Real-World Task Guidelines:
Stage II
CLB 8
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 Information
Understand extended monologues or presentations on topics that are generally familiar and related to general knowledge or technical/work-related issues in own field.
- Identifies the main idea (which is not explicitly stated) and detailed information.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Getting Things Done
Complete an expanded range of forms, including extended application forms and workplace forms with pre-set formats.
- 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 group interactions about abstract and complex ideas on familiar topics.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
- Interprets factual information, explanations and opinions.
Comprehending Information
Understand extended monologues or presentations on topics that are generally familiar and related to general knowledge or technical/work-related issues in own field.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
- Interprets factual information, explanations and opinions.
Comprehending Information
Understand extended monologues or presentations on topics that are generally familiar and related to general knowledge or technical/work-related issues in own field.
- Identifies the main idea (which is not explicitly stated) and detailed information.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Interacting with Others
Participate in brief professional phone calls.
- Opens, maintains and closes a phone conversation in a professional manner.
- Uses appropriate levels of formality with increased ability.
Interacting With Others
Participate in less routine social conversations for most everyday purposes.
- Asks follow-up questions to keep conversations going.
- Encourages others to participate.
Getting Things Done
Propose or recommend solutions to problems in a familiar area.
- Describes problems and clarifies details.
- Indicates possible solutions, recommends the best ones, and gives reasons.
Sharing Information
Agree, disagree and give opinions in small group discussions or meetings.
- Provides detailed information and presents options as needed.
- Expresses and qualifies opinions, feelings, doubts and concerns.
Sharing Information
Give presentations about sequences of events; incidents in the past, present or future; or to describe scenes, pictures or daily routines.
- Uses an introduction, some development, and a conclusion.
- Shows some awareness of appropriate eye contact and body language.
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, feature articles, reports and narrations.
- Locates and integrates relevant information across paragraphs/sections of the text.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
Comprehending Information
Access, locate and integrate several pieces of information from relevant online reference sources.
- Accesses information using effective search strategies.
Getting Things Done
Write business or service correspondence for an expanding range of purposes.
- Conveys a clear message to the reader.
- Conveys a sense of audience in language and format.
Getting Things Done
Complete an expanded range of forms, including extended application forms and workplace forms with pre-set formats.
- Identifies purpose of form and its sections and completes it with required information, including 1 paragraph written responses, if required.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Additional Sample Real-World Tasks and Competency Areas
Lead a volunteer orientation and answer any participant questions. (Giving Instructions / Interacting with Others)
Tell a friend about your positive experience with a community centre program and encourage them to join you in it. (Interacting with Others)
Read information about community centre or recreation programs to identify programs or services that best serve you and your family. (Comprehending Information)
Take notes during a community presentation so you can share the information with others. (Reproducing Information)
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.
