Detailed Sample Task: EAL Literacy
CLB 3L - Listening Comprehending Instructions
Banking and Numeracy
Real-World Task
Follow 2 to 4 instructions to set a strong password for your cell phone.
Planning Context
Helpful Knowledge:
- Passwords are used in many different contexts and should be kept safe.
- Online security is important to keep you and your information safe.
Context:
- Passwords are used for many different contexts.
- Passwords can be easy or difficult to guess; it is best to choose a strong password.
- There can be severe consequences if someone guesses your password, especially for banking.
Vocabulary and Grammar
Sample Vocabulary:
- password
- capital letter
- upper-case letter
- lower-case letter
- number
- symbol
- enter
- input
- security
- safe
- repeat
Sample Grammar:
- Imperative voice for commands
- Adverbs for giving order: first, next, then, last
Knowledge and Strategies
Textual and Functional Knowledge:
- Instructions can be given in continuous text or in lists.
- Lists are often numbered or bulleted.
Sociolinguistic Knowledge:
- Courtesy formulas are not usually used when giving instructions for completing a task.
Activities and Tasks
Sample Skill-Building Activities:
- Discuss as a class: what is a password? When do you use passwords
- Discuss as a class: what makes a password easy to guess? What makes a password hard to guess?
- Use the imperative (point, show me) to ask for vocabulary words; respond using the correct vocabulary card.
- Work together in a group to write advice about keeping your passwords safe.
- On a computer or other device, copy strings of 6 to 8 letters and symbols exactly, including capital and lower-case letters.
- 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.
- Read instructions for logging into a website. Circle all the verbs in the imperative (that tell you what action to do), and then underline any adverbs for giving order, such as first, next, then, last
Sample Skill-Using Tasks:
- Follow 2 to 4 instructions to set a strong password for your email account.
- Follow 2 to 4 instructions to set a strong password for an online shopping website.
Sample Assessment Tasks:
- Follow 2 to 4 instructions to set a strong password for your cell phone.
Teaching Considerations
Cultural Considerations:
- Ideas and expectations of privacy and financial independence vary in different cultures. In some cultures, there is an expectation that adults maintain their own passwords and keep them private, even from spouses or partners, but this may be different in other cultures.
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.
- Have keyboarding and typing skills.
- Send and receive text messages.
- Fill in forms online.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- 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.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Share knowledge and strategies to ensure online safety.
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 not all learners, especially female learners, will have financial independence in their families and may not have the freedom to keep their passwords private. Make sure all learners know their rights in Canada.
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.
- Discussions of scams, fraud, and theft may be triggering for learners who have experienced trauma, especially those who have lost their homes, possessions, and/ or money.
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:
- Invite a guest speaker who can give a level-appropriate talk about online safety.
- Create a poster to give advice for making a strong password and present to learners from another class.
Realia:
- No realia in this task
Units and Modules:
- Module Plan: Banking and Finance (not literacy but can be adapted)
Lessons and Activities:
- A Banking Story (not literacy but can be adapted)
- Banking Application Form (not literacy but can be adapted)
- Bank Card (not literacy but can be adapted)
- Bank Statement (not literacy but 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.
