real skills book 1 skills book TE

PRONUNCIATION VOCABULARY GRAMMAR TOPIC FILES and PROJECTS• Third-person singular -s • Words and expressions related to travel and physical features • Dene words in a text using context

Development and authoring of

online workshops and supplementary web material

Becky McKnight

REAL, Real English Authentic Learning

REAL Skills Book 1, Second Edition

Angelika Brunel and Becky McKnight

© 2014 TC Media Books Inc.

© 2009 Chenelière Education Inc.

Managing Editor: Melissa Repas

Editor: Jennifer McMorran

Project Manager: Valérie Côté

Researchers: Rachel Irwin, Tara Smith

Copy Editor: Jeanine Floyd

Proofreader: Nancy Perreault

Cover and Book Designer: Micheline Roy

Web Material Editor: Jennifer McMorran

Web Material Project Manager: Solange Lemaitre-Provost

ISBN 978-2-7650-4517-5

Legal deposit: 2nd trimester 2014

Bibliothèque et Archives nationales du Québec

National Library of Canada

Printed in Canada

1 2 3 4 5 ITIB 18 17 16 15 14

We acknowledge the financial support of the Government of Canada through

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

Acknowledgements

I wish to express my gratitude to the extraordinary team

at Chenelière Education for this splendid second edition Many thanks to all those who participated to make this series yet another success I would also like to thank Kay Powell, author of REAL Grammar Book 1, and co-author Becky Mcknight for helping raise the bar even higher And finally, a special thanks to editor Melissa Repas whose global vision and eye for detail kept us on track once more.

Sincere appreciation to the reviewers for their honest appraisals and insightful suggestions.

– Angelika Brunel Thank you, Angelika Brunel, for having authored such a great first edition and for graciously accepting me as your co-author on the second edition I will be forever grateful to Melissa Repas for her faith in me and for having invited me to be a part of this project Thank you also to Jeanine Floyd and Jennifer McMorran Being

a part of the hard-working, professional, and caring team at Chenelière has truly been a fantastic and fun experience Also, thank you to all of my family, friends, and colleagues, who continue to inspire and teach me daily I dedicate this book to my partner Jacques, who has always supported me, my two angels and rays of sunshine, Jeremy and Jessie, and my wonderful step-children, Nicolas and Émilie.

– Becky McKnight Thank you to the many teachers who gave invaluable feedback and suggestions, including the team of reviewers:

Pierre Fraser, Cégep de Sainte-Foy Katherine Lyon, Collège Montmorency Nadine Lavoie, Cégep de Rimouski François Martel, Cégep de Thetford And to those who participated in the developmental research for this second edition:

Ali Boumoussa, Collège Ahuntsic Jean-Thomas Courchesne, Cégep de Sherbrooke Veronica Frediani, Cégep Saint-Jean-sur-Richelieu Netta Gorman, Cégep de l’Abitibi-Témiscamingue Izabela Kubinska, Collège de Valleyfield

Bibliothèque et Archives nationales du Québec and

Library and Archives Canada cataloguing in publication

1 English language – Textbooks for second language learners 2 English

language – Problems, exercises, etc 3 English language – Spoken English –

Problems, exercises, etc i McKnight, Becky, 1965- ii Title.

ALL RIGHTS RESERVED.

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Those pages bearing the note “Reproduction permitted © TC

Media Books Inc.” may be reproduced solely by the teacher

whose students personally use the workbook that is an integral

part of the series which includes this workbook, and exclusively

for those students referred to in this paragraph.

Any use not expressly authorized shall constitute an

infringe-ment, which could result in legal action against the individual or

institution reproducing any part of this book without permission.

Trademarks are mentioned or illustrated in this work Please note that the publisher has not received any income or advantages in return for having presented these brands.

The brands are reproduced upon request by the authors

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Chenelière Education and the authors shall not be held responsible or liable for any claims, whether past, present, or future, relating to loss or damage of any nature — special, punitive, or exemplary — including but not limited to economic loss or physical or material damage resulting from negligence, or any violation or usurpation of any right, title, or intellectual property interest resulting or that may result from the content, text, photographs, or products or services mentioned in this work.

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UNIT 1 TRAVEL Take a New Direction

Popular trends give travellers more opportunities 1

WARM-UP Language Exchange 2

READING FOR STRATEGY “Reasons to Take a Gap Year” 3

SPEAKING Weird Hotels 6

IN WORDS Travel Words 7

LISTENING “Show Me Your Canada” 7

READING FOR INTERACTION “Montrealer Started Couchsurng” 9

SPEAKING Your Couch or Mine? 11

PRONUNCIATION Third-Person Singular -s 12

LISTENING Descriptions 13

WATCHING A Map for Saturday 14

READING FOR CHALLENGE “Weed Your Way Around the World” 15

WRITING FILES Sentence Structure 18

TOPIC FILES Topics • Make the Connection • Top Words 20

UNIT 2 FITNESS What is Your Fitness Style? How personality affects the choices we make about keeping fit 21

WARM-UP Getting Active 22

SPEAKING Test Your Personality 23

READING FOR INTERACTION “Researcher Finds Sports that Fit Each Personality” 24

SPEAKING A Perfect Match 26

IN WORDS Play, Do, or Go? 27

PRONUNCIATION Long and Short Vowel Sounds 28

LISTENING Giving Fitness Advice 28

READING FOR STRATEGY “Ultimately, It’s About Having Fun” 29

WATCHING “Tough Mudder” 32

READING FOR CHALLENGE “Vancouver’s Parkour Stars Leap Buildings” 33

WATCHING The Kid from La Puente 36

WRITING FILES Generating Ideas 38

TOPIC FILES Topics • Make the Connection • Top Words 40

UNIT 3 LIFESTYLE On Campus How can today’s students live a balanced lifestyle? 41

WARM-UP Student Lifestyle Survey 42

READING FOR STRATEGY “Sleep” 43

WATCHING “Energy Drinks: Liquid Health Issue” 46

PRONUNCIATION The / th / and / t / Sounds 48

IN WORDS Make and Do 49

Table of Contents

21

41 1

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iv

READING FOR INTERACTION “Eight Proven Ways for Students to Save Money” 50

LISTENING Moving Out 53

SPEAKING Difcult Dilemmas 54

READING FOR CHALLENGE “Research Suggests Many Students Cheat, Young People Concur” 55

LISTENING “Keeping Your Integrity” 57

WRITING FILES Paragraphs and Topic Sentences 58

TOPIC FILES Topics • Make the Connection • Top Words 60

UNIT 4 TECHNOLOGY Information Evolution How does technology shape a generation? 61

WARM-UP Technology Then and Now 62

WATCHING “Generation Text” 63

SPEAKING Technology Survey 65

READING FOR STRATEGY “How Technology Has Changed Dating” 66

WATCHING “Facebook Follies” 69

PRONUNCIATION The -ed Ending of Regular Verbs in the Simple Past 71

IN WORDS Technology Vocabulary 72

READING FOR INTERACTION “Spy Mannequins No Dummies” 73

“California Governor Signs Driverless Cars Bill” 75

SPEAKING Is It Worth It? 77

WRITING FILES Supporting Ideas 78

TOPIC FILES Topics • Make the Connection • Top Words 80

UNIT 5 COMMUNICATION Say What You Mean What can we learn from non-verbal communication? 81

WARM-UP Body Language 82

READING FOR INTERACTION “Top Ten Signs Someone Is Lying” 83

SPEAKING Who Is Telling the Truth? 84

IN WORDS Communication Idioms 85

READING FOR STRATEGY “Show Your True Colours” 86

PRONUNCIATION Silent Letters 89

WATCHING Line of Sight 90

LISTENING First Impressions 92

READING FOR CHALLENGE “Catching the Gist” 94

WRITING FILES Transition Words 97

TOPIC FILES Topics • Make the Connection • Top Words 100

61

81

UNIT 6 INSPIRATION Making a Difference

What drives people to make an impact on the world? 101

WARM-UP Role Models 102

WATCHING Rightfooted 103

LISTENING “Wish You Well” 105

PRONUNCIATION The Letter H 107

READING FOR INTERACTION “Dumpster Divers” 107

“The Cage Man” 110

IN WORDS Word Families 112

READING FOR STRATEGY “Generation Y: It’s All About Me” 113

LISTENING “The Buried Life” 117

SPEAKING Your Bucket List 118

WRITING FILES Introduction to the Essay 119

TOPIC FILES Topics • Make the Connection • Top Words 122

UNIT 7 URBAN PLANNING Building Community How can we make our neighbourhoods better? 123

