Detailed Sample Task: EAL Literacy

CLB 3L - Speaking
Giving Instructions

Getting Around and Transportation

Real-World Task

Give directions on how to walk from one location in the community to another.

Planning Context

Helpful Knowledge:

Vocabulary related to the local area including names of streets, landmarks and directions.
Basic courtesy formulas for interacting with classmates.

Context:

It is common for strangers to ask each other for directions when trying to find a specific place and for others to help them find their way. Even with apps to help with directions, it can often be more helpful to ask for assistance.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Imperative verbs to give directions (go, turn, cross and so on).
Courtesy forms for giving directions and instructions.
Prepositions for giving directions (across from, behind, by, near, up).

Knowledge and Strategies

Textual and Functional Knowledge:

Connective words and phrases to signal chronology (such as first, then and so on).
Convey intended purpose of the utterance through intonation and body language.
Use typical ways to sequence information.

Sociolinguistic Knowledge:

Some cultural references.
Culturally appropriate non-verbal communication.
Culturally appropriate strategies to convey politeness.

Activities and Tasks

Sample Skill-Building Activities:

Elicit and record stories from learners about a time they lost their way or needed help with directions.
Look at a simplified map and listen to the instructor read aloud simple directions.
Match visuals with words related to prepositions for position and directions.
Discuss what makes for good directions (such as clear, short, accurate, use of landmarks, and so on).
Listen to simple 2-3 directions and circle key verbs.
Listen to simplified directions and match visuals with the steps.
From a short, simple instructor-made story on the topic, have learners listen as the instructor reads, following with their finger. Have learners repeat after the instructor to match intonation and fluency. Finally, have learners read the story as a group, and then individually.
Discuss courtesy formulas for interacting with strangers who ask for assistance.

Sample Skill-Using Tasks:

In pairs, one partner gives instructions to a familiar location in the community. The other partner, using a simplified map, marks the route.

Sample Assessment Tasks:

Give directions on how to walk from one location in the community to another. Directions are 2-3 steps and can be given to the instructor. A rubric can be used to provide feedback and can focus on the use of appropriate courtesy forms, the use of basic routine vocabulary and some control over basic grammar structures and tenses.

Teaching Considerations

Cultural Considerations:

Compare and contrast modes how cities and towns are organized in other countries and Canada to develop intercultural awareness.
Consider the specific location of your learners and adapt materials as needed. For example, does your city or town use a grid system for addresses?
Talk about how directions are given in different places and expectations for helping strangers reach their location. In Canada, you would not be expected to take a person to the place they are trying to locate.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline digital knowledge and skills.

Learners may need to:

Scan online resources to find information.
Navigate and use online learning management systems (LMS) such as Avenue.

Instructors can:

Introduce websites that are relevant to the task(s).
Support learners in finding, navigating and using websites.

Equity, Diversity, Inclusion and Indigenization Strategies:

Instructors can:

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.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners may be triggered by feeling like they are in dangerous or risky situations. Consider discussing strategies for safety when using public transportation (such as walking with a friend, phoning a friend before you leave and when you get home, staying in well-lit areas, and so on).

Strategies

Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Learners give each other directions to specific places within the school and see if their partner can reach the location from their description.
Learners follow simplified directions from the instructor in the local community to see if they can reach a destination.
Include asking for help and thanking someone for help as part of the module.

Realia:

Simplified maps of the local community
A sight word wall of vocabulary related to directions

Units and Modules:

CCLB: Transportation. Getting around a city

Lessons and Activities:

Multimedia:

ISSofBC. CLB 3 – 4 Directions in the Community
YouTube: Right Start Newcomer Services: Learn Canadian English – Giving and Getting Directions