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Real-World Task Guidelines:
Stage II

CLB 8

Employment Readiness

Possible Topics

This theme may include these topic areas:

Volunteering

Networking

Employment training

Jobs and occupations in Canada

Soft and hard employment skills

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
Sample Real-World Tasks

Additional Sample Real-World Tasks and Competency Areas

Follow instructions to register for workshops designed to improve employment readiness. (Comprehending Instructions)

Give a short presentation using tools such as PowerPoint
or Prezi to an interviewer or interview panel. (Giving Instructions)

Interpret information from charts and graphs on expected salaries for occupations in Canada.
(Comprehending Information)

Write a follow-up thank you email after an interview, mentioning topics that were brought up in the interview
and reiterating interest in the job.
(Sharing Information)

Additional Resources

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.
  • Locate, navigate and use websites.
  • Use videoconferencing technology for online meetings.
  • Understand and use email and meeting etiquette.
  • Fill in forms online.
  • Effectively navigate job search websites.

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.
  • 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.
  • Use gender neutral titles when addressing people.

Trauma-Informed Strategies

Triggers:

  • 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.
  • Questioning can be triggering for learners who have experienced trauma; be careful with the tone of questions in any kind of mock job interview situation and make sure learners understand the purpose of the activities.
  • Discussions of police checks 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:

  • Give learners advance warning of discussions of this topic 
and these activities.
  • 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.


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