Real-World Task Guidelines:
Stage I
CLB 4
Home and Neighbourhood
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 rental websites
- Create navigation guides for websites
- Adapt resources to simplify social interactions
- Modify instructions to limit to 4 to 5 steps
- Speak clearly at a slow to normal rate
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.
Interacting with Others
Understand simple social exchanges, including styles of greetings, introductions, and leave-taking.
- Identifies formal and casual style and register.
- Uses a range of small talk phrases and expressions.
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.
Getting Things Done
Make a range of requests and offers.
- Asks questions and makes requests and suggestions politely and appropriately.
- Facilitates the listener’s comprehension by repeating and explaining.
Interacting with Others
Understand simple personal social messages within predictable contexts of daily experience.
- Identifies specific important details (such as sender, date, and response required).
- Identifies words that indicate politeness and tone.
Getting Things Done
Get information from short business or service texts.
- Finds main ideas, specific information and key details.
- Compares facts and information to make choices.
Getting Things Done
Get information from short business or service texts.
- Identifies type and purpose.
- Finds main ideas, specific information and key details.
Sharing Information
Write a short paragraph to describe a familiar personal experience.
- Uses basic paragraph structure.
- Expresses preferences relevant to the content and with some supporting explanation.
Getting Things Done
Write simple business 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 short conversation between a landlord and a tenant to determine the nature of the problem and solution. (Getting things done)
Give a short, simple description of a personal experience with finding an apartment/ house. (Sharing information)
Read and follow short directions to a community event. (Comprehending instructions)
Copy information about two rental listings to determine the best option. (Reproducing information)
Additional Resources
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Locate, navigate and use websites.
- Scan online resources to find information.
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.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority; make sure learners understand their rights in relation to landlords and housing authorities and give strategies for making polite requests.
Strategies:
- Recognize that not everyone will feel comfortable with the idea of meeting previously unknown neighbours; adapt tasks to meet “safer” people such as classmates or other teachers as needed.
- 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.
