Studio english as a second language secondary cycle two year one

Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.a.. Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.2.. eight Everyone Can Be a Star R

S t ENGLISH AS A SECOND LANGUAGE dio

of Learning

S t ENGLISH AS A SECOND LANGUAGE dio

English as a Second Language

Secondary Cycle Two, Year One

Student Workbook

Gillian Baxter, Cynthia Beyea, Tollof Nelson, Derek Wright

© 2012 Chenelière Education Inc.

Editor: Melissa Repas

Project managers: Jeanine Floyd, Roberto Blizzard,

Lee Ann Dalton

Proofreader: Nancy Perreault

Photo researchers: Stephanie Colvey, Marie-Chantal Laforge

Book designers: Andrée Lauzon, Josée Brunelle

Cover designer: Josée Brunelle

Typesetters: Micheline Roy, Julie Champoux (Interscript)

Printer: TC Imprimeries Transcontinental

Acknowledgments The publisher would like to thank the following teachers for their valuable contributions to the publication of Studio, Year One.

Marie-Josée Asselin : C.S des Samares David Baillargeon : C.S des Navigateurs Michael Carroll : C.S des Samares Mary Chiechi : C.S de Laval Many Hanphiboune : C.S de Montréal Adina Paventi : C.S des Patriotes

ISBN 978-2-7650-3669-2

Legal deposit: 1 st quarter 2012

Bibliothèque et Archives nationales du Québec

Library and Archives Canada

Printed in Canada

1 2 3 4 5 ITIB 16 15 14 13 12

We acknowledge the financial support of the Government of Canada through

the Canada Book Fund (CBF) for our publishing activities.

Government of Québec – Tax credit program for book publishing – SODEC

ALL RIGHTS RESERVED.

No part of this book may be reproduced by any means

known or not yet known without prior permission from

Chenelière Education Inc.

Any use not expressly authorized shall constitute an

infringement, which could result in legal action against

the individual or institution reproducing any part of this

book without permission.

Reproduction prohibited © Chenelière Education Inc Table of Contents

Unit 1 Everyone Can Be a Star

What can your teacher and classmates learn from you?

Explore your talents and strengths and share them with the class.

Grammar: Simple present and imperatives

Unit 2 Reality Check

How are reality television shows made?

Learn about the characteristics and techniques of reality television.

Grammar: Adverbs of frequency, adjectives and question words

Unit 3 Unexpected Outcomes

How do unexpected events and their outcomes affect us?

Explore events that took surprising turns.

Grammar: Simple past and past continuous

Unit 4 Teens and Screens

How do social media make or break friendships?

Discuss the risks and rewards of social media.

Grammar: Modals and conditional sentences

Unit 5 Making Music

How do songs tell stories?

Learn how artists write their songs and what inspires them.

Grammar: Pronouns, possessives and phrasal verbs

Unit 6 Rights and Rites

What does it mean to be a teenager?

Imagine how teenage life changes from one generation to another.

Grammar: The future and conjunctions

Table of Contents Reproduction prohibited © Chenelière Education Inc.

A Functional Language

B The Writing Process

C The Production Process

D Strategies

E Verb Tense Overview

F Question Words

G Question Formation

H Common Phrasal Verbs

I Common Irregular Verbs

Grammar Section Reference Section ii V erbs Sentence Builders 1 Imperatives

Afrmative, Negative 2 Simple Present

Afrmative, Negative, Yes/No Questions, Information Questions 3 Present Continuous

Afrmative, Negative, Yes/No Questions, Information Questions 4 Simple Past

Afrmative, Negative, Yes/No Questions, Information Questions 5 Past Continuous

Afrmative, Negative, Yes/No Questions, Information Questions 6 The Future

With Will, With Going To, Yes/No Questions, Information Questions 7 There + Be

Afrmative, Negative, Yes/No Questions, Information Questions 8 Modals

Afrmative, Negative, Yes/No Questions, Information Questions 9 Conditional Sentences

Yes/No Questions, Information Questions 10 Nouns

Types, Plurals, Countable and Uncountable, Possessive Form 11 Articles and Quantiers

12 Pronouns, Possessives and Demonstratives

Types, Indenite Pronouns, Demonstratives 13 Adjectives

Order, -ed or -ing, Comparatives and Superlatives 14 Adverbs

Manner, Time, Frequency, Degree 15 Prepositions

Place, Direction, Time 16 Conjunctions

17 Capitalization

18 Punctuation

110 112 118 124 130 135 140 144 150

153

157 160 166 172 177

182 185 187

191 194 196 198 201 202 203 204 206

Reproduction prohibited © Chenelière Education Inc Overview

Units

Overview of Studio

Second Cycle Year One

iii

In the rst section of Studio, you will nd six interesting units.

