Lesson Plan

Theme: Employment Module: Job Search Level: CLB 5

Approximate Total Time: 60.9 hours + digital literacy development time (not incl)

This material should be covered over an extended period of time to allow for vocabulary, skill, and concept
development. Approximate times are given; however, the time required to complete the module depends on
the diversity of learners and nature of the program. Pick and choose activities if time is an issue. However,
before doing Portfolio Based Language Assessment (PBLA) tasks, ensure that sufficient skill building time and
skill using has occurred and learners are prepared for the assessment.

Needed Materials: Copies of handouts, Internet, set of computers/tablets/laptops, class set of

dictionaries, class set of local classified job ads (newspapers), various local online job postings relevant to
learners’ interests, highlighters, and scissors.

Background Notes to Instructor:

 This lesson plan covers the entirety of the module and therefore is quite long. In addition to the
time stated above, the module will require additional time for skill building and assessments.
Break the lesson plan into pieces that suit the length of your class. Plan to do openings, warm-
ups, and closings for each piece and outline the CLB level and Essential Skills (ES) you will cover.
Track the skills you cover over time on a wall in the classroom or with a checklist with learners.

 Openings: Today we are going to cover…; Goals for today are…; Today’s Objectives

 Recaps: Checking off the objectives; Skills/knowledge we learned today…; Skills we

needed for this activity were…; Skills I used…; These skills can be applied to life or work
by…(discuss how these skills apply to work and life in general)

 Openings and Recaps will support concept and vocabulary development.

 The activities are listed in the recommended order of completion.

 The plan includes scaffolding for the real-world tasks, but modify and add activities based on
instructor experience and learner needs. Depending on the level of the learners, some parts of the
lesson may take more time. Some learners may benefit from more examples and repetition of
activities. Additional optional activities are noted throughout the plan and are also listed in the
Additional Activities section at the end of the lesson plan.

 Integrate additional grammar and other language focuses as necessary.

 Whenever possible, teach the vocabulary for and stress the importance of transferable skills,
initiative, reflection, the nine essential skills, the level-specific CLB statements, and the indicators
of ability as noted in Canadian Language Benchmarks: English as a Second Language for Adults
(2012).

 There are 3 icons that will help you prepare your lessons. The scissors icon indicates that a

worksheet needs to be cut up for use. The mouse icon indicates that learners need to use

digital media. The calculator icon indicates that learners need to do calculations.

Page 1 of 29 Lesson Plan Job Search CLB 5

 Essential Skill Employer Points of Interest

Develop oral communication as much as possible. It is the skill that employers

see as one of the biggest gaps for workers with beginning-level English. While
doing group, pair and class work, however, also be cognizant of learning styles
and the need for learners to do work independently.
Oral
Communication
It is important to make sure learners know they should ask questions if they do
not understand, and that it is appropriate to ask for repetition as well. This can
be practiced on an ongoing basis each day. Have a poster on the wall with stems
like “I don’t understand. Could you …?” and “Pardon me, I …” It is equally
important to balance question asking with taking responsibility for remembering
the answer.
All activities in the lesson require learners to follow instructions. Whenever
Instructions
appropriate, it is important to tell the learners they should pay attention to
instructions, whether verbal or written, as they will need to do the same in the
workplace.

Working with
This skill requires working independently and focusing on work even in the
Others
presence of distractions. Practice this common work scenario with learners and
teach coping strategies.

Conditions for Learning:

 Lessons have been developed with a face-to-face class of 20 to 25 learners in mind. Modify
materials for your teaching situation.

 Some activities may require the use of a computer, cell phones, and/or Internet access.

Feedback

 Give one on one feedback when appropriate. The lesson plan notes “Possible Assessment”
times when informal feedback could be given. See the Feedback Tracking sheets and the
Informal Feedback Forms.

 Collecting this feedback will also inform the instructor of what language to focus on regarding
grammar, functional, textual, sociolinguistic, and cultural knowledge as well as strategic
competences.

 Other forms of feedback: collect handouts for marking occasionally; mark in class by learners
or by exchanging papers; have learners write answers on the board; have small groups check
their work, then check it together or have them hand it in.

 Formal PBLAs with feedback forms are included at the end of the module.

Page 2 of 29 Lesson Plan Job Search CLB 5

Overview

Essential Skills (ES) developed during the learning activities:

Essential Activity
Statements
Skill #
1 Understand and act on moderately complex instructions (7-8 steps,
6
about 10 details).
Oral
Communica- 1 Answer routine questions to give information. 4, 5
tion
1 Give a brief presentation to a small group. 5
(OC)
1 Express personal opinions in short group discussions. 1, 5, 6, 8

1 Skim lengthier texts for overall meaning and key ideas. 6

1 Read and understand moderately complex texts, such as job

4, 5, 6, 8
postings.
Reading Text
(RT) 2 Get information from simple to moderately complex business or
3, 4, 5, 8
service texts, such as classified ads and online job postings.

2 Understand and follow written instructions (7-10 steps). 4, 6, 8

1 Use key words or visual characteristics (e.g., colour, shape) to find

Document 4, 5, 8
information in a document.
Use
(DU) 1 Use headings and sub-headings to find information in a document. 4, 5, 8

1 Reduce a page of information to a list of important details. 8

1 Write notes in point form. 7, 8

Writing 1 Write a basic paragraph with some detail to describe a person,

8
Skills object, routine, or event.
(WS) 1 Include basic details and examples to support writing. 8

1 Use correct simple grammar and spelling; attempt some complex

2, 8
grammar.

Digital 1 Use the address bar to type in website addresses. 2, 6, 8

Technology
1 Browse web pages to find information. 6, 8
(DT)
Thinking 2 FINDING INFORMATION Find and look at sources that are easily found
Skills 6, 7, 8
(e.g., websites).
(TS)
WORKING WITH A PARTNER OR A TEAM Share information with others
ALL
Working willingly.
with Others
WORKING WITH A PARTNER OR A TEAM Work co-operatively with a partner
(WO) ALL
or team to complete tasks.

Continuous Be responsible for my own learning. 2, 6

Learning
Use newly learned skills and knowledge to improve my work. 5, 6, 8
(CL)

Page 3 of 29 Lesson Plan Job Search CLB 5

 Find and use learning materials and/or resources (e.g., searching the 2, 6, 7, 8
Internet).

Canadian Language Benchmarks (CLB) competencies developed during the

learning activities:

Activity
CLB 5 Statements
#
II Understand simple to moderately complex directions and instructions
Listening for generally familiar and relevant procedures. [(Instructions are about 6
(L) 7 to 8 steps, with up to 10 details (fewer on the phone).]

IV Agree, disagree, and give opinions in small group discussions or

1, 4, 5, 6
meetings.
Speaking
IV Give presentations about sequences of events; incidents in the past,
(S)
present or future; or to describe scenes, pictures, or daily routines (up 5
to 5 minutes).

II Understand simple to moderately complex, step-by-step instructions

and instructional texts for multistep procedures related to everyday 6
situations (7 to 10 steps).
III Get information from simple to moderately complex business or service
texts, such as public announcements, brochures, notices, business 3, 4, 5, 6
letters, and flyers.
Reading
(R) IV Understand simple to moderately complex descriptive or narrative 6, 7
texts on familiar topics.
IV Interpret information contained in formatted texts, such as diagrams, 4, 6
tables, graphs, or website navigation menus.

IV Access and locate basic information from reference sources. 2, 5, 6

II Reduce short, factual, oral discourse, such as live or recorded phone

messages or pre-recorded public information lines, to notes or 8
Writing messages (5 to 7 details).
(W)
IV Write a paragraph to relate a familiar sequence of events, description 8
of a person, object, or routine.

Page 4 of 29 Lesson Plan Job Search CLB 5

Lesson Activities’ Time
Total Time
Activity Notes Repeated Activities
Minutes

Outcomes Beginning/End of class (10 + 5) x 10 classes 150

Vocabulary Each class 25 x 10 classes 250

Weekly Reflections
End of each week 60 x 2 120
and Goal Making

Introduction Beginning of module 25

Needs Assessment Beginning of module 20

Pre Checklist Beginning of module 25

Activity 1 S Warm-up 20

Grammar Part of Speech 300

Activity 2 V Vocabulary 150 minutes 450
minutes

Activity 3 R Classified Ads Board Game 60 minutes 300

Grammar Adjectives;
Activity 4 RW Online Job Postings 410
compartives 200 minutes
Mini-Presentations 30 minutes;
Activity 5 RS Job Posting Presentation 210
Computer Vocabulary 60 minutes

Activity 6 R NOC Codes 120

Networking, Job Fairs &

Activity 7 LR 120
Hidden Jobs
Comparatives 150 minutes;
Activity 8 RW Online Search 670
Writing 400 minutes

Listening PBLA After Activity 7 Job Fairs 105

Speaking PBLA After Activity 5 Mini Job Presentation 175

Reading PBLA After Activity 3 Classified Ads 120

Writing PBLA After Activity 8 Online Job Postings 165

Writing PBLA After Activity 8 Comparing Jobs 135

Post Module Reflection End of module 45

Post Checklist End of module 20

TOTAL 3655

Hours 60.9
600 minutes
Computer Skills As possible on a daily basis 60 x 10 10 hours (5
hrs/wk)

Page 5 of 29 Lesson Plan Job Search CLB 5

Outcomes Approximate Time: 10 + 5 minutes x 10 classes = 150 minutes

Go over outcomes at the start (10 minutes) and end (5 minutes) of class. Write the outcomes for the
class on the board.

By the end of this lesson, learners will be able to…

1. Recall different ways to look for a job in Canada.

2. Identify and use vocabulary related to job search.

3. Read and identify key information from a job posting.

4. Recognize NOC codes and why they can be useful in job search.

5. Demonstrate how to navigate websites, such as https://www.jobbank.gc.ca/.

6. Identify basic internet search vocabulary.

7. Navigate a job posting website to find information about jobs.

8. Apply skimming and scanning skills.

9. Describe a job, its attributes and personal fit.

10. Describe networking.

11. Identify what to do at a job fair.

Vocabulary Approximate Time: 25 minutes x 10 classes = 250 minutes

Workplace vocabulary is authentic and usually cannot be substituted. To do so would not prepare
learners appropriately for the workplace. Learners may find this authentic vocabulary quite
challenging. Therefore, develop learner vocabulary often.

1. This plan includes 25 minutes a class for vocabulary review. Activities could include Quizlet time,
spelling tests, matching words to definitions with flashcards or a board game, use in sentences,
bingo, the fly swatter game or create a story using the vocabulary. See Vocabulary Practice
Reference sheet for further ideas.

2. Preview each activity for the relevant vocabulary. Introduce the vocabulary in context whenever
possible.

General Lesson Vocabulary: Quizlet Link: https://quizlet.com/_4xr0ie

code job fair networking research
description job posting occupation similar
duties located opportunities skills
hidden NOC requirements

Classified Ads Vocabulary: Quizlet Link: https://quizlet.com/_4xr0wk

apply
available full time part time required
classified ads independent permanent seasonal
entry-level immediately position temporary
experience minimum preferred

Computer Vocabulary: Quizlet Link: https://quizlet.com/_4xqrbt

click on hyperlink mouse search engine
double-click keyboard open select
enter log on / log in scroll space bar

Page 6 of 29 Lesson Plan Job Search CLB 5

 type

Activities

Introduction Approximate Time: 25 minutes

Let the learners know that this lesson will study vocabulary for job searches. They will explore
different job posting formats and online job search engines. Learners will be introduced to basic
computer vocabulary and navigate websites. At the end of the module, learners will complete two
reading assessment tasks that will assess their ability to navigate a job search website and find key
information in a job posting.

1. Introduce the module by brainstorming the topic. Write learner responses on the board. Do
cultural comparisons and/or pull out personal stories where appropriate.

NOTE: When making comparisons, use a stem such as “the country you know well” as opposed to
“your home country.” The country they have a passport from may not be the country they spent the
last 10 to 20 years in.

2. Hand out the Title Page Job Searches. Brainstorming and the title page will help learners fill
out the Needs Assessment that they will do next.

Needs Assessment Approximate Time: 20 minutes

Learners identify what they know and what they are interested in learning more about. Modify the
form to suit your class if you would like more information.

1. Have learners complete the handout: Needs Assessment Job Searches.

NOTE: The results of the Needs Assessment may mean you need to modify the lesson and thus the
statements on the Pre/Post Checklist of Skills. See the Instructor Pre/Post Checklist
document for further skill statements.

Pre Checklist of Skills Approximate Time: 25 minutes

1. Have learners complete the Pre/Post Checklist of Skills. Learners choose how well they know
the listed essential skills and CLB competencies.

2. Give examples of the various statements to clarify them as needed. If there is too much help,
however, learners may think they can do all of the skills.

 This checklist is completed at the end of each module as well so that learners and the
instructor can monitor learning progress. Not all essential skills will be covered in each
module; the list identifies those that will be covered by this module only.

NOTE: The pre-made checklists contain the skills from all lessons in this module.

Page 7 of 29 Lesson Plan Job Search CLB 5

Activity 1 Warm-up Approximate Time: 20 minutes

The first activity will help the instructor quickly gauge what learners know about job searches.

This activity By the end of this lesson, learners will be able to…
supports
Outcome(s): 1. Recall different ways to look for a job in Canada.

Objectives: In this activity learners will begin to …

CLB S IV Agree, disagree, and give opinions in small group discussions or meetings.

OC 1 Express personal opinions in short group discussions.

WO WORKING WITH A PARTNER OR A TEAM Share information with others willingly.

Essential Skill
WO WORKING WITH A PARTNER OR A TEAM Work co-operatively with a partner or
team to complete tasks.

Grammatical S Use vocabulary, expressions, and idioms for job search.

Knowledge

1. WARM-UP: Write a line down the board and write “Country you know well” on the left. Ask
learners how they look for a job in a country they know well. Write their responses on the board.

2. On the right side of the line, write “Canada”. Ask learners about different ways to look for a job in
Canada.

Some responses may include: newspaper, internet, job website, career fairs, postings in stores,
networking

3. Ask learners what jobs they might like to apply for now or in the near future.

Have learners talk with a partner or in groups for a minute or two to get some ideas.

Have learners volunteer answers to the class.

ADDITIONAL ACTIVITY: For further practice, watch a video about job search found on
https://www.gcflearnfree.org/jobsearchandnetworking/job-search-savvy/1/ and then answer
comprehension questions. It will be difficult for CLB 5 learners because of the pace and vocabulary in
the video. Some scaffolding needed.

4. CLOSING: Ask learners to write down one job they think they might be interested in applying for
on a piece of paper with their name on it and have them hand it in, or take notes on their
answers. You will need to know this information for Activity 5.

Page 8 of 29 Lesson Plan Job Search CLB 5

Activity 2 Vocabulary At least: 150 minutes + 300 minutes Grammar

This activity familiarizes learners with the vocabulary words in this lesson.

This activity By the end of this lesson, learners will be able to…
supports
Outcome(s): 1. Identify and use vocabulary related to job search.

Objectives: In this activity learners will begin to …

S IV Agree, disagree, and give opinions in small group discussions or meetings.
CLB
R IV Access and locate basic information from reference sources.

WS 1 Use correct simple grammar and spelling; attempt some complex

grammar.

DT 1 Use the address bar to type in website addresses.

WO WORKING WITH A PARTNER OR A TEAM Share information with others willingly.

Essential Skill WO WORKING WITH A PARTNER OR A TEAM Work co-operatively with a partner or
team to complete tasks.

CL Be responsible for my own learning.

CL Find and use learning materials and/or resources (e.g., searching the
Internet).

R Recognize and understand vocabulary for job search.

W Use correct simple grammar and spelling; attempt some complex grammar.
Grammatical
Knowledge W Use vocabulary, expression, and idioms for job search.

W Use spelling, punctuation, and capitalization conventions.

R Use information search skills (including dictionary use) and computer/Internet

literacy skills.
Strategic R Use critical skills, such as evaluating and judging, to interpret written texts
Competence when peer editing.

W Edit written materials to check grammar, spelling, and punctuation.

OPTIONS:
 Introduce the words all together.
 Introduce them as they come up in an activity.
 Introduce 5-7 each day.

1. WARM-UP: Ask learners: What words do you know about job searches?

Write their responses on the board and discuss them.

