Real-World Task Guidelines:
Stage II
CLB 5
Health and Workplace Safety
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
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.
- Responds with actions to directions and instructions.
Getting Things Done
Understand the gist and some details in moderately complex communication intended to influence or persuade (such as simple advice, opinion or suggestions) in everyday personally relevant situations.
- Identifies main intent, main idea, factual details, words and expressions.
- Identifies cohesive devices and discourse indicators for sequence, comparison and contrast.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Identifies key words and phrases.
- Identifies factual details and some implied meanings.
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.
Sharing Information
Ask for and give information related to routine daily activities in one-on-one interactions.
- Provides necessary information.
- Repeats information and ideas to confirm understanding.
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 simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
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 (such as live or recorded phone messages or pre-recorded public information lines) to notes or messages.
- Includes important points with accurate details.
- Records details (such as names, addresses, numbers, dates, times and directions) legibly, with correct spelling and other standard conventions of capitalization and punctuation.
Additional Sample Real-World Tasks and Competency Areas
Listen to a tannoy announcement in a public space or factory to identify the advice being given. (Getting Things Done)
Tell a coworker how to register for a workplace first aid course. (Giving Instructions)
Read an article about common slip and trip hazards in the workplace. (Comprehending Information)
Write an email to a supervisor to request an ergonomic chair. (Getting Things Done)
Additional Resources
- Avenue
- CCLB
- Government of Canada: Workplace health and safety
- Ellii: Health & Safety – Ellii (formerly ESL Library)
- Tutela Collections – Health and Safety: Tutela.ca | Collections
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Use videoconferencing technology for online meetings.
- Fill in forms online.
- Scan online resources to find information.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Introduce websites that are relevant to the task(s).
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Use diverse representations of people in all 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.
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.
- Filling in forms and dealing with authority can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime. Make sure that learners are always aware of the purpose of the form and be ready to provide support if needed.
- Discussions of emergencies may be triggering for learners who have experienced trauma. Give learners advance warning of this topic and be aware that there may be learners who require support.
Strategies:
- Learners who have experienced trauma often benefit from having routine.
- Learners who have experienced trauma benefit from having choices.
- Give learners advance warning of discussions of this topic.
- 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.
