Real-World Task Guidelines:
Stage I
CLB 2
Employment - Finding a Job
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Slower rate of speech
- Visual supports
- Face-to- face or one-one-one digital interactions
- Short and supportive interactions
- Non-demanding contexts
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
- Adapt online resources for accessibility/use in the classroom and explain that certain tasks are authentically completed online
Getting Things Done
Understand expressions used to make and respond to requests in situations of immediate personal need.
- Identifies expressions for basic requests.
- Responds appropriately with physical or verbal responses.
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.
Interacting With Others
Use and respond to courtesy formulas and greetings.
- Initiates and responds appropriately to introductions and leave-takings using appropriate courtesy formulas.
- Opens a short conversation.
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 basic information from short, simple business or service notices.
- Scans text to find specific details.
- Recognizes layout.
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.
- Writes basic personal information in appropriate sections.
- Follows some conventions for addresses, telephone numbers, etc.
Reproducing Information
Copy a range of information, from simple lists or very short passages, for personal use or to complete short tasks.
- Copies letters, numbers, words, and sentences with correct capitalization and punctuation.
- Copies text with no major omissions and only occasional copying mistakes.
Additional Sample Real-World Tasks and Competency Areas
Listen to a greeting and short introduction at the start of an interview. (Interacting With Others)
Give 2-3 step short instructions to a friend to set up a job search profile. (Giving Instructions)
Read 3 or 4 sentences about common occupations in Canada. (Comprehending Information)
Write a short message to a coworker asking if they want to have lunch together. (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.
- Locate, navigate and use websites.
- Fill in forms online.
- Scan online resources to find information.
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 that learners with disabilities and learners who are neurodivergent may need accommodations in the workplace; when possible, help learners of all abilities understand their rights in the workplace.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority; make sure learners understand their rights in the workplace and give strategies for making polite requests.
- Filling in forms and dealing with authority 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.
- Questioning can be triggering for learners who have experienced trauma; be careful with the tone of questions in any kind of mock job interview situation and make sure learners understand the purpose of the activities.
Strategies:
- Learners who have experienced trauma benefit from having choice.
- 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.
