SKILLS BOOK REAL ENGLISH AUTHENTIC LEARNING ANGELIKA BRUNEL BECKY McKNIGHT SECOND EDITION SKILLS BOOK REAL ENGLISH AUTHENTIC LEARNING ANGELIKA BRUNEL BECKY McKNIGHT SECOND EDITION Development and authoring of online workshops and supplementary web material Becky McKnight REAL, Real English Authentic Learning REAL Skills Book 1, Second Edition Acknowledgements I wish to express my gratitude to the extraordinary team at Chenelière Education for this splendid second edition Many thanks to all those who participated to make this series yet another success I would also like to thank Kay Powell, author of REAL Grammar Book 1, and co-author Becky Mcknight for helping raise the bar even higher And finally, a special thanks to editor Melissa Repas whose global vision and eye for detail kept us on track once more Sincere appreciation to the reviewers for their honest appraisals and insightful suggestions – Angelika Brunel Angelika Brunel and Becky McKnight © 2014 TC Media Books Inc © 2009 Chenelière Education Inc Managing Editor: Melissa Repas Editor: Jennifer McMorran Project Manager: Valérie Côté Researchers: Rachel Irwin, Tara Smith Copy Editor: Jeanine Floyd Proofreader: Nancy Perreault Cover and Book Designer: Micheline Roy Web Material Editor: Jennifer McMorran Web Material Project Manager: Solange Lemaitre-Provost Bibliothèque et Archives nationales du Québec and Library and Archives Canada cataloguing in publication Brunel, Angelika, 1965REAL: Real English Authentic Learning Skills Book Second Edition For college students ISBN 978-2-7650-4517-5 English language – Textbooks for second language learners English language – Problems, exercises, etc English language – Spoken English – Problems, exercises, etc i McKnight, Becky, 1965- ii Title PE1128.B779 2014 428.3’4 C2014-940537-5 Thank you, Angelika Brunel, for having authored such a great first edition and for graciously accepting me as your co-author on the second edition I will be forever grateful to Melissa Repas for her faith in me and for having invited me to be a part of this project Thank you also to Jeanine Floyd and Jennifer McMorran Being a part of the hard-working, professional, and caring team at Chenelière has truly been a fantastic and fun experience Also, thank you to all of my family, friends, and colleagues, who continue to inspire and teach me daily I dedicate this book to my partner Jacques, who has always supported me, my two angels and rays of sunshine, Jeremy and Jessie, and my wonderful step-children, Nicolas and Émilie – Becky McKnight Thank you to the many teachers who gave invaluable feedback and suggestions, including the team of reviewers: Pierre Fraser, Cégep de Sainte-Foy Katherine Lyon, Collốge Montmorency Nadine Lavoie, Cộgep de Rimouski Franỗois Martel, Cégep de Thetford And to those who participated in the developmental research for this second edition: Ali Boumoussa, Collège Ahuntsic Jean-Thomas Courchesne, Cégep de Sherbrooke Veronica Frediani, Cégep Saint-Jean-sur-Richelieu Netta Gorman, Cégep de l’Abitibi-Témiscamingue Izabela Kubinska, Collège de Valleyfield Trademarks are mentioned or illustrated in this work Please note that the publisher has not received any income or advantages in return for having presented these brands The brands are reproduced upon request by the authors to support the academic or scientific content of the work 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 workbook, and exclusively for those students referred to in this paragraph 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 978-2-7650-4517-5 Legal deposit: 2nd trimester 2014 Bibliothèque et Archives nationales du Québec National Library of Canada Printed in Canada ITIB 18 17 16 15 14 We acknowledge the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities All characters and scenarios presented in this work are fictitious Any resemblance to real persons, existing or dead, is purely coincidental Chenelière Education and the authors shall not be held responsible or liable for any claims, whether past, present, or future, relating to loss or damage of any nature — special, punitive, or exemplary — including but not limited to economic loss or physical or material damage resulting from negligence, or any violation or usurpation of any right, title, or intellectual property interest resulting or that may result from the content, text, photographs, or products or services mentioned in this work The complementary material published on our website is intended for use by Canadian residents only, for educational purposes only Online purchases are only available to Canadian residents Table of Contents UNIT TRAVEL Take a New Direction Popular trends give travellers more opportunities WARM-UP Language Exchange READING FOR STRATEGY “Reasons to Take a Gap Year” SPEAKING Weird Hotels IN WORDS Travel Words LISTENING “Show Me Your Canada” READING FOR INTERACTION “Montrealer Started Couchsurng” SPEAKING Your Couch or Mine? 11 PRONUNCIATION Third-Person Singular -s 12 LISTENING Descriptions 13 WATCHING A Map for Saturday 14 READING FOR CHALLENGE “Weed Your Way Around the World” 15 WRITING FILES Sentence Structure 18 TOPIC FILES Topics • Make the Connection • Top Words 20 UNIT FITNESS 21 WARM-UP Getting Active 22 SPEAKING Test Your Personality 23 READING FOR INTERACTION “Researcher Finds Sports that Fit Each Personality” 24 SPEAKING A Perfect Match 26 IN WORDS Play, Do, or Go? 27 PRONUNCIATION Long and Short Vowel Sounds 28 LISTENING Giving Fitness Advice 28 READING FOR STRATEGY “Ultimately, It’s About Having Fun” 29 WATCHING “Tough Mudder” 32 READING FOR CHALLENGE “Vancouver’s Parkour Stars Leap Buildings” 33 WATCHING The Kid from La Puente 36 WRITING FILES Generating Ideas 38 TOPIC FILES Topics • Make the Connection • Top Words 40 LIFESTYLE 21 What is Your Fitness Style? How personality affects the choices we make about keeping fit UNIT 41 On Campus How can today’s students live a balanced lifestyle? 41 WARM-UP Student Lifestyle Survey 42 READING FOR STRATEGY “Sleep” 43 WATCHING “Energy Drinks: Liquid Health Issue” 46 PRONUNCIATION The / th / and / t / Sounds 48 IN WORDS Make and Do 49 Reproduction prohibited © TC Media Books Inc Table of Contents iii 61 READING FOR INTERACTION “Eight Proven Ways for Students to Save Money” 50 LISTENING Moving Out 53 SPEAKING Difcult Dilemmas 54 READING FOR CHALLENGE “Research Suggests Many Students Cheat, Young People Concur” 55 LISTENING “Keeping Your Integrity” 57 WRITING FILES Paragraphs and Topic Sentences 58 TOPIC FILES Topics • Make the Connection • Top Words 60 UNIT TECHNOLOGY Information Evolution How does technology shape a generation? 61 WARM-UP Technology Then and Now 62 WATCHING “Generation Text” 63 SPEAKING Technology Survey 65 READING FOR STRATEGY “How Technology Has Changed Dating” 66 WATCHING “Facebook Follies” 69 PRONUNCIATION The -ed Ending of Regular Verbs in the Simple Past 71 IN WORDS Technology Vocabulary 72 READING FOR INTERACTION “Spy Mannequins No Dummies” 73 “California Governor Signs Driverless Cars Bill” 75 81 iv Table of Contents SPEAKING Is It Worth It? 77 WRITING FILES Supporting Ideas 78 TOPIC FILES Topics • Make the Connection • Top Words 80 UNIT COMMUNICATION Say What You Mean What can we learn from non-verbal communication? 81 WARM-UP Body Language 82 READING FOR INTERACTION “Top Ten Signs Someone Is Lying” 83 SPEAKING Who Is Telling the Truth? 84 IN WORDS Communication Idioms 85 READING FOR STRATEGY “Show Your True Colours” 86 PRONUNCIATION Silent Letters 89 WATCHING Line of Sight 90 LISTENING First Impressions 92 READING FOR CHALLENGE “Catching the Gist” 94 WRITING FILES Transition Words 97 TOPIC FILES Topics • Make the Connection • Top Words 100 Reproduction prohibited © TC Media Books Inc UNIT INSPIRATION Making a Difference What drives people to make an impact on the world? 101 WARM-UP Role Models 102 WATCHING Rightfooted 103 LISTENING “Wish You Well” 105 PRONUNCIATION The Letter H 107 READING FOR INTERACTION “Dumpster Divers” 107 101 “The Cage Man” 110 IN WORDS Word Families 112 READING FOR STRATEGY “Generation Y: It’s All About Me” 113 LISTENING “The Buried Life” 117 SPEAKING Your Bucket List 118 WRITING FILES Introduction to the Essay 119 TOPIC FILES Topics • Make the Connection • Top Words 122 UNIT URBAN PLANNING Building Community How can we make our neighbourhoods better? 123 WARM-UP Neighbourhood Report Card 124 READING FOR INTERACTION “Dutch Neighbourhoods” 125 IN WORDS The Verb Get 127 SPEAKING Going Downtown 128 LISTENING “Fitness-Friendly Cities” 129 READING FOR STRATEGY “Broken Windows Theory Boosted by New Study” 131 PRONUNCIATION Can Versus Can’t 133 LISTENING Solve the Riddle 134 SPEAKING AND WRITING City Council Meeting 135 WATCHING Spaces in Between 135 READING FOR CHALLENGE “The Birthday Cake” 137 WRITING FILES Improving Introductions and Conclusions 142 TOPIC FILES Topics • Make the Connection • Top Words 144 APPENDIX Practical Vocabulary 145 APPENDIX Strategies, Grammar Links, and Pronunciation 147 APPENDIX How to Plan and Deliver an Oral Presentation 148 APPENDIX The Essay Outline 149 CREDITS Photo, Text, Audio, and Video Sources 150 Reproduction prohibited © TC Media Books Inc 123 Table of Contents v Scope and Sequence UNIT Travel UNIT Fitness UNIT Lifestyle UNIT Technology UNIT Communication UNIT Inspiration UNIT Urban Planning vi READING LISTENING / WATCHING WRITING • Read for main ideas and details • Identify cognates • Recognize false cognates • Read a newspaper article • Read a magazine article • Listen to a radio interview • Improve your listening skills • Listen for numbers, prices, dates, place names • Listen to a phone conversation • Watch a documentary for main ideas and details • Describe hotels using the simple present • Write sentences and questions in the simple present • Write, revise, and edit complete sentences • Combine sentences • Make introductions • Discuss travel plans and preferences • Interview classmates about lifestyles and habits • Read descriptions and take a personality quiz • Read a newspaper article • Find the main idea • Read for main ideas and details • Skim and scan • Listen to phone messages • Prepare to listen and watch • Watch a television news report for main ideas and details • Watch a documentary for main ideas and details • Describe sports and activities using the present progressive • Write a personal description • Make recommendations • Brainstorm and generate ideas • Support your statement • Discuss physical activities and personality traits • Use help strategies • Survey classmates about personality and tness preferences • Prepare and ask questions • Guess meaning from context • Read for main ideas and details • Read a newspaper article for main ideas and details • Watch a television news report • Listen to a conversation for main ideas and details • Listen to a radio interview • Write questions about student habits • Write recommendations • Avoid overgeneralizations • Write a paragraph • Write and revise topic sentences • Agree with afrmative and negative statements • Interview a partner about student lifestyle and habits • Discuss balanced lifestyles • Activate prior knowledge • Discuss difcult dilemmas • Discuss cheating in school • Read a newspaper article for main ideas and details • Find supporting ideas • Choose the correct denition in a dictionary • Pair read and retell • Recognize the structure of a newspaper article • Watch a television news report for main ideas and details • Watch a documentary for main ideas and details • Listen to a story for -ed ending of regular verbs in the simple past • Write about the uses of technology now and in the past • Write about the pros and cons of technology • Write topic sentences and supporting ideas • • • • • • • Engage in active reading • Read for main ideas and details • Read a travel story for main ideas and details • Watch a short documentary for main ideas and details • Listen to an interview for main ideas and details • Improve your note-taking • Write about past events • Write a dialogue using idioms • Write parts of a story with words with silent letters • Use transition words • Tell stories • Discuss non-verbal communication and perceptions • Discuss lying • Role-play a dialogue • Discuss colour choices • Discuss the role of art in life • Discuss rst impressions • Interpret a message in a song • Read for main ideas and details • Pair read and retell • Identify sources and references in a text • Watch a documentary trailer for main ideas and details • Interpret a song • Listen to an interview for main idea and details • Listen for vocabulary • Write a paragraph based on an outline summary • Write a blog post • Label the parts of an essay • Analyze and revise thesis statements • Distinguish between thesis statements and topic sentences • • • • • Read for main ideas and details • Highlight essential information • Read a short story • Listen to a radio news interview for main ideas and details • Watch a short documentary lm for main ideas and details • Listen to and solve riddles using modals • Write questions • Write a short paragraph to summarize • Write a riddle • Write, analyze, and revise essay introductions and conclusions • Write an essay • Discuss the quality of life in your neighbourhood • Give directions • Discuss urban planning • Find solutions to a neighbourhood problem Scope and Sequence SPEAKING Discuss survey ndings Ask for clarication Express an opinion Express pros and cons Brainstorm with a partner Discuss pros and cons of technology Discuss role models Emphasize your point Role-play a conversation Retell to verify comprehension of a text and check grammatical accuracy • Discuss future goals Reproduction prohibited © TC Media Books Inc PRONUNCIATION VOCABULARY GRAMMAR TOPIC FILES and PROJECTS • Third-person singular -s • Words and expressions related to travel and physical features • Dene words in a text using context • • • • Simple present There is and There are The nal -s Negative form of the simple present • Questions in the simple present • Write a text or give an oral presentation