EAL Literacy:
Shopping
This theme focuses on the communications skills needed for everyday shopping and understanding consumer rights and customer relations.
Choose a CLB level by clicking below to access information about Real-World Tasks and Detailed Sample Tasks for this theme.
Helpful Hint
You would benefit from familiarity with Literacy Learner Considerations for each level as you navigate the Sample Real-World Tasks below.
Listening
CLB Foundation L
Listen to 2-3 words about where to buy food from another culture like the names of the stores.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, letters, times and dates.
- Identifies a few key words and short expressions related to immediate needs.
Listen to a very short conversation, of 1 or 2 turns, between a manager and a store clerk saying that staff in the store speak both French and English.
Interacting with Others
Understand individual greetings, introductions and goodwill expressions.
Communication is very brief, 1 or 2 short turns.
- Identifies individual, familiar words and short phrases used in common courtesy formulas.
- Indicates comprehension with appropriate verbal or non-verbal responses.
CLB 1L
Listen to a very short description of where to buy food from another culture.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, letters, times and dates.
- Identifies a few key words and short expressions related to immediate needs.
Listen to a very short conversation, of 1 or 2 turns, between a manager and a store clerk saying that staff in the store speak both French and English.
Interacting with Others
Understand individual greetings, introductions and goodwill expressions.
Communication is very brief, 1 or 2 short turns.
- Identifies individual, familiar words and short phrases used in common courtesy formulas.
- Indicates comprehension with appropriate verbal or non-verbal responses.
CLB 2L
Listen to a description of 2 to 3 food stands from different cultures at the local farmer’s market to learn the cultures represented.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies simple factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Listen to a short simple conversation between a customer and salesperson about getting help in a language other than English.
Interacting with Others
Understand greetings, introductions, requests, goodwill expressions and an expanding range of basic courtesy formulas.
Communication is very brief, 2 or 3 turns.
- Identifies common courtesy phrases and an expanding range of expressions.
- Identifies participant roles and relationships based on courtesy formulas and introductions.
CLB 3L
Listen to a description of the food that is available at a local farmer’s market, including food stands from many different cultures.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Listen to a conversation, of about 5 turns, between two people talking about their experiences in a retail store from a marginalized community.
Interacting with Others
Understand simple social exchanges, including styles of greetings, introductions and leave-taking.
Communication is brief, about 5 turns.
- Identifies a range of common courtesy expressions in discourse.
- Identifies participant roles and relationships based on courtesy formulas and introductions.
CLB 4L
Listen to a description of how farmer’s markets work and what is available at a local farmer’s market, including food stands from many different cultures.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Listen to several conversations of experiences in a retail store. Include experiences from different communities like 2SLGBTQIA+ and BIPOC.
Interacting with Others
Understand short social exchanges containing introductions, casual small talk and leave-taking.
Communication is about 6 turns.
- Identities formal and casual style and register.
- Identities specific factual details and some implied meanings.
Speaking
CLB Foundation L
Ask the store clerk for help.
Getting Things Done
Make and respond to simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
Give a 1 word instruction for which store to buy food at.
Giving Instructions
Give brief, simple, common, routine instructions to a familiar person.
Instructions are a few words or a short phrase.
- Uses imperative forms and memorized stock expressions.
- Uses appropriate courtesy words (such as please, thank you).
CLB 1L
Ask the store clerk for help.
Getting Things Done
Make and respond to simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
Give instructions for which store to buy food at.
Giving Instructions
Give brief, simple, common, routine instructions to a familiar person.
Instructions are a few words or a short phrase.
- Uses imperative forms and memorized stock expressions.
- Uses appropriate courtesy words (such as please, thank you).
CLB 2L
Ask a store clerk where to find an item in the pharmacy.
Getting Things Done
- Make and respond to simple requests related to common everyday activities.
- Uses appropriate memorized expressions, simple sentences, and courtesy formulas for requests.
Give directions for how to find 1 item in the supermarket.
Giving Instructions
Give short, simple, common, routine instructions to a familiar person.
Instructions are short phrases or imperative sentences.
- Uses imperative forms, memorized stock expressions, and appropriate courtesy words (such as please).
- Gives both positive and negative commands.
CLB 3L
Ask a store clerk to help you find a clothing item in a different size.
Getting Things Done
Make and respond to an expanding range of simple requests related to everyday activities.
- Uses appropriate polite expressions.
- Uses simple sentences and question formations.
Give directions for how to find 2 to 3 different items in the supermarket.
Giving Instructions
Give simple, common, routine instructions and directions to a familiar person.
Instructions are about 2 to 3 steps.
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
CLB 4L
Ask a store clerk for an item in a hardware store, and when you find out it is not in stock, ask to order it.
Getting Things Done
Make and respond to a range of requests and offers.
- Asks questions and makes requests and suggestions politely and appropriately.
- Uses modals with some accuracy.
Give directions for how to find 3 to 4 different items in the supermarket.
Giving Instructions
Give a set of simple, common, routine instructions and directions to a familiar person.
Instructions are about 4 to 5 steps.