WARM-UP Neighbourhood Report Card 124

READING FOR INTERACTION “Dutch Neighbourhoods” 125

IN WORDS The Verb Get 127

SPEAKING Going Downtown 128

LISTENING “Fitness-Friendly Cities” 129

READING FOR STRATEGY “Broken Windows Theory Boosted by New Study” 131

PRONUNCIATION Can Versus Can’t 133

LISTENING Solve the Riddle 134

SPEAKING AND WRITING City Council Meeting 135

WATCHING Spaces in Between 135

READING FOR CHALLENGE “The Birthday Cake” 137

WRITING FILES Improving Introductions and Conclusions 142

TOPIC FILES Topics • Make the Connection • Top Words 144

APPENDIX 1 Practical Vocabulary 145

APPENDIX 2 Strategies, Grammar Links, and Pronunciation 147

APPENDIX 3 How to Plan and Deliver an Oral Presentation 148

APPENDIX 4 The Essay Outline 149

CREDITS Photo, Text, Audio, and Video Sources 150

101

123

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vi

Scope and Sequence

• Read a newspaper article

• Read a magazine article

• Listen to a radio interview

• Improve your listening skills

• Listen for numbers, prices, dates, place names

• Listen to a phone conversation

• Watch a documentary for main ideas and details

• Describe hotels using the simple present.

• Write sentences and questions in the simple present

• Write, revise, and edit complete sentences

• Read a newspaper article

• Find the main idea

• Read for main ideas and details

• Skim and scan

• Listen to phone messages

• Prepare to listen and watch

• Watch a television news report for main ideas and details

• Watch a documentary for main ideas and details

• Describe sports and activities using the present progressive

• Write a personal description

• Make recommendations

• Brainstorm and generate ideas

• Support your statement

• Discuss physical activities and personality traits

• Use help strategies

• Survey classmates about personality and tness preferences

• Prepare and ask questions

• Watch a television news report

• Listen to a conversation for main ideas and details

• Listen to a radio interview

• Write questions about student habits

• Discuss balanced lifestyles

• Activate prior knowledge

• Discuss difcult dilemmas

• Discuss cheating in school

UNIT 4

Technology

• Read a newspaper article for main ideas and details

• Find supporting ideas

• Choose the correct denition in a dictionary

• Pair read and retell

• Recognize the structure

of a newspaper article

• Watch a television news report for main ideas and details

• Watch a documentary for main ideas and details

• Listen to a story for -ed ending of regular verbs in the simple past

• Write about the uses of technology now and in the past

• Write about the pros and cons of technology

• Write topic sentences and supporting ideas

• Discuss survey ndings

• Ask for clarication

• Express an opinion

• Express pros and cons

• Brainstorm with a partner

• Discuss pros and cons of technology

UNIT 5

Communication

• Engage in active reading

• Read for main ideas and details

• Read a travel story for main ideas and details

• Watch a short documentary for main ideas and details

• Listen to an interview for main ideas and details

• Improve your note-taking

• Write about past events

• Write a dialogue using idioms

• Write parts of a story with words with silent letters

• Use transition words

• Tell stories

• Discuss non-verbal communication and perceptions

• Discuss lying

• Role-play a dialogue

• Discuss colour choices

• Discuss the role of art in life

• Discuss rst impressions

UNIT 6

Inspiration

• Interpret a message in a song

• Read for main ideas and details

• Pair read and retell

• Identify sources and references in a text

• Watch a documentary trailer for main ideas and details

• Write a blog post

• Label the parts of an essay

• Analyze and revise thesis statements

• Distinguish between thesis statements and topic sentences

• Discuss role models

• Emphasize your point

• Role-play a conversation

• Retell to verify comprehension

of a text and check grammatical accuracy

• Discuss future goals

• Read a short story

• Listen to a radio news interview for main ideas and details

• Watch a short documentary

lm for main ideas and details

• Listen to and solve riddles using modals

PRONUNCIATION VOCABULARY GRAMMAR TOPIC FILES and PROJECTS

• Third-person singular -s • Words and expressions

related to travel and physical features

• Dene words in a text using context

• Questions in the simple present

• Write a text or give an oral presentation

on a topic related to travel (a road trip, a student travel program, your home, your prole, your comfort zone)

• Plan a volunteer project or unique trip

• Long and short vowel

sounds

• Words and expressions related

to physical activities, tness, and personality

• Use play, do, or go with tness words

• Dene words in a text using context

• Write numbers

• Present progressive

• Gerunds (-ing nouns)

• Write a text or give an oral presentation

on a topic related to tness (tness trends, your tness routine, your favourite place, a sports broadcast, comparing activities)

• Research a Paralympic sport

• The /th/ and /t/ sounds • Words and expressions related

to student life

• Use make and do

• Dene words in a text using context

• Pronouns

• Compound nouns

• Countable and uncountable nouns

• Nouns and determiners

• Possessive determiners

• They’re, Their, and There

• Write a text or give an oral presentation

on a topic related to student lifestyle (healthy habits, advertising, cheating at school, money matters, my generation)

• Examine advertising claims for products aimed at young people

• The -ed ending of

regular verbs in the

• Write a text or give an oral presentation

on a topic related to technology (then and now, technology evolution, nomophobia, crowdfunding)

• Conduct interviews about experiences with technology

• Silent letters • Words and expressions

related to body language and communication

• Body parts vocabulary

• Dene words in a text using context

• Simple past

• Past progressive

• Adjectives

• Comparatives and superlatives

• Adverbs

• Write a text or give an oral presentation

on a topic related to communication (rst impressions, communication barriers, communication breakdown, the gender gap, animal communication)

• Present a work of art by your favourite artist

• Words that begin with h • Words and expressions related

to inspiration

• Word families

• Prexes and sufxes

• Dene words in a text using context

• Future

• Adjectives with -ing and -ed

• Questions in the future

• Write a text or give an oral presentation

on a topic related to inspiration (role models, making a difference, fundraisers, bucket list)

• Present a song that touches or inspires you

• Can versus can’t • Words and expressions related

to community

• The verb get

• Dene words in a text using context

• Modals and have to

• Prepositions of place and direction

• Negative modals

• Write a text or give an oral presentation

on a topic related to urban planning (your favourite place, dream destination, neighbourhood changes and challenges, new neighbours)

• Present one of the top liveable cities

Level-appropriate texts, videos, and audio

material have been updated and come from a

variety of authentic sources

You will read a large selection of text types,

including an excerpt from a short story and a

novel, listen to interviews and reports, and watch

high-interest documentaries and short lms

Reading for Strategyallowsyou to practise a specicreading strategy to improveyour reading skills

Features

In this second edition of REAL Skills Book 1 you’ll nd the many features that made the rst

edition such a success along with valuable improvements and additions The magazine-style

integrated approach has been updated to suit the language needs of today’s high-beginner

to low-intermediate student New and updated themes offering student-centred activities

explore relevant issues and topics

Seven theme-based units are designed to pique your interest while building your language

skills Each unit ends with the Writing Files, with step-by-step guidance to help you write

effective sentences and paragraphs, and to introduce you to the essay The book concludes

with useful appendices to help you with your written and oral assignments

Overall Structure

Skills

reading practice

Focus on Languageis a new

section that gives you the

opportunity to focus on

specic aspects ofgrammar that you see or

hear in context

New targeted grammar focus

FYI(For YourInformation)providesinterestingfacts or tipsrelated to thetheme

Reading for Challengeoffers you a morechallenging or longer text

Reading for Interactionencourages pair reading

or structured discussion

in class

Engaging warm-up activities,

such as surveys, quizzes, and

interview scenarios, open each

unit to get you thinking about

and discussing the new theme

Speaking activitiesoffer realcontextsand range from guideddiscussions and topical debates

to creative role plays to formalpresentations

Numerous writing and discussionboxes throughout the unit give youopportunities to react to varioustopics

