Real-World Task Guidelines:
EAL Literacy
CLB 4L
Shopping
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Slow to normal rates of speech
- Face-to-face or digital interactions (that are usually one-on-one or in small groups)
- Topics related to personal relevance
- Non-demanding contexts
- Relatively short texts
- Vocabulary limited to common, factual, and concrete terms
Instructors may need to:
- Create simplified versions of stories, texts and audio clips/ recordings
- Adapt resources to simplify social interactions
- Modify instructions to limit to 4 to 5 steps
- Speak clearly at a slow to normal rate
- Provide texts which are clearly organized and easy to read with simple layout
- Provide scaffolding and support
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.
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.
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.
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.
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).
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.
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.
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
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 language 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
Additional Sample Real-World Tasks and Competency Areas
Listen to up to 10 sentences about where to go in the local community to buy different items. (Comprehending Information)
Talk about a time when you bought something second-hand. (Sharing Information)
Read a simple brochure with product information for electronics and compare deals. (Getting Things Done)
Write a message to a friend or family member talking about your experiences comparison shopping for an item for the home. (Interacting with Others)
Additional Resources
- Avenue
- CCLB
- Tutela
- Centre for Canadian Language Benchmarks. Shopping for groceries.
- LINC 4 Classroom Activities
- Commercial Services and Business p. 251-296
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Look at a website.
- Read information from a screen.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Show learners how to send and receive text messages.
- Show learners how to find a website.
- Teach reading strategies such as skimming and scanning to find information on websites.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Use diverse representations of people in all learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
- Recognize that some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
Trauma-Informed Strategies
Triggers:
- Learners may have experienced misogyny, homophobia, transphobia and/ or racism in the community.
- Discussions of gender, sexuality, misogyny, homophobia and transphobia may be triggering for learners who have experienced trauma.
- Give learners advance warning of these topics and be aware that there may be learners who require support.
Strategies:
- Learners who have experienced trauma often benefit from having routine.
- Learners who have experienced trauma benefit from having choices.
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.
