Real-World Task Guidelines:
Stage I
CLB 3
Banking and Numeracy
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Slow to normal rates of speech
- Visuals and contextual clues
- Topics related to personal relevance
- Non-demanding contexts
- Relatively short texts
Instructors may need to:
- Use a range of familiar phrases and simple sentences and structures
- Create simplified versions of online financial websites
- Create navigation guides for banking website
Comprehending Instructions
Understand instructions and directions requests related to familiar, everyday situations of immediate personal relevance.
- Identifies basic connectors related to time (now, then, before, after) and place (this, that, here, there).
- Responds with correct actions to instructions.
Comprehending Information
Understand short, simple, descriptive communication about a person, object, situation, scene, personal experience or daily routine.
- Gets the gist.
- Identifies key information and main idea.
Getting Things Done
Understand short communication intended to influence or persuade others in familiar everyday situations.
- Identifies purpose, main ideas, factual details and some implied meanings in simple announcements, commercials or infomercials
Getting Things Done
Make and respond to an expanding of simple requests related to everyday activities.
- Uses simple sentences and question formations.
- Repeats and attempts to explain when necessary.
Giving Instructions
Give simple, common, routine instructions and directions to a familiar person.
- Use appropriate courtesy formulas and structures.
- Expresses movement and location.
Getting Things Done
Get information from simple formatted texts.
- Identifies words and phrases that indicate amounts.
- Identifies basic connectors related to time (now, then, before, after) and place (this, that, here, there).
Interacting with Others
Understand short personal social messages within predictable contexts of daily experience.
- Gets the gist.
- Finds a few simple details.
Reproducing Information
Copy or record a range of information from short texts for personal use.
- Copies or records letters, numbers and words with no major omissions.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Sharing Information
Write a few sentences to describe a familiar person, object, place, situation or event.
- Uses a few connected sentences.
- Provides adequate descriptions, though a reader may have some difficulty following the message.
Getting Things Done
Complete short, simple forms that require basic personal or familiar information and some responses to simple questions.
- Follows appropriate conventions for addresses, telephone numbers, etc.
- Follows most spelling conventions.
Additional Sample Real-World Tasks and Competency Areas
Listen to an apology from a bank teller for a long wait in the branch. (Interacting with Others)
At the bank, greet the teller and make small talk. (Interacting with Others)
Read a short paragraph about the benefits of opening a savings account. (Comprehending Information)
Complete up to 15 items on a form to open a tax free savings account. (Getting Things Done)
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.
- Send and receive text messages.
- Have familiarity with and be able to use real-world tools such as ATMs.
- Locate, navigate and use websites for online banking services.
- Navigate and use online learning management systems (LMS) such as Avenue.
- Use videoconferencing technology for online meetings.
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 that people who identify as women may not have had independent access to financial professionals and banking services. 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.
- Discussions of scams, fraud, and theft may be triggering for learners who have experienced trauma, especially those who have lost their homes, possessions, and/or money.
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.
