Real-World Task Guidelines:
Stage I
CLB 2
Equity, Diversity and Inclusion
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Very clearly formatted texts with clear font or printing
- Use of common and familiar visuals in reading texts
- Visual clues such as accompanying video for listening texts
- Very slow, clear speech in listening texts
Instructors may need to:
- Limit answers that require writing; use tasks that require circling, matching, etc.
- Ensure texts include familiar words and phrases
- Ensure topics are very familiar and concrete
- Repeat listening texts
- Give a lot of support to learners in dialogues
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies simple factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Getting Things Done
Understand expressions used to make and respond to requests and warnings in situations of immediate personal need.
- Identifies expressions for basic requests and warnings.
- Responds appropriately with physical or verbal responses.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Interacting with Others
Understand greetings, introductions, requests, goodwill expressions and an expanding range of basic courtesy formulas. Communication is very brief, 2 or 3 turns.
- Identifies common courtesy phrases and an expanding range of expressions.
- Identifies participant roles and relationships based on courtesy formulas and introductions.
Sharing Information
Give expanded basic personal information to a supportive listener.
- Expresses likes and dislikes.
- Expresses basic ability or inability.
Giving instructions
Give short, simple, common, routine instructions.
Instructions are short phrases or imperative sentences.
- Uses imperative form, memorized stock expressions, and appropriate courtesy formulas.
- Gives both positive and negative commands.
Giving Instructions
Give short, simple, common, routine instructions to a familiar person.
Instructions are short phrases or imperative sentences.
- Uses imperative forms, memorized stock expressions and appropriate courtesy words (such as please).
- Gives both positive and negative commands.
Getting Things Done
Make and respond to simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
Getting Things Done
Get information from simple formatted texts.
- Recognizes layout.
- Scans text to find specific details.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
Comprehending Information
Understand the purpose and some basic details in very simple, short texts related to everyday, familiar, personally relevant situations and topics.
- Identifies number.
- Identifies purposes, a few key words and short, common expressions.
Interacting with Others
Write a birthday message for your classmate in 2-3 sentences.
- Completes a message with simple information.
- Uses adequate spelling and punctuation.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Follows some spelling and punctuation conventions.
- Writes legibly.
Additional Sample Real-World Tasks and Competency Areas
Listen to a few simple sentences about organizations in your community that support newcomers. (Comprehending Information)
Talk with a friend about your favourite holiday or festival in your home country or a country you have lived in. (Sharing Information)
Read 4-5 sentences about Viola Desmond. (Comprehending Information)
Complete up to 10 items on a form to join a newcomers choir. (Getting Things Done)
Additional Resources
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Scan online resources to find information.
- Fill in forms online.
Instructors can:
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on 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.
- 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.
- Recognize that some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
- Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Trauma-Informed Strategies
Triggers:
- Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence.
- Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
Strategies:
- Give learners advance warning of discussions of this topic.
- 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.
