Stage I:
Global Citizenship
This theme focuses on the communication skills needed to understand global connections and address social, political, environmental and economic issues that affect everyone.
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 2-3 word, simple instructions for safely cleaning reusable lunch containers and metal straws.
Comprehending instructions
Understand very short, simple instructions, commands and requests related to immediate personal needs.
- Identifies words or phrases that indicate positive or negative commands.
- Indicates comprehension with appropriate verbal or non-verbal requests.
Listen to two or three words related to the Diwali celebration.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, times and dates.
- Identifies a few simple key words and short expressions.
Listen to 2 or 3 short word instructions about clearing snow.
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate needs.
- Identifies words or phrases that indicate positive or negative commands.
- Indicates comprehension with appropriate verbal or non-verbal requests.
CLB 2
Listen to 3-5 simple do’s and don’t instructions for reducing water usage at home.
Comprehending Instructions
Understand short, simple, common instructions, commands and directions requests related to immediate personal needs.
- Identifies numbers.
- Identifies words or phrases that indicate positive or negative commands.
Listen to 2 or 3 simple sentences about a classmate’s New Year celebration and an activity in this celebration.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place.
- Identifies key words and expressions.
Listen to a few simple instructions about clearing the sidewalk in front of your home.
Comprehending Instructions
Understand short, simple common instructions, commands, requests and directions related to immediate needs.
- Identifies words or phrases that indicate positive or negative commands.
- Responds verbally or with actions.
CLB 3
Listen to a short presentation with 2-4 steps on how to donate your refundable containers to a bottle drive to raise money for a free breakfast program in your community.
Comprehending Instructions
Understand instructions and direction requests related to familiar, everyday situations of immediate personal relevance.
- Identifies basic connectors related to time (now, then, before, after) and place (this, that, here, there).
- Responds with correct actions to instructions.
Listen to a description of 3-5 sentences from several classmates describing when they celebrate New Year and some activities they take part in for this celebration.
Comprehending Information
Understand short, simple, descriptive communication about a person, object, situation, scene, personal experience or daily routine.
- Gets the gist.
- Identifies key information and main idea.
Listen to instructions about how to care for the outside of your home, including taking out the garbage, recycling and compost and clearing snow.
Comprehending Instructions
Understand instructions and directions related to familiar, everyday situations of immediate personal relevance.
- Identifies basic connectors related to time (now, then, before, after) and place (this, that, here, there).
- Responds with correct actions to instructions.
CLB 4
Listen to a presentation or video with 4-5 steps on how to compost your food scraps and kitchen waste.
Comprehending Instructions
Understand common sequentially presented instructions or directions related to familiar everyday situations of personal relevance.
- Identifies words and phrases that indicate movement, location, manner, frequency and duration.
- Recognizes and identifies the correct sequence of steps.
Listen to 5-7 details of a classmate’s Eid celebration and compare it to a celebration in your own culture.
Comprehending Information
Understand short, descriptive or narrative communication on topics of personal relevance.
- Identifies factual details (who, what, where and when).
- Identifies some implied meanings, key words, and expressions.
Listen to instructions about how to care for the outside of your home, including taking out the garbage, recycling and compost; trimming hedges and trees; and clearing snow.
Comprehending Instructions
Understand short descriptive or narrative communication on topics of personal relevance.
- Identifies words and phrases that indicate movement, location, manner, frequency and duration
- Recognizes and identifies correct sequence of steps.
Speaking
CLB 1
In a single sentence, ask a neighbour if they need a ride to a Ukrainian dance event in the community.
Interacting with Others
Use and respond to basic courtesy formulas and greetings.
- Responds appropriately to common greetings, introductions, and leave-takings.
- Indicates communication problems verbally or non-verbally.
Answer 2-3 questions to share information about education in your first or other country with your classmates.
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.
CLB 2
Offer to help at a school breakfast program giving your availability.
Interacting with Others
Uses and responds to courtesy formulas and greetings.
- Initiates and responds appropriately to introductions and leave-takings using appropriate courtesy formulas.
- Opens a short conversation.
Answer 3-5 simple questions to share information about an international trip or travel experience with your classmates.
Sharing Information
Give expanded basic personal information to a supportive listener.
- Answers simple questions about personal information.
- Expresses basic ability or inability.
CLB 3
Offer to help a classmate apply for a community garden space and set up a time to work on it together.
Interacting with Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions.
- Uses appropriate polite expressions.
- Uses simple sentences and question formations.
Using a few short, simple sentences, talk about a personal experience with volunteering.
Sharing Information
Give brief descriptions of concrete objects, people or experiences in a few short sentences.
- Sustains about 4-5 sentences, which may not be adequately connected as discourse.
CLB 4
Leave a voicemail message to offer to volunteer at a girls sport event in the community giving your name, your reason for calling, your phone number and your availability.
Interacting with Others
Use a range of courtesy formulas and some casual small talk in short, one-on-one or small group interactions.
- Opens and closes a short conversation.
- Asks and responds to questions about common, everyday routines.
Describe information about a fundraising event for newcomer seniors in your community.
Sharing Information
Give brief descriptions of personal experiences, situations or simple processes, such as getting goods or services.
- Sustains about 5-7 sentences, which are adequately connected as discourse.
- Gives descriptions in coherent narratives.
Reading
CLB 1
Read information on your ID card.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers and familiar words.
Read a simplified neighbourhood map to find the address of the Community Food Bank.
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.
Follow instructions on how to recycle different household items by matching visuals to recycling bin visuals.
Comprehending instructions
Understand very short, simple instructions for common, familiar everyday situations.
- Recognizes individual words (imperative verbs and common nouns) in a set of instructions.
- Identifies numbers, a few key words and short expressions in instructions.
CLB 2
Read a few simple sentences about getting an ID card.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
Read a simplified, teacher-adapted brochure to find the open hours of the local newcomer youth program centre.
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 and follow simple instructions to donate items to and purchase items from a thrift store.
Comprehending instructions
Understand short, simple, clearly sequenced instructions for common, familiar everyday situations.
- Recognizes individual words, phrases and symbols used in simple instructions.
- Follows instructions in the proper sequence.
Read a short notice about a local community garden to find out the location and who to contact.
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
Read information about getting a driver’s license.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Scans formatted text to find specific information.
Read a short notice about accessing an after-school tutoring program for newcomer children to find the contact information and location.
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 and follow point-form instructions for how to safely dispose of batteries.
Comprehending instructions
Understand short, simple, clearly sequenced instructions for familiar everyday situations.
- Identifies sequence signals (such as first, second, next).
- Recognizes words, phrases and symbols commonly used in instructions.
CLB 4
Read information about replacing a stolen ID card.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Compares facts and information to make choices.
Read a short notice about accessing employment counselling services that are also available in French to find the location and the contact information.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Identifies layout and specific information.
- Identifies type and purpose.
Read and follow simple directions to the local recycling centre for larger household items like appliances.
Comprehending instructions
Understand short, simple, clearly sequenced instructions for familiar everyday situations.
- Identifies sequence signals (such as first, next, before).
- Recognizes common sentence patterns, phrases and symbols commonly used in instructions.
Writing
CLB 1
Copy the name and address of a store which sells refillable cleaning products.
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.
Using a template, complete a 2 sentence message to a family member reminding them to recycle.
Interacting with Others
Convey greeting or other goodwill messages by completing cards or other very short, simple standard texts.
- Completes a standard greeting card or message with simple and minimum information.
- Completes message with an appropriate salutation (such as hi, hello, dear, to) and closing (such as from, regards, love).
Copy a short Acadian recipe.
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
Copy a list of 10 actions you could do to help the environment.
Reproducing Information
Copy a range of information from simple lists or very short passages for personal use.
- Copies or records letters, numbers and words correctly.
- Copies text legibly; reader may still have difficulties decoding some numbers or letters.
Using a template, complete a short message to a family member suggesting they join the library instead of buying new books.
Interacting with Others
Convey an expanding range of goodwill messages (such as thanks apologies, congratulations, get well wishes, goodbyes, and sympathy) by means of standard cards or guided notes.
- Completes a standard greeting card or message with simple and minimum information.
- Uses adequate spelling and punctuation.
CLB 3
Copy a list of things your family could do to reduce the use of single-use plastic in your home.
Reproducing Information
Copy or record a range of information from short texts for personal use.
- Copies or records letters, numbers and words with no major omissions.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Write a message of a few sentences to a family member suggesting they start a recycling effort in class to help the environment.
Interacting with Others
Convey short, personal and informal social messages on topics related to familiar everyday situations.
- Conveys the message; reader may have to guess or make inferences to follow completely.
- Describes time and location.
Copy several sentences about the challenges women have when returning to work after having children.
Reproducing Information
Copy or record a range of information from short texts for personal use.
- Copies or records letters, numbers and words with no major omissions.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
CLB 4
Write an email explaining how to make choices at the grocery store to reduce impact on the environment like using cloth bags when buying produce or choosing compostable disposable cups.
Reproducing Information
Copy or record an expanded range of information from short texts for personal use.
- Accurately copies elements of formatting from template.
- Copies information with no major omissions.
Write a message to a family member suggesting they cycle or walk to school. Explain the benefits and some tips about bike paths, bike storage and safety.
Interacting with Others
Convey short, personal and informal social messages on topics related to familiar everyday situations.
- Conveys the message so the reader can follow it.
- Conveys main ideas and supports them with some detail in a basic paragraph structure.
Copy information about the rights of women in Canada and when these rights became law.
Reproducing Information
Copy or record an expanded range of information from short texts for personal use.
- Accurately copies elements of formatting from template.
- Copies information with no major omissions.
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.