2. SKILL BUILDING: Teach or review parts of speech. See Grammar Handout Parts of Speech
(do one or all of the listening, speaking, reading, and writing handouts). NOTE: The grammar
notes are repeated on all handouts in the event that only one handout is used. (Approximate
Time: 5 hours; possible homework assignments; review answers in class)

3. Introduce the new vocabulary words. Do at least two of the activities below.

A. (60 minutes) Have learners try to match the vocabulary set. Cut up the words and definitions
found on Handout Vocabulary Job Search. Make small group sets. (Choose all or some of
the words to do at one time.)

Page 9 of 29 Lesson Plan Job Search CLB 5

 Group learners and have them match the definition to the correct word. Provide paper
dictionaries or have learners access an English-English dictionary on their phones.

SKILL BUILDING: Teach or review how to use a paper dictionary. See Handout Dictionary
Skills for practice on alphabetizing words (30 + 15 minutes).

After 10 to 15 minutes, have learners rotate to another group’s set of vocabulary and help
with matches. Rotate again. Have learners return to their original location and check their
matches. Ask them to see if they agree with any changes made.

Clarify the new vocabulary as a class as needed.

Distribute Handout Vocabulary Job Search so learners have a list to reference throughout
the module.

B. (60 minutes) Have learners study or review the vocabulary on Quizlet if computers are
available. Quizlet link: https://quizlet.com/_4xr0ie.

NOTE: Quizlet is an online tool that can be used to learn new vocabulary. You can use a
computer or a cellphone to access it. Quizlet will take some time to teach learners how to use
the first time.

Quizlet has an audio component which can help learners with pronunciation.

The recommended order of completing Quizlet activities: Flash Cards, Write, Spell, Learn,
Match, Test.

C. (60 minutes) Have learners match the definitions to the correct word on paper. Use
Handout Vocab Practice Job Search in class or as a take home assignment.

D. (60 minutes) Have learners make sentences with the vocabulary.

SKILL BUILDING: Teach or review writing sentences: word order; capital letters,
periods/question marks; commas. (Focus on sentences and one other element for this
activity.)

Hand out chart paper and markers to each small group. Assign 4 to 5 words to each group to
write sentences using each word. Encourage learners to help each other with the definitions
and/or use a dictionary.

Have learners present their sentences. Edit the sentences as a group. Encourage peer editing
of word order, grammar, punctuation, capital letters, and spelling.

E. (60 minutes) Have learners keep a logbook of the vocabulary words they don’t know. See
Handout Vocabulary Notebook for what to write and ideas on how to memorize words.

F. (30 minutes) Type out 5 to 10 of the corrected student sentences. Give learners a copy and
have them label the parts of speech in their sentences by writing them above the words.

G. (30 minutes) Play a board game with the vocabulary words and/or definitions in the spaces.
Modify Board Game Template.

4. CLOSING: Ask learners which words were new words for them and what strategies they will use
to practice the vocabulary words. Ask learners to choose one word from the vocabulary list that
they didn’t know before and explain it to another learner.

NOTE: Spend 25 minutes each subsequent class doing vocabulary review activities/games.

See Vocabulary Practice Reference for ideas, such as make a visualized poster of the
words, bingo, and the fly swatter game.

Page 10 of 29 Lesson Plan Job Search CLB 5

Activity 3 Classified Ads Approximate Time: 240 minutes +

Board Game 60 minutes

This activity will introduce the abbreviations used in many job postings, such as ones found in the
classified section of a newspaper. An online set of ads could be used for this activity if they use
multiple abbreviations.

This activity By the end of this lesson, learners will be able to…
supports
Outcome(s): 1. Read and identify key information from a job posting.

Objectives: At the end of this activity, learners will be able to…

R III Get information from simple to moderately complex business or service
CLB texts, such as public announcements, brochures, notices, business letters, and
flyers.

RT 2 Get information from simple to moderately complex business or service

texts, such as classified ads and online job postings.

Essential Skill WO WORKING WITH A PARTNER OR A TEAM Share information with others willingly.

WO WORKING WITH A PARTNER OR A TEAM Work co-operatively with a partner or

team to complete tasks.

Grammatical R Recognize and understand vocabulary, expressions, and idioms for job search
Knowledge and classified ad abbreviations.

Sociolinguistic R Recognize and understand cultural expectations for specific tasks, such as in
& Cultural business/service texts (e.g., how to respond to a job ad).
Knowledge
Strategic R Use textual and contextual clues to interpret text such as literal and inferential
Competence comprehension.

1. WARM-UP: Review classified ad vocabulary using https://quizlet.com/_4xr0wk before the

activity or after the activity as a review of words that come up throughout the lesson.

Provide Handout Classified Ads Vocab List or a printout from Quizlet. Handout Classified Ads
Vocab Practice can be used as a take home assignment or in class as a worksheet.

NOTE: Two types of job ads will be presented. Ones with traditional abbreviations because
employment counsellors have confirmed that various job ad sources still use them, and ones that are
more prevalent these days, online ads which are often written in the imperative form or a more
familiar approach with “you” as the subject. This latter approach is trying to connect with job seekers
in a friendlier manner.

SKILL BUILDING: Teach or review how to use a dictionary. See Dictionary Skills for practice on
alphabetizing words (30 + 15 minutes).

Additional: Show learners how to find and use a dictionary on their phones or on a computer. At this
level, learners shouldn’t only be using a translation service. Encourage them to use an English/English
dictionary, e.g. Longman Online Dictionary or Oxford Learner’s Dictionary

NOTE: Additional vocabulary that may need to be reviewed and/or added to a vocabulary log: ASAP,
awesome, asset, confident, upcoming (in worksheet questions), occasionally, forward, driving
abstract, via, seeking, dependable, shifts, provided, work experience program, purpose, advertise,
briefly, including, general tasks (in worksheet questions), previous, willingness, ability, qualifications,
qualities. Plus additional words when other job ads are brought in.

2. Present various classified ads from local newspapers. Ask learners what they might find in the
classified section. Explain that ads are very short and use shortened word forms (abbreviations)
due originally to budget considerations when people placed ads. (Employers have to pay per line
of advertising and sometimes by number of characters.) Give an example or two of an

Page 11 of 29 Lesson Plan Job Search CLB 5

 employment-related abbreviation. See if learners know any more employment-related
abbreviations.

3. SKILL BUILDING: Distribute Handout Classified Ads. Study the list of abbreviations as a class.

Do the Style 1 section of the handout and give Style 2 as homework or do at another time.

Separate the learners into pairs. Ask learners to highlight or underline all the abbreviations in each
ad. Encourage questions about any abbreviations that they don’t understand.

Allow learners time to read the three job ads and answer the questions.

Optional: have learners get into bigger groups to compare and justify their answers.

Go over the answers as a class.

BREAK

4. Pass out the classified section of a newspaper to each group and a highlighter.

Ask learners to locate the job ads and highlight any abbreviations from the handout.

Ask learners to locate the job ads and highlight (use different color) any new abbreviations NOT
found on the handout which they do not understand.

5. Ask each group to share 1-2 abbreviations with the class that were in the given list. Make sure all
groups can find the job add they are talking about. Remind learners how to scan for the right ad.

Then ask learners to point out the ads with abbreviations that were new for them and not on the
handout. Write these abbreviations on the board. Have learners predict what these might mean
from context. Learners can write these new abbreviations on their handouts.

6. Do the Style 2 section on Handout Classified Ads if it hasn’t already been done. This practice
could be done in 2-3 different classes to space it out.

BREAK

7. SKILL BUILDING: Do Board Game Job Ads. Allow 60 minutes to play the game. See Board
Game Job Ads for game instructions. The instructor will need to enlarge the game board on a
photocopier. Then print and cut out the game pieces ahead of time.

8. SKILL BUILDING: Do additional local job ad question handouts if you feel learners need more
practice reading ads. Copy and paste the style of questions from Handout Classified Ads. One
ad could be presented each class as a warm up. Allow 15-25 minutes per practice session.
Gradually reduce the amount of time given to learners to enable faster scanning skills.

9. SKILL USING: Have learners cut out job ads they are interested in, and share the following
information about the job with a classmate.

 What job is it?

 What is the wage/salary?

 Is it part-time or full-time?

 What are the work hours?

 Are there any skills needed?

 How do you apply for it?

10. Have learners repeat their sharing in a small group now that they have practiced with a partner.
This will help prepare them for the speaking PBLA.

POSSIBLE ASSESSMENT: You could informally assess learners’ speaking as you walk around the
room. Give feedback on their descriptions. See the Instruc Ref Informal Assessments
documents.

11. Ask for a few learners to share with the class.

Page 12 of 29 Lesson Plan Job Search CLB 5

12. SKILL BUILDING: Teach or review how to write an email. Teach the basics of how an email to a
friend would differ from an email to an employment counsellor: greetings, closings.

Have learners write an email to a friend or an employment counsellor. Have them give details
about a job that they are interested in, give two reasons why they want this job, and to ask for
advice about this job.

Brainstorm as a class reasons why a person might be interested in a job. Try to list 10 reasons on
the board (not complete sentences). Practice changing 1 or 2 reasons into complete sentences.

Optional: Model an example email, with learners providing the content that is modified for
correctness.

This is practice writing that will scaffold the writing PBLA. Use Handout Email Describe a Job.

INFORMAL ASSESSMENT: Have learners hand in the email and give learners feedback on the
format and/or content of their email. See Instruc Ref Informal Assessments documents.

13. CLOSING: Review classified ad abbreviations by playing a game. Split the class in half. Have one
person from each team stand at the board. Say a word and the person who correctly writes the
abbreviation the fastest wins a point for their team. Switch players and repeat.

PBLA ASSESSMENT: Do PBLA Reading Classified Ads now if you feel learners have had sufficient
skill using practice. See PBLA section of this document for further details.

Activity 4 Online Job Postings Approximate Time: 210 minutes

+ Grammar 200 minutes

This activity introduces the idea of online job postings which are more detailed than paper or space
restricted ads. Learners will navigate an online job website.

By the end of this lesson, learners will be able to…

This activity
supports 1. Read and identify key information from a job posting.
Outcome(s): 2. Identify basic internet search vocabulary.

Objectives: In this activity learners will begin to …

S IV Agree, disagree, and give opinions in small group discussions or meetings.

R III Get information from simple to moderately complex business or service

texts, such as public announcements, brochures, notices, business letters, and
CLB flyers.

R IV Interpret information contained in formatted texts, such as diagrams,

tables, graphs, or website navigation menus.

Essential Skill OC 1 Answer routine questions to give information.

RT 1 Read and understand moderately complex texts, such as job postings.

RT 2 Get information from simple to moderately complex business or service

texts, such as classified ads and online job postings.

RT 2 Understand and follow written instructions (7-10 steps).

DU 1 Use key words or visual characteristics (e.g., colour, shape) to find

information in a document.

DU 1 Use headings and sub-headings to find information in a document.

WO WORKING WITH A PARTNER OR A TEAM Share information with others willingly.

WO WORKING WITH A PARTNER OR A TEAM Work co-operatively with a partner or

Page 13 of 29 Lesson Plan Job Search CLB 5

 team to complete tasks.

R Recognize and understand grammar, such as imperatives.

R Recognize and understand vocabulary, expressions, and idioms for job search,
Grammatical job postings, and digital literacy.
Knowledge
S Use vocabulary, expressions, and idioms to report and discuss personal and
factual information, and to express ideas, opinions and feelings.

Textual R Recognize words and formatting used for advertising a job.

Knowledge
Functional R Recognize purposes and authors’ intents.
Knowledge
Sociolinguistic R Recognize and understand cultural expectations for specific tasks, such as in
& Cultural business/service texts (e.g., how to respond to a job ad).
Knowledge
Strategic R Use different reading techniques according to the purpose of the task (such as
Competence skimming to get the gist, and scanning to locate detailed information).

1. WARM-UP: Discuss with learners what experience they have with online job postings and
whether or not they have seen one.

NOTE: Additional vocabulary that may need to be reviewed and/or added to a vocabulary log:
necessary, vacancy, equivalent, less than, conditions, physical capabilities, handling, (bending,
kneeling, crouching), minimal supervision, perform.

2. SKILL BUILDING: Show an example job posting to the class on the screen. This job posting can
be taken from an online job search website such as www.jobbank.gc.ca or www.indeed.ca. Ask
learners what they see in the job posting. Elicit answers such as pictures/icons, headings,
sections, etc.

Talk through the process of finding a posting using computer vocabulary as you search for a job
posting – scroll, window, address bar, keyboard, etc. Keep the example simple and make sure it
represents an entry-level position that would suit some of the learners in your class. Below is a
good example:

Line Cook and Prep Cook

Lounge Eighteen - Calgary, AB
Part-time

Job Summary
We are looking for a hardworking employee with a desire to learn new cooking techniques as well as be
able to work in a fast paced environment. Must have at least one year of kitchen experience. Currently in
need for part time, but can possibly lead to full time. Able to do late night shifts.

Qualifications and Skills

 one year kitchen experience

Job Type: Part-time

Salary: $13.50 to $15.00 /hour

Required experience:

 kitchen: 1 year

Page 14 of 29 Lesson Plan Job Search CLB 5

 » Apply Now
Please review all application instructions before applying to Lounge Eighteen.

Adapted from https://ca.indeed.com/viewjob?jk=6dd90832df24a53c&from=tp-serp&tk=1c59f7ajubs57acj

on February 1, 2018.

3. As a class, have learners brainstorm answers to the following questions about this posting.

Questions: What is its purpose? Why was it written? When could you find this posting? Answers:
To advertise for a job. To give information to people about a job opening, etc.

Questions: Ask what you can find at the begging, middle and end of the posting. Answers:
company/job names, detailed information on duties and skills, what to do next if you are
interested

Questions: Ask about the bolded items. What words are bolded or boxed off? Answers: Titles,
sections, important information.

Questions: What personal skills or qualities would be good for this job? Answers: can cook, clean,
organized, can follow instructions, hardworking, willingness to learn, able to work night shifts

Question: What is more important for this job, education or experience? Answer: experience (it is
mentioned twice), education isn’t mentioned at all. However, tell learners that employers might
still want someone to have a certain level of education.

Question: What are “cooking techniques”? Answer: different ways of cooking, slicing and dicing
versus cutting; baking instead of boiling or frying

Question: What does “fast paced environment” mean? Answer: the worker needs to work quickly.
Tell learners that many jobs require this and that most employers believe in the idiom “time is
money.” Discuss these terms with learners.

4. SKILL BUILDING: Distribute a copy of a job posting to each learner (either the example above or
a new one from your location).

Have them work with a partner and circle what information they think is important in the job
posting (what information they would need to know about the job in order to apply). Give learners
a few minutes to complete this activity.

5. After most of the groups have circled the important information, bring the class back to a group
discussion. Ask learners to identify what information they circled and state why they think this
information is important.

Keep track of the information they give you in a list on the whiteboard.

Reinforce that the important information is given after a title (e.g., Salary), is bold, italicized, or
has a noticeable space before and after.

This activity helps learners practice their scanning skills.

6. SKILL BUILDING: Teach or review comparatives. See Grammar Comparatives (do one or all
of the listening, speaking, reading, and writing handouts). NOTE: The grammar notes are
repeated on all handouts in the event that only one handout is used.

Comparatives will be used in Activity 8 as well.

Have learners start comparing ads and saying which one is better or worse and why.

Ask learners to use comparatives to say why they chose certain job ads or jobs for their future.

7. SKILL BUILDING: Break learners into small groups. Distribute Handout Job Posting
Discussion Questions. Modify the questions as needed to fit the class or example posting.

Have learners try to answer the questions on their own or in pairs. Then discuss the answers to
these questions.

Page 15 of 29 Lesson Plan Job Search CLB 5

 Ask learners the types of questions that are in step 3 regarding format and which skills/qualities
employers might be considering more important.

Have learners say why they picked the job postings they did using comparatives.

BREAK

8. SKILL BUILDING: Distribute Handout Job Posting Learner A to half the class (Learner A) and
Handout Job Posting Learner B to the other half (Learner B).

Have learners find a partner, pairing Learner A with Learner B. Learner A needs to ask Learner B
questions about the job posting.

Learner B needs to find the information and give it to Learner A, orally.

Learner A will record the answer on their handout.

This activity involves all four language skills. Make sure learners are speaking and listening, not
simply giving the posting to their partner to copy.

Walk around and monitor the activity and offer feedback.

When a group is finished, give Learner B Handout Additional Activity Job Posting Learner A
and have them switch roles. For higher students give them a new job posting.

9. Ask a third of the class to share parts of the job posting without reading everything off of the
paper. Ask another third to say how it’s better or worse than another job. Ask the final third to
say if they would do this job or not and why or why not.

Have learners share these same discussion points (thirds) with a partner.

INFORMAL ASSESSMENT: Informally assess learners’ speaking (job descriptions, use of

comparatives, personal fit) as you walk around the room. See the Instruc Ref Informal
Assessments documents. Give feedback to learners before the next activity.

10. Have them change partners and share again. This speaking practice will scaffold learners towards
the speaking PBLA.

POSSIBLE ADDITIONAL ACTIVITY: For further practice, see “Practice reading another…” in the
Additional Activities section at the end of the lesson plan.

BREAK

11. SKILL BUILDING: Have learners write an email to a friend or an employment counsellor. Have
them compare two jobs and finish with telling the person which job they will choose and why.

As a class, brainstorm how to write different kinds of comparative sentences, i.e. Job A has more
hours than job B. The qualifications are higher for Job B than Job A.

This is practice writing that will scaffold the writing PBLA. Use Handout Email Compare Two
Jobs.

INFORMAL ASSESSMENT: Have learners hand in the email and give learners feedback on the
format and/or content of their email. See Instruc Ref Informal Assessments documents.

12. CLOSING: Review the type of information you can find in a job posting.

Activity 5 Job Posting Presentations Approximate Time: 120 minutes +

Mini-Presentations 30 minutes + Computer Vocabulary 60 minutes

Page 16 of 29 Lesson Plan Job Search CLB 5

This activity will reinforce what was learned in the previous activity by reading another job posting.

By the end of this lesson, learners will be able to…

This activity 1. Read and identify key information from a job posting.
supports
2. Describe a job, its attributes and personal fit.
Outcome(s):
3. Apply skimming and scanning skills.

Objectives: In this activity learners will begin to …

R III Get information from simple to moderately complex business or service
texts, such as public announcements, brochures, notices, business letters, and
flyers.

CLB R IV Access and locate basic information from reference sources.

S IV Give presentations about sequences of events; incidents in the past,

present or future; or to describe scenes, pictures, or daily routines (up to
5 minutes).

OC 1 Answer routine questions to give information.

OC 1 Express personal opinions in short group discussions.

OC 1 Give a brief presentation to a small group.

RT 1 Read and understand moderately complex texts, such as job postings.

RT 2 Get information from simple to moderately complex business or service

texts, such as classified ads and online job postings.

Essential Skill DU 1 Use key words or visual characteristics (e.g., colour, shape) to find
information in a document.

DU 1 Use headings and sub-headings to find information in a document.

WO WORKING WITH A PARTNER OR A TEAM Share information with others willingly.

WO WORKING WITH A PARTNER OR A TEAM Work co-operatively with a partner or

team to complete tasks.

CL Use newly learned skills and knowledge to improve my work.

Grammatical R Recognize and understand vocabulary, expressions, and idioms for job search
Knowledge and job postings.

Textual R Recognize words and formatting used for advertising a job.

Knowledge
Functional R Recognize words and formulaic expressions by sight (to assist bottom-up
Knowledge reading comprehension and processing).

Sociolinguistic R Recognize and understand cultural expectations for specific tasks, such as in
& Cultural business/service texts (e.g., how to respond to a job ad).
Knowledge
Strategic R Use different reading techniques according to the purpose of the task (such as
Competence skimming to get the gist, and scanning to locate detailed information).

NOTE: These examples should be a bit longer than the example in the previous activity, should offer a
bit more detailed information, and should come in various layouts. However, try to keep the job
posting examples to one page.

1. WARM-UP: Have learners list the information that can be found in a job posting.

Page 17 of 29 Lesson Plan Job Search CLB 5

2. Print out job postings for jobs that learners are interested in based on what they told you in the
Warm Up activity. Go to https://www.jobbank.gc.ca/jobseekers.do and print off example entry-
level job postings.

Some postings may need to be adapted to allow for CLB 5 reading ability. Below is an appropriate
example job posting.

3. SKILL BUILDING: Distribute Handout Job Posting Presentations which should be modified as
needed to fit job posting examples.

Go over the reading tip as a class. Remind learners to look for bolded words or section names as
they read the job postings because it well help them scan the text quickly for certain information.

Example Job Posting:

Food Counter Attendant

TIM HORTONS

Calgary, AB, CANADA

Hospitality and Food Service
Posted 4 Days Ago.

Our vision is to be a Tim Hortons leader in hospitality, team work, happiness, standards
execution, coffee excellence, and fun by creating exceptional experiences for our Guests, Team
Members and community.

Food counter attendant

Employer: 879778 Alberta Ltd o/a Tim Hortons

Terms of Employment: Permanent, Full Time, Part Time, Shift, Weekend, Day, Night, Evening

Salary: $12.00 Hourly, for 44.00 Hours per week, Other Benefits, Medical Benefits, Dental
Benefits, Life Insurance Benefits, Vision Care Benefits

Start Date: As soon as possible

Location: 5A Heritage Gate SE or #500, 8338-18St SE

Calgary, (7 vacancies )

Education: Some high school, Not required

Experience: No experience

Languages: English

Counter Attendant and Food Preparer Skills:

Take customers' orders; prepare, heat and finish simple food items; serve customers at counters
or buffet tables.

Kitchen Helping Skills:

Page 18 of 29 Lesson Plan Job Search CLB 5

 Wash, peel and cut vegetables and fruit; clean and sanitize kitchen including work surfaces,
cupboards, storage areas, appliances and equipment.

Bussing Skills:
Clear and clean tables, trays and chairs. Assist food and beverage servers.

How to Apply:
In Person between 9:00 and 14:00
By Phone:(403) 681-0594
By E-mail: [email protected]

Apply Now

Adapted from https://www.jobbank.gc.ca/jobsearch/jobposting on June 6, 2017

BREAK

4. SKILL USING: Using the job ideas that learners gave you in the Activity 1 warm up, organize
learners in groups of the same or similar jobs. Give each group a different job posting.

Bring learners’ attention back to Handout Job Posting Discussion Questions. Explain to
learners that each learner will complete a mini-presentation to their group about the job posting.
The questions serve as information they can provide in the mini-presentation. Review the parts of
a presentation: introduction, middle, and conclusion.

The listeners in the group will use the Presentation Checklist to give feedback to the speaker. Go
over this checklist and elaborate on the criteria and give examples. Model a mini-presentation for
the class and have learners assess you using the checklist. Purposely make mistakes and discuss
what can be improved afterwards.

Allow for about 15 minutes for each round. One learner in the group presents. Once each round is
finished, have groups pass their job posting to the group next to them in a clockwise fashion and a
different group member presents. They will do this a minimum of two more times, or however
many job postings the instructor has prepared. Each group will complete another Handout Job
Posting Questions for each new job posting. As learners present, walk around the class offering
feedback when necessary.

INFORMAL ASSESSMENT: Informally assess learners’ speaking, thinking, working with others or
conversation strategies as you walk around the room. See the Instruc Ref Informal Assessments
documents.

5. The activity can be repeated as many times as necessary, using different job posting examples.

6. In the middle of this process, go over any issues that may have come up. For example, offer
clarity on difficult vocabulary, appropriate answers for WH-questions and/or job posting layout.

ADDITIONAL ACTIVITY: For further practice, see “Distribute Handout Additional Activity Job
Posting Learner A…” in the Additional Activities section at the end of the lesson plan.

POSSIBLE LESSON: Review digital literacy vocabulary using https://quizlet.com/_4xqrbt and then
have learners in the computer lab follow the instructor step-by-step to go onto www.jobbank.gc.ca.
This is a good way to prep the learners for the online job search activity at the end of this lesson.

7. CLOSING: Have a few learners share with the class some of the reading strategies they used in
this activity.

PBLA ASSESSMENT: Do PBLA Speaking Mini Job Presentation now if you feel learners have had
sufficient skill using practice. See PBLA section of this document for further details.

Page 19 of 29 Lesson Plan Job Search CLB 5

Activity 6 NOC Codes Approximate Time: 120 minutes

This activity will introduce NOC codes and their usefulness in the job search.

This activity By the end of this lesson, learners will be able to…
supports
Outcome(s): 1. Recognize NOC codes and why they can be useful in job search.

