Detailed Sample Task: Stage I

CLB 2 - Listening
Comprehending Instructions

Banking & Numeracy

Real-World Task

With visual supports, follow a few, short steps to set a password.

Planning Context

Helpful Knowledge:

Some basic vocabulary related to banking.
Some basic knowledge of passwords and online banking

Context:

In Canada, passwords are a key part of digital security and privacy. They protect personal information, online accounts, and devices from access by others. In simple terms, a password acts as a digital key.
Online banking has many advantages such as being very easy and convenient but you need to protect your account with a strong password. Do not share your password with anyone. Other password safety tips include: use different kinds of characters; use different passwords for each online account; don’t use your birthday or name; and make it easy to remember but hard to guess.
When considering passwords at this level, focus on the process of setting passwords rather than complex security rules. Learners need to understand that passwords keep their information private and secure and how to set them.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Imperative forms of verbs for instructions

Knowledge and Strategies

Textual and Functional Knowledge:

Begin to recognize the main ideas of a listening text.
Begin to understand the specific purpose of certain language functions such as instructions.

Sociolinguistic Knowledge:

Different registers, e.g., formal / informal.
Common social conventions and norms of politeness.

Strategic Competence

Requests for repetition and clarification

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Do you have a bank account? Do you use online banking? What experiences have you had with passwords with different online accounts? For what types of online activities, do you need a password? Why is it important to have a strong password? How do you choose a password (make sure that no learner shares their own password)? How do you choose a strong password?
Label an image of an online bank account webpage or e-class log in page with some of the vocabulary terms above. Match images from the vocabulary list to words from the list, such as images showing a strong password and a weak password to match one to the word strong, and so on.
Listen to your instructor read the vocabulary words aloud. Hold up the matching image when you hear each word. Next listen to the list of vocabulary words again and this time hold up the correct word card. Now copy the list of vocabulary words into a vocabulary notebook or digital vocabulary word bank.
As a class, discuss the more abstract words from the vocabulary list. Provide learners with simple definitions and a chance to see the words used in simple sentences.
Compare two sentences: one which explains a strong password, such as “You need a strong password with letters, numbers and symbols.” and one which is a simple instruction, such as “Use some letters, a number and a symbol.” Look at the differences in the sentences to begin to understand the structure of the imperative verb form used in instructions.
Review the grammar rules for how to use imperative verbs and practice copying simple imperative sentences that give password-setting instructions.
Read three simple sentences with password instructions and match the instruction to an image of a person following the instruction.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Listen to a simple instruction about choosing a password. Ask one question about the instruction.
Have learners listen to short teacher-created dialogues at the bank about how to set a password. Answer three simple yes / no questions about the listening.
Listen to a simple instruction about choosing a strong password from your instructor. Now, ask one question about the instruction to make sure you understand, such as “Can you repeat?” or, “Say again please.”
Take jumbled sentences with simple instructions about how to set a password. In small groups, put the words in the instructions into the correct order. Read the sentences aloud.
In pairs, create a simple presentation with two tips about choosing a strong password and share with the class.

Sample Skill-Using Tasks:

Listen to a set of instructions to change your password for an online e-class / Moodle platforms such as Avenue and answer some simple true / false questions about the steps.

Sample Assessment Tasks:

With visual supports, follow a few, short steps to set a password. This could be a bank account or another recognizable platform the learners are familiar with, that need passwords. Put a set of images into the correct order.

Teaching Considerations

Cultural Considerations:

For some learners, sharing passwords or devices with family members may be normal and expected. Avoid framing password-sharing as bad. Explain that password privacy is important for safety and responsibility and clarify that keeping a password private is about protecting information, not hiding things.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital skills.

Learners may need to:

Have keyboarding and typing skills.
Locate, navigate and use websites.such as online shopping websites.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen
Complete formatted texts online, such as forms

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/ or adapt digital materials.
Introduce websites that are relevant to the task such as those found on online shopping websites.
Support learners in finding, navigating and using websites.
Share knowledge and strategies to ensure online safety.

Equity, Diversity, Inclusion and Indigenization Strategies:

Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQ+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
Avoid using personal names, religious references, or culturally loaded words in password examples. Use neutral terms and examples that are universal such as colours, nature, or positive adjectives.
Reinforce that everyone, regardless of age, background, or gender, can learn to manage online safety.

Trauma-informed Strategies:

Possible Trauma triggers:

When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.
For some learners there may be trust concerns with digital systems, especially Newcomers who have faced surveillance or data misuse in previous political regimes. Make sure that learners are always aware of the purpose of the activity and be ready to provide support if needed.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Take a field trip to a local bank or credit union to hear about how to set up online banking.
Invite a financial literacy program facilitator to talk about budgeting, saving, banking, and online banking in Canada.
Role play with a partner discussing on a phone call to ask how to set a new password.

Realia:

Authentic banking websites
Screenshots of different websites with password setting instructions

Units and Modules:

Lessons and Activities:

Tutela: Bank services. H5P Interactive book CLB ⅔
Tutela: Opening a bank account
Tutela: Banking Vocabulary-Reporting a Lost, Stolen or Damaged Bank Card H5P
Tutela: Using an ATM
A search of NLCG ( nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: