Real-World Task Guidelines:
Stage I
CLB 2
Education and Learning
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Very clearly formatted texts with clear font or printing
- Use of common and familiar visuals in reading texts
- Visual clues such as accompanying video for listening texts
- Very slow, clear speech in listening texts
Instructors may need to:
- Limit answers that require writing; use tasks that require circling, matching, etc.
- Ensure texts include familiar words and phrases
- Ensure topics are very familiar and concrete
- Repeat listening texts
- Give a lot of support to learners in dialogues
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Comprehending Instructions
Understand short, simple, common instructions, commands, requests and directions related to immediate personal needs. [Instructions/ commands are simple imperative sentences.]
- Identifies words or phrases that indicate positive or negative commands or requests.
- Responds verbally (by answering questions) or with actions.
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.
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.
- Initiates and responds appropriately to introductions and leave-takings using appropriate courtesy formulas.
- Indicates communication problems verbally, if needed.
Sharing information
Give expanded basic personal information to a supportive listener.
- Answers simple questions about personal information.
- Expresses basic ability or inability.
Getting Things Done
Get information from short, simple business or service notices.
- Recognizes layout.
- Scans text to find specific details.
Comprehending Instructions
Understand short, simple, clearly sequenced instructions for common, familiar everyday situations.
- Recognizes individual words, phrases and symbols commonly used in simple instructions.
- Follows instructions in the proper sequence.
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, a few key words and short, common expressions.
Getting Things Done
Complete short, simple or simplified forms that require only basic personal identification or familiar information.
Forms contain up to about 10 personal identification or familiar information.
- Includes the required basic information.
- Follows standard conventions for capitalization and punctuation.
Interacting with Others
Convey an expanding range of goodwill messages (such as thanks, apologies, congratulations, get well wishes, goodbyes, and sympathy) by means of standard cards or guided notes. [Messages are a few words or short phrases, addressed to a familiar person and related to personally relevant situations.]
- Completes a standard greeting card or message with simple information.
- Uses adequate spelling and punctuation.
Getting Things Done
Complete short, simple or simplified forms that require only basic personal identification or familiar information.
Forms contain up to about 10 personal identification or familiar information.
- Includes the required basic information.
- Follows standard conventions for capitalization and punctuation.
Additional Sample Real-World Tasks and Competency Areas
Listen to 3-4 icebreaker questions in a new class. (Interacting With Others)
Ask a teacher for permission to leave early. (Getting Things Done)
Read and follow up to 4 step simple instructions to prepare for an assessment. (Comprehending Instructions)
Copy a few sentences on a card to congratulate a classmate for getting Canadian citizenship. (Interacting With Others)
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.
- Scan online resources to find information.
- 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:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Support learners in finding, navigating and using websites.
- Refer learners to programs to improve their digital skills.
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 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.
- Recognize that learners with disabilities and learners who are neurodivergent may need accommodations in learning environments; when possible, help learners of all abilities understand their rights.
Trauma-Informed Strategies
Triggers:
- Filling in forms and dealing with authority, including teachers, 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 of the purpose of the form and be ready to provide support if needed.
Strategies:
- Give learners advance warning of discussions of this topic.
- 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.
