Real-World Task Guidelines:
Stage I
CLB 3
Getting Around and Transportation
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Additional visual or non-verbal support (pictures, gestures)
- Non-demanding contexts
- Topics that are familiar and related to everyday needs
Instructors may need to:
- Speak at a slow to normal rate
- Guide and encourage learners with questions and prompts
- Provide face-to-face interaction (in-person or via online video conference)
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
Comprehending Instructions
Understand instructions and directions related to familiar, everyday situations of immediate personal relevance.
- Identifies words and phrases that indicate movement, location, measurement, weight, amount and size.
- Identifies basic connectors related to time (now, then, before, after) and place (this, that, here, there).
Getting Things Done
Understand expressions used in familiar everyday situations (such as requests, permissions and warnings).
- Identifies phrases and sentences related to simple persuasive functions.
- Understands the gist and an expanding range of factual details.
Interacting with Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions. [Interlocutors are familiar and supportive.]
- Initiates and responds appropriately in short routine exchanges about self and another person
- Uses an expanding range of courtesy formulas and small talk phrases.
Getting Things Done
Make and respond to an expanding range of simple requests related to everyday activities.
- Uses appropriate polite expressions.
- Uses simple sentences and question formations.
Getting Things Done
Get information from simple formatted texts.
- Identifies layout and specific information.
- Scans formatted text (such as a directory) to find specific information.
Getting Things Done
Understand the purpose, main idea, key information and some details in simple, short texts related to everyday familiar and personally relevant situations and topics. [Texts may be supported by simple formatted graphs, tables and diagrams.]
- Gets the gist.
- Identifies key information and main idea.
Getting Things Done
Complete short, simple forms that require basic personal or familiar information and some responses to simple questions. [Forms contain about 12 to 15 items, and have clear labels and areas in which to write.]
- Follows appropriate conventions for addresses, telephone numbers, etc.
- Follows most spelling conventions.
Reproducing Information
Copy or record a range of information from short texts for personal use. [Texts to copy are up to about 1 paragraph and have a clear layout; can include passages, directories, schedules, instructions, and dictionaries.]
- Copies or records letters, numbers, words and sentences with correct capitalization and punctuation.
- Follows standard Canadian conventions for capitalization, punctuation and other requirements of the genre.
Additional Sample Real-World Tasks and Competency Areas
Listen and respond to a request to switch seats so a family can sit together on transit. (Getting Things Done)
Give a cab or Uber driver short, simple directions to your home. (Getting Things Done)
Read a simple public service sign about transit etiquette. (Sharing Information)
Write a message to a friend inviting them to your home for a celebration and give directions. (Getting Things Done)
Additional Resources
- Tutela
- CCLB Multilevel Module: Getting Around a City- A CLB 3-4 Module with Teaching Materials
- CCLB Multilevel Module: Getting Around a City- A Blended CLB 3-4 Module with Teaching Materials and Online Learning Activities
- OCDSB Module: Preparing to Take Public Transit (CLB 3)
- OCDSB Module: Taking Public Transit (CLB 3)
- Ellii
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have or develop keyboarding and typing skills.
- Send and receive text messages.
- Get information from a website.
- Familiarity with and be able to use real-world tools such as a transit app.
- Fill in forms online.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Introduce websites that are relevant to the task(s).
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 that learners with disabilities and learners who are neurodivergent may need accommodations for transportation and getting around; when possible, help learners of all abilities understand their rights that are protected by law.
Trauma-Informed Strategies
Triggers:
- Discussions of disabilities and neurodivergence may be triggering for learners who have experienced trauma.
- Learners who have experienced trauma can be triggered by people in positions of authority such as transit operators or officers.
Strategies:
- Learners who have experienced trauma often benefit from having routine.
- Learners who have experienced trauma benefit from having choices.
- Allow learners the choice:
- 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
- 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.
