Detailed Sample Task: Stage I

CLB 2 - Speaking
Getting Things Done

Getting Around and Transportation

Real-World Task

Ask a transit operator or passenger for assistance with a route.

Planning Context

Helpful Knowledge:

Vocabulary related to transit services and schedules
Knowledge of how to politely ask for information and assistance
Basic knowledge of numbers 1-100
Basic knowledge of time

Context:

In Canada, many people use public transit to travel to work and school, as well as for recreation and social activities. You can ask the transit operator or another passenger for information about the route.
Becoming familiar with transit schedules, routes and apps can improve your travel experience and make your trips quicker with fewer transfers.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Simple questions such as “Does this bus go to…”, “What time is the next bus?”

Knowledge and Strategies

Textual and Functional Knowledge:

Begin to convey the purpose of an utterance through body language and language.
Use typical set formats in sequencing information

Sociolinguistic Knowledge:

Use culturally appropriate non-verbal communication strategies.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: How do you get to class or work? Do you take transit to come to your LINC class or to go to work? What do you like about transit? In what ways is taking transit difficult in this area? How does transit in this area / city compare to other places you have lived? Have you ever gotten lost on transit? Do you use a transit app to help you find your way?
Match picture flashcards to words from the vocabulary list. Now label an image of a bus in the downtown area with the different transit words, such as route number, bus stop, and so on.
Listen to a short, simple audio of a dialogue between a passenger and bus driver. Answer simple true / false questions about the listening. Now, in pairs use the transcript of the audio to practice this as a role play. Circle any words in the dialogue from the vocabulary list.
Look at a simple formatted table (most likely instructor adapted or made) which lists in the left column 5 different questions you might have about a bus / train journey, such as “Does this bus go to the college?” Match 5 simple answers from the right side of the table to the questions, such as “No, the number 5 bus goes to the college.”
Review the simple sentence structure for making polite requests using simple questions such as Can you help me? Does this bus go to the hospital? Or What time is the next bus?and read some simple example questions you might ask a transit operator together.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Review some basic phrases to make polite requests, such as, Hello, can you help me? I want to go to the library. Do I need to transfer? How many stops until the library? Using an instructor-made handout, in pairs practice asking and answering these questions.
With a simple instructor created handout, complete polite requests with missing vocabulary list items. In pairs, find the correct missing word from a list provided to make sentences such as, Can you tell me when to get off at the Newcomer Centre?
Read a few simple sentences about how to use a transfer ticket to take two different buses to get from one place to another. Answer 1-2 simple multiple choice questions about the reading.
Copy the completed sentences from the reading above into a notebook or a digital document. Practice reading the sentences aloud.
Using photographs of different transit situations, such as a person choosing between two bus routes and sample questions they might ask, role play asking your partner for help to find the way.

Sample Skill-Using Tasks:

Role play asking a bus driver for help with a journey that includes a transfer.

Sample Assessment Tasks:

Role play asking a transit operator or passenger for assistance with a route.

Teaching Considerations

Cultural Considerations:

Recognize that people who identify as women may not have travelled alone on public transit. Make sure these learners are aware of their rights in Canada and the resources that are available to help them.
Learners should be aware that they can learn about public transit routes and schedules in multiple ways: online, printed schedules,
and by phone / text.
- They can plan routes and learn about bus / train frequency and times.
- Most transit routes offer different service during the week and on the weekends.
- Using public transit can cut down on travel times and save on costs such as parking.
Have learners compare and discuss public transit options and transportation preferences and access in Canada and other countries around the world.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital skills.

Learners may need to:

Have keyboarding and typing skills.
Read information from a screen.
Adjust volume on device

Instructors can:

Dedicate time to improve digital literacy for learners
Make and/ or adapt digital materials.
Introduce websites that are relevant to the task(s).

Equity, Diversity, Inclusion and Indigenization Strategies:

Recognize that issues related to economic disadvantage such as taking transit are often stigmatized. Instructors can work to reduce the stigma.

Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQ+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent. Consider this diversity as you choose names for characters in stories you create as well.

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.
Learners may be triggered by feeling like they are in dangerous or risky situations.

Strategies:

Consider discussing strategies for safety when using public transportation (such as walking with a friend, phoning a friend before you leave and when you get home, staying in well-lit areas, and so on).
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:

In small groups, have learners plan transit journeys around the city to attend different community events.
Plan a route and take a class trip using public transportation.
Set up a class project to make short, simple videos stating one benefit of taking transit to school.
Conduct a survey into the transportation habits of classmates or another LINC class.

Realia:

Authentic bus schedules and websites (may need to be simplified for the level)
Authentic bus route maps

Units and Modules:

Tutela: Lesson plans: Taking the bus (adapt for the level you teach).

Lessons and Activities:

Ellii: Transportation Simple Sentences CLB 2-4 
Ellii: Bus Schedules CLB 2-4  
Tutela: Skill-Using Task: Understanding Transit Signs (CLB 3) (Not the correct level but can be adapted)
Tutela: Checking How Many Bus Stops CLB 1/2
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: