Topic outline
- Course 2: The CLBs and Task-Based InstructionPlease note, forum discussions for this Moodle course are not moderated. However, participants are encouraged to share their thoughts and ideas as well as respond to and engage with the posts from other participants.
Download the CLB documents below for your reference.
- Module 2.1: The CLBs and Key Documents
Module 2.1: The CLBs and Key Documents
In this module, you will get to know the revised Canadian Language Benchmarks (2012) and other key CLB documents.
I. Introduction to the revised CLB Document 2012
Read the introduction to the revised CLB document.
Check your knowledge on the parts of the CLB document.
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II. Explore the CLB Can Do Statements
Review the Can Do Statements for the level you are teaching.
Post your thoughts on how you might use the Can Do Statements with your learners in the forum below.
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III. Explore the CLB Support Kit Exemplars
Watch this 50 minute webinar on CLB exemplars from Tutela.ca. This presentation was put on by Anne Hajer from the CCLB. It discusses the exemplars for the four skills found in the CLB Support Kit.
Find the Support Kit, exemplars and other resources on the CCLB Bookshelf website.
Post your thoughts on you might use the exemplars to inform your teaching.
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IV. Wrap-Up: Final Thoughts
Reflect on what you have learned in this module. In what ways will you incorporate the use of the CLB in your teaching practice?
Post your thoughts in the forum below.
- Module 2.2: Looking at CLB-Aligned, Real World Tasks
Module 2.2: Looking at CLB-Aligned, Real World Tasks
In this module, you will learn more about CLB-aligned, real-world tasks.
I. What is a task? What is a real world task?
Watch this presentation on the definition of a task and real world tasks.
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II. Take a Closer Look at the Competency Areas
- For each skill (listening, speaking, reading, writing) for the LINC level you teach, look at the four competency areas and accompanying sample tasks. Note how the sample tasks "match" the competency area. Take a look at the documents for other levels as well.
Choose the real-world task for each of the skill / topic / competency area combinations.__________________________________________________________________________________
III. The Profiles of Ability and Features of Communication for Your Level
When designing tasks for our students, it is important that the conditions and limitations of the task are appropriate for the level we are teaching. The "Profile of Ability" and "Features of Communication” sections for each level and each skill in the CLB document give specific guidelines for creating level-appropriate tasks.
Take some time to review the "Profile of Ability" and "Features of Communication” sections at Stage I and Stage II for the different skills. Make sure to scan the information for your level as well as the levels above and below.
Choose a sample task from one of the competency areas for your level. Identify the "Features of Communication" you would use to ensure that the task is appropriate for your level.
Post the CLB level, the sample task, and the applicable features to the forum below.
What are the main differences that help you differentiate your level and the levels above and below?
- Module 2.3: CLB Module / Unit Planning
Module 2.3: CLB Module / Unit Planning
In this module, you will take a deeper look at the CLB and how the benchmarks relate to module/unit and lesson planning.
I. Review the Model of Communicative Language Ability
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II. Introduction to Planning a Module / Unit and Planning a Lesson
Download and read the section on Planning a Module/Unit in the Guide to Implementation.
Watch this 50 min. webinar on Demystifying CLB Lesson Planning. This presentation was given by Lisa Herrera with Claire Pinkett, Frances Clarke, and Caroline Pendleton (all of ISSofBC) at the REALIZE 2015 Forum, presented by English Online.
Here's a link to the presentation on the REALize! 2015 website.
- As you have seen in the webinar, there are many different ways of doing a task analysis. This graphic from the CLB Support Kit (p. 23) is another example.
- Now it's your turn to do a task analysis and post it along with reflections on the process to the forum below.
Please use the task organizer template we have created in the Word document below. __________________________________________________________________________________
III. Wrap-Up: Final Thoughts
Post your thoughts on how the information from the Guide to Implementation and the webinar will change you current practice for Module and Lesson planning. Identify three things you will incorporate immediately.
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III. Take a closer look at the competency areas.
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II. Practice using the document for your level
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Topic 6
- Topic 7
Topic 7
- Topic 8
Topic 8