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1 LINC ClassroomActivitiesLanguage Instruction for Newcomers to CanadaBased on Canadian Language BenchmarksLINC 48 Accompanied by online activitiesDeveloped by: Funded by:ACKNOWLEDGEMENTSP rincipal WritersKathleen JohnsonShelia MorrisonContributing WriterJoyce LaxE-learning DeveloperJim EdgarPrincipal EditorsKathleen JohnsonShelia MorrisonCopy EditorHelen BachCanadian Language Ron LavoieBenchmarks EditorAudio ProductionNew Media Language Training Inc. (Rob McBride; David Bignell; Christine Doyle)Graphic DesignDesign Ink of Algonquin College (Karen Young; Graham Ross; Beth Haliburton)Project CoordinatorMavis SpencerThe 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 CommitteeSalome AtandiNicole BusbyMyra ClarkJim EdgarShirley GrahamAnne-Marie KaskensRon LavoieRob McBrideAdonai RodriguezRuth WatersExpert ReadersCynthia ClubbLarry IvesonSusan MiddlesworthNorbert MolzanExpert Reader: E-resourcesSusan MiddlesworthCopyright Algonquin College 2009 Published by The Print ShopCreative design by Design Ink of Algonquin College 2009 All rights 978-1-55323-512-5 NOTES TO READERSL anguage Instruction for Newcomers to CanadaINotes to Readers This book is a miscellany of language learning activities organized by the twelve themes in the LINC 1-5 Curriculum Guidelines.

2 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 TrainingServices 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 appropriatebenchmarks. 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.

3 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 SpeakingListeningReadingWritingWhat is the purpose of the e-resources?The purpose of the e-resources is to both stimulate and challenge learners using web-based multimediatechnologies. Good teaching practice necessitates the use of a variety of learning activities, and theseresources give teachers another mode of delivery to enhance on next the e-ResourcesNOTES TO READERSIIL anguage Instruction for Newcomers to CanadaWho are the e-resources for?These e-resources are appropriate for use by students working independently outside of a LINC class orinside a computer lab facilitated by a classroom instructor.

4 In fact, the e-resources are ideal for use in acomputer lab; each learning object has a lead-in page to introduce the background language and any requisite 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 providingsuggested discussion questions and a link to a related website, which can extend these discussions. Theseintroductory activities are optional; instructors may use their own introduction or they may use the activitiesin the print version as the lead-in to the e-activities. This lead-in page also has links to the e-activities, and a linkto 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.

5 Instructorsshould check before using both the print- and 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 abalanced approach. Generally, with the exception of the communication during the introduction, there is nocollaboration in these self-study activities. In addition, because of the limitations of technology in providingfeedback 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 is the password for the instructor s 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 do I need an answer key if the e-activities are self-correcting?

6 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. ) Browsers: Windows: Firefox Macintosh: Safari Screen resolution: 1024 X 768 (or higher) QuickTime Player plug-in (version 7 or higher) Adobe Flash PlayerCONTENTSL anguage Instruction for Newcomers to CanadaIIITHEMES & ACTIVITIESAT HOME IN OUR COMMUNITY & THE WORLDD avid Suzuki: Environmental Hero .. 3 Good Things Come In Recycled Packaging ..7 Community Recycling Programs .. 11 Enviro News .. 14 How Big Is Your Footprint? .. 17 Personal Acts Of Green .. 20 Earth Friendly Challenge .. 22 The Kobar Family I: Relocating .. 27 The Kobar Family II: The Spacious Semi-Detached.

7 31 The Kobar Family III: A Great New Place To Live .. 35 BANKING, CUSTOMER SERVICE & TELEPHONEAll Our Lines Are Currently Busy .. 41 Gimme A Ring .. 45 What s The Message? .. 52 Cell Phone Manners .. 56 Stop Bugging Me! .. 59 National Do Not Call List: FAQs .. 64 National Do Not Call List: Filing A Complaint On The Internet .. 67 Pre-Authorized Payment Plan Application Form .. 70 Monthly Budgets .. 74 LINC 4 ContentsWOMEN YOUTH SENIOR ONLINECONTENTSIVL anguage Instruction for Newcomers to CanadaCANADAL ibrary of Parliament .. 85 The Amazing Rattenbury Story: Part One .. 95 The Amazing Rattenbury Story: Part Two .. 101 The Amazing Rattenbury Story: Part Three .. 110 The Amazing Rattenbury Story: Part Four .. 115 The Amazing Rattenbury Story: Extensions For Group Discussions .. 120 Canadian Trivia: Question Formation Review .. 125 Did You Say Saskatchewan? .. 134 CANADIAN CULTUREL ovely Winter.

8 141 Would You Like To Come Over? .. 146I Like Your Dress! Giving And Receiving Compliments I .. 161I Like Your Dress! Giving And Receiving Compliments II .. 170 Canadian Icons .. 173 The Greatest Canadian Hero .. 186 CANADIAN LAWL egal Vocabulary .. 197 The Cigar Story .. 204 The Spanking Case .. 209 Drinking And Driving .. 221 The CopShop Event .. 231 Personal Safety Test .. 240 Who Killed Mr. Green? .. 245 CONTENTSL anguage Instruction for Newcomers to CanadaVCOMMERCIAL SERVICES & BUSINESSP roduct nutritional information .. 251It Tastes Good .. 260 Internet Use Survey .. 265 Shop Online .. 271 Internet Shopping Role Play .. 276 Gifts Online .. 280 Internet Shopping Cards .. 284 The Electronic Grandmother .. 292 COMMUNITY & GOVERNMENT SERVICESV olunteer Applications .. 297 Volunteer Experiences .. 307 Volunteer Ottawa .. 3162-1-1 Community Services information .. 3242-1-1 Quick Facts .. 3342-1-1 Role Play .. 341 Hey Dude.

9 345 EDUCATIONJ ason s 351 Parent-Teacher Interviews .. 356 Here Is My Opinion .. 361 Coping Strategies: My Experience .. 366 Family Coping Strategies .. 368 How Would You Like to Volunteer? .. 374 Learning Styles: Which Kind of Learner Are You? .. 379 CONTENTSVIL anguage Instruction for Newcomers to CanadaEMPLOYMENTC anadian Employers: What Do They Expect? .. 385 Vet Clinic Interview .. 390 Follow-up Letter: Central Veterinary Clinic .. 395 Mock Interview .. 398 Volunteer Heroes .. 401Be Positive I .. 407Be Positive II .. 412 FAMILY & RELATIONSHIPSF amily Conflict: The Sleepover Party I .. 419 Family Conflict: The Sleepover Party II .. 423 Family Conflict: The Sleepover Party III .. 430 Childfree By Choice I .. 434 Childfree By Choice II .. 439It s Our Choice .. 442If I Were In Your Shoes .. 446 HEALTH & SAFETYC anadian Superfoods .. 461 Steps For Buying And Freezing Blueberries .. 465 Cranberries, A North American Superfruit.

10 468 How To Prepare A Healthy Snack .. 475 Nutrition Tables .. 478 Food And Health Myths .. 487 CONTENTSL anguage Instruction for Newcomers to CanadaVIITRAVEL & TRANSPORTATIONG etting Around Town .. 495 Alternative Transportation .. 498 Letter To The Editor .. 502 Confederation Bridge .. 507A Perfect Day .. 510 Dream Destination .. 513A Great Holiday .. 515 Travel Accommodations Canada .. 518 Travelling Experiences .. 522 Safety In Your City .. 528At Home In Our Communityand The WorldBased on Canadian Language Benchmarks LINC 4AT HOME IN OUR COMMUNITY & THE WORLDL anguage Instruction for Newcomers to Canada3 Language Instruction for Newcomers to Canada3 Activity:David Suzuki: Environmental Hero INSTRUCTOR NOTESA reading passage about the environmentalist David Suzuki is followed by comprehension questions. Timing: 45 minutesWARM-UP Begin with a class discussion on what it means to be a hero. Ask learners who their heroes were at various stages of their lives.