• Are the accents on French place names important in an address?

• Why do we put return addresses? (the long boxes on the envelopes represent return addresses, which aren't part of this activity because we felt it would be too repetitive)

• Why is there no tax centre in Toronto, which is the city with the most people?

• Why are the tax centres where they are? It might be interesting to use an atlas to locate the tax centres.

• Why do people in Peterborough send their returns to Newfoundland? (and other oddities in the list)

• This activity requires us to imagine that the taxpayer can phone a number and speak to a real person to get the addresses, rather than negotiate an automatic message system, which may not be realistic. It's an accommodation that is necessary to make a real-life task into a classroom learning activity. After the learners complete the activity, you might ask them to compare this way of doing things to using a recorded message system. The "taxpayers" may have different opinions from the "CCRA staff people".

• Learners can get the addresses from the internet instead, if that is more suited to them:

  www.ccra-adrc.gc.ca/tax/individuals/faq/
  t1filingaddress-e.html.

After the activity sheets, you will find an answer sheet, two demonstrations, assessment sheets, and a list of performance indicators.