Detailed Sample Task: Stage I

CLB 3 - Listening
Comprehending Instructions

Shopping

Real-World Task

Follow instructions for purchasing an item online.

Planning Context

Helpful Knowledge:

Vocabulary related to shopping, online shopping and online services.
Knowledge of the similarities and differences between online and in-person shopping.
Knowledge of searching for and navigating websites and recognizing search bars, menu buttons and department links.
Format for prices

Context:

In Canada, many people choose to shop online. They do so for a variety of reasons, such as to be able to access goods not available locally, transportation or mobility issues, to save time, shop
24 / 7 and save a trip to the store
in-person. When you go to many online store websites, you can find what you are looking for by using simple navigation tools to limit your search to what you are looking for, such as children’s clothes for summer.
When considering online shopping it is a good idea to use reputable websites, those whose URL begins with https://
and Canadian brands you know well.
Be cautious of giving your credit card information online. Avoid sites that offer prices that seem too good to be true. Remember that if you order items from outside Canada you may not be looking at or paying in Canadian dollars, and there may be hidden delivery costs and import taxes to pay on top of the advertised price. You can google a company’s name to see if they are legitimate. There are sites, such as Trust Pilot, that identify websites as reputable or scams.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Imperative verbs for giving instructions.

Knowledge and Strategies

Textual and Functional Knowledge:

Recognition of the main idea.
Connective words and phrases to give examples.

Sociolinguistic Knowledge:

Sociocultural information relating to service interactions.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Who has shopped online in Canada or in other countries? Discuss how this online shopping experience compares to in-person shopping in Canada and in other countries. What are some of the advantages of online shopping? What are some of the challenges and risks of online shopping? How easy is it to find what you are looking for at an in-person store and an online store?
Introduce subjects that involve following simple instructions such as making the bed, following a simple recipe or doing laundry. Practice two to 3 step instructions with a partner. One person can give the instructions and another can act out the instructions or number the sentences on a worksheet in the correct order.
Using the vocabulary words written on word cards, complete some simple sentences about online shopping in a teacher created handout by filling the gaps with the missing words. Check your sentences with a partner and take turns reading the sentences aloud.
Create a poster depicting an online shopping website. Using the key vocabulary terms and label different parts of the image including such items as the search bar, menu buttons, URL, and so on.
Discuss as a class some tips for online safety when shopping, such as using https:// websites only, checking for additional taxes and delivery charges for a specific website, and only giving credit card information when you are certain the website is trustworthy.

Each learner reads a simple instructor-made set of instructions about how to find a specific item on an online store website. Repeat the instruction to the classmate sitting to your right and listen to the instruction from the classmate on your left. Continue the activity until you have repeated each instruction at least once.
Listen to three simple instructions about how to navigate an online store website, such as using the menu buttons, typing in the search bar, and adding a filter to the search. For each instruction, underline the verb on a transcript of the instructions. Match the verb to an image of someone doing this action. Practice following the navigation instructions at an online store website.
Review the grammar rules for how to use imperative verbs and correct the errors on a handout with imperative sentences that give instructions for how to shop online and find the sale items on an online store website.
Complete exercises to practice the imperative.
Read five simple sentences with instructions for using filters such as price ranges, materials, brands, sizes and so on. Go to a well-known online store website and practice using filters to limit the search results.
Role play asking wh-questions about your classmate’s online shopping habits, such as What items do you often buy online? What items do you never buy online? What website do you use? Your partner will respond with the correct information.
Practice listening to instructions, shopping-related or other, on the computer. Answer true/ false questions about the listening.

Sample Skill-Using Tasks:

Listen to instructions on how to use the website of a well-known online store to buy a new mouse for your computer. Write down the cheapest option, along with the price, when it can be delivered and the cost of delivery.

Sample Assessment Tasks:

Follow instructions for purchasing an item online. After following the instructions, list the first three search results that come up, along with the price of each of the items.

Teaching Considerations

Cultural Considerations:

Learners may feel nervous about entering personal information online such as name, address, and payment information. Explain that many Canadian sites are secure and that privacy is protected by law on these sites. Learners should always try to ensure that the sites they use are reputable and secure or use sites such as PayPal that don’t require the input of personal information to many different sites.
Some learners may not have credit cards or understand the range of digital payment methods.
Discussions of shopping can bring up issues related to economic disadvantage which are often stigmatized. Instructors can work to reduce the stigma and be sensitive to this when exploring online shopping options.

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.
Locate, navigate and use websites.
Use familiar apps, social media platforms and web pages.
Read information from a screen.
Navigate camera and microphone
Adjust volume on device
Use videoconferencing technology for online meetings.

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).
Support learners in finding, navigating and using websites.
Teach reading strategies such as skimming and scanning to find information on websites.
Introduce tools and apps that can aid learners in coping with communication. barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

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.
Recognize that people who identify as women may not have had responsibility for sharing the information needed for online shopping. 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.
Discussions of scams, fraud, and theft may be triggering for learners who have experienced trauma, especially those who have lost their homes, possessions, and / or money. Make space for learners to feel safe and recover from the experience of sharing their experiences.

Strategies:

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, such as Canadian Tire or Walmart. Tour the various departments to look at the different goods available in the different sections. Then compare this to the online organization of the same store.
Invite a guest speaker to share information about online scams and online safety when shopping online.
Complete an online scavenger hunt of different departments, products and delivery options of an online Canadian store website.
Create a classroom poster featuring online shopping safety tips.

Realia:

Printed or actual online shopping websites
Email receipts for online purchases
Posters promoting safe online shopping

Units and Modules:

Tutela: TCDSB: UNIT: Shop for Groceries CLB 3/4
Tutela (CCLB): Unit Plan: Shopping

Lessons and Activities:

Tutela: Recognize and avoid credit/debit card fraud and phone scams CLB 4 H5P (Not correct level but can be adapted.)
Tutela: REACH Unit: Money: Talk about your money needs – Section 4: Scams ( Not correct level but can be adapted.)
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia

NorQuest College: WebSafe
YouTube: Black Friday 2023 | Easy English for language learners