English to Go! - SOFAD€™s New Life: Episode 14 [2:38 min.] Exercise 3.3 Answer Key ... Simple...

IntroductionActive Listening Skills [1:51 min.]

Chapter 1: Moving to a New CityTaylor’s New Life: Episode 1 [2:07 min.]

Situation 1: Leaving HomeTaylor’s New Life: Episode 2 [3:05 min.]Exercise 1.3 Answer Key [0:47 min.]Exercise 1.6 [0:50 min.]Exercise 1.7 [1:23 min.]

Situation 2: On the RoadTaylor’s New Life: Episode 3 [2:48 min.]Exercise 1.13 [1:30 min.]Taylor’s New Life: Episode 4 [3:23 min.]

Situation 3: Some FormalitiesTaylor’s New Life: Episode 5 [2:31 min.]Exercise 1.18 [1:51 min.]Exercise 1.19 [1:46 min.]Your Task 1.3 [1:13 min.]

Final Project and Wrap-upTaylor’s New Life: Episode 6 [1:22 min.]

Chapter 2: Meeting New PeopleTaylor’s New Life: Episode 7 [1:28 min.]

Situation 1: Where Can I Find . . . ? Taylor’s New Life: Episode 8 [2:00 min.]Exercise 2.4 Answer Key [0:55 min.]Exercise 2.5 [0:26 min.]Symplifying [0:30 min.]Exercise 2.10 0:35 min.]Taylor’s New Life: Episode 9 [1:53 min.]Cognates [1:15 min.]Exercise 2.13 Answer Key [1:05 min.]

Situation 2: What’s Happening?Taylor’s New Life: Episode 10 [2:08 min.]Exercise 2.17 Answer Key [1:13 min.]Exercise 2.19 [1:08 min.]

Situation 3: That’s not Quite RightTaylor’s New Life: Episode 11 [2:06 min.]Exercise 2.25 Part A [0:44 min.]Exercise 2.25 Part B [1:01 min.]Correcting Misinformation [1:01 min.]

Final Project and Wrap-upFinal Project 2, Preparation, B [0:53 min.]Taylor’s New Life: Episode 12 [1:27 min.]

Chapter 3: Finding a Place to StayTaylor’s New Life: Episode 13 [0:58 min.]

Situation 1: Getting a RoomTaylor’s New Life: Episode 14 [2:38 min.]Exercise 3.3 Answer Key [1:01 min.]Your Task 3.1 A, Message 1 [0:39 min.]Your Task 3.1 A, Message 2 [0:40 min.]

Situation 2: Getting SettledTaylor’s New Life: Episode 15 [2:04 min.]Exercise 3.13 [0:39 min.]Taylor’s New Life: Episode 16 [2:10 min.]Your Task 3.2 [0:36 min.]

Situation 3: Quite a Surprise!Taylor’s New Life: Episode 17 [2:01 min.]Exercise 3.23 Answer Key [0:47 min.]Your Task 3.3 B [1:58 min.]Your Task 3.3 C [0:37 min.]

Final Project and Wrap-up Final Project 3, Preparation, B [video 3:30]Taylor’s New Life: Episode 18 [1:12 min.]

Chapter 4: Finding a RoommateTaylor’s New Life: Episode 19 [0:57 min.]

Situation 1: Lucky CoincidenceTaylor’s New Life: Episode 20 [2:01 min.]Exercise 4.3 Answer Key 0:48 min.]Taylor’s New Life: Episode 21 [2:17 min.]

Situation 2: Roommate not WantedTaylor’s New Life: Episode 22 [2:44 min.]

Situation 3: Dream RoommateTaylor’s New Life: Episode 23 [2:45 min.]Exercise 4.21 Answer Key [1:33 min.]

Final Project and Wrap-upFinal Project 4, Preparation, D [2:19 min.]Taylor’s New Life: Episode 24 [0:57 min.]

Chapter 5: Settling InTaylor’s New Life: Episode 25 [1:37 min.]

Situation 1: Sharing the HouseowrkTaylor’s New Life: Episode 26 [2:37 min.]Exercise 5.3 [0:19 min.]Exercise 5.5 [2:11 min.]

Situation 2: Paying in InstallmentsTaylor’s New Life: Episode 27 [2:47 min.]Exercise 5.10 [1:18 min.]Exercise 5.12 [1:12 min.]Taylor’s New Life: Episode 28 [2:51 min.]Exercise 5.20 Answer Key [1:22 min.]

Situation 3: The Right Job for YouTaylor’s New Life: Episode 29 [2:41 min.]Exercise 5.25 Answer Key [0:49 min.]Exercise 5.30 [0:39 min.]

Final Project and Wrap-upFinal Project 5, Preparation, B [2:22 min.]Final Project 5, Preparation, C [video: 1:25 min.]Taylor’s New Life: Episode 30 [1:38 min.]

Chapter 6: An Outing with FriendsTaylor’s New Life: Episode 31 [1:14 min.]

Situation 1: Casing the JointTaylor’s New Life: Episode 32 [2:28 min.]Exercise 6.3 [1:16 min.]

Situation 2: The Special PassengerTaylor’s New Life: Episode 33 [2:02 min.]Exercise 6.10 [0:56 min.]Exercise 6.11 [0:54 min.]Exercise 6.15 [0:58 min.]

Situation 3: Hatching the PlotTaylor’s New Life: Episode 34 [3:07 min.]Exercise 6.21 [0:35 min.]

Final Project and Wrap-upFinal Project 6, Preparation, A [2:31 min.]Taylor’s New Life: Episode 36 [0:56 min.]

Media List for ANG-3101-2 Joining a Community < c o u r s 1 . s o f a d . q c . c a / r e s s o u r c e s >

http://cours1.sofad.qc.ca/ressources

English as a Second Language

Joining a Community2nd Edition

ANG-3101-2Taylor's New Life

Student Workbook

English to Go!

Acknowledgements

Project Manager, Instructional Design and Contributions: Jo-Ann StantonInstructional Designers: Michael Gallagher Denyse Philie

WorkbookMain Writer: Alexandra CoutléeContributions: Nicholas Gallagher Susanne ViktoraContent revisor: Christine BéliveauCopy Editor: Michèle OrtizRights Agent: Nicole CypihotIllustrator: Gilbert RousseauGraphic Designer and Layout: Robin PattersonCover Page: Éric ÉthierProofreader: Michèle Ortiz

Workbook 2nd EditionAdjustments: Michèle Ortiz Jo-Ann StantonEvaluation Tables: Michèle OrtizIllustration Colourist: Annie BoulangerCover Page: Robin PattersonProofreading: Michèle Ortiz

Resource WebsiteWriters: Karen Torgerson (Taylor’s New Life) Alexandra Coutlée (Listening Activities) Jo-Ann Stanton (Loro and Comic Strips) Susanne Viktora (Extra Exercises)Designer: Lyne AquinText Integrator and Functional Revisor: Judith SévignyRecording Studio: Les Productions du SixièmeAnimator and Integrator: Lyne Aquin

First Printing: September 2016

© 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, including micro-reproduction, is forbidden without the written permission of a duly authorized representative of the Société de formation à distance des commissions scolaires du Québec (SOFAD).

This work is funded by the Ministère de l’Éducation et de l’Enseignement supérieur du Québec, and by the Canada-Québec Agreement on Minority Language Education and Second Language Instruction.

Legal Deposit—2016

Bibliothèque et Archives nationales du Québec

Library and Archives Canada

ISBN: 978-2-89493-572-9 (Print)

ISBN: 978-2-89493-573-6 (Digital, PDF)

ANG-3101-2 Joining a Community, 2nd Edition Table of Contents

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Table of ConTenTs

InTroduCTIon ��1ANG-3101-2 Joining a Community ��1How to Ace this Course ��3Using the Workbook ��4Accessing the Media ��6Evaluation ��10Using the Essential Knowledge Reference Booklet, 2nd Edition ��10Using the Planner ��11

ChapTer 1: MovIng To a new CITy ��13sITuaTIon 1: leavIng hoMe ��13

Prepositions of Movement ��15There Is / There Are ��16Take Notes ��17Communication Breakdown! ��18Your Task 1�1: Give Directions ��20

sITuaTIon 2: on The road ��21Question Formation ��24Modals Could and Would (Polite Requests) ��25Use a Bilingual Dictionary ��28Regular Plurals ��29Your Task 1�2: Recommend a Garage ��30

sITuaTIon 3: soMe forMalITIes��32Language Register ��33Communicate Relevant Information ��34Irregular Plurals ��37Use Online Grammars ��37Your Task 1�3: Get to Know Someone ��38

CheCk yourself ��39fInal projeCT 1: would you Move for a job? ��40wrap-up ��46

ChapTer 2: MeeTIng new people ��49sITuaTIon 1: where Can I fInd . . . ? ��49

Prepositions of Place ��51Open-Ended Questions and Wh-Words ��53Placement of Adjectives ��54Simplifying ��56Cognates ��60Personal Pronouns and Antecedents ��60

Table of Contents ANG-3101-2 Joining a Community, 2nd Edition

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Your Task 2�1: How Does This Work? ��63False Cognates ��67

sITuaTIon 2: whaT’s happenIng? ��67Target Audience ��68Adverbs of Frequency ��69Your Task 2�2: Plan an Outing��71

sITuaTIon 3: ThaT’s noT QuITe rIghT ��73Collective Nouns ��74The Verb To Be ��75Pronunciation: Contractions 1 ��77Use Verb Tables ��78Correct Misinformation 1 ��79Your Task 2�3: Put the Record Straight ��80

CheCk yourself ��82fInal projeCT 2: The bulleTIn board Mess ��83wrap-up ��88

ChapTer 3: fIndIng a plaCe To sTay ��91sITuaTIon 1: geTTIng a rooM ��91

Prepositions of Time ��92Possessives ��93Recognize Misleading Information ��96Your Task 3�1: Find a Car ��98

sITuaTIon 2: geTTIng seTTled ��100Antonyms ��101Correct Misinformation 2 ��102Prepositions of Place ��104Simple Present Tense ��105Synonyms 1 ��107Transitional Expressions ofTime ��107Present Progressive Tense ��108Your Task 3�2: Find a Restaurant ��109

sITuaTIon 3: QuITe a surprIse! ��112Single Clause Sentence Structure 1 ��113Simple Present vs� Present Progressive ��115External Features of Texts ��116Your Task 3�3: Create a Poster ��118

CheCk yourself ��120fInal projeCT 3: The joys of wInTer In QuebeC ��121wrap-up ��124

ChapTer 4: fIndIng a rooMMaTe ��127sITuaTIon 1: luCky CoInCIdenCe��127

Parallel Structure ��128

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Modals Can and Be Able to (Capability) ��130Nonverbal Communication ��131Organize Your Notes: The Cornell Method ��136Understanding Classified Ads ��138Your Task 4�1: Rent your Apartment ��138

sITuaTIon 2: rooMMaTe noT wanTed ��140Prefixes ��141Simple Past Tense ��141Irregular Verbs ��143Your Task 4�2: Create an Ad ��143

sITuaTIon 3: dreaM rooMMaTe ��145Single Clause Sentence Structure 2 ��146Nonverbal Communication 2 ��148Verb Agreement��148Your Task 4�3: Find a Roommate ��150

CheCk yourself ��153fInal projeCT 4: fIndIng The perfeCT rooMMaTe ��154wrap-up ��158

ChapTer 5: seTTlIng In ��161sITuaTIon 1: sharIng The housework ��161

Modals May, Might and Could (Possibility) ��163Understand a Lease ��165Your Task 5�1: Write up an Agreement ��167

sITuaTIon 2: payIng In InsTallMenTs ��169Homophones 1 ��171Conditional Tense ��172Understand Installment Plans ��174Suffixes ��176Job-Related Abbreviations ��178Don’t Be an Easy Target ��178Verbs Followed by an Infinitive ��179Gerunds ��180Your Task 5�2: Assess Job Ads ��182

sITuaTIon 3: The rIghT job for you ��183Synonyms 2 ��184Articles ��185Plurals ��186Countable and Uncountable Nouns ��187Pronunciation: Syllable Stress ��188Understand Course Descriptions ��189Your Task 5�3: Find the Right Course ��190

CheCk yourself ��192

Table of Contents ANG-3101-2 Joining a Community, 2nd Edition

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fInal projeCT 5: your fuTure Career ��193wrap-up ��198

ChapTer 6: an ouTIng wITh frIends ��201sITuaTIon 1: CasIng The joInT ��201

Inseparable Phrasal Verbs ��203Understand Web Pages ��204Transitional Expressions of Space ��208Your Task 6�1: Check Out an Activity ��209

sITuaTIon 2: The speCIal passenger ��210Homophones 2 ��212Simple Future Tense ��213Pronunciation: Contractions 2 ��216Your Task 6�2: Plan a Mission ��217

sITuaTIon 3: haTChIng The ploT ��219Adjectives ending in –ing and –ed ��220Pronunciation: Relaxed Pronunciation ��222Organize Your Notes: The KWL Chart ��223Organize Texts: Questions to Answers ��229Compound Nouns ��230Your Task 6�3: Interview Taylor ��233

CheCk yourself ��234fInal projeCT 6: Taylor’s new lIfe��238wrap-up ��244

auThorIzaTIons ��247answer keys ��251

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InTroduCTIon

Before you start reading about my adventures, let’s take a moment to find out about your reasons for reading this course book: learning English!

Hi! My name is Taylor. Throughout this book, you’ll follow my adventures as I leave my hometown in Prince Edward Island for a new life in Montréal.

ANG-3101-2 Joining a Community

What can learning English do for you? Take a minute to think about it. Check the answers that apply to you and come up with extra reasons if you need to.

To find a job

To travel

To communicate with English speakers

To discover English culture

To find information on the Internet

See? There are many reasons for learning English.

Welcome to the first of three courses in the English as a Second Language Diversified Basic Education program for Secondary III.

Introduction ANG-3101-2 Joining a Community, 2nd Edition

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Competencies

The English as a Second Language program’s objective is for you to become autonomous and active in English. In order to do this, the course targets three competencies:

C1: Interacts orally in English

This is where you get to achieve your goal of communicating with English speakers.

C2: Reinvests understanding of texts

This means taking a look at a wide variety of texts, by reading, listening or even watching videos. You will then be able to use the information you have found in these texts and either talk about what you have read (or heard, or seen . . . ) or write about it.

C3: Writes and produces texts

This is another way to express yourself in English: in writing! You will get to produce a variety of different texts, some short and some longer, throughout the course.

Only C1 and C2 will be evaluated in this course, but C3 is just as important because some writing activities complement the learning situations.

Essential Knowledge

In this course, the focus of the learning activities and of the evaluation is placed on both C1 and C2. The content presented through various activities and various text types will allow you to acquire the following knowledge:

Functional Knowledge

You will practise getting and giving factual information; work on identifying and communicating the pertinent information you find in texts; correct and understand misinformation; and you will be able to understand and discuss the possibilities and capabilities of someone, such as yourself, of doing something.

Linguistic Knowledge

This includes grammar and syntax, vocabulary, semantics, and phonology.

Textual Knowledge

You will take a deeper look at some of the texts presented and examine their coherence and cohesion as well as learn about their external features (context, purpose and target audience).

Culture

The various texts and activities will also put you in contact with the culture of English speakers in Quebec and the rest of Canada. The texts will focus mainly on career planning, entrepreneurship, citizenship, community life, and media literacy.

ANG-3101-2 Joining a Community, 2nd Edition Introduction

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How to Ace this Course

The key to your success lies in your motivation and perseverance. But it also helps to know how to use this workbook and the multimedia resources effectively.

Are you ready? Read on!

What You Will Need

To do the course work, you will need the following items:

Workbook: The main part of your work will take place in this workbook.

Essential Knowledge Reference Booklet, 2nd Ed.: Referred to simply as “Reference Booklet” in the text, this is an essential tool that you will use in all the English as a Second Language courses from Secondary III to Secondary V.

Planner: It is on page 11. Use it to help you plan and organize your work, and keep track of your progress.

Dictionary: An absolute must! You can use any good English/French dictionary, either print or online.

Internet: You need to have access to the Internet either at home, in class, at a library or anywhere you can get online.

Headphones: They will be useful if you are listening in public.

Paper for assignments: Loose-leaf sheets, lined or not, that you will hand in to your teacher or tutor.

Highlighters: Not essential but useful, as are pens of different colours.

Icons

This means that you have an audio clip to listen to.

This means that you have to access the Internet.

This means you have some personal research to do.

!Tip This gives you extra help for an activity, a strategy or other.


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Using the Workbook

All chapters are organized the same way.

Organization

This course is divided into six chapters. Each chapter represents 7 to 8 hours of work. This is an average estimate. You may take more time, or less.

!Tip Use the Planner (page 11) to plan out your work and keep track of your progress.

Each chapter has four different situations. They present essential knowledge: communication strategies, functional knowledge, textual knowledge and linguistic knowledge, as well as cultural references and the use of other resources.

At the beginning of each chapter and each situation, there is an episode of Taylor’s New Life, like a “radio-roman”. You will follow her adventures all through the workbook as she meets new challenges and makes new friends. The episode dialogues introduce the vocabulary and essential knowledge items covered, and they illustrate various communication strategies and cultural references.

At the end of each chapter, after the Final Project, the Wrap-Up contains the last episode of the chapter, a short self-reflection questionnaire called "How Is It Going?", some tips if you are curious to find out more about certain subjects and a note space for you to jot new words and expressions you learned.

This is an important part of your learning. Don't ignore it!

