Stage I:
Social Connections
and Relationships
This theme focuses on the cultural competency and communications skills needed to build and maintain meaningful relationships.
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 another parent’s introduction in a community parenting group to find out their name.
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.
Listen to a friend talk about a picture of their family to find out who the people in the picture are, like their son or wife.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details.
- Identifies a few key words and short expressions related to immediate needs.
Listen to your friend tell you a store location that sells food from your culture, like the address.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, letters, time and dates.
- Identifies a few key words and short expressions related to immediate needs.
CLB 2
Listen to another parent’s introduction in a support group for parents with neurodivergent children to find out their name and the name of their child.
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.
- Recognizes appeals for repetition or clarification.
Listen to a friend talk about a member of their family who identifies as a member of an 2SLGBTQIA+ group and find out their pronouns.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as time, place, key words and expressions.
- Identifies words related to personal identification information.
CLB 3
Listen to a conversation between 2 parents at a community parent group talking about their children’s experiences with cultural adaptations at school.
Interacting with Others
Understand simple social exchanges, including styles of greetings, introductions and leave-taking. [Communication is brief, about 5 turns.]
- Begins to identify formal and casual style and register.
- Identifies participant roles and relationships based on courtesy formulas and introductions.
Listen to a friend talk about their family’s favourite way to pass time.
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.
CLB 4
Listen to a conversation between a small group of parents at a support group for parents with children who are part of a 2SLGBTQIA+ group.
Interacting with Others
Understand short social exchanges containing introductions, casual small talk and leave-taking. [Communication is about 6 turns.]
- Identifies formal and casual style and register.
- Identifies specific factual details and some implied meanings.
Listen to a French neighbour looking for an English tutor to learn how many days and the pay.
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 friend talk about parenting practices in another 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.
Speaking
CLB 1
In a single sentence, ask a family member for help with a chore.
Getting Things Done
Make and respond to simple requests related to immediate personal needs (such as asking for assistance).
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses acceptable gestures and body language when making requests.
Give a 2 to 5 word instruction to a friend on how to set up a social media account.
Giving Instructions
Give brief, simple, common, routine instructions to a familiar person. [Instructions are a few words or a short phrase.]
- Uses imperative forms and memorized stock expressions.
- Uses appropriate courtesy words (such as please, thank you).
Introduce yourself to your classmates giving your name and your pronouns.
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
Ask a family member to do a chore. Include the name of the chore and when it needs to be done.
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.
Give instructions of a couple sentences to a friend about how to set up a social media account.
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.
Introduce yourself to your classmates giving your name, your pronouns and where you’re from.
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 3
Ask a family member to do a chore. Provide some details about what you expect (timeframe, quality).
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.
Give 2 to 3 simple instructions to a friend who is watering your plants while you are away.
Giving Instructions
Give simple, common, routine instructions and directions to a familiar person. [Instructions are 2 to 3 steps.]
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
CLB 4
Ask your family members to do a few chores. Provide some details about what you expect (timeframe, quality and number of chores).
Getting Things Done
Make and respond to a range of requests and offers.
- Uses modals with some accuracy.
- Elicits or provides details as needed.
In a conversation, give instructions to a familiar person who is taking care of your child or pet.
Giving Instructions
Give a set of simple, common, routine instructions and directions to a familiar person. [Instructions are about 4 to 5 steps.]
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
Reading
CLB 1
Read a short, simple invitation from a friend to a cultural event such as a bat mitzvah, gathering for Eid, or Holi celebration, to get information such as date, time and place.
Interacting with Others
Understand short greetings and simple goodwill messages. [Texts consist of a few simple phrases and are related to routine social interactions.]
- Identifies specific goodwill expressions and their meanings.
- Locates dates, times, addresses and phone numbers.
Read information to find the name, address and phone number of a library in the community.
Getting Things Done
Get information from very short, simple, common formatted texts (such as simple sections of forms, maps, diagrams, sales receipts, or common universal traffic signs and civic symbols).
