Real-World Task
Compare descriptions of two products to make a purchasing decision and consider sustainability.
Planning Context
Helpful Knowledge:
- Vocabulary related to shopping and some basic awareness of sustainability.
- Knowledge of shopping options in Canada, for example, supermarkets, big box stores like Canadian Tire or Walmart, online options like Amazon.
- Knowledge of how to make comparisons and how to weigh choices between items based on specific criteria such as price and quality as well as packaging and whether it is eco-friendly.
Context:
- In Canada, many people are now trying to make sustainable or environmentally friendly choices in their shopping decisions.
- When considering the sustainability of shopping choices, you can consider the packaging, locally-produced products that reduce transportation, and specific certifications such as Energy Star or Rainforest Alliance.
Vocabulary and Grammar
Sample Vocabulary:
- label
- recyclable
- organic
- plastic
- packaging
- sustainable
- local
- product
Sample Grammar:
- Comparative adjectives
Knowledge and Strategies
Textual and Functional Knowledge:
- Cohesion links between sentences
(such as pronoun references). - Connective words and phrases to
show additions and examples.
Sociolinguistic Knowledge:
- Common figures of speech, idioms
and expressions specific to different situations. - Cultural references.
Activities and Tasks
Sample Skill-Building Activities:
- Discuss as a class: What does sustainability mean to you? What everyday choices do you make to try to live more sustainably, such as taking public transit, recycling, composting and reusing items? Have you practiced sustainability before coming to Canada?
- Match picture flashcards showing different sustainability-related vocabulary items with images. Then add an additional set of flashcards with simple definitions for each term and match these to the images and vocabulary terms.
- Listen to a short audio text describing a sustainable product and answer a set of
yes / no questions about the product. - In pairs, complete a set of sentences that describe everyday ways to live in a more sustainable way. Each sentence is missing adjectives that describe how each product is sustainable.
- Review the grammar rules for how to use comparative adjectives and practice writing simple sentences that compare grocery items in simple terms.
- Take jumbled sentences which include comparative adjectives and how products are sustainable and put the words in the correct order. Copy the sentences into an electronic document or notebook.
- Have a show and tell for learners to describe one specific step they plan to take to live in a more sustainable way.
- Read several descriptions of products, answer some basic questions on sustainability and make a decision to buy or not to buy. Discuss as a class.
- In pairs, read two product descriptions and reviews on a similar item. As a pair, prepare a presentation on the two choices and the one they would buy, and why.
- Compare two products online and send an email to a friend with advice on which one to buy with 2 or 3 reasons.
Sample Skill-Using Tasks:
- Read about different packaging for produce, such as paper, plastic, boxes, bags, and so on, and rank from most to least sustainable.
- Read a text describing the everyday choices a Newcomer is making to be more sustainable and answer a simple set
of True / False statements.
Sample Assessment Tasks:
- Compare descriptions of two products to make a purchasing decision and consider sustainability. Choose one of the two products and select two reasons that you made this choice based on a list of criteria provided.
Teaching Considerations
Cultural Considerations:
- Not all cultures may emphasize environmentalism in the same way as Canadians do. Recognize that many countries around the world consume far less resources in everyday living and as such may have a lower impact on climate change.
- Some learners may be new to the concept of sustainability or have different ideas about what is “eco-friendly” or responsible.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline knowledge and digital skills.
Learners may need to:
- Have keyboarding and typing skills.
- Locate, navigate and use websites.
- Use familiar apps, social media platforms and web pages.
- Read information from a screen.
- Scan online resources to find information.
- Send and receive email messages
- Navigate and use online learning management systems (LMS) such as Avenue.
- Recognize a phishing attempt of a scam message.
- Evaluate online search results.
- Open and read PDF attachments to email
Instructors can:
- Dedicate time to improve digital literacy for learners.
- Make and/ or adapt digital materials.
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
Equity, Diversity, Inclusion and Indigenization Strategies:
- Affordability may be a priority for many learners experiencing economic hardship; some may see sustainable products as too expensive or impractical. Be careful not to shame or pressure learners into choosing sustainable options—acknowledge that cost, availability, and necessity influence choices. Discuss as a class some simple, affordable ways to practice sustainability.
- Learners may prioritize family needs, bulk purchasing, or food security over sustainability. Moreover, cultural or religious restrictions (e.g., halal, vegan) are a priority. Instructors should create space for personal and cultural decision-making, not a “right or wrong” model.
Trauma-informed Strategies:
Possible Trauma triggers:
- When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.
- Themes of global climate change can be triggering for learners who have experienced trauma or natural disasters. Always follow trauma-informed practice and watch out for learners who may need extra support.
Strategies:
- Give learners advance warning of this topic and be aware that there may be learners who require support.
- Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
- Learners will benefit from positive relationships established in the classroom with the instructor and peers.
- Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
- the choice to work on a different topic
- the choice to share or not share their own experiences
- the choice to work alone or to work with others
- the choice to take care of themselves
- the choice to step out of the learning environment
- Allow learners choice:
- When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
- Giving learners the knowledge, skills and language to access resources can be empowering.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Take a field trip to the local recycling centre to hear about ways to live more sustainably.
- Invite a guest speaker from the waste management centre to provide an overview of how to recycle in the community.
- Create posters comparing 3-4 consumer items in terms of their sustainability and include sentences using comparisons about the items. Share the posters with another LINC class.
Realia:
- Posters on recycling in the community
- Composting information
- Infographics on sustainable living
Units and Modules:
Lessons and Activities:
- Tutela: ESL Image Bank – Recycling and Composting
- Tutela: Speaking – CLB 3/4 – Sharing Information – Environment
- A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.
Multimedia
- YouTube: One Earth (short film)
- Tutela: ESL Image Bank: Recycling and Composting
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
