Language Companion | Stage I: CLB 1-4

Acknowledgements

Citizenship and Immigration Canada would like to thank the following people for their contributions to the development of
the Language Companion.

Expert Advisor: Joanne Pettis

Developed by: Toronto Catholic District School Board, Continuing Education Department:
Anne-Marie Kaskens (managing editor), Karen Geraci, Marisa Mazzulla
Special thanks to:
• Barb Krukowski, The Centre for Skills Development and Training, Burlington, Ontario for permission to use and adapt
sections of the Newcomer Companion
• Centre for Canadian Language Benchmarks (www.language.ca) for permission to reprint the CLB mini-posters
• Administrators, teachers and students who participated in the Ottawa Portfolio Based Language Assessment field test
and provided valuable feedback on the Language Companion
Sections of the Language Companion

The Language Companion includes six sections.

e I: CLB 1-4
panion | Stag
Language Com

Canadian Language Benchmarks

i
What is the Language Companion?

The Language Companion is a binder to help you:

• learn English
• learn about Canada and your community
• organize and store the work you do in class
• organize work that your teacher will assess Language Com
panion | Stag
e I: CLB 1-4

The Language Companion is Yours

The Language Companion belongs to you. Put your name on it. You will use the Language
Companion during class. Bring it to each class. You will bring it with you when you move to a
different class. You and your teacher will work together to decide which classroom work to
put in the Language Companion.

ii
What is My Portfolio?
My Portfolio

Your portfolio is a collection of examples of the work you do in class.

It will include examples of listening, speaking, reading and writing tasks
that show what you can do in English. Your teacher will tell you which
tasks will go in your portfolio. Your teacher will look at your portfolio
to see how much English you are learning, and to write your progress
report at the end of the term.

About Me O Listening  Speaking & Reading ? Writing Other

In each section, you will make an inventory of classroom tasks. An inventory is a list of
items.

• About Me includes information about:

➢➢ Your language level: your Canadian Language Benchmark (CLB) in listening,

speaking, reading and writing
➢➢ Your learning interests: information about what you want to learn to do in English
➢➢ Your goals: your language learning goals for the class
➢➢ Your life: your life story, to help the teacher get to know you

•• Listening includes an inventory and some tasks that show your listening progress
•• Speaking includes an inventory and some tasks that show your speaking progress
•• Reading includes an inventory and some tasks that show your reading progress
•• Writing includes an inventory and some tasks that show your writing progress
•• Other includes an inventory and some tasks you choose to do that show your progress

iii
Canadian Language Benchmarks (CLB)

About the Canadian Language Benchmarks.................................................................. 3

Canadian Language Benchmarks Can Do Statements

Listening Benchmark 1‐4............................................................................................... 4

Speaking Benchmark 1‐4............................................................................................... 9

Reading Benchmark 1‐4................................................................................................ 14

Writing Benchmark 1‐4................................................................................................. 19

Canadian Language Benchmarks
The Canadian Language Benchmarks (CLB) gives information about ESL literacy, and 12
levels of English.
Teachers use the CLB:
• To put students into the right English class
• To talk about student progress and achievement
• To give CLB levels at the end of the course

Basic English Intermediate English Advanced English

CLB 1 CLB 5 CLB 9

CLB 2 CLB 6 CLB 10
CLB 3 CLB 7 CLB 11
CLB 4 CLB 8 CLB 12

Stage 1 (CLB 1 – 4)

These are basic levels of English proficiency. By the end of CLB 4, learners can talk face
to face about some things. They can read and write short, simple messages. They can
understand brief face-to-face conversations and very simple details on the phone.
Stage 2 (CLB 5 – 8)

These are intermediate levels of English proficiency. At the end of CLB 8 learners may
be ready for some post-secondary training but may still need to improve their language
skills.
Stage 3 (CLB 9 – 12)

These are advanced levels of English proficiency. At CLB 12 individuals have native-like
English for professional or academic use.
For a detailed description of what a learner can do in listening, speaking, reading and
writing at Canadian Language Benchmarks 1-4, see the pages that follow.

Canadian Language Benchmarks: CLB Stage I 3

Canadian Language Benchmarks

Listening
4 Canadian Language Benchmarks: CLB Stage I
Benchmark

1
Canadian Language Benchmarks

Can Do Statements Listening

At this Benchmark, I can: When:
• understand a few words and very simple phrases • I can see the person
• understand common polite phrases • the person speaks slowly and helps me
understand
• the person uses pictures or gestures
• the person speaks about things I know or need

„ Understand very simple greetings and „ Understand very simple requests.

introductions.

Hi, my name
is Alex. Can I see your
health card?
Hi Alex,
I‛m Marta.

„ Follow very short, simple instructions. „ Understand very simple information.

Go straight.
What time is it?

It‛s 9:30.

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

Canadian Language Benchmarks: CLB Stage I 5

Benchmark

2
Canadian Language Benchmarks

Can Do Statements Listening

At this Benchmark, I can: When:
• understand very short, simple sentences • I can see the person
• the person speaks slowly and helps me
understand
• the person uses pictures or gestures
• the person speaks about things I know or need

„ Understand greetings, introductions, and some „ Understand some simple requests and warnings.
questions in very simple social conversations.
How old is your
daughter?
She‛s 5 Coffee, with milk
What would you
years old. and sugar, please.
like to drink?

„ Follow simple instructions and directions. „ Understand simple information.

Your next
Please pass me appointment is June 12
the scissors. June 12 at 1 p.m. at 1 p.m.
Thank you.

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

6 Canadian Language Benchmarks: CLB Stage I

Benchmark

3
Canadian Language Benchmarks

Can Do Statements Listening

At this Benchmark, I can: When:
• understand most simple sentences • I can see the person
• the person speaks at a slow to normal rate and
helps me understand
• the person often uses pictures or gestures
• the topic is familiar

Interacting with Others Getting Things Done

„ Understand very short, simple social „ Understand common requests, warnings, and
conversations (including greetings, introductions permission.
and endings). For example:
For example: • a request for a day off work
• an apology from a friend • a request to borrow a book
• an introduction to a new co-worker

Comprehending Instructions Comprehending Information

„ Follow 2- to 4-step common instructions and „ Understand short descriptions of a person,

directions. object, situation, personal experience, or
For example: routine.
• instructions for a classroom activity For example:
• directions to a washroom • a description of a family photo
• details of a birthday party

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

Canadian Language Benchmarks: CLB Stage I 7

Benchmark

4
Canadian Language Benchmarks

Can Do Statements Listening

At this Benchmark, I can: When:
• understand some simple formal and informal • I can see the person
communication • the person speaks at a slow to normal rate and
• understand conversations about familiar topics helps me understand
• the topic is familiar

Interacting with Others Getting Things Done

„ Understand short social conversations that „ Understand common persuasive requests.

include small talk. For example:
For example: • a short simple commercial
• informal chat with a colleague about • a sales clerk giving reasons to buy a more
weekend plans expensive product
• a description of household tasks

Comprehending Instructions Comprehending Information

„ Follow 4- to 5-step common instructions and „ Understand short descriptions or stories.

directions for familiar everyday situations. For example:
For example: • a very short, clear weather report
• directions for a simple recipe • a classmate’s story about shopping
• simple instructions from a doctor

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

8 Canadian Language Benchmarks: CLB Stage I

Canadian Language Benchmarks

Speaking

Canadian Language Benchmarks: CLB Stage I 9

Benchmark

1
Canadian Language Benchmarks

Can Do Statements Speaking

At this Benchmark, I can: When:
• say a few words and very simple phrases • I can see the person
• say the alphabet, names, numbers, times, and • the person helps me
dates • I can use pictures and gestures

„ Say very simple greetings. „ Make very simple requests.