Useful Items

Throughout the workbook, there are many items that will help you with your work. Let's see if you can identify any of these useful items.

Flip through the workbook to find the items in column 2, then try to match each item with its explanation in column 1.

Can you guess how each of these items can be useful?

My Notes:


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Column 1 Column 2

1. You have to access the Internet for an interactive game, some extra exercises or as part of a research activity.

2. The exercise number (for example, 1.15) helps you find the corresponding answer key.

3. Put on your earphones, turn up the volume—you have an episode of The Lottery Win to listen to. Also used to indicate any other listening or viewing activity.

4. Appearing at the very bottom of a page, a footnote contains extra information.

5. This type of header gives you the main topic of the section.

6. You are encouraged to take notes to help you learn. To remind you, there are some specific spaces for you to do so, but you may jot down notes all through the workbook.

7. At the end of the chapters, there is some space provided for you to write new words and new expressions. You can also use the space to write questions you may have, or any other notes on what you have learned.

8. Look up the topic specified in your Essential Knowledge Reference Booklet. Use the Table of Contents or the Index to find the correct topic.

9. Flip to the back of the book. Using the exercise number, look up the correct answers

10. This element is used as a graphic sig nature in all the English as a Second Language books: it can indicate a major section header or the end of a section..

A. Exercise 1.15

B.

C.

D. Go to your Reference Booklet and look up . . .

E. See Answer Key

F.

* For more information on this topic, consult . . .

G.

H. New Words and Expressions

I. Use a. . .

J. My Notes:

See Answer Key. All Answer Keys can be found at the end of the workbook.

Speaking Activities

If you are in a regular class, your teacher will organize the speaking activities.

If you are in an individualized environment, or if you are enrolled in distance education, the speaking activities represent a challenge.

Oral Interaction Activities

In order to work on your oral skills, it is important that you find a partner that can help you practise. • If you are in a classroom environment, find another student in the class with whom you feel comfortable.


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• If you are not in a classroom environment, find a family member, a friend or a co-worker willing to help you. If finding someone proves difficult, ask your tutor to help you out.

!Tip C1 Interacts orally in English is one of the two competencies for this course. So talking with a partner is an essential part of the tasks you have to do throughout the workbook.

Pronunciation Activities

This is Loro the parrot. She will help you practise your pronunciation. You’ll find her on the SOFAD “Extra Exercises” resource page. (The next section explains how to access the web page.) These activities will allow you to listen to various dialogues or sentences and will help you improve your pronunciation.

Accessing the Media

The word “media” can cover different things: an audio clip, a video, an interactive game, or additional exercises.

Depending on your school or centre, there may be different set-ups for accessing these. Let’s see how you can access the media for this course.

Listening and Viewing

During this course, you’ll need to listen to the episodes of Taylor’s New Life, and also to some ads, interviews, answer keys or other sound clips. You’ll need to view some videos too.

You will see:

Go to <cours1.sofad.qc.ca/ressources> and access your course resource web page, or use your Centre’s procedure.

All the media files are grouped in a single place, that is the “resource web page” for your course.

Your school or centre may also have downloaded these files for your use.

Ask your teacher or tutor where the audio and video files are. On the SOFAD resource web page for Joining a Community: <cours1.sofad.qc.ca/ressources> On the school intranet. Write the address: On a DVD-ROM provided with the workbook. Other:

cours1.sofad.qc.ca/ressources



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!Tip To have access to these files, you must have an account for the SOFAD website. Creating an account is free and is necessary only on your first visit. Your ID and password are valid for all SOFAD resources.

Here’s a guide to the standard procedure. If your centre’s procedure is different, write down the instructions in the spaces below.

Listen to Episodes and Audio Clips

Let’s start with an audio clip.

A. Go to the resource page. This is how you do it.

If using the SOFAD resource web page for Joining a Community

Other procedure (write down your teacher’s instructions)

1. Open your web browser program.

2. Type this in exactly as you see it: cours1.sofad.qc.ca/ressources and press the <Enter> key.

3. Enter your access codes (ID and password).

4. Under the heading “Formation de base diversifiée”, click on Anglais, langue seconde.

5. Click on the link for this course: ANG-3101-2 Joining a Community.

You are now on the course’s home page.

B. To find the correct file, follow these three easy steps.

1. Find the chapter number in the left-hand menu, and click on it.

!Tip In this workbook, the chapter number is written in the headers at the top of each page.

2. Now, find the situation number.

3. The media name is listed. Click on the file name. You can use the buttons to pause or replay as many times as you need.

That’s all there is to it. Try it now.

You’ve probably never had a lesson on “how to listen,” but active listening has to be learned! Try this exercise to get a few tips.


1. Make sure you are on the course’s home page (see above).

http://cours1.sofad.qc.ca/ressources



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2. Click on the word Introduction (menu on left) to access the Introduction resource page. In the menu on the left-hand side, under Taylor’s image, the word “Introduction” is highlighted. This indicates where you are presently.

3. Click on the title “Active Listening Skills.” Listen to the audio clip and take some notes on key points. Listen to it as many times as you need.

See Answer Key.

View Video Clips The procedure for watching video clips is similar to listening to audio clips. The steps are exactly the same.

On the Internet

Three types of activities require you to access the Internet: • Optional pronunciation or grammar games (Loro and Comic Strip) • Additional interactive grammar exercises (Extra Exercises) • Webpage look-up or search exercises

Here is the procedure for each type.

Loro and Comic Strip

Loro and Comic Strip are optional pronunciation or grammar exercises where you can record your voice.

These optional interactive games are only accessible by Internet.

The procedure for accessing Loro and Comic Strip is similar to listening to audio clips on the SOFAD resource webpage. The steps are exactly the same.

!Tip For instructions on how the game works or if you get stuck, click on the “How to Play?” button.

Extra Exercises

On the SOFAD resource web page for the Anglais, langue seconde program, there is a link to additional interactive exercises that allow you to practise linguistic and textual knowledge elements. The Loro pronunciation exercises are also on this page.

These additional interactive extra exercises cover the essential knowledge for all nine Secondary III to Secondary V courses.

They are only accessible by Internet.


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When you see this icon , you’ll need to have access to the Internet. You can do this at home, in class, at a library or anywhere you can get online.

Let’s try this now.

Use an electronic device with Internet access.

1. Access the Anglais, langue seconde web page (see “Listen to Episodes and Audio Clips” above), using your access codes.

2. The very last entry is labeled “Extra Exercises.” Click on it. A new page will appear.

3. The new page has a list of linguistic and textual knowledge elements. Each one has a number of exercises available. Find the one you want to practise, and click on its name.

4. To return to the course resource web page, use the button on the top right-hand corner.

!Tip Note that you can redo the exercises as many times as you want. Your answers are erased when you leave the “Extra Exercises” web page.

Web Pages

During this course, you’ll also have to go online to look up information or to visit a specific web page.

Let’s try this now.

Use an electronic device with Internet access.

1. Find the web browser program. Click on its icon to open it.

Which browser are you using?

Internet Explorer Safari Firefox Chrome Other:

2. In the text box at the top, type this exactly as you see it: www . funbrain . com / grammar /

Then press <Enter>.

3. You have accessed the Grammar Gorillas game. Click on the “Beginner” link.

4. Have a bit of fun by playing the game! Can you get 10 out of 10 right answers?

So, are you all set to access the Internet, to listen to audio clips, to watch videos, or to play some interactive games? Yes No

If not, contact your teacher or tutor in order to get help in accessing the media files.


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EvaluationThis course involves two kinds of evaluations: self-evaluations of the three tasks you have to do in each chapter, and a more formal evaluation of the final project at the end of each chapter.

Here’s an overview of the two evaluation methods.

Self-evaluationsEach chapter is divided into three situations. Each one has a task at the end for you to practise everything you have learned. These tasks will prepare you for the final project of the chapter.

Towards the end of each chapter, there is an exercise called “Check Yourself” to evaluate yourself on linguistic and textual knowledge.

In the Wrap-Up, the short activity called “How Is It Going?” helps you to assess your progress and your learning needs.

Final Projects Each chapter has a final project for you to do that will combine everything you have seen so far in the chapter. The final projects are divided into three parts: a preparation, a production and a reflection. They resemble the final exams you will need to do in order to complete this course.

Your teacher or tutor may evaluate any of the final projects. If you have questions, contact your teacher, tutor, or centre.

Final Exam

In order to obtain the credits, you will have to pass a final exam at the end of the course. Your teacher, tutor, or centre will have all the necessary information for you to prepare for this exam.

Using the Essential Knowledge Reference Booklet, 2nd Edition

There is only ONE Reference Booklet for all the courses: it covers all the material for

all the Secondary III, IV and V English as a Second Language courses.

Throughout all the courses, you will be invited to consult the Essential Knowledge Reference Booklet, referred to simply as your Reference Booklet . This is where you will find all the explanations for the different elements of grammar, syntax and textual knowledge that you will need in order to complete the activities.

