Listening, Reading & Writing Plus Assesement Sample Pages

LISTENING
LETTERS
2 CDs
INCLUDED
NUMBERS
POSTAL CODE
ADDRESS
PLACE NAME
LICENSE PLATE
PERSONS NAME
PHONE NUMBER
CALENDAR
MESSAGES
MAP EXERCISES
MESSAGE DICTATIONS
ONE-SIDED PHONE CALLS
READING & WRITING

FORMS
INVITATIONS
WRITING INVITATIONS
ANSWERING AN INVITATION
ACCEPTING AN INVITATION
DECLINING AN INVITATION
DATES
NOTES
LETTERS
TELEPHONE MESSAGES
ADDRESSING AN ENVELOPE
ABBREVIATIONS
GREETING CARDS
ASSESSMENT SHEETS
JANET KAN
Copyright Notice
Copyright2014 Canadian Resources for ESL All rights reserved
All rights reserved. This book and the accompanying CD, may not be reproduced, in whole or in part,
in any form or by any means electronic or mechanical, including photocopying, recording, or by any
information storage and retrieval system now known or hereafter invented, without
permission from the publisher, Canadian Resources for ESL/ ESL Resources.
This book may be photocopied in part under the following conditions:
1. Purchasing Teacher (One Teacher Permission)

A purchasing teacher is granted permission to photocopy this book for use by his/her ESL/literacy
students only (not for education students). You can be an itinerant teacher at several sites or
based at one site. Photocopies are not for resale.
2. Purchasing School/Address (One Address Permission)

Photocopy permission for one address. The photocopies are for ESL/literacy students (not for
education students) attending classes at the purchasing address only.
Important Notice - Servicing More Than One Address

If these books will service more than one address, contact the publisher for a multi-site license.
thane@eslresources.com
Printed in Canada
Canadian Resources for ESL

15 Ravina Crescent Toronto Ontario Canada M4J 3L9
tel 416-466-7875 toll free 866-833-9485
fax 416-466-4383 toll free fax 888-342-7657
www.eslresources.com
email thane@eslresources.com
ISBN 978-1-894799-81-2
INTRODUCTION
This book was developed in 3 sections.
SECTION ONE - LISTENING SKILLS
The first section focuses on multi-purpose listening exercises. They require time
and repetition. The skills that are developed can then be applied in the various
contexts of the second section of the book.
SECTION TWO - READING AND WRITING
The second section incorporates the use of the skills from section 1, but focuses
largely on reading and writing in specific contexts, although there are suggestions for some oral applications to those contexts as well.
SECTION THREE - ASSESSMENT
The third section contains 13 assessment sheets.
LEVELS
Everything in this book can be adapted to different levels. The first section can
be used at any level and has, in fact, been used at all levels from LINC
Pre-benchmark to LINC 4 and ESL levels 2-4. The second section cannot be
used in its entirety with all levels, but parts or simplified parts have been used
from LINC 1 to LINC 5. At the higher levels conversations, discussions and
comparisons can be incorporated. Some are possible at LINC 3. More are
possible at LINC 5.
DOCUMENTING PROGRESS
Whether you use an individual student file system or a PBLA binder, there is a
need to have examples of what students are able to do with what they have
been studying. It is best if these examples have real-life applications. Both
sections 1 and 2 provide for this. In section 1, dated sheets or booklets with
dated columns are used. The student as well as the teacher can look at the
progression from the beginning to the end of each semester or session. In
section 2, the exercises and practice tasks are specific activities that can be
completed and added to the students file. Both student and teacher can see
concrete evidence of the students ability to apply their skills to real-life tasks.
Janet Kan
CONTENTS: SECTION ONE

SHORT & SWEET MULTI-PURPOSE LISTENING ACTIVITIES
PAGE
ACTIVITY
2-3
LETTERS & NUMBERS: TEACHERS NOTES
3-4
LETTERS & NUMBERS: METHOD
LETTERS & NUMBERS: DICTATION -TRANSCRIPT AND

