Real-World Task Guidelines:
Stage II
CLB 7
Community Connections
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
Comprehending Instructions
Understand moderately complex directions and instructions for technical and non-technical tasks.
- Follows sequence markers, cohesive devices, or other linguistic clues to infer order of steps.
- Seeks clarification and confirmation if required.
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.
Comprehending Information
Understand short group interactions, discussions and meetings on generally familiar topics.
- Identifies factual details, main ideas and supporting details.
- Interprets factual information, explanations and opinions.
Comprehending Information
Understand short group interactions, discussions and meetings on generally familiar topics.
Understand extended descriptive or narrative monologues or presentations about personal experiences, general knowledge or familiar work-related topics, even when some information is presented out of sequence.
- Identifies factual details, main ideas and supporting details.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies topic-specific words, phrases and expressions.
- Identifies factual details, main ideas, supporting details and implied meanings.
Interacting with Others
Participate in routine phone calls.
- Answers the phone, greets a caller, and closes a conversation using appropriate conventions and expressions.
- Clarifies and confirms information.
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).
- Asks follow-up questions to keep the conversation going.
Getting Things Done
Give extended warnings, suggestions, recommendations or advice.
- Uses appropriate persuasive arguments.
- Uses modals with the appropriate level of politeness.
Sharing Information
Give detailed information; express and qualify opinions and feelings; express reservations, approval, disapproval, possibilities and probabilities one-on-one and in small group discussions or meetings.
- Asks and addresses relevant questions.
- Summarizes information and ideas to clarify and confirm understanding.
Sharing Information
Give presentations about moderately complex processes, to tell stories (including future scenarios), or to describe, compare and contrast in detail 2 events, jobs or procedures.
- Presents information using connected discourse.
- Provides clear and detailed descriptions and comparisons.
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 extended descriptions, reports and narrations on familiar topics.
- Distinguishes facts from opinions.
- Evaluates ideas in text to draw conclusions.
Comprehending Information
Access, locate and integrate information from online reference sources.
- Accesses relevant information using effective search strategies.
- Compares 3 or 4 pieces of information from different reference sources.
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.
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.
Additional Sample Real-World Tasks and Competency Areas
Participate in a volunteer orientation. (Getting Things Done)
Make plans to meet up at a community event with a friend or neighbour. (Interacting with Others)
Read information on tenants’ rights to understand your rights when renting an apartment. (Comprehending Information)
Email a friend to invite them to join you at recreational sports activity such as pickleball or pick-up hockey. (Interacting with Others)
Additional Resources
- Avenue
- CCLB
- Government of Canada: Canada Connects: Bringing newcomers and Canadians together
- Government of Canada: Newcomers to Canada: Connecting with your community
- Government of Canada: What to do in an emergency
- Newcomer Connections Canada: NCC: The Newcomer Community
- Tutela Collections – Community and Government Services: Tutela.ca | Collections
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.
- Identify safe and reliable sources of information.
- Scan online resources to find information.
- Evaluate online research results.
- Fill in forms online.
- 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.
- 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 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.
- 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.
- Learners who have experienced trauma may feel wary of initiating any kind of perceived conflict, such as complaining to a landlord or asserting their rights as tenants. Reassure learners that this is a normal part of the landlord/tenant relationship in Canada.
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.
- Some learners may be uncomfortable sharing or using personal information to complete activities or tasks; consider using personae and scenarios for practice activities and tasks.
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.
