Stage I:
Getting Around
and Transportation
This theme focuses on the communications skills needed to move around communities effectively.
Choose a CLB level by clicking below to access information about Real-World Tasks and Detailed Sample Tasks for this theme.
Listening
CLB 1
Follow a single step direction to get on the right bus like Take bus number 2 or Get off at the shopping centre.
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate personal needs. [Instructions/ commands are about 2 to 5 words.]
- Identifies words or phrases that indicate positive or negative commands or requests.
- Indicates comprehension with appropriate verbal and non-verbal responses.
Listen to a simple transit announcement to get off at the right stop.
Getting Things Done
Understand expressions used to attract attention and to request assistance in situations.
- Identifies a few common key words and formulaic expressions.
- Recognizes meaning based on individual familiar words and short formulaic phrases.
CLB 2
Follow 1 to 2 simple directions to get to a local Francophone settlement organization like Take bus number 2 or Get off on Orchard Road.
Comprehending Instructions
Understand short, simple, common instructions, commands, requests and directions related to immediate personal needs. [Instructions/ commands are simple imperative sentences.]
- Identifies words or phrases that indicate positive or negative commands or requests.
- Responds verbally (by answering questions) or with actions.
Listen to a simple transit announcement about a route delay to find out when the bus will arrive.
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.
- Recognizes apologies.
CLB 3
Follow 2 to 4 directions to get to a local Francophone settlement organization.
Comprehending Instructions
Understand instructions and directions related to familiar, everyday situations of immediate personal relevance.
- Identifies words and phrases that indicate movement, location, measurement, weight, amount and size.
- Identifies basic connectors related to time (now, then, before, after) and place (this, that, here, there).
Listen to a transit announcement about a route disruption.
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.
- Understands the gist and an expanding range of factual details.
CLB 4
Follow 4 to 5 step directions to get to a local Francophone settlement organization.
Comprehending Instructions
Understand common, sequentially presented instructions and directions related to familiar, everyday situations of personal relevance.
- Identifies words and phrases that indicate movement, location, manner, frequency and duration.
- Recognizes and identifies correct sequence of steps.
Listen to a transit announcement about a route disruption with information about alternative options.
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.
- Understands an expanded range of factual details and some implied meanings.
Speaking
CLB 1
Respond appropriately to another transit passenger’s greeting and/ or leave-taking.
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.
Ask a transit operator or passenger about the bus number.
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 acceptable gestures and body language when making requests.
CLB 2
Start a short conversation with another transit passenger. Talk about the weather.
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.
Ask a transit operator or passenger for assistance with a route.
Getting Things Done
Make and respond to simple requests related to common everyday activities.
- Uses appropriate memorized expressions, simple sentences, and courtesy formulas for requests.
- Speaks in short phrases and some short sentences, with very little evidence of connected discourse.
CLB 3
Participate in a short, casual conversation with another transit passenger. Talk about where you are going.
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.
Ask a transit operator or passenger for information about a route and the time it will take.
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
Participate in a short, casual conversation by making small talk with another transit passenger.
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.]
- Asks and responds to questions about common, everyday routines.
- Uses a range of small talk phrases and expressions.
Ask a transit operator or passenger for help planning a route.
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.
Reading
CLB 1
Read a very simple transit schedule to find the name of the destination and the departure 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 2 to 3 short sentences about a local event for National Indigenous Peoples Day.
Comprehending Information
Recognizes 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.
- Finds a few key words and simple details.
CLB 2
Read a simple transit schedule to find the destination, departure and arrival times and route number.
Getting Things Done
Get information from simple formatted texts.
- Recognizes layout.
- Scans text to find specific details.
Read 5 to 7 simple sentences about a local event for National Indigenous Peoples Day.
Comprehending Information
Understand the purpose and some basic details in very simple, short texts related to everyday, familiar, personally relevant situations and topics.
- Identifies purpose.
- Identifies numbers, a few key words and short, common expressions.
CLB 3
Use a simple transit app to understand details about a route like the length, number of stops or alternative routes.
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 promotional poster about a local event for National Indigenous Peoples Day and decide you can attend.
Getting Things Done
Understand the purpose, main idea, key information and some details in simple, short texts related to everyday familiar and personally relevant situations and topics. [Texts may be supported by simple formatted graphs, tables and diagrams.]
- Gets the gist.
- Identifies key information and main idea.
CLB 4
Use a transit app to plan a trip to the grocery store.
Getting Things Done
Get information from simple formatted texts.
- Identifies layout and specific information.
- Identifies type and purpose.
Compare information about 2 local events taking place for National Indigenous Peoples Day to decide which one to attend.
Getting Things Done
Understand the purpose, main idea, key information and specific details in simple, short texts related to everyday familiar and personally relevant situations and topics. [Texts may be supported by graphics, charts, tables, illustrations or diagrams.]
- Finds key information and specific details.
- Compares simple information.
Writing
CLB 1
Complete up to 5 personal information items on an application form to apply for accessible transit services.
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 an address into a text message or note to arrange to meet a friend at a Pride celebration event in the community.
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.
CLB 2
Complete up to 10 personal information items on an application form to apply for accessible transit services.
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.]
- Writes basic personal information in appropriate sections.
- Follows some conventions for addresses, telephone numbers, etc.
Copy a location name, address and phone number into a text message or note to a friend to arrange to meet up at a Pride celebration event in the community.
Reproducing Information
Copy a range of information, from simple lists or very short passages, for personal use or to complete short tasks. [Texts to copy are 3 to 5 sentences, have clear layout, and basic everyday information; lists have about 10 to 15 items.]
- Copies letters, numbers, words, and sentences with correct capitalization and punctuation.
- Follows standard Canadian conventions and styles when copying addresses and phone numbers.
CLB 3
Complete 10 to 15 items on an application form to apply for accessible transit services.
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.
Copy 5 to 6 route directions from a transit app or schedule to get to a Pride celebration event in the community.
Reproducing Information
Copy or record a range of information from short texts for personal use. [Texts to copy are up to about 1 paragraph and have a clear layout; can include passages, directories, schedules, instructions, and dictionaries.]
- 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 15 to 20 items on an application form for accessible transit services.
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.
Copy 6 to 7 route directions from a transit app or schedule to get to a Pride celebration event in the community.
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; can include passages, directories, schedules, instructions, directions, dictionaries and manuals; and may come from more than one source.]
- 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 note to your property manager about increasing lighting around the bus stop on the property to increase safety.
Getting Things Done
Write simple business or service messages
- 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.
