Studio english as a second language secondary cycle two year one

Secondary Cycle Two Year 0ne d t i S o ENGLISH AS A SECOND LANGUAGE Gillian Baxter Cynthia Beyea Tollof Nelson Derek Wright STUDENT WORKBOOK Conforms to the PROGRESSION of Learning Secondary Cycle Two Year 0ne d t i S o ENGLISH AS A SECOND LANGUAGE Gillian Baxter Cynthia Beyea Tollof Nelson Derek Wright STUDENT WORKBOOK Studio English as a Second Language Secondary Cycle Two, Year One Student Workbook Gillian Baxter, Cynthia Beyea, Tollof Nelson, Derek Wright © 2012 Chenelière Education Inc Editor: Melissa Repas Project managers: Jeanine Floyd, Roberto Blizzard, Lee Ann Dalton Proofreader: Nancy Perreault Photo researchers: Stephanie Colvey, Marie-Chantal Laforge Book designers: Andrée Lauzon, Josée Brunelle Cover designer: Josée Brunelle Typesetters: Micheline Roy, Julie Champoux (Interscript) Printer: TC Imprimeries Transcontinental ALL RIGHTS RESERVED No part of this book may be reproduced by any means known or not yet known without prior permission from Chenelière Education 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 978-2-7650-3669-2 Legal deposit: 1st quarter 2012 Bibliothèque et Archives nationales du Québec Library and Archives Canada Printed in Canada ITIB 16 15 14 13 12 We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities Government of Québec – Tax credit program for book publishing – SODEC Acknowledgments The publisher would like to thank the following teachers for their valuable contributions to the publication of Studio, Year One Marie-Josée Asselin : C.S des Samares David Baillargeon : C.S des Navigateurs Michael Carroll : C.S des Samares Mary Chiechi : C.S de Laval Many Hanphiboune : C.S de Montréal Adina Paventi : C.S des Patriotes Table of Contents Units Unit Everyone Can Be a Star What can your teacher and classmates learn from you? Explore your talents and strengths and share them with the class Grammar: Simple present and imperatives Unit Reality Check 19 How are reality television shows made? Learn about the characteristics and techniques of reality television Grammar: Adverbs of frequency, adjectives and question words Unit Unexpected Outcomes 37 How unexpected events and their outcomes affect us? Explore events that took surprising turns Grammar: Simple past and past continuous Unit Teens and Screens 55 How social media make or break friendships? Discuss the risks and rewards of social media Grammar: Modals and conditional sentences Unit Making Music 73 How songs tell stories? Learn how artists write their songs and what inspires them Grammar: Pronouns, possessives and phrasal verbs Unit Rights and Rites 91 What does it mean to be a teenager? Imagine how teenage life changes from one generation to another Grammar: The future and conjunctions Reproduction prohibited © Chenelière Education Inc Table of Contents i Verbs Imperatives 110 Afrmative, Negative Simple Present 112 Afrmative, Negative, Yes/No Questions, Information Questions Present Continuous 118 Afrmative, Negative, Yes/No Questions, Information Questions Simple Past 124 Afrmative, Negative, Yes/No Questions, Information Questions Past Continuous 130 Afrmative, Negative, Yes/No Questions, Information Questions The Future 135 With Will, With Going To, Yes/No Questions, Information Questions There + Be 140 Afrmative, Negative, Yes/No Questions, Information Questions Modals 144 Afrmative, Negative, Yes/No Questions, Information Questions Conditional Sentences 150 Yes/No Questions, Information Questions Sentence Builders Grammar Section 10 Nouns 153 Types, Plurals, Countable and Uncountable, Possessive Form 11 Articles and Quantiers 157 12 Pronouns, Possessives and Demonstratives 160 Types, Indenite Pronouns, Demonstratives 13 Adjectives 166 Order, -ed or -ing, Comparatives and Superlatives 14 Adverbs 172 Manner, Time, Frequency, Degree 15 Prepositions 177 Place, Direction, Time 16 Conjunctions 182 17 Capitalization 185 18 Punctuation 187 Reference Section A B C D E F G H I ii Functional Language 191 The Writing Process 194 The Production Process 196 Strategies 198 Verb Tense Overview 201 Question Words 202 Question Formation 203 Common Phrasal Verbs 204 Common Irregular Verbs 206 Table of Contents Reproduction prohibited © Chenelière Education Inc Overview of Studio Second Cycle Year One Units In the rst section of Studio, you will nd six interesting units The opening page of each unit explains what you will learn and Opening Page The unit number and title help you identify the unit The leading sentence and introduction of the unit present the theme The descriptions of the tasks tell you what you will in the unit The descriptions of the Extra Reading and the Production Studio tell you about the ideas and skills that you will reinvest The title gives you an idea of what the unit is about The One-Minute Challenge activates your prior knowledge Work alone, in pairs or in teams to make a list in one minute You can also add an element of competition The guiding question presents the focus of the unit Tasks Each unit contains six tasks that focus on reading, listening, speaking or writing The tab on the top of the page indicates the focus of each task The task number and title help you to nd the task easily Step-by-step instructions tell you what to The introduction helps you to understand the purpose of the task The Grammar Preview explains the grammar you need and gives you a few exercises to practise it Reproduction prohibited © Chenelière Education Inc Overview iii Word Play The Word Play activity lets you practise vocabulary presented in the unit Extra Reading The Extra Reading text and activity let you explore the unit’s theme further The What Do You Think? box allows you to express an opinion on the topic, either orally or in writing Production Studio The Production Studio lets you reinvest what you learned in the unit and create a media text iv Overview Reproduction prohibited © Chenelière Education Inc Grammar Section In the second section of Studio, you will nd grammar notes and numerous exercises to help you practise and reinforce your grammar skills The Grammar Mix section lets you combine two grammar concepts in the same exercise, just as you in everyday English The ! box points out grammar information to watch out for The titles tell you what you will learn and practise The opening pages show grammar in context and provide a Grammar Check for you to nd out what you already know The grammar notes help you understand the concepts The Grammar Game allows you to practise the grammar while interacting orally The Write It section lets you practise your grammar skills by writing a text Reference Section In the third section of Studio, you will nd useful reference tools to help you use English in different situations, such as Functional Language, Strategies, Writing and Production Processes, and additional grammar references Reproduction prohibited © Chenelière Education Inc Overview v Icons The tabs tell you the focus of each task SETTING UP Vocabulary CD READING STUDIO LISTENING STUDIO SPEAKING STUDIO WRITING STUDIO The Vocabulary icon indicates new words to learn The CD icon indicates that there is a listening activity or the text is recorded C1 This icon indicates that you will interact orally in English C2 This icon indicates that you will reinvest understanding of texts C3 This icon indicates that you will write and produce texts T alk b ack Talkback offers additional opportunities to practise speaking The mouse icon indicates ways to use technology for the tasks and project S o nd Check Lang age p r om p ts Soundcheck points out tips to practise your pronunciation Language Prompts gives you an example of the language you need for oral activities 150 Go to Grammar Section page ctice for more information and pra This box tells you where to nd more grammar information or practice C l t re Clip vi Culture Clip introduces you to another aspect of the unit’s theme in world culture Overview Reproduction prohibited © Chenelière Education Inc Name: _ Date: Group: _ Task 1: Having a Ball Task 2: Memorable for the Right or Wrong Reasons? Evaluation Situation The End-of-Year Dance Evaluation Grids Handout ES 3.1 Evidence of understanding of texts through the response process Task 1: C2 Reinvests Understanding of Texts A Exceeds expectations B Meets expectations Student demonstrates superior understanding of the text by correctly summarizing all story elements of the song in Step Student connects many ideas in the text with personal opinions in Step Student demonstrates good understanding of the text by correctly summarizing most story elements of the song in Step Student connects a sufcient number of ideas in the text with personal opinions in Step C Acceptable but needs improvement Student demonstrates fair understanding of the text by correctly summarizing some story elements of the song in Step Student connects some ideas in the text with personal opinions in Step D Does not meet all expectations Student demonstrates poor understanding of the text by correctly summarizing only a few story elements of the song in Step Student connects only a few ideas in the text with personal opinions in Step E Serious difculties Student is unable to provide the information required to summarize story elements of the song in Step Student is unable to complete Step Task 2: C2 Reinvests Understanding of Texts Evidence of understanding of texts through the response process A Exceeds expectations B Meets expectations Student demonstrates superior understanding of the text by correctly completing Steps and Student connects many ideas in the text with personal opinions in Steps and 312 Studio Year One Student demonstrates good understanding of the text by nding most answers to the questions in Steps and Student connects a sufcient number of ideas in the text with personal opinions in Steps and n Evaluation Situation C Acceptable but needs improvement D Does not meet all expectations E Serious difculties Student demonstrates fair understanding of the text by nding some answers to the questions in Steps and Student connects some ideas in the text with personal opinions in Steps and Student demonstrates poor understanding of the text by nding few answers to the questions in Steps and Student connects only a few ideas in the text with personal opinions in Steps and Student is unable to answer the questions in Steps and Student is unable to complete Steps and Reproduction permitted © Chenelière Education Inc Name: _ Date: Group: _ Task 3: All for a Party! A Party for All! Evaluation Situation The End-of-Year Dance Evaluation Grids Handout ES 3.1 cont Content of the message Participation in oral interaction Task 3: C1 Interacts Orally in English A Exceeds expectations B Meets expectations Student interacts actively and spontaneously throughout the discussion Student maintains interaction by elaborating on ideas, listening to others, asking and answering questions Student interacts actively and spontaneously throughout the discussion Student maintains interaction by elaborating on ideas, listening to others, asking and answering questions Student elaborates on ideas and supports his or her viewpoint with examples Student explains his or her ideas and supports them with examples Reproduction permitted © Chenelière Education Inc C Acceptable but needs improvement D Does not meet all expectations E Serious difculties Student participates in English when prompted Student shows understanding of partners’ messages Student cannot maintain interaction solely in English and often reverts to another language Student needs help from the teacher or peers to understand partners’ messages Student uses only one-word statements or gestures Student does not understand partners’ messages With some support, student responds adequately to simply stated messages or questions Student repeats other students’ ideas, either rephrasing or using the same words Even with prompting and support, student is unable to express pertinent ideas Student does not express ideas Studio Year One n Evaluation Situation 313 Name: _ Date: Group: _ Task 4: Organizing a Memorable Dance Evaluation Situation The End-of-Year Dance Evaluation Grids Handout ES 3.1 Formulation of the message Content of the message Task 4: C3 Writes and Produces Texts A Exceeds expectations B Meets expectations C Acceptable but needs improvement D Does not meet all expectations E Serious difculties Student’s text fully develops recommendation about organizing the end-of-theyear dance Student supports each idea with relevant and practical examples or details Student’s text generally develops recommendation about organizing the end-of-theyear dance Student supports most ideas with relevant and practical examples or details Student’s text somewhat develops recommendation about organizing the end-of-theyear dance Student supports some ideas with relevant and practical examples or details Student’s text does not adequately develop the recommendation Student rarely supports ideas with related examples or details Student’s text does not develop the general recommendation Student does not support ideas with related examples or details Student’s text respects the conventions of an open letter (salutation, paragraph form, closing) Student uses all of the targeted language conventions correctly (modals, future tense, conjunctions) Student’s text mostly respects the conventions of an open letter (salutation, paragraph form, closing) Student uses most of the targeted language conventions correctly (modals, future tense, conjunctions) Student’s text respects some of the conventions of an open letter (salutation, paragraph form, closing) Student uses the targeted language conventions inconsistently (modals, future tense, conjunctions) Student’s text respects few of the conventions of an open letter (salutation, paragraph form, closing) Student rarely uses the targeted language conventions correctly Student’s text does