on a topic related to travel (a road trip, a student travel program, your home, your prole, your comfort zone) • Plan a volunteer project or unique trip • Long and short vowel sounds • Words and expressions related to physical activities, tness, and personality • Use play, do, or go with tness words • Dene words in a text using context • Write numbers • Present progressive • Gerunds (-ing nouns) • Write a text or give an oral presentation on a topic related to tness (tness trends, your tness routine, your favourite place, a sports broadcast, comparing activities) • Research a Paralympic sport • The /th/ and /t/ sounds • Words and expressions related to student life • Use make and • Dene words in a text using context • Pronouns • Compound nouns • Countable and uncountable nouns • Nouns and determiners • Possessive determiners • They’re, Their, and There • Write a text or give an oral presentation on a topic related to student lifestyle (healthy habits, advertising, cheating at school, money matters, my generation) • Examine advertising claims for products aimed at young people • The -ed ending of regular verbs in the simple past • Words and expressions related to technology • Dene words in a text using context • • • • • • Write a text or give an oral presentation on a topic related to technology (then and now, technology evolution, nomophobia, crowdfunding) • Conduct interviews about experiences with technology • Silent letters • Words and expressions related to body language and communication • Body parts vocabulary • Dene words in a text using context • • • • Simple past Past progressive Adjectives Comparatives and superlatives • Adverbs • Write a text or give an oral presentation on a topic related to communication (rst impressions, communication barriers, communication breakdown, the gender gap, animal communication) • Present a work of art by your favourite artist • Words that begin with h • Words and expressions related to inspiration • Word families • Prexes and sufxes • Dene words in a text using context • Future • Adjectives with -ing and -ed • Questions in the future • Write a text or give an oral presentation on a topic related to inspiration (role models, making a difference, fundraisers, bucket list) • Present a song that touches or inspires you • Can versus can’t • Words and expressions related to community • The verb get • Dene words in a text using context • Modals and have to • Prepositions of place and direction • Negative modals • Write a text or give an oral presentation on a topic related to urban planning (your favourite place, dream destination, neighbourhood changes and challenges, new neighbours) • Present one of the top liveable cities Reproduction prohibited © TC Media Books Inc Simple past Frequency adverbs Questions in the simple past Large numbers Numbers that end in -teen versus -ty Scope and Sequence vii Features In this second edition of REAL Skills Book you’ll nd the many features that made the rst edition such a success along with valuable improvements and additions The magazine-style integrated approach has been updated to suit the language needs of today’s high-beginner to low-intermediate student New and updated themes offering student-centred activities explore relevant issues and topics Overall Structure Seven theme-based units are designed to pique your interest while building your language skills Each unit ends with the Writing Files, with step-by-step guidance to help you write effective sentences and paragraphs, and to introduce you to the essay The book concludes with useful appendices to help you with your written and oral assignments Skills Reading, Listening and Watching Level-appropriate texts, videos, and audio material have been updated and come from a variety of authentic sources You will read a large selection of text types, including an excerpt from a short story and a novel, listen to interviews and reports, and watch high-interest documentaries and short lms New targeted reading practice Reading for Strategy allows you to practise a specic reading strategy to improve your reading skills Reading for Interaction encourages pair reading or structured discussion in class Reading for Challenge offers you a more challenging or longer text New targeted grammar focus Focus on Language is a new section that gives you the opportunity to focus on specic aspects of grammar that you see or hear in context viii Features FYI (For Your Information) provides interesting facts or tips related to the theme Reproduction prohibited © TC Media Books Inc 45 jerky (adj.) rough wobble (n.) shaky movement from side to side 50 55 60 65 stopped dead (idiom) suddenly stopped wandering (v.) walking without clear direction or purpose 70 Soon enough the cake was decorated and in the fridge, and everyone was ready to go The cake, however, was not The cake had to chill for at least an hour, or better, two “As long as possible,” said Mary But Mary was already supposed to be at the party Dave said, “You guys should go I’ll stay here I’ll bring the cake when it’s ready.” Someone had to Once they were gone, Dave set off to see if he could nd something to eat The house had everything Everything, that is, except a morsel of food It was while he was looking for anything even remotely edible that Dave found the most amazing feature of the mansion: a wood-panelled elevator It was the kind you might see in an old British hotel, about the size of a phone booth He wanted to take a ride, but he didn’t have time to waste They were waiting for him at the hall He went downstairs and fetched the cake from the cooler He wasn’t going to mess this up Okay He had everything Wait a minute No he didn’t The address for the party was upstairs in his bedroom He started up the stairs Then he stopped dead He shouldn’t leave the cake unattended The house was so vast; there might be dogs or cats or any number of things wandering around that could get into it He fetched the cake 75 80 85 90 95 100 105 and started up again Four oors Wait a minute – the elevator He should take the elevator The elevator would be safer The elevator was moving in small, jerky increments The shaft seemed to be too loose for the car There was a lot of wobble And then there was no wobble at all There was nothing Absolutely nothing “Hello,” he called “Hello,” he called again “Anybody? I am trapped in the elevator.” There was no reply “Shouldn’t he be here by now?” said Mary to Bert The guests were beginning to arrive “He’ll be here,” said Bert, with more hope than conviction “He is probably sitting in a taxi right now, with the cake in his lap.” Bert was half right Dave was not in a taxi But he did have the cake in his lap He was so hungry he could barely think straight Desperate times required desperate measures He slid the cake so it was half off the tray and held it very carefully over his head Then he reached up from the bottom and stuck his hand right into it He pulled out a stful of the cake Mary would never know 670 words Comprehension: Part 1 Does Bert