Real-World Task Guidelines:
Stage I
CLB 4
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 short social exchanges containing introductions, casual small talk and leave-taking. [Communication is about 6 turns.]
- Identifies formal and casual style and register.
- Identifies specific factual details and some implied meanings.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Comprehending Information
Understand short descriptive or narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Getting Things Done
Make and respond to a range of requests and offers.
- Uses modals with some accuracy.
- Elicits or provides details as needed.
Giving Instructions
Give a set of simple, common, routine instructions and directions to a familiar person. [Instructions are about 4 to 5 steps.]
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
Interacting with Others
Understand simple personal social messages (such as invitations, thanks, apologies, quick updates and arrangements) within predictable contexts of daily experience.
- Gets the gist.
- Identifies words that indicate politeness and tone.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Finds main ideas, specific information and key details.
- Compares facts and information to make choices.
Comprehending Information
Understand the purpose, main idea, key information and specific details in simple, short texts related to everyday familiar and personally relevant situations and topics.
- Gets the overall meaning.
- Identifies meanings of connective words between sentences in a narrative sequence.
Getting Things Done
Complete simple forms that require basic personal or familiar information and some responses to simple questions. [Forms contain about 15 to 20 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 short paragraph to describe a familiar situation, event, personal experience or future plan. [Writing is about 1 paragraph.]
- Uses basic paragraph structure.
- Conveys main ideas and supports them with some detail.
Sharing Information
Write a short paragraph to describe a familiar situation, event, personal experience or future plan. [Writing is about 1 paragraph.]
- Uses basic paragraph structure.
- Conveys main ideas and supports them with some detail.
Sharing Information
Write a short paragraph to describe a familiar situation, event, personal experience or future plan. [Writing is about 1 paragraph.]
- Uses basic paragraph structure.
- Conveys main ideas and supports them with some detail.
Additional Sample Real-World Tasks and Competency Areas
Listen to a conversation between friends making plans to meet for dinner and a movie. (Interacting with Others)
Tell a friend about your weekend plans that were ruined because of being sick. (Sharing Information)
Read a calendar of events for your community to decide what to do this weekend. (Getting Things Done)
Write a text message to a friend asking if they will come to a rally as support. (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.
