Real-World Task Guidelines:
Stage I
CLB 3
Global Citizenship
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 forms, brochures and websites
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.
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 instructions.
Interacting with Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions.
- Uses appropriate polite expressions.
- Uses simple sentences and question formations.
Sharing Information
Give brief descriptions of concrete objects, people or experiences in a few short sentences.
- Sustains about 4-5 sentences, which may not be adequately connected as discourse.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Scans formatted text to find specific information.
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 instructions
Understand short, simple, clearly sequenced instructions for familiar everyday situations.
- Identifies sequence signals (such as first, second, next).
- Recognizes words, phrases and symbols commonly used in instructions.
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.
Interacting with Others
Convey short, personal and informal social messages on topics related to familiar everyday situations.
- Conveys the message; reader may have to guess or make inferences to follow completely.
- Describes time and location.
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.
Additional Sample Real-World Tasks and Competency Areas
Listen to a classmate describe their volunteer experience. (Comprehending Information)
Make small talk with another volunteer at a community event. (Interacting with Others)
Read a short travel advisory on a government website. (Comprehending Information)
Complete up to 15 items on a form to apply for a government heating subsidy. (Getting Things Done)
Additional Resources
- Avenue
- CCLB
- Elli Flashcards: The Environment
- Ellii Collection: Environment
- 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.
- Send and receive text messages.
- Fill in forms online.
- Have an email address and be able to navigate email proficiently.
- Send and receive text messages.
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.
- Themes of global citizenship can be triggering for learners who have experienced trauma or oppression. Always follow trauma-informed practice and watch out for learners who may need extra support.
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.
