English as a Second Language Secondary 2

3rd Edition

Snapshot Student
Workbook
Cynthia Beyea
Hélène Blanchet
What’s new? Claire Maria Ford

Conforms to
Wow!
the PROGRESSION
of Learning
 Table of Contents
Units

1 BE COOL!

UNIT
..................................................................................................................... 1

Discover what different generations like and dislike.

Grammar: Position of adjectives; simple present verbs
Project: Create and present a social media profile from another decade.

Extra Reading: “What Is Cool?”

Vocabulary: Cool words from the past

2 GAME ON!

UNIT
.............................................................................................................. 21

Have fun and test your knowledge with quiz games.

Grammar: Question words; simple past
Project: Produce a quiz game show.

Extra Reading: “Play for Fun… But Win”

Vocabulary: Quiz game expressions

3 GO FOR IT!

UNIT
.......................................................................................................... 41

Push your limits with extraordinary sports.

Grammar: Which / what; modals can, could, must, have to and should
Project: Present an extreme sport and athlete that you admire.

Extra Reading: “Who Says You Can’t?”

Vocabulary: Sports idioms

4 WHAT A CHARACTER!

UNIT
..................................................... 59

Learn about memorable animated movie characters.

Grammar: Adverbs of manner; present continuous
Project: Create a pitch for a new animated film.

Extra Reading: “Virtual Actors Are Here to Stay”

Vocabulary: Animation words

Reproduction prohibited © TC Media Books Inc. Table of Contents iii

 Grammar and Reference Sections
5 THE PUSH AND PULL

UNIT
Verbs
OF ADVERTISING .............................................................................. 79 Simple Present ...................................................................................................... 156
Be wise about persuasive advertising. Simple Past .............................................................................................................. 168
Grammar: Imperatives; future with will and be going to Future ........................................................................................................................... 180
Project: Create the branding and an ad for a new product. Continuous Tenses ............................................................................................. 187

Extra Reading: “Marketing Goes Social” Modals......................................................................................................................... 198

Vocabulary: Advertising lingo Imperatives .............................................................................................................. 202

6
Sentence Builders
WEIRD NEWS
UNIT

............................................................................................... 99 Nouns ........................................................................................................................... 204

Think twice about the weird news stories you encounter Pronouns ................................................................................................................... 208
every day.
Adjectives ................................................................................................................. 211
Grammar: Modals could and might; past continuous Possessives ............................................................................................................... 215
Project: Produce a Weird News podcast.
Demonstratives .................................................................................................... 217
Extra Reading: “Famous Internet Hoaxes” Adverbs ...................................................................................................................... 218
Vocabulary: Fact or fiction expressions Sequence Adverbs and Ordinal Numbers........................................ 222
Prepositions............................................................................................................. 223

7
Conjunctions ........................................................................................................... 227

FEARS AND PHOBIAS

UNIT

.......................................................... 119
Articles ........................................................................................................................ 229

Learn how to avoid being overwhelmed by your fears Question Words ................................................................................................... 230
and phobias. Capitalization......................................................................................................... 233
Grammar: Prefixes and suffixes; comparative adjectives; Punctuation ............................................................................................................. 235
verb tense review at a glance
Project: Use social media to help young people.

Extra Reading: “Malik’s Story”

Reference Section
Vocabulary: Fear adjectives Strategies .................................................................................................................. 237
Functional Language........................................................................................ 239
The Response Process...................................................................................... 240

8 WORLD TOUR
UNIT

The Writing Process .......................................................................................... 241

............................................................................................ 137
The Production Process .................................................................................. 242
Discover exciting and unique ways to experience the thrill
Verb Tense Overview ....................................................................................... 243
of travel.
Question Formation.......................................................................................... 244
Grammar: Modals would, could and should
Project: Present your local sights in a multimedia presentation. Regular Verbs......................................................................................................... 245
Common Irregular Verbs ............................................................................... 246
Extra Reading: “How Can You Travel Better?” New Vocabulary ................................................................................................. 248
Vocabulary: Travel expressions

iv Table of Contents Reproduction prohibited © TC Media Books Inc. Reproduction prohibited © TC Media Books Inc. Table of Contents v
 Headline:

ition
Overview of Snapshot, 3rd EdSECONDARY
Project

Project
The Project WEIRD NEWS C1 C3

Produce a Weird News podcast.

Pre-Production
2 Use what you learned 1. Choose a story from the unit, or the story you wrote in Task 7, for
your podcast. Remember that some stories are true and some are fake.

in the unit to complete In your teams, decide who will be the host and who will present each
news story. Place your stories in the order you wish to present them.

Improve your English with engaging reading, writing, speaking, listening and News Story Presenter

a complex writing project. 1.

4. Revise your text carefully. Use the writing checklist for help.
watching activities in your Snapshot workbook. Visit the platform 2.
3.
Writing Checklist
4.

for easy access to interactive online content. Production

Check your headline.
Make sure that your text is well organized and the message is clear.
Check your verbs. Use the past continuous, simple past and simple present.
2. With your team members, write scripts for your news stories. Add a short Use your resources to check your work: dictionary, model texts, grammar
introduction and conclusion to each story. Edit and revise your text. notes and information from tasks and your peers.

Units 6
Follow the steps 3. Read your news podcast script to another team. Make changes to your text

UNIT
Weird
if necessary.
5. Write the final copy of your weird news story. Include a picture if you can.
of the production 4. Record the final version of the news podcast. Add music and sound effects.
6. Read your stories to your classmates or post them around the class so everyone

News
Post-Production can read them. Discuss which ones are true and which ones are false.

Find eight thematic units in process to help you 5. Present your podcast to the class. Ask your classmates for their feedback.

write your text.

Write it down. 112
Revise your writing text with
one hundred and twelve • Weird News Reproduction prohibited © TC Media Books Inc.

the first section of Snapshot. the Writing Checklist.

6. Evaluate your work. Decide what you will do differently next time.

The Opening Page Reproduction prohibited © TC Media Books Inc. Unit 6 • one hundred and fifteen 115

Activate prior knowledge and

Read the introduction get ideas that you can use The Grammar Grammar Close-Up

and guiding question throughout the unit with the Grammar CLOSE-UP
Close-Up PAST CONTINUOUS
B Rewrite these sentences in the negative.
1. June was listening to the teacher.

to quickly understand We read and hear weird and wonderful stories One-Minute
Challenge
One-Minute Challenge. We use the past continuous to refer to: Look Out!
Time markers include 2. Jorge was doing his homework.

Review and practise key

every day. Are they true? What is fake news? an action that was in progress in the past
yesterday, last night, this

the focus of the unit. DO YOU BELIEVE EVERYTHING

Make a list of places
where you can get
the news.
Manuel was working on his project all morning.
an action that was happening at a specific moment
At 3:00 p.m., we were sitting in our English class.
morning, at 7:00 p.m.
3. Ilke was talking with friends.

YOU READ OR HEAR?

grammar covered in the two actions that were happening at the same time
Go to pages 192 to 197
of the Grammar Section for 4. Sam was asking a question.

Explore the unit

While we were playing soccer, Fred was studying. more information, practice
and access to an interactive

In this unit:
unit with the Grammar
an action that was interrupted by another action

Check out the overview

workshop.

past continuous.
Kamala was watching TV when the phone rang.
C Complete these sentences in the past continuous. Use phrases from

further with
and the
GRAMMAR Learn about modals could and might Form the past continuous in the same way as the present continuous, the vocabulary box. Write affirmative (A) or negative (N) sentences as indicated.

to see the unit’s grammar, PROJECT Produce a Weird News podcast. but use the past form of the verb to be: was or were.

Close-Up.
1. (A) At 7:00 a.m., .
Vocabulary
interactive workshops.
hoaxes.
EXTRA READING Read about famous Internet Affirmative was / were + verb + ing I was working last night. 2. (N) At 9:00 a.m., .
Interactive
Workshop
• clean my bedroom
Negative was / were + not + verb + ing We were not having fun.

project and extra reading.

