Stage II: Equity, Diversity and Inclusion
This theme focuses on the communication skills needed to express the values and beliefs around fair treatment and accessibility for all people. Find out more about this theme here.
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
Listen to a speaker request large print
brochures for a senior or someone with
low sight.
Getting Things Done
Understand the gist and some details in moderately complex communication intended to influence or persuade (such as simple advice, opinion or suggestions) in everyday personally relevant situations.
- Identifies main intent, main idea, factual details, words and expressions.
- Recognizes and interprets advice, opinions and suggestions.
Listen to tips from a BIPOC speaker about how to be a good ally.
Getting Things Done
Understand the gist and some details in moderately complex communication intended to influence or persuade (such as simple advice, opinion or suggestions) in everyday personally relevant situations.
- Identifies main intent, main idea, factual details, words and expressions.
- Identifies cohesive devices and discourse indicators for sequence, comparison and contrast.
Watch a news story on challenges or barriers for older workers looking for work.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Identifies key words and phrases.
- Interprets descriptions, reports and explanations.
CLB 6
Listen to a speaker give advice about businesses offering large print options for seniors and people with low sight.
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 the functions of utterances (such as suggestions, encouragement and requests).
Listen to tips from a BIPOC speaker about how to be a good ally and how to put some of the tips into practice.
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.
- Interprets facts, advice, suggestions and opinions.
Watch a news story on challenges or barriers for older women entering the workforce.
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.
CLB 7
Listen to a speaker give suggestions about
why places of education should offer aids
such as magnifiers or large print options for
seniors and people with low sight.
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.
- Follows discourse indicators signalling cause and effect, condition and result.
- Interprets requests, reminders, orders and pleas.
Listen to tips from a BIPOC speaker about how to be a good ally and consider how you can improve as an ally.
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.
Watch a video about an age-friendly workplace case study to understand the benefits.
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.
Watch a video about how to request workplace accommodation.
Comprehending Information
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.
- Seeks clarification and confirmation if required.
CLB 8
Listen to a speaker give suggestions about why it is beneficial for workplaces to offer aids such as magnifiers or large print options for seniors and people with low sight.
Getting Things Done
Understand communication intended to influence or persuade (such as extended warnings, threats, suggestions, recommendations and proposed solutions) in situations related to personal decisions or to work-related issues in own field.
- Identifies stated and unspecified meanings.
- Evaluates the validity of suggestions or proposed solutions.
Listen to a BIPOC speaker, such as Ngozi Adichi’s Danger of a Single Story, discuss how generalizations and assumptions can cause harm to groups of people.
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.
- Interprets factual information, explanations and opinions.
Watch 2-3 videos about how workplaces can accommodate an aging workforce to determine the best course of action for your organization.
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.
- Interprets factual information, explanations and opinions.
Watch a video about how to improve digital accessibility in the workplace.
Comprehending Information
Understand extended multi-step directions or 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.
Speaking
CLB 5
Invite a friend to an event organized by a 2SLGBTQIA+ organization in your community.
Interacting With Others
Participate in basic social conversations for some everyday purposes.
- Extends, accepts or declines invitations.
- Encourages conversations by using eye contact, nodding, showing interest, etc.
Give instructions to complete a brief accessibility survey on a familiar location checking features such as ramps and handrails.
Giving Instructions
Give instructions and directions for everyday activities and processes.
- Uses appropriate courtesy forms and structures.
- Uses appropriate expressions to sequence instructions.
CLB 6
Invite a friend to an event organized by a 2SLGBTQIA+ organization in your community, including some details about the event.
Interacting With Others
Participate in routine social conversations for some everyday purposes.
- Opens, maintains and closes a conversation.
- Provides appropriate apologies and explanations.
Give instructions to complete a walkthrough accessibility audit on a familiar location.
Giving Instructions
Give sequential instructions and directions for everyday activities and processes.
- Uses correct sequence of steps.
- Uses sequencing intonation so that the listener can follow.
CLB 7
Leave a message for a friend with detailed information about an event organized by a 2SLGBTQIA+ organization in your community.
Interacting With Others
Participate in routine phone calls.
- Provides information or leaves accurate messages in some detail.
- Clarifies and confirms information.
Give instructions to complete an accessibility audit checklist at a worksite with reasons for each step.
Giving Instructions
Give instructions and directions for technical and non-technical tasks, procedures and processes.
- Uses correct sequence of steps.
- Uses clear references and provides necessary details.
CLB 8
Express appreciation to an event organizer for an event organized by a 2SLGBTQIA+ organization in your community.
Interacting With Others
Participate in less routine social conversations for most everyday purposes.
- Expresses and responds to formal toasts or welcomes.
- Asks follow-up questions to keep conversations going.
