Real-World Task Guidelines:
Stage II
CLB 6
Global Citizenship
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 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.
Getting Things Done
Understand moderately complex communication intended to influence or persuade in everyday, personally relevant situations.
- Identifies main intent, main ideas, factual details, words and expressions.
- Interprets facts, advice, suggestions and opinions.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies factual details, main ideas, supporting details and implied meanings.
- Makes some inferences.
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.
- Uses an introduction, development, and conclusion.
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
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.
Comprehending Information
Access, locate and compare 2 or 3 pieces of information from online reference sources.
- Accesses relevant information using effective search strategies.
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
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.
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 news story about a community sustainability event and how to participate. (Comprehending Information)
Describe the steps to register to vote to a friend or co-worker. (Giving Instructions)
Read an article on a social justice issue and how you can get involved. (Getting Things Done)
Email a friend or colleague inviting them to volunteer at a community event around an issue such as climate change or poverty. (Interacting With Others)
Additional Resources
- Avenue
- CCLB: Centre for Canadian Language Benchmarks
- Elections Canada: Voter Registration – Elections Canada
- Elections Canada YouTube channel: Elections Canada – YouTube
- Oxfam: What is Global Citizenship? | Education resources | Oxfam GB
- Tutela Collections – The World We Live In: Tutela.ca | Collections
- UNESCO: Global citizenship and peace education | UNESCO
- UNESCO: Global citizenship education: reflections and practical guidance from UNESCO | Unesco IIEP Learning Portal
- Volunteer Canada: Volunteer Canada
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, meeting) etiquette.
- Use PowerPoint or other digital tools to create presentations.
- Identify safe and reliable sources of information and news.
- 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.
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 the importance of equity, diversity and inclusion as an important part of global citizenship. Themes of EDI can be woven into this module.
- 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 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.
- Themes of global citizenship can be triggering for learners who have experienced trauma or oppression. Always follow trauma-informed practice and watch out for learners who may need extra support.
Strategies:
- Give learners advance warning of discussions of this topic.
- Learners who have experienced trauma benefit from having choices.
- 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.
