Real-World Task Guidelines:
Stage II
CLB 8
Global Citizenship
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 to 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
Comprehending Instructions
Understand extended multi step directions or instructions for technical or non-technical tasks.
- Follows sequence markers, cohesive devices (connecting words, reference, parallel structure, substitution) or other linguistic clues to infer order of steps.
- Responds with actions to directions and instructions.
Getting Things Done
Complete extended forms requiring detailed personal information.
- Identifies the purpose of the form and completes it with all the required information, including 1 paragraph written responses, if required.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Getting Things Done
Understand communication intended to influence or persuade in situations related to personal decisions or to work-related issues in own field.
- Identifies the functional value of utterances (such as warnings, threats, suggestions or recommendations).
- Interprets warnings, threats, suggestions, recommendations and proposed solutions.
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.
- Interprets factual information, explanations and opinions.
Sharing information
Give detailed information; express and qualify opinions and feelings; express reservations, approval, disapproval, possibilities and probabilities one-on-one and in small group discussions or meetings.
- Asks and addresses relevant questions.
- Holds the floor, shares the floor, and thanks others for their contributions and information.
Sharing Information
Give presentations to describe and explain structures, systems or processes based on research.
- Expresses main ideas and supports them with details.
- Narrates coherently so that agents, actions, circumstance, process and sequence are clear.
Getting Things Done
Locate, integrate and use 3 or 4 pieces of information from moderately complex formatted texts.
- Identifies layout and organization of text to find the information needed.
- Finds and integrates 3 or 4 pieces of information for comprehension and use.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Follows sequences of narrations or processes.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
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.
Sharing Information
Write 3 or 4 connected paragraphs to relate a historical event, provide a detailed description of a phenomenon, explain a procedure, or express and analyze opinions on a familiar abstract topic.
- Addresses the purpose of the task.
- Provides accurate and detailed descriptions, explanations and accounts of events in a clear sequence.
Additional Sample Real-World Tasks and Competency Areas
Listen to someone explain the opportunities and benefits of volunteering with their organization. (Comprehending Information)
Share research information and opinions about a global issue and politely agree or disagree with others’ opinions. (Sharing Information)
Examine a community development plan and identify the possible impacts on the community. (Comprehending Information)
Complete a detailed community event or service feedback survey. (Sharing Information)
Additional Resources
- Avenue
- CCLB: Centre for Canadian Language Benchmarks
- Elections Canada: Voter Registration – Elections Canada
- Elections Canada YouTube channel: Elections Canada – YouTube
- Oxfam: What is Global Citizenship? | Education resources | Oxfam GB
- Tutela Collections – The World We Live In: Tutela.ca | Collections
- UNESCO: Global citizenship and peace education | UNESCO
- UNESCO: Global citizenship education: reflections and practical guidance from UNESCO | Unesco IIEP Learning Portal
- Volunteer Canada: Volunteer Canada
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.
- Use videoconferencing technology for online meetings.
- Understand and have good (email, meeting) etiquette.
- Use PowerPoint or other digital tools to create presentations.
- Identify safe and reliable sources of information and news.
- Understand safe use of the internet and social media.
- Recognize online scams and phishing through messaging on social media platforms, email or phone calls.
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 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 the importance of equity, diversity and inclusion as an important part of global citizenship. Themes of EDI can be woven into this module.
- 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 may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering, and be aware that there may be learners who need help, but it may also provide some comfort and support.
- Themes of global citizenship can be triggering for learners who have experienced trauma or oppression. Always follow trauma-informed practice and watch out for learners who may need extra support.
Strategies:
- Give learners advance warning of discussions of this topic.
- Learners who have experienced trauma benefit from having choices.
- 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.