love his neighbour Dave? Support your answer using your own words He loves him with the kind of love that comes from being neighbours for so long Dave was invited to a birthday party Where was he going to stay? a at Bert and Mary’s house in Montréal b at a hotel in Palm Springs c at a hotel in Montréal d at Mary’s boss’s house What happened at Rene Gallivan’s house? Circle T or F to indicate if the statement is true or false If it is false, write the correct statement on the line provided a Mary doesn’t seem to trust Dave 138 UNIT Urban Planning T F Reproduction prohibited © TC Media Books Inc b Dave and Mary decided not to go to the party but to wait for the cake to chill T F Only Dave decided to go to the party later and bring the cake when it was ready c The house had everything including a lot of food T F There was no food in the house Why did Dave decide to go into the elevator with the cake? a He wanted to eat it in the bedroom b The kitchen was four oors up and he had a bad knee c He thought the elevator would be safer than the stairs d All of the above are true What happened after the elevator started moving? It got stuck and just wobbled from side to side without going anywhere Predict what you think Dave will next What you think will happen to the cake? Answers will vary Focus on Language: Modals Write the function of each modal in the following sentences from the text The line number is in parentheses Modal Function a He might even say it was affection (3) a possibility b You could forgive Bert (10) a possibility c We must leave everything the way we found it (40) an obligation d He shouldn’t leave the cake unattended (70) advice Vocabulary: Part Read each word in context in the text The line number is in parentheses Then circle the correct denition to gure it out (v., 30) a to remove or delete b to solve or calculate a binder (n., 34) a a book that holds loose pages b a le cabinet icing (n., 51) a the cream on top of a cake b a frozen dessert out of the blue (exp., 66) a dreamily, sleepily b suddenly, unexpectedly to cancel (v., 72) a to check up on b to stop plans for an event unbearable (adj., 74) a not tolerable b very heavy to lift Reproduction prohibited © TC Media Books Inc Building Community 139 huddled (adj.) Part bent over W raccoon (n.) animal with a ringed tail and mask-like markings across its eyes 10 15 20 call centre (n.) central ofce for phone operators 25 30 35 40 45 hen Dave picked up the emergency phone, ProCor Security, at the other end of the line, and therefore Dave’s only salvation, was in the hands of a university student The student, a part-time employee, was beginning his second-ever overnight shift “Hello?” Dave said The student was as surprised as Dave to nd someone on the other end of the line “Who are you?” the student asked “I am stuck in an elevator,” said Dave Then just to be sure this person on the phone understood the severity of his situation, he added, “With Mary’s cake I know where I am going, but I don’t know where I am.” The student said, “Is this like a test or something?” An awful thought came over Dave He wasn’t talking to a security guard in Montréal He was talking to a call centre in Mumbai Dave said, “Are you in Mumbai?” The student said, “Are you in Mumbai?” Dave said, “I’m in Montréal You’ve got to get me out of this elevator.” It took them half an hour to gure it out There was a number on the phone: 52 They were talking on phone 52 All the other phones had different numbers The student found a binder with a legend, and the address that corresponded to each phone number “You are on Upper Walnut Crescent,” he said Back at the hotel, Mary was beside herself The main course had been served and there was still no sign of Dave Mary stared at Bert Mary said, “You stay here.” When Mary’s taxi pulled up in front of the Gallivans’ house, the re trucks had been there for about fteen minutes So Mary missed the part where they drove the axe through the red-oak front doors But she 50 55 60 65 70 75 80 85 90 95 was there to see Dave, huddled over her cake like a raccoon huddled over a garbage can, his hands and face covered in icing He had been trying to smooth out the cake surface with his ngers He held out the cake and smiled at her like a child handing in a class report “Safe and sound,” he said Neither of them said anything for most of the long drive back to the party At Dave’s suggestion, they stopped at an all-night grocery store and bought a replacement cake, the only cake left in the store A My Little Pony cake The drive home the next day was even quieter–perhaps “steamier” captures it better–as was the rest of the autumn And then one night, out of the blue, Bert called and invited Dave and Morley for dinner They couldn’t have picked a worse night It was Dave’s birthday Dave and Morley had reservations at a little Italian place they favour “Cancel them,” said Morley And so Dave and Morley went next door, and dinner was not unbearable, though it was awkward Mary was obviously trying to let bygones be bygones, but you could tell it was a struggle And then it was time for dessert And out came a birthday cake A My Little Pony birthday cake Mary carried it to the table and set it down Then she blew out the candles, picked up the cake and very carefully turned it over She scooped a handful from the bottom of the cake and plopped it on Dave’s plate She said, “That’s the way you like it, right?” Dave sat there, staring at his plate, not knowing what he should do, looking back and forth at Mary and his wife It was Morley who started to giggle Mary smiled And then Bert started laughing so hard he was pounding the table They all laughed and laughed It was really their only choice You swallow your pride and you laugh, or you ght So they laughed It’s what good neighbours 637 words 140 UNIT Urban Planning Reproduction prohibited © TC Media Books Inc Comprehension: Part Did the student have a lot of experience on the job? Explain your answer No, he did not The student was a part-time employee He was beginning his second-ever overnight shift How did the student nally discover the address of Rene Gallivan’s house? The student found a binder with a legend, and the address that corresponded to each phone number Put the following events in order: a Mary arrived by taxi b The reghters cut through the red-oak doors c Mary saw Dave’s hands and face covered in icing How did Dave try to resolve the problem with the birthday cake? Was it fully resolved? Explain your answer It was his idea to stop at a store and buy another cake to replace the one he ate However the only cake left was a My Little Pony cake Why did Dave not want to accept Bert’s invitation to dinner? It was Dave’s birthday and they had reservations at an Italian restaurant What made everybody laugh so much? Mary served Dave a My Little Pony birthday cake She turned the cake upside down and scooped out a handful of cake from the bottom Add the missing words to complete the expressions from the text that mean: a Mary was getting angry (39) b Don’t bring up the past (76) beside Mary was Let bygones be c Accept an embarrassing situation (96) Swallow your herself bygones pride Discussion Was Dave a good neighbour? Why or why not? Was there a time when you had to swallow your pride or let bygones be bygones? Explain your answer Reproduction prohibited © TC Media Books Inc Building Community 141 Writing Files Writing FileWriting Files Writing File riting Files Writing Files IMPROVING INTRODUCTIONS AND CONCLUSIONS Writing Files The Introduction The introductory paragraph is your opportunity to make a good rst impression on your reader Take the time to write it well The purpose of the introduction is to introduce the text that follows and get the reader interested in reading further The introduction contains: Refer to Writing Files, page 120 for more information on thesis statements an effective hook (attention-getter) to create interest in your text some background information (but not include details that should be in the body paragraphs of the text) a thesis statement, usually at the end of the paragraph, to state the main idea of your essay Avoid statements like: I am going to write about A hook may be any of the following: • An anecdote about your personal experience of the topic After spending time in New York and Toronto, I was thrilled to nally see a food truck in Montréal! • A quote by a well-known person Carl Sandburg once said, “Love your neighbour as yourself; but don’t take down the fence.” • An interesting fact or statistic Nearly 30 percent of Dutch commuters always travel by bicycle, and an additional 40 percent sometimes bike to work • A thought-provoking question Would you ever consider knitting as a form of grafti? Practice Identify the three parts of the introduction Highlight the attention-getter, underline the background information, and circle the thesis statement Cross out the sentence that does not t Food trucks have made a comeback to the streets of Montréal after a 66-year ban Montréalers can now visit any of the 27 food trucks offering delicious meals, including lobster rolls, pulled pork, and grilled cheese sandwiches You can nd them parked in nine designated areas all over the city and near festival sites I’m going to talk about how food trucks got started, what kind of food you can nd and more It is about time that Montrealers get to appreciate food trucks again, just as New Yorkers and Torontonians have been doing for years! What type of attention-getter is used? It is an interesting fact or statistic Revise It! Rewrite the ineffective hooks and identify which type you are using I’m going to talk about Dutch cities and their bike paths Possible answer: I went to Holland recently and was impressed with how few cars were on the road and with the number of people on bikes (anecdote) And now, all about getting along with your neighbours Possible answer: Mother Teresa once said, “I want you to be concerned about your next-door neighbour Do you know your next-door neighbour?” (quote) 142 UNIT Urban Planning Reproduction prohibited © TC Media Books Inc The Conclusion The concluding paragraph summarizes what you wrote and leaves the reader to consider the information in the text The conclusion contains: a restatement of your thesis statement in different words a summary of the main points in your essay a memorable closing statement to end the essay A memorable closing statement may be any of the following: Do not introduce any new main points in your conclusion that are not covered in your text • A quotation or question Given all of these facts, should Montréal continue to tear down old historic buildings? • A suggestion or prediction If we don’t implement these changes now, this car-sharing service will be forced to shut down • A warning or challenge to respond to the text or take action Think about your reaction the next time you see litter on the ground Practice Identify the three parts of the conclusion Circle the restatement of the thesis statement, underline the summary, and highlight the closing statement Cross out the sentence that does not t In short, after a more-than-60-year absence, food trucks are a great addition to the city of Montréal They reect the ne and exotic cuisine Montréal is famous for and allow people to enjoy great food while visiting Montréal’s many festivals I should mention that many vendors are having a hard time making a prot If you have a chance, look for the nearest food truck and nd out for yourself what we’ve been missing What style of closing statement is used? It is a challenge Revise It! Identify the problems with the following closing statements and rewrite them if possible As I said before, and as I’m saying again, your city might be making you fat, not t Problem: Do not repeat any main points that were previously mentioned Possible answer: In conclusion, where you live is an important factor in keeping you t and healthy In conclusion, removing old historic buildings to build condos results in a loss of history and destroys a city’s identity The end Problem: The thesis statement is present but there is no closing statement Possible answer: Write to your city councillors to stop this destruction of our city’s historic treasures Write It! Write an essay on one of these topics Make sure your introduction and conclusion are effective bikes versus cars • festivals • urban planning • your ideal neighbourhood • other: Reproduction prohibited © TC Media Books Inc Building Community 143 Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files Topic Files Write a text or give an oral presentation on one of the following topics Try to incorporate the elements seen in the unit from the Make the Connection box and use as many of the Top Words as you can, where appropriate Make the Connection Modals and have to Prepositions of place and direction Pronouncing can versus can’t Vocabulary and In Words from the unit Highlighting and summarizing Giving directions Introductions and conclusions Refer to the Writing Files, page 142, for information on introductions and conclusions Refer to appendix 3, page 148, for information on oral presentations MY FAVOURITE PLACE: Describe your favorite town or city and explain why you enjoy being there or visiting it Explain which aspects of it you enjoy the most NEIGHBOURHOOD CHALLENGE: Can you make your neighbourhood a better place to live? What could you to x problems in the communities resulting from litter, lack of safety, noise, or environmental issues? How can you enlist others to help out? NEW TO THE NEIGHBOURHOOD: How can you help an immigrant or other newcomer integrate into your neighbourhood? What should or shouldn’t you do? How does diversity affect a community? OTHER: Write about another topic of your choice linked to what you learned in this unit Make sure to have your topic approved by your teacher DREAM DESTINATION: Describe a place you would love to live in or move to Compare it to your present location What would you have to to fulll this dream? CHANGES: Compare a neighbourhood with how it used to be—for example, a part of town that has changed since your parents lived there How did the changes affect it? Did it improve or deteriorate? Top Words Put a check mark next to the words you know and refer to the page numbers to learn the ones you don’t know Add to the list other words that you want to remember from the unit ADJECTIVES NOUNS VERBS crowded (125) a crime (131) to behave (131) sedentary (129) a ne (135) to forgive (137) sprawling (129) fondness (137) to steal (131) unbearable (139) litter (131) to trespass (131) willing (131) a path (125) EXPRESSIONS population (125) get to know (127) a short cut (125) to get on/get off (127) a suburb (125) OTHER Vocabulary from the unit and other theme-related vocabulary can be practised online 144 UNIT Urban Planning Reproduction prohibited © TC Media Books Inc Appendix Practical Vocabulary Days of the Week Months of the Year Seasons Monday Friday January May September winter Tuesday Saturday February June October spring Wednesday Sunday March July November summer April August December fall (autumn) Thursday The days of the week and months of the year are capitalized The seasons are not Numbers Cardinal Ordinal Cardinal Ordinal To form ordinal numbers, add -th to the cardinal number one rst 21 twenty-one twenty-rst two second 22 twenty-two twenty-second three third 23 twenty-three twenty-third four fourth 24 twenty-four twenty-fourth Note the spelling changes for these numbers: ve fth 25 twenty-ve twenty-fth six sixth 26 twenty-six twenty-sixth ve fth, eight eighth, nine ninth, twelve twelfth, twenty twentieth seven seventh 27 twenty-seven twenty-seventh eight eighth 28 twenty-eight twenty-eighth In compound ordinal numbers, only the last number is written as ordinal nine ninth 29 twenty-nine twenty-ninth 21st 10 ten tenth 30 thirty thirtieth 364th three hundred and sixty-fourth 11 eleven eleventh 40 forty fortieth 12 twelve twelfth 50 fty ftieth 13 thirteen thirteenth 60 sixty sixtieth 14 fourteen fourteenth 70 seventy seventieth 15 fteen fteenth 80 eighty eightieth 16 sixteen sixteenth 90 ninety ninetieth 17 seventeen seventeenth 100 one hundred one hundredth 18 eighteen eighteenth 1000 one thousand one thousandth 19 nineteen nineteenth 1000 000 one million one millionth 20 twenty twentieth 1000 000 000 one billion one billionth Reproduction prohibited © TC Media Books Inc four fourth, six sixth Exceptions: one rst, two second, three third twenty-rst Use ordinal numbers to say dates Canada Day is on July 1st APPENDIX 145 Times of the Day Do not use a.m and p.m when saying o’clock morning It is six o’clock p.m afternoon Direction north midday / noon (12 p.m.) west evening east night south midnight (12 a.m.) Expressing Time In spoken English, we usually use the 12-hour clock Times before midday are identied as a.m Those after are identied as p.m 6:00 six o’clock (in the morning or evening) six a.m or six p.m 6:05 ve past six six ‘o’ ve 6:15 a quarter past six / a quarter after six six fteen 6:30 half past six six thirty 6:45 a quarter to seven six forty-ve Mr pronounced mister; single or married man Mr Peter Jones Miss woman who is not married Miss Tara Smith Mrs pronounced missus; married woman Mrs Anne Day Ms pronounced miz; single or married woman Ms Maria Lopez Dr doctor Dr Benjamin Wright Prof professor Prof Brigitte Callay Titles Family and Relationships father stepfather grandfather uncle father-in-law married / divorced mother stepmother grandmother aunt mother-in-law husband brother stepbrother grandson nephew brother-in-law wife sister stepsister granddaughter niece sister-in-law spouse son stepson great-grandfather cousin son-in-law common-law spouse daughter stepdaughter great-grandmother daughter-in-law partner boyfriend girlfriend 146 APPENDIX Reproduction prohibited © TC Media Books Inc Appendix Strategies, Grammar Links, and Pronunciation Speaking Strategies Grammar Links How to Make Introductions (unit 1, page 2) How to Use Help Strategies (unit 2, page 23) How to Agree with Afrmative and Negative Statements (unit 3, page 42) How to Avoid Overgeneralizations (unit 3, page 45) How to Ask for Clarication (unit 4, page 75) How to Express an Opinion (unit 4, page 78) How to Express Pros and Cons (unit 4, page 79) How to Talk About Perceptions (unit 5, page 84) How to Emphasize Your Point (unit 6, page 102) How To Give Directions (unit 7, page 129) How to Identify Cognates (unit 1, page 3) How to Recognize False Cognates (unit 1, page 7) How to Find the Main Idea (unit 2, page 25) How to Skim and Scan (unit 2, page 30) How to Guess Meaning from Context (unit 3, page 43) How to Find Supporting Ideas (unit 4, page 70) How to Choose the Correct Denition in a Dictionary (unit 4, page 74) How to Recognize the Structure of a Newspaper Article (unit 4, page 78) How to Engage in Active Reading (unit 5, page 86) How to Interpret a Message (unit 6, page 106) How to Identify Sources and References in a Text (unit 6, page 115) How to Highlight Essential Information (unit 7, page 131) Adjectives (unit 5, page 88) Adjectives with -ing or -ed (unit 6, page 112) Adverbs (unit 5, page 93) Comparatives and Superlatives (unit 5, page 88) Compound Nouns (unit 3, page 45) Frequency Adverbs (unit 4, page 67) Gerunds (-ing Nouns) (unit 2, page 25) Large numbers (unit 4, page 66) Modals Could, Should, and Would (unit 7, page 124) Have to, Don’t have to / Modals: Must, Can, Can’t (unit 7, page 127) Negative Modals (unit 7, page 134) Nouns and Determiners (unit 3, page 46) Numbers that end in -teen versus -ty (unit 4, page 72) Possessive Determiners (unit 3, page 54) Prepositions of Place and Direction (unit 7, page 128) Pronouns (unit 3, page 43) Questions in the Simple Present (unit 1, page 12) Questions in the Simple Past (unit 4, page 70) There is and There are (unit 1, page 6) They’re, Their, and There (unit 3, page 56) Verbs Present Progressive (unit 2, page 22) Future (unit 6, page 104) Simple Past (unit 4, page 64) Simple Past and Past Progressive (unit 5, page 84) Simple Present (unit 1, page 2) Negative Form of the Simple Present (unit 1, page 11) Listening Strategies Pronunciation How to Improve Your Listening Skills (unit 1, page 8) How to Prepare to Listen (unit 2, page 32) How to Improve Your Note-Taking (unit 5, page 93) Third-Person Singular -s (unit 1, page 12) Long and Short Vowel Sounds (unit 2, page 28) The /th/ and /t/ sounds (unit 3, page 48) The -ed Ending of Regular Verbs in the Simple Past (unit 4, page 73) Silent Letters (unit 5, page 89) The Letter H (unit 6, page 107) Can versus Can’t (unit 7, page 133) Reading Strategies Writing Strategies How to Support Your Statement (unit 2, page 28) How to Write a Blog Post (unit 6, page 116) Reproduction prohibited © TC Media Books Inc APPENDIX 147 Appendix How to Plan and Deliver an Oral Presentation Refer to the Writing Files, page 38, for more information on generating ideas In your English course, you will need to present information or give an oral presentation in front of a small group of