An exciting new module . . .

Based on your feedback, we’ve include

teacher-ready resources:
✓ Module plan adjusted for two levels
✓ Assessment tasks at 2 levels
✓ Skill-building activities
✓ Skill-using activities
✓ Goal setting and learner
reflection tools

Avoiding ✓ Reference list of other materials

Scams How can you help? Send us your

feedback via the online survey

and https://www.surveymonkey.com/r/modulefeedback1

Fraud Your feedback will guide future materials

development.

A CLB 5-6 Module with

Teaching Materials
1
Development Team:
Ryan O’Shea
Sara Schmuck
Tara Holmes
Audrey Habke

2
Table of Contents

How to Use the Module Package ............................................................................................... 1

Module Plan................................................................................................................................... 3
Additional Teacher Resources ................................................................................................... 5
Introducing the Module to the Class .......................................................................................... 8
Goal Setting: Avoiding Scams and Fraud ................................................................................. 9
Vocabulary: A Teacher Resource ............................................................................................ 11
Learning Reflection: End of Fraud Module ............................................................................. 19
Listening: Skill-Building and Skill-Using Activities .......................................................... 21
Credit and Debit Card Fraud .................................................................................................... 22
Charity Scams: Note-taking While Listening .......................................................................... 28
Speaking: Skill-Building and Skill-Using Activities ........................................................ 32
Yada, Yada, Yada ....................................................................................................................... 33
Little Black Book of Scams: Jigsaw Activity ........................................................................... 35
Reading: Skill-Building and Skill-Using Activities........................................................... 40
Little Black Book of Scams ....................................................................................................... 41
‘It was Torture’ News Story ....................................................................................................... 44
Writing: Skill-Building and Skill-Using Activities ............................................................ 52
Rental Scams: Notetaking ......................................................................................................... 53
Note to a Friend about Fraud.................................................................................................... 56
Assessment Tasks: Listening, Speaking, Reading and Writing ................................... 58
Listening Task and Text: Emergency Scams ......................................................................... 59
Speaking Task: Describing a Scam ......................................................................................... 63
Reading Task: CRA Scams ....................................................................................................... 66
Writing Task: Describing a Scam ............................................................................................. 71
How to Use the Module Package
This module package was developed in response to your feedback. Teachers who
piloted the six multi-level modules told us they liked the module plans and the two-level
assessment tasks but wished that the modules included some of the skill-using and skill-
building activities that help learners to be successful on the assessment tasks. We’ve
listened to your requests. This module includes activities for introducing the topic,
setting goals, and gathering end-of-module learner reflections, along with a series of
skill-building and skill-using activities.

Some Notes:
46T

1. The activities are listed by skill area but are not sequenced. Our intent is that you
select and sequence activities based on the needs of learners and the amount of
class time you have to do the module. In addition, the handout Additional Teacher
Resources includes page references to commonly used published resources
where you will find numerous skill-building activities to support this module.

2. Each learner activity/task is identified in the upper right-hand corner as a skill-

building activity, a skill-using activity, or an assessment task:

Skill-Building Activity

Skill-Using Activity

Assessment Task

3. The skill-building and skill-using activities are not differentiated by level. They can
be used by learners at both CLB 3 and CLB 4 by making accommodations within
the class. For example, you might provide more scaffolding for learners at CLB 3
(e.g., giving examples, or helping learners complete the first question). You might
adjust the expectations on some activities and expect learners at CLB 4 will
demonstrate greater mastery on the same activity compared with learners at CLB

4. Assessment is embedded into all activities and incorporates a range of

assessment strategies, including

A CLB 5-6 Module with Teaching Materials 1

 • In-class contingent assessment – the very informal and spontaneous
feedback you give learners while they are doing a task.
• Planned integrated assessment – informal but planned assessment such
as the descriptive feedback learners get on skill-using activities focusing
on what learners are doing well and what they need to do to improve.
• Formal assessment of learning – assessment that gives learners
feedback on task success related to CLB criteria.

For a fuller discussion of assessment strategies see Integrating CLB Assessment,

Chapter 2, Planning for Assessment.

5. The skill-using activities in this module provide opportunities for learners to

practise skills and get informal feedback. You can use these activities after you
have introduced a new skill or to review skills previously taught. Any of the skill-
using activities that learners complete independently (i.e., not with a partner or
group) may be included in the portfolios as evidence of learner growth and
progress. Any scaffolding or support provided (e.g., the first question completed
as a class) should be indicated on the activity.

6. PDF format. Teachers who piloted the original module plans requested that
activities and tasks be available in Word format. At this time, the files are not
stable in Word, so we are able to provide PDF format only. We are working to find
a solution for future modules that will allow you to easily adjust and customize the
activities.

Finally, we need your feedback to guide future development. You can help by

• Piloting all or some of the activities in your classroom, or

• Reviewing the module.

Provide your feedback via the online survey:

https://www.surveymonkey.com/r/modulefeedback1

A CLB 5-6 Module with Teaching Materials 2

Module Plan

Theme: Consumer Awareness Module Topic: Avoiding Scams and Fraud

Listening Speaking Reading Writing
CLB Level: 5/6 CLB Level: 5/6 CLB Level: 5/6 CLB Level: 5/6
Real-World Listen to a video explaining Share an experience of fraud Read about how to prevent Write about a recent scam
Task Goals different kinds of scams. with a friend. fraud and different kinds of experience to spread
scams. awareness about Canadian
scams.

Context/ Different types of fraud (e.g., identity theft, credit card fraud, robo-calls); give and receive advice on how to protect oneself
Background against fraud; reporting fraud to police and consumer protection agencies; techniques that scammers use (e.g., playing on
emotions); paying taxes and Canada Revenue Agency (CRA).
Information
Competency Comprehending Information Sharing Information Comprehending Sharing Information
Areas and CLB 5/6 CLB 5/6 Information CLB 5/6
CLB 5/6
Statements
Understand descriptive or Ask for and give information Relate a familiar sequence of
narrative monologues or related to routine daily Understand simple to events, or a description of a
presentations on generally activities in one on one moderately complex person, object or routine (for
familiar and relevant topics. interactions (for CLB 6, in descriptive or narrative texts CLB 6, a detailed description).
some detail, and in small on familiar topics.
group interactions). CLB 5: 1 paragraph

CLB 6: 1-2 connected

paragraphs

A CLB 5-6 Module with Teaching Materials 3

Theme: Consumer Awareness Module Topic: Avoiding Scams and Fraud
Listening Speaking Reading Writing
CLB Level: 5/6 CLB Level: 5/6 CLB Level: 5/6 CLB Level: 5/6
Language • Recognize and use vocabulary to describe fraud and scams; and to describe feelings
Focus: • Use discourse indicators that show the relationship between ideas: sequence markers, cause and effect markers.

▪ Use grammar structures ▪ Recognize format of ▪ Use paragraph structure:

to give advice (modals). newspaper articles and topic sentence,
service text. supporting details, and
transitions.
▪ Use proper sentence
structure.

Language and ▪ Use paralinguistic clues ▪ Use clarification strategies ▪ Use background ▪ Use pre-writing strategies,
Learning (visuals) for making to confirm understanding knowledge to help e.g. develop a timeline to
Strategies inferences to guess and such as confirming understand the text. help sequence events.
predict. information and ▪ Recognize layout (e.g., ▪ Use a checklist to
▪ Use background paraphrasing. newspaper articles, proofread work.
knowledge to aid in ▪ Use strategies for service messages) to find ▪ Read writing aloud to
comprehension. developing, organizing key information. listen for errors.
and telling an event.

Considerations None at CLB Stage 2

for ESL for ALL
Listen to a YouTube scam Tell a classmate about an Read about a scam and Write a paragraph(s)
Assessment video and answer experience with a scam. answer comprehension explaining a scam experience
Task comprehension questions. questions. for a class/school newsletter.

A CLB 5-6 Module with Teaching Materials 4

Additional Teacher Resources

The Language Companion Stage 2:

Helpful English: p. 34, Writing Paragraphs
p. 35, Creating an Outline
p. 36, Tips for Effective Writing
p. 38, Reading Strategies
p. 39, Taking Notes
Background information for reading assessment task:
My Canada: pp. 24-25, Filing Income Tax
Where I Live: p. 8, Income Tax
Grammar:
Helpful English: p. 42, Verb Tenses

Anti-Fraud Videos, The Government of Canada Competition Bureau,

http://www.competitionbureau.gc.ca/eic/site/cb-bc.nsf/eng/04272.html
Canadian Anti-Fraud Centre, http://www.antifraudcentre-centreantifraude.ca/index-
eng.htm
CBC News, Sample Articles on Fraud
NB: Fake Service Calls, Phony 'Cryptobank' Make Rounds during Fraud
Prevention Month, March 08, 2018, http://www.cbc.ca/news/canada/new-
brunswick/nb-power-bitcoin-scam-fraud-prevention-1.4567342
ON: New Phone Scam Dupes Torontonians out of $5.1M, February 09, 2018,
http://www.cbc.ca/news/canada/toronto/phone-fraud-toronto-1.4528233
MB: Four Winnipeggers Targeted by Virtual Kidnapping Scam, February 06,
2018, http://www.cbc.ca/news/canada/manitoba/virtual-kidnapping-scam-
winnipeg-1.4522551

