:
such as: • inaccurate content
• some inaccurate • too general or
content irrelevant content
• too general or
irrelevant content
conventions*
Accuracy of
language
targeted
few or no errors in errors in the use some errors in many errors in

the use of perfect of perfect tenses the use of perfect the use of perfect
tenses and adverbs and adverbs tenses and tenses and
adverbs adverbs
Errors in the use Errors in the use Errors in the use Errors in the use
of perfect tenses of perfect tenses of perfect tenses of perfect tenses
Clarity
and adverbs may be and adverbs and adverbs and adverbs

present but do not may affect sometimes affect repeatedly affect Produces a text
affect readability or readability but not readability and readability and that is mostly
understanding** understanding understanding understanding incomprehensible
Text includes Text includes Text includes Text includes OR
all required all required most of the some of the Does not
components for book components required required respect the task
jacket and skillfully for book jacket components for components for requirements
tailors them: title, and properly book jacket and book jacket and
OR
Text components
author’s name and structures them: tailors them: weakly tailors

photo on the front title, author’s title, author’s them: title, Does not
cover; reviews of the name and photo name and photo author’s name complete the task
story on the back on the front on the front and photo on
cover; summary of cover; reviews cover; reviews the front cover;
the story including of the story on of the story on reviews of the
information about the back cover; the back cover; story on the back
characters and the summary of the summary of the cover; summary of
storyline story including story including the story including
information about information about information about
characters and characters and characters and
the storyline the storyline the storyline
Note: * For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit.
** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when
Name: Date: Group:

Sketch Cover to Cover Rubric
A B C D E
Speaks with ease Speaks with ease Speaks with some Speaks with much
and condence when discussing difculty when difculty when
when discussing ideas with group discussing ideas discussing ideas
Accuracy
ideas with group and presenting with group and with group and
and presenting sketch presenting sketch presenting sketch
sketch to Hesitates, but Hesitations Hesitations and
classmates Expresses
pauses do not and pauses pauses often messages that
interfere with sometimes hinder hinder discussion are mostly
discussion or discussion or and presentation incomprehensible
presentation presentation
OR
Expresses Makes errors Makes errors that Makes errors
messages that are that sometimes affect clarity of that consistently Does not
clear and contain affect clarity of messages affect clarity of participate*
Fluency
few errors, if any messages Messages messages

Messages understood Messages mostly
understood with with some understood but
little interpretation interpretation require a lot of
interpretation
Writes a script Writes a script Writes a script Writes a script Writes a script
and coherence
well adapted to the suited to the task somewhat suited somewhat unsuited to the
C3 Content of
the message
Pertinence
task requirements requirements to the task unsuited to the task requirements

(topic, audience, Provides generally requirements task requirements Provides ideas that
purpose) well-organized Provides Provides ideas lack organization
Provides well- and coherent somewhat that lack some and coherence
organized and ideas organized and organization and
coherent ideas coherent ideas coherence
Script contains Script contains Script contains Script contains
conventions**
of targeted
very few or no few errors in the some errors in many errors in

language
Accuracy
errors in the use of use of perfect the use of perfect the use of perfect
perfect tenses and tenses and tenses and tenses and
adverbs adverbs adverbs adverbs
Errors in the use of Errors in the use Errors in the use Errors in the use Produces a script
perfect tenses and of perfect tenses of perfect tenses of perfect tenses that is mostly
Clarity
adverbs may be and adverbs and adverbs and adverbs incomprehensible

present but do not may affect sometimes affect repeatedly affect OR
affect readability or readability but not readability and readability and
understanding*** understanding understanding understanding Does not
respect the task
Text includes Text includes Text includes most Text includes requirements
all required all required of the required some of the
OR
components for components for components for required
Text components
script and skillfully script and properly script: written components for Does not complete
tailors them: structures them: in dialogue script: written the task
written in dialogue written in dialogue and includes in dialogue
and includes and includes characters, and includes
characters, characters, elements of characters,
elements of elements of the pyramid of elements of
the pyramid of the pyramid of action and stage the pyramid of
action and stage action and stage directions action and stage
directions directions directions
Name: Date: Group:

Timeline Weird Medicine Rubric
A B C D E
Speaks with ease Speaks with ease Speaks with some Speaks with
and condence when discussing difculty when much difculty
when discussing ideas with partner discussing ideas when discussing
Accuracy
ideas with partner and presenting with partner ideas with partner
and presenting timeline to and presenting and presenting
timeline to classmates timeline to timeline to
classmates Hesitates, but classmates classmates Expresses
pauses do not Hesitations and Hesitations and messages that
interfere with pauses sometimes pauses often are mostly
discussion or hinder discussion hinder discussion incomprehensible
presentation or presentation and presentation OR
Expresses Makes errors Makes errors that Makes errors Does not
messages that are that sometimes affect clarity of that consistently participate*
clear and contain affect clarity of messages affect clarity of
Fluency
few errors, if any messages Messages messages

understood with some understood but
with little interpretation require a lot of
interpretation interpretation
Writes a script Writes a script Writes a script Writes a script Writes a script
well adapted to the suited to the task somewhat suited somewhat unsuited to the
and coherence
C3 Content of
the message
Pertinence
task requirements requirements to the task unsuited to the task requirements

(topic, audience, Provides generally requirements task requirements Provides ideas
purpose) well-organized Provides Provides ideas that lack
Provides well- and coherent somewhat that lack some organization and
organized and ideas organized and organization and coherence
coherent ideas coherent ideas coherence
Errors in the use Errors in the use Errors in the use Errors in the use
of the simple past of the simple of the simple past of the simple past
vs. present perfect past vs. present vs. present perfect vs. present perfect
Clarity
and active and perfect and active and active and and active and Produces a
passive voices and passive passive voices passive voices timeline that
may be present voices may affect sometimes affect repeatedly affect is mostly
but do not affect readability but not readability and readability and incomprehensible
readability or understanding understanding understanding
OR
understanding***
Does not
Text includes Text includes Text includes most Text includes respect the task
Text components
all required all required of the required some of the requirements

components of components components of required
OR
chosen text form of chosen text chosen text form components of
(poster, slide-show form (poster, (poster, slide- chosen text form Does not complete
presentation, slide-show show presentation, (poster, slide- the task
listicle or prole presentation, listicle or prole show presentation,
article) listicle or prole article) listicle or prole
article) article)
Name: Date: Group:

Story Weird Medicine Rubric
A B C D E
Pertinence and coherence
Writes a text well Writes a text Writes a text Writes a text Writes a text
adapted to the suited to the task somewhat well somewhat unsuited to the
C3 Content
task requirements requirements suited to the task unsuited to the task requirements
(topic, audience, (topic, audience, requirements task requirements Provides ideas that
purpose) purpose) (topic, audience, (topic, audience, lack organization
Provides well- Provides generally purpose) purpose) and coherence
organized and well-organized Provides Provides ideas
coherent ideas and coherent somewhat well- that lack some
ideas organized and organization and
coherent ideas coherence
Story contains very Story contains few Story contains Story contains
conventions*
few or no errors errors in the use some errors in the many errors in the
of targeted
language
Accuracy
in the use of the of the simple past use of the simple use of the simple
simple past vs vs present perfect, past vs present past vs present
present perfect, modals and active perfect, modals perfect, modals
modals and active and passive voices and active and and active and
and passive voices passive voices passive voices Produces a story

that is mostly
Errors in the use Errors in the use Errors in the use Errors in the use incomprehensible
of the simple past of the simple of the simple of the simple
OR
vs. present perfect, past vs. present past vs. present past vs. present
Does not
Clarity
modals and active perfect, modals perfect, modals perfect, modals

and passive voices and active and and active and and active and respect the task
may be present passive voices passive voices passive voices requirements
but do not affect may affect sometimes affect repeatedly affect OR
readability or readability but not readability and readability and
Does not complete
understanding** understanding understanding understanding
the task
Text includes Text includes Text includes Text includes
components
all required all required most of the some of the

components of components of required required
Text
chosen text form chosen text form components of components of

(prole, news (prole, news chosen text form chosen text form
article, narrative) article, narrative) (prole, news (prole, news
article, narrative) article, narrative)
Note: * For accuracy of language, target language conventions for the task based on the Progression of Learning and notions from the unit.
** Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when
Name: Date: Group:

Case Study Law and Order Rubric
A B C D E
in oral interaction Interacts throughout Interacts Interacts Rarely expresses Reverts to a
C1 Participation
the discussion and throughout the sporadically ideas or responds language other
uses a variety of discussion to peers than English often
techniques to help OR enough
the discussion move that evaluation
forward (e.g. asks for Speaks but rarely is not possible
details, comments interacts with
peers, if at all OR
on what others say,
prompts peers) Does not
participate*
Selects highly Selects Selects some Selects little Information /
C2 Use of knowledge from texts in a
appropriate, accurate appropriate, appropriate, appropriate, ideas / language

and pertinent accurate and accurate and accurate and are inaccurate or
information / ideas / pertinent pertinent pertinent invented
language from texts information / information / information /
OR
reinvestment task
about the Charter to ideas / language ideas / language ideas / language

make ruling from texts about from texts from texts Large parts
the Charter to copied from
Text shows some Text shows many source texts**
make ruling weaknesses, such weaknesses, such
as: as:
copied from texts
Case study contains Case study Case study Case study
conventions***
Accuracy of
very few or no errors contains few contains some contains many

language
targeted
in the use of real errors in the use errors in the use errors in the use
conditional sentences of real conditional of real conditional of real conditional
and transition words sentences and sentences and sentences and
and conjunctions transition words transition words transition words
Produces a
and conjunctions and conjunctions and conjunctions

case study
Errors in the use Errors in the use Errors in the use Errors in the use that is mostly
of real conditional of real conditional of real conditional of real conditional incomprehensible
sentences and sentences and sentences and sentences and
Clarity
transition words and transition words transition words transition words OR

conjunctions may be and conjunctions and conjunctions and conjunctions Does not
present but do not may affect sometimes affect repeatedly affect respect the task
affect readability or readability but not readability and readability and requirements
understanding**** understanding understanding understanding OR
Text includes all Text includes Text includes most Text includes some Does not
Text components
required components all required of the required of the required complete

(summary, opposing components components components the task
parties, rights and (summary, (summary, (summary,
freedoms infringed opposing parties, opposing parties, opposing parties,
upon, arguments, rights and rights and rights and
rulings) freedoms infringed freedoms infringed freedoms infringed
upon, arguments, upon, arguments, upon, arguments,
rulings) rulings) rulings)
** If only a few passages were copied from the reading texts, but several were written by the student, use the rubric but ignore copied passages
Name: Date: Group:

Mock Trial Law and Order Rubric
A B C D E
Interacts throughout Interacts Interacts Rarely expresses Reverts to a
in oral interaction
C1 Participation
the preparation for and throughout the sporadically ideas or responds language other
role-playing of the trial preparation for to peers than English
and uses a variety of and role-playing OR often enough that
techniques to help the trial of the trial evaluation is not
move forward (e.g. asks for Speaks but rarely possible
details, comments on what interacts with
peers, if at all OR
others say, prompts peers)
Does not
participate*
Speaks with ease and Speaks with ease Speaks with Speaks with
condence with partners with partners some difculty much difculty
when preparing for and when preparing with partners with partners
role-playing the trial for and role- when preparing when preparing
Accuracy
playing the trial for and role- for and role-

Hesitates, but playing the trial playing the trial
pauses do not Hesitations Hesitations and Expresses
interfere with and pauses pauses often messages that
discussion or sometimes hinder discussion are mostly
presentation hinder discussion and presentation incomprehensible
or presentation OR
Expresses messages that Makes errors Makes errors that Makes errors Does not
are clear and contain few that sometimes affect clarity of that consistently participate
errors, if any affect clarity of messages affect clarity of
Fluency
messages Messages messages

understood with some understood but
with little interpretation require a lot of
interpretation interpretation
Mock trial contains very Mock trial Mock trial Mock trial
conventions**
Accuracy of
few or no errors in the contains few contains some contains many

language
targeted
use of real conditional errors in the use errors in the use errors in the use
sentences and transition of real conditional of real conditional of real conditional
words and conjunctions sentences and sentences and sentences and
transition words transition words transition words Produces a

and conjunctions and conjunctions and conjunctions mock trial
that is mostly
Errors in the use of real Errors in the use Errors in the use Errors in the use incomprehensible
conditional sentences of real conditional of real conditional of real conditional
and transition words and sentences and sentences and sentences and OR
Clarity
conjunctions do not affect transition words transition words transition words Does not
understanding*** and conjunctions and conjunctions and conjunctions respect the task
are evident but sometimes affect repeatedly affect requirements
do not affect understanding understanding OR
understanding
Does not
Mock trial includes all Mock trial Mock trial Mock trial
components
complete the task

required components includes all includes most includes some
Text
(questions and answers) required of the required of the required

components components components
(questions and (questions and (questions and
answers) answers) answers)
*** Understanding is impeded when the listener is unable to understand what the student meant.
Evaluation Situation 1
Stories of Deception
For use after Units 1 and 2
Components of the Evaluation Situation