The opening page of each unit explains what you will learn and do.

The unit number and title

help you identify the unit.

The tab on the top of the page

indicates the focus of each task.

The task number and title help you to nd the task easily.

The introduction helps you

to understand the purpose

of the task.

The Grammar Preview

explains the grammar

you need and gives

you a few exercises to

practise it.

The title gives you an idea

of what the unit is about.

The One-Minute Challenge activates your prior

knowledge Work alone,

in pairs or in teams to make

a list in one minute You can also add an element of competition.

The guiding question presents the focus of the unit.

Step-by-step instructions tell you what to do.

The leading sentence and

introduction of the unit

present the theme.

The descriptions of the

tasks tell you what you will

do in the unit.

The descriptions of the

Extra Reading and the

Production Studio tell you

about the ideas and skills

that you will reinvest.

Opening Page

Tasks

Each unit contains six tasks that focus on reading,

listening, speaking or writing.

iv Overview

Word Play

The Word Play activity lets you practise

vocabulary presented in the unit.

Production Studio

The Production Studio lets you

reinvest what you learned in the

unit and create a media text.

Extra Reading

The Extra Reading text and activity let you explore the unit’s theme further.

The What Do You Think? box allows you to express an opinion on the topic, either orally or in writing.

Reproduction prohibited © Chenelière Education Inc.

Reproduction prohibited © Chenelière Education Inc Overview v

In the second section of Studio, you will nd grammar notes and numerous

exercises to help you practise and reinforce your grammar skills.

The titles tell

you what you

will learn and

points out grammar information

to watch out for.

The opening pages

show grammar

in context and

provide a Grammar

Check for you to nd

out what you already

The Grammar Game

allows you to practise

the grammar while

interacting orally. The Write It section lets you practise

your grammar skills by writing a text.

The Grammar Mix section lets you combine two grammar concepts in the same exercise, just as you do in everyday English.

Reference Section

In the third section of Studio, you will nd useful reference tools to help you use

English in different situations, such as Functional Language, Strategies, Writing

and Production Processes, and additional grammar references.

Reproduction prohibited © Chenelière Education Inc.

Overviewvi

Talkback offers additional opportunities

to practise speaking.

Soundcheck points out tips to practise your pronunciation.

Culture Clip introduces you to another aspect

of the unit’s theme in world culture.

Language Prompts gives you an example of the language you need for oral activities.

The mouse icon indicates ways to use technology for the tasks and project.

This box tells you where to nd more grammar information or practice.

Go to Grammar Section page 150for more information and practice.

The tabs tell you the focus of each task.

SETTING UP READING STUDIO LISTENING STUDIO SPEAKING STUDIO WRITING STUDIO

The Vocabulary icon indicates new words to learn.

The CD icon indicates that there is a listening activity or the text is recorded.

This icon indicates that you will interact orally in English.

This icon indicates that you will reinvest understanding of texts.

This icon indicates that you will write and produce texts.

People have very different talents and abilities We often

recognize and appreciate other people’s talents more

than our own.

One-Minute ChallengeMake a list

of famous peopleand theirtalents

Do Schools Encourage or

Discourage Creativity?

Production Studio

Present a star for an

unusual talent show

What can your teacher and classmates learn from you?

In this unit, explore your

talents and strengths and

share them with the class

Discover your strongest

intelligence types

Read about unusual talents

and interesting skills

Teach your classmates

how to do something

Write instructions for

your skill

Practise grammar: simple

present and imperatives

Unit 1

Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

a playing a musical instrument

b playing a sport or dancing

c cooking or baking

d drawing or painting

e working with other people

f defending my opinion and ideas

g writing songs, poems or stories

h looking after a pet

i memorizing facts or dates

j organizing social events or parties

k playing board games or strategy games

1 My Strengths

Think about some of your interests and pastimes What are your talents and strengths?

1 List six things you enjoy doing

2 Read the statements Check (✓) the appropriate rating

3 Use your answers in Step 2 to list three of your strengths(rating 1 or 2) and three of your weaknesses (rating 3 or 4)

1

1111111111

22222222222

33333333333

44444444444

Unit 1 three

4 Work with a partner Find out your partner’s interests, strengths and

weaknesses Then, write a paragraph about your partner Use the

Grammar Preview for help

Use the simple present to describe facts, habits and present states

Complete the paragraph with the simple present of the verbs in parentheses

Travis (love) 1to take photos He (carry) 2his camerawith him everywhere he (go) 3 He (take) 4photos of

people, places and animals Travis (vary) 5his technique and (try)

6 to take photos from different angles Travis (be) 7

very talented and (hope) 8 to be a professional photographer one day.His family and friends already (ask) 9him to take photos at special

events He also (teach) 10photography at the local youth centre

My strengthismemorizing facts

Subject +am/are/is+not+ rest

of the sentence

Iam notgood at skiing

Am/Is/Are + subject + rest ofquestion?

Areyou organized?

Question word +am/are/is+subject + rest of questionWhatareyour hobbies?

Subject + base form of theverb(+sores)+ rest of the sentence

Ilikeplaying soccer Saralovesbaking

Subject +do/does+not+ base form ofthemain verb+ rest of the sentence

Ido not drawwell Yanndoes not dance

Do/Does+ subject + base form of the

main verb+ rest of question?

Doyoulikereading?

Question word +do/does+ subject + baseform of themain verb+ rest of questionWhatdoyouliketo read?

loves

Go to Grammar Section page 112 for more information and pra

ctice.

So nd Check

Describe your partner to

a classmate Don’t forget

to pronounce the s at the end of the third person singular verb.

He like s She play s

Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

2 What do you already know about multiple intelligences?

3 Listen to the statements Check (✓) those that describe you

T alk b ack

Find a classmate who

has the same strongest

intelligence type as you

do Discuss and compare

your strengths Are they

similar?

Are you good at ?

What about you? Me too.

Unit 1

5 Read the descriptions of your strongest intelligence types Underline

the key words that describe you

Try other tests to compare the results and confirm your strongest intelligence types.

6 Look at your ratings in Step 1 Do they reect your strongest

intelligence types? Explain your answer

NaturalistNature-smart people learnfrom their environment

They like to group things

in categories and look forsimilarities and differences

Musical

Music-smart people learn bestthrough sounds and rhythm Theyare sensitive to the emotions thatmusic creates and their moodchanges when they listen to music

Bodily-kinesthetic

Body-smart people learnthrough physical movementand touch They have goodcoordination and like

to be active

Logical-mathematical

Number-smart people learnbest when they use logic andproblem solving They like toconduct experiments and playmathematical games

Linguistic

Word-smart people learn

best through words and

language They use oral and

written language to express

themselves

Interpersonal

People-smart individualslearn through cooperation andteamwork They communicatewell and are sensitive

to other people’s moods

Interpersonal

Self-smart peoplelearn best when theycan work alone and beindependent They arenot easily inuenced

by other people

Visual-spatial

Picture-smart people

learn best when they

use pictures and

diagrams They like

Name: Date: Group:

READING STUDIO

Every year in Stuttgart,Arkansas, people get together toshow off their duck-callingtalents Hunters make duck calls

to attract ducks during huntingseason They use an instrumentlike a whistle to make thesounds This isn’t as easy as itseems Combine your musicaland naturalist intelligence tolearn different types of duckcalls forgreeting, feeding andmore When you hear the expertduck callers, it’s hard to tellwhich one is the realquack!

Calling All Ducks

Some people have the creativity andfashion skills necessary to make their ownclothes but can you imagine a dress or suitmade from duct tape? Every year, highschool students show off their imaginationand artistic talent and create their formalgraduation outfits out of duct tape Theyalso make accessories They use duct tape

in a variety of colours and prints to inventcrazy creations that make them look great

on grad night!

Passion for Fashion

six Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

6

Find out about some unusual talents and skills.

1 What unusual talents do you or your friends have?

2 Read about three unusual talents Underline the unusual talent ineach text

duct tape: strong adhesive tape greeting: friendly message

quack: duck’s call

Vocabulary

Since you live in Québec,you probably speak at leasttwo languages, but can yousay even a few words back-wards? Alyssa Kramer’s YouTube video which shows her

hearing words and immediately saying them backwards has

more than two million hits The 14-year-old says

that shesees the words in her head and just turns them around

Even

more impressive is Andrew Levine, a philosophy professor

who can say whole sentences backwards

in four differentlanguages Backward-speakers come

from many differentbackgrounds The only things they have

in common are thatthey do well in school and are smart Or should

we saytrams?

You Speak WOH?

Courtesy of DUCK TAPE® brand duct tape

Unit 1

4 Answer the following questions

a Which of the three talents do you think is the most unusual?

Why?

b Which intelligence type do you associate with each talent?

Refer to page 5 for the list of intelligence types There may

be more than one

c Which of these activities would you like to try? Why?

C l t r e ClipGuinness World Records is the world’s best-selling copyrighted book It features many strange and unique talents and includes facts about the biggest, the fastest and every other superlative Its history began at a dinner party in 1955 at which Sir Hugh Beaver, head of the Guinness company, asked what the fastest game bird was No one could find the answer,

so he decided to publish a book of facts Every year new records are added to the book.

3 Complete the chart with a description of each talent

1

2

3

eight Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

interestinginterpersonalintrapersonalkinestheticlinguisticlogical

musicalnaturalistquackreadskillspin

starstrengthstudytalentvisual spatialweakness

Vocabulary

bakingcheerdrawduct tapegreetinggrid

interestinginterpersonalintrapersonalkinestheticlinguisticlogical

musicalnaturalistquackreadskillspin

starstrengthstudytalentvisual spatialweakness

Practise vocabulary related to the unit.

1 Read the words on the word list Find and highlight them in theword search grid They can be found horizontally, vertically anddiagonally

bakingcheerdrawduct tapegreetinggrid

interestinginterpersonalintrapersonalkinestheticlinguisticlogical

musicalnaturalistquackreadskillspin

starstrengthstudytalentvisual spatialweakness

1 Do you ever do word search puzzles in magazines, newspapers or online?

2 What are some steps you think you need to follow to create a word search?

3 Read the text Look at the text features Underline the verbs in the imperative

How to Create a Word Search

Many websites provide step-by-step tions of how to do just about everything Learnhow to create a word search in ten easy steps

instruc-Many people enjoy doing word searches toexercise their minds and expand theirvocabulary You can create a word searchabout your favourite subject

Text Features

Audience: anyone

who wants to learn

how to make a word

ten Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

10

Step 1: First of all, prepare your material

Tip If you don’t have graph paper, create a table onyour computer and print it out to use instead

Step 2: Then, choose a theme

Think about things that interest you You can create aword search about sports, music, food, or your favouritetelevision show, movie or book

Step 3: Next, make a word list

List words related to the theme Aim for 25 to 30 words

Tip Vary the length of the words you include Includewords of 12 to14 letters and shorter words of three tofour letters

Step 4: Determine the size of your grid

Count the number of letters in the longest word Ifthe longest word is entertainment, your grid will be

13 squares across and 13 down

Tip Try not to make your word search bigger than

15 x 15 It will be difcult to nd words to ll in all thespaces

Step 5: Then, place the words in the grid

Place them horizontally, vertically and diagonally You canshare letters For example, if you include the wordstelevision and pastime, you can use the same i for bothwords

Tip Put a checkmark beside each word on your list

as you place it in the grid

Step 6: After that, choose a mystery word

When you nish placing most of the words, count theempty spaces If there are more than 12 to 15, think ofshorter words to complete the puzzle Then, choose aword related to the theme for your mystery word

Step 7: Then, complete the puzzle

Place the letters of the mystery word in the grid Thereshould be no empty spaces in your puzzle

N O S

E V IL E T

3 2

Unit 1 eleven

Step 8: Create a word list

List all the words included in your word search (except for

the mystery word, of course) Place the words in

alphabetical order

Tip To make the word search more difcult, do notprovide a word list Instead, write denitions for thewords The reader must read the denition and dis-cover the word before nding it in the puzzle

Step 9: Test your word search

Copy the word search on another sheet of paper and do it

at least twice Give it to someone else to test

Step 10: Finally, publish your word search

Prepare the nal copy of your puzzle on the computer

and give it to your friends to enjoy!

Tip Add illustrations to make it more attractive

4 Create your own word search following the steps listed above Give it to your classmates to do

Afrmative NegativeUse imperatives to tell someone what to do

Write ve instructions for your word search Underline the imperative in each one

Do not(Don’t) + base form of themain verb

+ rest of the sentence

Do not trythis at home

Don’t talkwhen the teacher is talking

Base form of theverb+ rest of the

sentence

Foldthe paper in half

Writeyour name on the paper

Imperatives

Go to Grammar Section page 110for more information and practice.

twelve Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

1 Decide what you will teach your classmates Look at the list forsome ideas

2 Prepare your presentation Think about the materials you need Useyour imagination

3 Think about how to teach the skill to others Write some notes tohelp you

Play a guitar chordWrite a poemDraw a cartoon characterStudy for a test

Draw a perfect circlePerformCPR

Make a moviePerform acheerSpina pen on your ngerSend a text messageSay the alphabet backwardsJuggle three balls

Unit 1 thirteen

Lang age prompts

First of all, prepare your material.

Then, choose a theme Next, make a word list After that, choose a mystery word.

Finally, publish your word search.

4 Take turns teaching your teammates your skill Use the Language

Prompts and the Grammar Preview in Task 4 for help

5 As you listen to your teammates, write three things about their skills

For example: Sarah baking She cookies and cakes

She the ingredients together

fourteen Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

14

WRITING STUDIO

6 My Skill Step By Step

Share your skill with others by providing step-by-step instructions that are easy to follow.

1 Complete the graphic organizer with information about your skill.Use the model in Task 4 and information in Task 5 for help Useimperatives to give instructions

Unit 1 fteen

2 Write the rst draft of your how-to text Refer to your ideas in the

graphic organizer as you write

3 Revise your text carefully Use this writing checklist

4 Exchange your text with a classmate Get feedback on the content

and clarity of your ideas

5 Write the nal copy of your text Integrate feedback, changes and

corrections Include a picture or photo if possible

6 Publish your work by sharing it with your classmates

I included clear step-by-step

instructions

I used imperatives correctly

My text is well organized I checked my spelling and

punctuation

sixteen Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

16

Extra Reading

Before Reading

1 What school subjects do you think are the most important? Why?

2 What is your denition of creativity?

Do Schools Encourage or Discourage Creativity?

A Teenager Speaks Out

Do schools encourage or discourage ity? I definitely think they encourage it At myschool, the teachers push students to be cre-ative They offer us different assignments so

creativ-we can choose the ones that interest us Thatway, we are more motivated to learn I alsolove the fact that my school offers programsfor students who have different talentsand interests We have music, art and sportsconcentration programs

The students in theseprograms get the chance

to develop their talentsand skills every day

I’m in the music tration program I havefewer periods in some of

concen-my other subjects so I have

to work really hard but Idon’t mind because I lovebeing part of a special program I have thechance to express my creativity and develop

my talent during class time That makes mewant to get up and go to school every day.Well, almost every day!

C2

An Expert Opinion

Sir Ken Robinson is anexpert on education andcreativity He believes thatchildren are very creativebut that they lose their cre -ativity when they go toschool He thinks that edu-cation disconnects peoplefrom their natural talentsbecause students are notencouraged to develop their talents in the class-

room

Robinson says, “Every education system on

earth has the same hierarchy of subjects Every

one, doesn’t matter where you go You’d think it

would be otherwise but it isn’t At the top are

mathematics and languages, then the humanities,

and at the bottom are the arts Everywhere on

earth And in pretty much every system too, there’s

a hierarchy within the arts Art and music are

nor-mally given a higher status in schools than drama

and dance There isn’t an education system on the

planet that teaches dance every day to children the

way we teach them mathematics Why? Why not? I

think this is rather important I think math is very

important but so is dance Children dance all the

time if they’re allowed to We all do We all have

bodies, don’t we?”

4 Answer the questions Use complete sentences.

a According to Sir Ken Robinson, what is the hierarchy of subjects in school?

b Why do you think Robinson believes that children lose their creativity when they

go to school?

c What are two ways in which the teenager’s school encourages creativity?

d Do you know of any efforts made in your school to encourage creativity? What are they?

e Do you think that schools should give all subjects equal status? Explain your answer

Do you think that schools encourage or discourage creativity? Use information from

the texts to support your ideas Discuss your opinion with your classmates

W h a t Do You T h i k n ?

eighteen Everyone Can Be a Star Reproduction prohibited © Chenelière Education Inc.

Think about people who have unusual talents Choose a candidate for

an unusual talent show

I will present: myself someone I know

a person I researched otherInclude a description of the person and his or her unusual talent.The person The talent

Prepare a media text about your candidate Choose the format for yourmedia text Use photos, video clips or a demonstration to show theperson’s talent

Post-Production

Present your candidate to the class Ask your classmates for feedback

Evaluate your work Decide how you can improve next time

View videos of

unusual talents on

the Internet to find

ideas for your

Reality shows are some of the most popular shows on television

and the Internet There are reality shows for almost every age

group and interest.

