Real-World Task Guidelines:
Stage I
CLB 3
Health and Wellness
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Slow to normal rates of speech
- Face-to-face or digital interactions (that are usually one-on-one or in small groups)
- Topics related to personal relevance
- Non-demanding contexts
- Relatively short texts
Instructors may need to:
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Create navigation guides for websites
- Adapt resources to simplify social interactions
- Modify instructions to limit to 2 to 4 steps
- Speak clearly at a slow to normal rate
Comprehending Information
Understand short, simple, descriptive communication about a person, object, situation, scene, personal experience or daily routine.
- Gets the gist.
- Identifies factual details, key words and expressions.
Comprehending Instructions
Understand instructions and directions related to familiar, everyday situations of immediate personal relevance.
- Identifies basic connectors related to time (now, then, before, after) and place (this, that, here, there).
- Responds with correct actions to instruction.
Interacting with Others
Understand simple social exchanges, including styles of greetings, introductions and leave taking.
- Begins to identify formal and casual style and register
- Identifies participant roles and relationships based on courtesy formulas and introductions.
Interacting With Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions.
- Responds appropriately in short routine exchanges.
- Initiates and responds appropriately in short routine exchanges about self and another person.
Getting Things Done
Make and respond to to an expanding range of simple requests related to everyday activities
- Uses appropriate polite expressions.
- Uses simple sentences and question formations.
- Repeats and attempts to explain when necessary.
Sharing Information
Give simple descriptions of experiences in a few short sentences.
- Answers simple, factual questions.
- Follows conventions for providing personal information such as addresses and phone numbers.
Comprehending Information
Understand the purpose, main idea, key information and some details in simple, short texts related to everyday familiar and personally relevant situations and topics.
- Gets the gist.
- Identifies key information and main idea.
Comprehending Instructions
Understand short, simple, clearly sequenced instructions for familiar everyday situations.
- Identifies sequence signals (such as first, second, next).
- Recognizes words, phrases and symbols commonly used in instructions.
Getting Things Done
Get information from short business or service texts.
- Gets overall meaning.
- Scans text for specific information.
Getting Things Done
Complete short, simple forms that require basic, personal identification or familiar information.
- Includes the required basic information with no major omissions.
- Follows standard conventions for capitalization and punctuation.
Reproducing Information
Copy or record a range of information from short texts for personal use.
- Copies or records letters, numbers, words and sentences with correct capitalization and punctuation.
- Copies text with no major omissions and only occasional copying mistakes.
Additional Sample Real-World Tasks and Competency Areas
Listen to an x-ray technician make a few simple requests when taking an x-ray. (Getting Things Done)
Give a couple of short instructions to a friend for how to get to the community health centre. (Giving Instructions)
Read a simple notice about hand washing. (Getting Things Done)
Write a few short simple sentences about a healthy living practice. (Sharing information)
Additional Resources
- Avenue
- CCLB
- Tutela
- Ottawa Public Health. Language learning for health CLB 2-3 Lesson plans and handouts.
- Canadian Mental Health Association Nova Scotia. Refugee Men’s Health and Well-being: Strategies for Language Instructors.
- Burnaby English Language Centre. Health and Safety: Teaching resources CLB 1-4.
- ISSofBC. Does your arm hurt? Health videos for CLB 2-3.
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Fill in forms online.
- Scan online resources to find information.
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.
- Recognize that people who identify as women may not have had independent access to medical professionals and health care. Make sure these learners are aware of their rights in Canada and the resources that are available to them.
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 the healthcare system and give strategies for making polite requests.
- Learners who have experienced trauma may find discussions of health care triggering.
Strategies:
- Learners have the right to choose if, when and what they share about themselves.
- 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.