Teacher’s Guide
• Overview of Evaluation Situation 1                                                               350
• Evaluation Rubrics for C1, C2 and C3 (Handouts ES 11–ES 12)                                      351
• Transcript for Task 3 (Handout ES 13, Audio CD Track 9)                                           353
Student Handouts (ES 14–17)                                                                    355
ESL Competencies Evaluated
C1 Interacts Orally in English C2 Reinvests Understanding of Texts
• Participation in oral interaction • Evidence of understanding of texts through the response process
• Content of the message C3 Writes and Produces Texts
• Articulation of the message • Content of the message
• Formulation of the message
General Procedure
Make sure students understand each step of the procedure
Step 1: Theme and Questions
• Describe the theme of the evaluation situation in general terms Students will read and listen to texts about
con artists and how they trick their targets They will reflect on questions related to scams and their potential
dangers, as well as some techniques con artists use to fool their victims Students will then write a story
about a scam
• Go over the new vocabulary of the evaluation situations
• Lead a class discussion about con artists and scams Suggested questions and prompts:
Are there scams that target young people or students? Some examples: fake modelling contracts,
student credit cards with exorbitant interest rates, fake friend requests
Do you think you are safe from frauds, cons and scams? Why or why not?
Look at real headlines about scams:
– Toronto woman loses $450K in online romance scam
– Facebook promoted scam ads based on fake news headlines
– Stolen passwords fuel cardless ATM fraud
– Police warn of impersonators forcibly seeking donations
Step 2: Student Handouts and Evaluation Criteria
• Distribute the student handouts At the beginning of each task, go over the instructions and make sure
students understand what is expected of them If neither students nor anyone they know has ever had an
experience with a con artist or a potential scam, invite them to make up a story based on what they have
learned from the texts in the ES
• Give students the Task 4 handouts only once they have completed Tasks 1 to 3
• For each task, present the evaluation criteria and the task requirements using the evaluation rubrics
provided on pages 351 and 352
• Tell students which resources they are allowed to use
• At the end of each period, be sure to collect all handouts
• Evaluate the students using the appropriate answer keys and evaluation rubrics
Reproduction prohibited © TC Media Books Inc. Upside Secondary 5  Evaluation Situations 349
Overview of Evaluation Situation 1
In Task 1, students will engage in a discussion about frauds, cons and scams. In Tasks 2 and 3, students will
read and listen to texts to learn about some “successful” con artists and their powers of persuasion. In Task 4,
students will write a real or imagined narrative about somebody falling victim to a con artist or a potential
fraud or scam.
Approximate ESL Competency and

Text Type Language Repertoire
Time Evaluation Criteria
Task 1: The World of Frauds and Scams

45 min C1 Interacts Orally in English • Discussion • Present perfect
• Participation in oral interaction • Expressing opinions
• Content of the message • Expressing feelings
• Articulation of the message
Task 2: Lies People Tell

60 min C2 Reinvests Understanding of • Biographical • Perfect tenses
Texts stories
• Evidence of understanding of
process
Task 3: The Power of Persuasion

45 min C2 Reinvests Understanding of • Informative; • Idioms
Texts special report
• Evidence of understanding of
process
Task 4: A Story of Deception

75-90 min C3 Writes and Produces Texts • Narrative • Unreal conditionals
• Content of the message • Gerunds and innitives
• Formulation of the message • Adverbs
• Perfect tenses
350 Upside Secondary 5  Evaluation Situations Reproduction permitted © TC Media Books Inc.
Name: Date: Group:
Evaluation Evaluation Rubrics Handout ES 1.1

Situation 1 for Tasks 1, 2 and 3
Task 1: C1 Interacts Orally in English
A B C D E
in oral interaction*
Interacts throughout Interacts Interacts Interacts very little Reverts to a

C1 Participation
the discussion about throughout the sporadically or unless prompted language other
cons, frauds and scams discussion mostly when OR than English
and uses a variety of Gives examples, prompted often enough
techniques to help the Speaks but rarely that evaluation
shares own interacts with peers,
discussion move forward experiences and is not possible
(e.g. asks for details, if at all
opinions OR
comments on what others
say, prompts peers) Does not
participate
Discusses the targeted Discusses the Expresses basic Expresses ideas Expresses
topics in depth, shares targeted topics, ideas related to the that are mostly messages that
relevant ideas to enrich shares relevant topic, elaborates incomplete, are not relevant
C1 Content of
the message
the discussion ideas and somewhat when repetitive or can to the topic
AND elaborates on prompted apply to any topic OR
them in a detailed (e.g. I think it’s true)
Brings up new ideas or manner Reverts to a
aspects to enrich the language other
discussion than English
often enough that
evaluation is not
possible
Speaks with ease Speaks with Speaks with some Speaks with much
and condence when some ease when difculty when difculty when
interacting interacting interacting interacting Expresses
Hesitates, but Hesitations and Hesitations and messages that

Fluency
pauses do not pauses sometimes pauses often hinder are mostly

interfere with hinder interaction interaction incomprehensible
interaction OR
Reverts to a
language other
than English
When interacting, When interacting, When interacting, When interacting, often enough
expresses messages that makes errors makes errors that makes errors that that evaluation
are clear and contain few that sometimes often affect clarity consistently affect is not possible
Content
errors, if any affect clarity of of messages clarity of messages OR

messages Messages Messages mostly Does not
Messages understood understood but participate
understood with with some require a lot of
little interpretation interpretation interpretation
Note: * Expressing stand-alone opinions and ideas related to the issue but not to the ongoing discussion is not interacting. Allot an E if student speaks
(well or not) but does not interact with peers.
Tasks 2 and 3: C2 Reinvests Understanding of Texts
A B C D E
understanding of texts
through the response

understanding of understanding of understanding of understanding of understanding of
C2 Evidence of
motivations and motivations and motivations and motivations and motivations and
process
consequences consequences of consequences of consequences of consequences of

of scams based scams based on scams based on scams based on scams based on
on information in the information the information the information the information
the texts in the texts in the texts in the texts in the texts
links between text between text and between text and between text and linked to text
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Evaluation Situations 351
Name: Date: Group:

Situation 1 for Task 4
Task 4: C3 Writes and Produces Texts
A B C D E
C3 Content of the message
Pertinence and coherence
Narrative text is Narrative text is Narrative text Text is somewhat Text is unsuited
well adapted to the suited to the task is somewhat unsuited to the to the task
task requirements requirements suited to the task task requirements requirements
(topic, audience, (topic, audience, requirements Ideas lack some Ideas lack
purpose) purpose) (topic, audience, organization and organization and
Ideas are well Ideas are generally purpose) coherence coherence
organized and well organized and Ideas are
coherent coherent somewhat
organized and
coherent
Contains very few Contains few Contains some Contains many
targeted language
or no errors in the errors in the use errors in the use errors in the use
conventions
Accuracy of
use of targeted or of targeted or of targeted or of targeted or

familiar language familiar language familiar language familiar language
conventions (unreal conventions conventions conventions Text is mostly
conditionals, incomprehensible
gerunds and
OR
innitives, adverbs,
perfect tenses) Does not
respect the task

Errors may be Errors may affect Errors or awkward Errors and/or requirements
present but do not readability but not structures awkward
OR
affect readability or understanding sometimes affect structures
Task not
Clarity
understanding * readability and repeatedly affect

understanding readability and/or completed
Text is understood understanding but
with some text is understood
interpretation with a good deal of
interpretation
Includes all Includes all Includes most Includes some Unsuited to task
required required of the required of the required requirements
Text Components
components of a components and components of a components of a

narrative text and properly structures narrative text narrative text
skilfully tailors them Meets most task Meets some task
them Meets all task requirements requirements
Meets all task requirements
requirements
(parts of story from
the pyramid of
action)
Note: * Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when
Name: Date: Group:
Evaluation Transcript for Task 3 Handout ES 1.3

C2
Situation 1 Audio CD Track 9
Special Report: The Power of Persuasion CD
We all think we can recognize a scam a mile away trick you by showing you ofcial-looking papers or
and that we are safe from fraud, cons and scams. by wearing the right clothes. We are more likely to
We truly believe that we’re not stupid enough to fall believe a story, no matter how “out there” it might
into these traps. But the truth is that everybody is at be, if the person telling it looks the part and has the
risk and millions of people are victims of fraudsters documentation to back it up.
every year. Chances are high that you could be one
Smooth talkers but even better listeners
of them.
Con artists are good orators and use the right
The people behind these scams are con artists,
words to capture a person’s attention. Even more
and they are much smarter than you might think. importantly, con artists are good listeners. People
There’s a reason why they are successful and are more likely to open up to people who seem to
manage to swindle even the most intelligent of be giving them their full attention and con artists
people. One of the best ways to protect yourself is use this to their advantage. They don’t interrupt and
to learn about con artists’ tricks of the trade so you the more they listen, the more they learn about you.
don’t fall into their traps. By building a relationship with you, the con artist
It’s all about condence gets you to trust them and eventually let your guard
First of all, con artists are aptly named. They are down. While you open up to them, con artists pay
real artists—actors who play the part of a character attention to details and store the information in
and tell stories of deception. They are so convincing their memory. The more you talk with a con artist,
that we end up believing their story, which opens the more you may notice similarities or common
the door for them to swoop in, to deceive and to elements that you share with him or her. This isn’t a
coincidence; it’s part of their plan! They might even
exploit. Originally known as “condence men,” they
convince you that you’ve actually met before or that
exude condence, gaining the victim’s trust and
they know you or someone you know. All it takes is
playing on people’s better instincts.
a few details slipped into the conversation for you to
You might think of a con artist as a shady-looking
develop condence in this person and to feel safe.
character lurking in a dark alleyway but that’s not
This is exactly what the fraudster wants!
always the case. Con artists usually dress well, are
charming and command authority. They often have Like a scout: always be prepared
business cards or wear uniforms because they One secret to the con artist’s success is
know that people are generally trusting of signs of preparation. Con artists don’t act impulsively or
authenticity and authority. A con artist can easily come up with last-minute scams. They do their
Name: Date: Group:

C2
Situation 1 Audio CD Track 9 (cont.)
research and make sure they have covered all up stories of international intrigue. The con artist
the bases. For example, when Frank Abagnale Samantha Azzopardi went as far as to say that she
posed as an airline pilot at the age of 16, he had was a victim of human trafcking, sexual assault
to learn as much as he could about ying a plane. and torture. This resulted in countless people giving
He pretended to be a high school student doing her money and support.
research about an airline company in order to gain
Unfortunately, the people who feel the most
valuable information about the ins and outs of
shame in a scam are usually the victims. This is one
airports and the aircraft industry.
of the reasons why con artists are so successful.
Con artists think about what can possibly go
Some people are so embarrassed at having been
wrong and then nd strategies to deal with any
conned that they don’t even report it, allowing con
problems that could arise. They usually have an
artists to repeat their crimes over and over again.
explanation or an excuse for everything. They are
Many con artists think it’s all the victim’s fault
very good at improvising and looking for creative
solutions to the problems and questions they anyways, because they allowed themselves to be
might face. taken in and fooled. In fact, they consider their

crimes to be victimless, because there was never
No shame in this game
any violence and the people they targeted were not
Con artists take advantage of others without the
forced to do anything against their will.
guilt that most people would naturally feel, and
So, without becoming totally paranoid, we need
they are not afraid to invent stories that play on
people’s emotions and sympathy in order to gain to be aware that con artists are out there and that
what they want. Their stories and lies are often so they are ready to use their powers of persuasion
outrageous that victims never imagine they are to trick us all. We must remember to trust our
being scammed. Some con artists will claim to instincts and believe that if something feels wrong,
have a sick child or an illness, while others make then it probably is. Better to be safe than sorry!
Name: Date: Group:
Evaluation Task 1: The World of Frauds Handout ES 1.4

C1
Situation 1 and Scams
1. Familiarize yourself with the vocabulary of frauds and scams.
cheat behave dishonestly

con to get money from someone dishonestly; the person who does the deceiving
deception deliberately making someone believe something that is untrue
fraud crime of lying to get money or goods
scam dishonest way to get money
swindle get money by lying
target person who is chosen to be attacked
2. Select a statement or question from your card below. In groups of 4, use the prompts on the
cards to take turns initiating a discussion with your classmates. Use the Useful Language
box below for help.
Student A Student B
• Do you think that you could be a con artist’s • What would you do if you received an online
target? message from a secret admirer who seemed to
• Describe a time when you tried to trick someone. know you?
• Are you suspicious of strangers asking for help, • What age group do you think is most at risk for
offering rewards or asking for donations? falling victim to con artists?
• Do you think it is really necessary to use • Is false advertising a type of scam? Explain.
password protection on your computer or cell • What common characteristics do you think
phone? successful con artists share?
Student C Student D
• What is the most outrageous scam you have • What are some things besides money that could
ever heard of? motivate a con artist to trick someone?
• Who do you think is more likely to fall for an • What clues might tip you off to a scam?
online scam—a person who is very comfortable • Don’t we all tell and benet from little lies? Is
using technology or a person who is almost scamming any different?
computer illiterate? • What would you do if you received an email or a
• How do con artists choose their victims? phone call offering you a prize or a job but that
• Do you think people who fall for scams are said you had to rst pay a shipping charge or a
gullible? processing fee in order to claim it?
Useful Language
• I have never/already heard about… • I see your point but…
• I see what you mean but… • You’re absolutely right about…
• Don’t forget about… • I would never do that!
• Do you really think so? • What about…?
Name: Date: Group:
Evaluation Handout ES 1.5

Task 2: Lies People Tell C2
Situation 1
1. Before you read the biographies explain why you think people become con artists.
What makes a person choose a life of deception?
2. Do you think you could recognize a con artist if you were approached by one? What
characteristics or behaviour would you look for?
3. While you read the biographies, complete the bio proles in the chart below.
Con Artist
Name
Personal
Information
(3)
First
Offence(s)
False
Identities
(3)
Type of Scam
Current
Situation
Name: Date: Group:

(cont.)
Situation 1
Catch Me If You Can:

From Teenager to International Con Artist
Frank Abagnale Jr. grew up in New York state the bank caught up with him so Abagnale went
with his parents and three siblings. His was no into hiding.
extraordinary story to begin with but Abagnale Abagnale’s courage and condence grew
turned it into the one of the most fascinating and with every crime he committed. One of his
daring tales of deception ever. most impressive cons was when he posed as
Abagnale’s parents divorced when he was a pilot for Pan Am Airlines in an effort to get free
a young teenager. After the divorce, Abagnale airline travel all over the world. The secret to
lived with his father and worked at his stationery his success was careful preparation. First, he
business. But it wasn’t long before Abagnale posed as a high school student doing research
started committing small crimes. He began with in order to gain valuable information about the ins
minor offences such as shoplifting and then and outs of airports and the aircraft industry. He
moved on to a credit card scam. Frank would use then forged a fake employee ID and acquired a
his father’s gas credit card to buy gas then ask pilot’s uniform by claiming he had lost his while
for an additional cash advance on the card. The travelling. Finally, he forged a ying license.
advances got bigger and bigger until the day his Knowing that people in uniform seemed to
father received a bill for thousands of dollars. When automatically elicit trust, he was dressed for
the deception was revealed, Abagnale’s mother success! While Abagnale never actually had to
arranged for him to attend a school for delinquent pilot an aircraft, he played the part of a respected
teenagers. Instead, Abagnale ran away from home. pilot for two years, travelling on over 250 ights
He was only 16 years old and on his own with no to 26 countries, staying in hotels and eating
education, no money and the challenge of making for free. Between the ages of 16 and 18, the
ends meet. teenager lived a life of wealth and luxury.
Now in survival mode, Abagnale’s rst strategy Eventually, the airline company and the police
was to change his story. Modifying the date on became suspicious of Abagnale and he was
his driver’s license, he claimed to be ten years forced to change identities. His next con was
older and college educated. That is when he to pose as a pediatrician in Georgia, stopping
took his scams to a new level, starting by writing only when he realized that his dangerous scam
bad cheques on an empty bank account. This could cost children their lives. He moved on to
continued until he had overdrawn thousands posing as a Harvard University graduate and
of dollars. It was only a matter of time before then pretended to be a lawyer in Louisiana.
Name: Date: Group:

(cont.)
Situation 1
Abagnale even took the Louisiana Bar Exam and agree to teach them his methods in order to
passed it on his third attempt! prevent other fraudsters from getting away with
After a few years, Abegnale wanted a quieter the same crimes.
life and moved to France, hoping to settle down Over the course of his career, Abagnale
and live an honest and respectable life. However, cashed about $2.5 million worth of bad cheques,
an ex-girlfriend recognized his photo on a fraudulently posed as authority gures, escaped
wanted poster and called the police. Abagnale from custody twice, and spent several years in
was arrested and served jail time in France, prison. Today, however, he works for the FBI and
Sweden and the United States. The government runs his own business teaching people how to
eventually made a deal with Abagnale, and avoid becoming victims of fraud. Does crime pay?
offered to release him from prison if he would Rarely… unless you’re Frank Abagnale Jr.
A Life of Deception:
Just Another Good Story
It was a cold day in Dublin, Ireland, in 2013. A They believed that it was the only way to nd out
fourteen-year-old girl, shivering in a sweatshirt and the identity of this poor young girl.
jeans, walked down a road looking scared and Ten hours after the picture was broadcast, a
lost. Eventually, someone called the police and man called Joe Brennan phoned the police to say
she was taken to a hospital. She could not speak that he was the former boyfriend of the girl’s mother,
English very well but she drew disturbing pictures and that she had stayed with him for three weeks
to explain what had happened to her. It was clear to during the summer. Then one day she had just
all concerned: she was a victim of human trafcking picked up and left.
and had been brought to Ireland where she had To everyone’s shock, the girl was a con artist
managed to escape from her captors. and this was not her rst scam. Samantha Lyndell
For three weeks, authorities tried to nd out Azzopardi was a twenty-ve-year-old Australian
more. They went from house to house, checked who could speak English perfectly. She had grown
lists of missing persons, and reviewed footage up in a small town near Sydney, Australia, with her
from security cameras, but nothing produced brother and their mother. Other than those bare
results. Even though she was a minor, the police facts, everything else seemed to be deception
eventually released her photograph to the public. and disguise.
Name: Date: Group:

(cont.)
Situation 1
For years before her time in Ireland, Azzopardi over $150,000 investigating before discovering
had pulled off multiple scams in her native Australia, her true identity. She was deported to Australia in
almost all of them preying on people’s willingness December 2014.
to help a girl in distress. Eventually, among other Over her career, Azzopardi used over forty
things, she had claimed to be sexually abused, had different aliases. She did not scam people to make
pretended to be a professional Russian gymnast millions of dollars or to live a life of luxury. Hers
whose family had died tragically in France in a was a game of emotional manipulation, conning
murder-suicide, had convinced a family to adopt people with her stories and counting on their pity
her, had stolen and forged pieces of identication, and sympathy. She invented stories that were so
had written fake letters and attestations and had disturbing and horric that nobody questioned
even pretended to be a princess. She was arrested whether or not they were really true.
many times and sentenced to prison, but never Azzopardi deceived people in the worst
actually served any time. way possible, by breaking their trust and taking
She was arrested in Ireland, too, but got away advantage of their kindness and goodwill. She
without spending any time in jail there either. underwent psychological evaluation but was
One year later, Azzopardi turned up in Canada. found to have no apparent mental health issues.
A 14-year-old girl named Aurora Hepburn walked Azzopardi’s failed scam in Canada is the last
into a Calgary clinic and told a terrible story of episode on record. Whether it’s her last scam
torture and abduction. Canadian police spent ever remains to be seen.
GLOSSARY
making ends meet > having enough money to survive
overdrawn > having taken more money from your bank
account than is allowed
forged > made a fake or illegal copy of something
elicit > produce a strong feeling
fraudster > person who commits fraud
footage > lmed material
preying > victimizing
aliases > false identities
Name: Date: Group:

(cont.)
Situation 1
4. Compare the motivations of Frank Abagnale and Samantha Azzopardi. What drove them
to repeatedly con people? What did they get out of their scams? Support your answer with
information from the text.
5. Abagnale and Azzopardi told convincing stories—his were about success, while hers were
about desperation. What is it about these stories that was so convincing or that made people
want to believe them? What reactions were these con artists counting on?
6. Frank Abagnale now has a career using his experience from his life as a con to help prevent
other cons. Has he beneted from his crimes? Do you think that is fair?
7. If someone making claims like the ones Samantha Azzopardi made showed up at your high
school, would you believe her? Explain your answer.
8. A “victimless crime” is a crime in which no individual is harmed and in which most people willingly
participate. Do you think Abegnale and Azzopardi’s scams were victimless? Explain your answer.
Consider how the people caught up these scams might have felt.
Name: Date: Group:

Task 3: The Power of Persuasion C2
Situation 1
1. Before you listen to the special report, match each idiomatic expression with its meaning.
Expression Meaning
a. trick of the trade 1. being able to see the truth

b. open the door for something 2. succeed in making something happen
c. see something from a mile away 3. special details of a situation
d. pull something off 4. prepare for every possibility
e. cover all the bases 5. special skill associated with a particular profession
f. ins and outs of something 6. allow something to happen
2. CD While you listen to the special report, read the statements below. As you listen, check if
the statement is true (T) or false (F). Correct the false statements in the nal column.
Statement T F Corrections
a. Con artists are usually poorly dressed,
suspicious looking people who lurk around
dangerous places in order to trap their victims.
b. People are more likely to trust people in uniform

or individuals with business cards and ofcial-
looking documents.
c. Con artists have usually met their victims before

or they have some common acquaintances.
d. Con artists are able to carry out their scams

because they do not feel the same guilt that most
people would feel in taking advantage of others.
e. Thanks to consistent reports by victims, most

con artists are caught before they are able to
repeat their crimes.
3. When a person is a victim of a scam, what emotional impact might it have on him or her?
Name: Date: Group:

Task 4: A Story of Deception C3
Situation 1
Almost everyone will fall victim to a con artist or a scam at one time or another. Write a narrative
text telling the story about someone’s experience with a con artist or a scam. Your text could
describe real or imagined events.
1. Use the graphic organizer on this page and the next page to plan your text. Use information
from the discussion and texts in Tasks 1, 2 and 3 for ideas.
2. Include the parts of the pyramid of action in your story. Use the questions in the chart below
to help you take notes about the different parts of your story.
EXPOSITION
Who is the victim?
Where and when
does the event take
place?
INCIDENT
What happens
rst?
RISING ACTION
How do the events
unfold?
What techniques
does the con artist
use?
CLIMAX
What is the most
exciting or most
stressful moment?
Name: Date: Group:

Task 4: A Story of Deception C3
(cont.)
Situation 1
FALLING ACTION
How does the
story end? Is
the con artist
successful
or not?
DÉNOUEMENT
What lesson can be
learned from this
experience?
What impact does it
have on the victim?
3. Write the rst draft of your narrative text on a separate sheet of paper. Follow your plan
from Step 2. Use unreal conditionals, gerunds and innitives, adverbs and perfect tenses
where appropriate. Give your story a title.
4. Use the writing checklist to revise and edit your text.
Writing Checklist
I wrote a story about a person’s experience with a con
artist or a scam.
I included the parts of the pyramid of action.
I used prose in my narrative.
The language is direct and persuasive.
I used unreal conditionals, gerunds and innitives,
adverbs and perfect tenses whenever possible.
5. Write your nal copy on a separate sheet of paper. Integrate the changes and corrections
you made in Steps 3 and 4.
Evaluation Situation 2
Perfection: At What Cost?

For use after Units 3 and 4
Components of the Evaluation Situation

Teacher’s Guide
• Overview of Evaluation Situation 2                                                               365
• Evaluation Rubrics for C1, C2 and C3 (Handouts ES 21–ES 22)                                      366
• Transcript for Task 2 (Handout ES 23, Audio CD Track 10)                                          368
Student Handouts (ES 24–ES 27)                                                                 370
ESL Competencies Evaluated
C1: Interacts Orally in English C2: Reinvests Understanding of Texts
• Participation in oral interaction • Evidence of understanding of texts through the response process
• Content of the message C3: Writes and Produces Texts
• Articulation of the message • Formulation of the message
General Procedure
Make sure students understand each step of the procedure
Step 1: Theme and Questions
• Describe the theme of the evaluation situation in general terms Students will read and listen to texts
about plastic surgery for cosmetic reasons They will reflect on the ethical, legal, psychological, social
and medical aspects of cosmetic surgery Finally, they will give their personal opinion about cosmetic
surgery
• Lead a class discussion Suggested questions: Just because cosmetic surgery can “fix” something for
you, should you fix it? What other reasons besides cosmetic is plastic surgery used for? What defines
beauty? What are some of the factors that influence how we see beauty today? How can we help young
people to not be so obsessed with body image?
Step 2: Student Handouts and Evaluation Criteria
• Distribute the student handouts At the beginning of each task, go over the instructions and make sure
students understand what is expected of them
• Do not reveal the final task (Task 4) to students right away Give students the Task 4 handouts only once
they have completed Tasks 1 to 3
• For each task, present the evaluation criteria and the task requirements using the evaluation rubrics
provided on pages 366 and 367
• Tell students which resources they are allowed to use
• At the end of each period, be sure to collect all handouts
• Evaluate the students using the appropriate answer keys and evaluation rubrics
364 Upside Secondary 5  Evaluation Situations Reproduction prohibited © TC Media Books Inc.
Overview of Evaluation Situation 2
In Tasks 1 and 2, students will read and listen to texts about cosmetic surgery for teens. In Task 3, they will
discuss different statements related to cosmetic surgery. In Task 4, they will write an opinion piece about
cosmetic surgery.
Approximate ESL Competency and

Text Type Language Repertoire
Time Evaluation Criteria
Task 1: Teens Under Construction
60 min C2 Reinvests Understanding • Fact sheet • Simple past and
of Texts • Blog comments present perfect
• Evidence of understanding • Newspaper • Modals
of texts through the response article • Gerunds and innitives
process
• Active and passive voices
• Reading for understanding
(not evaluated; preparation
for nal task)
Task 2: How Young Is Too Young?

60 min C2 Reinvests Understanding • Radio interview • Perfect tenses
of Texts • Adverbs
• Evidence of understanding of • Modals
process
• Listening for understanding
(not evaluated; preparation for
nal task)
Task 3: Teens and Cosmetic Surgery

75 min C1 Interacts Orally in English • Discussion • Expressing opinions
• Participation in oral interaction • Expressing feelings
• Content of the message • Modals
• Articulation of the message • Real conditionals
Task 4: Take A Stand

75 min C3 Writes and Produces Texts • Opinion piece • Expressing opinions
• Content of the message • Modals
• Formulation of the message • Real conditionals
• Conjunctions and
transition words
Name: Date: Group:

Situation 2 for Tasks 1, 2 and 3
Tasks 1 and 2: C2 Reinvests Understanding of Texts
A B C D E
understanding of texts

response process
understanding of understanding of understanding of understanding of understanding of

C2 Evidence of
through the
the implications of the implications of the implications of the implications of the implications of
cosmetic surgery cosmetic surgery cosmetic surgery cosmetic surgery cosmetic surgery
for teens based on for teens based on for teens based on for teens based on for teens based on
the information in the information in the information in the information in the information in
the texts the texts the texts the texts the texts
links between text between text and between text and between text and linked to text
Task 3: C1 Interacts Orally in English
A B C D E
C1 Participation in oral
Interacts Interacts Interacts Rarely expresses ideas Reverts to a

interaction *
throughout the throughout the sporadically or or responds to peers language other than
discussion and discussion mostly only when OR English often enough
uses a variety of Gives examples, prompted that evaluation is not
techniques to help Speaks but rarely possible
shares own interacts with peers, if
the discussion experiences and OR
move forward (e.g. at all
ideas Does not participate*
asks for details,
prompts peers)
Discusses the Discusses the Expresses basic Expresses ideas that Expresses messages
targeted topics targeted topics, ideas related to the are mostly incomplete, that are not relevant
C1 Content of the
in depth, shares shares relevant topic, elaborates repetitive or can apply OR

relevant ideas ideas and somewhat when to any topic
message
to enrich the elaborates on prompted Reverts to a

discussion them in a detailed language other than
manner English often enough
AND that evaluation is not
Brings up new ideas possible
or aspects to enrich
the discussion
Speaks with ease Speaks with Speaks with some Speaks with much
C1 Articulation of the message**
and condence some ease when difculty when difculty when

Fluency
when interacting interacting interacting interacting Expresses messages

Hesitates, but Hesitations and Hesitations and pauses that are mostly
pauses do not pauses sometimes often hinder interaction incomprehensible
interfere with hinder interaction Reverts to a
interaction language other than
When interacting, When interacting, When interacting, When interacting, English often enough
expresses makes errors that makes errors that makes errors that that evaluation is not
Accuracy
messages that are sometimes affect often affect clarity consistently affect possible
clear and contain clarity of messages of messages clarity of messages OR
few errors, if any Messages Messages Messages mostly Does not participate
understood with understood with understood but require
little interpretation some interpretation a lot of interpretation
Note: * Expressing stand-alone opinions and ideas related to the issue but not to the ongoing discussion is not interacting. Allot an E if student speaks
(well or not) but does not interact with peers.
** For articulation of the message, target language conventions for the task based on the Progression of Learning and notions from the units.
Name: Date: Group:

Situation 2 for Task 4
Task 4: C3 Writes and Produces Texts
A B C D E
Writes a text Writes a text Writes a text Writes a text Writes a text
and coherence
well adapted suited to the task somewhat suited somewhat unsuited unsuited to the task
Pertinence
to the task requirements to the task to the task requirements

C3 Content of the message
requirements Provides generally requirements requirements Provides ideas that

(topic, audience, well-organized and Provides somewhat Provides ideas lack organization and
purpose) coherent ideas organized and that lack some coherence
Provides well- coherent ideas organization and
organized and coherence
coherent ideas
Provides well- Provides generally Provides somewhat Provides somewhat Provides ideas and
developed and well-developed and developed and underdeveloped or viewpoints that are
Development
supported ideas supported ideas and supported ideas supported ideas not developed or
and viewpoints viewpoints and viewpoints and viewpoints supported
Demonstrates
originality
and cognitive
maturity
Contains very Contains few Contains some Contains many
targeted language
few or no errors in the use errors in the use of errors in the use of
conventions
Accuracy of
errors in the of targeted or targeted language targeted language Text is mostly

use of targeted familiar language conventions conventions incomprehensible
or familiar conventions OR
language
Does not respect the
conventions
task requirements
Formulation of the message
OR
Errors may be Errors may affect Errors or awkward Errors and/or
Task not completed
present but readability but not structures awkward structures
do not affect understanding sometimes affect repeatedly affect OR
Clarity
readability or readability and readability and/or Most passages are

understanding* understanding. Text understanding but copied from the
is understood with text is understood source texts
some interpretation with a good deal of
interpretation
Includes all Includes all required Includes most Includes some Unsuited to task
Text components
required components of an of the required of the required requirements

components of opinion piece and components of an components of an
an opinion piece properly structures opinion piece opinion piece
and skillfully them Meets most task Meets some task
tailors them Meets all task requirements requirements
Meets all task requirements
requirements
Note: * Readability is impeded when the reader has to slow down his or her reading but does not have to stop. Understanding is impeded when the reader
has to either stop to gure out what the student meant or reread a passage in order to understand it.
Name: Date: Group:

C2
Situation 2 Audio CD Track 10
How Young Is Too Young? CD
Host: Now, we know society puts tons of emphasis Dr. Michelle Epstein: Absolutely. I think that
on physical perfection. That’s not news. We know it’s important to explore expectations. So, if
that more people and younger people are now having you think that changing your nose is going to
plastic surgery, reconstructive surgery, hoping that drastically transform your entire life and your
the knife and the needle can make them feel better social functioning and your self-esteem, those are
about themselves but here’s a question, how young pretty high expectations because sometimes a
is too young? nose job just makes your nose look different. So,
Doctors Amy and Michelle offer their informed looking at those underlying expectations is really
intelligent insights on matters of mind and body each important and what we do know—not every kid
week at this time. who wants to make a change is being bullied. But
Now do you have regular patients who are certainly kids who are being targeted often want
teenagers though? to change anything they can to make themselves
Dr. Amy Brodsky: Oh yeah, that’s a huge portion of inconspicuous and t in.
my practice. Dr. Amy Brodsky: My thinking has changed so
Host: What are they coming in for? Acne, one? much since I’ve been doing this and now I get it.
Dr. Amy Brodsky: Most of them are for acne, I mean I have my own kids. I understand that they feel
various other things. But I would say one of the self-conscious. They’re feeling self-conscious
most common procedures is dermabrasion for acne younger and younger and younger because there
scarring and kids are really mortied. The reason is so much pressure to be normal and to t in,
why teens want to have plastic surgery, or do certain and I actually take it on a case-by-case basis.
types of procedures, is because they want to t in And so if you ask me what is the youngest I’ve
and be acceptable. But the reason why adults have Botoxed someone, it’s really young. Because I do
plastic surgery is they want to look different, they it on a case-by-case basis. How is it affecting
want to look remarkable. And so it’s very different the patient, not how is it affecting the parent,
reasons. necessarily—I listen to the parent—but if it’s the
Host: Dr. Epstein, Dr. Amy is a dermatologist but patient that it’s really affecting them in a social
she has to play psychologist to some degree here situation, I’ll listen to that.
because of the underlying thinking that’s going Host: But Dr. Amy, is the option, though,
on, and the real reasons behind maybe the stated necessarily. . . why would you suggest that? I mean,
reasons. for the rest of that child’s life, through adulthood,
they have to keep taking those injections, don’t they?
Name: Date: Group:

C2
Situation 2 Audio CD Track 10 (cont.)
Dr. Michelle Epstein: I’m curious, what is the Botox Host: You feel more comfortable about yourself,
for? Because in my mind Botox is for wrinkles. you’re not as critical.
Dr. Amy Brodsky: Well, yes, of course it is for Dr. Amy Brodsky: Yeah. As you get older and mature
wrinkles but there are cases where I’ve had one child you’re a little bit more accepting, you’re less inclined
whose one eyebrow is higher than the other, and so to feel like you have to t in. So even in the absence
she looks strange in pictures. And so as young as of, you know, plastic surgery or physical intervention,
twelve years old we did a drop of Botox and it worked what we know from studies is that we usually end
on her symmetry of her eyebrows. Because kids up feeling better about ourselves as we get into our
were making fun of her, her one eyebrow that was twenties.
higher than the other. Case-by-case basis. Host: If we can get to adulthood without having some
Host: Is it dangerous—I’m asking both of you—to psychological emotional trauma take over.
take the option of plastic surgery for a teenager. . . Dr. Michelle Epstein: You know, there is no question
Does that suggest in any way, though, that a that there are times when making these changes
mechanical readjustment of, let’s just say the face, can really impact the way that people feel and
or for a woman the breasts, or some part of the body decrease teasing, increase self-condence, and be
you don’t like, might they be more inclined through transformational, there’s no question. But, at the
their lives, though, to continually to want all kinds of same time, it does send this message that there are
little adjustments to be made because they’re now certain physical standards that are acceptable and
so self-aware about—okay the nose, that’s corrected, others that aren’t, and it kind of sends a message
now look at that eyebrow—and on and on? that the bullies were right. The bullies were right his
Dr. Amy Brodsky: Right, a slippery slope. ears were funny and so he had them xed. I’m not
Host: The ears are too big, the nose? saying that makes it wrong but I think you have to
Dr. Michelle Epstein: And what we know about talk to kids, I guess, about these underlying issues
body awareness and body appreciation is that our so that they have realistic expectations about what
body images tend to improve with age. So as you the changes can and can’t do in their lives.
get older. . . Host: Dr. Amy, Dr. Epstein, thank you so much.
Name: Date: Group:
Evaluation Task 1: Teens Handout ES 2.4

C2
Situation 2 Under Construction
1. Before you read the following three texts, describe in your own words the distinction between
surgery and cosmetic surgery.
2. Match the vocabulary words on the left with the correct denition on the right.
Words Denitions
a. spike 1. rise, increase

b. distinctive 2. marks left on the skin
c. odd 3. small
d. appalled 4. avoid
e. bypass 5. nose
f. proboscis 6. private
g. protruding 7. strange
h. scarring 8. make upset or sad
i. discreet 9. a distinguishing characteristic
j. taunt 10. sticking out
k. negligible 11. enlargement
l. swelling 12. shocked
3. While you read the following three texts, take notes in the chart on page 374. Complete as
much of the chart as possible. You will complete the third column in Task 2.
Plastic Surgery Fact Sheet

• Plastic surgeons perform reconstructive surgery to repair damage caused by accidents, diseases and
birth defects. Cosmetic surgery is a type of plastic surgery used to improve someone’s physical
appearance and self-image.
• There are no ofcial plastic surgery statistics available in Canada. Cosmetic surgery is conducted both
publically and privately. Private clinics are not regulated.
• You don’t have to be an accredited surgeon to perform cosmetic surgery in Canada.
• Canadian plastic surgeons report an increase in cosmetic procedures for young people. The number of
patients under 30 years old has doubled in the past 10 years.
• It’s recommended that teens have cosmetic treatments only after they have fully developed physically,
usually after the age of 18. Before that age, the face and body are still growing.
• A child’s body weight doubles between the ages of 10 and 18 and changes can continue into the 20s.
• There is no legal age for plastic surgery in Canada. Every case is evaluated individually and parental
consent is required for patients under the age of 18.
• More parents are seeking cosmetic surgery for their children and teens.
Name: Date: Group:

C2
Situation 2 Under Construction (cont.)
Extreme Makeovers: Demand for cosmetic surgery

on the rise among Canadian youth
MONTRÉAL – When Claire nished high they can avoid years of emotional distress.
school she was ready for a change. She Who wouldn’t want to offer that?”
wasn’t thinking about college or even a
Rhinoplasty (for noses) can be done on
job: she wanted cosmetic surgery. After
youth in their mid to late teens when the
years of taunting and harassment, she was
nose stops growing, while otoplasty (for
determined to make her distinctive nose
ears) can be done as early as age ve, he
“normal.”
says. Both procedures require general
Her parents, sympathetic to her cause, anesthetic and are considered major
approved. Her older sister went one step operations. The most common procedure
further: she also made an appointment to for teens is dermabrasion for acne scarring.
get a “nose job.”
Dr. Fantoni operates on more than 100
Through the process they met many other teenagers and 50 younger children every
young people, males and females, who were year. About 60% of the ear operations were
having work done. Like them, some were on children younger than 10. Last year, he
having nose jobs, while others were waiting operated on ve teens in just two days: all
to have procedures to x protruding ears, of them heading off to university and each
small chins, thin lips or acne scarring. wanting their proboscis to look “perfect”
Canadian doctors are reporting a spike before they left.
in cosmetic surgery operations for young Not so fast, say others. Who is to say what
people. Some of them are appalled and is normal or even beautiful? Those are the
believe not only should features not be questions that Dr. Nathalie Côté, a plastic
altered but that young people are not surgeon in Montréal, asks rst. “Yes, there is
emotionally mature enough to make such a huge upswing in young people coming into
decisions. Others take the opposing view, my ofce wanting this and that. If a 50-year-
believing that it’s never too early to get old wants to nally x their nose, that’s one
work done. This way, youth can benet thing, but a 15-year-old? When that happens
from looking “good” and bypass years I spend a lot of time with the patient and
of teasing and cruelty.
their parents. Sometimes we discover that
“It’s about taking advantage of the the desperation behind wanting to make
opportunity,” says Dr. Pietro Fantoni, these changes is because there is one person
a Calgary-based cosmetic surgeon. “If out there who has bullied them. I truly
a child has prominent or odd features, believe that the best response to teasing and
repairing them at a young age means bullying is to accept yourself.”
Name: Date: Group:

C2
Sometimes parents bring their kids to her “We are sending mixed messages. On the
because they were teased as children about one hand we want young people to be
their features and they do not want their unique and accept themselves and their
kids to go through the same thing. “They’re place in the world. But on the other hand,
projecting,” says Dr. Côté. “Sometimes we’re telling them not be too unique. It’s a
the kids don’t even feel bad about how ne line with huge risks. Surgery is a
they look. It’s the parents who are massively invasive process, so much can
worrying about a narrow ideal of physical go wrong both during and after. Is it really
appearance and they don’t want their child worth it?”
to suffer.” Complications associated with cosmetic
But if previous generations were cautious surgery are not negligible. Patients can
about going under the knife, youth today suffer long-term bruising, nerve damage,
infection, excessive bleeding, scarring,
do not have the same worries. Nor are they
organ damage and dissatisfaction with the
discreet about it—social media is full of
results. In Canada, while plastic surgeons
before and after photos posted by the teens
are fully trained and licensed doctors,
themselves.
cosmetic surgeons do not have to be
“That’s what they see all around them,” trained in surgery and are neither licensed
says Dr. Côté. “It’s part of the image- nor regulated by the Royal College of
obsessed, celebrity culture that they follow. Physicians and Surgeons of Canada.
Their favourite celebrities have all had
Dr. Fantoni is not too worried. “In a perfect
‘work’ done. The growing plastic surgery
world, we would have more important
market makes it all so normal. It’s not like
things to worry about than random beauty
when I was younger and people never
standards. But this is our reality. I feel
admitted to it. Today, they brag.” obligated to help people who ask me for a
These concerns are echoed by organizations new look. I can encourage them to accept
like the National Youth Health Network, themselves, but at the end of the day if this
which issued a statement saying, “It’s a is what they want, I give it to them.”
disturbing trend when people—particularly In the weeks following her surgery, Claire
parents—are willing to see children go wondered if she had done the right thing.
under the knife in order to meet some It took a long time for the swelling to go
unrealistic beauty standard. In the long down, and just as long to get used to the
run, it does harm to society as a whole new face in the mirror. “It’s funny,” she
because it narrows the range of what we says. “Hardly anyone even noticed! But
nd acceptable, which in turn increases I notice, and that’s what counts. I need to
prejudice.” like what I see when I look in the mirror.”
Name: Date: Group:

C2
#blogchat #videos #reviews #about SEARCH
Nicolai commented on May 11 at 20:51:37 • My brother had always hated his chin. He used to say that when
he started working aer university, his rst big purchase would be cosmetic surgery. My family always told
him he didn’t need to change a thing, but he was self-conscious. When he did nally graduate, he decided his
chin was kind of distinctive and that he didn’t want to change it. I guess if he’d really wanted to do it, it would
be his business, but we are all glad he waited and came to appreciate himself for who he is.
Gary commented May 4 at 9:15:20 • My son is 17 and wants to have laser treatments to remove the acne scars
on his face. e dermatologist explained that it’s important to understand that the scars will never disappear
completely. She discouraged him from having any treatment until he has nished growing. I’m glad he spoke
to me about it and that we consulted a professional. We will see about getting the procedure in a year or two.
Roslyn commented May 3 at 16:21:22 • I’m 16 years old and I absolutely want to have a breast augmentation.
My parents agreed and were ready to give their consent but the surgeon refused to do the surgery because he
said I lacked emotional maturity and that I had to wait until I was at least 18. What? I’m going to nd another
surgeon who will accept to do the procedure. And then I want to have cheek implants!
TinyTim commented May 2 at 24:09:17 • I dreamed about being taller. I’d heard about leg-lengthening
procedures that are performed in other countries and had even researched getting the operation closer to
home. But then I read that the procedure was agonizing: they break your legs, implant metal rods and then
slowly and gradually stretch your leg one millimetre every day! It sounds like medieval torture and it costs
$85 000. Why was I even considering such a thing? Was it the bullies, the movies? at kind of thing shouldn’t
even be available.
JAckO commented Apr 30 at 06:18:22 • Plastic surgery doesn’t solve the root of the problem. All it does is
change a person’s appearance, it doesn’t change the person’s mental state. Even aer altering one aspect of
their look they will always nd something else they’re not happy with. ey need psychological help to learn
to accept themselves the way they are.
Claradot commented Apr 28 at 21:38:06 • I think teens my age are too easily inuenced by social media. A girl
at school attempted to plump up her lips by aggressively sucking the air out of a shot glass. Her lips were severely
swollen and bruised for days! ere are more and more teens trying these tricks to alter their looks. I think it’s
ridiculous and dangerous. I wouldn’t try them nor would I opt for surgery. I wish social media was better at
promoting healthier body image. It would be even better if it just focused on something else!
4. What was the most surprising thing you learned from these texts?
Name: Date: Group:

C2
Notes
Topic
While Reading While Listening
Facts and
information
about
cosmetic
and plastic
surgery
Reasons
young
people
seek
treatment
Ethical
and legal
issues
5. Compare and complete your chart with a partner.
Name: Date: Group:
Evaluation Task 2: How Young Handout ES 2.5

C2
Situation 2 Is Too Young?
1. Before you listen to the interview, what is your opinion on the minimum age for undergoing
cosmetic surgery? Explain your answer.
2. CDWhile you listen to the interview, take notes in the third column of the chart on page 374.
Complete as much of the chart as possible.
3. Compare and complete your chart with a partner.
4. According to the interview, how does body appreciation change with age?
5. According to the interview, allowing teens to have cosmetic surgery tells them that
self‑improvement is important and that they should change what they don’t like. Is this
a mixed message? Explain your answer.
6. Explain what the doctor means when she says “the bullies were right.” Do you think that’s
true? Explain your answer.
Name: Date: Group:
Evaluation Task 3: Teens and Handout ES 2.6

C1
Situation 2 Cosmetic Surgery
1. In groups of 4, demonstrate competency in interacting orally in English by participating in a

discussion on issues related to cosmetic surgery.
2. Look back on the texts in Tasks 1 and 2 and your notes on page 374.
3. Select a statement from your card below. Use the prompts on the cards to take turns
initiating a discussion with your classmates. Use the Useful Language box below for help.

a. agree or disagree with your classmates
b. build on and add details to what your classmates say
c. react to and comment on your classmates’ opinions
d. express opinions and ideas that are related to the issue and
also to what your classmates say
e. ask questions or ask for clarication
Student A Student B
• Cosmetic surgery is a pathway to feeling better • Body appreciation improves with age.
about yourself. • Men feel as much pressure about their looks
• Celebrities and social media perpetuate the as women.
idea that if you are beautiful and perfect you • People who have cosmetic surgery are very
will be rich, famous and loved. insecure and easily inuenced.
• Each case of cosmetic surgery should be • Cosmetic surgery has become too normalized.
considered on an individual basis.
• We are judged on our appearance all the time.
Student C Student D
• If someone wants to alter their appearance it’s • How do we get young people to stop caring so
their right. much about body image?
• We should accept what Mother Nature gave us. • Beauty standards today are too strict and
• Cosmetic surgery has become a dangerous demanding.
trend with young people. • People can change the way they look with
• If we ban sexist advertising would it help exercise, makeup, clothes, and hairstyle.
people to be more accepting of themselves? • Parents should not have the right to decide if
their child can have cosmetic surgery or not.
Useful Language
• I can’t help thinking that. . . • How do you feel about. . .
• I might change my mind later, but. . . • It depends on. . .
• I agree/disagree because. . . • What do you think?
• It’s a difcult issue, but. . .
Name: Date: Group:

Task 4: Take a Stand C3
Situation 2
Write an opinion piece addressing the following question:
Should there be stricter guidelines for cosmetic surgery, including banning it for
people under the age of 18?
1. Use the graphic organizers on this page and the next page to plan your opinion piece.
• Select and adapt information and ideas from Tasks 1, 2 and 3.
• Combine them with your own ideas in your opinion piece.
2. Plan your introduction. Start with an opening statement and an interesting fact or information
about the topic to grab the reader’s attention. State your opinion clearly in your position
statement.
Introduction
Opening statement:
Interesting fact or information:
Position statement:
3. Plan your three supporting paragraphs. Each supporting paragraph should contain a clear topic
sentence and arguments that supports your topic sentence. Use examples from the texts.
Topic sentence:
Arguments:
Topic sentence:
Arguments:
Name: Date: Group:

Task 4: Take a Stand C3
(cont.)
Situation 2
Topic sentence:
Arguments:
4. End with a conclusion that reformulates your opinion, summarizes the main arguments,
and has a closing statement.
Conclusion
Reformulation of opinion:
Summary of main argument:
Closing statement:
5. Write the rst draft of your opinion piece on a separate sheet of paper. Follow your plan from
Steps 2, 3 and 4. Use modals, conditional sentences, conjunctions and transition words where
appropriate. Do not copy sentences from the readings. Use your own words.
6. Use the writing checklist to revise and edit your opinion piece.
•
Writing Checklist
My introduction clearly states the topic and my opinion.
The topic sentences in my supporting paragraphs support my opinion.
My arguments are convincing and support my opinion.
I reformulated my position statement and summarized my arguments in the conclusion.
My closing sentence makes an impression.
The language is direct and persuasive.
I used the modals, conditional sentences, conjunctions and transition words whenever possible.
7. Write your nal copy on a separate sheet of paper. Integrate the changes and corrections you
made in Steps 5 and 6.
Story Anthology A Hundred Bucks of Happy Answers
Unit 1 page 2
1. What would you do if you found a hundred dollars on the sidewalk?

Students’ answers will vary.
2. Would your answer to Step 1 be different if you found the money on the oor in the hallway
at school? Explain your answer.
Possible answers: It might be easier to nd the owner if you found the money at
school, then you could return it to them. It would also be difcult to get away with not
returning the money.
3. If you decided to keep the money, would you save, spend, invest or share it?
4. What do you think your answers to previous questions reveal about you?
5. While reading, record the vocabulary words that are underlined. For each word,
use context clues to write a denition. Then, check the words in the dictionary and
compare the dictionary denition to yours.
Word Denition
municent generous
wholesome homemade, good for you
newsworthy interesting enough to talk about
shoplifting stealing from a store
whining complaining with a sad voice
sulking being silently angry
penniless having no money
inconspicuous not easily noticed
Reproduction permitted © TC Media Books Inc. Upside Secondary 5  Story Anthology Answers 379
6. As you read, place the main character’s choices in chronological order.
Chris chooses:
• to pick up the money in the street
• to tell his family that he found some money
• to tell his family the amount of money he found
• not to try to nd the owner
• not to put the money back where he found it
• not to give the money to his mother and not to share it
• not to buy a leather jacket
• to buy a Walkman with the money
• to change the $100 bill into one hundred one-dollar bills
• to share the money with his family
After Reading
1. Reread the rst paragraph. How does it engage the reader right from the start of the story?
Possible answer: It begins with “I found it.” We don’t yet know what he has found and
want to continue reading to nd out.
2. Why do you think Chris is hesitant to tell his family about the money?
Possible answer: Because he doesn’t want to share the money he found.
3. What impact did Chris’s father leaving have on the family? Explain your answer with examples
from the text.
Possible answer: Many things changed when Chris’s father left. His mother had to work
outside the home and there were no more nutritious snacks. Chris’s brother Danny now
sits around watching TV and eating chips. He is fat and has pimples. The family often eats
frozen dinners.
4. What does Chris mean when he says, “At mother school, they’re taught how to ignore the
obvious to go after what they want.” Do you agree with him?
Possible answer: Mothers have a way of making their children feel guilty about things
they have but also cheated out of what they deserve.
5. Is the main character’s conict external or internal? Explain your answer.

It’s mainly internal. Chris struggles with the difcult choice of deciding what to do with
the money. The conict is also external because his mother and brother want their share
of the money.
6. How is the conict resolved?

Chris eventually shares the money with his family.
380 Upside Secondary 5  Story Anthology Answers Reproduction permitted © TC Media Books Inc.
7. Why do you think Chris nally decides to share the money with his mother and brother?
Possible answer: He realizes the value of money and that he couldn’t buy all that much
with $100. He probably realizes that his mother works hard and needs the money.
He also might realize that sharing the money could bring him as much enjoyment and
satisfaction as spending it on himself.
8. What do you think Chris’s choices reveal about him?

It shows that he’s not selsh and wants to help his mother and make her and his
brother happy.
9. Why do you think Chris sends $1 to his father’s post-ofce box?

Possible answer: Chris is angry with his dad for leaving. He is probably hurt by the
indifference he shows by sending a few dollars only once a year while the rest of the year
he is “missing in action” (MIA). Chris feels his father might as well not send anything.
The $1 that Chris sends is meant to send the message that they are doing ne without
him. On the other hand, it might be a way to maintain contact with his father, but in a
passive aggressive way.
10. Some stories add sensory details—what a character feels, sees, hears, touches, smells and
tastes—to engage the reader and enrich the story. Find examples of such details in the way
the money is described.
Chris says he saw the money not exactly glistening in the sunlight, because bills don’t
glisten. He says it has a well-used green look to it. We get a sense of the dullness of a
paper bill. He bends down fast and scoops the money. He has a heart-beating sensation
of having done something exciting and wrong. He thinks he sees Ben Franklin winking.
His ngers shake as he searches for the key. He clutches the money hard. Later he
describes searching for the money in the lining of his pocket and his ngers making
contact with the bill. Then he looks at the bill and remarks how Ben Franklin looks great
in green. The next day, Chris wiggles his toe in his boot to make sure the money is there
until he ends up with a cramp. At the mall, the change from the gum jingles in his pocket.
At the bank, the crumpled bill is held up to the light and crinkled by the bank teller.
The envelope containing the 100 singles is thick.
11. Describe how Chris’s choices are similar or different to the choices you might have made in
a similar situation.
12. Come up with an alternate title for this story.

Beyond the Lines
13. Write a note from Chris to his father that would accompany the dollar that he sent him.
14. Considering what you learned about Chris’s father and their relationship, how do you think
his father will react to the one-dollar bill?
15. Considering what you know about Chris’s mother, how do you think she will spend the
money? Explain your answer.
Possible answer: She might spend the money on some healthy food. She might also
buy a treat for her and her sons.
16. In Unit 1, you worked on a budget. Make a table of how much money Chris has (money in)
and the purchases he considers (money out).
Money In Money Out

• found $100 • leather jacket originally priced at $120,
• change in his reduced to $98, plus tax = $104.03
pocket $2.35 • Walkman $29.95 plus tax
• car $100
• newspaper less than $2.35
• insurance
• chewing gum
• gift to brother $33
• gift to mother $33
• to father’s post-ofce box $1
17. What important choices have you made lately? What factors inuenced your decisions?
Story Anthology The All-American Slurp Answers
Workshop A page 15
1. Are you an adventurous eater? Explain your answer.

2. Have you ever found yourself in an awkward situation where the language, food or customs
were very different from your own? If so, how did you react? If not, how do you think you would
react?
3. Have you ever been embarrassed by something your parents or a member of your family said
or did? Explain your answer.
4. Do you think that table manners are important? Explain your answer.
5. The author uses many words that appeal to our senses to help us imagine the story.
Organize the words and expressions below into the following categories: sight, touch, hearing
and taste. As you read, nd the words and expressions and verify your answer.
burning candied colourful crunch

invisible murky pink sparkle
sweet sweet and sour tinkling zingy
Sight Touch Hearing Taste

pink burning crunch sweet and sour
invisible tinkling candied
sparkle sweet
colourful zingy
murky
After Reading
1. Would you say that the two families in the story are more alike or different?
Explain your answer using examples from the text.
Possible answers. Both families struggle to adapt to the other’s way of eating; both
families are coping as well as they can in that situation; they both slurp; they were in
the same situation at the dinner parties because they didn’t know the other’s customs;
both families have an eating etiquette; the mothers don’t plan when preparing food for
parties, they just hope for the best; both families nd themselves embarrassed when
learning about another culture; the two girls are similar in size and like to try on one
another’s clothing.
2. Have you ever felt that your culture makes you stand out from the crowd?
3. Give examples of how the members of the Lin family each try to become “normal” Americans.
The Lins all taste the celery. The narrator wants to have a pair of jeans so she doesn’t
always have to wear a skirt. Her brother learned to play baseball and quickly learned
English. Her father tried hard to learn his English verbs and he took driving lessons.
Her mother memorized a list of polite phrases and discovered rummage sales.
4. Explain how Chinese people eat soup, according to the narrator.

She says that the best way to eat soup is to slurp it because it helps to cool it down
and prevents you from burning yourself. It also shows your appreciation.
5. In your opinion, whose dinner party, the Lins’ or the Gleasons’, is the most successful?
Possible answer. The Lins because Mrs. Lin adapted her choice of food to her guests and
set the table Chinese-American style. The Gleasons were more familiar with Chinese
food than the Lins were with American food.
6. What social norms are the Lins unaware of at the Gleasons’ dinner party?
They don’t know that you don’t sit down at a buffet, but that you serve yourself by taking
the food you want and then sitting at another table.
7. What rule or rules of Chinese food etiquette do the Gleasons break at the Lins’ dinner party?
You don’t mix your food on your plate. You eat one type of food at a time from the centre
of the table and place it in your bowl of rice. They don’t use the chopsticks properly.
8. Why do you think the narrator’s mother nally bought her daughter a pair of jeans?
Possible answer: It was not only to allow her to ride a bicycle. The narrator’s mother
might have nally come to accept that in the United States it was not inappropriate for
a young girl to wear jeans.
9. Give three examples where the author uses hyperbole, an exaggeration of the truth,
to add humour to the story.
Possible answers. We disgraced ourselves while eating celery; packed ourselves into
a sofa; sat stify in a row; the menu is so big I almost have to stand up again to read
it; I died at least fty times; the toilet cubicle had a few drawbacks as a permanent
residence; horried at the way the Gleasons were eating; she ladled prawns and gravy
on top of the rice and mixed everything together, the way you mix sand, gravel and
cement to make concrete.
10. An onomatopoeia is a word that is written phonetically—like it sounds. Find three

onomatopoeias in the story. How do these words add humour to the story?
They are humorous because the words sound like what
they mean. The family is eating celery for the rst time, they don’t quite know how
and they are attracting attention to themselves with all the crunching and the zipping.
They also attract attention with the noise they make when they slurp their soup.
11. Why does the narrator get “hot all over” when she thinks about what happened at the
Lakeview Restaurant?
She gets embarrassed (hot all over) when she remembers the dinner.
12. Which of the dinner customs, both American and Chinese, surprised you the most?
13. Do you think the characters and situations described in this story are stereotypes?
14. Why does the narrator pay for the milkshake at the end of the story?
15. What is the moral of this story?

Possible answer: Everyone feels a little bit out of place sometimes.
Beyond the Lines
16. Write a short letter to prepare someone from another culture for a dinner party at
your house.
17. Write a how-to guide explaining how to order food from your school cafeteria.
18. Describe either the dinner party at the Gleasons, the party at the Lins, or the dinner at
the Lakeview Restaurant from the perspective of Mrs. Lin.
19. Describe some aspects of Québec’s food culture and people’s eating habits. If they are
different from what you are used to, explain the differences.
20. Research the culinary customs of another culture or country. Share your ndings with
the class.
Story Anthology Hamlet: No Fear Shakespeare Answers

Unit 2 page 29
1. Dene the word tragedy and give some examples of tragedies we hear about in our daily lives.
Students’ answers will vary. Possible answer: A tragedy is an event causing
great suffering.
2. How would you dene the literary genre known as tragedy?

A tragedy in literature has a serious tone; the protagonist is serious, stubborn or
rigorous and suffers a downfall; there is a painful struggle; the audience feels pity
for the hero; the ending is sad and depressing.
3. Look up the denition of the word regicide.

Regicide is the crime of killing a king or queen.
4. Replace the words in bold in the following sentences with an appropriate word from the box.
doomed eager farewell foul

madness shameful scheming wicked
a. He was very anxious eager to get started.

b. His uncle was an evil wicked man.
c. He pretended to suffer from mental illness madness.
d. The man said goodbye farewell before leaving.
e. The ghost was condemned doomed to walk the earth at night.
f. They were making deceitful plans scheming to overthrow their leader.
g. The king’s sudden and suspicious death was unnatural foul.
h. Her cruel and unexplained behaviour was deplorable shameful.
5. Metaphors and similes are used to make comparisons. A metaphor is a gure of speech
where one thing is used to describe something else; a simile uses the words like or as
to compare things. As you read, write down the comparisons in the text and indicate if
they are similes or metaphors.
Metaphors
• Hell is described as a sulphurous and tormenting ames and a prison house.
• The spirit describes Hamlet’s uncle as the serpent that stung his father.
• Hamlet describes his uncle as the animal who seduced his queen.
• The royal bed is described as a nest for incest.
• All villains dwelling in Denmark are knaves.
• The dead and buried king is called an old mole.
Similes
• A tale that would set your hair on end like porcupine quills
• The poison spread like quicksilver.
• One falls to revenge as quickly as one falls in love.
• My skin erupted like a leper.
After Reading
1. Why is the ghost of Hamlet’s father doomed to walk the Earth at night?
He is doomed to walk the Earth at night because of past sins.
2. How did Claudius kill King Hamlet?

He poured a vial of poison in the king’s ear while he was sleeping.
3. Use examples from the text to show that Hamlet’s father did not live a virtuous life.
“I must return to the sulphurous and tormenting ames.” “And be conned in the res
of purgatory by day, burning and purging my past sins.” “He cut me off in the middle
of a sinful life.”
4. Why do you think the ghost wants Hamlet to do no harm to his mother, Gertrude?
King Hamlet’s ghost believes Claudius is the guilty party in the story. He remarks that
Gertrude fell from far, meaning he believes she was good. The ghost wants Hamlet
to focus on Claudius instead of his mother. He tells Hamlet to leave his mother to God
and her own guilt.
5. Why does King Hamlet’s ghost think that Queen Gertrude let herself be seduced by Claudius?
He believes that she was virtuous and that Claudius is a serpent who seduced her
with wicked words, scheming gifts and shameful lust.
6. What does Hamlet mean when he says “fall to revenge as quickly as one falls in love”?
Is this an effective metaphor? Explain your answer.
Hamlet may be referring to how quickly his mother supposedly fell in love with the
King and hopes that he can get revenge for his father’s death just as quickly.
7. Find and explain two other metaphors in the text.

The king is called an old mole because he has been buried in the ground but has also
been busy at work. Hell is a prison house because the king has to live there forever.
The royal bed is a nest for incest because the king and queen are related and are
behaving like animals. The villains in Denmark are knaves, meaning they are dishonest.
8. Why do you think that pretending to be insane will help Hamlet avenge his father’s death?
Do you think Hamlet is already insane? Explain your answer.
Possible answer: Hamlet believes that if he pretends to be mad then Claudius and
his followers may not suspect he knows about the murder and it will be easier for
him to get revenge. If you do not believe in ghosts, Hamlet must have imagined it all.
The stress of the situation has caused him to lose touch with reality and he could be
considered insane.
9. Foreshadowing is a technique used by an author to provide clues about what will happen
later on in the story. What do you think the ghost’s visit foreshadows?
The ghost’s visit foreshadows a possible tragic end to the story. Hamlet’s plan to act
insane in order to avenge his father’s murder foreshadows that the whole situation does
eventually drive him mad.
10. Describe themes that are present in Act 1, Scene 5.

Possible answers. Revenge: Hamlet wants to avenge his father’s murder. Reality and
illusion: Hamlet will pretend that he is mad. Spirituality: Hamlet believes in spirits.
Evil: Claudius poisons his own brother and seduces his wife. Regicide: the murder
of a king. Incest and adultery: Claudius seduces and marries his brother’s wife.
Destiny: Hamlet must avenge his father.
11. Hamlet is a tragic hero because of his tragic aws. One of these is his indecisiveness and
inability to act. Find evidence of this in this excerpt.
The excerpt begins with Hamlet asking where the ghost will lead him. He questions
the murder. He needs to hear the story so that he can be convinced to act, knowing that
without it he might not do anything. He has been shaken by the ghost’s visit. He begs
his heart to keep beating and his muscles to keep him standing. At rst he does not
want to tell his friends what has happened and he barely trusts them to keep the secret.
The closing line of the excerpt reveals that he is fearful that he is the one who must set
things right.
Beyond the Lines
12. Write a paragraph describing a possible tragic end to the story. In your paragraph try to
answer some of these questions: Does Hamlet’s plan work? What problems do you think
he will encounter? Will he avenge his father’s murder?
13. Imagine that you are Hamlet’s friend Horatio and even though you are sworn to secrecy, tell
others what happened that night. Write a testimony of the events from Horatio’s perspective.
14. Research the beliefs in ghosts and spirits of the dead that people held in this period
of history. How did Shakespeare use the people’s belief in spirits to build his tragedy?
Share your ndings with the class.
Students’ answers will vary. Possible answer: In Shakespeare’s plays ghosts and spirits
often served a purpose: to move the action forward, to encourage characters to seek
revenge, to protect loved ones, to warn of impending doom, to create chaos, to add
drama or to suggest political chaos.
Story Anthology 2BRØ2B Answers

Unit 3 page 45
1. How many family members live with you in your home? How would life be different if that
number either doubled or was cut in half?
2. What do you think the world would be like if a medical breakthrough eliminated aging and
disease? Consider the advantages and disadvantages.
Possible answer: People would not die of sickness or old age. But there might eventually
be a problem of overpopulation, a lack of water, a strain on natural resources, and a lack
of space. People would have to ght to survive.
3. Would you want to live forever?

4. Find and write the denition of each of the words below.
Possible answers:
Word Denition
bounded jumped, skipped
coarse rough, not rened
curdled became sour, lled with horror
foul dirty
gloomy depressed, unhappy
handsome good-looking
humble not proud, unpretentious
hunched bent over
keen excellent
pulpy eshy, full of liquid
rumpled untidy, creased, messy
sardonic cynical, angry
spattered stained, dirty
spike a narrow sharp point
swell very good
5. As you read, nd the descriptive words in Step 4. Write down what each of these words
is used to describe.
Word What the word describes

bounded the way Dr. Hitz walked into the room
coarse Leora Duncan, the gas-chamber hostess
curdled the painter’s face
foul the dropcloth
gloomy the painter
handsome Dr. Benjamin Hitz, chief obstetrician
humble Leora Duncan, the gas-chamber hostess
hunched how Wehling is sitting in the chair
keen population control
pulpy the grain of the blackberry
rumpled Wehling’s appearance
sardonic the painter
spattered the dropcloth
spike the heels of the woman’s shoes
swell life on Earth
6. Literature uses objects, images and people to symbolize complex ideas. As you read,
take note of the following objects. What do you think each one symbolizes?
Possible answers:
• the mural: The mural is supposed to be art, but it is propaganda representing
an idealized vision of the world. It is an example of how everything is controlled
by the government
• the dropcloth: The dropcloth is what life should really be like, messy.
• the colours white and purple: The men and women in the mural that are planting and
tending to the plants are in white, which represent life. White is normally associated
with purity and positivity. The men and women who are pulling up weeds, cutting
branches and hauling away dead leaves and garbage are dressed in purple, which
represents death.
• the faceless bodies in the painting: The faceless bodies represent a lack of individuality
in the world; government control has led to a situation where people and individuals
no longer count.
• the medallion of an eagle perched on a turnstile on the FBT woman’s bag: The eagle
represents the government. It sits on the turnstile, which represents the passage
between life and death, and keeps close track of how many people are born and die.
• the FBT woman’s moustache: All the women who work as gas-chamber hostesses
eventually turn ugly and grow a mustache. It is a sign of the ugliness of the FBT.
• the song: The song is propaganda and another example of the government controlling
things. It sounds like a love song, but is really a tribute to the gas chambers and
population control.
After Reading
1. Find the passage early in the story that predicts what will happen to Dr. Hitz.
“It was being redecorated as a memorial to a man who had volunteered to die.”
2. What are Dr. Hitz’s two main roles in this society?

Dr. Hitz is the hospital’s Chief Obstetrician. He was also responsible for setting up the
very rst gas chamber in Chicago.
3. Why did Leora Duncan not want her face painted on the body of a woman carrying dead
plants?
Because she doesn’t see herself as a disposal person, but as more of a hostess.
4. Doctor Hitz believes that population control increases human happiness. Do you agree?
5. The following names are used for the municipal gas chambers of the Federal Bureau
of Termination. Pick two names. Look up the words in the dictionary to help you explain
their meaning.
Description Meaning (Possible answers)

Automat An automat is an automatic laundromat, where people drop off
their dirty clothes to have them cleaned. They allow people to
avoid having to deal with their own messes. The FBT also allows
people to avoid dealing with the mess of dying. It provides a very
automatic death.
Easy-go The FBT makes going or leaving this world easy.
Good-bye, Mother At the FBT, we say goodbye to Mother Earth.
Kiss-me-quick Kiss-me-quick is an Elvis Presley song about holding on to good
times before they are over.
Weep-no-more To weep means to cry. The FBT makes things automatic and means
there is no longer any need to worry, wonder or cry about how long
life will last.
Why Worry? The FBT removes the worry about life and death. Let the
government do the thinking and the worrying for you.
6. Why do you think Wehling refers to himself as the invisible man?

Possible answer: He is invisible because he feels helpless; his life and his children’s lives
are interchangeable and meaningless; he doesn’t have any say in the situation; he must
follow the rules. He will no longer be around when his children are grown so he is
invisible to them.
7. Were you expecting Wehling to react the way he did? What would have been another solution
to his problem?
8. In your opinion, what is more disturbing in this story, the problem of overpopulation or the
solution chosen by the government? Explain your answer.
Beyond the Lines
9. In the story, the population is stabilized at 40 million. Currently, the world population is
approximately 7.4 billion. The United Nations estimates it will be 11.2 billion in the year 2100.
Knowing this, do you think the author’s vision of the future is realistic? Explain your answer.
10. Should people be able to choose the moment they wish to die? Explain your answer.
11. The title of this story is inspired by the famous soliloquy from the tragic play Hamlet, in which
Hamlet wonders if life is worth living. Do you think life would be worth living in the world
described in this story? Explain your answer.
Story Anthology All the Years of Her Life Answers

Unit 4 page 57
1. In what circumstances do you think a person should not be held accountable for the crime
they committed?
2. What does it mean to “grow up”? At what point in life do you think a youth becomes an adult?
3. Describe a time when your impressions of someone were completely changed or you had
a sudden realization about someone.
4. Find and write the denitions of the descriptive words below that the author uses to describe
the characters’ feelings and emotions.
Possible answers:
Word Denition
bitterly with sadness and anger
blustered speak loudly and angrily
brightly happily, with energy
brusquely rudely and with few words
contempt feeling that someone or something does not deserve respect
crisply quickly but not polite
earnestly seriously, honestly
falter to become weak and uncertain
gravely seriously
grimly unhappily, worried
groping reaching to feel for something
indignation surprised anger
puzzled confused
soft not hard to the touch
5. As you read, nd the descriptive words in Step 4 in the text and indicate if the words describe
Mr. Carr, Alfred Higgins or Mrs. Higgins. Write the words in the correct column.
Mr. Sam Carr Alfred Higgins Mrs. Higgins

brightly blustered bitterly
brusquely indignation contempt
crisply earnestly
puzzled falter
gravely
grimly
groping
soft
6. Complete a story map. Indicate the main events of the ve parts of the plot structure:
exposition, rising action, climax, falling action and resolution.
Exposition: Alfred is leaving the drugstore after work when Mr. Carr, the store manager,
asks him to empty his pocket.
Rising action: Alfred takes the stolen items out of his pocket. He tries to lie to get out of
trouble. Mr. Carr threatens to call the police and then calls Alfred’s mother. Mrs. Higgins
arrives and behaves very differently than Alfred was expecting. She tries to convince
Mr. Carr not to call the police.
Climax: Mr. Carr decides not to call the police on Alfred but does re him from his job
at the drugstore.
Falling action: Mrs. Higgins and Alfred walk home. Mrs. Higgins reprimands her son.
Alfred goes to his room. Mrs. Higgins makes herself a cup of tea and sits alone at the
kitchen table.
Resolution: Alfred sees his mother drinking her tea and nally realizes how tired and
discouraged she is. This experience leads Alfred to a better understanding of his mother
and is possibly the beginning of his coming of age.
After Reading
1. Why do you think Sam Carr waits to speak to Alfred about his stealing even though he knows
he has been doing it for a while?
Possible answer: Sam Carr may have wanted to give Alfred a chance to stop stealing
before confronting him.
2. How does Sam Carr feel about Alfred before he discovers that he was stealing things from the
drugstore?
Sam Carr liked Alfred and would have trusted him.
3. Why does Sam Carr tell Alfred, “You’re a fool”? Do you agree with this assessment?
Students’ answers will vary. Possible answer: Sam Carr probably sees that Alfred
doesn’t have much ambition and thinks he is foolish to have stolen from the drugstore
and risks being locked up by the police.
4. Describe how Alfred imagines that his mother will look and react and compare it with her
actual reaction.
Alfred expected his mother to come rushing in with her eyes blazing, or maybe even
crying. She would push him away when he tried to talk to her and would make him feel
how angry and disappointed she was. Instead she smiled when she arrived and remained
calm, dignied and polite. Alfred does not understand his mother’s reaction.
5. How does Sam Carr’s demeanour change while Mrs. Higgins is speaking to him?
Use examples from the text.
At rst Sam Carr speaks crisply to Mrs. Higgins and is hard-faced and stern. He wants to
get a cop. Sam Carr soon becomes embarrassed by her lack of fear and her simplicity.
He is puzzled. He feels a bit ashamed by her vast tolerance. In the end, he is the one
who apologizes.
6. Find examples in the story of Alfred’s immaturity and lack of responsibility.

Alfred reacts defensively when Sam Carr asks him to empty his pocket. He is frightened
and doesn’t know what to say. He does not meet Sam Carr’s eyes. He does not feel
ashamed but rather fearful. Even as he tries to convince Sam Carr not to call his
parents, he feels a childish longing that someone at home would come and help him.
He downplays what has happened while walking home with his mother. Alfred has been
getting into trouble ever since he left school. He can’t keep a job.
7. At what point does Alfred realize that his behaviour is affecting his mother in a negative way?
When Alfred sees his mother making herself tea he comes to a realization. Her face
is a frightened, broken face, unlike the face of the woman in the drugstore.
8. Who do you think has the stronger character, Sam Carr or Mrs. Higgins? Support your
answer using information from the text.
Possible answer: Mrs. Higgins is the stronger character because she remains calm
and steady under difcult circumstances. She is not afraid to stand up to Sam Carr and
defend her son, even though it is a very difcult situation. Although Sam Carr looks
hard-faced and stern when Mrs. Higgins enters the store, she smiles and remains
dignied. She introduces herself to Sam Carr and makes him feel slightly ashamed as
he recognizes her qualities.
9. Does Sam Carr treat Alfred fairly considering what he has done? Does his mother treat
him fairly? Did they do the right thing? Explain your answers.
Beyond the Lines
10. Explain the meaning of the story’s title.

Possible answer: Mrs. Higgins appears strong to everyone, but she is really very fragile.
She has probably had to deal with incidents like the one with Alfred and Sam Carr many
times in her life, and all of those things have marked her.
11. Which experience—being turned over to the police or seeing how his behaviour has affected
his mother—do you think would have had the biggest impact on Alfred?
12. Should a parent always defend their child? Explain your answer.
Story Anthology Thank You, M’am Answers

Unit 4 page 67
1. Describe an act of kindness that you recently witnessed in your own life or in the news.
2. How would you react if someone tried to mug you and steal something from you?
3. Have you ever made a mistake and instead of being punished were given a second chance?
Describe how you felt. If you have not experienced this personally, imagine how you would
feel in that circumstance.
4. Have you ever wanted to communicate your feelings to someone, but it was just too difcult
to say the words? Explain your answer.
5. Match the vocabulary words to their denitions

1c; 2e; 3a; 4b; 5f; 6d
6. While reading the text, underline the parts of the story that show that Mrs. Jones is
self‑assured. Highlight the parts of the story that show that Roger is not an experienced thief.
Possible answers:
Mrs Jones is self-assured.
Lines 8-17: The large woman simply turned around . . . ashamed of yourself?”
Lines 25-26: “If I turn you loose . . . asked the woman.
Line 32-33: “I got a great mind to wash your face for you.”
Line 36-37: “Then it will get washed . . . frightened boy behind her.
Line 50: “When I get through with you, . . . Mrs. Luella Bates Washington Jones.”
Roger is not an experienced thief.
Lines 6-9: But the boy’s weight . . . his legs ew up.
Line 30-31: “Lady, I’m sorry,” whispered the boy.
Line 90-93: After he had dried his face . . . wondering what next.
7. The author uses an authentic style of language spoken by some African Americans in the
1950s. At one point in the story, Mrs. Jones says, “Now ain’t you ashamed of yourself?”
As you read a second time, nd ve other examples of the African‑American dialect used
by the characters and rewrite them in standard English.
Examples Standard English

You a lie! You’re a liar!
Yes’m. Yes, M’am.
Ain’t you got nobody home to tell you Haven’t you got anybody at home to tell
to wash your face? you to wash your face?
No’m. No, M’am.
I would not take you nowhere. I would not take you anywhere.
“Here I am trying to get home to cook me a “Here I am trying to cook myself a bite to
bite to eat and you snatch my pocketbook. eat and you snatch my pocketbook. Maybe
Maybe you ain’t been to your supper either, you haven’t had your supper either, since
late as it be.” it’s so late.”
You could of asked me. You could have asked me.
I were young once. I was young once.
I got to get my rest now. I have got to get my rest now.
After Reading
1. The sentences below summarize the main events of the story. Number the events in the order
in which they happen.
1) Roger breaks the strap of Mrs. Jones’s pocketbook.
2) Mrs. Jones kicks Roger.
3) Roger apologizes to Mrs. Jones.
4) Roger washes his face.
5) Roger decides not to run out the door.
6) Mrs. Jones tells Roger about the hotel beauty shop.
7) Mrs. Jones makes Roger dinner.
8) Mrs. Jones gives Roger ten dollars.
2. Compare the description of Mrs. Jones to the description of her purse. What do you notice
about how they are described?
Mrs. Jones and her purse are similarly described. “She was a large woman with
a large purse.”
3. Visualize the scene where Mrs. Jones physically drags Roger to her apartment. What makes
it comical?
Possible answer: It is comical because of the physical differences between Mrs. Jones
and Roger. She is a big woman and he is small and frail. The situation itself is also
comical: Mrs. Jones kicks Roger and then drags him home after he tries to steal her
purse.
4. Why do you think that one of Mrs. Jones’s rst reactions is to wash Roger’s face?
Possible answer: It might have given Mrs. Jones an excuse to get Roger to her house and
try to help him. Perhaps she feels motherly towards him and recognizes that he does not
have an easy life.
5. Why do you think Mrs. Jones leaves the door to her room open?
Possible answer: Because she doesn’t want Roger to be afraid. She wants him to accept
responsibility for his actions and she wants him to decide if he will stay or run away.
Because she feels that he is a good boy.
6. Why do you think that Roger does not run away when he has the chance to?
Possible answer: Roger wants to show Mrs. Jones that he is trustworthy because she
is being kind and generous to him.
7. Mrs. Jones says that when she was younger she also wanted things she could not get.
Why do you think she tells Roger this?
Possible answer: She wants Roger to understand that it is normal to want things we
can’t have. She wants him see that even if he misbehaved once it does not mean he can’t
reform his ways, just as she has done.
8. Inferences are ideas or opinions that are not stated explicitly in the text but can be
understood based on what someone says or does. To infer means to read between the lines.
a. What does Mrs. Jones infer about Roger when he says he has no one to tell him to wash
his face?
She infers that he is neglected and has no one to take care of him and therefore he
probably has not learned right from wrong.
b. What does Mrs. Jones infer about Roger when he does not touch her purse when she
leaves it on the day bed?
She infers that that he is not a bad kid even if he tried to steal her purse and that
he can be saved.
c. Knowing about Mrs. Jones’s past, what can we infer about her motives for helping Roger?
We can infer that she has learnt hard lessons and that she doesn’t want that for
the boy.
9. How do Roger’s motives change from the beginning of the story when he tries to steal the
purse to the end when he leaves Mrs. Jones?
Possible answer: At the beginning of the story, Roger wants money to buy blue suede
shoes. At the end he wants to behave in such a way as to win Mrs. Jones’s approval.
He wants to thank her for helping him.
10. In your opinion, why does Mrs. Jones handle the situation in this manner instead of calling
the police?
Possible answers. She probably doesn’t like the police or want to deal with them because
of her past. She may have been in this situation herself and wishes to help the boy.
Maybe she senses by the way he is acting that he is not a hardened criminal and that she
can help him take the right path.
11. Explain in your own words what you think Mrs. Jones means when she says, “shoes come
by devilish like that will burn your feet.”
Possible answer: She may mean that he would never really enjoy shoes that he had
purchased with stolen money, that it isn’t worth it to steal.
12. The following themes are present in “Thank You, M’am”: forgiveness, empathy, trust and
kindness. Choose two themes and show how the author develops them in the story.
Forgiveness: Even though Roger attacked Mrs. Jones and tried to steal her purse, she
forgives him and brings him home to clean him up and try to help him. She even gives
him money to buy shoes. Empathy: Because of her past, Mrs. Jones is able to put herself
in Roger’s shoes. Trust: Mrs. Jones trusts her instincts and believes that Roger is not a
bad kid and that she can help him. She demonstrates that he can be trusted by leaving
her purse in the apartment unsupervised. Roger realizes that it is important that people
trust him so he proves it by sitting where she can see him. Kindness: Instead of calling
the police, Mrs. Jones helps Roger. Even though she seems poor she shares her meal
and gives him money.
Beyond the Lines
13. What do you think Roger wanted to tell Mrs. Jones other than “thank you, m’am”?
14. What do you think would have happened to Roger if Mrs. Jones had reported him to the
police?
Possible answer: He would have probably been punished or even taken away from his
home because no one was taking care of him. He may have continued his life of crime.
15. Imagine that you are Roger many years later. Write a letter to Mrs. Jones explaining how her
act of kindness changed your life.
16. You learned about Canada’s Youth Criminal Justice Act in Unit 4. How is Mrs. Jones’s solution
to Roger’s attempted theft of her purse in line with the act?
The seeks to rehabilitate youth instead of punish them.
Mrs. Jones tries to teach Roger right from wrong instead of just punishing him.
She acts as a role model and teaches him trust, respect and responsibility.
17. Research “blue suede shoes” and the Harlem Renaissance online. Share your ndings
with the class.
Answers may include: was a song made popular by Elvis Presley
in 1956. It is considered to be one of the rst rock-and-roll records. The Harlem
Renaissance was the name given to a cultural, social and artistic movement in Harlem
spanning the 1920s and early 1930s. For the rst time in history, African-American
artists were recognized for their contributions. Langston Hughes is among the writers
whose work emerged at that time.
A new way to get
where you want to go!
Student Workbook Story Anthology

Seven themes to explore across four units and three Six original stories and literary excerpts that are
workshops linked to the workbook’s themes
Varied reading, watching, speaking and writing tasks
in every unit
Answer Key
Colour workbook with answer key and teacher’s
Workshops to prepare for the Ministry examinations
notes
An extra watching activity in every unit to explore the
theme further Teacher’s Guide and Answer Key
Reinvestment tasks where students gather information Answer key
learned in the unit into a written production Multiple handouts that include extra reading
Extra reading activities, projects and vocabulary activities, listening activities, extra projects,
Contextualized and form-focused grammar exercises grammar quizzes and exercises, graphic organizers
and evaluation tools
A grammar section presenting grammar notions and
numerous exercises Two evaluation situations
A useful reference section that offers functional A CD with recorded texts
language; strategies; tips for response, writing and A DVD offering videos with and without English
production processes; a vocabulary log; and other subtitles
grammar references
Digital resources take teaching to another level

For students For teachers
Digital Student Workbook and Story Anthology All the features and tools of the i+ Interactif platform
accessible on any computer or iPad Digital versions of all the printed material and all the
Access to a large number of interactive exercises digital content that is available to students
and workshops with automatic feedback that follow Learning management tools to monitor your students’
the progression of the workbook progress
Additional documents and digital content that can All handouts available in both PDF and Word formats
be made available by teachers
Answers that appear one by one as well as numerous
hyperlinks
With Chenelière’s i+ Interactif
platform, available online and downloadable,
display, create, personalize and share pedagogical
content and so much more!
The components of , Secondary 5

Print Version Digital Version
• Student Workbook and Story Anthology • platform
• Answer Key • Digital Student Workbook and Story Anthology
• Teacher’s Guide • Digital Teacher’s Guide and Answer Key
ISBN 978-2-7650-5430-6

Student Workbook: English As A Second Language

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ENGLISH AS A SECOND LANGUAGE

• Preparation for Ministry examinations

• Preparation for Ministry Examinations

Editor: Jennifer McMorran

ALL RIGHTS RESERVED.

Legal deposit: 1st quarter 2017

Do you treat others the way you want to be treated?

Explore why tragedy and comedy make for effective storytelling.

B ARE YOU GAME? ..........................................................................

Where do you stand on organized sports? Perfect your

Reproduction prohibited © TC Media Books Inc. Table of Contents iii

How does human survival depend on animals?

Learn about real-life encounters between

iv Table of Contents Reproduction prohibited © TC Media Books Inc.

Past Perfect ............................................................................................................ 161

Nouns ...................................................................................................................... 190

Pronouns and Possessives ...................................................................................... 196

Functional Language ............................................................................................. 222

Strategies ................................................................................................................ 224

Reproduction prohibited © TC Media Books Inc. Table of Contents v

WORKSHOP A Group Discussion Skills

UNIT 2 Which role do Adverbs; • Discussion on whether Reading:

WORKSHOP B The Perfect Paragraph

WORKSHOP C The Opinion Piece

vi Scope and Sequence Reproduction prohibited © TC Media Books Inc.

Rewrite part of a story Literary terms Extra Watching:

Write a discussion text Idioms Extra Watching:

Write an opinion piece Legalese Extra Reading:

Reproduction prohibited © TC Media Books Inc. Scope and Sequence vii

The unit number and title The introduction to the

The title gives you an idea

The guiding question presents

The introduction identifies the purpose of

The tabs indicate

viii Overview of Upside Reproduction prohibited © TC Media Books Inc.

Two of the four units also have an Extra

Story Anthology boxes

Reproduction prohibited © TC Media Books Inc. Overview of Upside ix

The titles tell you

The Red Flag box points

x Overview of Upside Reproduction prohibited © TC Media Books Inc.

DISCUSS The Discuss rubric provides additional prompts to encourage group,

STRATEGY Strategy boxes offer useful strategies for completing a task.

GLOSSARY Glossary boxes provide definitions for difficult words

F Y I FYI (For Your Information) boxes provide interesting facts or tips

Reproduction prohibited © TC Media Books Inc. Overview of Upside xi

UNIT 1 MONEY MATTERS

xii Interactive Workshops Reproduction prohibited © TC Media Books Inc.

1 WHAT’S YOUR BUDGET?

on to others in the reinvestment task.

HOUSING (TOTAL COST PER MONTH) TRANSPORTATION

$ FOOD (PER PERSON, PER MONTH) A. You can’t live

2 Unit 1 Reproduction prohibited © TC Media Books Inc.

Life doesn’t have to be expensive, but there may be unexpected

Money In Money Out