Thursday

Task 1:

Read the following adjectives for emotions and identify which words describe a positive, neutral or negative feeling. If necessary, look up unfamiliar words in a dictionary. Some words may fit into more than one category.

• ambivalent • discouraged • overwhelmed

• annoyed • embarrassed • regretful

• anxious • enthusiastic • relieved

• apprehensive • frustrated • shocked

• concerned • furious • thrilled

• content • grateful • uneasy

• defensive • grieving • vulnerable

• determined • miserable • wary

• disappointed • optimistic • upset

Positive	Negative	Neutral
Enthusiastic /enthusiasm	Discouraged /discouragement	shocked/shock
Relieved /relief	apprenhensive/apprehension	Ambivalent/ambivalence
optimistc/optimism	Annoyed /annoyance	overwhelmed
content/content: peaceful happiness	Embarrassed/embarrassment
Thrilled /thrill	Regretful /regret
Grateful /gratefulness	Anxious /anxiousness
Determined /determination	Frustrated/frustration
	uneasy/uneasiness
	Concerned/concern
	Furious/furiousness
	Grieving /grieve
	vulnerable /vulnerability
	Miserable /misery
	Disappointed /disappointment
	Upset /upset  defensive/defense wary/wariness

Task 2:

The list above contains adjectives to describe emotions. Where possible, change them into nouns. Then, choose five of the emotions from the list above. For each emotion, describe a situation you have experienced that made you feel this way.

1. when I was told that my son was hurt by another kid, I felt upset and furious 

2. when my son told me that his nose was in pain, I felt anxious and apprehensive 

3. I felt regretful that I didn't do a lot of school research before I came to Canada. 

4. I felt relieved right after I gave birth of my child. 

5. people living in the small town are very enthusiastic when I was working in that town. 

Task 3:

Listen to three short dialogues. Complete the chart to identify each situation, the relationship between speakers, and their emotional states. What helped you to identify each speaker’s emotions (e.g., tone, phrases)?

	Situation	Relationship between speakers	Speakers’ emotions

wednesday

Trying to observe and understand culture is like trying to observe and understand an iceberg. Anyone who is either looking for a job or starting out a new job will require some time to figure out the expectations, culture, and customs of any or prospective workplace.

Task 1:

Look up the meanings of the vocabulary words below.

Aggressive                                     equality                                       rituals  

Annoyed                                       minimize                                       task

Collaborative                                 oblivious                                     valuable

Customs                                         promptness                                  values

Embarrassment

Task 2:

Use at least five of these vocabulary words to write an email to a friend describing to him/her the Canadian culture.

Dear Sandra:

 It's been a very long time since I talked with you. How is your son? I hope he is getting better. I have a lot of tasks to do that keep me busy all the time. Yesterday, the daycare teacher told me that a boy used his toy to knock on my son's face. He was crying and his nose was bleeding that made me so sad. I heard that this boy had always been very aggressive. The teacher said she would talk to his parents because this behaviour was not acceptable: so, what can I do then? He is only a 3-year-old boy. However, I felt very annoyed; even though the teacher ensured that they would be more careful to minimize the possibilities of this event occurring again. Then, another friend said something that made me feel better. "This is very normal in the school," she said, "it is heartbroken event that your son became the victim this time, but you will feel embarrassed when another boy becomes the victim of yours."  

cheers
Monique

Monday

Task one:

Try to list down at least three misconceptions about Canadians that were mentioned in the video and write them down.

1. about pronunciation 

2. Z pronunciation

• 3. living in the iglu

4. speak English and French, not america 

Task two:

Check with your partner what he/she has come up with, and come up with the common ones to be shared with the rest of the class.