ANSWER KEY
6-8
LETTERS & NUMBERS: DICTATION - STUDENT PAGES
NAME CHART
10
MAP EXERCISES
11-12
MESSAGES: METHOD
13-14
ONE-SIDED PHONE MESSAGE TRANSCRIPTS
15
MESSAGE DICTATIONS: METHOD
16-19
MESSAGE DICTATIONS TRANSCRIPTS
20-22
LICENSE PLATE FORMATS: INSTRUCTIONS
23-26
PROVINCIAL CAPITAL MATCH GAME
27-50
LETTERS AND NUMBERS CHARTS BY PROVINCE OR

REGIONS
28-30
LETTERS AND NUMBERS CHART #1: ALBERTA
31-33
LETTERS AND NUMBERS CHART #2: BRITISH COLUMBIA
34-36
LETTERS AND NUMBERS CHART #3: MANITOBA
37-39
LETTERS AND NUMBERS CHART #4: MARITMES - NOVA

SCOTIA, NEW BRUINSWICK. PRINCE EDWARD ISLAND,
AND NEWFOUNDLAND
40-42
LETTERS AND NUMBERS CHART #5: ONTARIO
43-45
LETTERS AND NUMBERS CHART #6: QUEBEC
46-48
LETTERS AND NUMBERS CHART #7: SASKATCHEWAN
49-50
LETTERS AND NUMBERS CHART #8: NORTHWEST

TERRITORIES, YUKON, AND NUNAVUT
51-53
CALENDAR: METHOD AND VARIATIONS
54-65
CALENDAR: DICTATIONS
CD TRACKS
1-13
14-32
33-71
72-94
CONTENTS: SECTION TWO

READING AND WRITING
PAGE
ACTIVITY
67-68
INVITATIONS
69-71
WRITING DATES
72-73
WRITING TIMES
74-77
WRITING INVITATIONS
78-87
OTHER INVITATION EXERCISE OPTIONS
88-90
ANSWERING AN INVITATION
91-105
INVITATION MATCH
106-107
NOTES
108-109
NOTES: TELEPHONE MESSAGES
110-111
LETTERS
112-119
ADDRESSING AN ENVELOPE
120-122
FILLING OUT FORMS
123-127
GREETING CARD PHRASES AND SYMBOLS
128-141
GREETING CARD MATCH AND OTHER GAMES
CONTENTS: SECTION THREE

ASSESSMENTS SHEETS
143
TABLE 1 ASSESSMENT CHECKLIST: WRITING DATES
144
TABLE 2 ASSESSMENT CHECKLIST: WRITING TIMES
145
TABLE 3 ASSESSMENT CHECKLIST: INVITATION 1
146
TABLE 4 ASSESSMENT CHECKLIST: CORRECTION 1
147
TABLE 5 ASSESSMENT CHECKLIST: INVITATION 2
148
TABLE 6 ASSESSMENT CHECKLIST: RESPONSE 1
149
TABLE 7 ASSESSMENT CHECKLIST: NOTES 1
150
TABLE 8 ASSESSMENT CHECKLIST: MESSAGES 1
151
TABLE 9 ASSESSMENT CHECKLIST: ENVELOPES 1
152
TABLE 10 ASSESSMENT CHECKLIST: LETTER 1
153
TABLE 11 ASSESSMENT CHECKLIST: FORM 1
154
TABLE 12 ASSESSMENT CHECKLIST LETTERS & NUMBERS DICTATION 1
155
TABLE 13 ASSESSMENT CHECKLIST MESSAGE DICTATION 1
8-WEEK OUTLINE
Week 1
x
Start letters and numbers dictations on a daily basis.
x
Start chart of male/female names.
x
Start using map coordinates to find the dictation place.
Week 2
x
Continue all items of week 1 on a daily basis.
Week 3
x
Week 4
x
x
Start the writing of dates and times section of invitations.
x
If the class is handling these well and finding some degree of
success, start the message dictations so they have a
context for why the letter and number dictations are
being done.
Week 5
x
x
Continue message dictations on a daily basis.
x
Start the actual reading and writing of invitations, doing
small sections at a time.
Week 6
x
x
x
Continue invitations with replies.
Week 7
x
x
x
Start to work on notes and telephone messages.
Week 8
x
x
x
x