One-Minute ChallengeMake a list ofreality televisionshows

How are reality television shows made?

In this unit, learn about the

characteristics and

tech-niques of reality television

Talk about popular reality

shows

Listen to reality show

contestants

Read about some

charac-teristics of reality shows

Learn about reality shows

from the past

Write an outline of your

own reality show

Practise grammar: adverbs

of frequency, adjectives

and question words

Reality Check Reproduction prohibited © Chenelière Education Inc.

SETTING UP

T alk b ack

Work with a partner.

Compare your chart

with your partner’s

chart Discuss the

shows that you both

• I like / don’t like this /

that show because

• What is another show

for the category ?

twenty

20

Name of the show:

Name of the show:

2 Choose one of the shows from the chart Explain why it is popular

Name of the show

Why it is popular

1 What’s Real for Me?

There are reality shows on television and the Internet to interest almost everyone.

1 Read the reality TV show categories in the chart below Write thename of a reality show in each category Add the audience eachshow targets, such as children, teenagers, adults, males or females

Unit 2

3 Answer the following questions about your reality television viewing

habits

a How often do you watch reality shows?

every day often sometimes rarely

b How often do you look for information about your favourite reality

shows on the Internet or in magazines?

every day often occasionally never

c How often do you vote for contestants on reality shows?

every week often seldom never

Use adverbs of frequency to talk about how often you do an activity

More Frequent

Position of adverbs of frequency

• Put adverbs of frequency that begin with every at the beginning or end of a sentence.

Every morning , Paul watches the sports news Evan watches his favourite game show every day

• Put adverbs of frequency after the verb to be.

Michèle is always excited at the start of a new season of her favourite talent show.

• Put adverbs of frequency before other verbs.

Sasha rarely watches reality shows about home decorating.

neverAdverbs of Frequency

Use the information in Steps 1 and 3 to help you write sentences about your

reality television viewing habits Use a variety of adverbs of frequency

Reality Check Reproduction prohibited © Chenelière Education Inc.

Do you ever watch a reality show and think “I can do that!”?

1 Check (√) the ve adjectives that you think best describe a goodreality show contestant

aggressive athletic attractive compassionate

competitive condent devious egotistical

emotional intelligent open-minded outgoing

successful sweet talented trustworthy

2 Listen as ve young people say why they would be good reality showcontestants Write each person’s name next to the caption that bestdescribes him or her Then, write down the adjectives that thecontestants use to describe themselves

Go to Grammar Section page 166

for more about adjectives.

CD

1 Interesting life story

2 Makes friends easily

The positive / negative thing is

The advantages / disavantages are

On the one hand you ,

on the other hand, you

3 Write the name of of a popular reality show that ts each person Explain the

reason for your choice

4 a Would you be a good reality show contestant? Yes No

b Name a friend or family member who has the characteristics of a

good reality show contestant

c Describe yourself and your friend or family member Use adjectives

Friend or Family Member You

Reality Check

24

Studio (S.): What is the most tant characteristic of a reality show

impor-in your opimpor-inion?

Steven Lucas (S.L.): Reality showsdon’t follow a script Viewers seeevents that happen to participants asthey actually take place Not having ascript is at the heart of reality televi-sion

S.: If there is no script, how do youknow what to film?

S.L.:We film everything! Most realityshows film hundreds of hours ofaction to produce just one episode fortelevision Producers always keep the

cameras rolling because you neverknow when something unexpected

or shocking might happen

S.: How do you decide what filmfootage to keep and what to leaveout?

S.L.: Editing is essential in realitytelevision In most shows, the editing

is very creative and can generate pense, compress time or make eventsappear more dramatic than theyreally are Editing can affect howviewers perceive events on a realityshow and influence how they feelabout thecast

sus-S.: How can you be sure viewers will

be interested in what you film?

S.L.: A key characteristic of realitytelevision is conflict Many realityshows create situations that putparticipants in conflict with otherpeople, with nature, or even withthemselves The conflict can be phys-ical, mental or emotional Conflict inreality shows creates excitement forthe viewers and can lead to the elimi-nation of contestants

How Does Reality Happen?

Studio interviews Steven Lucas, producer of many popular reality shows,about some of their common characteristics

Reproduction prohibited © Chenelière Education Inc.

twenty-four

READING STUDIO

cameras rolling:

lming is taking place

cast: people in a show

faraway: distant

outcome: nal result

script: written text of

show

undergo: experience

Vocabulary

Although some reality shows are unique, most have the same characteristics.

1 What do you like about reality shows? What do you dislike?

S.: If there is no script, how do youknow what to film?

S.L.:We film everything! Most realityshows film hundreds of hours ofaction to produce just one episode fortelevision Producers always keep the

cameras rolling because you neverknow when something unexpected

or shocking might happen

S.: How do you decide what filmfootage to keep and what to leaveout?

S.L.: Editing is essential in realitytelevision In most shows, the editing

is very creative and can generate pense, compress time or make eventsappear more dramatic than theyreally are Editing can affect howviewers perceive events on a realityshow and influence how they feelabout thecast

sus-S.: How can you be sure viewers will

be interested in what you film?

S.L.: A key characteristic of realitytelevision is conflict Many realityshows create situations that putparticipants in conflict with otherpeople, with nature, or even withthemselves The conflict can be phys-ical, mental or emotional Conflict inreality shows creates excitement forthe viewers and can lead to the elimi-nation of contestants

How Does Reality Happen?

Studio interviews Steven Lucas, producer of many popular reality shows,about some of their common characteristics

Unit 2

3 Read the characteristics you underlined Complete the chart

4 What other characteristics of reality shows can you think of?

a Which characteristic do you think is the

S.: Where does the filming take place?

S.L.: The right setting is another

essential characteristic of successful

reality shows The setting might be an

exotic,farawaycountry, a luxurious

mansion beside the ocean, or

some-where serious such as an executive

board room or a hospital Of course,

the setting can be very familiar to

viewers, such as a home or a school

Having a unique, unusual location

can capture viewers’ imagination On

the other hand, familiar locations are

easy for viewers to relate to

S.: What are some other important

characteristics of good reality shows?

S.L.: In many reality shows

contest-ants compete for big rewards,

so competition is essential! The

competition can focus on physical

or mental talents, such as singing or

solving problems However, not all

reality shows are competitive Some

reality shows have a life-changing

transformation as their focus

Contestants might get an extrememakeover or their homes might

be completely renovated andredecorated

S.: How do you decide who wins thecompetition and receives the prize?

S.L.:The rewards winners receive atthe end of a show are very important

Most reality shows offer big prizes tothe winning contestants The prizemight be money or a recording con-tract that can lead to fame and for-tune So the judging on reality shows

is critical Some of the most popularreality shows use celebrities to judgethe contestants Many shows also letviewers at home participate and votefor their favourite contestants byphone or the Internet Celebrityjudges and audience participationmake the viewing experience moreexciting and interactive Viewers feel

as though they have some controlover theoutcomeof the show •

Reality Check Reproduction prohibited © Chenelière Education Inc.

Reality TV is very popular today, but it is not new.

In fact, reality shows are almost as old as TV itself.

1 Read about some popular reality shows from the past

What modern reality shows do they make you think of?

The Ed Sullivan Show was a talent show inthe 1950s and 1960s Famous stars and amateurentertainers appeared on Ed Sullivan’s stage.Performers included singers, actors, comics andcircus acts

This show makes me think of:

The Real Worldis one of the longest runningreality shows When it began in 1992, it was abold new show that exposed the day-to-dayinteractions of a group of strangers livingtogether on the show’s set The show touches on

a variety of controversial subjects

This show makes me think of:

The Galloping Gourmet was a Canadian

cooking show in 1969 starring the comical chef

Graham Kerr The chef prepared complicated

meals, sometimes setting small fires or causing

other humorous accidents The show was filmed

in front of a live audience

This show makes me think of:

Candid Camera was a funny TV show that

began in 1948 and was popular for five decades

Hidden cameras in everyday locations filmed

people’s reactions to unusual and hilarious

situations

This show makes me think of:

2 Choose one of your favourite reality shows or the one that youdislike the most and complete the chart

8 Reasons that you like

or dislike the show

Unit 2

Write a question for each of the following answers

A: The contestants learn who is eliminated at the

beginning of each episode

4 Q:

A: The winner is chosen by combining the judges’ scores

and the number of audience votes

5 Q:

A: My friends and I like the show because the contestants

are erce competitors

Where does the show take place?

twenty-seven

3 Describe the show to a partner Listen to your partner’s description

Take turns asking questions Use the Grammar Preview and

Language Prompts for help

Question Word To Ask About Example

Use question words to ask for specic information about

people, places and events

!Don’t forget to put a question mark (?) at the end of each question.

So nd Check

Pronounce the final s

on plural nouns clearly: contestant s , example s , reason s

Identity of peopleIdentity of thingsand eventsPlace

TimeReasonManner

4 Discuss the following questions in teams or with the class

a How is reality TV different now?

b Why do you think that people still like to watch reality shows?

c What do you think reality TV will be like in the future?

Question Words Lang age prompts

The name of the show is

• It takes place

• The contestants are

• Conflict happens when

• The judges are

• You can win

• I like this show because

• It’s a good show because

• Question words: who, what, where, when, why, how

Whoare the contestants?

Whatsurprising thingshappen?

Wheredo the contestantstravel?

Whendoes the audience vote?

Whydo some contestantsbecome emotional?

Howdo the show’s producersedit the film footage?

Go to Reference Section page 202 for more information.

Reality Check Reproduction prohibited © Chenelière Education Inc.

The CastThe host is a high school career counsellor The contestants arethree ambitious teenagers

Sam is 17 He is an excellent hockeyplayer who trains hard and dreams ofmaking it to the NHL Sam’s parentsspend several hours every week driv-ing him to hockey practices, games andtournaments They pay a lot of moneyfor his hockey equipment and privatecoaching Unfortunately, the familydoes not have enough time or moneyfor Sam’s younger brother to do his fa-vourite activities Sam feels that he has

a talent that is too important towaste

Topic: new

Québec-based reality show

The British reality show

Pop Idol began the Idol

phenomenon in 2001.

The talent show was a

huge hit and American

Idol and Canadian Idol

quickly followed The

Idol franchise has more

than 50 versions in

110 countries Hundreds

of millions of viewers

around the world vote

for their favourite

con-testants Just

partici-pating in the show can

bring success Jennifer

Hudson, who came only

seventh in American Idol,

won an Academy Award

for Best Supporting

Actress.

3

5 A New Reality Show

Some people dream of having a job they love, becoming famous, or just having a quiet life with friends and family.

1 What is one of your dreams?

2 Who can help make your dream become reality?

C2

Unit 2

Maria is agifted14-year-old singer and dancer She is certain shewill be a famous pop music sensation before she is 18 years old She

has no doubts that she is outgoing and talented Herfather and sisters live at home in their small townbut Maria lives with her mother in a tiny apartment

in Montréal so that she can go to a special school forartists Maria’s family spends a lot of money on hersinging and dance lessons and on her extravagantclothes for performances Maria says that she prac-tises everyday so she can become a star and buy thefamily a big house where they can all live together

Josh is in Secondary Three at his local high school

He is an excellent student He hopes to study at aprestigious,expensiveuniversity in the U.S.A oneday He works hard and has high marks in all hissubjects When Josh is not at the library, hisbrothers must be quiet so that they do not disturbhim Josh’s parents save all their extra money forhis future university expenses They do not know ifthey have enough money to pay for both of Josh’sbrothers to continue their education after highschool Josh believes that a good education is themost important dream that anyone can have

A Typical EpisodeEvery episode covers the same action The host conducts a short in-terview with each contestant and his or her family The contestantstalk about their dreams and the families talk about the sacricesthey must make for the “family favourite.” The cameras follow thecontestants everywhere they go The settings include places likehome and school, as well as hockey arenas,rehearsalstudios andlibraries Viewers see how hard contestants work to make theirdream come true They also see how much each family sacrices

Between scenes of the contestants’ activities, the host interviewsindividual members of the families The editingrevealsconictwhen brothers and sisters are jealous of all the attention the “familyfavourite” receives Some parents occasionally feel guilty abouteverything they do to help make their child’s dream come true

These feelings create tension in the families

The Judging and the PrizeAfter ve episodes, viewers vote by Internet for the contestant theythink deserves a scholarship to help him or her succeed His or herfamily also wins a big cash prize so that they can stop sacricingand begin to follow their own dreams

Reality Check Reproduction prohibited © Chenelière Education Inc.

5 Which contestant would you vote for? Why?

6 Imagine a new contestant for the show Write a description of theperson Include the person’s age, qualities, dream and familysacrices