A CLB 5-6 Module with Teaching Materials 5

ESL Financial Literacy, Volume 2, Toronto Catholic School Board,
http://wiki.settlementatwork.org/index.php/English_for_Financial_Literacy:_Volum
es_1_-_3
pp. 144-157, Fraud (includes additional scams with activities, for example,
anti virus scams and phishing scams)
pp. 270-273, Employment Scams
ESL Financial Literacy, Volume 3, Toronto Catholic School Board,
http://wiki.settlementatwork.org/index.php/English_for_Financial_Literacy:_Volum
es_1_-_3
pp. 267-268 Employment Scams
Financial Consumers Agency of Canada, Government of Canada,
Module 12, Fraud Protection, https://www.canada.ca/en/financial-
consumer-agency/services/financial-toolkit/fraud.html
LINC 5-7 Classroom Activities, Volume 1
pp. 11-22, Introduction to Paragraph Writing
pp. 33-45, Note Taking and Study Skills
pp. 57-68, Writing Paragraphs
Little Black Book of Scams, 2nd ed., The Government of Canada Competition Bureau,
http://www.competitionbureau.gc.ca/eic/site/cb-bc.nsf/vwapj/Little-Black-Book-
Scams-2-e.pdf/$file/Little-Black-Book-Scams-2-e.pdf
The second edition is used in this module; the first edition provides additional
scams, if needed: http://www.competitionbureau.gc.ca/eic/site/cb-
bc.nsf/vwapj/lbbs-web-2017-eng.pdf/$file/lbbs-web-2017-eng.pdf
Recognizing and Avoiding Scams, a module found on Tutela: Jody Alston:
https://tutela.ca/Resource_27690
This module uses The Little Black Book of Scams and includes a resource list
and several activities related to financial literacy.

A CLB 5-6 Module with Teaching Materials 6

Grammar Resources
ESL Library, Grammar Practice Worksheets, https://esllibrary.com/courses/88/lessons
and Basic Grammar Sentences, https://esllibrary.com/courses/89/lessons
Past Tenses
Perfect Verb Tenses
Modals of Advice
Fundamentals of English Grammar, Text Book, and Fundamentals of English Grammar,
PowerPoint Presentations, Pearson College Division: Betty S. Azar and Stacey
Hagan
Chapter 2, Past Time
Chapter 4, Present Perfect
Chapter 8, Connecting Ideas
pp. 190-194, Expressing Advice
PowerPoint Presentations
http://www.azargrammar.com/materials/feg/FEG04_PowerPoint.html
Learn English, British Council (explanations but no exercises)
https://learnenglish.britishcouncil.org/en/english-grammar
Verbs: https://learnenglish.britishcouncil.org/en/english-grammar/verbs
Sentence Structure: https://learnenglish.britishcouncil.org/en/english-
grammar/clause-phrase-and-sentence
Side by Side Book 4, 3rd ed., Pearson Education ESL: Steven J. Molinksy and Bill Bliss
Unit 1, Present Perfect; Describing Actions
Understanding and Using English Grammar, Pearson College Division: Betty S. Azar and
Stacey Hagan
Chapter 1, Present and Past Tenses
Chapter 2, Perfect Tenses
Chapter 17, Adverbial Clauses
pp. 165-170, Advice and Suggestions

A CLB 5-6 Module with Teaching Materials 7

Introducing the Module to the Class
Focus on developing learners’ prior knowledge.

1. Post the words scam and fraud. Ask for definitions or supply the definitions.

2. Post the following questions and discuss in small groups.

a. Do you know of any examples of fraud or scams in your home country?
Have you had any personal experience with fraud before coming to
Canada?
b. Do you know of any examples of fraud in Canada? Have you ever been the
target of a scam?

3. Debrief in a large group by asking each group to give one example. Optional:
While learners are describing their experiences, write down key words that can
be used to develop a word web.

4. Ask groups to brainstorm:

a) What questions do you have about scams?
b) What do you need to know?

Collect this information in a class chart and post.

A CLB 5-6 Module with Teaching Materials 8

Goal Setting: Avoiding Scams and Fraud
Teaching Notes: Complete goal setting after introducing the module to the learners.
Set up: Post a list of language skills that learners can develop in this module:
▪ Building vocabulary
▪ Listening to informational videos and taking notes
▪ Explaining how a scam works (speaking)
▪ Telling a story about a personal experience in a clear order (speaking)
▪ Reading news stories
▪ Taking notes
▪ Practising strategies: guessing the meaning of words from context,
reading actively, recognizing text layout and organization
▪ Writing a paragraph

Ask learners to think about which skills they want to focus on. Have the learners
complete their goal setting sheets.
Goal Review:
1. Optional: Have learners complete a mid-module review of goals. Learners could
review their goals and discuss them in a small group or with a partner.
2. Have learners review their goals at the end of the module and think about the
strategies they used to achieve their goals.

A CLB 5-6 Module with Teaching Materials 9

Fraud Module: My Goals

Name: _____________________________ Date: ___________________

Look at the language activities covered in this module.
Beginning of module goal setting:

In this module, I would like to focus on What can I do to achieve this goal?
improving the following skills:

Mid module review: Date: ___________________

I would like to focus on improving the What can I do to achieve this goal?
following skills:

End of module review:

My goal: Did I achieve my goal? Were my strategies successful?

A CLB 5-6 Module with Teaching Materials 10

Vocabulary: A Teacher Resource
General Vocabulary: Building a Vocabulary Family
This unit has rich vocabulary, and working with word families can help learners make the
words their own. Learners should become comfortable with the most familiar form of a
word and begin to recognize the other words in the family.

Teacher’s Master List

This master list is not exhaustive but includes words that appear frequently in the
module, including adjectives of emotions. For practice activities, select the words that
you expect to be most useful to learners.

Noun Verb Adjective Adverb

fraud, fraudster NA fraudulent NA

victim victimize NA NA

trust trust trusting NA

target target targeted NA

scammer
scam NA NA
scam
technique NA NA NA

NA NA realistic realistically

NA verify NA NA

NA coerce coercive NA

NA divulge NA NA

authorizer authorize NA NA

agent NA NA NA

charity NA charitable NA
instinctual instinctually
instinct NA
instinctive instinctively
legitimate
NA NA legitimately
“legit”
tactic NA tactical tactically

A CLB 5-6 Module with Teaching Materials 11

 Noun Verb Adjective Adverb

solicitation solicit solicitous NA

scheme
scheme NA NA
schemer
phoniness
NA phony NA
“phony”
suspicion suspect suspicious suspiciously

NA elaborate elaborate elaborately

validation validate valid NA

impersonation impersonate NA NA

relief relieve relieved NA

NA overwhelm overwhelmed overwhelmingly

NA caution cautious cautiously

thrill thrill thrilled thrillingly

shock shock shocked shockingly

apology apologize apologetic apologetically

annoyance annoy annoyed annoyingly

NA upset upset NA

NA baffle baffled NA

embarrassment embarrass embarrassed embarrassingly

NA startle startled NA

fury NA furious furiously

fright frighten frightened NA

NA NA dubious dubiously

optimism NA optimistic optimistically

nerves NA nervous nervously

skepticism NA skeptical skeptically

A CLB 5-6 Module with Teaching Materials 12

 Noun Verb Adjective Adverb

shame shame ashamed ashamedly

humility humiliate humiliated NA

NA stun stunned stunningly

suspect suspect suspicious suspiciously

anxiety NA anxious anxiously

NA NA distraught NA

A CLB 5-6 Module with Teaching Materials 13

Possible Skill-Building Activities:

1. Post a short list of words. Have learners work in small groups, adding the
words to their word family sheets, identifying meanings, and filling in the other
forms of the word.
This activity could be completed at the end of each reading and listening activity.
2. Post a short list of words. Have learners work in small groups to identify the best
synonym and antonym for each word. Regroup and have learners share their
synonyms and antonyms. Discuss questions as a group.

A variation: Post a short list of words and collect a synonym and antonym for
each, discussing choices as a large group.

3. Together, build a class list (posted) of interesting idioms such as “red flag”.
Discuss the idioms and other contexts where they might be used.

4. Pronunciation Practice: Using one of the lists posted in activities 1 or 2, have

learners mark the stressed syllables and practise pronouncing the words.

A CLB 5-6 Module with Teaching Materials 14

Word Families: Worksheet

Noun Verb Adjective Adverb

A CLB 5-6 Module with Teaching Materials 15

Words for Expressing Emotions: Possible Skill-Building Activities
The activities suggested here will help learners build a vocabulary of emotions
for use when speaking and writing about fraud. A set of emotion cards is included
below, which while not exhaustive, will provide a good starting point for these activities.

You will need several sets of these cards, cut out.

Word Sorting Activities:
1. Each learner sorts the cards into two categories: I know this word and I don’t know
this word. Depending on their needs and abilities,
a. They could look up the words they don’t know, choose three favourites, and
talk about them with a partner.
b. They could pair up with another learner and compare lists and check the
known words they have in common, agreeing on a definition and an example.
Or they might check the list of words that one learner knows, with that learner
explaining the definition and giving an example.
c. Again with a partner, they could look up the definitions of words that neither
partner knows and create an example together.
2. Provide three to five categories of emotions (fear, frustration, humiliation, happiness,
surprise, concern, anger, confusion, or other) and have learners sort emotion words
into the selected categories. While not all words will fit neatly into a category, the
sorting process will provide rich opportunity for discussion.
Word Families: Have learners add four to five emotion words to their word family
worksheets and fill out other forms of the words.
Charades: Have learners take turns selecting a card and acting out the emotion for
classmates, who try to guess the emotion.
Tell me about a time when you were ____: Have learners work in small groups,
taking turns selecting an emotion card. The learner who selects the card asks a member
of the group to tell them about a time when they experienced that emotion.
A variation: In groups, have learners take turns choosing a card and describing a
situation that demonstrates the emotion, without naming it. The group tries to guess the
emotion.

A CLB 5-6 Module with Teaching Materials 16

Emotions: Vocabulary Cards

Relieved Overwhelmed Cautious

Thrilled Shocked Worried

Annoyed Upset Baffled

Embarrassed Angry Startled

Furious Frightened Dubious

Optimistic Nervous Skeptical

Ashamed Humiliated Stunned

Suspicious Anxious Distraught

Scared Terrified Apologetic

Confused

A CLB 5-6 Module with Teaching Materials 17

A CLB 5-6 Module with Teaching Materials 18
Learning Reflection: End of Fraud Module

Name: _____________________________ Date: ___________________

Part One: Self-Assessment

Think about the skills you practised in this module, listed below. For each skill, put a
check in the column that describes your ability.

I need
I’m pretty This is
Got it! some more
sure! hard!
practice

I can tell my classmates about scams

in a clear order.

I can write a clear and organized

paragraph.

I can use the topic vocabulary,

including adjectives of emotion.

I can take notes when I listen to or

read information.

I can guess the meaning of some

unknown words.

I try to be an active reader (by asking

questions before I start reading).

I can find key information when I

read.

A CLB 5-6 Module with Teaching Materials 19

Part Two: Learning Reflection
Your understanding of fraud:
1. What is the most useful thing about fraud that you learned in this module?

________________________________________________________________________

2. How will you use this knowledge?

________________________________________________________________________

Your language skills:

1. Which activity was the most challenging? Why?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Which activity was most helpful in improving your skills? Why?

________________________________________________________________________

________________________________________________________________________

3. What did you do to help your learning in this unit?

________________________________________________________________________

________________________________________________________________________

4. In the next unit, what could you do to help your learning?

________________________________________________________________________

________________________________________________________________________

A CLB 5-6 Module with Teaching Materials 20

Listening: Skill-Building and Skill-Using
Activities

Credit and Debit Card Fraud ................................................. Error! Bookmark not defined.
Charity Scams: Note-taking While Listening ....................... Error! Bookmark not defined.

A CLB 5-6 Module with Teaching Materials 21

Credit and Debit Card Fraud
Skill: Listening
Teaching Notes: In this activity, the video is played in segments, giving learners
opportunities to use the listening strategies: using visual clues, predicting what will
happen next, and identifying the purpose.
Set Up: Before playing the video, have the learners complete the pre-listening activity,
to activate background knowledge and to help them prepare for the activity.
Important vocabulary may need to be pre-taught: inconvenience, card skimmer, cleaned
out, phony, maxed out, shield.
Before segment 1 is played, ask learners to make a prediction about the video, using the
question below (also printed on the worksheet). Follow by playing the segment, asking
learners to take notes in the space on the worksheet. Finish the segment by having
learners discuss the accuracy of their predictions with a partner.
Segment 1 (0:00-0:56): Prediction question: This video is about credit card fraud,
and this is the introduction. What do you expect will be presented here?
Segments 2 through 4 offer an opportunity to practise the active listening strategy, using
visual cues to predict information, before they listen and take notes. To practise the
strategy, play each segment without sound. Ask learners to make a prediction about the
segment’s content based on the visuals. Then play the segment with sound so learners
can take notes. Finish each segment by having learners check the accuracy of their
predictions.
Segment 2 (0:56-1:52)

Segment 3 (1:52-2:47)
Segment 4 (2:47- end)
Post-listening activity (optional): Post the following questions and ask learners to
discuss them in small groups.
1) Did anything surprise you after watching this video?
2) What is the most important information from the video that you will share with
your friends and family?
3) What will you do differently with your credit cards and debit cards after watching
this video?

A CLB 5-6 Module with Teaching Materials 22

Assessment: Circulate and observe while learners discuss answers. If there are
disagreements, assist learners with the correct answers.
Answer Key: Use the transcript below to decide what learners should include in their
notes.

A CLB 5-6 Module with Teaching Materials 23

Credit and Debit Card Fraud: Activity
Name: _____________________________ Date: ___________________
Pre-listening Activity:
Instructions: With a partner or a small group, answer the following questions.

1) List 5 – 10 words related to fraud that you already know.

2) Credit card and debit card fraud is a problem in Canada. How do you think scammers
get your credit card or debit card information?

3) What do you do to protect yourself from credit and debit card fraud?

Listening Activity:
Instructions: You will watch a video about debit and credit card fraud in four segments.

Segment 1: Before watching the segment, make predictions about the content, using the
question provided. Then listen and take notes

Prediction question: This video is about credit card fraud, and this is the introduction.
What do you expect will be presented here?

Notes:

A CLB 5-6 Module with Teaching Materials 24

Segments 2 to 4: Before you listen to each segment, watch it without sound and make
predictions about the content. Then listen and take notes.

Segment 2:

Prediction: Based on what you saw, what do you expect will be presented here?

Notes (Four possible theft strategies; see how many you can find):

1. __________________________________________

2. __________________________________________

3. __________________________________________

4. __________________________________________

Segment 3:

Prediction: Based on what you saw, what do you expect will be presented here?

Notes (Eight possible tips; see how many you can find):

1. __________________________________________

2. __________________________________________

3. __________________________________________

4. __________________________________________

5. __________________________________________

6. __________________________________________

7. __________________________________________

8. __________________________________________

Segment 4:

Prediction: Based on what you saw, what do you expect will be presented here?

Notes:

A CLB 5-6 Module with Teaching Materials 25

Transcript:
Segment 1: (0:00-0:56)

Credit card and debit card fraud is an unfortunate reality that can range from an inconvenience
to a harmful and costly incident. In fact, every year, some 15 million Canadians are targeted by
fraud.

In 2009, card holders and card issuers lost more than $600 million to illegal schemes. Anyone
can become a target: your neighbours, family members, co-workers and friends.

Credit card and debit card fraud happens when someone steals your card, your card
information or your personal identification number (or PIN) and uses it without your permission
to make purchases or to withdraw money from an automated banking machine.

------------

Segment 2: (0:56-1:52)

How can someone get your credit or debit card information from you? Well thieves can work in
many different ways:

By stealing your PIN:

Jenny lost $800 when a "friend" watched her enter her PIN and then stole her debit card
from her purse.

By using card skimmers to copy information from your card:

James' bank account was cleaned out after a phony card reader he used copied his
banking information.

By stealing your mail and your identity:

Marcia had her bank statement stolen from her mailbox, and soon after, money was
removed from her account.

And email scams that get you to send your personal financial information:

The email Sam received claimed he had won a vacation. The "vacation" turned out to be
a fake and with his personal financial information, the "company" maxed out his credit
card.

These are only a few ways scammers try to get your card data.

26
------------

Segment 3: (1:52-2:47)

Even though card fraud is common, there are also effective ways to prevent it from happening to
you. Here are some helpful tips:

• Shield the keypad when you enter your PIN

• If you notice something suspicious about a card device at a store or ATM, report it to the
company that issued your card.
• If you receive a replacement card, destroy the old one as soon as you activate the new
one.
• If you don't receive a replacement card, before your current card expires, contact your
issuer.
• Don't give out credit information over the phone unless you've contacted the company
directly and know it's legitimate.
• Don't give out credit card information by email.
• Check your bank statements often and contact your card issuer if you see any mistakes
or suspicious charges.
• Keep your mail, bank statements and personal information in a safe place and manage
your digital records carefully.

------------

Segment 4: (2:47- end)

If you think you are a victim of credit card fraud, contact your credit card issuer and your local
police. You should also contact the Canadian Anti-Fraud Centre.

Remember to always use your debit and credit cards carefully and keep your information safe.
By following these easy tips, you can protect yourself from becoming a victim of credit card or
debit card fraud.
https://www.canada.ca/en/financial-consumer-agency/services/financial-toolkit/fraud/fraud-1/8.html

27
Charity Scams: Note-taking While Listening
Skill: Listening and Writing

Competency Area: Listening: Getting Things Done; Writing: Reproducing Information

Indicators of Ability: Listening: Identifies main intent, main ideas, and factual details.
Writing: Includes important points with accurate details.

Teaching Notes: Depending on the needs of your learners, you may wish to spend
more time developing note-taking skills using the Language Companion and/or the LINC
5-7 Classroom Activities (see Additional Teacher Resources).
Optional summary writing: Learners could use their notes to write a summary in point
or paragraph form. If summary writing is being introduced, then consider guiding the
writing, as a class or in small groups. If the skill has been taught, you could have
learners write a summary independently, using their notes.
Set Up: Review the handout, Note-taking Tips, with the class. This handout presents one
approach; if you have previously used another, review it with learners. Prepare for
listening with the pre-listening discussion in partners, in small groups, or as a class.
Play the audio file, asking the learners to take notes while they listen. Have learners
compare their notes. Play the recording a second time to allow learners to fill any gaps.
Finally, play it a third time, pausing the recording to highlight key sections.
Assessment: Ask learners to review their notes with a partner, circling gaps or
differences. Post the answer key and have the partners compare it with their notes.
Circulate to check on progress. Debrief based on the needs of learners.
Tip: If learners complete the form in pen and make corrections in pencil or a different
colour of pen, you will be able to easily see what they understood.
Answer Key: Use the transcript below to decide what learners should include in their
notes.

28
 Note-Taking Tips
Before You Listen
1. Decide on your purpose for listening. Is it to get the gist? To learn
a key detail? To be able to retell the information?
2. Use your background knowledge to think about this topic before
you listen.
While You Listen
1. Write down the main ideas and important details. Do not try to
write everything down.
2. If you miss something important, leave a large space and keep
writing. You can come back to it later.
3. Do not write in sentences or even with complete words. You can
come back and edit later.
4. Use lots of space to help with organization. You can draw lines,
circle items, and add notes later.
After You Listen
1. Go over your notes immediately and identify any gaps. Fill in these
gaps by listening to the audio again or by checking with a
classmate or teacher.

29
Charity Scams: Note-taking Activity
Name: _____________________________ Date: ___________________

Pre-listening Discussion
1. Have you ever had a charity ask you for money?
2. Do your children fundraise for school activities?
3. How do you know if a charity is real or not?
4. Do you know of any charity scams?
5. What do you think this video will say about charity scams?

Listening Activity
Instructions: You will hear the audio two times. While listening each time, take notes on
the main ideas and important details. If you miss a detail, leave a space. Do not worry
about grammar or spelling.
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

30
Transcript:

Health, environment, arts, anti-poverty, international aid - there are literally hundreds of
thousands of worthwhile causes out there.
And it’s our natural instinct to help out by giving. But in the slippery world of charity
scams, crooks prey on your generosity and your desire to help, pouncing on what they
think is your “weak spot”.
They will ask you to give to non-existent charities, or they will go to great lengths to
imitate legitimate ones. They are especially devious in times of trouble, asking you to
give to the latest earthquake or flood or other disaster, through charities that seem for
real, but aren’t.
Here’s what to watch for: High-pressure phone tactics, door-to-door canvassers who are
pushy, and who can’t prove they’re with a CRA-registered charity, and unsolicited
emails.
Watch out also for call centres who want your personal information – your address, and
most especially your banking information or a credit card number. Don’t give them
anything!!
Here’s the bottom line. Only YOU should be in control of your giving. That means YOU
choose who gets your money, how much, and when. If you have the slightest suspicion,
check the Canada Revenue Agency’s list of REGISTERED Canadian charities…
… and remember that you –that’s right, YOU – have the right to say NO.

A message from the Competition Bureau of Canada… and the Little Black Book of Scams.
(http://www.competitionbureau.gc.ca/eic/site/cb-bc.nsf/eng/04216.html )

Video length: 1 minute, 47 seconds

31
Speaking: Skill-Building and Skill-Using
Activities

Yada, Yada, Yada .................................................................... Error! Bookmark not defined.

Little Black Book of Scams: Jigsaw Activity ........................ Error! Bookmark not defined.

32
Yada, Yada, Yada
Skill: Speaking
Teaching Notes: This activity focuses on recognizing and building a narrative. The
speaker has a story to tell and must use appropriate markers to show sequence and
cause and effect, while also incorporating the vocabulary of feelings. The listener asks
5W’s and how questions to gather information and reconstruct the narrative. The activity
assumes that sequence markers and 5 W’s and how questions have been
taught/reviewed. Based on the needs of learners, decide whether you will ask learners
to prepare Part 1 the day before the activity.
Set Up:
Part 1: Each learner receives a prompt and uses it to create a story. The story must
have four events. Speakers can make up their own stories but should try to make the
ending of the story outrageous, funny or shocking.
Part 2: This is a pair activity. The speaker tells only the beginning and end of the story.
The listener asks questions to piece together the story’s four events and to understand
how the speaker felt. The listener takes notes and then retells the story to confirm
understanding. Learners then switch roles and repeat the activity.
Assessment: Circulate and offer immediate feedback on sequencing of events, phrasing
of questions, and use of vocabulary. Ask the storytellers to confirm the accuracy of the
retold stories.

33
Possible prompts:

1. Yesterday I went to get some milk, and yada, yada, yada, I came home with a
new motorcycle.

2. My neighbour was playing golf last week, and yada, yada, yada, now she has a
broken leg.

3. I was playing in the park with my kids, and yada, yada, yada, we came home
with a new puppy.

4. I met my new neighbour last night and yada, yada, yada, she offered me a great
job!

5. I tried a new recipe last night, and yada, yada, yada, we decided to just order a
pizza.

6. I went to watch my son’s hockey game last night, and yada, yada, yada, now I’m
the coach.

7. My dog ran away last night, and yada, yada, yada, today I am really tired.

8. Two weeks ago, I met my new neighbour, and yada, yada, yada, now I am going
to be moving to a new house.

9. I went to the grocery store last week, and yada, yada, yada, now I will never eat
fruit again.

10. I fell down last week, and yada, yada, yada, now I can speak a new language.

34
Little Black Book of Scams: Jigsaw Activity
Skills: Speaking
Competency Area: Sharing Information
Indicators of Ability: Speaker provides necessary information in some detail. Listener
asks relevant questions (e.g. to clarify information, to ask for an opinion).
Teaching Notes: The text for this activity is from the Competition Bureau’s The Little
Black Book of Scams, 2nd ed.1. The material can be downloaded and printed, or the
Competition Bureau can be contacted for copies (see p. 2 of the booklet). If you haven’t
organized a jigsaw activity before, a quick online search will produce several
descriptions of this interactive teaching strategy.
Set Up: When choosing readings, do NOT use the Tax Scam (pp. 24-25) or the
Emergency Scam (pp. 28-29) because they are used in the reading and listening
assessment tasks. Use any of the other 10 scams in the booklet.
Post the key criteria on the board and review how to complete the activity. Criteria you
might provide feedback on: adequate detail, topic specific vocabulary, clear sequencing
of events.
Part 1: In partners, have learners read their assigned scams, complete the retrieval
chart, and practise their presentations.
Part 2: Regroup learners so that each learner can teach their scam to a new group.
Remind learners they have roles as both speakers and listeners: when someone is
presenting, the listeners record important information on the chart and ask questions to
clarify unclear information. Regroup learners until the chart is complete. At the end of
the activity, learners should have all ten scams (or as many as you have chosen)
described on their charts.
Assessment: Circulate as learners complete the task, encouraging them to listen for
information and not simply copy another learner’s chart. Use a class checklist to record
observations about learners’ speaking skills. Provide feedback and address any problem
areas individually or as a class. Consider posting a completed chart that learners can
use to review their work.

1
The second edition is used in this module; the first edition provides additional scams, if needed:
http://www.competitionbureau.gc.ca/eic/site/cb-bc.nsf/vwapj/lbbs-web-2017-eng.pdf/$file/lbbs-web-2017-eng.pdf

35
Little Book of Scams: Activity Worksheet
Name: _____________________________ Date: ___________________

What the scammers One way the scammer One important tip to
Type of scam How it works
want makes it believable protect yourself
1.

2.

3.

4.

5.

36
 What the scammers One way the scammer One important tip to
Type of scam How it works
want makes it believable protect yourself
6.

7.

8.

9.

10.

37
Answer Key:

One way the scammer One important tip to protect

Type of scam What the scammers want How it works
makes it believable yourself

Lotteries, sweepstakes and They want your banking and You will be told that you have They will claim that it is legal Never send money or give
contests personal information. won a prize – by email, phone or has government approval. personal information to people
call, text message, or you do not know.
computer pop-up. You need to
pay a fee to collect your prize
or call a phone number that
charges you per minute.
Pyramid schemes They want you to pay large You pay membership fees in The scammer may be a family Never commit to anything at
membership fees and hopes of getting money back. member who does not know it high-pressure meetings or
convince others to do the You recruit other people to is a scam. seminars.
same. pay money as well and hope
to get your investment back.

Money transfer requests They want your banking You agree to pay fees and They claim to be a lawyer or Never send money or give
details. taxes in order to receive a bank representative. personal information to people
large inheritance. you do not know.

Internet scams They want your personal Malicious software: scammers Emails will look legitimate. Don’t reply to or even open
information. install a virus to steal your spam emails. Never buy online
personal information. unless you are certain the site
is real.
Phishing: scammers trick you
into giving your personal
details.
Mobile phone scams They want to trick you into They will tell you it is a free They appear to be legitimate. Text STOP to end unwanted
subscribing to their service. ring tone or other cheap text messages.
service, but you are actually
subscribing to a service for a
high fee.

Or, they will trick you to call

back which will then charge a
high fee.

38
Health and medical scams They want to sell you a They will convince you to bub They make miracle claim Check to make sure the
miracle product that does not their product and enter a long- cures and often appear as ads claims are accurate.
actually work. term contract. on real websites.

Emergency scams They want you to send money They will claim to be a relative They pretend to be a police Never send money to
to them. in an emergency situation. officer or a lawyer. someone unless you know for
sure that you know and trust
them.

Dating and romance scams They want you to send them They pretend to be in love They will build a relationship Never give your personal
money or to keep subscribing with you and then ask you to with you and use fake profiles information through email or
to their website. send them money or gifts. that seem real. when chatting online.

They will pretend that there

are many love matches in your
area, but you must pay to get
more information.
Charity scams They want your cash. They pretend to be charities They will pretend to be a real Contact the organization
and get you to donate to them. charity especially when there directly if you want to make a
has been a recent disaster. donation.

