Real-World Task Guidelines:
Stage I
CLB 2
Health and Wellness
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
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Modify instructions to limit to simple imperative sentences
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies factual details, such as numbers, letters, time and 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.
- Opens a short conversation.
- Indicates communication problems verbally, if needed.
Sharing Information
Give expanded personal information to a supportive listener.
- Answers simple questions about personal information.
- Expresses basic ability or inability.
Getting Things Done
Make and respond to simple requests related to common everyday activities
- Uses appropriate memorized expressions, simple expressions and courtesy formulas for requests.
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.
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.
Getting Things Done
Complete short, simple or simplified forms that require only basic personal identification or familiar information.
- Includes the required basic information.
- Follows standard conventions for capitalization and punctuation.
Reproducing Information
Copy a range of information for personal use.
- Copies or records letters, numbers, words and short 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 few sentences of a pharmacist giving information about taking a medication (for example, avoid dairy, alcohol). (Getting Things Done)
Give 2-3 sentence instructions on how to book an appointment for blood collection online. (Giving instructions)
Find a few basic details on a bill from the dentist. (Getting Things Done)
Write answers to simple questions about your health care needs like family doctor, dentist and pharmacy. (Getting Things Done)
Additional Resources
- Avenue
- CCLB
- Tutela
- Ottawa Public Health. Language learning for health CLB 2-3 Lesson plans and handouts.
- Canadian Mental Health Association Nova Scotia. Refugee Men’s Health and Well-being: Strategies for Language Instructors.
- Burnaby English Language Centre. Health and Safety: Teaching resources CLB 1-4.
- ISSofBC. Does your arm hurt? Health videos for CLB 2-3.
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Fill in forms online.
- Scan online resources to find information.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
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 people who identify as women may not have had independent access to medical professionals and health care. Make sure these learners are aware of their rights in Canada and the resources that are available to them.
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 healthcare system and give strategies for making polite requests.
- Learners who have experienced trauma may find discussions of health care triggering.
Strategies:
- Learners have the right to choose if, when and what they share about themselves.
- 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.
