Stage II: Health and Workplace Safety
This theme focuses on the communication skills needed to ensure the physical and mental well-being and safety of people in the workplace.
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
Follow instructions from a health professional to safely take medication.
Comprehending Instructions
Understand simple to moderately complex directions and instructions for generally familiar and relevant procedures.
- Follows a range of basic cohesive devices indicating order and sequence.
- Responds with actions to directions and instructions.
Listen to and understand tips in a workplace presentation about how to prevent work-related stress.
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 5-minute video on workplace emergency procedures for worksite accidents.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Identifies key words and phrases.
- Identifies factual details and some implied meanings.
CLB 6
Follow instructions from a health professional to complete a simple procedure such as bandaging a wound.
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.
Listen to and understand detailed suggestions in a workplace presentation about what can cause and how to prevent work-related 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.
- Interprets facts, advice, suggestions and opinions.
Watch a 10-minute video on workplace emergency procedures for worksite accidents requiring first aid.
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
Follow instructions from a health professional to complete a more complex procedure.
Comprehending Instructions
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.
- Responds with actions to directions and instructions.
Listen to and understand tips in a workplace presentation about how to recognize the signs of burnout in a job.
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 training video on emergency evacuation procedures and complete a post presentation quiz or survey to demonstrate comprehension.
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.
CLB 8
Follow instructions from a health professional to complete emergency first aid until first responders arrive.
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.
Listen to and understand tips in a workplace presentation about how to recognize the signs of burnout in a job and the strategies you can use to reduce burnout.
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 the functional value of utterances (such as warnings, threats, suggestions or recommendations)
- Evaluates the validity of suggestions or proposed solutions.
Watch 2-3 training videos on emergency evacuation procedures to determine the processes that will work 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 phrases and sentences that mark topic introduction, topic development, topic shift and conclusion.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Speaking
CLB 5
Give simple instructions for how to complete a 911 call in a workplace emergency.
Giving Instructions
Give instructions and directions for everyday activities and processes.
- Uses appropriate courtesy forms and structures.
- Uses appropriate expressions to sequence instructions.
Call Human Resources to ask a question about accommodations for neurodivergent employees.
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.
Tell a coworker about a workplace health and safety issue such as PPE, including how women have different requirements.
Sharing Information
Ask for and give information related to routine daily activities in one-on-one interactions.
- Provides necessary information.
- Repeats information and ideas to confirm understanding.
CLB 6
Give detailed instructions for how to complete a 911 call in a workplace emergency.
Giving Instructions
Give sequential instructions and directions for everyday activities and processes.
- Uses correct sequence of steps.
- Checks to confirm understanding.
Call Human Resources to ask for information about employee assistance supports for neurodivergent employees.
Getting Things Done
Give and respond to informal requests, permission, suggestions and advice.
- Uses modals with the appropriate level of politeness.
- Conveys a developing ability to make indirect requests appropriately.
Give coworkers detailed information about a workplace health and safety issue, such as PPE, including how women have different requirements.
Sharing Information
Ask for and give information in some detail; express opinions, feelings, obligation, ability and certainty one-on-one and in small group discussions or meetings.
- Provides necessary information.
- Summarizes information and ideas to confirm understanding.
CLB 7
Give instructions for how to complete a 911 call and administer basic first aid in a workplace emergency.
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.
Call an Employment Assistance Program to ask for information about supports for neurodivergent employees.
Getting Things Done
Give extended warnings, suggestions, recommendations or advice.
- Uses appropriate persuasive arguments.
- Uses modals with the appropriate level of politeness.
Give a presentation to colleagues about a workplace health and safety issue, including how it may affect women differently.
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.
- Provides clear and detailed descriptions and comparisons.
CLB 8
Give detailed instructions for how to complete a 911 call and administer first aid in a workplace emergency.
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.
- Checks to confirm understanding.
Call an Employment Assistance Program to ask for information about supports for neurodivergent employees or employees with neurodivergent family members.
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.
