Stage II: Global Citizenship
This theme focuses on the communication skills needed to understand global connections and address social, political, environmental and economic issues that affect everyone.
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 video guide about voting for
newcomers to Canada.
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.
Watch a short video or webinar about how to recognize the signs of domestic violence, and understand some statistics about how it disproportionately affects women.
Getting Things Done
Understand the gist and some details in moderately complex communication intended to influence or persuade in everyday personally relevant situations.
- Gets the gist.
- Interprets descriptions, reports and explanations.
Watch a local news story about the housing problem in Canada and those who face challenges (newcomers, single parents, low to middle income families, seniors and so on.)
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Gets the gist.
- Interprets descriptions, reports and explanations.
CLB 6
Watch a video about the steps to register
to vote in a provincial, territorial or federal election.
Comprehending Instructions
Understand moderately complex directions and instructions for technical or non-technical tasks.
- Follows sequence markers or other linguistic clues to infer order of steps.
- Responds with actions to directions and instructions.
Watch a video or webinar about how to recognize the signs of domestic violence, and understand some actions that you can take to respond.
Getting Things Done
Understand moderately complex communication intended to influence or persuade in everyday, personally relevant situations.
- Identifies main intent, main ideas, factual details, words and expressions.
- Interprets facts, advice, suggestions and opinions.
Watch a detailed local news story about Indigenous issues or initiatives such as an Indigenous and government partnership to develop community housing.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies factual details, main ideas, supporting details and implied meanings.
- Makes some inferences.
CLB 7
Watch a video about the steps to register to vote in an election and complete a voter registration form.
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.
Getting Things Done
Complete extended 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.
Watch a video or webinar about how to recognize the signs of domestic violence, and understand some actions that you can take to respond and resources that are available to direct people to.
Getting Things Done
Understand moderately complex communication intended to influence or persuade in situations related to personal or general experiences.
- Identifies the purpose, main ideas, factual details.
- Identifies the functions of utterances (such as requests and reminders).
Watch a news story on the housing problem in Canada to understand possible types of community housing solutions (subsidized housing, co-housing, co-ops and so on).
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 facts and opinions.
CLB 8
Watch an online video about the steps to register to vote by special ballot and complete an application for voting by special ballot.
Comprehending Instructions
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.
Getting Things Done
Complete extended forms requiring detailed personal information.
- Identifies the purpose of the form and completes it with all the required information, including 1 paragraph written responses, if required.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Watch a video or webinar about how to recognize the signs of domestic violence, and understand some actions that you can take to respond and when you have a duty to report.
Getting Things Done
Understand communication intended to influence or persuade in situations related to personal decisions or to work-related issues in own field.
- Identifies the functional value of utterances (such as warnings, threats, suggestions or recommendations).
- Interprets warnings, threats, suggestions, recommendations and proposed solutions.
Watch 2-3 news stories on the housing problem in Canada to understand the benefits and challenges of different types of community housing solutions (subsidized, co-housing, co-ops and so on).
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.
Speaking
CLB 5
Give a five-minute presentation on a community issue such as accessible access to public buildings and events in your community.
Sharing Information
Give presentations about sequences of events; incidents in the past, present or future; or to describe scenes, pictures or daily routines.
- Presents information using connected discourse.
- Provides adequate descriptions.
Make suggestions to a peer about sustainable practices in the workplace or community.
Getting Things Done
Give and respond to informal requests, permission, suggestions and advice.
- Provides details and gives reasons.
- Uses modals with the appropriate level of politeness.
CLB 6
Give a seven-minute presentation on a community issue such as the need for representation and inclusivity in local government and what your community is doing to address this.
Sharing Information
Give detailed presentations about sequences of events; incidents in the past, present or future; simple processes; or to describe or compare things such as people and places.
- Presents information using connected discourse.
- Uses an introduction, development, and conclusion.
Make suggestions to your manager about sustainable practices in the workplace.
Getting Things Done
Give and respond to informal requests, permission, suggestions and advice.
- Provides details and gives reasons.
- Uses modals with the appropriate level of politeness.
CLB 7
Give a ten-minute presentation on a global social issue such as the growing needs of climate and disaster refugees and Canada’s role in this issue.
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.
- Uses connective words and phrases appropriately.
Chair a small team meeting organizing a sustainability event in the workplace.
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.
- Holds the floor, shares the floor, and thanks others for their contributions and information.
CLB 8
Chair a meeting organizing a sustainability event in the workplace.
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.
- Holds the floor, shares the floor, and thanks others for their contributions and information.
Give a presentation on a global social issue such as the global gender rights gap, and what Canada has done and needs to do to address this issue.
Sharing Information
Give presentations to describe and explain structures, systems or processes based on research.
- Expresses main ideas and supports them with details.
- Narrates coherently so that agents, actions, circumstance, process and sequence are clear.
Reading
CLB 5
Find information about funding events for 2SLGBTQIA+ newcomers using community grants.
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.
Find information about one or two local volunteer opportunities with organizations supporting newcomers.
Comprehending Information
Accesses relevant information through a navigational source.
- Locates 2 relevant pieces of information in reference sources.
On the Official Language Act website, read about bilingual services in federal institutions.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
CLB 6
Find information about funding opportunities and the application process for initiatives aimed at enhancing community mental health, such as community arts programs.
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.
Find information about two or three local volunteer opportunities at a food bank or community kitchen.
Comprehending Information
Access, locate and compare 2 or 3 pieces of information from online reference sources.
- Accesses relevant information using effective search strategies.
Read infographics about the use of official languages in Canada and compare two regions.
Comprehending Information
Understand moderately complex descriptive or narrative texts on familiar topics.
- Retells or summarizes.
- Identifies organization of text and links between paragraphs.
CLB 7
Find information about three or four local volunteer opportunities with neurodivergent youth and their families, and check your eligibility.
Getting Things Done
Locate and use 3 or 4 pieces of information from moderately complex formatted texts.
- Identifies layout and organization of text to find the information needed.
- Finds and uses 3 or 4 pieces of information by scanning the text.
Read information about French immigration policy to find out why it is important for French Canadians.
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.
Read an article about the importance of lifelong learning and continuing education for seniors in Canada.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Distinguishes facts from opinions.
- Evaluates ideas in text to draw conclusions.
CLB 8
Find information about three or four local volunteer opportunities working with 2SLGBTQIA+ youth and their families, review the type of tasks involved and check your eligibility.
Getting Things Done
Locate, integrate and use 3 or 4 pieces of information from moderately complex formatted texts.
- Identifies layout and organization of text to find the information needed.
- Finds and integrates 3 or 4 pieces of information for comprehension and use.
Read an opinion piece in a newspaper
or blog about French education rights.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Follows sequences of narrations or processes.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
Read an article about lifelong learning and continuing education opportunities in
a specific field in Canada.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Follows sequences of narrations or processes.
- Locates and integrates relevant information across paragraphs/ sections of the text.
Writing
CLB 5
Fill in a form to register for a skills workshop at a library or community centre.
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.
Request information about one of the cities in the Welcoming Francophone Communities initiative.
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.
CLB 6
Fill in a form to register for a continuing
education class.
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.
Request information about accessible
options for attending a town hall or city
council meeting.
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.
CLB 7
Write 2-3 paragraphs as part of a proposal for a BIPOC marketplace event in a community grant application.
Sharing Information
Write 2 or 3 connected paragraphs to relate a familiar sequence of events, make a comparison, or provide a detailed description of a person, system, routine or procedure.
- Addresses the purpose of the task.
- Provides accurate and detailed descriptions, explanations or accounts of events, in a clear sequence.
Write to a city councillor expressing concerns about housing issues for 2SLGBTQIA+ youth in your community.
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.
CLB 8
Write a detailed proposal for a cross cultural arts and music festival as a part of a community grant application.
Sharing Information
Write 3 or 4 connected paragraphs to relate a historical event, provide a detailed description of a phenomenon, explain a procedure, or express and analyze opinions on a familiar abstract topic.
- Addresses the purpose of the task.
- Provides accurate and detailed descriptions, explanations and accounts of events in a clear sequence.
Write to an MP expressing concerns about some of the challenges of credential recognition programs for newcomers and suggest changes.
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.
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.
