Real-World Task Guidelines:
Stage II
CLB 7
Problem Solving
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 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.
Getting Things Done
Understand moderately complex communication intended to influence or persuade in situations related to personal or general experiences.
- Identifies the purpose, main ideas, factual details.
- Identifies implied meanings.
Getting Things Done
Give extended warnings, suggestions, recommendations or advice.
- Uses appropriate persuasive arguments.
- Uses modals with the appropriate level of politeness.
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.
Getting Things Done
Give extended warnings, suggestions, recommendations or advice.
- Uses appropriate persuasive arguments.
- Uses modals with the appropriate level of politeness.
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 assessments, evaluations and advice.
- Identifies main ideas, key details and some implied meanings.
- Scans text and makes inferences to select relevant information.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Evaluates ideas in text to draw conclusions.
- Identifies organization of text and links between paragraphs.
Interacting with Others
Convey personal messages in formal and informal correspondence for an expanding range of social purposes (such as expressing and responding to appreciation, complaints, disappointment, satisfaction, dissatisfaction or hope).
- Uses language, format and content appropriate and relevant to the situation and audience.
- Expresses main ideas and supports them with details.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Reduces information to important points with accurate details and no major omissions.
- Conveys the essential information.
Getting Things Done
Write business or service correspondence for an expanding range of purposes (such as giving information in memoranda, documenting work done, indicating a problem, requesting a change, or requesting information).
- 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 detailed customer complaint about a product or service. (Interacting with Others)
Speak to a neighbour about a noise problem. (Interacting with Others)
Follow instructions to use PPE correctly in order to safely complete a workplace task. (Comprehending Instructions)
Participate in a live chat online to request a return and refund on an item. (Getting Things Done)
Additional Resources
- 211
- ALIS Alberta: Manage Challenges at Work Manage Challenges – alis (alberta.ca)
- Avenue
- CCLB: Centre for Canadian Language Benchmarks
- CCLB Language for Success: Language for Success – Centre for Canadian Language Benchmarks
- 211: Help Starts Here – 211.ca
- Skills for Success: Skill components and proficiency levels – Canada.ca
- Tutela: Tutela.ca | HomePage
- UP Skills for Work: UP Skills for Work Get Started: Problem Solving
- UP Skills for Work: Free Employee Training Resources l UP Skills for Work
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 and 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 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.
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.
