Real-World Task Guidelines:
Stage I
CLB 2
Shopping
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:
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Slow their rate of speech
- Use everyday common speech and text
- Create simplified versions of online shopping websites
Comprehending Instructions
Understand short, simple, common instructions and directions related to immediate personal needs.
- Identifies words or phrases that indicate positive or negative commands or requests.
- Responds verbally (by answering questions) or with actions.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, time, place and key words.
- Identifies words related to personal identification information.
Interacting with Others
Understand greetings, introductions, requests, goodwill expressions and an expanding range of basic courtesy formulas.
Communication is very brief, 2 or 3 turns.
- Identifies common courtesy phrases and an expanding range of expressions.
- Identifies participant roles and relationships based on courtesy formulas and introductions.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies simple factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Getting Things Done
Give short, simple, common, routine instructions to a familiar person.
- Uses imperative forms, memorized stock expressions and appropriate courtesy words.
- Give both positive and negative commands.
Interacting With Others
Use and respond to courtesy formulas and greetings.
- Opens a short conversation.
- Indicates communication problems verbally.
Getting Things Done
Get information from simple formatted texts.
- Recognizes layout.
- Scans text to find specific details.
Getting Things Done
Get information from simple formatted texts.
- Recognizes layout.
- Scans text to find specific details.
Getting Things Done
Get information from simple formatted texts.
- Recognizes layout.
- Scans text to find specific details.
Sharing Information
Write a few words to complete a short, guided text.
- Writes personal details in response to a few short questions.
- Follows some spelling and punctuation conventions.
Interacting With Others
Convey an expanding range of goodwill messages by means of guided notes.
- Completes a message with simple information.
- Uses adequate spelling and punctuation.
Getting Things Done
Complete short, simple or simplified forms that require only basic personal identification or familiar information.
Forms contain up to about 10 personal identification or familiar information.
- Includes the required basic information.
- Follows standard conventions for capitalization and punctuation.
Additional Sample Real-World Tasks and Competency Areas
Listen to 2 or 3 simple expressions of welcome made by a retail store staff. (Interacting with Others)
Request help with getting a different size piece of clothing in a store. (Getting Things Done)
Read and follow simple instructions about how to get cash back when paying for groceries with your debit card (Comprehending Instructions)
Copy information from an online store website including the name, delivery and pick up options. (Reproducing Information)
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.
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.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority.
Strategies:
- 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.
