Module Plan

Lead Teacher Name: Date Submitted:

Background of learners: Rationale for selecting the module (based on needs assessment):

THEME: CANADIAN CULTURE

Module Topic(s): Hygiene, etiquette in conversation, school, society, famous Canadians

Skills Listening Speaking Reading Writing

CLB Level 3 3 3 3

Real-World Task Goal (s) Listen and understand both informal
and formal introductions of a
teacher, neighbour, or classmate;
listen to and understand someone’s
description of their experience(s) in
Canada; listen to and understand a
brief presentation regarding
Canadian customs, celebrations or
civic responsibilities
Discuss and/or describe activities in
the past (eg. What you did last
weekend) or some future plans
while engaging in ‘small talk’ with a
friend or neighbour; relay and
describe experiences in Canada to
another person;
Read and understand a short
message from a familiar person or an
invitation to a celebration or special
event; Understand the purpose, main
idea, key information and some
details in a text about a celebration,
sports event, or activity in the
neighbourhood
Complete short messages/greeting
cards according to Canadian custom
in order to thank, congratulate, offer
assistance, invite, express sympathy,
love, etc.; complete a standard form
common to Service Canada
applications, hospitals, etc. requiring
up to 10 identification items

Context/Background
Information

Interacting With Others (Understand
CLB Competency (-ies)
simple social exchanges, including
1. Competency Area, styles of greetings, introductions and
2. Competency leave-taking); Comprehending
Information (Understand simple
Statements, descriptive communication)
Interacting With Others (Use a range of
courtesy formulas and greetings in very
short, casual interactions); Sharing
Information (Give simple descriptions of
concrete objects, people or experiences –
can sustain 4-5 sentences)
Interacting With Others (Understand
short, personal social messages);
Comprehending Information (Understand
the purpose, main idea, key information
and some details in simple, short texts)
Interacting With Others (Convey an
expanding range of goodwill messages)
via standard cards or guided notes;
Getting Things Done (Complete short,
simple or simplified forms that require
familiar information – up to 10 items)