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Identifies an address.
Read a few short phrases from a set of visuals with captions about the life of a newcomer woman.
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.
CLB 2
Read a simple invitation from a friend to a cultural event such as a bat mitzvah, gathering for Eid, or Holi celebration, to get information such as the occasion and the location, date and time.
Interacting with Others
Understand short greetings and other goodwill messages. [Texts are up to a few short, simple sentences and related to routine social interactions.]
- Gets the gist.
- Finds a few simple details.
Find the contact information and other key details such as address and hours of operation about a resource in the community to support victims of intimate partner violence.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
- Recognizes layout.
Read 3 to 4 short sentences about a newcomer woman who has a number of different roles in her life.
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 a message from a friend apologizing for being late to your event.
Interacting with Others
Understand short, personal social messages (such as invitations, thanks, apologies, quick updates and arrangements) within predictable contexts of daily experience.
- Gets the gist.
- Identifies some specific details and information.
Get information about programs and services available at a resource in the community which supports victims of intimate partner violence.
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.
Read a poster for upcoming social events for newcomers to decide whether or not to attend.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Scans formatted text to find specific information.
Read a simple description of how two different women balance the different roles they have in their lives like being a student, employee, partner and parent.
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 events, people, places, things (who, what, where and when).
CLB 4
Read a message from a friend apologizing for having to cancel a coffee date.
Interacting with Others
Understand simple personal social messages (such as invitations, thanks, apologies, quick updates and arrangements) within predictable contexts of daily experience.
- Gets the gist.
- Identifies words that indicate politeness and tone.
Find information on a resource in the community which supports victims of intimate partner violence such as the location, hours of operation, contact information and what services they provide.
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.
Read a simplified news article about strategies women can use to balance work life and family life.
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.
- Gets the overall meaning.
Identifies meanings of connective words between sentences in a narrative sequence.
Writing
CLB 1
Fill out up to 5 personal information items to apply for a child tax credit.
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.
Write two or three words to complete a short, guided text to accompany a picture to introduce yourself to your classmates for a class bulletin board.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation. [Text to complete is about 3 to 5 sentences.]
- Writes a few personal and familiar details.
- Writes legibly.
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.
CLB 2
Fill out up to 10 personal information items to apply for a child tax credit.
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.
Complete a short, guided text about your family for a class bulletin board.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation. [Texts to complete are about 5 to 7 sentences.]
- Writes personal details in response to a few short questions.
- Follows some spelling and punctuation conventions.
CLB 3
Fill out 10 to 15 items to apply for a child tax credit.
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 up to 5 sentences to a distant relative to update them on how your family is doing with work and education.
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 a list of tips on how to be a good ally for people with disabilities, who are neurodivergent, or 2SLGBTQIA+ and so on.
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
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Using a template, write an invitation to your friend, coworker or community leader for your upcoming cultural celebration. Give the date, time and place and ask them to RSVP by a certain date.
Interacting with Others
Convey short personal and informal social messages on topics related to familiar everyday situations (such as invitations, thanks, updates, cancellations and apologies)
- Messages are a few short sentences addressed to a familiar person and related to personally relevant situations.
- Conveys the message, the reader may have to guess or make inferences to follow completely.
- Uses language and content that are appropriate to the intent of the message and the social context.
- Describes time and location where necessary.
CLB 4
Fill out 15 to 20 items to apply for a child tax credit.
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 to a distant relative to update them about how your family is adjusting to life in Canada, including cultural changes, different weather, etc.
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.
- Conveys main ideas and supports them with some detail.
Write a short paragraph on what you do to be a good ally to people with disabilities, who are neurodivergent or are 2SLGBTQIA+ and so on.
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.
- Conveys main ideas and supports them with some detail.
Write a paragraph about the time you volunteered at an event in your neighbourhood for an Indigenous or another cultural group.
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.
- Conveys main ideas and supports them with some detail.
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.
