Real-World Task Guidelines:
Stage I
CLB 1
Global Citizenship
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Visual supports
- Short and simple text
- Face-to-face interactions
- Slower rates of speech
- Short, supportive contexts
Instructors may need to:
- Adapt or make materials and resources
- Slow their rate of speech
- Use everyday common speech and text
- Create simplified versions of online forms, brochures and websites
Comprehending instructions
Understand very short, simple instructions, commands and requests related to immediate personal needs.
- Identifies words or phrases that indicate positive or negative commands.
- Indicates comprehension with appropriate verbal or non-verbal requests.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, times and dates.
- Identifies a few simple key words and short expressions.
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate needs.
- Identifies words or phrases that indicate positive or negative commands.
- Indicates comprehension with appropriate verbal or non-verbal requests.
Interacting with Others
Use and respond to basic courtesy formulas and greetings.
- Responds appropriately to common greetings, introductions, and leave-takings.
- Indicates communication problems verbally or nonverbally.
Sharing Information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Uses alphabet to spell out words, such as own name
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers and familiar words.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Finds a few key words and simple details.
Comprehending instructions
Understand very short, simple instructions for common, familiar everyday situations.
- Recognizes individual words (imperative verbs and common nouns) in a set of instructions.
- Identifies numbers, a few key words and short expressions in instructions.
Reproducing Information
Copy numbers, letters, words, short phrases or sentences from simple lists or very short passages, for personal use or to complete short tasks.
- Copies letters, numbers, words and short sentences, including capitalization and punctuation.
- Follows standard Canadian conventions and styles when copying addresses and phone numbers.
Interacting with Others
Convey greeting or other goodwill messages by completing cards or other very short, simple standard texts.
- Completes a standard greeting card or message with simple and minimum information.
- Completes message with an appropriate salutation (such as hi, hello, dear, to) and closing (such as from, regards, love).
Reproducing Information
Copy numbers, letters, words, short phrases or sentences from simple lists or very short passages, for personal use or to complete short tasks. Texts to copy are up to 2 sentences in length, have a clear layout and basic everyday information.
- Copies letters, numbers, words and short sentences, including capitalization and punctuation.
- Copies text legibly; reader may still have difficulties decoding some letters and numbers.
Additional Sample Real-World Tasks and Competency Areas
Listen to an offer of help from a clerk in a government office. (Getting Things Done)
Greet a volunteer coordinator at an event and introduce yourself. (Interacting with Others)
Read an invitation to a friend’s holiday party. (Interacting with Others)
Complete up to 5 items of personal information on a form to volunteer at a community event. (Getting Things Done)
Additional Resources
- Avenue
- CCLB
- Elli Flashcards: The Environment
- Ellii Collection: Environment
- Tutela
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have keyboarding and typing skills.
- Send and receive text messages.
- Fill in forms online.
- Have an email address and be able to navigate email proficiently.
- Send and receive text messages.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Introduce tools and apps that can aid learners in coping with communication barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Share knowledge and strategies to ensure online safety.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
- Use gender neutral titles when addressing people.
- Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people in Canada.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority.
- Themes of global citizenship can be triggering for learners who have experienced trauma or oppression. Always follow trauma-informed practice and watch out for learners who may need extra support.
Strategies:
- Give learners advanced warning of discussions of this topic.
- Allow learners the choice:
- to work on a different topic
- to share or not share their own experiences
- to work alone or to work with others
- to take care of themselves
- to step out of the learning environment
- Learners have the right to choose if, when and what they share about themselves.
- Make space for learners to feel safe and recover from the experience of sharing their experiences.
- Giving learners the knowledge, skills and language to access resources can be empowering.
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks.
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
