Real-World Task Guidelines:
Stage II
CLB 7
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 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).
- Introduces a person formally to a group in a way that is appropriate to the situation and audience.
Comprehending Information
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.
- Interprets factual information, explanations and opinions.
Giving Instructions
Give instructions and directions for technical and nontechnical tasks, procedures and processes.
- Uses the correct sequence of steps.
- Uses clear references and provides necessary details.
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.
- Provides necessary information.
- Summarizes information and ideas to clarify and confirm understanding.
Comprehending Instructions
Understand moderately complex instructions and instructional texts for multi step procedures related to familiar tasks, which may be specialized or technical.
- Interprets sequence and location signals and implied meanings to infer the correct sequence.
- Follows instructions as required to complete the task.
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.
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 clear message.
- Conveys a sense of audience in language and format.
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.
Additional Sample Real-World Tasks and Competency Areas
Listen to a discussion among two co-workers and identify who they want to work with. (Interacting With Others)
Approach a supervisor with a suggestion about improving a process at work. (Getting Things Done)
Read a Gantt chart to identify the steps to complete in a project. (Comprehending Instructions)
Read a message from a co-worker who had to take the day off unexpectedly and offer to help. (Getting Things Done)
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.
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.