Start work on letters and addressing envelopes.
Start one-sided phone calls.
NOTE: All classes progress at different rates, so tailor your progression

to meet your classs needs. Do assessment checklists on numbers and
letters dictations and message dictations every second week. Do
assessment checklists of individual skills in invitations, notes, letters, etc.
as each section is complete.
CD ONE TRACK #
PAGE
ACTIVITY
Letters and Numbers
Letters and Numbers
Letters and Numbers
Letters and Numbers
Letters and Numbers
Letters and Numbers
Letters and Numbers
Letters and Numbers
Letters and Numbers
10
Letters and Numbers
11
Letters and Numbers
12
Letters and Numbers
13
Letters and Numbers
14
13
#1. One-Sided Messages
15
13
16
13
17
13
18
13
19
13
20
13
21
13
22
13
23
14
24
14
25
14
26
14
27
14
28
14
29
14
30
14
31
14
32
14
CD ONE TRACK #
PAGE
ACTIVITY
33
16
#1. Messages Dictations
34
16
35
16
36
16
37
16
38
16
39
16
40
16
41
16
42
17
43
17
44
17
45
17
46
17
47
17
48
17
49
17
50
17
51
17
52
17
53
18
54
18
55
18
56
18
57
18
58
18
59
18
60
18
61
18
62
18
63
19
64
19
CD ONE TRACK #
PAGE
ACTIVITY
65
19
66
19
67
19
68
19
69
19
70
19
71
19
72
19
CD TWO TRACK #
PAGE
ACTIVITY
54
Calendar A
55
Calendar B
55
Calendar C
56
Calendar D
56
Calendar E
57
Calendar F
57
Calendar G
58
Calendar H
58
Calendar I
10
59
Calendar J
11
59
Calendar K
12
60
Calendar L
13
60
Calendar M
14
61
Calendar N
15
61
Calendar O
16
62
Calendar P
17
62
Calendar Q
18
63
Calendar R
19
63
Calendar S
20
64
Calendar T
21
64
Calendar U
22
65
Calendar V
23
65
Calendar W
SECTION ONE
SHORT & SWEET MULTI-PURPOSE
LISTENING ACTIVITIES
1. LETTERS & NUMBERS
LICENSE NUMBER
PHONE NUMBER
ADRESS
POSTAL CODE
PERSONS NAME
PLACE NAME
2. NAME CHART
3. MAP EXERCISES
4. MESSAGES
5. ONE-SIDED PHONE CALLS
6. MESSAGE DICTATIONS
7. LICENSE PLATE FORMATS
8. PROVINCIAL FLAG MATCH GAME
9. CALENDAR
Listening, Reading & Writing by Janet Kan 2014 www.eslresources.com 1-866-833-9485

Photocopiable by the Purchasing Teacher for Her/His Students Only
LETTERS & NUMBERS

Teachers Note About Numbers
x They are ingrained from an early age.
x Students have a tendency to translate back and forth even after a fair degree
of fluency has been achieved.
x The following listening activities work on building listening skills and on
overcoming the numbers translation dependence habit.
x The exercises prepare the students for taking messages and filling out forms.
Do the following 6 exercises daily first thing as a warm-up to get students
focused. Always do them in the same order. Always use variations of the same
items. (See spreadsheets on pages 29 50 for options. Substitute information
in the spreadsheets such as place, address, name, phone number etc. that may
be more applicable to your students and the region they live in.)
1. LICENSE NUMBER
x letter vs. number sequence appropriate to different provinces (also note
colours of license plates and symbols on them for higher levels)
x use as part of the description of a vehicle for motor vehicle accident reports
or vehicle registry forms
x spreadsheets show basic personal vehicle plates appropriate for all levels,
but other variations can be included for higher level classes, along with the
explanations regarding the different classes of vehicles to which they apply
2. PHONE NUMBER
x use for phone messages and for filling in forms
3. ADDRESS
x start with basic street and avenue addresses
x add on apartment number & later build in other possibilities such as Blvd.,
Box #, Bsmt., R.R., R. Rd., directions, etc.
x use to teach completing forms, addressing letters and envelopes, etc.
4. POSTAL CODE
x use for forms and addressing letters/envelopes
5. PERSONS NAME
x build a glossary of gender appropriate names
x use to teach use of upper and lower case letters
x use to teach filling in forms and phone messages
2
Listening, Reading & Writing by Janet Kan 2014 www.eslresources.com 1-866-833Photocopiable by the Purchasing Teacher for Her/His Students Only
6. PLACE NAME
x use to teach use of upper and lower case letters
x use to teach geography and map reading
x use with listening to news and weather locations
GENERALLY
x use to distinguish when and where to use upper and lower case letters
x use to teach punctuation appropriate to these contexts
x use to build a glossary of gender specific names, short forms, nicknames and
unisex names
x use to teach reading of basic map coordinates on a provincial highway map
x use to familiarize students with places in their province and an understanding
of the news and weather when these locations are referred to
METHOD
Read each item only once at a rate of speed appropriate to the level.
Under no circumstances repeat or slow down even when students plead or rant.
Their ears need to speed up to meet the world. The world will not slow down for
them very often. Expecting everyone to constantly repeat and slow down causes
frustration and sometimes resentment.
Depending on the level, continue these exercises on a daily basis for 6-8 weeks
before adding the message dictations.
Start the 6-item dictations with 7 digit telephone numbers. Use only the 7 digits
for 6-8 weeks, depending on the level. Then add the 3 digit area codes.
Use a sheet with spaces for multiple days or a half booklet. They can be kept in
each students file and the students can see for themselves how they have
progressed. Each day needs to be dated and this allows for review or repetition
of the date. It can also help develop organizational skills.
When the exercise is done that day, collect the sheets or booklets and check
later yourself. It helps you see where the difficulties are and where you might be
able to clarify something. Immediately after you have collected the students
work, put the correct items on the board. The students usually have a pretty
good idea of what they put down. Without the paper in front of them they dont
have to resist the temptation to erase and put in the correct answer. If you do
the marking in a different colour, the students can better see their own areas of
need and progress.
NOTE TO TEACHERS ABOUT DICTATING NUMBERS AND LETTERS

When doing the letters and numbers dictations, this is the dictation method I use
that has proven most successful. Say all the words. Letters and numbers
between the quotation marks.
One.
License Number 6-1-7- H-R-X
Phone Number 4-1-0- 2-6-4-9
41st Street
Address
3-1-6-1
Postal Code
V-2-T 5-J-3
Persons Name 2 words

first word
second word
Ralph
Black
Place
v-a-n-c-o-u-v-e-r
Vancouver
r-a-l-p-h
b-l-a-c-k
It is VERY important to do most of these numbers individually as cardinal

numbers at first. The exception is things like 41st Street. Students also need a
chance to hear 13 vs. 30, 14 vs. 40, etc., as well as the ordinal numbers in a
context that makes sense.
B32 RFW
671-5690
964-5473
215-9083
HAXC 499
709-636-1803
13 10893N
FWB 849
421-6394
901-6628
GN 819
902-346-5831
12 BSX18
DRX 779
361-7723
326-7612
GBE 709
989-5144
11 301009
RVK 238
414-5246
249-1496
GXE 148
410-2649
Phone Number
10 182 IGT
617 HRX
License Number
J0V 1G0
L6V 0A2
A2A 1Y7
C1A 1M6
B1Y 1P3
E2A 2G6
R7B 4E8
T4B 3E9
V2T 5J3
Postal Code

9838-69 Ave.
1815-40 Ave.
3619-112 St.
X1A 3R1
Y1A 0A8
X0E 0R3
14707-121 Ave. S4X 4S1
6321-23 St.
8723-11 Ave.
17 Rock Ridge
Cresc.
3712-35 St.
80 Hillcrest Dr.
4616-202 St.
2631-43 St.
4503-47 Ave.
3161-41 St.
Address
Maria Pinto
Zoe Shannon
Ben Gunn
Carmen Ramaz
Mariam Sharif
Curtis Aikens
Jocelyn Goring
Malcom Slater
Olga Popov
Sharon Groves
Peter Wong
Jason Wells
Ralph Black
Persons Name
Iqaluit
Yellowknife
Carmacks
Carmel
Hull
Wawa
St. Anthony
Charlottetown
Amherst
Chatham
Brandon
Banff
Vancouver
Place
CD #1
1-13
LETTERS & NUMBERS DICTATION - Transcript & Answer Key
13
12
11
10
License Number Phone Number Address
Postal Code
Persons Name Place
DICTATING NUMBERS AND LETTERS - Student Page

License Number
Phone Number Address
Postal Code
Persons Name
Place
13
12
11
10
License Number
Phone Number Address
Postal Code
Persons Name
Place

NAME CHART
After the student sheets/booklets have been collected and the correct items
have been put on the board, identify the individual name in the NAME section as
male or female. Keep a large paper chart posted in the classroom in a visible
location and have it divided into columns. Half of the columns should be labeled
male and the other half should be labeled female. Each day enter the given
name from column #5 into the appropriate gender column. Students learn some
of the gender specific names they will hear and will be able to identify from the
name if they are likely to be talking to a man or a woman. The chart on the wall
also gives them a choice of names to use for writing exercises when they must
choose a name for a character.
NAME CHART
MALE
FEMALE

MAP EXERCISES
Next, get a provincial highway map. The local motor association is a good
source. Laminate the map and post it on a bulletin board or corkboard, or lay it
on a desk. Get flag and tab post-its. Write local place names on the tab post-its
and tape each tab to a flag.
Choose a different student each day to find the place on the map. Give the
student the coordinates and teach them how to use the grid to narrow the
location area. Depending on the level of the class, discussions can be centered
on the place, its points of interest or any current news connected with it.
Weather reports can be given for the area. Higher level students can do
research about the places on the map. The exercise can be limited to the
provincial map or it can extend to a national map. Prepositions can be practiced
with the map, as can compass directions. You can ask the student where the
new place is in relation to where you are.
Example: You are in Edmonton, AB. The place for today is Ponoka. Yesterday
a flag was placed in Brooks, AB. Ask the student to tell you where Ponoka is in
relation to Edmonton or Brooks. It is south of Edmonton. It is between
Edmonton and Red Deer. It is northwest of Brooks.
10

MESSAGES
At the 6-8 week point, start to add the message exercises that use these
components together in a context. Act as if you are someone calling with an
appointment information or confirmation for them. Dont increase the speed, but
pause between sections of the message so they have time to write.
Samples could include a medical, dental or optical appointment, medical tests,
lawyer or financial advisor meeting, job interview, car service appointment,
hairdresser booking, etc.
Example:
Do Not Read
This Column
Aloud
Read This Column Aloud
Reason
you have medical tests scheduled for:
Date
Wednesday next week (Dont give the date. Have them find
it on their calendar.)
Time
at 7:45 AM
Business
at the Robin Curtis Clinic (Indicate there are 3 words, spell

each word and pause between each word.)
Address
at 16315-73 Ave.
Contact Person/ Call Donna Keith 426-9138 if you need to change or

cancel this appointment.
Phone Number
Have 2-4 of these per day, depending on the size of your class. When you give
each message, all must write as much as they can hear. After message #1, get
a random selection of 3-4 students to write what they heard on the board. When
all have finished writing as much as they can, go to each message and correct
or fill in what they missed. Then continue on to the next message and choose
another 3-4 students to go to the board. Repeat until all have had a turn.
Encourage them to use their calendars to find the date and use the type of date
phrases that are used for the calendar exercise.
Do not repeat any component. From one day to the next, change the order in
which the components are given so they have to listen carefully.
This might be where you also work on time and the writing of time. It might also
11
be the opportunity to deal with the words for morning, afternoon, evening, night,
noon and midnight as well as the use of AM and PM. Note the potential for
confusion when writing 12:00.
When giving components that involve numbers, make sure to give each number
individually. Note: 4-2-5 1-0-1-0, NOT 425 10-10. That is a separate skill
and more difficult. It can be introduced at higher levels, along with the phrases
using double or triple. Example: 425-triple 0-1 for 4-2-5 0-0-0-1.
It is interesting to observe the focus when the context shifts from a single line
exercise to a message. It also makes the students aware of how much these
repetitive exercises have helped them improve.
After 2-3 weeks of this message-taking exercise in a LINC 1 class, students are
generally getting the date, the time, the phone #, most or all of the address and
at least part of the name. Their confidence toward taking a phone message
improves dramatically as a result.
In the next 2-3 weeks, introduce other voices. At Level 1, try to keep it to live
people in the classroom with volunteers and visitors. They still need to see
faces and voice quality changes dramatically when recorded voices are used.
As you work with higher levels, change position so they cant see your face and
use multiple voices; as many as possible and record some messages. Not only
does the voice quality change, but there is no face to help.
NOTES TO TEACHERS
When doing one-sided phone calls, the higher levels may benefit from trying to
figure out what the other person said to get the response they heard. Have
them try to write the other half of the conversation.
12


