Stage II: Community Connections
This theme focuses on the communication skills needed for community interactions and connecting with community resources and organizations.
Choose a CLB level by clicking below to access information about Real-World Tasks and Detailed Sample Tasks for this theme.
CLB 5
CLB 6
CLB 7
CLB 8
Listening
CLB 5
Watch a short video about a Pride Month Storytime event to understand when and where the event takes place.
Comprehending Instructions
Understand information about familiar or relevant topics.
- Gets the gist.
- Identifies key words and phrases.
Watch a five-minute emergency preparedness
video to plan for a possible crisis.
Comprehending Instructions
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Interprets descriptions, reports and explanations.
Listen to a short presentation on French
immersion in Canadian school systems.
Comprehending Instructions
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Identifies factual details and some implied meaning.
Call 811 (or a similar health service line) to get information about a common mental health issue, such as stress.
Getting Things Done
Understand moderately complex communication intended to influence or persuade (such as suggestions, advice, encouragements and requests) in everyday, personally relevant situations.
- Identifies main intent, main ideas, factual details, words and expressions.
- Identifies implied meanings.
Interacting with Others
Participate in very short, simple phone calls.
- Initiates simple phone calls.
- Uses appropriate closing remarks to end phone calls.
CLB 6
Watch a video about a Pride Month event
to understand what will happen at the event.
Comprehending Instructions
Understand short group interactions and discussions on familiar topics.
- Identifies topic-specific words, phrases and expressions.
- Identifies factual details, main ideas, supporting details and implied meanings.
Watch a ten-minute emergency preparedness video to plan for a possible crisis.
Comprehending Instructions
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies factual details, main ideas, supporting details and implied meaning.
- Identifies discourse indicators for cause and effect.
Listen to a short presentation on the benefits of French immersion for your child’s schooling.
Comprehending Instructions
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies factual details, main ideas, supporting details and implied meaning.
- Identifies discourse indicators for cause and effect.
Call 811 (or a similar health service line) to get information and some advice about a common mental health issue, such as stress.
Getting Things Done
Understand moderately complex communication intended to influence or persuade (such as suggestions, advice, encouragements and requests) in everyday, personally relevant situations.
- Identifies main intent, main ideas, factual details, words and expressions.
- Identifies implied meanings.
Getting Things Done
Give and respond to informal and somewhat formal suggestions and indirect requests.
- Gives reasons and predicts consequences of not following through.
- Uses modals with the appropriate level of politeness.
CLB 7
Watch a video about a Pride Month event
to understand some background about the
history of Pride in Canada.
Comprehending Instructions
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.
Attend a short emergency preparedness
presentation to plan for a possible crisis.
Comprehending Instructions
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.
Listen to a presentation on registering your child in French immersion and register your child into the program.
Comprehending Information
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.
Call a service line to ask for information about community support services for a common mental health issue, such as stress.
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.
CLB 8
Watch a video about a Pride Month event and understand some background about the history of Pride in Canada and what attendees will learn at the event.
Comprehending Instructions
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.
Attend a community emergency preparedness workshop to plan for a possible crisis.
Comprehending Instructions
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.
Watch a video on the benefits of bilingualism in Canada and register yourself in a French language program.
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 purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Call a service or information line to ask for detailed information about community support services for a common mental health issue, such as stress.
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.
Speaking
CLB 5
Let your peers know about a social justice rally this weekend and tell them where they can get more information.
Interacting With Others
Participate in basic social conversations for some everyday purposes.
- Opens and maintains a conversation.
- Extends, accepts or declines invitations.
Invite a friend to a French cultural festival such as Les Rendez-vous de la Francophonie (RVF) in the community.
Interacting With Others
Participate in basic social conversations for some everyday purposes.
- Opens and maintains a conversation.
- Extends, accepts or declines invitations.
Share opinions about a community plan to increase accessibility to public spaces for people with disabilities in a one-on-one discussion.
Sharing Information
Agree, disagree and give opinions in small group discussions or meetings.
- Provides necessary information.
- Expresses opinions and feelings.
Give a five-minute presentation about community services for seniors.
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.
CLB 6
Invite a friend to join you in attending a discussion on equity, diversity and inclusion in the community.
Interacting With Others
Participate in routine social conversations for some everyday purposes.
- Identifies main intent, main ideas, factual details, words and expressions.
- Identifies implied meanings.
Invite a friend to a Francophone event, such as Tintamarre: an Acadian celebration, in the community, and give a couple of details about the event.
Interacting With Others
Participate in routine social conversations for some everyday purposes.
- Identifies main intent, main ideas, factual details, words and expressions.
