Scenario No. 8 can simply be copied from here, or (the following would be much be preferred), you can print it out from the Microsoft Word file on this page by scrolling down to the file below.

Scenario No. 8

There are three characters in your scenario: an  new ESL student from another country who has just come to Vancouver, an ESL student who has been in Vancouver for a year and who is the friend of the new ESL student, and a teacher who is going to test the new ESL student's level of English.

The new student has received some prior English classes, and is not fluent, but can make himself or herself understood. He or she makes some mistakes, and uses some vocabulary which is either British or American, which is understood in Canada, but which is not used in Canada. Some of these American or British terms are found to be humorous in Canada to the point that Canadians either smile or laugh. The new student lives either with his or her mother and father at U.B.C., or lives with a homestay family; in both cases neither family is very fluent in English. The family (you choose one of the categories just mentioned here) know only very basic English, but less than the ESL student. The friend who has been to Vancouver has been especially studious in and outside of class, and has progressed in English very rapidly. He or she even has a volunteer position at Tourism Vancouver, where the environment is English speaking only, except where either volunteers or employees speak in different languages with tourists, but the language they use with each other is English only, even when more of them may speak the same first language. As a result, the ESL student who has been living in Vancouver for a year has become very fluent, and knows many typical Canadian expressions used in Canada in general, and in Vancouver in particular. The new ESL student asks his or her friend who has been in Vancouver for a year to help him or her to prepare for an interview, which he or she is going to have with a teacher in ESL. The interview will determine in what level he or she will be placed in the ESL classes at school. The new ESL student does not want to be placed in level one, and is determined to be placed in level two or higher. To prepare for this, he or she asks his or her friend to help him or her learn typical Canadian expressions, and to give him or her an introduction into general Canadian concepts. The new ESL student plans to use this knowledge to demonstrate to the teacher doing the placement interview to ensure that he or she gets placed in level two or higher. Write up a skit based on this idea.