Professional Documents
Culture Documents
LETTERS
2 CDs
INCLUDED
NUMBERS
POSTAL CODE
ADDRESS
PLACE NAME
LICENSE PLATE
PERSONS NAME
PHONE NUMBER
CALENDAR
MESSAGES
MAP EXERCISES
MESSAGE DICTATIONS
ONE-SIDED PHONE CALLS
ASSESSMENT SHEETS
JANET KAN
Copyright Notice
Copyright2014 Canadian Resources for ESL All rights reserved
All rights reserved. This book and the accompanying CD, may not be reproduced, in whole or in part,
in any form or by any means electronic or mechanical, including photocopying, recording, or by any
information storage and retrieval system now known or hereafter invented, without
permission from the publisher, Canadian Resources for ESL/ ESL Resources.
This book may be photocopied in part under the following conditions:
INTRODUCTION
This book was developed in 3 sections.
SECTION ONE - LISTENING SKILLS
The first section focuses on multi-purpose listening exercises. They require time
and repetition. The skills that are developed can then be applied in the various
contexts of the second section of the book.
SECTION TWO - READING AND WRITING
The second section incorporates the use of the skills from section 1, but focuses
largely on reading and writing in specific contexts, although there are suggestions for some oral applications to those contexts as well.
SECTION THREE - ASSESSMENT
The third section contains 13 assessment sheets.
LEVELS
Everything in this book can be adapted to different levels. The first section can
be used at any level and has, in fact, been used at all levels from LINC
Pre-benchmark to LINC 4 and ESL levels 2-4. The second section cannot be
used in its entirety with all levels, but parts or simplified parts have been used
from LINC 1 to LINC 5. At the higher levels conversations, discussions and
comparisons can be incorporated. Some are possible at LINC 3. More are
possible at LINC 5.
DOCUMENTING PROGRESS
Whether you use an individual student file system or a PBLA binder, there is a
need to have examples of what students are able to do with what they have
been studying. It is best if these examples have real-life applications. Both
sections 1 and 2 provide for this. In section 1, dated sheets or booklets with
dated columns are used. The student as well as the teacher can look at the
progression from the beginning to the end of each semester or session. In
section 2, the exercises and practice tasks are specific activities that can be
completed and added to the students file. Both student and teacher can see
concrete evidence of the students ability to apply their skills to real-life tasks.
Janet Kan
ACTIVITY
2-3
3-4
6-8
NAME CHART
10
MAP EXERCISES
11-12
MESSAGES: METHOD
13-14
15
16-19
20-22
23-26
27-50
28-30
31-33
34-36
37-39
40-42
43-45
46-48
49-50
51-53
54-65
CALENDAR: DICTATIONS
CD TRACKS
1-13
14-32
33-71
72-94
ACTIVITY
67-68
INVITATIONS
69-71
WRITING DATES
72-73
WRITING TIMES
74-77
WRITING INVITATIONS
78-87
88-90
ANSWERING AN INVITATION
91-105
INVITATION MATCH
106-107
NOTES
108-109
110-111
LETTERS
112-119
ADDRESSING AN ENVELOPE
120-122
123-127
128-141
144
145
146
147
148
149
150
151
152
153
154
155
8-WEEK OUTLINE
Week 1
x
Start letters and numbers dictations on a daily basis.
x
Start chart of male/female names.
x
Start using map coordinates to find the dictation place.
Week 2
x
Continue all items of week 1 on a daily basis.
Week 3
x
Continue all items of week 1 on a daily basis.
Week 4
x
Continue all items of week 1 on a daily basis.
x
Start the writing of dates and times section of invitations.
x
If the class is handling these well and finding some degree of
success, start the message dictations so they have a
context for why the letter and number dictations are
being done.
Week 5
x
Continue all items of week 1 on a daily basis.
x
Continue message dictations on a daily basis.
x
Start the actual reading and writing of invitations, doing
small sections at a time.
Week 6
x
Continue all items of week 1 on a daily basis.
x
Continue message dictations on a daily basis.
x
Continue invitations with replies.
Week 7
x
Continue all items of week 1 on a daily basis.
x
Continue message dictations on a daily basis.
x
Start to work on notes and telephone messages.
Week 8
x
Continue all items of week 1 on a daily basis.
x
x
x
CD ONE TRACK #
PAGE
ACTIVITY
10
11
12
13
14
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15
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16
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17
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18
13
19
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20
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21
13
22
13
23
14
24
14
25
14
26
14
27
14
28
14
29
14
30
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31
14
32
14
CD ONE TRACK #
PAGE
ACTIVITY
33
16
34
16
35
16
36
16
37
16
38
16
39
16
40
16
41
16
42
17
43
17
44
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45
17
46
17
47
17
48
17
49
17
50
17
51
17
52
17
53
18
54
18
55
18
56
18
57
18
58
18
59
18
60
18
61
18
62
18
63
19
64
19
CD ONE TRACK #
PAGE
ACTIVITY
65
19
66
19
67
19
68
19
69
19
70
19
71
19
72
19
CD TWO TRACK #
PAGE
ACTIVITY
54
Calendar A
55
Calendar B
55
Calendar C
56
Calendar D
56
Calendar E
57
Calendar F
57
Calendar G
58
Calendar H
58
Calendar I
10
59
Calendar J
11
59
Calendar K
12
60
Calendar L
13
60
Calendar M
14
61
Calendar N
15
61
Calendar O
16
62
Calendar P
17
62
Calendar Q
18
63
Calendar R
19
63
Calendar S
20
64
Calendar T
21
64
Calendar U
22
65
Calendar V
23
65
Calendar W
SECTION ONE
SHORT & SWEET MULTI-PURPOSE
LISTENING ACTIVITIES
1. LETTERS & NUMBERS
LICENSE NUMBER
PHONE NUMBER
ADRESS
POSTAL CODE
PERSONS NAME
PLACE NAME
2. NAME CHART
3. MAP EXERCISES
4. MESSAGES
5. ONE-SIDED PHONE CALLS
6. MESSAGE DICTATIONS
7. LICENSE PLATE FORMATS
8. PROVINCIAL FLAG MATCH GAME
9. CALENDAR
Listening, Reading & Writing by Janet Kan 2014 www.eslresources.com 1-866-833Photocopiable by the Purchasing Teacher for Her/His Students Only
6. PLACE NAME
x use to teach use of upper and lower case letters
x use to teach geography and map reading
x use with listening to news and weather locations
GENERALLY
x use to distinguish when and where to use upper and lower case letters
x use to teach punctuation appropriate to these contexts
x use to build a glossary of gender specific names, short forms, nicknames and
unisex names
x use to teach reading of basic map coordinates on a provincial highway map
x use to familiarize students with places in their province and an understanding
of the news and weather when these locations are referred to
METHOD
Read each item only once at a rate of speed appropriate to the level.
Under no circumstances repeat or slow down even when students plead or rant.
Their ears need to speed up to meet the world. The world will not slow down for
them very often. Expecting everyone to constantly repeat and slow down causes
frustration and sometimes resentment.
Depending on the level, continue these exercises on a daily basis for 6-8 weeks
before adding the message dictations.
Start the 6-item dictations with 7 digit telephone numbers. Use only the 7 digits
for 6-8 weeks, depending on the level. Then add the 3 digit area codes.
Use a sheet with spaces for multiple days or a half booklet. They can be kept in
each students file and the students can see for themselves how they have
progressed. Each day needs to be dated and this allows for review or repetition
of the date. It can also help develop organizational skills.
When the exercise is done that day, collect the sheets or booklets and check
later yourself. It helps you see where the difficulties are and where you might be
able to clarify something. Immediately after you have collected the students
work, put the correct items on the board. The students usually have a pretty
good idea of what they put down. Without the paper in front of them they dont
have to resist the temptation to erase and put in the correct answer. If you do
the marking in a different colour, the students can better see their own areas of
need and progress.
Listening, Reading & Writing by Janet Kan 2014 www.eslresources.com 1-866-833-9485
Photocopiable by the Purchasing Teacher for Her/His Students Only
Address
3-1-6-1
Postal Code
V-2-T 5-J-3
Ralph
Black
Place
v-a-n-c-o-u-v-e-r
Vancouver
r-a-l-p-h
b-l-a-c-k
Listening, Reading & Writing by Janet Kan 2014 www.eslresources.com 1-866-833Photocopiable by the Purchasing Teacher for Her/His Students Only
B32 RFW
671-5690
964-5473
215-9083
HAXC 499
709-636-1803
13 10893N
FWB 849
421-6394
901-6628
GN 819
902-346-5831
12 BSX18
DRX 779
361-7723
326-7612
GBE 709
989-5144
11 301009
RVK 238
414-5246
249-1496
GXE 148
410-2649
Phone Number
10 182 IGT
617 HRX
License Number
J0V 1G0
L6V 0A2
A2A 1Y7
C1A 1M6
B1Y 1P3
E2A 2G6
R7B 4E8
T4B 3E9
V2T 5J3
Postal Code
9838-69 Ave.
1815-40 Ave.
3619-112 St.
X1A 3R1
Y1A 0A8
X0E 0R3
6321-23 St.
8723-11 Ave.
17 Rock Ridge
Cresc.
3712-35 St.
80 Hillcrest Dr.
4616-202 St.
2631-43 St.
4503-47 Ave.
3161-41 St.
Address
Maria Pinto
Zoe Shannon
Ben Gunn
Carmen Ramaz
Mariam Sharif
Curtis Aikens
Jocelyn Goring
Malcom Slater
Olga Popov
Sharon Groves
Peter Wong
Jason Wells
Ralph Black
Persons Name
Iqaluit
Yellowknife
Carmacks
Carmel
Hull
Wawa
St. Anthony
Charlottetown
Amherst
Chatham
Brandon
Banff
Vancouver
Place
CD #1
1-13
13
12
11
10
Postal Code
Listening, Reading & Writing by Janet Kan 2014 www.eslresources.com 1-866-833Photocopiable by the Purchasing Teacher for Her/His Students Only
License Number
Postal Code
Persons Name
Place
13
12
11
10
License Number
Postal Code
Persons Name
Place
NAME CHART
After the student sheets/booklets have been collected and the correct items
have been put on the board, identify the individual name in the NAME section as
male or female. Keep a large paper chart posted in the classroom in a visible
location and have it divided into columns. Half of the columns should be labeled
male and the other half should be labeled female. Each day enter the given
name from column #5 into the appropriate gender column. Students learn some
of the gender specific names they will hear and will be able to identify from the
name if they are likely to be talking to a man or a woman. The chart on the wall
also gives them a choice of names to use for writing exercises when they must
choose a name for a character.
NAME CHART
MALE
FEMALE
MAP EXERCISES
Next, get a provincial highway map. The local motor association is a good
source. Laminate the map and post it on a bulletin board or corkboard, or lay it
on a desk. Get flag and tab post-its. Write local place names on the tab post-its
and tape each tab to a flag.
Choose a different student each day to find the place on the map. Give the
student the coordinates and teach them how to use the grid to narrow the
location area. Depending on the level of the class, discussions can be centered
on the place, its points of interest or any current news connected with it.
Weather reports can be given for the area. Higher level students can do
research about the places on the map. The exercise can be limited to the
provincial map or it can extend to a national map. Prepositions can be practiced
with the map, as can compass directions. You can ask the student where the
new place is in relation to where you are.
Example: You are in Edmonton, AB. The place for today is Ponoka. Yesterday
a flag was placed in Brooks, AB. Ask the student to tell you where Ponoka is in
relation to Edmonton or Brooks. It is south of Edmonton. It is between
Edmonton and Red Deer. It is northwest of Brooks.
10
MESSAGES
At the 6-8 week point, start to add the message exercises that use these
components together in a context. Act as if you are someone calling with an
appointment information or confirmation for them. Dont increase the speed, but
pause between sections of the message so they have time to write.
Samples could include a medical, dental or optical appointment, medical tests,
lawyer or financial advisor meeting, job interview, car service appointment,
hairdresser booking, etc.
Example:
Do Not Read
This Column
Aloud
Reason
Date
Wednesday next week (Dont give the date. Have them find
it on their calendar.)
Time
at 7:45 AM
Business
Address
at 16315-73 Ave.
11
be the opportunity to deal with the words for morning, afternoon, evening, night,
noon and midnight as well as the use of AM and PM. Note the potential for
confusion when writing 12:00.
When giving components that involve numbers, make sure to give each number
individually. Note: 4-2-5 1-0-1-0, NOT 425 10-10. That is a separate skill
and more difficult. It can be introduced at higher levels, along with the phrases
using double or triple. Example: 425-triple 0-1 for 4-2-5 0-0-0-1.
It is interesting to observe the focus when the context shifts from a single line
exercise to a message. It also makes the students aware of how much these
repetitive exercises have helped them improve.
After 2-3 weeks of this message-taking exercise in a LINC 1 class, students are
generally getting the date, the time, the phone #, most or all of the address and
at least part of the name. Their confidence toward taking a phone message
improves dramatically as a result.
In the next 2-3 weeks, introduce other voices. At Level 1, try to keep it to live
people in the classroom with volunteers and visitors. They still need to see
faces and voice quality changes dramatically when recorded voices are used.
As you work with higher levels, change position so they cant see your face and
use multiple voices; as many as possible and record some messages. Not only
does the voice quality change, but there is no face to help.
NOTES TO TEACHERS
When doing one-sided phone calls, the higher levels may benefit from trying to
figure out what the other person said to get the response they heard. Have
them try to write the other half of the conversation.
12