Real-World Task Guidelines:
Stage I
CLB 4
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
- Face-to- face or digital interactions (that are usually one-on-one or in small groups)
- Topics related to personal relevance
- Non-demanding contexts
- Relatively short texts
Instructors may need to:
- Create simplified versions of Discover Canada texts
- Create simplified versions of online forms, brochures and websites
Comprehending Information
Understand short descriptive or narrative communication on topics of personal relevance.
- Identifies factual details, some implied meanings, key words and expressions.
- Identifies who, what, where and when.
Comprehending Information
Understand short descriptive or narrative communication on topics of personal relevance.
- Identifies factual details, some implied meanings, key words and expressions.
- Identifies who, what, where and when.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Interacting with Others
Participate in short, very simple phone calls.
- Asks and responds to routine questions.
- Uses a range of small talk phrases and expressions.
Getting Things Done
Make and respond to a range of requests and offers (such as getting assistance, and asking for, offering, accepting or rejecting goods or services.)
- Asks questions and makes requests and suggestions politely and appropriately.
- Elicits or provides details as needed.
Interacting with Others
Use a range of courtesy formulas and some casual small talk in short, one-on-one or small group interactions. [Interlocutors are familiar and supportive.]
- Opens and closes a short conversation.
- Asks and responds to questions about common, everyday routines.
Interacting with Others
Understand simple personal social messages within predictable contexts of daily experience.
- Gets the gist.
- Identifies specific important details (such as sender, date and response required).
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Identifies type and purpose.
- Finds main ideas, specific information and key details.
Comprehending Information
Understand the purpose, main idea, key information and specific details in simple, short, texts related to everyday familiar and personally relevant situations and topics.
- Gets the overall meaning.
- Compares simple information.
Comprehending Information
Understand the purpose, main idea, key information and specific details in simple, short, texts related to everyday familiar and personally relevant situations and topics.
- Gets the overall meaning.
- Compares simple information.
Getting Things Done
Complete 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 an expanded range of information from short texts for personal use.
- Accurately copies elements of formatting from template.
- Copies information with no major omissions.
Getting Things Done
Complete 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.
Additional Sample Real-World Tasks and Competency Areas
Listen and respond to an invitation to attend a Canada Day event. (Interacting with Others)
Describe your region of Canada and a reason why you like living there to a friend. (Getting Things Done)
Read a short, simple paragraph about an Indigenous Art Exhibit coming up in the community. (Comprehending Information)
Write up to 3 paragraphs about your favourite things about living in Canada and some of the challenges. (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.
- Locate, navigate and use websites.
- 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.
