Detailed Sample Task: Stage I
CLB 2 - Speaking
Interacting with Others
Education & Learning
Real-World Task
Answer simple questions from a classmate about your reasons for learning English.
Planning Context
Helpful Knowledge:
- Some basic vocabulary related to personal information
- Some basic “WH” question words such as why? who? when? and so on
- Some simple present tense verbs
- Basic greetings
Context:
- It is important for learners to connect English language learning to their own lives, increasing motivation.
- Answering, and asking, questions is an essential communication skill.
Vocabulary and Grammar
Sample Vocabulary:
- work, school, children, Canada and other potential reasons such as shopping, doctor, community and so on
- speak/talk
- various people and places such as school, office, bank, teacher, neighbours and so on.
- expressions using “for” such as “for my job/for work”, “for my children” and so on.
- question words: why, when, who and so on.
- because
Sample Grammar:
- “WH” questions: why, who, when and so on.
- Simple present tense for reasons such as “I need English for…” “ I want to talk with…”, I learn English because…”,” I use English for….” and so on.
Knowledge and Strategies
Textual and Functional Knowledge:
- Convey intended purpose of an utterance through intonation, language, body language and so on.
- Use common expressions for specific purposes such as making introductions and greetings.
Sociolinguistic Knowledge:
- Beginning ability to use culturally appropriate non verbal communications strategies.
Activities and Tasks
Sample Skill-Building Activities:
- Welcome learners to class everyday with various greetings such as Hi, Hello, Good morning, and so on.
- Discuss as a class: Why do you learn English? Who do you speak English with? When do you speak English? Try to elicit various reasons such as work, talking with children’s teachers, talking with doctors, interacting with neighbours, at the grocery store and so on. Use images to help elicit responses.
- Practice vocabulary using flashcards and word cards. Match the words with images, Orally create simple sentences using the vocabulary.
- Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
- Practice vocabulary with various activities such as copying, matching, Bingo and so on.
- Listen to a short audio of two people talking about why they learn English. Answer three simple true / false questions about the audio. Incorporate sentences using why, who, and when.
- Now read the transcript of the above conversation. Practice reading it with a partner. Now copy the transcript into a notebook or a digital document.
- Review the rules for word order of simple statements, such as “I study English because _______.”, I speak English with my coworkers.”or, “I use English for _______..” Look at a set of simple sentences and highlight the subject of the sentence, underline the verb, and circle the punctuation.
- Take word card sets of jumbled simple sentences. In pairs, re-order the word cards to create simple introductions.
- Listen to an audio of a short conversation between two new learners in a LINC class telling why they are studying English. Listen again and read along with a text of the conversation. Read aloud as a class, practice matching the intonation and rhythm of the conversation. In pairs, take turns reading aloud the conversation trying to match the pronunciation of the original.
- Practice asking and answering simple questions using why, who, and when. Complete simple sentences answering some basic questions.
- In pairs,create new dialogues incorporating different reasons for studying English. Share new dialogues with the class. Settle on a final version and practice as a group. Instructor models speed and intonation. Learners repeat as a group and then individually
- Learners practice as role plays and perform for the class.
- Create a set of three cards each with a different sentence you could use to tell others why you are studying English such as “I need English for work.” or, “I want to speak with my neighbours.” Practice saying the sentences and then ask and answer the question “Why do you study English?” with five classmates. Each time you speak with a classmate, try to speak a little faster and use your cards a little less each time.
Sample Skill-Using Tasks:
- Role play a conversation with a new LINC classmate about why you are studying English.
Sample Assessment Tasks:
- Role play answering simple questions from a classmate about your reasons for learning English.
Teaching Considerations
Cultural Considerations:
- Some learners may feel like they must learn English because they were told to when they arrived in Canada. Their answer may be that they live in Canada. Help to explore how English will benefit them aside from living in an English speaking country.
- Silence or avoiding eye contact may be seen as unfriendly in Canada, though in other cultures it shows respect. Learners may need reassurance that smiling and brief responses are valued in Canada.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline knowledge and digital skills.
Learners may need to:
- Read information from a screen.
- Navigate camera and microphone
- Adjust volume on device.
Instructors can:
- Dedicate time to improve digital literacy for learners
- Make and/ or adapt digital materials.
- Introduce websites that are relevant to the task(s).
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. Consider this diversity as you choose names for characters in stories you create as well.
- Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Living in Canada includes interacting with a wide range of people in Canada.
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.
Strategies:
- Recognize that not everyone will feel comfortable with giving their reasons for something. Work with learners who have a lower comfort level with working with other learners.
- 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
- Allow learners choice:
- 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:
- Visit another LINC class and ask two learners why they learn English.
- Invite a guest speaker from a higher level class to simply explain how learning English benefits them.
- Create posters / infographics with as many reasons as possible and put the posters up in the classroom.
Realia:
- Visuals of reasons why it’s important to learn English
Units and Modules:
Lessons and Activities:
- Tutela: Answering Questions to Register for a Class : CLB 2
- A search of NLCG ( nlcg.achev.ca) may provide additional tasks that can be adapted.
Multimedia:
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
