Real-World Task Guidelines:
Stage I
CLB 1
Shopping
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
- Limit vocabulary to familiar words and phrases
- Speak slowly
- Create simplified versions of online shopping websites
Comprehending Instructions
Understand very short, simple instructions 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 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 responses.
Giving Instructions
Give brief, simple, common, routine instructions to a familiar person.
- Uses imperative forms and memorized expressions.
- Uses appropriate courtesy words.
Getting Things Done
Make and respond to simple requests related to immediate 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 expressions for money, prices and amounts.
- Uses acceptable gestures and body language when making requests.
Interacting With Others
Use and respond to basic courtesy formulas and greetings.
- Responds appropriately to common greetings, and leave-takings.
- Indicates communication problems verbally or non-verbally.
Comprehending Information
Recognizes names, numbers, and basic detail 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 short, simple, common, formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Identifies an address.
Sharing Information
Write a few words to complete a short, guided text.
- Writes a few personal and familiar details.
- Writes legibly.
Interacting With Others
Convey greetings or goodwill messages by completing very short, simple standard texts.
- Completes a message with simple and minimal information.
- Completes a message with appropriate openings and closings.
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
Listen to a greeting from a sales associate in a clothing store. (Interacting With Others)
Ask for help finding a fitting room in a store. (Getting Things Done)
Read and follow a one-line instruction for how to pay for groceries using rewards points. (Comprehending Instructions)
Copy items from a picture dictionary to create a grocery shopping list. (Reproducing Information)
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.
- Locate, navigate and use websites.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using 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.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority.
- Complaining and describing a bad experience 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 that this is a normal and acceptable part of shopping and be ready to provide support if needed.
Strategies:
- 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.
