LINC

Classroom
Activities
Language
Instruction
for Newcomers
to Canada
Based on Canadian Language Benchmarks
LINC
3
8Accompanied by online activities
Developed by:
Funded by:
ACKNOWLEDGEMENTS
Principal Writers Kathleen Johnson Shelia Morrison
Contributing Writer Joyce Lax
E-learning Developer Jim Edgar
Principal Editors Kathleen Johnson Shelia Morrison
Copy Editor Helen Bach
Canadian Language Ron Lavoie
Benchmarks Editor
Audio Production New Media Language Training Inc.
(Rob McBride; David Bignell; Christine Doyle)
Graphic Design Design Ink of Algonquin College
(Wanda Quinn; Beth Haliburton; Graham Ross; Karen Young; Rick Deevey)
Project Coordinator Mavis Spencer
The project team would like to thank Sheila McMullin, Nicole Busby and Heather Richmond for their support
throughout; Citizenship and Immigration Canada for funding this project; and the following individuals for their
generous contribution of time and expertise:
Advisory Committee Salome Atandi Nicole Busby
Myra Clark Jim Edgar
Shirley Graham Anne-Marie Kaskens
Ron Lavoie Rob McBride
Adonai Rodriguez Ruth Waters
Expert Readers Cynthia Clubb Larry Iveson
Susan Middlesworth Norbert Molzan
Expert Reader: E-resources Susan Middlesworth
Copyright Algonquin College 2009
Published by The Print Shop
Creative design by Design Ink of Algonquin College 2009
All rights reserved.
ISBN 978-1-55323-511-8
NOTES TO READERS
Language Instruction for Newcomers to Canada I
Notes to Readers
This book is a miscellany of language learning activities organized by the twelve themes in the
LINC 1-5 Curriculum Guidelines. It is intended as a supplementary resource of self-contained and
reproducible activities to complement existing LINC programming. The attached CD ROM contains
the book in PDF format.
The choice and development of activities was determined by a wide range of factors, including:
~ the LINC 1-5 Curriculum Guidelines;
~ a survey of needs of LINC instructors in Ontario;
~ the requirement to adhere to the appropriate Canadian Language Benchmarks;
~ the classroom experience of the writers;
~ a mandate to address the specific needs of women, youth (school-leaving age to twenty-nine
years old) and seniors, as identified in the Consultations on the Settlement and Language Training
Services Needs of Newcomers in Support of the Canada-Ontario Immigration Agreement, 2006.
Every activity has been assessed by a CLB-trained editor to ensure alignment with the appropriate
benchmarks.
A general methodology is provided for each activity, but it is anticipated that instructors will make
modifications based on the needs of their particular classes.
The book contains a wide range of tasks that can be used as assessment tools. They adhere to the
Competency Outcomes outlined in the Canadian Language Benchmarks.
The activities target the following benchmark levels:
LINC 1 LINC 2 LINC 3 LINC 4
CLB 1 CLB 2 CLB 3,4 CLB 5
CLB 1 CLB 2 CLB 3,4 CLB 5
CLB 1 CLB 2 CLB 3 CLB 4
CLB 1 CLB 2 CLB 3 CLB 4
Speaking
Listening
Reading
Writing
What is the purpose of the e-resources?
The purpose of the e-resources is to both stimulate and challenge learners using web-based multimedia
technologies. Good teaching practice necessitates the use of a variety of learning activities, and these
resources give teachers another mode of delivery to enhance learning.
Continued on next page.
About the e-Resources
NOTES TO READERS
II Language Instruction for Newcomers to Canada
Who are the e-resources for?
These e-resources are appropriate for use by students working independently outside of a LINC class or
inside a computer lab facilitated by a classroom instructor. In fact, the e-resources are ideal for use in a
computer lab; each learning object has a lead-in page to introduce the background language and any
requisite knowledge.
What is the best way to introduce students to an e-activity?
As with any learning activity, the e-activities will be more meaningful and students will have a greater chance
of success if they are introduced to the task. The lead-in page for each activity addresses this by providing
suggested discussion questions and a link to a related website, which can extend these discussions. These
introductory activities are optional; instructors may use their own introduction or they may use the activities
in the print version as the lead-in to the e-activities. This lead-in page also has links to the e-activities, and a link
to a password-secured answer key. The password is lincesl.
Are the online activities the same as the paper-based activities?
While some of these e-activities are very similar to the paper-based activities, many are different. Instructors
should check before using both the print- and e-activities.
What is the role of the teacher using these e-activities?
Instructors using this book are encouraged to incorporate the e-activities into their lesson planning using a
balanced approach. Generally, with the exception of the communication during the introduction, there is no
collaboration in these self-study activities. In addition, because of the limitations of technology in providing
feedback on written work, there is little opportunity for students to write, other than completing cloze
exercises, correcting errors in texts, and filling in short answer type questions. Instructors should ensure
learners have a balanced opportunity to practice all of the language skills, especially writing and speaking.
What is the password for the instructors answer key on the introduction pages?
The password is lincesl. Do not give learners the password. They do not need the answer key because all
of the activities are self-correcting.
Why do I need an answer key if the e-activities are self-correcting?
The purpose of the answer key is to help instructors who are facilitating in a computer lab. The answer key
is to assist them make more effective use of their time when they are helping students at work stations.
What are the technical requirements for using these resources?
The e-activities have been tested with the following specifications:
broadband Internet access
Windows XP or later; or Mac OS X (v. 10.5)
Browsers: Windows: Firefox 3.5.5/ Macintosh: Safari 4.0.3
Screen resolution: 1024 X 768 (or higher)
QuickTime Player plug-in (version 7 or higher)
Adobe Flash Player
CONTENTS
Language Instruction for Newcomers to Canada III
THEMES & ACTIVITIES
AT HOME IN OUR COMMUNITY & THE WORLD
Housing In Canada ......................................................................................................3
The Perfect House ......................................................................................................9
Home Sweet Home ..................................................................................................13
Rental Advertisements .............................................................................................19
Rental Application Form ..........................................................................................27
The Noise Factor ......................................................................................................30
Email To The Landlord ..............................................................................................35
Whos Responsible? ..................................................................................................40
Neighbourhood Invitations .....................................................................................44
BANKING, CUSTOMER SERVICE & TELEPHONE
Using The Telephone: Business Messages .............................................................53
Alpha Bravo Charlie .................................................................................................60
Did You Get The Message? ......................................................................................63
Using The Telephone For Friendly Conversation ...............................................66
Can I Take A Message ...............................................................................................73
Im Busy! I Dont Want To Talk To You Now! .......................................................76
Missed Signals .............................................................................................................80
Returning Faulty Merchandise ................................................................................84
LINC 3 Contents
WOMEN YOUTH SENIOR ONLINE
CONTENTS
IV Language Instruction for Newcomers to Canada
CANADA
Second Chance, Second Cup ..................................................................................93
Second Chance, Second Cup II ............................................................................101
Using Numbers .......................................................................................................103
Listening to Weather Forecasts ...........................................................................106
Interpreting Canadian Weather Tables ...............................................................110
Canadian Trivia Game ............................................................................................117
Beautiful Canada [Power Point Presentation] ..................................................128
Four Provinces .........................................................................................................139
CANADIAN CULTURE
Canada In A Suitcase ..............................................................................................149
What is This? ............................................................................................................155
Have You Ever Been To Whitehorse? ..................................................................158
Tim Hortons ............................................................................................................167
Its Been Ages ...........................................................................................................173
Talk About Me! ........................................................................................................180
Birthday Gifts ...........................................................................................................184
Thank-You Notes I .................................................................................................185
Thank-You Notes II ................................................................................................188
CANADIAN LAW
Dont Be A Victim [Part I] .....................................................................................195
Dont Be A Victim [Part II] ....................................................................................197
Dont Be A Victim [Part III] ...................................................................................200
Canadian Crime Statistics .....................................................................................204
Officer, I Would Like To Report A Crime ......................................................213
Small Fly, Big Problem .............................................................................................219
CONTENTS
Language Instruction for Newcomers to Canada V
COMMERCIAL SERVICES & BUSINESS
Shopping In Canada ................................................................................................229
Shopping Stories ......................................................................................................232
Asking For And Receiving Help At The Grocery Store ..................................235
Shopping Dialogues: Talking To Salespeople .......................................................242
Refund & Exchange Policies ..................................................................................249
At The Shopping Centre ........................................................................................255
Pots And Pans ..........................................................................................................260
Westwood Shopping Centre Directory ............................................................263
COMMUNITY & GOVERNMENT SERVICES
Block Parent Program ............................................................................................273
Block Parent Volunteer ..........................................................................................276
Volunteer Opportunities .......................................................................................280
Neighbourhood Watch Program .........................................................................284
Neighbourhood Watch Newsletter ....................................................................290
Neighbourhood Crime Report ...........................................................................294
Making Ends Meet ...................................................................................................301
Using a Food Bank ..................................................................................................305
EDUCATION
Home-Schooling: Whats Your Opinion ..............................................................311
Sara Crane, Home-Schooling Parent ..................................................................315
School Days ..............................................................................................................320
My Great Teacher ....................................................................................................324
I Owe Her Everything ............................................................................................327
School Telephone Messages .................................................................................330
An Interview With The Teacher ...........................................................................334
The Value Of Education .........................................................................................337
CONTENTS
VI Language Instruction for Newcomers to Canada
EMPLOYMENT
Hearing About Jobs .................................................................................................343
Its My Job .................................................................................................................348
A Dream Job ............................................................................................................351
Older Workers: Ready For Change? ...................................................................355
I Have A Talent .........................................................................................................358
Ontario Minimum Wage ........................................................................................362
Occupational Conversations ................................................................................365
Volunteer Application Form .................................................................................372
Ready For Your Interview .....................................................................................376
Job Questions ..........................................................................................................380
FAMILY & RELATIONSHIPS
Family Vocabulary ....................................................................................................391
Grandparenting In Canada I .................................................................................396
Grandparenting In Canada II ................................................................................400
Grandparenting In Canada Today ........................................................................410
Tom And Debby Have Split Up ............................................................................414
Divorce In Canada I: FAQs ...................................................................................420
Divorce In Canada II ..............................................................................................425
My Family ..................................................................................................................430
HEALTH & SAFETY
Truly Serious Or Just Annoying? ...........................................................................437
Summer Pests I: Ouch!!! ........................................................................................439
Summer Pests II: Darn Those Mosquitoes!!! .....................................................443
Summer Pests III: These Guys Are Really, Really Nasty!!! ...............................447
Home Remedies I ...................................................................................................452
Good Old Home Remedies .................................................................................454
Home Remedies II ..................................................................................................458
Writing An Email Message: You Are Invited! ......................................................461
Abused ......................................................................................................................464
CONTENTS
Language Instruction for Newcomers to Canada VII
TRAVEL & TRANSPORTATION
Titles, Please .............................................................................................................471
Travel Tips .................................................................................................................474
Have A Safe Trip .......................................................................................................476
On Her Own: Travelling Alone .............................................................................482
Global Travel .............................................................................................................486
Transit Schedule ......................................................................................................490
How Do I Get There From Here? ......................................................................493
Gone For A Holiday ...............................................................................................496
On The Weekend ....................................................................................................498
At Home In
Our Community
and The World
Based on Canadian Language Benchmarks
LINC
3
AT HOME IN OUR COMMUNITY & THE WORLD
Language Instruction for Newcomers to Canada 3
Activity:
Housing In Canada
INSTRUCTOR NOTES
Learners read about various types of housing in Canada. Short cloze passages
reinforce new vocabulary.
Timing: 60 minutes
WARM-UP Learners brainstorm a list of the various types of housing they are familiar with in
Canada, for example, townhouse, apartment, etc.
Ask what kind of housing learners lived in when they were in their home countries,
for example, In Calcutta, I lived in an apartment. In Ottawa, I live in a townhouse.
ACTIVITY Learners read the paragraphs that describe various types of housing in Canada
and then complete the cloze exercises.
FOLLOW-UP The Perfect House
ANSWER KEY 1. townhouse; row
2. detached; single family
3. apartment; rent; landlord; bachelor
4. floors; storeys; storys
5. low-rise; storeys
6. land; pay
7. on top
8. answers will vary
FURTHER See LINC Curriculum Guidelines, pp. 160-165.
REFERENCE
VOCABULARY single family home; detached home; apartment (bachelor, high-rise, low-rise);
condominium; condo; duplex; townhouse; storey
AT HOME IN OUR COMMUNITY & THE WORLD
4 Level 3 R W S
Activity:
Housing In Canada
Read about different types of housing available in Canada. Then, use the information from the reading to
fill in each gap.
1. Townhouse
A townhouse is a house that is attached to several other houses. These houses are joined together in a
line or a row, so sometimes a townhouse is called a row house. A townhouse can be bought or rented.
Fill in the missing information.
My friends wanted to live very close to each other. They did not want to live in the same house, so they
each bought a ________________. Now they all live beside each other in a line or a ______________.
They are very happy.
2. Single family or detached home
Many Canadians own their homes. These homes are usually called single family homes or detached homes.
A detached home is one that is not attached to any other house.
Fill in the missing information.
Mr. and Mrs. Changs home in Barrhaven is not attached to another house, so it is called a
__________________ home. Another expression for it is a ______________ _____________ home.
AT HOME IN OUR COMMUNITY & THE WORLD
Language Instruction for Newcomers to Canada 5
3. Apartment
An apartment is a unit in a building that has a kitchen, living room, bathroom and one or more bedrooms.
A person who lives in an apartment usually pays rent to a landlord to stay there.
A very small apartment is called a bachelor apartment. It is an apartment that has the same room for
living and sleeping, and a separate bathroom.
Fill in the missing information.
Heidi just rented a two-bedroom ________________________. She pays $700 each month for
_____________________. The rental company that owns her building is called Sunshine Rentals and the
name of her ___________________ is Carl Trainor. Her sister also rents a place to live. She only pays
$500 each month because its a _______________________ apartment and it is much smaller.
4. High-rise apartment
A tall apartment building is called a high-rise. It is usually more than six storeys, or floors, high. It has an
elevator.
Fill in the missing information.
There are 25 ________________ in my high-rise apartment.
Activity: Housing In Canada
AT HOME IN OUR COMMUNITY & THE WORLD
6 Level 3 R W S
Activity: Housing In Canada
5. Low-rise apartment
A short apartment building is called a low-rise. It is usually fewer than six storeys high, and it doesnt
usually have an elevator.
Fill in the missing information.
Jun doesnt like to ride in elevators, so she rented an apartment in a _________________________
apartment building. There are four ___________ in her building.
6. Condominium / Condo
A condominium looks like an apartment, but there is a big difference. Condominiums are apartments that
people own. People who have condominiums do not own the land but they have to pay for many things
just like a homeowner, for example, utilities. A short word for condominium is condo.
Fill in the missing information.
Heriberto owns his condominium, but he does not own the _________. He has to ________ for his heat
and electricity, just like other people who own their homes.
AT HOME IN OUR COMMUNITY & THE WORLD
Language Instruction for Newcomers to Canada 7
Activity: Housing In Canada
7. Duplex
A duplex is an apartment in a house. There are two apartments in a duplex, one on top of the other.
Duplexes are usually for rent.
Fill in the missing information.
Carmen pays $800 each month for her duplex. Her friend also lives in the duplex. Carmen lives in the
apartment below and her friend lives __________________ __________________.
AT HOME IN OUR COMMUNITY & THE WORLD
8 Level 3 R W S
Activity: Housing In Canada
8. Talk to your classmates. Find out which kind of housing they live in. Write the
information in this chart.
Classmates Name Kind of House
1. Jin
2.
1. high-rise apartment
2.
AT HOME IN OUR COMMUNITY & THE WORLD
Language Instruction for Newcomers to Canada 9
Activity:
The Perfect House
INSTRUCTOR NOTES
Learners complete a cloze exercise to describe a perfect house.
Timing: 40 - 50 minutes
WARM-UP Housing In Canada
ACTIVITY Distribute the handouts and review the vocabulary.
Learners read about various types of housing in Canada and complete a cloze to
describe their perfect house.
FOLLOW-UP Small groups describe their perfect homes and practice using the new vocabulary.
FURTHER See LINC Curriculum Guidelines, pp. 160-165.
REFERENCE
VOCABULARY single family home; detached home; apartment (high-rise, low-rise);
condominium; condo; duplex; townhouse; storey; suburb; games room; sauna;
mansion; cabana; oceanfront; lakeside
AT HOME IN OUR COMMUNITY & THE WORLD
Do you ever dream about the perfect house? What does it look like? Where is it located? What makes it
special? Read about these different types of housing. Is one of them perfect for you?
cabana = a beach house
condominium = an apartment that is owned, not rented
detached = a single house
duplex = a house that is divided into two apartments, one on top of the other
high-rise = an apartment building more than six storeys (levels) high
low-rise = an apartment building less than six storeys (levels) high
mansion = a large house
semi-detached = a single house that is joined to another house by a common wall
townhouse = a small house that is joined to a row of other small houses
Activity:
The Perfect House
10 Level 3 R W
Types of Housing
condominium (condo) semi-detached single family home/detached
low-rise apartment townhouse high-rise apartment
mansion cabana duplex
AT HOME IN OUR COMMUNITY & THE WORLD
EXERCISE
Fill in the blanks to describe your perfect house. Write your own ideas or use words from the boxes on
the next page.
My Perfect House
For me, the perfect kind of home is a ____________________. I just love looking out of my
window at the view. I can see ___________________________. I think this is a wonderful view
and I never get tired of it. Of course, you can guess that I must live __________________
____________________.
Now, lets look inside my house. It has ___________ rooms. There is a kitchen, a
___________________________________________________. My favorite room in my house
is the ______________________. I love this room because __________________________
________________________.
Some people might choose to live in a __________________ or a ___________________, but
I love my _____________________.
What would I change about my perfect house? Nothing!
Activity: The Perfect House
Language Instruction for Newcomers to Canada 11
AT HOME IN OUR COMMUNITY & THE WORLD
12 Level 3 R W
Activity:
The Perfect House
Rooms
bedroom living room dining room
den kitchen bathroom
games room sauna library
Locations
in the city in the country in the suburbs
by the ocean by a lake
Types of Views
a park the mountains a busy street
the ocean a farm a quiet street
AT HOME IN OUR COMMUNITY & THE WORLD
Activity:
Home Sweet Home
INSTRUCTOR NOTES
In a reading and speaking activity, learners find the best accomodations for people looking for an apartment.
Timing: 60 minutes
WARM-UP Housing In Canada
Rental Advertisements
Rental Application Form
Explain the term home sweet home.
ACTIVITY Learners work in pairs.
Give each pair the instructions and a copy of Home Sweet Home. They read the
information listed for each person on the table, and discuss what kind of
accommodation is needed in each case.
When they have finished their discussion, hand out Apartments Available
In Oshawa and Rental Vocabulary.
Pairs read the options listed in Apartments Available In Oshawa and discuss
the best rental accommodation for each person.
FOLLOW-UP After pairs have completed the activity, they circulate and talk with other
partners about the accommodation matches they have made.
The Noise Factor
FURTHER See LINC Curriculum Guidelines, pp. 160-165.
REFERENCE
VOCABULARY refer to the Rental Vocabulary list
Language Instruction for Newcomers to Canada 13
AT HOME IN OUR COMMUNITY & THE WORLD
People Looking for Apartments In Oshawa
1. With a partner, read the table Home Sweet Home. The table gives information about people
who are looking for apartments to rent in Oshawa.
2. Read the advertisements in the Apartments Available In Oshawa chart.
Use Rental Vocabulary to find the meanings of any words in the advertisements
that you do not know.
3. Choose the best apartment for each person. Write your choice in the Apartment Chosen
column in Home Sweet Home.
Follow-up
4. After you have filled in all the information, walk around the class and talk to other
partners about which places they have chosen. Do you agree? Disagree?
Activity:
Home Sweet Home
14 Level 3 R S
Language Instruction for Newcomers to Canada 15
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: Home Sweet Home
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: Home Sweet Home
16 Level 3 R S
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: Home Sweet Home
Language Instruction for Newcomers to Canada 17
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: Home Sweet Home
18 Level 3 R S
AT HOME IN OUR COMMUNITY & THE WORLD
Language Instruction for Newcomers to Canada 19
Activity:
Rental Advertisements
INSTRUCTOR NOTES
Learners ask and answer questions about a variety of accommodations found in
classified advertisements in the newspaper or on-line.
Timing: 5060 minutes
WARM-UP Make a list on the board of various types of rental accommodations.
Vocabulary introduction/review: den; appliances; central vac; storage; cable; yard; patio;
balcony; fireplace; renovated; deck
ACTIVITY Give each pair of learners a 3-page list of rental advertisements, a rental vocabulary
master list and an envelope containing the rental advertisements that have been cut
into strips.
Learners follow the instructions for the game rules.
Laminate materials for easy use and reuse.
FOLLOW-UP Rental Application Form
Home Sweet Home
Rental Vocabulary Master List can be used to read authentic classified
advertisements.
VARIATION Some rental advertisements in this activity are easier than others. Teachers can select
the ones they deem most appropriate for their classes.
CROSS- This is an excellent companion activity to Housing, LINC 3 Reading and Writing,
REFERENCE pp. 51 63 found in LINC 3 Classroom Activities, CLB/LINC Projects Office,
Edmonton, Alberta.
FURTHER See LINC Curriculum Guidelines, pp. 160-165.
REFERENCE
VOCABULARY classified; classifieds; storey(s); decline
See Rental Vocabulary Master List for full vocabulary list.
AT HOME IN OUR COMMUNITY & THE WORLD
Playing Rules
Have you ever looked on-line or in the classified advertisements section of your local newspaper for
rental accommodations? The advertisements may be difficult to read. Sometimes the words look like they
have not been written in English! You are going to practice reading some advertisements with a partner.
Read these rules carefully to begin.
1. Player 1 has an envelope of Rental Advertisements. On each slip of paper is information about a place
available for rent.
2. Player 2 has the 3-page list of Rental Advertisements and the Rental Vocabulary Master List.
3. Player 1 picks one Rental Advertisement from the envelope and reads what is written on it, for
example:
Player 1 says:
I read your advertisement in the Classified Advertisements section of the newspaper (or on-line). Im
looking for a Bachelor Apartment in the Applegate area. Can you tell me about it, please?
4. a. Player 2 checks the 3-page list of Rental Advertisements to find that apartment, and
describes it. He/She looks at the Rental Vocabulary Master List for any new words.
b. Player 1 listens and then asks for an appointment to view it, or declines politely. For example:
Thank you. Can I come and see it tomorrow afternoon?
Thank you, but I think it is too expensive.
5. Halfway through the game, change roles.
Activity:
Rental Advertisements
20 Level 3 L S
Rental Advertisement
Bachelor Apartment in the Applegate area
AT HOME IN OUR COMMUNITY & THE WORLD
Rental Advertisement
Bachelor Apartment in the Applegate area
Rental Advertisement
Bachelor Apartment in the Billings Bridge area
Rental Advertisement
Bachelor Apartment in the Blue Bell development
Rental Advertisement
Bachelor Apartment in Don Mills Park
Rental Advertisement
Duplex in Forest Hills
Rental Advertisement
Duplex in Jackson Creek
Rental Advertisement
Duplex in Knights Ridge development
Rental Advertisement
Duplex in the Long Beach area
Rental Advertisement
Duplex in the Murray Street area
Rental Advertisement
Two Bedroom in Beaver Creek
Language Instruction for Newcomers to Canada 21
AT HOME IN OUR COMMUNITY & THE WORLD
Rental Advertisement
Two Bedroom in Long River development
Rental Advertisement
Two Bedroom in Manor Park
Rental Advertisement
Townhouse in the Albert Street area
Rental Advertisement
Townhouse in Black Forest development
Rental Advertisement
Townhouse in High Park Private
Rental Advertisement
Townhouse in the New Gate area
Rental Advertisement
Townhouse in Peterborough Private
Rental Advertisement
Townhouse in the Salt Spring area
Rental Advertisement
Townhouse in the Taylor Street area
22 Level 3 L S
Rental Advertisement
Two Bedroom in the Fraser Valley area
Rental Advertisement
Two Bedroom in the Grant Road area
AT HOME IN OUR COMMUNITY & THE WORLD
Rental Advertisement
Bachelor Apartment in the Applegate area
low-rise, heated, laundry
Rental Advertisement
Bachelor Apartment in the Billings Bridge area
quiet low-rise, spacious, a/c, hdwd, laundry, parking
Rental Advertisement
Bachelor Apartment in the Blue Bell development
quiet, clean, hdwd, balcony, $705 inc. util
Rental Advertisement
Bachelor Apartment in Don Mills Park
ground floor, incl. util, cable, phone, prkg, gas fp, hi-sp internet,
kitchen w. refrig + stove, storage room, $800
Rental Advertisement
Duplex in Forest Hills
3 bdrm, upper duplex, 2 appls, no pets/smokers, $980 + utils
Rental Advertisement
Duplex in Jackson Creek
1st flr., 3 bdrms, 2 prkg, large deck, $1300 incl heat
Rental Advertisement
Duplex in Knights Ridge development
2 bdrm, 1,000 sq ft, n/s, n/p, $1195 + util
Language Instruction for Newcomers to Canada 23
AT HOME IN OUR COMMUNITY & THE WORLD
Rental Advertisement
Duplex in the Murray Street area
lrg 2 br, f/s, w/d, full bsmt, prkg, $950
Rental Advertisement
Two Bedroom in Beaver Creek
low-rise, heated, laundry
Rental Advertisement
Two Bedroom in the Fraser Valley area
liv, din, kit, fireplace $675
Rental Advertisement
Two Bedroom in the Grant Road area
hdwd, spacious, heated, ldry, prkg $900
Rental Advertisement
Two Bedroom in Long River development
spacious, 2nd flr, den, hdwd, balcony, 2 appls, storage
Rental Advertisement
Two Bedroom in Manor Park
walk-up, f/p, laundry, garage, yard, $920
24 Level 3 L S
Rental Advertisement
Duplex in the Long Beach area
2 br + den, 5 appl, no pets, $1250 + util
AT HOME IN OUR COMMUNITY & THE WORLD
Rental Advertisement
Townhouse in the Albert Street area
2 bdrms, 5 appls, a/c, c/v, renovated, $1250/mo, no pets, no smoking
Rental Advertisement
Townhouse in Black Forest development
3 br, dbl. gar, renod, $1200 + util
Rental Advertisement
Townhouse in High Park Private
2 bdrm, 2 baths, 6 appls, 2 prkg stalls, $1500 + util
Rental Advertisement
Townhouse in the New Gate area
2 br, 5 appls, balc, prkg, small pets, $950
Rental Advertisement
Townhouse in Peterborough Private
2 bath, sgle car gar, $1450/mo
Rental Advertisement
Townhouse in the Salt Spring area
3 br, 1 bath, 6 appl, c/v, a/c, patio, bsmt, n/s, $1350 + utilities
Rental Advertisement
Townhouse in the Taylor Street area
1 bath, all appls, new, ns, np, garage, $1350
Language Instruction for Newcomers to Canada 25
AT HOME IN OUR COMMUNITY & THE WORLD
26 Level 3 L S
Activity:
Rental Vocabulary Master List
1 bath one full bathroom with tub or shower, toilet and sink; and one bathroom
with toilet and sink only
a/c air conditioned
appls, appl appliances
balc, balcony the apartment has a balcony
bdrm, bdrms, br bedroom
bsmt basement
c/v central vac (central vacuuming system)
dbl gar double garage (space for parking two cars)
din dining room
f/p, fp fireplace
f/s fridge, stove
flr - floor
full bsmt basement as large as the area of the duplex
ground floor first floor
hdwd hardwood floor
heated the cost of the rental includes heat
hi-sp internet high speed internet
inc, incl includes
kit kitchen
laundry, ldry washer and dryer (laundry facilities) are in the building
liv living room
low-rise an apartment building that is less than 6 storeys high
lrg large
mo each month
n/p no pets allowed
n/s, ns no smoking allowed
no pets/smokers no pets allowed, no smoking allowed
np no pets allowed
parking, prkg space for parking a car
prkg stalls parking stalls (places for parking cars)
refrig refrigerator
renod renovated
sgle car gar single car garage (space for parking one car)
small pets small pets are allowed in the building
spacious lots of space, large, lots of room
upper duplex apartment is on the top floor
util, utils utilities (heat, electricity)
w. with
w/d washer, dryer
walk-up must climb stairs to get to the apartment
AT HOME IN OUR COMMUNITY & THE WORLD
Language Instruction for Newcomers to Canada 27
Activity:
Rental Application Form
INSTRUCTOR NOTES
Learners read and fill out a rental application form.
Timing: 60 minutes
WARM-UP Rental Advertisements
Make a list on the board of some types of application forms, and
ask learners what kinds of application forms they have filled out, e.g.
~ application for university
~ application for part-time or full-time employment
~ application to use a facility (gym, community centre)
ACTIVITY Learners read the rental application form and fill out each section with
personal or hypothetical information.
FOLLOW-UP Bring an authentic application form to class for learners to fill out. Forms can
be found in the community or on-line at Google: application form templates.
VARIATION Learners can work in pairs to add a listening and speaking component to the activity.
FURTHER See LINC Curriculum Guidelines, pp. 160-165.
REFERENCE
VOCABULARY property; income; references; supervisor; occupant
AT HOME IN OUR COMMUNITY & THE WORLD
Sunshine Rentals


Date of Application:


Application to rent:

Address of rental property:

City: _____________ Province: ________ Postal Code: ______________


Personal Information:

Name: __________________________________________________________

Present Address: ________________________________________________

City: __________________ Province: ________ Postal Code: ___________

Telephone: (h)________________ Telephone: (w) __________________

Email: __________________________________________________________


Present Rental Information:

Landlord: _______________________________ Tel:____________________

Length of time at this location: _____________ Monthly Rent: _________

Reason for leaving: ______________________________________________


Employment Information:

Present Employer: ______________________________________________

Address of Employer: ___________________________________________

Telephone: ______________ Name of Supervisor: ___________________

Length of Employment: ______________ Monthly Income: ___________
Activity:
Rental Application Form
28 Level 3 R W
Monday, September 3, 20
23 Marshall Street
Barrie ON M4W 0X0
AT HOME IN OUR COMMUNITY & THE WORLD
Sunshine Rentals
Activity: Rental Application Form
Language Instruction for Newcomers to Canada 29
Name of Bank: ___________________________________________________
Address: _________________________________ Tel.: ____________________
Name __________________________________ Tel.: ____________________
Name __________________________________ Tel.: ____________________
Name ______________________________ Relationship.: _________________
Name ______________________________ Relationship.: _________________
Signature of Appliant(s):
__________________________________________ Date: _________________
__________________________________________ Date: _________________
Banking Information:
Personal References:
Names of all other occupants of this rental property:
(list other names on the back of this form if necessary).
I/We state that all the information given in this application is true and
I/We authorize a credit check.
30 Level 3 R L S
AT HOME IN OUR COMMUNITY & THE WORLD
In a listening activity, two friends read newspaper rental advertisements and discuss considerations that are
important to them.
Timing: 45 minutes
WARM-UP Housing In Canada
Home Sweet Home
Ask how many learners rent their present home and find out
if anyone has had to move because of a problem with a
rental unit or other tenants.
Distribute Exercise 1. Go through it with the class. Learners work
individually or in pairs.
ACTIVITY Play the audio (Track 1). Learners listen for the gist.
Distribute Exercise 2.
Learners work individually to answer the questions.
Instructors collect Exercise 2 for assessment.
Distribute Exercise 3. Allow learners time to write their answers.
Pair students to discuss their responses.
ASSESSMENT Instructors correct individual learner responses for listening and reading assessment.
CLB Performance Indicators:
listener gets the gist, key words and expressions as required
gets factual details and inferred meanings as required
predicts, guesses new words in familiar context
ANSWER KEY 2. a. 1. d 2. c 3. e 4. b 5. a
2 b. 1. noise factor 2. common wall 3. split 4. clunking around 5. upper
FURTHER See LINC Curriculum Guidelines, pp. 160-165.
REFERENCE
VOCABULARY factor; townhouse; split; common wall; duplex; noisy; night shift; upper (unit);
grab; clunking; appreciate; tip; end unit; deal with; inexpensive; canoe
INSTRUCTOR NOTES
Activity:
The Noise Factor
AT HOME IN OUR COMMUNITY & THE WORLD
LISTENING TRANSCRIPT
Suna, a dental assistant, and Rona, a nurse, are two good friends having coffee and looking at newspaper ads for
places to rent. Listen to their conversation.
Suna: Hey, this one sure sounds good to me. Listen! Heres a three-bedroom townhouse for $1,350, plus
utilities. My sister and I can split the rent and, best of all, its an end unit, so I would only have one
common wall connecting me with any neighbours.
Rona: Oh, is that good?
Suna: To be honest, I havent had the greatest experiences in dealing with noisy neighbours and, being in an
end unit, Id only have to worry about one neighbour being noisy instead of two.
Rona: Oh, youre right, you know. I guess Ill have to consider the noise factor too, before I rent a place. In a
couple of months Im starting to work the night shift at the hospital again.
Suna: Well, arent you seriously interested in this duplex for $950 a month? Is it the upper thats available?
Rona: Yes, why?
Suna: Good, then grab it while you can because if you need to sleep during the day, you dont want to listen to
someone clunking around upstairs while youre trying to sleep.
Rona: Thanks! I appreciate the tip.
Activity:
The Noise Factor
Language Instruction for Newcomers to Canada 31
32 Level 3 R L S
AT HOME IN OUR COMMUNITY & THE WORLD
Exercise 1
These people want to rent a place to live. They must all think about different things before they choose a
place to rent. Which factors might be important for each person? Write your own ideas, or use some
words from the box to help you.
a. Bob is a college student.
inexpensive, close to the college
b. David and Diane have 2 babies.
c. The Young family has 3 teenagers.
d. Joseph and Grace are retired.
e. Molly is a grandmother.
f. Susan is a young woman who lives alone.
clean
close to the college
close to the doctor
inexpensive
large backyard
near a bus route or subway line
near a grocery store
near a park or playground
quiet
safe
Activity: The Noise Factor
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: The Noise Factor
Exercise 2
a. Read these words and expressions from the dialogue, and then match them with their meanings.
1. ____ split a. making a lot of noise with your feet
2. ____ common wall b. the top apartment of a duplex
3. ____ noise factor c. a wall that is shared by two apartments
4. ____ upper d. divided
5. ____ clunking around e. one thing, or factor, to think about before making a decision
b. Now read these sentences and fill in the blank spaces with one of the words or expressions from
the box.
1. I like to live in a very quiet area. I have to consider the ________ _________ before I rent
an apartment.
2. Townhouses share _____________ ____________ .
3. The apartment was too expensive for one person, so we decided to __________ the rent.
4. Sylvia works the night shift. When she is sleeping during the day, she doesnt want to hear
someone _____________ _________ in the apartment upstairs.
5. There is an ____________ apartment and a lower apartment in a duplex.
split
common walls
noise factor
upper
clunking around
Language Instruction for Newcomers to Canada 33
Exercise 3
Suna and Rona dont want to rent an apartment in a building that has noisy neighbours. So, the noise factor
is important for them.
Harry wants to rent a place to live, but he is thinking about the space factor. He has a very big canoe
and he wants to rent a place that is large enough to keep it inside in winter.
If you wanted to rent an apartment, what factors would you consider? Work with your partner and write
some ideas in the boxes.
Most important factors: Least important factors:
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: The Noise Factor
34 Level 3 R L S
AT HOME IN OUR COMMUNITY & THE WORLD
Language Instruction for Newcomers to Canada 35
Activity:
E-mail To The Landlord
INSTRUCTOR NOTES
Learners write e-mail messages of complaint to a landlord.
Timing: 2030 minutes per email
WARM-UP Questions for class discussion:
~ How many people live in rental accommodation?
~ Do you have any problems in your apartment? (e.g., noisy neighbours,
broken appliances, unsafe features (windows, doors, floors))
List responses on the board. Explain that learners are going to practice
writing messages of complaint.
ACTIVITY Distribute the model and the 3 scenarios. Read through the model with
the class and go over the instructions. Tell learners how many e-mail messages
they should write.
FOLLOW-UP Whos Responsible?
ASSESSMENT Instructors may wish to use the first situation as a practice or instructor-led
exercise, and then collect a subsequent message for assessment.
CLB Performance Indicators:
~ convey the message: reader can follow the text
~ use language and content that are appropriate and relevant to the
occasion, intent and social context
~ makes only a few errors in grammar, punctuation and spelling
FURTHER See LINC Curriculum Guidelines, pp. 160-165.
REFERENCE
VOCABULARY faucet; leaking; shovel (n.) (v.); duplex
AT HOME IN OUR COMMUNITY & THE WORLD
36 Level 3 R W
Activity:
E-mail To The Landlord
Example Situation: broken doorbell
Zakari moved into his apartment two weeks ago. The doorbell didnt work, but the landlord said he
would fix it the next day. Zakari reminded him once last week. Now he is sending him an email to
remind him again.
Read Zakaris email message to his landlord.
Dear Mr. Roberts,
Im really happy with my new apartment. The reason I am writing to you is to remind you
that my doorbell doesnt work. Will you please send me an email or call me to tell me
when you can come to fix it?
Thank you,
Zakari Martin
Broken doorbell
AT HOME IN OUR COMMUNITY & THE WORLD
Language Instruction for Newcomers to Canada 37
Activity: Email To The Landlord
Instructions
Read each situation and write a three- to five-sentence e-mail message to the landlord.
Your message should explain --
a. what the problem is
b. what you want the landlord to do
Dear Mr. Harper,
Situation #1: leaky faucet
You have a friendly relationship with your landlord, Mr. Harper. You told him three days ago that the
faucet in your bathroom sink is leaking. Write an e-mail to the landlord to remind him to fix the
faucet.
AT HOME IN OUR COMMUNITY & THE WORLD
38 Level 3 R W
Activity: E-mail To The Landlord
Dear Mr. Spencer,
Situation #2: shoveling snow
Your landlord, Mr. Spencer, shovels snow from the driveway at your apartment. However, he doesnt do
it early enough. You need to drive to work in the morning, so you often have to shovel the snow
yourself. Write an e-mail to the landlord and ask him to come earlier.
AT HOME IN OUR COMMUNITY & THE WORLD
Language Instruction for Newcomers to Canada 39
Activity: E-mail To The Landlord
Dear Mr. Lewis,
Situation #3: loud music
Your live in a duplex, and your landlords daughter lives above you. She is nice, but she is very noisy.
Her friends come over and they often play their music loudly very late at night. You talked to her
once about it and she said she was sorry. However, it has happened again several times. Write an e-mail
to the landlord, Mr. Lewis, and ask him to tell his daughter to stop playing her music loudly at night.
40 Level 3 L S
AT HOME IN OUR COMMUNITY & THE WORLD
Activity:
Whos Responsible?
INSTRUCTOR NOTES
Learners learn about landlord-tenant responsibilities in a listening dialogue.
Timing: 45 minutes
WARM-UP E-mail To The Landlord
Ask the class if they have experienced problems with maintenance or repairs
in a rental home and if they clarified who was responsible for these issues
prior to renting.
Cite a few common things landlords might be responsible for: e.g. maintaining
smoke detectors; snow removal; plumbing repairs; indoor or outdoor painting.
Vocabulary introduction/review: sliding; steps; slippery; wooden; stairs
ACTIVITY Play the audio (Track 2). Learners listen for the gist.
Distribute the Whos Responsible? worksheet and have learners work in pairs
to answer the comprehension questions in Exercise 1 and fill in the blanks in
Exercise 2.
In Exercise 3, partners create a phone dialogue about tenant-landlord responsibilities.
FOLLOW-UP Pairs present their role plays in class.
ANSWER KEY Exercise 1:
1. He doesnt want Suni to fall on the slippery steps. 2. He is going to install
indoor-outdoor carpet in the front hallway. 3. Landlords must ask their tenants
permission before coming into a rental apartment.
Exercise 2
1. from 2. stepped 3. wooden 4. are 5. freezing 6. for 7. winter.
8. by 9. stairs 10. your 11. Thursday 12. morning
Exercise 3:: Answers will vary
FURTHER See LINC Curriculum Guidelines, pp. 160-165.
REFERENCE
VOCABULARY maintenance; responsible; landlord; slide; slip; slippery; indoor-outdoor; install
AT HOME IN OUR COMMUNITY & THE WORLD
Activity:
Whos Responsible?
LISTENING TRANSCRIPT
Suni is phoning the landlord of the townhouse she is renting because she has some questions about who is
responsible for maintenance. Listen to their discussion.
Suni: Hello, Mr. Holden. This is Suni Abdi from Unit 9 calling. Im calling because yesterday morning I
stepped outside my door and really went sliding on the wooden steps. Winters coming soon, and I
know the steps are going to get a lot more slippery when more freezing weather comes. Can you
please tell me whos responsible for maintaining the outside steps in winter?
Mr. Holden: That would be me, and I should be getting to it by Thursday this week. Usually, I put outdoor
carpeting on the stairs and then install a special indoor-outdoor carpet in your front hallway also.
Will someone be there on Thursday morning to let me in?
Suni: How early on Thursday morning?
Mr. Holden: About 9:30.
Suni: Yes, my sister should be here. Her class doesnt start till eleven. Will it take long to do?
Mr. Holden: No, about 10-15 minutes.
Suni: Ill tell her youll be coming.
Mr. Holden: All right, this Thursday you should have your steps carpeted because I dont want to hear that
youve slipped and fallen.
Suni: Thanks, Mr. Holden. I just want to say, I love living here because youre so helpful.
Mr. Holden: Hey, thats my job. Anything else?
Suni: Yes, who is responsible for removing snow from the townhouse?
Mr. Holden: You are.
Suni: Too bad. I was afraid of that!
Language Instruction for Newcomers to Canada 41
42 Level 3 L S
AT HOME IN OUR COMMUNITY & THE WORLD
Activity:
Whos Responsible?
Exercise 1
Discuss these questions with your partner.
1. Why is it important for Mr. Holden to put outdoor carpeting on the stairs before winter comes?
2. What else is Mr. Holden going to do at Sunis apartment on Thursday?
3. Why do you think Mr. Holden asks if someone will be at the townhouse to let him in on Thursday?
Why doesnt he use his landlords key to go into Sunis townhouse?
Exercise 2
Fill in all the blank spaces using words from the word list.
Suni: Hello, Mr. Holden. This is Suni Abdi (1) from Unit 9 calling. Im calling
because yesterday morning I (2)_____________ outside my door and really went
sliding on the (3)_____________ steps. Winters coming soon, and I know the steps
(4)____________ going to get a lot more slippery when more
(5)______________ weather comes. Can you please tell me whos responsible
(6)________ maintaining the outside steps in (7)__________________?
Mr. Holden: That would be me, and I should be getting to it (8)________ Thursday this week.
Usually, I put outdoor carpeting on the (9)________ and then install a special
indoor-outdoor carpet in (10)___________ front hallway also. Will someone be
there on (11)____________ morning to let me in?
Suni: How early on Thursday (12)____________?
Mr. Holden: About 9:30.
are by for freezing from morning stairs
stepped Thursday wooden winter your
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: Whos Responsible?
Exercise 3
Telephone Dialogue
Landlord: Hello.
Vanessa: Hello, Mr. Harris. This is Vanessa White calling. I spoke with you yesterday about your
townhouse for rent.
Landlord: Yes, Vanessa. How can I help you?
Vanessa: Well, I just want to ask a question. Whos responsible for cleaning the windows?
Landlord: I am responsible for cleaning the outside of the windows, but you are responsible for
cleaning the inside.
Vanessa: Thank you.
Work with a partner to create a telephone dialogue between Vanessa, who is interested in renting a
townhouse, and Mr. Harris, the landlord for the townhouse. Before Vanessa signs the rental agreement, she
wants to find out who is responsible for doing these jobs:
1. cleaning the windows
2. shovelling the sidewalk in winter
3. mowing the lawn in summer
4. repainting the indoor walls
Choose one job. Use the phone dialogue above as a model.
When you have finished your dialogue, practice it with your partner and be prepared to present
it to your class.
Language Instruction for Newcomers to Canada 43
44 Level 3 R W S
AT HOME IN OUR COMMUNITY & THE WORLD
Activity:
Neighbourhood Invitations
INSTRUCTOR NOTES
Learners read and respond to invitations from neighbours and co-workers in this 3-skills activity.
Timing: 60 minutes
WARM-UP Explain the terms community and community event.
Ask the class what community events they have participated in and/or have seen
advertised in Canada.
ACTIVITY Learners read the invitations and answer the questions that follow.
Exercises 1-3 are done individually; pairs will complete Exercises 4-6.
FOLLOW-UP Learners find out what kinds of events are held in their communities by
checking on-line or reading community newsletters.
Assign a city in another province to each learner and have them research one
event which is held in that place and report to the class. This information can be
accessed on-line by a Google search.
ANSWER KEY Exercise 1:
1. a. 2 b. 5 c. 4 d. 1 e .3 2. a . F b. T c. F
Exercise 2:
hello; cups; bottles; beautiful; sweet
FURTHER See LINC Curriculum Guidelines, pp. 160-165.
REFERENCE
VOCABULARY come one, come all; gathering (n.); forecast (n.); grill (v.) (n.); sleigh; in touch; theme
AT HOME IN OUR COMMUNITY & THE WORLD
Activity:
Neighbourhood Invitations
Exercise 1
The people in the neighbourhood of Sunnymede are planning a party. Read the letter from the
community newspaper to learn about it. Then, answer the questions.
Dear Neighbours,
COME ONE, COME ALL!!
On Monday, September 1, 20 we will hold our 6th annual
neighbourhood party. This year we will have our party at the
Sunnymede Community Centre.
Everyone from ages 1 to 100 is invited, but children under 8
must come with an adult. BBQs will be available if you want to
bring meat. Also, please bring a large salad to share. Drinks and
ice cream will be provided. The weather forecast says SUN,
SUN, SUN, so we hope to see everyone there. This will be our
last neighborhood gathering before our kids return to school!
Thank you,
The Neighbourhood Organizing Committee
Language Instruction for Newcomers to Canada 45
46 Level 3 R W S
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: Neighbourhood Invitations
1. Match the word with the correct meaning.
a. ____ come one, come all 1. map or chart that tells what the weather will be like
b. ____ gathering (n.) 2. everyone is invited
c. ____ annual 3. a group of people who work together
d. ____ weather forecast 4. yearly, happens every year
e. ____ committee 5. an event or party
2. Read each sentence. Then find the information in the Come One, Come All!! neighbourhood
invitation. Write T if the sentence is true, and F if it is false.
a. ____ Grandparents are not allowed to attend.
b. ____ A child who is younger than 6 should come with his parents.
c. ____ The neighbours already had 10 neighbourhood parties.
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: Neighbourhood Invitations
Exercise 2
The people in the Brooke Street neighbourhood are having a spring clean-up day. Read the information
from the neighbourhood newsletter. Choose the correct word from the list to fill in the blank spaces.
HAPPY SPRING!
Hello Neighbours!
We just said goodbye to winter and now we are going to say _________ to
spring. On Saturday, March 21st why not come and join your neighbours to help
clean up our part of the Brooke River?
Everything looks better when it is clean, doesnt it? So, lets get together and put
all those coffee _______, pizza boxes, water __________, and other junk into
garbage bags provided by the organizers. I know we can make our part of the
river look __________.
We will meet at 1 pm at the Brooke Street Community Centre. As usual, there
will be tea, coffee, juice and something __________to eat at the Community
Centre at 3 pm.
bottles beautiful sweet hello cups
Language Instruction for Newcomers to Canada 47
48 Level 3 R W S
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: Neighbourhood Invitations
Exercise 3
Now read the memo from Mia, who is organizing a community fund-raising party. Some information is
missing. Fill in the blanks with the information that Mias neighbours need. Use your own ideas; there are
many correct answers.
Hi everyone!
Well, its almost time for our fund-raising party. Thanks to everyone who offered to help me organize it.
Suna, can you check to see if the Events Room is free on ___________? Mari, can you talk to Raj and
think of some ideas for a theme? Last year we organized an Italian Night and had a wonderful meal.
The Italian theme was a lot of fun. The best part was that we collected all the money that people paid
for the meal and gave it to the Gilmour Childrens Home.
Maybe this year the theme for our party could be __________________________________
and we could give money to ___________________________.
You all have wonderful ideas, so I know the event will be a big success.
I will send more information soon.
Mia
Community fund-raising
AT HOME IN OUR COMMUNITY & THE WORLD
Activity: Neighbourhood Invitations
Exercise 4
The people in the Gibson Park neighbourhood are going to have a Christmas sleigh ride. Read the
information that the organizing committee has put in the neighbours mailboxes.
What do you think the more, the merrier means? Talk with a partner and write your idea here.
________________________________________________________________________
________________________________________________________________________
SLEIGH RIDE!
Can you believe that it is almost Christmas again! The Gibson Park
neighbourhood committee has organized a sleigh ride for everyone. It will be
held the evening of Saturday, December 20th. You can get on the sleigh at the
soccer field at 5 p.m. or join us on the way at First Street, Clark Avenue, Royal
Court or Summer Street. As usual, the neighbourhood helpers will provide hot
chocolate and cookies for everyone. Lets celebrate the holidays together
and remember the more, the merrier.
Merry Christmas Everyone
Language Instruction for Newcomers to Canada 49
AT HOME IN OUR COMMUNITY & THE WORLD
50 Level 3 R W S
Exercise 5
Work with a partner. Make a list of some things that a group of neighbours could do together to help
each other, to have fun, or to help other people.
a. - have a BBQ to celebrate the beginning of the new school year
b. - have a sleigh ride to celebrate the holidays
c. - have a fund-raising party to make money to help children who need it
d. - have a spring clean-up day to keep a river beautiful
e.
f.
g.
h.
Exercise 6
Choose one idea from your list and write a community invitation. Begin with Hello Everyone! or
something similar. Your invitation should be 3-5 sentences and should include this information:
what the event is
when it will happen
where it will happen
why you are doing it
Activity: Neighbourhood Invitations
3
LINC
Based on Canadian Language Benchmarks
Banking,
Customer Service
and Telephone
BANKING, CUSTOMER SERVICE & TELEPHONE BANKING, CUSTOMER SERVICE & TELEPHONE
Language Instruction for Newcomers to Canada 53
Activity:
Using The Telephone Business Messages
INSTRUCTOR NOTES
This four-skills unit enhances learners ability to use the telephone for business communication.
Timing: 40 minutes
WARM-UP Ask class members to recount their experiences using the telephone to complete
business transactions in English. Inform them they are going to complete some
activities that will help them use the telephone with more confidence.
ACTIVITY Learners match the expressions to the definitions on the Vocabulary Worksheet,
and complete their charts. This can be done individually or in pairs.
The Sequencing Exercise must be prepared in advance. Cut the sheet into seven
strips, shuffle them, and place them in an envelope. Prepare one envelope for each
learner (although the exercise can be done in pairs if it is not intended for
assessment).
Write the title My Phone Call on the blackboard and give each learner/pair an
envelope. Instruct them to read the slips and arrange them in the correct order
on their desks.
Learners complete the More Vocabulary exercises in pairs.
The final cloze Listening Activity is done individually. The instructor reads the
listening transcript slowly and clearly. Learners should hear the messages once for
global comprehension before the instructor distributes the Listening Activity
worksheet and repeats the messages.
FOLLOW-UP Did You Get the Message?
Alpha Bravo Charlie
VARIATION Divide the class into groups of seven. Hand each group member one slip from
the Sequencing Exercise, and instruct the students to form a conga line in the
appropriate order.
CROSS- Education - Did You Get The Message?
REFERENCE
BANKING, CUSTOMER SERVICE & TELEPHONE
54 Level 3 R W L S
Activity:
Using The Telephone Business Messages
ANSWER KEY Vocabulary Worksheet
dial; hang up; reach; hold/hold the line; pick up; call back; phone line; voice mail;
mailbox; extension
Telephone Noises, Signals And Sounds
dial tone; busy signal; ring tone; beep/tone; vibrate
Listening Activity 1:
reached, message, tone
Listening Activity 2:
5748, dial
Listening Activity 3:
extension, hold, pound key
ASSESSMENT If the reading sequencing activity is intended for assessment, learners call the
instructor to check their work when they have finished. The strips should be
checked immediately and then removed. Alternatively, instruct learners to copy
the contents of the strips (in order) onto another sheet of paper for both reading
and writing assessment.
The final listening activity can also be used for assessment.
CLB Performance Indicators:
~ Reading
identifies links between sentences and the narrative sequence
~ Writing
interprets sequence signals in text
(copies sentences, including capitalization, lower case, punctuation.)
~ Listening
identifies specific factual details and inferred meanings in a listening text
as required
FURTHER See LINC Curriculum Guidelines, pp. 192-197.
REFERENCE
VOCABULARY pound key; star key; beep/tone; busy signal; dial tone; ring tone; vibrate; direct (v);
popcorn; signal; shake; brief; currently; operator; switchboard; see also the
Vocabulary Worksheet.
BANKING, CUSTOMER SERVICE & TELEPHONE
Language Instruction for Newcomers to Canada 55
Activity: Using The Telephone Business Messages
LISTENING TRANSCRIPT (To Be Read By Instructor)
One
Hello, you have reached the voice mail of Lynne Ross. Im not at my desk right now, but if you would like to leave
a message, Ill return your call as soon as I can. Please leave your name and telephone number after the tone.
Two
Hello, you have reached extension number 5748. Please leave a brief message for John Lee, or dial O for the
switchboard operator.
Three
Hello, you have reached the desk of John Hua at extension 27. The line is currently busy. Please hold or, if you
would like to leave a message in my voice mail, press the pound key.
BANKING, CUSTOMER SERVICE & TELEPHONE
56 Level 3 R W L S
VOCABULARY WORKSHEET
Match the expressions to their meanings, and copy them into the chart:
call back - dial - extension - hang up - hold/hold the line - mailbox
phone line - pick up - reach - switchboard - voice mail
EXPRESSION MEANING
press (push) the numbers on a telephone to call somebody
end a telephone conversation and put the phone down
connect and communicate
wait
lift the phone and start to use it; opposite of hang up
call again
connection to a telephone system
electronic telephone answering system
part of a voice mail system where caller can leave a voice
message
two or more telephones that have the same phone number and
are connected to a switchboard, usually in a large company or
office [Example: ext. 2767]
Activity:
Using The Telephone Business Messages
BANKING, CUSTOMER SERVICE & TELEPHONE
Language Instruction for Newcomers to Canada 57
Activity: Using The Telephone Business Messages
Yesterday I bought a new microwave oven. I had a question about it, so I decided to
call the company that made the oven. I found their phone number, picked up my
phone, and dialed.
The company operator answered. I told her my problem, and she gave me the
name and extension number of the person who could answer my question. His name
was Mr. Smith.
Mr. Smith was busy with another call, so the operator asked me to hold. I waited
for 10 minutes.
After 10 minutes, I still hadnt reached him. I was tired of waiting, so I hung up.
Next, I called the company back and spoke to the operator again. This time she
connected me to Mr. Smiths voice mail.
I left a message in Mr. Smiths mailbox asking him to phone me back.
Mr Smith called back an hour later and answered my question. Now Im ready to
microwave some popcorn.
SEQUENCING EXERCISE
My Phone Call
BANKING, CUSTOMER SERVICE & TELEPHONE
58 Level 3 R W L S
Activity: Using The Telephone Business Messages
MORE VOCABULARY
A. Answer these questions with a partner:
B. Telephone Noises, Signals And Sounds
Name the sound:
beep/tone -- busy signal -- dial tone -- ring tone -- vibrate
_________________ You hear this when you pick up your phone to begin to call someone.
_________________ You hear this repeating tone when you cannot reach the person you are trying to
call because they are already using their phone line.
_________________ You hear this when someone is calling you. It might be part of a song.
_________________ This is the short sound given one or more times to tell you to begin recording
your message on an answering machine or voice mail system.
_________________ This isnt a sound. Its the setting you use on your cell phone when you dont want
it to ring. Instead, it will shake to signal that someone is calling you.
1. Where is the pound key?
2. Where is the star key?
3. When do you use these keys?
BANKING, CUSTOMER SERVICE & TELEPHONE
Language Instruction for Newcomers to Canada 59
Activity: Using The Telephone Business Messages
LISTENING ACTIVITY
Listen to these messages and fill in the missing words or information.
One
Hello, you have ____________the voice mail of Lynne Ross. Im not at my desk right now, but if you
would like to leave a _______________, Ill return your call as soon as I can. Please leave your name and
telephone number after the _______________.
Two
Hello, you have reached extension number ____________. Please leave a brief message for John Lee, or
_______________ O for the switchboard operator.
Three
Hello, you have reached the desk of John Hua at _______________ 27. The line is currently busy. Please
_______________ or, if you would like to leave a message in my voice mail, press the _______________.
60 Level 3 R W L S
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity:
Alpha Bravo Charlie
INSTRUCTOR NOTES
Learners practice a strategy to clarify spelling when they must provide information over the phone.
Timing: 25 minutes
WARM-UP Some classes may need to review how to pronounce the names of the
letters of the alphabet, particularly the vowels.
ACTIVITY Read through Giving Information Over The Phone with the class, and ensure
that everyone understands the strategy. Draw learners attention to the fact that
like and as in are used interchangeably in the example.
Collect the page and hand out the Practice Sheet.
When the learners are ready, divide them into groups of four for Practice Two.
FOLLOW-UP Assign a telephoning task that requires learners to provide their names
and postal codes.
ASSESSMENT Instructors circulate to assess whether learners are communicating the
essential information with sufficient clarity.
CLB Performance Indicators:
~ handles basic phone situations
FURTHER See LINC Curriculum Guidelines, pp. 192-197.
REFERENCE
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity:
Alpha Bravo Charlie
GIVING INFORMATION OVER THE PHONE
Sometimes we have to spell our names or give our postal code over the telephone, and we dont always
feel sure that the person on the other end is hearing or understanding us clearly. Here is a way to
improve our communication:
My postal code is M4K 2A6. Thats M like mother, 4, K as in king,
2, A as in apple, 6.
Pilots, police forces and other groups that use radio communications have official systems for using words
to help with the communication of letters. Here are two official systems:
NATO Phonetic Alphabet Western Union Phonetic Alphabet
However, you dont need to use an official system when you are trying to make your spelling clear just
use a simple English word that cant be easily confused with another word.
Letter
Phonetic
letter
N November
O Oscar
P Papa
Q Quebec
R Romeo
S Sierra
T Tango
U Uniform
V Victor
W Whiskey
X X-ray
Y Yankee
Z Zulu
Letter
Phonetic
letter
A Alpha
B Bravo
C Charlie
D Delta
E Echo
F Foxtrot
G Golf
H Hotel
I India
J Juliet
K Kilo
L Lima
M Mike
Letter
Phonetic
letter
N New York
O Ocean
P Peter
Q Queen
R Roger
S Sugar
T Thomas
U Union
V Victor
W William
X X-ray
Y Young
Z Zero
Letter
Phonetic
letter
A Adams
B Boston
C Chicago
D Denver
E Easy
F Frank
G George
H Henry
I Ida
J John
K King
L Lincoln
M Mary
Language Instruction for Newcomers to Canada 61
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Alpha Bravo Charlie
PRACTICE SHEET
Practice 1
Write the letters of your full name in a column, and then think of words you could use to help a listener
understand and spell your name correctly. Do the same for your postal code.
Example for a woman named Eve:
My name How to help someone on the phone
E E like elephant (or, E as in elephant)
V V like volume
E E like elephant
Practice 2
Work in a group of four. One person spells aloud his or her name and postal code. The others listen and
write. At the end, they show the speaker their papers. If the name and postal code are spelled correctly,
the speaker will know he or she did an excellent job of communicating the information clearly.
62 Level 3 R W L S
BANKING, CUSTOMER SERVICE & TELEPHONE
Learners listen to business telephone messages, answer comprehension questions and role play leaving a message.
Timing: 20 minutes
WARM-UP Using the Telephone Business Messages
ACTIVITY Hand out Did You Get The Message? Read Exercise 1 with the class,
clarify instructions if necessary, and then play the audio once (Track 3).
Allow time for the class to read Exercise 2, and then replay the audio once or twice.
FOLLOW-UP Distribute a copy of the Listening Transcript to each pair of learners.
Together, they write and rehearse possible messages that could be left in the
voice mail system of any two of the four businesses.
CROSS- Education Taking Telephone Messages
REFERENCE
ANSWER KEY Exercise 1:
3 - Hiring Number One
2 - Dr. Lawton & Associates Family Dentistry
4 - Wildlife Parks Reservations
1 - Dr. Vinghs Office
Exercise 2:
1. Yes 2. No 3. Yes 4. Yes
ASSESSMENT Instructors collect the answer sheets for listening assessment.
CLB Performance Indicators:
~ gets the gist, factual details, keywords and expressions in a listening text
FURTHER See LINC Curriculum Guidelines, pp. 192-197.
REFERENCE
VOCABULARY flu shot; hiring; employment agency; recruiter; pound key; receptionist;
wildlife parks reservations; rotary phone; agent; book (v)
INSTRUCTOR NOTES
Activity:
Did You Get The Message?
Language Instruction for Newcomers to Canada 63
BANKING, CUSTOMER SERVICE & TELEPHONE
64 Level 3 L S
Activity:
Did You Get The Message?
LISTENING TRANSCRIPT
Message 1
Hello. This is Paulette from Dr. Vinghs office calling. Dr. Vingh wants his patients to know that he will be giving flu
shots on Monday, October the 20th from 10 a.m. to 5 p.m. If you want to receive your free flu shot this year, call
our office this week and book a time for your shot on Monday. Thank you.
Message 2
Hello. Thank you for calling Dr. Lawton & Associates Family Dentistry. Im sorry we cant come to the phone. We
are either on the other line or presently assisting a patient. At the sound of the tone, please leave us a detailed
message regarding your call, or call back later. Again, thank you for calling, and have a great day.
Message 3
Hello. Bonjour. Youve called Hiring Number One, the best employment agency in town. If you know the extension
of the person you want to reach, please enter it now. To listen for jobs available this week, press 200. To leave a
message for our president, Mr. Sylvain Lauzon, press 222. To speak with our recruiter, Ms. Samantha Lazare, press
230. If you want to use the company directory, please press the pound key. To speak with someone immediately,
press 0 and wait for the receptionist to pick up. Goodbye. Au revoir.
Message 4
Thank you for calling Wildlife Parks Reservations. For service in English, press 1. For service in French, press 2. If
you are calling from a rotary phone, please stay on the line. You can reserve online with the Wildlife Parks Online
Reservation System at www.wildlifeparks.com or call 24 hours a day and leave a message. Thank you for holding.
We appreciate your patience. The next available agent will be with you shortly.
BANKING, CUSTOMER SERVICE & TELEPHONE
Exercise 1
You are going to hear four telephone messages from the four different businesses listed below. While you
listen, write the message number beside the business name.
Message Number Business Name
________ Hiring Number One
________ Dr. Lawton & Associates Family Dentistry
________ Wildlife Parks Reservations
________ Dr. Vinghs Office
Exercise 2
Listen to the messages again. Circle YES or NO after each sentence.
1. Dr. Vingh is going to give free flu shots on Monday, October 20.
YES NO
2. The message from Dr. Lawton & Associates Family Dentistry asks patients to leave their name and
phone number.
YES NO
3. The message from Hiring Number One includes some telephone extension numbers.
YES NO
4. The message from Wildlife Parks Reservation includes an internet address.
YES NO
Language Instruction for Newcomers to Canada 65
Activity:
Did You Get The Message?
66 Level 3 R W L S
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity:
Using The Telephone For Friendly Conversation
INSTRUCTOR NOTES
Learners practice standard ways to call and answer a home phone.
Timing: 40 minutes +
WARM-UP Ask class members to recount their experiences using the telephone to converse
with friends in English. Inform them they are going to complete some activities that
will help them use the phone with more confidence.
ACTIVITY Play the four short telephone conversations to the class once for general
understanding (Track 4).
Ask the learners where the speakers are. Ask if the conversations seem formal
and businesslike or casual and friendly.
Hand out the Listening Worksheet and play the conversations again several
times until learners have filled in as much as they can. They will correct their
answers later.
Distribute Four Telephone Conversations as well as Words To Use On
The Telephone, and assist learners in completing the four activities.
Learners perform their role plays for the entire class or for a small group.
FOLLOW-UP Missed Signals and Im Busy! I Dont Want To Talk To You Now! teach learners
how to extract themselves from casual telephone conversations.
Can I Take a Message? provides practice in writing phone messages.
ANSWER KEY Ways of identifying yourself:
- Its (name)
- This is (name) speaking
Ways of asking to speak to somebody:
- Is (name) in?
- Can I talk to (name)?
- May I please speak to (name)?
- Im wondering if (name) is around.
Ways of asking who is speaking:
- Can I tell him/her whos calling?
Ways of telling a caller they cannot speak to the person they want:
- Im sorry. S/he cant come to the phone right now.
- No, Im sorry, s/hes out right now.
BANKING, CUSTOMER SERVICE & TELEPHONE
ANSWER KEY Ways of taking a message:
- Would you like to leave a message?
- [Do you want him/her to call you back?]
ASSESSMENT The role plays can be observed for speaking assessment.
CLB Performance Indicators:
~ handles basic phone situations and standard replies
~ opens, develops and closes short small-talk conversation, as appropriate
to the situation
FURTHER See LINC Curriculum Guidelines, pp. 192-197.
REFERENCE
VOCABULARY hang on; call back; hold on; right in the middle of something; cell; imaginary;
anyways (slang)
Language Instruction for Newcomers to Canada 67
Activity:
Using The Telephone For Friendly Conversation
INSTRUCTOR NOTES CONTINUED
68 Level 3 R W L S
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Using The Telephone For Friendly Conversation
LISTENING TRANSCRIPT
Telephone Conversation 1
Man: Hello?
Teenager: Hi. Is Taylor in?
Man: Yes. Just hang on a minute.
Telephone Conversation 2
Man: Hello?
Madison: Hi. Can I talk to Hannah?
Man: Im sorry. She cant come to the phone right now. Do you want her to call you back?
Madison: Yeah, sure. Ask her to call Madison.
Man: OK.
Madison: Thanks. Bye.
Telephone Conversation 3
Woman: Hello?
Michelle: Hello. May I please speak to Suzanne?
Woman: Just hold on. Can I tell her whos calling?
Michelle: Its Michelle.
Woman: OK Michelle. Just hold on a second. Ill get her.
[Pause]
Suzanne: Hello?
Michelle: Hi Suzanne. Its Michelle. Are you busy?
Suzanne: Well, actually, Im right in the middle of my favourite TV show. Rock Star is on..
Im surprised youre not watching it.
Michelle: I used to love it, but not any more. Anyways, I wont keep you. Just one quick question.
Do you have Andres number?
Suzanne: Sorry, I dont. He got a new cell and I dont know his new number. Amina might know.
Michelle: OK. Ill let you get back to your show.
Suzanne: OK. Bye.
Michelle: See you.
Telephone Conversation 4
Man: Hello?
Jason: Hello, this is Jason speaking. How are you?
Man: Oh, Im fine. How are you?
Jason: Pretty good, thanks. Im wondering if Michael is around.
Man: No, Im sorry Jason, hes out right now. Hell be home around 11. Would you like to leave a message?
Jason: Yeah. Could you ask him to call me when he gets home?
Man: Sure. Whats the latest you want him to call you?
Jason: Oh, maybe around 11:30.
Man: OK, Ill tell him.
Jason: Thanks.
Man: No problem. Bye.
BANKING, CUSTOMER SERVICE & TELEPHONE
LISTENING WORKSHEET
You will hear the same four conversations again. This time, listen carefully to the exact words the
speakers use, and copy what they say onto the lines below.
The words the caller uses to ask to speak to somebody:
Is Taylor in? (Conversation 1)
(Conversation 2)
(Conversation 3)
(Conversation 4)
The words the caller uses to identify himself or herself:
Its Michelle. (Conversation 3)
(Conversation 4)
Language Instruction for Newcomers to Canada 69
Activity:
Using The Telephone For Friendly Conversation
70 Level 3 R W L S
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Using The Telephone For Friendly Conversation
FOUR TELEPHONE CONVERSATIONS
Read the conversations aloud with a partner twice. The second time, change roles.
Conversation 1
Man: Hello?
Teenager: Hi. Is Taylor in?
Man: Yes. Just hang on a minute.
Conversation 2
Man: Hello?
Madison: Hi. Can I talk to Hannah?
Man: Im sorry. She cant come to the phone right now. Do you want her to call you back?
Madison: Yeah, sure. Ask her to call Madison.
Man: OK.
Madison: Thanks. Bye.
Conversation 3
Woman: Hello?
Michelle: Hello. May I please speak to Suzanne?
Woman: Just hold on. Can I tell her whos calling?
Michelle: Its Michelle.
Woman: OK Michelle. Just hold on a second. Ill get her.
[Pause]
Suzanne: Hello?
Michelle: Hi Suzanne. Its Michelle. Are you busy?
Suzanne: Well, actually, Im right in the middle of my favourite TV show. Rock Star is on.
Im surprised youre not watching it.
Michelle: I used to love it, but not any more. Anyways, I wont keep you. Just one quick question.
Do you have Andres number?
Suzanne: Sorry, I dont. He got a new cell and I dont know his new number. Amina might know.
Michelle: OK. Ill let you get back to your show.
Suzanne: OK. Bye.
Michelle: See you.
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Using The Telephone For Friendly Conversation
Conversation 4
Man: Hello?
Jason: Hello, this is Jason speaking. How are you?
Man: Oh, Im fine. How are you?
Jason: Pretty good, thanks. Im wondering if Michael is around.
Man: No, Im sorry Jason, hes out right now. Hell be home around 11.
Would you like to leave a message?
Jason: Yeah. Could you ask him to call me when he gets home?
Man: Sure. Whats the latest you want him to call you?
Jason: Oh, maybe around 11:30.
Man: OK, Ill tell him.
Jason: Thanks.
Man: No problem. Bye.
Activities
1. Study the conversations and underline expressions speakers use to:
identify themselves
ask to speak to somebody
ask who is speaking
tell the caller they cannot speak to the person they want
take a message
2. Copy the expressions onto the page Words To Use On The Telephone.
3. Check and correct your answers on the Listening Worksheet.
4. In a group of three, write a friendly telephone conversation. Talk about one of these things:
one of your classmates has won the lottery
one of your classmates has found a job
your teacher is going to have a baby
your teacher is going to quit teaching because
one of your classmates decided to learn to ski and
Use some of the Words To Use On The Telephone in your conversation. Practice your
conversation a few times to prepare to perform it for some of your classmates.
Language Instruction for Newcomers to Canada 71
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Using The Telephone For Friendly Conversation
Words To Use On The Telephone:
To identify yourself:
To tell a caller they cannot speak to the person they want:
To ask to speak to somebody:
To take a message:
To ask who is speaking:
72 Level 3 R W L S
BANKING, CUSTOMER SERVICE & TELEPHONE
Language Instruction for Newcomers to Canada 73
Learners listen to three personal phone messages and write guided notes.
Timing: 20 minutes+
WARM-UP Optional Using The Telephone For Friendly Communication
ACTIVITY Distribute Can I Take a Message? and play the audio (Track 5).
Allow learners to complete each message before continuing with the next one.
It will be necessary to replay the messages in order for the learners to record
the information accurately.
FOLLOW-UP For advanced classes, learners compose their own short imaginary phone message
and read it slowly to a small group of listeners. The listeners take notes and at the
end they repeat back the information to confirm accuracy.
VARIATION For advanced classes, do not hand out the Can I Take a Message? forms before
playing the messages. Instruct learners to take their own notes. Afterwards, they
transfer the information from their notes onto the guided message forms.
ANSWER KEY Message 1:
Bill called. He wants you to call [him] back before 10:30. His number is 555-6548.
Message 2:
Message for Mike. Jenna called at 2:30. She cant come tonight because shes too
busy/she has too much homework.
Message 3:
Hannah called. Were going to meet tomorrow at 7:00 at Johns house on
23 Queen Street.
ASSESSMENT Message 1 may be utilized for teaching and practice before using Messages Two
and Three for formal evaluation.
CLB Performance Indicators:
~ conveys the message: reader can follow the text
~ describes times and locations with precision
~ makes only a few errors in grammar, punctuation and spelling
FURTHER See LINC Curriculum Guidelines, pp. 192-197.
REFERENCE
VOCABULARY call back
INSTRUCTOR NOTES
Activity:
Can I Take A Message?
BANKING, CUSTOMER SERVICE & TELEPHONE
74 Level 3 W L
Activity:
Can I Take A Message?
LISTENING TRANSCRIPT
Message 1
Senior Male: Hello, its Bill calling. Can you please call me back tonight before 10:30? Thanks.
Message 2
Young Woman: Hey there Mike, its Jenna calling at 2:30. Im phoning because I wont be able to
come tonight. Im sorry, but Im just too busy. We just got another assignment
today and its due tomorrow. Sorry. Bye.
Message 3
Adult Woman: Hi, its Hannah. I hope everything is going well. Im calling to tell you that
were going to meet tomorrow at Johns house. His address is 23 Queen Street.
Were meeting tomorrow night at 7:00. See you then. Bye.
BANKING, CUSTOMER SERVICE & TELEPHONE
Message 1
Message 2
Message 3
Hannah called. Were going to meet
at at
Message for ____________:
Jenna called at ____________. She
cant _____________ because _____
____________________________
___________________________.
__________ called. He wants you to
__________________ before _______ .
His number is _________.
Language Instruction for Newcomers to Canada 75
Activity:
Can I Take A Message?
76 Level 3 R S
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity:
Im Busy! I Dont Want To Talk To You Now!
INSTRUCTOR NOTES
Learners practice extracting themselves from casual telephone conversations.
Timing: 15 minutes
ACTIVITY Together, the class reads the introduction and the dialogue. Point out that the
gerund is used ( in the middle of doing something).
Divide the class into pairs and give each group a copy of Drill 1. Have two
volunteers model the drill with Picture 1 (Im actually right in the middle of
fixing my computer).
Learners complete the first drill. The second one is similar, and should be
self-explanatory.
FOLLOW-UP Missed Signals
VARIATION Go over the vocabulary required for each picture before the pairs practice the drills.
FURTHER See LINC Curriculum Guidelines, pp. 192-197.
REFERENCE
VOCABULARY grooming a dog; just
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity:
Im Busy! I Dont Want To Talk To You Now!
Have you ever felt this way? Study this conversation to learn how this idea is communicated politely to
friends and family members in English:
Man: Hello?
Iris: Hi there, its Iris. How are you?
Man: Hi Iris, Im fine, but can I call you back later? Im actually right in the middle of cooking supper.
Iris: Sure, Ill let you go.
Man: Thanks. Ill call back soon.
Language Instruction for Newcomers to Canada 77
78 Level 3 R S
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Im Busy! I Dont Want To Talk To You Now!
Drill 1
Work with a partner. Use the pictures to practice the same conversation, taking turns being the caller
and the answerer. Use your real names.
1 2 3 4
5 6 7 8
9
13
10 11 12
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Im Busy! I Dont Want To Talk To You Now!
Drill 2
Woman: Hello?
Chelsea: Hi there, its Chelsea. How are you?
Woman: Hi Chelsea. Im fine, but can I call you back later? The pizza delivery guy just came to the door.
Chelsea: Sure, Ill let you go.
Woman: Thanks. Ill call back soon.
Work with a partner. Use the pictures to practice the same conversation, taking turns being the caller
and the answerer. Use your real names.
Language Instruction for Newcomers to Canada 79
1: (Im just getting out of) 2: (Im at the train station and my
friend just arrived.)
3: 4:
80 Level 3 L S R W
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity:
Missed Signals
INSTRUCTOR NOTES
Two listening exercises focus on methods of ending telephone conversations.
Timing: 25-30 minutes
WARM-UP Im Busy! I Dont Want To Talk To You Now!
ACTIVITY Play Part 1 of the audio (Track 6). Learners listen for the gist. Replay the audio,
focusing attention onto the four formulaic expressions:
~ Im in the middle of something right now.
~ Oh, Im sorry. Ill let you go now.
~ Whens a good time to call back?
~ Ill call back later when youre not so busy.
If necessary, reiterate how these expressions are used.
Introduce Part 2 of the audio by telling the class they are going to listen to a
phone call. Magda is very excited and wants to talk, but Josie is busy and doesnt
want to talk. Play the audio.
Hand out Exercise 1. Learners answer the first three questions orally, in pairs.
They continue by writing and rehearsing the role play.
FOLLOW-UP Pairs perform their role play telephone conversations for classmates.
FURTHER See LINC Curriculum Guidelines, pp. 192-197.
REFERENCE
VOCABULARY in the middle of something; to let someone go; girls night out; bunch
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity:
Missed Signals
LISTENING TRANSCRIPT
Part 1
In Canadian telephone conversations, there are expressions that give you clues or signals about what is happening
in the life of the person youve just called. For effective phone communication, its important to recognize and
respect these signals in everyday conversations.
For example, when you phone someone and they tell you Im in the middle of something right now, this usually
means they dont want to talk to you now because theyre busy with a task they want to complete.
The person who has made the phone call will nearly always apologize immediately and say, Oh, Im sorry. Ill let
you go now. This means that the caller recognizes that the person they called is busy, so they politely provide an
opportunity for the other person to get off the phone.
But if the call is really important, the caller might ask, Whens a good time to call back? If it isnt that
important, the caller may say, Ill call back later when youre not so busy.
Listen to this conversation:
Mrs. Ahmed: Hello?
Caller: Hello Mrs. Ahmed. Do you have a minute?
Mrs. Ahmed: Im sorry. Im in the middle of giving the baby a bath right now.
Caller: No problem. Ill let you go then. Can I call you back this afternoon with the results
of your blood test?
Mrs. Ahmed: Oh yes. This afternoon would be good. Thank you.
Language Instruction for Newcomers to Canada 81
82 Level 3 L S R W
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Missed Signals
LISTENING TRANSCRIPT
Part 2
Josie and Magda are both stay-at-home moms. They live in the same neighbourhood and their sons attend the
same school. They have recently gotten to know each other and are beginning to become good friends. Listen to
their conversation:
Magda: Hi Josie. How are you doing? Ive got something to tell you.
Josie: Hi Magda. To tell you the truth Im right in the middle of something now.
Can I call you a bit later?
Magda: Oh, Im sorry. What are you doing?
Josie: Well, Im in the middle of painting my kitchen and I want to finish before the plumber
comes to install my new sink.
Magda: Wow! You are busy. Anyway, I just want to tell you about an interesting presentation
that the community centre is giving two weeks from now. Its about how to get children
to eat more vegetables, and I thought we could get a bunch of mothers from the
neighbourhood and make it a night out? What do you think?
Josie: Magda, honestly, Im too busy to talk about it.
Magda: We could go out for dessert and coffee after the presentation. You know, a real girls
night out.
Josie: Yeah sounds good, but Im going to have to let you go now.
Magda: Well okay, Ill talk to you later. Bye.
Josie: Bye.
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity:
Missed Signals
Exercise 1
1. What is Josie right in the middle of doing when Magda phones?
2. What does Magda want to tell Josie?
3. Which of these words describe Josie? Which of these words describe Magda?
rude excited
busy a good listener
patient talkative (likes to talk)
a good friend polite
not a good friend
4. With a classmate, write an imaginary telephone conversation. The caller is phoning a friend,
but the friend is busy and doesnt want to talk. Use one or two of these expressions:
~ Im in the middle of something right now.
~ Oh, Im sorry. Ill let you go now.
~ Whens a good time to call back?
~ Ill call back later when youre not so busy.
Language Instruction for Newcomers to Canada 83
84 Level 3 R W S
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity:
Returning Faulty Merchandise
INSTRUCTOR NOTES
Learners become familiar with vocabulary to describe faulty merchandise
and then role play returning items to the store.
Timing: 45 minutes+
WARM-UP Explain the meaning of returning faulty merchandise. Proceed with the
introductory reading and Warm-up activity on the first page.
ACTIVITY Continue by going over the terms in the Vocabulary Chart. Ensure that learners
understand the nuances in differences between words such as crack, scratch, and
chip by providing examples unrelated to merchandise (for example, chipped tooth;
fingernail or claw scratches on skin; cracks in a wall).
Learners work alone on the Vocabulary Practice for about 15 minutes, and then
complete their lists by sharing information and ideas in a small group. Correct their
responses to ensure that the learners understand the vocabulary.
The class continues with Readings 1 and 2, and is then divided into pairs for
Speaking Practice - Role Play. Copy the vocabulary words (from the Vocabulary
Chart) onto separate slips of paper and hand out one slip per pair for the role play
prompt. For example, a pair may receive a slip with the word leak as their prompt,
and then they must devise a role play in which they return something that is leaking.
Pairs perform their role plays for small groups or for the entire class.
FOLLOW-UP Learners repeat the Warm-up speaking activity in different pairs. They recount the
same story, but this time they use new words they have learnt in this unit.
CROSS- Commercial Services & Business Refund and Exchange Policies
REFERENCE Commercial Services & Business At The Shopping Centre
ANSWER KEY Learners answers will vary.
INSTRUCTOR NOTES CONTINUED
BANKING, CUSTOMER SERVICE & TELEPHONE
ASSESSMENT Instructors can use the role play to evaluate speaking.
CLB Performance Indicators:
~ responds to openings, routine questions and closings in a service or sales
transaction discourse
~ provides required information/description of item
FURTHER See LINC Curriculum Guidelines, pp. 192-197.
REFERENCE
VOCABULARY Refer to the chart for new words that are taught in this unit.
Other vocabulary: return; merchandise; sales receipt; customer service
representative; exchange; sales associate; refund
Language Instruction for Newcomers to Canada 85
Activity:
Returning Faulty Merchandise
cracked - broken but not separated into pieces
a cracked mirror
86 Level 3 R W S
BANKING, CUSTOMER SERVICE & TELEPHONE
Last week I bought some dishes. They were packed in a big box. When I got home, I opened the
box and found that one of the plates was broken.
Most of us have had an experience like this. In Canada, it is usually easy to take faulty merchandise back
to the store if you still have the sales receipt. You are going to learn and practice some vocabulary that
will help you make returns.
Warm-up
Tell your partner about a time you returned faulty merchandise to a store in Canada or in another
country.
VOCABULARY CHART
Words we use to describe faulty merchandise
defective, faulty it doesnt work the way it should (often because it wasnt made correctly)
damaged, broken the problem was caused by an accident or action
missing absent
a broken pencil
a tooth is missing
Activity:
Returning Faulty Merchandise
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Returning Faulty Merchandise
Words to describe types of damage
chipped a small piece has broken off
a chipped cup
a scratched mirror
a dented car
a stained rug
torn - pulled apart (noun and verb form tear)
a torn page
an oil leak
leaking - liquid or gas is escaping
scratched - it has a very small cut, not deep
dented - changed shape (usually after something is hit)
stained - it has a mark that is difficult to remove
Language Instruction for Newcomers to Canada 87
88 Level 3 R W S
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Returning Faulty Merchandise
VOCABULARY PRACTICE
1. Our toilet is leaking, so there is water on the bathroom floor.
Things that can leak: toilet
2. If you drop a can of food and it dents, you should use it right away.
Things that can dent: cans of food
3. Magda bought new sunglasses last week, but when she put them on at home, she saw
that they were scratched.
Things that might get a scratch: sunglasses
4. Alexi tore his pants when he tried to jump over the fence.
Things that can tear: clothing
5. My sister dropped a glass of red wine on the carpet. We tried to clean it, but the carpet still has a
large stain.
Things that can have a stain: rugs and carpets
BANKING, CUSTOMER SERVICE & TELEPHONE
Activity: Returning Faulty Merchandise
VOCABULARY PRACTICE (Continued)
6. Dont drink from that glass! Its chipped, and you might cut your mouth.
Things that can chip: glass
7. Carlos didnt know his new coffee mug was cracked until he saw a brown line inside it while
he was drinking.
Things that can crack: dishes
Reading 1
With a partner, read this conversation between two people in a store. Talk about the meaning of the
bold words.
Customer Service Representative (CSR): Can I help you?
Woman: Yes, Id like to bring back this can opener. Its defective. When I turned it on, it didnt work.
CSR: Sure. Do you have your receipt?
Woman: Yes. Here.
CSR: Thanks. Would you like to get your money back, or would you like to exchange it
for one that works?
Woman: I want to exchange it.
CSR: Yes, Maam. Just get another one and come back here, and Ill do the exchange for you.
Language Instruction for Newcomers to Canada 89
BANKING, CUSTOMER SERVICE & TELEPHONE
90 Level 3 R W S
Reading 2
With a partner, read this conversation between two people in a store. Talk about the meaning of the
bold word.
Sales Associate (SA): How can I help you?
Man: I want to return this shirt. Its missing a button.
SA: Okay. Do you have your receipt?
Man: Yes.
SA: Thanks. Do you want a refund or an exchange?
Man: Ill take the refund. I already bought another shirt at another store.
SA: Okay. Can you just sign here, please, sir, and Ill give you your money back.
SPEAKING PRACTICE Role Play
Work with a partner. One of you will be a customer service representative and the other will be a
customer who wants to return faulty merchandise.
To start, your instructor will give you a paper with a word on it (eg, torn), and then you will decide what
the merchandise is. Next, follow the examples in Reading One and Reading Two to write your own role
play. You will practice it and then perform the role play for your classmates.
Activity: Returning Faulty Merchandise
3
LINC
Based on Canadian Language Benchmarks
Canada
CANADA
Language Instruction for Newcomers to Canada 93
Activity:
INSTRUCTOR NOTES
Activity:
Second Chance, Second Cup
A reading about the extraordinary life of Canadian Frank ODea is followed by vocabulary and writing activities.
Timing: 45 minutes
WARM-UP Show the photograph of Frank ODea (also available online at www.frankodea.com)
and invite learners to speculate about what kind of man he is, his occupation, and
his position in society.
ACTIVITY Some of the vocabulary in this reading is challenging, so encourage students to
read the article for main ideas first.
Learners continue with the vocabulary and writing activities, following the
instructions on the worksheets. It may be necessary to remind some learners
not to start a new line for every new sentence in Exercise 3.
FOLLOW-UP Second Chance, Second Cup II
Using Numbers
Show the photograph of Frank ODea a second time and point out his lapel pin.
It is the badge of the Order of Canada, awarded by the Governor General for
lifetime achievement.
ANSWER KEY Exercise 1:
First Paragraph:
ordinary, normal - not special, usual
alcoholic - someone who must drink alcohol frequently
beggar - someone who asks others for money, usually in public areas
Second Paragraph:
motivate, encourage - make people enthusiastic, energetic and confident about
doing something
charity - organizations or groups that help needy people
honoured - respected
CANADA
94 Level 3 R W
ANSWER KEY Exercises 2 &3:
The sentences, in correct order, are:
~ Frank ODea left home when he was a young man, and lived on the streets
of Toronto.
~ One day, he realized that he would die if he continued his lifestyle.
~ The next day, he entered a program to get help with his alcoholism.
~ After some time, he opened a coffee shop with a friend in Scarborough
Town Centre.
~ Their business was very successful, and he grew rich enough to retire and
spend his time helping others.
~ The Canadian Landmine Foundation is one of his charities.
~ Now he says that all things are possible if you have hope.
ASSESSMENT Instructors correct Exercise 3 for reading and writing assessment.
CLB Performance Indicators:
~ interprets sequence and location signals in text
~ copies words, numbers, letters, sentences, including capitalization, lower case,
punctuation
~ has legible handwriting or printing. Makes no major omissions and few
mistakes. There is only slight uncertainty in decoding
FURTHER See LINC Curriculum Guidelines, pp. 224-229.
REFERENCE
VOCABULARY ordinary; normal; extraordinary; alcoholic; beggar; drunk;
liquor; motivate; encourage; charity; landmine; honour
Activity:
INSTRUCTOR NOTES CONTINUED
Activity:
Second Chance, Second Cup
CANADA
Language Instruction for Newcomers to Canada 95
Activity: Second Chance, Second Cup
CANADA
96 Level 3 RW
When you look at a picture of Frank ODea, he seems like a very ordinary man, but he has
had an extraordinary life. He was born in Montreal in 1945, and he grew up in an ordinary
family. His father was a businessman. In his early teens, though, Frank lost his way in life.
He became an alcoholic and left home to live on the streets. He lived in Toronto as a
beggar. How long did he live like this? He was always so drunk that hes not sure. One day
he suddenly saw that he must either change his life or die, and on the same day he entered
a program to get help for his alcoholism. Several months later he was able to start a small
job. He worked and saved enough money until he had enough to open a coffee shop with a
business partner. The shop was in Scarborough Town Centre, a shopping mall near Toronto.
Activity:
Second Chance, Second Cup
CANADA
Language Instruction for Newcomers to Canada 97
Activity: Second Chance, Second Cup:
The name of the shop was Second Cup. Have you heard of it? There are now over
360 Second Cup shops in Canada and more in other countries. Frank sold his share of the
coffee business many years ago, and now he is now a rich man. He is extraordinarily busy.
He does public speaking to encourage and motivate people to improve their lives, and he
wrote a book called When All You Have Is Hope. He also volunteers his time and gives
money to help others. He has started many charities, including the Canadian Landmine*
Foundation. The man who once slept on the streets of Toronto as a beggar is now
honoured wherever he goes. This is his message to people everywhere:
With hope all things become possible.
*landmine a bomb in the ground; it explodes when someone walks or drives on it. The foundation helps
people injured by landmines in war areas.
CANADA
98 Level 3 R W
Activity: Second Chance, Second Cup
Exercise 1
VOCABULARY
Re-read the first paragraph to find and then write a word that means:
extraordinary unusual, special
not special, usual
someone who must drink alcohol frequently
someone who asks others for money, usually in
public areas
Re-read the second paragraph to find and then write a word that means:
make people enthusiastic, energetic and confident about
doing something
organizations or groups that help needy people
respected
,
CANADA
Language Instruction for Newcomers to Canada 99
Activity: Second Chance, Second Cup
Exercise 2
Match the beginnings and endings of these seven sentences.
Now he says that
he entered a program to get
help for his alcoholism.
The next day,
with a friend in Scarborough
Town Centre.
Frank ODea left home when
he was a young man,
and he grew rich enough to
retire and spend his time
helping others.
After some time, he opened a
coffee shop
is one of his charities.
The Canadian Landmine
Foundation
all things are possible if you
have hope.
One day, he saw
that he would die
and lived on the streets of
Toronto.
Their business was very
successful
if he continued his lifestyle.
CANADA
100 Level 3 R W
Activity: Activity: Second Chance, Second Cup
Exercise 3
Read the seven sentences again, and put them in the correct order. Then, copy them onto these lines to
create a paragraph about the life of Frank ODea. Give your paragraph a title.
CANADA
Three speaking activities follow the Second Chance, Second Cup reading.
Timing: 30 minutes +
ACTIVITY The first and second speaking activities are for group conversation.
Learners will need to work on their motivational speeches individually before
presenting them to the class. All the speeches can be given on the same day, or
they can be spread out over a longer time frame.
VARIATION The second and third activities can be used as writing topics for advanced classes.
ASSESSMENT Motivational speeches are not part of the CLB-based LINC curriculum for LINC 3,
and they may be too challenging for some classes. However, if the instructor selects
this activity for an advanced class, the speeches provide a good opportunity for
speaking assessment.
FURTHER See LINC Curriculum Guidelines, pp. 224-229.
REFERENCE
INSTRUCTOR NOTES
Activity:
Second Chance, Second Cup II
Language Instruction for Newcomers to Canada 101
CANADA
DISCUSSION GROUP ACTIVITIES
1. What does second chance mean? How does the title Second Chance, Second Cup describe the
life of Frank ODea? How do the two pictures in the reading relate to the title and to the life
of Frank ODea?
2. Describe another extraordinary life.
Do you know someone who has also had an interesting life? Perhaps, like Frank ODea, they started
out with nothing and then became very rich? Or perhaps they spent their life helping others? Or
perhaps they overcame a mental or physical illness, and then went on to find happiness? Talk about
an extraordinary person. It could be someone you know, or someone you heard of, or someone
famous.
MOTIVATIONAL SPEECHES
Frank ODea knew he had to change his life, so he entered a program to get treatment for his alcoholism.
After many years of hard work, he retired from a successful career in business. Now he gives public
speeches to encourage and motivate people to improve their lives.
You are with a group of people who may need encouragement and motivation to continue studying and
learning English! Prepare a short speech (5-7 sentences) to encourage your classmates to keep trying.
Activity:
Second Chance, Second Cup II
102 Level 3 S
CANADA
Language Instruction for Newcomers to Canada 103
Activity:
Using Numbers
INSTRUCTOR NOTES
This generic exercise on using and spelling cardinal and ordinal numbers can be used
independently or in conjunction with Second Cup, Second Chance.
Timing: 20 minutes
ACTIVITY Learners follow the instructions on the worksheets. In Exercise Two, remind
the class to use the long form for spelling practice (first as opposed to 1st).
ANSWER KEY Exercise 1
Exercise 2
1. eighth 2. first (First) 3. fourth 4. sixth 5. second 6. third 7. ninth
8. seventh 9. fifth 10. tenth
ASSESSMENT Listening to individual learners reading the sentences aloud provides an
opportunity to assess pronunciation of the unvoiced th sound ().
FURTHER See LINC Curriculum Guidelines, pp. 224-229.
REFERENCE
VOCABULARY digit, cardinal number, ordinal number, short form
Digit Cardinal Number Ordinal Number Short Form
1 one first 1
st
2 two second 2
nd
3 three third 3
rd
4 four fourth 4th
5 five fifth 5
th
6 six sixth 6
th
7 seven seventh 7
th
8 eight eighth 8
th
9 nine ninth 9
th
10 ten tenth 10
th
CANADA
104 Level 3 R S
Activity:
Using Numbers
Exercise 1
Complete the table.
Digit Cardinal Number Ordinal Number
Short
Form
1 one first 1st
second 2nd
third 3rd
fourth 4th
fifth 5th
sixth
seventh
eighth
ninth
tenth
CANADA
Language Instruction for Newcomers to Canada 105
Activity: Using Numbers
Exercise 2
Complete these sentences with the correct ordinal number. You will use all the ordinal numbers on the
table (first-tenth).
1. The Beijing Olympics opened on the _____________ of August, 2008, a very lucky day (8/8/8).
2. Canadians celebrate their national holiday on July the _______________.
3. Writing is the _______________ language skill, after reading, speaking and listening.
4. Sunday is the first day of the week, so Friday is the _______________.
5. Ontario is the _______________-largest province in Canada. Quebec is bigger.
6. We went to an Italian restaurant for supper. After salad and spaghetti, we ate ice cream for our
_______________ course.
7. Most babies are born during the _______________ month of pregnancy.
8. July is the _______________ month of the year.
9. Humans can smell, taste, hear and see. The _______________ sense is the sense of touch.
10. The _______________ province, Newfoundland, didnt join Canada until 1949.
Exercise 3
Read the sentences aloud to practice the th sound.
106 Level 3 L R
CANADA
Activity:
Listening To Weather Forecasts
INSTRUCTOR NOTES
Learners listen to four weather forecasts and complete a comprehension exercise.
Timing: 20 Minutes
WARM-UP Ask the class to describe the current days weather conditions, and then expand
the discussion in order to compile a list on the blackboard of more weather
lexicon (for example, storm, cloudy, freezing rain, showers).
Introduce the terms humidex and wind chill factor, and explain that they are based
on how the weather conditions feel when the temperature is measured in
conjunction with relative humidity (humidex) or wind speed (wind chill factor).
Ensure that the learners understand all the vocabulary listed below.
ACTIVITY Learners follow the instructions on the student worksheet in order to complete
the activity. The class should be given time to read each list prior to listening to
the forecast (Audio Track 7).
FOLLOW-UP Interpreting Canadian Weather Tables
ANSWER KEY Forecast 1
33 degrees
clear and sunny
a humidex of 40 degrees
Forecast 2
lots of snow
10 centimeters of snow on Thursday
night-time lows of minus 7 degrees
winds from the west
Forecast 3
rain starting this afternoon
strong winds
daytime high of 17 degrees
Forecast 4
temperature going down
wind chill factor of minus 45 degrees
winds from the north
clear and cold tonight and tomorrow
CANADA
ASSESSMENT The audio can be played twice.
CLB Performance Indicators:
~ identifies factual details and inferred meanings in a listening text as required
~ gets the gist, detail, key words and expressions as required
FURTHER See LINC Curriculum Guidelines, pp. 224-229.
REFERENCE
VOCABULARY forecast; degrees; humidity; humidex; mild; flurries; wind chill factor
Language Instruction for Newcomers to Canada 107
Activity:
Listening To Weather Forecasts
INSTRUCTOR NOTES CONTINUED
108 Level 3 L R
CANADA
Activity: Listening To Weather Forecasts
LISTENING TRANSCRIPT
You are going to listen to four different weather forecasts. First, read the list. Then, listen and underline
what you hear in the forecast. You will need to underline more than one item in each list.
Forecast 1
Get out your bathing suits because its going to be a hot one!!! The predicted high for today is 33 degrees, clear
and sunny all day with 0% chance of rain. With the humidity it will feel like 40. Yes, folks, thats right, todays
humidex is 40 degrees, so make sure you wear your sun hat. Its going to be a great day for swimming and a bad
day for running out in the sun. Already at ten oclock this morning its 28 degrees.
Forecast 2
Here comes winter! The forecast for this week is snow, snow and more snow. Were expecting 5 to 10 centimeters
starting this morning, with 5 more tomorrow and then another 10 centimeters on Thursday. Temperatures will be
mild all week, with highs of minus one and night-time lows of minus seven, winds from the west and cloudy with
snow flurries. Got your winter boots ready? Youre going to need them.
Forecast 3
I hope you enjoyed the beautiful weather yesterday because todays forecast is for heavy rain. The rain will start
around 2:00 this afternoon and the weatherman says we will get around seven millimeters of it before the night is
over. Strong winds from the south at 40 kilometers an hour, and cloudy all night, but the rain should end around 9
pm. High today of 17 degrees and low tonight of 12; the temperature right now is 15 degrees.
Forecast 4
Tonight the temperature is going down, and its going to stay down for the next two or three days. Expect a low
tonight of minus 30, but with the wind chill factor it will feel like minus 45. Yes, you heard me, a wind chill factor of
minus 45. Winds are coming from the north, and it will be clear and cold all night tonight and again tomorrow.
Its a good night to stay home with your blanket, a good movie, and someone you love to keep you nice and warm.
CANADA
You are going to listen to four different weather forecasts. First, read the list. Then, listen and underline
what you hear in the forecast. You will need to underline more than one item in each list.
Forecast 1
hot and cloudy
33 degrees
clear and sunny
a humidex of 40 degrees
a humidex of 33 degrees
10 degrees
Forecast 2
lots of snow
5 to 10 degrees
10 centimeters of snow on Thursday
night-time lows of minus 7 degrees
winds from the west
clear with snow flurries
Forecast 3
beautiful weather
rain starting this afternoon
rain ending at 7:00
rain all night
strong winds
a daytime high of 17 degrees
Forecast 4
temperature going down
wind chill factor of minus 30 degrees
wind chill factor of minus 45 degrees
winds from the north
clear and cold all night, but warming up again tomorrow
clear and cold tonight and tomorrow
Language Instruction for Newcomers to Canada 109
Activity:
Listening To Weather Forecasts
110 Level 3 R W
CANADA
Activity:
Interpreting Canadian Weather Tables
INSTRUCTOR NOTES
Learners read authentic weather tables, answer comprehension questions, and do map work.
Timing: 30 minutes
WARM-UP Listening to Weather Forecasts
Invite learners to speculate about which Canadian cities get more snow or less
snow (or, in summer, rain) than the city they are living in.
ACTIVITY Provide each learner with a copy of Table 1, Worksheet 1 and an outline
map of Canada with the capital and major cities indicated.
With the class, read through and discuss the answers to Questions 1,2 and 3.
Learners complete Worksheet 1 individually or in pairs.
Take up the answers.
Distribute Table 2 and Worksheet 2. It may be necessary to clarify range in temperature.
Learners work alone if the activity is intended for assessment; otherwise, pair
work adds a listening and speaking component.
FOLLOW-UP Learners use both tables to answer these questions:
~ Which Canadian city has the best climate, and why?
~ Which international city has the best climate, and why?
Learners identify the city on the tables that is closest in climate to the city
they lived in prior to immigrating to Canada.
VARIATION It is not necessary for learners to refer to a world map, but they may wish to
show their previous city to their classmates during the follow-up activity.
ANSWER KEY Table 1:
1. rain and snowfall
2. important
3. yearly
4. Moscow
5. Cairo
6. St. Johns
7. St. Johns
8. Whitehorse
9. Calgary
CANADA
ANSWER KEY Table 2:
(Continued) 1. July
2. January
3. Yellowknife
4. New Delhi, Cairo, Rio de Janeiro
5. Yellowknife
6. Los Angeles & Rio de Janeiro
7. Yellowknife
8. Toronto
9. Victoria & Vancouver
ASSESSMENT Reading and interpreting formatted texts is easy for some learners and challenging
for others, depending on the individuals educational background.
The ability to follow the instructions on the worksheet independently is an integral
component of the reading assessment.
CLB Performance Indicators:
~ follows one- to six-step instructions
~ identifies layout of forms; finds specific information
~ gets key information and specific details from graphics
~ compares facts to make choices
SOURCE Table 1: Statistics Canada: www40.statcan.gc.ca/l01/cst01/phys08a.htm
Table 2: Statistics Canada: www40.statcan.gc.ca/l01/cst01/phys08b.htm
FURTHER See LINC Curriculum Guidelines, pp. 224-229.
REFERENCE
VOCABULARY average; precipitation; annual; major; range; condition
Language Instruction for Newcomers to Canada 111
Activity:
Interpreting Canadian Weather Tables
INSTRUCTOR NOTES CONTINED
112 Level 3 R W
CANADA
Activity: Interpreting Canadian Weather Tables
TABLE 1
Weather Conditions in Capital and Major Cities (Precipitation)
CANADA
Activity: Interpreting Canadian Weather Tables
WORKSHEET 1
Use Table 1.
1. Does the word precipitation mean rain and snowfall or snowfall only?
Underline the one that is correct.
rain and snowfall snowfall only
2. Is a major city an important city or a capital city? Underline the one that is correct.
important city capital city
3. Does annual mean yearly or monthly? Underline the one that is correct.
yearly monthly
4. Which international city listed on Table One gets as much snow as many Canadian cities?
_____________________
5. Which international city listed on Table One is probably the sunniest?
_____________________
Use Table 1 and the Map of Canada.
On the map (not on the table)
6. Circle the name of the Canadian city that gets the most snowfall.
7. Circle the name of the Canadian city that gets the most total precipitation.
8. Underline the name of the Canadian city that gets the least total precipitation.
9. Underline the name of the Canadian city that has the fewest wet days.
Language Instruction for Newcomers to Canada 113
114 Level 3 R W
CANADA
Activity: Interpreting Canadian Weather Tables
TABLE 2
Weather Conditions in Capital and Major Cities (Temperatures)
CANADA
Activity: Interpreting Canadian Weather Tables
WORKSHEET 2
Use Table 2 and the same Map of Canada.
1. What is the warmest month in most Canadian cities?
______________
2. What is the coldest month in most Canadian cities?
______________
3. Which Canadian city has the greatest range in temperatures? (This means the greatest
difference in temperature between the coldest month and the warmest month.)
_______________
4. Which three international cities on Table Two are the hottest?
______________ ______________ ______________
5. What is the coldest city overall on Table Two (Canada and international)?
_______________
6. Which two cities on Table Two (Canada and international) have the smallest range of
temperatures? (This means the least difference in temperature between the coldest month
and the warmest month.)
________________ ___________________
On the map (not on the table):
7. Draw a box around the name of the coldest Canadian city.
8. Draw a box around the name of the Canadian city that gets warmest in summer.
9. Draw a dotted line under the names of the two Canadian cities that are warmest overall
(considering both summer and winter temperatures).
Language Instruction for Newcomers to Canada 115
CANADA
Activity: Interpreting Canadian Weather Tables
116 Level 3 R W
CANADA
Language Instruction for Newcomers to Canada 117
Activity:
Canadian Trivia Game
INSTRUCTOR NOTES
This is a class listening and speaking activity that can be used as a follow-up to
lessons on Canadian history, geography, government or culture.
Timing: 30 minutes
ACTIVITY Prepare the questions in advance by cutting them out and placing them in a large
envelope. Instructors are encouraged to adapt this activity by selecting questions
which are pertinent to their classes and by creating additional ones related to the
Canadian content they have already covered in class.
Divide the class into 2 groups that will play against each other. For fun, encourage
the groups to give themselves a team name. The teams must also appoint a
spokesperson who will speak for them all.
Teams take turns answering the Canadian trivia questions. The first question is
drawn at random, either by the instructor or by a member of the opposing team.
The instructor reads the question to the first team. They have a minute to agree on
the answer, and then their spokesperson delivers it. If the answer is correct, give
the team 2 points. If it is incorrect, subtract 2 points. Continue in this manner,
alternating teams. Keep a running total of the scores on the blackboard.
Set a time limit or a point target to end the game.
FOLLOW-UP The game can be re-played with the same questions to reinforce the Canadian
content or the learners listening skills.
VARIATION To encourage more group interaction and change the competitive dynamics of the
game, set a different rule of play: the number of points given or taken away is
variable. The team can wager between one and five points on a correct answer.
The team must make their wager in advance and communicate it clearly to the
instructor (through the spokesperson) before the random question is read.
FURTHER See LINC Curriculum Guidelines, pp. 224-229.
REFERENCE
VOCABULARY Some unknown vocabulary (e.g., southernmost, hosted) can be explained at the
instructors discretion, but the learners should not consult dictionaries or any other
reference materials.
CANADA
118 Level 3 L S
Activity: Canadian Trivia Game
CANADIAN ACRONYMS
Mr. means mister, and BC stands for British Columbia. What does CBC stand for?
Answer: Canadian Broadcasting Corporation
Mr. means mister, and BC stands for British Columbia. What does MP stand for?
Answer: Member of Parliament
Mr. means mister, and BC stands for British Columbia. What does PEI stand for?
Answer: Prince Edward Island
Mr. means mister, and BC stands for British Columbia. What does NHL stand for?
Answer: National Hockey League
Mr. means mister, and BC stands for British Columbia. What does RCMP stand for?
Answer: Royal Canadian Mounted Police
CANADA
Language Instruction for Newcomers to Canada 119
Activity:Canadian Trivia Game
CANADIAN GEOGRAPHY
Name Canadas four Atlantic Provinces. These are also called the Maritime Provinces.
Answer: Newfoundland[/Labrador], New Brunswick, Prince Edward Island, Nova Scotia
Name Canadas 3 Prairie Provinces.
Answer: Manitoba, Saskatchewan, Alberta
Name Canadas 3 territories.
Answer: Yukon, Nunavut, Northwest Territories
Name the easternmost province of Canada.
Answer: Newfoundland
Name the westernmost province of Canada.
Answer: British Columbia
What is the capital of Saskatchewan?
Answer: Regina
CANADA
120 Level 3 L S
Activity: Canadian Trivia Game
The southernmost point of mainland Canada is called Point Pelee. What province is it in?
Answer: Ontario
Canada is surrounded by 3 oceans. Name them.
Answer: Pacific Ocean, Arctic Ocean, Atlantic Ocean
Two of Canadas provinces are islands. Name them.
Answer: Newfoundland and Prince Edward Island
Which province is the largest?
Answer: Quebec
Which province is the smallest?
Answer: Prince Edward Island
CANADA
Language Instruction for Newcomers to Canada 121
Activity: Canadian Trivia Game
What is the capital of Ontario?
Answer: Toronto
Halifax is the capital of which province?
Answer: Nova Scotia
Which province has the largest population?
Answer: Ontario
Name Canadas three largest cities, in order (first, second, third).
Answer: Toronto, Montreal, Vancouver (5.4, 3.7 and 2.2 million respectively in 2006)
Name Canadas longest river.
Answer: MacKenzie River, NWT (4211 kilometers, the longest in North America)
Name Canadas highest mountain.
Answer: Mount Logan, Yukon, (5959 meters)
CANADA
122 Level 3 L S
Activity: Canadian Trivia Game
Which province is famous as the potato-growing province?
Answer: Prince Edward Island
What is produced on a dairy farm?
Answer: milk/milk products
Which province produces the most oil?
Answer: Alberta
Name the world-famous waterfall in southern Ontario.
Answer: Niagara Falls
CANADA
Language Instruction for Newcomers to Canada 123
Activity: Canadian Trivia Game
POLITICS AND HISTORY
Which province outside of Qubec contains the most people who speak French at
home?
Answer: Ontario (about half a million)
Name the two largest political parties in Canada.
Answer: Liberals and Conservatives
Who is prime minister of Canada?
Answer: Stephen Harper (Oct. 2008)
In what year did Canada become a country?
Answer: 1867
There are two governing bodies in Parliament. Name them.
Answer: House of Commons and the Senate
CANADA
124 Level 3 L S
Activity: Canadian Trivia Game
What are the three levels of government in Canada?
Answer: federal, provincial and municipal
What is a mayor?
Answer: the leader of a city or municipality
What are Canadas two official languages?
Answer: French and English
CANADA
Language Instruction for Newcomers to Canada 125
Activity: Canadian Trivia Game
When does Canada celebrate its national day?
Answer: July 1
If it is 10:00 in Ontario, what time is it in Newfoundland?
Answer: 11:30
What is on the centre of the Canadian flag?
Answer: maple leaf
The Queen is on one side of the nickel. What is on the other side?
Answer: beaver
The Queen is on one side of the penny. What is on the other side?
Answer: maple leaves
CANADIAN CULTURE/TRIVIA
CANADA
126 Level 3 L S
Activity: Canadian Trivia Game
What is a canoe?
Answer: a boat
Name the three Canadian cities that have hosted the Olympic games.
Answer: Montreal (1976) Calgary (1988) Vancouver (2010)
Somebody gave you a toonie, three quarters, a nickel, two dimes and a penny. How
much money did they give you?
Answer: $3.01
If the weather forecast is for thunder and lightening, do you bring a. your sunglasses,
b. an umbrella, or c. your warmest coat?
Answer: an umbrella
If you go to a baby shower, do you bring an umbrella, your baby or a gift?
Answer: a gift
If the weather is overcast on July 15, do you bring a. sunglasses b. an umbrella, or
c. sunblock?
Answer: an umbrella
CANADA
Activity: Canadian Trivia Game
If you wanted to see a whale, would you go to British Columbia, Alberta or
Saskatchewan?
Answer: British Columbia
What meat do most Canadians eat for Thanksgiving dinner?
Answer: turkey
Language Instruction for Newcomers to Canada 127
If you go skidooing, do you need a. boots b. skis or c. a bathing suit?
Answer: boots
If you wanted to see a loon, where would you go?
Answer: a lake
What colour are the bears in Nunavut?
Answer: white
128 Level 3 R W L S
CANADA
Activity:
Beautiful Canada
INSTRUCTOR NOTES
Learners review capitalization of place names by writing captions for twelve pictures of Canada.
Optional follow-up includes describing the pictures orally and in writing, and watching a PowerPoint presentation.
Timing: 25 minutes+
WARM-UP Review capitalization rules for place names and for beginning a sentence.
ACTIVITY Distribute Exercise 1. Learners match pictures of Canada with the appropriate
sentences. As they copy the captions, they capitalize letters where appropriate.
FOLLOW-UP In Exercises 2 and 3, learners write a paragraph describing one of the images
and then read their paragraph to classmates.
Exercise 4 is a paired listening and speaking activity. One learner describes a
picture and the other identifies it.
Four Provinces
VARIATION PowerPoint Activities:
~ The pictures in Exercise 1 (with correctly capitalized captions) are available
as a PowerPoint presentation. If the capitalization activity is not intended for
formal assessment, then learners correct their own work as they view the slides.
~ Project any image from the presentation. Working in pairs, learners list as much
vocabulary from the image as they can think of in a 3-minute period, without
using dictionaries. For example, from Slide 1 the learners might write a list
that contains the words cloud, yellow, flowers, hat, and field.
ANSWER KEY Refer to PowerPoint presentation (see online version or CD).
ASSESSMENT Instructors correct individual learner responses.
CLB Performance Indicators:
~ copies sentences, including capitalization, lower case punctuation
~ spells and follows punctuation conventions, with few errors
~ describes the situation
~ uses adequate vocabulary for topic
~ uses simple structures
~ spells and follows punctuation conventions, with few errors
FURTHER See LINC Curriculum Guidelines, pp. 224-229.
REFERENCE
VOCABULARY canola; iceberg; northern lights
CANADA
Activity:
Beautiful Canada
Slide 1 Slide 2 Slide 3
A farmer from Saskatchewan is
standing in his canola field.
A couple is getting married in
the ice hotel, Quebec.
Two rivers meet in Winnipeg,
Manitoba. They are the
Assiniboine River and the
Red River.
Slide 4 Slide 5 Slide 6
The beaches of Prince Edward
Island are famous.
Northern lights shine at night
in Yellowknife.
Slide 7
Two people are walking across
a bridge in British Columbia.
Language Instruction for Newcomers to Canada 129
CANADA
130 Level 3 R W L S
Ottawa is the capital of
Canada.
Slide 8 Slide 9 Slide 10
New Brunswick is famous for
covered bridges.
There are many icebergs in the
Atlantic Ocean near Newfoundland.
The Bow River Valley is in
beautiful Banff National Park,
in the Rocky Mountains.
Slide 11 Slide 12 Slide 13
This lovely white church is in
Nova Scotia.
Beautiful Canada.
Wild flowers are blooming
along the highway in Yukon.
Slide 14
Activity: Beautiful Canada
CANADA
Exercise 1
USING CAPITAL LETTERS
There are twelve sentences listed below, and twelve pictures of places in Canada on the next pages.
1. Match each sentence with its picture.
2. Copy the sentence into the lines below the picture. Change the small letters into capital letters
where necessary.
two people are walking across a bridge in british columbia.
a farmer from saskatchewan is standing in his canola field.
wild flowers are blooming along the highway in yukon.
new brunswick is famous for covered bridges.
ottawa is the capital of canada.
this lovely white church is in nova scotia.
the beaches of prince edward island are famous.
a couple is getting married in the ice hotel, quebec.
two rivers meet in winnipeg, manitoba. they are the assiniboine river and the red
river.
there are many icebergs in the atlantic ocean near newfoundland.
the bow river valley is in beautiful banff national park, in the rocky mountains.
northern lights shine at night in yellowknife.
Language Instruction for Newcomers to Canada 131
Activity:
Beautiful Canada
CANADA
132 Level 3 R W L S
Courtesy of CTC
#1:
Courtesy of CTC
#2:
CANADA
#4:
Courtesy of CTC
#3:
Courtesy of CTC
Language Instruction for Newcomers to Canada 133
134 Level 3 R W L S
CANADA
Courtesy of CTC
#5:
Courtesy of CTC
#6:
CANADA
Courtesy of CTC
#7::
Courtesy of CTC
#8:
Language Instruction for Newcomers to Canada 135
136 Level 3 R W L S
CANADA
Courtesy of CTC
#9:
Courtesy of CTC
#10:
CANADA
#11:
Courtesy of CTC
#12:
Language Instruction for Newcomers to Canada 137
CANADA
Exercise 2
Write About It
Imagine that you are standing in one of the places shown in the pictures. Describe what you see.
Write 5-7 sentences.
Exercise 3
Read Your Writing
Work in a group of four. Take turns reading your writing aloud to the others. After each person has
finished reading, the members of the group must guess which picture their classmate was describing.
Exercise 4
Talk About It
Find a partner. Sit back-to-back. The first partner describes one of the pictures in three simple sentences.
The second person listens, and then guesses which picture their partner described. Take turns.
Activity: Beautiful Canada
138 Level 3 R W L S
CANADA
Language Instruction for Newcomers to Canada 139
Activity:
Four Provinces
INSTRUCTOR NOTES
Audio travel and tourism advertisements for four Canadian provinces are preceded by
vocabulary activities and followed by comprehension and discussion questions.
Timing: 1 hour +
WARM-UP Beautiful Canada
Hand out Exercises 1, 2 and 3.
If learners experience difficulty labeling the pictures in Exercise 1, suggest that
they read the questions in Exercise 2 for context clues and use dictionaries only
as a last resort.
Take up the answers to Exercises 1 and 2 before playing the audio (Track 8).
ACTIVITY Hand out Exercise 4 after the class has heard the audio once and the First
Listening exercise has been completed.
It may be necessary to play the audio more than once in order for the learners
to complete the chart successfully.
FOLLOW-UP There are two sets of group discussion questions for optional follow-up. Exercise 5
elicits a general response to the listening text, while Exercise 6 helps learners
practice the new vocabulary.
The provincial websites provide additional information, videos and images:
http://www.sasktourism.com/
http://www.travelmanitoba.com/
http://novascotia.com/en/home/default.aspx
http://www.newfoundlandlabrador.com/
Show the class a video clip of Maritime folk musicians, for example, Newfoundland
Kitchen Party http://www.youtube.com/watch?v=fvCvgQ5CwtI&feature=related
ANSWER KEY Exercise 2: 1. sunset 2. folk music 3. festival 4. hiking 5. polar bear
6. sea coast 7. fishing villages 8. scenic drive 9. whale
CANADA
140 Level 3 R W L S
ANSWER KEY Exercise Four:
ASSESSMENT Instructors correct Exercise 4 for listening assessment. Question 1 of
Exercise 5 can be used for alternative listening assessment.
CLB Performance Indicator:
~ identifies main intent, main idea, factual details, words and expressions, and
inferred meanings in persuasive oral text as required
FURTHER See LINC Curriculum Guidelines, pp 224-229.
REFERENCE
VOCABULARY tourism; tourist attractions; festival; fishing village; folk music; hiking; polar bear;
scenic drive; sea coast; sunset; whale: northern lights; iceberg
Activity:
Four Provinces
INSTRUCTOR NOTES CONTINUED
Tourist Attractions Newfoundland Manitoba Saskatchewan Nova Scotia
Celtic folk music
friendly people
hiking
northern lights
polar bears
restaurants/dining
scenic roads and drives
shopping
sunsets
whales
wine-tasting

CANADA
Language Instruction for Newcomers to Canada 141
Activity: Four Provinces
LISTENING TRANSCRIPT
Four Provinces
Listening 1
Newfoundland welcomes you to an island that is rich in culture and beauty. Here, you can see nature that has
never been touched by a human hand. Come to Newfoundland to find friendly people and beautiful places. Come,
and you will find icebergs, whales, birds and wild animals. Hike our hills and forests, attend our folk festivals, or
drive along our scenic coastline roads. Visit our fishing villages and dine in our great seafood restaurants. Come to
our rocky Atlantic island. You will think you are in another country.
Listening 2
For a wonderful holiday, come visit Manitoba. Begin your trip with an outdoor adventure in northern Manitoba, in
the exciting town of Churchill. There, you can go into the ocean with a beluga whale or see polar bears in the wild.
At night, just step outside your hotel and look up at the sky to see one of natures most beautiful gifts: the
unforgettable northern lights. After your adventure in Churchill, come eat, shop and enjoy the culture of Winnipeg.
This multicultural capital is proud of its festivals, art, music, and fine restaurants. So come to Manitoba for a
holiday you will never forget.
Listening 3
There is no other place like Saskatchewan. The land goes on forever, and the sky has no end. Come and see the
most beautiful sunsets in the world. Come to Northern Saskatchewan, where there are thousands and thousands
of lakes and rivers, all full of fish just waiting to be caught. The air is clean and the people are friendly and
welcoming, like no other people on earth. Come to Saskatchewan for a feeling of peace you cannot find in other
places, because there is no other place like Saskatchewan.
Listening 4
This summer, Nova Scotia is calling you. It is calling you to come enjoy its land and ocean, its farms and its friendly
people. Take a scenic drive through traditional fishing villages on the coast, or go on a whale-watching trip. You can
drive through apple farms, and even stop to taste some wine from our award-winning wineries. There are over
700 festivals in Nova Scotias cities and towns every year, and of course the capital, Halifax, is full of history,
museums, Celtic folk music and the best shopping on the Atlantic coast. Come to Nova Scotia this summer. Youll
be glad you did.
CANADA
142 Level 3 R W L S
You are going to listen to travel and tourism advertisements for four Canadian provinces.
Exercise 1
Write the correct word(s) under each picture.
festival folk music polar bear sea coast whale
fishing village hiking scenic drive sunset
Activity:
Four Provinces
CANADA
Language Instruction for Newcomers to Canada 143
Activity: Four Provinces
Exercise 2
Practice using the nine new expressions in Exercise 1 by completing these sentences.
1. I love to look to the west and watch the changing colours of the sky at ___________________.
2. Most cultures have some kind of traditional ___________________________________.
Many Canadians whose families came from Ireland and Scotland continue to sing old Celtic songs
and play old folk instruments.
3. A ____________________ is an organized celebration or special event. A world-famous
_________________ is Mardi Gras in Brazil, but well-known Canadian ones are the Montreal
Jazz Festival and the Toronto Film Festival.
4. In the autumn, our family likes going _____________in the forest to see the beautiful leaves.
We enjoy the scenery and the exercise.
5. A __________________ is a big white bear that lives in Northern Canada.
6. The ___________________ is where the ocean and the land meet. It is often very beautiful. Canada
has more ___________________ than any other country.
7. Very small towns on the sea coast, where many people own boats and work as fishermen, are called
__________________________.
8. Sometimes I like to take a drive outside of the city to enjoy looking at farmland or natural scenery.
A famous Canadian ______________________ is a road called The Sea-to-Sky Highway in
British Columbia.
9. There are many large fish in the ocean, but the biggest animal that lives in water is a ____________.
First Listening: Listen to the advertisements and name the four provinces.
1:
2:
3:
4:
CANADA
144 Level 3 R W L S
Activity:
Four Provinces
Exercise 3
You are going to listen to tourism advertisements for four Canadian provinces. With a partner, re-read
the word list and guess which provinces the advertisements could be about.
Beluga Whale
CANADA
Language Instruction for Newcomers to Canada 145
Activity: Four Provinces
Exercise 4
Listening For Detail
Study this chart. The first column lists some of the things that are described in the advertisements (Tourist
Attractions). There is an empty column for each of the four provinces.
Listen to the advertisements again. Write a check mark ( ) under the name of the province that
advertises each tourist attraction. A few of the attractions are advertised in more than one province,
so you will write more than one check mark in some rows.
Exercise 5
1. You have listened to tourism advertisements for four provinces. Which one would you choose to
visit, and why?
2. Is there a different province, city or tourist attraction in Canada that you want to visit? Tell your
classmates about it.
3. Have you already taken a trip in Canada? Where did you go, and what did you see?
4. Tell your classmates about a famous tourist attraction in another country that you have visited.
Tourist Attractions Newfoundland Manitoba Saskatchewan Nova Scotia
Celtic folk music
friendly people
hiking
northern lights
polar bears
restaurants/dining
scenic roads and drives
shopping
sunsets
whales
wine-tasting
CANADA
146 Level 3 R W L S
Activity:
Four Provinces
Exercise 6
Practice using new vocabulary while you answer these questions.
1. When you go on holiday, do you like to go to places with beautiful scenery (mountains, lakes, etc)
or do you like to visit cities?
2. Have you ever seen a whale in the ocean?
3. Sunsets are beautiful in most parts of the world. Tell your classmates about an evening in your
life when you watched the sun go down.
4. Have you ever seen an iceberg?
5. Are restaurants and dining an important part of your vacations?
6. Have you ever visited a fishing village?
7. Talk about the traditional folk music of your culture.
8. Have you ever seen a bear?
9. Describe a beautiful scenic drive you have taken.
10. Which countries have very friendly people who are kind and helpful to tourists?
11. Do you like hiking? Where have you hiked?
12. Is shopping important to you when you go on holiday?
13. Have you ever visited the sea coast for a holiday?
14. Have you ever seen the northern lights?
15. Tell your group about a time you were traveling and you met a very friendly and nice person.
Canadian Culture
Based on Canadian Language Benchmarks
LINC
3
Learners discuss Canadian culture and lifestyles in a series of listening, speaking and writing tasks.
Timing: 45 minutes
WARM-UP Explain to the class that they are going to become imaginary ambassadors of
Canadian culture, and explain the general concept of an ambassador.
Play Part One of the audio (Track 9) and then hand out the Listening
Comprehension Questions.
ACTIVITY Hand out Instructions for Ambassador of Canadian Culture. Two examples
are given in the listening text to help learners get started on their lists, but more
examples and suggestions may be required.
Individuals will require help with lexicon and spelling as they compile their lists.
Once the learners have completed their lists of 10 items, play Part 2, pair learners
up, and give each group the Combined List Of Ten Items For Two Ambassadors.
When all the pairs have completed their lists, play Part 3 of the audio. Allow
time for pairs to reach a decision.
Hand out the Writing Assignment. If the activity is going to be assessed, each learner
must work individually; otherwise, the writing can be done collaboratively.
FOLLOW-UP Learners compare notes in small groups about where they are going and what they
are bringing.
Learners in advanced classes can make a small presentation to their classmates
listing the 10 items they chose and explaining their rationale.
VARIATION Instructors can use these activities to review and reinforce the future tenses
(will & going to, future with modals).
ASSESSMENT Instructors can informally assess learners mastery of future (will and going to)
by listening to their conversations.
CLB Performance Indicators (writing):
~ conveys a simple message
~ uses adequate vocabulary for topic
~ copies words, sentences, including capitalization, lower case, punctuation
FURTHER See LINC Curriculum Guidelines, pp. 256-261.
REFERENCE
VOCABULARY ambassador; hockey puck; miniature
INSTRUCTOR NOTES
Activity:
Canada In A Suitcase
Language Instruction for Newcomers to Canada 149
CANADIAN CULTURE
CANADIAN CULTURE
LISTENING TRANSCRIPT
Part 1
Congratulations! You have a new job! You must be very excited, because your new job pays very well and you are
going to do a lot of travelling. You are going to be an ambassador of Canadian culture.
Let me tell you about your new job. You are going to fly all over the world to speak to small groups of people who
are thinking about immigrating to Canada. You are going to teach them about Canadian culture and life in
Canada. Let me repeat this. You will be an ambassador of Canadian culture. You are going to fly all over the
world to speak to small groups of people, and tell them about Canadian culture and life in Canada.
How will you do this? You are going to teach people about Canada by showing them 10 things 10 objects and
talking about them. For example, maybe you can bring a hockey puck and tell the groups a bit about hockey and
how Canadians love hockey, especially Canadian men.
Now, since you are going to be travelling around, you must be able to pack your 10 objects into a suitcase. You
cant take the Parliament Buildings with you, but you could bring a picture of the Parliament Buildings. You cant
take a snowball. You cant take a hockey stick, because its too big. But you could take a small, miniature toy stick
that would fit into the suitcase. You can take miniatures.
So, your first job is to decide on 10 items to bring. Id like you to think for a few minutes and make a list of 10
items that will teach people everywhere about life in Canada and Canadian culture. Think about what Canadians
eat, what they do for fun, what they do at work, what Canadians wear, and where they spend their time. It
shouldnt be too hard to come up with a list of 10 things.
Part 2
Weve decided that you shouldnt work alone, especially since you will be traveling so much and because you are
new on the job. We think it will be better if you work with somebody, so weve hired a partner for you. Find your
partner and compare your lists. See what you have that is the same, and what is different. You need to agree on
10 things, so you will each have to take away some things from your own lists. Talk about it together, and come up
with a combined list of 10 things.
Part 3
Now that you have your list, you should get ready to go. The next questions is: Where are you going to travel to
first? Since its your first try, we think you and your partner can decide which country youre going to visit first.
We want to know why, though. We need to know your reasons. Make your decision about where you will go, why
you will go there, and then write a short report. Ill need it in 20 minutes or less.
Activity:
Canada In A Suitcase
Activity:
Canada In A Suitcase
150 Level 3 L S W
Activity:
Canada In A Suitcase
LISTENING COMPREHENSION QUESTIONS
1. What is your new job?
~ I am an ambassador of Canadian culture. My new job is to
________________________________.
2. Who are you going to teach?
~ Im going to teach ________________________.
3. Where are you going to go?
~ Im going to go __________________________.
4. What are you going to take with you?
~ Im going to take _________________________.
5. How many things must you take with you?
~ I must take _______ things.
6. Can you take a hockey stick? _____
7. Can you take a hockey puck? _____
8. Can you take a picture of the Parliament Buildings? _____
Language Instruction for Newcomers to Canada 151
CANADIAN CULTURE
INSTRUCTIONS FOR AMBASSADOR OF CANADIAN CULTURE
List 10 things that you could show to people to teach them about Canadian culture and life in Canada.
Think about-
what Canadians eat
what they do for fun
what they do at work
what Canadians wear
where Canadians spend their time
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Activity: Canada In A Suitcase
152 Level 3 L S W
CANADIAN CULTURE
COMBINED LIST OF TEN ITEMS FOR TWO AMBASSADORS:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
WRITING ASSIGNMENT
Read this example, and then write a similar report.
Report
December 12, 20--
Cultural Ambassadors Amar Kabbara and Lena Kozlova will travel to Japan. We will go to Japan
first because it is a wealthy country and it will be easy to travel there. We will bring these ten
things to teach Japanese people about life in Canada:
1. hockey puck
2.
~
10. picture of Parliament Buildings
Amar Kabbara Lena Kozova
Cultural Ambassador Cultural Ambassador
Activity: Canada In A Suitcase
Language Instruction for Newcomers to Canada 153
CANADIAN CULTURE
Activity: Canada In A Suitcase
154 Level 3 L S W
CANADIAN CULTURE
Report
Cultural Ambassadors __________________________will travel __________________________.
We will go ____ _____________first because ____________________. _________________
these ten things to teach ____________________________________________:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Cultural Ambassador Cultural Ambassador
Learners identify sixteen objects associated with Canadian culture and then
write a descriptive paragraph about one of them.
Timing: 30 minutes
WARM-UP Canada In A Suitcase (optional)
ACTIVITY Learners identify and label sixteen artifacts of Canadian culture. This can be
done individually or in pairs.
Continue with the writing assignment.
FOLLOW-UP Learners read their paragraphs to a partner and self-correct as they read (optional).
VARIATION Instead of describing one of the 16 objects on the worksheet, learners choose
something on their lists from the Canada in a Suitcase activity.
ASSESSMENT Instructors correct the paragraphs for writing assessment.
Learners may use dictionaries.
CLB Performance Indicators:
~ describes [the object]
~ uses simple structures
~ uses adequate vocabulary for topic
~ spells and follows punctuation conventions, with few errors
FURTHER See LINC Curriculum Guidelines, pp. 256-261.
REFERENCE
VOCABULARY identify; hockey puck; ice wine; Mountie; Parliament Buildings; kayak; polar bear;
doughnut; maple syrup; maple leaf; inukshuk; loonie; beaver; toboggan; canoe
INSTRUCTOR NOTES
Activity:
What Is This?
Language Instruction for Newcomers to Canada 155
CANADIAN CULTURE
doughnut
maple syrup
maple leaf
skates
Mountie
ice wine
loonie
polar bear
Parliament
inukshuk
canoe
kayak
toboggan
beaver
Niagara Falls
Look at these images of Canadian culture. Write the name of each object in the space. If you need help,
use the word list below.
Activity:
What Is This?
156 Level 3 W
CANADIAN CULTURE
hockey stick and puck
A HOCKEY PUCK
A hockey puck is hard, black and small. It is made of rubber.
People use it when they are playing hockey. They use hockey
sticks to shoot the puck into a net. When the puck is moving
through the air quickly, it is very dangerous. Hockey players
wear lots of special clothing to protect themselves.
WRITING ASSIGNMENT
Choose one of the objects and write a paragraph that describes it. Your paragraph should answer some
of these questions:
What is it?
What does it look/smell/sound/taste/feel like?
How do people use it?
Where do we find it?
Example
Activity: What Is This?
Language Instruction for Newcomers to Canada 157
CANADIAN CULTURE
158 Level 3 S W
CANADIAN CULTURE
Activity:
Have You Ever Been To Whitehorse?
INSTRUCTOR NOTES
Learners practice question-formation and use the present perfect and simple past tenses as
they discuss their encounters with Canadian culture. A narrative writing assignment follows.
Timing: 1 hour
WARM-UP Divide the class into groups of 3-5.
Each group will need:
~ the pages with 50 prompts cut into strips, shuffled and put into an envelope
~ an answer sheet (with 50 numbered questions).
Demonstrate how to use the prompts on the slips to formulate a yes/no question.
ACTIVITY The first learner draws a slip out of the envelope and shows it to the other
group members.
Then, s/he formulates the appropriate question.
The group decides if the question is correct (ie, present perfect tense, correct
participle, correct word order). If there is any dispute, they can check on the
numbered answer sheets. Group members also clarify the vocabulary in the
question by referring to the illustration and by drawing on their own knowledge.
Each group member takes a turn answering the question. Many will simply answer
no, but if the answer is yes, then the learner should talk about his or her experience.
Remind learners to begin with the present perfect, and then switch to the simple
past when narrating their experience, for example:
~ Have you ever been to Whitehorse? (present perfect)
~ Yes I have. (present perfect) I went to Whitehorse last year (simple past)
The second learner pulls out a slip and proceeds in the same manner.
After the group has finished, each learner writes a narrative paragraph to describe one
experience that he or she talked about during the discussion.
FOLLOW-UP Learners switch groups and read their narratives aloud to one another,
self-correcting their compositions as they read.
CANADIAN CULTURE
Activity:
Have You Ever Been To Whitehorse?
ASSESSMENT Instructors circulate to listen to learners formulate the questions, checking for
word order, participles, and appropriate switching between tenses.
Collect the narratives for writing assessment.
CLB Performance Indicators:
~ listener can follow the story (speaking)
~ describes the situation (writing)
~ uses simple structures
~ uses adequate vocabulary for the topic
~ spells and follows punctuation conventions, with few errors
FURTHER See LINC Curriculum Guidelines, pp. 256-261.
REFERENCE
VOCABULARY moose; poutine; maple syrup; beaver tails; cod tongues; salmon; skiing; skating; ice
fishing; canoe; kayak; Mountie; doughnut; Parliament Hill; polar bear swim; skunk;
groundhog; stuck; shovel; driveway; street festival; multicultural festival; country
dancing; square dancing; Boxing Day; blizzard; blackfly; hike; snowmobile
Language Instruction for Newcomers to Canada 159
INSTRUCTOR NOTES CONTINUED
CANADIAN CULTURE
ANSWER SHEET
1. Have you ever eaten moose meat?
2. Have you ever eaten poutine?
3. Have you ever tasted maple syrup?
4. Have you ever eaten cod tongues?
5. Have you ever eaten a beaver tail?
6. Have you ever eaten salmon?
7. Have you ever tried skiing?
8. Have you ever gone sliding?
9. Have you ever tried skating?
10. Have you ever gone ice fishing?
11. Have you ever been in a canoe?
12. Have you ever been in a kayak?
13. Have you ever met a famous Canadian?
14. Have you ever met a native Canadian?
15. Have you ever met a Canadian hockey player?
16. Have you ever spoken to a Mountie?
17. Have you ever spoken to a Canadian politician?
18. Have you ever spoken to a Canadian police officer?
19. Have you ever seen air pollution in Canada?
20. Have you ever drunk Tim Hortons coffee?
21. Have you ever eaten a Tim Hortons doughnut?
22. Have you ever tried a blueberry muffin?
23. Have you ever eaten a Thanksgiving dinner?
24. Have you ever gone to Parliament Hill on July 1?
25. Have you ever had a polar bear swim?
26. Have you ever seen a skunk?
27. Have you ever seen a groundhog?
Activity: Have You Ever Been To Whitehorse?
160 Level 3 S W
CANADIAN CULTURE
Language Instruction for Newcomers to Canada 161
Activity: Have You Ever Been To Whitehorse?
ANSWER SHEET (Continued)
28. Have you ever seen a beaver?
29. Have you ever shoveled a driveway?
30. Have you ever got stuck in the snow?
31. Have you ever fallen on the ice or snow?
32. Have you ever been in Whitehorse?
33. Have you ever been in Vancouver?
34. Have you ever been in the Atlantic Provinces?
35. Have you ever been in northern Canada?
36. Have you ever attended a Canadian street festival?
37. Have you ever attended a multicultural festival in Canada?
38. Have you ever tried country dancing or square dancing?
39. Have you ever been inside a hockey arena?
40. Have you ever gone to a Boxing Day sale?
41. Have you ever seen a Canadian movie?
42. Have you ever gone to Niagara Falls?
43. Have you ever gone up the CN Tower?
44. Have you ever visited Ottawa?
45. Have you ever been outside in a blizzard?
46. Have you ever felt so cold you wanted to cry?
47. Have you ever had a blackfly bite?
48. Have you ever taken a hike in the autumn forest?
162 Level 3 S W
CANADIAN CULTURE
Activity: Have You Ever Been To Whitehorse?
1. eat moose meat 2. eat poutine
add cheese
add gravy
3. taste maple syrup 4. eat cod tongues
5. eat a pastry 6. eat salmon
7. try skiing 8. go sliding
9. try skating 10. go ice fishing
11. be in a canoe
12. be in a kayak
CANADIAN CULTURE
Activity: Have You Ever Been To Whitehorse?
13. meet a famous
Canadian
14. meet a native
Canadian
15. meet a Canadian
hockey player
16. speak to a
Mountie
17. speak to a
Canadian politician
18. speak to a
Canadian police
officer
19. see air pollution
in Canada
20. drink Tim
Hortons coffee
21. eat a Tim
Hortons doughnut
22. try a blueberry
muffin
23. eat a
Thanksgiving dinner
24. go to Parliament
Hill on July 1
Language Instruction for Newcomers to Canada 163
164 Level 3 S W
CANADIAN CULTURE
Activity: Have You Ever Been To Whitehorse?
25. have a polar bear
swim
26. see a skunk
27. see a groundhog 28. see a beaver
29. shovel a driveway
30. get stuck in the
snow
31. fall on the ice or
snow
32. be in Whitehorse,
Yukon
33. be in Vancouver
34. be in the Atlantic
Provinces
35. be in northern
Canada
36. attend a
Canadian street
festival
CANADIAN CULTURE
Activity: Have You Ever Been To Whitehorse?
37. attend a
multicultural festival
in Canada
38. try country
dancing or square
dancing
39. be inside a
hockey arena
40. go to a Boxing
Day sale
41. see a Canadian
movie
42. go to Niagara
Falls
43. go up the CN
Tower
44. visit Ottawa
45. be outside in a
blizzard
46. feel so cold you
wanted to cry
47. have a blackfly
bite
48. take a hike in the
autumn forest
Language Instruction for Newcomers to Canada 165
CANADIAN CULTURE
Activity: Have You Ever Been To Whitehorse?
WRITING ASSIGNMENT
Choose one experience from your conversation and write about it in a paragraph of 5-7 sentences. You
might want to talk about
what you did where you did it why you did it
who you did it with when you did it how it felt/what it was like
Remember to give your paragraph a title. Here is an example:
MY FIRST EXPERIENCE WITH A CANOE
Last summer I went to a lake, and my friend and I decided to rent a canoe for an hour. We saw other people in
canoes on the lake. It looked fun and relaxing. When I first got into the boat, I nearly fell into the water. The canoe
moved every time I moved, and I was sure I would fall out. Someone advised me to sit in the bottom of the canoe,
not on the seat, and that was better. In one hour we only paddled about fifty meters, and we went in circles most
of the time. My arms were very tired, but Im happy we didnt fall in.
166 Level 3 S W
CANADIAN CULTURE
Learners read about Tim Hortons, learn to use slang to order coffee, do
comprehension activities, and write an informal invitation.
Timing: 40 minutes
ACTIVITY Learners read the article and follow the instructions on the worksheets.
FOLLOW-UP Class outing to a local Tim Hortons to order coffee.
VARIATION The invitation can be composed as a traditional note or as an email message;
there are two corresponding worksheets.
ANSWER KEY multiply
hopes
different
____Tim Horton was a professional hockey player.
A double-double is a cup of coffee with two creams and two sugars.
Canadians sometimes call Tim Hortons Timmies.
ASSESSMENT Instructors correct individual learner responses.
CLB Performance Indicators:
~ locates specific information about events and descriptions of people,
places, things
~ predicts, guesses new words in familiar context
~ conveys the message: reader can follow the text
~ uses language and content that are appropriate and relevant to the
occasion, intent and social context
~ describes times and locations with precision
~ makes only a few errors in grammar, punctuation and spelling
SOURCE Image by peretzpup; Creative Commons Attribution and Share Alike license
FURTHER See LINC Curriculum Guidelines, pp. 256-261.
REFERENCE
VOCABULARY line-up; drive-thru; coffee bean; double-double; caffeine; seems; regular; Timmies;
wherever; whenever; look forward to
INSTRUCTOR NOTES
Activity:
Tim Hortons
Language Instruction for Newcomers to Canada 167
CANADIAN CULTURE
TIM HORTONS
I think that Tim Hortons coffee shops have a special place in Canadian culture. Tim Horton was a
professional hockey player. In 1964, he opened his first coffee shop. Now there are about 3,000 in
the country, and it seems there is one on every street corner.
Wherever you look, you see Canadians carrying cups of Tim Hortons coffee. People bring their coffee to
class, to the grocery store, to the bank and to work. There are usually long line-ups inside the shops and
in the drive-thrus. They sell Timmies coffee beans in grocery stores for those who want to make
it at home, but most people prefer to buy their drinks at the shop.
Activity:
Tim Hortons
168 Level 3 R W
CANADIAN CULTURE
ORDERING COFFEE IN A COFFEE SHOP
How do you like your coffee?
How do you take your coffee?
Heres how I like my coffee: _____________________________
Heres how my classmate likes coffee: _________________________
black no cream
regular 1 cream, 1 sugar (=1 spoon of sugar )
double cream extra cream
double sugar 2 sugars
double-double 2 creams, 2 sugars
triple-triple 3 creams, 3 sugars
decaf coffee with no caffeine
For here or to go?
Are you going to drink it here in the coffee
shop, or are you going to take it out?
Activity: Tim Hortons
Language Instruction for Newcomers to Canada 169
CANADIAN CULTURE
CHECK YOUR UNDERSTANDING
One:
Cross out the word that means something different from the bold word.
Example: man person human object
double two times twice many
appears hopes seems looks
ordinary common different regular
Two:
Check all the sentences that are true.
Example: A decaff coffee contains no caffeine.
A decaff coffee contains cream.
Tim Horton was a professional hockey player.
A double-double is a cup of coffee with two creams and two sugars.
There are over 5,000 Tim Horton coffee shops in Canada.
Canadians sometimes call Tim Hortons Timmies.
Black coffee contains no sugar.
Activity: Tim Hortons
170 Level 3 R W
CANADIAN CULTURE
WRITING
Here is an email from your friend:
Reply to your friend.
Say you are glad your friend is feeling better.
Suggest a time and place to meet (Tim Hortons??).
Tell your friend you are looking forward to it.
Activity: Tim Hortons
Language Instruction for Newcomers to Canada 171
CANADIAN CULTURE
WRITING
Here is a note from your friend:
Write back to your friend.
Say you are glad your friend is feeling better.
Suggest a time and place to meet (Tim Hortons??).
Tell your friend you are glad you are going to meet soon.
Activity: Tim Hortons
172 Level 3 R W
Monday, February 8
Dear _________
Im sorry I missed seeing you last week, but Im feeling much better
now. In fact, Im ready to go out! Would you like to meet sometime this
week? Id love to see you. Please let me know where and when you
can meet me. Im not busy, so Ill come wherever and whenever you
want me to.
Your friend,
_____________
CANADIAN CULTURE
Learners are introduced to idioms that Canadians commonly use in casual, friendly conversation.
A listening passage is followed by comprehension, sequencing and conversation exercises.
Timing: 50 minutes
WARM-UP Hand out Exercises 1 and 2. Clarify the six new idioms as necessary.
Inform the class they are going to listen to a friendly telephone conversation
between two friends who havent been together for ages.
ACTIVITY Play the audio (Track 10). Learners listen for the gist. Instruct learners to listen
again for the six new idioms, and replay the conversation.
Continue with Exercises 3 and 4. Replay the audio so that pairs can check
and correct their sequencing (after Exercise 4).
Divide the class into small groups for the discussion questions in Exercise 5.
ANSWER KEY Exercise 3: 1. b 2. a 3. c, e, g 4. b 5. b 6. a
FURTHER See LINC Curriculum Guidelines, pp. 256-261.
REFERENCE
VOCABULARY for ages; to catch up; to get together; whats new; same old; got to run;
to stay in touch; except
INSTRUCTOR NOTES
Activity:
Its Been Ages
Language Instruction for Newcomers to Canada 173
CANADIAN CULTURE
LISTENING TRANSCRIPT
Its Been Ages
Betty and Mary used to work for the same company four years ago. They lived in downtown Toronto and often met
after work, had dinner and went to the movies. This morning Betty is surprised to get a phone call from Mary.
Listen.
Mary: Hi Betty. Its Mary.
Betty: Mary, hello! I havent heard from you for ages. Its been more than a couple of years, hasnt it?
Youre still living downtown, arent you?
Mary: Not any more. I got married, had a baby, and moved out to Don Mills.
Betty: Boy! I can see we have a lot of catching up to do. Well have to get together and have
lunch sometime.
Mary: For sure! Whats new with you, Betty?
Betty: Nothing much. Same old, same old; except Im getting my kitchen painted this morning.
Oh, Mary, Im sorry. Ive got to run. The painters at the door and I have to let him in. Hey!
Stay in touch and well get together, okay?
Mary: Sure. Ill talk to you later. Bye.
Activity:
Its Been Ages
174 Level 3 R L S
CANADIAN CULTURE
Activity:
Its Been Ages
Exercise 1
Read the six expressions in bold print below. They are all idioms that Canadians use in friendly
conversation.
Language Instruction for Newcomers to Canada 175
I havent seen you for ages = I havent seen you for a long time
catching up = sharing the latest news
When my sister came to visit us in Canada, we spent the first day catching up
on our families, our jobs, and everything else.
For sure! = Certainly!
Same old, same old = Nothing has changed
Im still busy with housework, our children, and my
boring job. Same old, same old.
Ive got to run = I need to leave now
Im sorry I cant stay longer. Ive got to run because I
dont want to be late for class.
stay in touch = continue to communicate
I miss my friends from Iran, but we stay in touch by email.
CANADIAN CULTURE
Exercise 2
Use the six idioms in the conversations below.
Joshua: Would you like another cup of coffee?
Michael: Im sorry, I cant. ______________________ because I dont want to miss my bus.
Nick: Its expensive to rent an apartment in Toronto or Vancouver.
Misbah: ________________!
Samia: Whats new with you?
Trevor: Oh, nothing. ________________________.
Christine: Im going to miss you when you move away.
Avery: Dont worry. Im not going to forget my friends. I plan to _________________.
Shelia: Did you enjoy your mothers visit from Prince Edward Island?
Paul: We had a great time. We had a lot of ________________ to do, so we sat around
and talked for a long time.
Iris: Would you like to go to the movies tonight?
Ruth: Id love to! I havent seen a movie _______________.
Exercise 3
Circle the correct answers.
1. Betty and Mary ________ .
a. are sisters
b. used to work together
c. have always been close friends
2. Four years ago Betty and Mary used to ________.
a. do things together after work
b. travel to and from work together
c. share an apartment in downtown Toronto
Activity: Its Been Ages
176 Level 3 R L S
CANADIAN CULTURE
Exercise 3 (Continued)
3. The last time Mary and Betty talked was over two years ago. How has Mary's life changed since then?
(Circle all the correct answers.)
a. She moved from Don Mills.
b. She moved to downtown.
c. She moved to Don Mills.
d. She got a divorce.
e. She got married.
f. She got a new job.
g. She had a baby.
4. What does Betty suggest they should do together?
a. go for a walk
b. have lunch
c. go to a movie
5. What does Betty say is new with her?
a. She is working as a painter.
b. Someone is going to paint her kitchen.
c. She is getting old.
6. Why does Betty end the conversation?
a. She has to answer the door.
b. She has to go to work.
c. She needs to phone the painter.
Activity: Its Been Ages
Language Instruction for Newcomers to Canada 177
Exercise 4
Betty and Marys conversation is written below, but it is not in the correct order. Work with a partner.
Decide which part comes first, second, third, and so on, and write the number on the line. After you
finish, read the conversation together. One partner will be Betty and the other will be Mary.
Betty: Boy, I can see we have a lot of catching up to do. Well have to get together and have
lunch sometime.
Betty: Mary, hello. I havent heard from you for ages. Its been more than a couple of years,
hasnt it? Youre still living downtown, arent you?
Betty: Nothing much. Same old, same old; except Im getting my kitchen painted this
morning. [DOORBELL RINGS]
Betty: Oh Mary. Im sorry. Ive got to run. The painters at the door, and I have to let him in.
Hey, stay in touch and well get together, okay?
Mary: For sure! Whats new with you, Betty?
Mary: Hello?
Mary: Not any more. I got married, had a baby, and moved out to Don Mills.
Mary: Sure. Ill talk to you later. Bye.
Activity: Its Been Ages
178 Level 3 R L S
CANADIAN CULTURE
Exercise 5
In a small group, practice some of the new idioms while you discuss your answers to these questions:
1. Name three or more things you havent done for ages.
2. How do you keep in touch with friends and relatives from your first country? Are there any
friends or family members you have lost touch with?
3. Do you communicate with former classmates or co-workers? If yes, how do you keep in
touch? How often do you communicate?
4. Read this traditional English poem together, and discuss whether you agree with it:
Make new friends,
But keep the old.
One is silver
And the other, gold.
Activity: Its Been Ages
Language Instruction for Newcomers to Canada 179
CANADIAN CULTURE
180 Level 3 R W L S
CANADIAN CULTURE
Activity:
Talk About Me!
INSTRUCTOR NOTES
Learners practice small talk in a four-skills activity.
Timing: 50 minutes
WARM-UP Introduce the concept of small talk, and ask the class to suggest appropriate
small talk topics (eg, weather, food, sports, children). List their suggestions on
the blackboard. Introduce the term make small talk.
Tell the class that they are going to listen to a conversation between a husband
and wife who are talking about small talk in Canada.
ACTIVITY Play the audio (Track 11). Learners listen for the gist.
Distribute Exercise 1 and allow the class time to read and begin to answer the
questions. Replay the audio. Collect the answer sheets for assessment, or else take
up the answers in class.
Hand out Small Talk and read through it with the class.
Divide the class into small groups for Exercise 2. Circulate to assist and guide
learners as they compose small talk questions and responses.
Learners create and rehearse their role plays in pairs (Exercise 3).
FOLLOW-UP Learners present their role plays to small groups or the whole class.
ANSWER KEY 1. A 2. A 3. B 4. B, 5. B
ASSESSMENT Instructors correct individual learner worksheets.
CLB Performance Indicators:
~ listener identifies factual details in a listening text as required
FURTHER See LINC Curriculum Guidelines, pp. 256-261.
REFERENCE
VOCABULARY small talk; invitation; embarrass; specialized; offend; touchy; to catch on;
reaction; taboo
CANADIAN CULTURE
Activity:
Talk About Me!
LISTENING TRANSCRIPT
Talk About Me!
Preeti and Amit have recently arrived from India to live in Canada. They are here because Amit got a job in a
specialized advertising company in Toronto four months ago. Amit loves his job, and his employers are pleased with
his work. Today he got an invitation to a Christmas party at the home of one of the directors. When he comes
home, he excitedly tells his wife Preeti about it, but he doesnt expect the reaction he gets from her. Listen.
Preeti: Im sorry Amit. You will have to go alone. I dont want to embarrass you. Just tell them that
I got sick or something.
Amit: Why? How are you going to embarrass me?
Preeti: Amit, I was talking to one of the neighbours here, and she mentioned that in Canada there are all
sorts of things you are not supposed to talk about in casual conversation. What if I should offend
someone by saying something wrong?
Amit: Like what, for instance?
Preeti: Oh, I dont know. I think she said Canadians are very touchy about the subject of money, so in
Canada you never ask people how much money they make or how much they paid for their house.
Amit: All right. Since I really want you to come, lets see if I can find some topics that are acceptable for you
to talk about. Hey! Talk about me and what a wonderful husband I am! Talk about the baby, food,
clothes, and of course, the weather.
Preeti: Yes, for sure. I can talk for an hour about this terrible climate. Okay. But just to be safe, I promise
Ill avoid any conversation about politics, religion, or sex.
Amit: See! You have nothing to be afraid of. Youre catching on already.
Language Instruction for Newcomers to Canada 181
182 Level 3 R W L S
CANADIAN CULTURE
Exercise 1
Listen to the conversation again and circle the correct answers.
1. How long have Amit and Preeti been in Canada?
A. Four months.
B. Fourteen months.
2. Why doesnt Preeti want to come to the party?
A. She is afraid she will say something wrong and embarrass her husband.
B. She is sick.
3. Canadians dont like to discuss....
A. their health.
B. their money.
4. Amit tells Preeti she should talk about....
A. Amit; food; politics.
B. their baby; food; weather.
5. Preeti tells Amit she wont talk about.....
A. the terrible climate; religion; sex.
B. politics; religion; sex.
Activity:
Talk About Me!
CANADIAN CULTURE
Activity: Talk About Me!
SMALL TALK
When people first meet, they dont want to talk about anything that could cause disagreements. They
choose safe topics for discussion so the conversation wil be fun, friendly and successful.
It can also be embarrassing if the conversation stops, so it is important to try to keep the small talk going.
One way to do this is to ask and answer friendly questions.
Unsuccessful small talk:
Canadian: Have you started to learn about hockey?
Newcomer: No.
Successful small talk:
Canadian: Have you started to learn about hockey?
Newcomer: No, I dont know anything about hockey, but I love to watch soccer. Do you like soccer?
Canadian: Soccer is a new sport here in Canada. I never played it, but all the kids in our
neighbourhood play
Exercise 2
Work in a small group.
Make a list of small talk topics (four or more), and for each topic, write:
~ a question someone could ask to make small talk
~ a friendly way to answer the question and keep the conversation going
Discussion question: Are small talk topics the same in Canada as they are in your culture?
Exercise 3
Work with a partner. Pretend you are meeting for the first time at a party.
1. Start by introducing yourselves.
2. Talk a little bit about the weather.
3. Choose one or more small talk topics to ask or talk about.
4. Close the conversation by saying:
Nice to meet you. or It was nice talking to you.
Practice your conversation a few times, and then present it to a small group.
Language Instruction for Newcomers to Canada 183
This is an optional pre-activity for Thank-You Notes. Classmates present imaginary gifts to one another.
Timing: 20 minutes
ACTIVITY Divide the class into groups of 4, and have the groups sit as far apart as possible.
Write the name of every class member on small slips of paper. Each learner draws
a slip. If anybody draws a slip with the name of somebody in their group, it must be
exchanged for a different slip. Group members show their slips to one another.
Explain to the class that they are going to select an imaginary birthday gift for the
person whose name appears on their slip.
Group members make suggestions and give advice, but the person who has drawn
the slip has the final responsibility for deciding on and presenting the gift to his/her
classmate.
After reaching a decision, each learner draws a picture of the gift on a piece of
paper [or cuts it out of a magazine or catalogue].
Presentations are done in turn. When a learner presents a gift to a classmate,
s/he must explain reasons for choosing that item.
The receiver must thank the person for the gift, and express satisfaction.
FOLLOW-UP Thank-You Notes I or II.
FURTHER See LINC Curriculum Guidelines, pp. 256-261.
REFERENCE
INSTRUCTOR NOTES
Activity:
Birthday Gifts
CANADIAN CULTURE
184 Level 3 S
Learners follow a template to write a traditional thank-you note.
Timing: 30 minutes
WARM-UP Birthday Gifts (optional).
ACTIVITY Learners read and analyze the models. Next, they write their own thank-you
note by following the steps outlined in the worksheets.
VARIATION Learners who completed the Birthday Gifts speaking pre-activity have already
received an imaginary gift, and they can write thank-you notes to one another
for their presents in lieu of the final assignment in this unit.
ASSESSMENT Instructors correct the notes for writing assessment.
CLB Performance Indicators:
~ conveys the message: reader can follow the text
~ uses language and content that are appropriate and relevant to the
occasion, intent and social context
~ makes only a few errors in grammar, punctuation and spelling
FURTHER See LINC Curriculum Guidelines, pp. 256-261.
REFERENCE
VOCABULARY traditional; compliment
INSTRUCTOR NOTES
Activity:
Thank-You Notes I
Language Instruction for Newcomers to Canada 185
CANADIAN CULTURE
CANADIAN CULTURE
186 Level 3 R W
Activity:
Thank-You Notes I
HOW TO WRITE A THANK-YOU NOTE IN ENGLISH
Read this example:
Here are the steps to write a traditional Canadian thank-you note:
1. Date
2. Dear ______,
3. Im writing to thank you for -or- I would like to thank you for
4. the gift. Name it, and use one adjective (lovely, wonderful, beautiful, nice).
5. Give the gift a compliment. Explain what you like about it, or why it is nice.
(It is a beautiful colour./It looks very nice in my living room./ It is a very interesting book.)
6. Talk about how you will use it. (I have the flowers on my living room table and the whole house smells
beautiful ./Im going to wear the sweater next week when I go to a friends house./I have
bought a DVD with the gift certificate.)
7. If you want, add a sentence or two of personal news.
8. [Thanks again,]
9. Closing, (Love,/With love from,/Yours truly,)
10. Your name
October 26, 20__
Dear _________,
Im writing to thank you for the lovely
shirt. It is very soft and comfortable,
and I love wearing it at work.
The whole family is fine. The kids are
doing well at school, but Jessica had
the flu last week.
Thanks again for the beautiful shirt,
Love,
______________
Read the example below, and label it with the step numbers. Numbers 1, 2 and 3 are already done.
Follow the examples to write a thank-you letter for one of these gifts. Make sure you complete all the
steps.
CANADIAN CULTURE
Language Instruction for Newcomers to Canada 187
Activity: Thank-You Notes I
December 29, 20___
Dear _________,
I would like to thank you for your beautiful
Christmas present. I have always wanted a
plant for the living room, and the one you gave
me looks lovely beside the window. It makes
the whole room look better, especially since
there is so much snow outside. I look at it
every day and think of you.
We had a very nice holiday, and it was great
to see you!
Thanks again,
Love,
_________________
1
2
3
188 Level 3 R W
CANADIAN CULTURE
Activity:
Thank-You Notes II
INSTRUCTOR NOTES
This activity is a more light-hearted alternative to Thank-You Notes I. Designed specifically
for youthful classes, it approaches thank-you notes from the perspective of an unwanted gift.
Timing: 30 minutes
WARM-UP Birthday Gifts (optional).
ACTIVITY Learners read and analyze the models. Next, they write their own thank-you
note by following the steps outlined in the worksheets.
VARIATION:
Learners who completed the Birthday Gifts speaking pre-activity have already
received an imaginary gift, and they can write thank-you notes to one another
for their presents in lieu of the final assignment in this unit.
ASSESSMENT Instructors correct the notes for writing assessment.
CLB Performance Indicators:
~ conveys the message: reader can follow the text
~ uses language and content that are appropriate and relevant to the occasion,
intent and social context
~ makes only a few errors in grammar, punctuation and spelling
FURTHER See LINC Curriculum Guidelines, pp. 256-261.
REFERENCE
VOCABULARY template; traditional; compliment; entire
CANADIAN CULTURE
Activity:
Thank-You Notes II
TEMPLATE FOR A THANK-YOU NOTE
Read this example:
Here is a template for a traditional Canadian thank-you note:
1. Date
2. Dear ______,
3. Im writing to thank you for -or- I would like to thank you for
4. the gift. Name it, and use one adjective (lovely, wonderful, beautiful, nice).
5. Give the gift a compliment. Explain what you like about it, or why it is nice.
(It is a beautiful colour./It looks very nice in my living room./ It is a very interesting book.)
6. Talk about how you will use it. (I have the flowers on my living room table and the whole house smells
beautiful./Im going to wear the sweater next week when I go to a friends house./I have bought a DVD with
the gift certificate.)
7. If you want, add a sentence or two of personal news.
8. [Thanks again,]
9. Closing, (Love,/With love from,/Yours truly,)
10. Your name
October 26, 20___
Dear _________,
Im writing to thank you for the lovely shirt.
It is very soft and comfortable, and I love
wearing it at work.
The whole family is fine. The kids are
doing well at school, but Jessica had the flu
last week.
Thanks again for the beautiful shirt,
Love,
_______________
Language Instruction for Newcomers to Canada 189
190 Language Instruction for Newcomers to Canada
CANADIAN CULTURE
Activity: Thank-You Notes II
Read the example below, and label it with the step numbers. Numbers 1, 2 and 3 are already done.
The template also works for gifts that are ugly or unwanted:
December 29, 20____
Dear ______,
I would like to thank you for your beautiful
Christmas present. I have always wanted a
plant for the living room, and the one you gave
me looks lovely beside the window. It makes
the whole room look better, especially since
there is so much snow outside. I look at it
every day and think of you.
We had a very nice holiday, and it was great
to see you!
Thanks again,
Love,
___________________
1
2
3
March 20, 20____
Dear Aunt Betty,
I want to thank you for the lovely hat. The colours
are very bright and cheerful, and I am sure there
is no other hat like it in the entire city. It was nice
of you to think of me. I am doing well, but I miss
you.
Thanks again from your loving nephew,
________________________
CANADIAN CULTURE
Activity: Thank-You Notes II
Follow the template to write a thank-you letter for one of these gifts:
October 5, 20____
Dear Grandma,
I would like to thank you for my new boots. They
fit beautifully, and they keep my feet very dry.
Every time I see them, I think of you.
I miss you, Grandma, and I think about you every
day. When are you going to come for a visit?
Your loving granddaughter,
____________________
Language Instruction for Newcomers to Canada 191
Canadian Law
Based on Canadian Language Benchmarks
LINC
3
CANADIAN LAW
Language Instruction for Newcomers to Canada 195
Activity:
Dont Be A Victim! Part I
INSTRUCTOR NOTES
Learners share tips on personal safety during a group discussion that can be followed
by listening and sentence completion activities (Dont be a Victim Parts II and III).
Timing: 20 minutes+
WARM-UP Clarify the meaning of the words crime, prevent, victim and attack.
Ask learners to name and define different types of common crime (car theft,
pick-pocketing, mugging, break and enter, etc). Write their responses on the
blackboard.
Divide the class into discussion groups, preferably with a few different
countries of origin represented in each group.
Give each learner a copy of the Dont Be a Victim! chart, and explain that they
are going to share and record tips on personal safety for each of the four topics in
the first column. Clarify expectations for what learners should write in the columns
Good Advice, Unusual Advice and The Best Advice.
ACTIVITY Many ESL learners have extensive life experience and a wealth of advice to share
about personal safety. Allow the discussion to continue for as long as it seems
beneficial.
Encourage groups to share items from The Best Advice column with their
classmates.
FOLLOW-UP Dont Be A Victim! (Parts II & III).
FURTHER See LINC Curriculum Guidelines, pp 288-293.
REFERENCE
CANADIAN LAW
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Activity:
Dont Be A Victim! Part I
196 Level 3 S W
CANADIAN LAW
Language Instruction for Newcomers to Canada 197
Activity:
Dont Be A Victim! Part II
This is a listening activity about a woman who experiences a potentially
dangerous situation when shes out running at night.
Timing: 25-30 minutes
WARM-UP Dont Be A Victim (Part I) (optional)
Questions for class discussion:
~ Does anyone go out alone at night?
~ Do you feel safe?
~ What do you do to stay safe?
ACTIVITY Play the audio (Track 12). Learners listen for the gist.
Ask the class What happened? and play the audio again. Divide the class
into pairs, and distribute Exercise 1. Replay the audio for pairs to check
and correct their sequencing.
Hand out Exercise 2. Pairs read it together and then identify and rank
the three best statements.
FOLLOW-UP Pairs present their choices in small discussion groups or to the entire class.
Hold a class discussion on additional changes Mary Ann could make to stay
safe while she is running.
ANSWER KEY Exercise 1:
Mary Ann went for a run at her usual time in a city park.
She heard footsteps and worried that someone was following her.
Mary Ann stopped to look behind her but it was too dark to see anyone.
She couldnt find her phone, so Mary Ann ran as fast as she could to a store.
The sound of footsteps continued all the way to the store.
When she got to the store, the clerk looked outside but didnt see anyone.
When she got home, Shelly said she didnt expect her back so soon.
Mary Ann told Shelley that she might stop running.
SOURCES: http://womentodaymagazine.com/family/safety.html : The Top Ten Things a Woman
Should Know About Personal Safety
www.crimereduction.homeoffice.gov.ul/personalsafety.htm
FURTHER See LINC Curriculum Guidelines, pp. 288-293.
REFERENCE
VOCABULARY route; convenience; screams; to be shaken up; attacked; programmed; to break into
CANADIAN LAW
LISTENING TRANSCRIPT
Dont Be a Victim
Shelley and Mary Ann are two roommates who live near a large city park. Shelley knows that Mary Ann absolutely loves
to run, so she is surprised when Mary Ann is back in half an hour instead of an hour. Listen to their conversation.
Shelley: Mary Ann, is that you? Are you finished your run already?
Mary Ann: No. I had to stop because someone was following me.
Shelley: What? Is he still out there? Wait! Im going to lock all the doors and make sure all the windows
and curtains are closed. OK? Tell me what happened.
Mary Ann: Well, I was running in the park where I usually run, on the path beside the river and the trees.
Because it was getting dark, I passed only a couple of other runners on the path; so just to be safe,
I thought Id continue running on the main road towards town. As I ran on the road, I heard footsteps
behind me. I thought it was another runner, but when I stopped, the footsteps stopped also. I turned
around to look, but it was too dark to see anyone. I reached for my cell phone, but I had forgotten
to bring it with me.
Shelley: So what did you do?
Mary Ann: I started to run as fast as I could because I remembered there was a convenience store about
three blocks away.
Shelley: Did you still hear the steps?
Mary Ann: Yes. I crossed over to the other side of the street where the store was, but whoever it was kept
coming too.
Shelley: Did you say anything?
Mary Ann: No. I kept on moving, and soon there were a few houses with lights on. I figured if someone
attacked me, I could scream, and someone would come out to help me.
Shelley: It doesnt always work that way. But you made it to the store?
Mary Ann: Yes. I talked to the clerk, and he went out and checked, but nobody was there. Anyhow, now Im
safe at home. I feel quite shaken up. As much as I love running, I dont know if I want to continue.
Activity:
Dont Be A Victim! Part II
198 Level 3 R L S
CANADIAN LAW
Language Instruction for Newcomers to Canada 199
Exercise 1
These sentences describe what happened, but they are not in the correct order. Decide what happened
first, second, third, and so on, and write the number on the line.
Mary Ann went for a run at her usual time in a city park.
Mary Ann told Shelley that she might stop running.
Mary Ann stopped to look behind her, but it was too dark to see anyone.
She couldnt find her phone, so Mary Ann ran as fast as she could to a store.
She heard footsteps and worried that someone was following her.
The sound of footsteps continued all the way to the store.
When she got home, Shelly said she didnt expect her back so soon.
When she got to the store, the clerk looked outside but didnt see anyone.
Exercise 2
Mary Ann told Shelley that she might stop running, but in fact she doesnt need to. There are many things
she could do to stay safe while she is running. Read these suggestions, and choose the three that you
think are most helpful. Then, number them 1, 2, and 3, in order of importance.
A. Mary Ann should change the route she takes when she runs.
B. Mary Ann needs to buy a personal attack alarm and carry it in her hand when shes
running so she can use it immediately to scare off an attacker.
C. Mary Ann should carry her cell phone with 9-1-1 programmed into it so she can call
quickly in an emergency.
D. For the next week Mary Ann should be careful about locking doors and keeping windows
and curtains closed because the person who followed Mary Ann might try to break into
their home.
E. If Mary Ann thinks someone is following her while shes running, she should cross the
street many times to see if the person follows her.
F. Mary Ann should change the time she runs. She should run right after work, when there
is still daylight.
Activity:
Dont Be A Victim! Part II
200 Level 3 R W
CANADIAN LAW
Activity:
Dont Be A Victim! Part III
INSTRUCTOR NOTES
Learners match the beginnings and endings of conditional sentences about personal safety.
Timing: 15 minutes
WARM-UP Dont Be A Victim, Parts I & II (optional)
ACTIVITY Learners work in pairs. Each learner has the Dont Be a Victim! worksheet, and
each pair has an envelope containing the Sentence Beginnings cut into strips and
shuffled.
The first learner draws a slip from the envelope, reads it to his partner, and places
it on the desk between them. Next, the first learner suggests the appropriate match
from the incomplete sentences on the worksheet, and the partner either agrees or
makes an alternative suggestion.
Once both partners agree, they each copy the contents of the strip onto their
worksheets to form a complete sentence.
The second learner then draws a slip from the envelope, and the pair continues
in the same manner until all eight sentences have been matched and completed.
FOLLOW-UP After a few hours or days have elapsed, ask learners to compose five of their
own sentences about personal safety. Sample prompts:
~ walking alone at night
~ driving alone at night
~ taking a taxi alone at night
~ taking a bus alone at night
Learners sentences will vary, and they can be used for writing assessment.
ANSWER KEY 1. If you are riding on an empty bus, sit near the driver.
2. If you are walking alone and you think someone is following you, cross the
street to see if he follows.
3. If you are parking your car during the day but will return to it at night,
think about what the area will be like after dark.
4. If you are traveling in a taxi, always sit right behind the driver.
5. If you return home and see a broken window or an open front door, dont go in.
Call the police from your neighbours home.
CANADIAN LAW
Activity:
Dont Be A Victim! Part III
ANSWER KEY 6. If you are traveling in a taxi and you dont feel safe (because of the driver),
(Continued) ask him to let you out in an area where there are lots of lights and people.
7. If somebody grabs your purse, let it go. If you dont, you could get hurt.
8. If you regularly go running or bike riding, change your route. Dont go the
same way every time.
ASSESSMENT To assess writing, instructors correct the sentences composed for the Follow-up
exercise.
CLB Performance Indicators (for Follow-up sentences):
~ uses adequate vocabulary for the topic
~ spells and follows punctuation conventions, with few errors
FURTHER See LINC Curriculum Guidelines, pp. 288-293.
REFERENCE
VOCABULARY grab; route
Language Instruction for Newcomers to Canada 201
INSTRUCTOR NOTES CONTINUED
CANADIAN LAW
202 Level 3 R W
Sentence Beginnings
If you are riding on an empty bus,
If you are walking alone and you think someone is following you,
If you are parking your car during the day but will return to it at night,
If you are traveling in a taxi,
If you return home and see a broken window or an open front door,
If you are traveling in a taxi and you dont feel safe (because of the
driver),
If somebody grabs your purse,
If you regularly go running or bike riding,
Activity: Dont Be A Victim! Part III
CANADIAN LAW
Dont Be A Victim!
1. , sit near the driver.
2. , cross the street to see if he follows.
3. , think about what the area will be like
after dark.
4. , always sit right behind the driver.
5. , dont go in. Call the police from your
neighbours home.
6. , ask him to let you out in an area
where there are lots of lights and
people.
7. , let it go. If you dont, you could get
hurt.
8. , change your route. Dont go the same
way every time.
Activity: Dont Be A Victim! Part III
Language Instruction for Newcomers to Canada 203
204 Level 3 R W L S
CANADIAN LAW
Activity:
Canadian Crime Statistics
INSTRUCTOR NOTES
Learners are taught the names of criminal offences. They practice this vocabulary, and
then read statistics on reported crime and the crime rate in Canada.
Timing: 90 minutes +
WARM-UP Write the word crime on the blackboard. Ask learners to explain what it means
and to give examples (eg, theft) without using their dictionaries. List responses on
the blackboard.
Tell the class they are going to learn about crime in Canada, but first they must
learn the official names for nine crimes. Hand out Learn the Names of Nine
Crimes.
ACTIVITY Encourage learners to complete Exercises 1 and 2 without using their
dictionaries. There are context clues in the paragraphs to help them guess correctly.
Learners can work alone or in pairs. The reading in this section is extensive and may
be too challenging for some classes. An alternative is to convert the exercise into
a listening activity. The instructor reads each paragraph aloud, and together the class
members discuss and identify the name of the crime.
Go over the answers for Exercises 1 and 2. Draw attention to the word
violent in paragraph one and property in the second paragraph, and clarify the
meaning of these words before continuing with Exercise 3.
Encourage learners to change partners or else work in a larger group for
Exercise 4.
Hand out Table 1. Learners may prefer to work in pairs.
Hand out Graph 1. Learners work alone if the activity is intended for
assessment, but otherwise they may prefer to work in pairs. If necessary, clarify the
expression most recent in question 2.
The final role play activity (Officer, I Would Like to Report a Crime) culminates in
a performance of the dialogue to the class. If this is not appropriate for your group,
simply cut off the instructions page above the last paragraph before handing it out.
FOLLOW-UP After reading Table 1, return to How Frequent Are These Crimes? On the
same page, learners create a new column that lists the crimes in order (from most
common to least common) using the figures in Table 1. They then compare their
new list to their original guesses. [Statistics arent available for the numbers of
impaired drivers.]
Officer, I Would Like to Report A Crime
VARIATION These activities can be done incrementally over several days.
A model for the role play is provided in Officer, I Would Like to Report A Crime.
CANADIAN LAW
CROSS- Community & Government Services - Neighbourhood Crime Statistics
REFERENCE
ANSWER KEY Exercise 1: 2. break and enter (stealing) 3. drugs (cocaine, marijuana, etc)
4. fraud (cheating/dishonesty) 5. homicide (killing) 6. impaired driving (drunk
driving) 7. motor vehicle theft (stealing cars) 8. prostitution (selling sex)
9. sexual assault (sexual attack)
Exercise 2: 2. break and enter 3. homicide 4. sexual assault 5. prostitution
6. motor vehicle theft 7. fraud 8. drugs 9. impaired driving
Exercise 3:
Table 1: 1. offences 2. property crimes 3. assault, break and enter, motor
vehicle theft 4. 605 5. any one of prostitution, break and enter, fraud
Graph 1: 1. 1981 2. 2006 3. about 9000 4. about 7000
5. decreased or stayed about the same
ASSESSMENT Table 1 and Graph 1 can be used for reading assessment.
The role play can be used for speaking assessment.
CLB Performance Indicators:
~ gets key information/main idea from verbal and graphic texts
~ identifies important details as required
~ predicts, guesses new words in familiar context
~ relates the story in a coherent narrative (connected discourse)
~ listener can follow the story
SOURCE Statistics Canada www.statcan.gc.ca
FURTHER See LINC Curriculum Guidelines, pp. 288-293.
REFERENCE
VOCABULARY Refer to Learn the Names of Nine Crimes
Other vocabulary crime; attack; drunk; cheating; violent; property; offences;
excludes; officer
Activity:
Canadian Crime Statistics
Language Instruction for Newcomers to Canada 205
PROPERTY CRIMES CRIMES OF VIOLENCE OTHER CRIMES
1. break and enter 1. assault 1. drugs
2. fraud 2. homicide 2. impaired driving
3. motor vehicle theft 3. sexual assault 3. prostitution
206 Level 3 R W L S
CANADIAN LAW
Activity: Canadian Crime Statistics
LEARN THE NAMES OF NINE CRIMES
Vocabulary
1. assault ( attack )
2. break and enter ( )
3. drugs ( )
4. fraud ( )
5. homicide ( )
6. impaired driving ( )
7. motor vehicle theft ( )
8. prostitution ( )
9. sexual assault ( )
Exercise 1
Here are some words to help you understand the meaning of the nine names. Match the words in the list
below to the crimes in the list above, and copy the words onto the blank lines. The readings in Exercise
Two will also help you.
attack
drunk driving
killing
cocaine, marijuana, etc.
selling sex
cheating/dishonesty
sexual attack
stealing
stealing cars
CANADIAN LAW
Activity: Canadian Crime Statistics
Exercise 2
Write the name of the crime that is described in these paragraphs. There is one paragraph for each of the
nine crimes.
1. Last night at 1:00 am, my neighbour was walking alone in an unsafe part of the city. Two men attacked
him, but Im happy to say that he was able to run away before he was seriously hurt. He looks like he
was in a violent fight, but he didnt have to go to the hospital.
assault
2. I had a very nice holiday last month, but when I got home there was a big problem. Someone had
broken my kitchen window and entered my property (house) while I was away. They took my
television, computer, some jewelry and some money.
3. There is a story in the news today about an old woman who was murdered by her grandson. The
grandson must be crazy how could a young man kill his own grandmother?
4. Women should not walk alone late at night because of the danger of assault and sexual assault. I know
a woman who was raped, and it was the worst experience of her life. Luckily, she did not become
pregnant.
5. Prostitutes are sometimes called street walkers or call girls. There are prostitutes in every large
city.
6. I went to the cinema last week and saw a great movie about a car thief. When the movie was over,
I couldnt find my car in the parking lot. Someone stole it while I was in the cinema!
Language Instruction for Newcomers to Canada 207
208 Level 3 R W L S
CANADIAN LAW
Activity: Canadian Crime Statistics
Exercise 2 (Continued)
7) Somebody used my friends credit card number to buy some clothes, DVDs and beer. My friend didnt
know about it until her credit card bill arrived in the mail.
8) A man who lives at the end of my street was arrested by the police for selling cocaine and marijuana.
Now I understand why he had so many expensive cars when he didnt have a job.
9) It is unsafe to drive a car if you cannot drive properly. If you have taken alcohol or drugs, if you have
a medical condition, or if you are trying to do other things while you are driving, then you might cause
an accident that hurts or kills other people.
Exercise 3
Write the list of 9 crimes in this chart.
TYPES OF CRIME
PROPERTY CRIMES CRIMES OF VIOLENCE OTHER CRIMES
1. 1. 1.
2. 2. 2.
3. 3. 3.
CANADIAN LAW
Exercise 4
HOW FREQUENT ARE THESE CRIMES?
Work with a partner. Look at the list of nine crimes. Try to guess which crime is most frequent (most
common) in Canada and which crime is least frequent (less common). List the nine crimes in order of
frequency. Dont worry if you dont know the answer just make your best guess. Talk to other
groups if you want to.
MOST COMMON
LEAST COMMON
Activity: Canadian Crime Statistics
Language Instruction for Newcomers to Canada 209
CANADIAN LAW
Activity: Canadian Crime Statistics
Here is a table with information on crimes in Canada. Read Table One and the notes, and then answer the
questions.
Notes:
reported crime = crime that was reported to the police
Criminal Code = Canadian law
excludes = does not include
1. Find a word on the table that means crimes or lawbreaking. The word has eight letters.
__ __ __ __ __ __ __ __
2. Were there more crimes of violence or more property crimes in 1986? __________________
3. How many homicides were reported to Canadian police in 2006? ____________
4. Homicide was the least common (frequent) offence. Name the most common (frequent) offenses in
Canada in 2006.
1. _______________ 2. _______________ 3. _______________
5. Name an offense that was less frequent in 2006 than it was in 1986. ___________
210 Level 3 R W L S
CANADIAN LAW
Activity: Canadian Crime Statistics
1. What is the earliest year on this graph? __________
2. What is the most recent year on this graph? ____________
3. (About) how many offences for every 100,000 people were there in 1981? ____________
4. (About) how many offences for every 100,000 people were there in 2006? ____________
5. Have the crime numbers for Canada increased, decreased or stayed about the same in the past 30
years?
The crime numbers have ______________________.
Language Instruction for Newcomers to Canada 211
CANADIAN LAW
212 Level 3 R W L S
Officer, I Would Like To Report A Crime
SPEAKING ACTIVITY (Role Play)
Work with a partner. One of you will be a police officer, and the other will be a person who has
witnessed (seen) a crime. Together, decide what crime you are going to talk about.
Witness
Tell the officer what you saw. Give details. Here is some information you can provide:
- What happened?
- When did it happen?
- Where did it happen?
- Where were you when you witnessed it?
- Did you see the criminal?
Police Officer
Listen carefully to the witness. To make sure you have understood correctly, repeat the information the
witness gives you. If something is not clear, ask about it. If you need more information, ask questions.
Practice your role play two times. DO NOT NAME THE CRIME DURING YOUR CONVERSATION.
When you are ready, you are going to repeat your conversation in front of your classmates. They are
going to listen, and when you have finished, they must name the crime that you described in your role play.
Activity: Canadian Crime Statistics
CANADIAN LAW
This activity is designed to be used in conjunction with Canadian Crime Statistics, but it can also be done
independently. Learners listen to a dialogue between a police officer and a woman whose car has been stolen.
Timing: 30 minutes
WARM-UP Guide the class through Exercises 1-3. The sentences in the Prepare to Listen
exercise are taken or paraphrased from the listening text and help provide a
context to enhance listening comprehension.
Ensure that everyone understands parking lot as well as Officer, I would like to
report a crime.
ACTIVITY Play the audio once for general comprehension (Track 13).
Allow time for learners to read and begin to answer the questions in Exercise Four,
and then repeat the audio.
FOLLOW-UP The dialogue in this activity serves as a model for the final role-play speaking
activity in Canadian Crime Statistics.
Ask What is the official name of the crime the woman reported?
[motor vehicle theft].
VARIATION Exercise 5 reinforces the lexicon taught in this unit. It can be used immediately
or else after a gap of a few days. After they have completed the exercise,
learners share and compare answers in pairs or small groups.
ANSWER KEY Exercise 1:
Exercise 2:
1. disappear 2. absolutely 3. explosives 4. suspicious 5. licence plate
WORD DEFINITION
licence plate
suspicious
making you feel that something wrong or bad
is happening
disappear go somewhere that people cannot see or find
absolutely completely, 100%
explosives
INSTRUCTOR NOTES
Activity:
Officer, I Would Like To Report A Crime
Language Instruction for Newcomers to Canada 213
CANADIAN LAW
ANSWER KEY Exercise 3:
(Continued) 1. suspicious 2. disappeared 3. explosives 4. absolutely 5. licence plate
Exercise 4:
1. T 2. F 3. F 4. T 5. F 6. F 7.T 8. T
ASSESSMENT Exercise 4 can be corrected for listening assessment.
CLB Performance Indicators:
~ identifies specific factual details and inferred meanings in audio-mediated
listening texts as required
~ gets the gist, detail, key words and expressions as required
FURTHER See LINC Curriculum Guidelines, pp. 288-293.
REFERENCE
VOCABULARY Refer to the vocabulary chart.
Additional vocabulary: officer; report; parking lot; calm; strange; police report
Activity:
Officer, I Would Like To Report A Crime
214 Level 3 R W L S
INSTRUCTOR NOTES CONTINUED
CANADIAN LAW
LISTENING TRANSCRIPT
Officer, I Would Like To Report A Crime
Listen to a dialogue between a police officer and a woman whose car has been stolen.
Woman: Officer, I would like to report a crime.
Police Officer: OK Maam. Stay calm. Was anybody hurt, or is anybody in danger?
Woman: No.
Police Officer: OK, just keep calm, and tell me what happened.
Woman: OK. Someone has stolen my car!
Police Officer: Can you give me the details?
Woman: Yes. I drove here to this shopping mall this afternoon and I parked my car near the sign over
there that says B6. Do you see the sign? I parked there, and then I went into the mall to shop.
When I came out, my car was gone.
Police Officer: Are you sure you didnt park somewhere else, Maam? This is a very big parking lot.
Woman: No, Im absolutely sure I parked near B6. I remember B6 very clearly, because I have 6 brothers.
Police Officer: OK, maam, and youre sure you dont see your car anywhere around here? What kind of car is it?
Woman: Its a brand new Honda Civic, blue. My licence plate number is AWB 085. Its definitely not here.
Police Officer: What time did you go into the mall?
Woman: Around 1:30.
Police Officer: And when did you come out?
Woman: At 3:45.
Police Officer: Did you see anyone suspicious, anything strange?
Woman: No, just that my car was gone.
Police Officer: Is there anything valuable, or are there any guns or explosives inside the car?
Woman: No.
Police Officer: All right Maam, youre right, its probably stolen. Weve had 8 cars disappear from this parking
lot already this week. Well have to fill in an official police report. It will take about 20
minutes, so why dont you phone someone to come and get you, and well do the report while
youre waiting for your drive home.
Activity: Officer, I Would Like To Report A Crime
Language Instruction for Newcomers to Canada 215
CANADIAN LAW
Exercise 1
Fill in the chart by writing the correct word beside the definition.
absolutely disappear explosives
licence plate - suspicious
Exercise Two: Complete these sentences with words from Exercise One.
1. When the warm temperatures of spring arrive, all this snow will _______________.
2. Im ______________ sure that Toronto is the capital of Ontario.
3. It is against the law to bring _______________ into an airplane.
4. When I came home after work, the front door was open and a window was broken. I didnt go inside
because it looked very __________________.
5. I have one ____________ ___________ on the front and another on the back of my car.
WORD DEFINITION
making you feel that something wrong or bad is happening
go somewhere that people cannot see or find
completely, 100%
216 Level 3 R W L S
Activity:
Officer, I Would Like To Report A Crime
CANADIAN LAW
Exercise 3
You will hear sentences like these in the listening exercise. Write the missing word(s) in the blank.
absolutely disappeared explosives
licence plate - suspicious
1. Did you see anyone _____________ in the parking lot?
2. Eight cars have already _____________ from this parking lot this week.
3. Is there anything valuable, or are there any guns or ____________ inside the car?
4. Im ____________ sure I parked near that sign.
5. My ___________ ___________ number is AWB 085.
Exercise 4
Listen to the conversation. Are these sentences true or false?
Examples
A. F A woman is talking to an ambulance driver.
B. T A woman is talking to a police officer.
1._____The woman cant find her car.
2._____The speakers are in a parking lot outside of a restaurant.
3._____The woman is telling a police officer about a car accident.
4._____The woman parked her car near a sign marked B-6.
5._____The woman saw a suspicious man in the parking lot.
6._____There is a gun inside the car.
7._____Many cars have disappeared from this lot in the past week.
8._____They are going to fill in a police report.
Activity: Officer, I Would Like To Report A Crime
Language Instruction for Newcomers to Canada 217
CANADIAN LAW
Exercise 5
1. I am absolutely sure that ___________________________.
2. Name three things that can disappear:
_______________ _______________ _______________
3. Manitobas licence plate says Friendly Manitoba. What words are on the
licence plate of your province?
____________________________________
4. Name two explosives, or two things that are explosive:
_______________ _______________
5. I feel suspicious when
people quickly stop talking when I enter the room.
my child isnt hungry at supper time.
a salesperson wont give me a clear answer to my question.
_______________________________________________.
_______________________________________________.
Activity: Officer, I Would Like To Report A Crime
218 Level 3 R W L S
CANADIAN LAW
Learners find out about the Canadian legal system in a 4-skills unit that
follows a landmark compensation case about a fly in a water bottle.
Timing: 1 hour +
WARM-UP Distribute Exercise 1 for a preview of some legal vocabulary.
Optional: show the class a picture of Waddah Mustapha:
http://www.cbc.ca/canada/story/2008/05/22/scoc-fly.html
ACTIVITY In pairs, learners read Small Fly, Big Problem.
For Exercise 2, photocopy one Extra Information Sheet for each pair. Cut it
into two, and give each partner half when they are ready for it.
Following the instructions on the worksheets, learners continue with the group
discussion (groups of 4) and the listening The Decision, Part 1 (Track 14).
Learners complete the writing in Exercise 3. They may have differing opinions about
who is responsible for the various problems. Encourage learners to share their
opinions with their classmates before they listen to the final Supreme Court verdict
(The Decision, Part 2).
FOLLOW-UP Play the class the CBC news clip from 2008 that reports on the Supreme Court
decision: http://www.cbc.ca/clips/mov/taylor-fly-080522.mov
The clip shows Mr. Mustapha in his hairdressing salon, the Supreme Court, and
Mr. Mustaphas lawyer.
ANSWER KEY Exercise 1: 1. court 2. legal case 3. lawyer 4. judge
Exercise 2: 1. Windsor 2. He thought it was cleaner and better for his family
than tap water. 3. Culligan of Canada Ltd. 4. She was very worried about being
clean and she was pregnant. 5. No 6. Any 4 of: he had stomach pains; he stopped
drinking water; it was difficult to shower; he became worried that he had been giving
his family unhealthy water for years; he became depressed; he had bad dreams; he
couldnt stop thinking about it 7. Any 2 of: his business earned less money;
customers saw that he was always depressed; he did a bad job
SOURCE The Top Five: Annual Summaries of Compelling Cases 2007 Ontario Justice
Education Network: www.ojen.ca
FURTHER See LINC Curriculum Guidelines, pp. 288-293.
REFERENCE
VOCABULARY legal case; lawyer; judge; court; foresee; appeal; vomit; compensation; harm;
responsible for; balcony
INSTRUCTOR NOTES
Activity:
Small Fly, Big Problem
Language Instruction for Newcomers to Canada 219
CANADIAN LAW
LISTENING TRANSCRIPT
The Decision, Part 1
In this legal case, the judge had to decide if Mr. Mustapha was telling the truth or whether he was just pretending
to have all these problems. The judge decided that Mr. Mustapha was telling the truth, and that he really was
suffering stomach pains, bad dreams, a bad sex life, depression, and so on, all because of a fly in a water bottle.
Next, the judge had to decide if Culligan was responsible for the problem, if it was Culligans fault.
The judge decided yes, Culligan was responsible, and said the company had to pay Mustapha $341,775. Thats
$341,775.
The Decision, Part 2
Culligans lawyers did not agree with the judges decision. They decided to appeal the case. To appeal means to
take the case to a higher level of court, where a higher level judge can correct or change a lower level judges
decision.
So, the case went to court a second time, this time in front of an appeal judge. Once again, the legal problem was
whether Culligan was responsible for the harm that came to Mr. Mustapha. The particular the exact legal
question was whether Culligan Ltd could foresee the problems they caused to Mr. Mustapha by selling him a water
bottle with a fly in it.
If the company could foresee the problems, then they were responsible. If the company couldnt foresee the
problems, then they might not be responsible for them.
The judge decided that Mr. Mustaphas problems were unforeseeable. It was not normal or natural to become so
depressed and to suffer so much just from seeing a dead fly in an unopened bottle of water. Normal people dont
stop having sex because they see a dead fly. Because Mr. Mustaphas reaction was not normal, Culligan Ltd could
not foresee it. And because Culligan could not foresee it, the company did NOT have to pay Mr. Mustapha.
Now, this time, Mr. Mustapha was not happy with the decision of the appeal court, so he decided to re-appeal to
the highest court in Canada: the Supreme Court of Canada. The final judgment came in May, 2008. There are 9
judges on the Supreme Court and all 9 agreed that Mr. Mustapha should not receive any compensation. They said
that instead of receiving money, Mr. Mustapha must pay money he must pay the legal costs for Culligan Ltd.
Instead of receiving hundreds of thousands of dollars, he must pay hundreds of thousands of dollars to Culligan of
Canadas lawyers. And this is the final judgment.
Activity:
Small Fly, Big Problem
220 Level 3 R W L S
Activity:
Small Fly, Big Problem
CANADIAN LAW
Language Instruction for Newcomers to Canada 221
Exercise 1
Use these words in the sentences below:
judge -- court -- legal case -- lawyer
1. This is a picture of a __________.
2. All the people are here because there is some problem with the law, and the judge must make a
decision. This problem is called a ____________.
3. The man who is standing and talking is a ________.
4. The man who is sitting high above the others is the ________.
You are going to read about an interesting Canadian legal case. Read Small Fly, Big Problem with a
partner.
water dispenser
fly
CANADIAN LAW
222 Level 3 W R L S
Activity: Small Fly, Big Problem
Small Fly, Big Problem
Mr. Waddah Mustapha lived with his family in Windsor, Ontario. He was a hairdresser and businessman
who owned two hair salons. His life was very successful, but in one way he was different from other
people. He and his family were very, very worried about being clean. In the 1980s, a salesperson from
Culligan Canada Ltd. visited Mustapha and talked to him about bottled water.
The salesman told him that Culligan water was cleaner and better for his family than city water. Mustapha
began using only bottled Culligan water in his home and shops.
In 2001, Mrs. Mustapha washed the outside of a new bottle of water (as she always did), so that her
husband could replace an empty bottle. While he was putting the new bottle into the dispenser, he saw
something small and dark in the bottle. It was a dead fly. Mrs. Mustapha immediately vomited and said
she felt stomach pain. Mr. Mustapha also had stomach pain, and later that night he vomited too.
CANADIAN LAW
Exercise 2
Work in pairs. There are seven comprehension questions. You do not have enough information to answer
all of them yet, but answer the ones that you can. When you finish, ask your teacher to give you more
information.
1. Where did the Mustapha family live?
They lived in ____________________.
2. Why did Mr. Mustapha decide to buy bottled water?
He decided to buy bottled water because ___________________________
__________________________.
3. What company did the Mustaphas buy their water from?
They bought it from _____________________________.
4. Why did Mrs. Mustapha vomit when she saw the fly in the water bottle?
____________________________________________
5. Did they drink the water? ______
6. List four ways Mr. Mustaphas personal life changed after he saw the fly in the water bottle.
1. _______________________ 2. _____________________
3. _______________________ 4. _____________________
7. Name two ways Mr. Mustaphas professional life changed after he saw the fly in the water bottle.
1. _______________________ 2. _____________________
Activity: Small Fly, Big Problem
Language Instruction for Newcomers to Canada 223
CANADIAN LAW
Extra Information Partner 1
Do not show your partner this sheet. Read it to your partner slowly and clearly, and then listen while
your partner reads to you. After, finish answering the questions in Exercise 2.
At the time the Mustaphas found the fly in their water bottle, Mrs. Mustapha was pregnant. She vomited
after she saw the fly, but Mr. Mustapha had worse problems. He had stomach pains for months afterwards.
He couldnt drink water. It became difficult for him to take a shower.
Finally, Mr. Mustapha decided that Culligan of Canada must pay him for all these problems. He found a
lawyer so he could take Culligan to court.
* * * * * * * * * * * * * * * * * * * * * * * * * * * *
Extra Information Partner 2
Listen while your partner reads to you. Then, read this information to your partner slowly and clearly.
After, finish answering the questions in Exercise 2.
After Mr. Mustapha saw the fly in the bottle, he became very depressed. He was unhappy and worried
that he had been giving his family unhealthy water for many years. He had bad dreams. He couldnt stop
thinking about the dead fly in the bottle. At work, his customers saw that he was always depressed, and
he did a bad job with their hair. His business made less money
Finally, Mr. Mustapha decided to go to court. He wanted compensation from Culligan for his health and
his business problems.
Activity: Small Fly, Big Problem
224 Level 3 W R L S
CANADIAN LAW
QUESTIONS FOR GROUP DISCUSSION
Work in a group of four.
1. Check your answers to Exercise 2. If there are disagreements, ask your teacher.
2. Do you think Mr. Mustapha was right to take legal action against Culligan Ltd.? Do you think he
should get compensation for a fly in a water bottle? If your answer is yes, then how much
money should he receive?
3. In question 2, you talked about what should or shouldnt happen. In fact, the legal case did go to
court and a judge did make a decision. What decision do you think the judge made? If you think
Mustapha received compensation, how much do you think he got?
Listening The Decision, Part 1
Listen to the judges decision. Then, underline the correct sentence:
The judge decided that Culligan was not responsible.
The judge ordered Culligan to pay over $300,000.
Exercise 3
The word foresee means to see or know about something before it happens. For example, if you are
going out for a long walk on a hot day, you take some water with you. This is because you foresee that
you will get thirsty. You buy winter boots in October because you foresee you will need them when it
snows. If you see a baby girl running on the street without an adult, you foresee that she might run in
front of a moving car, so you stop her. It is foreseeable that she will be in an accident. If we cant
foresee something, then it is unforeseeable.
Activity: Small Fly, Big Problem
Language Instruction for Newcomers to Canada 225
CANADIAN LAW
Read and then write about these problems.
1. John was walking into an apartment building with his dog. High above him, on the eighth floor, Sarah
accidentally dropped a heavy bottle of PureFresh Company water from the balcony. It fell to the
ground and killed his dog.
Is this a foreseeable or unforeseeable problem? Who is responsible for it?
This is a(n) ___________ problem. ______________ is responsible for it
because___________________________________________.
2. George was driving in his car. Ahead of him, there was a private truck (not a PureFresh Company
truck) full of heavy PureFresh water bottles. The back of the truck was not closed correctly. A bottle
fell out of the truck and damaged Georges car.
Is this a foreseeable or unforeseeable problem? Who is responsible for it?
This is a(n) ___________ problem. ______________ is responsible for it
because___________________________________________.
3. On Tuesday, there was a problem with one of the machines at the PureFresh water factory. It made
loud noises and soon after that, it stopped working. On Wednesday, PureFresh delivered a bottle of
water to Baraks home. He noticed that there was oil on top of the water and there were several
small pieces of metal inside the bottle.
Is this a foreseeable or unforeseeable problem? Who is responsible for it?
This is a(n) ___________ problem. ______________ is responsible for it
because___________________________________________.
4. Culligan of Canada Ltd. delivered a bottle of water to Waddahs home. When he put the bottle into
the dispenser (but before he drank any), he saw that there was a dead fly in the bottle. He became
depressed, had bad dreams, and couldnt do his job properly.
Is this a foreseeable or unforeseeable problem? Who is responsible for it?
This is a(n) ___________ problem. ______________ is responsible for it
because___________________________________________.
Now, listen for more information about the legal case.
Activity: Small Fly, Big Problem
226 Level 3 W R L S
Commerical
Services & Business
Based on Canadian Language Benchmarks
LINC
3
COMMERCIAL SERVICES & BUSINESS
Learners identify types of stores in Canada and some things that are sold in them,
and then write a 35 sentence paragraph about one of their favourite stores.
Timing: 5060 minutes
WARM-UP Ask learners to name their favourite stores.
Make a list on the board.
Name the categories these stores belong to (e.g., electronics stores, grocery stores)
and group the stores accordingly.
ACTIVITY Hand out learner worksheets and review instructions.
Collect individual paragraphs if intended as assessment.
ASSESSMENT Instructors correct individual learner paragraphs.
CLB Performance Indicators:
~ describes the situation
~ uses simple structures
~ uses adequate vocabulary for topic
~ spells and follows punctuation conventions, with few errors
FURTHER See LINC Curriculum Guidelines, pp. 320-325.
REFERENCE
VOCABULARY electronics; home decorations; passion fruit; mango
INSTRUCTOR NOTES
Activity:
Shopping In Canada
Language Instruction for Newcomers to Canada 229
COMMERCIAL SERVICES & BUSINESS
230 Level 3 R W
Activity:
Shopping In Canada
1. a. There are many different kinds of stores in Canada. Read these 5 kinds and add 3 more
to the list.
b. Write two things that you can buy in each of the stores on your list.
Kinds of Stores in Canada Things to Buy Here
electronics store computer telephone
grocery store
candy store
home decorations store
shoe store
COMMERCIAL SERVICES & BUSINESS
Activity: Shopping In Canada
2. What is one of your favourite stores? What do you buy there? Do you buy things to eat? Do you
buy things to wear? Do you buy things for entertainment? Do you buy presents for your family and
friends? Read what Tyrell wrote about his favourite store.
3. Write 35 sentences to describe one of your favourite stores and what you like to buy there.
(name of store)
Good Foods Grocery
I love to shop at Good Foods Grocery. It has a lot of fruit and vegetables that
I used to buy in my home country. Im from Jamaica and I like to eat passion
fruit and mangoes. They are always available at Good Foods. The staff are
really friendly, too. Canada is my new home, but when I go into Good Foods
Grocery, I feel like Im back in Jamaica for a little while.
Language Instruction for Newcomers to Canada 231
COMMERCIAL SERVICES & BUSINESS
Learners use information in a formatted text to write 5-8 sentence paragraphs on a familiar shopping story.
Timing: 5060 minutes
WARM-UP Write 5Ws on the board and ask learners to tell you what these represent.
Tell learners they are going to use the 5Ws to write short paragraphs about
shopping and ask them to brainstorm what these Ws might mean in this context.
Record responses on the board.
ACTIVITY Distribute the handouts.
Review the chart and the sample paragraph.
Assign which/how many 5-8 sentence paragraphs learners will write.
FOLLOW-UP Learners create their own 5W chart and then compose a paragraph with one
item of their choice to shop for.
VARIATION Learners read paragraphs to one another in small groups; classmates listen and
then decide if the story is fact or fiction.
FURTHER See LINC Curriculum Guidelines, pp. 320-325.
REFERENCE
VOCABULARY electronics; sneakers; 5Ws
INSTRUCTOR NOTES
Activity:
Shopping Stories
232 Level 3 R W
Language Instruction for Newcomers to Canada 233
COMMERCIAL SERVICES & BUSINESS
1. 5Ws Shopping Chart: Read the information in this chart.
Activity:
Shopping Stories
Shopping Stories
#1 #2 #3 #4 #5
Who?
When?
Where?
What?
Why?
me
yesterday
electronics
store
bought a
digital camera
a present for
my
daughters
graduation
my son
today
shoe store
buy sneakers
he needs
them for gym
class
my friend
today
grocery store
buy cake
shes going to
have
afternoon
lunch with
her mother-
in-law
my sister
yesterday
bathing suit
store
bought a
bathing suit
she wants to
take
swimming
lessons
me
last week
candy store
bought
favourite
candy
my wife/
husbands
birthday
COMMERCIAL SERVICES & BUSINESS
2. Sample Paragraph:
My sister wants to take swimming lessons. She needs a bathing suit. Yesterday she decided to go
to a bathing suit store. She bought a blue bathing suit. Now my sister hopes that she can learn to
swim in time for summer.
3. Your Paragraph:
Now choose one idea from the Shopping Stories chart and write your own paragraph. You can add more
information if you like. When you have finished, underline the 5Ws to be sure you have used each one.
#4
Who? my sister
When? yesterday
Where? bathing suit store
What? bought a bathing suit
Why? she wants to take swimming lessons
Activity: Shopping Stories
234 Level 3 R W
Language Instruction for Newcomers to Canada 235
COMMERCIAL SERVICES & BUSINESS
Learners listen to and practice ways of asking for help in locating items in a grocery store.
Timing: 40 minutes
WARM-UP Play the audio Part 1 (Track 15). Ask the class:
~ What does Martha want to make, and why?
~ What does she need to buy?
Ask these questions, and replay the audio as necessary:
~ What words does she use to ask for help at the store? (Can you please tell
me where I can find the baking powder?)
~ What words does the clerk use to tell her where it is? (Youll find it in
Aisle 7)
~ Write these responses on the blackboard. Clarify the meaning, pronunciation
and spelling of aisle.
ACTIVITY Distribute What are they looking for? and play the audio Part 2 once or twice.
If the exercise is intended for assessment, collect the worksheets. Otherwise,
learners can correct their own responses later.
Hand out Asking For Help At The Grocery Store and divide the class into pairs.
Partners read through the dialogues while the instructor circulates to provide
clarification where necessary. Learners can also use the dialogues to correct their
responses to What are they looking for? Replay the audio as required.
Continue with the Practice exercise. Pairs follow the examples they have read and
heard in order to create six short role play conversations.
FOLLOW-UP Pairs practice and then perform one selected role play for small groups of
classmates.
VARIATION An image on the bottom of the Practice worksheet illustrates the word aisle.
This can be handed out during the Warm-up, and then referred to later in the
activity to illustrate halfway down the aisle.
INSTRUCTOR NOTES
Activity:
Asking For And Receiving Help
At The Grocery Store
COMMERCIAL SERVICES & BUSINESS
ASSESSMENT For listening assessment, instructors correct learner responses to What are
they looking for?
The role play exercise can be used for speaking assessment.
CLB Performance Indicators:
~ gets key words and expressions in a listening text as required
~ responds to openings, routine questions and closings in a service or sales
transaction discourse
~ asks relevant questions about availability, location
FURTHER See LINC Curriculum Guidelines, pp. 320-325.
REFERENCE
VOCABULARY super store; aisle; familiar; supplies; (to be) out of; (to be) sold out;
(to get a) rain check; halfway; bother
Activity:
Asking For And Receiving Help At The Grocery Store
236 Level 3 R L S
Language Instruction for Newcomers to Canada 237
COMMERCIAL SERVICES & BUSINESS
Activity: Asking For And Receiving Help At The Grocery Store
LISTENING TRANSCRIPT: SHOPPING
Listening Activity
Part 1
Martha wants to bake a cake tonight because tomorrow is her daughter's eleventh birthday. Before she can bake
the cake, she needs to go the store because she has run out of baking powder. Since it's late, she drives to a
superstore which is open 24 hours a day. The store is very large and has so many aisles that Martha can't find
the baking powder. Listen as she asks a clerk for help.
Martha: Excuse me. I'm not familiar with this store. Can you please tell me where I can find the baking powder?
Clerk: Yes, youll find it in aisle 7 with the rest of the baking supplies. I think its right above the sugar and salt.
Martha: Aisle 7. Which way is that?
Clerk: Four aisles over to your right.
Martha: Thanks very much.
Part 2
Listen to the different ways people ask for assistance in a store and the responses you might hear.
Customer: Excuse me, can you help me please?
Clerk: Yes, how can I help you?
Customer: Where can I find the dishwashing detergent?
Clerk: You'll find dishwashing detergent on the top shelf, in the middle of Aisle 9.
Customer: Thank you.
Clerk: You're welcome.
Customer: Excuse me, can you help me?
Clerk: Sure. What can I do for you?
Customer: I need some help in finding low fat yogurt.
Clerk: Yes. That's in our dairy section at the back of the store.
Customer: Excuse me. I need some baby shampoo. Can you help me find it?
Clerk: The baby shampoo is right here in Aisle 1, with the rest of the hair shampoos.
Customer: Please help me. I'm looking for canned beans, but I can't find them.
Clerk: You'll find them in Aisle 5, halfway down the aisle, on the middle shelf.
Customer: Excuse me, where I can find the paper towels that are on sale for $2.99?
Clerk: Oh, I'm sorry. We're all sold out, but you can get a rain check if you like.
Customer: I'm sorry to bother you, but can you tell me where the birthday candles are kept?
Clerk: Yes. Birthday candles are in Aisle 10, in our cake decorating section.
COMMERCIAL SERVICES & BUSINESS
Aisle Aisle Aisle Aisle
Aisle Aisle Aisle Aisle
Aisle Aisle Aisle Aisle
WHAT ARE THEY LOOKING FOR?
You hear going to hear six different people asking for help finding six different things in the grocery store.
Listen, and circle the six things they are looking for. What aisle are they in? Write the number on the line
below the picture. (You will not hear this information for every item.)
238 Level 3 R L S
Activity:
Asking For And Receiving Help At The Grocery Store
Language Instruction for Newcomers to Canada 239
COMMERCIAL SERVICES & BUSINESS
Activity:
Asking For And Receiving Help At The Grocery Store
Customer: Excuse me, can you help me please?
Clerk: Yes, how can I help you?
Customer: Where can I find the dishwashing detergent?
Clerk: You'll find dishwashing detergent on the top shelf, in the middle of Aisle 9.
Customer: Thank you.
Clerk: You're welcome.
Customer: Excuse me, can you help me?
Clerk: Sure. What can I do for you?
Customer: I need some help in finding low fat yogurt.
Clerk: Yes. That's in our dairy section at the back of the store.
Customer: Excuse me. I need some baby shampoo. Can you help me find it?
Clerk: The baby shampoo is right here in Aisle 1, with the rest of the hair shampoos.
Customer: Please help me. I'm looking for canned beans, but I can't find them.
Clerk: You'll find them in Aisle 5, halfway down the aisle, on the middle shelf.
top shelf
middle shelves
bottom shelf
COMMERCIAL SERVICES & BUSINESS
Customer: Excuse me, where I can find the paper towels that are on sale for $2.99?
Clerk: Oh, I'm sorry. We're all sold out*, but you can get a rain check** if you like.
Customer: I'm sorry to bother you, but can you tell me where the birthday candles are kept?
Clerk: Yes. Birthday candles are in Aisle 10, in our cake decorating section.
*Were all sold out = There are none left
**rain check = a coupon from the store to buy the paper towels later for the
same sale price
Activity:
Asking For And Receiving Help At The Grocery Store
240 Level 3 R L S
Language Instruction for Newcomers to Canada 241
COMMERCIAL SERVICES & BUSINESS
PRACTICE
Practice new words and expressions in six short conversations. One partner will be a customer, and the
other partner will be a grocery store clerk. Ask for and give help finding these things:
* * * * * * * * * * *
She is looking for the baking powder in aisle 7.
Activity:
Asking For And Receiving Help At The Grocery Store
COMMERCIAL SERVICES & BUSINESS
Learners practice common shopping expressions in a four-skills activity.
Timing: 5060 minutes
WARM-UP Ask learners if they enjoy shopping. Use their responses to compile a list on the
board (e.g. polite/impolite salespeople, great/poor selection of goods).
Divide the class into pairs.
Hand out Exercises 1 and 2 and clarify vocabulary where necessary.
ACTIVITY Hand out Exercise 3.
Circulate through the class to assist groups as they complete the practice activities.
FOLLOW-UP Pairs perform their dialogues for classmates, who listen for the shopping expressions.
Ask learners to listen for some of these shopping expressions when they go
shopping. Post a chart in the classroom with a continuing list of expressions.
ASSESSMENT Instructor marks pairs role-plays according to individual guidelines.
CLB Performance Indicators:
~ listener can follow the story
~ describes the situation
~ uses simple structures
~ uses adequate vocabulary for topic
FURTHER See LINC Curriculum Guidelines, pp. 320-325.
REFERENCE
VOCABULARY assist, assistance; decline; reject; prefer, preference; goods/services;
satisfaction/dissatisfaction
INSTRUCTOR NOTES
Activity:
Shopping Dialogues: Talking To Salespeople
242 Level 3 R W L S
Language Instruction for Newcomers to Canada 243
COMMERCIAL SERVICES & BUSINESS
SHOPPING DIALOGUES
1. Vocabulary Warm-up: Read these words and the sentences with your partner. You will hear them
many times when you are shopping. Practice reading the sentences aloud.
Activity:
Shopping Dialogues: Talking to Salespeople
prefer (v.) - like better, choose instead
Isaac didnt like the black shoes. He said he preferred the brown shoes.
preference (n.) - something preferred
Isaac didnt like the black shoes. His preference was the brown shoes.
refuse - do not accept
Salma refused the salesmans offer to help her.
COMMERCIAL SERVICES & BUSINESS
2. Shopping Expressions: Read these shopping expressions aloud with a partner. Remember to raise
your voice at the end of the questions.
Activity: Shopping Dialogues: Talking to Salespeople
244 Level 3 R W L S
TO ASK FOR HELP:
I need help.
Could you help me?
Im looking for.
Excuse me, do you have this (skirt) in [size]?
Excuse me, would you have this (skirt) in [color]?
TO REFUSE HELP:
No, thanks.
Im just looking.
Not right now, thanks.
Im ok, thanks.
TO SHOW PREFERENCE:
Its okay, but Id rather have
Well, I prefer
I like this one better than that one.
TO ACCEPT SOMETHING:
Ill take it.
Its fine.
Yes, its just what I was looking for.
Yes, thats great, thanks.
Yes, its very nice.
TO REFUSE SOMETHING:
Ill look around some more.
No thanks. Its not my style.
Language Instruction for Newcomers to Canada 245
COMMERCIAL SERVICES & BUSINESS
3. Practice the Expressions:
a. Fatima is shopping at her favourite fashion store, The Clothes Closet. She needs a new dress to wear
to her daughters graduation. A salesperson is helping her. Read their conversation aloud with
your partner.
Salesperson: Good morning. How are you today?
Fatima: Fine, thanks. Could you help me? I want to buy a new dress.
Salesperson: Well, we have a lot of dresses over here. Are you looking for
something special?
Fatima: Yes, its my daughters graduation.
Salesperson: Here is a pretty one. Do you like red?
Fatima: No, its the wrong color. Ill look around some more.
( a few minutes later)
Salesperson: Heres one you might like. I think it would look good on you.
Fatima: Oh, its very nice. Ill try it on. Its just what Im looking for.
Activity: Shopping Dialogues: Talking to Salespeople
COMMERCIAL SERVICES & BUSINESS
b. With a partner, use the information in one of the boxes to write a short conversation. After you have
finished, practice it aloud. Use these expressions from TO REFUSE SOMETHING in your
conversation:
Ill look around some more.
No, thanks. Its not my style.
OR
Svetlana is shopping for a coat. She is at Styles Clothing
Store and she is having a conversation with a salesperson.
Svetlana decides not to buy anything.
Edmundo is shopping for a shirt. He is at Walls Clothing for
Men and he is having a conversation with a salesman.
Edmundo decides not to buy anything.
Activity: Shopping Dialogues: Talking to Salespeople
246 Level 3 R W L S
Language Instruction for Newcomers to Canada 247
COMMERCIAL SERVICES & BUSINESS
Begin your conversation this way:
OR
Edmundo:
Salesperson
Good afternoon. Welcome to Walls Clothing.
Can I help you?
Edmundo: Yes, thank you. Im looking for a
.
Salesperson :
Salesperson: Welcome to Styles Clothing. Can I help you?
Svetlana: Yes, thank you. Im looking for a
.
Salesperson:
Svetlana:
Activity: Shopping Dialogues: Talking to Salespeople
COMMERCIAL SERVICES & BUSINESS
c. Use some of the expressions from Exercise 2 to write another shopping conversation.
Begin your conversation this way:
4. Follow-up: After you have written your conversation, practice it with your partner.
My partner and I used these expressions from Exercise 2:
___________________: Good morning. Welcome to __________________________.
How can I help you?
___________________: Hello. Im looking for ______________________________.
Activity: Shopping Dialogues: Talking to Salespeople
248 Level 3 R W L S
Language Instruction for Newcomers to Canada 249
COMMERCIAL SERVICES & BUSINESS
Learners read the refund and exchange policies of several stores, review vocabulary,
and answer comprehension questions.
Timing: 5060 minutes
WARM-UP Ask learners if they have ever bought something and tried to return it or exchange it.
Have one or two learners describe their experience.
ACTIVITY Distribute the handouts. Direct attention to the Refund And Exchange Policies
chart. Together, the class finds and names the seven stores listed on the chart.
Learners read the Vocabulary warm-up, and then find the words on the Refund And
Exchange Policies chart (or in the title) and underline them.
Learners complete the reading comprehension activities and hand them in for
assessment.
FOLLOW-UP Learners bring sales receipts to class, and then locate and read the store exchange
policies.
Instructors with e-classrooms can show learners how to search online for the
exchange policy of a store where class members regularly shop.
CROSS- Banking, Customer Service & Telephone Returning Faulty Merchandise
REFERENCE
ANSWER KEY 3. 1. no; thats longer than 14 days, computers must be returned within 14 days
2. no; no cash refunds at The Clothes Line
3. no; 30 days for refund of seasonal merchandise
4. no; DVDs must be returned unopened
5. yes; full refund on mattresses within 60 days if not dirty
6. yes; full refund within 30 days of purchase
7. no; merchandise must be unworn and unwashed
4. a. no b. no c. no d. yes
INSTRUCTOR NOTES
Activity:
Refund And Exchange Policies
COMMERCIAL SERVICES & BUSINESS
ASSESSMENT Instructor corrects individual learner responses.
CLB Performance Indicators:
~ identifies layout and specific information on a form
~ gets overall meaning of a business text
~ gets key information/main idea fromgraphic text
~ identifies important details as required
~ fills out form with required information. Spells and follows punctuation
conventions
~ has legible handwriting or printing. Makes no major omissions.
FURTHER See LINC Curriculum Guidelines, pp. 320-325.
REFERENCE
VOCABULARY to be charged for something; exchange; home electronics; major appliance; policy;
refund; seasonal merchandise; tickets/tags; unworn, unwashed, undamaged
Activity:
Refund And Exchange Policies
250 Level 3 R W
INSTRUCTOR NOTES CONTINUED
Activity:
Refund And Exchange Policies
Language Instruction for Newcomers to Canada 251
COMMERCIAL SERVICES & BUSINESS
1. Find and name the seven stores listed on the chart.
Store Refund and Exchange Policies
Plug It In
Full refund within 14 days for
computers
monitors
printers
digital cameras
Most merchandise --
full refund within 30 days
Beds and More
Full refund on furniture within
90 days
Full refund on mattresses within
60 days if they are
not dirty
not damaged
The Clothes Line
No cash refunds
All exchanges within
30 days of purchase
Mindys Fashions
Full refund within
30 days of purchase
Merchandise must be
unworn + undamaged
Exchange only
on sale items
within 14 days of purchase
Lucky 7
Full refund within
90 days of purchase
Merchandise must be
unworn
unwashed
Shopping Cart
Full refund within
90 days of purchase
CDs, DVDs,
video games
must be returned unopened
clothing, shoes, accessories
must be returned
unworn,
tickets attached
Sweet Home
Full refund within 90 days for
most merchandise
60 days for
furniture
mattresses
major appliances
30 days for
home electronics
30 days for
seasonal merchandise
COMMERCIAL SERVICES & BUSINESS
Activity: Refund And Exchange Policies
2. Vocabulary warm-up:
Store Refund and Exchange Vocabulary
exchange
= give one thing and get something else
home electronics
= electronic equipment for the home (TV, radio, DVD, CD, mp3 player)
major appliance
= electrical equipment used in the home (stove, fridge, washing machine, dishwasher)
policy
= rules or guidelines
receipt
= paper that shows you have paid for something
refund
= pay back money
seasonal merchandise
= items that are sold at special times of the year
(childrens swimming pool sold in summer)
(snow shovel sold in winter)
tickets
= price tags
unworn, unwashed, undamaged
= items that are not worn, not washed, not damaged by the customer
252 Level 3 R W
Language Instruction for Newcomers to Canada 253
COMMERCIAL SERVICES & BUSINESS
3. Use the Store Refund and Exchange Policies chart to answer these questions.
1. I bought a computer at Plug It In on January 10th. Can I return it on January 30th?
yes no
Why or why not? Full refund within 14 days for computers
2. I bought a jacket at The Clothes Line, but it doesnt fit me. Can I get my money back?
yes no
Why or why not?
3. I bought some seasonal merchandise at Sweet Home. Can I return it for a full refund within
90 days? yes no
Why or why not?
4. My son played the DVD I bought him at Shopping Cart. He doesnt like it, but its still in
excellent condition. Can I take it back? yes no
Why or why not?
5. My dog jumped up on the new mattress I bought at Beds and More last month. Luckily, he didnt
get it dirty. Will they take it back? yes no
Why or why not?
6. My sister bought a beautiful skirt for me at Mindys Fashions two weeks ago, but it doesnt fit.
Could I exchange it for another size? yes no
Why or why not?
7. My mother bought a dress at Lucky 7 last week. She just wore it once, but she got a small mark
on it. She washed it and now it looks beautiful. Can she return it? yes no
Why or why not?
Activity: Refund And Exchange Policies
COMMERCIAL SERVICES & BUSINESS
4. Write a check mark to answer these questions.
a) I can buy an mp3 player at Shopping Cart.
_____ yes ____ no ____ not enough information
b) I can get cash back at The Clothes Line if my merchandise is in good condition.
_____ yes ____ no ____ not enough information
c) I can return my digital camera to Plug It In within 30 days.
_____ yes ____ no ____ not enough information
d) I can get a full refund for most merchandise within 90 days at Sweet Home.
_____ yes ____ no ____ not enough information
Activity: Refund And Exchange Policies
254 Level 3 R W
Language Instruction for Newcomers to Canada 255
COMMERCIAL SERVICES & BUSINESS
Learners read information about people at the shopping centre and fill in the blanks to complete their stories;
fill in a chart to identify items sold at particular kinds of stores; and complete jigsaw sentences.
Timing: 5060 minutes
WARM-UP Refund + Exchange Policies
Questions for class discussion:
~ What is your favourite store?
~ Name 3 things you can buy in your favourite store.
ACTIVITY Learners follow the instructions on the handouts to complete the activities.
Exercise 1 Point out that learners will not use all the words in the word bank.
Exercise 2 Clarify some of the new vocabulary (monitor, memory stick, mp3
player) in preparation for Exercise 3.
Exercise 3 This exercise is more challenging. Pair learners with weaker and
stronger skills, if necessary.
ANSWER KEY 1. b. computers, printers, monitors c. coat, warm, brown,
d. mattress, soft, refund, damaged e. DVDs, videos, dresses, shirts
2. Plug It In Mindys Fashions
computer coat
cell phone dress
mp3 player pants
laptop computer scarf
monitor socks
memory stick blouse
printer sweater
3. a. The coats on sale at Mindys Fashions are called all-weather coats.
b. The cell phones at Plug It In are available with different ring tones.
c. My son uses his mp3 player to play his favourite music.
d. She was wearing a wool sweater that is very warm in the winter
e. I bought a blouse at Mindys Fashions to wear to my friends party.
f. I save all my data on a memory stick.
g. The monitor was 32 inches wide and it had a flat screen.
h. I have a laser printer which prints in black and color copies.
FURTHER See LINC Curriculum Guidelines, pp. 320-325.
REFERENCE
VOCABULARY digital camera; monitor; refund; mp3 player; memory stick; ring tone;
all-weather coat
INSTRUCTOR NOTES
Activity:
At The Shopping Centre
COMMERCIAL SERVICES & BUSINESS
1. At The Shopping Centre: All of these people are at the shopping centre. Read about them, and choose
the correct word for each blank line.
warm coat black brown
b. Farah decided to go to Mindys Fashions. She needs a new winter ________. Winters in Canada
are very cold, so her new one must be _____________. Farah likes blue and ___________, but if
there is a nice black one on sale, she might buy that color.
damaged mattress soft refund return sold
c. Mr. and Mrs. Chang went to Beds and More last week. They were looking for a new
______________________. Mrs. Chang likes a _________________ mattress and Mr. Chang does too.
They found one and they brought it home. They know that they can get a full _____________________
within 90 days if the mattress is not dirty or _____________________.
256 Level 3 R W
Activity:
At The Shopping Centre
holiday digital cameras shopping centre
a. Joseph is shopping at Plug It In. He is looking at digital cameras. He and his wife are
going on a holiday and they want to take lots of pictures to show their friends when
they come home.
Language Instruction for Newcomers to Canada 257
COMMERCIAL SERVICES & BUSINESS
Activity: At The Shopping Centre
computers Sweet Home printers monitors dresses shoes
d) Elena is shopping at Plug It In. She is looking at _____________. She works from her home and needs
to buy a new one because her old computer doesnt work very well. Maybe she can look at
_______________ and _________________ while she is there.
dresses beds DVDs shirts video games candy beds
e. My son loves The Shopping Cart, and I do too. While he looks at home electronics such as CDs,
_____________ and _________________, I go to the clothing section and look at __________________
and ____________________. We always make an agreement: I can buy one thing and so can he!
snow shovel picnic table
f. Today my daughter and her husband went to Sweet Home. They just got married and they are looking
for a barbeque, a ___________ _____________ and 4 chairs. Maybe they can find some plastic plates
and glasses too.
COMMERCIAL SERVICES & BUSINESS
2.