students or the whole class Speaking in front of others can be challenging Prepare for your presentation well Here are some tips to help you Plan your presentation in advance • Make sure you understand the requirements of the assignment • Choose a topic you are enthusiastic about • Think about the topic and brainstorm ideas • Organize your ideas logically: start with a good introduction, include your main ideas and important details, and end with a memorable conclusion • Incorporate new vocabulary and check your grammar • Prepare a few simple cue cards with key words or pictures to help you remember what you want to say • Do not write down every single word Practise your presentation • Practise your presentation aloud many times, preferably in front of someone who can suggest improvements • Try not to memorize your presentation word for word or it will sound unnatural • Time your presentation to make sure it is not too long or too short • If possible, record yourself speaking and pay attention to your pronunciation Deliver your presentation with confidence • Try to appear condent and comfortable • Do not read from your cue cards • Make regular eye contact with your teacher and audience • Speak clearly and at an appropriate speed Do not rush through your presentation or go too slowly • Pay special attention to verb endings and plurals (-ed, -ing, -s ) • Bring in photos or other visual support to make your presentation more interesting and memorable 148 APPENDIX Reproduction prohibited © TC Media Books Inc Appendix The Essay Outline Introduction Effective hook (attention-getter) According to freedictionary.com, I am disabled It denes disabled as being deprived of capability or effectiveness, especially having impaired physical abilities Thesis statement However, despite the challenges, my disability has had positive effects on my life Paragraph Topic sentence - Support First of all, research suggests that I am receiving neurological benets from using my other hand to things - When we use our non-dominant hand, we stimulate new or lesser-used areas of the brain Development (body paragraphs) - It also helps the brain to integrate the two hemispheres better - The increased stimulation and improved integration of the brain’s hemispheres may help to increase a person’s creativity and even intelligence Paragraph Topic sentence - Support Furthermore, being forced to use my left hand forces me to develop and appreciate certain aspects of my personality - I became a much more patient and determined person while learning to write with my left hand - My dystonia makes me a more empathetic person - The frustrations, disappointments, embarrassments, and challenges that come with my Conclusion disorder make me more caring and understanding of the hardships of others Restatement of thesis statement, summary To conclude, my dystonia forces me to develop certain qualities and abilities Closing statement Although it comes with some challenges, my disorder helps to make me a better person Reproduction prohibited © TC Media Books Inc APPENDIX 149 Credits Photo Sources p 1: AleksandarNakic/iStockphoto; p 3: A Broader View; p 5: l i g h t p o e t/Shutterstock; p (1): Jumbo Stay Hotel, (2): Treehotel, (3): Splash News/Galactic Suite Limit/Newscom, (4): Poseidon Undersea Resorts, (5): Hobbit Boutique Hotel, (6): Martha Edwards; p (1): reezuan/Shutterstock, (2): G Mamelonet/Show Me Your Canada; p 9: IS_ImageSource/iStockphoto; p 12: bamse009/iStockphoto; p 13 (1): Iconogenic/iStockphoto, (2): Olga Semicheva/Shutterstock, (3): ajsn/iStockphoto, (4): Franck Boston/Shutterstock, (5): aboikis/ Shutterstock, (6): m-imagephotography/iStockphoto, (7): Franck Boston/Shutterstock, (8): DRB Images, LLC/iStockphoto; p 14: Brook Silva Braga; p 16: Wolfsburg1984/iStockphoto; p 21: Ammit Jack/Shutterstock; p 22 (1): Phil Date/Shutterstock, (2): Joggie Botma/ Shutterstock, (3): IM_photo/Shutterstock, (4): Andresr/Shutterstock, (5): Simon Krzic/Shutterstock, (6): Auremar/Shutterstock, (7): YanLev/Shutterstock, (8): Maxisport/Shutterstock; p 24: l i g h t p o e t/Shutterstock; p 26 (1): bikeriderlondon/Shutterstock, (2): Dmitry Kalinovsky/Shutterstock, (3): Igor Kolos/Shutterstock; p 29 (1): Ping Han/Thinkstock, (2): bikeriderlondon/Shutterstock, (3): Monkey Business Images/Shutterstock; p 30: Étienne de Andrade/Jazz, p 32: Sergei Bachlakov/Xinhua/Landov; p 34: Velychko/Shutterstock; p 36: The Canadian Press Images/Graham Hughes; p 41: Sous la passerelle: Service de l’audiovisuel du Cégep Garneau; p 42: DragonImages/iStockphoto; p 44: tulcarion/iStockphoto; p 47: FikMik/Shutterstock; p 49 (1): takayuki/Shutterstock, (2): Alexander Sherstobitov/Shutterstock, (3): Tyler Olson/Dreamstime, (4): Blend Images/Shutterstock; p 50: David Watmough/Dreamstime; p 52: Paul McKinnon/Shutterstock; p 53: Claire Boucher; p 56: Lise Gagne/iStockphoto; p 57: chris2766/Fotolia; p 61: holbox/Shutterstock; p 62 (1): Dja65/Shutterstock; (2): Sergey Peterman/Shutterstock; (3): Xuejun li/Fotolia; (4): MNI/Shutterstock; p 63: © www.glasbergen com; p 64: German/iStockphoto; p 66: hakusan/iStockphoto; p 69: muharrem öner/iStockphoto; p 71: MPRM Communications; p 72 (1): Weems & Plath, (2): Firelion/Shutterstock, (3): Fotofermer/Shutterstock; p 74: pcruciatti/Shutterstock; p 75: Steve Jurvetson/ Flickr; p 77 (1): Creatista/iStockphoto, (2): Kzenon/Shutterstock; p 81: Masterle; p 82 (1): Aaron Amat/Shutterstock, (2): Warren Goldswain/Shutterstock, (3): DRB Images, LLC/iStockphoto, (4): R Carner/Shutterstock, (5): Stuart Jenner/Shutterstock, (6): Dean Mitchell/iStockphoto, (7): Stuart Jenner/Shutterstock, (8): wavebreakmedia/Shutterstock; p 85: Anna Bryukhanova/iStockphoto; p 88: serezniy/iStockphoto; p 90: John Bramblitt; p 91: AARP; p 92: Andrey_Popov/Shutterstock; p 94: xyno/iStockphoto; p 96: MmeEmil/ iStockphoto; p 101: AFP/Getty Images; p 102: Fred Lum/The Globe and Mail Digital Image; p 103: Splash News/Newscom; p 105: DC5 WENN Photos/Newscom; p 106: luchschen/Shutterstock; p 108: Peg Leg Films; p 110: Robert Hoetink/Shutterstock; p 111: Roman Samokhin/Shutterstock; p 114: Matusciac Alexandru/Shutterstock; p 116: Neale Cousland/Shutterstock; p 117: Getty Images; p 118: Phil McElhinney/Wikipedia; p 123: Carol Hummel; p 125: Phil Robinson/Age Fotostock/maxx images; p 126: Rafy; p 128: Ilias Arahovitis/ Beehive Illustration Agency; p 129: Alija/iStockphoto; p 130: stevegeer/iStockphoto; p 131: Roob/iStockphoto; p 133: Andrew Cribb/ iStockphoto; p 134: Serge_Vero/iStockphoto; p 135: Deborah Cheramie/iStockphoto; p 136: Eminoro et Khayman; p 137: Simon Ingate/ Thinkstock; p 140: Rene Jansa/Shutterstock; p 146: pagadesign/iStockphpoto; p 148: clu/iStockphoto Text, Audio, and Video Sources Unit 1, p Reading text: “Reasons to Take a Gap Year” adapted from “Ten Reasons to Take a Gap Year,” www.mygapyear.ca; p Audio segment: “Show Me Your Canada” CBC Radio Homerun ©2012; p Reading text: “Montrealer Started Couchsurng” adapted from Jasmin Legatos, “My Couch is Your Couch”, Montreal Gazette ©2006; p 14 