Forward 2_Student Book by Les Éditions CEC

www.cecplus.com

FORWARD ENGLISH COMMUNICATION

CAROLYN GENGE ANTOINE ST-PIERRE RON PATTERSON

TABLE OF CONTENTS First-Day Meet and Greet . . . . . . . . . . . . . . . . UNIT 1: Survival of the Fittest . . . . . . . . . .

X 2

How do you take on reality?

1.1 Warm-up: Class Survey . . . . . . . . . . . . . . . . . . 1.2 Reading: Getting Along When You

1.3 Video: How to Mingle . . . . . . . . . . . . . . . . . . 1.4 Reading: Too Much Stress? Let’s Go

Want to Get Away . . . . . . . . . . . . . . . . . . . . . . 4

and Have Some Fun . . . . . . . . . . . . . . . . . . . . . 8

1.5 Video: Addicted to Light . . . . . . . . . . . . . . . . 1.6 Speaking: Small-Group Brainstorming . . 1.7 Word Boost: Survival of the Fittest . . . . . . 1.8 Grammar Boost: Simple Present

12 14 15

vs. Present Continuous . . . . . . . . . . . . . . . . . . 16

1.9 Writing: Generating Ideas . . . . . . . . . . . . . .

UNIT 2: Foodies Unite! . . . . . . . . . . . . . . . . . . 22 How can we take food to the next level?

2.1 Warm-up: Cooking Memories . . . . . . . . . . . 2.2 Reading: Learning How to Cook

How valuable is your money and your time?

3.1 Warm-up: Talking Money . . . . . . . . . . . . . . . 3.2 Reading: You Work Hard

3.3 Video: Making It Big—Rags to Riches . . . 3.4 Listening: Student Money Logic . . . . . . . . 3.5 Reading: The Upside to Giving . . . . . . . . . . 3.6 Speaking: Fantasy Island . . . . . . . . . . . . . . . . 3.7 Word Boost: More than Money . . . . . . . . . 3.8 Grammar Boost: Question Formation . . . 3.9 Writing: Introduction and Thesis . . . . . . . .

for Your Money . . . . . . . . . . . . . . . . . . . . . . . . . 44 49 51 54 56 58 60

UNIT 4: Another Tech, Another Time . . . 62 How is innovation making us smarter… or lazier?

4.1 Warm-up: Technologies We Can’t

Live Without . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

(The Short Way) . . . . . . . . . . . . . . . . . . . . . . . . 24

2.3 Video: Milk a Goat, Thank Me Later . . . . 28 2.4 Reading: Let’s Drink to That! . . . . . . . . . . . . 29 2.5 Video: Pie Activism . . . . . . . . . . . . . . . . . . . . . . 32 2.6 Speaking: Become an Online Food Sensation . . . . . . . . . . . . . . . . . . . . . . . . . 34

2.7 Word Boost: Foodies Unite! . . . . . . . . . . . . . 2.8 Grammar Boost: Simple Past

2.9 Writing: Outline of the Essay . . . . . . . . . . . .

vs. Present Perfect . . . . . . . . . . . . . . . . . . . . . . 37

IV TABLE OF CONTENTS forward 2

UNIT 3: Money and Beyond . . . . . . . . . . . . 42

4.2 Reading: The Tomorrow

Globetrotters . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

4.3 Listening: Hacking for Health . . . . . . . . . . . 4.4 Speaking: D.I.Y (Do-It-Yourself) App . . . . 4.5 Reading: Communicating Across

67 69

Generations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

4.6 Video: Fashion for Superhumans . . . . . . . . 4.7 Word Boost: Another Tech,

Another Time . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

4.8 Grammar Boost: Count vs.

Non-Count Nouns . . . . . . . . . . . . . . . . . . . . . . . 76

4.9 Writing: Topic Sentence and

Paragraph Development . . . . . . . . . . . . . . . . 79

UNIT 5: Question Everything . . . . . . . . . . . 82 How can we make sense of all that information?

5.1 Warm-up: Your Inner Doubter . . . . . . . . . . 5.2 Reading: Reading Retell, Part 1:

5.3 Reading: Reading Retell, Part 2:

It’s Not Your Fault . . . . . . . . . . . . . . . . . . . . . . . 86 90 92

Money Scams . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

5.7 Word Boost: Question Everything . . . . . . . 5.8 Grammar Boost: Modal Auxiliaries . . . . . . 5.9 Writing: The Opinion Outline . . . . . . . . . . .

95 97 99

UNIT 6: Memory and the Digital Age . . 102 What can we do to improve our memory in a wired world?

6.1 Warm-up: Memory Games . . . . . . . . . . . . . 6.2 Reading: Remember Like a Champion . . 6.3 Listening: Brain Health and Learning

What does it take to make an impact?

7.1 Warm-up: The Drive to Make

It’s Not Your Fault . . . . . . . . . . . . . . . . . . . . . . . 84

5.4 Speaking: The Newsroom . . . . . . . . . . . . . . . 5.5 Video: Food Fight . . . . . . . . . . . . . . . . . . . . . . . 5.6 Video: How to Avoid Seven

UNIT 7: Changing Our World . . . . . . . . . . 120

a Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

7.2 Reading: Motivation, Struggles,

Failure and Success . . . . . . . . . . . . . . . . . . . . . 122

7.3 Video: Ryan’s Project . . . . . . . . . . . . . . . . . . . 7.4 Listening: A Movie Star with a Cause . . . 7.5 Reading: The Big Stage vs.

125 127

the Small Stage . . . . . . . . . . . . . . . . . . . . . . . . 129

7.6 Speaking: Who Has the Power

and the Will . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

7.7 Word Boost: Changing Our World . . . . . 7.8 Grammar Boost: Connectors . . . . . . . . . . . 7.9 Writing: The Narrative Essay . . . . . . . . . . .

134 135 137

REFERENCE AND PRONUNCIATION . . . . . . . . . . . . . . . . 140 Section 1: Vocabulary Strategies . . . . . . . . . . 140

103 104

Another Language . . . . . . . . . . . . . . . . . . . . . 108

6.4 Reading: Men or Women,

Who Remembers Better? . . . . . . . . . . . . . . 110

6.5 Video: Memory Pill . . . . . . . . . . . . . . . . . . . . . 112 6.6 Speaking: Say What You Need to Say . . 114 6.7 Word Boost: Memory and the

Section 2: Pronunciation (with Listening activities) . . . . . . 144 Section 3: Listening Strategies . . . . . . . . . . . . 149 Section 4: Speaking Strategies . . . . . . . . . . . . 151 Section 5: Reading and Note-taking Strategies . . . . . . . . . . . . . . . . . . . . . . 153 Section 6: Irregular Verb List . . . . . . . . . . . . . 156

Digital Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

6.8 Grammar Boost: Prepositions . . . . . . . . . . 6.9 Writing: The Opinion Essay . . . . . . . . . . . .

116 118

TABLE OF CONTENTS forward 2

SCOPE AND SEQUENCE: SKILLS Titles and Guiding Questions

Speaking

Unit 1 Survival of the Fittest How do you take on reality?

Warm-Up: Class Survey Small-Group Brainstorming Discussions: introvert or extroverts, socializing with strangers, de-stressing strategies

Unit 2 Foodies Unite! How can we take food to the next level?

Unit 3 Money and Beyond How valuable is your money and your time?

Reading

Listening/Viewing

Writing

How to Mingle (Social sciences) (Howcast Video) Addicted to Light (Pure and applied sciences) (CBC’s The Nature of Things Video)

Grammar: Simple Present vs. Present Continuous Writing: Generating Ideas

Learning How to Cook Warm-Up: Cooking Memories (Social sciences/Culinary arts) Become an Online Food Sensation (Making a vlog) (989 words) Discussions: organic vs. Let’s Drink to That! processed, debate the liquor (Social sciences/Agriculture) laws, supporting local food (673 words) producers

Milk a Goat, Thank Me Later (Social sciences) (Independent filmmaker) Pie Activism (Pure and applied sciences) (Independent filmmaker)

Grammar: Simple Past vs. Present Perfect Writing: Outline of the Essay

Warm-Up: Talking Money (infographic) Fantasy Island (Saying numbers) Discussions: finding a need and million dollar ideas, cutting costs, giving your time

You Work Hard for Your Money: Interviews with Students (Commerce) (1,213 words) The Upside to Giving (Social sciences) (891 words)

Making It Big—Rags to Riches (Commerce) (CBC Dragon’s Den Video) Student Money Logic (Social sciences) (CBC Audio)

Grammar: Question Formation Writing: Introduction and Thesis

Unit 4 Warm-Up: Irreplaceable Another Tech, Technology Another Time Do-It-Yourself App (Pitching) How is innovation Discussions: innovations in apps, making us technology as inspiration for smarter…or lazier? the arts and other pursuits

The Tomorrow Globetrotters (Social sciences) (562 words) Communicating Across Generations (Social sciences) (837 words)

Do-It-Yourself App (Computer science studies) (CBC Audio) Fashion for Superhumans (the Arts) (Vice Video)

Grammar: Count vs. Non-Count Nouns Writing: Topic Sentence and Paragraph Development

Food Fight (Commerce) (CBS Sunday Morning Video) How to Avoid Seven Money Scams (Commerce) (Howcast Video)

Grammar: Modal Auxiliaries Writing: The Opinion Outline

Getting Along When You Want to Get Away (Social sciences) (663 words) Too Much Stress? ... (Social sciences) (961 words)

Unit 5 Question Everything How can we make sense of all of that information?

Warm-Up: Your Inner Doubter Reading Retell, Part 1: It’s Not The Newsroom (Role play) Your Fault (Arts and literature) Discussions: making sense of (631 words) sound bites, best brands Reading Retell, Part 1: It’s Not that influence your consumer Your Fault (Social sciences) decisions, avoiding other scams (615 words)

Unit 6 Memory and the Digital Age What can we do to improve our memory in a wired world?

Warm-Up: Memory Games Say What You Need to Say (Giving opinions) Discussions: memory techniques in real life, benefits of bilingualism, the problems of a memory pill

Unit 7 Changing Our World What does it take to make an impact?

Ryan’s Project (Social sciences) Warm-Up: The Drive to Make a Motivation, Struggles, Failure (Independent Video) Difference and Success (Social sciences) (661 words) A Movie Star with a Cause Who Has the Power and the Will? James Cameron vs Nancy Snyitar (Social sciences) Discussions: overcoming (Social and pure and applied (CBC Audio) adversity, taking on a large sciences) project, euthanasia as a cause (856 words)

VI SCOPE AND SEQUENCE forward 2

Remember Like a champion Brain Health and Learning (Social sciences) (1,452 words) Another Language Men or Women, Who Remembers (the Arts and language studies) Better (CBC Quirks and Quarks (Social sciences) (381 words) Audio) Memory Pill (Pure and applied sciences) (CBS’s 60 Minutes Video)

Grammar: Prepositions Writing: The Opinion Essay

Grammar: Connectors Writing: The Narrative Essay

SCOPE AND SEQUENCE: LANGUAGE POINTERS Titles

Comprehension

Unit 1 Survival of the Fittest Anticipating the Topic

Grammar

Pronunciation

Writing Strategies

Simple Present vs. Present Continuous

Reduced Sounds (Reductions)

Techniques to help start the writing process

Selective Listening: Paying Attention to Details

Simple Past vs. Present Perfect

Regular Plurals (-s / -es)

How to start an essay outline

Understanding Liaison

Question Forms

Numbers

How to develop the thesis

Unit 4 Another Tech, Another Time

General Ideas

Non-Count Nouns

Function and Content Words Topic sentence and paragraph development

Unit 5 Question Everything

Selective Listening: Paying Attention to Language

Modals

Unstressed Modals

Organizing your ideas

Unit 6 Memory and the Digital Age

Liaison in Speech

Prepositions

Reduced Sounds

Staying focused and checking your work

Tone

Connectors

Word Stress

Warming up to narrative writing

Unit 2 Foodies Unite! Unit 3 Money and Beyond

Unit 7 Changing Our World

Reference and Pronunciation

Vocabulary Strategies Pronunciation Exercises Listening Strategies Speaking Strategies Reading and Note-taking Irregular Verb List

SCOPE AND SEQUENCE forward 2

VII

UNIT

1234567 3

MONEY AND BEYOND

How valuable is your money and your time? FOR STARTERS • What are ways to make money? • Can people who have a lot of money make a difference? • What would you do with a lot of money?

42 money

and beyond

arm-up | 3.1 talking money Look at the infographic below. With a partner, discuss which statistic is true for each of you. What conclusions can you draw from this chart? Provide three other categories you would put into a graphic like this. How do students finance their studies?

67% work 52% family

45% scholarships and bursaries 49% loans

How many students have school debt? Of those 49% who have debt:

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

51% of students have no school debt 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

58% expect 20K* of debt upon graduation 21% expect 40K of debt upon graduation 0%

Canadian average debt on graduation

$26,297

Québec average debt on graduation

$13,180

How many students have at least one credit card? How many students have jobs?

$10,000

$20,000

$30,000

$40,000

$50,000

$10,000

$20,000

$30,000

$40,000

$50,000

More than 80% 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

23% work full-time and go to school 43% work part-time and go to school 33% are not working at the moment 0%

Why do students work?

75% to pay for studies 65% to have spending money 22% to pay for debt 61% to gain work experience 0%

Sources of student stress

28% paying for school 24% finding a job 24% obtaining good grades 0%

Students aged 15-24 who volunteer

58% 0%

UNIT 3 forward 2

eading | 3.2 you work hard for your money Jérôme, Roxanne and Catherine are students from different areas of Québec. They all have jobs outside of school and different ideas about money. Here is an excerpt of an interview with them about their experiences and their views and opinions on money.

Vocabulary Before reading the text, fill in the blanks with the appropriate word from the word list. Use appropriate verb tenses where necessary.

wage finance income shift earn afford

1 The salary that you are paid per hour is called an hourly . 2 This car is Carolyn’s—she the money to buy it by working at a gas station.

3 Usually when you buy a new car, you need to

it—not

pay cash for the whole thing.

4 I would love to go on vacation this summer—I can

to go

camping in Vermont since it’s not expensive.

5 Hey! Let’s do something. My

is over and I’m done work

for the day.

6 My annual

will change once I start working full-time.

PRE-READING QUESTIONS 1 What was your first job? How old were you? 2 How do you spend or save your cash?

Grammar Question Forms

Notice the questions highlighted in the text. What type of questions are they? How are they formed? For information and practice, see Units 6 to 10 in the Forward 2 Grammar book or go online to the website. $6/hour: pronounced “an hour” not “per hour”

44 money

and beyond

THE TALE OF THREE STUDENTS By Carolyn Genge, Cégep Teacher and Author (1,213 words)

tapping trees in his forest for maple

JÉRÔME’S STORY Interviewer:

How old were you when you got your 5 first job? Jérôme: Well, I grew up on a farm, so from the time I could walk I was working around the farm. But the 10 first time I got paid I was about 12. Interviewer: What motivated you to get that paid job? Jérôme: Our neighbour needed help

15 syrup production, and he asked at

our house if anyone wanted to help out. I said yes. I think my wage was about $6/hour. Interviewer: Do you remember your 20 first paycheque? What did you do with it? Jérôme: I remember that I didn’t spend it; it went into the bank. Interviewer: Where do you work now? 25 Jérôme: I don’t work during the school year. I really want to focus on my studies, so each summer I work a © 2014, Les Éditions CEC inc. • Reproduction prohibited

lot. Last summer I went out to Alberta and worked as a wrangler at a 30 B & B. The summer before that, I went to the Okanogan Valley and picked cherries. It’s kind of funny, all the locals thought I was crazy for working as a cherry picker, but I 35 made really good money. I even talked to some people who made $2-3000 in less than two weeks. It was a great experience, and allowed me to not have to work during the 40 school year, not to mention getting better at English Interviewer: Which job did you prefer, wrangling or cherry picking? Jérôme: I didn’t really have a prefer45 ence. They were both challenging and fun in their own way. I like trying new things, so they were both good for that. Interviewer: How do finance your 50 schooling, just by summer jobs? Jérôme: No, I have loans and bursaries as well to complement my summer income. Interviewer: Who taught you about 55 money? Jérôme: My parents. They really are frugal, being farmers and business owners as well. They stressed the importance of saving money. 60 Interviewer: What kind of budget do you have, if at all? Jérôme: It’s all in my head! I just don’t buy anything that is unnecessary. I take care to watch my bank 65 balance. Interviewer: Do you ever shop online and what do you buy? Jérôme: Sure, but I shop around. If something is less expensive online, 70 I’ll go for it, but I won’t pay more.

