English to Go! STUDENT WORKBOOK ENGLISH AS A SECOND LANGUAGE ANG-2101-4
ESTABLISHING CONNECTIONS Workbook Website (new edition) (extracts from the first edition 2008) Project Manager Games Design Michael Rutka (SOFAD) Jo-Ann Stanton (SOFAD) Instructional Designers Games Writer Luc Therriault Karen Torgerson
Acknowledgements Writer Illustrations Karen Lyons Didier Cailly Content Editor Jean Lambert Michèle Ortiz Thibaut Lenzigner Guillaume Trannoy Copy Editor Patricia Hynes Interview Simulation (Chapter 3) Sylvie Leduc Proofreader Ray Lengelé My-Trang Nguyen Audio Production Graphic Design Productions du sixième inc. Mylène Choquette Preparation of Images, Cover Design Web Integration, and Mylène Choquette Functional review Layout Daniel Rémy (I.D. Graphique) Colpron Interactivity Programming Rights Agent Studio Blak Kat inc. Michelle Thibaudeau (SOFAD) Content Reviewer Illustrations Jean-Yves Thibault Julia Haney Copy Editor, English Texts Audio Production Linda Arui Studio la Confessionnelle (9354-1324 Québec inc.) Voice Actors Rosie Komandina Michael Farkas
First Edition 2008, 2nd Edition 2017 © SOFAD (Société de formation à distance des commissions scolaires du Québec) All rights for translation and adaptation, in whole or in part, reserved for all countries. Any reproduction by mechanical or electronic means is forbidden without the express written consent of a duly authorized representative of the SOFAD. This work is funded in part by the Ministère de l’Éducation et de l’Enseignement supérieur du Québec and by the Canada-Quebec Agreement on Minority-Language Education and Second-Language Instruction. Legal Deposit—2017 Bibliothèque et Archives nationales du Québec Library and Archives Canada ISBN: 978-2-89493-768-6 (Print) ISBN: 978-2-89493-769-3 (PDF) TABLECHAPTER OF CONTENTS1
Introduction ...... IV
CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES
LEARNING SITUATION 1 Let’s Hit the Gym! ...... 1 LEARNING SITUATION 2 Let’s Go Camping! ...... 8 LEARNING SITUATION 3 A Day at the Amusement Park ...... 19 LEARNING SITUATION 4 Making the Most of Winter ...... 27 LEARNING SITUATION 5 Hey, Coach! ...... 35 LEARNING SITUATION 6 Sign Me Up! ...... 42 LEARNING SITUATION 7 A Risky Adventure...... 51
CHAPTER 2 THE WORLD OF ENTERTAINMENT
LEARNING SITUATION 1 I Love Music ...... 57 LEARNING SITUATION 2 Let’s Go to a Movie! ...... 66 LEARNING SITUATION 3 A Guided Tour ...... 72 LEARNING SITUATION 4 I’m a Volunteer ...... 78 LEARNING SITUATION 5 Sounds Like Fun ...... 84 LEARNING SITUATION 6 I Won Free Tickets ...... 90 LEARNING SITUATION 7 My Own Blog! Why Not? ...... 98
CHAPTER 3 THE WORLD OF WORK
LEARNING SITUATION 1 A Job Application ...... 103 LEARNING SITUATION 2 It’s Time I Wrote My Résumé...... 111 LEARNING SITUATION 3 Interview Questions ...... 117 LEARNING SITUATION 4 Making a Good Impression ...... 123 LEARNING SITUATION 5 Let’s Talk About Your Education and Experience ...... 127 LEARNING SITUATION 6 I Have a Goal ...... 132 LEARNING SITUATION 7 I Want a Job Where I Use English ...... 138
Answer Key ...... 145
Sources ...... 156
ESTABLISHING CONNECTIONS TABLE OF CONTENTS III CHAPTERINTRODUCTION 1
Presentation of the Course
Establishing Connections (ANG-2101-4) is the second of two courses for adults in Secondary Cycle One. It is a 100-hour course. At the end of this course, you will be able to understand English and express yourself in situations related to • recreational activities • entertainment • the world of work
Whether you’re taking this course in a classroom or following a distance education program, by completing all the learning situations, you will improve your English skills.
Structure of the Course This course has three components: a workbook, a website, and three evaluation situations.
A. THE WORKBOOK To complete your course, go through the workbook, chapter by chapter, and do all the activities. This will prepare you for the evaluation situation at the end of each chapter. The chapters are divided into different learning situations. Each learning situation contains the same sections:
What Do You Know? This section always comes first and gets you thinking about what you already know about the subject.
Around the Word This is a vocabulary section to help you understand the content better.
Check It Out In this section, you will explore a text, either recorded or written, and check your understanding with comprehension questions and other tasks.
Language Tools In this section, you will learn essential grammar and language usage.
The Final Take You complete each learning situation with this section, putting together everything you studied in a short reinvestment task.
B. THE WEBSITE The course website includes all the audio and interactive files you need to complete the activities in the workbook. It’s important to listen to all the audio files for the activities. They provide opportunities to practise your listening skills and will help with your pronunciation. You will also find mandatory activities to practise the vocabulary and grammatical content presented in each chapter. Completing these online activities will allow you to check your understanding of the content before moving on to the next activities.
IV ESTABLISHING CONNECTIONS INTRODUCTION Internet Connection • To access the course website, go to portailsofad.com. • You will need to log in by entering your username and password, for example: - Username: sofad1 - Password: als001
C. THE EVALUATION SITUATIONS Three evaluation situations are provided, one after each chapter. Your teacher or tutor will correct these evaluation situations, so do them carefully. You will find the evaluation situations online (atportailsofad.com ). Be sure to complete all the activities in the chapter before doing the evaluation situation. You will decide with your tutor or teacher whether an evaluation situation will count or not, and how many will count toward your final grade. The evaluation situations are preparation for the school board final exam. It’s best to have an average of at least 60% before attempting the final exam.
Recording Yourself To practise your speaking and pronunciation, we recommend that you record yourself and then listen to how you sound. This will give you excellent feedback. A variety of free recording software is available; the program Audacity (for PC or Mac), for example, is free and easy to learn. You can also ask a tech-savvy friend to recommend software and show you how to record yourself. Mac users have built-in software: GarageBand or QuickTime Player. PC users may need to go online and download a recording application. If you’re using a tablet or smart phone, check online to see what is available for your device.
