Mixed Bag 1-CDN 134 Pages Oct 21

The Mixed Bag
Volume 1
A Collection of
Activities for ESL Classrooms
Canadian Edition
Elizabeth Ganong
Dan Ingram
The Mixed Bag Volume 1 2004 eslresources.com 866-833-9485
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Introduction
In May 1995, the first monthly issue of The Grab Bag was circulated. Five years later, we
thought it was time to gather some of those ideas shared over the years and add some new ones
to create a book that was indeed a true grab bag. We hope that the activities complement what
you are doing in the classroom.
About the Authors

Dan Ingram and Elizabeth Ganong met while teaching adult ESL at the Canadian Cooperative for
Language and Cultural Studies (CCLCS) in Toronto in 1992. It was within this LINC and teachertraining environment that the idea of sharing teaching materials formed. In 1995, they started The
Grab Bag, a newsletter of ESL teaching ideas. Over the past few years they have facilitated
workshops at numerous conferences, including TESL Toronto, TESL Durham, TESL Niagara, TESL
Ontario and TESL Canada.
Dan had his BRE and M.Miss when he was introduced to ESL in Ecuador. When he returned from
this overseas experience he got his TESL Certificate from CCLCS and started teaching in the LINC
program at CCLCS. Dan is currently teaching at CCLCS.
Elizabeth had her B.A. when she started working at Humber College in 1985. There she was
introduced to ESL. After receiving her TESL Certificate from Humber, she taught ESL as a part-time
and sessional instructor. She also has experience working with Humbers Summer Language
Program, and extensive experience with LINC at CCLCS. Elizabeth currently teaches with the Peel
District School Board. In addition, Elizabeth has her B.Ed, M.Ed, and ESL Part 1.
Acknowledgements
We would like to acknowledge those who subscribed to The Grab Bag during the first five
years of its publication. Their support of our ideas made this book possible.

Contents
Introduction... i
Formation by Colour
Beginning Quotes
Story Create
33
Pass the Picture 2
Canada Match
Adding Details
Canadas Culture
Plural Pronunciation Practice
32
34
35
An Activity Thats Suspect
Alphabet Introductions 4
Computer Dictation
Holiday Share 4
Sentence Separation
Used To 5
Complaint Talk
38
Relative Comparisons 6
I Need Change
39
Family Talk 7
Turning Your Wheels
Be a Good Sport
A Driving Interview
Batter Up 10
Housing Hunt
Seeing the Sites
11
37
37
40
41
42
Abbreviation Answer
44
Tourists Guide 12
At Home with Words 45
Map Find 14
Lucky That Time 46
Travelling Advice 15
Place Match
Directional Dialogue
Letter Writing
16
36
47
Environmentally Speaking 48
17
Where in the World
50
Are These True? 18
Verb Find
51
Second-Hand Treasures 20
Job Name
52
Objects Around the School 22
Interview Ask 54
Tool Time 24
Excuses! Excuses! 55
To Lend or not to Lend 26
Who Says What to Whom
Heartfelt Quotes
Reading Labels 57
27
Youre Going to Love this Game .28
Label Ease 57
Correct It! 30
Whats Cooking in Idioms
I Starts 31
Fruit Find
56
58
59

I Only Have $10
60
Cats and Dogs
95
Food Fun
61
Seasonal Poem
95
Time Flip
62
Strategic Verbs
96
Day by Day
64
Word Part
What Time
65
Revision Decisions
How Often
66
Shopping Around
Whats the Date

Clue In
67
97
Try These
68
99
101
Catalogue Seek
Object Match
69
Line-ups
Neighbourhood Walk
At the Library
69
70
All These Words

Money Find
Future Predictions
106
108
Coming to Canada Questions
72
Money Talks
102
104
Starting Out
71
98
Thematic Nouns
74
111
Paragraph Review
Shopping Clauses
75
Interview by Me
112
113
Whats the Weather
76
All About You
Seasonal Exchange
77
Monday Morning Match-up
Cause Its Hot
77
78
Sequential Stories
Past Pairs
80
82
Rolling Advice
Brrr
84
A Spring of Words
Canadian Words
Summer Plans
A Sticky Situation
116
Seasonal Groupings
117
118
Find Someone Who

86
87
88
90
91
92
120
Talking About Him
122
Likes and Dislikes
124
Snowflakes
125
Answer Key
126
Canadian Language Benchmarks Index

General Index
128

115
116
Start Speaking
Reflecting on Quotes
Fall Words
114
Newspaper Warm-up
A Nervous Pumpkin
110
127
Other Titles in the Grab Bag Series

The Grab Bag of Socializing (2000)
The Grab Bag of Telephone Activities (2000) (Second Revised Edition)
The Grab Bag of Canada (2001)
The Grab Bag of Health (2003) (Second Revised Edition)
The Grab Bag of Work (2004) (Second Revised Edition)
The Mixed Bag Volume 2 (2004)
The Grab Bag of America (2004)

Beginning Quotes
Instructions:
Read the quotes below. Discuss them with your group. What do they mean
to you? Which ones are the most meaningful? Why? What other thoughts do you have about
beginnings? (e.g., How do beginnings make you feel?)
Who begins too much accomplishes little.

~ German Proverb ~
The world is round and the place which may seem like the end
may also be only the beginning.
~ Ivy Baker Priest ~
When ambition ends happiness begins.
~ Unknown ~
Start slow and taper off.
~ Walt Stack ~
Every oak tree started out as a couple of nuts
who decided to stand their ground.
~ Unknown ~
The man who goes alone can start today, but he who travels
with another must wait till that other is ready.
~ Henry David Thoreau ~
How wonderful it is that nobody need wait a single moment
before starting to improve the world.
~ Anne Frank ~
Vitality shows in not only the ability to persist
but the ability to start over.
~ F. Scott Fitzgerald ~
Fear not that thy life shall come to an end, but rather
fear that it shall never have a beginning.
~ John Henry Cardinal Newman ~
There are two kinds of people, those who finish
what they start and so on.
~ Robert Byrne ~
A journey of a thousand miles must begin with a single step.
~ Lao-Tsu ~

Pass the Picture

Activity:
Divide the class into three or more groups. Give each group a picture. Instruct them
to describe the picture. Encourage them to write as many sentences as possible about the
picture. Give them about 15 minutes.
Have the groups exchange pictures and the papers that have the groups sentences on them.
Instruct the groups to read and correct the sentences and to write any additional sentences. Give
them about ten minutes. Next, have each group use the sentences to write questions. The level
of the class will dictate the kinds of questions written. Give them about 15 minutes.
Have them pass the picture and the questions (but not the sentences) to the next group. Collect
the description sentences to be used in the final exercise. Have the groups answer the
questions. If a group finishes quickly, have the students write some more questions of their own.
Give them about 15 minutes.
Finally, return the picture, descriptions, questions, and answers to the group they started with.
Have them spend a few minutes seeing what happened to their original work.
Variation:
Take the pictures and cut them into puzzle pieces. The number of pieces is based
on the number of students in the class. Mix the pieces up in a bag. Have each student draw one
piece and find the members of his or her group.
Adding Details
Divide the class up into groups of four to six students. Ask one student to start by telling the
group something he or she did last night or last weekend. For example, the student could say, I
went shopping. After, the other students in the group need to add details. For instance, You
bought a pair of shoes and You went alone.
When each student in the group has provided a sentence, the student who started tells the
group which details are true and which ones are false. The students really listen carefully to one
another because these are details about their lives. Then, another student can share something
he or she did, and so on.

2
Pronunciation Practice
Plurals
Instructions:
Use the rhythm pattern from 1 potato, 2 potatoes, 3 potatoes, 4, 5 potatoes, 6

potatoes, 7 potatoes more to practise singular and plural pronunciation. In the plural, practise
the s, z and iz sounds. The i is really the schwa sound. Substitute household vocabulary
where you would say the word potato. Be prepared to give the next word in order to keep the
rhythm and the drill moving. Begin by using several words from one sound group. Then, move on
to the next. End by mixing them up.
iz
mat
broom
dish
lamp
bed
watch
desk
fan
glass
cup
tub
vase
pot
rug
box
rope
stove
brush
sink
sofa
garage
mop
table
bookcase
toilet
mirror
couch

Alphabet Introductions
Use this interactive approach to help students introduce themselves to their classmates.
Provide each small group with a page that has the alphabet written vertically on it. Ask the
students to talk about and record sentences about themselves. They record a sentence
beside each letter of the alphabet. The first letter of any one of the words in the sentence
must correspond with the letter the sentence is recorded beside. In addition, a verb can
only be used once (or twice depending on the level and/or the class).
For example:
Li is an artist.
Mohammed lives in a bachelor apartment.
Carlos immigrated from Chile.
Li drank two cups of coffee this morning.
After a set amount of time or when the first group finishes, have each student share
something with the class.
Holiday Share
Tell the class one thing that you are going to do during the holidays. For example, I am
going to go tobogganing. In groups, the students prepare (could be written) five questions
to ask you about your plans. You could give them some question starters (e.g., who, what,
where, when, why, how long, how many, have, do). After, they ask and you answer their
questions.
Pair the students up. They tell each other one thing that they are going to do during the
holidays. Then, individually each student prepares five questions to ask his or her partner
about his or her plans.
Variation:
This could be done after the holidays to talk about what you did during the
holidays rather than what your plans for the holidays are.
It would also be effective as a follow-up to sharing plans. The students would be interested
to hear how the plans turned out.

4
Used To
Instructions:
Provide each small group of students with a set of question strips. The first student takes a strip and asks the question. Everyone in the group should respond before the next
student takes a strip and asks that question. Continue until all the questions have been asked
and answered.
Extension:
Have each group write four questions. Have them exchange their questions and answer the questions. Then, they could pass them onto another group to answer.
Did you use to have a pet? What did you call it?
Name a sport that you used to play. Who did you play with?
Did your parents use to read to you when you were young? What books do you remember?
What did you use to do with your friends after school?
What used to be your favourite food? Why isnt it your favourite now?
Where did you use to go for holidays? Who did you go with?
Do you remember a teacher you used to like? Why did you like her/him?
What used to be your favourite toy? Who gave it to you?
Where did you use to go almost every Friday or Saturday night?
Where did you use to work? Name one thing that you liked about your job.
Name one thing that you never used to do that you do now.
Name one thing that you used to do that you dont do anymore.
Relative Comparisons
Who is your
brothers son?
Who is your
Who is your
mothers sister? uncles daughter?
Who is your
aunts husband?
__________
__________
__________
Who is your
sisters daughter?
Who is your
fathers son?
__________
__________
__________
__________
Who is your
fathers wife?
__________
Who is your
father-in-laws
son?
__________
Who is your
mothers
husband?
_________
Who is your
mother-in-laws
daughter?
__________
Who are your

fathers parents?
Who is your
sons sister?
__________
__________
Who is your
mothers
daughter?
__________
Who is your
daughters
brother?
__________
__________
Who is your
Who is your
brothers wife? husbands brother?
Instructions:
Copy and cut the above into squares. In pairs or small groups, have the
students write the answers to the questions in the spaces. Following this, put each set of
squares into a bag. One student in each pair or group should select two squares. Using his or her
own family, the student then compares the two. If a student selects brother and doesnt have a
brother, he or she should choose another square.
Extension:
Write a paragraph comparing any two family members.

6
Family Talk
Are there
any adopted
children in
your family?
Do you
have any
children?
How many?
Are you an
uncle or
aunt?
Where
do your
relatives
live?
Are your
grandparents
alive?
Where do
they live?
Are you
single?
How many
sisters do
you have?
Are you a
grandparent?
Do you have
the same
first name as
anyone in
your family?
How many
brothers do
you have?
Are you
married?
Are there
twins in your
family?
Do you have
any halfbrothers or
half-sisters?
Do you live
with your
parents?
Is your
family big
or small?
Who is
Move ahead the oldest
two spaces. child in your
family?
Who is
your
favourite
relative?
Are there
triplets in
your
family?
What family
members
live with
you?
Who is
the youngest
in your
family?
Start
Instructions:
Are your
siblings
married?
Do you
know your
cousins?
Where do
they live?
Move back
three
spaces.
Move around the board and answer the

questions. The other players can ask you for more
information. For example, if you say you have one sister,
another player might ask, Where does she live?
Finish
Where
do your
parents
live?
Do you
have a stepmother or
stepfather?
Do you have Is anyone in

a stepyour family Move ahead
one space.
brother or
a foster
stepsister?
parent?

Be a Good Sport
Preparation:
Get a few pictures of various sports.
Introduction:
Show the students the pictures and ask them to name the sports. Also, have
them name where you would play this sport and what equipment you would need.
Activity:
Give each small group a copy of the game board on the next page. Have the
students roll the die and move around the game board. When a student lands on a space,
have him or her answer a question or a series of questions. Some possibilities are listed
below.
What sport is it?
Where do you play it? Where do you do it?
What equipment do you need?
What is he/she doing?
Have you ever tried it? If yes, do you like it? Why or why not? If no, would you
like to try it? Why or why not?
Do you like watching this sport? Why or why not?
What are three verbs you could use to describe the action in this sport?
What are two adjectives that describe this sport?
Extensions:
Have them brainstorm about other sports. You could set up a time limit and do
this competitively.
In pairs, have them describe their favourite sports. They could also explain one or two rules.
Do the Batter Up activity on the next page.
Generate a list of action verbs.
Discuss the concept of play. For example, you play volleyball but you go hiking or you hike.
Have them look at the various sports and decide if you use play or not. If you do not use
play, have them decide how you would describe your involvement in the sport.
Variation:
You could have a list of six questions. Then, if a student rolls a three, he or she
answers Question #3, based on the picture he or she has landed on. This would provide more
variety for the students, and they would go around the board several times. Otherwise, the
activity can be quite short.

8
Be a Good Sport

Batter Up
Introduction:
As a whole group, discuss what sports are popular in the students first
countries and what sports are popular in Canada. Ask the students if they have played or
watched baseball.
Activity:
Tell them that you are going to give them instructions on how to hit a baseball.
Ask them to listen carefully. Ideally, you would also have a bat (preferably plastic) to show
them as you give the oral instructions.
Do this twice. Have the students work in pairs. Hand out the instructions (cut up into strips).
Give one set to each pair. They put them in order. Then, the students practise. One gives the
instructions and the other follows them. They switch. Finally, have them try hitting a ball. A
plastic or nerf ball would be the best.
Stand with your body facing the plate from the left if you are right-handed.
Place your feet about shoulder-width apart.
Grip the lower part of the bat with your left hand.
Put your right hand above your left hand.
Bend your knees a little.
Rest the top of the bat on your right shoulder.
Watch for the ball.
Swing the bat at the ball.
Follow through.
Extensions:
Play a baseball game.

Go to a baseball game.
Have them explain how to play a game that is popular in their first country. It does
not have to be a sport; it could be a card game.

10
Seeing the Sites

Introduction:
Brainstorm with your class and create a list of tourist attractions in your
province. Talk about what you can do at each place.
Activity:
Then, have the students choose five places that they havent been to yet. They
have to find five different people to go with them (one person per place). Put the following
conversation starters on the board for the students to use.
Do you want to go to ______?
A:
B:
A:
Do you want to go to ______?
A:
B:
A:
Sure. Id love to. I havent been there yet.

When do you want to go?
Ive already been there. What about ______?

That sounds good. When do you want to go?
Variations: Have the students look through travel guides and/or pamphlets to choose the
five attractions. Have the students use the Internet to find attractions of interest.

11
Tourists Guide
Preparation:
Call, look online or go to a provincial travel or tourist office to obtain travel

information, guides and pamphlets, or, better yet, get your students to call.
British Columbia
Alberta
Saskatchewan
Manitoba
Ontario
Quebec
New Brunswick
Prince Edward Island
Nova Scotia
Newfoundland
1-800-633-6000
1-800-661-8888
1-800-667-7191
1-800-655-0040
1-800-668-2746
1-800-363-7777
1-800-561-0123
1-800-565-0267
1-800-565-0000
1-800-563-6353
Activity:
In groups of three or four, have students

complete the guide. You could have each group do a
different province (a sample is on the next page). If desired, use this as a rough draft and have
the students transfer the information onto a piece of
flip chart paper. Then, the group members can present
their guide to the class.
Extension:
The other groups can pretend that they are

travelling to the provinces selected. They could prepare
questions to ask the travel agents. The questioning could
be done as part of the presentation or could be done as a
pair activity later.

12
Provincial Tourists
Four cities or towns a tourist should
visit:
1)
2)
3)
4)
What food the people eat:
1)
2)
3)
4)
5)
Ten tourist attractions that cannot
be missed:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
The most popular sports:
1)
2)
3)
4)
Five important telephone

numbers:
1)
2)
3)
4)
5)
Ten important words:

1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
The Premier:
The capital:
Four important highways:

1)
2)
3)
4)
Questions a tourist should ask:

1) Where?
2) What?
3) Can?
4) Is?
5) How?
6) Could?
Your advice:
1) You should
2) You should
3) You should
4) You should

13
Map Find
Preparation:
Obtain a number of maps of your province from your provincial travel

information centre. The numbers are listed on the Tourists Guide activity, page 12.
Introduction:
Ask the group to find the city or town in which you are located. Then, discuss
the features of the map (e.g., directions and markings).
Activity:
Give them directions to places and have them follow the directions. You want to
do this orally so it is a listening activity. Also, give them names of places to find. Examples for
using a map of Ontario, are listed below.
Extension:
In small groups or pairs, have them write the directions to a couple of places.
Then, they could join another group or pair. One would read the directions and the other would
follow them. After that, they would switch roles.
1)
Start in Toronto. Go east on Highway 401. Go north on Highway 16.

Where are you? (Ottawa)
2)
Find Niagara-on-the-Lake.
3)
Start in North Bay. Go south on Highway 11. At Huntsville, go east

on Highway 60. Stop at Canoe Lake. Where are you? (Algonquin
Park)
4)
Find Polar Bear Provincial Park.
5)
Start at London. Go east on Highway 401. Go north on Highway 59

for about 29 km. Where are you? (Stratford)
6)
Find Lake Erie.
7)
Find a town that you must fly to get to (no roads).
8)
Start at Sudbury. Go west on Highway 17. Go south on Highway 61.

If you go across the border, what state are you in? (Michigan)

14
Travelling Advice
Preparation:
Photocopy the interview activity for each pair. You could also bring in some
brochures about your community.
Introduction:
Distribute the brochures and talk about the places your students have visited
and would like to visit. Set the activity up by telling half the class that they live in your
community and the other half that they want to visit your community.
Activity:
Put your students into pairs (one from each group) and have them conduct the
interview. After, you could remix the students and have them take the opposite role.
Follow up:
Form larger groups. Then, have them compare their ideas and create a written
group conversation.
Travelling Advice
1. Where should I stay? Do you have any recommendations?
2. Should I rent a car? Do you think Ill need one?
3. What time of year should I visit? What should I bring?
4. What tourist attractions should I visit? Why?
5. Have you ever heard of or gone to (name of a famous place in your community)?
6. I love to eat out. Which restaurants should I go to?
7. Wheres the best place to go shopping?
8. Is it a safe place? Can I walk alone at night?
9. How long do you think I should plan to stay?
10. Are there any tourist attractions that you think I should avoid? Why?

15
Directional Dialogue
Instructions:
Use this activity as a review of giving directions. Give each pair one of the cards
below. The students need to role play the given situation. One asks for directions and the other
gives the directions. When they finish, give them another situation. For this next situation, they
should change roles. Continue until they have covered all of the situations.
You are in an office

building. You need to
find John Woods office. Ask
the receptionist in the lobby
for directions.
You are at the airport. Your

uncle is coming in on Flight
#604 from
Halifax. Ask someone
for help to find the gate where
you can meet him.
You are walking down

the street. You need to find a
post office. Ask someone if
there is a post office nearby.
You are at the train

station. You just bought
a ticket to Montreal.
Ask the ticket agent where to
wait for
the train.
You are driving to the bus station to pick up your cousin.

Stop and ask someone for
directions.
You are in a school.

You need to find
the washroom. Ask
someone where the washroom is.
You are at a college.

You need to find
Building B. Ask for
directions.
You need directions from your

home to the
museum. Ask for help.
You are going to a friends

house for
dinner. Ask the friend
for directions.

16
Letter Writing
Instructions:
Look at the sentences and pictures below. Write the number of the picture to
the left of the action sentence.
You put the stamp on the envelope.

You mail the letter.
You write the letter.
You put the address on the envelope.
You sign the letter.
You seal the envelope.
You write your return address on the envelope.
Extra:
What information needs to go on an envelope? Practise putting information on an

envelope. See the sample below
172 Forest Street
Burlington ON L7P 1Y8
Ms. Janice King
P.O. Box 24
Mossbank SK S0H 3G0

17
Are These True?

Introduction:
Write the four statements below on the board as an introduction.
No one has met Paul Martin.

Someone has seen a moose.
Everyone has tasted maple syrup.
At least half of the class has been to Niagara Falls (or use another place, such
as the Calgary Stampede, Cavendish Beach, Stanley Park, Mount Tremblant,
the West Edmonton Mall or Peggys Cove)
Ask the students how they can determine if the statements are true or not for the class. Together, create the appropriate questions (e.g., Have you ever met Paul Martin?) Then,
determine if each one is true for your class.
Activity:
Give one set of statements to each group or pair. Have them write the appropriate
questions. Then, have them interview the other students to determine if their statements are
true or not. At the end, the students can read the statements and say if they are true or not.
Variation:
You could have the students interview another class.
Are these true?

1)
Everyone has seen a totem pole.
2)
Someone has gone camping.
3)
No one has played hockey.
4)
At least half of the class has shovelled snow.
5)
Most of the class has learned some French.
Are these true?

1)
Everyone has eaten salmon.
2)
At least half of the class has seen a Mountie.
3)
Someone has made a snowman.
4)
No one has gone skating.
5)
Someone has had a doughnut and coffee at Tim Hortons.

18
Are these true?

1)
Someone has been to a craft show.
2)
No one has heard a loon call.
3)
Everyone has eaten pumpkin pie.
4)
At least half of the class has gone skiing.
5)
Most of the students have raked leaves in the fall.
Are these true?

1)
Someone has gone tobogganing.
2)
Most of the students have tried canoeing.
3)
Everyone has seen a whale.
4)
At least half of the class has picked apples at an apple orchard.
5)
No one has driven a snowmobile.
Are these true?

1)
Someone has thrown a snowball.
2)
At least half of the students have celebrated Thanksgiving.
3)
No one has gone ice fishing.
4)
Everyone has read the National Post.
5)
Nobody has seen the Northern Lights.
Are these true?

1)
Everyone has gone hiking.
2)
At least half of the students have had blackfly bites.
3)
Someone has tasted some Canadian wine.
4)
No one has been to more than five provinces.
5)
Most of the students have watched the Royal Canadian Air Farce.

19
Second-Hand Treasures
Instructions:
Use the classifieds to find an advertisement for each one.
A fridge for sale
A washer for sale
A piano for sale
A desk for sale
A dining room table

and chairs for sale
A bookcase for sale

20
Calling About Second-Hand Treasures

Instructions:
Order the conversations. Then, practise the conversations using other items.
A: No, Im sorry. Its not.
B: Hello. Im calling about the sofa for sale. Is it still available?
A: Bye.
B: Bye.
A: Okay. Thanks anyway.
B: Hello?
A: Bye.
A: Hello?
B: Is it in good condition?
B: How much are you asking for it?
B: Can I see it?
A: Yes, its in great shape. We bought it recently, but were moving next month.
A: Yes. Is tonight good for you?
B: Bye.
B: Hello. Im calling about the leather sofa for sale. Is it still available?
A: Yes, we paid $1500 for it.
A: Five hundred.
A: Yes, it is, but someone else is coming to look at it tomorrow.
B: Yes, anytime after six.
A: See you then.
A: How about seven?
B: 689 Mill Street South at seven. Okay.
A: I live at 689 Mill Street South.
B: Thats good. Whats your address?
B: Is that firm?

21
School Objects
Instructions:
Provide each student with the list of objects below. Send them on a hunt to
find out how many of each there are in the school (or in a section of the school). Beside each
object, they record the number found. After about 15 minutes, bring them back to the
classroom and have them form groups of three or four students. Provide each group with a
game board, die and markers. One of the students rolls the die, moves and forms a question
about the item on the game board. For example, if a student lands on chairs, the student
asks, How many chairs are there? Using his or her hunt worksheet, the next student
answers. That student then rolls, moves and asks a question.
Extension:
Use prepositions of place to answer Where are they? or Where is it?
How many......?
washrooms
kitchens
chalk boards
fans
computers
classrooms
plants
windows
maps
clocks
bulletin boards
mirrors
pictures
microwave ovens
pop machines
fire extinguishers
recycle bin
televisions
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___

22
pictures
televisions
clocks
recycle
bin
kitchens
fire
move
windows
back two extinguishers
Objects Around the School

Instructions:
Roll the die and move

around the board. Using the object you
land on, ask a How many question.
Ask the person to your left. This person
answers. Then, it is the person to your
lefts turn.
washrooms
bulletin
boards
pop
machines
maps
chalk
boards
fans
move ahead
one
Start
move back
three
mirrors
computers
move back microwave

four
ovens
plants
End

23
Tool Time
Preparations:
Use the picture cards on the next page. Make two copies of the page. It is
best to photocopy or paste the pictures onto construction paper so the pictures cannot be
seen through the paper.
Pre-activity:
Go to a hardware store or use a hardware stores catalogue to price and

name the items on the next page.
Activity:
This is a variation of the card game FISH.
Put the students into groups of four. Have them shuffle the cards and deal out four cards to
each player. The rest of the cards should be placed face down in the middle.
The student to the left of the dealer starts. He or she asks any other student, Excuse me, do
you have ___? If the student has the card, he or she responds with, Yes, I have ___. The
first student then asks, How much is it? The answer is given. If the answer is no, the first
student picks up a card from the middle pile and the next student takes his or her turn.
Repeat this until one student has a match for each of his or her cards.
Extensions: Have the students close their books. Give each group a piece of paper. Have
them write down the names of all of the objects. The first group to remember all of the objects
wins.
Have an object guessing game. For example, you say, It is sharp. You can cut things with it. It
starts with s. What is it? After they guess the object, have them work in pairs or small
groups and create their own object puzzles.
Have them find out the names of five other tools.
Do a search in a hardware store (e.g., Canadian Tire). Give each pair three or four items to
find. You could ask the students to answer questions like the following:
How much is it?
Is it on sale?
Where can I find it? (describe the location e.g., at the back of the store next to the
paint) Are they in stock?
Variations:
Instead of asking How much is it?, the students ask, Could I borrow it?
Bring in tools and have the students name them and describe what they are used for.

24

25
To Lend or Not To Lend

Preparations: Get a number of pictures of objects that people would possibly borrow (use
the pictures from Tool Time, see page 25) or bring in objects that people would possibly
borrow (e.g., a pencil, an eraser, a ruler, a pencil sharpener). Plan on having about four objects
per pair.
Introduction:
Cover the vocabulary. You could have word cards and have the students
match the word cards to the objects. Alternatively, you could have the students identify the
objects and you record the names of the objects on the board.
Activity: Give each pair four or more objects. One partner selects an object, says why he or
she needs it, and using lend or borrow makes a polite request. For example, I need to fix
a crack in my ceiling. Could I borrow your ladder? The other student rolls the die. If the
number is even, the answer is yes. If it is odd, the answer is no, and a reason why not is given.
For instance, No, Im sorry. My brother has it.
After they finish the first four, ask them to give you some of their reasons why not. Record
them on the board. Then, the pairs can exchange objects and practise further.
Extensions:
After you have collected all of the pictures or the items at the end, give each
pair a piece of paper and have the students write down the names of all of the objects that
they used. The first pair that remembers all of the objects wins.
Discuss phrases related to helping. Some of these
are as follows:
Lend a hand
Give you a helping hand
Give you a hand
I could use a hand
Help out

26
Heartfelt Quotes
Nothing is impossible to a willing heart.
~ John Heywood ~
To live in the hearts we leave behind, is not to die.

Part One:
Read the
quotes. With a partner or
group, talk about which
ones you like and why you
like them. Then, talk about
any sayings from your first
country about the heart.
Part Two:
Can you think

of any idioms related to the
heart? What are they?
~ Thomas Campbell ~
Nobody has ever measured, even poets,

how much the heart can hold.
~ Zelda Fitzgerald ~
As we advance in life it becomes more and more

difficult, but in fighting the difficulties the inmost
strength of the heart is developed.
~ Vincent van Gogh ~
Can you think of any idioms

related to love? What are
they?
Within your heart, keep one still, secret

spot where dreams may go.
Write a list of these idioms.
~ Louise Driscoll ~
Part Three:
With a small
group, have a discussion.
What special occasions and
holidays celebrate love?
What do people do on
these occasions and
holidays?
Part Four:
Write a
summary of your groups
discussion.
The holiest of all holidays are those kept by

ourselves the secret anniversaries of the heart.
~ Henry W. Longfellow ~
A love affair with knowledge will never

end in heartbreak.
~ Michael Garret Marino ~
What comes from the heart goes to the heart.

~ Coleridge ~
Follow your heart.

~ Cosi Fan Tutte ~

27
The Love Game

Introduction:
Put the statements below on the board.
Love is hard work.