EssEntial KnowlEdgE

REfEREncE BooKlEt

Compulsory reference material for:


ANG-3102-1 It’s a Matter of Taste

ANG-3103-1 Communicating Information

ANG-4101-2 Dare to Compare

ANG-4102-1 Stories

ANG-4103-1 Expressing Feelings and Opinions

ANG-5101-2 Examining Issues

ANG-5102-1 Suggestions and Advice

ANG-5103-1 Influencing Others

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In short, with regard to essential knowledge: • The Reference Booklet contains the theory and some examples. • The workbooks contain the exercises.

This booklet is also for your personal reference. Look up any linguistic or textual knowledge item using the Table of Contents at the beginning of the booklet, or the Index at the end.

The Reference Booklet also contains an Annex: “How to Proofread a Text.”

Using the Planner

A Planner is provided for you below. It will help you organize your workload. Use it as a checklist to make sure you have completed each section of the course. It is also a great tool to establish a realistic work schedule and to keep track of your progress.

The time indicated for each activity is only a suggestion. Some activities may take longer than others, while some may simply be revision for you and go more quickly. What is important is that you respect the time frame for the course and that you complete all the activities.

Start by filling out the “Anticipated End Date” for each section. Ideally, you should aim for five to six hours of work per week, divided into two or three sessions. As you complete each section, write in the “Real End Date” and mark your progress.


Start Date of Course: / / (mm) (dd) (yy)

Section Duration Anticipated End Date

Real End Date

Introduction 45 min

Chapter 1: Moving to a New City Final Project: Would You Move for a Job?

8h

Chapter 2: Meeting New People Final Project: The Bulletin Board Mess

7h

Chapter 3: Finding a Place to Stay Final Project: The Joys of Winter in Quebec

7h

Chapter 4: Finding a Roommate Final Project: The Perfect Roommate

7h

Chapter 5: Settling In Final Project: Your Future Career

7h

Chapter 6: An Outing with Friends Final Project: Taylor’s New Life

7h


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Personal Notes

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ChapTer 1

MovIng To a new CITy


Listen to Episode 1 of Taylor’s New Life.

!Tip If you don't remember how to access the audio files, look it up in the Introduction, page 7.

Taylor is packing and moving to a whole different world . . . well, to another province anyway. Saying goodbye to her home, her family and her friends must not be easy but the adventure that awaits will sure make up for her sad feelings.

What about you? Would you even consider going on such an adventure? Yes No

What would you miss the most if you had to leave your home, your family and your friends behind?

I would miss:

Where would you like to go?

I would like to go to:

In this chapter, you will focus on giving directions, just like Anisha did for Taylor. Through various activities, you will learn to take notes, use prepositions and successfully communicate your own directions in personal activities that will come at the end of the chapter.

Situation 1: Leaving HomeIt’s Monday morning. Breakfast is over and the car is packed. Taylor’s parents are cleaning up the kitchen. Taylor sits at the table and calls her friend Anisha for final instructions. And then, Taylor is on the road!

Listen to the dialogue. You can play it as many times as you need and can even refer to it during the chapter.


Listen to Episode 2 of Taylor’s New Life.

What is happening in here? Suitcases? Is somebody leaving?

Anisha, could you slow down a little please? Champlain Bridge . . . then . . . which highway?



Chapter 1: Moving to a New City ANG-3101-2 Joining a Community, 2nd Edition

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Exercise 1.1

Did you understand all that? Answer the following multiple choice questions by checking the correct answer. You can listen to the dialogue as many times as you need.

1. At what time will Taylor get into the city?

a) Five o’clock

b) Three o’clock

c) Four o’clock

d) Two o’clock

2. When did Taylor get a GPS?

a) At Christmas

b) On graduation day

c) On her birthday

d) On departure day

3. What is in front of Anisha’s apartment?

a) A coffee shop

b) A restaurant

c) A pottery shop

d) A pet shop

4. Why should Taylor take the Champlain Bridge?

a) Because the other bridges are closed

b) Because there is construction on Jacques-Cartier Bridge

c) Because there is a protest on Jacques-Cartier Bridge

d) Because there is construction on Victoria Bridge

5. Which exit does Taylor need to take from the 720 east?

a) Champlain

b) Jacques-Cartier

c) Papineau

d) Mont-Royal

See Answer Key.

My Notes:

ANG-3101-2 Joining a Community, 2nd Edition Chapter 1: Moving to a New City

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Exercise 1.2

Match the following words or expressions on the left with the correct definition on the right. The first one is done as an example.

1. Across

2. Alternative

3. Instead

4. Safely

5. To suggest

6. Until further notice

A. As a substitute or equivalent

B. Offering or expressing a choice

C. On the opposite side of

D. Secure from danger, risk, harm or loss

E. To mention or imply as a possibility

F. Until the next mention or updated comment

See Answer Key.

Taylor is lucky to have a GPS system to help her find her way. But she still needs some precisions from her friend Anisha. Anisha gives Taylor directions for a nice little coffee shop where Taylor can wait for her. She uses expressions like "in front of my apartment building" and "across the street." These are called prepositions of movement.

Using prepositions properly, especially prepositions of movement, is essential to ensure that we give directions that people will understand.

Prepositions of Movement

Go to your Reference Booklet * and look up " Prepositions: Prepositions of Movement."

Exercise 1.3

Now, observe the illustration. Fill in the blanks in the sentences with the correct preposition of movement.

1. The postman is walking the post office.

2. The three ladies are coming of a hair salon.

3. The cat is getting a garbage can on the street.

* A PDF document with the corresponding Reference Booklet page numbers is available for download on the resource website.

!TipIn this workbook, the chapter number is written in the headers at the top of each page.

C


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4. A group of tourists is coming of the subway.

5. A businessman is about to walk a puddle of water.

6. The young boy is coming of the ice-cream shop.


Check your exercise by listening to the answers. Pay attention to the prepositions of movement.

!Tip Use the exercise number to find the corresponding clip. In this case, it is Exercise 1.3.

When giving directions, it is often useful to describe what can be seen around the destination. To help Taylor visualize where she is going, Anisha gives her extra information like: there is a nice little coffee shop in front of my apartment building. This gives your listener some extra help!

Think of the street where you live. What kind of information could you give to help visualize your street?

There Is / There Are

Go to your Reference Booklet and look up "Useful Stuctures and Expressions: There Is and There Are" to describe something.

Exercise 1.4

A. Write the correct form of there is or there are in the space provided.

1. There a large window in my room.

2. There a fly in my soup!

3. There three clothing stores on that street.

4. There only a few cars in the parking lot.

5. There picnic tables in the park.

6. There a carwash at that garage.

B. Think of your street. What are some of the buildings that can be found on it? Are there parks, schools, or anything worth mentioning?

Write descriptions of at least three elements using there is or there are. The first ones are done as an example.

Example: There is a school on my street. There are two parks on my street.There .

There .

There .

There .

There .



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Extra exercises are available on prepositions of movement and there is/there are if you need to practise. Go to <cours1.sofad.qc.ca/ressources> and access your course resource web page, or use your Centre’s procedure.

Take Notes Taking notes is an effective method to record information quickly. It can be used during discussions, while listening to a text or to someone, while reading, and even during meetings.

There are many different methods of note-taking. As you practise, you will discover the one that works best for you. Whether you use a notebook, a sheet of paper or some type of graph, the method that is most efficient for you is the best one!

!Tip Effective note taking and summarizing will help you in the final projects and in exam situations.

When taking notes, there are two essential skills to master: 1) noting essential information by recognizing keywords and 2) writing quickly.

Let’s examine them one at a time.

1) Recognize Keywords

Keywords are words that will come back often in the text or the speech on which you are taking notes. If a word comes back a few times, it may be a keyword worth writing down.

Try it.

Exercise 1.5

Read this text. The first two keywords are highlighted for you. Can you find others?

The GPS (Global Positioning System) is a device that allows users to check their location anywhere on or near earth� It uses satellites� The GPS receiver calculates the position by timing signals sent from GPS satellites high above the earth� The US government provides these satellites to users for free� Anyone can use a GPS: military, civil, and commercial users�

The GPS is partly based on the concept of the ground radio-based navigational system which was developed in 1940 and was used during WWII� The first satellite navigation system was called Transit� It was used by the US Navy in 1960 and it could provide navigational fixes once per hour� Now the GPS is used by everyone and is constantly being improved!

See Answer Key.

Which keywords you choose depends on the purpose and the context. For example, in a text about setting up your own business, you may highlight keywords about tax laws in one context, and keywords about economic trends in another.

In a listening situation, you will probably have to listen to the text more than once in order to be able to jot down the keywords. This brings us to the second skill: writing quickly.

http://cours1.sofad.qc.ca/ressources/


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2) Write Quickly

One way to write quickly is to use the shorthand method. This means writing things in their simplest form or using abbreviations. Use the following tips to take notes: • Leave out all the articles (the, a, an, etc.). • Use symbols whenever possible: use & to represent and, + to represent in addition, ^ to represent more, etc. • Leave out vowels whenever possible: between = btwn; teacher = tchr; workbook = wkbk.

