Real-World Task Guidelines:
Stage I
CLB 2
Social Connections and Relationships
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Supported by visuals and non-verbal communication
- Face-to-face communication
- Non-demanding contexts
- Content that is familiar and related to their immediate needs
Instructors may need to:
- Speak clearly at a slow rate
- Guide and encourage with questions and prompts
- Be a highly supportive listener
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
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.
- Recognizes appeals for repetition or clarification.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as time, place, key words and expressions.
- Identifies words related to personal identification information.
Getting Things Done
Make and respond to simple requests related to common everyday activities.
- Uses appropriate memorized expressions, simple sentences, and courtesy formulas for requests.
- Speaks in short phrases and some short sentences, with very little evidence of connected discourse.
Giving Instructions
Give short, simple, common, routine instructions to a familiar person. [Instructions are short phrases or imperative sentences.]
- Uses imperative forms, memorized stock expressions, and appropriate courtesy words (such as please).
- Gives both positive and negative commands.
Sharing Information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Uses alphabet to spell out words, such as own name.
Interacting with Others
Understand short greetings and other goodwill messages. [Texts are up to a few short, simple sentences and related to routine social interactions.]
- Gets the gist.
- Finds a few simple details.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
- Recognizes layout.
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.
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 items, and have clear labels and areas in which to write.]
- Follows some conventions for addresses, telephone numbers, etc.
- Follows some basic spelling conventions.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation. [Texts to complete are about 5 to 7 sentences.]
- Writes personal details in response to a few short questions.
- Follows some spelling and punctuation conventions.
Additional Sample Real-World Tasks and Competency Areas
Listen to a classmate inviting you to a cultural celebration. (Interacting with Others)
Ask your classmate 2 to 3 questions about the weather in their country of origin or when they came to Canada. (Sharing Information)
Read a few sentences in a short, simple note from a friend asking if you want to go to a yoga class with them. (Interacting with Others)
Copy a to-do list for the week into a calendar. (Reproducing Information)
Additional Resources
- Tutela
- Avenue Course Builder
- Ellii
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.
- Use familiar apps and web pages.
- Fill in forms online.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Introduce websites that are relevant to the task(s).
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
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 may come with existing biases around family, gender roles and norms and types of families.
Strategies:
- Welcome diverse viewpoints and provide learners with opportunities to share their own experiences.
- Gently call out disrespectful comments and encourage respectful interactions with and between all learners.
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.