80 bookstore. I love reading, so it was fun. Interviewer: Do you remember your

first paycheque? If so, what did you do with it? Catherine: I don’t really remember 85 my first paycheque, but I do remember that I was interested in buying clothes, so I went shopping. Interviewer: Why did you get your first job? 90 Catherine: I really wanted to work at first because I wanted to be responsible and buy my own things, especially clothes that I liked. Interviewer: Where are you working 95 now? Are you still at the bookstore? Catherine: I am still working, but at a different job now at the Ministry of Transportation. I got a new job in 2012 in an office. I work an average 100 of 11 hours per week now. My job is great because we can work a minimum of three hours, and a maximum of 14 hours. I have a really flexible work schedule. It’s great too because 105 in the summer I have a full-time job; I work about 35 hours a week, again with the same flexibility. If I want to work three hours one day and 12 hours the next day there is no problem. 110 Interviewer: Who taught you about money? Catherine: My mom and stepdad taught me about money. They told me to save more than I spend. I fol115 low that advice now more than I did when I was 15. Interviewer: Do you ever shop online? Catherine: Yes, I like to shop online. You can get better deals online. For 120 example a cellphone cover in a shop can be $35-40, but online it only cost me $5, and I didn’t have to go out and spend my time on a small thing CATHERINE’S STORY like a cellphone cover. It was delivInterviewer: How 125 ered to my door. old were you Interviewer: How do you finance your when you got schooling? 75 your first job? Catherine: Right now, my parents pay Catherine: I was for anything school-related like 15, so that is seven 130 books, tuition, etc. But all other exyears ago. I worked penses are my responsibility. as a cashier in a © 2014, Les Éditions CEC inc. • Reproduction prohibited

wrangler: noun a cowboy’s assistant who helps out with horses stepdad: noun a man who is married to your mother, but is not your father

advice: noun the things you say to someone when you tell them what they should do

UNIT 3 forward 2

commitment: noun promise or arrangement to do something to fill out: phrasal verb to complete a form in writing target: noun a goal

46 money

to gauge: verb to calculate the size or amount of something though: adverb used to make a contrasting statement

and beyond

Interviewer: What kind of budget do

member my first paycheque from my 170 full-time summer job. I was really you have, if at all? disappointed because I hadn’t filled 135 Catherine: I do have one right now. I have a lot of commitments. I own a out the correct papers and there car and I want to move in with my were so many deductions taken off. I boyfriend, so it’s important to know know I’ll get it back at tax time, but 175 it hurts! where my money is going. We are 140 looking for an apartment and where Interviewer: What do you mean? we would like to live, the average cost Roxanne: Well, at the beginning of the is around $900/month. On a student’s summer, I set a target to earn for income that is almost impossible. each week. However, when I saw my 180 first paycheque it was $50 less per ROXANNE’S STORY week than I had originally gauged, 145 Interviewer: How old were you when so I was off in my calculations by you got your first close to $400 by the end of the sumjob? mer. Roxanne: I got my 185 Interviewer: Who taught you about first job at 17 in a money? 150 doughnut shop. I Roxanne: It was my boyfriend’s parstill work there ents. They really have a great philnow, and it’s great. osophy about money; they say only During the summer 190 buy what you can afford, don’t use I have two other jobs that I work at credit cards, and save. I changed my 155 as well. I work the night shift in a ways after I met them. factory, and weekends in an office Interviewer: Is it safe to say that you where I file and sort papers. don’t have a credit card? Interviewer: Why did you want to get 195 Roxanne: Oh, I have a credit card; I a job? just don’t use it a lot. It’s really rare 160 Roxanne: It’s simple really; to earn that I buy anything online, and for money for school and other things. the rest I use cash. Interviewer: What did you do with Interviewer: Why do you not shop your first paycheque, if you remem200 online? ber it? Roxanne: I am too freaked out by the 165 Roxanne: Yes, I still remember the internet; I just keep thinking somefirst paycheque. It was $181.20 and one is going to take my identity. I went out right away and bought a I buy music online, though. cellphone! I was so happy! I also re205 Interviewer: What kind of budget do you have? Roxanne: I don’t have a written budget but I have mental criteria that I want to respect. 210 Interviewer: How do you fund your schooling? Roxanne: I pay for everything connected to school. That’s one of the main reasons that I have a job. I’m 215 lucky to live in the same city where I go to school though, so I don’t have $500 in rent each month.

Comprehension Complete the following chart with the information found in the text. Information

Question(s)

Answer Jérôme

Roxanne

Catherine

Age Types of jobs Incentive for finding a job First paycheque

Pay for school Cyber shopping Budget Learn about money Current employment

Discussion Using the questions from the interview as inspiration, write information questions and then interview a partner. Question

Answer: Your partner

First job Reason for first or future job Perception about saving Dream job Type of spender (plan or impulse) Opinion about credit cards Type of money manager © 2014, Les Éditions CEC inc. • Reproduction prohibited

UNIT 3 forward 2

ideo | 3.3 making it big—rags to riches The Dragon’s Den is a Canadian show that invites entrepreneurs to pitch ideas to a group of potential investors. If the investors like the idea, they give money to the business person in exchange for part of the business. Julia Kirouac is a young woman from Ontario who thinks she has a great product. Find out if the Dragons agree. PRE-VIEWING QUESTIONS 1 What invention would you like to create? 2 What are some challenges involved in creating a new business? 3 Who can you ask for business advice?

Vocabulary To better understand the video, read these words and their definitions before watching. Say the words out loud with a partner in order to hear them before you watch. If you are not sure of the pronunciation, ask your teacher or look in a dictionary for help. raw adjective not cooked, natural snack noun food that you eat between meals former adjective true in the past but not now holistic adjective considered as a whole, not in parts diabetes noun a disease related to blood-sugar control

already adverb before now savoury adjective food that is salty or spicy growth noun when something gets bigger or develops royalty noun payment made to a person for music still adverb up to a particular point and continuing

Comprehension 1 What does Julia want from the Dragons? 2 Who can eat Nud Fud? 3 How many stores are carrying it? 4 How many flavours are there, and how much does a bag cost? 5 Why do raw foods have more calories? 6 How long has she been selling Nud Fud? 7 What are her sales to date? 48 money

and beyond

8 Why did she create the product?

9 What does she do in her company?

10 How old is Julia? 11 What is the initial reaction of the Dragons?

12 Why does she want the money?

13 Why does Jim offer fifty percent?

14 What is Julia willing to accept as an offer?

15 Why does Jim like her?

Discussion 1 What is something you would like that does not exist? 2 How could you create it?

istening | 3.4 student money logic Mary Ito interviews Nisha Patel to gain some insight and get some advice to pass on to

students about financing their studies. Ms. Patel offers some interesting recommendations on working backward to calculate your student costs.

Vocabulary Before listening to the report, circle the correct definition(s) for each word. 1 tuition

a) a part

b) money paid for university

2 fee

a) a fairy b) the cost of an apartment

c) the price of something d) something you place on your feet

a) money spent on something b) to remove quickly

c) the price of something d) to send out of the country

3 expense

c) a reaction or feeling about something d) money paid for services

UNIT 3 forward 2

4 startling

5 to carry

6 overall

7 to offset

8 to swap

Comprehension Understanding Liaison

Linking sounds together or forming liaisons can sometimes make it difficult to hear specific information. When you listen to people speaking, you will notice that “Lots of ways” becomes “Lotsa ways.” Start by recognizing one or two words in a sentence and build on that.

a) a point to develop discussion c) a small price b) exchange d) a sudden shock or surprise a) staying in one area b) to converse or discuss

c) to support or sustain d) sustenance

a) staying in one area b) considering everything

c) all possibilities d) exchange

a) to create an opposite effect b) to move aside

c) to turn over d) to contrast

a) staying in one area b) to exchange

c) a field of muddy water d) to transfer

Comprehension Answer the questions. to scale back to make smaller to chip away at to reduce slowly to pay off to give back borrowed money loan an amount of money lent to someone to borrow/to lend to receive money you must pay back / to let someone have money for a period of time before they must pay you back

1 What are the average tuition fees across the country? 2 What is the expected debt that students will graduate with? 3 Why is being comfortable with carrying debt dangerous? 4 Why are students so deep in debt?

5 How much can all the extra expenses add to a degree? 6 What do students need to do more? 7 What do students need to remember when considering a loan? 8 What does Nisha Patel suggest you do to figure out your loan amount?

50 money

and beyond

9 What is the danger of the big loan cheque in September?

10 What is a good strategy to combat this feeling?

11 How can you cut down costs at university?

12 How can you cheaply have the social experience of college?

Discussion 1 What do you do to cut costs? 2 What is your biggest concern about your future field of work?

eading | 3.5 the upside to giving People are often concerned with accumulating,

but did you know that there are many benefits to being generous, and not just for the person on the receiving end? Even better news is that it isn’t just being generous with money that can have positive consequences for all concerned.

The words in Column A are in the text. Before

reading the article completely, look for and read each of these words or expressions in the reading. Then, match the word or expression in Column A with the appropriate description in Column B. A

1 to improve

a very strong criticism

2 to matter

b the end of a romantic relationship

3 scathing

c to not succeed

4 a break-up

d in a voice that people can hear

5 aloud

e to be important

6 whereas

f on the contrary

7 to pay it forward

g to give to the next person

8 to fail

h to become or make something better

UNIT 3 forward 2

GENEROSITY—WHAT’S IN IT FOR YOU? By Lisa Firestone, Ph.D. Psychology Today (891words)

selfless: adjective caring about other people more than about yourself to dish out: expression to give something to people vital: noun necessary tinged: adjective with a small amount of feeling or colour

52 money

repellent: noun a substance that keeps something away purpose: noun something that you want to achieve devastated: adjective very badly damaged plummet: noun a fall from a high place

and beyond

hat we are thankful for is important, but what we give others to be thankful for is even more important. Generosity is 5 no longer the selfless act we’ve long thought it to be. Studies now show that one of the biggest benefactors of generosity is the person who is dishing it out. 10 Like a healthy diet, exercise, and good genes, generosity increases your life span. A 2003 research study at the University of Michigan reveals that the positive effects of generosity include 15 improving one’s mental and physical health and promoting longevity. In another Michigan study, which traced 2,700 people over 10 years, researchers found that men who did regular volun20 teer work had death rates two-and-onehalf times lower than men who didn’t. Generosity reduces stress, supports one’s immune system and enhances one’s sense of purpose. So what is it about generosity 25 that makes it so vital to a happy and healthy life? First, it’s important to note that the form of generosity that most benefits us isn’t measured in a 30 dollar amount or a physical gain. What matters is the sensitivity we offer another person. The more directly we see our personal efforts impact someone else, the more we gain 35 from the experience of giving. The second direct benefit we gain from giving is that generosity inherently shifts our focus off of ourselves. While it’s important to maintain a 40 healthy level of self-awareness and sensitivity to oneself, often the focus we put on ourselves is filtered through a negative lens. Many of our thoughts about ourselves are tinged with criti45 cism, stress, doubt, uncertainty and

