Real-World Task Guidelines:
Stage II
CLB 6
Health and Workplace Safety
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Use of a unilingual dictionary
- Support understanding faster conversations or abstract, idiomatic and colloquial language
- Support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- 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 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
- 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 moderately complex directions and instructions for technical or non-technical tasks.
- Follows sequence markers or other linguistic clues to infer order of steps.
- Responds with actions to directions and instructions.
Getting Things Done
Understand moderately complex communication intended to influence or persuade (such as suggestions, advice, encouragements and requests) in everyday, personally relevant situations.
- Identifies main intent, main ideas, factual details, words and expressions.
- Interprets facts, advice, suggestions and opinions.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies topic-specific words, phrases and expressions.
- Identifies factual details, main ideas, supporting details and implied meanings.
Giving Instructions
Give sequential instructions and directions for everyday activities and processes.
- Uses correct sequence of steps.
- Checks to confirm understanding.
Getting Things Done
Give and respond to informal requests, permission, suggestions and advice.
- Uses modals with the appropriate level of politeness.
- Conveys a developing ability to make indirect requests appropriately.
Sharing Information
Ask for and give information in some detail; express opinions, feelings, obligation, ability and certainty one-on-one and in small group discussions or meetings.
- Provides necessary information.
- Summarizes information and ideas to confirm understanding.
Comprehending Instructions
Understand moderately complex instructions and instructional texts for multi step procedures related to everyday situations, where the sequence must be inferred.
- Interprets sequence and location signals and implied meanings to infer the correct sequence.
- Follows instructions as required to complete the task.
Getting Things Done
Get information from moderately complex business/service texts containing advice, requests or detailed specifications.
- Identifies main ideas, factual details and some implied meanings.
- Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Retells or summarizes.
- Identifies organization of text and links between paragraphs.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Retells or summarizes.
- Identifies organization of text and links between paragraphs.
Reproducing Information
Reduce short, factual oral discourse (such as live or recorded phone messages, pre-recorded public information lines, podcasts and short presentations) to notes or messages.
- Takes notes and reduces written or oral information to important points with accurate details.
- Records details (such as names, addresses, dates, times and directions) legibly and with correct spelling, capitalization and punctuation.
Additional Sample Real-World Tasks and Competency Areas
Listen to suggestions from a co-worker about how to improve a workplace safety issue. (Getting Things Done)
Tell a new co-worker the evacuation procedure for a workplace emergency. (Giving Instructions)
Read an orientation email from a company which includes some general health and safety policies and evaluate the tone. (Interacting With Others)
Fill out a form to request a custodial fix for something broken in the workplace. (Getting Things Done)
Additional Resources
- Avenue
- CCLB
- Government of Canada: Workplace health and safety
- Ellii: Health & Safety – Ellii (formerly ESL Library)
- Tutela Collections – Health and Safety: Tutela.ca | Collections
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Use videoconferencing technology for online meetings.
- Fill in forms online.
- Scan online resources to find information.
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).
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 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.
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.
- Filling in forms and dealing with authority 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 of the purpose of the form and be ready to provide support if needed.
- Discussions of emergencies may be triggering for learners who have experienced trauma. Give learners advance warning of this topic and be aware that there may be learners who require support.
Strategies:
- Learners who have experienced trauma often benefit from having routine.
- Learners who have experienced trauma benefit from having choices.
- Give learners advance warning of discussions of this topic.
- 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.
