Detailed Sample Task: EAL Literacy

CLB 1L - Listening
Comprehending Information

Employment - Finding a Job

Real-World Task

Listen to a job title and the hourly wage.

Planning Context

Helpful Knowledge:

Many jobs in Canada are paid by the hour.

Context:

Learners who are looking for work may find it helpful to know the names of different jobs and the possible hourly wage.
Many jobs in Canada have required education or skills and experience.
There is a minimum wage for each province and territory in Canada.
Workers in Canada must pay income tax and other deductions.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Simple present.

Knowledge and Strategies

Textual and Functional Knowledge:

Information is organized by topic, so the wage will follow the name of the job.

Sociolinguistic Knowledge:

In most contexts, it is not considered polite to talk about wages in Canada. However, when looking for work it is acceptable to discuss wages.

Activities and Tasks

Sample Skill-Building Activities:

As a class, brainstorm different job titles.
Match word cards with the job titles to picture cards.
Sort word and picture cards by first letter.
Copy job titles underneath pictures.
Play bingo with job titles.
Find your match: half the class has word cards and the other half has corresponding picture cards. Work together to find your match.
Listen to a simple dialogue:  What is your job? I am a __________.
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.
Match word/ picture cards to words in  the story.
Work with a partner to count money.
Use play money to make different amounts.
Listen to amounts and write them down.

Sample Skill-Using Tasks:

Listen to a dialogue in which one person asks another what their job is and how much they make.
Listen to a few sentences about jobs and hourly wages. Match visuals of  the job with the wage.

Sample Assessment Tasks:

Listen to a job title and the hourly wage. Demonstrate comprehension orally.

Teaching Considerations

Cultural Considerations:

In most contexts in Canada, it is considered impolite to ask someone how much money they earn. However, when looking for work it is acceptable to ask about the hourly wage.
Many people have gendered expectations around work; however, in Canada, people of all genders can do all work.
Many people in Canada find work through someone they know/ networking. Learners may be able to speak with their classmates, friends, neighbours and family to find leads on jobs.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital 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).
Support learners in finding, navigating and using websites.
Support learners in building typing and keyboarding skills.

Equity, Diversity, Inclusion and Indigenization 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 learners with disabilities and learners who are neurodivergent may need accommodations in the workplace; when possible, help learners of all abilities understand their rights in the workplace.
Recognize that learners may have gender expectations for work, assuming that certain jobs are “for women” and others are “for men.” Teach learners that in Canada, anyone can do any job regardless  of gender.
Literacy learners are at risk for being treated unfairly in the workforce. Help learners to understand their rights as workers.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have experienced trauma can be triggered by people  in positions of authority.
Filling in forms can be a trigger for learners who have experienced trauma.
Give learners advance warning of this topic and be aware that there may be learners who require support.

Strategies

Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

In a group, make an information poster for a job. Include the job title, images from the internet and the possible hourly wage. Share your poster with your class.
As a class, make a book about jobs. On each page, write the name of a job and include an image.
Invite a guest speaker from an employment centre.
Visit an employment centre.

Realia:

Play money

Lessons and Activities:

ESL Literacy Reader: A Part-Time Job
ESL Literacy Reader: Inge Cuts Hair
Jobs in my Community (2L-3L but can be adapted)
Listening for Job Names (not literacy but can be adapted)
Saying the Name of My Job (not literacy but can be adapted)
Filling Out a Simple Job Application Form (not literacy but can be adapted)

Multimedia:

ESL Image Bank: People in Different Jobs