Job and employment scams They want you to transfer They send you a cheque to They will appear to be a Make sure you research the
money to them or give your cash at your own bank, and legitimate company. offer carefully.
personal banking information. then transfer your money to
them. The cheque is a fake.

You need to give personal

information in order to get the
job.

39
Reading: Skill-Building and Skill-Using
Activities

Little Black Book of Scams .................................................... Error! Bookmark not defined.

‘It was Torture’ News Story .................................................... Error! Bookmark not defined.

40
Little Black Book of Scams
Skill: Reading
Teaching Notes: These activities use the Competition Bureau’s The Little Black Book
of Scams2 and focus on strategies that promote active reading and support
comprehension.

Note: Avoid using the Tax Scam (p. 24) and the Emergency Scam (p. 28), which are
used in the Reading and Listening Assessment Task, and as a result, should not be used
in this or any other activity.

Set Up:
Based on the needs of your learners, decide

• Will learners complete one or all of the activities?

• Will the activity be completed as a class or with a partner?
• What level of teacher support will be required?
These activities are set up to be teacher led. Post, project, or photocopy pages as you
need for each activity.

Activity 1: Previewing the booklet

Introduce the strategy: Previewing a booklet to identify organization, clarify key
vocabulary and build background knowledge before reading.
Like many books, The Little Book of Scams has a table of contents, a preface, and other
organizational tools. Ask learners to follow these or similar steps:

1. Look at the cover:

a. Predict the purpose of the text.
b. Who published the text? Is this a reputable source?
2. Read the preface.
a. Is your prediction confirmed?
b. Predict the actual contents of the booklet.
c. Optional question: Why are they using superheroes for the message? Does
this make the text more reliable/interesting?

2
(http://www.competitionbureau.gc.ca/eic/site/cb-bc.nsf/vwapj/Little-Black-Book-Scams-2-e.pdf/$file/Little-Black-
Book-Scams-2-e.pdf) The second edition is used in this module; the first edition provides additional scams, if needed:
http://www.competitionbureau.gc.ca/eic/site/cb-bc.nsf/vwapj/lbbs-web-2017-eng.pdf/$file/lbbs-web-2017-eng.pdf
41
 3. View the table of contents.
a. Is your prediction confirmed?
b. Read the table of contents and identify unknown words. Check their meanings.
Activity 2: Previewing the layout of the text
Introduce the strategy: Previewing a chapter to identify organization.

In small groups, have learners preview two scams (see above note about selection of
scams), following these or similar steps:

1. Preview the page design tools (title, headings, colours, images, Tips to Protect
Yourself textbox, capital letters …).
2. Discuss how these tools help readers understand the text.
3. Describe the organization of the information (general warning statement, how the
scam works, variations on the scam).
Activity 3: Building vocabulary by guessing meaning from context and by building
word families.
Photocopy Fraud Fighting 101 for these vocabulary activities. If appropriate for learners,
underline targeted words and phrases before photocopying.
Activity 3a: Guessing meaning from context
Introduce the strategy: Identify clues in the text that help guess the meaning of
words.
Select challenging words and phrases. Examples to consider:
…by arming yourself…
The impact… can be devastating.
The best thing… appropriate authorities
Don’t be embarrassed… falling for it.
In addition to this booklet… consult numerous trusted websites…
Power up today by…

Support learners as they work with a partner to identify how the text supports the
meaning of the word.
Activity 3b: Building word families.
Introduce the strategy: Build word families to expand vocabulary.
You will need a word family table for this activity, like the one used in Vocabulary,
A Teacher’s Resource. Ask learners to focus on the most familiar form of the

42
 word, while also learning to recognize the other words in the family. Doing so will
help with listening and reading comprehension.
Have learners work in small groups to follow these or similar steps, using the
vocabulary identified in Activities 1 and 2:
1. Fill in the most familiar form of the word in the correct column (noun, verb,
adjective or adverb).
2. Identify any other possible word forms.
Assessment: Circulate and observe. Debrief in a way that best meets the needs of your
learners.

43
‘It was Torture’ News Story
Skill: Reading

Competency Area: Comprehending Information

Indicators of Ability: Identifies purpose, main ideas, specific factual details and some
implied meanings; Identifies and uses text organization

Teaching Notes: Review or teach reading strategies appropriate for this text, for
example, using the organization of news articles (the inverted pyramid) to help identify
key information, and using the five W’s and how (who, what, where, when, why, and
how) as a pre-reading activity.

Set Up: This story is one of many news stories about fraud. It has been adapted from
the original CBC story; the original follows. The adapted version fits with CLB 5-6
expectations, but you might use the original if you think learners are ready for the
challenge.
Pre-reading activity: To support active reading, use the five W’s and how to brainstorm
the information a reader can expect to find in these kinds of stories. Several questions
are possible, including: What is the scam? What happened? Why was it successful?
Before learners begin, write the criterion that is being addressed on the board: Identify
main ideas, specific details and some implied meanings.
Before reading, have learners review the questions on their worksheets. Based on the
needs of learners, pre-teach important vocabulary (e.g., alleged, obstruction of justice,
Bitcoin).

Assessment: Decide who will mark the answers, and whether to discuss the answers as
a class or in small groups. Based on the needs of learners, decide how you will give
feedback (individually, small group, class), and what strategies you might want to focus
on (for example, how they found the answers).

Tip: If learners complete the form in pen and make corrections in pencil or a different
colour of pen, you will be able to easily see what they understood.
Extension Task: Have learners use the computer lab or their home computer to find a
different story about a scam. Learners should use the 5W’s and how (or those
developed in the pre-reading activity) to identify the key information. They could then
describe the scams in small groups or write answers to the selected questions.

44
Answer key:
Section 1.
1. Telephone scam
2. Her husband was under arrest for not reporting his identity had been stolen.
3. Possible answers:
• So that she could not call her husband on his phone to confirm the story.
• To make it seem more real.

Section 2
1. Possible reasons:
• Caller ID said RCMP K Division.
• The person sounded like an RCMP officer.
• The ‘officer’ gave a badge number and a file number.
• In the background she could hear people saying ‘RCMP K Division’.
2. Possible answers:
• They knew a lot about her husband.
• She talked to a fake lawyer and accountant.
• She hung up and they called right back.
• They said they were recording the call.
3. Rough sequence (details provided in each step may vary):
a. The scammers pretended to be UPS in order to get her husband’s personal
information.
b. She received a call from a fake police officer saying her husband was arrested.
c. They called back using her husband’s phone.
d. She was told to pay her husband’s bail by depositing $2,340 in a local Bitcoin ATM.
e. They kept her on the phone for 5 hours, so she could not confirm the story.
f. They asked for more money, so she went to 3 other bank machines to deposit money
totaling $15,140 – their life savings.

45
‘It was Torture’ News Story: Reading Activity
Name: _____________________________ Date: ___________________
Instructions: Read the news story about Maryam Raza. Answer the comprehension questions
and the post-reading discussion questions. Do not worry about spelling, grammar, or complete
sentences.

Section 1: Comprehension Questions

The first section of a new story often gives important information. Read section 1 (the text before
the first heading) and answer these questions

1. What is the scam?

2. What crime did the scammers say her husband committed?

3. In your opinion, why did the scammers tell Raza that they were using her husband’s

phone?

Sections 2 and 3: Comprehension Questions

Read sections 2 and 3 (the text below both headings) and answer these questions.
1. What are at least 2 reasons that Raza thought she was really talking to the RCMP?

2. What is one technique the scammer used to make the scam realistic?

3. What happened? Write the six key events of the scam in order.

1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________

4. ____________________________________________________

5. ____________________________________________________

6. ____________________________________________________

46
Post-reading Discussion Questions. Think and share
Write your answers to these questions in point form. With a partner or in a small group, discuss
your answers.

1. Why do you think Raza gave the scammers the money? Why was this an effective
scam?

2. How does this story make you feel?

3. What could Raza have done differently to avoid the scam?

4. Have you heard a similar story about scams? If you have, describe the scam.

47
Adapted Reading Text:

'It was torture': Edmonton Woman Scammed Out of $15K

by Fake RCMP Officer
Andrea Huncar · CBC News · Posted: Feb 15, 2018 9:23 PM MT | Last Updated: February 16

An Edmonton woman is warning others about a telephone scam. She was tricked out of more
than $15,000 in false bail money and legal fees – by someone claiming to be an RCMP officer.
Maryam Raza said she was tricked into believing her husband was under arrest for not reporting
his identity had been stolen. The fake RCMP officer instructed her to transfer money through
Bitcoin ATMs.

Raza was warned that her husband's alleged crime could lead to $50,000 in fines or 18 months in
jail. They also said that telling other people would be obstruction of justice and could lead to her
deportation, she said.

"I honestly believed I was talking to the cops and I was really afraid of hurting my husband's
case," said Raza, who moved to Edmonton from Pakistan four years ago to join her husband, who
is a Canadian citizen.

Raza said her problems began on Monday morning this week. She was home alone with her
baby when the phone rang. When she answered, the line went dead. Her call display indicated
the RCMP K Division in Alberta had called twice.

Then her husband's cell number popped up. Raza believes she heard him saying hello before a
man who said he was an RCMP officer got on the line. He explained that the police’s line wasn’t
working, so they were using her husband's phone. She thought that her husband was with the
police because they were using his phone.

The person on the line also sounded like an RCMP officer.

