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PDF Snapshot Student Workbook English As A Second Language Secondary Cycle One Year Two Cynthia Beyea Ebook Full Chapter
PDF Snapshot Student Workbook English As A Second Language Secondary Cycle One Year Two Cynthia Beyea Ebook Full Chapter
PDF Snapshot Student Workbook English As A Second Language Secondary Cycle One Year Two Cynthia Beyea Ebook Full Chapter
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Secondary Cycle One • Year Two
Conforms to
the PROGRESSION
of Learning
Secondary Cycle One • Year Two
ISBN 978-2-7650-5215-9
UNIT
Trivia Challenge...................................................19
2 The word trivia refers to small, unrelated facts.
UNIT
Extraordinary Sports ................................ 37
3 Some sports seem impossible and push the limits.
UNIT
Animation Secrets ..........................................55
4 Animated movies are no longer just for children.
UNIT
Weird News ..................................................................93
6 We read and hear weird and wonderful stories every day.
UNIT
Fears and Phobias.........................................111
7 Some people’s fears and phobias are overwhelming.
UNIT
Travel the World.................................................129
8 There are many ways to experience the world.
Sentence Builders
Nouns .................................................................................... 196
Pronouns ............................................................................... 200
Adjectives.............................................................................. 203
Possessives .......................................................................... 207
Demonstratives .................................................................... 209
Adverbs ................................................................................. 210
Sequence Adverbs and Ordinal Numbers .......................... 214
Prepositions .......................................................................... 215
Conjunctions......................................................................... 219
Articles .................................................................................. 221
Question Words .................................................................... 222
Capitalization ........................................................................ 225
Punctuation........................................................................... 227
Reference Section
Strategies .............................................................................. 229
Functional Language............................................................ 231
The Response Process ........................................................ 232
The Writing Process ............................................................. 233
The Production Process ...................................................... 234
Verb Tense Overview............................................................ 235
Question Formation.............................................................. 236
Common Irregular Verbs...................................................... 237
The Tasks
Each unit contains six to seven tasks.
Each task focuses on
The task number
reading, listening,
and title help you to
watching, speaking
nd the task easily.
or writing.
A model dialogue
gives you an example
of the spoken
language you need.
The Grammar
Close-Up
The Grammar Close-Up
explains key grammar
covered in the unit and
includes exercises
to practise.
Extra Reading
All units have an Extra
Reading text related to
the theme of the unit,
with activities to help
you with the response
process.
Reference Section
In the third section of Snapshot,
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 The exercises let you
references. practise and reinforce the
grammar concepts so that
you use English correctly.
Uniquely Cool 1
One-Minute Challenge
Make a list of things you nd cool.
one 1
Starting Point
Survey
1 My favourite period in 4 On a desert island, I need 7 My dream destination is
school is a. my electronic gadgets a. Woodstock
a. music b. my Science of Survival b. Whistler
b. science Handbook c. the Olympics
c. physical education c. my running shoes d. Hollywood
d. lunch time d. my mirror
8 My favourite magazines
2 In my free time, I 5 My parents don’t like it have articles about
a. nd new tunes for my when I spend too much a. music and musicians
playlist time b. the environment and
b. watch documentaries a. on the Internet looking green living
about discoveries or for tunes to download c. sports and athletes
environmental causes b. walking in the woods d. fashion and beauty
c. play soccer or ride my alone
longboard c. going to tournaments or 9 The posters in my room
d. read magazines about watching games on TV are of
fashion d. at the shopping centre a. singers
b. outdoor scenes
3 The people I admire are 6 On my ideal day, I
c. top athletes performing
usually a. go to an outdoor music their sport
a. musicians or singers festival
d. models and actors
b. journalists b. explore a nature reserve
c. athletes c. present an exhibit at
d. actors or fashion idols a science fair
d. go for a personal
makeover
Time to Talk
• Change the
statements in the
survey to questions. Glossary
• Survey your playlist: collection of tunes
classmates to create a longboard: long skateboard
class prole. makeover: change of appearance
Results b
Cool to you is a questio
n
of science. Your favourit
e
a teacher at school is your
l science teacher. You lik
Cool to you is a question of musica learn about inventions
e to
r
taste. Music inuences who you technology. On vacation,
and
friends are, what you we ar, wh ere
you enjoy going to
you spend the weekend and what museums, taking apar
interests you in the media. things to nd out how the
t
y
work or learning about
natural events.
c
d
Cool to you is a questio
n of
movement. Your life rev tion
olves Cool to you is a ques
around the gym, the so Yo ur
ccer eld of looks and image.
or the street. You like to nd
kick a friends go to you to
ball around, play basketb lours,
all or out the latest on co
practise your longboard ds . Shopping
skills. styles and bran
You enjoy working out im e and your
is a favourite past
and watching sports. volve travelling to
daydreams often in brity.
g your favourite cele
New York or meetin
Glossary
taking apart: taking
to pieces
brands: trademarks
2. Tic-Tac-Cool C1
1. Read the categories below. Write two things that you think are cool in
each category. Make sure that your classmates do not see your chart.
Students’
answers will
vary.
No, I don’t.
Do you need a ball?
Yes, I do.
3. Cool Yesterday,
Cool Today C2
4. Cool Across
the Decades C1
5. My Favourite
Cool Person C2
CAROLINE
When I think of cool, I think of my best friend,
Caroline. She is an amazing athlete. Caroline
loves gymnastics and soccer. She has a room
full of posters and team banners. She coaches
gymnastics and is the goalie for a competitive
soccer team.
Caroline is also very creative. She plays the
guitar and writes songs. She has all kinds of
music on her playlist. She loves painting and is
a talented artist.
Caroline is funny, energetic and a super friend.
We spend a lot of time together. We laugh a lot
because she always has new jokes to tell me
or funny pictures to show me on the Internet.
Glossary
amazing: fantastic JOSHUA
hilarious: very funny
In a word, cool to me is Joshua. He is hilarious! He is very tall and
has a huge afro. He does not care if it is in fashion or not. He is his
own fashion. He rides to school every morning on his bike.
Joshua is a fantastic musician. He plays the
drums in a rock band and in the school orchestra.
He is generous, too. He spends lots of time in the
music room because he likes to help younger
students learn to play the drums. He is so talented,
I am sure he will be a professional musician one
day. I am lucky to have a friend like him.
AUNT LEILA
The person I think is cool is my Aunt Leila. Cool is not only fashion
or popularity. My denition of cool is a person who knows what
she or he wants. A cool person like my aunt is determined and
intelligent.
My aunt comes from Cuba. She is a nurse now in Canada.
She takes care of her children and also looks after my brother
and me. My parents are still in Cuba. My aunt is hard-working
but she always has time for us. She nds ways to motivate us
to work hard and teaches us respect and discipline. I want to be
just like her.
2. Complete the chart with three examples that show why each
person is cool.
Person Examples
JOSHUA has a huge afro / doesn’t care if it is in fashion or not / rides to school on
his bike / fantastic musician / plays the drums / generous / helps younger
students learn to play the drums
AUNT LEILA knows what she wants / a nurse / takes care of her children, my brother
and me / hard-working / always has time for us / motivates us to work
hard / teaches us respect and discipline
5. With a classmate, choose two famous people: one who is cool and
one who is not. Discuss what makes one person cool and the other
person not cool. Justify your opinions.
NOT COOL
Grammar Flash
Position of Adjectives
Adjectives modify nouns. They usually appear before a noun or after verbs
like to be, to become and to grow.
A. Read the following paragraph. Circle the adjectives. Draw an arrow from each
adjective to the noun that it modies.
Some teens like to read the HD screens of their hot new technological gadgets.
But others prefer to lose themselves in the imaginary world of an exciting novel.
war, romance and suspense are the most popular themes. From magic and
Pick up a book!
Go to pages 203 and 204 of
the Grammar Section for more
information, practice and access
to an interactive workshop.
2. Use the graphic organizer to brainstorm ideas about why this person
is cool.
Interests Appearance
• •
• Cool •
• •
• •
• •
Qualities
4. Write the rst draft of your prole. Use your ideas from the
previous steps.
Writing Checklist
Use adjectives. Make sure Use correct punctuation
that they are in the correct and capitalization.
position.
Use your resources:
Use the simple present. dictionary, model texts,
Check that verbs are grammar references
correct. and classmates.
6. Write the nal copy of your prole. Illustrate it with different fonts
and photos. Present it to your classmates.
Afrmative Negative
Verb To Be Verb To Have Verb To Be Verb To Have
I am cool. I have fun. I am not / I’m not cool. I do not / don’t have fun.
Singular
You are cool. You have fun. You are not / aren’t cool. You do not/don’t have fun.
You’re not cool.
She / He / It is She / He / It has She / He / It is not/isn’t cool. She / He / It does not /
cool. fun. She / He / It’s not cool. doesn’t have fun.
We are cool. We have fun. We are not / aren’t cool. We do not / don’t have fun.
We’re not cool.
Plural
You are cool. You have fun. You are not / aren’t cool. You do not/don’t have fun.
You’re not cool.
They are cool. They have fun. They are not/ aren’t cool. They do not/don’t have fun.
They’re not cool.
Other Verbs
Afrmative Negative
I think. I do not / don’t think.
Singular
Practise
A. Read the text. Underline the main verbs in the simple present.
But Nabkov doesn’t stop there. He reaches important conclusions. He learns what motivates
teens. His conclusions inform big-name marketing executives to attract teen consumers.
B. Complete the text with the correct form of the simple present.
Music (be) is 3
so important to teens that it (affect) affects 4
what they
(buy) buy 5
. Store managers choose the music that they (play) play 6
in
their stores very carefully.
Production
4 Write the rst draft of your text. Include two to three sentences
to accompany each image. Revise and edit your work.
5 Create your poster.
Post-Production
6 Present your poster to a group of your classmates. Ask them for
their feedback.
7 Evaluate your work. Decide what you will do differently next time.
Centuries of Cool C2
2. While you read the text, underline the verbs in the simple present.
What Is ?
If you look in the dictionary, the rst denition of had to act detached. You can see this in the face of
cool is probably “a low temperature.” If you continue the Mona Lisa, who isn’t totally smiling. She isn’t
reading, you will see that there are many different showing much emotion. It is almost like she’s looking
denitions of cool. Another way to dene cool is down on you, saying,“You’re not as cool as I am.”
tied to emotions. If you think about it in terms Today, cool has a similar meaning. When you’re
of emotions, hot implies that your temperature is acting emotionally cool, you don’t show emotions
going up: you’re starting to get angry. Cool is just like fear, anger or jealousy.
the opposite. When you stay cool, you
don’t get emotional. You can also be The New Denition of Cool
cool towards someone—not friendly, Where did the use of cool as a term
just as warm means friendly. to show approval come from? It is
The most common use of the word believed that African Americans rst
cool today is to refer to something used the word cool as a term to say
positively—something that we like, that something was really good. The
or something that is in style. Cool is word cool started to be used more
a question of taste. Cool people have commonly in the mid-20th century,
a style that people want to emulate. among African-American jazz
Cool people also show condence. musicians. It was not long before
They are above a situation. the word’s popularity as a term to
express approval spread and became a common
The Roots of Cool part of American English.
In Africa in the 15th century, there was a word in the Each decade, there
Yoruba language, itutu, that referred to being calm and are new words that Glossary
detached from your circumstances. You had to act mean cool. They come tied to: connected to
nonchalant. You had to hide your desires and and go, but the word taste: style preference
emotions. cool stays. It is the most century: a period of
In 15th-century Italy, sprezzatura had a similar popular slang term in 100 years
meaning. It also referred to acting with nonchalance. the English language. nonchalant: not
You had to look like what you did required no effort. The word cool is still showing any emotion
You weren’t supposed to show any emotion and you cool!
Word Denition
1. Read the words from each decade in the table below. Then, complete the dialogues with
vocabulary words from the table.
Decade A Person or People Cool or Good Not Cool or Bad
1960s daddy-O groovy a drag
1970s cat far out bogus
1980s dude wicked grody
1990s homey da bomb brutal
2000s peeps sweet wack
AYO: The cat in the cafeteria said there are no more burgers.
JANICE: That’s so bogus ! So what did you get for lunch?
AYO: He made me a sandwich.
JANICE: Far out ! That was nice of him. Hope it’s good.
Trivia Challenge 2
One-Minute Challenge
Make a list of all the television game shows
you know.
nineteen 19
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Westmauer und einen Teil der Apsis gänzlich in Trümmern. Nördlich
davon stand eine kleine Kapelle mit vollständig erhaltener Apsis; der
nahe dabeiliegende Sarkophag läßt den Schluß zu, daß die Kapelle
ein Mausoleum gewesen ist. Das östliche Ende der Stadt enthielt
einen Komplex von Gebäuden, aus vieleckigen Steinblöcken
konstruiert; sie umschlossen eine viereckige Umfriedigung mit einem
viereckigen Raum in der Mitte, unter dem sich ein Gewölbe befand,
das jedenfalls ein Grab darstellt. Im äußersten Westen der Stadt
stand ein schöner Turm und einige große, wohlerhaltene Häuser
daneben. Diese Gruppe war durch eine kleine Kirche von der Stadt
selbst getrennt. Nahe bei meinem Lager befand sich ein
wunderliches Gebäude mit zwei unregelmäßig in die Ostmauer
eingebauten Altarplätzen. Meiner Meinung nach ist es vorchristlich.
Die Mauern trugen noch die vollständig erhaltene Wölbung.
Während Mūsa und ich dieses Bauwerk ausmaßen und den
Grundriß zeichneten, wurden wir von zwei Personen in langen
weißen Gewändern und Turbanen beobachtet, die das größte
Interesse für unsre Bewegungen an den Tag legten. Wie Mūsa
sagte, waren es Regierungsbeamte, die den Djebel Sim'ān
besuchten, um mit Rücksicht auf eine Steuererhöhung eine
Volkszählung vorzunehmen.
Barād, Baldachingrab.
Der nächste Tag war einer der unangenehmsten, deren ich mich
entsinnen kann. Eine dicke Wolkenschicht lag unmittelbar über dem
Gebirge und hüllte uns in kalten, grauen Schatten, während nach
Norden und Süden hin Berge und Ebene im lieblichsten
Sonnenschein lagen. Wir ritten ungefähr eine Stunde nordwärts
nach Keifār, einem großen Dorfe am äußersten Ende des Djebel
Sim'ān. Über dem Tale des Afrīn drüben, der das Gebirge im
Nordwesten begrenzt, erhoben sich die ersten großen Strebepfeiler
des Giour Dagh. Nach Mūsas Aussage enthalten weder das Tal
noch die entfernteren Gebirge weitere verfallene Dörfer; sie hören an
der Grenze des Djebel Sim'ān ganz plötzlich auf, und die syrische
Zivilisation scheint nicht weiter nordwärts gedrungen zu sein. Aus
welchem Grunde ist nicht festzustellen. In Keifār fanden wir drei arg
verfallne Kirchen, an denen aber noch Spuren außerordentlich fein
gearbeiteter Verzierungen sichtbar waren, einige gut erhaltene
Häuser und ein Baldachingrab, ähnlich dem zu Barād. Eine
zahlreiche kurdische Bevölkerung bewohnte das Dorf. Wir kehrten
nach Barād zurück und ritten dann in bitter kaltem Regen und Wind
etwa 1½ Stunde in südöstlicher Richtung weiter nach Kefr Nebu.
Hier sahen wir eine Inschrift auf dem Oberbalken einer Tür, ein paar
kufische Grabsteine und ein sehr schönes, zum Teil wieder
hergestelltes Haus; ich litt aber viel zu sehr unter der Kälte, um
diesen historischen Denkmälern die gebührende Aufmerksamkeit
zuwenden zu können. Ich war bis aufs Mark erkältet und außerdem
so enttäuscht, daß meine Versuche, einige Aufnahmen zu machen,
infolge des Sturmes mißlungen waren, daß ich sofort mein eine
Stunde von Kefr Nebu entfernt in Bāsufān befindliches Lager
aufsuchte, ohne einige weiter südlich liegende Ruinen zu
besichtigen.
Bāsufān ist Mūsas Heimat; wir gingen an seinem Vater vorüber,
der auf dem Kornfeld arbeitete.
»Gott gebe deinem Körper Kraft!« rief Mūsa. Es ist dies der
übliche Gruß für jemand, der Feldarbeit tut.
»Und deinem Körper!« antwortete der Alte und blickte mit seinen
trüben Augen zu uns herüber.
»Er ist schon alt,« erklärte Mūsa im Weiterreiten, »und Kummer
hat ihn getroffen, aber einstens war er der schönste Mann und der
beste Schütze im Djebel Sim'ān.«
»Welcher Kummer?« fragte ich.
»Mein Bruder ist vor wenigen Monaten von einem Blutfeind
erschlagen worden,« antwortete er. »Wir wissen nicht, wer ihn
getötet hat, vielleicht war es ein Verwandter seiner Braut, denn er
wollte sie ohne die Zustimmung ihrer Familie heiraten.«
»Und was ist aus der Braut geworden?«
»Sie ist zu den Ihren zurückgegangen,« sprach er, »aber sie hat
bitterlich geweint.«
Bāsufān wird von gewissen Juden und Christen aus Aleppo als
Sommerfrische benutzt. Sie kommen heraus und wohnen während
der heißen Monate in den Häusern der Kurden, die um diese Zeit in
ihren Zelten hausen. Auch einige hohe Bäume stehen im Süden des
Dorfes, wo sie einen Kirchhof beschatten, auf dem zumeist
mohammedanische Tote ruhen, die oft viele Meilen weit hergebracht
worden sind. Das nahe Tal birgt einen berühmten Quell, der selbst in
regenlosen Jahren, wo alle seine Brüder erschöpft sind, nicht
versiegt.
Wie ich früher gehört oder gelesen, befanden sich in den Bergen
bei Kalb Lōzeh einige drusische Niederlassungen, die von
Auswanderern aus dem Libanon bewohnt wurden, da ich aber noch
keine gesehen, hatte ich ihr Dasein fast ganz vergessen. Nun
standen in der Nähe der Kirche ungefähr ein halbes Dutzend Hütten,
deren Bewohner herauskamen und mir beim Photographieren
zusahen. Und siehe da, es traf mich ein wohlbekannter Blick aus
kohlschwarzen Augen, es fielen mir gewisse Eigentümlichkeiten im
Benehmen auf, die zwar schwer zu beschreiben sind, die aber in