3. (A) At 12:00 p.m., .
(contracted form: wasn’t / weren’t) We weren’t having fun. • eat dinner
4. (N) At 2:00 p.m., . • play video games
Yes / No Questions was / were + subject + verb + ing Was he looking for me?
5. (A) At 4:30 p.m., . • ride my bike
Exceptions: Some verbs cannot be used in the past continuous. They include believe, • sit in class

Start with the notes

hate, have (for possession), know, like, need, own, prefer, see, understand, want. 6. (N) At 6:00 p.m., .
• study English
7. (A) At 8:30 p.m., . • take out the garbage
Speaking talk with friends
Speaking 8. (N) At 9:30 p.m., . •

The Tasks
2 I SAW IT IN THE NEWS C1
4 DID YOU HEAR THE NEWS? C1
to help you understand and Practise
A Ravi likes to visualize his day before a tennis tournament. Look at Ravi’s schedule
9. (A) At 10:00 p.m., .
• watch television

D Use the prompts to write yes / no questions in the past continuous.

Is the news we see always reliable?
Strategy
Once you catch the reader’s attention, they are ready to learn the facts. use the grammar correctly. from yesterday and complete the sentences about what he was doing.
Use the past continuous. 1. Kyle / talk on the phone

Read, write, speak, listen and

when you arrived?
7:15 a.m. take a shower 9:00 a.m. play against Roger Federer
1. Read the statements below. Think about what you already know 1. Watch the model oral interaction of a group of students doing the jigsaw 7:30 a.m. eat breakfast 11:00 a.m. beat Rafael Nadal 2. you / study
about Internet news to help you form reading activity. 8:00 a.m. drive to the tennis club 2:00 p.m. win against Félix Auger-Aliassime
Write A for agree or D for disagree when the phone rang?

Pay attention to the Look Out!

an opinion and add to the discussion.

watch as you complete six 2. Look at the first article. Read the labels about the structure of the article.
next to each one. 3. Julie / work on the computer
1. At 7:15 a.m.,
3. Work with three classmates. Each of you chooses a different article. Read and when the electricity went off?

Read and answer

Statement 2. At 7:30 a.m.,
a. Reading a newspaper is

to eight tasks per unit.

interesting.
d. I watch the news on television
or online.
g. Some news sources are more
reliable than others.
underline the information about who, what, where, when and why in your article.
rubric for important reminders 3. At 8:00 a.m.,
4. they / have a picnic
when it started to rain?

questions in the
4. At 9:00 a.m.,
b. People believe everything e. Fake news stories are funny. h. It is easy to fool people. A
and exceptions.
Skunk crosses continent, twice! Headline 5. we / work on our project
they see online. Watching 5. At 11:00 a.m.,
Main idea A skunk that accidentally travelled 3500 km in the back of a transport truck when you remembered it was due yesterday?
c. Journalists only report f. It’s easy to see when something i. I like to share weird news Important 6. At 2:00 p.m.,

Reading task.
First sentence will get a free ride home. The female skunk was sleeping in a pipe in California,
the facts. online is a hoax. stories on social media. 6 JUSTIN AND HIS BURRITO
USA, when workers loaded it onto a truck last week. It spent seven days C2 information

without food or water before it arrived in Ontario, Canada. Reproduction prohibited © TC Media Books Inc. Unit 6 • one hundred and thirteen 113 114 one hundred and fourteen • Weird News Reproduction prohibited © TC Media Books Inc.
Reading
2. Work with a partner. Choose one of the statements in Step 1. Give your opinion Glossary
Watch an animation for an
Quote from Sometimes
The skunk could not stay in Canada.weird news turns
As Nathalie outoftothe
Karvonen beToronto
fake news.
and a reason that supports it. Use the functional language and model dialogue a witness or Wildlife Centre explained, “Skunks are very territorial animals. They won’t
below for help. Agree or disagree with your partner’s opinion. Give a reason.
reliable:
trustworthy
2. Read about headlines. Underline
expertthe characteristics of a good
accept a stranger in their headline.
territory, so there would be a big skunk fight.”
Airlines often1. Look
return lost at the photo
animals butread
for free,and in thisthe
caseheadline andbecause
they refused story below. Why did people care how

example of how to complete

fool: trick
3. Discuss the following questions with your partner, then check them off. HOW TO WRITE A HEADLINE Justin
of the risk of odour. Bieber
Finally, ate aofburrito?
the host a radio show in California agreed Less important
Answer the questions and support your opinions. Use the functional language to travel to Ontario to drive the skunk home. information

Practise the grammar

• Headlines do not have A good headline catches the reader’s attention. It has to be short

the Speaking task or a video to

and model dialogue for help. to be complete and snappy, and make the reader want to check out the article.
sentences. commits
Is it okay for a journalist to invent information to make stories more interesting?
JUSTIN BIEBER
On the Internet, a good headline can be clickbait.
ry y
GlossarReading
with targeted exercises.
• Capitalize only the ssa
How often do you check to see B
Headlines Glitter bomb thwarts package thieves Glocrime against food

complete the Watching task.

first letter in the first skunk: small black

Functional Lang uage

if strange online stories are real? word of the headline give theFormer
readerNASA
an impression of the
engineer Mark entire
Rober story
found
Pop star an original
Justin
check out: learn
Biebermore to thwart
wayabout
was seen eatingthieves
a burrito and white animal
Extra Reading
How do you know if a website and any proper nouns. are on who
one were
line stealing packages from his doorstep
sideways in Pittsburg,
recently. People California.
expressed
clickbait: their outrage
something
pipe: cylinder
host: presenter
5 MANIPULATING THE NEWS C2

is reliable? I agree with this because… That’s a good point. • Do not end a headline include aInnoun
2018,and
Marka invented
verb a device fortodays onthe
teach thieveson
television aandtheonInternet
lesson. social
When that
media.
activated, thwart: ruin a plan
Which are more interesting: Really? I disagree. I’m not sure I agree! with a period. use thehispresent
specialtense
machine sprays glitter in every you want to click
glitter: very small, People have different motives for manipulating the news we see. MISINFORMATION C2 Read about popular
I think that… Why do you say that? direction, releases a terrible odour, and films spotted: detected shiny particles Internet hoaxes.
real videos or fake videos? I like / dislike… 2. Match each vocabulary
the thief’s reaction. Mark puts the machine
word with
monolith: a largeits definition. Writemess:
the letter
disorderon the line.
What are some reasons that people
What do you think… ?
3. Read the news stories below and circle
in a boxthe
and key
leaveswords. Write
it outside a headline
his Vocabulary
door,
block
1. Why do people manipulate news stories? 1. What do you think about hoax stories? Are they fun or a waste of time?

Vocabulary
Definition
put fake news stories online? for each story. Use the key words and
wherethe How
it looks likeTo box forthat
a package help.
just got Glossary Explain your answer. We often use expressions when discussing
delivered. When the thief opens1.the
uncanny
box, a. person with strong resemblance outrage: extreme anger whether something is true or not.
the smell and mess are so terrible that the prank: trick or practical
2. look-alike b. to organize or set up
I disagree with this first one. Bdon’t take joke
2. While you read the text, underline the facts that made
A
thief throws the box away. “Just
c. strange or difficult to believe 2. Read the below. Take notes and answer the questions.
textsexpression
gotcha: 1. Look at the expressions used to discuss fact and fiction.
I prefer to read news online. I don’t agree because I enjoy 3. You
other people’s stuff,” says Mark. to pose as
never you say when you deceive each story believable.
know what might be in the box. Imagine Luc Garneau-Freenman’s someone
Weird News(I got you)

HOAXES
Researchers who were counting wild sheep 4. tosurprise
stage when a stolen car d. to pretend to be
the Saturday newspaper.
Extra Reading Vocabulary
a. If you want to deceive c. If you’re not sure, you probably…
spotted a mysterious monolith in a remote

Famous Internet
Weird news stories are invented to entertain people. Sometimes it’s just enjoyable to write
But the Internet is more up to date. crashed into his house in the someone, you possibly try to… think something smells fishy.
Utah canyon in November. The three-sided 3. As you watch
middle of the
the video,
night. He wasthe things that the Yes Theory groupa does.
check story that is funny or difficult to believe. We all love a good laugh! These stories are
pull the wool over their are scratching your head.
metal structure was about three metres high.
Reproduction prohibited © TC Media BooksTakes a picture not intended to send any special message or hurt anyone.
sleeping
Inc. when of thethe
carreal JustinUnit
hit the Bieber Fliesand
6 • one hundred thefive
look-alike
105 to Los Angeles eyes.
You are right about that, but I like to do the crossword Nobody knows how it got to the isolated
bed and
Finds pushed
a guy it through
who looks the Bieber
like Justin Takes many pictures of the look-alike take them for a ride.
wilderness area. Even stranger, the object Why it exists:
puzzle with my parents. What about this one? wall into thedifferent
garden. ideas
Luc was With technology today, it’s really easy to trick

Explore the unit’s Practise the unit

Brainstorms for a prank Puts the burrito picture on the Internet make a fool of them.
disappeared a few days later. Is it dangerous? Yes No others with a great hoax story. Our news feeds d. If something wasn’t
surprised,
Tells peoplebut not seriously
it was hurt.
a fake picture Manipulates a real photo of Justin Bieber
are full of incredible animals, extraterrestrials true at all, you could
102 one hundred and two • Weird News Reproduction prohibited © TC Media Books Inc. The Derbyshire Fairy
4. What type of news story does the photo represent? Fake News
and bizarre stories that we love to share with say it was clearly a…

vocabulary
Pictures of what seemed to be a mummified

theme with an
5 our friends. The weirder the better! 30
b. If you believe a hoax, pack of lies.
5. How could the Yes Theory group benefit from this viral story? Glossary
Grammar FLASH Fake news stories are lies or propaganda told for political or commercial The following are four hoaxes that fooled a lot fairy circulated all over the Internet a few years ago. you definitely…
gain. Fake news exists to manipulate us, for example to scare people into of people. A man said that he had found the fairy while walking

Read and listen

propaganda: biased fall for it.
Modals Could and Might Go to pages 198 and 199 of the Grammar
voting a certain way. Sometimes fake news headlines are clickbait. When information told to help his dog in the county of Derbyshire, England. Glossary

Extra Reading
Charge Your iPhone in the Microwave
and learn new
you click to see what the story is, someone makes money from advertising. or harm The article said that scientists X-rayed the fairy fall for it hook, line
We use could and might to change the meaning of the main verb. Section for more information, practice and deceive: make someone believe something that is not true
Fake news is dangerous because it tries to manipulate what we think by
gain: advantage “Wave” was a fake advertising campaign designed 35 and found that it had bones like a bird. It turns and sinker.
They express possibility. access to interactive workshops. wool: sheep hair

to the model Time to Talk sending false messages. 10 to prank iPhone users. The ad, which looked like out that the fairy and the story were invented by
Place could and might before the base form of the main verb to express possibility. it came from Apple, claimed that iPhones could be a man who created props for magicians, and it
2. Read the sentences below with the expressions in context. Check the correct
at the end of theme-related
• What lesson does this story teach us?
charged in microwave ovens. Consumers were told was published just before April Fool’s Day. Oops!
What do you think the purpose of this prank was? Why it exists:
A • meaning of each sentence.

dialogue for an example

Use the prompts to write sentences using could or might. that a new update would allow the cellphone to
synchronize with microwave frequencies and send
The Giant Dog
1. website / be a good source of information a. Something definitely smells fishy about Luc’s weird fishing story.
110 one hundred and ten • Weird News Reproduction prohibited © TC Media Yes
BooksNo
Inc. 40 In a photo published online, a woman was shown
Is it dangerous? energy to its battery. People were upset and

each unit. words and

15
walking beside a horse, next to a man walking The story might be true. The story might be a hoax.
started putting photos online of their phones

of the spoken language 2. news story / be fake news

Satire
smoking and burning. So many people believed the
campaign that the police department had to issue
beside a dog. The dog and the horse looked to be
the same size! It turned
out that the photo was Glossary
b. I knew right away that story was a pack of lies!
I believed the story. I didn’t believe the story.

expressions
Satire is a form of humour that makes fun of people and society. It can be used to expose a warning to stop microwaving phones!

you need. 3. we / look for other sources 45 digitally altered. But the news feeds: updates c. You did a good job pulling the wool over my eyes.
a situation or criticize it, but in a funny way. It is supposed to send us a message about
the situation. Sometimes you have to pay close attention to see that a story is satire
20 Teenage Millionaire dog was still really big: on social media websites I believed everything. I believed nothing.
stock market:
and not serious. Political cartoons are a good example of satire. Seventeen-year-old Mohammed Islam certainly made Neapolitan Mastiffs can financial system selling d. Jonathan really took us for a ride.

at the end of
a fool of many—including some major New York weigh as much as 70 kg. ownership in companies
We believed him. We didn’t believe him.
financial magazines—when they believed that he had To be the size he appears mummified: dried
104 one hundred and four • Weird News Reproduction prohibited © TC Media Books Inc. Why it exists: and preserved e. She fell for it hook, line and sinker.
made $72 million by trading on the stock market 50 in the photograph, he
props: objects used
Is it dangerous? Yes No 25 during his lunch hours. When he was questioned, would have to weigh in theatre She believed everything. She believed nothing.

each unit.
he showed a fake bank statement. Reporters more than 300 kg. If it April Fool’s Day:
f. Joey completely fell for your story.
thought that something was off, though. was real, he would have April 1, traditionally a

Review and practise the grammar 108 one hundred and eight • Weird News Reproduction prohibited © TC Media Books Inc. Mohammed was soon exposed as a prankster. been a real giant!
day for practical jokes He believed it. He didn’t believe it.
g. His story left me scratching my head.

in the Grammar Flash.

116 one hundred and sixteen • Weird News Reproduction prohibited © TC Media Books Inc. I was sure about the truth. I was not sure about the truth.
h. Liz really made fools of us.
We believed her. We didn’t believe her.

118 one hundred and eighteen • Weird News Reproduction prohibited © TC Media Books Inc.

vi Overview Reproduction prohibited © TC Media Books Inc. Reproduction prohibited © TC Media Books Inc. Overview vii
 6

UNIT
Weird
Rubrics and Icons Functional Language boxes provide the language
you need for speaking tasks.
Look for these rubrics and icons for extra

News
tools to accompany your learning. Functional Language
Which story did you read? It sounds true / like a hoax to me.

Strategy Tell us the important information. It could be true.

Strategy boxes offer Do you think this could be true? Why do you say that?
• Scan the article to find the specific
information you need to complete useful strategies for It might be a hoax. I think it could happen because…
I’m quite sure… I can’t decide.
the table. completing a task.
• Take notes by writing just the
key words.

Vocabulary
Vocabulary boxes signal
new words to learn.
Lo ok O ut ! Look Out! boxes give
Glossary
Time markers include yesterday, last
you important additional Glossary boxes provide
night, this morning, at 7:00 p.m.
information. definitions for difficult words
or expressions.
Go to pages 194 to 199 of the Grammar Reference boxes tell
Section for more information, practice and
access to an interactive workshop. you where to find more Audio icons indicate that there is
grammar information or a listening activity or a recorded text.
practice.
Watching icons indicate that there
Time to Talk is a video or animation to watch.
• Discuss which stories you think might Time to Talk boxes
be hoaxes and why. offer more opportunities Interactive Workshop icons indicate
• Which stories in this task are the
best clickbait? to practise speaking. that there is an online activity. There
Interactive
Workshop are extra listening, extra reading and
grammar workshops.