Objectives: In this activity learners will begin to …

L II Understand simple to moderately complex directions and instructions for
generally familiar and relevant procedures. [(Instructions are about 7 to 8 steps,
with up to 10 details (fewer on the phone).]

S IV Agree, disagree, and give opinions in small group discussions or meetings.

R II Understand simple to moderately complex, step-by-step instructions and

instructional texts for multistep procedures related to everyday situations (7 to
10 steps).

CLB R III Get information from simple to moderately complex business or service
texts, such as public announcements, brochures, notices, business letters, and
flyers.

R IV Understand simple to moderately complex descriptive or narrative texts on

familiar topics.

R IV Interpret information contained in formatted texts, such as diagrams,

tables, graphs, or website navigation menus.

R IV Access and locate basic information from reference sources.

OC 1 Understand and act on moderately complex instructions (7-8 steps, about

10 details).

OC 1 Express personal opinions in short group discussions.

RT 1 Skim lengthier texts for overall meaning and key ideas.

RT 1 Read and understand moderately complex texts, such as job postings.

RT 2 Understand and follow written instructions (7-10 steps).

DT 1 Use the address bar to type in website addresses.

DT 1 Browse web pages to find information.

Essential Skill
TS 2 FINDING INFORMATION Find and look at sources that are easily found (e.g.,
websites).

WO WORKING WITH A PARTNER OR A TEAM Share information with others willingly.

WO WORKING WITH A PARTNER OR A TEAM Work co-operatively with a partner or

team to complete tasks.

CL Be responsible for my own learning.

CL Use newly learned skills and knowledge to improve my work.

CL Find and use learning materials and/or resources (e.g., searching the
Internet).

L Recognize grammar structures, such as imperatives.

Grammatical
Knowledge
L Recognize vocabulary and expressions for job search, job postings, and digital
literacy.

Page 20 of 29 Lesson Plan Job Search CLB 5

 Textual L Recognize sequence words (e.g., first, next, then, after, etc.).
Knowledge
L Recognize language used to avoid miscommunication.
Strategic
Competence
S Use strategies to check understanding, such as confirming information and
paraphrasing.

1. WARM-UP: Write “NOC Codes” on the board. Ask learners if they know what they are and how
they are used in the job search process.

2. SKILL BUILDING: Teach or review imperatives and sequence words to help learners understand
and follow instructions. See Grammar Imperatives (do one or all of the listening, speaking,
reading, and writing handouts). NOTE: The grammar notes are repeated on all handouts in the
event that only one handout is used. (Approximate Time: 5 hours; possible homework
assignments; review answers in class)

3. Distribute Handout NOC Codes. Read the handout together with learners. Help learners to
understand the different NOC sectors, skill levels and what it means for their job search.

4. COMPUTER USE: Have 2 learners share one computer. This activity can also be done
individually. Try to pair a strong computer skilled learner with a lower computer skilled learner.

5. Model each website instruction slowly on page 3 of Handout NOC Codes with the class. Have
everyone follow the instructor step-by step. Frequently monitor and check the leaners so they are
not behind. If learners have higher computer skills, model how to do the first few questions before
having learners work on their own.

6. Focus learners’ attention on the computer use tip. This is a good reminder for learners to be
careful when entering in website addresses.

BREAK

7. SKILL BUILDING: Teach or review asking for help phrases. Model for learners how to ask for
repetition or clarification if they don’t understand the instructions. Another strategy is to confirm
information by repeating it back to someone. The following phrases can be written on the board as
examples:

 Sorry, I didn’t understand. Could you say it again?

 Did you say ____?

 Please repeat that again.

 Do you mean ____?

8. Go over the answers as a class.

9. Elicit responses for questions 10-12 on page 5 from learners which involve creating a resume or
cover letter, using the vocabulary in an interview, and increasing access to job postings when
using alternate titles for the same job.

10. If there is extra time, have learners look up the NOC descriptions of jobs they are interested in
and share verbally with their partner what they learned.

POSSIBLE ASSESSMENT: Create a listening assessment for following instructions involving digital
literacy.

11. CLOSING: Have learners summarize some key points they learned about NOC codes.

Activity 7 Networking, Job Fairs & Hidden Jobs Approximate Time: 360 minutes
This activity will introduce learners to networking, job fairs and hidden jobs through a reading activity.

Page 21 of 29 Lesson Plan Job Search CLB 5

 By the end of this lesson, learners will be able to…

This activity 1. Identify what to do at a job fair.

supports
2. Describe networking.
Outcome(s):
3. Apply skimming and scanning skills.

Objectives: In this activity learners will begin to …

R IV Understand simple to moderately complex descriptive or narrative texts on
CLB familiar topics.

WS 1 Write notes in point form.

TS 2 FINDING INFORMATION Find and look at sources that are easily found (e.g.,
websites).

WO WORKING WITH A PARTNER OR A TEAM Share information with others willingly.

Essential Skill
WO WORKING WITH A PARTNER OR A TEAM Work co-operatively with a partner or
team to complete tasks.

CL Find and use learning materials and/or resources (e.g., searching the
Internet).

Grammatical R Recognize and understand vocabulary, expressions, and idioms for job search
Knowledge and job fairs.

Strategic R Use reading techniques according to the purpose of the task (such as skimming
Competence to get the gist, and scanning to locate detailed information)

1. WARM-UP: Ask learners if they know what a job fair is and then if they have ever been to a job
fair. If yes to the latter, ask learners to share what they saw and did there. Ask learners if they
know what hidden jobs and networking mean.

2. SKILL BUILDING: Distribute Handout Networking. Go over the listening tip and then read the
questions together with the class. Have different volunteers read each question out loud.

Play the following video twice: https://youtu.be/R71wV7G99G4 (5:45 minutes)

 This video outlines how to expand your network by making new contacts or reactivating old
ones. It also describes what an elevator speech is and how to use social media (e.g., LinkedIn
and Facebook) for networking.

 The speakers talk quickly, so slow the video down to 0.75 speed with the Settings button. Play
the clip 2-3 times or pause the video as needed. This video explains how to slow down a
YouTube video: https://youtu.be/KOjlX1Frw60

Have learners answer the questions in pairs so they can discuss their answers. Go over the
answers with the class.

Pause the video at 2:47 and show the learners. Make a list of possible things a person could say
for elevator speeches. Ask learners to practice a speech with a partner, and then have them
change to a new partner.

Ask for volunteers to share their elevator speeches out loud. Remind learners it should describe
who they are professionally and only be about 30 seconds long. It should be easy to remember,
say, and plan. Walk around and check that everyone has written an answer for question 10 re:
their elevator speech.

BREAK

3. SKILL BUILDING: Have learners listen to an example of networking. Use Handout Networking
Conversation and AUDIO Networking. Have learners listen to the conversation once before

Page 22 of 29 Lesson Plan Job Search CLB 5

 looking at the handout. Ask them to listen for the main idea. Listen to it again and have them
listen for new words or phrases. Write them down on the board but don’t go over them yet.

Have learners match the vocabulary words and read the transcript. Ask them to try to fill in the
blanks if they can remember. Listen to the audio again to have learners finish filling in the blanks.

Have learners try to answer the questions on their own for 15-20 minutes and then partner them
up for support and answer consultations.

Go over the answers together and discuss networking. Make a list of groups of people they might
know in Canada who could be a part of their network circle. Ask them to remember the categories
from the first networking video; have them consult their handout. Have them draw their network
circle on the bottom of page 3 and walk around to make sure that question 14 has at least two
ideas of how they will do networking in the future.

BREAK

4. Distribute Handout Job Fairs and Hidden Jobs. Go over the reading tip. Highlighting is a good
reading strategy for finding information quicker during multiple reads.

5. As a class, ask learners if they know what kind of reading text this is by looking at the format.
Point out the paragraphs, headings, and formality of language. They should come to the
conclusion it is an article. Have learners brainstorm the purpose of this article.

Questions: What is its purpose? Why was it written? What can you learn from reading it?

Answers: To give information to people about different ways to look for work, etc.

6. Have learners complete the questions and then go over the answers as a class.

7. Have a discussion with learners about questions 7-8.

8. Give some additional time for learners to compare their networking plan with a partner and add
more details to their networking plans. Walk around the class to check learners’ plans.

9. SKILL USING: Distribute Handout Dress For Success. Read the questions together with the
class. Have different volunteers read each question out loud.

Play the following video twice: https://youtu.be/tT2FCYjnBQY (2:57 minutes)

 This video gives tips on what to wear and what not to wear to a job fair.

 The speakers talk quickly, so slow the video down to 0.75 speed with the Settings button. Play
the clip 2-3 times or pause the video as needed. This video explains how to slow down a
YouTube video: https://youtu.be/KOjlX1Frw60

Have learners answer the questions in pairs so they can discuss their answers. Go over the
answers with the class. Have learners look around the classroom to see if anyone looks ready to
go to a job fair. Have learners name the pieces of clothing.

ADDITIONAL ACTIVITY: For further practice, see “Make a list of job fair tips…” in the Additional
Activities section at the end of the lesson plan.

ADDITIONAL ACTIVITY: For further practice, see “Watch a video about networking…” in the
Additional Activities section at the end of the lesson plan.

10. SKILL BUILDING: Have learners write an email to a friend who is coming to Canada. Have them
compare finding a job in Canada with finding a job in the country they know well. Ask them to
use comparatives and the module vocabulary. Learners could focus on the similarities and then
differences.

Brainstorm a few possible similarities and differences; make lists on the board. Show a couple of
sentence patterns they could use to write about the similarities and differences.

INFORMAL ASSESSMENT: Have learners hand in the email and give learners feedback on the
format and/or content of their email. See Instruc Ref Informal Assessments documents.

Page 23 of 29 Lesson Plan Job Search CLB 5

11. CLOSING: Have learners turn to a classmate and tell them 1-2 things they learned about
networking, job fairs and hidden jobs.

PBLA ASSESSMENT: Do PBLA Listening Job Fairs now if you feel learners have had sufficient skill
using practice. See PBLA section of this document for further details.

Activity 8 Online Search Approximate Time: 120 minutes +

Comparatives 150 minutes + Writing 400 minutes

This activity needs to be completed in a computer lab. It gives the opportunity for learners to
independently find job postings relevant to their interests.

By the end of this lesson, learners will be able to…

This activity 1. Demonstrate how to navigate websites, such as https://www.jobbank.gc.ca/.

supports
2. Identify basic internet search vocabulary.
Outcome(s):
3. Navigate a job posting website to find information about jobs.

Objectives: At the end of this activity, learners will be able to…

W II Reduce short, factual, oral discourse, such as live or recorded phone
messages or pre-recorded public information lines, to notes or messages (5 to 7
details).
CLB
W IV Write a paragraph to relate a familiar sequence of events, description of a
person, object, or routine.

Essential Skill OC 1 Express personal opinions in short group discussions.

RT 1 Read and understand moderately complex texts, such as job postings.

RT 2 Get information from simple to moderately complex business or service

texts, such as classified ads and online job postings.

RT 2 Understand and follow written instructions (7-10 steps).

DU 1 Use key words or visual characteristics (e.g., colour, shape) to find

information in a document.

DU 1 Use headings and sub-headings to find information in a document.

WS 1 Reduce a page of information to a list of important details.

WS 1 Write notes in point form.

WS 1 Write a basic paragraph with some detail to describe a person, object,

routine, or event.

WS 1 Include basic details and examples to support writing.

WS 1 Use correct simple grammar and spelling; attempt some complex

grammar.

DT 1 Use the address bar to type in website addresses.

DT 1 Browse web pages to find information.

TS 2 FINDING INFORMATION Find and look at sources that are easily found (e.g.,
websites).

WO WORKING WITH A PARTNER OR A TEAM Share information with others willingly.

WO WORKING WITH A PARTNER OR A TEAM Work co-operatively with a partner or

Page 24 of 29 Lesson Plan Job Search CLB 5

 team to complete tasks.

CL Use newly learned skills and knowledge to improve my work.

CL Find and use learning materials and/or resources (e.g., searching the
Internet).

Grammar: comparatives/superlatives and adjectives

Grammatical
Knowledge
Vocabulary, expressions, and idioms for job search, job postings, job skills/tasks,
comparing and contrasting, and digital literacy

W Use connectors, transitions, and other cohesion links to signal comparisons,

contrasts, and illustrations by example.
Textual
Knowledge W Use paragraph structure in an email including introduction (why you’re
writing), body, and conclusion(closing).

Functional W Reproduce and reduce information into new notes.

Knowledge
W Begin using the writing process, such as pre-writing, writing and editing for
Strategic spelling, punctuation, and grammar.
Competence
W Use dictionaries and other reference sources online and in print formats.

NOTE: This activity will need a lot of scaffolding as the website is text heavy, and requires a certain
level of digital literacy from your learners. Review computer vocabulary before beginning the lesson.
https://quizlet.com/_4xqrbt

1. WARM-UP: Ask learners to think about a job that they would be interested in doing in Canada,
such as an entry-level job where they can gain some Canadian experience and practice their
English.

Have learners think about alternate job titles for that job.

SKILL BUILDING: Continue to review comparatives.

SKILL BUILDING: Teach or review writing emails with adapting the paragraph structure being
included, i.e. why you are writing, details, and closing.

2. SKILL BUILDING: Distribute Handout Online Job Search.

COMPUTER USE: Go through each step with the class. Choose a job posting and then show
learners how to use the information, in that job posting, to fill out the table.

Walk around the classroom to monitor learners and answer any questions as they complete the
handout or attempt to do another search.

3. For the last question, learners are required to write a compare and contrast paragraph. Learners
may use print or online dictionaries to check their spelling.

Have learners who finish early share their findings with a partner. Then have them edit each
other’s paragraphs for spelling, grammar, or punctuation errors.

Have learners fix the errors and write a revised version.

4. Have learners hand in their completed handouts to assess understanding of both the chart and the
email writing.

INFORMAL ASSESSMENT: Informally assess learners’ writing. See the Instruc Ref Informal
Assessments documents. Handback to learners and give them time to correct and/or rewrite
their emails. Choose 2-3 important elements to focus on.

5. SKILL USING: Have learners go online, chose two different jobs and print out the ads.

Have learners fill in the chart again.

Page 25 of 29 Lesson Plan Job Search CLB 5

 Have learners write an email covering the same aspects.

INFORMAL ASSESSMENT: Informally assess learners’ writing. See the Instruc Ref Informal
Assessments documents. Handback to learners and give them time to correct and/or rewrite
their emails. Choose 2-3 different elements to focus on.

6. CLOSING: Project PowerPoint Job Search Tools as a review of the information from this
module.

PBLA ASSESSMENT: Do PBLA Writing Online Job Postings now if you feel learners have had
sufficient skill using practice. See PBLA section of this document for further details.

PBLA ASSESSMENT: Do PBLA Writing Comparing Jobs now if you feel learners have had sufficient
skill using practice. See PBLA section of this document for further details.

Closing
PBLA Tasks
NOTE: Go through the PBLA feedback forms with learners before giving an assessment. If it is a
speaking or writing PBLA, give the feedback form with the assignment description (e.g., for a
presentation).

1. PBLA tasks could be completed during the relevant parts of the lesson when the learners have had
enough practice or completed as part of the closing at the end of the lesson.

2. The learner self-reflection pages should be given to learners when they hand in the assessment
portion. The self-reflection section has a box for the instructor to evaluate the learner on the
quality of their written reflections. The evaluation is on the open-ended section of the reflection.
This is a subjective evaluation based on the instructor’s expectations. Tell the learners what your
expectations are.

3. In order to not overwhelm literacy learners during assessments, it is recommended that the
feedback form section not be attached to the assessment during assessment time. Return the
assessment with the self-reflection and feedback form attached.

4. When you go over listening and reading assessments with learners, have them look at the
question box on the feedback form and circle the numbers to the questions they got wrong. This
will help them understand which types of questions they have the most difficulty with.

5. When you go over speaking and writing assessments with learners, have them look at where there
are Xs and checkmarks on the form. Have learners fix writing mistakes independently or with a
partner and do a rewrite.

Assessments
1. PBLA LISTENING Job Fairs Do after the relevant lesson section or when the module is
complete.

 Approximate Time: 30 minutes + 15 minutes for reflection + 60 minutes for feedback session

 Video: https://youtu.be/Iq1M5RH0vIk (The video may need to be slowed down to 0.75 speed.
Play the video twice.

 To be completed independently without any dictionaries or mobile phones for assistance.

2. PBLA SPEAKING Mini Job Presentation Do after the relevant lesson section or when the
module is complete.

 Approximate Time: 3-5 minutes/learner + 15 minutes for reflection + 60 minutes for feedback
session

Page 26 of 29 Lesson Plan Job Search CLB 5

  For this assessment task, learners will be given an online job posting to look over before doing
a mini-presentation about it.

3. PBLA READING Job Ads Do after the relevant lesson section or when the module is complete.

 Approximate Time: 45 minutes + 15 minutes for reflection + 60 minutes for feedback session

 For this assessment task, learners are expected to read classified job ads and answer the
comprehension questions that follow. Learners will complete these tasks independently and
cannot use dictionaries or mobile phones for assistance.

4. PBLA WRITING Online Job Postings Do after the relevant lesson section or when the module
is complete.

 Approximate Time: 90 minutes + 15 minutes for reflection + 60 minutes for feedback session

 By this point, most learners should be prepared for an online job search assessment. For this
assessment task, learners are expected to find 2 job postings of interest to them. Learners will
complete these tasks independently and cannot use dictionaries or mobile phones for
assistance.

5. PBLA WRITING Email Comparing Jobs Do after the relevant lesson section or when the
module is complete.

 Approximate Time: 60 minutes + 15 minutes for reflection + 60 minutes for feedback session

 For this assessment task, learners use the information from the previous PBLA writing to write
a paragraph comparing the two jobs. Learners will complete these tasks independently and
cannot use dictionaries or mobile phones for assistance.

Post Module Reflection Approximate Time: 45 minutes

The Post Module Reflection mirrors the Needs Assessment done at the beginning of the module.

1. As a class or in small groups, have learners reflect on the skills that were developed during the
module.

2. Write a list on the board. If it’s not clear what actions represent the skills, make a list on the board
of possible behaviours. For example, Thinking skill (e.g., problem solving) - demonstrated when
learner gave an idea to solve a problem; Working with Others (e.g., working with a team) -
demonstrated when learner acknowledged that teammates could not complete their work until
learner had done their part.

3. Reinforce what these skills would look like in the workplace, at school, and in other areas of life.

4. Have learners look at their goal handouts from last week or a previous module.

a. Have them discuss what goals they were successful with and what actions led to that success.

b. Have them discuss what goals they were not successful with, what the roadblocks were, and
what actions they need to take to reach that goal. Maybe it was not a SMART goal and needs
to be revised.

5. Have learners complete the reflection and goal-making questions.

Post Checklist of Skills Approximate Time: 20 minutes

1. Have learners complete the Pre/Post Checklist of Skills when all parts of the module are
complete.

2. After learners have completed the checklist, have them compare it with the checklist they did at
the beginning of the module.

Page 27 of 29 Lesson Plan Job Search CLB 5

Option: Have learners continue the reflection process with one of the other reflection pieces
mentioned below in the reflection section. Learners could create goals from the skills on the checklist
that they would like to develop more.

Reflections
1. Weekly Reflection: Can be done at the end of each week.

2. Student self-reflections are imbedded in all PBLA tasks.

3. POSSIBLE ASSESSMENT: Noted above; suggest activities that could be informally assessed.

Activities that require learners to work in pairs or groups and intentionally use a language focus
could be used as an opportunity to assess oral communication, thinking, and/or working with
others skills. See the INFORMAL ASSESSMENTS TRACKING and INFORMAL ASSESSMENT
FEEDBACK FORM documents. The instructor could move around the classroom monitoring
randomly chosen learners for demonstrations of skills.

Additional Activities
1. Search NOC code descriptions of other jobs that learners are interested in.

2. Practice reading another job posting: LINC 5-7 Classroom Activities, Vol. 1 , Chap, 4 pp. 412-413

3. Make a list of job fair tips. Split the class into different groups. Each group creates their top 5 job
fair tips. 1 is the most important and 5 as the least important. Each group explains their reasoning
for the order of importance of their tips.

4. The learner prints out a job posting for a job he/she is interested in. Then writes a paragraph
giving specific reasons as to why they are interested in applying for this job.

5. Watch a video about networking found on https://ed.ted.com/lessons/networking-for-the-

networking-averse-lisa-green-chau#review and then answer comprehension questions. It will be
difficult for CLB 5 learners because of the pace and vocabulary in the video. Lots of scaffolding
needed.

6. Watch a video about job search found on

https://www.gcflearnfree.org/jobsearchandnetworking/job-search-savvy/1/ and then answer
comprehension questions. It will be difficult for CLB 5 learners because of the pace and vocabulary
in the video. Some scaffolding needed.

References
AARP. (2010, May 4). Networking to get a job | job hunting | AARP. Retrieved from
https://www.youtube.com/watch?v=R71wV7G99G4

Alberta Government. (2016). Find a job: A workbook to help you find the job you want. Retrieved
from: https://open.alberta.ca/publications/9780778588634

Channel 3000 | News 3. (2016, September 20). What not to wear to a job fair. Retrieved from
https://www.youtube.com/watch?v=tT2FCYjnBQY

Fanshawe College. (2014, March 13). How to prepare for career fair (..and get a job out of it!).
Retrieved from https://www.youtube.com/watch?v=Iq1M5RH0vIk

Government of Canada. (2017). Find your NOC. Retrieved from

http://www.cic.gc.ca/english/immigrate/skilled/noc.asp

Government of Canada. (2017). National Occupational Classification – Resources & Tools.

Retrieved from www5.hrsdc.gc.ca/NOC

Page 28 of 29 Lesson Plan Job Search CLB 5

Longman. (n.d.). Welcome to Longman dictionary of contemporary English online. Retrieved from
https://www.ldoceonline.com/

Merriam-Webster Learner’s Dictionary. (2017). Retrieved from

http://www.learnersdictionary.com/definition

Toronto Catholic District School Board. (2010). LINC 5-7 Classroom Activities Volume [PDF
file]. Retrieved from http://www.moresettlement.org/LINC5-7Activities/LINC_5-
7_Classroom_Activities_Volume1.pdf

Images on handouts from:

Čeština: Kurz "Profesionální lektor" z března by Slavkaaa, available under the Creative
Commons Attribution-Share Alike 4.0 International license at
https://commons.wikimedia.org/wiki/Category:Adult_education#/media/File:Z_kurzu_
%22Profesion%C3%A1ln%C3%AD_lektor%22.jpg

Luis Rios, waiter, cafeteria in PUCP, Lima-Peru by Miguel Angel Chong, available under
the Creative Commons Attribution 3.0 Unported license at
https://commons.wikimedia.org/wiki/File:Lima_waiter_PUCPeru_2010.jpg

MONUSCO Job Fair by Myriam Asmani, available under a Creative Commons Attribution-Share
Alike 2.0 Generic license at
https://commons.wikimedia.org/wiki/File:MONUSCO_Job_Fair_(12968321274).jpg

Nigerian traditional hairstylist by Jamie Tubers, available under the Creative Commons
Attribution-Share Alike 4.0 International license at
https://commons.wikimedia.org/wiki/File:A_Nigerian_traditional_hairstylist4.jpg

Sajam poslova i Sajam mladih poduzetnika, Čakovec – hala by Silverije, available under a
Creative Commons Attribution-Share Alike 3.0 unported license at
https://commons.wikimedia.org/wiki/File:Sajam_poslova_i_Sajam_mladih_poduzetnika,_
%C4%8Cakovec_-_hala.jpg

[Two people talking] by rawpixel, CCO, Public domain, available at

https://pixabay.com/en/beard-beverage-break-business-cafe-2610261/

Canadian Language Benchmark statements used with permission from:

Centre for Canadian Language Benchmarks. (2012). Canadian language benchmarks: English as a
second language for adults. Ottawa, ON: Centre for Canadian Language Benchmarks.

Six CLB icons used with permission from:

Centre for Canadian Language Benchmarks. (2014). CLB: ESL for all support kit [PDF file]. Retrieved
from http://www.language.ca/documents/CLB_ESL_for_ALL_Support_Kit_Web.pdf

Nine Essential Skill icons used with permission from:

The Learning Exchange. (2018). Retrieved from https://tleliteracy.com/essential-skills/

Essential Skill statements adapted from:

Employment and Social Development Canada. (2017). Tools, assessments and training support.
Retrieved from https://www.canada.ca/en/employment-social-development/programs/essential-
skills/tools.html

Page 29 of 29 Lesson Plan Job Search CLB 5