Paid with Bitcoin

The fake officer identified himself and gave a badge number and a file number. He knew a lot of
information about her husband. He was joined on the line by a fake lawyer and accountant. The
man instructed her to pay her husband's bail of $2,340 at a local Bitcoin ATM. The
scammers falsely claimed that the machine had been installed by the government.

They warned she was being recorded and when she hung up, they called right back, tying up her
home phone line. When she asked to speak to her husband, they replied, "No, but you will be
able to soon."

48
p.2
For the next five hours, they kept her on the phone, and asked for more and more money. They
sent her to three nearby banks and an ATM. At another Bitcoin ATM, she deposited $9,000 in
fees for lawyers and paperwork. She said they told her she needed to pay another $6,000 to
clear her husband's name from city, provincial and federal records.

In the background, she could hear people saying "Hello, RCMP K Division," as if answering other
lines, said Raza. She also sent them a photo of her driver's licence.

In total, she sent them $15,140 — all of the couple's savings.

'You're safe'
When she called her husband and found out he was on the bus returning from work, rather than
in police custody, she said her first thought was "Oh my God, you're safe."

"Then it hit me, and I just started crying," said Raza, realizing she had been scammed. "After, I
realized I could have done so many things that I didn't do. But at the time it was happening, it was
torture." Now she understands that the scammers were faking her husband’s number and didn’t
have her husband or his phone.

Later they figured out how the scammers got their information. Earlier Monday morning, her
husband had answered a call from UPS. They told him he needed to sign for a package that was
arriving later that day and asked him where he worked. When no parcel arrived at his workplace,
her husband called UPS. But they knew nothing about the call or the parcel.

Raza admits she needs to educate herself about Canadian law enforcement but hopes going
public will educate others in case they become targets. She said when a loved one is in trouble,
"You stop thinking rationally," and urged others in her position to reach out to someone for help.
She also encouraged bank clerks to watch out for people being tricked into withdrawing large
sums of money.
Story adapted from: CBC News http://www.cbc.ca/news/canada/edmonton/edmonton-rcmp-scam-1.4538229

49
Original Reading Text:

'It was torture': Edmonton Woman Scammed Out of

$15K by Fake RCMP Officer
'I honestly, truly believed I was talking to the cops and I was really afraid of hurting my
husband’s case'
Andrea Huncar · CBC News · Posted: Feb 15, 2018 9:23 PM MT | Last Updated: February 16
An Edmonton woman is warning others about an elaborate telephone scam after she was
swindled out of more than $15,000 in bogus bail money and legal fees by someone claiming to
be an RCMP officer. Maryam Raza said she was tricked into believing her husband was under
arrest for not reporting his identity had been stolen. The caller who claimed to be an
RCMP officer instructed her to transfer money through Bitcoin ATMs.

Raza was warned that her husband's alleged crime could lead to $50,000 in fines or 18 months
in jail and that involving others would be considered obstruction of justice or could even lead to
her deportation, she said.

"I honestly, truly believed I was talking to the cops and I was really afraid of hurting my
husband's case," said Raza, who moved to Edmonton from Pakistan four years ago to join her
husband, a Canadian citizen. "I didn't want him to get jailed, for example. That's what was going
through my head."

Raza said her ordeal began on Monday morning this week. She was home alone with her 15-
month-old baby when the phone rang. Her call display indicated the RCMP K Division in Alberta
had called twice, but when she picked up the line went dead.

Then her husband's cell number popped up. Raza believes she heard him saying hello before a
man claiming to be an RCMP officer got on the line and explained they were using her
husband's phone because their line was dropping out. "It made sense at the time," said Raza,
recalling the confident and civil tone of the fake police officer, who "talked like Mounties talk"
and had answers for all her questions. "It's just enough to convince you," she said.

Paid with Bitcoin

The bogus officer identified himself as Austin White, badge number 44701. He provided the file
number #AB192805 along with many of her family's personal details, including her husband's
office location and department where he had apparently been taken into custody.

Joined on the line by a fake lawyer and accountant, the man instructed her to go to a Waves
Coffee House in the southwest neighbourhood of Windermere and pay her husband's bail of
$2,340 through a Bitcoin ATM. The scammers falsely claimed the machine had been installed

50
p.2
"They didn't even let me drop my baby to a babysitter," Raza said. For the next five hours, they
kept her on the phone, with her screaming toddler in tow, as their requests for money escalated.

They directed her to three nearby bank branches and an ATM. At another Bitcoin ATM, she
deposited $9,000 in fees for lawyers and paperwork. She said they told her she needed to pay
another $6,000 to clear her husband's name from city, provincial and federal records, which
would be finalized when they appeared in court Wednesday.

They also assured her the money was all refundable, and that the officer who would later
accompany her husband back to the house would be carrying three cheques, she said. In the
background, she could hear people saying "Hello, RCMP K Division" as if answering other lines,
said Raza, who also sent them a photo of her driver's licence.

In total, she sent them $15,140 — all of the couple's savings.

'You're safe'
Raza said she got suspicious and the call came to an end when the men suggested she use her
credit card. When she called her husband and found out he was on the bus returning from work
rather than in police custody, she said her first thought was "Oh my God, you're safe." "Then it hit
me, and I just started bawling my eyes out," said Raza, realizing she had been scammed. "After,
when he was sitting with me in front of me, I realized I could have done so many things that I
didn't do. But at the point in time it was actually happening to me it was torture."

Later they figured out how some of their information was likely compromised. Raza said earlier
Monday morning, her husband had answered an apparent call from someone at United Parcel
Service, insistent that he would need to sign for a package later that day and asking him where
he worked. When no parcel arrived at his workplace, her husband called UPS. But they knew
nothing about the call or the parcel. Tracking IP addresses themselves, they believe the money
deposited into Bitcoin ATMs was first transferred to London and then to France, she said.
Experts say recovering the virtual currency is difficult.

They have filed a complaint with Bitcoin and also the Edmonton police, who are expected to
comment Friday. Police have previously launched awareness campaigns to help people protect
themselves against various scams. Raza said she has since called the fake officer through a
WhatsApp number he used to text her the Bitcoin transaction code, but said he hung up on her.

Raza admits she needs to educate herself about Canadian law enforcement but hopes going
public will educate others in case they become targets. She said when a loved one is in trouble,
"You stop thinking rationally," and urged others in her position to reach out to someone for help.
She also encouraged bank clerks to be on the lookout for those being coerced into withdrawing
unusually large sums of money.
Story originally published by CBC News http://www.cbc.ca/news/canada/edmonton/edmonton-rcmp-scam-
1.4538229

51
Writing: Skill-Building and Skill-Using
Activities

Rental Scams: Notetaking ...................................................... Error! Bookmark not defined.

Note to a Friend about Fraud................................................. Error! Bookmark not defined.

52
Rental Scams: Notetaking
Skill: Reading and Writing

Teaching Notes: This reading and notetaking activity focuses on using the 5W’s + how
questions. If you completed the reading task “It Was Torture” before introducing this
activity, learners could use the questions brainstormed there to help them identify the
key information here.
Set Up: If technology allows, write the brainstormed questions on the board. Have
learners work through each step with a partner or complete each step independently
and review answers before moving on to the next step.
Assessment: Circulate to check on progress. After learners complete each stage, have
them compare notes. Alternatively, teacher notes can be shown, and learners can
compare and discuss their notes.
Answer Key: Use the reading text to decide what learners should include in their notes.

53
Rental Scams Activity: Note taking
Name: _____________________________ Date: ___________________

Instructions: Read the article and take notes. Use the 5 W’s and how to guide your
reading. Do not worry about grammar or spelling.
Step 1: What is the scam (main idea)?

Step 2: Highlight the other important details, focusing on who, where, when, and how.
Write the important information below.
Who (was scammed)?
__________________________________________________________________
Where (did the scam take place)?
__________________________________________________________________
When (did the scam take place)?
__________________________________________________________________
How (did the scam work)? (What happened?)
__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
Why (was it effective)?
__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

54
Rental Scams: Text

Woman charged after young families duped in alleged rental

scam: police
Written by Adam Carter · CBC News · Posted: May 18, 2018 12:32 PM ET | Last Updated: May 18

A woman who police say was running a rental scam out of a home where she was about to be
evicted is now facing criminal charges.

Investigators first heard about the issue late last year, when they started getting calls about an
alleged fraudster who had taken multiple deposits from potential renters — but all for the same
residence, on Thayer Avenue, near Upper Wellington and Concession.

CBC News spoke with several of those people last November, who said they were beyond
frustrated by what happened, and worried about finding a new place to live on short notice. The
home's landlord called the scam "just stupid."

In a news release issued Friday, police said that a woman and her boyfriend had moved in to the
central Mountain home, but didn't pay their rent. In October, the woman then reposted the
original Kijiji ad for the apartment without the landlord's permission, police say.

"The female took deposits from eight prospective renters and absconded with over $15,000
leaving the victims with no money and no residence," the police news release reads.

The accused, 19-year-old Chanelle Trottier from Grimsby, told CBC News back in November
that there was "not sufficient evidence" to charge her with any crime.

Police announced Friday that Trottier had been charged with fraud over $5,000 and using a
forged document.

She was released to appear in court at a later date.

"Police are reminding the public to protect themselves when renting," the investigators said in
the news release.

"Meet with the responsible person and physically inspect the location prior to signing a lease.
Check the address online to make sure it's not tied to any other scams and never send money to
strangers."

http://www.cbc.ca/news/canada/hamilton/rental-scam-1.4669099

55
Note to a Friend about Fraud
Skill: Writing

Competency Area: Sharing Information

Indicators of Ability: Expresses main ideas and supports them with details; Uses
appropriate connective words and phrases.

Teaching Notes: This activity assumes that the learners have completed most of the
activities in the module and so have a good knowledge of scams. Learners will need
about 15 minutes to plan before they begin writing

Set Up: Write the task on the board. Remind learners of strategies practised in class
(for example, making an outline). To ensure that learners understand the focus of the
activity, post the criteria and review them as a class. Remind learners to check their
work against these criteria before they submit.

Possible writing tasks:

A friend has just arrived from your home country. Write them an email explaining:

1. What a scam is, and how to identify one common scam.

OR

2. What a scam is, and some techniques phone scammers use.

Assessment: In pairs, have learners give each other feedback, using the peer checklist.
If they finish quickly, they could share their writing with other classmates while waiting
for everyone to finish. If technology allows, writing could be scanned and shown on the
board to allow the class to give group feedback to learners who have volunteered their
writing. Review peer feedback and add one action-oriented comment. Provide time to
act on this feedback in the next class.

56
Peer Review Checklist

Name of writer: _______________________________ Date: ______________

Name of peer reviewer: _______________________________

 I can understand the information.

Paragraph Structure:
 Is there a topic sentence? Underline it.
 Are there are at least 3 details explaining the topic sentence? Number the supporting details.
 Is there a concluding sentence? Underline it.

Vocabulary:

 Does the writer use topic words? List four effective words:

_______________________________________________________________

Sentences:

 The sentences were easy to follow.

Teacher Comment:

Peer Review Checklist

Name of writer: _______________________________ Date: ______________

Name of peer reviewer: _______________________________

 I can understand the information.

Paragraph Structure:
 Is there a topic sentence? Underline it.
 Are there are at least 3 details explaining the topic sentence? Number the supporting details.
 Is there a concluding sentence? Underline it.

Vocabulary:

 Does the writer use topic words? List four effective words:

_______________________________________________________________

Sentences:

 The sentences were easy to follow.

Teacher Comment:

57
Assessment Tasks: Listening, Speaking,
Reading and Writing

Listening Task and Text: Emergency Scams ...................... Error! Bookmark not defined.
Speaking Task: Describing a Scam ...................................... Error! Bookmark not defined.
Reading Task: CRA Scams .................................................... Error! Bookmark not defined.
Writing Task: Describing a Scam .......................................... Error! Bookmark not defined.

58
Listening Task and Text: Emergency Scams
Assessment Preparation: This assessment task is the culmination of the SB
and SU activities in the module. The listening text is short (1 minute, 43 seconds), but
the vocabulary (including some idiomatic language) and grammatical structures are
complex, making the text suitable for Stage 2. Because the text may be a little complex
for CLB 5, you could consider glossing a few key words (despicable, orchestrated,
logic).
Set Up: Before handing out the task, remind learners that

• The task will be easier if they use the listening strategies they have been
practising: reading the questions prior to listening; using visual clues to help with
comprehension, listening for key words, or others.
• The video will be played 2 times, with a pause between the 2 viewings so that
they can write down answers.
• Complete sentences are not required, and grammar will not be marked, but
answers need to be clear enough that the reader doesn’t have to guess.
Feedback: In addition to the formal assessment provided on the assessment tool,
provide feedback on any error patterns noticed. Depending on the needs of learners,
give additional feedback as a group or individually. After providing feedback, consider
replaying the video to allow
learners to review their answers Answer Key
1. Grandparents
individually or in small groups, 2. Give out banking information
perhaps discussing the 3. They have been in a car accident or are stuck in a foreign
strategies they used to find the country (one answer is enough)
answer. 4. One pretends to be a grandchild, and one pretends to be a
police officer or lawyer
5. It targets grandparents and takes advantage of their
emotions
6. Possible responses: Grandparents may be easy to scam
because they can’t hear as well. Grandparents are worried
their grandchild is in trouble, so they are too stressed. The
scammers pretend to be a lawyer or police officer, so it
seems very real. Scammers prey on the grandparents’
emotions (fear, anxiety, worry, etc.). Scammers don’t give
the person time to think.
7. Possible responses: Ask yourself if the request makes
sense. Call relatives to confirm the situation. Don’t give your
personal information on the phone. Call the police.

59
Listening Task
Topic: Avoiding Scams and Fraud Competency Area: Comprehending Information
Criteria: Identifies facts (#1, 2, 3, 4); Interprets explanations (#5, 6, 7).

Name: _____________________________ CLB Level: CLB 5 or CLB 6

Date: _____________________

Instructions: You will watch a video about a type of scam and answer questions. The
video will be shown two times. You do not need to use complete sentences in your
answers. Spelling and grammar will not be scored.

1. Who is the usual target of this scam? (1 point)

_________________________________________________________________

2. What do the scammers want the target to do? (1 point)

_________________________________________________________________

3. Why do the scammers claim that they need money? (1 point)

_________________________________________________________________

4. This scam requires two people. What roles do the two scammers play? (2 points)

_____________________________________________

_____________________________________________

60
 5. In your opinion, why is this scam described as the most despicable kind of scam?
(1 point)

_________________________________________________________________

_________________________________________________________________

6. In your opinion, what are two reasons this scam is often successful? (2 points, 1
point for each reason)

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

7. If you receive a call from someone asking for money, what are two things you
should you do? (2 points, 1 point for each possibility)

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

TASK SUCCESS
CLB 5 = 6/10 Your Score: /10
CLB 6 = 8/10 Your Score: /10

61
AT Video Transcript3: Emergency Scam
http://www.competitionbureau.gc.ca/eic/site/cb-bc.nsf/eng/04218.html
Of all the scams in the Little Black Book of Scams, we’re pretty sure that Emergency
scams wins the “Most Despicable” prize. Often targeting grandparents and playing on
their emotions to rob them of money, scammers phone the innocent senior, claiming to
be one of their grandchildren… and saying, usually with a high level of emotion, that
they are in some kind of serious trouble and need money immediately.
Techniques include saying they’ve been in a car accident or are stuck in a foreign
country. To make the scam even more disturbing and realistic, the grandparent often
also receives a call from a fake police officer or lawyer.
All of this is carefully orchestrated by the scammers who are talented actors, and it’s all
designed to get YOU to make a decision based on emotion, and not logic. Emergency
scams are all about stealing money… and when emotions run high, people too often
give out their banking information or actually go through the process of wiring money to
the scammer.
Always ask if the call makes sense… if the person on the phone really behaves like the
relative you know and love. Take the time to call other relatives to verify the story before
doing anything. Protect yourself AND your loved ones from emergency scams.
A message from the Competition Bureau of Canada… and the Little Black Book of
Scams.
Video length: 1 minute, 43 seconds

3
Used by permission: Canadian Anti-Fraud Centre

62
Speaking Task: Describing a Scam
Assessment Preparation: This assessment task is the culmination of the SB
and SU activities in the module. Based on the needs of the class, determine how the
task will be completed: with a partner, or one on one with a teacher. If it is completed as
a partner activity, decide if each pair will present in front of the class or in a small group
of three or four. Recording the presentation with learner smartphones or other
equipment will be helpful in all options but will be essential if the task is completed in
small groups.
Set Up: Explain how the task will be completed (i.e., one on one with teacher, with a
partner, in small groups). Confirm recording protocols (emailing file to the teacher and
then deleting after in-class review; not posting on any social media).
Review the criteria for the task to ensure everyone understands the expectations.
Feedback: If the presentations are completed one on one with the teacher, or in pairs
in front of the class, you will complete the tool and give feedback. If you record the
speaker, consider showing a few presentations (with learner permission) to the class.
Focusing on the criteria, identify the difference between CLB 5 and 6.
If presentations are simultaneous (in pairs or in small groups), circulate and assess as
many presenters as possible. The remainder will need to be assessed while watching
the videos.
In addition to the formal assessment provided on the assessment tool, you could have
listener(s) complete the Peer Feedback form immediately following the presentation or
after viewing the recording. (For guidance on activating learners as resources for each
other, including giving feedback, see Integrating CLB Assessment, Chapter 6: Engaging
Learners in the Assessment Process.)

63
Speaking Task
Topic: Avoiding Scams and Fraud
CLB 5/6: Share a fraud experience
Competency Area: Sharing Information

Name: _____________________________ CLB Level: CLB 5 or CLB 6

Date: _____________________

Instructions: Share an example of fraud with a partner – from your own experience,
someone you know, or a story you have read in the news. Consider the sequence of
events and add detail so that the listener understands what happened.

Meets
Not yet expectations
Sufficient level of detail
CLB 5: Provides adequate description, e.g., what happened and how it made the
speaker feel.
CLB 6: Provides adequate detailed descriptions, e.g., what happened, how it
made the speaker feel, why it was (or wasn’t) convincing.

Cohesion: CLB 5/6

Uses connective words and phrases to sequence events in an understandable
order.
Sentence Structure:
CLB 5: Demonstrates good control of simple structures and attempts to use
complex sentences using connective words (conjunctions?).
CLB 6: Uses a range of sentence structures with developing control of complex
sentences.
Vocabulary
CLB 5: Uses a range of common everyday vocabulary and uses some topic-
specific vocabulary. May use some limited idioms and/or cultural expressions.
CLB 6: Uses a range of everyday vocabulary and topic-specific vocabulary. May
use some idioms and/or cultural expressions.
To improve: Doing well:

TASK SUCCESS:
CLB 5 and 6:
Meets expectations on 3/4 criteria Your score: /4
Must include sufficient level of detail Sufficient level of detail? Yes No

64
Peer Feedback: After reviewing the video, give feedback to your classmate.
Name of speaker: ______________________________________________

Peer(s): _______________________________________________________

Not yet because…. Meets expectations

Sufficient level of detail:
The learner clearly explained what
happened, how it made them feel
without leaving out any important
details.
Cohesion:
The learner used connective words and
phrases such as next, then, after that, to
help put the events in a clear order.

Vocabulary: Examples of key vocabulary:

The learner used some key vocabulary.

Peer Feedback: After reviewing the video, give feedback to your classmate.
Name of speaker: ______________________________________________

Peer(s): _______________________________________________________

Not yet because…. Meets expectations

Sufficient level of detail:
The learner clearly explained what
happened, how it made them feel
without leaving out any important
details.
Cohesion:
The learner used connective words and
phrases such as next, then, after that, to
help put the events in a clear order.

Vocabulary: Examples of key vocabulary:

The learner used some key vocabulary.

65
Reading Task: CRA Scams
Assessment Preparation: This assessment task is the culmination of the SB
and SU activities in the module and assumes that learners have a basic understanding
of the Canadian Revenue Agency: that citizens file tax returns and that many filers pay
income tax to the federal government. Learners could review relevant sections of their
Language Companions, listed in this module in Additional Resources for Teachers.

Set Up: Before handing out the task and text, remind learners that

• The task will be easier if they use the reading strategies they have been
practising: skimming the text to get the gist, scanning for specific information, and
using text layout to understand the text.
• Spelling and grammar will not be scored.

Feedback: In addition to the formal assessment provided on the assessment tool,

provide feedback on any error patterns noticed. Depending on the needs of learners,
give additional feedback as a group or individually. Consider returning the marked task
and text to allow learners to review their answers individually or in small groups,
perhaps discussing the strategies they used to find the answer.

Answer Key:
1. To warn about CRA scams
2. Telephone, mail, text message or email
3. i) to receive a benefit or refund ii) to pay off a
debt
4. Call CRA or check My Account
5. If you request information during a phone call
with CRA
6. Take action right away/call CRA
7. Time/instance/situation
8. Careful/cautious/suspicious
9. Fake/not real
10. Possible answers: hang up or don’t respond; ask
a friend for advice; call the police; call the CRA
directly

66
Reading Task and Text
Topic: Avoiding Scams and Fraud
CLB 5-6 Reading Assessment Task: Read “Know How to Recognize a Scam” for information.
Competency Areas: Comprehending Information
Criteria: Getting the gist/main idea/purpose (#1); Finding details (#2 - 6); Applying information (10)
(inferring word meaning # 7-9)

Name: _____________________________ CLB Level: CLB 5 or CLB 6

Date: _____________________

Instructions: Read “Know How to Recognize a Scam” and answer the following questions. You
do not need to write complete sentences. Spelling and grammar will not be scored.

Part A (CLB 5 and 6):

1. What is the purpose of this text? (1 point)

_________________________________________________________________

2. What four ways do scammers contact you to try to get your personal information? (2
points)

_________________________________________________________________

_________________________________________________________________

3. What two reasons do scammers give for needing your personal information? (2 points)

_________________________________________________________________

_________________________________________________________________

4. What can you do to make sure you need to pay money to the CRA? (1 point)

_________________________________________________________________

5. What is the only time that the CRA will send an email with links in it? (1 point)

_________________________________________________________________

67
 6. What should you do if you do have a debt with the CRA? (1 point)

_________________________________________________________________
7. In the following sentence, what does circumstance mean? (1 point)

“This is the only circumstance in which the CRA will send an email containing links.”

_________________________________________________________________

Part B (CLB 6 only):

8. In the following sentence, what does vigilant mean? (1 point)

“Taxpayers should be vigilant when they receive, either by telephone, mail, text
message or email, a fraudulent communication that claims to be from the Canada
Revenue Agency (CRA) requesting personal information such as a social insurance
number, credit card number, bank account number, or passport number.”

_________________________________________________________________
9. In the following sentence, what does fictitious mean? (1 point)

“Cases of fraudulent communication could also involve threatening or coercive language

to scare individuals into paying fictitious debt to the CRA.”

_________________________________________________________________
10. Overall, what do you feel is most important advice if you are asked for your personal
information either through email or telephone? (2 points)

_________________________________________________________________

_________________________________________________________________

TASK SUCCESS:
CLB 5 = Part A: 7/9 Your Score: /9
Your Score:
CLB 6 = Part A: 7/9 + Part B: 3/4 Part A: /9
Part B: /4

68
Home → Canada Revenue Agency → Security

Know How to Recognize a Scam

There are many fraud types, including new ones invented daily.

Taxpayers should be vigilant when they receive, either by telephone, mail, text message
or email, a fraudulent communication that claims to be from the Canada Revenue
Agency (CRA) requesting personal information such as a social insurance number, credit
card number, bank account number, or passport number.

These scams may insist that this personal information is needed so that the taxpayer can
receive a refund or a benefit payment. Cases of fraudulent communication could also
involve threatening or coercive language to scare individuals into paying fictitious debt to
the CRA. Other communications urge taxpayers to visit a fake CRA website where the
taxpayer is then asked to verify their identity by entering personal information. These are
scams and taxpayers should never respond to these fraudulent communications or click
on any of the links provided.

To identify communications not from the CRA, be aware of these guidelines.

If you receive a call saying you owe money to the CRA, you can call us or check My
Account to be sure.

If you have signed up for online mail (available through My Account, My Business
Account, and Represent a Client), the CRA will do the following:
• send a registration confirmation email to the address you provided for online mail
service for an individual or a business; and
• send an email to the address you provided to notify you when new online mail is
available to view in the CRA's secure online services portal.

The CRA will not do the following:

• send email with a link and ask you to divulge personal or financial information;
• ask for personal information of any kind by email or text message.
• request payments by prepaid credit cards.
• give taxpayer information to another person, unless formal authorization is
provided by the taxpayer.
• leave personal information on an answering machine.

Exception:

If you call the CRA to request a form or a link for specific information, a CRA agent
will forward the information you are requesting to your email during the telephone call.
This is the only circumstance in which the CRA will send an email containing links.
69
Home → Canada Revenue Agency → Security

When in doubt, ask yourself the following:

• Did I sign up to receive online mail through My Account, My Business Account, or

Represent a Client?
• Did I provide my email address on my income tax and benefit return to receive
mail online?
• Am I expecting more money from the CRA?
• Does this sound too good to be true?
• Is the requester asking for information I would not provide in my tax return?
• Is the requester asking for information I know the CRA already has on file for me?

If you do have a debt with the CRA and can't pay in full, take action right away. For more
information, go to When you owe money – collections at the CRA.

Used with permission: ©Canadian Revenue Agency

70
Writing Task: Describing a Scam
AT
Assessment Preparation: This task is the culmination of the SB and SU
activities in the module. If appropriate, these stories could be collected and compiled in
a class newsletter for distribution to other classes.

Set Up: Go over the assessment tool as a class to ensure that learners understand the
expectations. Make clear that only CLB 6 needs to offer recommendations to avoid the
scam or what to do if they have been a victim of a scam. Remind learners of strategies
practised in class (e.g., making a timeline, or using the tool to review work before
handing in).
Learners could use the assessment tool for self-assessment, inserting their initials in the
appropriate column (not yet / meets expectations) beside each criterion – or writing “not
sure” if appropriate.
Feedback: In addition to the formal assessment provided on the assessment tool,
consider providing class time for learners to implement the action-oriented feedback
given. While learners are doing this, circulate and provide individual support as needed.
Ask learners to show you when work is completed. If a common issue surfaces,
consider giving a clarifying mini lesson before asking learners to make adjustments to
their writing.

71
CLB 5-6 Writing Assessment Task:
Competency: Sharing Information AT

Task: The class is developing a newsletter (or blog site) to raise awareness of scams.
CLB 5: Write one paragraph for the newsletter, to describe a scam that you have experienced,
read about in a news story, or heard about.

CLB 6: Write one to two paragraphs for the newsletter, to describe a scam that you have
experienced, read about in a news story, or heard about. Also, offer recommendations to help
others avoid the scam or to get help if they have been a victim of a crime.

Name: CLB Level: CLB 5 or CLB 6 Date:

Meets
Not yet Expectations
Overall:
CLB 5: Clearly describes a recent scam experience.
CLB 6: Clearly describes a recent scam experience and gives
recommendations.
Paragraph Structure:
CLB 5: Expresses a main idea and supports it with details and an
accurate description of events.
CLB 6: Expresses a main idea and supports it with detailed and accurate
description and with a clear sequence.
Grammar:
CLB 5: Demonstrates adequate control of connective words and phrases
that show a clear sequence of events. Attempts some complex.
sentences
CLB 6: Demonstrates appropriate control of connective words and
phrases that show a clear sequence of events. Shows developing control
of complex sentences.
Vocabulary:
CLB 5: Adequate range of vocabulary including topic specific
vocabulary.
CLB 6: Good range of vocabulary including topic specific vocabulary.
Doing Well: To Improve:

TASK SUCCESS: CLB 5 and 6 Your Score

Meets expectations on overall criterion Yes No
2/3 on analytic criteria /3

72