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The Life Journey of Two Immigrants Reading & Writing CLB 4-5-6

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Copyright Notice
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Canadian Resources for ESL 15 Ravina Crescent Toronto Ontario Canada M4J 3L9 tel 416-466-7875 toll free 866-833-9485 fax 416-466-4383 toll free fax 888-342-7657 www.eslresources.com email thane@eslresources.com ISBN 978-1-894799-80-5

To The Teacher
Throughout my twenty-eight years of teaching ESL at Bow Valley College, Alberta, I experimented with many different teaching and learning strategies, and tried to find the magic wand that would excite and engage my students in meaningful communication, as well as encourage a strong desire to improve all language skills. Again and again, I noted that student interest was always heightened by the personal true story especially if the story was serialized and contained an element of suspense and drama.

good example of such a story and proved to be a great success with the students of Benchmark 4-6. I was impressed with the response, that this story elicited and by the improvement in the students language skills, and it is largely because of this story that I was inspired to write my own story combined with the personal story of my first love, George, whom I found on Facebook, in my last semester of teaching. Both of us were born and grew up in the same area of Scotland and both of us immigrated, George to Australia and me to Canada. Since finding each other, we have communicated by email and shared our life experiences with all its ups and downs, joys and sorrows and it is from this that the idea grew to write our stories and combine them in a way that would appeal to the immigrant student population. It is my firm belief that storytelling in the ESL classroom provides a wonderful opportunity to engage the students interest and participation, especially if they can identify with the characters or the events of the story. They are then motivated to open up and share their own stories. Our story consists of 13 units, each of which is developed to include various language skills and student tasks, with an emphasis on vocabulary expansion. The theme throughout is about the immigrant experience and the process of adjustment to a new culture and a new way of life. Recommended reading level - CLB 4,5,6.

The Life and Times of Lillian written by Fran Marshall [Canadian Resources for ESL], is a

Unit Components
Vocabulary Preview Each unit begins with a vocabulary preview, containing some of the words from the story. These words are defined as Verbs, Nouns, Adjectives and Adverbs and the students should enter these words in the appropriate columns of the page entitled, Make Your Own Dictionary. To prepare the students for this, it would be beneficial to explain these terms beforehand and give examples of how they are used in a sentence. A lesson on Participial Adjectives would also be very helpful. Students are asked to draw a line from the Vocabulary in column A to the definitions in column B. This activity will need some guidance and explanations from the teacher since some of the words will be unfamiliar to the students. Readings The students will read about the lives of Patricia and George from the time they met, how their stories unfolded in two different countries, until the day they found each other on Facebook. As in all life stories there are many twists and turns, ups and downs and in the case of immigrants to a new culture, there are the added pains of cultural adjustment. For the majority of our students this is not an easy transition and it is my hope that in reading the life stories of these two immigrants they will be encouraged to share their own experiences with each other and at the same time improve their language skills. Class Discussion Following most of the readings there are two or three questions for general class discussion. This activity encourages the students to offer their opinions and ideas directly with the teacher and other classmates. Small Group Discussion Students are asked to read the questions, make a few notes and then share their ideas in groups of four or five. This is helpful for those students who are less confident in their speaking and prefer to remain quiet during the larger class discussions. Test Your Vocabulary All the readings are followed by sample sentences using the vocabulary in column A of the vocabulary preview, which are also underlined in the story. Students are asked to fill in the blanks.

Your Turn - Student Interviews Following the vocabulary exercise, in the units pertaining to Pats life, students interview each other with questions on a particular topic from the story. They are asked to write a complete sentence on the answers they are given, using the students names. This part of the lesson involves listening, speaking and writing practice. Answers can be written on the board and corrected collectively or handed in to the teacher as homework. Reading Comprehension Students will answer questions with complete sentences, on the stories pertaining to Georges life. This gives them practice in reading for information and writing good sentences. The answers can then be put on the board for collective correction or handed in to the teacher as homework. I have always found collective correcting on the board to be very effective since the students can then self-correct their own writing and it is an activity that they always enjoyed. Writing Task It is not the aim of this book to teach the intricacies of good paragraph writing since that would require a specialized writing program. Rather, the focus of the book is on reading, vocabulary expansion and the sharing of life experiences. However, it is important for the students to follow up with their own writing contributions, and consequently the teacher can gauge their writing abilities, weaknesses and needs for further writing assistance. Make Your Own Dictionary Each unit provides a page with the above title and students should fill this in with the words from the vocabulary preview. Making a personal dictionary is an effective tool for students to expand their vocabulary and, in addition, they are more likely to remember the words because they have learned the meanings in the context of the story.

