Real-World Task Guidelines:
Stage II
CLB 6
Collaboration and Teamwork
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, 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 tasks.
Comprehending Information
- Understand short group interactions and discussions on familiar topics.
- Identifies topic-specific words, phrases and expressions.
- Identifies factual details, main ideas, supporting details and implied meaning.
Sharing information
Ask for and give information in some detail; express opinions, feelings, obligation, ability and certainty one-on-one and in small group discussions or meetings.
- Presents information using connected discourse.
- Uses an introduction, development, and conclusion.
Getting Things Done
Give and respond to informal and somewhat formal suggestions and indirect requests.
- Gives reasons and predicts consequences of not following through.
- Uses modals with the appropriate level of politeness.
Interacting With Others
Participate in routine social conversations for some everyday purposes (such as apologies, excuses, expressing opinions, and making suggestions or arrangements).
- Opens, maintains and closes a conversation.
- Uses and responds to small talk.
Sharing Information
Give detailed presentations about sequences of events; incidents in the past, present or future; simple processes; or to describe or compare things such as people and places.
- Presents information using connected discourse.
- Provides adequate detailed descriptions.
Interacting with Others
Understand moderately complex social messages (such as those conveying announcements, cancellations of arrangements and apologies) related to a personal experience or a familiar context.
- Identifies specific factual details and implied meanings.
- Identifies the context.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Retells or summarizes.
- Identifies organization of text and links between paragraphs.
Getting Things Done
Give and respond to informal and somewhat formal suggestions and indirect requests.
- Gives reasons and predicts consequences of not following through.
- Uses modals with the appropriate level of politeness.
Getting Things Done
Give and respond to informal and somewhat formal suggestions and indirect requests.
- Uses modals with the appropriate level of politeness.
- Conveys a developing ability to make indirect requests appropriately.
Additional Sample Real-World Tasks and Competency Areas
Listen and respond to a colleague making a request to cover a shift. (Interacting with Others)
Thank a colleague for their help with a task. (Interacting with Others)
Read an article about the importance of teamwork and collaboration in the Canadian workplace. (Comprehending Information)
Take notes in a team meeting.
(Reproducing Information)
Additional Resources
- Avenue
- CCLB
- CCLB Language for Success: Language for Success–Centre for Canadian Language Benchmarks
- Norquest College: Critical Incidents for Intercultural Communication in the Workplace – NorQuest College – Edmonton, Alberta
- Tutela
- UP Skills for Work: UP Skills for Work Get Started: Collaboration
- UP Skills for Work: Free Employee Training Resources l UP Skills for Work
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.
- Use videoconferencing technology for online meetings.
- Understand and have good email and meeting etiquette.
- Use PowerPoint or other digital tools to create presentations.
- Navigate and use online tools for collaboration such as Trello or Google docs.
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 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.
- 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.
- Be aware that collaboration, group work and giving feedback can be viewed and implemented very differently in different cultures. Offer a neutral, judgement-free learning environment and introduce typical Canadian attitudes towards polite and constructive feedback and collaboration.
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 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.
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.
