Real-World Task Guidelines:
Stage I
CLB 4
Equity, Diversity and Inclusion
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Clearly formatted texts with clear font or printing
- Use of common and familiar visuals in reading texts
- Visual clues such as accompanying video for listening texts
- 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 support to learners in dialogues
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.
Getting Things Done
Understand short communication intended to influence or persuade others in familiar, everyday situations.
- Identifies purpose, main ideas, factual details and some implied meanings in simple announcements, commercials or infomercials.
Comprehending Information
Understand short descriptive or narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
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.
Sharing Information
Ask for and give information about needs and feelings related to common everyday activities.
- Asks and answers simple, factual questions.
- Expresses feelings, needs, preferences, satisfaction and dissatisfaction.
Giving instructions
Give a set of simple, common, routine directions to a familiar person.
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
Getting Things Done
Get information from short business or service texts.
- 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.
- Finds key information and specific details.
- Identifies meanings of connective words between sentences in a narrative sequence.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Compares facts and information to make choices.
Interacting with Others
Convey short, personal, informal social messages on topics related to familiar everyday situations.
- Conveys the message so the reader can follow it.
- Conveys the main ideas and supports them with some detail on a basic paragraph structure.
Reproducing Information
Copy or record an expanded range of information from short texts for personal use.
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text with no major omissions and only occasional copying mistakes.
Sharing Information
Write a short paragraph to describe a familiar situation, event, personal experience or future plan.
- Uses basic paragraph structure.
- Conveys main ideas and supports them with some detail.
Reproducing Information
Copy or record an expanded range of information from short texts for personal use.
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text with no major omissions and only occasional copying mistakes.
Additional Sample Real-World Tasks and Competency Areas
Listen to a few simple recommendations for employers on creating inclusive workplaces. (Comprehending Information)
Give a coworker instructions on how to contact HR about an accommodation issue. (Giving Instructions)
Read up to two paragraphs about the history of a local Black community. (Comprehending Information)
Copy the main points from an EDI-related workshop like how to be an ally, or how to use more inclusive language. (Reproducing Information)
Additional Resources
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Scan online resources to find information.
- Fill in forms online.
Instructors can:
- Support learners in finding, navigating and using websites.
- Teach reading strategies such as skimming and scanning to find information on websites.
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 some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
- Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Trauma-Informed Strategies
Triggers:
- Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
Strategies:
- Give learners advance warning of discussions of this topic.
- 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.
