Real-World Task Guidelines:
Stage I
CLB 3
Social Connections and Relationships
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Supported by visuals and non-verbal communication
- Face-to-face communication
- Non-demanding contexts
- Content that is familiar and related to their immediate needs
Instructors may need to:
- Speak clearly at a slow to normal rate
- Guide and encourage with questions and prompts
- Be a supportive listener
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
Interacting with Others
Understand simple social exchanges, including styles of greetings, introductions and leave-taking. [Communication is brief, about 5 turns.]
- Begins to identify formal and casual style and register.
- Identifies participant roles and relationships based on courtesy formulas and introductions.
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 as required.
Getting Things Done
Make and respond to an expanding range of simple requests related to everyday activities.
- Uses simple sentences and question formations.
- Provides some basic details.
Giving Instructions
Give simple, common, routine instructions and directions to a familiar person. [Instructions are 2 to 3 steps.]
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
Interacting with Others
Understand short, personal social messages (such as invitations, thanks, apologies, quick updates and arrangements) within predictable contexts of daily experience.
- Gets the gist.
- Identifies some specific details and information.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Gets overall meaning.
- Interprets simple graphics.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Scans formatted text to find specific information.
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 events, people, places, things (who, what, where and when).
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.
Sharing Information
Write a few sentences to describe a familiar person, object, place, situation or event. [Writing is up to about 5 sentences.]
- Uses a few connected sentences.
- Provides adequate descriptions, though a reader may have some difficulty following the message.
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 legibly, causing only slight uncertainty in decoding for the reader.
Interacting with Others
Convey short personal and informal social messages on topics related to familiar everyday situations (such as invitations, thanks, updates, cancellations and apologies)
- Messages are a few short sentences addressed to a familiar person and related to personally relevant situations.
- Conveys the message, reader may have to guess or make inferences to follow completely.
- Uses language and content that are appropriate to the intent of the message and the social context.
- Describes time and location where necessary.
Additional Sample Real-World Tasks and Competency Areas
Listen to a conversation between friends making plans to get together. (Interacting with Others)
Tell a friend about your weekend.
(Sharing Information)
Identify details from a family calendar.
(Getting Things Done)
Write a text message or note to apologize for forgetting their birthday. (Interacting with Others)
Additional Resources
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have keyboarding and typing skills.
- Send and receive text messages.
- Use familiar apps and web pages.
- 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).
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
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 may come with existing biases around family, gender roles and norms and types of families.
Strategies:
- Welcome diverse viewpoints and provide learners with opportunities to share their own experiences.
- Gently call out disrespectful comments and encourage respectful interactions with and between all learners.
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.
