Detailed Sample Task: Stage I

CLB 2 - Writing
Sharing Information

Banking & Numeracy

Real-World Task

Complete a simple guided text of 5-7 sentences about paying for groceries like using cash, debit, or credit card.

Planning Context

Helpful Knowledge:

Some basic vocabulary related to money and finances.
Knowledge of sentence starters and fill-in-the-blank spaces.

Context:

In Canada, people commonly pay for things with cash, debit or credit card.
Stores expect customers to tap or insert their cards themselves. They don’t handle cards.
Some stores have preferred ways for customers to pay and may not accept certain credit cards, if at all.
Some markets may only accept cash.

Vocabulary and Grammar

Sample Vocabulary:

- cash
- debit
- credit (card)
- tap/ insert
- cashier
- total
- price
- groceries
- checkout
- pay
- buy
- Enter

Sample Grammar:

Simple present for routines: I pay with cash., I use my debit card.
Personal pronouns-: my
Sentence connectors: and, sometimes, usually, then
Questions forms: what, where, how

Knowledge and Strategies

Textual and Functional Knowledge:

Basic format and paragraph structure
Connective words and phrases

Sociolinguistic Knowledge:

Small talk at the checkout is normal but brief.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Where do you go shopping for groceries? clothing? household items? When you go shopping, how do you pay for your items? Elicit words cash, debit, credit. How do people pay for things they buy in other countries where you’ve lived? Do you have a debit card or credit card? Use visuals to support your discussion.
Match picture flashcards to words from the vocabulary list. Practice vocabulary with various activities and worksheets until learners are confident with the vocabulary.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Listen to a short, simple audio of a conversation between two family members;talking about going to the supermarket. One says what they buy and the other asks how they usually pay. Now, in pairs use the transcript of the audio to practice this as a role play.
Review personal pronouns such as my, she and he.
Look at a transcript again and answer simple questions about what they buy and how they pay.
Review some basic phrases about shopping and paying for items using the vocabulary list. Using an instructor created handout, in pairs role play asking questions and answering, such as “Where do you shop?”, “ What do you buy?”, and “How do you pay?”.
With a simple instructor created handout, complete sentences with missing vocabulary list items. In pairs learners find the correct missing word from a list provided to make sentences. Learners take turns reading sentences.
Read a simple story about the shopping habits of two or three people in a family. Answer 1-2 simple multiple choice questions about the reading. Read the story multiple times over the course of several lessons to practice pronunciation, intonation and fluency.
Copy the answers to the comprehension questions from the activity above into a notebook or a digital document. Practice reading the sentences aloud.
Practice sentences with connective words such as and, then, sometimes, and usually.
In a small group, using a guided dialogue, take turns to role play with a partner about what their shopping habits are such as “I shop at Costco”, I usually buy toilet paper and sometimes I bananas.” and “I use my debit card.”
Listen to an audio of someone talking about shopping. Review True / False sentences about the information.

Sample Skill-Using Tasks:

Using a script, interview 2 or 3 classmates to find out their shopping habits. Circle the words used from a list provided in a worksheet.

Sample Assessment Tasks:

Complete a simple guided text of 5-7 sentences about paying for groceries like using cash, debit, or credit card.

Teaching Considerations

Cultural Considerations:

Many learners come from countries where banking systems work differently or where people may rely more on cash and informal savings systems.
Credit cards can be helpful when paying for different items but may have high interest rates.
In some cultures, learners who identify as women may not be used to having control of finances or depositing cheques. Explain that in Canada, anyone can have a bank account, and that it is good to know how to deposit a cheque.

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.
Locate, navigate and use websites.such as online shopping websites.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen
Complete formatted texts online, such as forms

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/ or adapt digital materials.
Introduce websites that are relevant to the task such as those found on online shopping websites.
Support learners in finding, navigating and using websites.
Share knowledge and strategies to ensure online safety.

Equity, Diversity, Inclusion and Indigenization Strategies:

Recognize that people who identify as women may not have had responsibility for sharing the information needed for household finances. Make sure these learners are aware of their rights in Canada and the resources that are available to them.
Some learners may experience changes to gender roles when they come to Canada. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.

Trauma-informed Strategies:

Possible Trauma triggers:

When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.

Strategies:

Make sure that learners are always aware of the purpose of forms and be ready to provide support if needed.
Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Take a field trip to a local store to check about the options for paying.
Invite a financial literacy program facilitator to talk about budgeting, saving, banking, credit basics in Canada.
Visit a local store and identify how items are organized, learn product vocabulary, ask staff for item details. Give students a “shopping mission” (e.g., find a set of red, black and blue pens, get the price, write the item number if available).

Realia:

Money
Credit and/ or debit cards
Store flyers
Brochures / flyers for financial or community programs.

Units and Modules:

Lessons and Activities:

Multimedia:

Tutela: ESL Image Bank: Banking & Finance
YouTube (RightStart Newcomer Services): Going to the bank
YouTube (Ellii): Going to the bank – Everyday English dialogues