Detailed Sample Task: Stage I

CLB 2 - Speaking
Giving Instructions

Equity, Diversity and Inclusion

Real-World Task

In a couple of phrases or a sentence, explain to another student how to introduce yourself with your pronouns if you wish to.

Planning Context

Helpful Knowledge:

Some basic vocabulary related to introductions
Knowledge of workplace / public appropriate information to include in introductions

Context:

Some people choose their own pronouns to show who they feel that they are.
It helps others talk about them in a respectful way. Everyone has the right to choose what they are called. Sharing pronouns is about being kind and inclusive. If someone tells you their pronouns, listen and try to use them.
You do not have to share your pronouns if you are not ready.

In Canada, gender identity is a protected status. This means you cannot discriminate against anyone because of their gender identity. Gender identity is about who you feel you are inside and you have the right to express that.
This task reflects the intention to include all people in Canada in the themes. The language skills in this task could be applied to other contexts. It is not necessary to go into the specifics of genders in the lesson. It is enough to say that not everyone feels they are 100% male or female. They may or may not let you know through their pronouns. It can be made factual only: My name is Sally. My pronouns are she / her. Or My name is Mitch. My pronouns are they / them.

Vocabulary and Grammar

Sample Vocabulary:

name
introduce
pronoun
“I use …”
“My pronouns are …”
respect
choice
Sequencing words: first, then and finally

Sample Grammar:

Subject and Object pronouns, including he / him / she / her / they / them
Sequencing words: first, then and finally

Knowledge and Strategies

Textual and Functional Knowledge:

Begin to convey the purpose of an utterance through body language and language.
Use typical set formats in sequencing information

Sociolinguistic Knowledge:

Use culturally appropriate non-verbal communication strategies.

Activities and Tasks

Sample Skill-Building Activities:

Discuss introductions as a class: How do people greet each other in Canada? How is this different from other cultures? Do people shake hands? Hug? Kiss? Kiss on both cheeks?
Discuss as a class: What information do you usually share when you are introducing yourself? Talk about name, “I am from”,
a relationship with someone you both know (“I am Henri’s daughter”) and common phrases like, “Nice to meet you.” Have you ever heard any introductions that included the phrase, “My pronouns are he / him”? Have you ever included your pronouns in an introduction?
Match picture flashcards showing different vocabulary items with images. Then, listen to your instructor read the vocabulary words aloud. First, hold up the corresponding image and then, when he / she reads the list again, hold up the corresponding word for each item.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Introduce sequencing words as a way of giving instructions. Illustrate through describing some simple activities such as making a cup of tea or making a sandwich. Ask the class for some additional examples and write them on the board.
Do some additional worksheets on sequencing.
Listen to a short instructor-made audio with instructions on how to introduce yourself to a new classmate, with the addition of “my pronouns are …”. Answer a set of true / false questions about the listening.
With a partner using the transcript from the audio above, take turns to practice reading the transcript aloud by mirroring the tone and intonation of each sentence.
Review the grammar rules for pronouns, with a focus on the difference between subject pronouns, such as he /she / they / and object pronouns, such as him / her / them. Discuss the use of the third person plural pronoun, as a common, non-gendered ( doesn’t feel 100% male or female) option. In pairs, complete a simple gap fill exercise with missing pronouns.
Read a possibly instructor-made digital document with a few simple sentences which describe how to introduce yourself at work. There are 2-3 errors in the spelling of some of the vocabulary words. Correct the errors and then copy the corrected sentences into a notebook or digital document.
In pairs, role play using a guided script practice explaining how to introduce yourself and how to include your pronouns
if you choose to. The steps could be explained as: Give your name, then your pronouns and then your position at work, etc. Then finally say “Nice to meet you”?
With photographs of different people and sample introductions, role play introducing yourself to your partner or classmates as the character you have on your card.

Sample Skill-Using Tasks:

In a couple of phrases, explain to another student how to introduce yourself to a classmate or workplace colleague.

Sample Assessment Tasks:

In a couple of phrases or a sentence,
explain to another student how to introduce yourself with your pronouns if you wish to.

Teaching Considerations

Cultural Considerations:

Race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Gender identity is basically how a person feels and understands themselves in terms of gender; they may feel male, female, both, neither, or something else entirely. It’s about internal experience, not about what body someone has or what others expect from them.
Different cultures have varying degrees of understanding about gender and gender inclusivity.

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.
Read information from a screen.
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:

Teach learners that all people in Canada have the right to no discrimination.
Teach learners that many people still experience discrimination in Canada, but that there are things that can be done if you have this experience.
Teach learners that regardless of religious or political beliefs, the rights of people who are 2SLGBTQIA+ are protected under the Charter of Rights and Freedoms.
Some learners may have different views on gender identity. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.

Trauma-informed Strategies:

Possible Trauma triggers:

Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
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:

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:

Create posters for some simple instructions on how to do some basic activities using sequencing words.
Take a field trip to a local public library, look for signage, posters or name tags with pronouns. Ask staff to introduce themselves, and observe if they use pronouns as part of those introductions.
Create your own name tags which can include pronouns, such as Maria – She / Her.

Realia:

Sample name tags which include pronouns
Inclusive flyers or posters that model inclusive language
Printed out email signatures which include pronouns
Images of gender inclusive signs from the community

Units and Modules:

Tutela: CCLB: CLB 1-2 Module Greetings and Introductions

Lessons and Activities:

Tutela: Comprehending Classroom Instructions CLB 2 Reading Assessment
Tutela: Assessment Task: Listening to Instructions and Responding with Actions (CLB 1)(Not the right level but can be adapted.)
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia:

YouTube: Learn Canadian English – Greetings, Introductions, and Goodbyes