Video segment: A Map for Saturday by Brook Silva-Braga, Earthchild Productions ©2006 www.amapforsaturday.com; p 16 Reading text: “Weed Your Way Around the World” by Nicholas Köhler, Maclean’s ©2009; Unit 2, p 24 Reading text: “Researcher Finds Sports That Fit Each Personality” by Kristian Peltonen, National Post ©2005; p 30 Reading text: “Ultimate Frisbee” by Jill Barker, Montreal Gazette ©2005; p 32 Video segment: “One Tough Mudder”, CBS News Early Show ©2010; p 34 Reading text: “Vancouver’s Parkour Stars Leap Buildings” by Gail Johnson, Georgia Straight ©2012; p 36 Video segment: The Kid from La Puente, Ineld Fly Productions, TSN Documentary Show ©2012; Unit 3, p 44 Reading text: “Sleep”, Brown University; p 46 Video segment: “Energy Drinks: Liquid Health Issues”, Global News 16:9; p 50 Reading text: “8 Proven Ways for Students to Save Money“ adapted from “10 Proven Ways for Students to Save Money” by Megan Siegel, Canadian Living; p 55 Reading text: “Research Suggests Many Students Cheat, Young People Concur” by Noor Javed, Canadian Press; p 57 Audio segment “Plagarism 2.0: What Do You Think” by Nora Young, CBC Radio Spark ©2007; Unit 4, p 65 Video segment: “Generation Text” CTV Montreal ©2012; p 68 Reading text: “How Technology has Changed Dating” by Tom Chivers ©2012 www.telegraph.co.uk; p 71 Video segment: “Facebook Follies” CBC ©2012; p 76 Reading text: “Spy Mannequins No Dummies” by Andrew Roberts, Bloomberg ©2012; p 77 Reading text: “California Governor Signs Driverless Cars Bill” by Terence Chea, Associated Press ©2012; Unit 5, p 90 Video segment: “Line of Sight” ©2012 AARP; p 94 Reading text: “Catching the Gist” by Jessica Colley ©2012; Unit 6, p 103 Video segment: Rightfooted by Jessica Cox ©2013; p 105 Audio segment “Wish You Well” written by Justin Hines ©The Orange Lounge; p 114 Reading text: “Generation Y: It’s All About Me” by Cathie Coward Hamilton Spectator ©2012; p 117 Audio segment: “Bucket list: ‘What Do You Want to Do Before You Die?’” NBC News Today ©2012; Unit 7, p 125 Reading text: “Dutch Neighborhoods: A European Model for Sustainable Communities” by Julian H Scaff ©2005; p 129 Audio segment: “Fitness-Friendly Cities,“ CBC Radio: All in a Weekend ©2013; p.131 Reading text: “Broken Windows Theory Boosted by New Study,” Vancouver Sun ©2008; p 135 Video segment: Spaces in Between by Caitlin Mullen ©2013; p 137 Reading text: “The Birthday Cake” by Stuart McLean Penguin Books ©2009 150 Credits Reproduction prohibited © TC Media Books Inc Revising and Editing Checklists Use the following checklists to revise and edit your paragraphs and essays Revising Checklist for Paragraphs The paragraph has a clear topic sentence that states the main idea There are adequate supporting sentences to reinforce the topic sentence All the supporting sentences are on topic and focus on the main idea The paragraph is logically organized, unified, and coherent There is an effective concluding sentence The paragraph is interesting and worth reading Revising Checklist for Essays Introduction The introduction captures the reader’s attention The thesis statement is clear and effective The thesis statement contains the topic and the main idea of the essay Body Paragraphs Each body paragraph has a clear topic sentence Each topic sentence states one main argument or idea that supports the thesis statement There are adequate supporting sentences to reinforce the topic sentence Each body paragraph contains transition words to help link ideas The paragraph is unified and coherent There is an effective concluding sentence Conclusion The concluding paragraph summarizes the main points of the essay The conclusion ends with a memorable statement Editing and Proofreading Checklist The grammar and verb tenses are correct Each sentence is complete and has a subject and a verb that agree Each sentence begins with a capital letter and ends with a period, question mark or exclamation point The word choice is accurate and appropriate The spelling is correct Punctuation is used correctly Reproduction prohibited © TC Media Books Inc Life Issues English This much-anticipated second edition of Skills Book offers a fresh take on the four-skills integrated approach that made it so successful The updated high-interest themes help high-beginner to lowintermediate students of English as a second language stay engaged while broadening the scope of their everyday lives New and improved elements join the most appreciated features from the first edition A visually-appealing magazine design keeps the material current and engaging Varied, level-appropriate reading, video, and audio selections give students hands-on practice in real situations and contexts Reading for Strategy, Reading for Interaction, Reading for Challenge provide new targeted reading practice Expanded comprehensive Writing Files from paragraph to essay include revising and editing exercises In Words and vocabulary-building sections focus on vocabulary acquisition Useful Grammar Link and How To boxes give students clear, helpful information on the correct language to use and the appropriate strategies to apply Success Explore the themes further with interactive workshops that include more than 700 questions plus additional reading, audio, and video material Students get automatic feedback and scoring while teachers are able to annotate the eBook, electronically follow students’ progress, and create their own online interactive activities This powerful digital tool sets a new standard for ESL teaching and learning A ngelika Brunel teaches English as a Second Language at Collège Ahuntsic She obtained a TESL degree, with distinction, from Concordia University, where she also studied Applied Linguistics at the Master’s level She has also presented at conferences B ecky McKnight obtained a B.A in English Literature and TESL Certificate from Carleton University She also holds an M.A in Applied Linguistics from Concordia University She has taught at Concordia University, Bishop’s University, and O’Sullivan College, and currently teaches at Cégep Saint-Jean-sur-Richelieu Language-appropriate pronunciation exercises are in the book and online for continuous practice New integrated web links lead to additional material offered on The Annotated Teacher’s Edition includes an answer key for all activities as well as pedagogical notes to help teachers expand on and enhance the material REAL Grammar Book 1, Second Edition, complements the Skills Book ISBN 978-2-7650-4517-5 www.cheneliere.ca/real ... WATCHING Rightfooted 10 3 LISTENING “Wish You Well” 10 5 PRONUNCIATION The Letter H 10 7 READING FOR INTERACTION “Dumpster Divers” 10 7 10 1 “The Cage Man”... 11 0 IN WORDS Word Families 11 2 READING FOR STRATEGY “Generation Y: It’s All About Me” 11 3 LISTENING “The Buried Life” 11 7 SPEAKING Your Bucket List 11 8... convenient vacation 10 I have two weeks off for my summer vacancy 11 Let me check if we have a rents 12 My family Refer to REAL Grammar Book 1, page 11 9, for a list of common false cognates to New Zealand