Real-World Task Guidelines:
Stage II
CLB 7
Health and Workplace Safety
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 to 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 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.
Getting Things Done
Understand moderately complex communication intended to influence or persuade (such as requests, reminders, orders and pleas) in situations related to personal or general experiences.
- Identifies the purpose, main ideas, factual details.
- Follows discourse indicators signalling cause and effect, condition and result.
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.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Giving Instructions
Give instructions and directions for technical and nontechnical tasks, procedures and processes.
- Uses correct sequence of steps.
- Uses clear references and provides necessary details.
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 presentations about moderately complex processes, to tell stories (including future scenarios), or to describe, compare and contrast in detail 2 events, jobs or procedures.
- Uses an introduction, development and conclusion.
- Provides clear and detailed descriptions and comparisons.
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.
- Scans text and makes inferences to select relevant information.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Evaluates ideas in text to draw conclusions.
- Identifies organization of text and links between paragraphs.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Evaluates ideas in text to draw conclusions.
- Identifies organization of text and links between paragraphs.
Reproducing Information
Reduce short oral discourse (such as live or recorded phone messages, pre-recorded public information, podcasts or short presentations) to notes.
- Reduces information to important points with accurate details and no major omissions.
- Writes messages with accurate and legible details.
Additional Sample Real-World Tasks and Competency Areas
Listen to an expert give suggestions about how to prevent burnout in the workplace. (Getting Things Done)
Give detailed instructions to a co-worker about how to safely handle hazardous materials in the workplace. (Giving Instructions)
Read a public health advisory and evaluate if your school or workplace adheres to the policies. (Getting Things Done)
Write an email to a supervisor expressing concern about how a small workplace emergency was handled. (Interacting With Others)
Additional Resources
- Avenue
- CCLB
- Government of Canada: Workplace health and safety
- Ellii: Health & Safety – Ellii (formerly ESL Library)
- Tutela Collections – Health and Safety: Tutela.ca | Collections
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Use videoconferencing technology for online meetings.
- Fill in forms online.
- Scan online resources to find information.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Introduce websites that are relevant to the task(s).
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 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.
- Filling in forms and dealing with authority can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime. Make sure that learners are always aware of the purpose of the form and be ready to provide support if needed.
- Discussions of emergencies may be triggering for learners who have experienced trauma. Give learners advance warning of this topic and be aware that there may be learners who require support.
Strategies:
- Learners who have experienced trauma often benefit from having routine.
- Learners who have experienced trauma benefit from having choices.
- 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.
