Real-World Task Guidelines:
Stage I
CLB 2
Home and Neighbourhood
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Slower rate of speech
- Visual supports
- Face-to-face or one-one-one digital interactions
- Short and supportive interactions
- Non-demanding contexts
Instructors may need to:
- Slow their rate of speech
- Use everyday common speech and text
- Create simplified versions of rental websites and forms
- Modify instructions to limit to simple imperative sentences
Comprehending Instructions
Understand short, simple and common instructions and requests related to immediate personal needs.
- Identifies words or phrases that indicate positive or negative commands or requests.
- Responds verbally (by answering questions) or with actions.
Getting Things Done
Understand expressions used to make and respond to requests in situations of immediate personal need.
- Identifies expressions for basic requests.
- 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.
Interacting with Others
Use and respond to courtesy formulas and greetings.
- Initiates and responds appropriately to introductions and leave-takings using appropriate courtesy formulas.
- Opens a short conversation.
Getting Things Done
Make simple requests related to common everyday activities.
- Uses appropriate memorized expressions, simple sentences, and courtesy formulas for requests.
- Speaks in short phrases and some short sentences, with very little evidence of connected discourse.
Interacting with Others
Understand short greetings and other goodwill messages.
- Identifies specific goodwill expressions and their meanings.
- Identifies when and where.
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.
- Finds key words and simple details.
Sharing Information
Writes a few words to complete a short, guided text to describe a personal situation.
- Writes personal details in response to a few short questions.
- Follows some spelling and punctuation conventions.
Getting Things Done
Complete short, simplified forms that require only basic personal information.
- Includes the required basic information in appropriate sections.
- Follows some conventions for addresses, telephone numbers, etc.
Reproducing Information
Copy a range of information, from simple lists or very short passages, for personal use or to complete short tasks.
- Copies letters, numbers, words, and sentences with correct capitalization and punctuation.
- Follows standard Canadian conventions and styles when copying addresses and phone numbers.
- Copies text legibly; reader may still have difficulties decoding some letters and numbers.
Additional Sample Real-World Tasks and Competency Areas
Listen to a classmate share their phone number. (Comprehending information)
Give a few short instructions to a friend to take care of a houseplant. (Giving instructions)
Read a few familiar words on a simplified map to locate a community BBQ. (Getting things done)
Copy information from neighbourhood signs. (Reproducing information)
Additional Resources
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Locate, navigate and use websites.
- Fill in forms online.
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.
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 relation to landlords and housing authorities and give strategies for making polite requests.
Strategies:
- Recognize that not everyone will feel comfortable with the idea of meeting previously unknown neighbours; adapt tasks to meet “safer” people such as classmates or other teachers as needed.
- 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.