Icons The following icons will guide you throughout the workbook:
exercise
audio
portailsofad.com (course website)
AK 174XXX answer key
Answer keys are provided throughout the workbook so that you can see if you’re on the right track.
ESTABLISHING CONNECTIONS INTRODUCTION V
CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES
LEARNING SITUATION 1 LET’S HIT THE GYM!
What Do You Know? ACTIVITY 1.1 Have you ever gone to a gym?
A_ What is Westley doing? Circle the right answer.
a) He’s lifting weights. b) He’s jumping rope. c) He’s stretching.
B_ What is Chelsea doing? Circle the right answer.
a) She’s riding a bicycle. b) She’s taking an aerobics class. c) She’s relaxing in the sauna.
AK 174146 LEARNING SITUATION 1 LET’S HIT THE GYM! 1 C_ Answer the following questions about your past experience at the gym using complete sentences:
1) Have you ever gone to a gym? 3) What was your favourite thing to do at the gym?
2) Did you go to the gym with a friend or by yourself? 4) How many times a week did you train?
Keep it simple!
Use the present progressive when you’re talking about events that are going on right now. Did you notice the actions that Westley and Chelsea are doing? They all end in ing.
ACTIVITY 1.2 Using "ing" words
To form the present progressive, follow this pattern:
subject + verb to be in the simple present + base form of the main verb + ing I am crying.
The simple-present forms of the verb to be are I am It is You are We are He is You are She is They are
_ 2 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES Complete the following sentences with the present-progressive forms of the verbs in parentheses. Don’t forget the verb to be before the main verb.
1) Look! Kayla ______(to lift) 200 pounds with her legs!
2) I ______(to take) an aerobics class at the moment.
3) William and Akim ______(to walk) to the gym as we speak.
4) My parents ______(to talk) to their personal trainer right now. AK 174146
Around the Word ACTIVITY 1.3 Match it up!
Match each of the following photos with the correct word. Write the word under the photo.
WORD Aerobics Elliptical trainer Rowing machine Spinning BANK Treadmill Weightlifting Yoga
LEARNING SITUATION 1 LET’S HIT THE GYM! 3 Check It Out ACTIVITY 1.4 Finding information in an audio clip.
Go to portailsofad.com and listen to the audio file titled “Getting Started at the Gym.” Listen to the audio three times • First listening: Identify any key words that you hear. Write them on the lines at right. Write only words you know or that you can identify. If you can recognize a key word but don’t know its definition, look it up in a dictionary. • Second listening: Write down any word that you don’t understand. Try to guess the meaning from the context. • Third listening: Make sure you understand the information you have noted, and listen again. Then, answer the comprehension questions.
UNKNOWN WORDS KEY WORDS
ACTIVITY 1.5 Check your understanding of the audio clip.
1) Where should your gym be located?
2) Why is it a good idea to go to the gym with a friend? (Write two reasons.)
3) Name one class you can take at a gym.
4) Why should you train no more than six days a week?
5) Name two machines you can use at a gym.
_ 4 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES AK 174146 Language Tools ACTIVITY 1.6 Using affirmative sentences.
Sometimes, when you answer a question (like in the exercise you just did), you use an affirmative sentence. subject + main verb + rest of the sentence I like aerobics.
Note that if you want to give advice, you’ll probably add a modal auxiliary: subject + modal auxiliary + main verb + rest of the sentence You can take a gymnastics class.
ACTIVITY 1.7 Using let’s for making suggestions.
In English, there are many ways to make Let’s join a gym! suggestions. For example:
Sounds great. Let’s try the one close to my house.
Examples: How about joining a gym? What do you think about joining a gym? Another way to make a suggestion, especially when you’re talking, is to use let’s + verb.
Consider the following example: Paul: Look at the list of interesting classes. Let’s sign up for aerobics one day a week. Nathalie: Sounds good. Let’s do it now, before it’s too late.
Notice that the person saying let’s is suggesting an action that involves him or her personally as well as the other person he or she is talking to. Let’s is the contracted form of “let us.” This expression is followed by the base form of the verb to make a suggestion, for example, “Let's eat.”
LEARNING SITUATION 1 LET’S HIT THE GYM! 5 For each of the following illustrations, write a sentence that one of the people is saying. Use let’s + verb.
_ 6 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 1.8 Practise with the present-progressive tense.
A_ Go to portailsofad.com to practise the present-progressive tense. Do the following exercises:
PRESENT PROGRESSIVE 1
PRESENT PROGRESSIVE 2
LEARNING SITUATION 1 THE FINAL TAKE
This final task has two parts. 1) Pretend you’re leaving a voice message for your friend Seth. You want him to come to the gym with you. Suggest two activities you could do together. Use let’s + verb.
For example: Hi Seth, I have a great idea! Let’s join a gym! Once we’re there, here’s what I want us to do. Let’s take a Pilates class. Oh, and let’s make sure we try out the elliptical trainer.
2) Pretend you’re at the gym right now. Use the vocabulary you learned to explain what is going on. Write two sentences in the present-progressive tense.
Right now, I…
Right now, I…
LET’S HIT THE GYM!
LEARNING SITUATION 1 LET’S HIT THE GYM! 7 LEARNING SITUATION 2 LET’S GO CAMPING!
What Do You Know? ACTIVITY 2.1 Going camping?
A_ Imagine that you are going camping for the weekend. Write the correct words from the word bank under each picture. Then circle the option you prefer.
WORD Huge camper Near the mountains Near the ocean BANK Playing tennis Swimming in a pool Tent
_ 8 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES B_ Answer the following questions.
1) Did you ever go camping?
2) What did you like the most about camping?
3) If you were planning a camping trip, where would you go?
4) What activity would you do during your trip?
Around the Word ACTIVITY 2.2 Complete the sentences.
Read the sentences below. Use the photos to help you understand the context. Then, fill in the blanks in the sentences.
A_There are many places to go camping:
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LEARNING SITUATION 2 LET’S GO CAMPING! 9 B_There are many different things you can sleep in:
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C_People go camping for many different reasons:
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D_Do you think you would like to go camping? Write the reasons you would like to go. Write the reasons you would not like to go.
_ 10 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES E_There are many activities to do at a campground, depending on where you go. Name the activity in each of the following photos. Use a dictionary if you need to.
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ACTIVITY 2.3 Match it up!
A_ Match each of the following words or phrases with the corresponding photo. Write the correct words under the photo.
WORD 1) A tent 2) Fishing BANK 3) Near the ocean 4) Sitting around an open fire
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LEARNING SITUATION 2 LET’S GO CAMPING! 11
Check It Out ACTIVITY 2.4 Read a comic strip.
John is planning a camping trip with his family for next summer. He calls a campground to get more information. Read the comic strip. As you read, highlight any word(s) that you don’t understand. Then, look them up in a dictionary.
Hi! I want to go camping next July. GO CAMPING I have my own tent and love fishing. Do you have what I need?
Yes, the Great Camper has what Yes, no you’re looking for. problem.
Great! I am going to come in July. Do you have anything available for the first week?
Ok. Will you have anything free near the park? My kids would Yes, campsite love it. My campsite should also be next to the washrooms. 240 would be great for you.
Are there any tourist Of course! There’s a attractions zoo and an amusement near your park nearby. campground?
_ 12 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES No problem. Oh and I That’s great! I think have one last question. we’re ready to reserve.
Super! I will send you the registration form by email, make sure to fill it in and send it back to me.
What will the weather Shoot be like in July?
It’s usually very warm and it Ok. OH! I almost forgot! We just rarely rains. love sitting in front of the fire relaxing. Is there a curfew?
The curfew is Ok, thank you. I’ll wait for 11:00 p.m. for all your email. My email is campers. [email protected] THE END
Culture Shoot is a word with many meanings. You can shoot someone with a gun, you can shoot (film) a movie, or you can shoot a puck or ball in sports like hockey or basketball. In the comic strip above, it means “Go ahead! Ask your question.”
LEARNING SITUATION 2 LET’S GO CAMPING! 13 ACTIVITY 2.5 Check your understanding of the comic strip.
A_Answer the following questions about the comic strip.
1) Will John have to bring rain gear if he goes camping from July 2 to July 6? Keep it simple! Did you notice the verb in bold in the second frame of the comic 2) Will John’s kids be able to go on a roller coaster? strip (go camping)? Verbs like this are used to talk about doing a sport or an activity. They’re formed with the verb to go + a verb 3) At what time will John have to put out his campfire? ending in ing.
Ex.: I will go skiing next week. 4) What does John have to do to complete his reservation?
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B_Practise by completing the following sentences. Use the photo next to each sentence to help you find a verb, and use your dictionary if you need to. Remember to make the verb to go agree with its subject and to write it in the correct tense: simple present, present progressive, or simple past.
AK 174146 _ 14 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 2.6 Fill in a form.
In everyday life, you often have to fill in forms, either on paper or online. The first part of the form often includes personal information like your name, address, and phone number. Make sure that everything you write is correct. If you’re filling in the form by hand, make sure that you write clearly. Please fill in all parts of this form.
PROVINCIAL PARKS — CAMPING RESERVATION FORM PART I PART I Name Name Address Address City Province Postal Code City Province Postal Code Telephone 1 Telephone 2 Telephone 1 Telephone 2 PART II PART II Park Name (check) Park Name (check) Garden Point ❑ Sandy Shores ❑ Lake St. Patrick ❑ Fitzgerald ❑ Garden Point ❑ Sandy Shores ❑ Lake St. Patrick ❑ Fitzgerald ❑ What is your date? arrival (yy yy-‐mm-‐dd) What is your date? arrival (yy yy-‐mm-‐dd) How many nights will you be staying? How many nights will you be staying? What is your departure (yy date? yy-‐mm-‐dd) What is your departure (yy date? yy-‐mm-‐dd) Type of site required (check) Type of site required (check) Electrical ❑ Non-‐electrical ❑ Lakefront ❑ Electrical ❑ Non-‐electrical ❑ Lakefront ❑ How many people are in your party? (maximum 6) How many people are in your party? (maximum 6) What kind of equipment will you check) be bringing? ( What kind of equipment will you check) be bringing? ( 1 tent ❑ 2 tents ❑ 3 tents ❑ 1 tent ❑ 2 tents ❑ 3 tents ❑ Camper van (less than 6 m in length) ❑ Camper van (less than 6 m in length) ❑ Small trailer (less than 6 m in length) ❑ Small trailer (less than 6 m in length) ❑ Large trailer or motor home (over 6 m and less than 10 m in length) ❑ Large trailer or motor home (over 6 m and less than 10 m in length) ❑ Extra-‐large trailer or motorhome (over ) 10 m in length ❑ Extra-‐large trailer or motorhome (over ) 10 m in length ❑ Yurt (no equipment) ❑ Yurt (no equipment) ❑ PART III PART III Rate type (check) Regular ❑ Discount* ❑ Rate type (check) Regular ❑ Discount* ❑ Site for tent(s) or small trailer $25 / night Nights x $25 Total: Site for tent(s) or small trailer $25 / night Nights x $25 Total: Site for large or extra-‐large Site for large or extra-‐large Nights x $35 Total: trailer/motor home $35 / night Nights x $35 Total: trailer/motor home $35 / night Site for yurt $20 / night Nights x $20 Total: Site for yurt $20 / night Nights x $20 Total: Payment method (check) Credit card ❑ Cheque (enclosed) ❑ Payment method (check) Credit card ❑ Cheque (enclosed) ❑
Signature Date Signature Date
* A 10% discount is given to students under the age of 25 and seniors over 60. Proof of age must be * A 10% discount is given to students under the age of 25 and seniors over 60. Proof of age must be provided on arrival at the campsite. Source: Adapted from the nanaimo.ca website. provided on arrival at the campsite.
LEARNING SITUATION 2 LET’S GO CAMPING! 15 Language Tools ACTIVITY 2.7 Make a list.
Grocery lists, lists of things to do, lists of words to learn in English … making lists helps us to remember things or to make things clearer. It’s useful to make a list of things to bring on a camping trip. It will also help you learn new vocabulary.
1) Imagine that you’re going camping next weekend with three other people—either family or friends. In the box below are a few articles that you must remember to bring. Add as many items to the list as you can. insect repellent, cooking stove, water container, flashlight, first-aid kit, backpack, cooking accessories, folding chairs,
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ACTIVITY 2.8 The future with will.
Imagine you’re going camping with a friend in a month. For each of the following situations, use the future with will to say what you’ll bring on your camping trip. Refer to the list you made in activity 2.7 if you need help with vocabulary. Write complete sentences.
SITUATION 1: You need special supplies in case one of you gets hurt.
SITUATION 2: You need something for seeing inside the tent at night.
SITUATION 3: You hate bugs. What will you bring?
SITUATION 4: Your friend is allergic to peanuts. What will you not bring?
