Real-World Task Guidelines:
Stage I
CLB 1
Getting Around and Transportation
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Additional visual or non-verbal support (pictures, gestures)
- Non-demanding contexts
- Topics that are familiar and related to everyday needs
Instructors may need to:
- Speak at a slow rate
- Guide and encourage learners with questions and prompts
- Provide face-to-face interaction (in-person or via online video conference)
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate personal needs. [Instructions/ commands are about 2 to 5 words.]
- Identifies words or phrases that indicate positive or negative commands or requests.
- Indicates comprehension with appropriate verbal and non-verbal responses.
Getting Things Done
Understand expressions used to attract attention and to request assistance in situations.
- Identifies a few common key words and formulaic expressions.
- Recognizes meaning based on individual familiar words and short formulaic phrases.
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
Make and respond to simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses acceptable gestures and body language when making requests.
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
Recognizes 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.
- Finds a few key words and simple details.
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.
Additional Sample Real-World Tasks and Competency Areas
Listen to a a few phrases about walking safely in the winter. (Comprehending Information)
Tell a cab or Uber driver the name of a location such as the grocery store or medical clinic. (Getting Things Done)
Read 1 to 2 simple public transit etiquette tips. (Comprehending Information)
Complete a guided text of a few sentences to describe the location of your home like province, city, neighbourhood, or nearby locations. (Sharing Information)
Additional Resources
- Tutela
- Avenue Course Builder
- Ellii
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have or develop keyboarding and typing skills.
- Send and receive text messages.
- Get information from a website.
- Familiarity with and be able to use real-world tools such as a transit app.
- Fill in forms online.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Introduce websites that are relevant to the task(s).
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 that learners with disabilities and learners who are neurodivergent may need accommodations for transportation and getting around; when possible, help learners of all abilities understand their rights that are protected by law.
Trauma-Informed Strategies
Triggers:
- Discussions of disabilities and neurodivergence may be triggering for learners who have experienced trauma.
- Learners who have experienced trauma can be triggered by people in positions of authority such as transit operators or officers.
Strategies:
- Learners who have experienced trauma often benefit from having routine.
- Learners who have experienced trauma benefit from having choices.
- Allow learners the choice:
- 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
- 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.