Grammar Section
Verbs

SIMPLE PRESENT Interactive

Workshop

Verb To Be
Affirmative and Negative
We use the verb to be in the simple present for facts and present states.
Practise and improve your grammar skills with the
grammar notes and numerous exercises in the second
Negative To form negative sentences, add not after the verb.
Contracted Forms In everyday English, we often use the contracted form
of the verb to be after pronouns and some short nouns. We drop some letters from
a word and use an apostrophe instead. (I’m cold. My room’s freezing.)

I am (I’m) cold.
Affirmative
I am not (I’m not) cold.
Negative
section of Snapshot.
Singular

You are (You’re) cold. You are not (You’re not or You aren’t) cold.
She / He / It is (She’s / He’s / It’s) cold. She / He / It is not (She’s / He’s / It’s not or isn’t) cold.
We are (We’re) cold. We are not (We’re not or We aren’t) cold.
Get even more grammar practice
Plural

You are (You’re) cold. You are not (You’re not or You aren’t) cold.

with interactive workshops.

One-Minute
They are (They’re) cold. They are not (They’re not or They aren’t) cold.

Practise
We read and hear weird and wonderful stories
A Complete the text with the correct form of the verb to be.

Science is 1
My Favourite Subject
my favourite subject. I 2 good at it. Sometimes it
Refer ence
REFERENCE Section
SECTION

Strategies for Monitoring every day. Are they true? What is fake news? Challenge
3 difficult, but the experiments 4 really interesting. Some of my
Your Progress
friends think that I
relaxed. My teacher
5 too serious in class, but I think that they
7 really dynamic. That 8
6

why I like science.

too
Set short-term and long-term objectives to improve your English. Lower your anxiety.
Remind yourself that you are improving every day.
Make a list of places
where you can get
Reference Section
Encourage yourself and others. Look for opportunities to practise speaking, reading
B Write three sentences about your favourite subject. Use the verb to be. and writing English outside the classroom.
Favourite Subject: Take risks. Don’t be afraid to make mistakes. It’s a normal part of learning

the news.
a language.

DO YOU BELIEVE EVERYTHING

1.
Use resources to check your language and correct your mistakes.
2. Cooperate with others to reach a common goal.
3. Notice which strategies are really useful in a given situation.

Find useful reference tools such

YOU READ OR HEAR?
Strategies for Oral Interaction C1
156 one hundred and fifty-six • Grammar Section Reproduction prohibited © TC Media Books Inc.

as functional language, strategies,

Think about what you know before you speak.
Ask for more time if you are not sure what to say.
Rephrase or substitute words to clarify a statement.
When you make a mistake, correct it or ask for help.
Listen carefully and respond to what others are saying.
Ask questions to verify that you understood correctly. writing and production processes
In this unit:
Ask others to rephrase their ideas using different words when you don’t understand.
Correct your classmates’ mistakes to help them improve their English.
Ask follow-up questions to get
additional information.
and additional grammar references
Cooperate with others to reach
a consensus in discussions in the third section of Snapshot.
past continuous.
and projects.

ht and the
GRAMMAR Learn about modals could and mig
Look for opportunities
to speak English.
Learn English jokes and
watch English TV and movies
to help you actively participate

PROJECT Produce a Weird News podcast.

in English culture.

Reproduction prohibited © TC Media Books Inc. Reference Section • two hundred and thirty-seven 237

hoaxes.
EXTRA READING Read about famous Internet
Interactive
Workshop

viii Overview Reproduction prohibited © TC Media Books Inc.

 Starting Point Starting Point

1 SPOT THE HOAX

C Laptop kills man
in house fire
D British school
uses finger scans
Sometimes a news story can be too strange to believe. to take attendance
Sometimes that’s because it isn’t true! A 25-year-old man died in a house
fire started by his laptop computer, At a school in Britain, teachers
which was running on his bed don’t call names. Computers
1. Match each vocabulary word with its definition. while he slept. scan students’ fingers
Write the appropriate letter on the line. when they arrive.

Vocabulary Definition
True Hoax True Hoax
1. hoax a. pieces of metal that attract other metal
2. kernels b. untrue story intended to trick people
3. magnets c. seeds or grains of a plant
4. mall d. overflowing
5. spilling e. shopping centre E Fridge magnets are
a cancer risk
F People find red
clothing more
attractive
2. Read each headline with a partner. Discuss if the story is true or a hoax. The decorative magnets on the
Give a reason for your answer. Write it below the story. refrigerator of a New York City If you want to attract someone’s
family were emitting radiation into attention, red is the colour to wear.
their food, a report claims.
A Popcorn Factory
Fire Turns Explosive
B Shopping centre
requires chaperones
for teenagers True Hoax True Hoax
A large fire at a popcorn factory
caused millions of kernels of A local mall was insisting that
corn to pop last night. Popcorn anyone under the age of 18 must
was spilling out of the windows be accompanied by a parent or
of the building for two hours. adult over 21.

True Hoax True Hoax I think this is true. What do you think?
I disagree. It sounds like a hoax.

What is your reason?

Functional Language I don’t think it is possible

This story does not sound believable. because it sounds too extreme.
There is no way that happened!
I agree about this story, but that one is too crazy.
This could be true. I guess you’re right. What about this story? It seems impossible.

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 Speaking Reading

2 I SAW IT IN THE NEWS C1 3 CLICK HERE TO READ! C2

Is the news we see always reliable? The headline’s job is to get you to keep reading.
Strategy
1. Read the statements below. Think about what you already know 1. Read the headlines and the news articles below. Match a headline to each story.
Write A for agree or D for disagree about Internet news to help you form
an opinion and add to the discussion.
next to each one. Train runs off tracks, saved by whale’s tail German garbage cans talk back

Statement
New garbage cans in Berlin Electric eel lights up Christmas tree
a. Reading a newspaper is d. I watch the news on television g. Some news sources are more
interesting. or online. reliable than others.
b. People believe everything e. Fake news stories are funny. h. It is easy to fool people. Tokyo installs more public toilets
they see online.
c. Journalists only report f. It’s easy to see when something i. I like to share weird news Train crashes into whale
the facts. online is a hoax. stories on social media.
Aquarium staff puts Transparent public
2. Work with a partner. Choose one of the statements in Step 1. Give your opinion Glossary up a Christmas tree toilets open in Tokyo
and a reason that supports it. Use the functional language and model dialogue reliable:
below for help. Agree or disagree with your partner’s opinion. Give a reason. trustworthy
fool: trick
3. Discuss the following questions with your partner, then check them off.
Answer the questions and support your opinions. Use the functional language
and model dialogue for help.
A B
Is it okay for a journalist to invent information to make stories more interesting? Staff put a sensor in a large aquarium New toilets in a public park have glass
How often do you check to see where an electric eel lives. Now, every walls so people can see if anyone is
time the eel releases a charge of inside. Fortunately, the glass becomes
if strange online stories are real?
F un ct io na l Language electricity, it lights up the Christmas tree opaque when someone is inside, so
How do you know if a website
I agree with this because… That’s a good point. beside the tank. nobody can see you doing your business!
is reliable?
Really? I disagree. I’m not sure I agree!
Which are more interesting:
I think that… Why do you say that?
real videos or fake videos? I like / dislike… C D
What do you think… ?
What are some reasons that people
A train in the Netherlands was going Too many people were throwing trash
put fake news stories online?
down its elevated track when it crashed on the ground in Berlin, Germany. In
through a barrier at the end. Instead response, officials installed new talking
I disagree with this first one. of falling 10 metres to the ground, the trash cans. The new cans encourage
I prefer to read news online. train landed on top of a giant whale tail people to put their garbage in the right
I don’t agree because I enjoy sculpture. Everyone was safe! place by saying thank you, danke or merci.
the Saturday newspaper.
But the Internet is more up to date. Glossary
headlines: titles releases: lets go
Time to Talk
of news articles Discuss which stories you think might be hoaxes and why.
You are right about that, but I like to do the crossword eel: snakelike fish
trash: garbage •
officials: people in charge • Which stories in this task are the best clickbait?
puzzle with my parents. What about this one?
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 Reading Speaking

