Real-World Task Guidelines:
Stage I
CLB 2
Canada
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 or make materials and resources
- Slow their rate of speech
- Use everyday common speech and text
- Create simplified versions of online forms, brochures and websites
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place, key words and expressions.
- Understands simple phrases, short, simple sentences and a few factual details.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place, key words and expressions.
Interacting with Others
Understand greetings, introductions, requests, goodwill expressions and an expanding range of basic courtesy formulas. [Communication is very brief, 2 or 3 turns.]
- Identifies common courtesy phrases and an expanding range of expressions.
- Understands simple phrases, short, simple sentences and a few factual details.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies simple factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Interacting with Others
Use and respond to courtesy formulas and greetings.
- Opens a short conversation.
- Indicates communication problems verbally, if needed.
Interacting with Others
Use and respond to courtesy formulas and greetings. [Interlocutors are familiar and supportive.]
- Initiates and responds appropriately to introductions and leave-takings using appropriate courtesy formulas.
- Opens a short conversation.
Interacting with Others
Understand short greetings and other goodwill messages.
- Finds a few simple details.
- Gets the gist.
Getting Things Done
Get information from simple formatted texts (such as simple forms, maps, diagrams, signs, labels, tables and schedules).
- Recognizes layout
- Scans text to find specific details.
Comprehending Information
Understand the purpose and some basic details in very simple, short texts related to everyday, familiar personally relevant situations and topics.
- Identifies purpose.
- Identifies numbers, letters, a few key words and short expressions.
Getting Things Done
Complete short, simple or simplified forms that require only basic personal identification or familiar information.
- Follows some conventions for addresses, telephone numbers, etc.
- Follows some basic spelling conventions.
Reproducing Information
Copy a range of information from simple lists or very short passages for personal use.
- Copies or records letters, numbers and words correctly.
- Copies text legibly; reader may still have difficulties decoding some numbers or letters.
Additional Sample Real-World Tasks and Competency Areas
Introduce yourself and say where you live in Canada. (Interacting with Others)
In 2-3 short sentences, share your like or dislike of the weather forecast with a friend or neighbour. (Sharing Information)
Find a few details in a friend’s social media post about attending an event on Canada Day. (Comprehending Information)
Use a list or legend of common road signs in Canada to find signs on an online map. (Comprehending Information)
Additional Resources
- Avenue
- CCLB
- ERPI: A Beginning Look at Canada
- Eslresources.com: The Grab Bag of Canada
- Government of Canada: Discover Canada – Rights and Responsibilities of Citizenship
- TCDSB: Citizenship Resource
- Tutela
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.
- Fill in forms online.
- Use familiar apps and web pages.
- Use videoconferencing technology for online meetings.
- Navigate and use online learning management systems (LMS) such as Avenue.
Instructors can:
- Introduce websites that are relevant to the task(s)
- Support learners in finding, navigating and using websites.
- Introduce tools and apps that can aid learners in coping with communication barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Share knowledge and strategies to ensure online safety
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.
- Use gender neutral titles when addressing people.
- 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.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority.
- Filling in forms can be a trigger for learners who have experienced trauma.
Strategies:
- Give learners advanced warning of discussions of this topic.
- Allow learners the choice:
- to work on a different topic
- 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
- 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.
