Real-World Task Guidelines:
Stage II
CLB 6
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 common social exchanges.
- Identifies specific factual details and implied meanings.
- Identifies mood, attitude and emotional states from tone and intonation.
Interacting With Others
Participate in routine social conversations for some everyday purposes.
- Uses and responds to small talk.
- Encourages conversation by adding supportive comments.
Comprehending Instructions
Understand moderately complex directions and instructions for technical or non-technical tasks.
- Follows sequence markers or other linguistic clues to infer order of steps.
- Responds with actions to directions and instructions.
Comprehending Information
Understand short group interactions and discussions on familiar topics.
- Identifies topic-specific words, phrases and expressions.
- Interprets factual information, explanations and opinions.
Giving Instructions
Give sequential instructions and directions for everyday activities and processes.
- Uses the correct sequence of steps.
- Checks to confirm understanding.
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
Get information from moderately complex business/service texts containing advice, requests or detailed specifications.
- Identifies main ideas, factual details and some implied meanings.
- Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Distinguishes facts from opinions.
- Identifies organization of text and links between paragraphs.
Reproducing Information
Reduce short, factual oral discourse to notes or messages.
- Takes notes and reduces written or oral information to important points with accurate details.
- Uses common conventions such as point form.
Getting Things Done
Write short business or service correspondence for routine purposes.
- Conveys a sense of audience in language and format.
- Conveys the intended message.
Additional Sample Real-World Tasks and Competency Areas
Listen to a pitch for a new product or service and offer feedback. (Getting Things Done)
Give an informal presentation about a project at work. (Sharing Information)
Read and interpret a graph about customers for a product to offer an opinion about how to market the product. (Comprehending Information)
Write a detailed outline for implementing a work project. (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.
