[fluentu-toc]
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1. Weather and Seasons<\/strong><\/h2>\nLevel:<\/strong> Beginner<\/p>\nTask:<\/strong>\u00a0Describing Winter Activities<\/p>\nSince winter in Canada features snow, focusing on winter-time activities<\/a> is ideal for students unfamiliar with winter weather.<\/p>\nVocabulary:<\/strong>\u00a0go to a winter festival, go skating, play hockey, go skiing, have a snowball fight, build a snowman<\/p>\nPre-Activity:<\/strong> Show students pictures of all four seasons and ask them to identify each one (spring, summer, autumn\/fall, winter). Students will raise their hands to indicate which one they like best.<\/p>\nActivity:<\/strong> Present the grammar for expressing what students like\/don\u2019t like and can\/can\u2019t do. You can contrast winter activities (“You can go skiing in the winter”) with summer activities (“You can\u2019t go skiing in the summer”). The same goes for ice skating, playing hockey (street hockey or even roller hockey can be played in the summer), building a snowman and so on. Visual aids would certainly help illustrate these activities, as students might be unfamiliar with some of these activities.<\/p>\nNext, students can indicate which of these activities they like and don\u2019t like: “I like to go skating” \/ “I don\u2019t like to have snowball fights.”<\/p>\n
Post-Activity:<\/strong> Students will write a 100-word email to a friend\/relative back home telling them about the activities they can do and what they like and don\u2019t like to do in Canada. Providing a sample email<\/a> will certainly help students know what you expect from them.<\/p>\n2. Food and Drink<\/strong><\/h2>\nLevel:<\/strong> Elementary<\/p>\nTask<\/strong>: Ordering at Tim Hortons<\/p>\nWhat could be more Canadian than Tim Hortons?<\/p>\n
Vocabulary:<\/strong> double-double, donut, bagel, specialty drink, cold stone, hot bowl<\/p>\nPre-Activity:<\/strong> Introduce this question: What are you in the mood for today? In pairs, students will indicate what they would like to eat and drink. Students can speculate what they think the items in the vocabulary list are.<\/p>\nActivity:<\/strong> Use this menu<\/a> from Tim Hortons. You can peruse the website and show students what each item actually is. Then, introduce the following basic model:<\/p>\nQuestion:<\/p>\n
What can I get you?<\/p>\n
And the reply:<\/p>\n
I\u2019d like _____, please. Or,
\nCan I get _____, please?<\/p>\n
You can expand on this activity by using this model:<\/p>\n
Server:<\/strong> What can I get you?
\nCustomer:<\/strong> I\u2019d like a double-double and a hot bowl, please.
\nServer:<\/strong> Certainly. Anything else?
\nCustomer:<\/strong> No, that\u2019s all, thank you. \/ Yes, I\u2019d like _____, too, please.
\nServer:<\/strong> Certainly, Sir \/ Ma\u2019am. That\u2019ll be 5 dollars, please. (While there are no prices on the website, you can use a ballpark amount.)