SITUATION 5: You and your friend want to go for a walk in the mountains. What will you bring?
SITUATION 6: Your friend wants to sit by a fire each night. What will he bring?
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_ 16 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 2.9 Language practice.
Go to portailsofad.com for these exercises.
PRONUNCIATION OF EXPRESSIONS USEFUL FOR CAMPING
WRITING SENTENCES USING THE FUTURE
FUTURE WITH WILL 2
LEARNING SITUATION 2 THE FINAL TAKE
This final task has four parts. Pretend you’re going camping for the weekend. You have found some information about a campground that interests you, but you want to know more before making a reservation. 1) Make a list of what you want in a campground. Refer to the comic strip above and the information from the camping expert for ideas.
2) Prepare a question you have about the weather.
LET’S GO CAMPING!
LEARNING SITUATION 2 LET’S GO CAMPING! 17 LEARNING SITUATION 2 THE FINAL TAKE (cont'd)
3) Pretend you’re calling the campground to get information. Complete the following conversation. Receptionist: Parks Canada. Good morning, this is Sarah speaking. Me: Hi! I’m calling from ______I’d like to go ______in your park. I want to go ______while I’m there. (Use go + verb + ing in both spaces.)
Me: ______Receptionist: It’s usually very ______at that time of the year. (Ask about the weather and answer the question.)
Receptionist: Do you want to reserve a spot? Me: ______(You’re not ready to reserve yet. Say thank you and end the conversation.)
Receptionist: All right then! We hope to see you this summer. Me: ______Receptionist: Thank you. Bye!
4) You finally decide to reserve. Using the future with will, make a list of five things you will bring on your trip. I will bring . . .
LET’S GO CAMPING!
_ 18 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES LEARNING SITUATION 3 A DAY AT THE AMUSEMENT PARK
What Do You Know? ACTIVITY 3.1 Have you ever gone to an amusement park?
A_ What are Mia and Raquel doing? Circle the right answer.
a) They’re riding a roller coaster. b) They’re going down a mountain in a sleigh. c) They’re eating cotton candy.
B_ What is Sheila doing? Circle the right answer.
a) She’s riding the monorail. b) She’s riding the bumper cars. c) She’s waiting in line for the Ferris wheel.
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LEARNING SITUATION 3 A DAY AT THE AMUSEMENT PARK 19 C_Complete the following sentences.
1) Look! Karen is ______a hot dog. Remember!
2) I ______my ticket online. Use the present progressive when you’re describing actions that are happening 3) Kevin ______for his friend now. For example, Mia and Raquel are at the entrance. riding the roller coaster at the moment. Use the auxiliary to be and the base verb Kayla ______the roller coaster now; 4) + ing to form the present progressive. she’ll be here later.
AK 174147 Around the Word ACTIVITY 3.2 Find the missing word.
Complete each of the following sentences with a word from the word bank.
WORD carnival family panoramic BANK rides roller coasters season water wood
1) There are different kinds of ______at an amusement park.
2) Thrill rides are high-adrenaline rides. This category includes exciting rides like ______, Skycoasters, and towers.
3) Most roller coasters are made of metal, but some are made of ______.
4) ______rides are for everyone. They include bumper cars and merry-go-rounds.
5) ______rides are often used to go from one place to another. They include monorails and trains.
6) Some sites have ______parks with different kinds of slides.
7) ______games are games of skill or luck, but you’ll have to bring extra money if you want to play them at an amusement park.
8) Visiting amusement parks can cost a lot of money. However, many offer ______passes.
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_ 20 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 3.3 Match it up!
Match each of the following photos with the corresponding word from the word bank.
bumper cars carnival game cotton candy Ferris wheel WORD BANK merry-go-round monorail roller coaster Skycoaster tower water slide
AK 174147 LEARNING SITUATION 3 A DAY AT THE AMUSEMENT PARK 21 Check It Out ACTIVITY 3.4 Read an email.
Jay and Carrie are planning a day at the amusement park with their young kids. Jay sends Carrie an email about their plans.
To: [email protected] From: [email protected]
Subject: Our day at the amusement park
Hi Carrie, I can’t wait to go to the amusement park with you! Here’s my idea of a fun day. We could leave early to avoid the crowds. We’re going to have to check the minimum age requirements on the park website to make sure the kids can come with us. Imagine having to turn around and go back home! Each ride must also have a minimum height requirement; we’re going to have to check those as well. I also know that some rides have health requirements. For example, if you’re pregnant or have a heart condition, some rides are not for you! Last year, when I went to a Ride Master amusement park, there were many safety regulations to follow. Here’s a screenshot from the Ride Master's website that shows the rules: 1. Keep arms and elbows inside the car at all times. 2. Empty pockets of loose change, keys, or anything else that might fall out during the ride. 3. Stay seated until the ride comes to a complete stop. 4. Keep seat belt fastened until ride comes to a complete stop. 5. This ride is not recommended for anyone suffering from heart problems. 6. Refusal to follow safety instructions will result in expulsion from ride. So, we should keep this in mind and make sure the kids follow the rules as well. I know that mine are excited to go; what about yours? Another thing I’m going to check is if we’re allowed to bring a picnic. We could bring money to buy cotton candy or ice cream, but bring our own lunch. What do you think? I’ll take a minute to check their website. Get back to me today if you can. Take care, Jay
_ 22 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 3.5 Check your understanding of the email.
Answer the following questions to make sure you understand the email correctly. Write complete sentences.
1) Why should the friends arrive at the park early?
2) Where can they check to see if their kids can come with them?
3) What could happen if you don’t follow the park rules?
4) Where will Jay look to find out about the park’s food policy?
AK 174147 Language Tools ACTIVITY 3.6 The future with will: Question (Interrogative) forms.
You’ve already learned about the future with will. If you want to ask a yes/no question in the future, follow this order:
Will + subject + base form of the verb + rest of the sentence. Will you come with me to the fair?
For an information question, simply add the question word before will. Example: When will you come
Keep it simple! Try to use the appropriate question word for each information question you ask. Choose one of the following: who: Ask a question about a person or people. (Who will go with you to the show?) what: Ask a question about things or events. (What will you do at the amusement park?) where: Ask a question about a place. (Where will you go?) when: Ask a question about a time or date. (When will the show start?) why: Ask a question about the reason for something. (Why will you miss the show?) how: Ask a question about the manner in which things are done. (How will you get there?)
LEARNING SITUATION 3 A DAY AT THE AMUSEMENT PARK 23 A_Imagine your friend Shelley calls you and wants to know if you will go to an amusement park with her. Use the following questions as guides to write the questions you will ask Shelley. Remember what you learned from the email, and use the vocabulary you learned about amusement parks.
1) You want to know the location of the amusement park. Example: Where will we go?
2) You want to know the kinds of rides there are at the park.
3) You want to know the date Shelley prefers.
4) You want to know if there’s anybody else going.
5) You want to know if she wants to go by car or by bus.
6) You want to know about the available food options.
AK 174147 A subject pronoun acts as the subject of the sentence. It replaces a noun that could also be used as the subject. Subject pronouns are in bold in the following sentences, and possessive pronouns are underlined. Remember! Examples: Did you notice the words in bold in I have a car. It is mine. the email? These are possessive He has a car. It is his. pronouns. They include mine, yours, She has a car. It is hers. his, hers, ours, and theirs. They are We have a car. It is ours. used to show that something belongs You have a car. It is yours. to someone. They have a car. It is theirs.
B_Complete the sentences by using a possessive pronoun.
1) My turn to play the carnival game is really soon. ______is later on.
2) It’s already your turn. I thought it was ______.
3) The ice cream is my snack. ______is the popcorn.
4) John lost his wallet. I was so scared that I had lost ______tool! AK 174147
_ 24 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 3.8 Practise with pronouns.
Go to portailsofad.com to practise possessive pronouns.
POSSESSIVE PRONOUNS
"S" SOUND AND "Z" SOUND WITH PRONOUNS
LEARNING SITUATION 3 THE FINAL TAKE
For this final task, you will write an email to your friend Jordan to invite him to the amusement park with you. Use the template on the next page to write your email. Include the following elements: 1) Use the present progressive to tell your friend why you’re sending the email.
2) Ask at least two information questions using the future with will.
3) Tell Jordan what your favourite rides are and ask him at least one question about his. Use a possessive pronoun.
A DAY AT THE AMUSEMENT PARK
LEARNING SITUATION 3 A DAY AT THE AMUSEMENT PARK 25 EMAIL ADDRESS OF THE PERSON YOU’RE WRITING TO Remember! To: Look at the following YOUR EMAIL email components. From: Don’t forget to use them SUBJECT OF in your email to Jordan. Subject: YOUR EMAI
GREETING
BODY OF THE MESSAGE
CLOSING
_ 26 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES LEARNING SITUATION 4 MAKING THE MOST OF WINTER
What Do You Know? ACTIVITY 4.1 Have you ever been to a winter resort?
A_ The province of Québec has many winter resorts that offer a wide variety of activities. Which of the following have you already heard about? (Circle their names.)
a) Tremblant b) Valcartier c) Montebello
B_ What kind of activities do you think these winter resorts offer? (Circle all that apply.)
a) Snowmobiling b) Snowboarding c) Snowshoeing d) Shopping
C_ What other activities do these places offer? Name at least two. Describe the activities that you have named.
LEARNING SITUATION 4 MAKING THE MOST OF WINTER 27 Around the Word ACTIVITY 4.2 Using listening skills to fill in the blanks.
Go to portailsofad.com and listen to the audio file titled Rocky Town Resort. As you listen, you will hear a pause in the sentence for each question. Write the correct word from the word bank on the answer lines below.
WORD helicopter tours ice climbing paintball BANK roller coasters sleigh rides snowboarding spa tubing
1) 2) 3) 4) 5) 6) 7) 8)
AK 174147
ACTIVITY 4.3 Match it up!
Look at the following picture of Rocky Town Resort. Match each word from the word bank with the corresponding activity in the picture. Write only the activity number in the circle on the picture.
WORD 1. helicopter tours 2. ice climbing BANK 3. paintball 4. sleigh rides 5. snowboarding 6. snowmobiling 7. snowshoeing 8. spa 9. tubing 10. water slides
_ 28 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES AK 174147
LEARNING SITUATION 4 MAKING THE MOST OF WINTER 29 Check It Out ACTIVITY 4.4 Find information in a phone conversation.
A_ Go to portailsofad.com and listen to Westley and Chelsea's phone conversation. As you listen, write key words and notes about the conversation.
B_ Check your understanding of the audio clip.
1) Why should Westley and Chelsea call to reserve quickly?
2) Who wants to spend more time inside?
3) What does Chelsea want to do at the spa?
4) Who wants to spend more time doing outdoor activities?
5) Where did Westley go last year?
6) Where will Chelsea and Westley look to see what kind of packages are offered?
_ 30 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES AK 174147 ACTIVITY 4.5 Should and could.
The words should and could are modal auxiliary verbs.
Should is mainly used to give recommendations or advice. Example: You should bring your mittens; you might need them!
Could is used to express possibility. Example: You could turn right or left; it’s up to you!
Always use the base form of the main verb after the modal auxiliary. In the negative form, add not between the modal and the verb. Example: You should not reserve for just one night!
In the interrogative form follow this order: modal + subject + main verb + rest of the sentence Should I take the train?
A_ Give advice to the following people. Use could or should.
1) Should I call to reserve the hotel room even if I haven’t talked to my friend about it yet?
2) Should I write an email to get more information or call the hotel directly?
3) Should I go snowboarding or skiing? Or could I do both?
4) Should I visit Tremblant in the summer or in the winter?
AK 174147
B_ Consider this sentence: Last year, I went to Valcartier Vacation Village.
The verb is in the simple past. In the simple past, regular verbs end in ed. Irregular verb forms need to be learned by heart. You can find a partial list of irregular verbs near the end of this workbook. Write the simple-past forms of the following verbs. ski: discover: ride: find:
sleep: AK 174147
LEARNING SITUATION 4 MAKING THE MOST OF WINTER 31 Language Tools ACTIVITY 4.6 Adverbs of time and manner.
A_ Adverbs of time Adverbs of time tell us when an action happened but can also provide information about how long the action lasted. Some adverbs of time are used only with past actions.
Consider the following sentence: Last week, I went to an extraordinary hotel.
The adverb of time last week can be used only with a verb in the simple past. It wouldn’t make any sense to use it with another verb tense.
Adverbs of time can be placed either at the beginning of the sentence or at the end. Practise using adverbs of time by writing seven sentences with one of the following adverbs in each sentence.
WORD at one time in the past BANK in 2002 last Monday once recently three weeks ago
1) 2) 3) 4) 5) 6) 7)
AK 174147 B_ Adverbs of manner Adverbs of manner tell us how something happens or happened. They are usually placed after the main verb or its direct object. Examples: He sings well. He plays the ukulele beautifully.