Task three:

Classroom Needs Assessment

Personal Information

1.      Email address   :  __moniquewang522@gmail.com_____

2.     What country are you from?  _______china_______

3.     What is your first language?  _______mandarin_____

4.     What other languages do you speak?  ______English__

5.     How long have you been in Canada?  _____13 years

6.     Are you working right now? 1Yes  1 No         If yes, what is your job? ________________

7.     What is your profession?  _____nutrition and DBA___________________

8.     What was your job before you came to Canada?  _____STUDENT_____________

9.     What is your highest level of education? 

1 university  1 technical college  1 secondary school   Degree? __________BACHLOR______

10.  Did you study English before you came to Canada? 1 Yes  1 No. If yes, so for how     long? ___________6 YEARS_____

11.  Have you studied in ESL classes before in Canada?  1 Yes  1 No

12.  What are your 4 CLBs?        L 7                       S 7            R 7             W 7

13.  What language skill is the easiest for you? Please order from 1 (easy) to 4 (difficult).

1 reading   2      1  writing       4       1 listening    3       1 speaking  1

14.  List three goals or/and reasons for you taking this program.

         learning more  vocabulary  and English grammar ………….

practice my writing skills……………………………………………..

practice my reading skills ……………………………………………..

15.   Which skill(s) do you want to work on in this class: speaking, listening, reading, or writing?

……all of them ……………………………………………………………………

16.  What do you need to learn in this class? Choose the most important 5 things and write them in order in the opposite column.

Skills/Topics
ü  Assessing your long and short term goals ü  Assessing your skills ü  Understanding the workplace culture ü  Resume and cover letter writing ü  Obtain a LinkedIn account ü  Pronouncing English clearly
ü  How Canadian society works
ü  How to understand speakers
ü  Starting small talks in English
ü  Improve writing skills
ü  Talking on the telephone
ü  Improve listening skills
ü  Practise job interviews
ü  Practise presentations
ü  Learn how to speak at work
ü  Learn idioms
ü  Learn grammar
ü  Canadian culture
ü  other (specify)

Monday

Monday's assignment

Good afternoon everyone,

This week, we will be talking about the writing mechanics. 
Let’s start by a short writing assignment to reflect your learning 
experience in this classroom.

Write one to two paragraphs on your experience in Workplace English class.
 Use the following questions as guidance to narrow down your scope in your writing.

• Why did I join this classroom?
• What is/are the skills/knowledge I wanted to improve?
• How much improvement have I accomplished? 
• How long did it take me to improve them?
• What special segments/parts/activities/assignments in the classroom 
• that have helped me to develop my language?
• What are the things that you still want to work on? 
• Add any ideas or suggestion that you have to  improve your learning experience.

My name  is Monique. I am one of the students in Workplace English class.
To improve my language skill, I decided to attend LINC program.
I have been here for more than six months.
This class helps me extend my vocabulary and improves my writing skill.
 Also, I made some nice friends. We spent wonderful time together.
The most interesting part I enjoy is discussion activity.
I like the way how people share their own opinions or experiences.
It not only helps us practice our speaking skill, but also allow us to acknowledge each other.
The radio listening and writing parts are the hardest activities to me,
because those two segments are my weakness.
 However, I believe that it takes some time to improve these listening and writing skills.
Therefore, Hala-my dear teacher, keep me with you forever.
I will keep working on listening and writing in future and I am satisfied with everything
that the class provides now.    

Friday

How a bill becomes law – vocabulary

Task 1:

Match the words with their definitions.

1.	legislative   E	A.	distribute
2.	bill    D	B.	present
3.	circulate A	C.	official consent or approval
4.	policy   G	D.	a draft of a proposed law
5.	put forward  B	E.	of legislation (the process of making laws) or legislature
6.	debate   H	F.	a revision or improvement in a legal document
7.	amendment  F	G.	a course of action adopted by a government or party
8.	assent    C	H.	discuss formally in a legislative assembly

Task 2:

For each verb, write the corresponding noun. Use a dictionary to check your answers. Then, complete the sentences using the correct forms of words from the list.

VERB		NOUN	VERB	NOUN
legislate		legislation/legislature	approve	approval/approvement
circulate		circulation	draft	draft
amend		amendment	recommend	recommendation
debate		debate	proclaim	proclaimation
1.	A local government has the power to legislate matters related to public spaces and parking in a town or city.
2.	The Canadian Constitution has many constitutional acts and amendment.
3.	The first draft of a bill is prepared by the appropriate cabinet committee.
4.	A bill needs the approvement/approval of the House of Commons to be sent to the Senate.
5.	Parliamentary debate is an important part of the legislative process.
6.	Sometimes, a new law comes into force when it is proclaimed by the governor general.