Real-World Task Guidelines:
Stage I
CLB 4
Community and Recreation
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 online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Slow their rate of speech
- Use everyday common speech and text
Comprehending Information
Understand short descriptive or narrative communication on topics of personal relevance.
- Identifies factual details, some implied meanings, key words and expressions.
- Identifies who, what, where and when.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Interacting with Others
Understand short social exchanges containing introductions, casual small talk and leave-taking.
Communication is about 6 turns.
- Identities formal and casual style and register.
- Identities specific factual details and some implied meanings.
Getting Things Done
Make and respond to a range of requests and offers (such as getting assistance, and asking for, offering, accepting or rejecting goods or services.)
- Asks questions and makes requests and suggestions politely and appropriately.
- Uses modals with some accuracy.
Interacting with Others
Use a range of courtesy formulas and some casual small talk in short, one-on-one or small group interactions. [Interlocutors are familiar and supportive.]
- Uses non-verbal communication (such as eye contact and nodding) to show interest and encourage conversation.
- Uses a range of small talk phrases and expressions.
Getting Things Done
Get information from simple formatted texts (such as forms, tables, schedules and directories).
- Identifies layout and specific information.
- Identifies type and purpose.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Finds main ideas, specific information and key details.
- Compares facts and information to make choices.
Getting Things Done
Complete simple forms that require basic personal or familiar information and some responses to simple questions. [Forms contain about 15 to 20 items and have clear labels and areas in which to write.]
- Follows appropriate conventions for addresses, telephone numbers, etc.
- Follows most spelling conventions.
Sharing Information
Write a short paragraph to describe a familiar situation, event, personal experience or future plan. [Writing is about 1 paragraph.]
- Uses basic paragraph structure.
- Describes the situation adequately so that a reader can follow.
Reproducing Information
Copy or record an expanded range of information from short texts for personal use.
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text with no major omissions and only occasional copying mistakes.
Reproducing Information
Copy or record an expanded range of information from short texts for personal use.
Texts to copy are up to about 2 paragraphs and have a clear layout.
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Interacting with Others
Convey short, personal, informal social messages on topics related to familiar everyday situations.
Message is a few sentences or a short paragraph addressed to a familiar person and related to a personally relevant situation.
- Conveys the message so that a reader can follow it.
- Conveys main ideas and supports them with some detail in a basic paragraph structure.
Getting Things Done
Write simple business or service texts; Messages are about 7 sentences
- Conveys main ideas and supports them with some detail in a basic paragraph structure.
- Uses language and content that are appropriate to the purpose, intent and social context.
Additional Sample Real-World Tasks and Competency Areas
Listen to a short commercial about the benefits of getting a membership at a recreation centre. (Getting Things Done)
Call the customer service line at a recreation centre to request information about a membership. (Getting Things Done)
Read a message from a friend inviting you to help with a community multicultural festival. (Interacting with Others)
Write a short message to a neighbour asking them to join you on a camping trip, providing some details about the trip. (Interacting with Others)
Additional Resources
- Tutela
- Avenue Course Builder
- Ellii
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Use familiar apps, web pages and/or social media sites.
- Fill in forms online.
- Scan online resources to find information.
- 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.
Instructors can:
- Support learners in finding, navigating and using websites and apps.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
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 diverse representations of community events in your learning resources such as special days that celebrate 2SLGBTQIA+, Indigenous, Francophone and other cultural groups.
- 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.
- Use gender neutral titles when addressing people.
Trauma-Informed Strategies
Triggers:
- Discussions of poverty and food scarcity may be triggering for learners who have experienced shame or social stigma related to this topic.
- Filling in forms can be a trigger for learners who have experienced trauma.
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.