_ 32 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES To form adverbs of manner, you can add the suffixly to many adjectives, as in the following examples:
ADJECTIVE ADVERB quick quickly slow slowly bad badly smooth smoothly
However, some adverbs of manner have the same form as the corresponding adjectives, as in the following examples: Examples: The driver was going very fast before he hit the lamppost. I think you got me wrong at the meeting. We jumped really high during that ride. Walk straight through those woods, and you’ll see their campsite.
C_ Practise using adverbs of manner by adding appropriate adverbs to the following text. Use a dictionary if you need help.
At the beginning of the year, I ______began to change my routine. At work, instead of taking the elevator that goes ______to the third floor, I ______walked up the stairs. At first, my colleagues laughed at me, but one day, I invited my friend to do the same. She always felt tired because she ______ever slept full nights. However, after a couple of days of walking up the stairs, she slept ______and ______changed her own habits. AK 174147
ACTIVITY 4.7 Practise with adverbs.
Go to portailsofad.com to practise adverbs of time and manner. Do the following exercises:
ADVERBS OF TIME
ADVERBS OF MANNER AND PLACE
LEARNING SITUATION 4 MAKING THE MOST OF WINTER 33 LEARNING SITUATION 4 THE FINAL TAKE
This final task has three parts. 1) Pretend you want to call Mont-Tremblant to reserve a weekend vacation. Tell the clerk which three activities you would like to do. Hi, my name is I’m calling to reserve for the weekend of I’m really interested in the following activities:
2) A friend has decided to come with you. Tell your friend what you both should and should not bring on your trip, using modals (should and could). Write at least four sentences.
3) Imagine you went to Mont-Tremblant last week. Tell a friend about it. Write in the simple-past tense and include at least two adverbs of time and two adverbs of manner.
MAKING THE MOST OF WINTER
_ 34 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES LEARNING SITUATION 5 HEY, COACH!
What Do You Know? ACTIVITY 5.1 Have you ever coached a team?
Check each of the statements that describe a good coach.
AK 174XXX LEARNING SITUATION 5 HEY, COACH! 35 Around the Word ACTIVITY 5.2 Match it up!
A_ If you were going to coach a sports team, which sport would it be? Match each of the photos on the right with the corresponding sport on the left. Circle the sport you would coach, or write it on the line beside “Other.”
a) Basketball
b) Football
c) Hockey
d) Soccer Other (specify):
B_ How many times a week would you want to coach? Why would you want
to be a coach?
_ 36 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES C_ Which type of group would you want to coach? Match each of the photos on the right with the corresponding words on the left. Write it on the line beside “Other.”
a) Children aged 5 to 6
b) Children aged 10 to 12
c) Teenagers
d) Adults
e) People with special needs Other (specify):
LEARNING SITUATION 5 HEY, COACH! 37 Check It Out Remember! Read an advertisement. ACTIVITY 5.3 To encourage someone is to inspire them to continue. You can say things like Riverboard Community Centre is looking for “That’s excellent! You’re great! Keep going! coaches in different disciplines for their new session. You can do it!” Read the advertisement below. Note that you will To put down someone down is to often see the word ad; this is a short form of the word humiliate or embarrass them with advertisement. Here is the ad the community centre remarks such as “That’s all you posted on their bulletin board. can do? That’s awful!”
Are you patient and enthusiastic? Do you have great leadership skills and the power to motivate a group of people? Then you’re exactly who we’re looking for! We favour a positive environment so we’re looking for coaches who will encourage the players rather than discourage them. We need coaches in the following disciplines: soccer, football, hockey, softball, trampoline, gymnastics, breakdance, and volleyball. Most of our teams practise twice a week. The Grizzlies practise three times, and the Rebels meet up every Saturday. The teams usually practise in one of our gyms, but they go outside occasionally to take advantage of the nice weather. For most sports, we have different teams for teenagers, adults, children aged 5 to 6, and children aged 10 to 12. Some sports such as soccer and volleyball are also offered for physically challenged teenagers. We are looking for coaches with experience with this type of clientele to train these teams. We’re also looking for life coaches for one-on-one counselling and coaching. Candidates must show empathy, be trustworthy, and have experience. They must also be great listeners. Anyone interested can leave their CV at the office from Monday to Friday between 8:00 a.m. and 3:00 p.m.
_ 38 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 5.4 Check your understanding of the advertisement.
1) Name two qualities that the centre wants their coaches to have.
2) Name two team sports that the centre needs coaches for.
3) How many times a week do most teams practise?
4) Which sports are offered to the centre’s physically challenged clientele?
5) What should you do if you’re interested in the job?
AK 174148 Language Tools ACTIVITY 5.5 Adverbs of frequency, Part 1.
Adverbs of frequency are used to describe how often we do an activity. The adverb of frequency usually goes before the verb. Follow this pattern: subject + adverb of frequency + verb + rest of the sentence. I sometimes play basketball with my friends.
With the verb to be, however, the adverb of frequency goes after the verb: subject + verb to be + adverb of frequency + rest of the sentence. They are never happy to see me.
LEARNING SITUATION 5 HEY, COACH! 39 Note that with modal auxiliary verbs such as could and would, the adverb of frequency is placed between the modal and the main verb. Follow this pattern: subject + modal + adverb of frequency + main verb + rest of the sentence. They could occasionally win a game if they trained harder.
Common adverbs of frequency are always, hardly ever, never, occasionally, sometimes, and usually.
Place each set of words in order to form a complete, correct sentence.
1) never – hockey – I – play – will – again
2) team – practises – usually – the – the – morning – in
3) me – see – coach – my – to – is – happy – always
4) uniform – I – practise - hardly ever – my – in
5) players – never – after – practice – the – are – tired – the
6) miss – practice – occasionally – I – my – mom – to – help out
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ACTIVITY 5.6 Adverbs of frequency, Part 2.
Some adverbs of frequency refer to a specific time. These adverbs can be placed either at the beginning of a sentence or at the end. Examples: I go to work every day. Or Every day, I go to work.
Note that there is a comma after “every day” in the second example. Common adverbs of frequency that refer to a specific time areevery day, once a year, and three times a week.
Highlight the adverbs of frequency in the following sentences.
1) I take the bus to class once a week.
2) Every day, I see the same woman walking to the arena.
3) My French class meets three times a week.
