Detailed Sample Task: Stage I

CLB 1 - Listening Comprehending Instructions

Getting Around and Transportation

Real-World Task

Follow a single step direction to get on the right bus like “Take bus number 2” or “Get off at the shopping centre.”

Planning Context

Helpful Knowledge:

Some experience or familiarity with taking public transportation.
Letters and numbers.

Context:

It is often necessary to follow simple instructions when using public transportation. Being able to follow instructions can help you to get on the right bus / train, take the correct route, and get on and off at the right stops.

Vocabulary and Grammar

Sample Vocabulary:

Types of public transit
(bus, train, ferry, subway, LRT, accessible transit)
Verbs
- get (on)
- take
Letters and numbers

Sample Grammar:

Basic words and expressions related to forms of public transit.
Imperative forms.
Positive and negative imperatives.
Demonstratives – this / that.

Knowledge and Strategies

Textual and Functional Knowledge:

Listening for imperatives.
Listening for positive/ negative imperatives.

Sociolinguistic Knowledge:

Body language and gestures for communication and comprehension.

Activities and Tasks

Sample Skill-Building Activities:

Elicit and identify common types of transportation in your area.
Match vocabulary words with pictures of different modes of transportation (bus, train, e-scooter).
Read a short picture story about someone getting on the wrong bus. Identify the problem and elicit stories from learners about problems they have when using public transportation (or other modes of transit).
Create a short, simple instructor-made story on the topic, and have learners listen as the instructor reads, following with their finger. Have learners repeat after the instructor to match intonation and fluency. Finally, have learners read the story as a group, and then individually. These activities practice vocabulary in context, show relevancy of the language and improve fluency.
Listen to short (1 to 2 turn) conversations of transit users asking for help and getting instructions for taking the right mode of transportation.
Identify the parts of the conversation (getting attention / asking for help, following instructions, saying thank you).
Introduce and practice expressions for getting attention / asking for help by listening and repeating them. Work in pairs to practice using the expressions to get attention.
Listen to single-step instructions for taking the right bus / train / ferry and identify the pictures that match the instruction. Review letters or numbers if needed. Identify common verbs used for giving instructions about which bus / train to use.
Review common gestures one might see when listening to directions / instructions for using public transit. Watch the instructor make gestures and identify the meaning of the gestures.
Role-play a short conversation with a classmate asking for help and listening to / giving instructions for taking the right bus.

Sample Skill-Using Tasks:

Listen to a conversation asking for help and following instructions to get on the right bus. Circle the correct bus number / letter / route. Use a picture-based checklist to assess understanding.

Sample Assessment Tasks:

Listen to 3 to 5 single-step instructions for taking the right bus. Circle the pictures that best match the instructions.

Teaching Considerations

Cultural Considerations:

Have learners compare and contrast modes of transportation from other countries and Canada to develop intercultural awareness.
Consider the specific context of your learners and adapt materials as needed. For example, what are the common modes of public transportation in your area?
Discuss other modes of transportation that are accessible for your learners such as e-scooters, ride-shares, taxis, walking, driving.
Apps and other platforms are often used for way-finding and navigation of public transportation systems.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline digital knowledge and skills.

Learners may need to:

Use videoconferencing technology for online meetings.
Navigate and use online learning management systems (LMS) such as Avenue.

Instructors can:

Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.

Equity, Diversity, Inclusion and Indigenization Strategies:

Instructors can:

Recognize that learners with disabilities and learners who are neurodivergent may need accommodations when using public transportation or other modes of transit. When possible, help learners of all abilities understand their rights to accessible and safe transportation.
Recognize that learners who live in rural parts of Canada may not have access to public transportation.
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:

Possible Trauma Triggers:

Learners may be triggered by feeling like they are in dangerous or risky situations.

Strategies:

Consider discussing strategies for safety when using public transportation (such as walking with a friend, phoning a friend before you leave and when you get home, staying in well-lit areas, and so on.
Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Plan and take a class trip using public transportation.
Include asking for help and thanking someone for help as part of the module.
Extend comprehending instructions to other aspects of taking transit such as following directions, getting off at the right stop and so on.

Realia:

transit tickets / passes
transit route maps

Units and Modules:

Tutela Resources:
- Blended Module CLB 3-4 Getting Around a City (May need to be adapted for the level you teach.)
- Using a Car A CLB 1-2 Module with Teaching Materials

Lessons and Activities:

Language Companion: Where I Live, p. 12; Helpful English, pgs. 12-14
Ellii
- Transportation Work Bank
- Transportation for Timmy: Work Bank Readers CLB 1-2
- Transportation Simple Sentences CLB 2-4 (May need to be adjusted for the level you teach.)
- Bus Schedules CLB 2-4  (May need to be adjusted for the level you teach.)
Taking the Bus CLB 3-4 (May need to be adjusted for the level you teach.)