The new Topic Files section

concludes each unit It offers

accessible writing and oral

presentation topics to encourage

you to explore the theme further

These activities reinforce the

unit’s featured language

elements, which are listed in

Make the Connection

Top Wordslists high-frequency

vocabulary featured in the unit to

help you to focus on these words

and integrate them in your own

speaking and writing

Each of the Writing Files takes you step-by-step throughthe writing process, and provides models, examples,and hands-on practice of the writing theory, includingrevising and editing exercises

The grey pages of these sections are easy to nd so theycan be referenced at any time

Topic Files

Writing Files

Speaking and Writing

Grammar Linkgives you

language and grammar tools to

help you do the required tasks

A variety of exercises helps you

acquire new vocabulary carefully

selected according to frequency

and usefulness

How Tofocuses on useful reading,listening, speaking, and writingstrategies and now offers moreexplanations, examples, andconcrete practice

The In Words section helps you learncommon theme-related vocabularyexpressions and put them into practice

Pronunciation targets commondifcultiesand helps you become

a more uent speaker throughguided practice

The online pronunciation exercisesprovide automatic feedback

Cross-referencesindicate where

to nd more detailed information

or practice

Language Elements

THE POWER OF AN EXCEPTIONAL DIGITAL TOOL

• An interactive eBook for teachers and students

• Additional questions on material in the book and on new material found only online

• Immediate feedback to help better assess understanding and to monitor progress

• Creation and customization of interactive online activities by teachers

• Vocabulary exercises and quizzes to improve vocabulary use and retention

• Pronunciation workshops for online practice

• Access to the CD and DVD content that can be played directly from the platform

• Teacher tools such as projects, transcripts, answer keys, evaluation material, and grids

Clear and integrated web links

indicate when to consult the

interactive activities online

Do you sometimes think about

taking a road trip?

How do you travel on a budget?

In this unit, you will explore

different travel options.

Travel 1 Travel

Travel Travel Travel Travel Travel Travel Travel Travel

Travel Travel Travel 1

TRAVEL

Travel

Popular trends give travellers more opportunities

Take a New Direction

Reproduction prohibited © TC Media Books Inc.

UNIT 1 Travel

2

People travel for many reasons: to work, to relax, and even to learn English English isspoken in many different countries as a rst or second language It contains manywords from other languages, such as French and Spanish

Workwith a partner Look at the words below and guess which language they comefrom Fill in the missing letters to complete the name of each language and the name of

a country where that language is spoken

8.futon apa es Jap

9.sauna F nni F land

10.ballet Fr ch Fr ce

11.kung fu an on s hin

12.jungle ndi Ind

13.amingo tugues tugal

14.beluga R ssi R ssi

15.robot Cz h Cz h publ

MAKE INTRODUCTIONS

To introduce yourself:

Hi, my name is Sophia

Hi, I’m Sam

Let me introduce myself

To introduce someone else:

I’d like you to meet Valerie

This is Jack

Let me introduce you to Eric

Responses:

Nice to meet you

Pleased to meet you

How To

SIMPLE PRESENT

Use the simple present to

talk about facts, habits, and

preferences

Make sure to add -s or -es to

regular verbs in the third-person

singular (he, she, or it)

She speaks Greek

Grammar Link

Refer to REAL Grammar Book 1,

unit 1

Discussion

1 Do you speak any of the languages on the list? Which ones?

2 Which cities or countries do you want to visit? Why?

Introduceyour partner to another team Include information from the discussion anduse the How To box as a guide Use the simple present in your introduction

This is Frederic He speaks French and Spanish He wants to visit British Columbiabecause he loves to ski He also hopes to practise English

tl

auJi

READING FOR STRATEGY • IDENTIFYING COGNATES

Why do some students take a break from their studies before they start college oruniversity? In this text, learn about the advantages of taking a year off to travel

Readthe rst and second paragraphs and note the cognates in bold Find and underline

as many different cognates as you can in the section “No classroom is required” Thenread the rest of the text Focus on the cognates to help you understand it better

Read “Life on a Cruise Ship” online to practise nding cognates.

hat’s the rush?

Many students are just not ready

to jump right into college, university,

or the workplace right after high school

Taking time off gives them a muchneeded break They return more focused,motivated, and ready for challenges “Agap year can prepare students for a more

meaningful university experience” saysDiane Crocker, Registrar and Director ofEnrolment Management, University ofToronto York University, the third largest

in Canada, recentlyannounced its Bridgingthe Gap program, which allows student

to delay admission to take a gap year

American universities also supportthe idea Harvard believes so much in thegap year that it encourages every student toconsidera year off Princeton has a programcalled the “bridge year” where students spend

a year performing public service abroad

before beginning theirfreshman year

A concept that worksTaking a gap year is very common inthe United Kingdom, Australia, and

New Zealand Each year in the UnitedKingdom alone, approximately 230 000people take a gap year Generally the gapexperience includes mixing academics,

volunteer work, and travel The gap year

is regarded as a chance for students

to develop skills and to take personalresponsibility as an adult This is supported

by British universities and collegeswhere students with gap year plans areregularly given a later admission date

The chief executive of the Universities andColleges Admission Services in the UnitedKingdom, Tony Higgins, says, “We believethat students who take a well-plannedstructured year off are more likely to besatised with their chosen course andcomplete it The benets are now widelyrecognized by universities and colleges.”

No classroom is required

A gap year provides an opportunity forgrowth and improves an applicationform or resumé It allows someone todevelop work experience at home orabroad and skills that cannot be taught

Reasons to Take a Gap Year

Adapted from mygapyear.ca

meaningful (adj.) signicant, purposeful

abroad (adv.) in another country freshman year (n.) rst year of studies at college or university

IDENTIFY COGNATES

Some English words look likewords in another language andhave a similar meaning too

There may be minor differences

in spelling These words arecalled cognates, for exampleathlete About one third ofEnglish words come fromFrench, for example ballet

If you can identify cognates,you can understand parts of atext without using a dictionary

Reproduction prohibited © TC Media Books Inc.

UNIT 1 Travel

4

in a classroom It also provides theopportunity to work with people fromother cultures, the chance to perfect

a foreign language, and a break to serveothers It gives time to grow and mature,and a chance to reect on one’s ownpersonality, skills, values, and desires beforestarting a course or career Learning outsidethe classroom gives young adults a greaterunderstanding of the world around them

Time well spentCreating a plan that provides opportunitiesfor personal and professional growth has asignicant correlation to future educational

and employment success A gap yearstrengthens soft skills and developsemotional intelligence The experienceimproves decision making, relationshipbuilding, problem solving, communication,organization, teamwork, responsibility,independence, and maturity

Interesting things you can doThere are many different gap experiences.You can volunteer, travel, work, or study allover the world and here in Canada Create

a plan that suits your needs and budget.You will be amazed at the opportunitiesthere are!

soft skills (n.) qualities such as

common sense, people skills, and

a positive attitude

A snap year is a shorter version

of a gap year, lasting on average

four months Some students

nd it nancially difcult to take

a whole year off A snap year is

also more career oriented Many

students volunteer or take an

internship in another country

475 words

Comprehension

1 When do students normally take a gap year?

2 How do different universities view a gap year? Draw a line to match each universitywith the correct statement

Harvard a.Believes a gap year prepares students for a better university experiencePrinceton b.Encourages all of its students to think about taking a gap yearYork c Offers a chance to do public service in another country for a yearToronto d.Allows students to delay admission in order to take a gap year

3 In which countries do students usually take a gap year? Name three

4 Which of the following is usually not part of a gap year experience, according to the text?

a academics

b.volunteer work

c a chance to make money

d.travel to foreign places

5 What does Tony Higgins say about students who take a gap year? Explain in yourown words

foreign (adj.) from a country

other than your own

They take it right after high school

Gap years are usually taken in the United Kingdom, Australia, and New Zealand

Students who take a well-planned structured year off are more likely to be satisedwith their chosen course and complete it

