Stage I:
Community and Recreation
This theme focuses on the communication skills required to connect with local communities and engage in recreational activities such as sports, volunteering and local events.
Choose a CLB level by clicking below to access information about Real-World Tasks and Detailed Sample Tasks for this theme.
Listening
CLB 1
Listen to a neighbour give a simple description of a multicultural event in the community and find out the name and date of the event.
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 short description of a single parent accessing the foodbank to find out the opening hours.
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 classmate describe the recreation centre where they meet with people from other cultures to identify the location.
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 response.
CLB 2
Listen to a neighbour tell you about a multicultural event in the community and find out the name, date and location of the event.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place, key words and expressions.
- Understands simple phrases, short, simple sentences and a few factual details.
Listen to a short description of a French service available in the community including the address.
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 conversation between two classmates talking about where they can find their cultural food in their community.
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 3
Listen to a neighbour give information about a multicultural event in your community and find out the reason for the event and some basic highlights.
Comprehending Information
Understand short, simple, descriptive communication about a person, object, situation, scene, personal experience or daily routine.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Listen to a person with a disability talking about accessing accommodations in the community to find out the reason for the accommodation.
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 about an Indigenous Art Exhibit to find out the date, time and location.
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.
Listen to a short description of a French service available to find out the name and the provider.
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 two people talk about the fun things they think would help people in their cultural communities live healthier lives.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
CLB 4
Listen to a neighbour talk about a multicultural event they attended in your community and what they enjoyed about it.
Comprehending Information
Understand short descriptive or narrative communication on topics of personal relevance.
- Identifies factual details, some implied meanings, key words and expressions.
- Identifies who, what, where and when.
Listen to a story about people from different cultures accessing the local foodbank to find out the food available.
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 a conversation between two people discussing cultural organizations in their community to find out their locations.
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 1
Answer basic personal information questions from a front desk clerk to register for a program like your name and date of birth.
Sharing Information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Uses alphabet to spell out words, such as own name.
Greet a participant at a community event or recreational activity like a Pride celebration event, spring clean-up, potluck or yoga class.
Interacting with Others
Use and respond to basic courtesy formulas and greetings. [Interlocutors are familiar and supportive.]
- Responds appropriately to common greetings, introductions, and leave-takings.
- Uses appropriate basic courtesy formulas.
CLB 2
Answer personal information questions from a front desk clerk to register for a program like your name, date of birth, address and phone number.
Sharing Information
Give expanded basic personal information to a supportive listener.
- Answers simple questions about personal information.
- Expresses basic ability or inability.
Start a short conversation with a participant at a community event or recreational activity like a Pride celebration event, spring clean-up, potluck or yoga class.
Interacting with Others
Use and respond to courtesy formulas and greetings. [Interlocutors are familiar and supportive.]
- Initiates and responds appropriately to introductions and leave-takings using appropriate courtesy formulas.
- Opens a short conversation.
CLB 3
Register for a recreation program like an adult learn-to-swim, strength training or yoga class.
Getting Things Done
Make and respond to an expanding range of simple requests related to everyday activities.
- Uses simple sentences and question formations.
- Provides some basic details.
Participate in a short, casual conversation with a participant at a community event or recreational activity like a Pride celebration event, spring clean-up, potluck or yoga class.
Interacting with Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions. [Interlocutors are familiar and supportive.]
- Initiates and responds appropriately in short routine exchanges about self and another person.
- Uses an expanding range of courtesy formulas and small talk phrases.
CLB 4
Request a registration fee refund for a recreation program that you are unable to attend.
Getting Things Done
Make and respond to a range of requests and offers (such as getting assistance, and asking for, offering, accepting or rejecting goods or services.)
- Asks questions and makes requests and suggestions politely and appropriately.
- Uses modals with some accuracy.
Make small talk with a participant at a community event or recreational activity like a Pride celebration event, spring clean-up, potluck or yoga class.
Interacting with Others
Use a range of courtesy formulas and some casual small talk in short, one-on-one or small group interactions. [Interlocutors are familiar and supportive.]
- Uses non-verbal communication (such as eye contact and nodding) to show interest and encourage conversation.
- Uses a range of small talk phrases and expressions.
Reading
CLB 1
Find the day of the week and the type of weather from a simple weather forecast.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Finds a few key words and simple details.
Read a very simple community marketplace advertisement selling a second-hand household item to find the name of the item and the price.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Finds total amount and date.
CLB 2
Use a simple weather forecast to decide what to wear the next day.
Getting Things Done
Get information from simple formatted texts (such as simple forms, maps, diagrams, signs, labels, tables and schedules).
- Recognizes layout.
- Scans text to find specific details.
Read a simple community marketplace advertisement selling a second-hand household item and find the name of the item, price and location of the seller.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
- Finds key words and simple details.
Read a short story about a local Francophone festival.
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 3
Read an article about a local Francophone demonstration to ask for more French services to learn the location, date, and reason for the demonstration.
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.
Use a weather app to decide what clothing items to bring for a weekend away.
Getting Things Done
Get information from simple formatted texts.
- Identifies layout and specific information.
- Scans formatted text (such as a directory) to find specific information.
Read a community marketplace advertisement for a second-hand household item to decide whether to buy it.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Gets overall meaning.
- Interprets simple graphics.
CLB 4
Use a weather app to plan which activities to do on different days during a week-long holiday.
Getting Things Done
Get information from simple formatted texts (such as forms, tables, schedules and directories).
- Identifies layout and specific information.
- Identifies type and purpose.
Compare 2 items from marketplace advertisements to decide which one to buy.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Finds main ideas, specific information and key details.
- Compares facts and information to make choices.
Writing
CLB 1
Fill out up to 5 personal information items on an application form to register for a recreation program like a swimming class, fitness class or basketball.
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.]
- Writes basic personal information in appropriate sections.
- Follows some conventions for addresses, telephone numbers, etc.
Copy the name, address and phone number for the local food bank from a website.
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 2 to 3 sentences in length, have clear layout and basic everyday information; lists have about 5 to 10 items.]
- Copies letters, numbers, words and short sentences, including capitalization and punctuation.
- Follows standard Canadian conventions and styles when copying addresses and phone numbers.
Copy the name, web address and phone number of a community resource from a resource guide for BIPOC parents.
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.
- Copies letters, numbers, words and short sentences, including capitalization and punctuation.
- Follows standard Canadian conventions and styles when copying addresses and phone numbers.
Copy the name and address of a local community centre.
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.
CLB 2
Fill out up to 10 personal information items on an application form to register for a recreation program like tennis, yoga or racquetball.
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 items, and have clear labels and areas in which to write.]
- Follows some conventions for addresses, telephone numbers, etc.
- Follows some basic spelling conventions.
Write a simple single sentence response to questions about personal needs on a food bank intake form.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Writes personal details in response to a few short questions.
- Follows some spelling and punctuation conventions.
Copy 3 to 5 slogans on posters to participate in an anti-racism awareness rally.
Reproducing Information
Copy a range of information, from simple lists or very short passages, for personal use or to complete short tasks.
- Copies letters, numbers, words, and sentences with correct capitalization and punctuation.
- Copies text with no major omissions and only occasional copying mistakes.
Write a short guided message to a friend to say what you do for fun on the weekend.
Interacting with Others
Convey an expanding range of goodwill messages by means of standard cards or guided notes.
Messages are a few words or short phrases, addressed to a familiar person and related to personally relevant situations.
- Completes a message with familiar information.
- Uses adequate spelling and punctuation.
CLB 3
Fill out 12 to 15 items on an application form to register a child for a recreation program for BIPOC youth.
Getting Things Done
Complete short, simple forms that require basic personal or familiar information and some responses to simple questions. [Forms contain about 12 to 15 items, and have clear labels and areas in which to write.]
- Follows appropriate conventions for addresses, telephone numbers, etc.
- Follows most spelling conventions.
Write a few sentences about one’s personal needs on a food bank intake form.
Sharing Information
Write a few sentences to describe a familiar person, object, place, situation or event. [Writing is up to about 5 sentences.]
- Uses a few connected sentences
- Provides adequate descriptions, though a reader may have some difficulty following the message.
Copy information about a drop-in basketball game at the local recreation centre.
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.
Copy 3 definitions for vocabulary related to anti-racism to prepare for a class discussion like identity, racism, discrimination, bias, inclusion, ally and so on.
Reproducing Information
Copy or record a range of information from short texts for personal use.
Reproducing Information
- Copies or records letters, numbers, words and sentences with correct capitalization and punctuation.
- Follows standard Canadian conventions for capitalization, punctuation and other requirements of the genre.
CLB 4
Complete up to 20 items on an application form to register your children for different recreation programs. Ask to be added to the waitlist.
Getting Things Done
Complete simple forms that require basic personal or familiar information and some responses to simple questions. [Forms contain about 15 to 20 items and have clear labels and areas in which to write.]
- Follows appropriate conventions for addresses, telephone numbers, etc.
- Follows most spelling conventions.
Write a paragraph about one’s personal needs on a food bank intake form.
Sharing Information
Write a short paragraph to describe a familiar situation, event, personal experience or future plan. [Writing is about 1 paragraph.]
- Uses basic paragraph structure.
- Describes the situation adequately so that a reader can follow.
Copy 4 to 6 phrases you can use to be an ally like “We don’t say that here”, “That’s not funny” or “I don’t agree”.
Reproducing Information
Copy or record an expanded range of information from short texts for personal use.
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text with no major omissions and only occasional copying mistakes.
Copy information about several different conversation classes at the local library including days, times and levels (beginner, intermediate or advanced).
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.
Write a letter or email to a friend to describe what you are doing in your free time.
Interacting with Others
Convey short, personal, informal social messages on topics related to familiar everyday situations.
Message is a few sentences or a short paragraph addressed to a familiar person and related to a personally relevant situation.
- Conveys the message so that a reader can follow it.
- Conveys main ideas and supports them with some detail in a basic paragraph structure.
Write a short message to the local library to ask if they have or can order books in your language so you can teach your children.
Getting Things Done
Write simple business or service texts; Messages are about 7 sentences
- Conveys main ideas and supports them with some detail in a basic paragraph structure.
- Uses language and content that are appropriate to the purpose, intent and social context.
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.