3. Indicators of Ability
 Skills Listening
CLB Level 3 3
GRAMMATICAL
Language Focus
Understands grammar structures and
Grammatical vocabulary in order to interpret conversation
Textual properly and some listening via media, eg.
Functional **Knowledge of verb tenses (simple and
continuous verb tenses, past tense) in order to
Sociolinguistic maintain an exchange of pleasantries,
understand information from a child’s teacher,
etc.
**Knowledge of memorized courtesy
expressions useful for introductions, meeting
new people, apologies, greetings
**Basic syntax (knowledge of word order that
differentiates statements, negative statements
and questions) to aid in conversation, discussion
of where one is from, shared values, etiquette
etc.
**Knowledge of Wh- questions and yes/no
questions (“What will you do for the Christmas
break?”)
**Recognition and comprehension of
comparative and superlative adjectives/adverbs
– “Do you think it’s colder here than in your
home country?”
**Vocabulary knowledge appropriate to level 3
as it pertains to nouns, verbs and adjectives
related to leisure activities enjoyed in Canada,
cultural diversity, celebrations and social issues
(Canadian holidays, weather, sports, basic issues
related to politics and government insofar as
they affect family/familiar life, etc.)
TEXTUAL
Recognizes connecting words and replacement
words in conversation, eg.
** knowledge of pronoun references related to
things and people – it, they, he, she, you, we,
his, hers, theirs, our/ours – (“Canada is a great
country….it is famous for freedom, peace-making
and polite citizens. They are ________
**knowledge of pronoun references related to
time and place – now, then, before, after, this,
that, here, there, eg (“50 years ago the values in
Canada were more conservative; now, they have
changed. Back then many stores were closed on
Speaking
GRAMMATICAL
Able to use grammar structures and vocabulary
as they relate to personal needs and wants, eg.
** Vocabulary knowledge appropriate to level 3
as it pertains to nouns, verbs and adjectives
related to leisure activities enjoyed in Canada,
cultural diversity, celebrations and social issues
(Canadian holidays, sports, basic issues related to
politics and government, etc.)
**Basic syntax such as knowing how to express a
statement, a negative statement and a question
(Wh- questions and yes/no questions), eg.
“The weather in Canada isn’t very nice!”
“What do you think of our MP?”
**Use of comparative/superlative
adjectives/adverbs to describe differences in
customs, attitudes, behaviours, conventions, eg.
“It is more important to be on time in Canada
than in my home country.”
**Use of coordination and subordination
(because, so, since, although, yet, for, whenever)
– eg. “I like living in Canada because…”
“I want to help in my community, so….”
TEXTUAL
Ability to use connective words and phrases in
order to manage conversation, eg.
**but, and, or, like,
**first, second, next, later, after, before, then, so
“My kids don’t like hockey, so….”
“So will they play a different sport?”
“Yes, I think maybe soccer after hockey is over.”
Able to make cohesion links in conversation
between sentences using pronouns
**pronouns – it, them, he, she, my, mine, that,
here, there
“I like Justin Trudeau. What do you think of
him?”
Reading
3 3
GRAMMATICAL
Understands grammar structures and vocabulary
in print in order to properly interpret reading
material, eg.
**Vocabulary knowledge appropriate to level 3 as
it pertains to nouns, verbs and adjectives related
to leisure activities enjoyed in Canada, cultural
diversity, celebrations and social issues (Canadian
holidays, weather, sports, basic issues related to
politics and government insofar as they affect
family/familiar life, etiquette, etc.)
**Knowledge of verb tenses (simple and
continuous verb tenses, past tense, future tense)
in print – eg. a short description of Canadian
dining etiquette in the past/present tense with
familiar vocabulary
**Able to identify the 5 Ws in a written text (eg. A
short story re-telling the exploits of a Canadian
hero) or a description of Canadian conventions,
manners or etiquette
TEXTUAL
Recognizes connecting words and replacement
words in writing such as short stories,
informational texts on
etiquette/behaviour/social conventions
** knowledge of pronoun references related to
things and people – it, them/they, he, she, you,
we, his, hers, theirs, our/ours, my mine
**knowledge of pronoun references related to
time and place – now, then, next, later, before,
after, this, that, here, there, first, second, next,
finally
**Beginning recognition of the sorting of main
ideas into paragraphs
FUNCTIONAL
Able to understand the purpose of and recognize
the format of various written texts, eg. a poster
promoting a Canadian holiday, celebration, or
sport; a promotional to visit a special Canadian
location, or everyday written correspondence in
Canadian culture (invitations, greetings, etc.)
Writing
GRAMMATICAL
Use of vocabulary, basic sentence structures
and memorized phrases in order to complete
short notes, greeting cards, invitations or short
descriptions about a familiar person, topic,
event, or situation
**Vocabulary knowledge appropriate to level 3
as it pertains to nouns, verbs and adjectives
related to familiar, every-day circumstances,
grammatically correct phrases for opening and
closing a letter, note, card, invitation
TEXTUAL
Beginning ability to use connective words and
phrases as necessary (eg. to describe an event
to a friend, or explain why one is unable to
attend a wedding/funeral/birthday party)
**and, but, because, so, etc.
“I’m sorry, we can’t come because on that day
we will be on vacation.”
**pronouns – it, they, we, you, us, them, he, she,
my, mine, his, her, our/ours, your/yours, that,
here, there
FUNCTIONAL
Beginning ability to use writing to communicate
various purposes, common to Canadian
convention – to congratulate, inform, make
requests, persuade
**Writing a brief note (hand-written or on social
media) to ask for a favour from a friend
**Writing an invitation to a casual birthday party
for a child
**Writing to wish someone well, congratulate
them
 Skills Listening Speaking Reading Writing

CLB Level 3 3
Sundays….)
**Knowledge of cues that indicate it is the
listener’s turn to speak, such as ellipsis – “So…..,”
“And….,” “But….” “And how about you?”
FUNCTIONAL
Recognizes purpose of vocabulary relating to a
range of greetings, leave-takings, offers to help,
attracting attention, making
introductions/inquiries, etc.
**”Hello, good morning, afternoon, how are you
today?”
“Yes, he’s great!”
**Attempts to repeat and explain meaning to
help a listener better understand
FUNCTIONAL
Able to use common expressions properly for
specific purposes like greetings, attracting
attention, making inquiries eg.
“Excuse me, do you know…..
“Hello there, I want to ask you….
3 3
**Able to use textual and contextual clues,
understand the formatting, images and wording to
understand the purpose – to direct, inform, SOCIOLINGUISTIC
persuade, etc.
Beginning ability to use common forms of
address (formal and informal) and basic
polite language used in cards, greetings,
SOCIOLINGUISTIC invitations, letters, written requests
appropriately according to Canadian
Recognition of common forms of address (formal culture and convention
and informal) and basic polite language used in
cards, greetings, invitations, letters, written
requests and other correspondence in Canadian **Dear ______________
culture
**Congratulations on ____________

Recognizes language used for the purpose of
issuing recommendations, suggestions,
directions and instructions, eg.
“Excuse me, please speak more quietly….”
“Excuse me, please don’t….
“Excuse me, you can’t….”
“Perhaps you could….”
“If you don’t mind, could you….”
Recognizes language used for the purpose of
persuasion, observation and idea-sharing, eg.
(able to listen to someone describe a personal
experience in Canada with the intent of
persuading the listener or making observations
about something)
SOCIOLINGUISTIC
Recognition of different register when
addressed by someone in authority or someone
unknown.
“Hi! How is your family?” **Dear ____________
**Thank-you for _______
Able to use language to properly inform or ** If you could, ______ **I’m sorry for _________
comment on needs, feelings and facts related to
familiar circumstances **It would be helpful if you could_______ **I want to invite you to _____________
“Let me tell you about my weekend…..how was **You are welcome to join….
yours?”
**_______ and _________welcome you to join
the celebration of _______
Able to convey purpose of speaking using **Thank-you so much for…..
culturally accepted intonation, language, and
proper body language, and comprehension of **Hey, I want to let you know that…..
inappropriate ways to attract attention
SOCIOLINGUISTIC
Knowledge of different registers, eg. using a
more formal register for receptionists, doctors,
nurses, unknown persons in public, and polite
language

**”Excuse me….Could I ask you

Able to identify roles and relationships based on
introductions
**”Good morning, I’m your teacher today…
** “Hi, I’m here to connect your internet…”
** “Hi, are you looking for something?”
Able to identify and reciprocate norms of
politeness in speech in conversation and during
a transaction, eg
something…..Could you help me….Would you be
able to….”
**Comprehension and practice of polite
language to communicate dissatisfaction,
frustration or anger – and comprehension of
inappropriate language to communicate
dissatisfaction, frustration or anger

“Did you find everything you needed today?”

“Yes, thank-you.”

Able to recognize a few Canadian idioms, eg.

“How’s it going? I have to fly now….it’s raining
 Skills Listening Speaking Reading Writing

CLB Level 3 3 3 3
cats and dogs…..”

Able to recognize a request for repetition,
Language and Learning clarification, or help understanding meaning:
Strategies= Strategic **”I’m sorry, what did you say your name is?”
Able to indicate comprehension and
communication problems verbally:
**”I’m sorry, could you say that again?”
**”Did you say _________
Beginning ability to use basic reading strategies,
Beginning ability to use resources such
eg
as a dictionary, using internet search
**Skimming to understand the purpose of a text,
scanning, making inferences using contextual
skills and spell-check on a computer

Competence **”Do I need to sign_________ clues and illustrations

**”Can you spell your name for me?” ** “Please say that slower….”
**Asking for help when encountering unfamiliar
**”I’m sorry, I don’t understand what you mean words in bulletins/signs/pamphlets that are
to say.” important to the reader

Assessment Task