Real-World Task Guidelines:
Stage I
CLB 3
Shopping
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
- Visuals and contextual clues
- 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 use a range of familiar phrases and simple sentences and structures
- Create simplified versions of online shopping websites
- Create navigation guides for retail website
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.
- Responds with correct actions to directions and instructions.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
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.
- Responds with correct actions to directions and instructions.
Comprehending Information
Understand short, simple, descriptive communication about a daily routine.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Sharing Information
Ask for and give information about immediate needs and some feelings related to common everyday activities.
- Asks and answers simple questions.
- Expresses very simple immediate and future needs, wants and plans.
Getting Things Done
Make and respond to an expanding range of
simple requests related to everyday activities
- Uses simple sentences and question formations.
- Repeats and attempts to explain when necessary.
- Provides some basic details.
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.
- Identify key information and the main idea.
Getting Things Done
Get information from simple formatted texts.
- Scans formatted text (such as a directory) to find specific information.
- Gets overall meaning.
Getting Things Done
Write short simple business or service messages.
Conveys the message, although a reader might have some difficulty following.
- Uses language and content that are appropriate to the intent and social context.
Interacting with Others
Conveys short, personal, informal social messages on topics related to familiar everyday situations.
- Uses language and content that are appropriate to the message and the social context.
- Describes some feelings appropriate to the message.
Getting Things Done
Complete short, simple forms that require basic, personal identification or familiar information.
Forms contain about 12 to 15 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows standard conventions for capitalization and punctuation.
Additional Sample Real-World Tasks and Competency Areas
Listen to an apology from a sales associate about a clothing item not available in your size. (Comprehending Information)
Tell a friend a few sentences about a new store and what you can buy. (Sharing Information)
Read instructions for how to redeem a coupon through a website. (Comprehending Instructions)
Copy a paragraph from a product warranty information for a friend experiencing a problem with the product. (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.
- Have familiarity with and be able to use real-world tools such as automatic checkouts and subscription services.
Instructors can:
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Share knowledge and strategies to ensure online safety.
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.
- Complaining, even implicitly by returning a product, can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime. Make sure that learners are always aware that this is a normal and acceptable part of shopping and be ready to provide support if needed.
Strategies:
- 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.