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LISTENING

READING & WRITING

1. Purchasing Teacher (One Teacher Permission)

2. Purchasing School/Address (One Address Permission)

Important Notice - Servicing More Than One Address

Canadian Resources for ESL

CONTENTS: SECTION ONE

LETTERS & NUMBERS: TEACHERS NOTES

LETTERS & NUMBERS: METHOD

LETTERS & NUMBERS: DICTATION -TRANSCRIPT AND

LETTERS & NUMBERS: DICTATION - STUDENT PAGES

ONE-SIDED PHONE MESSAGE TRANSCRIPTS

MESSAGE DICTATIONS: METHOD

MESSAGE DICTATIONS TRANSCRIPTS

LICENSE PLATE FORMATS: INSTRUCTIONS

PROVINCIAL CAPITAL MATCH GAME

LETTERS AND NUMBERS CHARTS BY PROVINCE OR

LETTERS AND NUMBERS CHART #1: ALBERTA

LETTERS AND NUMBERS CHART #2: BRITISH COLUMBIA

LETTERS AND NUMBERS CHART #3: MANITOBA

LETTERS AND NUMBERS CHART #4: MARITMES - NOVA

LETTERS AND NUMBERS CHART #5: ONTARIO

LETTERS AND NUMBERS CHART #6: QUEBEC

LETTERS AND NUMBERS CHART #7: SASKATCHEWAN

LETTERS AND NUMBERS CHART #8: NORTHWEST

CALENDAR: METHOD AND VARIATIONS

CONTENTS: SECTION TWO

OTHER INVITATION EXERCISE OPTIONS

NOTES: TELEPHONE MESSAGES

FILLING OUT FORMS

GREETING CARD PHRASES AND SYMBOLS

GREETING CARD MATCH AND OTHER GAMES

CONTENTS: SECTION THREE

TABLE 1 ASSESSMENT CHECKLIST: WRITING DATES

TABLE 2 ASSESSMENT CHECKLIST: WRITING TIMES

TABLE 3 ASSESSMENT CHECKLIST: INVITATION 1

TABLE 4 ASSESSMENT CHECKLIST: CORRECTION 1

TABLE 5 ASSESSMENT CHECKLIST: INVITATION 2

TABLE 6 ASSESSMENT CHECKLIST: RESPONSE 1

TABLE 7 ASSESSMENT CHECKLIST: NOTES 1

TABLE 8 ASSESSMENT CHECKLIST: MESSAGES 1

TABLE 9 ASSESSMENT CHECKLIST: ENVELOPES 1

TABLE 10 ASSESSMENT CHECKLIST: LETTER 1

TABLE 11 ASSESSMENT CHECKLIST: FORM 1

TABLE 12 ASSESSMENT CHECKLIST LETTERS & NUMBERS DICTATION 1

TABLE 13 ASSESSMENT CHECKLIST MESSAGE DICTATION 1

Continue message dictations on a daily basis.

NOTE: All classes progress at different rates, so tailor your progression

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

Letters and Numbers

#1. One-Sided Messages

#2. One-Sided Messages

#3. One-Sided Messages

Listening, Reading & Writing Plus Assesement Sample Pages

Listening, Reading & Writing Plus Assesement Sample Pages