Detailed Sample Task: Stage I

CLB 4 - Reading
Getting Things Done

Global Citizenship

Real-World Task

Read a short notice about accessing employment counselling services that are also available in French to find the location and the contact information.

Planning Context

Helpful Knowledge:

Vocabulary related to finding a job such as resume, interview, want ads, and so on.
Knowledge of how employment counselling services can help with a job search.
Knowledge of the availability of government services in both official languages, French and English in your area.

Context:

In Canada, many people use employment counselling services to help find a job. These services can support people with writing a résumé, practicing for an interview, and searching for jobs. Counsellors may also explain how the job market works in Canada and what employers are looking for. Sometimes they have workshops, job fairs to meet employers, or one-on-one meetings. Employment counselling is often free in the community, especially for Newcomers, and services may be available in English, French, or other languages.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Simple future verb tense, will
Modal verbs to show requirement

Knowledge and Strategies

Textual and Functional Knowledge:

Connective words and phrases to show additions and examples.
Recognition of common written formats, such as notices.

Sociolinguistic Knowledge:

Common figures of speech, idioms and expressions specific to different situations.
Some cultural references.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: How do you find a job in other countries where you have lived? What do you do to get a job? Have you, or any friends / family searched for a job in Canada? What are some good ways to find job opportunities? What are the steps in finding a job in Canada, such as preparing a resume or filling in an application form, participating in an interview, giving the names of references, and so on. Have you ever used an employment counselling service when searching for a job?
Match the vocabulary words to images on flash cards. Then match the image and word to a third set of cards with a simple definition of the word. Add these new words to a vocabulary journal in a notebook or a digital document.
Read a list of the services offered by an employment counselling agency including writing a résumé, mock interviews, and searching for job openings. In small groups, sort a set of cards with different words / phrases from the list of services into the correct category. So, the card with: List your experience, would be placed in the resume writing category, and so on.
Listen to a conversation between two friends discussing a recent visit to an employment counselling agency and what helpful services they found there. Answer a set of open ended questions about where the agency is located, when it is open and how it can help. Using a transcript, underline the vocabulary words in the text. Practice the dialogue with a partner. Perform for the class.
Review the grammar rules for the simple future verb tense, will. Complete a paragraph in a handout or digital document about an employment services agency by filling in the missing future verb forms to complete the sentences, such as “We will help you to write your resume.”, and so on.
As a class, look at the website from a well-known Canadian business, listing their current employment opportunities. Discuss some helpful reading strategies when reviewing the website. Focus first on pre-reading strategies such as looking at the title, images, and sub-headings to predict the focus of the text. Next, skim the text to get the gist of the services provided. Then, scan the text to find key details without having to read / understand every word of the profile, such as the salary and location of the job opportunity. In pairs, review a second business job opportunity website and scan the text for one piece of information such as the address, phone number and whether services are available in French and English.
In groups of 3, learners read a paragraph about the best ways to find a job in Canada. Each group of 3 has a different paragraph to other groups. Learners carefully read their paragraph and using a highlighter, identify the main ideas and key details.
They discuss any difficult vocabulary using a dictionary to figure out the meaning of those words. Now learners move to a new group who have read different articles and each shares the tips for finding a job in Canada based on what they have learned.
Review the use and meaning of modals to describe levels of requirement, such as
“You must bring a photo id to use our services”, or “You can use our computers to search for jobs if you want to.”
Now, read 4-5 instructor-written sentences about an employment counselling agency; circle the modal verbs and discuss as a class if this is a 100% requirement or an option for each sentence. Write your own sentences using modals to give advice to other LINC learners about how to find a job in Canada.

Sample Skill-Using Tasks:

Read a notice about a job fair and find
the location, date, and time.
Read a flyer about a résumé-writing workshop and find the day, place, and if
the workshop is available in French.

Sample Assessment Tasks:

Read a short notice about accessing employment counselling services that are also available in French to find the location and the contact information.

Teaching Considerations

Cultural Considerations:

In many countries, people may not be familiar with employment counselling or community job services. They may expect to find jobs only through family / friends or by walking into workplaces. In Canada, it’s normal and encouraged to use free community services to find work, improve résumés, or practice interviews.
Learners need to understand that many services are available in English and French and sometimes in other languages.
In some cultures, asking strangers for help may feel uncomfortable or not common. In Canada, it is expected that people seek help from trained counsellors and that these professionals provide confidential, respectful service.
Increasingly, Canada is requiring the submission of resumes and applications through websites of email. Additionally, some digital literacy skills may be necessary for the job such as reading a schedule, submitting pay sheets or accessing pay stub information. Improving digital literacy skills is essential in accessing job opportunities.

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.
Read formatted texts online, such as forms
Navigate and use online learning management systems (LMS) such as Avenue.

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.

Equity, Diversity, Inclusion and Indigenization Strategies:

Teach learners that all people in Canada have the right to no discrimination.
Teach learners that regardless of religious or political beliefs,
the rights of people who are 2SLGBTQIA+ are protected under the Charter of Rights and Freedoms.
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 images for resources you create as well.
Recognize that people who identify as women may not have had access to employment opportunities. Make sure these learners are aware of their rights and opportunities in Canada and the resources that are available to them.

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.
Seeking employment and dealing with authority can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.

Make sure that learners are always aware of the purpose of the job seeking activity and be ready to provide support if needed.

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:

Invite a guest speaker from an employment counselling service or settlement agency to talk about the services they offer, as well as whether they offer services in French and English.
Visit a local job fair and practice asking questions about a particular position.
Create posters highlighting what services are offered at a local employment counselling agency and share the posters with other LINC classes.
Interview a classmate and find out what help they would most like to find or a job in Canada.

Realia:

Websites of Employment Counselling agencies
Authentic job bank websites
Authentic job application forms

Units and Modules:

Lessons and Activities:

Tutela: Job Search ALIS Job Bank
Tutela: Job Listings on the Job Bank
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: