Real-World Task Guidelines:
Stage II
CLB 8
Creativity, Innovation and Adaptability
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Use of a unilingual dictionary to confirm or clarify meaning
- Some support understanding faster conversations or abstract, idiomatic and colloquial language
- Some support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- Some explicit language instruction to convey respect, appreciation and inclusivity
- Information on resources, supports, services and programs related to the theme
Instructors may need to:
- Explain some abstract, idiomatic or colloquial language and/ or cultural references
- Include teaching of pragmatics, strategic competence and sociolinguistic knowledge (cultural references, non-verbal communication, sociolinguistic norms and attitudes, speech styles and registers)
- Include collaborative group and pair work to apply the learned skills and promote the development of communication skills and teamwork, including simulations that allow learners take on different roles and understand different perspectives
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Incorporate learning of background information related to the theme
Interacting With Others
Understand moderately complex social exchanges.
- Interprets feelings such as gratitude, hope, appreciation, disappointment, satisfaction, dissatisfaction, approval and disapproval.
- Identifies some nuances in attitude, emotional tone and register.
Interacting With Others
Participate in less routine social conversations for most everyday purposes.
- Asks follow-up questions to keep conversations going.
- Responds to minor conflicts or complaints, or comforts others in distress.
Comprehending Information
Understand extended monologues or presentations on topics that are generally familiar and related to general knowledge or technical/work-related issues in own field.
- Identifies the main idea (which is not explicitly stated) and detailed information.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Giving Instructions
Give instructions and directions for a broad range of technical and non-technical tasks, procedures and processes.
- Uses clear references and provides necessary details.
- Uses appropriate intonation so that listeners can follow.
Sharing Information
Give detailed information; express and qualify opinions or concerns; present solutions and options; indicate opposition or support for a stand in one-on-one interactions and small group discussions or meetings.
- Provides detailed information and presents options as needed.
- Expresses and qualifies opinions, feelings, doubts and concerns.
Comprehending Instructions
Understand extended, moderately complex, multi-step instructions and instructional texts for established (set) procedures related to specialized tasks.
- Interprets sequence and location signals and implied meanings.
- Follows instructions as required to complete a task.
Getting Things Done
Get information from moderately complex business/service texts containing proposals, recommendations and statements of rules, regulations or policies.
- Identifies main ideas, key details and implied meanings.
- Scans text and makes inferences to select the relevant information.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Follows sequences of narrations or processes.
- Locates and integrates relevant information across paragraphs/ sections of the text.
Getting Things Done
Write business or service correspondence for an expanding range of purposes.
- Conveys a clear message to the reader.
- Conveys a sense of audience in language and format.
Getting Things Done
Write business or service correspondence for an expanding range of purposes.
- Conveys a clear message to the reader.
- Conveys a sense of audience in language and format.
Additional Sample Real-World Tasks and Competency Areas
Listen to a co-worker explain why an idea didn’t work and the lessons learned from it. (Comprehending Information)
Suggest a different approach to a process in the workplace and give reasons for your suggestion. (Getting Things Done)
Follow multi step instructions to use a creative program in the workplace, such as Photoshop. (Comprehending Instructions)
Take minutes during a workplace brainstorming session to write up a summary of ideas and next steps for a team. (Reproducing Information)
Additional Resources
- Avenue
- CCLB
- CCLB Language for Success: Language for Success–Centre for Canadian Language Benchmarks
- Tutela
- UP Skills for Work: UP Skills for Work Get Started: Creativity and Innovation
- UP Skills for Work: UP Skills for Work Get Started: Adaptability
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.
- Navigate and use online learning management systems (LMS) such as Avenue.
- Interpret information from online sources such as statistics, graphs or charts.
- Identify safe and reliable sources of information.
- Scan online resources to find information.
- Evaluate online research results.
- Understand and have good email and meeting etiquette.
- Use digital tools for the workplace such as Excel or Adobe.
- Use PowerPoint or other digital tools to create presentations.
Instructors can:
- Introduce websites that are relevant to the task(s).
- 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.
- Recognize that learners with disabilities and learners who are neurodivergent may need accommodations in the workplace; when possible, help learners of all abilities understand their rights in the workplace.
- Recognize that some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
- Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
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 workplace and give strategies for making polite requests.
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.