not respect the conventions of an open letter (salutation, paragraph form, closing) Student is unable to use the targeted language repertoire correctly 314 Studio Year One n Evaluation Situation Reproduction permitted © Chenelière Education Inc Name: _ Date: Group: _ Memorable for the Right or Wrong Reasons? CD MIKE: I think the end-of year party we had last year was a blast! It was worth all the trouble we put into organizing it My friends on Student Council and I were very proud when we saw how many people came to the event all dressed up in crazy costumes All the time and effort we spent putting together the decorations, hanging up the lights and selecting the party music for our DJ really paid off Plus, we even recovered the money we invested in the event by selling tickets, cool hats and refreshments It’s true we had less time for school work but this party really kept our spirits high We had something to look forward to in June: a moment to celebrate being together with friends and classmates I remember that we really danced away the stress of nal exams Most of all, there was something magical about stopping to say to ourselves, “O.K., we’ve nished this part of our lives at school and now we’re celebrating all the good times we’ve had together.” We’re also moving forward to another year, a summer away from school, a fresh start for all of us, so it was a good kickoff for that, too Reproduction permitted © Chenelière Education Inc Evaluation Situation Task Audio CD Track 16 Handout T-ES 3.1 PAMELA: I wonder if the end-of-year party really lived up to everyone’s expectations I actually feel it was a letdown Don’t get me wrong: the event was perfect in itself and I was ready to have fun I even created my own costume and a whole line of crazy hats for my friends But that was the problem I only wanted to party and have fun at the end of the year Some of my friends felt the same That wasn’t good One friend told me that she spent too much money on her costume Another friend said he later regretted the way he acted on the dance oor I did help to organize the event but, in the end, I didn’t feel like celebrating You see, just before the party I learned that I scored poorly on my French exam and almost failed my math exam I was so angry with myself, thinking that I could put off my studies I thought I could simply slide by at school, go on to the next level, no problem But I was distracted, disorganized and tired because of all the party preparation My father always tells me, “Pamela, you can’t get ahead if you leave your studies behind.” Now I know what he means I just wish I’d listened to him earlier Studio Year One n Evaluation Situation 315 Name: _ Date: Group: _ Having a Ball Evaluation Situation The End-of-Year Dance Task Handout ES 3.2 Break This Spell and Set Me Free Once upon a time You knew a prince would come in a dark corridor far away But never let that proud Gaston I heard the wind whistle and play Take you to the ball it seems This awkward storyline: You knew about the rose You walked so beautifully— I kept to myself for so many years as the rumours raced Take this corsage I watered with my tears: for all to hear Nobody faced Hold on to the petal that glows! You, head bent with the strain The stars shine a new constellation Too sad to look up, you crossed of our storybook transformation My path; I would have washed, washed away your pain Be my Belle and rescue me— or given you a rose so that you’d see From loneliness that I’d be always true Give me your hand— I never dared, how could you With tenderness Have cared for such a Beast as me? Dance to the band, Break this spell and set me free! Be my Belle and rescue me— From loneliness “Once upon a time” is a time now far away Give me your hand— Childhood enchantments have changed With tenderness The fears of living in a castle, estranged Dance to the band, The hopes for the princess who’d stay— Break this spell and set me free! Forever, for forever is never as intense As holding you right now in this last dance! Once upon a time, On a bus seat far away Be my Belle and rescue me— I watched the sunlight circle and play From loneliness This bittersweet storyline: Give me your hand— Lost in your books, your dreams With tenderness Of chandeliers and fairy wings Dance to the band, Break this spell and set me free! 316 Studio Year One n Evaluation Situation Reproduction permitted © Chenelière Education Inc Name: _ Date: Group: _ Having a Ball Evaluation Situation The End-of-Year Dance Task Handout ES 3.2 cont Before Reading Match the words in the boxes with the following elements of fairy tale stories Setting (time and place): Themes: Characters: Chain of events: a princes and b nding true love, princesses, magical understanding inner creatures, evil witches beauty, growing up and beasts c a curse, a quest, a transformation, a happy ending d once upon a time, in a land far, far away (enchanted forest or castle) While Reading Read the lyrics Which fairy tale does this song refer to? Underline any clues (names, actions, symbols, events) After Reading Answer the following questions about the song a Who is narrating the story? b Who is he talking to? c What words from the song tell us about the characters? d Where does the story take place? Do you think it would be appropriate to create a “fairy-tale theme” for an end-of-year dance? Why or why not? What other themes you think would be successful? Explain your answer Reproduction permitted © Chenelière Education Inc Studio Year One n Evaluation Situation 317 Name: _ Date: Group: _ Memorable for the Right or Wrong Reasons? Evaluation Situation The End-of-Year Dance Task Handout ES 3.3 Before Listening Match each word with its denition Write the correct letter on the line to have a blast a to motivate people to be worth the trouble b to ignore to keep spirits high c a disappointment a letdown d signicant enough to make an effort putting off e to have a great time While Listening Answer the following true/false questions as you listen to two personal stories about an end-of-year dance Pamela Mike Statement a The party was worth all the trouble b They didn’t recover the money they invested c They had less time for school work d She felt it was a letdown e Her friends didn’t feel the same f The party didn’t affect her exams True False Write three reasons why the dance was right and why it was wrong Why the Dance Was Right 318 Studio Year One n Evaluation Situation Why the Dance Was Wrong Reproduction permitted © Chenelière Education Inc Name: _ Date: Group: _ Memorable for the Right or Wrong Reasons? Evaluation Situation The End-of-Year Dance Task Handout ES 3.3 cont After Listening Which speaker you identify with more closely, Mike or Pamela? Explain your answer with reference to your own experience at the end of the year Make two recommendations to Pamela for next year’s dance a I think you should b You really must Reproduction permitted © Chenelière Education Inc Studio Year One n Evaluation Situation 319 Name: _ Date: Group: _ All for a Party! A Party for All! Evaluation Situation The End-of-Year Dance Task Handout ES 3.4 Form teams of four Brainstorm ideas for an end-of-year dance a Read the worksheet below b Discuss your opinions on each topic with your team c Reach a consensus and write down your decisions End-Of-Year Dance Topic Decision Venue: school, somewhere else? Budget: small or big? How much money can students raise or pay? Theme: theme, no theme? Dress: normal, party dress, formal dress, costumes? Decor: lighting, decorations? Food: snacks and refreshments, full formal meal? Music: dance music playlist, DJ mix, top ten party songs? Activities: games, dance contest? 320 Studio Year One n Evaluation Situation Reproduction permitted © Chenelière Education Inc Name: _ Date: Group: _ All for a Party! A Party for All! Evaluation Situation The End-of-Year Dance Task Handout ES 3.4 cont Invent a name for your team Take turns to present your recommendations to the class Listen carefully to each proposal Rate each team on the grid below and add comments Team Names Star Rating Comments ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ ✩✩✩✩✩ Vote on the best proposal as a class Share your comments Reproduction permitted © Chenelière Education Inc Studio Year One n Evaluation Situation 321 Name: _ Date: Group: _ Organizing a Memorable Dance Party Evaluation Situation The End-of-Year Dance Task Handout ES 3.5 Write an open letter to members of the Student Council Persuade them to make the year memorable by organizing an end-of-year dance Read the model open letter below Dear Members of Student Council, I would like to make a few recommendations about the annual talent show next year The show is clearly a great tradition at our school but I think we could make some improvements First, we should open up the event to more people at school To be honest, there are too many of the same acts, so the show does not represent the diversity of the student body In my opinion, we should recruit people to present comedy acts, circus acts, pop singers and bands, dance troupes and even short lms Second, we should try to make it easier for the public to attend the event For example, the cost of tickets could be reduced Also, the show could be scheduled on a Friday evening instead of a late Tuesday afternoon Third, I think we should try to publicize the event more I didn’t see any posters or hear any announcements about the show this year No wonder there were so few of us in the auditorium! To sum up, the annual talent show will become a stronger tradition at our school if you change the way it is organized If we open up the talent show to other acts, make it easier to attend and publicize it, I’m sure that more people will come Sincerely yours, Mathew Anderson Plan the sequence of your open letter Complete the following graphic organizer Outline the overall recommendation you wish to propose, including main points and supporting examples Salutation: General statement of opinion: BODY First argument, reason: 322 Studio Year One Second argument, reason: n Evaluation Situation Third argument, reason: Reproduction permitted © Chenelière Education Inc Name: _ Date: Group: _ Organizing a Memorable Dance Party Supporting details: Evaluation Situation The End-of-Year Dance Supporting details: Task Handout ES 3.5 cont Supporting details: Conclusion or restatement: Closing: Signature Write a draft of your letter Use modals, conjunctions and transition words, and the future Refer to the model in Step for help Look at the checklist in Step for the task requirements Reproduction permitted © Chenelière Education Inc Studio Year One n Evaluation Situation 323 Name: _ Date: Group: _ Organizing a Memorable Dance Party Evaluation Situation The End-of-Year Dance Task Handout ES 3.5 cont Revise your text Use this writing checklist I integrated all the text components of an open letter (salutation, paragraph form, closing and signature) My general recommendation is clear in the rst paragraph My arguments support the general recommendation and are well organized I illustrated each argument with examples or details My conclusion restates the main points of the letter I checked the use of modals, conjunctions and transition words, and the future I checked my spelling and punctuation Write your nal copy Check it again for mistakes 324 Studio Year One n Evaluation Situation Reproduction permitted © Chenelière Education Inc St dio Designed for ESL students in Secondary Cycle Two, t dio conforms to the ESL program as well as the and the It provides all the material needed to develop the three ESL competencies and offers a rich variety of Learning and Evaluation Situations (LES), an extensive Grammar Section and a practical Reference Section t dio can replace or complement any other learning material S S Student Workbook Six engaging Learning and Evaluation Situations with mature high-interest themes Opportunities and support to help students engage in meaningful oral interaction Varied listening and reading texts with activities that focus on the response process Model texts and writing tasks that take students through the writing process Final projects and extra reading texts that encourage students to think further about the topic Contextualized grammar activities and a comprehensive Grammar Section for more practice Answer Key – Paper version for the with teacher’s notes and suggestions for differentiation and evaluation CD of listening texts Teacher’s Guide and Answer Key – Paper version The complete Audio-visual package (CD and DVD) Additional material: evaluation situations and grids, grammar quizzes, extra reading texts and activities for the DVD Teacher’s Guide and Answer Key PLUS The complete paper version of the A USB key, for use with any computer, interactive whiteboard (IWB) or projector, that holds: – an interactive version of the complete with handouts in PDF and Word format – full-page projection of texts and grammar notions – direct access to embedded weblinks and the CD and DVD segments The Components of Year One • • • • St dio, Secondary Cycle Two Student Workbook Answer Key – Paper version Teacher’s Guide and Answer Key – Paper version Teacher’s Guide and Answer Key PLUS • • • • Year Two Student Workbook Answer Key – Paper version Teacher’s Guide and Answer Key – Paper version Teacher’s Guide and Answer Key PLUS ... Secondary Cycle Two Year 0ne d t i S o ENGLISH AS A SECOND LANGUAGE Gillian Baxter Cynthia Beyea Tollof Nelson Derek Wright STUDENT WORKBOOK Studio English as a Second Language Secondary Cycle. .. liv k at least you probably spea n you ca two languages, but backds or w w say even a fe her video which shows has e ub uT Yo ’s er m wards? Alyssa Kra mediately saying them backwards im e hearing... some popular reality shows from the past What modern reality shows they make you think of? Candid Camera was a funny TV show that began in 1948 and was popular for five decades Hidden cameras in