Stage I:
Shopping
This theme focuses on the communications skills needed for everyday shopping and understanding consumer rights and customer relations.
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 directions to find an item in a store.
Comprehending Instructions
Understand very short, simple instructions related to immediate personal needs.
- Identifies words or phrases that indicate positive or negative commands or requests.
- Indicates comprehension with appropriate verbal and non-verbal responses.
Listen to a very short description of a store’s opening hours.
Comprehending information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as times and dates.
- Identifies a few key words and short expressions related to immediate needs.
Listen to a very short conversation, of 1 or 2 turns, between a manager and a store clerk saying that staff in the store speak both French and English.
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
Follow instructions to find the international foods aisle in a store and specific items in that section.
Comprehending Instructions
Understand short, simple, common instructions and directions related to immediate personal needs.
- Identifies words or phrases that indicate positive or negative commands or requests.
- Responds verbally (by answering questions) or with actions.
Listen to a sales clerk talk about the store’s return policy and understand some details.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, time, place and key words.
- Identifies words related to personal identification information.
Listen to a conversation, of 2 or 3 turns, between a manager and a staff member explaining that staff members speak many languages.
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.
Listen to a few short sentences about an international food stand at the local farmer’s market to learn the food available.
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.
CLB 3
Follow instructions for accessing a store website and specific departments.
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.
- Responds with correct actions to directions and instructions.
Listen to a description of the food that is available at a local farmer’s market, including food stands from many different cultures.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Follow instructions for purchasing an item online.
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.
- Responds with correct actions to directions and instructions.
Listen to a sales clerk describe options for purchasing an out of stock item.
Comprehending Information
Understand short, simple, descriptive communication about a daily routine.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
CLB 4
Follow instructions for going to a store to pick up an item bought online.
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 description of the food that is available at a local farmer’s market, including food stands from many different cultures.
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 sales clerk talk about installment payment options.
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 several conversations of experiences in a retail store. Include experiences from different communities like 2SLGBTQIA+ and BIPOC.
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
Ask your family member to pick up an item from the grocery store.
Giving Instructions
Give brief, simple, common, routine instructions to a familiar person.
- Uses imperative forms and memorized expressions.
- Uses appropriate courtesy words.
Greet the clerk and ask what they have on sale.
Getting Things Done
Make and respond to simple requests related to immediate personal needs (such as asking for assistance or for the time, a price or an amount).
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses expressions for money, prices and amounts.
- Uses acceptable gestures and body language when making requests.
Respond to a greeting from a store clerk.
Interacting With Others
Use and respond to basic courtesy formulas and greetings.
- Responds appropriately to common greetings, and leave-takings.
- Indicates communications problems verbally or non-verbally.
CLB 2
Ask your family member to pick up a short list of items from the grocery store.
Getting Things Done
Give short, simple, common, routine instructions to a familiar person.
- Uses imperative forms, memorized stock expressions and appropriate courtesy words.
- Give both positive and negative commands.
Greet the store clerk and ask for assistance trying on clothes.
Interacting With Others
Use and respond to courtesy formulas and greetings.
- Opens a short conversation.
- Indicates communication problems verbally.
CLB 3
Tell a family member how to find the best deals at the grocery store.
Sharing Information
Ask for and give information about immediate needs and some feelings related to common everyday activities.
- Asks and answers simple questions.
- Expresses very simple immediate and future needs, wants and plans.
Greet the clerk and ask for help finding a t-shirt that shows support for the 2SLGBTQIA+ community suitable to wear to a community Pride event.
Getting Things Done
Make and respond to an expanding range of simple requests related to everyday activities.
- Uses simple sentences and question formations.
- Repeats and attempts to explain when necessary.
- Provides some basic details.
CLB 4
Greet the clerk and ask for help finding a t-shirt that shows support for the 2SLGBTQIA+ community suitable to wear to a community Pride event. Chat with the clerk about the meanings of the symbols.
Getting Things Done
Make and respond to a range of requests and offers (such as getting assistance, and asking for, offering, accepting and rejecting goods and services).
- Asks questions and makes requests and suggestions politely and appropriately.
- Uses modals with some accuracy.
- Elicits or provides details as necessary.
Tell a classmate different places they can look for specialized ingredients for traditional recipes.
Sharing Information
Ask for and give information about needs and feelings related to common everyday activities.
- Asks and answers simple, factual questions.
- Expresses feelings, preferences, satisfaction and dissatisfaction.
Greet an Indigenous vendor at an Art show and ask about a work of art.
Interacting With Others
Use a range of courtesy formulas and some casual small talk in short one-on-one interactions.
- Asks and responds to questions about common, everyday routines.
- Uses a range of small talk phrases and expressions.
Reading
CLB 1
Get a few details about product prices from a flyer.
Comprehending Information
Recognizes names, numbers, and basic detail in very simple, short texts related to everyday situations and immediate needs.
- Identifies numbers, letters, a few key words and short expressions.
Find a few details on a store’s website, such as price and size.
Getting Things Done
Get information from short, simple, common, formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Identifies an address.
CLB 2
Read an advertisement for seasonal products for a holiday celebration like Diwali, Eid, Christmas or Halloween.
Getting Things Done
Get information from simple formatted texts.
- Recognizes layout.
- Scans text to find specific details.
Access a store website or a print flyer to find items on sale.
Getting Things Done
Get information from simple formatted texts.
- Recognizes layout.
- Scans text to find specific details.
Find products on a store website that are specific to certain groups like hair products for BIPOC women or accessibility supports like canes or reading glasses.
Getting Things Done
Get information from simple formatted texts.
- Recognizes layout.
- Scans text to find specific details.
CLB 3
Compare descriptions of two products to make a purchasing decision and consider sustainability.
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.
- Identify key information and the main idea.
Read a directory of vendors at an international food and craft market to choose several booths to visit.
Getting Things Done
Get information from simple formatted texts.
- Scans formatted text (such as a directory) to find specific information.
- Gets overall meaning.
CLB 4
Read a store’s policy to learn how accessible it is for people with mobility issues and other disabilities.
Getting Things Done
Get information from short business texts.
- Identifies type and purpose.
- Compares facts and information to make choices.
Read a short notice about a community yard sale; get details about contributing and purchasing items.
Getting Things Done
Get information from short business texts.
- Identifies type and purpose.
- Compares facts and information to make choices.
Writing
CLB 1
Complete a guided text to describe an experience in a store.
Sharing Information
Write a few words to complete a short, guided text.
- Writes a few personal and familiar details.
- Writes legibly.
Write words to complete a short note thanking a friend for a ride to the grocery store.
Interacting With Others
Convey greetings or goodwill messages by completing very short, simple standard texts.
- Completes a message with simple and minimal information.
- Completes a message with appropriate openings and closings.
Fill in a very simple form to order an item from a store.
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.
- Includes the required basic information.
- Write basic information in appropriate sections.
CLB 2
Complete a short, simple guided text about shopping routines; provide details about places and times to shop.
Sharing Information
Write a few words to complete a short, guided text.
- Writes personal details in response to a few short questions.
- Follows some spelling and punctuation conventions.
Write words to complete a short note to invite a friend to go shopping.
Interacting With Others
Convey an expanding range of goodwill messages by means of guided notes.
- Completes a message with simple information.
- Uses adequate spelling and punctuation.
Complete up to 10 items on a simple form to order an item from a store.
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 or familiar information.
- Includes the required basic information.
- Follows standard conventions for capitalization and punctuation.
CLB 3
Write a few sentences about a shopping experience involving returning an item.
Getting Things Done
Write short simple business or service messages.
- Conveys the message, although a reader might have some difficulty following.
- Uses language and content that are appropriate to the intent and social context.
Write a short message asking a friend where to buy a birthday gift.
Interacting With Others
Conveys short, personal, informal social messages on topics related to familiar everyday situations.
- Uses language and content that are appropriate to the message and the social context.
- Describes some feelings appropriate to the message.
Complete up to 15 items on a form to order several items from the grocery store including personal information, the items and quantities.
Getting Things Done
Complete short, simple forms that require basic, personal identification or familiar information.
Forms contain about 12 to 15 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows standard conventions for capitalization and punctuation.
CLB 4
Write a short text to compare two stores; compare their features and products, and state which store you prefer to shop in and why.
Sharing Information
Write a short paragraph to describe a personal experience.
- Uses basic paragraph structure.
- Conveys main ideas and supports them with detail.
Write a message (text/ email) to a friend/ relative asking them to go shopping with you; provide details.
Interacting With Others
Conveys short, personal, informal social messages on topics related to everyday situations.
- Uses language and content that are appropriate to the intent and the social context.
- Conveys feelings in a manner that is appropriate to the context.
Fill in a form to place an order at a supermarket either online or in the store, including detailed personal information and the items and quantities requested.
Getting Things Done
Complete simple forms that require basic, personal identification or familiar information.
Forms contain 15 to 20 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows appropriate conventions for capitalization and punctuation.
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.