Give instructions to complete an accessibility audit checklist on a website and give reasons for each step.
Giving Instructions
Give instructions and directions for a broad range of technical and non-technical tasks, procedures and processes.
- Uses clear references and provides necessary details.
- Uses appropriate intonation so that listeners can follow.
Reading
CLB 5
Read the steps in an employee manual to request workplace accommodation.
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.
Understand the information in your classroom code of conduct.
Getting Things Done
Get information from simple to moderately complex business or service texts.
- Gets the gist.
- Identifies key information and finds specific details.
Read a short article to recognize how neurodivergent people may communicate.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
- Scans to locate relevant terms to access the information needed.
Analyze a statistical report with visuals on gender in Canada.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
- Scans to locate relevant terms to access the information needed.
Read a short article on equity, diversity and inclusion to recognize the diversity of people’s experiences.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
- Scans to locate relevant terms to access the information needed.
CLB 6
Read and follow the steps in an employee manual to request workplace accommodation.
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.
Understand the information in an employer code of conduct.
Getting Things Done
Get information from moderately complex business/ service texts containing advice, requests or detailed specifications.
- Identifies main ideas, factual details and some implied meanings.
- Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Read an article to recognize how neurodivergent people may learn and communicate.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Distinguishes facts from opinions.
- Identifies organization of text and links between paragraphs.
Analyze a statistical report with some graphs on gender in Canada.
Comprehending Information
Interpret information contained in formatted texts (such as diagrams, tables, graphs or website navigation menus).
- Identifies purpose, main ideas and key details in prose or formatted texts.
- Compares facts to make choices.
Complete a short quiz on equity, diversity and inclusion to recognize your own understanding of the diversity of people’s experiences.
Getting Things Done
Get information from moderately complex business/ service texts containing advice, requests or detailed specifications.
- Identifies main ideas, factual details and some implied meanings.
- Identifies the writer’s purpose, intent, mood and attitude in sections of text.
CLB 7
Review an employer or classroom code of
conduct and analyze expected behaviours.
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.
Read a detailed article to recognize how
neurodivergent people may learn and
communicate in the workplace.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Identifies organization of text and links between paragraphs.
- Evaluates ideas in text to draw conclusions.
Analyze data from one of the six areas of the
federal Gender Results Framework.
Comprehending Information
Interpret information contained in moderately complex formatted texts (such as tables, graphs, diagrams and flowcharts or website navigation menus).
- Follows the sequence of a narration or process.
- Evaluates ideas in text to draw conclusions.
Complete a short online self-directed course on equity, diversity and inclusion, such as the
Government of Canada’s Introduction to
GBA Plus.
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.
CLB 8
Review an employer code of conduct to analyze expected behaviours and their impact on the workplace.
Getting Things Done
Get information from moderately complex business/ service texts containing proposals, recommendations and statements of rules, regulations or policies.
- Identifies main ideas, key details and implied meanings.
- Scans text and makes inferences to select the relevant information.
Read and compare two articles about how
neurodivergent people may learn.
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.
Analyze data from one of the six areas
of the federal Gender Results Framework
to inform others about conditions in Canada.
Comprehending Information
Interpret information contained in moderately complex formatted texts (such as tables, graphs, diagrams and website navigation menus).
- Presents the information contained in charts, diagrams and graphs in an alternate form.
- Analyzes information, supporting details, implied meanings, and writer’s point of view.
Read an article on intersectionality, such as the Government of Canada’s GBA Plus
Intersectionality Job Aid, to understand how it can be used to make workplaces more inclusive.
Getting Things Done
Get information from moderately complex business/ service texts containing proposals, recommendations and statements of rules, regulations or policies.
- Identifies main ideas, key details and implied meanings.
- Scans text and makes inferences to select the relevant information.
Writing
CLB 5
Take notes from a short zine with illustrations
about the challenges faced by racialized
communities in Canada.
Reproducing Information
Reduce a page of information to a list of important details.
- Includes important points with accurate details.
- Conveys a clear message.
CLB 6
Take notes from a zine about the challenges
faced by racialized communities in Canada.
Reproducing Information
Reduce a page of information to an outline or summary.
- Takes notes and reduces written or oral information to important points with accurate details.
- Uses common conventions such as point form.
CLB 7
Take notes from a presentation about the challenges faced by racialized communities in Canada.
Reproducing Information
Reduce short oral discourse to notes.
- Reduces information to important points with accurate details and no major omissions.
- Takes notes in point form from an oral presentation.
CLB 8
Take notes from a presentation comparing the different challenges of (racialized, queer, disabled and so on) communities in living centres within Canada: rural vs small town vs big city.
Reproducing Information
Reduce oral discourse about established procedures into notes that can be used to write instructions.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
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.