„ Give a very simple introduction.

May I try one?

My name
is Yana. Of course!
Nice to
meet you.

„ Give very short, simple instructions. „ Answer very basic questions about myself.

„ Ask simple questions about a person.

Please, come in!

Sit down! Where are you

from? I‛m from Sweden.

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

10 Canadian Language Benchmarks: CLB Stage I

Benchmark

2
Canadian Language Benchmarks

Can Do Statements Speaking

At this Benchmark, I can: When:
• say simple phrases and some very short, simple • I can see the person
sentences • the person helps me
• talk about some very common, everyday things • I can use pictures and gestures

„ Start short social conversations with greetings „ Make simple requests.

and end with goodbyes.
„ Say simple warnings.
„ Give a simple introduction.

Be careful!
Hi. My name is
Ahmed. What‛s
It‛s hot. Thanks!
My name
your name? is John.
Nice to meet
you, Ahmed.
Good to meet
you, too.

„ Give short, simple instructions. „ Give basic information about myself.

„ Ask for basic information about another person.

Sure, Nehal.
„ Describe a familiar thing (size, colour, number).
Please sign at
the bottom.
Maria‛s favourite
toy is her yellow
teddy bear.

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

Canadian Language Benchmarks: CLB Stage I 11

Benchmark

3
Canadian Language Benchmarks

Can Do Statements Speaking

At this Benchmark, I can: When:
• say short, simple sentences • I can see the person
• talk about some common, everyday things • the person sometimes helps me
I need and about my experiences • I can sometimes use pictures and gestures
• begin to use basic grammar and sometimes
connect my ideas

Interacting with Others Getting Things Done

„ Have very short, simple social conversations. „ Make and respond to simple polite requests.
For example: For example:
• introduce myself to a new person • ask if I may do something
• talk to a receptionist about my appointment • ask someone to help me

„ Give very short, simple warnings, cautions, and

apologies.
For example:
• tell someone to be careful

Giving Instructions Sharing Information

„ Give simple 2- to 3-step instructions and „ Ask for and give simple information about things
directions. I need and things I do.
For example: For example:
• tell a new student where to sit • tell the doctor how I feel
• give directions to the classroom • talk about what I did yesterday
• talk about my plans

„ Describe things, people, and situations in a few

short sentences.
For example:
• describe my home
• describe a person in my family

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

12 Canadian Language Benchmarks: CLB Stage I

Benchmark

4
Canadian Language Benchmarks

Can Do Statements Speaking

At this Benchmark, I can: When:
• give simple information about common • I can see the person or talk very briefly on the
everyday activities, experiences, needs, and phone
wants • the person sometimes helps me
• use basic grammar and connect my ideas • I can sometimes use pictures and gestures

Interacting with Others Getting Things Done

„ Have short, casual social conversations. „ Make and respond to polite requests.
For example: For example:
• introduce 2 people to each other • ask for information about services
• talk about the weather with a co-worker • ask for help when I am shopping
• ask for a day off
„ Talk briefly on the phone.
For example:
• start and carry on simple telephone
conversations and end the calls
• leave short, simple telephone messages

Giving Instructions Sharing Information

„ Give simple 4- to 5-step instructions and „ Ask for and give simple information about my
directions. needs and feelings.
For example: For example:
• give directions to a familiar place • tell a classmate how I am feeling
• give instructions on how to set an alarm clock „ Describe personal experiences and situations
using 5-7 sentences.
For example:
• describe my day at work
• say what happened on my favourite TV show

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

Canadian Language Benchmarks: CLB Stage I 13

Canadian Language Benchmarks

Reading
14 Canadian Language Benchmarks: CLB Stage I
Benchmark

1
Canadian Language Benchmarks

Can Do Statements Reading

At this Benchmark, I can: When:
• read the alphabet • the topic is very familiar
• read numbers • there are many pictures
• read some very common, everyday words • the words are very easy to read
• I use a dictionary in my language

„ Understand some words and phrases in very „ Find some information in very short, simple
short, simple messages. signs, maps, and forms.

„ Understand very short, simple instructions. „ Understand very simple information.

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

Canadian Language Benchmarks: CLB Stage I 15

Benchmark

2
Canadian Language Benchmarks

Can Do Statements Reading

At this Benchmark, I can: When:
• read common, everyday words and phrases • the topic is very familiar
• read some very short, simple sentences • there are some pictures
• the words are very easy to read
• I use a dictionary in my language

„ Understand very short, simple messages. „ Find some information in very simple forms,
maps, signs, and labels.

Apples on
Party for Uzma
sale until
on May 8.
Friday.

„ Understand short, simple instructions with up to „ Understand simple information about everyday
4 steps. topics.

Wash with soap

Wet hands.
for 20 seconds.

Dry hands Use towel to

thoroughly. turn off tap.

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

16 Canadian Language Benchmarks: CLB Stage I

Benchmark

3
Canadian Language Benchmarks

Can Do Statements Reading

At this Benchmark, I can: When:
• read short, simple sentences • the topic is familiar
• understand some information in short, simple • there are some pictures, charts, or diagrams
paragraphs • I sometimes use a dictionary in my language

Interacting with Others Getting Things Done

„ Understand very short, simple social messages. „ Find some information in simple forms, tables,
and schedules.
For example:
• a short note from my teacher For example:
• a short email with the details for an • bus schedules
appointment
„ Find some key information in short business
texts such as flyers, form letters, and brochures.
For example:
• a flyer with information about a sale

Comprehending Instructions Comprehending Information

„ Understand simple instructions with about „ Understand the main idea and some important
5 steps, often with pictures. information in short, simple paragraphs.
For example: For example:
• directions to the bus stop • a story about my neighbourhood
• steps to take care of someone’s house while
the person is away „ Find simple information in dictionaries and
encyclopedias.
For example:
• a word in an online bilingual dictionary

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

Canadian Language Benchmarks: CLB Stage I 17

Benchmark

4
Canadian Language Benchmarks

Can Do Statements Reading

At this Benchmark, I can: When:
• understand short, simple paragraphs • the topic is familiar
• there are sometimes pictures, charts, or
diagrams
• I sometimes use a dictionary in my language

Interacting with Others Getting Things Done

„ Understand simple social messages. „ Find information in simple forms, tables,

schedules, and directories.
For example:
• an email from a friend with the reason they For example:
didn’t come to class • telephone numbers in an online directory
• a letter with news from a friend
Find and compare information in short business
texts such as brochures, notices, form letters,
and flyers.
For example:
• two simple brochures about travel

Comprehending Instructions Comprehending Information

„ Follow simple instructions with about 6 steps „ Understand and compare some important
and with some pictures. information in 2-3 short, simple paragraphs.
For example: For example:
• simple recipes • factual description of a company (its location,
• instructions for playing a simple game when it started, how many people worked
there, etc.)
• information about 2 different apartments

„ Find information in dictionaries and online

encyclopedias.
For example:
• information for a class project in an online
encyclopedia

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

18 Canadian Language Benchmarks: CLB Stage I

Canadian Language Benchmarks

Writing

Canadian Language Benchmarks: CLB Stage I 19

Benchmark

1
Canadian Language Benchmarks

Can Do Statements Writing

At this Benchmark, I can: When:
• write the alphabet and numbers • the topic is very familiar
• write some very common, everyday words • someone helps me
• I write for a familiar person

„ Write very short, simple social messages. „ Complete very short, simple forms.

