Real-World Task Guidelines:
Stage I
CLB 4
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
- 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 online forms, brochures and websites
Comprehending Instructions
Understand common sequentially presented instructions or directions related to familiar everyday situations of personal relevance.
- Identifies words and phrases that indicate movement, location, manner, frequency and duration.
- Recognizes and identifies the correct sequence of steps.
Comprehending Information
Understand short, descriptive or narrative communication on topics of personal relevance.
- Identifies factual details (who, what, where and when).
- Identifies some implied meanings, key words, and expressions.
Comprehending Instructions
Understand short descriptive or narrative communication on topics of personal relevance.
- Identifies words and phrases that indicate movement, location, manner, frequency and duration
- Recognizes and identifies correct sequence of steps.
Interacting with Others
Use a range of courtesy formulas and some casual small talk in short, one-on-one or small group interactions.
- Opens and closes a short conversation.
- Asks and responds to questions about common, everyday routines.
Sharing Information
Give brief descriptions of personal experiences, situations or simple processes, such as getting goods or services.
- Sustains about 5-7 sentences, which are adequately connected as discourse.
- Give descriptions in coherent narratives.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Compares facts and information to make choices.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Identifies layout and specific information.
- Identifies type and purpose.
Comprehending instructions
Understand short, simple, clearly sequenced instructions for familiar everyday situations.
- Identifies sequence signals (such as first, next, before).
- Recognizes common sentence patterns, phrases and symbols commonly used in instructions.
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.
Interacting with Others
Convey short, personal and informal social messages on topics related to familiar everyday situations.
- Conveys the message so the reader can follow it.
- Conveys main ideas and supports them with some detail in a basic paragraph structure.
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.
Additional Sample Real-World Tasks and Competency Areas
Listen to a short commercial for information about a local election. (Getting Things Done)
Tell your classmates about gender roles in your country. (Interacting with Others)
Read up to 3 paragraphs about food insecurity and some possible solutions. (Comprehending Information)
Write a short paragraph to describe two or three differences between gender roles in your country of origin and Canada. (Sharing Information)
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.