Contents
Time and Tide Poem Class Discussion Ask Your Classmates Unit 1 Title: Introduction and Background Vocabulary Preview Reading Test Your Vocabulary Your Turn - Student Interviews Writing Task Unit 2 Title: The Growing Up Years [Patricia] Vocabulary Preview Reading Class Discussion Test Your Vocabulary Your Turn - Student Interviews Writing Task Unit 3 Title: The Growing Up Years [George] Vocabulary Preview Reading Small Group Discussion Test Your Vocabulary Reading Comprehension Writing Task 1 1 2

3 3 4 5 6 7

8 8 9 9 10 11 12

13 13 14 15 16 17 18

Unit 4 Title: A New Chapter [Patricia] Vocabulary Preview Reading Test Your Vocabulary

19 19 20 21

Your Turn - Student Interviews Writing Task Unit 5 Title: A Fork In The Road [George] Vocabulary Preview Reading Class Discussion Small Group Discussion Test Your Vocabulary Reading Comprehension Writing Task Unit 6 Title: The Trip To Canada [Patricia] Vocabulary Preview Reading Class Discussion Small Group Discussion Test Your Vocabulary Your Turn - Student Interviews Writing Task Unit 7 Title: The Trip to Australia [George] Vocabulary Preview Reading Class Discussion Small Group Discussion Test Your Vocabulary Reading Comprehension Writing Task Unit 8 Title: Life In Manitoba [Patricia] Vocabulary Preview Reading Class Discussion Small Group Discussion

22 23

24 24 25 26 26 27 28 29

30 30 31 32 32 33 34 35

36 36 37 38 38 39 40 41

42 42 43 44 44

Test Your Vocabulary Your Turn - Student Interviews Writing Task Unit 9 Title: Lifes Ups And Downs [George] Vocabulary Preview Reading Class Discussion Test Your Vocabulary Reading Comprehension Writing Task Unit 10 Title: Life As A Single Mother [Patricia] Vocabulary Preview Reading Class Discussion Test Your Vocabulary Your Turn - Student Interviews Writing Task Unit 11 Title: Life As A Single Father [George] Vocabulary Preview Reading Class Discussion Small Group Discussion Test Your Vocabulary Reading Comprehension Writing Task Unit 12 Title: The Wings Of Time [Patricia] Vocabulary Preview Reading Test Your Vocabulary Your Turn - Student Interviews Writing Task

45 46 47 48 48 49 50 51 52 53

54 54 55 56 57 58 59

60 60 61 62 62 63 64 65

66 66 67 69 70 71

Unit 13 Title: A Blast From The Past [George] Vocabulary Preview Reading Class Discussion Small Group Discussion Test Your Vocabulary Story Feedback Writing Task Poem: Connected Appendix Make Your Own Dictionary Supplementary Material Understanding Word Forms Verbs Nouns Gerunds As Nouns Adjectives Adverbs Adjectives & Adverbs Participial Adjectives Poem: Peaks and Valleys

72 72 73 74 74 75 76 77 78

79 80 80 80 81 82 83 83 84 85 87

Time and Tide

Time and tide can steal many a friend But walk on a beach at a warm days end And if you are lucky, and your heart is true You may find the tide has returned to you Much that at dawn it took away Now waiting for you at the end of the day. by Susan Mackenzie
*********** This poem uses symbolic language to express the loss of friends and friendship, but if we stay hopeful life can also bring us happy surprises. The dictionary defines the word symbol as a sign, a mark or an object that represents some thing, place or situation. Symbols are used in every culture in the world, for example, the Maple Leaf is the symbol of Canada, a red rose is a symbol of love, a ring is a symbol of marriage and five interlocking rings represent the Olympic games.

Class Discussion
1. Can you give more examples of popular symbols? 2. Name a few symbols from your country. 3. What does the word tide mean? What do you think it symbolizes? 4. What does the word dawn mean? What do you think it symbolizes? 5. Much that at dawn it took away. How would you explain this sentence? 6. The poem uses the word lucky. Do you believe in luck or do you believe that things happen because they are meant to happen?

Tide and Time - Pat McCurry 2012 Canadian Resources for ESL www.eslresources.com 1-866-833-9485

Ask Your Classmates

1. Ask your classmates, What are some reasons that you feel lucky in your life? Write their answers. Use names. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

2. Now write a paragraph about yourself and why you feel lucky. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Tide and Time - Pat McCurry 2012 Canadian Resources for ESL www.eslresources.com 1-866-833-9485

UNIT ONE Introduction And Background Vocabulary Preview

Note: Before doing this exercise it is important to understand the meaning of the words- verb, adjective, noun and adverb, as well as their roles in sentence construction. See the appendix for supplementary material. Match the vocabulary in column A with the definitions in column B and draw a connecting line.

A 1 2 3 4 5 6 7 8 9 10

B chances lucky success few, little joined; in touch advised against, loss of hope Resentment; anger continual, all the time gave approval, disagreed [with] very much; seriously

scarce [adj] constant [adj] animosity [n] discouraged [v:adj] disapproved [v] opportunities [n] achievement [n] strongly [adv] fortunate [adj] connected [adj; v]

Abbreviations Adjective = adj.; Verb = v; Noun = n; Adverb = adv.

Tide and Time - Pat McCurry 2012 Canadian Resources for ESL www.eslresources.com 1-866-833-9485

UNIT ONE Introduction and Background

Patricia and George This is the story of two people whose lives took very different paths yet who remained deeply connected to each other for the rest of their lives. Their names are Patricia and George. Both were born during the years of the Second World War in the county of Ayrshire on the west coast of Scotland. The war began in 1939 and lasted until 1945, when Germany was defeated. These were difficult years for all families in Britain because the British government introduced conscription, which meant that most young men of 18 and over had to do military service. Many families were without fathers, food was scarce, and wages were low. There was also the constant fear of being bombed by German warplanes or losing a father, a brother, or a husband. Another aspect of their Scottish culture was the animosity that existed between Catholics and Protestants due to the long history of war, arising from the time of the Reformation in the 16th century. Catholics were a minority in Scotland and in those days, in some areas, were viewed as second-class citizens. Marriages between these two religions were discouraged and disapproved of by the families. However, on a positive note, the educational opportunities were equal for both. Catholics had their own schools as they do here in Canada and the curriculum was the same as in the public schools. This meant that entrance to University or College was based on academic achievement only. At that time, higher education was free and subsidized by the government. The politics of the Scottish government in those days was strongly socialistic, and many of these ideas were brought to Canada by Scottish settlers. For example, Tommy Douglas, a Scotsman and famous politician, is known as the father of Medicare in Canada and was voted in a popular contest as the greatest Canadian in history. Patricia and George were fortunate to grow up in the post-war years because they were really too young to know how serious the war was. Life was difficult for their parents generation. How did their lives cross? To be continued . . .

Read the story again and identify the underlined words as verbs, nouns, adjectives or adverbs. Put these words into the appropriate columns of the page, titled, Make Your Own Dictionary. 4
Tide and Time - Pat McCurry 2012 Canadian Resources for ESL www.eslresources.com 1-866-833-9485

Test Your Vocabulary

Fill in the blanks with these underlined words from the story.

scarce is a country of great _________________ discouraged constant connected disapproved 1. Canada if you are willing to work hard and opportunities
get a good education.

achievement

strongly

fortunate

animosity

2. Learning a language and adapting to a new country is a great __________________. 3. Strong beliefs in any religion can cause _________________ and discrimination towards other religions. 4. It is normal to feel ___________________ and sad at times, when you move to another country. 5. Cheating in exams is __________________ of by all teachers and institutions. 6. We are __________________ to live in a country that protects our civil rights and freedoms. 7. Tommy Douglas was a man who ___________________ believed in universal health care for all Canadians. 8. Many countries have experienced serious flooding because of _____________ rain and thunderstorms. 9. Lack of rain and severe drought also brings great suffering because food becomes _______________ and people may die of malnutrition. 10. As a new immigrant, part of you will always feel __________________________ to your native country.

Remember to enter the new vocabulary into your personal dictionary.

Tide and Time - Pat McCurry 2012 Canadian Resources for ESL www.eslresources.com 1-866-833-9485

Your Turn - Student Interviews

Ask your classmates the questions below and write a complete sentence for each answer. Use names. Example: Where do you come from? Juan comes from Columbia. 1. Where do you come from?

2. How many years did you live in your country?

3. Did you have a good education?

4. Does your country have a free health care program?

5. Is it expensive to go to college or university

6. What do you like about your country?

7. What do you dislike about your country?

8. What do you like about Canada?

9. What do you dislike about Canada?

10. Are you happy to be in Canada?

Write your answers on the board or give to your teacher for correction.

Tide and Time - Pat McCurry 2012 Canadian Resources for ESL www.eslresources.com 1-866-833-9485

Writing
Write a paragraph about your background and your country. Explain why you decided to leave and come to Canada. __________________________________________________________________

My Background

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Tide and Time - Pat McCurry 2012 Canadian Resources for ESL www.eslresources.com 1-866-833-9485