Give a detailed presentation to colleagues about a workplace health and safety issue, including steps to stay safe for people who identify as men and women.
Sharing Information
Give presentations to describe and explain structures, systems or processes based on research.
- Expresses main ideas and supports them with details.
- Provides an introduction, development and conclusion.
Reading
CLB 5
Follow directions from a workplace safety poster about how to put on safety equipment at the start of your shift.
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 about a health benefit in an employee information brochure or website.
Getting Things Done
Get information from simple to moderately complex business/ service texts (such as public announcements, brochures, notices, business letters and flyers).
- Gets the gist.
- Identifies key information and finds specific details.
Read information about how supplier labels must be bilingual in Canada to understand the main idea and some details.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
Read a workplace policy to understand what constitutes sexual harassment.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Identifies organization of text and links between paragraphs.
CLB 6
Follow directions from a technical workplace safety poster to safely use and store a chemical cleaner.
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.
Find information about different health benefits in an employee information brochure or website.
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 information about how supplier labels must be bilingual in Canada to understand why this law exists.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Retells or summarizes.
- Identifies organization of text and links between paragraphs.
Read a workplace policy to understand what constitutes sexual harassment and what the repercussions are.
Comprehending Information
Understand simple to moderately complex descriptive or narrative texts on familiar topics.
- Retells or summarizes.
- Identifies organization of text and links between paragraphs.
CLB 7
Follow directions from a workplace safety manual to complete a worksite hazards inspection.
Getting Things Done
Understand moderately complex instructions and instructional texts for multi step procedures related to familiar tasks, which may be specialized or technical.
- Interprets sequence and location signals and implied meanings to infer the correct sequence.
- Follows instructions as required to complete the task.
Find information about different health benefit policies in an employee manual.
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 information for employers about how supplier labels must be bilingual in Canada and understand how employers must create a safe, equitable workplace environment.
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.
Scan a human rights website to find out what resources help employers address sexual harassment.
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.
CLB 8
Follow multi step directions to safely operate equipment from a technical workplace safety manual.
Comprehending Instructions
Understand extended, moderately complex, multi step instructions and instructional texts for established (set) procedures related to specialized tasks.
- Interprets sequence and location signals and implied meanings.
- Follows instructions as required to complete a task.
Find information about different health benefit policies in an employee manual and decide which policies apply to you.
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 information about how supplier labels must be bilingual in Canada and summarize the information for a supervisor.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Identifies organization of text and links between paragraphs.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Reduces information to main points with accurate supporting details and no major omissions.
- Conveys essential information.
Scan a human rights website to find and compare different approaches to resolving sexual harassment complaints.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Identifies organization of text and links between paragraphs.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
Writing
CLB 5
Complete a short workplace incident report form including a short description of an accident or incident.
Reproducing Information
Reduce short, factual, oral discourse (such as live or recorded phone messages or pre-recorded public information lines) to notes or messages.
- Includes important points with accurate details.
- Records details (such as names, addresses, numbers, dates, times and directions) legibly, with correct spelling and other standard conventions of capitalization and punctuation.
CLB 6
Complete a workplace incident report form
including a description of an accident or
incident.
Reproducing Information
Reduce short, factual oral discourse (such as live or recorded phone messages, pre-recorded public information lines, podcasts and short presentations) to notes or messages.
- Takes notes and reduces written or oral information to important points with accurate details.
- Records details (such as names, addresses, dates, times and directions) legibly and with correct spelling, capitalization and punctuation.
CLB 7
Complete a workers compensation incident report form from a detailed description of an accident or incident.
Reproducing Information
Reduce short oral discourse (such as live or recorded phone messages, pre-recorded public information, podcasts or short presentations) to notes.
- Reduces information to important points with accurate details and no major omissions.
- Writes messages with accurate and legible details.
CLB 8
Complete a workers compensation incident report form from a detailed description of an accident or incident, and note steps to prevent it from happening again.
Reproducing Information
Reduce oral discourse about established procedures (given in a live demonstration, over the phone, or from pre-recorded audio or video material) 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.