4) Every year, I have to decide which class to take. AK 174148
_ 40 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 5.7 Practise with adverbs of frequency.
Go to portailsofad.com to practise adverbs of frequency. Do the following exercise:
ADVERBS OF FREQUENCY
LEARNING SITUATION 5 THE FINAL TAKE
For this final task, pretend you’re talking to Samuel, one of your friends, about a coaching position he might be interested in at the community centre. Write a sentence to respond to each of the following prompts. 1) Tell Samuel about the team (the sport, the name of the team, the players’ age group). Use the future with will.
For example: Sam, I think you’ll be great as the coach for the new football team at the centre. The team’s name will be …
2) Tell Samuel how often the team will practise. Use the future with will and an adverb of frequency.
3) Tell Samuel what qualities are expected from the coach. Use the future with will.
4) Pretend Samuel is not sure about having the right qualities for the job. Give him words of encouragement.
HEY, COACH!
LEARNING SITUATION 5 HEY, COACH! 41 LEARNING SITUATION 6 SIGN ME UP!
What Do You Know? ACTIVITY 6.1 Have you ever taken a class?
A_ Look at the pictures of Allison and Bryan. Can you identify the six classes they’re taking? Write what class they are taking under each illustration.
_ 42 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES B_ Answer the following questions.
1) What classes have you taken in the past?
2) Where did you take your classes?
3) How much did the class cost?
4) When was your class?
Around the Word ACTIVITY 6.2 Complete the sentences.
Complete each of the following sentences with a word from the word bank.
WORD cake decorating community director BANK email expensive library register schedule
1) The ______centre is where I usually take my yoga class.
2) The class was not too ______, which is why I decided to sign up.
3) I’ve always loved baking, which is why the ______class on Tuesday was perfect for me.
4) I wanted to register online, but the director told me I had to do it by ______.
5) I didn’t know that the ______offered such great classes.
6) I was told I had to contact the ______to reserve the class I wanted.
7) I always ______by phone; it’s quicker that way.
8) The ______for my Spanish class will be available at 3:00 p.m. AK 174148
LEARNING SITUATION 6 SIGN ME UP! 43 ACTIVITY 6.3 Prepositions of time.
Prepositions of time help tell us when an action takes place. Look at sentences 3 and 8 in the previous activity. Two phrases tell us the times of the events: on Tuesday and at 3:00 p.m. The prepositions are the short words that go after the verb and before the words that indicate the time. In, on, and at are common prepositions of time. On is used before words that describe days and dates. At is used before words that describe a time of day. In is used before words that describe months, years, and seasons. Other prepositions of time are in bold in the following text: The bus ride was so long: we drove for hours. When we arrived, we took a yoga class from three to four o’clock. We sat down to supper around five. We sang and played guitarbetween eight o’clock and midnight. By one in the morning, everyone was sleeping! It was a great Saturday at the community centre! Complete each of the following sentences with a preposition from the word bank.
WORD around at between BANK by for from in to
1) I took a cooking class ______eight ______nine.
2) We ate somewhere ______five in the evening.
3) I tried the music class ______seven o’clock.
4) I met Karen at my English lesson sometime ______3:00 and 4:00 p.m.
5) ______midnight, I was back home, ready for bed.
6) I studied my German lesson ______five hours.
7) ______the morning, I love to relax before going to class. AK 174148
_ 44 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 6.4 Match it up!
Match each of the following photos with the corresponding sentence of activity 6.2. Write the number of the sentence (1–8) under the photo (a–h). Here again are the sentences from activity 6.2: 1) The community centre is where I usually take my yoga class. 2) The class was not too expensive, which is why I decided to sign up. 3) I’ve always loved baking, which is why the cake decorating class on Tuesday was perfect for me. 4) I wanted to register online, but the director told me I had to do it by email. 5) I didn’t know that the library offered such great classes. 6) I was told I had to contact the director to reserve the class I wanted. 7) I always register by phone; it’s quicker that way. 8) The schedule for my Spanish class will be available at 3:00 p.m.
AK 174148 LEARNING SITUATION 6 SIGN ME UP! 45 Check It Out ACTIVITY 6.4 Draw a map.
Read the conversation between Steve and Andrea. Use the map on the next page to draw a map indicating the streets and show with arrows the path Steve must follow.
Steve Hello? Andrea Hi! Steve Good. So, are we going to register for Pilates tomorrow? Andrea That’s right Steve OK, let’s go for it. Where do we sign up? Andrea Woodbridge Secondary School. Steve Where’s Woodbridge? Is that the school near the highway? Andrea No, that’s the elementary school. Woodbridge is near the municipal tennis courts. Steve Can you give me directions? Andrea Sure. You’re on Maple Avenue, right? Steve Right. Andrea OK. So you’re going to take Maple to Park. Go straight down Park all the way to Charles Street. It’s about six blocks. Steve Park to Charles, got it. Andrea Turn left on Charles, then right on Ormond. You’re going to see a gas station on the corner. Steve OK. Turn right on Ormond. Andrea Yes. Then left on James Street East. You’ll see the tennis courts on your right. Woodbridge Secondary School is just after that. You can’t miss it. Steve Let me just repeat that to make sure I’ve got it. Maple to Park, Park to Charles … left on Charles … right on Ormond … then left on James … past the tennis courts, and boom! There it is! Andrea Exactly! See you there at around seven? Steve See you at seven. Andrea OK, bye. Steve Bye.
_ 46 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES PIKE STREET
Woodbridge
T EAST Secondary School
MES STRE E Tennis J A ORMOND STREET
Gas VENUE VENUE VENUE Steve’s VENUE Station VENUE House VENUE ON A ON A T CILLE A APLE A ALNUT A AK A M CUR Z ME R O W ME R CHARLES STREET
PARK STREET
In English, there are many prepositions of place. Also, the same preposition can sometimes be used in different contexts. If you’re not sure, it’s always wise to use your dictionary. Here are a few examples of prepositions of place:
NEXT TO (OR BESIDE)
IN FRONT OF
IN
UNDER
ON
OVER
ACROSS
LEARNING SITUATION 6 SIGN ME UP! 47 ACTIVITY 6.5 Check your understanding of the conversation.
1) Where are Steve and Andrea registering for Pilates class?
2) Which school is next to a highway?
3) On what street does Steve live?
4) Which school is near the municipal tennis courts?
5) Where is the gas station?
6) On what street does Steve have to turn right?
7) At what time will Andrea and Steve meet?
AK 174148
Language Tools ACTIVITY 6.6 The future with be going to.
