Real-World Task Guidelines:
Stage I
CLB 1
Canada
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Visual supports
- Short and simple text
- Face-to-face interactions
- Slower rates of speech
- Short, supportive contexts
Instructors may need to:
- Adapt or make materials and resources
- Slow their rate of speech
- Use everyday common speech and text
- Create simplified versions of online forms, brochures and websites
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.
Interacting with Others
Understand short social exchanges containing introductions, casual small talk and leave-taking.
- Identifies formal and casual style and register.
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.
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.
Sharing Information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Speaks in isolated words or strings of 2 to 3 words.
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.
Interacting with Others
Understand short greetings and simple goodwill messages.
- Locates dates, times, addresses and phone numbers.
- Locates specific words and phrases.
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.
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.
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.
Getting Things Done
Complete very short, simple or simplified forms that require only basic personal identification information.
- Writes basic personal information in appropriate sections.
- Follows some conventions for addresses, telephone numbers, etc.
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.
Additional Sample Real-World Tasks and Competency Areas
Listen to someone introduce themselves and say where they live in Canada. (Interacting with Others)
In a few phrases or a sentence, share your like or dislike of the weather with a friend or neighbour. (Sharing Information)
Ask your friend or neighbour to repeat information they have shared about a common Canadian holiday or event. (Interacting with Others)
Find 2-3 details in a friend’s short social media post about attending an event for Canadian Day. (Comprehending Information)
Additional Resources
- Avenue
- CCLB
- ERPI: A Beginning Look at Canada
- Eslresources.com: The Grab Bag of Canada
- Government of Canada: Discover Canada – Rights and Responsibilities of Citizenship
- TCDSB: Citizenship Resource
- Tutela
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have keyboarding and typing skills.
- Fill in forms online.
- Use familiar apps and web pages.
- Use videoconferencing technology for online meetings.
- Navigate and use online learning management systems (LMS) such as Avenue.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Introduce tools and apps that can aid learners in coping with communication barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Share knowledge and strategies to ensure online safety.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
- Use gender neutral titles when addressing people.
- Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people in Canada.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority.
- Filling in forms can be a trigger for learners who have experienced trauma.
Strategies:
- Give learners advanced warning of discussions of this topic.
- Allow learners the choice:
- to work on a different topic
- to share or not share their own experiences
- to work alone or to work with others
- to take care of themselves
- to step out of the learning environment
- Learners have the right to choose if, when and what they share about themselves.
- Make space for learners to feel safe and recover from the experience of sharing their experiences.
- Giving learners the knowledge, skills and language to access resources can be empowering.
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.