2. Read about headlines. Underline the characteristics of a good headline. 4 DID YOU HEAR THE NEWS? C1

HOW TO WRITE A HEADLINE

Once you catch the reader’s attention, they are ready to learn the facts.
• Headlines do not have A good headline catches the reader’s attention. It has to be short
to be complete and snappy, and make the reader want to check out the article.
sentences. On the Internet, a good headline can be clickbait. 1. Watch the model oral interaction of a group of students doing the jigsaw
• Capitalize only the
Headlines Glossary reading activity.
first letter in the first
give the reader an impression of the entire story check out: learn
word of the headline
and any proper nouns. are on one line
more about 2. Look at the first article. Read the labels about the structure of the article.
clickbait: something
• Do not end a headline include a noun and a verb on the Internet that 3. Work with three classmates. Each of you chooses a different article. Read and
with a period. use the present tense you want to click
underline the information about who, what, where, when and why in your article.
spotted: detected
monolith: a large
3. Read the news stories below and circle the key words. Write a headline block
A
for each story. Use the key words and the How To box for help. Skunk crosses continent, twice! Headline
Main idea A skunk that accidentally travelled 3500 km in the back of a transport truck
First sentence will get a free ride home. The female skunk was sleeping in a pipe in California, Important
information
B USA, when workers loaded it onto a truck last week. It spent seven days
A without food or water before it arrived in Ontario, Canada.
Imagine Luc Garneau-Freenman’s
Researchers who were counting wild sheep surprise when a stolen car Quote from The skunk could not stay in Canada. As Nathalie Karvonen of the Toronto
spotted a mysterious monolith in a remote crashed into his house in the a witness or Wildlife Centre explained, “Skunks are very territorial animals. They won’t
Utah canyon in November. The three-sided middle of the night. He was
expert accept a stranger in their territory, so there would be a big skunk fight.”
metal structure was about three metres high. Airlines often return lost animals for free, but in this case they refused because
sleeping when the car hit the
Nobody knows how it got to the isolated of the risk of odour. Finally, the host of a radio show in California agreed Less important
bed and pushed it through the
wilderness area. Even stranger, the object to travel to Ontario to drive the skunk home. information
wall into the garden. Luc was
disappeared a few days later.
surprised, but not seriously hurt.

B Glossary
Glitter bomb thwarts package thieves
Grammar FLASH Former NASA engineer Mark Rober found an original way to thwart thieves
skunk: small black
and white animal
Modals Could and Might who were stealing packages from his doorstep in Pittsburg, California. pipe: cylinder
Go to pages 198 and 199 of the Grammar
host: presenter
We use could and might to change the meaning of the main verb. Section for more information, practice and In 2018, Mark invented a device to teach the thieves a lesson. When activated,
access to interactive workshops. thwart: ruin a plan
They express possibility. his special machine sprays glitter in every glitter: very small,
Place could and might before the base form of the main verb to express possibility. direction, releases a terrible odour, and films shiny particles
the thief’s reaction. Mark puts the machine mess: disorder
A Use the prompts to write sentences using could or might. in a box and leaves it outside his door,
1. website / be a good source of information where it looks like a package that just got
delivered. When the thief opens the box,
2. news story / be fake news
the smell and mess are so terrible that the
thief throws the box away. “Just don’t take
other people’s stuff,” says Mark. You never
3. we / look for other sources know what might be in the box.

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 Speaking Speaking

B Who
C Man’s arm gets stuck in toilet What
A man was talking on his cellphone in
Glossary Where
a New York train washroom on Saturday,
retrieve: get
back
when the phone fell into the toilet bowl. When
stuck: trapped While he was trying to retrieve it, his
Why
freed: released hand and arm became stuck. The train
astonished: staff could not help him, so they
very surprised stopped the train. Firefighters came to free him. They had to take the toilet C Who
apart during a 90-minute rescue operation. The man’s arm was finally freed
but he was not able to get his phone back. One firefighter said, “What call What
could be that important?” Where
When
Why
D Cat discovers one-of-a-kind snake
D Who
Olive the house cat brought a surprising gift to her family in Palm Harbour,
Florida, last October—a small snake with two heads. Olive was hunting in What
her backyard when her owner saw that she had something in her mouth.
When Olive brought it over, the family was astonished Where
to see the two-headed serpent. Each head was moving
When
its eyes, tongue and neck independently. They saved
it from the cat. Scientists say the animal has Why
bicephaly, a rare condition. Kaye, the cat’s owner,
said, “The snake’s biggest problem is eating…
he has trouble coordinating his two heads.”
5. Take turns reporting information about the article you read. Use the model oral
interaction and functional language to help you express your opinions.
a. As you listen to your classmates, complete the other tables with key
information from the other articles.
Strategy
b. As a group, decide which articles you think are true and which are hoaxes.
4. Write notes on the article you chose. • Scan the article to find the specific
Prepare to report the information to information you need to complete the table.

Functional Language
your classmates. • Take notes by writing just the key words.

A Who
Which story did you read? It sounds true / like a hoax to me.
Tell us the important information. It could be true.
What Do you think this could be true? Why do you say that?
It might be a hoax. I think it could happen because…
Where
I’m quite sure… I can’t decide.
When
Why

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 Reading Reading

5 MANIPULATING THE NEWS C2 Real News

Real news stories are important or interesting. They exist to inform us about what Glossary
People have different motives for manipulating the news we see. is happening in our communities and in the world. Sometimes the stories can be
established:
incredible, difficult to believe or just weird, but they are always true. You get real in existence for
news from credible, established news sources. a long time,
1. Why do people manipulate news stories? respected

Why it exists:
Is it dangerous? Yes No

2. Read the texts below. Take notes and answer the questions. 3. Which type of news is each of these headlines?
Weird News a. Prime minister is elected with a majority
Weird news stories are invented to entertain people. Sometimes it’s just enjoyable to write b. Prime minister hates puppies
a story that is funny or difficult to believe. We all love a good laugh! These stories are
not intended to send any special message or hurt anyone. c. Chimpanzee is elected prime minister
d. Chimpanzee is best prime minister ever
Why it exists:
4. Read the CAP Test and answer the questions.
Is it dangerous? Yes No
The CAP Test
Fake News When you read the news, use this test to see if what you’re reading is true,
Fake news stories are lies or propaganda told for political or commercial Glossary especially before you share it online:
gain. Fake news exists to manipulate us, for example to scare people into propaganda: biased C – Current Is the article recent? Is there a publication date? Is it old news being
voting a certain way. Sometimes fake news headlines are clickbait. When information told to help recycled into something fake?
you click to see what the story is, someone makes money from advertising. or harm
gain: advantage A – Authority Who wrote it: a serious journalist? Was an expert consulted?
Fake news is dangerous because it tries to manipulate what we think by Is it on a credible website?
sending false messages.
P – Purpose Why was this written? To inform? To entertain? To make someone
look bad? To sell something?
Why it exists:

a. How can you tell if something is current?

Is it dangerous? Yes No
b. Give an example of a credible source for news.
c. Give an example of someone who is an authority on something.
Satire
Satire is a form of humour that makes fun of people and society. It can be used to expose
a situation or criticize it, but in a funny way. It is supposed to send us a message about d. What is the purpose of a real news story?
the situation. Sometimes you have to pay close attention to see that a story is satire
and not serious. Political cartoons are a good example of satire.
Functional Language
Time to Talk I recently read about… It seemed believable.
Why it exists: Do you see things online that you think are It was obviously fake news. It could be an ad.
Is it dangerous? Yes No fake, weird or satire? Share some examples.
I didn’t realize it wasn’t true! That was clever!

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 Watching Writing

6 JUSTIN AND HIS BURRITO C2 7 YOUR WEIRD NEWS STORY C3

Sometimes weird news turns out to be fake news. Write your own weird news story.

1. Look at the photo and read the headline and story below. Why did people care how 1. Think of a strange story. It can be something that happened to you or someone else,
Justin Bieber ate a burrito? or you can invent a fake news story. Write down the topic.

2. Brainstorm ideas for your article. Complete the graphic organizer.

mits
JUSTIN BIEBER com
crime against food
Share your ideas with a partner and add new ideas.

Pop star Justin Bieber was seen eating a burrito

sideways recently. People expressed their outrage
for days on television and on social media.

2. Match each vocabulary word with its definition. Write the letter on the line.
Vocabulary Definition
Glossary
1. uncanny a. person with strong resemblance outrage: extreme anger Who
prank: trick or practical
2. look-alike b. to organize or set up joke
gotcha: expression Main Idea
3. to pose as c. strange or difficult to believe you say when you deceive
someone (I got you)
4. to stage d. to pretend to be

3. As you watch the video, check the things that the Yes Theory group does. Why What
Takes a picture of the real Justin Bieber Flies the look-alike to Los Angeles
Finds a guy who looks like Justin Bieber Takes many pictures of the look-alike
Brainstorms different ideas for a prank Puts the burrito picture on the Internet
Tells people it was a fake picture Manipulates a real photo of Justin Bieber

4. What type of news story does the photo represent? Where When

5. How could the Yes Theory group benefit from this viral story?

Time to Talk
• What lesson does this story teach us?
• What do you think the purpose of this prank was?

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 Writing

3. Write the first draft of your story. Refer to your ideas in the graphic organizer as you write. Grammar CLOSE-UP
Create an effective headline. Use the stories on pages 105 and 106 as models.
PAST CONTINUOUS
Headline: We use the past continuous to refer to: Loo k O u t!
Time markers include
an action that was in progress in the past
yesterday, last night, this
Manuel was working on his project all morning. morning, at 7:00 p.m.
an action that was happening at a specific moment
At 3:00 p.m., we were sitting in our English class.
Go to pages 192 to 197
two actions that were happening at the same time of the Grammar Section for
While we were playing soccer, Fred was studying. more information, practice
and access to an interactive
an action that was interrupted by another action workshop.
Kamala was watching TV when the phone rang.
Form the past continuous in the same way as the present continuous,
but use the past form of the verb to be: was or were.

Affirmative was / were + verb + ing I was working last night.

Negative was / were + not + verb + ing We were not having fun.
(contracted form: wasn’t / weren’t) We weren’t having fun.
Yes / No Questions was / were + subject + verb + ing Was he looking for me?

Exceptions: Some verbs cannot be used in the past continuous. They include believe,
hate, have (for possession), know, like, need, own, prefer, see, understand, want.

Practise
4. Revise your text carefully. Use the writing checklist for help. A Ravi likes to visualize his day before a tennis tournament. Look at Ravi’s schedule
from yesterday and complete the sentences about what he was doing.
Use the past continuous.
Writing Checklist
Check your headline. 7:15 a.m. take a shower 9:00 a.m. play against Roger Federer
Make sure that your text is well organized and the message is clear. 7:30 a.m. eat breakfast 11:00 a.m. beat Rafael Nadal
Check your verbs. Use the past continuous, simple past and simple present. 8:00 a.m. drive to the tennis club 2:00 p.m. win against Félix Auger-Aliassime
Use your resources to check your work: dictionary, model texts, grammar
notes and information from tasks and your peers. 1. At 7:15 a.m.,
2. At 7:30 a.m.,
3. At 8:00 a.m.,
5. Write the final copy of your weird news story. Include a picture if you can.
4. At 9:00 a.m.,
6. Read your stories to your classmates or post them around the class so everyone 5. At 11:00 a.m.,
can read them. Discuss which ones are true and which ones are false.
6. At 2:00 p.m.,

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 Grammar Close-Up Project

B Rewrite these sentences in the negative.

1. June was listening to the teacher.
Project WEIRD NEWS C1 C3

Produce a Weird News podcast.

2. Jorge was doing his homework.
Pre-Production
3. Ilke was talking with friends. 1. Choose a story from the unit, or the story you wrote in Task 7, for
your podcast. Remember that some stories are true and some are fake.
In your teams, decide who will be the host and who will present each
4. Sam was asking a question.
news story. Place your stories in the order you wish to present them.

News Story Presenter

C Complete these sentences in the past continuous. Use phrases from 1.
the vocabulary box. Write affirmative (A) or negative (N) sentences as indicated.
2.
1. (A) At 7:00 a.m., .
3.
2. (N) At 9:00 a.m., . Vocabulary
• clean my bedroom 4.
3. (A) At 12:00 p.m., .
• eat dinner
4. (N) At 2:00 p.m., . play video games
Production
•

5. (A) At 4:30 p.m., . • ride my bike

6. (N) At 6:00 p.m., .

• sit in class 2. With your team members, write scripts for your news stories. Add a short
• study English introduction and conclusion to each story. Edit and revise your text.
7. (A) At 8:30 p.m., . • take out the garbage
8. (N) At 9:30 p.m., . • talk with friends 3. Read your news podcast script to another team. Make changes to your text
• watch television if necessary.
9. (A) At 10:00 p.m., .
4. Record the final version of the news podcast. Add music and sound effects.
D Use the prompts to write yes / no questions in the past continuous.
1. Kyle / talk on the phone Post-Production
when you arrived? 5. Present your podcast to the class. Ask your classmates for their feedback.
2. you / study Write it down.

when the phone rang?

3. Julie / work on the computer
when the electricity went off?
4. they / have a picnic 6. Evaluate your work. Decide what you will do differently next time.
when it started to rain?
5. we / work on our project
when you remembered it was due yesterday?

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 Extra Reading Extra Reading

MISINFORMATION C2 Read about popular 3. What was supposed to give power to the iPhone?
Internet hoaxes.
1. What do you think about hoax stories? Are they fun or a waste of time?
Explain your answer. 4. How did Mohammed say he made his money?

2. While you read the text, underline the facts that made
each story believable.
5. Who did Mohammed make a fool of?

Famous Internet HOAXES 6. What was the job of the man who created the fairy?
With technology today, it’s really easy to trick
others with a great hoax story. Our news feeds 7. How much would the Neapolitan Mastiff have to weigh to be as big as he looked
are full of incredible animals, extraterrestrials in the photo?
and bizarre stories that we love to share with The Derbyshire Fairy
5 our friends. The weirder the better! 30 Pictures of what seemed to be a mummified
fairy circulated all over the Internet a few years ago.
The following are four hoaxes that fooled a lot
A man said that he had found the fairy while walking
8. Rank the stories on a scale of 1 to 4, in order of most possible (1) to least possible (4).
of people. Give a reason.
his dog in the county of Derbyshire, England.
Charge Your iPhone in the Microwave The article said that scientists X-rayed the fairy Story Ranking Reason
“Wave” was a fake advertising campaign designed 35 and found that it had bones like a bird. It turns
10 to prank iPhone users. The ad, which looked like out that the fairy and the story were invented by Charge Your iPhone
it came from Apple, claimed that iPhones could be a man who created props for magicians, and it in the Microwave
charged in microwave ovens. Consumers were told was published just before April Fool’s Day. Oops!
that a new update would allow the cellphone to Teenage Millionaire
The Giant Dog
synchronize with microwave frequencies and send
40 In a photo published online, a woman was shown
15 energy to its battery. People were upset and The Derbyshire
walking beside a horse, next to a man walking
started putting photos online of their phones Fairy
beside a dog. The dog and the horse looked to be
smoking and burning. So many people believed the
the same size! It turned
campaign that the police department had to issue
out that the photo was Glossary The Giant Dog
a warning to stop microwaving phones!
45 digitally altered. But the news feeds: updates
20 Teenage Millionaire dog was still really big: on social media websites

Seventeen-year-old Mohammed Islam certainly made Neapolitan Mastiffs can

stock market:
financial system selling
9. Why do you think people like hoax stories so much?
a fool of many—including some major New York weigh as much as 70 kg. ownership in companies
financial magazines—when they believed that he had To be the size he appears mummified: dried
and preserved
made $72 million by trading on the stock market 50 in the photograph, he
props: objects used
25 during his lunch hours. When he was questioned, would have to weigh in theatre 10. Write a new headline for one of the stories.
he showed a fake bank statement. Reporters more than 300 kg. If it April Fool’s Day:
thought that something was off, though. was real, he would have April 1, traditionally a
day for practical jokes
Mohammed was soon exposed as a prankster. been a real giant!

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 Vocabulary Grammar
We often use expressions when discussing
whether something is true or not.

1. Look at the expressions used to discuss fact and fiction.

Section
a. If you want to deceive c. If you’re not sure, you probably…
someone, you possibly try to… think something smells fishy.
pull the wool over their are scratching your head.
eyes.
take them for a ride.
make a fool of them.
d. If something wasn’t Verbs
true at all, you could
Simple Present
say it was clearly a… Verb To Be, Affirmative, Negative ............................ 156
b. If you believe a hoax, pack of lies. Verb To Be, Yes / No Questions ............................... 157
Verb To Be, Information Questions ..................... 159
you definitely… There Is and There Are ...................................................... 160
fall for it. Other Verbs, Affirmative, Negative ....................... 162
fall for it hook, line Glossary Other Verbs, Yes / No Questions .............................. 165 Sentence Builders
Other Verbs, Information Questions .................. 167 Nouns
and sinker. deceive: make someone believe something that is not true
wool: sheep hair Simple Past Types........................................................................................................ 204
Verb To Be, Affirmative, Negative ............................ 168 Plurals...................................................................................................... 205
Verb To Be, Yes / No Questions ................................. 169 Countable and Uncountable ......................................... 206
2. Read the sentences below with the expressions in context. Check the correct Verb To Be, Information Questions ....................... 172
There Was and There Were........................................... 173
Possessive Form ......................................................................... 207
meaning of each sentence. Pronouns
Other Verbs, Affirmative, Negative ......................... 174 Subject and Object .................................................................. 208
Other Verbs, Yes / No Questions .............................. 177
a. Something definitely smells fishy about Luc’s weird fishing story. Other Verbs, Information Questions .................... 179
Indefinite.............................................................................................. 210
The story might be true. The story might be a hoax. Adjectives
Future Position and Order ................................................................... 211
Future with Will, Affirmative, Negative .............. 180 Comparatives and Superlatives ................................ 213
b. I knew right away that story was a pack of lies! Future with Will, Yes / No Questions ................... 182
Possessives
I believed the story. I didn’t believe the story. Future with Will, Information Questions ......... 183
Future with Be Going To, Pronouns and Adjectives................................................... 215
c. You did a good job pulling the wool over my eyes. Affirmative, Negative .............................................................. 184 Demonstratives
Future with Be Going To, Yes / No Questions ... 185 Pronouns and Adjectives................................................... 217
I believed everything. I believed nothing.
Future with Be Going To, Adverbs
d. Jonathan really took us for a ride. Information Questions ....................................................... 186 Time and Frequency .............................................................. 218
Continuous Tenses Manner .................................................................................................. 220
We believed him. We didn’t believe him. Present Continuous, Affirmative, Negative.... 187 Sequence Adverbs
e. She fell for it hook, line and sinker. Present Continuous, Yes / No Questions ....... 190 and Ordinal Numbers ...................................................... 222
Present Continuous, Information Questions ... 191 Prepositions
She believed everything. She believed nothing. Past Continuous, Affirmative, Negative ........... 192 Place ......................................................................................................... 223
Past Continuous, Yes / No Questions ................ 195 Direction .............................................................................................. 224
f. Joey completely fell for your story. Past Continuous, Information Questions ...... 197 Time.......................................................................................................... 225
He believed it. He didn’t believe it. Modals Conjunctions ................................................................................ 227
Affirmative, Negative ............................................................ 198
g. His story left me scratching my head. Yes / No Questions ................................................................. 199 Articles ................................................................................................. 229
I was sure about the truth. I was not sure about the truth. Information Questions ....................................................... 201 Question Words ....................................................................... 230
Imperatives Capitalization .............................................................................. 233
h. Liz really made fools of us. Affirmative, Negative ............................................................ 202 Punctuation ................................................................................... 235
We believed her. We didn’t believe her.

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 Verbs Verbs

CONTINUOUS TENSES Interactive

Workshop
B Write sentences about what Joe was working on during the day with his son Malik.
Use his schedule.

Past Continuous Joe’s Garage Schedule – Tuesday

8:00 a.m. (with Malik) Change oil – Mazda 1:00 p.m. (with Malik) Replace transmission – BMW
Affirmative and Negative 9:00 a.m. Put snow tires on – Mercedes-Benz 2:00 p.m. Fix windshield wipers – Toyota
We use the past continuous to express an action that was in progress at a certain moment 10:00 a.m. Do engine diagnostic – Ford 3:00 p.m. (with Malik) Check oil pump – Chevrolet
in the past. 11:00 a.m. (with Malik) Repair muffler – 4:00 p.m. Clean spark plugs – Honda
Affirmative To form affirmative sentences in the past continuous, follow this word order: Dodge 5:00 p.m. (with Malik) Go home
12:00 p.m. Have lunch with Emily
Subject + was / were + base form of the main verb + ing + rest of the sentence.
Serena was washing her hair. Her parents were watching TV. 1. At 8:00 a.m., Joe and Malik were changing the oil of a Mazda.
Negative To form negative sentences in the past continuous, add not after was / were. 2. At 9:00 a.m., Joe
He was not making supper. They were not setting the table.
3. At 10:00 a.m., Joe
Time Markers Words like at, when, while
4. At 11:00 a.m., Joe and Malik
Affirmative Negative 5. At 12:00 p.m., Joe
I was talking too fast. I was not (wasn’t) talking too fast.
Singular

6. At 1:00 p.m., Joe and Malik

You were talking too fast. You were not (weren’t) talking too fast.
7. At 2:00 p.m., Joe
She / He / It was talking too fast. She / He / It was not (wasn’t) talking too fast.
8. At 3:00 p.m., Joe and Malik
We were talking too fast. We were not (weren’t) talking too fast.
Plural

You were talking too fast. You were not (weren’t) talking too fast. 9. At 4:00 p.m., Joe
They were talking too fast. They were not (weren’t) talking too fast. 10. At 5:00 p.m., Joe and Malik

C Unscramble the words to form sentences in the past continuous. Use the negative.
Practise 1. snowing / yesterday / wasn’t / hard / very / it
It wasn’t snowing very hard yesterday.
A Complete the sentences with the past continuous of the verbs in parentheses.
was teaching 2. to / listening / you / me / weren’t
1. Mr. Desroches (teach) students how to use the dictionary
and Ms. Perrier (explain) how to do algebra when the bell rang.
3. my / hard / working / on / I / wasn’t / project
2. At 2:30 p.m., Mr. Chelico and Mr. Valiquette (prepare) a laboratory
experiment. Ms. Ahmed (demonstrate) how to paint.
4. wasn’t / team / training / the / the / field / on
3. Mr. Gagnon and Mr. Bellart (show) the students how to stretch
while Ms. Arsenault (unpack) some new books.
5. Jay / weren’t / forward / Monday / to / Amid / and / looking
4. Ms. Hong (give) a lesson on the past continuous in the third
period, and Miss Giroux (talk) about Les Patriotes.
6. going / Luc / to / up / give / wasn’t
5. Mr. Gilbert (have) a meeting with a parent after school.
6. At 10:45 a.m., Mr. Pasquale (make) cabbage rolls for lunch.

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 Verbs Verbs

D Complete the discussion with the negative past continuous of the verbs Yes / No Questions
in parentheses.
To ask yes / no questions in the past continuous, follow this word order:

weren’t listening Was / Were + subject + base form of the main verb + ing + rest of the question?
The players (listen) 1

Were you training yesterday?

to their coach. Their coach (push) 2

them hard enough. They (practise) 3 Question Short Answers

Was I sleeping in class? Yes, you were. No, you were not (weren’t).

Singular
intensively enough. They (make) 4
Were you sleeping in class? Yes, I was. No, I was not (wasn’t).
opportunities to score.
Was she / he / it sleeping in class? Yes, she / he / it was. No, she / he / it was not (wasn’t).
Were we sleeping in class? Yes, we / you were. No, we / you were not (weren’t).

Plural
They (train) Were you sleeping in class? Yes, we were. No, we were not (weren’t).
They (skate)
1 Were they sleeping in class? Yes, they were. No, they were not (weren’t).
1
often enough. The coach
fast enough. Their best scorer
(put) 2
(play) 2
enough pressure on them. The coach
Practise
well. The players on defence
(make) E
3
(do) 3 Rewrite the following sentences as yes / no questions in the past continuous.

their jobs. The goalie (stop)

them work hard enough. 1. You were going to the field. Were you going to the field?
4 2. Jean-Henri and Lisa were leaving early.

the pucks. 3. I was doing the right thing.

4. You were sleeping when I called.
5. Sam was taking a shower.
6. We were using the wrong instructions.
7. They were living in Alberta last year.
8. I was running fast enough.
Don
9. Ms. Tobin was looking for something.
Gina Lou
10. We were concentrating very hard.
11. Tammy was doing her homework.
12. They were planning their project.
13. Omar was going skiing.
14. We were trying to open the can of soup.

1. Which commentator mostly blames the players for the loss? 15. Kelly and Shannon were waiting for the bus.

2. Which commentator mostly blames the coach for the loss?

3. Which commentator blames the coach and the players?

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 Verbs Verbs

MODALS Interactive
Workshops
B Use the prompts and write sentences with modals in the negative contracted form.
1. should / swim in the dark
Affirmative and Negative Loo k O u t! You shouldn’t swim in the dark.
We use modals to change the meanings of verbs. • Use must not
to indicate that 2. must / be grumpy all the time
Affirmative To form affirmative sentences with modals, follow something should
this word order: not be done.
• Use do not have 3. should / eat too much junk food
Subject + modal + base form of the main verb + rest of the sentence.
to to indicate
I might go to Moscow. Nash can speak Russian. that there is no
obligation. 4. could / finish the project alone
Negative To form negative sentences with modals, follow
this word order:
Subject + modal + not + base form of the main verb + rest of the sentence. 5. can / believe everything on the Internet

They must not (mustn’t) tease the dog. William does not (doesn’t) have to buy groceries today.
6. would / understand him
Modal Meaning Example
must / must not; obligation You must (mustn’t) eat your vegetables.
have to / don’t have to He has to (doesn’t have to) go to bed. 7. could / go to Nunavut alone
can / cannot ability or possibility I can (can’t) speak Spanish.
could / could not (past tense of can) ability You could (couldn’t) go last week.
8. must / leave without me
could / could not; might / might not possibility Jill might (might not) come to the party.
should / should not advice Fred should (shouldn’t) study more.
would / would not desire They would (wouldn’t) prefer to stay home.

Yes / No Questions
To form yes / no questions with modals, follow this word order:
Practise
Modal + subject + base form of the main verb + rest of the question?
A Read the statements. Use the modals in parentheses to suggest a solution for each situation. Would you like some chocolate?
1. I got a bad mark on my exam. (should) Question Short Answers
Could I go now? Yes, you could. No, you could not (couldn’t).

Singular
2. I can’t play this game. (could) Could you go now? Yes, I could. No, I could not (couldn’t).
Could she / he / it go now? Yes, she / he / it could. No, she / he / it could not (couldn’t).
Could we go now? Yes, we could. No, we could not (couldn’t).
3. I didn’t play well during the concert. (must)

Plural
Could you go now? Yes, we could. No, we could not (couldn’t).
Could they go now? Yes, they could. No, they could not (couldn’t).
4. I don’t understand anything in math. (can)

5. My sister is angry at me for something I said. (should)

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 Reference Section Reference Section

The Production Process C3 Verb Tense Overview

Use the production process to create media texts. Follow the phases of the process Verb To Be
to get a better understanding of the media and your role as both a producer and Tense Affirmative Negative
a consumer.
Simple I am (’m) I am (’m) not
1. Pre-Production Present You are (’re)
excited.
You are not (’re not, aren’t)
excited.
Before you start to write and produce your media text: He / She / It is (’s) He / She / It is not (’s not, isn’t)
We / You / They are (’re) We / You / They are not (’re not, aren’t)
Identify the text components in models of media texts.
Simple I was I was not (wasn’t)
Brainstorm topics and ideas with your teammates.
Past You were You were not (weren’t)
Research your topic and take notes. late. late.
He / She / It was He / She / It was not (wasn’t)
Discuss ideas with your teammates in order to develop your media text. We / You / They were We / You / They were not (weren’t)
Select a medium and corresponding media conventions. Future I / You / He / She / It will (’ll) be I / You / He / She / It
with Will We / You / They will not (won’t) be fast.
Consider the purpose and audience for your media text and select appropriate fast. We / You / They
language. Future I am (’m) I am not (’m not)
with Be You are (’re) going You are not (’re not, aren’t) going
Write a focus sentence and create an outline or storyboard for your media text.
Going To He / She / It is (’s) to be to be
Plan your visuals and choose your media techniques. He / She / It is not (’s not, isn’t)
slow. slow.
We / You / They are (’re) We / You / They are not (’re not, aren’t)
Get feedback on your ideas from classmates and make adjustments to your plan.
Other Verbs
2. Production
Tense Affirmative Negative
Work with your teammates to produce a preliminary version of your media text.
Simple I / You eat. I / You do not (don’t) eat.
Refer to your outline or storyboard and use appropriate media conventions. Present He / She / It eats. He / She / It does not (doesn’t) eat.
Use a writing process to write your text or script. We / You / They eat. We / You / They do not (don’t) eat.
Get feedback on your preliminary version from a sample audience. Simple Past
I / You / He / She / It I / You / He / She / It
Revise and edit your media text. Make adjustments to its organization, clarity (regular started. did not (didn’t) start.
We / You / They We / You / They
and coherence based on feedback. Add final touches. verbs)
Simple Past
3. Post-Production (irregular
Share your media text verbs) I / You / He / She / It I / You / He / She / It
with its intended audience. fell. did not (didn’t) fall.
See list of We / You / They We / You / They
irregular verbs
Reflect on the final version on pages 246
of your media text and your and 247.
use of the production process Present I am (’m) I am not (’m not)
through self-evaluation, class Continuous You are (’re) You are not (’re not, aren’t)
eating. looking.
discussion or audience He / She / It is (’s) He / She / It is not (’s not, isn’t)
feedback. We / You / They are (’re) We / You / They are not (’re not, aren’t)
Past I was I was not (wasn’t)
Continuous You were You were not (weren’t)
singing. singing.
She / He / It was She / He / It was not (wasn’t)
We / You / They were We / You / They were not (weren’t)
Modals I / You / He / She / It can call. I / You / He / She / It cannot (can’t) call.
We / You / They have to move. We / You / They do not (don’t) have to move.

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