obsession, none of which do any good for our level of confidence and success. People often mistakenly assume that being self-centered means being 50 egotistical or vain. However, being self-centered can mean spending too much time listening to a critical inner voice inside our heads that critiques our every move and tells us 55 we are failing in one or another area of our lives. Generosity distracts us from the scathing insults of this inner voice, while creating quite a strong argument against it. It is diffi60 cult to prove we are worthless when we are watching someone else benefit from our actions. Generosity is a natural confidence builder and a natural repellent of 65 self-hatred. Not only does it make us feel better about ourselves, but it actively combats feelings of isolation and depression. People who battle depression have been shown to bene70 fit from volunteering, as it gives them a sense of value and purpose, while placing them in a social environment. For example, a friend of mine was devastated by a break-up between 75 him and his girlfriend of many years. The break-up left him lacking in a sense of security, mutual friends, and a daily sense of self. His plummet into depression made him lethargic 80 and demoralized. Setting his pain aside, he decided to spend some time volunteering at a senior centre. Within a short time, the few hours a week he spent reading aloud to 85 people living in the senior centre helped him to recognize his value. Not only that, he began to rebuild his social network, as he made friends with staff members and 90 fellow volunteers. Little by little

and piece by piece, he was able to get his whole life together and regain his sense of happiness and fulfillment. The social networks that are forged 95 through living a generous life are vast, rich and often have a deeper meaning to us. In being generous, the sensitivity that we feel toward another person 100 allows us to be more sensitive to ourselves and to give ourselves more value. A study of children found that when kids were offered praise without doing anything to warrant it, 105 their self-esteem was unaffected. Conversely, when kids were praised for actual acts, such as generosity, their self-esteem was enhanced. The same principle holds true for all of 110 us. Being built up with compliments has little effect on our self-worth, whereas the gratification of being generous enhances our sense of self. Furthermore, when we are in a 115 giving state, we are more relaxed, attuned, and living in the moment. This state of being is contagious; people who are generous often create a snowball effect in others who 120 in turn want to pay it forward.

Though consciously we may fail to see a downside to living an altruistic life, and we readily applaud acts of generosity in others, many of us fail 125 to embrace generosity’s fundamental second step: allowing others to be generous to us. Those of us who have been taught to give without asking for anything in return feel ashamed 130 or embarrassed at being given a hand. However, accepting generosity toward us is an important part of allowing ourselves to experience the many benefits of leading a giving life. 135 It’s truly the give and take that brings us our greatest sense of joy. As the New Year approaches, most of us inevitably begin to speed up and kick into action, throwing our140 selves into end of the year activities and planning our resolutions to improve ourselves in the upcoming year. Yet, what we tend to overlook is that by actually slowing down, 145 focusing outward and noticing what other people need, we are often doing ourselves a real service by engaging in the one activity that will dramatically improve the quality 150 of our lives.

praise: noun words used to recognize achievement to warrant: verb to deserve something

toward: preposition moving or pointing in a particular direction actually: adverb truly, really

Answer the following questions, using your own words. 1 How is the act of generosity described in the text? 2 What are the positive effects of generosity?

3 What form of generosity benefits people the most?

4 Why is it important to shift focus from yourself to others?

5 How can generosity change the negative self-focus?

UNIT 3 forward 2

6 How can being generous change people who are depressed?

7 What is created when you are generous?

8 Why is it important to accept generosity toward us?

Discussion 1 What are some ways that you can be generous? 2 Who are some people around you that you find are generous, and how do they practise their generosity? 3 How do you feel about being the recipient of generosity?

Pronunciation Numbers

The highlighted words are all numbers. Focus on how they are pronounced when used as a date, money or decimal. For more practice, see the speaking activity at the end of the unit.

peaking | 3.6 fantasy island PART 1

Read and remember the following information about pronouncing numbers. 1 When the number is in the teens (13–19) or when the number is an even ten number (20, 30, 40, etc.), note these pronunciation patterns: 13- “thir-TEEN”

17- “seven-TEEN” 20- “TWEN-y”

60- “SIX-ty”

14- “four-TEEN”

18- “eigh-TEEN”

30- “THIR-dy”

70- “SEVEN-ty”

15- “fif-TEEN”

19- “nine-TEEN”

40- “FOR-dy”

80- “EIGH-dy”

50- “FIF-ty”

90- “NINE-dy”

16- “six-TEEN”

2 With a decimal in a number (not including dollar figures) we use the word point: 38.6 million (“THIR-dy eight point six million”);

3 Fractions can be pronounced either “one third” or “one out of three” for

numbers like 1/3, two-thirds, or 2/3. Don’t forget the -s with the denominator if the nominator is higher than one;

4 Percentages are pronounced as they are written—the word “percent” comes after the number;

5 Years are pronounced by splitting the date in half and treating each number individually (“twenty, eleven” for 2011; “nineteen, ninety-five” for 1995);

6 Amounts of money are pronounced as follows: $734.55 (“seven hundred and thirty-four dollars and fifty-five cents”);

7 Amounts of money preceded by an article function as adjectives, so they are not plural: a $20 watch (“a twenty-dollar watch”);

8 Million and billion don’t take a plural when accompanied by dollars as in “one million dollars,” or “2.4 billion” (dollars is understood).

54 money

and beyond

PART 2 fantasy budget

It’s difficult managing money if you are a student, so imagine what it must be like for the leader of a country. With two or three other students, read the scenario, choose a character and divide the money into each category. Use all the funds. Country of Spandou You live in Spandou, a beautiful tropical island country located in the Pacific Ocean. It is a relatively poor country, with a population of 9.1 million, and unemployment causes many problems. However, a recent discovery of large amounts of “lapifita”—the newest form of clean-burning, eco-friendly fuel—on the ocean floor of your territory has given your country an economic boost to the tune of $10 billion. The reserve is expected to last at least 15 years. Job opportunities and the standard of living are increasing. The prime minister of your country has requested that you and a committee of two or three of your peers decide how to allocate the money for the next ten years. Complete the following chart as a group, explaining why you chose the amounts you did. Characters Each person in your group must choose to be one of the following government representatives for the committee. There cannot be two people of the same profession.

General August Schmetterlink

esbur Rhonda Th Minister of

Minister of Defense and Security

Education

Dr. Howard Suth

erland

Minister of Healt

Tyler Lightening Minister of Agriculture

Thelma Sali

Minister of Culture an

Art

1 Agriculture Most of the food (other than fruit) for your country is imported and costs a lot of money. There is fertile unused land in the remote and highly inaccessible regions that would be perfect for various types of agriculture.

Amount in $:

Explanation:

2 Education A majority of the population has less than a grade-three education. Illiteracy is a big problem in your country, and there are few local experts in any field, as there are currently no universities at all in Spandou, and all students must leave the country to get a higher education.

Amount in $:

Explanation:

3 Health services There are currently a total of three hospitals on the island

and only a few doctors in remote areas. The hospitals have been called little more than clinics with intermittent electricity.

Amount in $:

Explanation:

UNIT 3 forward 2

4 Infrastructure This includes water, roads (both municipal and national)

and electricity supply. Also included in this category are airports (there are currently two) and shipping ports (total of two). Most roads are broken and full of potholes.

Amount in $:

Explanation:

5 Police and judicial The police force is underdeveloped and very weak.

Currently, there are only two courthouses in the country and the judges are from off-island.

Amount in $:

Explanation:

6 Sports and fitness There is currently a national soccer team, and your

country is known for track-and-field events as well. Children are very interested in continuing the tradition but there are few places to exercise.

Amount in $:

Explanation:

7 Telecommunications systems Approximately 50% of the country has no cell

service and no internet connection. People in these areas rely on postal service.

Amount in $:

Explanation:

8 Your category: __________________ Description: Amount in $:

Explanation:

PART 3

Share your decisions with the group next to you or with the entire class.

ord Boost | 3.7 more than money Learning new vocabulary takes time and repetition. Here is a review of new words from

Unit 3.

PART 1

In the following charts, look at the list of useful words and expressions taken from the reading and viewing activities. For each word or expression, check whether you know the word and can use it, whether you think you understand it, or whether you really don’t know it at all.

56 money

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DRAGON’S DEN—NUD FUD (PAGES 48-49) Word or expression

Know & can use it

GENEROSITY—WHAT’S IN IT FOR YOU? (PAGES 52-53)

Understand Don’t it somewhat know it

1 raw 2 former 3 holistic 4 snack 5 diabetes 6 already 7 savoury 8 growth 9 royalty 10 still

Word or expression

Know & can use it

Understand Don’t it somewhat know it

1 selfless line 5 2 dish out line 9 3 vital line 26 4 tinged line 44 5 repellent line 64 6 purpose line 71 7 devastated line 74 8 plummet line 78 9 praise line 103 10 warrant line 104 11 toward line 132 12 actually line 144

PART 2

Vocabulary Strategy Learning new vocabulary is an active process. So far, you noted definitions and you made

different types of associations for individual words. Creating a vocabulary notebook or using flashcards to help integrate new words is another useful strategy.

You can also start to look at relationships found between words placed

one beside the other (collocation) and in word families. For example, the word “credit” alone will conjure certain definitions. As you go along, you will encounter this word in slightly different forms and connected with other words. You can make a word tree out of it. Here is a way to organize words related to credit.

If you feel a visual is too distracting, you can use a word fork or another type of diagram that works for you. credited to creditor

CREDIT

itor

cred

ed t redit

it cred s card

credits

crediting

credit cards credits crediting

Now create a notebook page or a flashcard for words related to money. There are

many words in this chapter but you may also want to go back to the previous units to build your money tree or money fork. You can also add words that you already know.

C R E D I T UNIT 3 forward 2

rammar Boost | 3.8 question formation There are some simple rules to help you create excellent information questions. For more information and practice on question formation, see Units 6 to 10 of the Forward 2 Grammar book or go online to the website. Editing Point Information questions with to be Question word + verb + subject + other information Examples: Where are you now? Why is he late again? When were you born? Information questions with other verbs Notice that this works for all verb tenses.

Question word + Auxiliary + Subject + Verb + Other information Where

did

Megan

What

are

you

doing?

Who

were

they

visiting

How much money

did

the new car

cost?

How many hours

does

take

Answer

Megan went to Maine.

last summer?

I am fixing the car. in Spain last year?

They were visiting old friends in Spain. It cost about $12,000.

to drive through Montréal? It takes one hour.

You’ll note that in the answers above, some words are highlighted in bold. This is because the answer for a QASVO-structured question becomes the object of a sentence. When you need to know the subject of an answer, use the replacement strategy. Simply replace the subject with the question word “who” or “what.” Of course, make sure that the verb conjugates with the subject.

58 money

and beyond

Who likes pizza?

I like pizza

Who is going to the game?

We are going to the game

Who broke the television?

Dave broke the television.

Who told you that?

Karen told me that.

What happened last night?

Dave felt really bad and bought Tracey flowers.

PART 1

Correct the questions below. 1 What movie you watch yesterday? 2 Who like to order popcorn at the movies? 3 Where did you went last summer? 4 When you start work? 5 Why you will get a job? PART 2

Write five different information questions using the same sentence. Base sentence: Andy and Amy went to the gym to play basketball last night.

Q1 Who Q2 Where Q3 Why Q4 Where Q5 When Grammar-based Writing

Create six information-based questions about spending habits that you will ask people outside your class. Why

Who

Where

When

How

What

UNIT 3 forward 2

riting | 3.9 introduction and thesis An essay must have a central idea called a thesis statement. It allows the reader to understand your overall direction.

Writing Strategy PART 1

Read the following sample introduction for the topic “students working part-time.” For over 300,000 Canadians each year, getting a post-secondary education is a high priority. It is so important that many students will focus only on getting the education and good grades that may ensure their future success. However, other people need or want to work while going to school, and they feel that money is not the only benefit you collect from a part-time job. Due to the many benefits of working part-time while studying, all students should work while attending school. THESIS STATEMENT: Due to the many benefits of working part-time while studying, all students should work while attending school. controlling idea Notice the qualities of a thesis statement: • Is clear and contains a controlling idea that explains your opinion or attitude about the subject. It should tell the reader where you stand on an issue, but not be so personal that it is impossible for the reader to understand or relate to. • Provides a main idea that is not too general or too specific • Uses an active verb to present the point • Allows for the development of more specific ideas and examples, such as the following for the development of the essay: POSSIBLE DEVELOPMENT: Using the criteria above, the following could form the basis for your essay. Benefits of working part-time while studying: school fees spending money experience networking living expenses responsibility

PART 2

The following are examples of bad thesis statements partnered with good ones. In each set of sentences, explain why one thesis is better than the other, using the qualities of the thesis statement explained in the previous section.

1 a) Although there are many contributing factors to global warming, the largest contributing factor is human development.

60 money

and beyond

b) One cause of global warming is exhaust from cars.

2 a) I will talk about different ways to save money.

b) T oday, students can effectively accumulate money if they apply simple money-saving strategies to their daily lives.

3 a) The beer industry targets young people.

b) T he beer industry should not market to 14- to 18-year-olds because it results in teenage substance abuse.

4 a) Omnipresent violence on television in the form of entertainment promotes violence in real life.

b) Violence on television is seen as not good.

Your Turn! Look at the topics below and choose one. Generate ideas on that topic. See pages 18 and

19 for strategies on generating ideas. Look at your list of ideas and start to group them in similar categories. Topic 1 Frugal living Topic 2 Pro athletes’ salaries Topic 3 Salary as the only consideration for a future job Topic 4 Money and happiness Write a 60-75 word introduction, with a thesis, on the topic you used to generate ideas. In addition, use as many new vocabulary words as possible from this and past units. Once you have your thesis statement, write two or three main ideas that you can develop on the subject.

UNIT 3 forward 2

FORWARD ENGLISH COMMUNICATION

Designed in response to the changing needs of students in all programs of study, Forward 2 offers rich, engaging opportunities to facilitate learning in all four skills. At its core, this series not only develops student skills in reading, listening, speaking and writing, but it also includes grammar activities, strategies for listening, as well as comprehension and vocabulary review activities. Learning is consolidated at the end of each unit with a writing task, and pronunciation activities are also provided for learner comprehension and comprehensibility.

engaging themes

video and audio

Unit 1 Survival of the Fittest

• Authentic and level-appropriate recordings

A variety of coping strategies for new social and academic situations

from the CBC, CBS news programs, as well as independent filmmakers

Unit 2 Foodies Unite!

An enticing exploration of how the enjoyment of food keeps us all grounded A nuts-and-bolts theme on money management, entrepreneurship and volunteering

Unit 4 Another Tech, Another Time

• Transcripts of all audios and videos • Supplementary readings, videos and listening materials for testing

An examination of the role of technology in our relationships and our future

• Online

version of the Teacher’s Edition, including all audios, videos and supplementary material

Unit 5 Question Everything

A practical study of how to make sense of ever-expanding information

about the authors

Unit 6 Memory and the Digital Age

A refreshing perspective on ways to improve and suppress memory

Unit 7 Changing Our World

An inspiring series of people who make an impact on the wider world

features • A Scope and Sequence chart for easier lesson planning

skills activities

• Vocabulary review activities • Integrated pronunciation activities • Links from reading texts to the Forward 2 grammar book units and activities

• Teacher’s notes and answer key for the student book

Unit 3 Money and Beyond

• Online

teacher’s edition

online

Carolyn Genge has been teaching at Cégep de Drummondville since 1999 and has also taught ESL in Western Canada. She holds a BA Honours in English Literature, and a TESOL certificate from the University of Saskatchewan. She has also studied accelerated learning and multiple intelligences at Cambridge College in Boston. Antoine St-Pierre has been teaching at Collège de Maisonneuve since 2012 and has also taught ESL in Asia. He holds a BA in TESL and MEd in Educational Psychology from McGill University. Ron Patterson is a former Senior School Director from Lower Canada College in Montréal. For more than two decades, he has taught ESL, English Language Arts and Media Literacy.