Real-World Task Guidelines:
Stage II
CLB 5
Community Connections
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Use of a unilingual dictionary
- Support understanding faster conversations or abstract, idiomatic and colloquial language
- Support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- Explicit language instruction to convey respect, appreciation and inclusivity
- Information on resources, supports, services and programs related to the theme
Instructors may need to:
- Explain abstract, idiomatic or colloquial language and/ or cultural references
- Include teaching of pragmatics, strategic competence and sociolinguistic knowledge (cultural references, non-verbal communication, sociolinguistic norms and attitudes, speech styles and registers)
- Include collaborative group and pair work to apply the learned skills and promote the development of communication skills and teamwork
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Incorporate learning of background information related to the theme
Getting Things Done
Understand moderately complex communication intended to influence or persuade (such as suggestions, advice, encouragements and requests) in everyday, personally relevant situations.
- Identifies main intent, main ideas, factual details, words and expressions.
- Identifies implied meanings.
Interacting with Others
Participate in very short, simple phone calls.
- Initiates simple phone calls.
- Uses appropriate closing remarks to end phone calls.
Comprehending Information
Understand information about familiar or relevant topics.
- Gets the gist.
- Identifies key words and phrases.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Interprets descriptions, reports and explanations.
Comprehending information.
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Identifies factual details and some implied meaning.
Interacting With Others
Participate in basic social conversations for some everyday purposes.
- Opens and maintains a conversation.
- Extends, accepts or declines invitations.
Interacting With Others
Participate in basic social conversations for some everyday purposes.
- Opens and maintains a conversation.
- Extends, accepts or declines invitations.
Sharing Information
Agree, disagree and give opinions in small group discussions or meetings.
- Provides necessary information.
- Expresses opinions and feelings.
Sharing Information
Give presentations about sequences of events; incidents in the past, present or future; or to describe scenes, pictures or daily routines.
- Uses an introduction, some development, and a conclusion.
- Shows some awareness of appropriate eye contact and body language.
Comprehending Instructions
Understand simple to moderately complex, step-by-step instructions and instructional texts for multi step procedures related to everyday situations.
- Interprets sequence and location signals (such as first, next and before).
- Follows instructions and directions by responding with actions as required to complete task.
Getting Things Done
Get information from simple to moderately complex business or service texts (such as public announcements, brochures, notices, business letters and flyers).
- Gets the gist.
- Identifies key information and finds specific details.
Comprehending Information
Understand information about familiar or relevant topics.
- Gets the gist.
- Identifies factual details and some implied meanings.
Getting Things Done
Write short business or service correspondence for routine personal needs.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Getting Things Done
Complete forms requiring detailed personal information.
- Identifies the purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Additional Sample Real-World Tasks and Competency Areas
Participate in a brief informal phone screening for a volunteer position. (Interacting with Others)
Identify types of recreation programs available in a community centre brochure or website. (Comprehending Information)
Identify changes in a community action plan or proposed bylaws. (Getting Things Done)
Create a checklist for a family emergency kit from a government informational brochure or website. (Reproducing Information)
Additional Resources
- Avenue
- CCLB
- Government of Canada: Canada Connects: Bringing newcomers and Canadians together
- Government of Canada: Newcomers to Canada: Connecting with your community
- Government of Canada: What to do in an emergency
- Newcomer Connections Canada: NCC: The Newcomer Community
- Tutela Collections – Community and Government Services: Tutela.ca | Collections
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.
- Navigate and use online learning management systems (LMS) such as Avenue.
- Identify safe and reliable sources of information.
- Scan online resources to find information.
- Evaluate online research results.
- Fill in forms online.
- Understand safe use of the internet and social media.
- Recognize online scams and phishing through messaging on social media platforms, email or phone calls.
Instructors can:
- Introduce websites that are relevant to the task(s).
- 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.
Refer learners to programs to improve their digital skills.
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.
- 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, and be aware that there may be learners who need help, but it may also provide some comfort and support.
- Learners who have experienced trauma may feel wary of initiating any kind of perceived conflict, such as complaining to a landlord or asserting their rights as tenants. Reassure learners that this is a normal part of the landlord/tenant relationship in Canada.
Strategies:
- Learners have the right to choose if, when and what they share about themselves.
- Giving learners the knowledge, skills and language to access resources can be empowering.
- Some learners may be uncomfortable sharing or using personal information to complete activities or tasks; consider using personae and scenarios for practice activities and tasks.
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.
