Detailed Sample Task: Stage I
CLB 4 - Speaking
Getting Things Done
Community and Recreation
Real-World Task
Request a registration fee refund for a recreation program that you are unable to attend.
Planning Context
Helpful Knowledge:
- Vocabulary related to recreation programs, such as fees, classes, registration, and so on.
- Knowledge of polite requests and appropriate non verbal communication strategies.
Context:
- In Canada, you can usually receive a refund from a community organization for a class / event you registered and paid for but now cannot attend. However, it is worth noting that policies are usually in place about the deadline and amounts for refunds, for each individual organization / community.
Vocabulary and Grammar
Sample Vocabulary:
- register / registration
- fees
- refund
- receipt
- pay / pay in full
- classes
- attend
- Useful phrases:
- We can refund the fee to the card you paid with.
- You will see the refund in three business days.
Sample Grammar:
- Modal verbs: could, would
- Complex sentences with because
Knowledge and Strategies
Textual and Functional Knowledge:
- Polite requests include a politeness phrase and clear information about
what you are requesting.
Sociolinguistic Knowledge:
- Using a polite tone and softening language to ask for assistance.
- Phrases for polite requests such as Excuse me, could you help me, I was wondering…
Activities and Tasks
Sample Skill-Building Activities:
- Discuss in small groups: What do you do in your free time? Do you play sports? Take any classes? Learn new things? Where can you do these things in our community? What kinds of programs have you heard about at local recreation / community centres? Have you ever attended any of these programs for yourself or family members? Use images to support your discussions.
- As a class, look at a local guide to community programs. Identify some of the key information about the program such as what the program is, what day and time the program happens, where it is held and how much it costs. Have learners choose a program they are interested in and present to the class.
- Discuss as a class: What rules do you know about paying for and getting refunds for these classes / events? Have you ever asked for a refund at any store in Canada? How did it go?
- Match picture flashcards to vocabulary word lists. Then in pairs match words and images to a third set of cards with definitions of the terms.
- Working with a partner, write one sentence using each vocabulary word. Share one of your sentences with the class.
- Read a simple recreation program webpage from a local community centre (may need to be simplified by the instructor). Discuss: List all of the different classes available. Talk about any parts of the website which are less clear and need explanation. Practice asking questions about the fees and refund policies for the different programs, such as, Excuse me, can you tell me if this class still has any spaces in it? And so on.
- Read a booklet from the community recreation centre, modified if necessary, about paying for recreation classes and find vocabulary words.
- Review modal verbs and elicit examples from learners using could or would when asking for your money back in different settings. Discuss the impact of asking for help or questions without using modal verbs.
- Brainstorm expressions for polite requests and make a list on the board. Have learners work with a partner to create a dialogue with polite requests using modal verbs.
- Listen to a dialogue between a recreation centre customer service representative and a customer. Answer questions about the dialogue, including the main idea, some key details and one implied meaning question.
- Discuss as a class: What are some reasons that you might not be able to attend a class that you registered for? Write possible reasons on the board to refer to.
- Teach complex sentences with because, including rules for commas. Create complex sentences about everyday life using because by combining a main clause with
a reason. - Match the request for a refund or return with the likely reason for the request, e.g. Could I please get a refund for this swimming class… because my child wants
to play soccer now. - Practice with a partner asking about a refund and asking for clarification for the answer using a role play dialogue provided.
- Look at a community recreation website or app and locate key information.
Sample Skill-Using Tasks:
- Role-play a variety of requests at the community centre with a classmate. Perform your role-play for the class.
Sample Assessment Tasks:
- Role-play with your instructor requesting
a registration fee refund for a recreation program that you are unable to attend.
Teaching Considerations
Cultural Considerations:
- In Canada, requesting a refund is considered a normal and acceptable customer request when done politely and within policy. Learners may need reassurance about this if they have experienced situations where refunds are rare or not allowed, and requesting money back is seen as rude.
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 relevant to the task.
- Use familiar apps, social media platforms and web pages relevant to the task.
- Read information from a screen.
- Navigate camera and microphone.
- Adjust volume on device.
- Navigate 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(s).
- Support learners in finding, navigating and using websites relevant to the task.
- Support with clicking on appropriate fields for an online form.
- 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 2SLGBTQIA+, 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 who have experienced trauma can be triggered by people in positions of authority. Learners who have experienced trauma may feel wary of initiating any kind of perceived conflict, such as making a request for a refund.
Strategies:
- Make sure learners understand their rights for refunds in accordance with relevant policies and give strategies for making polite requests.
- 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
- Allow learners choice:
- 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 the local community recreation centre. Pick up brochures about events and speak with a customer service representative about policies for paying for classes and the refund policy.
- Invite a guest speaker from the local library to share information about a range of community activities, including policies for paying for classes and the refund policy.
- Complete a scavenger hunt where pairs of learners search for information about a local recreation centre and the various classes offered.
Realia:
- Authentic calendars and schedules of local community activities
- Authentic registration forms and information flyers
- Images from the local community centre to show the diversity of offerings and the people who participate.
- Refund policies from different stores or programs
Units and Modules:
Lessons and Activities:
- Tutela: Leisure and Recreation CLB 3-4 Speaking Assessment
- Tutela: Listening – CLB 3-4 – Comprehending Information – Art class ad
- Tutela: Calling a Recreational Centre CLB 4 Listening
- Tutela: REACH Unit: Community Centres: Register for an activity – Section 2: Read program guides and schedules
- Tutela: REACH Unit: Community Centres: Register for an activity – Section 3: Copy information
- Tutela: REACH Unit: Community Centres: Register for an activity – Section 4: Register for activities
- A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.
Multimedia:
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