- Identifies implied meanings.
Share opinions on a community plan to increase accessibility to public spaces for people with disabilities in a small group discussion.
Sharing Information
Agree, disagree and give opinions in small group discussions or meetings.
- Provides necessary information.
- Expresses opinions and feelings.
Give a seven-minute presentation about a 2SLGBTQIA+ organization that has received government funding.
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.
CLB 7
Explain the social and cultural relevance of Black Lives Matter to peers and why it matters to everyone.
Getting Things Done
Give extended warnings, suggestions, recommendations or advice.
- Uses appropriate persuasive arguments.
- Uses modals with the appropriate level of politeness.
Invite a friend to a Francophone festival, such as a Franco-Ontarian cultural festival in the community, and give a couple of details about how the event is significant to Francophone Canadians.
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.
Share opinions on a policy to increase accessibility to public spaces for people with disabilities in a public focus group.
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.
Give a ten-minute, detailed presentation about a community event or service for BIPOC youth and the reasons why it should be funded.
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.
CLB 8
One of your peers has been called the “N-word”; advise them on how to handle the situation and who they can talk to in a higher position.
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.
Invite a friend to a Francophone event in the community, such as St-Jean Baptiste Day in Quebec or Cinémental in Manitoba, and give detailed information about how the event is significant to Francophone Canadians.
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.
Share an opinion on a policy to increase accessibility to public spaces for people with disabilities in a town hall or community meeting.
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.
Give a fifteen-minute presentation about the advantages of a community event or service for young people living with disabilities and the reasons why it should be funded.
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.
Reading
CLB 5
Follow instructions to pay a parking ticket.
Comprehending Instructions
Understand simple to moderately complex, step-by-step instructions and instructional texts for multi step procedures related to everyday situations.
- Interprets sequence and location signals (such as first, next and before).
- Follows instructions and directions by responding with actions as required to complete task.
Find information on how to join a group, such as Canadian Parents for French.
Getting Things Done
Get information from simple to moderately complex business or service texts (such as public announcements, brochures, notices, business letters and flyers).
- Gets the gist.
- Identifies key information and finds specific details.
Read an overview of programs and services at a community centre to decide which ones to participate in.
Comprehending Information
Understand information about familiar or relevant topics.
- Gets the gist.
- Identifies factual details and some implied meanings.
CLB 6
Follow instructions to register for a pet license or pay a bylaw fine.
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.
Read an article, such as the Mission of the Fédération des communautés francophones et acadiennes, to understand how they help French communities.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Distinguishes facts from opinions.
- Identifies organization of text and links between paragraphs.
Read descriptions of newcomer programs at a community centre to decide which ones to participate in.
Comprehending Information
Access, locate and compare 2 or 3 pieces of information from online reference sources.
- Accesses relevant information using effective search strategies.
CLB 7
Follow instructions to pay property taxes.
Comprehending Information
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.
Read a discussion paper, such as the Official
and Indigenous Languages Education in Canada, to understand what actions are
requested for reconciliation.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Distinguishes facts from opinions.
- Evaluates ideas in text to draw conclusions.
Review descriptions of skills workshops available at a community centre and choose one.
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.
CLB 8
Follow instructions to apply and pay for a business license.
Comprehending Information
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.
Read an open letter in the media, such as
a Canadian’s opinion about bilingualism,
to identify the writer’s point of view.
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.
Review different types of gender equality-
related federal funding available.
Comprehending Information
Access, locate and integrate several pieces of information from relevant online reference sources.
- Accesses information using effective search strategies.
Writing
CLB 5
Register to volunteer at a community event
such as Pride.
Getting Things Done
Write short business or service correspondence for routine personal needs.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Fill in 20-30 items on a form to apply for a community recreation subsidy.
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.
CLB 6
Register to volunteer with a community
service, such as meal delivery for seniors, and share reasons for interest in volunteering.
Getting Things Done
Write short business or service correspondence for routine personal needs.
- Conveys a sense of audience in language and format.
- Conveys the message clearly.
Fill in 30-40 items on a form to apply for a community recreation subsidy.
Getting Things Done
Complete forms requiring detailed personal information.
- Identifies purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
CLB 7
Register to volunteer at a community event or program, such as a repair cafe, and outline suitability for the position.
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.
Complete a detailed application form
with 40 items for a community recreation subsidy or grant.
Getting Things Done
Complete forms requiring detailed personal information.
- Identifies purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
CLB 8
Register to volunteer at a community event, such as a BIPOC community social, and outline suitability for the position by referring to past experience.
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.
Complete a detailed application form of more than 40 items for a community recreation
subsidy or grant.
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.
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.
