Real-World Task Guidelines:
Stage I
CLB 2
Global Citizenship
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:
- Slow their rate of speech
- Use everyday common speech and text
- Create simplified versions of online forms, brochures and websites
Comprehending Instructions
Understand short, simple, common instructions, commands and direction requests related to immediate personal needs.
- Identifies numbers.
- Identifies words or phrases that indicate positive or negative commands.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place.
- Identifies key words and expressions.
Comprehending Instructions
Understand short, simple common instructions, commands, requests and directions related to immediate needs.
- Identifies words or phrases that indicate positive or negative commands.
- Responds verbally or with actions.
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.
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 instructions
Understand short, simple, clearly sequenced instructions for common, familiar everyday situations.
- Recognizes individual words, phrases and symbols 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.
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.
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.
- Completes a standard greeting card or message with simple and minimum information.
- Uses adequate spelling and punctuation.
Additional Sample Real-World Tasks and Competency Areas
Listen to a few sentences about ideas for saving electricity. (Getting Things Done)
Greet several other volunteers at an event and introduce yourself. (Interacting with Others)
Read a few sentences about wages for men and women in Canada. (Interacting with Others)
Complete up to 10 personal information items on a form to attend a workshop on growing your own food. (Getting Things Done)
Additional Resources
- Avenue
- CCLB
- Elli Flashcards: The Environment
- Ellii Collection: Environment
- 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.
- Send and receive text messages.
- Fill in forms online.
- Have an email address and be able to navigate email proficiently.
- Send and receive text messages.
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.
- Themes of global citizenship can be triggering for learners who have experienced trauma or oppression. Always follow trauma-informed practice and watch out for learners who may need extra support.
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.
