Real-World Task Guidelines:
Stage II
CLB 8
Products and Services
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.
Comprehending Instructions
Understand moderately complex directions and 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
Understand communication intended to influence or persuade (such as extended warnings, threats, suggestions, recommendations and proposed solutions) in situations related to personal decisions or to work-related issues in own field.
- Interprets warnings, threats, suggestions, recommendations and proposed solutions.
- Evaluates the validity of suggestions or proposed solutions.
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.
Getting Things Done
Get information from simple to moderately complex business or service texts (such as public announcements, brochures, notices, business letters and flyers).
- Gets the gist.
- Identifies key information and finds specific details.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Distinguishes facts from opinions.
- Evaluates ideas in text to draw conclusions.
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.
Getting Things Done
Complete an expanded range of forms, including extended application forms and workplace forms with pre-set formats.
- Identifies purpose of form and its sections and completes it with required information, including 1 paragraph written responses, if required.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Additional Sample Real-World Tasks and Competency Areas
Listen and respond to a complaint about a product or service and try to resolve the issue. (Interacting With Others)
Give instructions to a customer about how to assemble a product such as a piece of furniture. (Giving Instructions)
Follow instructions to set up new software on your laptop or desktop. (Comprehending Instructions)
Email a store supervisor to clarify a disagreement you had with their customer service department. (Interacting with Others)
Additional Resources
- Avenue
- Government of Canada: Newcomers to Canada – Canada.ca
- Government of Canada: Advanced search – Recalls, advisories and safety alerts – Canada.ca
- CCLB: Centre for Canadian Language Benchmarks
- Ellii Consumer Economics: Consumer Economics – Ellii (formerly ESL Library)
- Settlement.org – Personal Finance Daily Life
- Settlement.org – Insurance: Daily Life
- Tutela Collections – Business, Commercial and Consumer Services: Tutela.ca | Collections
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.
- Fill in forms online.
- 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.
- Refer learners to programs to improve their digital skills.
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 and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people in Canada.
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.
- Learners may have difficulty with some of the tasks involving money, which may be a private topic for some learners.
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.
- Some learners may be uncomfortable sharing or using personal information to complete activities or tasks; consider using personae and scenarios for practice activities and tasks.
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.