There are many abbreviations you can use with the shorthand method. You will find many other lists on the Internet by doing a quick search using keywords like “shorthand” or “symbols.”

Here are some examples:

Symbol Meaning Example& and I would like coffee & cream�~ about or approximately He’s ~ 25 years old�

e.g. example A lot of material is needed e�g� boards, nails � � �? question ? people – approx 15

!Tip Think of how you write text messages, for example. BTW, usng abbrev 2 take nts is a gd i-d, IMHO – LOL� Make sure to use abbreviations that you can easily recognize! And don’t forget to leave some spaces and skip some lines every once in a while so that your document can be read again later on!

Ready to take some notes?

Exercise 1.6


A. Your friend just called and wants to visit. He or she will have to drive across Montréal to come see you. Listen to the following traffic report and take notes. Use the tips that you have just learned!

B. Optional. Find a partner, and using your notes from above, practise giving advice on the best route to take.

See Answer Key.

Communication Breakdown!

Do you sometimes find that people speak a little too fast for you to follow? Or simply, that you don’t understand what they are saying?

Take a look at the following expressions that will help you ask for some clarification the next time you are having a conversation!



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Exercise 1.7


Listen to each conversation. In each case, the speakers are having trouble understanding each other. They use communication breakdown strategies to help them better understand each other.

As you listen, write the communication breakdown expressions in the space below.

Conversation 1:

Conversation 2:

Conversation 3:

See Answer Key.



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Are you ready to practise this in a conversation?

Optional. Go to <cours1.sofad.qc.ca/ressources> and access your course resource web page, or use your Centre’s procedure.

Access the Comic Strip interactive exercise "Communication Breakdown."

Let's practise everything you have seen so far in a task. This first task is fairly simple to get you used to doing them.

!Tip There will be a task (Your Task x.x) after each situation. The tasks allow you to practise what you have learned in an integrated activity. They are self-evaluated and prepare you for the teacher evaluated situations, the Final Projects at the end of each chapter.

Your Task 1.1: Give Directions

How do you get home from school or work? Could you explain your route to someone?

Step 1: Plan and Prepare

The next time you travel home, take notes on the following:

A. The directions to get to your home. For example: turn right on St-Denis Street.

B. The things you see on different streets. For example: restaurant on corner after right turn on Rachel.

Make sure to use the correct prepositions of movement when describing your route!

Step 2: Share

Using your notes, give directions to your partner. Make sure to give detailed instructions, for example: there is a post office on the corner.

Be ready to answer the questions asked by your partner and use strategies to avoid communication breakdown.



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Step 3: Reflect

How did that go? Are you satisfied with your task? Fill in the following table as truthfully as possible.

If you practised with a partner, ask for an opinion on these points. Then you can compare.

Evaluation Table

Criteria Excellent Very Good Good Weak Very WeakI used the vocabulary I learned in the situationI used prepositions of movement correctly I used there is and there are to accuratelyI took notes efficientlyI avoided communication breakdown successfullyC1 – Interact orally in EnglishI spoke English at all timesI spoke clearly and fluently

Situation 2: On the RoadTaylor has just heard that she must use a detour to get to Montréal. According to her GPS, she could go via the United States, taking Highway 95 into Maine. Her new goal is to get to Bangor, Maine and find a motel.

In the next episode, Taylor will need to book a room in a motel. She will need to give personal information about herself.

What kind of information do you give when you make a reservation?

What kind of questions do you think the hotel will ask? Write them down.

Listen to what happens next! You can listen to the dialogue as many times as you want!


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Listen to Episode 3 of Taylor's New Life.

Exercise 1.8

Answer the following multiple choice questions by checking the correct answer. You can listen to the dialogue as many

times as you need.

1. What kind of car does Taylor have?

a) Toyota Camry

b) Honda Accord

c) Honda Civic

d) Hyundai Accent

2. When did the receptionist last visit Prince Edward Island?

a) Last year

b) Last month

c) Last summer

d) Last winter

3. Where did she stay in Prince Edward Island?

a) In a hotel in Brackley Beach

b) In a hostel in Brackley Beach

c) At a friend’s home in Brackley Beach

d) In a bed and breakfast in Brackley Beach

4. What did Taylor have for lunch?

a) Seafood

b) Burgers

c) Pizza

d) Italian

5. What is the name of the restaurant recommended by the receptionist of the motel?

a) Angel’s

b) Angela’s

c) Angelo’s

d) Angelina

See Answer Key.

My Notes:

Now I'm leaving for a bigger adventure: I'm moving to Montréal.



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There are lots of occasions where you will need to answer questions about your personal information. This can happen when you reserve a hotel, fill out a questionnaire, or even order something online!

Taylor has to answer many personal questions in order to reserve her motel room. She has to give her address, her license plate and the model of her car.

Listen to the episode again and try to identify the personal questions that are asked of Taylor.

Exercise 1.9

Observe the two IDs on this page. Then, answer the questions below.

A.

CANADA

M<CANMERCHANT<<AMANDA<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<15789541<<<CAN<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<02

Type Issuing Country Passport No

M CAN 15789541Surname

MERCHANTGiven names

AMANDANationality

CANADIANDate of birth/Date de naissance Place of birth

19 FEB 1978 Greenfield Park, QuebecDate of issue Issuing Authority

15 SEPT 2011 GATINEAUDate of Expiry

15 SEPT 2016 Amanda Merchant

PASSPORT

Paris FranceLoretoMexico

Fresn

o

Calif

ornia

USA

What is Amanda’s last name?

When was she born?

Where is Amanda from?

Where was she born?

What are some of the countries that Amanda visited?

B.Quebec

Antoine Larrivee

Driver's LicensePB 4562587Name: LARRIVÉE ANTOINEDOB: 1974-04-21

Address: 456 PINECREST LAVAL (QC) J7C 5Y4

Sex: MEyes: BLUEHeight: 1.88 mExpiry Date: 30-01-2022

What is Mr. Larrivée’s first name?

What is his driver’s license number?

Where does he live?

When was he born?

How tall is he?

See Answer Key.


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Keep in mind the words used in order to ask for personal information. They are useful.

citizenship height birthplaceeye colour

date of birth (abbreviated DOB)

hair colour

address sex name

Did you notice how the questions are asked in the passport exercise?

Question Formation

Let's examine two aspects of question formation: structure and pronunciation.

Closed-Ended Questions

Before you do the next activities on personal information and questions, go to your Reference Booklet and look up "Closed-Ended Questions" in the section "Sentence Structure: Questions."

Keep in mind the words used in order to ask for personal information. They are useful.

Now it’s your turn to answer some personal questions! The questions are closed-ended questions.

Exercise 1.10

A. Fill out the questionnaire below with your personal information.

Thank you for filling out our online survey. We would now like to ask you a few personal questions:

SUBMIT

Are you a full-time employee? YES NO

Are you over the age of 18? YES NO

Do you live near Montréal? YES NO

Do you own a house? YES NO

Do you own a car? YES NO

Do you plan on buying a car in the next six months? YES NO

Do you plan on buying a house in the next six months? YES NO

Do you speak French? YES NO

Do you speak English? YES NO

Have you filled out surveys before? YES NO

B. Can you guess who the target audience of the survey is?

C. Optional. Prepare some questions that you would ask if you were first meeting someone. Find a partner and practise your questions. Be ready to answer the questions as well!

See Answer Key.

Who? What? When? How? Where?

A target audience is a group of people for which a message or a text is intended. This is a concept that we will work on later.


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Pronunciation: Question Intonation

Intonation is an important part of the English language. Having the wrong intonation can create confusion.

Closed questions and open-ended questions have different intonations. Go to your Reference Booklet and look up the "Phonology: Intonation for Questions" section.

Exercise 1.11

Where would you place the intonation in these questions? Underline the section of the sentence that you would stress. You might need to say these sentences out loud in order to help you.

What’s your name?

Where do you live?

Are you ready to go?

Could you repeat that?

How do you get there?

Are you lost?

See Answer Key.

There are letters in English that are not pronounced. In questions, the words who, whose and whom all have silent Ws. Go to your Reference Booklet and look up "Phonology: Silent Letters" in English.

Now how about practising these question intonations and silent Ws with Loro the parrot?


Access the Loro interactive exercise "Question Intonation."

!Tip If you don't remember how to access the interactive exercises, look it up in the Introduction, page 16.

In the episode, when Taylor arrives at the motel, the receptionist politely asks her, “Could I get your name and home address please?” This is a lot more polite than simply asking: What’s your name and address?

Using could and would as a way of formulating requests and statements is an easy way to ensure that you come off as polite as possible!

The words could and would are modal auxiliaries. Knowing how to use modals will help you in being able to make polite requests for help or for information.

