Real-World Task Guidelines:
Stage I
CLB 3
Education and Learning
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Very clearly formatted texts with clear font or printing
- Frequent use of common and familiar visuals in reading texts
- Visual clues such as accompanying video for listening texts
- Very slow, clear speech in listening texts
Instructors may need to:
- Limit answers that require writing; use tasks that require circling, matching, etc..
- Ensure texts include familiar words and phrases
- Ensure topics are very familiar and concrete
- Repeat listening texts
- Give a lot of support to learners in dialogues
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 Instructions
Understand instructions and directions 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 directions and instructions.
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.
- Initiates and responds appropriately to introductions and leave-takings.
- Initiates and responds appropriately in short routine exchanges about self and another person.
Sharing information
Ask for and give information about immediate needs and some feelings related to common everyday activities.
- Expresses some feelings.
- Expresses very simple immediate and future needs, wants and plans.
Getting Things Done
Get information from short business or service texts.
- Gets overall meaning.
- Interprets simple graphics.
Comprehending Instructions
Understand short, simple, clearly sequenced instructions for familiar everyday situations.
Instructions are up to about 5 steps, in point form or prose, and are often accompanied by illustrations.
- Identifies sequence signals (such as first, second, next).
- Recognizes words, phrases and symbols commonly used in instructions.
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 events, people, places, things (who, what, where and when).
Getting Things Done
Write short, simple business or service messages. [Messages are about 5 sentences.]
- Conveys the message, although a reader might have some difficulty following.
- Uses language and content that are appropriate to the intent and social context.
Interacting with Others
Convey short, personal and informal social messages on topics related to familiar everyday situations. [Messages are a few short sentences addressed to a familiar person and related to personally relevant situations.]
- Conveys the message; reader may have to guess or make inferences to follow completely.
- Uses language and content that are appropriate to the intent of the message and the social context.
Getting Things Done
Complete short, simple forms that require basic, personal identification or familiar information. Forms contain about 12 to 15 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows standard conventions for capitalization and punctuation.
Additional Sample Real-World Tasks and Competency Areas
Listen to a short conversation between two parents meeting their child’s teacher for the first time. (Interacting With Others)
Give a classmate 3-4 simple tips for practising English outside of the classroom. (Getting Things Done)
Read 3-4 sentences about creating an inclusive classroom and learning experience. (Comprehending Information)
Copy information about dates and meanings of different cultural events and holidays onto a school calendar. (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.
- Have an email address and be able to navigate email proficiently.
- Scan online resources to find information.
- 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:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Support learners in finding, navigating and using websites.
- 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.
- 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.
- Recognize that learners with disabilities and learners who are neurodivergent may need accommodations in learning environments; when possible, help learners of all abilities understand their rights.
Trauma-Informed Strategies
Triggers:
- Filling in forms and dealing with authority, including teachers, can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime. Make sure that learners are always aware of the purpose of the form and be ready to provide support if needed.
Strategies:
- Give learners advance warning of discussions of this topic.
- 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.