„ Copy numbers, simple lists of words, or very „ Complete 3-5 very short, simple sentences
short, simple sentences. about me.

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

20 Canadian Language Benchmarks: CLB Stage I

Benchmark

2
Canadian Language Benchmarks

Can Do Statements Writing

At this Benchmark, I can: When:
• write simple phrases and some very short, • the topic is very familiar
simple sentences • someone helps me
• write very common, everyday words • I write for a familiar person

„ Write short, simple social messages. „ Complete short, simple forms.

„ Copy 3-5 short, simple sentences. „ Write a few words to complete short sentences
or answer questions about me.
„ Copy lists with 10-15 items.

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

Canadian Language Benchmarks: CLB Stage I 21

Benchmark

3
Canadian Language Benchmarks

Can Do Statements Writing

At this Benchmark, I can: When:
• write short, simple sentences • the topic is familiar
• write common, everyday words • I write for a familiar person
• use capital letters and some simple punctuation

Interacting with Others Getting Things Done

„ Write short, simple social messages to someone „ Complete short, simple forms with 12-15 items.
I know.
For example:
For example: • an emergency contact form
• an invitation to a co-worker about a party
• an email to a sick friend „ Write short, simple messages to get things
done.
For example:
• a note to a co-worker asking him or her to
turn off the lights

Reproducing Information Sharing Information

„ Copy 1 very short, simple paragraph. „ Write sentences about things I know.
For example: For example:
• a short recipe • a short description of a family member
• details about my work schedule • a few sentences about my weekend

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

22 Canadian Language Benchmarks: CLB Stage I

Benchmark

4
Canadian Language Benchmarks

Can Do Statements Writing

At this Benchmark, I can: When:
• write simple sentences and short, simple • the topic is familiar
paragraphs • I write for a familiar person
• use capital letters and simple punctuation

Interacting with Others Getting Things Done

„ Write a short social message (up to 1 paragraph) „ Complete simple forms with 15-20 items.
to someone I know. For example:
For example: • an application form for pre-authorized
• an email to a friend to talk about my vacation payments
• a thank-you note to my supervisor
„ Write short, simple messages to get things
done.
For example:
• an email to my supervisor to ask for a day off
(including a reason)

Reproducing Information Sharing Information

„ Copy short, simple paragraphs. „ Write 1 paragraph describing something familiar

to me.
For example:
• information about 2 products to decide which For example:
one is better • a description of my plans for next summer
• definitions from 2-3 different dictionaries • a description of my new home

© 2013 Centre for Canadian Language Benchmarks

!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.

Canadian Language Benchmarks: CLB Stage I 23

My Canada

The World..................................................................................................................... 3
Canada.......................................................................................................................... 4
The Flag and the National Anthem............................................................................... 5
Capital Cities................................................................................................................. 6
Canada’s Regions.......................................................................................................... 7
Population of Canada................................................................................................... 8
Canada’s People........................................................................................................... 9
Canada’s Languages.................................................................................................... 10
Holidays...................................................................................................................... 11
Canada’s Government................................................................................................ 12
Federal Government.................................................................................................. 13
Provincial or Territorial Governments........................................................................ 14
Municipal Government.............................................................................................. 15
Charter of Rights and Freedoms................................................................................. 16
Living in Canada.......................................................................................................... 17
Renting a Home.......................................................................................................... 18
Owning a Home.......................................................................................................... 19
Money and Finances.................................................................................................. 20
Making Purchases...................................................................................................... 21
Working in Canada: Applying for Work...................................................................... 22
Working in Canada: Looking for a Job........................................................................ 23
Working in Canada: Occupations............................................................................... 24
Working in Canada: Workers’ Rights.......................................................................... 25
Volunteering............................................................................................................... 26
Working in Canada: Workplace Expectations............................................................. 27
Education for Children................................................................................................ 28
Education for Adults................................................................................................... 29
Health Care in Canada................................................................................................ 30
Services for Emergencies............................................................................................ 31
The Law and You......................................................................................................... 32
Services that Help....................................................................................................... 33
Helpful Websites........................................................................................................ 34
The World
This is a map of the world that shows the seven continents. Canada is the second largest
country in the world. It covers an area of 10 million square kilometres.

Canada has a population of 34 million people. There are more than 30 countries with a larger
population than Canada’s.

Canada is located in the continent of North America. Find and circle Canada on the map.

North Asia
Europe
America

Africa
South
America
Australia

Antartica

My Canada: CLB Stage I 3

Canada
This is a map of Canada. Canada has 10 provinces and three territories. Three oceans border
Canada: the Pacific Ocean in the west; the Atlantic Ocean in the east; and the Arctic Ocean to
the north.

Canada shares two borders with the United States – a long border in the south and a shorter
one in the northwest.

Canada has many different landscapes, including mountains, forests, grasslands and tundra.
Like its landscapes, Canada’s climate varies from region to region.

North

West East

South

United States of America

What province or territory do you live in?

I live in _________________________________________ .

4 My Canada: CLB Stage I

Canada’s Flag
Canada’s national flag is a symbol of Canadian identity. The
Canadian parliament approved this flag in 1964.

Canada’s flag features a maple leaf. The maple leaf has been used
since Canada’s early days to symbolize the land and its people.

National Anthem
A national anthem is a country’s official song. O Canada was officially named Canada’s
national anthem in 1980, 100 years after people starting singing it.

O Canada!

Our home and native land!

True patriot love in all thy sons command.

With glowing hearts we see thee rise,

The True North strong and free!

From far and wide,

O Canada, we stand on guard for thee.

God keep our land glorious and free!

O Canada, we stand on guard for thee.

O Canada, we stand on guard for thee.

My Canada: CLB Stage I 5

Capital Cities
The capital city of Canada is Ottawa. Ottawa is located in the province of Ontario. Each
province and territory in Canada has its own capital city. Each province and territory in Canada
has its own capital city and its own official flag.

Circle the flag and capital city of your province or territory.

Yukon Territory Northwest Territories Nunavut

Whitehorse Yellowknife Iqaluit

Newfoundland
and Labrador
St. John's

Alberta
Edmonton

Prince Edward
Island
Charlottetown
British Columbia
Victoria

Ottawa 

Nova Scotia
Halifax

Saskatchewan
Regina

Manitoba Ontario Québec New Brunswick

Winnipeg Toronto Québec City Fredericton

6 My Canada: CLB Stage I

Canada’s Regions
There are five regions in Canada.

North
(Nunavut, Northwest Territories, Yukon Territory)

The North is made up of Canada’s three

territories. Part of each territory is in the
Canadian Arctic. The Arctic is land located
north of the Arctic Circle. Much of the The Atlantic Region
Arctic’s ground is frozen throughout the (Newfoundlanad and
year. The North has the smallest population Labrador, Prince Edward
in Canada among Canada’s regions. Island, Nova Scotia, New
Brunswick)

The Atlantic region

is made up of four
provinces that border
the Atlantic Ocean. It
is on the east side of
Canada.

The West Coast

(British Columbia)

The West Coast region

has one province. It The Prairie Provinces
borders the Pacific (Manitoba,
Ocean. It is located Saskatchewan, Alberta)
on the west side of Central Canada
There are three provinces (Ontario and Québec)
Canada.
in the Prairie region. A
large part of the Prairie Central Canada is made up of
provinces are covered by two provinces: Ontario and
grassland. Québec. Approximately 60%
of Canada’s population lives in
Central Canada.

My Canada: CLB Stage I 7

Population of Canada

Region Province or Territory Population (2011)

Newfoundland and Labrador 515,000

Prince Edward Island 140,000
Atlantic Region
Nova Scotia 922,000
New Brunswick 751,000
Québec 7,903,000
Central Canada
Ontario 12,852,000
Manitoba 1,208,000
Prairie Provinces Saskatchewan 1,033,000
Alberta 3,645,000
West Coast British Columbia 4,400,000
Nunavut 34,000
North Northwest Territories 41,000
Yukon Territory 32,000
Total 34, 476,000

What is the population of your province or

territory?

____________________________________________________ .

Source: Statistics Canada, accessed Feb. 12, 2012, from www12.statcan.gc.ca

8 My Canada: CLB Stage I

Canada’s People
The Canadian population includes Aboriginal peoples, French- and English-speaking people
and immigrants.

Aboriginal Peoples

Aboriginal people lived in Canada before the arrival of

European settlers. There are three groups of Aboriginal
Peoples:
• First Nations
• Inuit
• Métis
First Nations and Métis live in all parts of Canada. The Inuit live primarily in the North.

French and English Canadians

French- and English-speaking people first settled in Canada in the 1600s. They came from
France, England, Wales, Scotland and Ireland.

Immigrants to Canada

Approximately 20 per cent of Canadians were born outside

of Canada. Until the 1970s, most Canadian immigrants came
from Europe. Since then, the majority of immigrants have
come from Asian countries.

Canada is often called a land of immigrants. Immigrants have

played an important role in helping to build Canada.

My Canada: CLB Stage I 9

Canada’s Languages
English and French are Canada’s two official languages. All official federal government services
and publications are available in both English and French. Packaged foods and toiletries are
also labelled in both English and French.

Approximately 18 million people in Canada speak English as a first language (anglophones)

and 7 million people speak French as a first language (francophones). Although the majority
of francophones live in Québec, there are francophone populations in most provinces and
territories.

Mother-tongue Languages
Many people in Canada first learned to speak a language other than English or French. The
language a person first learns and still understands, is his or her mother-tongue. The list
below shows the 12 most common mother-tongue languages in Canada.

12 most common mother-tongue

languages in Canada (2006)

Language Number of People

English 17,883,000
French 6,818,000
Chinese languages 1,012,000
Italian 455,000 Find out:
German 451,000 What languages do your
classmates speak at home?
Punjabi 368,000
Spanish 345,000
Arabic 262,000
Tagalog 236,000
Portuguese 219,000
Polish 211,000
Vietnamese 142,000

Source: 2006 census data, accessed on Feb 12, 2012, www.statcan.ca/l01/cst01/demo11a-eng.htm

10 My Canada: CLB Stage I

Holidays
There are four statutory holidays that are observed in
all provinces and territories of Canada. On statutory
holidays, government offices, banks and most
businesses are closed. People in all parts of Canada
take these four days off work and school.

Statutory Holidays

These holidays are observed in all parts of Canada.

New Year’s Day January 1
Canada Day July 1
Labour Day first Monday in September
Christmas Day December 25

Other Holidays

Each province or territory has additional statutory holidays. They differ from province to
province. Check off the holidays that are celebrated where you live. Add other holidays to the
list.

Celebrated in Your
Holiday Day Observed
Province or Territory?
Family Day Third Monday in February ❏ yes ❏ no
Louis Riel Day Third Monday in February ❏ yes ❏ no
Good Friday Friday before Easter Sunday ❏ yes ❏ no
Easter Monday Monday after Easter Sunday ❏ yes ❏ no
Victoria Day Monday preceding May 25 ❏ yes ❏ no
National Aboriginal Day June 21 ❏ yes ❏ no
Saint-Jean-Baptiste Day June 24 ❏ yes ❏ no
Civic Holiday First Monday in August ❏ yes ❏ no
Thanksgiving Second Monday in October ❏ yes ❏ no
Remembrance Day November 11 ❏ yes ❏ no
Boxing Day December 26 ❏ yes ❏ no

My Canada: CLB Stage I 11

Canada’s Government
Canada’s system of government is a federal state, parliamentary democracy and a
constitutional monarchy.

Canada is a Federal State

Canada has three levels of government. Each level of government has different
responsibilities.

Federal government Provincial or territorial Municipal government

government

Canada is a Parliamentary Democracy

Parliament has three parts: the sovereign (queen or king), the

Senate and the House of Commons.

Canada is also a democracy. This means that that Canadians elect

members of their government.

Canada is a Constitutional Monarchy

Canada is a constitutional monarchy and part of the Commonwealth. This means that the
Queen or King of England is Canada’s head of state. Canada’s Prime Minister is the head of
government.

12 My Canada: CLB Stage I

Federal Government
The government of Canada is also called the federal government. The federal government is
located in Ottawa, the capital city of Canada.

The federal government includes 308 members of parliament (MPs). Canadians elect
members of parliament (MPs) to represent them in Ottawa. The leader of the federal
government is the Prime Minister.

The federal government is responsible for national and international matters, such as national
defence, immigration, foreign affairs, postal services and criminal law.

National defence Immigration Postal Services Criminal Law

Each level of government has different responsibilities.

Learn more:
Go to www.pm.gc.ca to learn about Canada’s Prime Minister:

Who is the Prime Minister? ____________________________________________________________ .

When was the last federal election? ___________________________________________________ .

My Canada: CLB Stage I 13

Provincial and Territorial Governments
Each province and territory has its own elected government, also called the legislature.
Legislatures are located in the capital city of each province and territory.

Each provincial government is made up of many members of the provincial legislature.

Canadians elect members of the provincial legislature to represent them. The leader of a
provincial or territorial government is the Premier.

Provincial legislatures have the power to change their laws and manage their public lands.
They are responsible for matters such as education, health care and road regulations.
Provincial governments sometimes share responsibilities with the federal government. For
example, federal and provincial governments share responsibility for agriculture, natural
resources and immigration.

Health care Education

Learn more:

What is the website for your legislature? _____________________________________________ .

Who is the Premier?___________________________________________________________________ .

When was the last provincial election? _____________________________________________ .

14 My Canada: CLB Stage I

Municipal Government
Each city, town or district has its own government. The head of a municipal government is
usually called a mayor and is sometimes called a reeve. Canadians elect councillors and a
mayor (or reeve) to represent them at the municipal level.

Municipal governments are responsible for matters such as public transportation, fire
protection, local police, local land use, libraries, parks, community water systems, roadways
and parking.

Community centres Garbage collection, Libraries Local parks

recycling and
composting

Across the country there are also band councils that govern First Nations communities. Band
councils are similar to municipal governments; the members of a band elect the band council
and a chief.

Learn more:

What is the website for your city, town or district? ____________________________________ .

Who is the mayor (or reeve)? __________________________________________________________ .

When was the mayor (or reeve) elected? ___________________________________________ .

My Canada: CLB Stage I 15

Charter of Rights and Freedoms
Canada’s constitution, or highest law, includes the
Canadian Charter of Rights and Freedoms.

The Canadian Charter of Rights and Freedoms allows you to:

þ Express your beliefs and opinions

þ Gather with anyone you choose

I think...
þ Practise any religion or no religion
I disagree with
you. I think...
þ Live anywhere in Canada

þ Not be arrested unfairly

þ Receive equal treatment regardless of race, Can a company decide

not to hire me because
national or ethnic origin, colour, religion, sex, age of my race?

or mental or physical disability

No, that’s not
allowed in
þ Enjoy the same rights whether you are a woman or a man Canada.

þ Receive services from the federal government in either English or French

Learn more:
8 Your Guide to the Canadian Charter of Rights and
Freedoms: To find this online booklet, type the title into
the search box of your Internet browser.

16 My Canada: CLB Stage I

Living in Canada
Canadians live in villages, towns and cities. Some Canadians live on farms.

Villages are small Towns are larger Cities are larger than Farms are both
and have small than villages, but towns. Some cities homes and
populations. smaller than cities. in Canada are home businesses.
Towns contain more to over a million Canadian farmers
homes, buildings, people. grow grains, fruits,
stores, parks vegetables, flowers
and businesses and herbs. They also
compared to raise livestock.
villages.

Homes in Canada
Canadians live in apartment buildings, townhouses and houses.

Detached houses Semi-detached Townhouses are Apartment buildings

are not attached to houses are attached homes that are are more common
any other houses. to another house on attached to other in towns and cities.
one side. homes on both Many residents live
sides. together in the same
apartment building.

My Canada: CLB Stage I 17

Renting a Home
You can find a home to rent in many ways

ent
For R

Look at the classified ads in the Search and look at rental units Walk around the neighbourhood
newspaper on the Internet and look for rental signs

You can choose to rent an apartment, a house or part of a house. When you look at ads in
newspapers or on the Internet, these are some common terms you will find:

• Room for rent: An apartment where you have your own room, but you share a kitchen
and bathroom with other people.
• Bachelor: An apartment that is just one room, but has a kitchen and bathroom.
• One-bedroom apartment: An apartment that includes a bedroom that is separate
from the kitchen and living room.
• Basement apartment: The word basement tells you that the apartment is below
ground and likely in a house, not in an apartment building.
• (Three-bedroom) House: The word house tells you that the rental unit is either a
detached house, semi-detached house or a townhouse.

A landlord is someone who owns a house or building and rents it out to tenants. When you
agree to rent a home, you and your landlord should sign a lease. A lease is a legal document
that outlines the terms you and your landlord have agreed to.

Learn more:
The Canada Mortgage and Housing Corporation is the federal
government’s national housing agency. It has a website called
Housing for Newcomers. There are videos and factsheets (in
eight languages) about renting a home.

Housing for Newcomers website: www.cmhc.ca/ourhome

18 My Canada: CLB Stage I

Owning a Home
You can own a house or a condominium. When you
own a house, you pay for heating, water, electricity,
home insurance and property taxes. If you own a
condominium, you also pay monthly condominium
fees, sometimes called maintenance fees, to cover
the cost of building maintenance.

Buying a Home

Contact a real estate agent to help you buy a home. Real estate agents help buyers find
suitable homes, arrange to see homes, and negotiate selling prices. The seller of the home
pays a real estate fee called a commission to the real estate agent. The buyer of the home
does not pay real estate fees.

Before you agree to buy a home, arrange a home inspection. This will tell you if the home
needs any major repairs.

Most homebuyers do not have enough money to pay for their home all at once. They get a
loan from a bank to buy their home. A loan for buying a home is called a mortgage. You pay
back a mortgage through regular payments over many years.

Learn more:
8 The website Housing for Newcomers has videos and
factsheets about buying a home, in eight different
languages. www.cmhc.ca/ourhome

8 You can search for a home on the Multiple Listing

Service (MLS) website. It lists homes for sale all over
Canada. www.mls.ca

My Canada: CLB Stage I 19

Money and Finances
Keeping Your Money Safe

In Canada, banks, trust companies and credit unions are safe places to keep your money.
Many banks and trust companies are members of the Canada Deposit Insurance Corporation
(CDIC). This means that if the bank or trust company fails, you can get up to $100,000 of your
savings back from CDIC.

These are the five largest banks in Canada. They are members
of CDIC:

• Bank of Montreal, also called BMO

• Bank of Nova Scotia, also called Scotiabank
• Canadian Imperial Bank of Commerce, also called CIBC
• Royal Bank of Canada, also called RBC
• TD Canada Trust, also called TD Bank

A Bank Account

You can use a bank account to deposit and withdraw money, write cheques, pay bills and use
a debit card for purchases. You can also let your employer deposit your paycheque directly
into your account.

Your Banking Rights

You have the right to a bank account even if:

• you do not have a job

• you do not have money to put in the Learn more:
account right away
• you have a poor credit rating 8 About banking in Canada:
• you have been bankrupt Go to www.cdic.ca. On the
homepage, click on banking.

You have the right to cash a cheque from the 8 Is your financial institution a
federal government free of charge at any bank. member of CDIC? Go to www.
cdic.ca. to find out.

20 My Canada: CLB Stage I

Making Purchases
You can pay for purchases and services in different ways. You can pay with:

Cash Debit card Cheque Credit card

Credit and Loans

Getting credit means that you borrow money to buy something and pay it back later. You pay it
back with interest. Interest is a fee you pay for borrowing the money. Interest rates can be very
high.

• Credit cards allow you to borrow money as you need it to make purchases. If you pay
the credit card bill in full before the due date, there will be no interest.
• A personal bank loan is a loan from the bank.
• A mortgage is a loan from the bank to buy a home.
• A line of credit allows you to borrow money from a bank as you need it. The bank
charges interest from the day you withdraw the money. Lines of credit usually have
lower interest rates than payday loans or credit card advances.
• A payday loan is a short-term loan that you pay back from your next pay cheque.
Payday loans are a very expensive way to borrow money. Payday loan companies and
many cheque-cashing outlets offer payday loans.

Credit Reports

When you use credit, a credit-reporting

Thinking about borrowing money? Find out:
agency collects this information. It becomes
part of your credit history. Banks can look at • What are the fees?
your credit history to decide whether or not • What is the interest rate?
to give you a loan. • What happens if you miss a payment?

My Canada: CLB Stage I 21

Working in Canada: Applying for work
To apply for a job, you might need to:

þ Create a résumé
A résumé is a formal list of qualifications and work
experience.

þ Write a cover letter

A cover letter is a way to introduce yourself to
employers and highlight what makes you a strong
candidate for the job.

þ Fill out an application form

An application form usually requires you to list your work experience, education and
training related to the position.

þ Go to an interview
An interview is your opportunity to describe your experience and answer questions the
employer asks. You can also ask questions at an interview.

Helpful Hints:
Do Don’t

þ Include a customized cover letter  Include your date of birth or your

with each application age
þ Include volunteer experience in  Include information about your
application forms and résumés appearance, including height or
weight
þ Remain positive in all your
interactions with potential  Include information, other than
employers your name, that could identify you
as a member of a specific religion,
ethnic or cultural group

22 My Canada: CLB Stage I

Working in Canada: Looking for a Job
There are many ways to find a job. Here are a few examples:

þ Ask for help at an immigrant-serving organization.

þ Visit web sites of companies or organizations that hire
workers in your field.
þ Read the job search advertisements in the classified
section of your newspaper.
þ Go to a job fair to find out about job opportunities. Look on job-search websites
In a job fair, many employers come together to give
information about what they do and who they hire.
þ Use an employment agency that will help with your
job search. Employment agencies help job seekers
find jobs that are suitable for their background and
experience.
þ Ask relatives, friends or neighbours if they know of
anyone who is hiring.
þ Look through job-search websites that have large Ask for help at an immigrant
service agency
databases of available jobs.

Learn more:

8 About job openings: www.jobbank.gc.ca is Service

Canada’s job-search website. It lists thousands of job
openings all over Canada.

8 About job skills training: www.jobsetc.gc.ca has lists of

government employment services and training providers.

My Canada: CLB Stage I 23

Working in Canada: Occupations
Occupations in Canada are either regulated or
non-regulated. Most jobs in Canada are non-
Occupations in Canada
regulated.
regulated
To work in a regulated occupation you need a 20% occupaons
licence or certificate. Non-regulated occupations
do not require licensing. non-regulated
80% occupaons

Regulated Occupations

Some examples of regulated occupations are

engineers, lawyers, nurses, teachers and truck drivers.

To work in a regulated occupation, you may need to:

• Write one or more examinations

• Have your language skills evaluated
• Do some supervised work experience
• Pay fees

Regulated occupations often have professional organizations. These professional

organizations are responsible for protecting public health and safety. They also ensure that
professionals meet occupational standards.

Many newcomers have education, skills and work experience from their country of origin.
These are called credentials. To work in a regulated profession, you may need to prove
that you have credentials from another country. This process is called foreign credential
recognition. It takes time and costs money.

Learn more:
8 www.jobbank.gc.ca is a website with information about
working in over 500 Canadian occupations. You can use the
website to find out about skills you need, qualifications and
job openings.

24 My Canada: CLB Stage I

Working in Canada: Workers’ Rights
In Canada there are federal and provincial laws to protect employees and employers.

Employers must follow laws about work conditions, such as minimum wage, work hours,
parental leave, paid vacation and safety.

Employers must also follow human rights laws about treating employees fairly. They must
follow laws about:

Minimum Wage Health and Safety

Minimum wage is the least money an employer can For example, employers must provide safety
pay you per hour. training and equipment, where required.

Hours of Work Parental Leave

For example, employers must pay overtime when For example, employers must follow laws about
employees work more than a certain number of giving you time off work to care for your new
hours in one week. child.

My Canada: CLB Stage I 25

Working in Canada: Volunteering
Having Canadian work experience is an advantage when you are looking for a job. One good
way of gaining Canadian work experience is by volunteering.

Volunteering can also help you to:

• Meet new people

• Improve your English
• Develop workplace skills Did you know?
• Get involved in your community
You can include
volunteer experience on
To find a volunteer placement, your résumé.
think about places that use
volunteers. For example, you List volunteer work
can sometimes volunteer at: under the subheading
“experience” in your
• Schools résumé.
• Community centres
• Sports teams
• Places of worship
• Food banks
• Charitable organizations

Learn more:
8 www.volunteer.ca has information
about volunteering in Canada. It has
a directory of volunteer centres in
Canada.

26 My Canada: CLB Stage I

Working in Canada: Workplace Expectations
Employees bring lots of different skills to the job. Many jobs require skills that are specific to
the type of work being done. These are called technical or job skills. But employers also like
to hire people with good employability skills. Unlike specific job skills, employability skills are
important for all kinds of work. Here are some examples of employability skills:

Teamwork
Fundamental Skills
Skills

Personal
Management
Skills

Employability Skills

Fundamental Skills Personal Management Skills Teamwork Skills

 Communicate  Have a positive attitude  Work well with others

 Manage information  Be responsible  Participate in group projects
 Use numbers  Manage your time & tasks
 Think & solve problems  Be adaptable
 Learn continuously
 Work safely

Source: The Conference Board of Canada- adapted from Employability Skills 2000+
www.conferenceboard.ca/Libraries/EDUC_PUBLIC/esp2000.sflb Retrieved June 2, 2011.

My Canada: CLB Stage I 27

Education for Children
In Canada, each province and territory provides public education. The educational systems
are similar across Canada, with some differences between provinces and territories.

All children must attend school until they are 16 or 18. The age is set by the province or
territory. Every province and territory has an official curriculum. The curriculum outlines
what students will learn about in school. There are two levels of education for children and
youth in Canada:

In elementary and secondary school: Elementary School

• Starts between age 4 and 6

• There is no cost. It is free.
• Kindergarten to grade 6 or 8
• Parents receive report cards that
describe their child’s progress.
• Children attend school every day.
• Any absence must be reported to Secondary School (High School)
the school.
• From grade 7 or 9 to grade 12

Elementary and secondary schools are provided through school boards or school districts.
Each province and territory has many boards or districts.

A principal is responsible for each school. Principals take

care of school administration and report to the school
board or school district.

Each class has a teacher. Some classes also have

assistants. Teachers are responsible for classroom
planning and day-to-day teaching.

If you have questions about your child’s education, you

can contact the school. During the school year, most
schools arrange for parent-teacher meetings. These are
short meetings with your child’s teacher where you can
discuss your child’s progress.

28 My Canada: CLB Stage I

Education for Adults
Many Canadians continue their education as adults. Adults may return to school to:

• learn a new skill

• earn a high school diploma
• upgrade to receive credits for credential recognition
• earn a university degree or college diploma

Adults can take credit courses and non-credit courses.

Non-credit Courses

Adults usually take non-credit courses out of interest. Non-credit courses usually cost less than
credit courses. Sometimes they are free.
Non-credit courses are offered through:

• School boards or districts

• Community centres
• Immigrant serving organizations
• Colleges

Credit Courses

Credit courses are courses that count towards a certificate, diploma or degree. Students
usually pay tuition to take these courses.

Credit courses are offered through:

• Colleges
• Universities
• School boards
• Career colleges

i Did you know?

Some educational institutions are recognized, which
means that the government allows them to grant degrees,
diplomas, certificates or other qualifications. Not all
educational institutions are recognized.

My Canada: CLB Stage I 29

Health Care in Canada
Canada has public health insurance. That means that Canadians can go to the doctor, clinic or
hospital and they do not have to pay for it directly. The government pays for the services. The
government uses taxes to pay for health care.

Each province and territory has its own public health insurance system. Public health
Insurance pays for many health services, such as:

Family doctors Hospital stays Emergencies

Government plans usually do not pay for some services, such as:

Dental care Prescription eyeglasses Prescription medications

In some cases the government may pay for these expenses. For example, the government
often pays these costs for seniors or for people with a low income. All prescription medication
is free during hospital stays.

Health Card
Canadian citizens and permanent residents can apply for public health insurance. Eligible
people will get a health card. Each time you visit a doctor, clinic or hospital, you need to show
your health card.

30 My Canada: CLB Stage I

Services for Emergencies
You can go to the emergency department of the nearest hospital or dial 911 on your
telephone for medical emergencies. It is free to call 911.