6 Which of these benets convince you most to take a gap year? Put the benets in

order of preference from most to least convincing and then compare your answers

with a partner’s

Preference

Partner’s Order ofPreference

a.Improve a job application or a resumé

b.Have a chance to meet people from other cultures

c Learn a new language

d.Do volunteer work

e.Be more mature before starting college

7 Taking a gap year improves certain skills called soft skills Look at the section “Time

well spent” and nd the soft skill that corresponds to each statement The rst

example is done for you

Focus on Language: Simple Present

1 Simple present verbs in the third-person singular require a nal -s or -es Write the

endings of the following verbs

a A gap year strengthen soft skills

b It develop emotional intelligence

c The experience improve decision making

2 Now, read paragraphs 1 and 2 again and circle two verbs written in the simple

present, third-person singular form

a.I work well by myself independence

b.I am able to express myself easily

c I nd it easy to make the right choice

d.I am able to work well with others on a project

e.I am able to handle a complicated situation

Discussion

1 What are some possible activities for someone taking a gap year? Which ones

interest you the most? You may refer to your answers in question 6 and elaborate

on them

2 Is it a good idea for Canadian colleges and universities to encourage students to

take a gap year? Explain your answer

3 Why is a gap year not for everyone? Give two reasons

Refer to REAL Grammar Book 1,unit 1

Answers will vary

communicationdecision makingteamworkproblem solving

ss

s

Reproduction prohibited © TC Media Books Inc.

by writing the number under it

THERE ISAND THERE ARE

Use there is and there are to

describe things

There is + singular noun

There is an ice hotel in Québec

City

There are + plural noun

There are many hotels to

choose from

To form the negative: is or

are + not

There isn’t a shower

There aren’t many rooms

available

Grammar Link

Refer to REAL Grammar Book 1,

unit 1

1 There a hotel in Switzerland which is an old prison Guests sleep in cells

There bars on the windows The bathroom is inside the cell There

a prison guard Guests are free to leave whenever they want

2 Do you have an extra 4.4 million dollars? There a hotel in outer space! Guestscan stay for three nights The price includes an eight-week training course on land

3 There an underwater hotel in Fiji It is more than ten metres under water Italso has an underwater library, lounge, theatre, and chapel

4 In Sweden, there a jumbo jet that now functions as a hotel It accommodatesone to four people in each room The rooms have a private bathroom and shower,

a at screen TV, and WiFi

5 There a hotel in New Zealand that looks like a hobbit hole But thereany hobbits here! It ts up to six people It is very modern It is cool in the summerand warm in the winter

6 There many tree house hotels in the world This tree hotel is in Sweden Ithelps its guests feel close to nature

Discussion and Writing

1 Which is your favourite hotel from the list? Explain your answer

2 Where do you usually stay when you travel? What is more important: price orcomfort?

3 What ve features does a good hotel have? Use the simple present in your answer

passpackage dealtravels

books

voyagetrip

vacationlocation

vacancyrents

women

countrystories

Travel Words

When do you use trip or travel, vacation or vacancy, pass orspend? Some travel words are often confused because theylook similar to French words but are actually false cognates

Completethe sentences with the correct travel words orexpressions from the list Use each word only once You mayneed to add -s or -es to a verb in the third-person singular

of the simple present Consult a dictionary if necessary

1 It is cheaper to take a with this airline

2 My sister usually all her time on the beach

3 It is relaxing to listen to the waves and the time away

4 This price includes everything It’s a

5 My mother often on business

6 She often her trips with a travel agent

7 I want to take a to New Zealand

8 They plan to take a long at sea

9 The youth hostel is in a convenient near the train station

10 I have two weeks off for my summer this year

11 Let me check if we have a Sorry, there are no rooms available

12 My family a cottage by the lake every summer

Writeve sentences in the simple present, using the new travel words You may usemore than one new word in each sentence Read your sentences to a partner

In Words

RECOGNIZE FALSECOGNATES

Cognates are words in differentlanguages that look similar andhave a similar meaning, such asuniversité and university

However, you need to watchout for false cognates Theseare words that look similar toFrench words but havedifferent meanings:

This hotel has no vacancies,

so we have to spend the rest ofour vacation in a youth hostel.Use a dictionary if you are notsure of the meaning of a word

How To

Refer to REAL Grammar Book 1,page 119, for a list of commonfalse cognates

Listen to “Raoul’s Responsible Travel Agency“ online to practise numbers, prices, and other practical travel vocabulary.

Do you often dream about taking a road trip? Listen to a CBC interview with SummerEastwood and Rachelle Hamilton, who took time off to travel across Canada and lmtheir adventures

Listento the beginning of the interview and ll in the missing words

Four 1from Ormstown are in the process of planning a cross-countryroad trip for their web series called “Show Me Your Canada” Their goal is to seethe non-postcard version of the 2and this means they want to hear the

passpackage dealtravels

books

voyagetrip

vacationlocation

vacancyrents

women

countrystories

Reproduction prohibited © TC Media Books Inc.

UNIT 1 Travel

8

IMPROVE YOUR

LISTENING SKILLS

Here are some tips to practise

your listening skills:

• Accept the fact that you will

not understand every word

you hear

• Stay calm! Try to

understand the main idea

and important details

• Don’t try to translate

This will slow down your

comprehension

• Practise listening to English

outside of the classroom

(listen to music or the radio,

or watch television or

movies)

How To Comprehension

Readthe questions Then listen to the interview and answer them

1 What is their daily budget for this trip? $ a day

2 What does this budget include? It includes

3 Why do the women want to travel on this budget? Circle the reason not mentioned

a They do not want to pay for hotels or rent cars

b.They want to work for their dinners some nights

c They want to save money for school

d.They want to get to know Canada through the perspective of local people

4 Fill in the missing numbers about the “Show Me Your Canada” road trip and web series

a The road trip lasts days for the month of

b.Each episode is a long

c They expect there will be episodes

5 What is their starting point?

6 Where is their nal destination?

7 What distance does the trip cover? kilometres

8 Do the four girls share the driving?  Yes  No

9 How did they rst come up with the idea of this road trip?

They got on a drive to and ended up in

10 How does the barter system work for the travellers? Complete the examples below

a They are going to for meals

b.They are going to for a lawn to pitch a tent on

11 How do they choose which destinations to visit?

a Their fans choose the destinations through Facebook

b.They discuss it with each other as a team

c They drive around and stop whenever they nd an interesting town

12 How do they describe their hometown, Ormstown, in southwestern Québec? Circle allthe items you hear

a tiny c large town e great museums g great cafés and

b.gorgeous d friendly people f a lot of fun restaurants

Discussion

1 Is it difcult to plan a road trip? How much money do you think is required?

2 Do you think it is difcult to travel with several people? Explain why or why not

3 The “Show Me Your Canada” team wanted to be pushed out of their comfort zone

What things push you out of your comfort zone? How do you feel afterwards?

100

30

13

Junehalf hour

5 000

wash dishesbabysit kids

Albany, New York

Their starting point is St John’s, Newfoundland (and Labrador).

Their nal destination is Victoria, BC

food, lodging, gas, everything

badhcife

READING FOR INTERACTION

Whether you travel for one year or for one week, a vacation is expensive A populartrend called couchsurng helps budget travellers save money

Vocabulary Matcheach word or expression with its correct denition before you read The linenumber is in parentheses

1 The guest is late (n., 2) a residents of a place

2 They are strangers (n., 3) b cleaning of dirty clothes

3 She sleeps on the couch (n., 9) c extra

4 Do you have a spare room? (adj., 9) d inexpensive

5 My friend will show me around Finland (exp., 13) e visitor

6 This is very cheap (adj., 51) f people we do not know

7 There are many locals in this restaurant (n., 54) g person who receives guests

8 We don’t do laundry (n., 85) h give a tour

9 Where is the host? (n., 88) i sofa

here we were, three Canadian girls,about to spend ve days as guests

of Sebastien Bernier, a complete stranger

What were we thinking?

We were doing what thousands ofpeople around the world have started todo: we were going couchsurng

A website lets people offer theircouch, spare bedroom, oor space, orbackyard to other people visiting theirpart of the world Or, if they have nospare room, they can offer to meet youfor a coffee or drink and show you aroundtheir town

Like many social networking websites,couchsurng is free and anyone can join

The couchsurng’s site now has more than

ve million members spread across everycontinent in more than 200 countries Ittouches many languages, cultures, andreligions North America and Europe havethe most couchsurfers

Alex Goldman, a site administratorsays, “It’s based on the real world Themain purpose of couchsurng is leavingthe online world.”

The average age of couchsurfers is 27,but even people over 80 go couchsurng!

