Real-World Task Guidelines:
Stage I
CLB 1
Education and Learning
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Very clearly formatted texts with clear font or printing
- Use of common and familiar visuals in reading texts
- Visual clues such as accompanying video for listening texts
- Very slow, clear speech in listening texts
Instructors may need to:
- Limit answers that require writing; use tasks that require circling, matching, etc.
- Ensure texts include very familiar, high-frequency words
- Ensure topics are very familiar and concrete
- Repeat listening texts
- Give a lot of support to learners in dialogues
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 Instructions
Understand very short, simple instructions, commands and requests 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.
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
Use and respond to basic courtesy formulas and greetings.
- Responds appropriately to common greetings, introductions, and leave-takings.
- Uses appropriate basic courtesy formulas.
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.
Getting Things Done
Make and respond to simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Identifies an address.
Comprehending Instructions
Understand very short, simple instructions for common, familiar everyday situations. [Instructions have only 1 step and may be accompanied by illustrations.]
- Recognizes individual words (simple imperative verbs and common nouns).
- Follows instruction by responding with action.
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.
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.
Interacting with Others
Convey greetings or other goodwill messages by completing cards or other very short, simple standard texts. [Messages are a few words in length, addressed to a familiar person and related to a personally relevant situation.]
- Completes a standard greeting card or message with simple and minimum information.
- Completes a message with an appropriate salutation (such as hi, hello, dear, to) and closing (such as from, regards, love).
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.
Additional Sample Real-World Tasks and Competency Areas
Follow a simple instruction to register for a class. (Comprehending Instructions)
Request help from a classmate.
(Getting Things Done)
Read an invitation to an Orange Shirt Day event at school to understand the date of the event. (Interacting With Others)
Complete up to 5 items of personal information on a form to sign up for a conversation class at a local library. (Getting Things Done)
Additional Resources
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.
- 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:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Support learners in finding, navigating and using websites.
- 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.
- 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.
- Recognize that learners with disabilities and learners who are neurodivergent may need accommodations in learning environments; when possible, help learners of all abilities understand their rights.
Trauma-Informed Strategies
Triggers:
- Filling in forms and dealing with authority, including teachers, can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime. Make sure that learners are always aware of the purpose of the form and be ready to provide support if needed.
Strategies:
- Give learners advance warning of discussions of this topic.
- 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.