Modals Could and Would (Polite Requests)

Go to your Reference Booklet and look up "Modal Auxiliaries: Polite Requests: Could and Would."



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Exercise 1.12

Change the sentences to a more “polite” form by using could or would. You may want to add please at the end of your sentences whenever possible. The first one is done as an example.

Tell me your name. Could you tell me your name, please? or Would you tell me your name, please?

1. Open the window.

2. Give me some milk for my coffee.

3. Fill out this form.

4. Call him back later.

5. Help me clear out the table.

6. Open the door for me.

7. Help me carry these boxes.

8. Drop this off for me.

See Answer Key.

Now listen to three people politely request some information or help in a situation. Notice how they make their requests.

Exercise 1.13


A. Listen to the requests for information or help. As you listen, write down the actual sentence that each person uses to make the polite request.

1.

2.

3.



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B. After you have finished listening, think of three situations where you needed help or information and formulate your request using modals. You may refer to your Reference Booklet to help you formulate your request.

Situation Request

See Answer Key.

Things don’t always go as planned, like Taylor is about to find out. Sometimes, life happens! Small accidents, missing your bus, losing your keys—anything can happen.

Taylor is ready to get back on the road. She leaves the motel room and walks out to her car. She looks down and notices she has a flat tire.

Listen to find out what she does next!



Exercise 1.14

Match the following sentences with the correct person who said it. You may use a name more than once and you can listen to the dialogue as many times as you want!

1. Oh no. Would you like me to call a towing service? There’s a garage about three blocks from here.

2. Are you from here? Did you grow up in Bangor?

3. Believe it or not! Or if you like to walk, there’s Indian Trail Park. You get nice views of the city from there.

4. I’d like something fast, like a breakfast sandwich and a coffee. The minute my tire is fixed I want to hit the road.

5. Your car is ready Miss.

A. Taylor

B. Cindy the receptionist

C. Ted

See Answer Key.

It’s a good thing Taylor found a solution for her car. You may not have car trouble but you may, once in a while, have word trouble. That’s when a French/English dictionary can help!

Hi, Ted? This is Cindy from the Super 5. Do you have a tow truck available?



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Use a Bilingual Dictionary

A French/English dictionary is an essential tool when learning English as a second language. Using it means more than simply choosing a word and writing down its translation.

Knowing how the dictionary works will help you as you search for the correct word.

Dictionaries usually offer a lot of little extras as well as all the words you need. Look through the different sections to learn more about phonetics, verbs, phrasal verbs, and even grammar sometimes! This is true for both print and online versions.

However, the primary use of the dictionary is finding words. Dictionaries place words in alphabetical order. One part of your dictionary will be French and the other part will be English.

Take a look at the following page from a dictionary and look at the different parts.

In order to help you search a word more effectively, dictionaries use guide words.

vingtième / visée Français/Anglais

virer: V. (direction) to turn; (naut.) to tack; (aspect, couleur) to change

viril, e:ADJ (apparence) male; (attitude, traits) masculine

virtualité: NF virtuality

Français/Anglais volage / voter

volant 1 : NM (de voiture) steering wheel – être au * - prendre le * to take the wheel

volant 2 ADJ flying voler 1:VI to flyvoler 2: VT (+objet) to stealvolume 1: N.

Guide Words are found at the top of each page, in the corner. They indicate the first and last word on that page.

Look at the guide words to know if you are on the right page instead of looking up every word on that page.

The Part of speech is the nature of the word, usually abbreviated. Sometimes, the part of speech changes, so be careful!

The Entry word is the base form of the word. This means there are no plurals or conjugated forms.

Other meaning(s) of the word.

The Definition itself looks like this.

Here are some examples of bad translations from English to French: • Made in Turkey = Fabriqué en Dinde • Wash at gentle cycle = Laver à gentille bicyclette • Tumble dry low = La chute sèche bas • Tortilla chips = Tortilla ébrèche

• Grill 8 to 10 minutes = Griller 8-10 procès-verbal • Plain pancake = Plat crêpe • Tossed salad = Jeté salade • Keep cool and dry = Rester calme et sec

Some of these bad examples come from online translators, so do your research before choosing a translation!

Let’s try it.

Let’s say you want to translate the sentence Il a volé mon livre. You know how to say most of the sentence but you can’t remember what “voler” is in English, so you go to your French/English dictionary.

You find two possibilities. Which one will you use?

To fly To steal

Of course, the correct answer is He stole my book. Let’s practise what you have just learned!


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Exercise 1.15

Translate the underlined words. Make sure you choose the correct translation, looking up the underlined words. The first one is done as an example.

1. Il est habile à monter des meubles en kit. To assemble (not 'go up'!)

2. Chaque matin il doit faire son lit.

3. Il aime écouter sa musique un peu trop fort.

4. Il a failli se noyer!

5. Il ne pourra pas venir avec nous, il doit faire ses devoirs.

6. Il a écouté la télévision toute la soirée.

7. Elle aime manger des pêches.

8. Il a fait deux mangeoires pour oiseaux.

9. Elle a regardé passer la parade.

See Answer Key.

Finding the correct word is one thing, but using it properly in a text is another. The nouns that you find in the dictionary will need to be adapted to take the plural form at some point.

Learning how to write words in the plural is pretty simple once you know the basic rules. In English, there are regular and irregular plural words. Let’s start with a recap of regular plurals.

Regular Plurals

Go to your Reference Booklet and look up "Nouns: Forming Plurals: Regular Plurals."

Exercise 1.16

Write the correct plural form in the following text. The first one is done as an example.

Oh boy, what a morning! First, I snoozed my alarm way too many time times and ended up sleeping in for an extra twenty minute � I think I should get myself three alarm clock and hide them in different part of my room�

Then, I spent another twenty minute looking for a brush to fix my hair� We have about ten brush in this house, but this morning, I could not find one!

I was certainly going to miss my appointment with my first client � I had to call in and warn my colleague � I looked all over the house for one of the phone and could not find any� I decided to send a few email instead� I didn’t wait for the reply �


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As I ran to the bus stop, I saw three bus pass me by before I could reach the bus stop� That’s when I realized I had forgotten my bag and my key �

It looks like it’s going to be a long day!See Answer Key.

Interactive exercises are available on this topic if you need to practise. Go to <cours1.sofad.qc.ca/ressources> and access the Extra Exercises on your Anglais, langue seconde resource web page.

Now, let’s practise everything you have learned in this chapter and see how you are doing. Don't forget to fill in the evaluation form for this task to see your progress in this course so far!

Your Task 1.2: Recommend a Garage

Your friend has just called you� She is panicked and standing on the side of the road, not knowing where to go� Her car is stalled and since she is not from around here, she does not know the garages in the area� You pick up the newspaper and find three ads�


First, look at the three ads and write down all the relevant information. Use the note-taking skills you learned previously. As you read, try to identify what the language register is for each ad.

Be prepared to role-play the situation with a partner.

☺Will fix anything!

Let Tony fix it for you!Best prices in town!

General repairs. Used parts at competitive prices!

Tony Fix-iT

Ad #1:

Ad #2:

AUTOPRO • Open 7 days a week • Quality, competitively priced parts • Safety and maintenance inspections • No billing surprises! • Responsible environmental practices!

General repairs and maintenance for all vehicles



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Sales, repairs, and maintenance of high-end vehiclesThe best service for your prized possession!Personalized service adapted to your needs

Air-conditioned waiting room with free Wi-FiFree car wash with every visit

Au

to

Delux Ad #3:

Identify the language register and target audience for each ad.

Ad Language register Target audienceAd #1

Ad #2

Ad #3

Did you note all the relevant information for each garage? Can you recommend one to your friend? Which one and why?

Step 2: Share

Explain to your partner which garage to visit and give all the important information. Explain why you would recommend one above the others.

Step 3: Reflect

How did that go? Are you satisfied with your task? Fill in the table on the next page as truthfully as possible.


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Evaluation Table

Criteria Excellent Very Good Good Weak Very WeakI used the vocabulary I learned in the situationI used a French/English dictionary effectivelyI used the proper forms of the regular plural of words adequatelyI identified the language register texts successfullyI used the proper language register when speaking accuratelyC1 – Interact orally in EnglishI spoke English at all timesI spoke clearly and fluentlyC2 – Reinvest understanding of textsI selected, organized and adapted the information in texts to exchange factual informationI selected, organized and adapted the information in texts to express my opinion competently

Situation 3: Some FormalitiesCrossing the border of any country means being asked some specific questions and having to give personal information.

Have you ever been through US customs? Yes No

Were you driving or flying?

Apart from the US, have you ever been through other countries’ customs? Yes No

What was the experience like?

If you have never had the experience, have you ever had to deal with a governmental agency? Yes No

Which one? Why?

In this episode, Taylor is leaving Maine and coming back to Canada. She has to cross the border first and answer some questions. Listen to find out what kind of information she will be asked.


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Exercise 1.17

Answer the questions about what you have just heard. Use complete sentences. You may listen to the dialogue as many times as you need.

1. What kind of ID does Taylor give?

2. How long has Taylor been in the US?

3. What does the customs officer tell Taylor to watch out for?

4. Who does Taylor call right after going through customs?

5. What happened on Highway 2 in New Brunswick?

6. What is Taylor’s mother worried about?

See Answer Key.

Language Register

When having any kind of communication with someone, it is important that you address the person with the proper language register. This is true in writing as well as in conversations.

Go to your Reference Booklet and look up " Textual Organization: Texts: Internal Features: Language Register."

Exercise 1.18*


A. Here are two short dialogues. Listen carefully and check the appropriate boxes in the table on the next page.

* The audio clip is introduced as "Exercise 1.17."

Are you taking any alcohol or cigarettes across the border?




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Dialogue ARebecca

Dialogue ABrianna

Dialogue Bsecretary

Dialogue BTodd

Uses full pronunciation (no contractions like wasn’t, you’d, etc.) Yes No Yes No Yes No Yes No

Uses more complex words (e.g. father instead of dad) Yes No Yes No Yes No Yes No

Uses slang words Yes No Yes No Yes No Yes No

Uses the person’s first name Yes No Yes No Yes No Yes No

Uses proper forms of address (Mr., Ms., etc.) Yes No Yes No Yes No Yes No

Uses polite form in questions (may, would) Yes No Yes No Yes No Yes No

B. Are the dialogues formal or informal? Are the speakers’ registers appropriate or inappropriate? Explain your choices briefly.

Dialogue A: The setting is formal informal because

Rebecca’s register is appropriate inappropriate because

Brianna’s register is appropriate inappropriate because

Dialogue B: The setting is formal informal because

Todd’s register is appropriate inappropriate because

Dr. Simpson’s secretary’s register is appropriate inappropriate because

See Answer Key.

Interactive exercises are available on this topic if you need to practise. Go to <cours1.sofad.qc.ca/ressources> and access the Extra Exercises on your Anglais, langue seconde resource web page.

Communicating information in a relevant manner is an important skill to acquire. If Taylor had not properly given the information to the customs agent, she could have been in serious trouble!

Communicate Relevant Information

Here are two cases that will help you practise how to communicate relevant information.

Case 1

Your friend is coming to visit you here in Canada. He is wondering what the rules are about Canadian Customs. Can you help him?



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Exercise 1.19


A. Listen to the following Canadian Customs information capsule. As you listen, write down all relevant information to give to your friend.

B. After you are done listening and taking your notes, answer the questions asked by your friend.

To: From: Subject:

Hey friend!

I had some questions concerning customs. Can you help me out?

Is there a list of things I should not bring to Canada?

What should I avoid bringing?

Why are there restrictions?

Where should I go to consult the list?

See Answer Key.

Can you identify the language register used in this capsule?

What about the target audience? Who is this capsule intended for?



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Case 2

Taylor wrote an email to her friend telling her of her new adventures. Can you help her complete it?

Exercise 1.20

A. Read her email entry and fill in the missing information. You may have to listen to the previous episodes to find the correct information.

To: JessieFrom: TaylorSubject: Hi.

Dear Jessie,

The last two days have been high in emotions. I left two days ago. I was so nervous as I packed my bags. I was afraid I would forget something. I especially did not want to forget the I got for my birthday! I could not wait to see my friend in Montréal. You remember Anisha, right Jess? I have not seen her since ! The morning I left I called Anisha and she told me about the construction on the bridge. That meant I had to find another route. As if I wasn’t stressed enough already! As I got in the car, I heard that Highway was closed! It was a good thing I did not forget my GPS!

I drove all day until I stopped at Motel . The receptionist was really nice. She had been to P.E.I. before. Actually she stayed at a bed and breakfast in . She recommended this nice restaurant for dinner called .

The next morning a surprise was waiting for me. I had a ! Once again, the nice receptionist helped me and found a garage that could fix it. It did cost me , though . . . I finally got back on the road and went through customs. I did not have much to declare since I had only been in the US for days. I called my mom as soon as I was back on the road. She was worried about me talking on the phone while driving. I told her I was using a device. I’m three hours from Montréal. I can’t wait to finally be there! I’ll write to you again soon, I promise!

Your pal,

Taylor

B. What language register is used when writing a personal email?

See Answer Key.

In the episode, the customs officer tells Taylor to watch for “deer and moose on the road from here to Sherbrooke.” There is more than one deer and more than one moose, of course.

You have already reviewed the rules for regular plural nouns. There are exceptions to those rules. Some words have a special plural form that you need to memorize.


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Irregular Plurals

Go to your Reference Booklet and look up "Nouns: Forming Plurals: Irregular Plurals."

Exercise 1.21

Re-write the following sentences by changing the underlined nouns to plural. Don’t forget to change the articles and verbs when needed.

1. A child was playing in the park.

2. My grandfather caught a fish on his last fishing trip.

3. I looked all over the kitchen for a knife.

4. A woman was not allowed to vote in Canada at that time.

5. We saw a mouse in that apartment!

6. The thief came in through the garage door.

7. My baby girl has a new tooth.

8. I love watching a leaf fall to the ground.

See Answer Key.

Are you ready to practise this in a conversation?


Access the Comic Strip interactive exercise "Communicating Relevant Information."

Use Online GrammarsThere are many websites that can help you practise and learn your grammar.

To learn about grammar: In your search engine, simply type in the name of the elements of grammar that you want to learn more about.

!Tip Add the letters ‘ESL’ next to your element of grammar. ESL stands for English as a Second Language. The explanations will be a lot simpler.



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To find exercises online to practise what you have learned, use the same strategies. Simply type in the element of grammar you are looking for and add the words ‘online exercises.’ Again, if you add the letters ‘ESL’ you will make sure that the exercises are at the right level for you.

You will sometimes find exercises and explanations on the same websites. This allows you to read more about the element of grammar, and then test what you have just learned!

Now, let’s try to practise everything you have learned in this situation. Use everything you have learned when doing the end of situation activities and don’t hesitate to flip back to previous pages in order to help you out!

Your Task 1.3: Get to Know Someone

The social committee at your new job has organized a speed meeting for new employees� They got their idea from speed dating activities which allow people to spend only five minutes with a person before they have to move on to someone else� The point is for new employees to meet everyone at the new workplace and make new friends!


In order to explain the process, the social committee has a short audio for you to listen to in order to get the idea of the process.


A. Listen to the conversation* between Jessica and Jonathan. As you listen, take notes of the different questions that are asked. What kind of information do you think is relevant and would like to ask to new colleagues? What are some of the questions that are missing?

B. Now prepare your own answers to the questions.

Step 2: Share

Find a partner to role-play a coworker. Using the questions you wrote, pretend you are at the speed meeting. Ask your questions and be prepared to answer some as well.

* The clip is introduced as “Your Task 1.4.”



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Step 3: Reflect

How did that go? Are you satisfied with your task? Fill in the table below as truthfully as possible.


Evaluation Table

Criteria Excellent Very Good Good Weak Very WeakI used the vocabulary I learned in the situationI used strategies to communicate pertinent information appropriatelyI identified language registers correctlyI used the proper language registers accuratelyI used irregular plural nouns correctlyI consulted online grammars regularlyC1 – Interact orally in EnglishI spoke English at all timesI spoke clearly and fluentlyC2 – Reinvest understanding of textsI selected, organized and adapted the information texts competently

Check YourselfBefore moving on to your Final Project, let’s test your skills a little bit.

Take a look at the following email from Taylor. It seems that she was in a hurry when writing this email and made a ton of mistakes! She did not use prepositions correctly, did not correctly form questions, did not use could and would where she should have, and made mistakes in the plural form of words!

Exercise 1.22

Can you spot the mistakes? Underline the mistakes that you find and write the corrections directly above the text.

Hint: There are 14 mistakes in the text! The first one is done as an example.


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To: MomFrom: TaylorSubject: Hello.

Hi Mom!

Well, I’m still at the road. So many thinges happened! You have no idea! I’m having a hard time

finding free Wi-Fi so I’m difficult to write to you.

The computer I am in right now is very slow and keeps freezing. On top of this, this keyboard

is not working very well so please forgive my mistakes. The keyes keep getting stuck. It’s as if

someone dropped their entire soft drink on they! Well . . . they probably did! lol

I was wondering, you could ship something I forgot? I realized I did not pack the novels that I

bought before leaving. I brought the first one but forgot the other two in my bed. I don’t want

to have to buy them again!

I’m not sure about the shipping costs however. It may end up being more than buying it again.

If that’s the case, forget us. If you can just go from the post office and tell me how much it is. I

can send the moneys to you from the bank.

I will try to write again if I can find a place with free Internet. I am on a tight budget and some

places charge up to $3 for 5 minuts on the Internet. And their computers are old and slow so…

Love ya!

