Real-World Task Guidelines:
Stage I
CLB 1
Community and Recreation
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 online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Adapt for online or in-person classes
- Slow their rate of speech
- Use everyday common speech and text
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.
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 response.
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.
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.
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.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Finds total amount and date.
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.
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.
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.
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.
Additional Sample Real-World Tasks and Competency Areas
Listen to a neighbour thank you for helping with an outdoor chore like shoveling the sidewalk, mowing the lawn or carrying in groceries. (Interacting with Others)
Ask for assistance at the library.
(Getting Things Done)
Read a short invitation from a friend inviting you to a community potluck. (Interacting with Others)
Copy a few words into a simple message to thank a neighbour for helping you with a chore like shoveling the sidewalk, mowing the lawn or carrying in groceries. (Interacting with Others)
Additional Resources
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Use familiar apps, web pages and/ or social media sites.
- Fill in forms online.
- Scan online resources to find information.
- 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.
Instructors can:
- Support learners in finding, navigating and using websites and apps.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
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 diverse representations of community events in your learning resources such as special days that celebrate 2SLGBTQIA+, Indigenous, Francophone and other cultural groups.
- 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.
- Use gender neutral titles when addressing people.
Trauma-Informed Strategies
Triggers:
- Discussions of poverty and food scarcity may be triggering for learners who have experienced shame or social stigma related to this topic.
- 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.