5

10

T

Montrealer Started Couchsurng

Learn about the newest class of travellers

5 000

wash dishes

babysit kids

Albany, New York

Their starting point is St John’s, Newfoundland (and Labrador).

Their nal destination is Victoria, BC

food, lodging, gas, everything

badhcife

Reproduction prohibited © TC Media Books Inc.

UNIT 1 Travel

10

Many people in their 50s are members

Montréal has many members and is the

rst city with a couchsurng ofce

Montréal surfer Mathieu Groulx hadvisited the Big Applebefore, but surng

“felt like I was arriving at an old friend’s,”

he said “Going as a couchsurfer was a verydifferent experience than in past trips Youget to see places you might never knowabout if you stayed in a hotel or hostel,” headded It’s not every day a person opensthe door to someone they’ve never met

Casey Fenton from Maine

founded Couchsurng.org as a simpleaccommodation exchange As itspopularity grew, so did its features: onlinechat, bulletin boards, interest groups, citymeet-ups, verications and newsletters

The idea behind couchsurng, Fentonsays, is to help people “create adventuresthey will remember.” The originalcouchsurfer, Fenton got the idea by chance

He got some cheap tickets to Iceland butdeplored the idea of staying in a hostel Hewanted the real taste of Reykjavik; the oneonly locals truly experience

Fenton emailed 1 500 students at theUniversity of Reykjavik, asking if anyonewould be willing to host him in their city

It worked: between 50 and 100 replied,

“Yeah, come surf my couch.” Fenton thenstarted the Couchsurng website Evenhis dad does it “It’s like immediately

becoming a citizen of a place,” MarkFenton says

Giancarlo Russo, an Italian nativeliving in Wales, has surfed more than

20 couches in the past year “Couchsurng is

a lovely thing,” said Russo “When you surfwith someone, you share a bit of your life; youmove a step farther than sharing a house.”

“It’s a good chance to explore, to meetother people who really like to travel and tomeet people around the world,” he added

On the grand scale of life, couchsurng

is about creating a world withoutdiscrimination, Groulx said For manycouchsurfers, it’s the late-night conversationswith a stranger, the all-night partying with

a new friend, or the discovery that they’rethe only tourist at a neighbourhoodhangout

that creates long-lasting memories Withcouchsurng, however, you take what youget—there’s no complaining to the concierge

At the apartment in Paris where myfriends and I spent ve nights, we had freewireless Internet, an offer to do our laundry,

a beautiful view and a central location Atour next surf in Rome, we spent three dayssharing our host’s tiny living room withmany musical instruments and bookshelves

In Florence, I had my own bed—and bedbugs—and in Pistoia, my host welcomed

me into his home on a day’s no tice with apasta dinner and homemade wine

hangout (n.) place where

friends often meet

Pistoia (n.) a city in Italy

Comprehension

1 What is the purpose of the couchsurng website? Circle all the correct answers

a It is a free social networking site

b.It connects people with travellers who plan to sleep on their couch

c It allows people to meet locals while travelling

2 What age are the people who couchsurf?

3 How does Mathieu Groulx describe his experience as a couchsurfer?

a He saw the Big Apple for the rsttime

b.He stayed at an old friend’s house

c He said you get to see places youdon’t normally see otherwise

d.He said it was like past trips

4 What do we know about Casey Fenton? Circle all the correct answers

a He hoped to stay at a hostel in Iceland

b He wanted to see Iceland the way the local people did

c He asked university students to host him

d Only a few students invited him to stay with them

all ages

It shows the contraction of there is

It makes the word plural

It shows possession: belonging to the host

It forms the third-person singular in the simple present

Are

Are

AreAre

DoDoDoDo

Do

5 How does Jasmin Legotas describe her experience in Italy?

a She describes it as perfect

b.She says Italy is a terrible place to gocouchsurng

c She mentions both the positive andnegative aspects

d.She highly recommends Italy forcouchsurfers

Focus on Language: Final -s

1 What is the function of the -s or -‘s in each of these words?

a opens(39)

b there’s(82)

c nights(84)

d host’s(88)

Discussion and Writing

1 Do you want to try couchsurng? Why or why not?

2 In your opinion, what are three advantages and disadvantages of couchsurng?

Use the afrmative and negative forms of the simple present in your answer

Completethe questions in the chart with are or do Write your answers in the rstcolumn Then interview two other classmates and write the information about them inthe chart to determine which one is a compatible couchsurfer for your home

Imagine that you have the chance to host a couchsurfer What personality traits areacceptable to you? What personality traits are not acceptable?

1 you a smoker or a non-smoker?

2 you prefer to socialize or be alone?

3 you drink alcohol?

4 you wake up early or sleep late?

5 you prefer to listen to music or watch TV?

6 you a vegetarian?

7 you prefer to cook or eat out?

8 you an indoor person or an outdoor person?

9 you allergic to cats or dogs?

We do not know these people.The host does not have toprovide food

Grammar Link

Refer to REAL Grammar Book 1,unit 1

all ages

It shows the contraction of there is

It makes the word plural

It shows possession: belonging to the host

It forms the third-person singular in the simple present

Are

Are

AreAre

DoDoDoDo

Do

Reproduction prohibited © TC Media Books Inc.

UNIT 1 Travel

12

Writing Writethree sentences to describe the classmate whose lifestyle is most similar to yours

Pay attention to the third-person singular -s Try to connect short sentences with and or but

Dominic is a vegetarian and he prefers to cook He doesn’t smoke, but he drinkssome alcohol

QUESTIONS IN THE SIMPLE

PRESENT

To form questions in the simple

present: (Question word) +

auxiliary do or does + subject +

base form of the verb

Do you like to travel?

Does he like cats?

Exception: Do not use an

auxiliary with the verb be

Are you neat?

Is she messy?

Grammar Link

Refer to REAL Grammar Book 1,

unit 1

Refer to the Writing Files,

page 19, for more information on

Listento each sentence and then repeat it aloud Focus on the verb endings youhear Put a check mark under /s/, /z/, or /iz/ according to the sound

1 Brook wants to take a trip around the world

2 He backpacks alone around Australia

3 Raoul changes his mind about Aruba

4 This package deal costs $1 090

5 The plane leaves this Thursday

6 Brook describes youth-hostel life

7 Kim couchsurfs to save money

8 That sounds like a great way to spend time

9 Travel causes an impact on the environment

10 Hannah races to the airport

LISTENING Descriptions

Lydia and Bob have to pick up two couchsurfers, Natasha and Peter, from the airport

Lydia talks with them on the phone before the ight to nd out what they look like

Vocabulary

Writethe letter of the picture that corresponds to each physical description before

you listen

1 straight hair 2 curly hair 3 freckles 4 bald

5 a beard 6 sideburns 7 tall 8 short

Listento Natasha describe Peter and herself so that Bob and Lydia can recognize

them Help them by taking notes on Natasha’s and Peter’s descriptions

Reproduction prohibited © TC Media Books Inc.

UNIT 1 Travel

14

In this award-winning documentary, Brook Silva-Braga, a young sports journalist,leaves a job he loves to travel around the world for a year

Comprehension Readthe questions Then watch the video and answer them

1 Why does Brook want to leave a great job to travel for a year?

a He does not ever want to get married, have kids, and pay for a mortgage

b.He is not ready to commit to a routine life just yet

c He does not know what he wants to do in life

2 How does Brook feel on his rst day in Sydney, Australia?

a He feels happy about his decision

b.He realizes that a year is a long time

c It is too warm and he wants to go home

3 What did you learn about youth-hostel life from Brook and his friends? Circle thecorrect answers

a There are as many as four people to

a room

b.You learn to take a bath with shoes on

c You cook alone in a shared kitchen

d.The bathrooms are sometimes forboth men and women

e Some people snore when they sleep

4 How does Brook describe Australia during his visit? Circle the answer that is notmentioned

a There is a boomerang school

b.It is possible to go surng in January

c The summer season starts in January

5 What do we learn about the people Brook meets at the cookout in Australia?

Complete the chart

a.Hitch

b.Sabrina

c Jens German quit his banking job

6 How does Brook describe his experience after a week? Circle the adjective that is notmentioned

a comfortable b lonely c enjoyable d great

7 The number of long-term budget backpackers is:  increasing  decreasing

recently divorced from his wifeSwiss

✓

They all agree that saying goodbye to new friends is the hardest and saddest part

8 What are the basics of backpacking, according to Brook? Circle all the correct answers.

a You often feel hungry

b You eat many different kinds offood

c You learn how to roll your clothes tight

d You have to sleep in the dormrooms all by yourself

9 In Brook’s opinion, how is travelling around the world for a year more like a weekendthan a vacation?

a You do not visit any tourist attractions

b.It feels more like a Saturday because you do not go to work

c It feels like a big party with close friends

10 What does Brook say about having a girlfriend while on a trip?

a He feels it doesn’t take much time to know someone

b.It happens very fast

c It is not a good idea for travellers to date anyone

11 What do Brook’s new friends say is the hardest part about travelling?

12 What is Brook’s next stop after Australia?

a Asia b Tunisia c Russia d Africa

Many students travel andmake money at the sametime Some students nd work

as travel writers in Asia, asbartenders in Europe, or as aupairs in Australia There areCanadian organizations to helpstudents work abroad, such

as SWAP Do you know of anyothers?

Discussion and Writing

1 Does a backpacker’s life interest you? Why or why not?

2 What are the pros and cons of quitting a good job in order to travel? List three of each

3 What do you need to plan a year-long trip and make it successful? List ve things

or items

Are you ready for a different travel experience? Would you like to work on a farm inexchange for room and board? WWOOFing combines farming and cheap travel

Vocabulary Circlethe correct denition of each of the words in bold before you read

1 to weed (v., 1) a to remove unwanted plants b to collect owers

2 shovelling (n., 13) a using a tool to clear dirt b pushing someone

3 growing (adj., 16) a increasing b decreasing

4 to advertise (v., 18) a to produce a report about a product b to produce publicity to sell a product

5 labour (n., 29) a work, usually tiring and physical b a laboratory

6 annoying (adj., 39) a very bored b irritating

recently divorced from his wifeSwiss

✓

They all agree that saying goodbye to new friends is the hardest and saddest part

UNIT 1 Travel

16

Listen to “Responsible Tourism”

online to learn about other ideas for

taking a low-impact trip.

Weed Your Way Around the World

he routine is brutal He gets up at 4:30 a.m and starts to weed at 5 Two hours later they passaround the bread for breakfast On his hands and knees, he puts his gloved hands into mudandyanksout potatoes The woman next to him grabs what she thinks is a potato plant and pulls

up a rat instead After lunch, they package the vegetables, slaving until nine at night Then JamesBejar goes to the men’s quarters and sleeps He is not a servant; Bejar is on holiday

“It is just back-breaking work,” says the 31-year-old Toronto public servant, whose vacationwas two-weeks doing WWOOFing—volunteering on an organic farm in exchange for room andboard—in Nagano, Japan Yet Bejar has returned again and again to what he sees as a cheap method

of travel to see “part of a society and of a people you don’t get by travelling from hotel to hotel.”

WWOOFing organizations—the acronym stands for World Wide Opportunities on OrganicFarms—now exist in over 100 countries, connecting volunteers with farmers In exchange forweeding, feeding, and shovellingmanure—normally for no more than six hours a day—thevolunteers receive food and accommodation, usually living as part of the family

Begun in England in 1971, WWOOFing isn’t new But an interest in local food andorganics, and a recession that’s preventing many new graduates from entering the workforce,

is turning WWOOFing into a growing industry Five years ago, WWOOF Canada had 1 000volunteers and 500 participating farms; there are now over 2 000 WWOOFers signed up andclose to 900 hosts, though the organization does not advertise

WWOOFing may soon replace hostelling “Why would anyone want to do thebackpacking and hostelling experience when they could do WWOOFing—there is the work,but in exchange you get so much more,” says 25-year-old Mark Wade, who graduated fromMcMaster University last spring and set out for British Columbia WWOOFing introducedthe Toronto boy to a world of new vegetables—Swiss chard and garlic scapes—and tosquaredancingin Cape Breton “I’d never done that before,” he says

There are now perhaps as many as 20 000 WWOOFers around the world, WWOOFCanada founder John Vanden Heuvel says, most in their 20s The majority have never evengardened before “I almost took off my leg the rst time I chopped wood,” says Alan Wong, a38-year-old Montreal Ph.D student “Some people think, ‘Oh, it’s just a way of getting cheaplabour,’ ” says Tony McQuail, who receives WWOOFers on his farm north of London, Ontario

“It’s not really, because you have to invest a lot of time on training and instruction.” ManyWWOOFers seek adventure, others a gardening experience (Anne Duchesne, a 44-year-oldQuébec City IT consultant, planted a garden at home after she and her husbandlearned theropeson a farm in the mountains of Tuscany.) The farmers, meanwhile, unable to leave their

elds for travel, see the world come to them

Not all WWOOFers are equal “Two strangers meet at the front door and then all of a suddenthey’re living together,” says Vanden Heuvel The occasional WWOOFer is lazy; some farmers aretoo demanding or mean with lunches and dinners “We never had any bad WWOOFers,” says23-year-old Nora Kidston, who grew up with WWOOFers on her parents’ farm in the AnnapolisValley “They become part of the family And as all family members do, they get annoying.”

581 words

By Nicholas KöhlerMaclean’s

yanks (v.) pulls quickly

Reproduction prohibited © TC Media Books Inc.

manure (n.) animal waste used

to help plants grow

square dancing (n.) a traditional

style of dancing done in pairs

learned the ropes (exp.)

learned how something works

You get more out of your experience and learn more when you WWOOF

He ate new vegetables like Swiss chard and garlic scapes and learned square dancing

Answers will vary but should include: WWOOFing means working on an organic farm in exchange for food andaccommodation WWOOFers live on the farm with the farmer’s family

4 Why may WWOOFing soon replace hostelling?

5 What new things did Mark Wade try thanks to his experience?

6 What are some difculties WWOOFers encounter at times?

a Some farmers expect too much from the volunteers c Some WWOOFers do not get enough to eat

b.Some WWOOFers do not like to work hard d All of the above statements are correct

Focus on Language: Question Formation

1 Write three questions and answers to teach someone about WWOOFing Focus on

question formation in the simple present Include the negative form of the simple

present at least once

1 Does WWOOFing interest you? Give ve reasons why or why not Use the simple

present in your answer

2 What do you think is the best thing about WWOOFing? What is the hardest?

3 How is WWOOFing similiar to hostelling or couchsurng? How is it different?

Refer to Grammar Links on pages

11 and 12

a WWOOFing is a new way to travel

b It does not need to advertise

c More and more volunteers are joining

d You need previous experience to WWOOF

3 What does the text say about WWOOFing? Put a check mark in the T or F column to

indicate if each statement is true or false

Comprehension

1 How does James Bejar describe his WWOOFing experience in Japan?

a It was very boring and routine b It was very physically demanding c He would not do it again

2 What exactly is WWOOng? Explain in your own words

You get more out of your experience and learn more when you WWOOF

He ate new vegetables like Swiss chard and garlic scapes and learned square dancing

Answers will vary but should include: WWOOFing means working on an organic farm in exchange for food and

accommodation WWOOFers live on the farm with the farmer’s family

Reproduction prohibited © TC Media Books Inc.

Read the sentences and note the punctuation

A statement  It is free to join Couchsurng International

A question  Does Brook meet many people in Australia?

A command  Think about your impact on the Earth when you travel

An exclamation  We have to share our room at the hostel with eight other people!

1 Because she wants to take a trip C I

2 And volunteers on an organic farm, too C I

3 WWOOFing requires hard work C I

4 And now, all about life in a youth hostel C I

5 The people Brook meets as he travels around the world C I

Edit these sentences by crossing out the mistake and writing the correction on theline provided Use the checklist to check your corrections

She wants to take a trip because she likes to travel

He volunteers on an organic farm, too

Now you will hear all about life in a youth hostel

The people Brook meets as he travels around the world are friendly

I love couchsurng but my friend doesn’t

They are not organic farmers

She could stay at an ice hotel or an underwater hotel

I read the reviews because I wanted to make sure it’s a good hotel

They like couchsurng but they think it is better to stay in a hostel

Go to the website and nd an organic farmer who can host you

She wants to visit British Columbia in July

Do you want to go on a road trip with me?

It’s really interesting to travel across Canada

2 She want to visit british columbia in july.

3 you want to go on a road trip with me?

4 They not organic farmers

5 Its really interesting to travel across canada

To indicate an alternative or

To show reason because

To contrast information but

To add information or details and

1 She could stay at an ice hotel She could stay at an underwater hotel (or)

2.I read the reviews I wanted to make sure it’s a good hotel (because)

3 They like couchsurng They think it is better to stay in a hostel (but)

4 Go to the website Find an organic farmer who can host you (and)

She wants to take a trip because she likes to travel

He volunteers on an organic farm, too

Now you will hear all about life in a youth hostel

The people Brook meets as he travels around the world are friendly

I love couchsurng but my friend doesn’t

They are not organic farmers

She could stay at an ice hotel or an underwater hotel

I read the reviews because I wanted to make sure it’s a good hotel

They like couchsurng but they think it is better to stay in a hostel

Go to the website and nd an organic farmer who can host you

She wants to visit British Columbia in July

Do you want to go on a road trip with me?

It’s really interesting to travel across Canada

Reproduction prohibited © TC Media Books Inc.

Topic Files

Write a text or give an oral presentation on one of the following topics Try toincorporate the elements seen in the unit from the Make the Connection box and use asmany of the Top Words as you can, where appropriate

A ROAD TRIP:“Show Me Your Canada” is looking for a place to visit Describeyour hometown or another place in Canada Include a list of attractions andinteresting things to do Alternatively, describe a place you want to visit on a roadtrip Give reasons for your choices

TRAVEL PROGRAM:Make up a list of frequently asked questions (FAQ) and includeanswers to give details about a travel program for students Explain what the program isand what the requirements are What are the advantages of participating in the program?

YOUR HOME:Describe your home to a couchsurfer Give a description of yourhome and its location Explain your habits so the couchsurfer has a better idea ofwho you are Who do you live with? What types of activities are nearby? What doesyour home offer visitors?

YOUR PROFILE:Describe yourself to a host Explain your physical and personalitytraits Give information about your habits and your likes and dislikes Includeinformation about your travel goals

COMFORT ZONE:Describe things or experiences that take you out of your comfortzone Which ones are you likely to try? Which ones are you not very likely to try? Whatnew experiences do you want to have in your life? Give reasons for your choices

OTHER: Write about anothertopic of your choice linked to what you learned in this unit Make sure to have yourtopic approved by your teacher

1 2 3 4 5 6

Vocabulary from the unit and other

theme-related vocabulary can

be practised online.

Top Words

Put a check mark next to the words you know and refer to the page numbers to learnthe ones you don’t know Add to the list other words you want to remember fromthe unit

ADJECTIVES

cheap(9)tall(13)short(13)

EXPRESSIONS

to show around(9)there is/are(6)

Refer to the Writing Files,

page 18, for information on

sentence structure

Refer to appendix 3, page 148,

for information on oral

presentations

ARE YOU GAME?

Why do you enjoy some

physical activities but not

others?

Why do some people look

for new and extreme physical

challenges?

Does our childhood influence

our involvement in physical

activities later on?

In this unit, you will look at

how factors such as personality

and the environment play an

important role in keeping fit.

Reproduction prohibited © TC Media Books Inc.

UNIT 2 Fitness

22

There are many ways to get in shape How are you keeping t?

Describethe activities the people are doing in the following photos Use the presentprogressive

1 Are there any physical activities on the list that you are doing this semester?

2 Which physical activities from the list are you willing to try? Why or why not?

3 If you are not being physically active at the moment, what is stopping you?

PRESENT PROGRESSIVE

Use the present progressive to

describe actions in progress and

temporary situations

To form the present progressive:

auxiliary be (am / is / are) + base

form of verb + -ing

I am playing soccer

We are watching the game

Don’t forget to use the auxiliary

(I watching) or to add -ing

(I am watch)

To form questions, place the

auxiliary before the subject:

Are you doing yoga this

semester?

Grammar Link

Refer to REAL Grammar Book 1,

unit 2

Answers will vary Some answers may be repeated

The people are doingyoga by the water

They are skydiving He is skiing down the

Are you obsessed with competition? Do you usually avoid taking risks? A Montréalresearcher, Dr James Gavin, discovered a connection between tness choices andpersonality Take the quiz to nd out more about your personality.

Readthe descriptions of the personality traits and complete the chart with the adjectives

in the word box Then put a check mark to indicate where your personality ts

competitivenon-competitiverisk-avoidingrisk-seekingsociableunsociable

←More like this More like this →

I love to be with people, tointeract,and to do things in groups I don’tenjoy doing things by myself

I prefer doing things alone I enjoysolitude I nd social interactiontiring

Spontaneous Controlled

I enjoy doing things withoutplanning in advance

Routine bores me

I like to plan and feel in control I want

to know what will happen next

I enjoy routine I don’t like surprises

interact (v.) socialize with other people

Writing and Discussion

Write a short description of yourself based on your quiz results Then discuss yourpersonality type with a partner

Internally motivated Externally motivatedI’m 100% self-motivated I have

exceptionally strongwillpower

I don’t rely on others for support

I need support to do difcult things

Rewards and social encouragementhelp me to staycommitted

I enjoy competitive games

I perform better when I compete

action I won’t let things get in myway I make sure my needs are met

I’m easygoing and relaxed Perhaps I’meven passive about meeting my needs Idislike aggression and avoid confrontation

Focused UnfocusedIt’s easy for me to concentrate and

stay focused on tasks I enjoy being

absorbed in what I’m doing

I’m easily distracted I have difcultyfocusing on onetask I prefer doinglots of different things at the sametime

I’m a thrill-seeker I love adventure

I’m willing to take big risks to do the

things that appeal to me

I avoid risks I say “better safe than sorry,”

even if it means not doing something thatappeals to me I’m a careful person

willpower (n.) ability to control yourself

committed (adj.) dedicated to something

task (n.) job you must do

better safe than sorry (exp.) better to be careful than to take risks

USE HELP STRATEGIES

To ask how to say something inEnglish:

How do you say inEnglish?

To ask what a word means:

What does mean?

To ask how to spell a word:

How do you spell ?

The people are doing

yoga by the water

They are skydiving He is skiing down the

UNIT 2 Fitness

24

Vocabulary

Circlethe correct denition of each word in bold before you read

Now that you know more about your personality type, learn about Dr Gavin’s research

He offers advice on matching physical activities to personality types

1 He creates personal tness programs for you (v.) a makes b gives

2 Don’t give up! Try to stick to an exercise routine that you like (exp.) a participate in b commit to

3 There are fewer distractions in swimming than squash (adj.) a not as many b many

4 Risk-takingactivities include mountain biking and downhill skiing (adj.) a safe b dangerous

5 Running suits your competitive personality (v.) a goes well with b challenges

6 All physical activities make different demands (n.) a equipment b requirements

7 This physical activity is a good match for you (n.) a t b competition

8 The university researcher trains lifestyle coaches (v.) a follows b teaches

Montréal researcher has created amodel to help those who can’t stick

to an exercise routine nd physical activitiesthat match their personality

Someone who has trouble focusing

on one task, for example, should probablyput the squash racquet away and stick tosomething with fewer distractions, likejogging or swimming People who enjoybeing around others will be morelikelytokeep exercising if they choose team sportsover yoga, for example

James Gavin, 62, of the Centre of AppliedHuman Sciences at Concordia University,created the model by nding seven “personalstyles” from studies on personality in sports:

sociability, spontaneity, self-motivation,

Researcher Finds Sports that Fit Each Personality

By Kristian PeltonenNational Post

likely (adv.) probable

aggressiveness, competitiveness, mentalfocus, and risk-taking Basketball, for example,requires social interaction and competitiveenergy, but running on atreadmilldoes not

“All physical activities make differentpsychological demands of participants,”

Gavin says “These demands may match or

mismatchan individual’s personal style.”

Gavin’s research found a “signicanttrend” between the amount people exerciseand the degree to which their activitiesmatch their personalities

He now trains lifestyle tness coaches

to use the model to help people nd whatactivities suit their personality best The modelcan also be used throughself-administeredtests, such as one he developed that uses acomputer questionnaire, much like vocationalguidance tools But some people will prot fromtalking with a professional, Gavin believes

More dedicated individuals can take themodel further, he maintains By choosingactivities that go against their personality,people can change their personality tomatch the activity they choose Taking

up running , for example, can help bringout your competitive side Switching from

a sport like racquetball to tai chi can helpreduce aggression

279 words

treadmill (n.) walking machine

used for exercise

self-administered tests (n.)

tests you give yourself

taking up (n.) starting to do

Listen to “Hard-Wired to Hate

Exercise” for another perspective on

what makes people enjoy exercise.

mismatch (v.) t badly

Reproduction prohibited © TC Media Books Inc.

25413

Possible answer: He trains them to help people nd what activities suit their personality best.

It can bring out different aspects of your

personali-focusingbeing

exercising

Comprehension

1 What is the main idea of the text?

a You need lots of personality to do physical activities that you enjoy

b Lifestyle coaches can help people nd the right physical activity

c James Gavin’s model helps people choose physical activities that match their

personalities

2 Put a check mark in the T or F column to indicate if each statement is true or false

a Gavin noticed that the more people enjoy a physical

activity, the more they exercise

b Gavin created a model for seven physical activities

c The activities people choose may not always match

their personality

3 Which activities does Gavin suggest for the following types of people? Match each

type with an activity Write the correct letter in the middle column

a jogging or swimming 1 prefers to exercise alone

b.team sports 2 has trouble staying focused

c basketball 3 wants to be less aggressive

d yoga 4 is competitive

e tai chi 5 is very sociable

4 Which of these personality traits did Gavin use to create his model? Circle all the

correct answers

a sociability b kindness c risk-taking d competitiveness

FIND THE MAIN IDEA

The main idea of a text is themessage the author wants you

to understand

To nd the main idea in a text:

1 Ask yourself what mainpoint the author wants tomake It is the mostimportant and valuableinformation in a text

2 The author usually states themain idea near the beginning

of the text However, youmay need to read the entiretext to determine the mainidea, if it is implied

3 The main idea answersquestions such as who,what, when, where, why,and how

4 Look for facts, examples,and anecdotes in the text.They support the main idea

5 What does Gavin train lifestyle tness coaches to do? Explain in your own words

6 What is a benet of choosing a physical activity that doesn’t match your personality?

Focus on Language: Gerunds (-ing Nouns)

1 Look at the two gerunds that are circled in line 9 Circle four more gerunds in the text

2 Complete the following sentences by rewriting the verbs in parentheses as gerunds

a He is having trouble (focus) on one task

b She enjoys (be) around other people

c I keep on (exercise) , even when I’m tired

GERUNDS (-ING NOUNS)

A gerund is a verb form thatfunctions as a noun To form it:base form of the verb + -ing

Be careful not to confuse it withthe present progressive tense.Skating is fun (gerund)You are skating too fast!

(present progressive includesauxiliary be )

Like nouns, gerunds can beused as subjects or objects

Jogging is a sport (subject)

I love swimming (object)

Grammar Link

Refer to REAL Grammar Book 1,unit 12

25413

Possible answer: He trains them to help people nd what activities suit their personality best.

It can bring out different aspects of your

personali-focusingbeing

exercising

Reproduction prohibited © TC Media Books Inc.

UNIT 2 Fitness

26

Does your favourite physical activity match your personality type?

Readthe list of physical activities in the rst column of the chart below Make sure youunderstand what all of these activities are Use a dictionary if you need help

Look at the list in the rst column again Put a check mark beside the physical activityyou participate in most often Then put a check mark beside the same activity in theother two columns If you do not participate in any of the physical activities in the list,put a check mark beside the one that seems the most enjoyable to you

Social Competitive Risk-SeekingTeam sports Team sports Downhill skiingGolf Racquet sports Martial artsRacquet sports Golf Team sportsMartial arts Martial arts Mountain bikingDance Running Racquet sportsDownhill skiing Swimming Dance

Group tness Cycling Cross-country skiingWalking Cardio conditioning Cycling

Weight training Cross-country skiing In-line skatingIn-line skating Mountain biking Group tnessRunning Downhill skiing Golf

Mountain biking Weight training Weight trainingCycling Group tness SwimmingCross-country skiing Dance RunningTai chi In-line skating Cardio conditioningYoga Walking Yoga

Cardio conditioning Tai chi WalkingSwimming Yoga Tai chiUnsocial Non-competitive Risk-Avoiding

Writeyour answers to the following questions in the rst column of the chart on thenext page and be prepared to discuss them with your classmates

1 Which physical activity do you participate in most often?

2 What personality traits are associated with this physical activity? To nd out, refer tothe chart above and look at the position of the physical activity in each column

For example, downhill skiing is risk-seeking behaviour, and tai chi is risk-avoidingbehaviour

3 Refer to your results from the personality-type quiz on page 23 Is this physicalactivity a good match for your personality type? Why or why not?

4 If it is not a good match, what physical activities better match your personality?

Answers will vary

are playinggo

is doingare not playingdo

is doing

am not going

do not play

is doingplay

Surveytwo other classmates and complete the following chart.

1 Physical activity

2 Personality traits

3 Personality match? Yes No Yes No Yes No

4.Suggestions for a better

match (if you answered

No to question 3)

Play, Do, or Go?

We use the verbs play, do, and go to talk about physical activities But do you

know which verb goes with which physical activity? It all depends on the kind of

activity it is

Use the verb play before

the name of a competitive

team sport A sport that

one plays usually has a

winner and a loser

He is playing hockey this

season

Use the verb go beforethe name of a physicalactivity in the gerundform (-ing noun) that youcan usually do alone

She goes hiking everyweekend

Use the verb do beforethe name of a non-teamsport often done ingroups, and that doesnot require a ball

They do karate onSaturday

Note: Use the verbpractiseto talk abouttraining for a sportscompetition or event

I am practisinggymnastics routines forthe competition

Completeeach sentence with play, do, or go Use the correct form of the verb in your

answers (simple present or present progressive) Pay attention to negative forms

In Words

1 They baseball right now

2 I skiing every weekend

3 She aerobics at the moment

4 They (not) soccer this semester

5 We tai chi every morning

6 Right now, he martial arts

7 I (not) mountain biking now It’sraining

8 They (not) tennis together often

9 Look at how the teacher yoga

10 The students volleyball onWednesdays

Writeve more sentences in the present progressive about these activities: kung fu,

Zumba, curling, table tennis, and squash Use do, play, or go

Refer to Grammar Link onpage 22 for more information

on the present progressive

Answers will vary

are playinggo

is doingare not playingdo

is doing

am not going

do not play

is doingplay

Reproduction prohibited © TC Media Books Inc.

UNIT 2 Fitness

28

Long and Short Vowel Sounds

A long vowel sound is made when the vowel is pronounced like its name (a, e, i, o,

or u) A vowel can also have a short sound

Listento the long and short vowel sounds in the following words

Pronunciation

Are you a good listener? Find out the personalities and tness goals of three youngpeople who are looking for some tness advice

Listento the messages on the answering machine at Fabio’s Fitness Clinic Fill in themissing information Then recommend two physical activities for each person andexplain your choices Compare your answers with a partner’s

SUPPORT YOUR STATEMENT

Use because or since to support

the statements you make

I recommend yoga or swimming

because he’s non-competitive

Since he doesn’t like

swimming, he can try cycling

Note: ‘cause is only used in

informal spoken English

How To

Possible answer: I recommend yoga or walking because

is shy and does not like to take risks

downhill skiing because he is non-competitive and sometimes

socia-Possible answer: I recommend mountain biking or

He likes taking risks but is non-competitive He is sometimes

socia-At other times, he prefers to be alone

She loves action, adventure, and taking risks She says she is verysociable and loves being around people

Possible answer: I recommend downhill skiing or teamsports because she is sociable and likes to take risks

MontréalShe is presently studying business at college

She is looking for a physical activity that lets her enjoy life and have

almost 18 years

He works in accounting

He wants to nd an activity that permits him to lose some weight

He is non-competitive, shy, avoids risks, and enjoys nature

He is studying graphic arts at college and works

part-He is looking for the perfect physical

Trois-Rivières

19 years old