Real-World Task Guidelines:
Stage I
CLB 3
Canada
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 Discover Canada texts
- Create simplified versions of articles
- Create simplified versions of online forms, brochures and websites
Comprehending Information
Understand short, simple, descriptive communication about a person, object, situation, scene, personal experience or daily routine.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Comprehending Information
Understand short, simple, descriptive communication about a person, object, situation, scene, personal experience or daily routine.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Interacting with Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions.
- Responds appropriately in short routine exchanges.
- Initiates and responds appropriately in short routine exchanges about self and another person.
Interacting with Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions. [Interlocutors are familiar and supportive.]
- Opens a conversation.
- Uses simple questions to ask about another person.
Interacting with Others
Understand short, personal social messages within predictable contexts of daily experience.
- Gets the gist.
- Identifies some specific details and information (such as sender, date and response required).
Getting Things Done
Get information from simple formatted texts.
- Identifies layout and specific information.
- Scans formatted text (such as a directory) to find specific information.
Comprehending Information
Understand the purpose, main idea, key information and some details in simple, short, texts related to everyday familiar and personally relevant situations and topics.
- Gets the gist.
- Identify key information and the main idea.
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.
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.
Reproducing information
Copy or record a range of information from short texts for personal use. [Texts to copy are up to about 1 paragraph and have a clear layout; can include passages, directories, schedules, instructions, and dictionaries.]
- Copies or records letters, numbers, words and sentences with correct capitalization and punctuation.
- Follows standard Canadian conventions for capitalization, punctuation and other requirements of the genre.
Additional Sample Real-World Tasks and Competency Areas
Listen and respond to an invitation to attend a Canada Day event. (Interacting with Others)
In a few simple sentences describe your region of Canada to a friend. (Getting Things Done)
Read a short paragraph about the activities planned for the week around Canada Day. (Comprehending Information)
Write a few short sentences to a friend about some differences between living in Canada and where you lived previously. (Sharing Information)
Additional Resources
- Avenue
- CCLB
- ERPI: A Beginning Look at Canada
- Eslresources.com: The Grab Bag of Canada
- Government of Canada: Discover Canada – Rights and Responsibilities of Citizenship
- TCDSB: Citizenship Resource
- Tutela
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.
- Fill in forms online.
- Use familiar apps and web pages.
- Use videoconferencing technology for online meetings.
- Navigate and use online learning management systems (LMS) such as Avenue.
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 and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people in Canada.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority.
- Filling in forms can be a trigger for learners who have experienced trauma.
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.