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
Reading
CLB Foundation L
Read your own name and 1 familiar food word in a message from a friend or family member.
Read 1 to 2 words about how to save money at the supermarket like sale and coupon.
CLB 1L
Read a very short, very simple message from a friend or family member saying they have bought 2 very common, familiar food items to identify the food.
Interacting with Others
Understand short greetings and simple goodwill messages.
- Locates dates, times, addresses and phone numbers.
- Locates specific words and phrases.
Read a very simple list of 2 to 3 ideas about how to save money at the supermarket.
Comprehending Information
Recognize names, numbers and some basic details in very simple, short texts related to everyday situations and immediate needs.
- Identifies numbers, letters, a few key words and short expressions.
CLB 2L
Read a short, simple message from a friend or family member saying which food items they bought for dinner tonight.
Interacting with Others
Understand short greetings and other goodwill messages.
- Finds a few simple details.
- Gets the gist.
Read a short list of 3 to 4 simple tips for how to save money at the supermarket.
Comprehending Information
Understand the purpose and some basic details in very simple, short texts related to everyday familiar and personally relevant situations and topics.
- Identifies purpose.
- Identifies numbers, a few key words and short, common expressions.
CLB 3L
Read a message from a friend or family member saying they are out shopping and detailing which items they bought.
Interacting with Others
Understand short, personal social messages within predictable contexts of daily experience.
- Gets the gist.
- Identifies some specific details and information (such as sender, date and response required).
Read a short paragraph about ways to save money on your utility bills.
Comprehending Information
Understand the purpose, main idea, key information and some details in simple, short texts related to everyday familiar and personally relevant situations and topics.
- Gets the gist.
- Identifies key information and main idea.
CLB 4L
Read a message from a friend or family member explaining that they were out shopping and detailing which items they bought and which items they were not able to find.
Interacting with Others
Understand simple personal social messages within predictable contexts of daily experience.
- Gets the gist.
- Identifies specific important details (such as sender, date and response required)
Read a short, 2-paragraph article about the differences between luxuries and necessities.
Comprehending Information
Understand the purpose, main idea, key information and specific details in simple, short texts related to everyday familiar and personally relevant situations and topics.
- Gets the overall meaning.
- Identifies meanings of connective words between sentences in a narrative sequence.
Writing
CLB Foundation L
Copy 4 to 5 familiar food words to make a shopping list.
Fill in some basic personal information items on a highly simplified form to order an item from a store.
CLB 1L
Copy familiar food words and prices to make a shopping list.
Reproducing Information
Copy numbers, letters, words, short phrases or sentences from simple lists or very short passages, for personal use or to complete short tasks.
Texts to copy are up to 2 sentences in length, have a clear layout and basic everyday information.
- Copies letters, numbers, words and short sentences, including capitalization and punctuation.
- Copies text legibly; reader may still have difficulties decoding some letters and numbers.
Fill in a very simple form to order an item from a store.
Getting Things Done
Complete very short, simple or simplified forms that require only basic personal identification information.
Forms contain up to about 5 personal identification items and have clear labels and areas in which to write.
- Includes the required basic information.
- Write basic information in appropriate sections.
CLB 2L
Copy familiar words and prices to make a shopping list for a grocery store and a pharmacy.
Reproducing Information
Copy a range of information, from simple lists or very short passages, for personal use or to complete short tasks.
Texts to copy are 3 to 5 sentences, have clear layout, and basic everyday information; lists have about 10 items.
- Copies letters, numbers, words and sentences with correct capitalization and punctuation.
- Copies text legibly; reader may still have difficulties decoding some letters and numbers.
Fill in a simple form to order an item from a store.
Getting Things Done
Complete short, simple or simplified forms that require only basic personal identification or familiar information.
Forms contain up to about 10 personal identification or familiar information.
- Includes the required basic information.
- Follows standard conventions for capitalization and punctuation.
CLB 3L
Copy words, prices and some product information for a shopping list for a hardware store to complete a home project.
Reproducing Information
Copy or record a range of information from short texts or personal use.
Texts to copy are up to about 1 paragraph and have a clear layout.
- Follows standard Canadian conventions for capitalization, punctuation and other requirements of the genre.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Fill in a form to place an order for several items at a grocery store and include personal information, the items and quantities.
Getting Things Done
Complete short, simple forms that require basic, personal identification or familiar information.
Forms contain about 12 to 15 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows standard conventions for capitalization and punctuation.
CLB 4L
Copy prices and product information from several different stores to compare and find the best deals.
Reproducing Information
Copy or record an expanded range of information from short texts for personal use.
Texts to copy are up to about 2 paragraphs and have a clear layout.
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Fill in a form to place an order at a supermarket either online or in the store, including detailed personal information and the items and quantities requested.
Getting Things Done
Complete simple forms that require basic, personal identification or familiar information.
Forms contain 15 to 20 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows appropriate conventions for capitalization and punctuation.
Literacy Learner Considerations
CLB FL Literacy Learner Considerations
Listening and Speaking
For listening and speaking, Foundation L learners vary in their abilities. It is important for them to build oral language related to the task or theme. This will help them understand the structure of the language, cultural-specific ways of communication, and to recognize the same language in print.
