Real-World Task Guidelines:
Stage II
CLB 7
Workplace Writing
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 descriptive or narrative monologues or presentations about personal experiences, general knowledge or familiar work-related topics, even when some information is presented out of sequence.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
- Interprets factual information, explanations and opinions.
Reproducing Information
Reduce short oral discourse (such as live or recorded phone messages, pre-recorded public information, podcasts or short presentations) to notes.
- Reduces information to important points with accurate details and no major omissions.
- Conveys the essential information.
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.
- Summarizes information and ideas to clarify and confirm understanding.
Getting Things Done
Write business or service correspondence for a range of routine and less routine purposes (such as passing on information, and making and responding to requests, recommendations and warnings).
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Comprehending Information
Interpret information contained in formatted texts (such as diagrams, tables, graphs or website navigation menus).
- Identifies purpose, main ideas and key details in prose or formatted texts.
- Compares facts to make choices.
Getting Things Done
Write business or service correspondence for a range of routine and less routine purposes.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
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).
- Conveys the intended meaning.
- Uses language, format and content appropriate and relevant to the situation.
Sharing Information
Write 2 or 3 connected paragraphs to relate a familiar sequence of events, make a comparison, or provide a detailed description of a person, system, routine or procedure.
- Addresses the purpose of the task.
- Expresses main ideas and supports them with details.
Getting Things Done
Write business or service correspondence for a range of routine and less routine purposes (such as passing on information, and making and responding to requests, recommendations and warnings).
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Getting Things Done
Complete forms requiring detailed personal information.
- Identifies the purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Getting Things Done
Complete forms requiring detailed personal information
- Identifies the purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Additional Sample Real-World Tasks and Competency Areas
Attend a team meeting and take notes/ minutes. (Comprehending Information/ Reproducing Information)
Discuss a new project idea with your supervisor and then share the information with your colleagues. (Getting Things Done/ Sharing Information)
Create graphs or charts to demonstrate changes and benefits of a gender pay equity program in the workplace. (Comprehending Information/ Getting Things Done)
Write a welcome email to a new staff or team member offering some informal advice. (Interacting with Others)
Additional Resources
- Avenue
- CCLB: Centre for Canadian Language Benchmarks
- CCLB Language for Success: Language for Success – Centre for Canadian Language Benchmarks
- LINC 5-7 Classroom Activities: LINC 5-7 Classroom Activities: Volumes 1 & 2 | SettlementAtWork.org
- Skills for Success: Skill components and proficiency levels – Canada.ca
- Tutela: Tutela.ca | HomePage
- UP Skills for Work: UP Skills for Work Get Started: Writing
- 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:
- Have keyboarding and typing skills.
- Have an email address and be able to navigate email proficiently.
- Send and receive text messages.
- Understand and use email and meeting etiquette.
- Navigate and use online tools for collaboration such as Trello or Google Docs.
- Identify safe and reliable sources of information.
- Evaluate online research results.
- Interpret information from online sources such as statistics, graphs or charts.
- Use PowerPoint or other digital tools to create presentations.
Instructors can:
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Introduce websites that are relevant to the task(s).
- 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 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.
- Learners who have experienced trauma may feel wary of initiating any kind of perceived conflict, such as making a complaint to a coworker. Reassure learners that this is a routine part of workplace culture in Canada.
Strategies:
- 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.
