Real-World Task Guidelines:
Stage II
CLB 8
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 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.
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 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.
Getting Things Done
Propose or recommend solutions to problems in a familiar area.
- Describes problems and clarifies details.
- Indicates possible solutions, recommends the best ones, and gives reasons.
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 proposals, recommendations and statements of rules, regulations or policies.
- Identifies main ideas, key details and implied meanings.
- Identifies the writer’s purpose, intent, mood and attitude in sections of text.
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.
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.
Interacting with Others
Convey personal messages in formal and informal correspondence for an expanded range of social purposes (such as expressing and responding to sympathy, clarifying a conflict, or giving reassurance).
- 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 main points with accurate supporting details and no major omissions.
- Conveys essential information.
Additional Sample Real-World Tasks and Competency Areas
Listen to a customer complaint about a product or service, and respond with a possible solution or compensation (Interacting with Others)
Attend a workplace wellness workshop on stress reduction and strategies for work life balance. (Comprehending Information)
Speak to HR about a conflict with a colleague. (Getting Things Done)
Use a detailed checklist to complete a pre-shift site and safety equipment inspection. (Comprehending Instructions)
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.