Being single is more fun than being married.
Couples should never get divorced.
Statement by statement, ask the students if they agree or disagree and have them explain
why.
Activity:
Have the students play the board game on the opposite page. The students roll
the die and move around the board. When a student lands on a space, he or she should agree
or disagree with the statement and explain why.
Variation:
You could teach or review ways to agree or disagree with someone. After a
student gives his or her opinion and supports it, the others in the group could respond to that
students opinion. For example, you could cover the following:
I couldnt agree with you more.
My thoughts exactly.
Youve got a point.
I agree with some of what you said, but...
Im not so sure.
Im afraid I dont agree with you.

28
The Love
Game
Public
displays of
affection are
okay.
Love is
blind.
You cant
buy love.
Opposites
attract.
No
relationship
is equal.
You cant
judge a
book by its
cover.
Instructions:
Whats your opinion? Do you agree

with the statement or disagree? Why?
Absence
makes the
heart grow
fonder.
True love
lasts
forever.
You dont
have to say
I love you
because the
other person
should know.
Its not what

you say, its
what you do.
Start
There are
lots of fish in
the sea.
People should
pay $10,000 to
get married
and $50 to get
divorced.
Everyone
should
marry for
love.
Variety is
the spice of
life.
Love hurts.
Everyone
should get
married.
Love at first
sight isnt
real love.
Living
together is
okay.
Finish

29
Correct It!
Instructions:
Draw a tic tac toe board on the board and place a number (1 to 9) in each
square. Divide your class into two teams. A student from team one chooses a number. Give
that student a sentence to correct. If he or she gets it right, team one gets an x or o in that
square. If it is not correct, the square can be chosen by the other team.
Round #1
1) They does not have school today.
2) Does they has a big house?
3) Have he boot new.
4) I do not has a car.
5) She do not having a apartment.
6) He have two truck blue.
7) They does not a comb have.
8) We has not keys.
9) She ring beautiful have.
Round #2
1) You not have a tickets.
2) They have not do a watch.
3) We does have $5.00.
4) I do not has an umbrella.
5) He is have spoon.
6) They no have childrens.
7) She does not has pen.
8) He do not have a books.
9) I has blue eye.
30
I Starts
Instructions:
Copy and cut the material below into separate pieces. Depending on the
level and sensitivity of your students, you may want to leave some of the starts out. Give each
group of three or four students a set in an envelope and have them, one at a time, select a
start and complete it. At the end, each student could select five and write sentences based on
them.
I am...
Im planning to...
Im not interested in
I am going to...
I read...
I suppose...
I will...
I watch...
I despise...
I have...
I prefer...
I was amazed by...
I want...
I didnt know...
I anticipate...
I go...
I made...
I absolutely adore...
I need...
I rarely see...
I forget...
I like...
I often think about...
I crave...
I dont like...
I cant stop...
I openly support...
I was...
I have learned...
I freely admit...
I went...
I typically order...
I am quite aware...
I feel...
I have decided...
I try to avoid...
I would like...
I firmly believe...
I have always wanted...
Im going to celebrate...
I was nervous about...
I could have been...
I had...
I caught a glimpse...
I wish...

31
Formation by Colour
Instructions:
Give each student one of the strips below. Have each decide what colour his
or hers is about. The first three are about green, the next are about red, the next are about
blue and the last three are about white. Then, have the students form groups based on the
colours. When the groups have been formed, the students should then discuss the meanings.
They should also discuss whether or not they have heard each expression before and whether
or not they think it is a common one. After that, you could have a more detailed discussion
about the meaning of colours. A good resource for this is Canadian Concepts 5.
He got a new Mercedes. Im ______ with envy.

She is a great gardener. She has a ______ thumb.
Is she going to be sick? She looks ______.
Their business isnt doing well. Its in the ______.
This is the ______-light district. There are prostitutes here.
Were going to roll out the ______ carpet for any valued clients.
I need to wear a tuxedo. Its a ______-tie party.
Our company is successful. Its in the ______.
We had a ______-out last night because a car hit a hydro pole.
Hes feeling ______. He lost his job yesterday.
I see them once in a ______ moon.
She works with her hands. Shes a ______-collar worker.
I had to tell her a ______ lie because I didnt want to upset her.
It was terrible driving in the snow storm. There were ______-outs.
Theres a ______ sale at the store. We should get some towels.

32
Story Create
Instructions:
Look at the pictures below. Use them to help you create a story. Write the
story below. When you finish, share your story with a classmate. She/he may have some questions to ask to help you improve your story.

33
Canada Match
Instructions:
Match the information with the place. Then, write one more thing that you
know about any five of the places. You may have to do some research.
Information
Places
1.
Its Canadas largest province.
Manitoba
2.
Its Canadas smallest province.
Yukon
3.
Its Canadas newest territory.
Ontario
4.
Its Canadas most eastern province.
Prince Edward Island
5.
Its between British Columbia and Saskatchewan.
Nova Scotia
6.
It has the tallest mountain in Canada.
New Brunswick
7.
Its north of Alberta and Saskatchewan.
Alberta
8.
Its capital is Halifax.
Saskatchewan
Its west of Quebec.
Nunavut
10.
Its east of Saskatchewan.
Quebec
11.
Its capital is Fredericton.
Northwest Territories
12.
Its Canadas most western province.
Newfoundland
13.
Its capital is Yellowknife.
British Columbia

34
Canadas Culture
Introduction:
You work for the Museum of Civilization and Man. You have to decide what to
display in the Canada in the 19th Century exhibit. Only ten items can be part of the
display. You must choose at least one item that is not on the list. On a separate page, make
a list of your choices and state why you chose each one.
Possible items:
a car (which one?)

a signed hockey stick (by whom?)
a blue box
a newspaper (from which year?)
a computer
a telephone
a picture (of what or whom?)
an airplane (which one?)
a signed baseball (by whom?)
a pair of shoes (whose?)
a CD or record (whose?)
a painting (by whom?)
a document (which one?)
a book (which one?)
a map
a movie (which one?)
a speech (whose?)
a ticket stub (to what?)
a poster (of what?)
a medal (whose?)
the Canadian flag
a snowmobile
an invention (what?)
a machine (what?)
Extra: For one of the items, write a description for the display. Your description must be at
least five sentences long.
35
Suspect
Introduction:
Write scramble on the board. Ask the students what it means. Then, put the
students into small groups. Give each group an envelope containing all of the words below.
Tell them to unscramble the two sentences and one question. When they finish, have them
ask and answer the question.
There
was
robbery
at
the
school
last
night.
The
thieves
stole
computer
and
many
rolls
of
toilet
paper.
What
were
you
doing
at
7:00 p.m.
last
night?
Extensions: Have the students make a chain story. You start and write your sentence about
what you were doing at 7:00 p.m. last night on the board as an example. The first student
repeats your sentence and then gives her or her sentence. The second student repeats your
sentence and the first students and then gives her or his sentence, and so on. This is an oral
exercise. For an extra challenge, have the students work in small groups after the oral
exercise to try to write the chain story from memory.
Do a grammatical exercise which focuses on the past progressive tense.

36
Computer Dictation
If you have access to computers, have your students open a new file in a word processing
program. Dictate all of the months, but not in order. The students should type in the months.
After the months have been inputted and you have reviewed them, have the students put the
months in order. Rather than inputting the information again, they should use the Copy and
Paste functions. In addition to developing listening, ordering and spelling skills, students will
learn how to edit.
Variations
Use numbers or days of the week.
Use sentences from a short conversation.
Sentence Separation
Another computer activity is to have the students edit a dialogue that you have created. The
sentences should run together, and there shouldnt be any capitals. The students then work in
pairs to put in spaces where appropriate and to capitalize any letters that need to be capitalized.
After, they can practise the given dialogue and create their own.
Sample dialogue:
A:
B:
A:
B:
A:
B:
whatdidyoudolastnight
ididntdomuchistayedathomeandwatchedamovie
whatmoviedidyousee
onefineday
didyoulikeit
yesitwasprettygoodireallylikedthemusic

37
Complaint Talk
Instructions:
Choose one of these or create another to use as an example. Work together

as a whole group to develop an appropriate dialogue. After this, have the students work in
pairs to role play the other situations. This should be an oral activity. Later, you may want
them to choose one situation and write a dialogue together. They could perform their role
plays for the class. The others should listen carefully and be able to tell you what the situation
was.
The cashier has rung an item

in twice. Talk to her about this.
An item was on sale. The cashier

has rung in the regular price.
Talk to him about this.
There is no price on the item. Talk

to a salesperson about this.
An item that you saw in a sales flyer

is not in the store. Talk to a
salesperson about this.
You want to buy a calculator.

You dont know where they
are. Talk to a salesperson.
You bought some milk this morning.

Its sour, but its not past the expiry
date. Talk to the cashier about this.
You like a shirt, but theres a button

missing. Talk to a salesperson
about whether or not the price
can be lowered.
You are at a chain store. You have

tried on a pair of pants. You really like
them, but they are navy. You want black
pants. There arent any black pants in
your size at this store. Talk to
a salesperson about this.

38
I Need Change
Part One:
Practise the conversations below with a partner.
A:
Excuse me.
B:
Yes?
A:
I need change for the bus. Could you give me change for a dollar?
B:
Sure. No problem.
A:
Thanks.
B:
Youre welcome.
A:
Excuse me.
B:
Yes?
A:
I need change for the pop machine. Could you give me change for two dollars?
B:
No, sorry. I dont have any change.
A:
Thanks anyway.
Part Two:
Practise the conversations above using the following reasons why you need change:
to make a telephone call
for the washing machine
for the parking meter
for the dryer
to buy a newspaper
for the vending machine
Part Three:
Try having the conversation without looking at this page.

39
Turning Your Wheels

Instructions:
Start anywhere. You can move one space in any direction. You have to
make a sentence that is seven words or more. Your sentence must be related to driving a
car. Once you have used a verb, put an x through it. No one can land on that space. As the
game progresses, the available spaces become limited. If you cannot move one space in any
direction, you have lost the game. The others should continue until one player remains. That
player is the winner.
Extra:
What other verbs can you think of that are related to driving a car?
drive
put on
get off
slam
fix
fill up
turn on
change
go
roll up
open
stop
yield
lock
signal
brake
roll down
slow down
get on
close
speed up
turn
repair
skid
turn off

40
A Driving Interview
Instructions:
Divide your class into groups of three. Give each student in each group one
of the interview sheets below. Each student should take turns interviewing her/his
classmates.
Student 1
How old were you when you first got your license?
Can you drive in Canada? If no, do you want to get your license?
Are Canadian drivers more or less polite than drivers in your first country?
Student 2
Would you like to have a job driving a vehicle? If yes, what kind?
Do you think everyone should learn to drive? Why or why not?
How long have you been driving? Who taught you to drive?
Student 3
Do you own a car? If yes, what kind?
How old do you need to be to get a license in your first country?
What did you do to get your license? How long did it take?
Extension: Use the drivers training guide to create a reading/scanning
exercise, or have
someone come and talk to your class about getting a license or about road safety.

41
Housing Hunt
Preparations:
Find six advertisements for each group and number them one through six.
Make a copy of the gameboard on the next page for each group. Also, you need markers and a
die for each group.
Introduction:
Put the advertisement below on the board.
Apartment for Rent

King/Sussex, 2 brdm, 3 appl, no prkg, $800 +
util, avail Mar 1. Call 227-4890
Ask the students some comprehension questions and discuss what the abbreviations mean.
Activity:
In groups of three or four, have the students play the game. If a student rolls a
two, he or she moves two spaces, and using the advertisement which has the number two,
answers the question on that space.
Extensions:
Have the students in pairs create a conversation between a landlord and

someone who is looking for a place to rent.
Provide each small group of students with some apartment floor plans. These can be found in
weekend newspapers or by going to some new developments in your community. Instruct your
students to look at the plans and select two or three that might meet their needs. Discuss the
pros and cons of each.
Alternative:
Before the students play the game, you could have them look at their six given
advertisements. Have them talk about what the abbreviations in those advertisements are.
This could be a tedious task if your class is low.
Use Abbreviation Answer on page 44 as an introductory activity.

42
Start
Are the
utilities
included?
Can you
have a pet?
Do you
need a
reference?
Is there any
parking?
Whats the
nearest
main
intersection
?
Housing Hunt
Finish
Instructions:
Are there
any
recreational
facilities?
When is it
available?
Roll the die and move that

number of spaces. Using the advertisement with
the same number that you rolled, answer the
question on the space.
Sorry,
its too
expensive.
Move back
two.
What isnt
included?
How much
is the rent?
Sorry, no
pets. Move
back four.
What is
nearby?
Is it in a
house?
What
appliances
does it
have?
Do you
have to pay
extra for
parking?
Sorry,
its taken.
Move back
three.
Is it
furnished?
How many
bedrooms
are there?

43
Abbreviation Answer
Instructions:
Write the number of the abbreviation in the space to the left
of the meaning.
Abbreviation
Meaning
1.
bdrm
There is space for your car.
2.
a/c
You can wash your clothes there.
3.
kit
with
4.
bach
There is a fridge and stove in the place.
5.
sep. ent.
All costs are in the rent.
6.
lndry
It is available right now.
7.
bsmt
bedroom
8.
1st/last
You need to have someone say that you are a good tenant.
9.
prkg
There is a kitchen.
10.
There are extra costs above the $800 rent.
11.
refs
There is a private way for you to get in the place.
12.
incl
Its in the basement.
13.
800+
The apartment is one room.
14.
2 appls
You need to give the first and last months rent.
15.
imm
There is air-conditioning.
Extra:
What other abbreviations do you see on housing advertisements? What do they
mean?

44
At Home with Words

Instructions:
Fill in the blanks using the words below.
homesick
homeless
housewarming
homerun
homework
housework
like a house on fire
housebound
homebody
household
house-trained
homemaker
homecoming
on the house
homemade
housesit
1.
She has at least two hours of ____________________ to do. Most of it is math.
2.
Our dog, Rex, is ____________________. Rex never goes to the bathroom in the house.
3.
The drinks are ____________________. The owner of the restaurant doesnt want you to pay.
4.
Their grandfather is ____________________. He isnt well, so he never goes out.
5.
We have some ____________________ to do. We need to sweep the floors and tidy up.
6.
Are these ____________________? Theyre delicious.
7.
It was his first time away from home. He missed us. He was ____________________.
8.
She doesnt work outside of the home. Shes a ____________________.
9.
My friend has a new apartment. He is going to have a ____________________ party soon.
10.
I feel sorry for them. They live on the streets. They are ____________________.
11.
While Im away, my neighbour is going to ____________________ for me.
12.
One of the baseball players hit a ____________________ last night. Everyone cheered.
13.
There are four people in their ____________________.
14.
She was ____________________ this afternoon. She packed and rushed to the airport.
15.
My sister is returning from Japan. Were having a ____________________ party for her.
16.
He loves to stay at home. He doesnt really like going out. Hes a ____________________.

45
Lucky That Time

Instructions:
_____
Order the story.
She also told them about the fire procedures.
_____
Just before 2 a.m., the fire alarm went off in the apartment building.
_____
She wrote a letter to the tenants.
_____
They didnt see any smoke.
_____
Shortly thereafter, the alarm stopped, and they were able to go to sleep.
_____
The people who lived on the seventh floor went out into the hallway.
_____
Relieved, they all went back into their apartments.
_____
She hoped the tenants would follow the procedures the next time because the
next time they might not be so lucky.
_____
The next morning, the superintendent was very angry.
_____
One man told them that it was nothing.
_____
In the letter, she told them that there had been a fire on the first floor.
_____
After all, it was the middle of winter.
_____
She didnt understand why so few people followed the buildings fire procedures.
Extra:
How do you make your home safe? What improvements could you make?

46
Place Match
Instructions:
Prior to class, photocopy and cut up the chart below. You should have one
set for each pair or group of three. To start, write hair stylist on the board and ask your class
where hair stylists work. Your students should tell you that it is a beauty salon, barber shop or
hair salon. Put the students into pairs or groups. Ask the students to match the words
together to make the names of places in a neighbourhood. After they match them, they could
talk about where they are going to go tomorrow or on the weekend.
Alternative:
After they match them, have them come up with other places in a
neighbourhood. Then, have them do a preposition of place exercise.
convenience
store
travel
agency
shopping
mall
bowling
alley
bingo
hall
skating
rink
movie
theatre
donut
shop
Italian
restaurant
health
club

47
Environmentally Speaking
Preparations:
Prior to class, find a few pictures related to the environment.
Introduction:
In small groups, have the students talk about the pictures.
Put the following opinions on the board:

It is possible to clean up a polluted lake or river.
Its a waste of time and money to try to clean up a polluted river or lake.
Ask the students to comment on the opinions. Elicit expressions to introduce opinions, show
agreement and show disagreement. List these on the board.
Ask the students what a debate is. Tell them that they will be debating environmental issues
in groups.
Activity:
Put the students into groups of three. Give each student in the group two
numbers (from one to six). Give each group a copy of the debate wheel on the next page and a
die.
One student starts by rolling the dice. If the student rolls a four (and doesnt have the number
four), he or she debates issue number four with the student who has that number. The two
choose sides and debate the issue for five minutes. The third student determines who won
the debate. Then, the third students rolls the dice to determine the next issue. If a student
rolls one of his or her own numbers or a number of a previously debated issue, he or she rolls
again. This continues until all of the issues have been covered.
As a wrap-up, ask the groups which debates were the most interesting, and why.
Extensions:
Have each student choose an opinion and support it in writing. Alternatively,

have the students choose one of the debated topics and write a summary of the debate.
As homework, have each student find an article about the environment in the newspaper.
Then, each one can share the main idea with the class.
Discuss recycling and composting programs in your community.
Look at environmental Websites. Some sites are as follows:
The Trans Canada Trail at www.tctrail.ca
Earth Day Canada at www.earthday.ca
Environment Canada at www.ec.gc.ca
Tree Canada Foundation at tcf@treecanada.ca
The Rain Forest Site at www.therainforestsite.com
Plant-a-Tree at www.webreleaf.com

48
Environmentally Speaking
s
l it
sel
nt s.
uld urce
sho so
d a r al r e
na
Ca natu
da
na ll
Ca ld se to
r
ou
sh wate rld.
its e wo
th
ple
chi shou
ldre ld
n a have
s th
ey a s m a
wa
nt. ny
Canada
should only
monitor what
happens in
Canada.
Ci t
s ie
ke hou s
e
p t ld
h
ga own eir
r
b
a
ge
.
P
sho eople
u
hav ld on
e o ly
ne
or
chi two
ldre
n.
al
ob g is ng
l
G in si
rm cau s.
a
w dy lem
ea b
alr pro
Canada must be actively

monitoring other countries
treatment of the environment.
Ru
the ral c
o
g
arb mm
co age unit
m
f ie
p
en rom s sh
sa ci ou
t
t
e
d f ies a ld ta
k
o
n
r
i t. d b e
e
Its impossible for a

country to protect fish
in an ocean.
A country should protect the fish

in the ocean off its coastline.
P eo
t
no s
s
i a .
ing lem it is
m
ar rob say
w
p
al d a ists
b
t
o
Gl s ba cien
a s
e
th

49
Where in the World

A
B
Introduction:
Provide each group of students

with a world map. Tell them that they have ten
minutes to find a country that starts with each
letter of the alphabet. Finding cities is another
option.
Variation:
C
D
As a whole group, find countries that

start with the letter a. Then, give some groups the
letters b-m and other groups n-z for their
searches.
Extensions:
J
K
Have the students use the list of

countries to practise come(s) from, country and
nationality (e.g., Somalia/Somalian), and/or
pronunciation.
Have the students select two countries they know

about and do a comparison.
Have them talk about places that they have been

to and places that they would like to go to. They
could answer the following: If you could travel to
any six of these places, which six would you
choose? Why?
N
O
P
Q
R
Have them do some Internet research about a

country that they know little about. After doing the
research, they can share their information in small
groups.
S
T
U
V
W
X
Y
Z
50
Verb Find
Find the opposites of
these words:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
lend
remember
sell
receive
finish
break
listen
answer
find
arrive
Instructions:
Select ten verbs and make a puzzle for your classmates.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)

51
Job Name
Introduction:
Put a number of pictures of workers around the classroom. Under

each picture, put a blank piece of paper. Have the students move around the room and record
words or sentences related to the pictures. Once they have done this, talk about the pictures
as a whole group.
At a lower level, take the pictures and set them up on a table like a gameboard. Have the
students roll dice and move their markers around the gameboard. When a student lands on a
space, he or she has to answer, Whats the job? You could also have them answer, What
does he or she do? or Where does he or she work? At a higher level, they could name the
job and name any related jobs (e.g., sewing machine operator, tailor, seamstress).
Activity:
Put the students into groups of three or four students. Have them use the
gameboard on the next page. One student starts anywhere and names the described job. A
higher level student could also give one other sentence to describe what the person does. The
student then puts an x in the square, and it is the next students turn. A student can only
move one space in any direction from the square that he or she most recently put an x in. As
the game progresses, it will become harder and harder to move around the board. If a student
cannot move one space in any direction, he or she loses the game. The students should
continue until there is one player remaining.
Extensions:
Do a match up activity in which the students have to match jobs to job
descriptions.
Have the students brainstorm about other occupations. You could have them do this in small
groups. Give them ten minutes and see which group can make the longest list.
Give each group a list of five occupations. Have them write the descriptions. Then, have them
join another group. In these new groups, they should describe the jobs and have the other
members guess them.
Have them use the board to talk about which jobs they have had and which jobs they would
like to have.
Check out the numerous activities in A Grab Bag of Work.

52
Job Name
A ____
works with
food.
A _____
cuts mens
hair.
A _____
drives a
vehicle.
A _____
sells
medicine.
A _____
helps people
with legal
problems.
A/an _____
makes
sculptures.
A _____
works with
computers.
A _____ uses
a sewing
machine.
A _____
fixes lights.
An _____
designs
buildings.
A _____
makes drinks
at a bar.
A _____
protects
buildings.
A _____ tells
and writes
news stories.
A _____
cuts meat.
A _____ helps
people with
mental health
problems.
A _____
works in
an office.
A _____
flies planes.
A _____ makes
food in an
expensive
restaurant.
A/an _____
fixes cars.
A _____
works in
a lab.
A _____
teaches at a
college or
university.
A _____
sells
houses.
A _____
makes things
with wood.
A _____
plays the
piano.
A _____
works in a
bank.
A _____
arranges
flowers.
A _____
gives traffic
tickets.
An _____
checks
peoples eyes.
A _____
washes floors
in an office.
A _____ is a
government
leader.
A _____
works in
a library.
A _____
entertains
people.
A _____
fixes sinks.
A _____
grows
vegetables.
A _____ shows
A _____ helps
people to their
people with
tables in a
back problems.
restaurant.

53
Interview Ask
Part One:
Read the interview questions. Write the letter of the matching job to the left of each
interview question. Some questions might be suitable for more than one job.
___ Do you have a drivers licence?
___ What experience do you have writing reports?

___ Do you know the area well?
___ Are you afraid of heights?
___ Are you comfortable making presentations?

___ Do you have experience doing interiors and exteriors?
___ Can you work nights and weekends?
___ Can you lift heavy objects?
___ Do you know how to use PowerPoint?

___ Are you willing to travel?
___ Are you bondable?
Part Two: Think of a job that you would like to have. Write five possible interview questions that
are specific to that job. With a partner, practise having the interview.

54
Excuses! Excuses!
Pre-Activity:
Introduction:
Cover prepositions and idioms related to time.
Simply use one of the scenarios as an example and develop a conversation

as a whole class. You might want to use two scenarios, one apology and one request. Then,
pair up the students and have them practise the other ones.
Your son is very sick. You need

to stay at home. Call your boss
and ask for the day off.
You want to go on holidays

for a week next month. Ask your
boss if its okay.
Your boss often asks you to work

overtime and you always do. Today,
your boss asks you to work overtime,
but you cant. Explain why.
You are late for work. Explain

why to your boss.
You have a dentists appointment next

week. Ask your boss for some time off.
Something just came up. You must leave

early today. Explain why to your boss.
You cant go in to work today. Phone

your boss and explain why.
You have to go to a funeral in two days.

Ask your boss for the time off.
Your wife is going to have a baby soon.

Ask your boss for some time off.
You are going to be late for work. Call

your boss and explain why.
Extensions:
Discuss workers rights and responsibilities prior to this activity. Ideally, a guest
speaker would lead the discussion. If you have the equipment, tape each pair having one
conversation. Have the pair listen to it. After class, listen to all of the taped conversations and
record any problem sentences. The next class, correct these identified sentences.

55
Who Says What to Whom

Instructions:
Photocopy one gameboard for each group of about three or four students. The first
student rolls and moves. The student must identify the place and who is talking to whom. The next
student talks their turn. If a student lands on a square previously done, he/she should try to think of
another polite request that you would hear in that place.
Could you
Is everyone
Could you open
please tell me
finished?
your mouth a
when the plane
May I erase
little wider?
will land?
the board now?
End
Could you hang

the shirts on
hangers, not
fold them?
May I please
have another
cup of coffee?
May I make an
appointment?
May I exchange
money here?
Would you like

me to cut your
hair a little
shorter?
Could you give

me two tens
and a twenty?
Could you
please put the
postal code on
your letter?
Could I try these

pants on?
Would you trim

the hedge after
you cut the
grass?
Can I help the

next person in
line, please?
Could I see your

drivers license,
please?
May I see your

ticket, please?
Could you
please drop me May I have a
stamp, please?
off at the
corner?
Would you be
able to fix my
car before
tomorrow?
Start

56
Label Ease
After you have enjoyed the contents, save a variety of containers and packages. Save a cereal
box, a soup can, a frozen vegetable bag, a juice box, a fruit drink bottle, a milk carton, and so
on. Bring them into class.
Choose one item to use for a whole class demonstration. Copy pertinent parts of the label onto
the board. Ask the students some of the questions from the list below. Then, give each pair a
container or package and a copy of the questions below and ask each pair to answer the
questions. After, each pair can share the answer to one or two questions with the whole class.
(Have some extra containers or packages in case some pairs finish quickly.)
Reading Labels
Read the labels of everyday products and answer the following questions.
1)
2)
3)
4)
5)
6)
What is it?
What kind of package or container is it?
What is the first ingredient on the label?
What is the second one?
Does it have an expiry date? If yes, what is it?
Does it need to be refrigerated?
Extension:
Call the Heart and Stroke Healthline at 1-800-360-1557 to get a copy of their
pamphlet entitled, What do food labels really tell us? They will give you permission to copy it,
so you can build a lesson around this valuable tool.

57
Whats Cooking in Idioms?

Instructions:
Use the clues to help you solve the puzzle. All of the words are kinds of food.
2
3
Across
Down
3.
4.
1.
2.
5.
7.
8.
9.
Extra:
Whats your ___?

I love my daughter with all my heart. Shes
the ___ of my eye.
She brings home the ___. She makes
all the money for their family.
I dont want to move. I wouldnt do that for
all the ___ in China.
He is not nervous. He is as cool as a ___.
You can do it. Its a piece of ___.
5.
6.
This blouse is so cheap. Its ___.

My car is brand new, but it has a lot of
problems. Its a ___.
She won a million dollars. She went ___.
Dont be a ___. Dont be afraid.
Work with a partner. Using any two idioms from the puzzle, write your own conversation.

58
Fruit Find
Instructions:
Interview two classmates. When you finish, share what you learned with
another classmate.
Questions:
Name:
Name:
Whats your favourite fruit?
How often do you eat fruit?
Whats the most popular fruit in

your first country?
Does your first country export
any fruit? What kind of fruit?
Is fruit cheaper in your first
country or in Canada?
In your opinion, what fruit do
Canadians prefer?
What fruit do you eat in your
country on special occasions?
Are there any kinds of fruit that
people use as medicine? What
kinds?
Do children in your country drink
more milk or fruit juice?

59
I Only Have $10.00

Introduction:
You are going grocery shopping and you only have ten dollars. With a
partner, take turns rolling the die and moving around the board. When you land on a space,
write the name of the food and the price on your shopping list. At the end, total your bill. If the
total is over $10.00, use the dialogue below to fix the problem.
Dialogue
Cashier:
Customer:
Cashier:
Customer:
Cashier:
Customer:
Cashier:
Cheese
$3.49
Garlic
$.53
Chips
$1.69
Thats __________.
Im sorry. I only have $10.00. I dont want the __________.
Okay. Thats __________.
Heres $10.00.
Heres your change.
Thank you very much.
Youre welcome.
You need to
buy bread.
Go back and
get some.
Lemon
$.39
Item
Carrots
$1.49
Start
Pasta
$1.19
Student B
Price
Item
Price
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Total _____
Total _____
Check
Out
Pears
$.93
Celery
$1.99
You need a
lemon. Go
back and get
one.
Write what you buy ...