The future with be going to is another way to express future time. It is mainly used to express plans or make predictions. Consider the following examples: I am going to have dinner with John tomorrow. It is going to rain tonight. In the first example, the speaker is talking about plans to have dinner with John the next day. In the second example, the speaker is making a prediction about the weather.
_ 48 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES To form the future with be going to, use a form of the verb to be + going to + a verb in its base form. Follow this pattern: subject + verb to be + going to + base form of the main verb I am going to eat.
Examples: You are going to eat. He is going to eat. She is going to eat. It is going to eat. We are going to eat. You are going to eat. They are going to eat.
Complete each of the following sentences with be going to and a verb from the word bank.
WORD be decide BANK plan snow
1) Next week, Juliana ______if she wants to take piano or German lessons.
2) In three weeks, Peter ______his trip to France.
3) I think it ______this week.
4) William______a great teacher some day. AK 174148
ACTIVITY 6.7 Practise the future and prepositions of movement.
Go to portailsofad.com to practise the future with be going to. Do the following exercises:
FUTURE WITH BE + GOING TO
PREPOSITIONS OF MOVEMENT
LEARNING SITUATION 6 SIGN ME UP! 49 LEARNING SITUATION 6 THE FINAL TAKE
This final task has three parts. A_ You and your friend want to take a class. You want to know the following details about the class: • where, when and how to register for it • the schedule • the cost • where the class will take place • the date it will start • the name of the instructor 1) Write out the questions you would ask on the phone.
B_ Your friend Allen is joining the class with you. Use the map above and give him directions from his house on Jarvis Street to the community centre. Use at least one modal auxiliary in your answer.
C_ Your roommate decides to take a yoga class at the local community centre. Ask him two questions about the class, using the future with be going to.
_ 50 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES LEARNING SITUATION 7 A RISKY ADVENTURE
What Do You Know? ACTIVITY 7.1 Have you ever tried a risky activity?
A_ Put a check mark next to each of the following activities that you have tried or would like to do.
LEARNING SITUATION 7 A RISKY ADVENTURE 51 B_ How do you feel about extreme sports? Read the questions below, and then write and explain your feelings. Write any words or phrases that come to mind.
1) Which extreme sport(s) would you like to try?
2) Which extreme sport(s) would you never try?
3) How would you feel if you were in a plane, ready to skydive?
Check It Out ACTIVITY 7.2 Getting information from a brochure.
Read the following brochure for Great Canadian Bungee.
_ 52 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES ACTIVITY 7.3 Check your understanding of the brochure.
1) Where is Great Canadian Bungee located?
2) How much does it cost for members?
3) How far ahead do you have to make a reservation?
4) What are the opening hours in May?
5) How high will your rebound be when you bungee jump?
6) What is the Ripride?
7) How fast will you go on the Ripride?
8) What should I do if I want more information?
AK 174148
Did you notice the first word of each question in the previous exercise? They are all question words. You already learned about them in a previous learning situation. Practise using question words by placing the following sentences in order.
1) how – invented – long – bungee – was – ago – jumping – ?
2) 15 – is – highway – where – ?
3) me - how – much – with – money – bring - I – should – ?
4) going – car – be – fast – will – how – the – ?
5) responsible – is – for – who – centre – reservations – at – the – ?
AK 174148
LEARNING SITUATION 7 A RISKY ADVENTURE 53 Around the Word ACTIVITY 7.4 Complete the sentences.
Look at this excerpt from the brochure: "Here you’ll find one of the world’s most spectacular and unique sites."
The words in bold are adjectives. When we want to describe objects, people, feelings, or states, we use adjectives. In English, adjectives are placed before the noun they modify, and they are invariable. The only exception is sentences with to be as the main verb; in this case, the adjective follows the noun. Examples: "The view from my hotel window was breathtaking." The adjective breathtaking describes the noun view.
Complete each of the following sentences with an adjective from the word bank.
WORD beautiful broken long BANK new plastic tiny
1) My brother has a ______skateboard. It’s called a Penny board.
2) Matt bought a ______shirt to attend the ceremony.
3) The ______biking trails were perfect for us! It took 15 minutes to do just one turn!
4) The ______flowers at the garden show took my breath away!
5) That ______camera ruined my trip!
6) The ______fork broke while I was eating my salad. AK 174148
ACTIVITY 7.5 Match it up!
Match each of the following photos with the corresponding sentence from activity 7.4. Write the sentence number under the photo.
continued… _ 54 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES …continued
AK 174148 Language Tools ACTIVITY 7.6 Go further with adjectives.
Practise adjective placement one more time. Complete each of the following sentences with the correct adjective from the word bank.
WORD elegant horrible mature BANK nice orange sad silly talented
1) I just saw a ______accident on the highway. It was awful! 2) Julianna is ______for her age. She can take on many responsibilities. 3) My brother is a very ______singer. He has a beautiful voice. 4) The ______lady at the grocery store gave me an umbrella to walk home. 5) That ______phone is the one I want for my birthday. 6) We have to learn a ______song for our English class; the lyrics are so funny! 7) The girls at our prom had such ______dresses. 8) I received ______news yesterday: my aunt Kay was just diagnosed with cancer.
AK 174148
LEARNING SITUATION 7 A RISKY ADVENTURE 55 ACTIVITY 7.7 Language practice.
A_ Go to portailsofad.com and listen to:
MODAL AUXILIARIES SHOULD AND COULD.
B_ Go to portailsofad.com to practise giving advice using the simple present and should:
SIMPLE PRESENT 2
MODAL AUXILIARIES: SHOULD
C_ Go to portailsofad.com to practise question formation:
QUESTION FORMATION 1
QUESTION FORMATION 2 Remember!
When you want to ask questions in the future, you can use one of these two forms:
LEARNING SITUATION 7 will + subject + base form of the verb to be + subject + going to + base form of the verb
You must now do Evaluation Situation 1. THE FINAL TAKE If you have not received the Evaluation Situation from your teacher or tutor, you can download it from the SOFAD website at portailsofad.com. For this final task, start by choosing an extreme sport or activity out of all the ones presented Do the Evaluation Situation and submit it to your teacher or tutor. in this learning situation.
I choose:
1) What important information about the activity would you want to know? Use the future tense and at least three question words to formulate your questions.
2) Imagine how you would describe your experience afterwards? Write two sentences, making sure to include at least one adjective in each.
_ 56 CHAPTER 1 DISCUSSING RECREATIONAL ACTIVITIES