Real-World Task Guidelines:
Stage II
CLB 7
Canadian Workplace Culture
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Use of a unilingual dictionary to confirm or clarify meaning
- Some support understanding faster conversations or abstract, idiomatic and colloquial language
- Some support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- Some 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 some 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, including simulations that allow learners take on different roles and understand different perspectives
- 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 moderately complex social exchanges.
- Identifies emotional state, mood and attitude from tone and intonation.
- Interprets feelings such as gratitude, hope and appreciation.
Interacting With Others
Participate in less routine social conversations for many everyday purposes.
- Opens and maintains a short formal conversation, closing with 3 customary steps (pre-closing, closing, leave-taking).
- Changes the topic appropriately.
Comprehending Instructions
Understand moderately complex directions and instructions for technical or non-technical tasks.
- Follows sequence markers, cohesive devices (connecting words, reference, parallel structure, substitution) or other linguistic clues to infer order of steps.
- Responds with actions to directions and instructions.
Interacting With Others
Participate in less routine social conversations for many everyday purposes.
- Asks follow-up questions to keep the conversation going.
- Shows developing ability to hold the floor and resume after an interruption.
Giving Instructions
Give instructions and directions for technical and nontechnical tasks, procedures and processes.
- Uses clear references and provides necessary details.
- Uses sequencing intonation so that a listener can follow.
Getting Things Done
- Uses appropriate persuasive arguments.
- Uses modals with appropriate level of politeness.
Getting Things Done
Get information from moderately complex business/service texts containing assessments, evaluations and advice.
- Identifies main ideas, key details and some implied meanings.
- Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Getting Things Done
Write business or service correspondence for a range of routine and less routine purposes.
- Conveys a clear message.
- Conveys a sense of audience in language and format.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Distinguishes facts from opinions.
- Evaluates ideas in text to draw conclusions.
Getting Things Done
Write business or service correspondence for a range of routine and less routine purposes.
- Conveys a sense of audience in language and format.
- Conveys a clear message.
Getting Things Done
Write business or service correspondence for a range of routine and less routine purposes.
- Conveys a clear message.
- Conveys a sense of audience in language and format.
Sharing Information
Write 2 or 3 connected paragraphs to relate a familiar sequence of events, make a comparison, or provide a detailed description of a person, system, routine or procedure.
- Addresses the purpose of the task.
- Expresses main ideas and supports them with details.
Additional Sample Real-World Tasks and Competency Areas
Follow detailed instructions on how to succeed when applying for a promotion at work. (Following Instructions)
Express appreciation to a co-worker or supervisor after their support with an issue at work. (Interacting With Others)
Read an email from a supervisor expressing dissatisfaction with your work. (Getting Things Done)
Write an email to a client to summarize a successful project and thank them for their business. (Interacting With Others)
Additional Resources
- Avenue
- CCLB
- CCLB Language for Success: Language for Success–Centre for Canadian Language Benchmarks
- Norquest College. LINC Works CLB 5. Tutela.ca | Resource
- Norquest College. Critical Incidents for Intercultural Communication in the Workplace – NorQuest College – Edmonton, Alberta
- TCDSB. Make Requests and Suggestions in Daily Life CLB 5-7.
- TCDSB. Interacting with Others CLB 5-7. Chapter 3: Interacting with Others (settlementatwork.org)
- Tutela Collections – Employment/Work: Tutela.ca | Collections
- VPL Skilled Immigrant Centre. Workplace Culture: A guide for newcomers to British Columbia
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have keyboarding and typing skills.
- Have an email address and be able to navigate email proficiently.
- Send and receive text messages.
- Understand and use email and meeting etiquette.
- Navigate and use online tools for collaboration such as Trello or Google Docs.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Refer learners to programs to improve their digital skills.
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.
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 performance review situation and make sure learners understand the purpose of the activities.
Strategies:
- 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.
