Real-World Task Guidelines:
Stage I
CLB 1
Home and Neighbourhood
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:
- Limit vocabulary to familiar words and phrases
- Speak slowly
- Create simplified versions of online forms
- Modify instructions to limit to 2 to 5 words
Comprehending Instructions
Understand very short, simple instructions and requests related to immediate personal needs.
- Identifies words or phrases that indicate positive or negative commands or requests.
- Indicates comprehension with appropriate verbal and non-verbal responses.
Interacting with Others
Understand individual greetings, introductions and goodwill expressions.
- Identifies individual, familiar words and short phrases used in courtesy formulas.
- Indicates comprehension with appropriate verbal or non-verbal responses.
Getting Things Done
Understand expressions used to make and respond to requests in situations of immediate personal need.
- Identifies expressions for basic requests.
- Responds appropriately with physical or verbal responses.
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.
Getting Things Done
Make simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Use acceptable gestures and body language when making requests.
Interacting with Others
Understand short greetings and simple goodwill messages.
- Identifies specific goodwill expressions and their meanings.
- Locates specific words and phrases.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Identifies an address.
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.
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.
Sharing Information
Writes a few words to complete a short, guided text to describe a personal situation.
- Writes a few personal and familiar details.
- Writes legibly.
Getting Things Done
Complete very short, simplified forms that require only basic personal identification information.
- Writes a few personal and familiar details.
- Follows some conventions for addresses, telephone numbers, etc.
Additional Sample Real-World Tasks and Competency Areas
Listen to a few phrases about a community event for Truth and Reconciliation Day to find out the date and time. (Comprehending information)
Answer 2 or 3 simple questions about your neighbourhood. (Sharing information)
Find 2-3 familiar words on a neighbourhood map. (Getting things done)
Make a short list of up to 15 useful neighbourhood phone numbers. (Reproducing information)
Additional Resources
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.
- Fill in simple forms online.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
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.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority; make sure learners understand their rights in relation to landlords and housing authorities and give strategies for making polite requests.
Strategies:
- Recognize that not everyone will feel comfortable with the idea of meeting previously unknown neighbours; adapt tasks to meet “safer” people such as classmates or other teachers as needed.
- 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.
