Real-World Task Guidelines:
Stage II
CLB 5
Creativity, Innovation and Adaptability
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
Interacting With Others
Understand the gist and some details in moderately complex common and predictable social exchanges.
- Identifies specific factual details and implied meanings.
- Interprets feelings such as interest, likes/dislikes, preferences.
Interacting With Others
Participate in basic social conversations for some everyday purposes.
- Opens and maintains a conversation.
- Responds to small talk.
Comprehending Instructions
Understand simple to moderately complex directions and instructions for generally familiar and relevant procedures.
- Follows a range of basic cohesive devices indicating order and sequence.
- Seeks clarification and confirmation if required.
Comprehending Information
Understand information about familiar or relevant topics.
- Gets the gist.
- Identifies opinions.
Giving Instructions
Give instructions and directions for everyday activities and processes.
- Uses appropriate courtesy forms and structures.
- Uses appropriate expressions to sequence instructions.
Getting Things Done
Give and respond to informal requests, permission, suggestions and advice.
- Provides details and gives reasons.
- Uses modals with the appropriate level of politeness.
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 simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
Reproducing Information
Reduce short, factual, oral discourse to notes or messages.
- Includes important points with accurate details.
- Conveys a clear message.
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.
Additional Sample Real-World Tasks and Competency Areas
Listen to a supervisor describe two different projects to decide which one you’d like to work on. (Sharing Information)
Make suggestions to a co-worker about how to design a project. (Getting Things Done)
Read instructions for how to use a creative or collaborative digital program/tool. (Comprehending Instructions)
Describe a project you worked on and how you contributed to a prospective client. (Sharing Information)
Additional Resources
- Avenue
- CCLB
- CCLB Language for Success: Language for Success–Centre for Canadian Language Benchmarks
- Tutela
- UP Skills for Work: UP Skills for Work Get Started: Creativity and Innovation
- UP Skills for Work: UP Skills for Work Get Started: Adaptability
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.
- Interpret information from online sources such as statistics, graphs or charts.
- Identify safe and reliable sources of information.
- Scan online resources to find information.
- Evaluate online research results.
- Understand and have good email and meeting etiquette.
- Use digital tools for the workplace such as Excel or Adobe.
- Use PowerPoint or other digital tools to create presentations.
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.
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 in the workplace; when possible, help learners of all abilities understand their rights in the workplace.
- Recognize that some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
- 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 who have experienced trauma can be triggered by people in positions of authority; make sure learners understand their rights in the workplace and give strategies for making polite requests.
- Questioning can be triggering for learners who have experienced trauma; be careful with the tone of questions in any kind of employment performance situation and make sure learners understand the purpose of the activities.
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.
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.