Student A
Bread
$1.39
Oil
$3.94
You need to
buy onions.
Go back and
get some.
Lettuce
$1.99
Tomatoes
$1.66
Onions
$.51
Ground Beef
$4.16

60
Food Fun
Circle the food that you peel.
Order the vegetables from largest to

smallest. One is the largest, and five is
the smallest.
banana turnip strawberry
__
__
__
__
__
radish spinach onion
Circle the food that is salty.
cookie
cheese
cracker
yogurt
muffin
cereal
cauliflower
eggplant
pea
yam
Brussels sprouts
Circle the food that cooks the fastest.
chicken pork fish beef

Name a food that starts with l.
__________________
Name a food that ends with d.
_______________
Order the fruit from smallest to

largest. One is the smallest and
five is the largest.
__
__
__
__
__
pineapple
blueberry
plum
watermelon
grapefruit
Match the opposites. Write the number

of each opposite in the space.
1.
2.
3.
4.
5.
6.
cheap
sweet
raw
lean
fresh
thick
__
__
__
__
__
__
stale
thin
expensive
cooked
sour
fatty

61
Time Flip
Introduction:
Prepare an exercise that will allow the students to work with time
descriptions. They need to explore past, present and future. Use some of the ideas from
the gameboard on the next page but modify them. For example, instead of last weekend, use
last month. Be sure to cover the idea that phrases such as in the morning can be used for
past, present and future.
To form groups, give each student part of a time expression. (Some samples are at the
bottom of this page.) The students mingle and try to piece phrases together. Once a
group has pieced a phrase together, the members sit down together. Then, they create
a sentence based on that phrase and share the sentence with the whole group.
Main Activity:
Give each group a copy of the gameboard on the next page, some markers
and a coin. Have them create sentences orally as they move around the board. The others in
the group can help to correct any problem sentences.
At the end, you could review which ones could be used for past, present and future and which
ones could not.
Extensions:
As you circulate, record any problem sentences. Use them later in a correct the
sentence activity.
Have the students choose any five of the time descriptions from the gameboard and write the
sentences. They could then correct one anothers work.
Sample Expressions for Group Formation Activity...

first/thing tomorrow/morning
on/Thursday afternoon at/two
in/a few/months
at four/oclock in/the afternoon
six and a/half years/ago
in a/couple/of days

62
in a
few
hours
last
weekend
in 2002
tomorrow
afternoon
T
I
M
E
today
on
July 1st
F
L
I
P
Start
every
Tuesday
night
on
Saturday
in 1996
Instructions
Flip a coin.
Heads
- move
ahead one
Tails
- move
ahead two
at
2:15
yesterday
Time is
up!
in the
morning
four
months
ago
every
fall
Make a
sentence
(7 words or
more).
next
week
at the
moment
for six
months
in
March

63
Day by Day
Preparation:
Photocopy the words below and cut them up. You need one set for every three
or four students.
Introduction:
Ask the students what day it is. Then, ask them what the other days of the
week are.
Activity:
Have them order the days. Then, have them match the time markers with the
days.
Extensions:
Have them work together as a group to make up a sentence for each one. They
could do this orally. Then, they could each write a few sentences (maybe one past, one
present and one future) on their own.
You could have them talk about their plans for the week. Perhaps they could work in pairs and
try to find a convenient time to get together.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
three days ago

the day before yesterday
yesterday
today
tomorrow
two days from now
in three days

64
What Time?
Instructions:
Using the information below, make questions and answers about time.
For example.
A: your husband/get up
B: 6:45 in the morning
A: What time does your husband get up?
B: He gets up at 6:45 in the morning.
1.
A: you/watch television
B: from 6:30 to 8:30
11.
A: the game/finish
B: around nine
2.
A: your family/eat dinner

B: at about 7
12.
A: the bus/arrive
B: at 4:20 p.m.
3.
A: you/start to cook dinner

B: at 6 oclock
13.
A: the plane/depart
B: at 9:10 a.m.
4.
A: your husband/leave for work

B: at 7 a.m.
14.
A: they/take a break
B: at 3:45 in the afternoon
5.
A: the movie/end
B: at midnight
15.
A: the bank/close
B: at nine oclock
6.
A: you/play soccer
B: at 7:15 tomorrow evening
16.
A: the ferry/return
B: at 5:50 p.m.
7.
A: your wife/arrive home from work

B: at around half past five
17.
A: they/want to go
B: early in the afternoon
8.
A: you/go to bed
B: at 11:00
18.
A: she/like to get up in the morning

B: at noon
9.
A: the library/open
B: at 9:30 in the morning
19.
A: you/finish class
B: ___________
A: the party/start
B: at about eight-thirty
20.
A: you/get home from school

B: ___________
10.

65
How Often
Start
rarely
often
usually
sometimes
always
never
usually
always
sometimes
rarely
Instructions:
sometimes
never
often
Roll the die, move and make a sentence.
1 on the weekend
2 in the morning
3 on Thursday nights
often
always
4 in the winter
5 in the afternoon
6 in the summer
For example, a player rolls a two and moves two spaces. The player
needs to make a sentence using often and in the morning.
rarely
sometimes
always
usually
Finish

66
Whats The Date?

Instructions:
Provide each student with a blank calendar and a list of dates. In pairs, have
the students take turns and give each other dates that are to be found and circled on their
calendars. The pairs should continue until all of the dates on their lists have been given and
found.
Follow up this student dictation activity by having them work individually to identify the day of
the week for each circled date. Then, have each student write the full date (for example,
Monday, December 10, 2001). Also, have them determine whether or not these dates are
significant.
Extensions:
Have them interview another student. Also, you could talk about holidays in
Canada. Students should know which ones are legislated holidays (e.g., Canada Day) and
which ones are not (e.g., Halloween).
Variation:
You might want to include some dates that are important to your students.
Interview
Date List 1
Date List 2
a) March 17
a) April 15
b) July 1
b) May 21
date in your life?
c) October 31
c) August 6
Why is it important?
d) January 22
d) September 30
2) What is an important
e) August 29
e) November 11
date in your first
f) December 11
f) March 9
country? Why is it
g) June 17
g) June 6
important?
h) September 4
h) December 25
i) April 23
i) July 24
date in Canada? Why
j) November 30
j) January 12
is it important?
k) February 18
k) October 8
l) May 10
l) February 14

67
Clue In
Instructions:
Bring six or more objects (or pictures of objects) into your class. Some
suggested ideas are a map, a mug, a hat, a spoon, a key, a banana, a coin and a ball.
After you review the vocabulary, tell your class that you are going to give them three adjectives
and two verbs to describe one of the objects. They need to guess what the object is. (You may
need to do this with more than one object so the students understand the process.)
Then, have them each choose an object and write three adjectives and two verbs about it.
Finally, they share their clues and the others guess what the objects are.
For banana, one student came

up with sweet, soft, good,
hold and open.
For a group that needs more structure, you may want to give them a list of verbs and adjectives
like the one below.
Possible Adjectives
Possible Verbs
small
fun
eat
wash
delicious
round
wear
cut
long
metal
save
write
wide
large
drink
read
square
warm
play
collect
green
smooth
buy
stir
plastic
useful
carry
fold

68
Object Match
Find pictures of a variety of objects. If you want your students to work in pairs, cut the picture
in half. Have the students each select a half and then find the other half. Now your students
are ready to work in pairs. For small groups, cut the pictures into three or four pieces. If you
use pictures of objects like a bottle of shampoo, a hammer, a pair of sandals, and a bracelet,
you can have each pair or group name the item and the place where the item can be
purchased.
Alternative:
Use pictures of objects that you are going to use in class. For example, use
pictures of clothing for a grouping activity prior to Catalogue Seek, page 102.
Variation:
This method can also be used as a pre-reading activity. Select pictures of

objects that are found in your reading. Form your groups and have each group name their
object for the class. Pass out the reading and have your students first read to find the
objects and their importance.
Neighbourhood Walk
Research the history of your schools neighbourhood or a nearby neighbourhood.
Using your research, prepare an exercise sheet. It could be a combination of fill-in-the-blank,
true-or-false, multiple-choice and answer-the-question.
On a beautiful day, take your class out for a neighbourhood walk. You act as the tour guide.
Your students need to listen carefully to the tour to complete the exercise sheet.
Alternative:
In small groups, have your students do

specific research and make sections of the exercise
sheet. Put all their work together onto one sheet.
Then, go around the neighbourhood and have those
groups talk about their specific sections.

69
At the Library
Give each pair of students the dialogue strips (cut up). Instruct them to create the dialogue by
ordering the strips. When the dialogue has been created, have them practise the dialogue together
taking turns doing each role. Encourage them to gradually turn over (not look at) the strips and
become more confident.
This is a good activity before a field trip to your local library. You may want to stop by and show the
librarian the dialogue. Our experience is that the librarian is glad to see your steps to help the
students succeed.
A: Excuse me. May I take this book home?

B: Do you have a library card?
A: No, I dont.
B: Im sorry but you need to get a library card before you can take out books.
A: Could I get a card today? I really want to read this book.
B: Yes. I need to see some identification.
A: Heres my drivers licence and a telephone bill with my name and address on it.
B: Thats fine. Please come back in about ten minutes.
A: Thank you. Ill look around.
B: Heres your new card. Please sign here.
A: Thanks. I know that Im going to use the library a lot.

70
All These Words

Instructions:
Photocopy the words below on thick paper and cut them up. Provide one set for
every three or four students. First, have them match all the homonyms. Then, mix the words up
and lay them out in a grid pattern. The first player turns over two words, looking for a match. If
they match, the player get another turn. If they do not match, the cards are turned over and the
next player takes a turn. Continue until all the cards have been matched.
Extension:
Each player writes sentences using the words she/he matched.
wait
steel
eight
sail
strait
straight
blue
blew
sun
son
peace
piece
weight
vain
ate
see
sale
pear
board
bored
sore
soar
threw
through
steal
vane
sea
sent
scent
pair
fair
fare
made
maid
deer
dear

71
Money Find
Introduction:
Use this after an

introductory lesson on money. Put
the grid on the right on the board.
Ask a student to come up and find
$9.34. The student should circle
the number on the grid. Then, ask
another student to come up and
find $23.56. Repeat the process
until the students are comfortable
with the concept.
7
2
8
3
1
9
0
6
2
3
5
6
0
4
5
9
Pronunciation Activity: Put all the numbers you used with the grid activity on the board.
Ask the students how you pronounce the numbers. Go over the pronunciation as a group.
Then, use larger numbers.
Pairing Activity:
Put a number of coins in a bag. Have each student take one. Then, each
student finds someone who has the same kind of coin and works with him or her. Before you
start, you can have each pair name the coin and say how much money the two of them have.
Main Activity:
One partner should have a number card, and the other partner should have
a number grid. The student with the number card reads out the first number, and the other
student finds the number on the grid and circles it.
Encourage the students to use this as a listening activity. It will be tempting for them to just
read the numbers as opposed to listening for them. They continue until all the numbers have
been called out and found. After, the students switch roles and practise again.
Extension:
Have the students practise a provided dialogue or create a dialogue about

paying for something at a store.

72
7
1
2
5
9
0
0
1
1
2
0
9
1
5
1
0
2
9
2
9
9
8
1
6
9
7
7
8
5
0
0
0
7
5
9
7
Student A
a) $167.11
b) $18.00
c) $10.95
d) $94.47
e) $2.09
f) $510.29
g) $80.39
h) $50.00
9
9
0
0
9
1
8
9
8
4
4
9
2
7
1
5
0
1
4
1
2
7
8
0
3
9
0
7
0
5
0
2
0
6
7
9
Student B
a) $29.98
b) $4.10
c) $99.00
d) $722.89
e) $78.03
f) $16.97
g) $50.20
h) $279.90
M
O
N
E
Y
F
I
N
D

73
Money Talks
Instructions:
With your group, discuss the expressions about money listed below. What do
they mean? Do you agree with each one or disagree? Why? Are there any similar expressions
in your first language? If so, what are they?
1.
Money doesnt grow on trees.
2.
Better an empty purse than an empty head.
3.
Money cant buy happiness.
4.
Money is the root of all evil.
5.
A penny saved is a penny earned.
6.
Money talks.
7.
A man and his money are soon parted.
8.
Save it for a rainy day.
9.
Money cant buy love.
Discussion Wrap-up:
Which expression did your group find the most interesting? Which
expression caused the most disagreement?
Writing Activity:
Choose one of the expressions above. Write a short paragraph

explaining what it means to you.
Conversations:
Choose one of the expressions above and prepare a conversation using it.
Role play your conversation for the class.

74
Shopping Clauses
Instructions:
Photocopy and cut up the sentences below for each small group. It would
be best to copy the sentences on the left onto one colour and the sentences on the right
onto another colour. Students should match together the two ideas that go together and
order them into a story. When all the sentences have been matched, practise adjective clauses
by asking them to create one sentence out of each pair.
I met my friend Ann for lunch on Saturday.
She is a customer service representative.
We met at the mall at 11:30.
The mall is near her home.
We sat at a table on the patio.
It was covered with a beautiful blue

tablecloth.
The waiter welcomed us.
He usually serves us.
He brought us drinks and the restaurants new

menu.
It is much larger than the old one.
Ann told me about a coworker.
He got fired last week for stealing.
Her coworker stole office supplies.
He had worked there for 10 years.
Ann did most of the talking.
She loves to talk.
We ate our lunch.
It was very good.
After our meal, we drank coffee.
It was too strong and bitter.
One dress store was having a sale, so we went

in.
I often buy clothes there.
I tried on two dresses.
They didnt fit properly.
After walking around the mall, we decided to

leave.
The mall was getting too crowded and noisy.
When we were walking out of the mall, we ran

into two friends.
We used to play tennis with them.

75
Whats the Weather

Instructions:
Use the weather forecast from your newspaper. Based on the information in the
forecast, prepare about twelve sentence strips similar to the examples below. Photocopy and cut
up one set for each pair or small group. Instruct your students to refer to the forecast to help
them make the correct sentences.
It is partly cloudy in Fredericton
and in Whitehorse.
There is fog
in St. Johns.
It is warmer in Edmonton
than in Quebec City.
Winnipeg is four degrees cooler
than Hamilton.
Extensions
1)
2)
3)
4)
5)
Have the students create their own sentences based on the ones in the activity.
In groups, have the students discuss the questions below.
Individually, have the students choose one of the questions and write their own answers.
Use the Seasonal Exchange activity, see page 77.
Have the students find Websites related to the weather on the Internet.
Weather Talk
Instructions:
1)
2)
3)
4)
5)
6)
Discuss the following with your group.
Based on the weather forecast, where would you like to be today? Why?
Where wouldnt you like to be? Why?
What is the weather like at this time of year in your first country?
How do you usually find out what the weather is like?
Do you think that weather forecasts are accurate? Why or why not?
What is your favourite kind of weather? Why?

76
Seasonal Exchange
Instructions:
Put your students into groups of three or four. Give each group a few letters of
the alphabet. Each group should have different letters. The groups have five minutes to think
of things to do in the spring, summer, fall or winter, that start with the letters they have. Use
whichever season it currently is.
After five minutes, the groups exchange papers. Any spelling errors are corrected and other
activities are added.
Provide a list of conversation starters appropriate for your level. Some sample starters are
below. Have the students work in pairs. One partner should use a starter and ask, What do
you want to do today? The other partner should offer ideas relating to the weather. Then,
Conversation Starters:
It looks like rain.
Its supposed to be nice all day.
The forecast is for thundershowers.
Its muggy.
The pollution count is high.
Its just starting to spit.
Its overcast.
Its so nice outside.
What a miserable day!
Its snowing pretty heavily.
Its boiling out now, but it should cool down later this afternoon.
Its coming down pretty hard.
Its hot and humid.
Cause Its Hot

Instructions:
Use
the rhythm of the hip
bones connected to
the or Alices
Camel with the lyrics
to the right.
Im hot so hot ( 3 times)

cause its hot in the summertime.
I go swimming
I drink ice tea
I eat ice cream
cause its hot in the summertime.

