MODULE PLAN TEMPLATE ANNOTATED
Definitions + location of information (bold)
Content (italics)
Instructor Name:
Date:
THEME: The general context. Some themes are: Health, Education, Work, Consumerism, Transportation, Recreation, History, The
Environment, Law, etc.
Module: A unit of instruction focused on a specific topic in a theme that incorporates a number of lessons and inter-related language tasks.
Some examples for Health are: Describing Symptoms, Making an Appointment, Visiting the Doctor, Going to a Walk-in Clinic.
Skills
Listening
Speaking
Reading
Writing
CLB Level
Real-World Task Goal (s)
Purposeful communicative language tasks that someone would need to carry out in a specific social (community,
work, school) context e.g., writing a note to a child’s teacher to explain an absence is a language task. Also, the
source of the language focuses that will be addressed through instruction. Note that completing a grammar fillin the blank or using the telephone is an exercise or skill building activity, not a real world task goal.
A real world task is literally what you want the person to be able to do in the real world independently. It is, of
course, relevant to topic and consistent with the Profile of Ability on the left side of the CLB Benchmark page. When
writing the RWT goal, start with an imperative form of a communicative action verb e.g. make (an appointment),
follow (instructions), read (a prescription label); fill out (a job application).
Introduction to PBLA for Classroom Instructors – Module Planning Part 2
© 2017 Centre for Canadian Language Benchmarks. All rights reserved
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Skills
Listening
Speaking
Reading
Writing
CLB Level
Context/Background
Information
Background information specific to the module that learners need to know in order to complete the module in a
real world setting. It includes aspects of the physical and social setting, cultural knowledge and information, and
awareness of local practices (i.e., where employment applications can be accessed, local companies, use of the
Internet, etc.).
There should be NO language, vocabulary or competency items listed here.
CLB Competency (-ies):
Competency Area,
Competency Statements,
Indicators of ability
These are the descriptors specific to the task, copied from the Canadian Language Benchmarks pages. This
section should include the identification of the competency areas and statements(s) and specific indicators of
ability appropriate to the Real World Task Goal
Be sure and start with the competency area (check pp. xvi and xvii to review intention or each area). Include the
indicators that appear under the relevant competency statement. Remember the indicators are partial lists and
there may be some others you want to add.
Try to anticipate what you want to focus on or what the task demands. You do not need to list every possible
competency or indicator. Cut and paste the ones you think directly relate to the task.
Language Focus
This includes grammatical, textual, functional and sociolinguistic knowledge
Grammar
Textual
Functional
Sociolinguistic
All 4 areas should be considered although not all 4 areas are critical aspects of every task. Be sure to refer to the
Knowledge and Strategies page found at the front of each stage, i.e. p. 3,15, etc. for additional ideas related to the
elements of communicative competence). Remember also that the Knowledge and Strategies page is for the whole
stage not a particular level so adjust your expectations appropriately.
Language and Learning
Strategies = Strategic
Competence
Strategies for communication management, such as (L) listening for gist; (S) clarifying or turn-taking (R) skimming
or scanning; (W) brainstorming. Refer to the Knowledge and Strategies pages in the CLB.
Strategic competence is listed separately because teaching strategies is an important part of what we do. Look
under Strategic competence (located on the Knowledge and Strategies page found at the front of each stage, i.e. p.
Introduction to PBLA for Classroom Instructors – Module Planning Part 2
© 2017 Centre for Canadian Language Benchmarks. All rights reserved
2
Skills
Listening
Speaking
Reading
Writing
CLB Level
3, 15, etc.) for suggestions. You could also refer to the Language and Learning Strategies (Manitoba Gov’t) found on
Tutela. DO NOT LIST every possible strategy related to the skill. Select only the strategies that are critical to learners’
performance of the RWT.
Assessment Task
A skill-using activity reflecting the real world task goal correlated to the CLB level in terms of competencies,
features of communication and indicators of ability. An assessment task allows learners to demonstrate that
they can do the RWT. E.g.,


RWT – Write a note to a child’s teacher re an absence
Assessment Task – Use scenario cards to write a note to a child’s teachers re an absence.
The assessment task is as close as you can get to the real-world task goal given the profile of ability of your learners.
It should incorporate the selected competencies and indicators you want to assess. Be robust and complete so the
information is clear enough that an instructor could rough out the task and assessment tool. REMEMBER: These are
not tests that assess skills such as grammar and vocabulary. The assessment (skill using) task uses the skills you
have addressed in your lessons.
Introduction to PBLA for Classroom Instructors – Module Planning Part 2
© 2017 Centre for Canadian Language Benchmarks. All rights reserved
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