Real-World Task Guidelines:
Stage I
CLB 4
Getting Around and Transportation
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Additional visual or non-verbal support (pictures, gestures)
- Non-demanding contexts
- Topics that are familiar and related to everyday needs
Instructors may need to:
- Speak at a slow to normal rate
- Guide and encourage learners with questions and prompts
- Provide face-to-face interaction (in-person or via online video conference)
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
Comprehending Instructions
Understand common, sequentially presented instructions and directions related to familiar, everyday situations of personal relevance.
- Identifies words and phrases that indicate movement, location, manner, frequency and duration
- Recognizes and identifies correct sequence of steps.
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.
- Understands an expanded range of factual details and some implied meanings.
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.]
- Asks and responds to questions about common, everyday routines.
- Uses a range of small talk phrases and expressions.
Getting Things Done
Make and respond to a range of requests and offers.
- Asks questions and makes requests and suggestions politely and appropriately.
- Uses modals with some accuracy.
Getting Things Done
Get information from simple formatted texts.
- Identifies layout and specific information.
- Identifies type and purpose.
Getting Things Done
Understand the purpose, main idea, key information and specific details in simple, short texts related to everyday familiar and personally relevant situations and topics. [Texts may be supported by graphics, charts, tables, illustrations or diagrams.]
- Finds key information and specific details.
- Compares simple information.
Getting Things Done
Complete simple forms that require basic personal or familiar information and some responses to simple questions. [Forms contain about 15 to 20 items and have clear labels and areas in which to write.]
- 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. [Texts to copy are up to about 2 paragraphs and have a clear layout; can include passages, directories, schedules, instructions, directions, dictionaries and manuals; and may come from more than one source.]
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Getting Things Done
Write simple business or service messages.
- Conveys main ideas and supports them with some detail in a basic paragraph structure.
- Uses language and content that are appropriate to the purpose, intent and social context.
Additional Sample Real-World Tasks and Competency Areas
Listen to a sales clerk explain the differences between transit ticket prices and decide which one to buy (single, multi-pass, monthly, etc.) (Getting Things Done)
Give a cab or Uber driver your address and directions to your home. (Getting Things Done)
Read a notice about disruptions to a public transit service to find out the dates and alternative transportation. (Getting Things Done)
Write a paragraph describing the location of your home like province, city, neighbourhood, and nearby locations. (Sharing Information)
Additional Resources
- Tutela
- CCLB Multilevel Module: Getting Around a City- A CLB 3-4 Module with Teaching Materials
- CCLB Multilevel Module: Getting Around a City- A Blended CLB 3-4 Module with Teaching Materials and Online Learning Activities
- OCDSB Module: Preparing to Take Public Transit (CLB 3)
- OCDSB Module: Taking Public Transit (CLB 3)
- Ellii
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have or develop keyboarding and typing skills.
- Send and receive text messages.
- Get information from a website.
- Familiarity with and be able to use real-world tools such as a transit app.
- Fill in forms online.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Introduce websites that are relevant to the task(s).
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 that learners with disabilities and learners who are neurodivergent may need accommodations for transportation and getting around; when possible, help learners of all abilities understand their rights that are protected by law.
Trauma-Informed Strategies
Triggers:
- Discussions of disabilities and neurodivergence may be triggering for learners who have experienced trauma.
- Learners who have experienced trauma can be triggered by people in positions of authority such as transit operators or officers.
Strategies:
- Learners who have experienced trauma often benefit from having routine.
- Learners who have experienced trauma benefit from having choices.
- Allow learners the choice:
- 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
- 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.
