Real-World Task Guidelines:
Stage I
CLB 1
Health and Wellness
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:
- Limit vocabulary to familiar words and phrases
- Speak slowly
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Modify instructions to limit to 2 to 5 words
Comprehending Information
Understand very simple information about highly familiar topics.
- Identifies a few obvious factual details, such as numbers, letters, times and dates.
- Identifies a few key words and short expressions.
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate needs.
- Identifies words or phrases that indicate positive or negative commands.
- Indicates comprehension with appropriate verbal or non-verbal requests.
Interacting With Others
Use and respond to basic courtesy formulas and greetings.
- Responds appropriately to common greetings, introductions, and leave-takings.
- Uses acceptable gestures and body language when making requests.
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 and personal needs, such as asking for assistance or for the time, a price or an amount).
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas
- Uses acceptable gestures and body language when making requests.
Comprehending Information
Recognize names, numbers, and some basic details in very simple short texts related to everyday situations.
- Identifies numbers, letters, a few key words and short expressions.
- Identifies a few simple details.
Comprehending Instructions
Understand very short, simple instructions for common, familiar everyday situations.
- Recognizes individual words (imperative verbs and common nouns) in a set of instructions.
- Identifies numbers, a few key words and short expressions in instructions.
Getting Things Done
Get information from very short simple common formatted texts.
- Identifies numbers and familiar words.
- Identifies an address.
Getting Things Done
Complete very short, simple or simplified forms that require only basic personal identification information.
- Includes the required basic information.
- Write basic information in appropriate sections.
Reproducing Information
Copy numbers, letters, words, short phrases or sentences from simple lists or short passages for personal use.
- Copies or records letters, numbers, words and short sentences with correct capitalization and punctuation.
- Copies text legibly; reader may still have some difficulties decoding some letters and numbers.
Additional Sample Real-World Tasks and Competency Areas
Listen to hospital staff asking for simple personal information. (Getting Things Done)
Give a short instruction to a family member about their medication. (Giving Instructions)
Find familiar words on hospital signage. (Getting Things Done)
Write a few words to complete a guided text about a visit to the dentist. (Sharing Information)
Additional Resources
- Avenue
- CCLB
- Tutela
- Canadian Mental Health Association Nova Scotia. Refugee Men’s Health and Well-being: Strategies for Language Instructors.
- Burnaby English Language Centre. Health and Safety: Teaching resources CLB 1-4.
- Settlement.Org. Health care: Sample lesson plan LINC 1.
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Fill in forms online.
- Scan online resources to find information.
Instructors can:
- Introduce websites that are relevant to the task(s).
- 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 that people who identify as women may not have had independent access to medical professionals and health care. Make sure these learners are aware of their rights in Canada and the resources that are available to them.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority; make sure learners understand their rights in the healthcare system and give strategies for making polite requests.
- Learners who have experienced trauma may find discussions of health care triggering.
Strategies:
- Learners have the right to choose if, when and what they share about themselves.
- 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.