\nCustomer:<\/strong> Here you go, thank you.<\/p>\nPost-Activity:<\/strong> Have students work in pairs<\/a> taking turns being the server and customer. They can use the model conversation<\/a> provided, or any other, and expand on it using their own ideas, selecting items from the menu and vocabulary provided.<\/p>\n3. Idioms and Expressions<\/h2>\n
Level:<\/strong>\u00a0Intermediate<\/p>\nTask:<\/strong> Becoming Familiar with Canadianisms<\/p>\nThis is essentially a shopping list of Canadianisms<\/a> students will hear and may not understand.<\/p>\nVocabulary:<\/strong> Canuck, washroom, serviette, candy bar, hydro, postal code<\/p>\nPre-Activity:<\/strong> In pairs or small groups, students will brainstorm<\/a> about the meanings of the words and expressions presented above. Students can then switch partners\/groups and compare their ideas.<\/p>\nActivity:<\/strong> You can then provide a simple definition for each term:<\/p>\nCanuck:<\/strong> a Canadian person
\nWashroom:<\/strong> bathroom
\nServiette:<\/strong> paper napkin
\nCandy bar:<\/strong> chocolate bar (Snickers, and so on)
\nHydro:<\/strong> electricity
\nPostal code:<\/strong> zip code<\/p>\nIn pairs\u00a0or small groups, students will then craft a conversation using the vocabulary presented in the lesson.<\/p>\n
Post-Activity:<\/strong> Each pair\/group will present their conversation to the class. Students will then vote for their favorite.<\/p>\n4. Sounding Canadian<\/h2>\n
Level:<\/strong> Upper-Intermediate<\/p>\nTask:<\/strong> How to Sound \u201cCanadian\u201d<\/p>\nThis task is meant to introduce students to the Canadian accent. The speaker in the video below is not Canadian and provides a demonstration on how to achieve this accent.<\/p>\n
Media:<\/strong> There are several videos available. I suggest using this one<\/a>.<\/p>\nPre-Activity:<\/strong> Introduce the topic by indicating that the Canadian accent is very similar to the Standard American Accent<\/a>. Then, watch the video on how to \u201csound\u201d Canadian. Students will then indicate whether it was easy or difficult to understand.<\/p>\nActivity:<\/strong> Students will identify where the speaker’s originally from (she\u2019s Australian, by the way). Challenge students to follow the \u201cinstructions\u201d on how to mimic sounding Canadian. Students can practice in pairs.<\/p>\nPost-Activity:<\/strong> In pairs, students will have a free talk about an upcoming trip to Canada using the speech patterns described by the speaker in the video. Then, each pair will present their conversation to the class. Students will vote on the most \u201cCanadian\u201d accent.<\/p>\nYou can also take this activity a step further with FluentU<\/strong>.<\/a> FluentU<\/strong> takes authentic videos\u2014like music videos, movie trailers, news and inspiring talks\u2014and turns them into personalized language learning lessons.<\/p>\r\n<\/p> \r\n
You can try FluentU for free for 2 weeks. Check out the website or download the iOS app<\/a> or Android app.<\/a><\/p>\r\nP.S. Click here to take advantage of our current sale! (Expires at the end of this month.)<\/a><\/i>\r\n<\/p>\r\n \r\n\r\n ![\"FluentU](\"https:\/\/www.fluentu.com\/blog\/wp-content\/uploads\/site\/\/4\/SimpleText.jpg\")
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Task:<\/strong>\u00a0Describing Winter Activities<\/p>\n Since winter in Canada features snow, focusing on winter-time activities<\/a> is ideal for students unfamiliar with winter weather.<\/p>\n Vocabulary:<\/strong>\u00a0go to a winter festival, go skating, play hockey, go skiing, have a snowball fight, build a snowman<\/p>\n Pre-Activity:<\/strong> Show students pictures of all four seasons and ask them to identify each one (spring, summer, autumn\/fall, winter). Students will raise their hands to indicate which one they like best.<\/p>\n Activity:<\/strong> Present the grammar for expressing what students like\/don\u2019t like and can\/can\u2019t do. You can contrast winter activities (“You can go skiing in the winter”) with summer activities (“You can\u2019t go skiing in the summer”). The same goes for ice skating, playing hockey (street hockey or even roller hockey can be played in the summer), building a snowman and so on. Visual aids would certainly help illustrate these activities, as students might be unfamiliar with some of these activities.<\/p>\n Next, students can indicate which of these activities they like and don\u2019t like: “I like to go skating” \/ “I don\u2019t like to have snowball fights.”<\/p>\n Post-Activity:<\/strong> Students will write a 100-word email to a friend\/relative back home telling them about the activities they can do and what they like and don\u2019t like to do in Canada. Providing a sample email<\/a> will certainly help students know what you expect from them.<\/p>\n Level:<\/strong> Elementary<\/p>\n Task<\/strong>: Ordering at Tim Hortons<\/p>\n What could be more Canadian than Tim Hortons?<\/p>\n Vocabulary:<\/strong> double-double, donut, bagel, specialty drink, cold stone, hot bowl<\/p>\n Pre-Activity:<\/strong> Introduce this question: What are you in the mood for today? In pairs, students will indicate what they would like to eat and drink. Students can speculate what they think the items in the vocabulary list are.<\/p>\n Activity:<\/strong> Use this menu<\/a> from Tim Hortons. You can peruse the website and show students what each item actually is. Then, introduce the following basic model:<\/p>\n Question:<\/p>\n What can I get you?<\/p>\n And the reply:<\/p>\n I\u2019d like _____, please. Or, You can expand on this activity by using this model:<\/p>\n Server:<\/strong> What can I get you? Post-Activity:<\/strong> Have students work in pairs<\/a> taking turns being the server and customer. They can use the model conversation<\/a> provided, or any other, and expand on it using their own ideas, selecting items from the menu and vocabulary provided.<\/p>\n Level:<\/strong>\u00a0Intermediate<\/p>\n Task:<\/strong> Becoming Familiar with Canadianisms<\/p>\n This is essentially a shopping list of Canadianisms<\/a> students will hear and may not understand.<\/p>\n Vocabulary:<\/strong> Canuck, washroom, serviette, candy bar, hydro, postal code<\/p>\n Pre-Activity:<\/strong> In pairs or small groups, students will brainstorm<\/a> about the meanings of the words and expressions presented above. Students can then switch partners\/groups and compare their ideas.<\/p>\n Activity:<\/strong> You can then provide a simple definition for each term:<\/p>\n Canuck:<\/strong> a Canadian person In pairs\u00a0or small groups, students will then craft a conversation using the vocabulary presented in the lesson.<\/p>\n Post-Activity:<\/strong> Each pair\/group will present their conversation to the class. Students will then vote for their favorite.<\/p>\n Level:<\/strong> Upper-Intermediate<\/p>\n Task:<\/strong> How to Sound \u201cCanadian\u201d<\/p>\n This task is meant to introduce students to the Canadian accent. The speaker in the video below is not Canadian and provides a demonstration on how to achieve this accent.<\/p>\n Media:<\/strong> There are several videos available. I suggest using this one<\/a>.<\/p>\n Pre-Activity:<\/strong> Introduce the topic by indicating that the Canadian accent is very similar to the Standard American Accent<\/a>. Then, watch the video on how to \u201csound\u201d Canadian. Students will then indicate whether it was easy or difficult to understand.<\/p>\n Activity:<\/strong> Students will identify where the speaker’s originally from (she\u2019s Australian, by the way). Challenge students to follow the \u201cinstructions\u201d on how to mimic sounding Canadian. Students can practice in pairs.<\/p>\n Post-Activity:<\/strong> In pairs, students will have a free talk about an upcoming trip to Canada using the speech patterns described by the speaker in the video. Then, each pair will present their conversation to the class. Students will vote on the most \u201cCanadian\u201d accent.<\/p>\n You can also take this activity a step further with FluentU<\/strong>.<\/a> FluentU<\/strong> takes authentic videos\u2014like music videos, movie trailers, news and inspiring talks\u2014and turns them into personalized language learning lessons.<\/p>\r\n <\/p> \r\n You can try FluentU for free for 2 weeks. Check out the website or download the iOS app<\/a> or Android app.<\/a><\/p>\r\n P.S. Click here to take advantage of our current sale! (Expires at the end of this month.)<\/a><\/i>\r\n<\/p>\r\n \r\n\r\n \r\n 2. Food and Drink<\/strong><\/h2>\n
\nCan I get _____, please?<\/p>\n
\nCustomer:<\/strong> I\u2019d like a double-double and a hot bowl, please.
\nServer:<\/strong> Certainly. Anything else?
\nCustomer:<\/strong> No, that\u2019s all, thank you. \/ Yes, I\u2019d like _____, too, please.
\nServer:<\/strong> Certainly, Sir \/ Ma\u2019am. That\u2019ll be 5 dollars, please. (While there are no prices on the website, you can use a ballpark amount.)
\nCustomer:<\/strong> Here you go, thank you.<\/p>\n3. Idioms and Expressions<\/h2>\n
\nWashroom:<\/strong> bathroom
\nServiette:<\/strong> paper napkin
\nCandy bar:<\/strong> chocolate bar (Snickers, and so on)
\nHydro:<\/strong> electricity
\nPostal code:<\/strong> zip code<\/p>\n4. Sounding Canadian<\/h2>\n
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