Real-World Task Guidelines:
Stage II
CLB 6
Problem Solving
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 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.
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.
- Interprets facts, advice, suggestions and opinions.
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
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.
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.
Comprehending Instructions
Understand moderately complex instructions and instructional texts for multi step procedures related to everyday situations, where the sequence must be inferred.
- Interprets sequence and location signals and implied meanings to infer the correct sequence.
- Follows instructions as required to complete the task.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Distinguishes facts from opinions.
- Retells or summarizes.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Distinguishes facts from opinions.
- Retells or summarizes.
Interacting with Others
Convey personal messages in short, formal, and informal correspondence for an expanding range of everyday social purposes (such as expressing congratulations, thanks, apologies, or offering assistance).
- Conveys the intended meaning.
- Expresses main ideas and supports them with some detail.
Reproducing Information
Reduce a page of information to an outline or summary.
- 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
Follow instructions to return a damaged item and request a replacement or exchange. (Comprehending Instructions)
Ask for a quote and information about a service or installation. (Interacting with Others/ Getting Things Done)
Use a checklist to avoid hazards while completing a workplace task safely. (Comprehending Instructions)
Write a request to withdraw from a class and get a refund. (Getting Things Done)
Additional Resources
- 211
- ALIS Alberta: Manage Challenges at Work Manage Challenges – alis (alberta.ca)
- Avenue
- CCLB: Centre for Canadian Language Benchmarks
- CCLB Language for Success: Language for Success – Centre for Canadian Language Benchmarks
- 211: Help Starts Here – 211.ca
- Skills for Success: Skill components and proficiency levels – Canada.ca
- Tutela: Tutela.ca | HomePage
- UP Skills for Work: UP Skills for Work Get Started: Problem Solving
- 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.
- 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 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.
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.