Taylor

on

See Answer Key.

Did you spot and correct all the mistakes? If you had problems with some of them, you should review them before continuing.

Interactive exercises are available on these topics if you need to practise. Go to <cours1.sofad.qc.ca/ressources> and access the Extra Exercises on your Anglais, langue seconde resource web page.

Final Project 1: Would You Move for a Job?This final project for Chapter 1 may be evaluated by your teacher or tutor. Make sure you do the work completely and seriously.

There are three parts to this final project: a preparation, a written part, and an oral part. The tables used to evaluate the written and oral parts are given to you below.



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You can use a dictionary, your Reference Booklet, and any notes you have.

Ready? Here’s the situation: The company you are working for is closing. It has three other offices, but in three different locations. Which one will you choose?

Part 1: Preparing

A. Read the three brochures about the companies.

B. Beside each brochure, identify the language register. Knowing the language register used for each brochure will help you for the next step.

C. Identify the target audience for each brochure. Who do you think this brochure was written for? Again, you may use your Reference Booklet for a quick reminder on how to identify target audiences.

D. As you read, note any information that you think is important. Use the skills that you have learned in the activity on note-taking.

E. Was there any information that was NOT included in the brochures? If so, write down the questions that you have that were not answered. Use both open-ended questions and closed-ended questions.

Competitive rates

We hire qualified personnel!

We offer training!

Computech Laval

Our offices are located in the city of Laval, just 15 minutes from Montréal.

We have over 100 employees ready to meet all your computer needs!

Services offered: • Computer Repairs [on location and in store] • Virus Detection and Protection • System Upgrades • Computer installation

Members of our staff learn all the recent updates on new technology through in-house

and outside training!

Operating hours Open 7 days a week from 9 a�m� to 9 p�m�!

We offer discounts to repeat customers!

Brochure #1

Language register:

Target audience:

Notes:

Missing information:

Can’t remember what language register means? Or open-ended questions and closed-ended questions? Go to your Reference Booklet for a little refresher.


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Brochure #2

Language register:

Target audience:

Notes:


Computech Montréal-Nord

Welcome to the Computech family! We offer our employees a

variety of services and advantages. Want to find out more? Read on!Human Resources

Competitive insurance plans

Flexible hours

We pay for your courses!

Human Resources Our Human Resources Department is the place to go for any questions� Whether you have questions on your pay, your insurance coverage or professional development, this is the department to consult!

Pension Plan Our company offers a great pension plan� Computech contributes to the fund and offers different ways of managing your pay cheque so that you contribute as well!

Insurance Computech offers medical and dental insurance packages at competitive prices!

Work Hours We offer different shifts to our employees� Day: 9 a�m� to 4 p�m� Evening: 4 p�m� to 9 p�m� Weekend: 9 a�m� to 6 p�m� [Saturday and Sunday] Advancement Opportunities [pay for classes]

Computech Downtown Montréal

Flexible Schedules!

Training opportunities

Break Room

Free bus passes

Flexible Work Hours Every week, you decide when you want to work! We adapt the schedule to your needs� You can work evenings, days, or even weekends, as long as your workweek totals 35 hours�

Advancement Possibilities We offer many training programs directly in the company� This in-house training will allow you to acquire the skills you will need to work your way up the corporate ladder� We also pay for college and university training when needed�

Our lunch and break room is spacious and has three pool tables to help you relax during your breaks! A great place to get to know your co-workers and unwind!

Bus passes are offered to our full-time employees!

Brochure #3

Language register:

Target audience:

Notes:



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When you are done taking your notes and you have all your important information, choose one of the offices as your final choice for relocation.

That’s it for the preparation work. Now let’s go on to the written part.

Part 2: Making Connections . . .

You may have to hand in this work to your teacher or tutor. If this is the case, your work is worth 40% of your final mark: Question 1 checks your understanding and Question 2 checks your capacity to reinvest your understanding and generalize beyond the texts.

Your teacher or tutor will use this table:

Evaluation Table for C2: Reinvests Understanding of Texts

CriteriaExcellent

10Very Good

8Good

6Weak

4Very Weak

2Identifies, understands and interprets factual information related to personal needs and interests

Establishes links between facts and possibilities/capabilities

Gathers and organizes information

Selects and uses pertinent information

Identifies the context, purpose and target audience in texts

Recognizes texts components

Adapts communication to context

Total: ____/ 40

Do all your work either by hand on loose-leaf pages, or by using an electronic device. Don’t forget to: • Use a meaningful name for the file; for example: [simard-j ANG-3101-2 chap1.docx] • Start by identifying yourself and your work.

• Write your name, address, telephone number, student number, and the date. • Write the course code and chapter name, “ANG-3101-2: Chapter 1: Moving to a New City.”

• Write the question numbers for your answers.

Use either loose-leaf pages or an electronic device with appropriate software to submit your work for evaluation. Do not forget to proofread all your answers.

!Tip If you need a refresher on how to check your texts for mistakes, go to the Annex of your Reference Booklet .


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Question 1

Answer the following questions using complete sentences.

A. Where is the first Computech branch located?

B. What kind of services does it offer?

C. What are some of the advantages of working at Computech Montréal-Nord?

D. What kind of training does Computech Montréal-Nord offer?

E. How many hours must an employee work per week at Computech Downtown?

F. What kind of training does Computech Downtown offer?

Question 2

A. Write at least five reasons to choose one particular office. Use note form.

B. Write the questions you would have for your new boss. Think of at least four: two open-ended questions and two closed-ended questions.

C. Now write an email draft to your teacher or tutor explaining your choice, give your reasons, and ask your questions.

D. Proofread your email, check your facts, and write the final draft.

!Tip Go to the Annex of your Reference Booklet for help on checking your text for mistakes.

Now, let’s go on to the conversation part.

Part 3: Talking About . . .

You will role-play this conversation about things and events with your teacher or tutor if this final project is evaluated. If this is the case, your work is worth 60% of your final mark.

The table used to evaluate the conversation is on the next page.


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Evaluation Table for C1: Interacts Orally in English

CriteriaExcellent

10Very Good

8Good

6Weak

4Very Weak

2Participates in oral interaction in English at all times

Uses reasonably fluent discourse with some hesitation and pauses

Produces coherent and pertinent discourse

Uses appropriate oral text structures

Adapts communication to context by using appropriate language registers

Makes proper use of vocabulary, grammar and syntax

Uses topic-appropriate vocabulary and expressions

Identifies and communicates pertinent information

Exchanges factual information about people, places, things, and events

Asks and answers simple factual questions

Total: ____/ 60

!TipIf your teacher or tutor chooses to evaluate this final project, prepare it carefully and take the time to practise it with a partner.

Read the brochures again, review your notes and your list of questions carefully in order to prepare for your discussion.

This will help you remember the main points while you’re talking with your partner, or with your teacher or tutor.

You may use your notes as a reference in the oral interaction task.

To help you get ready, here are some things to keep in mind. • Focus on the most important information. What are the facts? • Use your notes to decide which important information you will be using to explain your choice. • Organize your ideas and your questions in a clear and logical way. • Make a list of the vocabulary you will need to discuss this topic. Look up any words you don’t know. • Practise pronouncing new words out loud, or ones you find difficult. • Be prepared to discuss the topic and to exchange information with your partner. • Remember to always use English!

If your teacher or tutor chooses to evaluate this task, prepare it carefully and take the time to practise it with a partner.

That’s it! You’ve done most of the work for this chapter. You’re ready to wrap it up.


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Wrap-UpLet’s see what Taylor is up to next.



How Is It Going?

You’ve done a lot of work in this chapter. Now it’s time to reflect about what you’ve learned and the skills you’ve acquired along the way.

First a few questions to start you off.

Of all the activities you have done in this chapter . . .

Which one did you like best?

Which one was the easiest?

Which one was the hardest?

Which one did you find the most useful?

Now, go back to the self-evaluation tables you filled out throughout the chapter. What were the elements that you need to practise a little more?

How will you practise this?

Take a look at the elements that you need help with. Write the questions to ask your teacher or tutor to get the help you need!

That's it for now, thanks. Could you bring me the bill?



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I’m Curious

Are you curious about some of the things you learned in this chapter? You need to have access to a computer and the Internet. You can do this at home, in class, at a library or anywhere you can get online.

You can type in some keywords in the search box: prepositions, prepositions of movement, note-taking or taking notes, question formation, modals, using a French/English dictionary, and plurals are some good keywords.

!Tip Remember: Adding the letters 'ESL' next to your keywords will give you more appropriate hits.

Interactive exercises are available on these topics if you need to practise. Go to <cours1.sofad.qc.ca/ressources> and access the Extra Exercises on your Anglais, langue seconde resource web page.

That’s it! This chapter is done. You can enter the date in the “Real End Date” column of your Planner and check that your progress is on track.

New Words and Expressions



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New Words and Expressions

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