Detailed Sample Task: Stage I

CLB 3 - Reading
Getting Things Done

Shopping

Real-World Task

Read a directory of vendors at an International Food and Craft Market to choose several booths to visit.

Planning Context

Helpful Knowledge:

Basic food and item vocabulary
Vocabulary related to shopping and
some basic awareness of markets
and international goods
Expressing likes and dislikes
Knowledge of how to weigh choices based on personal interests and preferences.
Numbers 1- 50 (for numbering booths)

Context:

In Canada, there are many choices for shopping including supermarkets, community markets and online. Most of these now carry international foods and goods so many Newcomers can find foods and goods from their cultures.
Markets are social, friendly community spaces.
Trying food from different cultures is encouraged and a great way to learn more about different cultures and promote inclusivity.

Vocabulary and Grammar

Sample Vocabulary:

market vocabulary: market, booth, vendor, directory, map
food and crafts: food, snack, drink, handmade, crafts
descriptive words: spicy, sweet, traditional, local
prepositions of place: next to, near
section

Sample Grammar:

Simple present for preference: I like ______( I don’t like….), I want to visit _________
Simple connectors: and, or
Noun phrases: Mexican food, handmade jewellery, Indigenous crafts

Knowledge and Strategies

Textual and Functional Knowledge:

Recognition of formatted text: directory is a list or map
Connective words and phrases to show additions and examples.

Sociolinguistic Knowledge:

Cultural references.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What’s your favourite food from your culture? Can you buy it or the ingredients here in Canada? Where? Do you have a favourite food from another culture? If so, where have you eaten it? Write various places to buy or eat the food/ingredients from different cultures.
Discuss as a class: Have you ever been to a market? Was there international foods or goods at the market? What did you buy? Identify any markets in your community,
if available.
Match picture flashcards showing different vocabulary items with images. Then add an additional set of flashcards with simple definitions for each term and match these to the images and vocabulary terms.
Listen to a short audio text describing an international market and answer a set of yes / no questions about the market.
In pairs, complete a set of sentences that describe preferences for food such as favourite foods, drinks and snacks. Read the sentences to each other. Move around the room and ask classmates their favourite foods, drinks, and snacks.
Review the grammar rules for making simple sentences and practice writing simple sentences about interests and likes/dislikes.
Look at a map directory of a store (available online) and identify locations of some familiar stores such as Walmart, Shoppers Drug Market, and Dollarama. Practice sentences describing the location of these stores such as “On the first floor, next to the washroom” or “ On the second floor, near the elevator.”
In a small group create a market floor plan labelling the food and items available at their market. Aim for 8-10 booths and label clearly with noun phrases such as Indigenous crafts. Arabic coffee and Somalian food.
Take jumbled sentences which include noun phrases and where the products are located in the market and put the words in the correct order. Copy the sentences into an electronic document or notebook.
Have a show and tell for learners to describe one specific item they would consider selling at an International market (or something they bought at a market).
Use noun phrases to showcase their items. Make a list on the board.
Using the list, match the items to a market floor plan template and number the booths.
In pairs, practice telling each other what three places you would like to visit and its location. Use the booth numbers and prepositions of place to describe the location.
Read several descriptions of products, where they are located in the market and answer some basic comprehension questions.
In pairs, read two item descriptions and their locations in the market. As a pair, decide if you want to visit the booth or not and give simple reasons about interests
and likes to justify your answer.

Sample Skill-Using Tasks:

Read about several different foods available at a store. Decide which you would like to buy. Complete sentence stems to give a reason about your preferences.
Read a text describing a market, the items sold in the booths and their location, and answer a simple set of True / False statements.

Sample Assessment Tasks:

Read a directory of vendors at an International Food and Craft Market to choose several booths to visit. Circle booths you would like to visit and write simple sentences to explain your choice.

Teaching Considerations

Cultural Considerations:

Not all cultures may be represented at local markets.
Food is a great bonding tool. Sharing food is common in Canada
and an opportunity to learn about other cultures.

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.
Scan online resources to find information.
Send and receive email messages
Navigate and use online learning management systems (LMS) such as Avenue.
Recognize a phishing attempt of a scam message.
Evaluate online search results.
Open and read PDF attachments to email

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.
Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

Affordability may be a priority for many learners experiencing economic hardship; some may find local or handmade products as too expensive. Be careful not to shame or pressure learners into choosing unaffordable options—acknowledge that cost, availability, and necessity influence choices.
Learners may prioritize family needs, bulk purchasing, or food security over shopping at local markets. Moreover, cultural or religious restrictions (e.g., halal, vegan) are a priority. Instructors should create space for personal and cultural decision-making,
not a “right or wrong” model.

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:

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 market to see what is available.
Invite a guest speaker from different cultures presenting on items or food from their cultures.
Create posters about different foods representing the cultures in the class. Share the posters with another LINC class.
If permissible, have a potluck in the class allowing the opportunity to share in the foods from other cultures. Encourage learners to only contribute if it is financially feasible.

Realia:

Posters on markets in the community
Floor plans and maps of local stores and markets
Pictures depicting foods and goods that may be available at an international market

Units and Modules:

Tutela (CCLB): Shopping for Groceries CLB 3/4 Module
Tutela (Reach): Talk About Food Preferences and Restrictions
CLB 3/ 4
Tutela (OCDSB): Let’s Go Shopping for Food CLB 2/ 3
Tutela (CCLB): Getting Around the City Blended Module CLB 3 /4

Lessons and Activities:

LINC 3 Classroom Activities
Tutela: Farmers Markets CLB 3L ( Not CLB 3 but can be adapted)
A search of NLCG ( nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia