Real-World Task Guidelines:
Stage I
CLB 4
Shopping
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:
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Create simplified versions of online shopping websites
- Create navigation guides for retail websites
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 the correct sequence of steps.
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.
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.
Interacting with Others
Understand short social exchanges containing introductions, casual small talk and leave-taking.
Communication is about 6 turns.
- Identities formal and casual style and register.
- Identities specific factual details and some implied meanings.
Getting Things Done
Make and respond to a range of requests and offers (such as getting assistance, and asking for, offering, accepting and rejecting goods and services).
- Asks questions and makes requests and suggestions politely and appropriately.
- Uses modals with some accuracy.
- Elicits or provides details as necessary.
Sharing Information
Ask for and give information about needs and feelings related to common everyday activities.
- Asks and answers simple, factual questions.
- Expresses feelings, preferences, satisfaction and dissatisfaction.
Interacting With Others
Use a range of courtesy formulas and some casual small talk in short one-on-one interactions
- Asks and responds to questions about common, everyday routines.
- Uses a range of small talk phrases and expressions.
Getting Things Done
Get information from short business texts.
- Identifies type and purpose.
- Compares facts and information to make choices.
Getting Things Done
Get information from short business texts.
- Identifies type and purpose.
- Compares facts and information to make choices.
Sharing Information
Write a short paragraph to describe a personal experience.
- Uses basic paragraph structure.
- Conveys main ideas and supports them with detail.
Interacting With Others
Conveys short, personal, informal social messages on topics related to everyday situations.
- Uses language and content that are appropriate to the intent and the social context.
- Conveys feelings in a manner that is appropriate to the context.
Getting Things Done
Complete simple forms that require basic, personal identification or familiar information.
Forms contain 15 to 20 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows appropriate conventions for capitalization and punctuation.
Additional Sample Real-World Tasks and Competency Areas
Watch a short video of product review by a customer of a product and identify the strengths and weaknesses of the product. (Getting Things Done)
Give a brief description of the best customer service you have experienced. (Sharing Information)
Read and follow instructions for how to send an online order to a store for pickup. (Comprehending Instructions)
Copy information from two online store websites to compare the return policies to determine which site has the best policy for the consumer. (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.
- Have familiarity with and be able to use real-world tools such as automatic checkouts and subscription services.
Instructors can:
- Support learners in finding, navigating and using websites.
- 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.
Trauma-Informed Strategies
Triggers:
- Learners who have experienced trauma can be triggered by people in positions of authority.
Strategies:
- 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.
