Detailed Sample Task: Stage I

CLB 2 - Writing
Getting Things Done

Health and Wellness

Real-World Task

Complete a change of address form at a medical or dental office.

Planning Context

Helpful Knowledge:

Numbers 1-100
Present simple
Personal Information such as name, address, telephone number and email address

Context:

People need to let businesses and organizations that they are involved with know when they move. There are forms to do this at many places and you can change your address at the post office and have your email forwarded to you. There is usually a fee for this service.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Questions in the present simple:
What is your new address?
What is your old address?
Semi-modal verb: need
Capitalization of proper nouns like names, street names, cities and countries.

Knowledge and Strategies

Textual and Functional Knowledge:

Forms include personal information and information about what you need or want to do.

Sociolinguistic Knowledge:

People tell others when they are going to move so that they can be contacted if needed.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: When was the last time you moved houses? (We know they moved to Canada) What country did you move from? Have you moved within Canada? Do you know people who have moved? Do you have their new address?
Use vocabulary cards with clear pictures and words to practice the key vocabulary. Play games such as Bingo, matching, and Memory.
Incorporate phonics activities based on the vocabulary words and other vocabulary related to the topic.
Practice a short, simple instructor made dialogue: Hi! What’s your address? My address is…” With a partner, perform the dialogue in front of the class, if comfortable with sharing your address. If not, can use instructor-made fake address cards.
Practice a short, simple dialogue: “What is your name? Where do you live? What is your postal code? With a partner, perform the dialogue in front of the class, if comfortable with sharing your information. If not, can use instructor-made fake address cards.
Write your own name and address using a template with the correct address writing conventions.
Discuss as a class: How can you tell people and businesses that you are moving? Brainstorm some ideas. Explain that in Canada there are forms to change your address so people and businesses can continue to send you things. Look at a simple change of address form. Make learners aware of the importance of changing their address appropriately so they can continue to get important information or checks from the government or workplace.
Identify the different sections of the form such as name, address, postal code, possibly phone number and email address.
Match different sections of a form with the applicable information. Complete other activities to identify and practice the applicable information in a form such as name, address, postal code, telephone number and email address, if they have one. If learners are not comfortable divulging all their personal information they can be assigned a fake profile to use for classroom activities.
Brainstorm a list, writing it on the board, of places that would need to know that they moved. Be sure the list includes government offices, schools, medical and dental offices.
Look at clear photographs of a medical and dental clinic. Identify what these places are and what you go to these places for. Practice a simple role play of a patient and receptionist: “Hello. I need to change my address”. OK. Thank you. Please complete this form.” Perform in front of the class. Learners can complete simple instructor-made change of address forms.

As a class, look at some websites that include places where you can change your address for that company or business. Practice filling out an online change of address form.
Practice the present tense through “I need… to change my address, to buy some milk to call my doctor for an appointment and so on.“ “My new address is ….”, “My old address is ….”
Practice the present tense with other activities and worksheets. Explain that the present tense means happening now or always such as “It is rainy” or “My name
is …” or “ A banana is yellow.”
Read a simple instructor-made story about moving and identify the vocabulary words. Fill out a simple change of address form based on the information in the story.

Sample Skill-Using Tasks:

Fill in your personal information in a simple form to change your address at your school or workplace.

Sample Assessment Tasks:

Fill in a simple form to change your address at a medical or dental clinic.

Teaching Considerations

Cultural Considerations:

Learners who have moved to Canada may not have done so by choice. Be sensitive that “moving” may be a difficult topic for some.
Many countries operate more through oral communication and informing businesses and organizations may not be common,
Filling out forms may not be a common practice in learners’ cultures.

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.
Locate, navigate and use websites.
Type information to appear on screen.

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).
Support learners in finding, navigating and using websites.
Show learners that the size of an image on the screen can be adjusted.

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.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have not wanted to come to Canada may find discussions of moving triggering.
Learners may have a fear of filling out official forms and giving out personal information. Ensure you have discussions about the appropriate and safe information to provide to businesses and organizations.
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:

Visit a couple of different businesses and ask for a change of address form. Compare different forms for the information asked
for as a class.
Visit a post office and pick up a change of address form.
Practice filling out other simple forms requiring the input of
personal information.

Realia:

Change of address forms
Other simple forms needing personal information
Photographs of moving and businesses or organizations that may need change of address forms

Units and Modules:

Tutela (CCLB): CCLB: Reporting a Lost, Stolen or Damaged Bank Card CLB 1/2 (Has filling out a form activity for the writing skill)
Tutela: Personal Information CLB 2

Lessons and Activities:

Tutela: Personal Information Practice CLB 2
Tutela: Personal Information Form CLB 1 /2
Tutela: Norquest LINC Phonics Curriculum: CLB 2L
(Not CLB 2 but can be adapted)
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: