Real-World Task Guidelines:
Stage I
CLB 1
Equity, Diversity and Inclusion
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, time and dates.
- Identifies a few key words and short expressions related to immediate needs.
Interacting with Others
Understand individual greetings, introductions and goodwill expressions.
- Identifies individual, familiar words and short phrases used in common courtesy formulas.
- Indicates comprehension with appropriate verbal or non-verbal responses.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few key words and short expressions related to immediate needs.
- Indicates comprehension with appropriate verbal or non-verbal responses.
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.
Interacting with Others
Use and respond to basic courtesy formulas and greetings.
- Uses appropriate basic courtesy formulas.
- Indicates communication problems verbally or non-verbally.
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.
Giving Instructions
- Uses imperative forms and memorized stock expressions.
- Uses appropriate courtesy words.
Interacting with Others
Use and respond to basic courtesy formulas and greetings.
- Uses appropriate basic courtesy formulas.
- Indicates communication problems verbally or non-verbally.
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 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.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers and familiar words.
Interacting with others
Convey greetings or other goodwill messages by completing cards or other very short, simple standard texts.
- Completes a message with simple and minimal information.
- Completes a message with appropriate salutation and closing.
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.
Sharing Information
Writes a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Writes a few personal and familiar details.
- Writes legibly.
Additional Sample Real-World Tasks and Competency Areas
Listen to some short sentences from classmates about where they are from. (Comprehending Information)
Ask a classmate 2 simple questions about their country of origin and/or culture. (Sharing Information)
Read a simple sentence from a community member about a celebration. (Comprehending Information)
Copy information into a guided text about the local Indigenous culture. (Reproducing Information)
Additional Resources
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Scan online resources to find information.
Instructors can:
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
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 some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
- Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Trauma-Informed Strategies
Triggers:
- Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence.
- Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
Strategies:
- Give learners advance warning of discussions of this topic.
- 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.
