The document outlines the process of thematic, task-focused module planning aligned with Canadian Language Benchmarks (CLB). It emphasizes the importance of prior needs assessment, identification of relevant social situations, and the selection of appropriate tasks tailored to students' CLB levels. The benefits of module planning include easier lesson sequencing and the ability to reuse or adapt module plans for different classes.

1. THEMATIC, TASK-FOCUSED MODULE
PLANNING
ALIGNED TO THE CANADIAN LANGUAGE BENCHMARKS
JOANNE PETTIS 2013
www.Facebook.com/PettisPBLA

2. WHAT IS A MODULE?
 A module is the blueprint that drives individual
lessons.
 It provides an overall coherence and specifies the
particular elements that will be addressed
throughout the series of lessons.
 It keeps teachers on track, ensures everything is
covered that needs to be covered and sets up the
assessment process.
 Module planning precedes lesson planning.

3. MODULE PLANNING
THERE ARE
 Competency focused module plans
DIFFERENT  Organized around specific CLB
APPROACH
ES TO
competencies. They are embedded in a
MODULE variety of relevant language tasks.
PLANNING.  Giving directions, being tactful, giving
opinions
TWO
APPROACH
 Task-focused module plans
ES  Organized around specific language
COMMON
IN CLB-
tasks Students need to carry out in
ALIGNED particular social situations. They embed I
COURSES or more CLB competencies.
INCLUDE:  Making a doctor’s appointment, calling in
sick, writing a cheque

4. N.B.
As long as the module contains certain key
elements: language tasks and CLB
competencies, language skills and
strategies, propose assessment tasks, the
format can vary.
IT IS FUNDAMENTAL, HOWEVER, THAT
TEACHERS UNDERTAKE MODULE
PLANNING PRIOR TO LESSON
PREPARATION

5. TASK-FOCUSED MODULE
PLANNING
 Conduct a Needs Assessment to
determine:
 the social situations in which Students
need to communicate in English, and,
if possible
 some specific events/tasks Students
might want to carry out in those
situations.

6. TASK-FOCUSED MODULE
PLANNING
 Select a theme (e.g. Employment)
and a communication event from
your Needs Assessment results
(e.g. Applying for a Job).

7. TASK-FOCUSED MODULE
PLANNING
 Analyze all the ACTIVITIES involved in
applying for a job, such as:
 Choose appropriate job ads in the classified
section of the paper
 Find directions to one of the businesses
posting a job wanted ad
 (At the business) Get a job application form
 Complete the job application
 Prepare a resume
 Return the application and resume to the
business
 Participate in the selection process
 Follow up

8. TASK-FOCUSED MODULE
PLANNING
 For each activity, identify possible
LANGUAGE TASKS and note the
skills. You might suggest others,
but here are a few examples:
 Choose job ads to respond to
 Read job ads in the newspaper
classifieds (Reading task)
 Read an ad on a job board at an
employment centre (Reading)
 Read a job posting in a window
(Reading)

9. TASK-FOCUSED MODULE
PLANNING
 Find directions to business
 Do a Google Map search
(Computer/Reading & Writing task)
 Read a map to find a location
(Reading)
 Get a job application form
 Request a job application
(Listening/Speaking)
 Complete the job application
(Writing)

10. TASK-FOCUSED MODULE
PLANNING
 Prepare a resume
 Writ a Resume (Writing)
 Return application and resume
 Write a cover letter (Writing)
 Address an envelope (Writing)
 Submit an application F/F (Listening &
Speaking)
 Selection Process
 Participate in a job interview (Listening &
Speaking)
 Follow Up
 Make a follow-up phone call (Listening &
Speaking)

11. TASK-FOCUSED MODULE
PLANNING
 Select tasks appropriate the
Students CLB level.
 Teachers can choose as many tasks
as they want; however, the Manitoba
template we use provides for 4 tasks
– Listening, Speaking, Reading, and
Writing.
 This approach generally works well
for a well-integrated thematic module
plan.

12. Selecting/Modifying a Task
 Teachers might modify a task to make it appropriate
to the CLB level performance conditions, e.g.
 Finding a job ad in the newspaper might be above the
CLB level of the class because of text complexity, but
maybe reading a Job ad posted in a business window
might be OK.
 Preparing a resume is WAY to difficult for a CLB 3 class or
even a CLB 5, but it seems to be OK for a CLB 8 class.
 Teachers might also want to consider tasks that might
have been taught previously.
 Maybe a task outlined as a possibility for this unit is too
similar to a previously taught task. It might be a good
transfer to another context, or it may be redundant given
what was taught before.

13. POSSIBLE TASKS:
 Listening – Request a job
application form at a place of
business (understand the
receptionist’s Qs and info)
 Speaking – Request a job
application form at a place of
business (give info, polite request
and ask Qs)
 Reading – Read a job ad in a
window
 Writing – Fill out a job application

14. POSSIBLE TASKS:
 Listening – Participate in a job
interview
 Speaking – Participate in a job
interview
 Reading – Conduct an online job
search
 Writing – (task 1) Prepare a resume
and (task 2) prepare a cover letter

15. TASK-FOCUSED MODULE
PLANNING
 Analyze the tasks to determine the
CLB competencies at the class’s
level that will/could be addressed
by this task.

16. TASK-FOCUSED MODULE
PLANNING
 Analyze the tasks to determine:
 the functions/speech acts that would
need to be taught,
 the grammar, vocabulary,
orthography/pronunciation needed,
 the genre and textual features,
 the pragmatic conventions/concerns,
and
 the language and learning strategies
that could be taught.

17. TASK-FOCUSED MODULE
PLANNING
 Specify any particular background
information required to carry out
these tasks successfully in this
particular social context.
 E.g. In this module, it would be
important for Ss to understand the
process, services and assumptions of
looking for work in Canada.

18. TASK-FOCUSED MODULE
PLANNING
 Identify any resources that
would need to be developed or
acquired. This includes noting
any guest speakers to book.

19. TASK-FOCUSED MODULE
PLANNING
 Identify how the tasks could be
assessed.
 (Teachers may choose not to formally
assess all the tasks.
 Some tasks might be self-assessed or peer-
assessed for the portfolio, but the teacher
should formally assess at least one of the
tasks).
 Remember, an assessment task is
usually a skill-using activity administered
under test-like conditions with pre-
determined criteria selected.

20. Benefits of Module Planning
 Easy for the teacher to keep on track with
well-sequenced inter-related lesson plans.
 Module plans, once developed can be used
again or modified for other classes.
 Module plans be shared in a module bank with
colleagues.