Reading
To prepare for CLB 1L reading tasks, Foundation L learners can work towards foundation reading skills, in the context of real-world tasks, such as:
- developing oral vocabulary related to the task or text
- recognizing letters of the alphabet
- connecting letters and corresponding sounds
- attending to first sound when learning new oral vocabulary
- attending to the first letter and corresponding sound when locating a familiar word
- recognizing numbers 1-10
- recognizing date and date of birth formats
- recognizing their own name in print
- recognizing a few common sight words related to the task
Writing
To prepare for CLB 1L writing tasks, Foundation L learners can work towards foundational writing skills, in the context of real world tasks, such as:
- developing oral vocabulary related to the task or text
- gripping a pen or pencil effectively
- forming the letters of own name legibly, and orally spelling own name
- using letter counting to check accuracy while copying
- forming capital and lowercase letters from a model
- creating a reference card with personal identification information
- forming numbers 1-10
- tracing and copying words
- labeling a picture or diagram
- filling in missing first letter of a dictated familiar word related to the task
- attending to the first sound when attempting to write words
CLB 1L Literacy Learner Considerations
Listening and Speaking
1L learners are meeting the requirements of CLB 1 in listening and speaking. It is important for 1L learners to develop all new languages orally first so that it is familiar to them when they learn to recognize it in print. Listening and speaking should be taught and assessed orally and not through the skills of reading and writing. There is a focus on learning basic and immediately relevant vocabulary and beginning to learn the sounds of the language, including the ability to break words into sounds and to blend sounds into words.
Reading
To be successful in 1L reading tasks, 1L learners can work towards the development of reading skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- recognizing that letters have distinct sounds
- connecting letters to sounds
- reading own name and recognizing own address and personal information
- developing first sight words
Writing
To be successful in 1L writing tasks, 1L learners can work towards the development of writing skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- forming lowercase and uppercase letters
- identifying the first sound and some other sounds in a familiar word
- copying words
- writing own name and personal information
CLB 2L Literacy Learner Considerations
Listening and Speaking
2L learners are meeting the requirements of CLB 2 in listening and speaking. It is important for 2L learners to develop all new languages orally first so that it is familiar to them when they learn to recognize it in print. Listening and speaking should be taught and assessed orally and not through the skills of reading and writing. There is a focus on increasing basic, immediately relevant vocabulary and learning the sounds of the language, along with the ability to break words into sounds and to blend sounds into words.
Reading
To be successful in 2L reading tasks, 2L learners can work towards the development of reading skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- using short vowel sounds to differentiate between a few short, highly familiar words
- beginning to blend sounds to read very simple words
- recognizing familiar repeated sentence stems
- developing some very basic sight words
Writing
To be successful in 2L writing tasks, 2L learners can work towards the development of writing skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- using a mature grip on a pencil or pen
- forming all letters and numbers with increasingly consistent size
- filling in missing initial and final sounds of dictated familiar words
- spelling own name and a small set of short, familiar function words from memory
CLB 3L Literacy Learner Considerations
Listening and Speaking
3L learners are meeting the requirements of CLB 3 in listening and speaking. It is important for 3L learners to develop all new languages orally first so that it is familiar to them when they encounter it in print. Listening and speaking should be taught and assessed orally and not through the skills of reading and writing. There is a focus on widening basic vocabulary and learning grammatical structures through rhythm and repeated patterns.
Reading
To be successful in 3L reading tasks, 3L learners can work towards the development of reading skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- categorizing familiar single-syllable words by rime (make, take, lake)
- recognizing diagraphs as a single sound while reading familiar words (fish, church, think)
- attending to initial, medial and final sounds when reading familiar words
- recognizing inflectional endings (-ing, -ed, -s)
Writing
To be successful in 3L writing tasks, 3L learners can work towards the development of writing skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- forming letters and numbers in consistent, adult-like size
- writing with consistent spacing
- developing a larger rote spelling repertoire including multisyllabic words
- using long vowel conventions in spelling
CLB 4L Literacy Learner Considerations
Listening and Speaking
4L learners are meeting the requirements
of CLB 4 in listening and speaking. It is important for 4L learners to develop all new languages orally first so that it is familiar to them when they read it and use it in print. Listening and speaking should be taught and assessed orally and not through the skills of reading and writing. There is a focus on an increasingly broad vocabulary for basic communication and a wider range of grammatical structures that are familiar through rhythm and repeated patterns.
Reading
To be successful in 4L reading tasks, 4L learners can work towards the development of reading skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- applying onset-rime knowledge to decode unfamiliar words in context
- attempting to break unfamiliar multisyllabic words into syllables while reading in context
- beginning to recognize common but irregular spelling patterns (height, although)
- identifying contractions and their connection to long forms
Writing
To be successful in 4L writing tasks, 4L learners can work towards the development of writing skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- forming letters and numbers with automaticity
- varying writing size and line spacing depending on context
- using root words to attempt to write new words independently (happy, happiness)
- applying spelling rules for inflectional endings with accuracy
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
