SKILLS BOOK REAL ENGLISH AUTHENTIC LEARNING SANDRA COLE • ANGELIKA BRUNEL SECOND EDITION SKILLS BOOK REAL ENGLISH AUTHENTIC LEARNING SANDRA COLE • ANGELIKA BRUNEL SECOND EDITION Development and authoring of online workshops and supplementary web material Sheila Mawn TEACHER’S EDITION REAL, Real English Authentic Learning REAL Skills Book 3, Second Edition Teacher’s Edition Acknowledgements Sandra Cole and Angelika Brunel © 2015 TC Media Books Inc © 2011 Chenelière Education Inc Managing Editor: Melissa Repas Editor: Esmé Vlahos Project Managers: Josée Desjardins, Michel Raymond, and Mélanie Nadeau Researcher: Marie-Chantal Laforge Copy Editor: Eve Krakow Proofreader: Marie-Claude Rochon (Scribe Atout) Book Designer: Micheline Roy and Marguerite Gouin Cover Designer: Inspire design Printer: TC Transcontinental Printing I wish to express deep gratitude to my dedicated editors, Esmé Vlahos and Melissa Repas, who encouraged, supported, and oversaw every detail of this project I would also like to thank the editorial team at Chenelière Education for their dedication, creativity, and attention to detail Finally, I am grateful for the helpful feedback of my colleagues across the province I would like to dedicate this book to my loving husband whose support, encouragement, and healthy meals contributed greatly to the success of this project, as well as to my two sons, Joel and Lucas, who got me away from the computer for fun family time, and to my wonderful mother whose advice, insight, and unconditional love help guide me through life – Sandra Cole Second Edition I would like to thank my fabulous editors Esmé Vlahos and Melissa Repas who supported, encouraged, and challenged my creative co-author Sandra Cole and me to produce our best work ever Many thanks as well to the meticulous and hard-working team at Chenelière Education A special thanks also goes out to our reviewers and consultants for their valuable insight In addition, I would like to thank all of my students, past and present; they are my main motivation behind this exciting project And lastly, my family deserves a special mention for continuing to be my ever-present support Includes index For college students I dedicate this book to my late mother Johanna Brunel – Angelika Brunel Web Material Editor: Stephanie Colvey Web Material Project Manager: Josée Desjardins Bibliothèque et Archives nationales du Québec and Library and Archives Canada cataloguing in publication Brunel, Angelika, 1965REAL: Real English Authentic Learning Skills Book Teacher’s Edition ISBN 978-2-7650-4546-5 ISBN 978-2-7650-4544-1 English language – Textbooks for second language learners English language – Grammar – Problems, exercises, etc English language – Spoken English – Problems, exercises, etc English literature i Cole, Sandra, 1971- ii Title English language – Textbooks for second language learners English language – Grammar – Problems, exercises, etc English language – Spoken English – Problems, exercises, etc English literature i Cole, Sandra, 1971- ii Title PE1128.B78 2015 PE1128.B78 2015 Suppl 428.3’4 428.3’4 C2015-940529-7 C2015-940830-X Thank you to the many teachers who gave invaluable feedback and suggestions, including the team of reviewers: Adam Jagiellowicz, Cégep Saint-Jean-sur-Richelieu Laura McGee, Collège de Maisonneuve Leslie Rempel, Collège Édouard-Montpetit Lucie Riopel, Cégep de Sainte-Foy 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 characters and scenarios presented in this work are fictitious Any resemblance to real persons, existing or dead, is purely coincidental 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 978-2-7650-4546-5 ISBN 978-2-7650-4544-1 Printed in Canada ITIB 19 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 Legal deposit: 2nd trimester 2015 Bibliothèque et Archives nationales du Québec National Library of Canada 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 18 17 16 15 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 Table of Contents UNIT WANDERLUST Where Will Your Life Take You? The impact travel has on individuals and society WARM-UP Which Road Will You Take? VOCABULARY FOR Travel PRONUNCIATION Regular Verb Endings -s and -ed WATCHING One Couch at a Time READING FOR STRATEGY AND INTERACTION Living in the Arctic Has Taught Me about Community What Am I Doing Here? LITERARY DEVICE Personication 12 IDIOMS Travel 14 WATCHING Mars One Way 15 SPEAKING Mars One Radio Interview 17 TOPIC FILES Topics • Make the Connection • Top Words 18 UNIT CONNECTIONS How Do You Connect to Your World? Factors that influence our social behaviours 19 WARM-UP How Do You Connect? 20 READING FOR INTERACTION The Curse of the Herd 21 SPEAKING Who Are You? 24 LITERARY DEVICE Simile 24 PRONUNCIATION Word Stress 26 LISTENING Riding the Herd Mentality 26 IDIOMS Social Norms 28 SPEAKING Are We Alone Together? 29 READING FOR STRATEGY The Flight from Conversation 30 WATCHING The Real Dirt on Gossip 35 VOCABULARY FOR Gossip and Communication 37 TOPIC FILES Topics • Make the Connection • Top Words 38 UNIT MORALITY Can We Tell Right from Wrong? The impact our moral compass has on the ethical decisions we make 39 WARM-UP Take an Ethical Quiz 40 READING FOR CHALLENGE The Moral Decline in the Words We Use 41 WATCHING Are We Born Moral? 45 PRONUNCIATION Silent Letters 47 READING FOR INTERACTION Rumpelstiltskin 47 LITERARY DEVICE Symbolism 50 IDIOMS Honesty 51 LISTENING The (Honest) Truth about Dishonesty 52 SPEAKING Lie Detector 54 READING FOR STRATEGY What Science Tells Us about Whistleblowers like Edward Snowden 54 TOPIC FILES Topics • Make the Connection • Top Words 58 Reproduction prohibited © TC Media Books Inc 19 39 Table of Contents iii 59 81 UNIT SOCIAL ACTIVISM Are You an Activist? How we can make a difference in the world 59 WARM-UP What Is Social Activism? 60 VOCABULARY FOR Activism 61 READING FOR STRATEGY AND INTERACTION Small Change 62 LITERARY DEVICE Flashbacks 66 SPEAKING A Debate on Social Activism 67 IDIOMS Activism and Social Change 68 LISTENING Sustainable Joes 69 PRONUNCIATION Sentence Stress/Intonation 71 READING FOR CHALLENGE My Year of Living without Money 72 WATCHING Music and Activism around the Globe 77 SPEAKING Music to Die For 79 TOPIC FILES Topics • Make the Connection • Top Words 80 UNIT PERSPECTIVES What’s Behind Your Story? Lessons we learn from the stories of others 81 What is a Picture Worth? 82 WARM-UP VOCABULARY FOR Storytelling 83 READING FOR INTERACTION Can Science Explain Why We Tell Stories? 84 LITERARY DEVICE Metaphor 86 IDIOMS Storytelling 88 LISTENING The Moth Storytelling 89 READING FOR STRATEGY This Is a Photograph of Me 94 Lying in a Hammock at William Duffy’s Farm in Pine Island, Minnesota 94 LITERARY DEVICE Imagery 95 READING FOR CHALLENGE Snow Flower and the Secret Fan 96 WATCHING Twelve 101 PRONUNCIATION Reductions and Contractions in Speech 104 SPEAKING Tell Your Story 105 TOPIC FILES Topics • Make the Connection • Top Words 106 UNIT Do You Think Before You Act? CONTEMPLATION What our questions reveal about our values and human nature 107 107 iv Table of Contents WARM-UP To Be or Not To Be, Is That the Question? 108 READING FOR INTERACTION The Questions That Have No Answers 109 WATCHING The Oil Sands Art Exhibit 112 IDIOMS Contemplation 114 SPEAKING Where Is It Made? 115 WATCHING The China Question 116 PRONUNCIATION Question Intonation 119 READING FOR STRATEGY AND CHALLENGE Harrison Bergeron 120 LITERARY DEVICE Irony 125 Reproduction prohibited © TC Media Books Inc SPEAKING Ranting 126 VOCABULARY FOR Contemplation 127 TOPIC FILES Topics • Make the Connection • Top Words 128 WRITING FILES The Essay What is an essay? 129 • How I structure an essay? 129 • Generating Ideas 130 • The Introduction 132 • The Thesis Statement 132 • The Body Paragraphs 134 • Thesis Statement and Topic Sentences 134 • Supporting Ideas 135 • The Conclusion 136 • The Essay Outline 137 • Revising and Editing 138 WRITING FILES Improving Your Essay Revising for Unity and Cohesion 140 • Transition Words 141 • Revising for Vocabulary and Word Choice 144 • Informal vs Standard English 144 • False Cognates 145 • Commonly Confused Words 146 • Using a Thesaurus 146 WRITING FILES Essay Types Compare Four Main Essay Types 147 • Special Characteristics of Thesis Statements for Different Essay Types 150 WRITING FILES The Response Essay Features of the Response Essay 151 • Decide Which Elements to Cover 152 • Create a Thesis Statement 152 • Structure the Response Essay 152 ANTHOLOGY MOVIE REVIEW “Mommy’s Success Gives Xavier Dolan Direction” by Brendan Kelly 154 153 SONG LYRICS “Escarpment Blues” by Sarah Harmer 157 POEM “Saskatoon Bus Depot: a.m Sunday” by Lesley Choyce 159 SHORT STORY “Girl Who Loved Her Horses” by Drew Hayden Taylor 161 NEWS ARTICLE (EDITORIAL) “One Student’s Story of Survival Against All Odds” by Nancy Macdonald 167 PLAY Fault Lines: Faroe Islands—“Dara” (Excerpt) by Nicolas Billon 171 APPENDIX How to Do Research 176 APPENDIX How to Plan and Deliver an Oral Presentation 179 CREDITS Text, Audio, and Video Sources 180 Photo Sources 181 REVISING AND EDITING CHECKLISTS 182 Reproduction prohibited © TC Media Books Inc Table of Contents v Scope and Sequence READING UNIT Wanderlust LISTENING / WATCHING SPEAKING WRITING • Interview a partner about life choices • Describe a person who helped you make an important life decision • Discuss your opinion on couchsurng and the sharing economy • Ask questions about your partner’s text and share information (jigsaw) • Create a dialogue using idioms and proverbs • Role-play a radio interview • Write a story or narrative essay about an adventure that had a lasting effect on you • Listen to an interview with an author and researcher on pro-social behaviour • Watch a documentary about gossip • Interview a partner to nd out how they connect with others • Discuss questions about social behaviour with a partner and predict the results • Discuss the meaning of a poem with a partner • Interview a partner using idioms for social behaviour • Discuss preferred communication methods for various situations • Quiz a partner about gossip and predict the results • Write a poem about conforming to or rebelling against social norms • Write an opinion essay on the pros or cons of social media • Watch a news report about scientic studies with babies on the origins of morality • Listen to a researcher in behavioural economics and best-selling author explain the causes and effects of dishonesty • Take a quiz on how you respond to moral dilemmas and discuss the results • Discuss the moral messages of a fairy tale • Create a short dialogue using idioms about honesty • Play the lie detector game • Write your own fairy tale or change, update, and modernize your favourite fairy tale • Write a summary of an article • Take a quiz on social activism throughout history and discuss the changes the protests or movements made • Debate the pros and cons of social activism • Discuss with a partner how you could make a difference in the world using idioms • Discuss the reality of living off-grid • Present a song associated with social activism • Write about a protest or social activist movement • Write an argument essay on social change and activism • Write a refutation paragraph • Listen to an interview about the benets of storytelling • Listen to a narrative story • Watch a National Film Board video of a lmmaker who interviews immigrants like himself for their perspective • Guess then discuss the stories behind famous photos • Tell stories and make observations on the qualities of stories • Discuss what makes a good story • Identify literal vs gurative language • Tell a personal and narrative story • Write a compare and contrast essay • Use transition words to compare and contrast • Watch a news report about art as a catalyst for change • Watch a documentary that examines the effects of purchasing imported products on our economy • Discuss philosophical questions and practise embedded questions • Contemplate important paradoxes and challenge common beliefs • Discuss the relationship between your purchases and your values as a group • Play jeopardy to practise intonation • Prepare a short rant on a thoughtprovoking topic • Rewrite the ending to a short story • Write a short story plot summary • Write a persuasive essay on a thought-provoking topic • Read a poem and discuss its meaning • Watch a documentary for main ideas and details • Read two narrative essays, guess the meaning from context, and nd the • Watch a documentary and take notes descriptive language Literary Device: Personication UNIT Connections • Read an article on social behaviour after predicting the results • Read and interpret a poem • Read an opinion text and nd the main idea and author’s purpose Literary Device: Simile UNIT Morality • Read an article about our moral language for vocabulary building • Read a fairy tale and discuss moral messages • Skim, scan, and summarize a magazine article Literary Device: Symbolism Denotation and Connotation UNIT Social Activism • Read a blog to identify author bias • Listen to an interview about two young activists who live off-grid to change • Read an article about a man who lives the world without money and consumerism • Watch an interview about music and • Read the lyrics to a song about activism around the globe activism Literary Device: Flashbacks UNIT Perspectives • Read an article about scientic studies on why we tell stories to identify the elements of a good story • Read and compare two startling poems using visualization strategies for comprehension • Read an excerpt from a novel about a woman who reects on her childhood, and identify setting Literary Device: Metaphor Imagery UNIT Contemplation • Read a philosophical essay and predict the author’s hypothesis • Read a short story to recognize tone Literary Device: Irony vi WRITING FILES The Essay • What is an essay? • How I structure an essay? • Generating ideas • The introduction • The thesis statement • The body par agraphs WRITING FILES Improving Your Essay • Revising for unity and cohesion • Transition words • Revising for vocabulary and word choice • Informal vs standard English WRITING FILES Essay Types • Compare four main essay types • Special characteristics of thesis statements for different essay types WRITING FILES The Response Essay • Features of the response essay • Decide which elements to cover • Create a thesis statement • Structure the response essay ANTHOLOGY MOVIE REVIEW: “Mommy’s Success Gives Xavier Dolan Direction” by Brendan Kelly • SONG LYRICS: “Escarpment Blues” by Sarah Harmer NEWS ARTICLE (EDITORIAL): “One Student’s Story of Survival Against All Odds” by Nancy Macdonald • PLAY: Fault Lines: Faroe Islands—“Dara” (Excerpt) by Nicolas Billon Scope and Sequence Reproduction prohibited © TC Media Books Inc GRAMMAR PRONUNCIATION VOCABULARY AND IDIOMS TOPIC FILES • Present, past, and future • Regular verb endings -s and -ed • Commonly confused travel vocabulary • Words, expressions, and idioms related to travel • Dene words from context • Write a text or give an oral presentation on a topic related to travel and life choices (the road less travelled; the sharing economy; travel lessons; and travel adventures) • Present perfect • Phrasal verbs • Word stress • Gossip and communication vocabulary • Words, expressions, and idioms related to social behaviour and norms • Vocabulary related to groups of animals • Phrasal verbs • Write a text or give an oral presentation on a topic related to social connections (the herd mentality; peer pressure; gossip; technology; and family expectations) • Past tenses (simple past, past progressive, and past perfect) • Silent letters • Afxes • Words related to moral excellence and virtue • Complete a crossword puzzle with words found based on denitions • Brainstorm synonyms and antonyms of ethical • Dene words from context • Words, expressions, and idioms related to morality and honesty • Vocabulary for whistleblowing • Write a text or give an oral presentation on a topic related to morality and ethics (moral decline; origins of morality; fairy tales; dishonesty; and whistleblowers) • Present and past modals • Sentence stress and intonation • Write a text or give an oral presentation on a topic related • Commonly confused vocabulary related to activism and social change (activism across generations; to activism social media activism; personal experiences with living • Words, expressions, and idioms related to off-grid, without electricity, or in a cashless society; and activism and social change consumerism) • Find words in context based on denitions • Comparatives and superlatives • Historic present • Conditionals • Reductions and contractions in speech • Commonly confused vocabulary related to • Write a text or give an oral presentation on a topic related to storytelling and speaking storytelling (peer-write a story’s beginning, middle, and end; write about literature which inspired you; write a letter to • Adjectives describing stories your future or past self; contrast a movie and a book telling • Find words in context based on denitions the same story; or present a Native American legend) • Words, expressions, and idioms related to stories and storytelling • Question formation • Embedded questions • Question intonation • Words, expressions, and idioms related to questions, contemplation, and consumption • Guess the meaning of words from context • Write a text or give an oral presentation on a topic related to contemplation (our ability to ask difcult questions; art as a catalyst for change; moral issues involved in purchasing imported products; and the desirability of social equality) • Thesis statement and topic sentences • Supporting ideas • The conclusion • The essay outline • Revising and editing • False cognates • Commonly confused words • Using a thesaurus • POEM: “Saskatoon Bus Depot: a.m Sunday” by Lesley Choyce • SHORT STORY: “Girl Who Loved Her Horses” by Drew Hayden Taylor Reproduction prohibited © TC Media Books Inc Scope and Sequence vii Features In this second edition of REAL Skills Book 3, you will 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 given a modern makeover to suit the language needs of today’s high-intermediate to advanced students of English as a second language New and updated themes offer student-centred activities and explore relevant issues and topics Overall Structure Six theme-based units are designed to pique your interest while building language skills There are also four step-by-step Writing Files to help you write effective paragraphs and essays They have been regrouped to offer one period of class time 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 a short story and poetry, 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 Reproduction prohibited © TC Media Books Inc a What made Pearce realize that he should be doing football? In the hospital after surviving his suicide attempt, he realized that the last time he had been happy was when he had played football in Grade 9, so he contacted a coach and begged to let him try out for the team b What impressed Knoll about Pearce? Pearce’s size: he was 100 lbs heavier than the biggest player on the team What obstacle did Pearce encounter? How did he get around this problem? He didn’t have the 80 per cent average that Canadian Interuniversity Sport (CIS) requires and could not obtain a scholarship He would use a pre-season game against Warren G Harding High to show that he could compete with some of the top US freshman picks When he sat out, the team, the Titans, lost How did being on a university football team change Pearce? He lost weight: he went from 363 lbs down to 298 lbs He studied a lot because he was terried he would fail He nished the semester with a 3.4 out of grade point average, which he maintained for four years, much to his surprise In what other ways has sport transformed Pearce? Name three of the ve things he was inspired to as a result He felt he was given a second chance Possible answers: He raised money for Big Brother, and became one himself He also raised money for the Special Olympics He founded SFU Team Up, which pairs university athletes with at-risk kids In addition, he raised $1050 for Burnaby Safe House, a Hamilton shelter He is a program assistant at an addiction treatment centre, where he has helped convince suicidal young men not to take their lives What are his future plans? He is starting a family of his own with his ancé and he hopes to graduate with a criminology-sociology degree He hopes to join the Vancouver police department where he’d like to work in the Downtown Eastside Between the Lines 170 ANTHOLOGY Are sports a way to motivate young people in school? Are there other ways beside sports? What ve questions would you ask Pearce if you could interview him? Reproduction prohibited © TC Media Books Inc PLAY A play is a form of literature written by a playwright, usually consisting of scripted dialogue between characters and intended for theatrical performance It includes the necessary elements to determine its genre, for example, satire, tragedy, or comedy, thus making the story accessible to its live audience This excerpt from Billon’s play Faroe Islands is a monologue about Dara, a whale activist Fault Lines: Faroe Islands Dara (Excerpt) Originally from Montreal, playwright Nicolas Billon is now based in Toronto Fault Lines: Greenland— Iceland—Faroe Islands, a collection of plays, won the 2013 Governor General’s Literary Award for Drama His rst play, The Elephant Song, was made into a feature lm starring Xavier Dolan By Nicolas Billon meeting room in a community centre Chairs are set up in a circle On a table are name tags, pens, cups, and a coffee dispenser Dara greets the audience as they wander in She’s in her early twenties, aable, and obese Dara encourages everyone to ll out a name tag, have coffee, and take a seat So welcome everyone! I just want to say how delighted I am about the turnout, it’s really … how awesome that you all showed up, I mean, showed up in person and everything, to talk about whale activism! She puts her hand on her heart My name is Dara, and this is ofcially the rst meeting of the Whale Action Hub, or … 10 She makes a claw with her hand and makes a breaching motion WAH! She shrugs It’s like a, a call sign Or whatever 15 20 Now I know Whale Action Network probably sounds better, but then the acronym is WAN, and that’s no good Actually, you’d be amazed at how hard it is to nd a name for a group that has a good acronym Anyways … I thought I’d start by taking a few minutes to tell you a little bit about my background as an activist, you know, for context, and share how I came to care about whales Then we’ll open up the discussion and nd out about you, and see what ideas we can come up with about rst steps All good? She smiles as she takes in the group My mother made me an activist And by that, I don’t mean that she was an activist herself, but rather she unwittingly forced me to become one See, I don’t know about you, but high school wasn’t exactly the best years of my life … 25 A play is organized into parts called acts The setting includes the backdrop and props which contribute to and reinforce the play’s central theme Dara greets the audience and includes them in the play This is called “breaking the fourth wall.” The imaginary fourth wall in theatre separates the characters in the play from the audience affable (adj.) friendly, approachable, cordial breaching (v.) action of a whale leaping above the surface of the water Although this play is a monologue, observe how characters interact with one another in any play with more than one character Ask yourself how these qualities affect any particular act in the play She points to her body Cruelty is a talent honed during teenagehood, and in Grade Jessica Bouchard baptized me Gee-Gee, which is the shortened form of “Gobble Gobble.” Apparently, at lunch one day I ate my PB-and-jelly sandwich with an eagerness that rubbed her the wrong way Gobble Gobble (exp.) a turkey makes sound She shrugs 30 I eat quickly, it’s true Point being, the nickname stuck throughout high school, along with the frequent and frankly uninspired elephant and whale references Sometimes they’d mix their metaphors, you know, “Moby Dick—thar she blows! Gobble gobble!” Reproduction prohibited © TC Media Books Inc ANTHOLOGY 171 35 The irony of being fat is that you’re also invisible, in a way, and I was perfectly comfortable with that Until I met Rachel She smiles U of T (proper n.) of Toronto I was at university at this point, at York, doing English—I loved reading and I thought I’d like to teach And also, my grades weren’t good enough for U of T University 40 An embedded or framed story is a story within a story Look Sure it’s old school, but that’s a pretty ballsy thing to in front of a library During exams 45 50 Billon uses informal language to help the play adhere to a certain genre, in this case, comedy pilot whales (n.) small, common whales of tropical and temperate seas that have a bulbous head It was a cold March day, and I was leaving the Scott Library after studying for exams when I saw this petite blonde woman handing out pamphlets, you know, and there was a big sign behind her of a poor whale on its side, its stomach cut open, and above it the words “MURDER” with an exclamation mark And she was chanting “Stop the Whale Murder!” Anyway, I was staring because I had a thought, and I guess Rachel noticed me and she said, “Do you know anything about the grindadráp?” And I’m like, “The what?” and she says, “The whale hunt in the Faroe Islands Do you know what they do?” And I shake my head And she proceeds to describe, in the most inarticulate way possible, how it happens Seriously, it was the kind of explanation where you have to stop the person every minute to gure out who’s doing what Clearly, she was passionate about the issue, but … She shrugs For those who’ve never seen it, picture a bay, and there’s a pod of about, I dunno, thirty or forty pilot whales swimming towards the shore, you know, like this— She mimes breaching whales with her hand 55 And they’re being chased by, like, a hundred boats As they get close to shore, there’s a sudden rush of people, a kind of tidal wave of people, that run towards the whales And when they reach the whales, they club them to death By the time it’s nished, the water, the ocean water, is red with blood It’s horrifying She shrugs 60 nix (slang exp.) I told her I’d help I pointed to her sign “Nix the exclamation mark,” I said She frowned “It undermines your argument It’s more ominous, more threatening if the word ‘murder’ appears without punctuation.” remove, veto I guess you can say that’s how we became friends or whatever 65 faze (v.) The amazing thing, to me, is that this doesn’t faze Rachel It’s like she’s a superhero disturb, disconcert nth time (exp.) countless times So pretty soon I’m handing out pamphlets with her, you know, and it’s kind of amazing how soul-crushing an experience that is Listen, I know what it’s like to feel invisible, and this made me feel worse Person after person after person ignores you, and by ignoring, I mean they pretend like you don’t exist, like they can’t hear or see you last time of 70 Anyway, that night we watched The Cove at her place for like the nth time, and as usual it got Rachel riled up about the Faroes … So I said, “Let’s go there.” Rachel turned to me and nodded super-stoked (exp.) excited exhilarated, 75 We revamp our Facebook group, we put up a website, we start an online petition and we even email the Faroese PM And by “we,” I mean “me.” 80 172 ANTHOLOGY And that evening, we brainstormed a two-pronged plan of attack: one, deliver a petition to the Faroese prime minister, and two, shoot the grindadráp and make a documentary to upload on YouTube The doc is Rachel’s idea, she’s super-stoked about it At rst, honestly, the response is pretty underwhelming I mean, our Facebook group stagnates at about two hundred people; our petition is doing a little better, we’re just shy of a thousand signatures … But these aren’t exactly “tipping point” numbers, you know? Reproduction prohibited © TC Media Books Inc And just like that, Rachel became the public face of End the Whale Hunt Now, exclamation mark Which, for the record, has a stupid acronym She shrugs 85 The thing is, it worked We got an article in the Globe and Mail—with a photo of Rachel oating on a plastic dolphin in a pool—that pushed our campaign into a whole other sphere Other papers called, and Rachel was invited to speak on a couple of morning shows 90 On the same day we got our hundred thousandth signature, we got an email from Páll Jacobsen, who works for the Faroe Ministry of Fisheries He’s been asked to liaise with us for our visit, and to answer any questions we may have about the grindadráp And I remember when I called Rachel over to my laptop to show her the email, she read it and then came right up to the screen, you know, and inhaled … She demonstrates the inhale 95 And she said, “Do you smell that?” I scowled, you know And she smiled and said, “That’s what fears smells like We have twice as many signatures as they have people.” Rachel left on a Tuesday, and her carry-on luggage consisted of her camera gear and our petition I hugged her goodbye and she said, “You don’t give bear hugs, you give whale hugs!” She shrugs 100 (I wasn’t quite sure how to take that.) And for the rst week she was there, we emailed every day and I’d update the website with photos and blog posts of her adventures And then the emails stopped Not all of a sudden or anything, but I started to get short responses to long questions 105 Finally, I sent her an email asking for an update on the petition and for footage of the grindadráp to post on the website She responded with: “Let’s Skype tomorrow 10 a.m your time.” She smiles So the next morning we nally get to speak, sort of face-to-face, I guess 110 “What’s going on?” I ask She shrugs, and then says, “Nothing, why?” “Did you get any footage of the grindadráp?” Rachel shakes her head and says, “Not yet.” She looks away and then adds, “But I delivered the petition!” 115 “To the Prime Minister?” She nods 120 “Look,” she says, “Things here aren’t exactly what we thought, you know? I mean, the pilot whale drive is pretty dramatic, of course, but Dara—they use the whales for food, okay? It’s not like they’re killing them for sport And they showed me how they it, it’s actually the most efcient and humane way to kill them, under the circumstances.” She leans forward on her chair “Under the circumstances?” She kept going, something about how abundant pilot whales are, I think, but at this point I’m so shell-shocked I’m just staring at the screen … 125 That’s when I notice her surroundings It’s a really nice place, a little messy but denitely homey Reproduction prohibited © TC Media Books Inc ANTHOLOGY 173 “Where are you?” I ask “What you mean? I’m in the Faroes—” “No, I mean right now? You’re not at the hostel.” 130 And I can see Rachel is suddenly caught off-guard “Oh yeah, no, I’m over at someone’s It’s … ” And Rachel bites her lip and looks off to the side, and waves someone over This guy enters the frame, and he’s—okay, ne, he’s very handsome, he’s quite, quite beautiful, actually, and he waves over at me with a kind of familiarity that annoys me 135 “Hullo!” he says “Hi.” “Dara, this is Páll Jacobsen Remember him? He works for the Fiskimálará—” blah-blah-blah or whatever “It is so nice to nally meet you!” he says 140 And I burst out laughing Like crazy laughing, you know? Rachel quickly shoos Páll Jacobsen away “Dara, what’s wrong? What’s the matter? Aren’t you happy for me?” guffaws (v.) boisterously She guaws laughs loudly and And Rachel’s like, “Please, say something … ” 145 But the only thing I think to say is … I say, “You’re just another moral relativist.” Then I add, “And a bitch.” She shakes her head And then you know what she says? She says— 150 There’s a loud knock at the door Dara checks the time That’s AA, I guess we’re … She laughs Right, right, right! Then she says, “For God’s sake, Dara They’re just whales.” 155 That’s what she says to me! “They’re just whales!” Sound and music enhance the theatrical experience for the audience There’s another loud knock at the door OH-KAY! She turns back to the group 160 In a harsh, aggressive tone Whales are people too! Registers what she’s just said A sharp knock at the door 165 At the end of an act, the characters leave the stage to allow for a change in scene in the following act 174 ANTHOLOGY Of course, we—we’ve got to go I’m sorry we ran out of time … I hope you’ll come back … next week … thank you … uh … Dara, in a daze, can’t nd the words to continue BLACKOUT 1784 words Reproduction prohibited © TC Media Books Inc Comprehension Who is Dara and why is she addressing the audience? She is conducting the rst ofcial Whale Action Hub meeting The play attributes to the audience the role of being at Dara’s meeting What changed the perspective Dara had had of herself since high school? She was comfortable being invisible until she met Rachel at university How did Dara decide to become an activist? She met another activist, Rachel, who told her about the horrifying grindadráp in the Faroe Islands and she decided to help Why does Dara consider Rachel a superhero? Unlike Dara, Rachel does not feel it is a soul-crushing experience to be ignored by people when handing out pamphlets and trying to sensitize people to the brutality of whale hunts Whose idea was it to go to the Faroe Islands? What did the activists want to accomplish there? After they watched The Cove, Dara convinced Rachel that they should go there They would attempt to deliver a petition to the prime minister and shoot a documentary of the grindadráp How did the activists proceed with their campaign? They got a lot of exposure, such as being in the newspapers Rachel appeared on a morning show and they obtained a hundred thousand signatures on their petition Foreshadowing is a literary device an author uses to hint at something occurring in the future Does the playwright give the audience any hint of this? Explain How did Rachel ultimately disappoint Dara? Yes, when Dara rst describes Rachel, she tell the audience that “Clearly, she was passionate about the issue,” and adds “but” and then shrugs After Rachel went to the Faroe Islands, she started communicating less and less often with Dara Once they Skyped, it became obvious that Rachel was in a relationship with the enemy: Páll Jacobsen, of the Faroe Ministry of Fisheries Between the Lines The play is a monologue but feels like a dialogue How does the playwright accomplish this? A plot twist is a radical change of direction of the expected outcome of a story What plot twist occurred in the play? Reproduction prohibited © TC Media Books Inc ANTHOLOGY 175 Appendix How to Do Research You will need to incorporate research into your projects, presentations, and essays There is so much information available today that it is a challenge to sort through it all Find information that is specic to the topic you chose and ensure that it is relevant, interesting, and useful Follow these steps to include accurately documented research sources in your assignments Step 1: Gather sources Select and evaluate sources carefully Here are a few tips to help you choose current and reliable sources • Scan the headings to ensure that the source information is relevant to your topic • Verify that the date of publication is recent or the source information has been updated • Validate the author and title of the publication • Check for author bias • Don’t assume that everything you read in a newspaper or online represents the truth • Use the CARS checklist below to validate Internet sources CARS Checklist Validate These Elements Credibility Accuracy Reasonableness Ask Yourself These Questions Find out if the source is credible and trustworthy Is the author respectable and well-known? Does he or she have solid credentials? Look for a reliable website and research the person who wrote the material (institution or other contact information) Does the website include the author’s contact information? Is the information well-written with few or no mistakes? Make sure the text is up-to-date, detailed, and contains all the facts (the whole truth) Does the text have a date? Do you know when it was last modied? Identify the target audience Is the content appropriate and intended for college students? Look for information that presents both sides of the issue without bias Does the author present both sides of the issue equally? Make sure the information presented is fair and objective Is the text emotional? For example, a vegetarians’ association stating that eating meat is bad for you is probably biased Does the source make skeptical claims? For example, a miracle cure for a problem should be approached with caution Support 176 APPENDIX Look for different sources that agree and that contain similar, accurate information Do not rely on only one source or on the rst source that you nd Can you nd three reliable, veried, and credible sources that agree? Reproduction prohibited © TC Media Books Inc Take notes Once you have found sources you can use, it is time to record the relevant information for your assignment • Read each text and take notes in point form in your own words • Remember to record the source details for your works cited list: author’s name, title of the text, date of publication, name of publisher, website address, when the website was updated, date you accessed it • Use quotation marks to directly quote the author’s exact words Step 2: Incorporate research information Incorporate research information into your assignment by summarizing, paraphrasing, or quoting the text directly Make sure to record all your sources in a bibliography or works cited list to avoid plagiarism Plagiarism is presenting someone else’s ideas as your own in either written or oral form Acknowledge your source each time you refer to it Summarize To summarize information, nd the main ideas in the text and rephrase them in your own words Condense the most important ideas and express your understanding of them The usual purpose of summarizing is to give the reader an overview of the text • Read the text carefully until you fully understand all the information • In the rst sentence of your summary, identify the title of the text, the author’s name, and the main idea presented • Summarize the secondary ideas of the text in a clear and concise manner Paraphrase When paraphrasing, restate the author’s ideas clearly and simply • Reword the author’s ideas so that they are easy to understand for your target audience • Don’t copy entire sentences from the article (unless you quote them directly) Quote Quoting the author’s exact words is the third way of incorporating research into your assignment Direct quotations should be used sparingly Only quote the text verbatim when the author has written or said something in an eloquent, vivid, or memorable style that will add impact • Copy the passage word for word from the original source • If the passage is less than forty words, put quotation marks around it and incorporate it into your paragraph • If the passage is longer than forty words, begin the quoted passage on a new line, indented ten spaces from the left margin Step 3: Document sources Documentation is the process of acknowledging source material To document a source, provide the necessary details that allow a reader to nd the material Use the MLA (Modern Languages Association) style, an established and accepted referencing format, when acknowledging sources in research assignments Cite your sources When citing source material, you can either give credit within your text or use a parenthetical reference to tell the reader that the information is borrowed In-text credit: According to Roger Scruton in his article “The Questions that Have No Answers,” if we stop asking questions, we will stop being fully human Parenthetical reference: If we stop asking questions, we will stop being fully human (Scruton page no.) Reproduction prohibited © TC Media Books Inc APPENDIX 177 Works cited list A works cited list details the sources of the words, ideas, data, or other material you used Most teachers in English and the social sciences ask students to follow the MLA style for documenting research assignments The format must be followed very closely, including the order of the information and the capitalization and punctuation style Guidelines for citing common sources are illustrated below Students are encouraged to consult an MLA handbook for more details • List sources in alphabetical order Double-space the entries and indent as of the second line • Remember to capitalize the rst letter of all words in titles except articles, prepositions, and conjunctions • Indicate whether the material is printed or takes another form, such as a website, DVD, or CD • Research missing information, such as the author’s name on a website If this information is unavailable after a thorough search, omit it from the source cited Use “n.p.” for “no publisher” and “n.d.” for “no date.” Book Author (last name, rst name or initials) Book title City of publication: Publisher, date of publication Page no Print Billon, Nicolas Fault Lines: Greenland – Iceland – Faroe Islands Toronto: Coach House Books, 2013 Print Periodical or journal article Author (last name, rst name or initials) “Article title.” Publication title Vol no Issue no (Year): page no Print Miller, Peter “A Thing or Two about Twins.” National Geographic (2012) Print Newspaper or magazine article Author (last name, rst name or initials) “Article Title.” Newspaper / magazine title Date: page number Print Belluz, Julia “Who am I?” Maclean’s 18 Nov 2010 Print Online publications Author, editor or compiler (if available) “Title.” Website Title Publisher, date of publication Web Date website accessed Macdonald, Nancy “One Student’s Story of Survival Against All Odds.” Maclean’s Rogers Media, 13 October 2014 Web 18 March 2015 DVD or lm Title Dir Name of director Perf Name of performer(s) Producer, date of release DVD / Film Twelve Dir Lester Alfonso National Film Board of Canada, 2008 DVD CD Artist “Song title.” Album title Distributor, date of release CD The Weakerthans “Pamphleteer.” Left and Leaving Epitaph Records, 2000 CD 178 APPENDIX Reproduction prohibited © TC Media Books Inc Appendix How to Plan and Deliver an Oral Presentation Throughout this course, you will present information and opinions to your teacher and classmates orally Speaking in a second language in front of others can be a challenge; the key is to be prepared well in advance Here are a few helpful tips to make speaking in public easier for you Step 1: Plan your presentation in advance • Carefully review all the requirements of the presentation • For a formal presentation, research and organize your ideas as you would a written essay Include an introduction, a few main points (supported by facts or statistics, examples, anecdotes, or quotations), and a conclusion • Incorporate new vocabulary, idioms, and grammar into your presentation • Be sure to use proper word stress and to pronounce verb endings (such as -ed, -s, -ing) clearly • Practise your presentation many times aloud Try to nd someone to present it to who can give you feedback and make suggestions for improvement Remember: “Practice makes perfect!” • Time the presentation to verify if it meets the requirements for duration • Prepare simple cue cards with keywords to help trigger your memory when presenting • It is not necessary to write everything you will say; summarize the important information in point form • Do not memorize your presentation word for word You want to sound natural and spontaneous when responding to your audience Step 2: Deliver your presentation with confidence • Be enthusiastic about the topic you chose and the ideas you bring forth This will be reected in your voice and body language • Make regular eye contact with your audience • Speak clearly and at a comfortable speed • Try to appear condent and at ease • Do not read from your cue cards or other written documents • Bring in audio or visual support to make your presentation interesting and memorable • Enjoy sharing what you learned with your teacher and peers! Reproduction prohibited © TC Media Books Inc APPENDIX 179 Credits Text, Audio, and Video Sources Unit p Reading text: “The Road Not Taken” by Robert Frost; p Video segment: “One Couch at a Time” www.onecouchatatime com/by Alexandre Liss, © 2012; p Reading text: “Living in the Arctic Has Taught Me About Community” by Deborah Tobin, The Globe and Mail © 2011 Deborah Tobin is an educator and writer p Reading text: “I Ran Away and Joined the Circus – in Mexico”, Copyright Guardian News & Media Ltd 2013; p Reading text: “What Am I Doing Here?” by Andrew McCarthy National Geographic © 2012; p 15 Video segment: “Mars One Way” Vita Brevis Films © 2014; p 15 Video segment: “Abandon Ship: The Sinking of the SV Concordia”, CBC © 2014 and Tricon Films & Television Unit p 22 Reading text: “The Curse of the Herd” © 2013 by Gwen Dewar, Ph.D.; all rights reserved; p 23 Reading text: “The Ghost Commune” by Michelle Nijuis Aeon Magazine © 2013; p 24 Reading text: “I’m Nobody! Who Are You?” by Emily Dickinson; p 26 Audio segment: “Riding the Herd Mentality” Freakonomics © New York Public Radio, 2012; p 30 Reading text: “The Flight from Conversation” by Sherry Turkle The New York Times © 2012; p 33 Video segment: “Being Alone Together” by Sherry Turkle Source: BillMoyers.com/segment/sherry-turkle-on-being-alone-together © 2013; p 35 Video segment: “The Real Dirt on Gossip” © Film Option 2013 Unit p 41 Reading text: “The Moral Decline in the Words We Use” by Jen Doll The Wire © 2012 TRIBUNE Publication; p 45 Video segment: “Born Good” CBS News © 2012; p 45 Reading text: “The Stone—Are We Ready for a Morality Pill?” by Peter Singer and Agata Sagan The New York Times, January 28, 2012 © 2012 The New York Times All rights reserved http://opinionator.blogs nytimes.com/2012/01/28/are-we-ready-for-a-morality-pill/?module =Search&mabReward=relbias%3Ar%2C{%222%22%3A% 22RI%3A17%22}&_r=0; p 45 Video segment: “How Oxytocin Boosts Our Empathy and Morality” The Hufngton Post © 2014; p 48 Reading text: “Rumpelstiltskin” by The Brothers Grimm; p 52 Audio segment: “The Truth About Dishonesty” by Dan Ariely, RSA Animate Compliments of RSA www.thersa.org © 2012; p 56 Reading text: “What Science Tells Us about Whistleblowers like Edward Snowden” by Julia Belluz Maclean’s Magazine © 2013 Unit p 62 Reading text: “Small Change: Why the Revolution Will Not Be Tweeted” by Malcolm Gladwell The New Yorker Magazine © 2010; p 62 Reading text: “Malala Yousafzai” by David Pilling Financial Times Magazine © 2013; p 64 Audio segment: “How Cyber Attacks Threaten Human Rights Groups” CBC © 2014; p 69 Audio segment: “Sustainable Joes” CBC © 2013; p 72 Reading text: “My Year of Living without Money” by Marc Boyle The Guardian © 2009; p 77 Video segment: “Music and Activism Around the Globe” The Hufngton Post © 2013; p 79 Reading text: “Pamphleteer” by The Weakerthans Epitaph Music © 2000 Unit p 85 Reading text: “Can Science Explain Why We Tell Stories?” by Adam Gopnik The New Yorker © 2012 by Adam Gopnik, used by permission of the Wylie Agency LLC; p 85 Audio segment: “The Persuasive Power of Storytelling” by Terry O’Reilly and Mike Tennant from The Age of Persuasion Radio Show, CBC Radio; p 89 Audio segment: “The Moth Rekindles ‘Campre’ Storytelling” CBC © 2013; p 91 Video segment: “The Moth Presents Matteson Perry: Take the Bull by the Horns” October 2011 © The Moth; p 94 Reading text: “This Is a Photograph of Me” from The Circle Game, © 1968 by Margaret Atwood Reprinted with permission of House of Anansi Press, Toronto www.houseofanansi.com; p 94 Reading text: James Wright, “Lying in a Hammock at William Duffy’s Farm in Pine Island, Minnesota” from The Branch will not Break © 1963 by James Wright Reprint with permission of Wesleyan University Press; p 97 Reading text: Snow Flower and the Secret Fan: a novel by Lisa See, “Milk Years” from SNOW FLOWER AND THE SECRET FAN: A NOVEL by Lisa See, copyright © 2005 by Lisa See Used by permission of Random House, an imprint and division of Random House LLC All rights reserved; p 97 Reading text: “An-Mei Tsu” from The Joy Luck Club by Amy Tan © G P Putnam’s Sons, 1989; p 101 Video segment: “Twelve” by Tammy Lin Foreman National Film Board of Canada, 2008 Under a license of SODRAC Unit p 110 Reading text: “The Questions That Have No Answers” by Roger Scruton New Statesman © 2013; p 110 Reading text: “Fat but Fit” by Kate Lunau Maclean’s © 2012; p 112 Video segment: “The Oil Sands Art Exhibit” CBC © 2014; p 116: “The China Question” Earthchild Productions © 2011; p 120 Reading text: “Harrison Bergeron” by Kurt Vonnegut © 1961 The trust of Kurt Vonnegut, Jr., Donald C Farber Trustee; p 123 Audio segment: “Machiavelli: The Prince of Paradox” CBC © 2014 Anthology p 154 Reading text: “Mommy’s Success Gives Xavier Dolan Direction” by Brendan Kelly © 2014 Material reprinted with the express permission of: Montreal Gazette, a division of Postmedia Network Inc.; p 157 Reading text: “Escarpment Blues” by Sarah Harmer © 2006; p 159 Reading text: “Saskatoon Bus Depot: a.m Sunday” by Lesley Choyce © 1998 Reprinted by permission 180 CREDITS Reproduction prohibited © TC Media Books Inc of Ekstasis Editions; p 161 Reading text: “The Girl Who Loved Her Horses” by Drew Taylor Hayden “The Boy in the Treehouse/ The Girl Who Loved Her Horses” © 2000 by Drew Hayden Taylor, Talonbooks, Vancouver, BC Used by permission of Talon Books Ltd Any third party use of this material, outside of this publication, is prohibited p 167 Reading text: “One Student’s Story of Survival Against All Odds” by Nancy Macdonald Maclean’s © 2014; p 171 Reading text: “Fault Lines: Faroe Islands—Dara” by Nicolas Billon Excerpt from Faroe Islands, published in Fault Lines: Greenland – Iceland – Fault Lines, © Nicolas Billon, 2013 Reprinted with the permission of Coach House Books Photo Sources Cover: ALEXANDRO AULER/dpa/Corbis Unit p 1: Sjors737|Dreamstime.com; p 2: Andrew F Kazmierski/iStockphoto; p 4: Martinmark|Dreamstime.com; p 8: mady70/ iStockphoto; p 13: Xavier Arnau/iStockphoto; p 15: Sergey Drozdov-Fotolia.com; p 17: Konart|Dreamstime.com Unit p 19: jjwithers/iStockphoto; p 20: epicurean/iStockphoto; p 21: vetkit–Fotolia; p 22: Dmitry Pichugin|Dreamstime.com; p 24: Wikimedia Commons; p 26: Kirk Peart Professional Imaging/Shutterstock.com; p 29: Geber86/iStockphoto; p 30: Izabela Habur /iStockphoto; p 33: Aleksandar Nakic/iStockphoto; p 34: Monkey Business Images|Dreamstime.com; p 35: Aldo Murillo/ iStockphoto; p 37: Stockyimages|Dreamstime.com Unit p 39: Christa Brunt/iStockphoto; p 40: Jonathan Austin Daniels/iStockphoto; p 42: marekuliasz/iStockphoto; p 44: buttet/ Shutterstock.com; p 46: markokg/iStockphoto; p 48: The Story of Rumpelstiltskin, Blasco, Jesus (1919-95)/Private Collection/ © Look and Learn/Bridgeman Images; p 49: AlexAvich/Shutterstock.com; p 52: lassedesignen/Shutterstock.com; p 55: Melinda Fawver/Shutterstock.com; p 56: THE CANADIAN PRESS/AP Photo; p 57: Jaruek Chairak/Shutterstock.com Unit p 59: Anna Omelchenko/Shutterstock.com; p 60: Steve Debenport/iStockphoto; p 63: oonal/iStockphoto; p 64: American Spirit/ Shutterstock.com; p 66: Forty3Zero/Shutterstock.com; p 68: Elena Rostunova|Dreamstime.com; p 70: valjakum/Shutterstock com; p 71: ™and © DC Comics; p 72: Ryan Rodrick Beiler/Shutterstock.com; p 74: Brzozowska/iStockphoto; p 77: nievesm/ iStockphoto; p 79: Glynnis Jones/Shutterstock.com Unit p 81: coloroftime/iStockphoto; p 82 (1): AP Photo/The Journal & Constitution, Louie Favorite; (2): AP Photo; (3): AP Photo/ Jae C Hong; (4): AP Photo/Eric Gay; p 83: gpointstudio/Shutterstock.com; p 85: ImageegamI/iStockphoto; p 87: Juan Moyano|Dreamstime.com; p 88: Susan Chiang/iStockphoto; p 89: Arturo Limon|Dreamstime.com; p 90: Notorious91/ iStockphoto; p 92: Migel/Shutterstock.com; p 94 (1): Jose AS Reyes/Shutterstock.com; (2): Dudarev Mikhail/Shutterstock.com; p 97: Anan Chincho|Dreamstime.com; p 100: Monkey Business Images|Dreamstime.com; p 101: Photo: Wayne Eardley © 2008 National Film Board of Canada All rights reserved; p 103: Edhar Yralaits|Dreamstime.com; p 104: Cvandyke|Dreamstime.com Unit p 107: Salvador Ceja|Dreamstime.com; p 108: Gustavo Frazao/Shutterstock.com; p 109: Eric Broder Van Dyke|Dreamstime.com; p 111: Kenwood House (London); p 112: © Mia Feuer Photo: Paul Bothwell; p 114: Jose Antonio Sánchez Reyes|Dreamstime com; p 116: Yukchong Kwan|Dreamstime.com; p 117: 86ccyy|Dreamstime.com; p 119: Vladimir Korostyshevskiy|Dreamstime com; p 121: Clairemcadamsphotography|Dreamstime.com; p 122: InnervisionArt/Shutterstock.com; p 123: InnervisionArt/ Shutterstock.com; p 125: KPG_Payless/Shutterstock.com; p 126: Kevin Van Paassen/The Globe and Mail Anthology p 153: alphaspirit/Shutterstock.com; p 154: Agence QMI; p 156: cinemafestival/Shutterstock.com; p 157 (1): Sarah Harmer; (2): Jostaphot/iStockphoto; p 158: Dhoxax/Shutterstock.com; p 159: Ekstasis Editions; p 160: Brad Wynnyk/Shutterstock.com; p 161: Talonbooks; p 163: Julia Smirnova/istockphoto via Thinkstock; p 164: Gatterwe Simone/Shutterstock.com; p 166: Julia Smirnova/istockphoto via Thinkstock; p 167: Maclean’s Magazine; p 168: © Brian Howell; p 171: Trish Lindström; p 173: Galyna Andrushko/Shutterstock.com; p 174: Adam Li, NOAA/NMFS/SWFSC; p 175: Galyna Andrushko/Shutterstock.com Appendices p 179: Rawpixelimages | Dreamstime.com Reproduction prohibited © TC Media Books Inc CREDITS 181 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, unied, 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 unied 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 182 REVISING AND EDITING CHECKLISTS Reproduction prohibited © TC Media Books Inc Issues This much-anticipated second edition of Skills Book offers a fresh take on the four-skills integrated approach that made it so successful Contemporary themes inspire reflection and help high-intermediate to advanced students of English as a second language broaden the scope of their daily lives New and improved elements join the most appreciated features of the first edition Challenging authentic reading, video, and audio selections are accompanied by activities adapted to students’ level Reading for Strategy, Reading for Interaction, and Reading for Challenge provide targeted reading practice Expanded Writing Files cover writing and improving essays, and provide revising and editing practice The special characteristics of four essay types are compared, including thesis statements The Anthology is composed of six different Canadian texts (a movie review, a poem, a song, an editorial, a short story, and a play), and reviews the various features of each text type Literary Device explains and applies a literary device in context Between the Lines has students think critically about the texts they have read Themes Explore the themes further with interactive workshops that include more than 600 questions plus additional reading, audio, and video material Students receive immediate feedback and scoring while teachers are able to annotate the eBook, electronically follow students’ progress, and create their own online interactive activities Teachers can display or hide answers and notes embedded in the Teacher’s Edition Answer Key for a more active learning experience in the classroom S andra Cole has taught English as a Second Language for over twenty years in the province of Québec She currently teaches at Cégep Garneau in Québec City She holds an M.A in Applied Linguistics and a TESL Certificate, both from Concordia University A ngelika Brunel has taught English as a Second Language for over 15 years at Collège Ahuntsic in Montréal, Québec She holds a B Ed with a specialization in TESL from Concordia University, where she also studied Applied Linguistics at the Master’s level Angelika has authored and co-authored numerous works in English Idioms and Vocabulary 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 Language-appropriate Pronunciation exercises are in the book and online for continuous practice 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 personalize and enhance their material Grammar Reference and Practice 3, Second Edition, complements the Skills Book ISBN 978-2-7650-4546-5 www.cheneliere.ca/real ... Ideas 130 • The Introduction 132 • The Thesis Statement 132 • The Body Paragraphs 134 • Thesis Statement and Topic Sentences 134 • Supporting Ideas 135 • The Conclusion 136 • The Essay Outline 137 ... vocabulary related to • Write a text or give an oral presentation on a topic related to storytelling and speaking storytelling (peer-write a story’s beginning, middle, and end; write about literature... TEACHER’S EDITION REAL, Real English Authentic Learning REAL Skills Book 3, Second Edition Teacher’s Edition Acknowledgements Sandra Cole and Angelika Brunel © 2015 TC Media Books Inc © 2011 Chenelière