Real-World Task Guidelines:
Stage I
CLB 3
Community and Recreation
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Visual supports
- Short and simple text
- Face-to-face interactions
- Slower rates of speech
- Short, supportive 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
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
Understand simple social exchanges, including styles of greetings, introductions and leave-taking.
Communication is brief, about 5 turns.
- Identifies a range of common courtesy expressions in discourse.
- Identifies participant roles and relationships based on courtesy formulas and introductions.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- 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.
Getting Things Done
Make and respond to an expanding range of simple requests related to everyday activities.
- Uses simple sentences and question formations.
- Provides some basic details.
Interacting with Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions. [Interlocutors are familiar and supportive.]
- Initiates and responds appropriately in short routine exchanges about self and another person.
- Uses an expanding range of courtesy formulas and small talk phrases.
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.
- Identifies key information and main idea.
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.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Gets overall meaning.
- Interprets simple graphics.
Getting Things Done
Complete short, simple forms that require basic personal or familiar information and some responses to simple questions. [Forms contain about 12 to 15 items, and have clear labels and areas in which to write.]
- Follows appropriate conventions for addresses, telephone numbers, etc.
- Follows most spelling conventions.
Sharing Information
Write a few sentences to describe a familiar person, object, place, situation or event. [Writing is up to about 5 sentences.]
- Uses a few connected sentences.
- Provides adequate descriptions, though a reader may have some difficulty following the message.
Reproducing Information
Copy or record a range of information from short texts or personal use.
Texts to copy are up to about 1 paragraph and have a clear layout.
- Follows standard Canadian conventions for capitalization, punctuation and other requirements of the genre.
- 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.
Reproducing Information
- 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 to a request for you to volunteer at a community event. (Getting Things Done)
Ask for assistance finding a recreation program at the library that is held in the evening. (Getting Things Done)
Read up to 2 paragraphs about the benefits of playing sports. (Comprehending Information)
Write a short paragraph about what you do to stay fit. (Sharing 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:
- Use familiar apps, web pages and/or social media sites.
- Fill in forms online.
- Scan online resources to find information.
- 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.
Instructors can:
- Support learners in finding, navigating and using websites and apps.
- Teach reading strategies such as skimming and scanning to find information on websites.
- 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.
- Use diverse representations of community events in your learning resources such as special days that celebrate 2SLGBTQIA+, Indigenous, Francophone and other cultural groups.
- 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.
- Use gender neutral titles when addressing people.
Trauma-Informed Strategies
Triggers:
- Discussions of poverty and food scarcity may be triggering for learners who have experienced shame or social stigma related to this topic.
- 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.
