Stage I:
Equity, Diversity and Inclusion
This theme focuses on the communication skills needed to express the values and beliefs around fair treatment and accessibility for all people. Find out more about this theme here.
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 short, simple sentence about equality in Canada and say or point to a picture of two groups who are protected.
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 guest speaker introduction who speaks both official languages, French and English.
Interacting with others
Understand individual greetings, introductions and goodwill expressions
- Identifies individual, familiar words and short phrases used in common courtesy formulas.
- Indicates comprehension with appropriate verbal or non-verbal responses.
Listen to a few short phrases or a single sentence about diverse families in Canada, including 2SLGBTQIA+ families.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few key words and short expressions related to immediate needs.
- Indicates comprehension with appropriate verbal or non-verbal responses.
Listen to someone introduce themselves to you, to identify their pronouns.
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 responses.
CLB 2
Listen to a couple of sentences about simple rights in Canada and name or point to pictures of two of your rights.
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 an instructor ask learners to bring a food or drink item to a multicultural potluck event and decide what to bring.
Getting Things Done
Understand expressions used to make and respond to requests and warnings in situations of immediate personal need.
- Identifies expressions for basic requests and warnings.
- Responds appropriately with physical or verbal responses.
Listen to a few short sentences about diverse families in Canada, including 2SLGBTQIA+ families.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Listen to someone who is 2SLGBTQIA+ introduce themselves and their partner.
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 few short sentences about the Charter of Rights and Freedoms in Canada and name three of your rights.
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 learner ask their instructor to share information about Orange Shirt Day, including the date and how it will be observed.
Getting Things Done
Understand expressions used in familiar everyday situations (such as requests, permission and warnings).
- Identifies phrases and sentences related to simple persuasive functions.
Listen to a short description of some local Indigenous family traditions.
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 few short sentences about local community services for seniors.
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 learner ask their instructor to share information about Pink Shirt Day, including the date and how it will be observed.
Getting Things Done
Understand expressions used in familiar everyday situations (such as requests, permission and warnings).
- Identifies phrases and sentences related to simple persuasive functions.
CLB 4
Listen to up to 10 sentences about your rights and responsibilities in Canada and name several of your rights and responsibilities.
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 short list of recommendations for how we can understand and support neurodivergent learners in our class.
Getting Things Done
Understand short communication intended to influence or persuade others in familiar, everyday situations.
- Identifies purpose, main ideas, factual details and some implied meanings in simple announcements, commercials or infomercials.
Listen to a short description of a local Indigenous family structure and find a difference and/ or a similarity with your culture.
Comprehending Information
Understand short descriptive or narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Listen to a BIPOC speaker give tips on how to be a good ally.
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.
Speaking
CLB 1
Introduce yourself with your pronouns.
Interacting with Others
Use and respond to basic courtesy formulas and greetings.
- Uses appropriate basic courtesy formulas.
- Indicates communication problems verbally or nonverbally.
In 2-3 short, simple phrases talk about an inclusive class like “In class, we listen, we respect, or we welcome”.
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.
Give a simple instruction to a friend who is helping you to make a simple recipe for a multicultural potluck event.
Giving Instructions
- Uses imperative forms and memorized stock expressions.
- Uses appropriate courtesy words.
Practice the cultural greetings for classmates’ celebrations both in first languages and English.
Interacting with Others
Use and respond to basic courtesy formulas and greetings.
- Uses appropriate basic courtesy formulas.
- Indicates communication problems verbally or nonverbally.
CLB 2
In 3-4 short, simple sentences talk about how to create a welcoming and inclusive class like “In our classroom we can…”.
Sharing Information
Give expanded basic personal information to a supportive listener.
- Expresses likes and dislikes.
- Expresses basic ability or inability.
Give short instructions of one or two steps to a new classmate to find the gender inclusive bathroom.
Giving instructions
- Uses imperative form, memorized stock expressions, and appropriate courtesy formulas.
- Gives both positive and negative commands.
In a couple of phrases or a sentence, explain to another student how to introduce yourself with your pronouns if you wish to.
Giving Instructions
Give short, simple, common, routine instructions to a familiar person.
Instructions are short phrases or imperative sentences.
- Uses imperative forms, memorized stock expressions and appropriate courtesy words (such as please).
- Gives both positive and negative commands.
Ask your teacher for help if you can’t hear the lesson.
Getting Things Done
Make and respond to simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
CLB 3
In a few short, simple sentences, describe several things we can do to create a welcoming and inclusive class for new learners.
Sharing Information
Ask for and give information about immediate needs and some feelings related to common everyday activities.
- Expresses some feelings.
- Expresses very simple immediate and future needs, wants and plans.
Give short directions to a friend on how to get to a French-language daycare.
Giving instructions
Give simple, common, routine directions to a familiar person.
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
Ask for support in school for a child with a disability and explain two things they need.
Getting Things Done
Make and respond to an expanding range of simple requests related to everyday activities.
- Uses appropriate polite expressions.
- Uses simple sentences and question formations.
CLB 4
Collaborate to create an inclusive class charter with a list of 5-7 items.
Sharing Information
Ask for and give information about needs and feelings related to common everyday activities.
- Asks and answers simple, factual questions.
- Expresses feelings, needs, preferences, satisfaction and dissatisfaction.
Give directions to a classmate on how to get to an Indigenous art exhibit.
Giving instructions
Give a set of simple, common, routine directions to a familiar person.
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
Reading
CLB 1
Read about a Francophone festival in your community to find the date and time.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Identifies an address.
Read names from a list of 2 to 3 local traditional Indigenous foods supported by images.
Comprehending Information
Recognize names, numbers and some basic details in very simple, short texts related to everyday situations and immediate needs.
- Identifies numbers, letters, a few key words and short expressions.
Read a familiar word or symbol (such as an arrow, a Pride flag, or the word “park”) on a sign to locate a Pride event at your school.
Getting Things Done
- Gets information from very short, simple, common formatted texts.
- Identifies numbers and familiar words.
CLB 2
Read 5-7 sentences about an event to support women starting a home-based business to find the date, time, and place.
Getting Things Done
Get information from simple formatted texts.
- Recognizes layout.
- Scans text to find specific details.
Read a simple poster for a Pride event at your school or organization.
Getting Things Done
- Gets basic information from short, simple business or service notices.
- Scans text to find specific details.
Read a few short, simple sentences about a local Indigenous community leader to identify their name and where they are from.
Comprehending Information
Understand the purpose and some basic details in very simple, short texts related to everyday, familiar, personally relevant situations and topics.
- Identifies numbers.
- Identifies purpose, a few key words and short, common expressions.
CLB 3
Read about 2SLGBTQIA+ youth groups in your community to find out where and when the group meets and how to sign up.
Getting Things Done
Get information from short business or service texts.
- Gets overall meaning.
- Interprets simple graphics.
Read up to 2 short, simple paragraphs about help available for women escaping intimate partner violence including local community resources.
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.
- Identifies key information and main idea.
- Identifies key events, people, places, things (who, what, where and when).
Read a handout for Pride Month at your school or organization.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Scans formatted text to find specific information.
CLB 4
Read about 3 to 4 Black History Month events taking place in your area, including the date, time, location and a few sentences about each event, and decide which you can attend.
Getting Things Done
Get information from short business or service texts.
- Identifies type and purpose.
- Finds main ideas, specific information and key details.
Read a short description of cross-cultural parenting such as family roles and caregiving practices.
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.
- Finds key information and specific details.
- Identifies meanings of connective words between sentences in a narrative sequence.
Read a short brochure for Pride Month in your community and compare several of the events to decide which one to attend.
Getting Things Done
Gets information from simple, formatted texts.
- Identifies layout and specific information.
- Compares facts and information to make choices.
Writing
CLB 1
Write words using a word list to complete a thank you card for a friend for giving you a ride to a community picnic.
Interacting with others
Convey greetings or other goodwill messages by completing cards or other very short, simple standard texts.
- Completes a message with simple and minimal information.
- Completes a message with appropriate salutation and closing.
Copy a short list of orally familiar words about gender and sexuality like man, woman, gay and trans.
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.
Write words to complete a very simple, short text about common accommodations like wearing glasses if you can’t see the board.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Writes a few personal and familiar details.
- Writes legibly.
CLB 2
Complete a simple message template to a friend to invite them to a community workshop on how to be an active senior.
Interacting with others
Write a birthday message for your classmate in 2 -3 sentences.
- Completes a message with simple information.
- Uses adequate spelling and punctuation.
Write words to complete a short text about common accommodations in class like sitting close to the front where you can see or using headphones if it is hard to hear.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Follows some spelling and punctuation conventions.
- Writes legibly.
CLB 3
Write a simple message to a friend to invite them to a workshop on parenting children who are neurodivergent.
Interacting with others
Write a message to your neighbour telling them you will be away on vacation and want them to turn on lights.
- Conveys the message; reader may have to guess or make inferences to follow completely.
- Describes time and location.
Copy important information about how to access Francophone schooling for your children in your province.
Reproducing Information
Copy or record a range of information from short texts for personal use
- 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.
Copy a list of ways the classroom causes problems for different groups of people that need accommodations in the classroom.
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.
CLB 4
Write a message to a friend to invite them to a newcomers event on parenting teens in the community.
Interacting with Others
Convey short, personal, informal social messages on topics related to familiar everyday situations.
- Conveys the message so the reader can follow it.
- Conveys the main ideas and supports them with some detail on a basic paragraph structure.
Create a short list of your rights and responsibilities from two paragraphs about citizenship in Canada.
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.
Describe in a paragraph what you need in class to support you in being a good language learner.
Sharing Information
Write a short paragraph to describe a familiar situation, event, personal experience or future plan.
- Uses basic paragraph structure.
- Conveys main ideas and supports them with some detail.
Copy several sentences about the barriers facing women wanting to return to the workforce after having children.
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.
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.