Where can you buy these things? Copy the words on the lines.
digital camera pants blouse laptop computer
coat mp3 player sweater dress
computer scarf monitor printer
cell phone socks memory stick
Plug It In Mindys Fashions
digital camera
Plug It In Mindys Fashions
Full refund of most
merchandise
within
30 days
Full refund within 14 days
for
computers
monitors
printers
digital cameras
Full refund within
30 days of purchase
Merchandise must be
unworn + undamaged
Exchange only
on sale items
within 14 days of purchase
Activity: At The Shopping Centre
258 Level 3 R W
Language Instruction for Newcomers to Canada 259
COMMERCIAL SERVICES & BUSINESS
Activity: At The Shopping Centre
3. Finish the sentences: Write the correct ending for each sentence on the lines below.
to play his favourite music.
very warm in the winter.
had a flat screen.
which prints black and color.
to wear to my friends party.
are available with different ring tones.
on a memory stick.
are called all-weather coats.
a. The coats on sale at Mindys Fashions ______________________.
b. The cell phones at Plug It In ______________________________________________________.
c. My son uses his mp3 player_______________________________________________________.
d. She was wearing a heavy sweater that is______________________________________________.
e. I bought a blouse at Mindys Fashions ________________________________________________.
f. I save all my data ______________________________________.
g. The television monitor was 32 inches wide and it ______________________________________.
h. I have a laser printer ____________________________________________________________.
COMMERCIAL SERVICES & BUSINESS
Learners listen to two radio commercials advertising cookware.
Timing: 30 minutes
WARM-UP Write the word set on the board and ask what it means. Ask the class to name
household items that are sold in sets, and list their responses (eg, sheets, utensils,
dishes).
Inform learners that they are going to listen to two radio advertisements for
cookware, and hand out Pots and Pans. Allow time for the class to read the
instructions and the list of sentences for Ad Number 1.
ACTIVITY Play the audio for Ad Number 1 (Track 16). Repeat it as required for learners
to complete the task. Clarify vocabulary as needed.
Repeat the procedure for Ad Number 2.
FOLLOW-UP In a class discussion, note that the ads do not provide details about the cookware,
and that they are designed to draw listeners into the stores. Ask what additional
information about the cookware Mira needs before she makes a decision
(eg, quality, what is included in the set, what the pans are made of).
ANSWER KEY Ad 1:
You can find this cookware only at Marvels Department Store.
The ad is for Kitchen Solution Cookware.
The cookware comes from Italy.
The cost of the cookware is $199.99.
Ad 2:
Many things for the house are on sale at National Flyer stores.
The store opens at 6:00 am this weekend.
The ad is for Love My Cooking cookware.
There are 10 pieces in the set.
The set is on sale for $89.99.
FURTHER See LINC Curriculum Guidelines, pp. 320-325.
REFERENCE
VOCABULARY cookware; household; essentials; to make ones money stretch; utensils;
to transform; exclusive; unbeatable; marvellous; gourmet; frying pan; saucepan
INSTRUCTOR NOTES
Activity:
Pots And Pans
260 Level 3 L R
Language Instruction for Newcomers to Canada 261
COMMERCIAL SERVICES & BUSINESS
LISTENING TRANSCRIPT
Pots And Pans
Mira and her family have just arrived in Canada. Mira is cleaning cupboards in her new kitchen while she listens
to the radio. Because the family didnt bring much with them, Mira is going to have to buy many basic household
items for the kitchen, like dishes, pots, pans, and utensils. Mira really has to make her money stretch in order to
buy all these essentials, so shes very interested when she hears some advertisements for cookware on the radio.
Listen to the advertisements she hears.
Ad #1
Looking for the worlds best cookware set? Search no further because now you can transform your cooking and
transform your life with the worlds best cookware found only at Marvels Department Store. Come in today and
see our exclusive 10-piece set of Kitchen Solution Cookware thats imported directly from Italy. You know that at
Marvels youll always find great products, great quality--all at great unbeatable prices. The Kitchen Solution
cookware set is yours for the amazing price of $199.99, so come to Marvels and check out this marvellous
cookware set today!
Ad #2
This weekend save more than ever at all National Flyer stores. Save up to 80% on major items, housewares, and
almost anything you need for your home. Do you need a new cookware set? Well, wake up early because we have
a bargain for you. Were opening at six in the morning to offer you our gourmet 10-piece Love My Cooking set for
only $89.99. Thats a savings of 70%, down from $299.99. But hurry, these items wont last long at these prices.
Come into National Flyer and save BIG this weekend!
Activity:
Pots And Pans
Read the sentences below and listen to two advertisements (ads) for cookware (pots and pans). Write a
check mark () beside the sentences that are true.
Ad Number 1
_____ You can find this cookware only at Marvels Department Store.
_____ The ad is for Kitchen Solution Cookware.
_____ The cookware comes from Italy.
_____ The set has fiften pieces, including a frying pan and a saucepan.
_____ The cost of the cookware is $199.99
_____ The set usually costs $299.99.
Ad Number 2
_____ Many things for the house are on sale at National Flyer stores.
_____ You have to buy the cookware between 6:00 a.m. and 7:00 a.m.
_____ The store opens at 6:00 a.m. this weekend.
_____ This is an advertisement for Love My Cooking cookware.
_____ There are 10 pieces in the set.
_____ The set is on sale for $89.99.
frying pan saucepan
COMMERCIAL SERVICES & BUSINESS
262 Level 3 L R
Activity:
Pots And Pans
Language Instruction for Newcomers to Canada 263
COMMERCIAL SERVICES & BUSINESS
Learners read a shopping centre directory; ask and answer questions on the locations of goods and
services; discuss similar places to shop in their towns or cities; and write answers to questions.
Timing: 5060 minutes
WARM-UP Vocabulary Warm-up Exercise 1. Learners form small groups to review the
vocabulary and the sample sentences, and ask any questions.
ACTIVITY Distribute the Westwood Shopping Centre Store Directory. In small groups, learners
read the store directory and answer questions in Exercise 2 orally.
Divide the class into pairs. Give one partner Worksheet 1;
the other partner reads the directory and answers questions.
When Worksheet 1 is complete, give Worksheet 2 to the second partner and they
exchange roles.
Distribute Exercise 3. With a partner, learners look at the list of restaurants in
the Food Fair and talk about what would be served there.
FOLLOW-UP Ask learners to find a store directory in their community and write
~ the name of the shopping centre/store
~ a list of several stores located there
~ the level on which the stores are found
ANSWER KEY: 1. N/A
2. answers will vary
3. Worksheet 1: 1. Home for Hair (1) 2. Dive In (1) 3. Yes (2)
4. Food Fair, Coffee Cup (2) 5. Yes, Bicycle World (3)
Worksheet 2: 1. Camera Stop (3) 2. Game Night (3)
3. Two places Apple Cart Gifts (2) and Gift Bag (2)
4. Yes, All Good Natural Foods (2) 5. Yes, Carpet Land
4. answers will vary
FURTHER See LINC Curriculum Guidelines, pp. 320-325.
REFERENCE
VOCABULARY directory; supplement (n.); awesome; accessories; hard covers; paperbacks;
audio books
INSTRUCTOR NOTES
Activity:
Westwood Shopping Centre Directory
COMMERCIAL SERVICES & BUSINESS
WESTWOOD SHOPPING CENTRE
Exercise 1
Vocabulary Warm-up: Work in a small group. Read these words and sample sentences.
(store) directory - a list of information and locations
It would take a long time to find everything at Westwood Shopping Centre if we didnt have a
directory listing all the stores and locations.
supplement (n) - something that is added
I dont get enough Vitamin C from all the food I eat, so I buy pills or supplements at the drug store.
awesome - excellent
Did you go to Awesome Audio yet? They have radios that look like dinosaurs. It really is an
awesome store.
accessories - additional or extra things, small items
I bought a great bicycle at Bicycle World. They also sell accessories, so I got a bicycle lock and a
seat cover.
hard covers, paperbacks, audio books - kinds of books
Audio books are great. I can read with my eyes shut! I buy paperback books because they are
usually less expensive than hard cover books.
Activity:
Westwood Shopping Centre Directory
264 Level 3 R W L S
Language Instruction for Newcomers to Canada 265
COMMERCIAL SERVICES & BUSINESS
Activity: Westwood Shopping Centre Directory
Exercise 2
Westwood Store Centre: In a small group, look at the Westwood Shopping Centre Store
Directory. Discuss the answers to these questions together.
ABC
1. a. Why do you think ABC is a good name for a store that sells toys and gifts?
b. Have you ever been in a store like this?
What is it called?
What did you buy?
Books to Read, Facts and Fiction
2. a. One book store in the shopping centre is called Books to Read and another one is called
Facts and Fiction.
Why do you think the store is called Facts and Fiction? Use your dictionary if you do not
know the meaning of one of these words.
b. Is there a big bookstore close to your house?
What is it called?
c. Have you ever listened to an audio book?
Talk about it. Where were you when you were listening? Did you enjoy it?
Cash Now
3. a. What can you buy at Cash Now?
b. Do you have a store like Cash Now where you live? What is it called?
Dive In
4. a. Find out if someone in your group knows what dive means.
Why is it a good name for a store that sells bathing suits?
Energy+
5. a. This store sells healthy food and drinks.
Tell your group about a fruit drink that you really like.
b. Do you have a store in your town or city that sells this kind of product?
Home for Hair
6. a. Tell the group where you get your hair cut.
b. This store sells accessories. Can you think of some accessories that they would sell here?
COMMERCIAL SERVICES & BUSINESS
Activity: Westwood Shopping Centre Directory
WORKSHEET 1
Ask your partner to look at the Westwood Shopping Centre Store Directory to answer your
questions. Write the answers on the lines. Do NOT look at the directory.
1. Where can I get my hair cut?
Name of Store Level
2. Im going to start swimming lessons . Where can I get a new bathing suit?
Name of Store Level
3. Baking Bread makes wonderful bread. Do you know if they have a
store in this shopping centre?
Name of Store Level
4. Im tired. I need some energy. Where could I get some coffee?
Name of Store Level
5. My uncle wants a new bicycle lock. Can he get one here?
Name of Store Level
266 Level 3 R W L S
Language Instruction for Newcomers to Canada 267
COMMERCIAL SERVICES & BUSINESS
Activity: Westwood Shopping Centre Directory
WORKSHEET 2
Ask your partner to look at the Westwood Shopping Centre Store Directory to answer your
questions. Write the answers on the lines. Do NOT look at the directory.
1. I need new batteries for my camera. Where can I find a store that sells them?
Name of Store Level
2. My son is looking for a new board game. Do they sell board games here?
Name of Store Level
3. How many places sell cards?
Name of Store Level
4. My doctor told me to get some Vitamin B pills. Can I do that here?
Name of Store Level
5. Does Carpet Land also sell wood flooring?
Name of Store Level
wood flooring
COMMERCIAL SERVICES & BUSINESS
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268 Level 3 R W L S
Language Instruction for Newcomers to Canada 269
COMMERCIAL SERVICES & BUSINESS
Rice Bowl
- chicken fried rice
- shrimp fried rice
- steamed rice
-
-
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-
-
-
-
-
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Exercise 3
Look at the Westwood Shopping Centre Store Directory again.
Under letter F, you will see that there is a Food Fair that has 8 places that sell fast food. Choose 3 of
these places and talk about what food they sell. Write the information below.
Activity: Westwood Shopping Centre Directory
Community
and Government
Services
Based on Canadian Language Benchmarks
LINC
3
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 273
Activity:
Block Parent Program
INSTRUCTOR NOTES
Learners read about the Block Parent program and answer comprehension questions.
Timing: 3040 minutes
WARM-UP Lead a class discussion about the Block Parent program. Ask, for example:
~ Who has heard of the program?
~ What does block mean?
~ Does anyone participate, or know someone who does?
~ Do parents know if their school age children learn about the program in school?
Instructors in e-classrooms can show the Block Parent logo and identify its
components. Alternatively, hand out photocopies.
ACTIVITY Distribute the reading and comprehension questions.
Review the instructions with the learners.
Learners read the text and complete the comprehension questions.
Instructors collect the worksheets if they are intended for assessment.
FOLLOW-UP Block Parent Volunteer
ANSWER KEY 1. We need the Block Parent program because some people may want to harm a child.
2. More than 30,000 people volunteer to be Block Parents.
3. You can become a Block Parent if you are more than 18 years old and you pass a
screening process a special police check.
4. F
ASSESSMENT Instructors correct the worksheets.
CLB Performance Indicators:
~ gets the gist, key information, and important detail of simple explicit text
~ spells and follows punctuation conventions, with few errors
FURTHER See LINC Curriculum Guidelines, pp. 352-357.
REFERENCE
VOCABULARY block; screening process; police check
Block Parentsbuilding safer communitiesone block at a time.
Have you ever felt afraid when you were walking outside? Were you lost? Were you afraid that
somebody was following you? The Block Parent program can help.
When children are outside alone, and they are frightened, they need to have a safe place to go. If there is
a Block Parent sign in a window, a child knows he can go inside that house and be safe.
Why do we need Block Parents? Unfortunately, there are some people who want to harm children.
More than 300,000 Canadians have volunteered to be Block Parents and put the Block Parent sign in their
windows.
Who can become a Block Parent? If you are more than 18 years old and you pass a screening process a
special police check then you can become a Block Parent. In fact, you do not have to be a parent at all.
Activity:
Block Parent Program
274 Level 3 R W
COMMUNITY & GOVERNMENT SERVICES
COMMUNITY & GOVERNMENT SERVICES
Exercise
Read these questions, and then look in Block Parent Program to find the answers.
Use complete sentences.
1. Why do we need the Block Parents program?
________________________________________________________
2. How many Canadians have already volunteered to be Block Parents?
____________________________
3. You can become a Block Parent volunteer if ____________________________________
___________________________________________ and _________________________
____________________________.
4. I have to be a parent to become a Block Parent volunteer.
________ True _______ False
Activity:
Block Parent Program
Language Instruction for Newcomers to Canada 275
COMMUNITY & GOVERNMENT SERVICES
276 Level 3 R W L S
Activity:
Block Parent Volunteer
INSTRUCTOR NOTES
The role of the Block Parent volunteer is explored in this 4-skills activity.
Timing: 5060 minutes
WARM-UP Block Parent Program
ACTIVITY Learners work in pairs.
Distribute the materials, review them with the class and answer questions,
as necessary.
FOLLOW-UP Learners present their conversation to other partners, or the whole class.
ASSESSMENT Pairs dialogues are marked according to individual instructor guidelines for
assessment of speaking and writing.
CLB Performance Indicators:
~ relates the story about an everyday activity in a coherent narrative
(connected discourse)
~ listener can follow the story
~ uses simple structures
~ uses adequate vocabulary for topic
~ spells and follows punctuation conventions, with few errors
FURTHER See LINC Curriculum Guidelines, pp. 352-357.
REFERENCE
VOCABULARY block; police check; trick (n., v.)
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 277
Activity:
Block Parent Volunteer
BLOCK PARENT: CONVERSATION WITH A VOLUNTEER
1. Read this conversation twice with your partner. Take turns reading each role.
Hassan and his wife Asha have just moved into the community of West Village. Hassan is a chemistry
professor and Asha is a pharmacist who works part-time. Last week they were walking in the
neighbourhood. They passed a house which had a Block Parent sign in the window. They didnt know
what it meant. The homeowner, Vini Rashed, was outside, so they asked him about the sign. He told them
and then invited them inside. They had many more questions.
Hassan and Asha: Who can become a Block Parent?
Mr. Rashed: Anyone who is over the age of 18 can become a Block Parent. But first he or she
has to have a police check.
Hassan and Asha: What does a Block Parent do?
Mr. Rashed: Its very simple. When you are at home and available, you put the Block Parent sign
in your window. If anyone comes to your door, you can give them help.
Hassan and Asha: Why would a child come to my door?
Mr. Rashed: A child might be sick or lost. He might be afraid that someone is following him or
he might be hurt. When he sees your sign, he knows that he will be safe inside.
Hassan and Asha: Is a Block Parent really a parent?
Mr. Rashed: Sure, many of our volunteers really are parents! But you dont have to have
children to participate. If you are over the age of 18 and you have passed a police
check, you can be a volunteer. And you dont have to be a child to ask for help,
either. If you are a teenager, a woman or a senior and you need help, you can come
inside a Block Parent home.
Hassan and Asha: I might be afraid to allow a teenager or an older person to enter my home. What if
they really wanted to harm me?
Mr. Rashed: Well, you dont have to open your door at all, you know. If you are think that
someone may be trying to trick you, just phone the police and talk to the person
outside without opening your door. If the person really is in danger, he will stay
until the police come.
Hassan and Asha: Thanks so much. You have been really helpful. I think we might like to participate.
Mr. Rashed: Oh, youre welcome. Heres my phone number. Lets talk again soon.
COMMUNITY & GOVERNMENT SERVICES
278 Level 3 R W L S
Activity: Block Parent Volunteer
2. Write one more question you could ask Mr. Rashed.
3. Hassan and Asha are going to join the Block Parent program. First, there are some things they have to
think about. Read their To-Do List.
Hassan and Ashas To-Do List
fill out an application form and send it to the West Village
police office or give it to Mr. Rashed
talk about when we will be available to volunteer
~ Asha works Monday, Thursday and Friday
~ She is usually at home on Tuesday and Wednesday
~ Hassan usually prepares for his university classes at
home during the evenings
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 279
Activity: Block Parent Volunteer
4. Use the information in the To-Do list to continue Asha and Hassans conversation.
Asha: I am very happy that we met Mr. Rashad. Its a great idea for us to join the Block Parent Program.
Hassan: Yes, I think so, too. Now we have to talk about what we need to do.
Asha: Well, Mr. Rashad said we have to fill out
Hassan:
Asha:
Hassan:
Asha:
Hassan:
.
.
.
.
.
.
COMMUNITY & GOVERNMENT SERVICES
280 Level 3 R W
Activity:
Volunteer Opportunities
INSTRUCTOR NOTES
Learners read about volunteer opportunities and write an e-mail message.
Timing: 5060 minutes
WARM-UP Distribute Volunteer Opportunities and review with the whole class.
ACTIVITY Hand out Volunteers Needed and review the categories.
Hand out the sample e-mail.
Draw attention to the underlined words and instruct learners to use the same
information in their e-mail
~ who they are
~ what their occupation is
~ how they heard about the volunteer opportunity
~ what they are volunteering to do
~ where the volunteer position is located
Collect the e-mail messages and then correct according to individual guidelines.
FOLLOW-UP Have learners check on-line for volunteer opportunities in the community.
Have them report to the class one volunteer job that they would be willing to do.
FURTHER See LINC Curriculum Guidelines, pp. 352-357.
REFERENCE
VOCABULARY coach (n.v.); tutor; retired; food bank
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 281
Activity:
Volunteer Opportunities
Have you ever thought about volunteering? Many people help others this way. Read about these four
people.
Mari is a stay-at-home mom and she likes to volunteer in the evenings.
She was a physical education teacher in high school before her children
were born. Now she loves to work with teenagers and show them how
important it is to be active.
Julio is a healthy senior and likes to spend some time helping other seniors
who cannot get out of their homes.
Karl is a teenager and he thinks it is important to have some volunteer
experience. His best friend is a volunteer at a library and Karl is going to
help him.
Stephi is an adult who used to volunteer in her first country. She would
like some Canadian volunteer experience.
I am a.
man woman youth senior
My occupation is
stay-at-home mom stay-at-home dad retired teacher
computer engineer guidance counselor
I heard about the volunteer opportunity
on-line from a friend from a co-worker
from a neighbour in a community newsletter
Places where volunteers are needed
school hospital office
recreation centre food bank
Volunteer opportunities
deliver meals to people who cant get out of their homes
help organize a school lunch program
coach a sports team clean up a park
plant a neighbourhood garden play board games with seniors
serve food at a homeless shelter
join a dog-walking program at an animal shelter
Volunteers Needed
Activity: Volunteer Opportunities
282 Level 3 R W
COMMUNITY & GOVERNMENT SERVICES
Exercise
Choose one item of information from each section of Volunteers Needed and use it to write an
e-mail message explaining that you would like to volunteer.
Sample E-mail
Dear - - - ,
I am a senior. I am retired now, but I was a teacher for many years.
I read in our community newsletter that you need Math tutors at the local elementary
School for Grades 1 4.
Kingswood Elementary school is very close to my house, so I could help.
My number is 323-555-4567. You can call me at home during the day.
Thank you,
Josef Carr
Activity: Volunteer Opportunities
Language Instruction for Newcomers to Canada 283
COMMUNITY & GOVERNMENT SERVICES
COMMUNITY & GOVERNMENT SERVICES
284 Level 3 R W
Activity:
Neighbourhood Watch Program
INSTRUCTOR NOTES
Learners read about the volunteer community program Neighbourhood Watch, and answer comprehension questions.
Timing: 5060 minutes
WARM-UP Ask learners if they have heard of Neighbourhood Watch and if they recognize
any of the logos.
Instructors in e-classrooms can show the Neighbourhood Watch logo and identify
its components. Alternatively, hand out photocopies.
ACTIVITY Distribute the Neighbourhood Watch reading.
Allow time for learners to read the text individually, and then review it with the
class, answering questions as necessary.
Hand out Exercises 2-6 and review each exercise together with the class.
Circulate and answer questions as necessary.
FOLLOW-UP Take up answers together in class.
Neighbourhood Crime Report
Neighbourhood Watch Newsletter
CROSS- Canadian Law - Canadian Crime Statistics
REFERENCE
ANSWER KEY 2. 1.d 2. a 3. e 4. f 5. c 6. b
3. a. F b. F c. T d. T e. T
4. 1. In Canada, the program began in the early 1980s.
2. B&E is the most common and the most difficult crime for police
officers to stop.
3. We can make our community safer if we are aware of what is going on
in the area around us.
4. The people in the Neighbourhood Watch program and the police
work together to prevent crime.
5. If everyone tries to watch out for each other, our communities will be safer.
5. a. reduce b. rural c. crime d. suburbs e. break and enter (B&E) f. theft
FURTHER See LINC Curriculum Guidelines, pp. 352-357.
REFERENCE
VOCABULARY crime; suburbs; rural; theft; reduce; break and enter (B&E); commit; suspicious
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 285
Activity:
Neighbourhood Watch Program
Exercise 1
Read about Neighbourhood Watch. When you have finished, discuss it with the class.
NEIGHBOURHOOD WATCH
Neighbourhood Watch is a group of people who work together to keep neighbourhoods safe. They
watch for possible crime and they work with police to try to stop it. In Canada, the program began
in the early 1980s. Is there a Neighbourhood Watch program in your area?
Some people may think that crime only happens in big cities, but that isnt true. People who live in the
city, the suburbs, in a small town, or in a farming area know that crime happens in their communities
too.
What crimes are people looking for? The people in the Neighbourhood Watch program and the
police work together to reduce crimes like break and enter (B&E), automobile theft and property
damage. B&E is the most common and the most difficult crime for police officers to stop.
Why do people become involved in Neighbourhood Watch? Everyone wants to live in a safe
community, and they will be even safer if they are aware of what is going on in their area. Its true that
if everyone tries to watch out for each other, our communities will be safer.
COMMUNITY & GOVERNMENT SERVICES
286 Level 3 R W
Activity: Neighbourhood Watch Program
Exercise 2
Match each word with its meaning.
1. ___ theft a. to make smaller
2. ___ reduce b. breaking into and entering a building, usually to steal something
3. ___ crime c. outside the city
4. ___ suburbs d. the act of stealing
5. ___ rural e. an illegal action
6. ___ break and enter f. areas of homes around a city or town
Exercise 3
Read these statements. Answer T (for True) or F (for False).
_____ a. Neighbourhood Watch is made up only of police officers.
_____ b. Neighbourhood Watch began in the 1890s.
_____ c. If everyone tries to watch out for each other, communities will be safer.
_____ d. B&E is the most difficult crime for police officers to stop.
_____ e. Everyone wants to live in a safe community.
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 287
Activity: Neighbourhood Watch Program
Exercise 4
Match the two parts of each sentence to make 5 complete sentences. Rewrite each sentence on the lines
below.
1.
2.
3.
4.
5.
In Canada, the program
B&E (break and enter)
We can make our community safer
The people in the Neighbourhood Watch
Program and the police
If everyone tries to watch out for each other,
work together to reduce crime.
our communities will be safer.
began in the early 1980s.
if we are aware of what is going on in the area
around us.
is the most common and the most difficult
crime for police officers to stop.
COMMUNITY & GOVERNMENT SERVICES
288 Level 3 R W
Activity: Neighbourhood Watch Program
Exercise 5
Read each sentence and fill in the blanks with the correct word.
a. Police and Neighbourhood Watch work together to ___________ crime.
b. If you live in the countryside, that means you live in a ________ area.
c. She committed a ______________, so she has to go to jail for 30 days.
d. Someone said she lives downtown, but I think she lives in the ______________.
e. Three common crimes are automobile theft, property damage
and ___________________________________.
f. He stole watches and jewellery. His crime was _____________.
break and enter (B&E) crime theft
reduce rural suburbs
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 289
Activity: Neighbourhood Watch Program
Exercise 6
Follow the examples and write some more ways you can help keep your home and neighbourhood safe.
1. Here are ways to keep a home safe:
a. - buy good locks for the doors
b. - keep the doors locked at all times, even when someone is at home during the day
c. -
d. -
2. Here are ways to watch out for my neighbours property:
a. - check their front and back yard when they are away on holiday
b. -
3. Here are examples of unusual activity:
a. - a car that is parked in my neighbourhood for a long time
b. -
COMMUNITY & GOVERNMENT SERVICES
290 Level 3 R W
Activity:
Neighbourhood Watch Newsletter
INSTRUCTOR NOTES
Learners read a community newsletter and answer comprehension questions on the text.
Timing: 3040 minutes
WARM-UP Neighbourhood Watch Program
ACTIVITY Distribute the Fairlawn Neighbourhood Watch Newsletter and review it with
the class.
Review the vocabulary and answer questions as necessary.
Learners complete the comprehension questions.
ANSWER KEY 1. December 7th at 7:30 pm, 2. call 232-555-2323 or online at nw/Fairlawn.ca
3. Margot, 232-555-2323, 4. answers will vary, 5. several street signs spray-painted
6. The police can only stop a crime in progress if they receive your call right away.
7. Tara and Pat Saunders. 8. They have just moved into the neighbourhood.
ASSESSMENT: Instructors correct individual worksheets for reading and writing assessment.
CLB Performance Indicators:
~ gets the gist of the text
~ gets key informationfrom text
~ locates specific information about events and descriptions of people,
places, things
~ predicts, guesses new words in familiar context
~ describes the situation
~ uses simple structures
~ uses adequate vocabulary for topic
FURTHER See LINC Curriculum Guidelines, pp. 352-357.
REFERENCE
VOCABULARY autumn; posted; break and enter (B&E); property; suspicious; captain;
timer; energy efficient; in progress; spray paint
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 291
Crime Reported In Our
Neighbourhood
July 1st - Sept 15th
3 Bicycles Stolen
One unlocked in yard, one unlocked
in park, and one lock broken.
1 B&E
Window in basement pushed open -
laptop and camera stolen.
Damage to Property
Several street signs spray-painted.
TIP OF THE WEEK
The sun is going down earlier
now, so why not keep your home
and our neighbourhood brighter
by turning on your outdoor lights
at sunset? Remember to use an
energy-efficient light bulb and put
your lights on a timer. Youll never
have to worry about being in the
dark!
Interested in becoming a Neighbourhood Watch member? We are always looking for new volunteers.
Contact us at 232-555-2323 or online at nw/Fairlawn.ca
New Neighbourhood Watch Street Signs
You will see three new Neighbourhood Watch street signs in our area soon.
Signs will be posted at the corner of Pearce & Green Streets; the corner of
Frank & Summer Streets; and at the northwest end of Cummings Park.
When you see the signs, remember: Watch Out for any unusual activity in
the neighbourhood. Lets work together to keep each other safe.
ITS A FACT
When we see a crime happening, we call the police. But
what should you do if you see suspicious activity and you are
not sure its a crime? Its always the right idea to call the
police and tell them. The police can stop a crime in progress
if they receive your call right away. Remember, the police
non-emergency number is -------.
NEIGHBOURHOOD WATCH STICKERS AVAILABLE
Pick up Neighbourhood Watch stickers for your home. They are available
free of charge. Contact Amy @ 232-555-2323.
Welcome to our newest Neighbourhood Watch Volunteers: TARA +
PAT SAUNDERS. Tara and Pat have just moved into our
neighbourhood and were glad they did! Come out and say hello to
them at our next meeting.
Contact Fairlawn Neighbourhood Watch
Call our volunteer captain: Margot 232-555-2323
Drop in: 123 Fairlawn Avenue NW
email: nw/Fairlawn.ca
Next Fairlawn Neighbourhood
Watch Meeting
December 7th @ 7:30 pm
123 Fairlawn Avenue NW
FAIRLAWN NEIGHBOURHOOD WATCH
NEWSLETTER
FAIRLAWN NEIGHBOURHOOD WATCH
NEWSLETTER
VOLUME 10 AUTUMN ISSUE
COMMUNITY & GOVERNMENT SERVICES
292 Level 3 R W
Activity:
Neighbourhood Watch Newsletter
Exercise
Read the Fairlawn Neighbourhood Watch newsletter and write the answers to these questions using
complete sentences.
1. When is the next meeting of the Fairlawn Neighbourhood Watch?
2. If you want to become a member, how can you contact Fairlawn Neighbourhood Watch?
3. Who is the volunteer captain?
What is her telephone number?
4. In your own words, explain the Tip of the Week.
5. Look at Crime Reported in Our Neighbourhood. What happened to several street signs?
6. When you see a crime happening, you should call the police. If you see some unusual activity,
but you are not sure it is a crime, you should call the police. Why?
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 293
Activity: Neighbourhood Watch Newsletter
7. Who are the newest Neighbourhood Watch volunteers?
8. What do you know about them?
COMMUNITY & GOVERNMENT SERVICES
294 Level 3 R W L S
Activity:
Neighbourhood Crime Report
INSTRUCTOR NOTES
Learners practice vocabulary and complete a jigsaw-type chart based on a neighbourhood crime report.
Timing: 5060 minutes
WARM-UP Neighbourhood Watch Program
Instructors in e-classrooms project an image of the Neighbourhood Watch logo
and identify its components. Alternatively, make photocopies and hand them out.
ACTIVITY Distribute Exercise 1 and review the vocabulary with the class.
Distribute Exercise 2. Learners answer the questions in pairs. Take up answers
with the class to further clarify the new vocabulary.
Distribute Exercise 3 and review the Monthly Neighbourhood Crime Report
with the class. The pairs fill in the information that is missing from their charts.
FOLLOW-UP Instructors in e-classrooms can check on-line for the neighbourhood crime statistics
compiled by their local police services, or else find them in a community newsletter.
Discuss the types of crimes that occur most often in your city.
CROSS- Canadian Law - Canadian Crime Statistics
REFERENCE
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 295
Activity:
Neighbourhood Crime Report
ANSWER KEY Exercise 2: Answers will vary.
Exercise 3: Master List
FURTHER See LINC Curriculum Guidelines, pp. 352-357.
REFERENCE
VOCABULARY satisfactory; block; suspicious; complain; dispute; mischief; disturbance
INSTRUCTOR NOTES CONTINUED
Monthly Neighbourhood Crime Report
Area: Dates:
SouthWest 01 July 15 July 2008
Date Time Location Crime Official Number
01/07/2008 6:56 AM 200 Block Cedar Ave Mischief 08-354545
02/07/2008 8:32 AM 1000 Block Steele St Missing Child 08-793857
02/07/2008 5:16 PM 100 Block Frye Lane Suspicious Noise 08-296175
03/07/2008 4:35 AM First St / Black Ave False Alarm 08-496264
03/07/2008 2:46 PM 300 Block Spring St Neighbours Complain 08-942857
04/07/2008 11:13 AM Park St / Green St Dispute 08-496835
04/07/2008 12:01 PM 400 Block Fraser St Mischief 08-493757
06/07/2008 3:46 PM 100 Block Lilac Lane Neighbours Complain 08-496253
10/07/2008 11:30 PM Reed St / Toban Ave Mischief 08-492750
11/07/2008 11:00 PM Burns Dr / Sims Ave Animal Complaint 08-395816
12/07/2008 7:34 PM 200 Block Union Ave Break and Enter (B&E) 08-192847
13/07/2008 9:00 AM 2000 Block Reserve St Neighbours Complain 08-471480
13/07/2008 12:00 PM 100 Block May Lane Disturbance 08-385174
15/07/2008 7:55 PM Royal Rd / Union Rd Suspicious Noise 08-939582
Exercise 1
Read these definitions and example sentences with your teacher.
Activity: Neighbourhood Crime Report
296 Level 3 R W L S
COMMUNITY & GOVERNMENT SERVICES
break and enter (B&E)
breaking into and entering without permission in
order to steal
B&E is a common crime.
complain
say that something is wrong or not satisfactory
My mother said I often complained about doing
homework.
disturbance
something that makes someone feel worried
There is often a disturbance in my neighbourhood
on the weekend. It is not usually quiet.
dispute
argument or disagreement
Jon and his mother had a dispute. He said he wasnt
drinking alcohol, but she thought he was.
mischief
harm to someone or something
On Halloween there are often acts of mischief. For
example, someone threw eggs on my neighbours car
windows.
suspicious
not able to trust
Jon said he wasnt drinking alcohol, but his mother
was suspicious. She could smell it on his breath.
Exercise 2
Practice the new vocabulary by answering these questions with a partner.
A. What kinds of mischief could a person do to someone's house or car?
1. ______________________________________________________
2. _____________________________________________________
B. Can you think of two examples of things that are suspicious?
1. ______________________________________________________
2. ______________________________________________________
C. Why would someone complain about an animal? What could it be doing?
1. ______________________________________________________
2. ______________________________________________________
D. Write two things that would cause a disturbance in a neighbourhood.
1. ______________________________________________________
2. ______________________________________________________
E. Write two things that could cause a dispute between two people.
1. ______________________________________________________
2. ______________________________________________________
Activity: Neighbourhood Crime Report
Language Instruction for Newcomers to Canada 297
COMMUNITY & GOVERNMENT SERVICES
COMMUNITY & GOVERNMENT SERVICES
298 Level 3 R W L S
Activity: Neighbourhood Crime Report
Exercise 3
The Monthly Neighbourhood Crime Report lists crimes in the SouthWest area between July 1st and July
15th, 2008. Some of the information is missing from your report. You and your partner must ask each
other for the missing information, but do NOT look at your partners report.
Example questions:
The first date is missing. Can you tell me what it is?
The second time is missing. Can you tell me what it is?
The third location is missing. Can you tell me what it is?
The fourth crime is missing. Can you tell me what it is?
The sixth official number is missing. Can you tell me what it is?
COMMUNITY & GOVERNMENT SERVICES
Language Instruction for Newcomers to Canada 299
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T
E
S
:
S
o
u
t
h
W
e
s
t
0
1

J
u
l
y