77
A Nervous Pumpkin
Use this activity with young ESL students. It is particularly appropriate in the fall.
However, you could use the concept (but not this story) with other students at any time of the
year. The intent is to get students thinking about telling a story and adding details to a story.
Introduction:
Ask your students what season it is. Then, ask them what they see in this
season (e.g., leaves are red and orange).
Activity:
Give them the sentence strips and have them order the story.
Ask them some comprehension questions about the story. For example, Where did the
pumpkin hide the first time? and Who found the pumpkin?
Then, ask higher level students to add some details to make the story better. They could add
words and/or sentences. You could provide students who need more structure with the words
below. These words are provided for two different levels of students.
big
little
red
young
so
and
yellow
large
huge
little
carefully
young
so
long line of
McIntosh
grocery
assistant
nervous
busy
really
Extensions:
The next time, have them write their own stories about a nervous turkey or
some other suitable topic. Encourage them to add details to improve their stories.

78
All of the pumpkins were sitting in a pile inside of the store.

One pumpkin didnt want to be sold.
It didnt want to be carved up so it tried to hide.
First, it tried hiding behind the shopping carts.
The manager saw it and put it back in the pile.
Then, it tried hiding under the apples.
People kept buying apples so it wasnt hidden for long.
The manager saw it and put it back in the pile.
Finally, a boy went over and picked the pumpkin up.
He said to his mother, I want this one, but I dont want to carve it. I like it
just the way it is.
The pumpkin was happy.
79
Sequential Stories
Preparation:
Photocopy the picture sequences on the next page. You need three pictures (one
sequence) for each pair of students.
Introduction:
Use the sequence below. Enlarge the pictures. Work as a whole group. Have the
students order the pictures. It does not really matter if the order is not the same as below. The
story just needs to make sense. Then, create a story together. You want to focus on the idea of a
beginning, a middle and an end. Go back and improve on the story. Ask your
students what details can be added. You want to model the idea that writing is a process.
Activity:
Give each pair a set of three pictures. Have the pairs order the pictures and talk
about what the stories could be. Then, have them either work on their own or with their
partners to write their stories. Outline that they need to have a beginning, a middle and an end.
When they finish, encourage them to review their work and add details. In reviewing
their work, make sure that you comment on their use of details. Also, comment on the
presence or absence of a strong beginning, middle and end.
Extensions:
Have them change partners and share their stories.

80

81
Past Pairs
Instructions:
Do an introductory drill activity as a whole group. Then, have the students work in
pairs and drill each other. The focus of this activity is on regular verbs. You need to
introduce or review the pronunciation of verbs with ed endings. After practising, the
students can use the verbs to make sentences about last night, last weekend or last year. This
can be done orally and then the students can write some sentences. For additional
practice, use the pairs on the next page. The pairs are regular and irregular verbs.
Instructions:
Ask your partner, Whats

the past of __? and How do you spell it?
1
2
3
4
5
6
7
8
9
10
cook (cooked)
watch (watched)
move (moved)
try (tried)
visit (visited)
drop (dropped)
wait (waited)
play (played)
phone (phoned)
kiss (kissed)
Instructions:
Ask your partner, Whats

1
2
3
4
5
6
7
8
9
10
ask (asked)
receive (received)
fix (fixed)
help (helped)
rent (rented)
apply (applied)
wash (washed)
slip (slipped)
rain (rained)
look (looked)
Instructions: Ask your partner, Whats

1
2
3
4
5
6
7
8
9
10
carry (carried)
work (worked)
shop (shopped)
stay (stayed)
paint (painted)
like (liked)
start (started)
miss (missed)
bake (baked)
clean (cleaned)

1
2
3
4
5
6
7
8
9
10
invite (invited)
study (studied)
listen (listened)
live (lived)
stop (stopped)
change (changed)
open (opened)
hug (hugged)
dry (dried)
arrive (arrived)

82

the past of ___? and How do you spell
it?

it?
1. watch
(watched)
1. arrive
(arrived)
2. chop
(chopped)
2. apply
(applied)
3. dry
(dried)
3. come
(came)
4. forget
(forgot)
4. hug
(hugged)
5. choose
(chose)
5. throw
(threw)
6. stay
(stayed)
6. make
(made)
7. spend
(spent)
7. break
(broke)
8. lose
(lost)
8. receive
(received)
9. think
(thought)
9. feel
(felt)

it?

it?
1. try
(tried)
1. slip
(slipped)
2. change
(changed)
2. begin
(began)
3. sleep
(slept)
3. write
(wrote)
4. catch
(caught)
4. study
(studied)
5. drop
(dropped)
5. eat
(ate)
6. take
(took)
6. fall
(fell)
7. drink
(drank)
7. listen
(listened)
8. invite
(invited)
8. find
(found)
9. freeze
(froze)
9. fly
(flew)

83
Rolling Advice
This activity would be used as a review of modals for giving advice.
Introduction:
Put the problem below on the board.
My allergies are bothering me.

Clarify what allergies and bothering mean. Have a student roll a die. The
number rolled determines what structure the student uses to give you advice.
#1 - could
#2 - should
#3 - must
#4 - might
#5 - have to
#6 - had better
After the student gives you some advice, have a couple more students roll and give you
advice. Choose which piece of advice you thought was the best. Emphasize why that piece
of advice was the best for you.
Activity:
Put the students into groups of four or five. Give each group a set of cards (copy
and cut up the cards on the next page). One student takes a cards and reads it as if it were
his or her problem. The others roll a die and give advice as in the example. The student
decides whose advice was the best and has to state why. Then, another student takes a turn
and so on. At the end, a few students can say what the best advice was and the others have
to guess what problem the advice was for.
Extension:
Have the students each choose two of the problems and write their advice for
them.
Have the students create their own problems. They can write them down, exchange with other
students and write responses.

84
I need a change.
I want to be a
better friend.
I have too much to My spouse left

do and not enough me, and I cant
time.
get over it.
My clothes are a
little tight.
I have lost all

my patience.
I need some
money.
I am afraid of
heights.
My knees hurt
when I walk
up stairs.
I want to
improve my
computer skills.
My children never
help around the
house.
I want to get out I dont know where

and meet people. my life is going.
I dont fit in.
I want to get a
promotion.

85
Reflecting on Quotes
Preparations:
Photocopy the quotes below and cut them into halves. Have enough for a half
for each student or each pair of students.
Activity:
Distribute the halves to your students. Have the students find the other halves of
their quotes. Once they have, they can write their quotes on the board. In their pairs or small
groups, they can discuss which quotes mean the most to them, and why. As a whole group, talk
about a few of the quotes.
All things must change to something new,
to something strange.
When you get to the end of your rope,
tie a knot and hang on.
Fall seven times,
stand up eight.
No one tests the depth of a river
with both feet.
Winning isnt everything,
its the only thing.
Whether you think you can or think you cant,
you are right.
There is no right way
to do something wrong.
When you cease to dream
you cease to live.
Problems are only opportunities
in work clothes.
Once you have learned to love,
you will have learned to live.

86
A Spring of Words
Instructions:
Use the chart below like a tic tac toe board. This could be done as a whole
group or as a small group activity. There should be two teams. Flip a coin to see which team goes
first. The team that wins the toss chooses a word on the chart. The team members have to
create a sentence about spring with at least seven words or more. However, before they create
the sentence they must roll a die to determine what tense the sentence must be in. You can use
whatever tenses you are working on.
For example, 1 - simple present, 2 - present continuous, 3 - simple future, 4 - simple past,
5 - past continuous and 6 - present perfect.
The other team can determine whether or not the sentence is correct. If the team members say it
is, then an x or o would be placed in that square. Whichever team gets three Xs or three Os in
a row wins.
Other spring words for a second game include bloom, clean out, throw away, begin, melt, return,
spend, repair, and put away.
plant
clean up
build
hear
come back
thaw
rain
fix
see

87
Canadian Words
Instructions:
Use this puzzle as a review of Canada. Provide each student or pair of

students with a copy of the blank puzzle on the next page. This is a listening exercise. You
read out the clues below one by one. Encourage the students to not shout out the answers
during the exercise. As they figure the words out, the students write the words in the spaces.
Extension:
Have the students create and share their own Canada puzzles.
Clues for #1 - Pacific
Clues for #4 - Prairies
1)
2)
3)
4)
1)
2)
3)
4)
Its large.
Its salty.
It is to the west of Canada.
Its an ocean.
Its a group.
Ontario is not part of it but Manitoba is.
There are a lot of farms there.
It includes Alberta and Saskatchewan.
Clues for #2 - Maritimes
Clues for #5 - Macdonald
1)
2)
3)
4)
1)
2)
3)
4)
Its a group.
Its in the east.
Quebec is not part of it.
Nova Scotia is a part of it.
Its a last name.

This person is not alive.
He was a politician.
He was the first prime minister.
Clues for #3 - Mackenzie
Clues for #6 - Banff
1)
2)
3)
4)
1)
2)
3)
4)
Its long.
It flows into the Beaufort Sea.
Its a river.
Its the longest river in Canada.
1)
3)
A
5)
6)
Its in Alberta.
Its the name of a park.
The Rockies run through it.
Its not Jasper.
2)
4)

88
Canadian Words
Instructions:
Listen to the clues. There are four clues for each of the six words. All of the
words are about Canada. Write the words in the spaces.
Extra:
Whats the hidden word?
1)
2)
3)
4)
5)
6)
Create your own Canada puzzle. Share it with a partner.

89
Summer Plans
Instructions:
The pictures are all of things that Cristina is going to do this summer. By moving
around the board and using the pictures, talk about what she is going to do. After this, talk about
what you are going to do this summer. Finally, write five sentences about what Cristina is going to
do and write five sentences about what you are going to do.
Finish
Start
90
A Sticky Situation
Introduction:
Ask the students what a journalist is.
Activity:
Tell them that they are all journalists. They all have pieces of one story. Tell them
that they have to remember their parts of the story. It is a memory exercise so encourage them
not to take notes. Give out two or three sentences to each student. Do not give one student
two sentences in order. (Plan for either groups of three or four.) After they are comfortable with
the material, take the pieces away.
Then, they have to get together with their group and talk about the story. They have to talk
about what they know and decide what the order should be. Following that, the group writes
the story. Groups can exchange stories to check for content and grammatical errors.
A woman was camping at the Elora Gorge Conservation Area, just north of Kitchener, Ontario.
A skunk was going through the womans food.
The animal got its head stuck in a peanut butter jar.
The animal was wandering around inside her tent and couldnt get out.
The frantic woman called the provincial police for help.
Before the police arrived, a park security guard removed the jar.
The animal ran away without leaving its smell behind.
Everyone was relieved.

91
Fall Words
Preparations:
Photocopy the words below. Ideally, photocopy each set in

a different colour (if you plan to reuse the activity). Cut the sheets up and put each set of
words into a small envelope. (For a very low level class, use Modified Fall Words on the next
page.)
Activity:
Give one envelope to each small group of students and have them create as many
sentences as they can. You could set a time limit. After this, you might want to talk about
which group has the longest sentence and which group has the most sentences.
Extension:
You might want to have a correction activity. For example, you could walk
around the room and record some problem sentences as they are doing the activity. Then, you
could put the sentences on the board (anonymously) and have the students correct them in
small groups first and then as a whole group.
fall
is
really
beautiful
season
the
leaves
are
orange
yellow
red
and
brown
like
fall
very
much
my
family
likes
to
walk
in
the
leaves
many
birds
fly
south
for
the
winter
my
brother
loves
to
watch
them
we
take
lot
of
pictures
in
the
fall
fall
is
my
very
favourite
season

92
Modified Fall Words

Preparations:
Photocopy the material below. Ideally, photocopy each set in a different

colour (if you plan to reuse the activity). Cut the words up into individual pieces and put each
set of words into a small envelope. Cut the sentences into strips.
Activity:
Give one envelope of words to each pair and have them find the words to
construct the given sentences (strips). You may want to give them just one sentence at a time.
Extensions:
Have them read their sentences. Have them copy the sentences.
Use A Fall Story on the next page if you are working with children. Have them colour in the
leaves with the stated colours.
like
fall.
The
leaves
are
orange,
yellow,
red
and
brown.
My
family
likes
to
take
long
walks
in
fall.
I like fall.
The leaves are orange, yellow, red and brown.
My family likes to take long walks in fall.

93
A Fall Story
I like fall.
The leaves are orange, yellow, red and brown.
orange
yellow
red
brown
My family likes to take long walks in fall.

94
Poems
Cats and Dogs
That rain is really
Winter
coming down
in buckets
Green mittens
in buckets
White snow
its pouring
Orange hat
what a heavy rain
Purple scarf
its raining
Yellow sun
cats and dogs
Black boots
raining really hard
Red shovel
wheres my umbrella?
Blue sky
I need it fast
Pink sweater
I cant find it
wheres it at?
oh rats! oh darn!
its on the bus...
Instructions:
Use the poem to practise

rhythm. Start with one line and continue to
add lines while maintaining the rhythm.
Share the poem with your students. Ask them

to choose spring, summer or fall and write their
own seasonal colour poems. Do not be limited
by the provided colours.

95
Strategic Verbs
Instructions:
Start anywhere. You can move one space in any direction. You have to give
the past tense of the verb and spell it. Once you have used a verb, put an x through it. No
one can land on that space. As the game progresses, the available spaces become limited. If
you cannot move one space in any direction, you have lost the game. The others should
continue until one player remains. That player is the winner.
Extra: Choose any five verbs and write a sentence for each one. Your sentences should be
in the simple past and should demonstrate the meaning of the verb.
buy
drive
forget
begin
leave
keep
find
meet
hear
give
break
see
ride
hold
fall
sit
cost
swim
bring
run
speak
tell
shut
stand
get
spend
wake
eat
make
feel
think
win
write
come
take
fly
shake
choose
catch
go
sleep
wear

96
Word Part
Introduction:
Write on on the board and get your students to brainstorm about as many
words as they can think of that have these letters in them. Try to get them to think of words in
which the letters are in different parts of the word. For example, you want them to make
words such as only, bone and son.
Activity:
Use the grid below to have a word part challenge. Get the students to work in
pairs using the grid. Each pair or team will need a copy of the grid. Like Tic Tac Toe, the
object is to have a complete row. One player selects a letter combination and gives a word
that includes that word part. The other player, using the same word part, gives a word. This
continues until a player cannot think of any more words. The other player then puts an x
or o in the square. This player selects the next word part. They continue until one player has
four in a row.
Alternative:
Extension:
Use this for a small group activity or a whole class challenge.

Create another grid using different word parts and have them try it again.
ma
ir
ep
us
ug
ot
sl
ve
ck
dr
ke
fi
ne
bl
ch
ow

97
Revision Decisions
Part One:
This story needs capitals, commas and periods. Revise the story.
last summer my family and i went to drumheller alberta it is east of calgary on highway 9 we
wanted to learn about the dinosaurs that lived in the area sixty-five million years ago on a
saturday we visited the royal tyrrell museum which showed us prehistoric plant and animal life
we learned a great deal and took some great photographs there we stayed in a local
campground overnight and we met people from all over then we spent the next day exploring
albertas badlands the arid terrain was fascinating because of its unique terrain and its
historical significance drumheller was an exciting place to visit
Part Two:
Capitalize any words below that need capitals.
mountain
river
icefields parkway
province
calgary stampede
art gallery
banff national park
july
town
the rockies
spring
rundle mountain
road
lake louise
bow river
jasper
trans-canada highway
west edmonton mall
Extra:
Write about a trip you took last summer.

98
Shopping Around
Pre-Activities:
Put some conversation questions on the board. They could be like those listed
below. Have the students in pairs or small groups discuss them. Discuss a couple of them as a
whole group.
Give each pair or group two or three of the idioms. They have to find the meanings and explain
them. For this activity, they could ask others and/or use their dictionaries. Alternatively, you
could give it to your students as homework.
Possible Questions
1)
2)
3)
4)
5)
6)
How often do you go shopping for things like clothes, furniture, gifts, etc.?
Are you a shopaholic?
What was your last major purchase?
Was it a good deal?
Do you usually buy things on sale? Why or why not?
Which store has the best deals? Why?
Main Activity:
Have your students do the Shopping Around exercise sheet on the next page.
Ask them some comprehension questions. Review the idioms and ask them for further examples.
Extension: Put the students into pairs. Have each pair choose two or three idioms and create
a dialogue. They can perform their dialogues and the others can listen to determine if the idioms
were used correctly.

99
Shopping Around
Instructions: Use the idioms below to fill in the blanks. Two idioms are not in the story.
on sale
a steal
rip off
window shopping
top of the line
peanuts
on credit
seconds
white sale
rain check
an arm and a leg
twist my arm
out of stock
There was a _______________ at the Bay the other week. Towels and linens were
_______________.
I think the price of a _______________ towel is normally ridiculous. Actually, its
a _______________. Im not going to pay _______________ for one lousy
towel. However, whenever there is a sale, you can pick up some really nice towels for
_______________.
I went to the store, but I found that my favourite brand of towels was
_______________. It seems that it was everyone elses favourite too. I was
disappointed. I asked for a _______________ so I could go back when they got
more in.
After that, I wandered around the mall. I mainly did some _______________, but I
did go into one or two stores. The sales people tried their best to ______________.
It didnt work though because I didnt buy anything. Some shoes that I saw were
_______________. Unfortunately, they were the wrong size.
I went home empty-handed but not with an empty wallet.
100
Try These
Instructions:
Photocopy the material below and cut it into the indicated pieces. Give each
pair or small group of students a set and have the students order the conversation. Then, have
them practise the conversation. They can also practise it with other items (e.g., coat).
May I
help you?
Yes,
Im looking
for a
pair of gloves.
What colour?
Black.
What size?
Seven and
a half.
How
about these?
Theyre
nice.
How do
they feel?
Theyre too
small.
Try the
eights on.
How are
they?
Good.
How much
are they?
$75.
$75?
Do you
have anything
cheaper?
Yes,
we do.

101
Catalogue Seek
This activity will help your students develop their scanning skills. The gameboard on the next
page has been created for use with a Sears Catalogue, but you could use the same idea and
create a gameboard for a flyer or a pamphlet.
Introduction
Prior to starting, familiarize your students with the parts of a catalogue. Have them find
general information and the index.
As a warm-up, you can ask them a few questions orally. For example,
a) What page are boys pants on?
b) How much is the most expensive pair of womens shoes?
c) Do they sell microwave ovens? If yes, how many different microwaves are there?
Activity
Then, provide each small group with a gameboard, a catalogue, markers and dice. Have
them roll to see who starts. The student who rolls the highest number begins. After that
student rolls again and moves that number of spaces, he or she uses the catalogue to
answer the question landed on. The student gives the answer, and the other students
verify the answer and provide help if necessary. Then, it is the next players turn, and so
on.
Extensions
When they finish (or another day), you might want to give them a blank gameboard so
they can make their own gameboards to exchange with classmates and play again.
Tell the students that they each have $50 to spend on a gift. Have them decide who the
gift is for and what they are going to buy. Then, they can share their ideas with their
group.

102
How many
Do they
How much is
colours of
have king
a mens
girls jackets
size sheets? dress shirt?
are there?
How much
is the
cheapest
watch?
On what
page are
the blinds?
What size
are the
smallest
mens
shoes?
What is one
company
that makes
coffee
makers?
How much
is a clock
radio?
What is one
thing that
you can buy
for your
bathroom?
What size
are the
largest
womens
shoes?
Is there a
ring with
your
birthstone?
Catalogue
Seek
How much is
the most
expensive
mens suit?
Instructions: Use the catalogue to
On what
page are
boys
pajamas?
What sports
equipment
can you buy?
On what
page are
babies
clothes?
START
answer the questions.
You
finished
catalogue
shopping!
How much
is the most
expensive
appliance?
On what
page are
vacuums?
What is one
company
that makes
running
shoes?
What is
What shapes
something
of kitchen
you can buy
tables can
for your
you buy?
bedroom?

103
Line-ups
Introduction:
Ask your students, Where do you see line-ups? and

How does waiting in line make you feel? Alternatively, you could share
a personal story about waiting in line somewhere and then have the
students share their own stories in small groups.
Activity:
Put one of the situations on the next page on the board. Ask the students what
they would do in that situation. Together, create a dialogue. Then, have the students in
pairs practise the dialogue.
In small groups or pairs, the students use the situation cards on the next page to perform
some role plays.
Extensions:
Cover adjectives related to feelings about waiting in line. For example, you
could talk about frustrated, mad, impatient, uncomfortable, dizzy, nervous, bored, restless,
furious and anxious.
Talk about how you would share your thoughts with the management. Perhaps draft a
letter or create a dialogue in which the students would share their concerns with the
management.
Tell a partner about an experience waiting in line.
Use the discussion questions below.
Discussion Questions
1)
2)
3)
4)
5)
When is it worthwhile to wait in a line?

How long is too long to wait in a line?
What things can you do to make waiting in line easier?
Are lines worse in Canada than they are in your first country? Why or why not?
How could you avoid having to wait in a line?

104
You are waiting in line and

the person in front of you
makes a comment about
the service.
Someone butts in
front of you.
The person behind you in

line keeps hitting you with
his or her briefcase.
The person behind the

counter at a coffee shop
looks at you and says, May
I help you? However, you
are not sure if another
person who was there
before you has been served.
You want to pass the time

while you are in line.
Start a conversation with
the person behind
you in line.
Another check-out opens at

the grocery store and the
cashier looks at you and
says, May I help you over
here? However, you are
third in the other line.
The person in front of

you has young children
who are misbehaving.
This person is ignoring
his or her children.
An elderly person is behind

you. Ask him or her to
move ahead of you.
The person behind the

counter at a fast food
restaurant says, Whos
next? Someone says, I
am. However, you
were there first.
You are worried that you

might be late to meet a
friend because of the
line-up. Ask someone
for the time.
You forgot one item that is

very close to where you are
standing in line. Ask the
person behind you if he/she
will hold your place while
you run to get the item.
The person behind you in

line at the grocery store
only has one item. Ask him
or her to go ahead of you.

105
Future Predictions
Instructions:
Put the following on the board, Men and women will be equal. Ask your
students if this is a fact. Discuss the idea of a prediction. Also, ask them if they agree or
disagree with this prediction. They need to provide support for their opinions. If your students
need another example of a prediction, use the weather forecast.
Main Activity:
Have the students work in small groups. Each group needs a copy of the
gameboard on the next page, some markers and dice. They need to move around the board
and say if they agree or disagree with the predictions, and why.
Extensions:
Have them choose one of the predictions and
write why they agree or disagree.
In their groups, have them create five different
predictions. Then, each group can share one
prediction with the larger group and the whole
group can discuss it.
Do a grammar exercise relating to future
predictions.
Have them read the newspaper or search the
Internet to find future predictions.
Discuss how people feel about the future.
Generate a list of adjectives.
Choose a future date and ask the students to
describe their lives at that point.
Do some research on predictions that were
made about significant years (e.g., 1900 or
2000). Discuss whether or not the predictions
were correct.

106
Future Predictions
Start
People will
work less.
Gambling will
be one of the
biggest social
problems.
There will be a
cure for the
common cold.
Most workers
will be
monitored via
video cameras.
Banking will not

be done in
person.
Finish
Famine will be
a world-wide
problem.
There will be a
greater gap
between the rich
and the poor.
Cars will be
powered by
electricity.
Most people will

shop without
ever leaving
their homes.
The rate of
change will
decrease.
FU
Most people will

be vegetarians.
ED
R
P
E
R
U
T
S
N
O
ICTI
Women will
lead the most
powerful nations.
Most people will Every household
will have a
speak English.
computer.
Most homes will

have solar power.
There will be
no mandatory
retirement for
workers.
Few countries
will have
clean drinking
water.
People will
become more
sedentary.
The number of
natural disasters
will increase.

107
Starting Out
Instructions:
Put the students into groups of three or four. Give each group a copy of the
activity on the next page. Have them evaluate the advice. Then, give each group the
opportunity to share either the decision for the best or the worst piece of advice. Together,
identify the modals (e.g., should). Ask them why you would use a particular modal. For
example, you could use might if you dont feel strongly about the idea, dont have power
over the person you are talking to, or dont want to come across strongly. After this, have the
groups use the questions below as the basis for a more personal discussion. Finally, have
them write about one of the topics.
Starting Out Discussion

1
2
3
4
What was the best advice you got before you came to Canada? Why was it the best?
What was the worst advice you got before you came to Canada? Why was it the worst?
What advice would you give someone who was coming to Canada?
What advice would you give someone who just moved to Canada and was having a difficult
time?
Extension:
Have the students each choose one of the topics from the discussion and write
a short paragraph. Encourage those who choose the third topic to experiment with a variety of
modals. For those who finish quickly, identify some of the problem areas and have them try to
correct their own work.

108
Starting Out
Instructions:
Katsumi immigrated here three months ago. He came here with his wife and
two children. All of his family and friends both here and in Japan had lots of advice for him. Some
advice he got before he left and some he got after he arrived. Which advice was the best? Why?
Which advice was the worst? Why?
You could rent a

basement apartment.
You shouldnt go there

in the winter.
You should do
some volunteer work.
You had better avoid

the casinos.
You have to visit

the Rockies.
You ought to hire a

private language tutor.
You could speak English

at home.
You shouldnt buy a car.

You should lease one.
You must get a job

right away.
You have to enroll your

children in some Japanese
language classes.
You must establish

some credit.
You might want to get

some second-hand
furniture to start.
You should live

where the action is.
You could learn

to play golf.
You should join a

Japanese cultural club.
You should start

your own business.
You should start

conversations by talking
about the weather.
You had better find

a good family doctor.
You should find some

English-speaking friends.
You have to study English

full-time at a school
with students from all
over the world.
You must go to
Niagara Falls.

109
Coming to Canada Questions

Instructions:
Read and correct the mistakes in each question. When you finish, check with a
classmate to be sure your questions are correct. Then, form a small group and use the questions to
talk about your experiences.
1. Where you did first applied come Canada?
2. If you had not come to Canada, where you would have gone?
3. How many time do call home.
4. Have you ever come to Canada before decided move here?
5. Had you wait more than 6 months for visa?
6. Was you here last summer season?
7. What month do you arrive here?
8. Need you how many documents enter Canada?
9. Was you family glad come Canada!
10. If you came again, what do different?
11. Did your parents ever wanted come to Canada to visit?
12. English is easier or hard to learn than think?

110
Thematic Nouns
No matter which theme you are covering, you
can use this activity. The idea is to get students
to think of nouns starting with the letters from a
provided base word. An example is to the right.
fish
tomato
melon
red pepper
fish
onion
orange
doughnut
You could also have the students think of nouns

that have those letters anywhere in the words. An
example is to the left. The activity acts as a filler
but is theme-related!
Below are a few ideas for some base words...
sports
entertainment
news
Canada
school
occupations
office
hospital
health
drugstore
museum
clothing
travel
weekend
neighbourhood
history
Note: Several of the sample words (e.g., entertainment and clothing) only work when using the
style of the second food example, while others (e.g., hospital and travel) work when using either
style.

111
Paragraph Review
Instructions:
Read the paragraph below. It needs help! How can you make it better? Work
with a partner to try to improve it.
Free Education
Im writing about education. I think education should be free. Everyone needs a good
education, and no one should quit school. If a person quits school, they can not get a good
job, like a doctor or lawyer. A computer programmer is a good job too. The government
should pay for all education. Students should not pay for college or university. They need a
good education. Now, students pay for college and university. Sometimes, you appreciate
something more if it is hard to get, so for some paying is a good idea. People might just take
courses for no particular reason if all of them were free. Some get loans, but they never pay
them back. Also, some parents do not have money to send their children to school, but
everyone should have an equal opportunity. For these reasons, education should be free.
That is all I have to say about education. The end.

112
Interview by Me
Instructions:
Write ten interesting questions. After, interview two students (one at a time).
Record the students answers. Be ready to share one or two questions and answers with the
whole group at the end.
Questions:
Name:
Name:
What
Where
How long
Is
Who
Do
Why
Where
Did
When
113
All About You

Instructions:
Have one gameboard for each pair of students. The first student rolls two dice.
One determines the category on the top and the other determines the subject on the side. A
sentence is created by the student. For example, 4 and 1 = His postal code is M4M 2Y5. Bingo
chips can be used to mark the sentences made. If a student rolls a box that has already been
used, he or she rolls again.
Hint:
Before starting, have the students record their information on a piece of paper.
First
name
Last
name
Address
Postal
code
Area
code
Telephone
number
His
John
Kata
61 King St
M4M 2Y5
416
287-0217
Their
Sara and
Ragu
Sangi
695 Glen
Road
L5B 1C3
905
418-9635
My
Our
___ and
Sarah
___ and
White
___ and
12 Pride Rd
___ and
V7S 5E8
___ and
604
___ and
926-5023
Her
Alicia
Genoa
344 4th
East
S0A OH9
306
548-6705
Your

114
Monday Morning Match-Up

Instructions
Copy and cut up the questions and answers below. Give each pair or small group of
students one set of cut up questions and answers. Have them match them up. Then, have
the students ask each other the questions and give their own answers.
How are you today?
Fine thanks. And you?
How was your weekend?
Hectic.
What did you do on the weekend?
Oh, the usual.
Did you study English on the weekend?
A little.
Have you heard todays weather

forecast?
No, I havent.
Did you have any problems getting

to class today?
No, not really.
What have you got to do this week?
Pick up my cousin at the airport on

Wednesday. Return my library books.
Whats new?
Not much.
Did you have any company on the

weekend?
Just my neighbours. They dropped over

for coffee.
Did you hear from anyone on the

weekend?
My uncle. He called on Sunday.
What are you going to do after class

today?
Go straight home.

115
Newspaper Warm-up
Preparations:
Cut out interesting pictures from the weekend newspapers. (Note: Dont use
any disturbing material unless youre prepared and your students are prepared to deal with it.)
Cut off the captions and keep them aside.
Activity:
Put the students into small groups. Give them two to four pictures. Have them
discuss, Whats the story? Then, have them share their stories. After this, give out the
captions and have the students match the captions with the pictures. Finally, talk about what
the real stories are.
Extension:
Give your students strategies to tackle the newspaper. While reading the entire
newspaper might be a daunting task, reading a few pictures and captions might be
manageable. Also, your students might be capable of discovering one new idiom in a comic
strip. Higher level students should be encouraged to target one article. You could provide them
with a goal of learning five new words from the article.
Variation:
You may want to rewrite the captions if they are too difficult for your students.
Brrr...
Instructions:
Use this chant to practise winter vocabulary and the short and long i, the
b and t sounds.
Its Windy
Bitter,
Biting,
Bitter, biting.
What a bitter, biting wind!
Bitter,
Biting,
Bitter cold,
Biting wind.
Bitter, biting wind.
What a bitter, biting wind! Brrr.

116
Seasonal Groupings
Instructions:
When you are doing seasons, use this as a group formation idea. You need one
sentence per group. If you want three students per group, cut the sentences in threes. If you
want groups of four, cut the sentences in fours. Each person is given part of a sentence. A group
is formed by completing a sentence. Each group then talks about what season its sentence is
about. After, you can further develop the theme with other seasonal activities. Sample
sentences are as follows:
April showers bring May flowers. / The tulips are coming up.
Its hot enough to fry an egg on the sidewalk. / Make hay while the sun shines.
The birds are heading south for the winter. / Were going to take a drive to see the colours.
Its going to be mild tomorrow. / The days are getting shorter.
Variation:
Use pictures and words if you want to form four groups. A sample set is below.
spring
summer
fall
winter
117
Start Speaking
Instructions
Photocopy the following conversation starters and give one to each student. The students
then form groups based on their topics. For example, all of the students with Music form
one group. Depending on the number of your students, you may have to have two groups
discussing the same topic. Just make sure that no two students in a group have the same
questions. (You could put a blue dot in the corner of the three cards about movies for one
set, and a green dot for another set.) Once the groups have been established, have one
student in each group start by asking a question. After all of the questions have been
asked, students may want to ask additional questions.
As a wrap-up, have each group report which question was the most interesting one and
what the group members responses were.
Variation
Have groups form in which each group member has a different subject.
Movies
Movies
1)
How often do you go to a movie?
1)
Which country makes the best movies?

Why?
2)
Do you prefer watching movies at home or

going to see them at a movie theatre?
Why?
2)
Is it more or less expensive to see a movie

here than it is in your first country?
Movies
Music
1)
What is your favourite movie? Why is it

your favourite?
1)
How often do you listen to music? Do you

prefer listening to the radio or to a CD?
2)
Who is your favourite actor? Why is he or

she your favourite?
2)
What was the last concert you went to?

How did you like it?

118
Music
Music
1)
What is your favourite kind of music? Why

is it your favourite?
1)
What kind of music dont you like? Why

dont you like it?
2)
Who is your favourite singer? What do you

like about him or her?
2)
Do you watch any music award shows? If

yes, which ones?
Weather
Weather
1)
Do you prefer rain or snow? Why?
1)
Whats the weather like in your first

country at this time of year?
2)
Whats the weather like today? Was the

forecast correct?
2)
What was the weather like yesterday? Did

it prevent you from doing anything? If yes,
what?
Weather
Spare Time
1)
What place in the world has the best

weather?
1)
What do you do in your spare time? What

would you like to do?
2)
Whats the forecast for the week? Do you

think the forecast is accurate?
2)
What do people in your first country usually

do in their spare time?
Spare Time
Spare Time
1)
Do you have more or less spare time here

than you did in your first country? Why?
1)
What do people in Canada usually do in

their spare time?
2)
Whats a perfect day? When was the last

time you had a perfect day?
2)
Do people in Canada have lots of spare

time? Why or why not?

119
Find Someone Who...

This is a Find Someone Who activity with a twist. The completed interview sheets become
gameboards that the students use to practise showing similarities and differences.
Introduction:
Ask your students what they do in their spare time. Using the activities that
they have mentioned, ask some, Do you questions.
Activity:
Give each student a copy of the sheet on the next page. Using Do you...
questions, have the students interview each other. For example, one student asks another
student, Do you listen to music in your spare time? If the other student replies, Yes, I listen
to music in my spare time, the first student writes that students name in the space. Only if
the answer matches what is in the space can a name be written down.
Once the exercise sheet is completed, the students use it as a board game to practise
agreeing with too and either and disagreeing. They should work in pairs. The first player
rolls the die and moves that number of spaces. Then, the player reads the sentence in that
space. If the player rolls two, he or she reads, Maria does gardening. In addition, the player
comments about himself or herself. For example, he or she says, and I do, too or but I
dont. If the first part is negative (e.g., Anjum doesnt knit.), then, the second part could be,
and I dont either or but I do. The players continue around the board until they reach
surfs the net.
Extension:
Practise using a Do you question as a way to lead up to an invitation. For
example,
A:
B:
A:
B:
A:
B:
Do you ski?
Yes.
Were going on the weekend. Do you want to join us?
Id love to.
Great. Call me tonight and we can discuss the details.
Okay. Will do.
Variation:
Instead of having your students use a die, just have them move one space at a
time around the board.

120
Find Someone Who...

Instructions:
Using Do you... questions, interview each other. For example, you can ask
another student, Do you listen to music in your spare time? If the other student replies,
Yes, I listen to music in my spare time, you can write that students name in the space.
However, if the other student replies, No, I dont listen to music, you can not write that
students name in the space. Continue asking your classmates until you have a name in each
________
rides a
bicycle
3
12
________
spends time
at the library
6
________
goes
swimming
2
11
________
doesnt
knit
________
reads the
newspaper
________
watches
television
15
________
goes
dancing
9
________
listens to
music
________
doesnt play
the piano
14
10
________
doesnt
go rollerblading
________
doesnt
go camping
________
doesnt
jog
________
does
gardening
13
________
doesnt
collect stamps
16
________
plays
soccer
________
surfs the
net

121
Talking About Him

Instructions:
Photocopy and cut up the sentences below. Give one of the statements
below to each student to memorize. When the statements have been memorized, students
should move around the room and tell one another their memorized sentences. When each
student has spoken to everyone else, pass out a copy of the question sheet on the next page.
See who can answer the most questions. If students are having problems, have them turn
over their question sheets and repeat step one. This might have to happen more than once.
Encourage them to do as much orally as they can.
His full name is Jonathan Mark Williams.

He was born in Ottawa, Ontario.
He grew up in Kingston, Ontario.
His parents moved to Kingston in 1974.
He really likes to play the piano.
He started to play the piano as a boy.
He has one brother and one sister.
He practises the piano every day for one hour.
His favourite kind of music is country music.
He graduated from university ten years ago.
In university, he studied biology.
Next year, he is going to return to university and study music.
He is working as a salesclerk in a music store.
He is single but is engaged.
His girlfriend is a kindergarten teacher.
They met at university five years ago.

122
Talking About Him

Instructions:
Write the answers to the questions.
What is his full name?

Where was he born?
_________________________________________
__________________________________________
Where did he grow up?
________________________________________
When did his parents move to Kingston?

What does he really like to play?
__________________________
_________________________________
When did he start to play the piano?
______________________________
How many brothers and sisters does he have?

How often does he practise?
____________________________________
What is his favourite kind of music?
_____________________________
When did he graduate from university?

What did he study in university?
What is his marital status?
________________________________
________________________________________
_____________________________________
What is his girlfriends occupation?

Where did they meet?
___________________________
_________________________________
What is he going to do next year?

What is he doing now?
______________________
______________________________
_________________________________________

123
Likes and Dislikes

Instructions:
Write the names of your students in the six squares along the left side of the
gameboard. In some squares put more than one name so that the subjects of the sentence
created in the activity are varied (I, you, he, she, we, they). Across the top, write in six activities
that your students might relate to (sewing, gardening, dancing). Provide each pair with two
dice and a gameboard. Have one student roll the dice. The number from one of the dice is the
subject and the other the gerund. The student uses the two pieces of information to create a
sentence.
Variation: Write yes or no in the boxes to practise affirmative and negative statements
or to practise asking questions.
Lower level variation:
Instead of practising activities, place in the six top squares some

food items. Have the students practise affirmative and negative statements with these nouns.
1
2
3
4
5
6
124
Snowflakes
Part One:
Part Two:
Match the numbers and the words.

1
five
eight
one
six
nine
four
two
seven
three
Listen and write the words.

____________________ little
____________________ little
____________________ little snowflakes
____________________ little
____________________ little
____________________ little
____________________ little
All on a wintry night!
Part Three:
Sing the song.

125
Answer Key
Calling About Second-Hand Treasures (Page 21)
1: 3, 2, 6, 5, 4, 1
2: 19, 1, 4, 6, 10, 5, 11, 18, 2, 9, 7, 3, 12, 17, 13, 16, 15, 14, 8
(you might want to write in random numbers on the exercise sheet if your class will have difficulty
ordering all of the sentences)
Lucky That Time (Page 46)
12, 1, 10, 3, 7, 2, 5, 13, 8, 4, 11, 6, 9

(you might want to write in random numbers on the exercise sheet if your class will have difficulty
ordering all of the sentences)
Whats Cooking in Idioms (Page 58)

1 p
2 l
e
4 a
3 b
p
u
7 t
5
e
9 c
a 6 c
a
8 c
a
s
e
n
Shopping Around (Page 100)
white sale, on sale, top of the line, rip off, an arm and a leg, peanuts, out of stock, rain check,
window shopping, twist my arm, a steal (on credit and seconds not used)
Free Education (Page 112)
Hints for improving the paragraph

Remove tangents (e.g., no one should quit school and paying loans back)
Remove announcements (e.g., Im writing about and That is all)
Remove material that does not support opinion (e.g., Sometimes, you appreciate)
Strengthen support (e.g., expand on ideas)
Write it expressing either agreement or disagreement but not both

126
Canadian Language Benchmarks Index

This list provides samples of how the Oral Skills benchmarks and activities in this book match,
but it is by no means a complete list.
Oral Skills
Refer to Page
Stage 1 Basic Oral Proficiency

Benchmark 1: Provides basic personal information
114
Benchmark 2: Talks about things one enjoys
14, 124
Benchmark 3: Uses basic time references
62, 64, 65
Benchmark 4: Asks relevant questions concerning desired goods
101
Stage 2 Participatory Oral Proficiency

Benchmark 5: Uses polite expressions
26, 38, 39, 56
Benchmark 6: Gives instructions
10
Benchmark 7: Engages in conversation on a general interest topic
76, 86, 99, 107, 118
Benchmark 8: Expresses opinion
27, 28, 31, 86, 118
Stage 3 Working Proficiency

Benchmark 9: Expresses a concern
38, 104
Benchmark 10: Elaborates
Benchmark 11: Obtains information by survey
18, 119
Benchmark 12: Summarizes
27, 48

127
General Index
Adjectives 61, 68, 78, 95, 101, 104
Love 27, 28
Advice 15, 84, 108
Mixed Tenses 4, 31, 62, 64, 87
Agreeing and Disagreeing 28, 48, 74
Modals 15, 84, 108
Canada 12, 18, 34, 41, 88, 98
Money 39, 60, 72, 74
Capitalization 98
Neighbourhood 47, 69
Classifieds 20, 44
Past Tense 2, 5, 36, 82, 91, 96
Clauses 100
Personal Information 114, 122
Computer 37, 48, 50, 76, 106
Polite Requests 26, 38, 39, 56
Directions 14, 16
Present Tense (Perfect) 11, 18
Driving 40, 41
Present Tense (Simple) 22, 30, 65, 66, 120
Education 112
Problem Solving 38, 104, 105
Environment 48
Pronunciation 3, 71, 72, 82, 116
Excuses 55
Punctuation 98
Fall 78, 92
Questions 18, 54, 65, 110, 113, 115, 120
Family 6, 7
Quotes 1, 27, 74, 86
Food 57-61
Safety 46
Future 90, 106
Shopping 38, 75, 99, 101, 102
Gerunds 124
Sports 8, 10
Holidays 4, 27, 67, 78
Spring 87
Housing 42, 44, 45
Summer 77, 90
Idioms 26, 27, 32, 45, 58, 95, 99
Telephone 21
Instructions 10
Time 62, 64, 65, 67
Invitations 120
Travelling 12, 15, 18, 50
Lend/Borrow 26
Weather 76, 77, 95, 118
Library 70
Winter 95, 116, 125
Likes/Dislikes 124
Work 52, 54, 55, 56

128

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About the Authors

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Pass the Picture 2

Plural Pronunciation Practice

An Activity Thats Suspect

Turning Your Wheels

Seeing the Sites

At Home with Words 45

Lucky That Time 46

Where in the World

Are These True? 18

Objects Around the School 22

To Lend or not to Lend 26

Who Says What to Whom

Youre Going to Love this Game .28

Whats Cooking in Idioms

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I Only Have $10

Cats and Dogs

Whats the Date

All These Words

Coming to Canada Questions

Whats the Weather

All About You

Monday Morning Match-up

Cause Its Hot

Find Someone Who

Talking About Him

Likes and Dislikes

Canadian Language Benchmarks Index

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Other Titles in the Grab Bag Series

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Who begins too much accomplishes little.

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Pass the Picture

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Use the rhythm pattern from 1 potato, 2 potatoes, 3 potatoes, 4, 5 potatoes, 6

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Mohammed lives in a bachelor apartment.

Carlos immigrated from Chile.

Li drank two cups of coffee this morning.

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Who are your

Write a paragraph comparing any two family members.

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Move around the board and answer the

Do you have Is anyone in

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Get a few pictures of various sports.

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Play a baseball game.

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