All emergency medical services and medications are free in hospitals. In some provinces or
territories, you might have to pay for an ambulance to bring you to the hospital.

When You Travel Within Canada

When you travel in Canada and are outside your home province or territory, you can still go to
the hospital for free. Sometimes a walk-in clinic in another province may charge you a fee.

Dial 911 for:

Fire Ambulance Police

People with a serious medical condition, such as diabetes, high blood

pressure or allergies to medications, often wear a medical bracelet
or necklace. It has their medical information on it. In an emergency
situation, doctors and nurses need this information.

My Canada: CLB Stage I 31

The Law and You
The Police

The police make sure everyone is safe. You can call the police if a crime happens to you or
if you see a crime taking place. In Canada, domestic violence is a serious crime. Domestic
violence includes hurting a spouse or other family member with words or actions. If you
need to reach the police in an emergency, call 911.

The Law

The law applies to everyone in Canada; this includes the

police, government and public officials.

Courts can help people resolve disputes (disagreements).

But most disputes do not end up in the courts. Instead,
people often settle their differences outside of court.

If you need help in a Canadian court, you can hire a lawyer

to represent you. Depending on your income, you may receive legal services free of charge.
This is called legal aid.

If the police arrest you, you have the right to know why. Under Canadian law, you are
considered innocent until proven guilty. You also have the right to a lawyer and to an
interpreter if you need one. In Canada:

Everyone is innocent until proven guilty.

not guilty of a crime
Everyone has the right to a fair trial.
everyone is treated equally and
in a reasonable way
You cannot be excused because you don’t know the law.
forgiven
You must attend jury duty if you are asked.
a group of people who judge a
court case

32 My Canada: CLB Stage I

Services that Help
There are many services available in your community when you need help.

I don’t have a job or money. Social assistance programs give

financial support.

I don’t have money to buy

food. Food banks give food.

Shelters are temporary places to

live if your house is not safe or you
I don’t have a home. do not have a home. Government-
assisted housing is available for
people with a low income.

I need someone to talk to. Counsellors listen to problems and

help people find solutions.

Legal aid programs help people

I need legal help. with low incomes get legal advice
and lawyers.

Community centres offer services

I want to join an exercise such as fitness classes, swimming
class. pools and programs for seniors
and children.

My Canada: CLB Stage I 33

Helpful Websites
There are government websites designed to help newcomers to
Canada.

i Find out about government resources and services available to all Canadians.
For all provinces and territories www.cic.gc.ca

www.jobbank.gc.ca

i Find out about resources and services in your province or territory.

Alberta www.albertacanada.com/immigration

British Columbia www.welcomebc.ca

Manitoba www.immigratemanitoba.com

New Brunswick www.gnb.ca/immigration

Newfoundland and Labrador www.nlimmigration.ca

Northwest Territories www.gov.nt.ca

Nova Scotia www.novascotiaimmigration.com

Nunavut www.gov.nu.ca

Ontario www.ontarioimmigration.ca www.settlement.org

Prince Edward Island www.gov.pe.ca/immigration

Québec www.immigration-quebec.gouv.qc.ca

Saskatchewan www.saskimmigrationcanada.ca

Yukon www.immigration.gov.yk.ca

34 My Canada: CLB Stage I

Where I Live

My Province or Territory................................................................................................ 3
My Community.............................................................................................................. 4
Government.................................................................................................................. 5
Transportation............................................................................................................... 6
Taxes.............................................................................................................................. 7
News.............................................................................................................................. 8
Employment Laws......................................................................................................... 9
The Job Bank Website................................................................................................. 10
Education..................................................................................................................... 12
Health Care.................................................................................................................. 13
Community Services.................................................................................................... 14
My Province or Territory
There are 10 provinces and three territories in Canada. Write the name of your province or
territory in the centre box. Then write the name of the province, territory, country or body of
water that lies north, south, east and west of your province or territory.

North

West East

South

i Learn more about your province/territory.

Alberta www.alberta.ca

British Columbia www.gov.bc.ca

Manitoba www.gov.mb.ca

New Brunswick www.gnb.ca

Newfoundland and Labrador www.gov.nl.ca

Northwest Territories www.gov.nt.ca Find a map:

Nova Scotia www.gov.ns.ca
Find a map of your province or
Nunavut www.gov.nu.ca territory. Put it in your binder.
Ontario www.ontario.ca

Prince Edward Island www.gov.pe.ca

Quebec www.gouv.qc.ca

Saskatchewan www.gov.sk.ca

Yukon www.gov.yk.ca

Where I Live: CLB Stage I 3

My Community
Your community is the village, town or city you live in. Each community has its own shopping
centres, schools, restaurants, parks and community services.

Use the Internet to find the website of your municipal government. On the website, find some
facts about your community. You can also speak to your classmates, friends and neighbours to
fill in the information below.

i Find out

What is the address of your city/town hall?

How many people live in your community?

By Canadian standards, do you live in a large, medium or small community?

In what part of the province or territory is your community located?

What are the major industries in your community?

Find a map:
Find a map of your community.
Put it in your binder.

4 Where I Live: CLB Stage I

Government
There are local representatives in your community for each level of government. Canadian
citizens vote to elect their local representatives.

i Find out: Your federal government representative

A member of Parliament (MP) is your local representative in the federal government. Who is your
local member of the federal government? Where is his/her office?

i Find out: Your provincial or territorial representative

A member of provincial parliament (MPP) or member of the legislative assembly (MLA) is your
local representative in the provincial or territorial government.
• Is your provincial or territorial representative an MPP or MLA?
• What is his or her name? Where is his/her office?

i Find out: Your municipal representative

A councillor is your local representative in the municipal government. Who is your councillor?

The government provides services in your community. Find the addresses and Health Card • Santé

telephone numbers to get or renew these cards.

To work, you need a social To see a doctor, you need a To drive a car, you need
insurance number (SIN). The health card. Your provincial a driver’s licence. Your
federal government issues or territorial government provincial or territorial
SIN cards. issues health cards. government issues it.

Address: Address: Address:

Telephone number: Telephone number: Telephone number:

1-800-O-Canada

Where I Live: CLB Stage I 5

Transportation
Travelling Outside Your City or Town

Canada is the second largest country in the world. It covers an

area of 10 million square kilometres. Because Canada is so large,
the easiest way to travel across Canada is by airplane. The two
major airlines are Air Canada and WestJet. You can also travel by
train and bus. Via Rail operates cross-country trains. Greyhound
operates many of the bus routes throughout Canada.

Travelling Within Your City or Town

You can use public transportation to travel in and around your

city or town. All cities and most major towns in Canada have public transportation services. In
some places there is also regional transportation to nearby towns and cities.

i Find out

What is the name and website address of the public transportation service in your community?

Which kinds of transportation does your community have?

subways light rail buses streetcars

How much does public transportation cost per ride? Are there daily, weekly or monthly passes
available? How much do they cost?

Find it:
Find a map of the transit routes
covered by your local public
transportation provider. Find
schedules for the transit routes
you use.
Put them in your binder.

6 Where I Live: CLB Stage I

Taxes
Residents of Canada pay taxes to fund government programs and services. There are different
types of taxes. Sales tax and income tax are the two main forms of tax.

Sales Tax

We pay sales tax for most of the things we buy. Usually, the prices
on sales tags do not include sales tax. When we buy something, a
Goods and Services Tax (GST) gets added to the price. A Provincial
Sales Tax (PST) may also be added to the price, depending
on where you live. In some provinces, the GST and the PST are combined to form the
Harmonized Sales Tax (HST). Which sales tax and rate do you pay in your province or territory?

Income Tax

Each year, you need to file an income tax return. If you have paid too much tax during the
year, you will get a refund. If you haven’t paid enough, you will need to pay more.

Find out the income tax rates for your province or territory. Record them in the chart below.
Go to the Canada Revenue Agency website: www.cra-arc.gc.ca/tx/ndvdls/fq/txrts-eng.html.

Federal Tax Rates Provincial or Territorial Tax Rates

___ % on the first $______ of taxable income + ___ % on the first $______ of taxable income +
___ % on the next $______ of taxable income + ___ % on the next $______ of taxable income +
___ % on the next $______ of taxable income + ___ % on the next $______ of taxable income +
___ % on taxable income over $______ ___ % on taxable income over $______

Did You Know?

You can get free help with your tax return.
• The Community Volunteer Income Tax Program (CVITP)
completes tax returns for people who need help, but can’t
afford an accountant. To find out more, call 1-800-959-8281.
• You can listen to income tax information on the automated
Tax Information Phone Service (TIPS). Call 1-800-267-6999.

Where I Live: CLB Stage I 7

News
You can get the news from many different sources, including
newspapers, television, radio and the Internet.

There are several independent national newspapers, and most

cities and towns have one or more local newspapers. Many
newspapers have both a print version and a version you can
read on the Internet.

i Find out about two newspapers that contain information about where you live.
These can be national or local newspapers.

Name of Newspaper Website

1.

2.

The Canadian Broadcasting Corporation (CBC) is the national

public broadcaster in Canada. They operate several television
and radio stations in English and in French. Many radio and
television programs are available over the Internet as well as
through regular broadcast.

i Find out about television and radio stations where you can listen to local news

Name of Station Radio or TV? Channel

1.

2.

3.

4.

8 Where I Live: CLB Stage I

Employment Laws
Employment Standards

In Canada, provinces and territories set their own employment standards. Employment
standards describe employees’ rights and employers’ responsibilities about matters such as:
• Minimum wage • Paid holidays
• Overtime • Breaks

i Find out about the employment standards in your province or territory.

Alberta Nunavut
www.employment.alberta.ca/SFW/1224.html www.justice.gov.nu.ca/i18n/english/lsb.shtm

British Columbia Ontario

www.labour.gov.bc.ca/esb/ www.labour.gov.on.ca/english/

Manitoba Prince Edward Island

www.gov.mb.ca/labour/standards/index.html www.gov.pe.ca/sss/index.php3?number=1002354&lang=E

New Brunswick Québec

www2.gnb.ca/content/gnb/en/departments/post- www.cnt.gouv.qc.ca/en/home/index.html
secondary_education_training_and_labour/labour.html

Newfoundland and Labrador Saskatchewan

www.gov.nl.ca/lra/index.html www.lrws.gov.sk.ca/about/

Northwest Territories Yukon

www.ece.gov.nt.ca/Divisions/Labour/index.htm www.community.gov.yk.ca/labour/

Nova Scotia
www.gov.ns.ca/lae/employmentrights/

Workplace Safety
i Find out
Provinces and territories set laws about workplace Which agency provides compensation
safety. Employers pay for workplace safety to injured workers in your province or
insurance, which allows workers to receive territory?
benefits (payments) if they are injured at work.

Provincial and territorial workplace safety and

insurance boards provide: What is the website address of this
agency?
• Accident prevention information
• Benefits when workers are injured
• Return-to-work supports

Where I Live: CLB Stage I 9

The Job Bank Website

The Canadian government has a website to help people find work. It is called the Job Bank. On the Job
Bank website, you can find out about job openings in your community. You can also get information
about occupations that interest you.
Go to www.jobbank.gc.ca.
To get started, click on Explore Careers. Enter the name of the occupation you are interested in, and your city or
postal code. Then click on Go. The website will display a list of job openings and other useful information.

Fill in the information below for the occupation you selected.

Occupation name Number of Jobs Wages Outlook

_____________ _____________ _____________ _____________

The website provides information about occupations in five main sections.

Description | Titles | Duties | Related Occupations 

Jobs Wages

Outlook Education & Job

Requirements

10 Where I Live: CLB Stage I 2

The Job Bank Website (continued)

Each section of the Job Bank website provides useful information. For example:

Description: This section gives a short description of the main

Description | Titles | Duties  job duties. It also describes where people in this occupation
usually work.
Titles: This section lists the different job titles this occupation
has.
Duties: This section lists the job duties for this occupation.

This section lists current job openings. You can print the job
Jobs advertisements you are interested in.

This section lists the approximate wages you can expect to

Wages
earn in this occupation.

This section describes the demand for workers in this

Outlook
occupation.

Education & Job This section describes the work conditions, and the skills and
Requirements education you need for this occupation.

Where I Live: CLB Stage I 11

3
Education
Elementary and Secondary Education

Provinces and territories fund school boards and school districts, which are responsible for
operating schools and hiring teachers. Some provinces and territories have both public and
separate school boards.

i Find your local school board.

Write down the name(s) and websites of the school board(s) in your area.

Write down the name(s) and phone number(s) of the schools close to your home.

Post-Secondary Education

Colleges and universities offer a wide range of programs. They offer full- and part-time
programs that lead to certificates and degrees.

i Find the name(s) of the post-secondary institutions in your area.

Colleges:

Universities:

Career Colleges:

12 Where I Live: CLB Stage I

Health Care
There are many health care providers who work in offices, clinics and
hospitals. Some provinces and territories offer free health information
over the telephone. You can speak to a registered nurse and get
advice about any health concern.

Provinces and territories pay for most basic and emergency medical
services for Canadian citizens and permanent residents.

i Find out about the health care services in your area.

Name Address Telephone Number Hours

Family Doctor:

Clinic(s):

Hospital(s):

Pharmacy:

Does your province or territory have a telephone health care service? If so, write the telephone
number here.

For more information about Canada’s health care system, visit www.hc-sc.gc.ca

Where I Live: CLB Stage I 13

Community Services
Communities provide support and services through government programs and agencies.
These are often available for free or at a low cost. Read about the following community
services. Then write the contact information of those that interest you. Write them on the
next page.

Service Where to find information

Social assistance programs give ( Look up Social Services in the blue
financial support to individuals pages of the telephone book.
who have little or no income.
8 Use the search terms social
assistance plus the name of your
province or territory.

Food banks and food programs 8 Enter the search terms food bank
offer free food to those in need. plus the name of your city or town
in your Internet browser search bar.

Emergency housing is short- ( Look up Hostels in the blue pages

term accommodation for people of the telephone book.
who are homeless or are in
8 Use the search term shelter plus
crisis. It provides necessities
the name of your city or town.
such as shelter, food and
information.

Legal aid programs help people ( Look up Legal Aid in the blue pages
with a low income get legal of the telephone book.
advice and lawyers.
8 Use the search terms legal aid
Community legal clinics provide plus the name of your province or
advice and information to territory.
people who cannot afford a
8 Use the search terms community
lawyer.
legal clinic plus the name of your
province or territory.

Community centres offer a ( Look up Community Centres in the

variety of services, such as blue pages of the telephone book.
programs for seniors and
8 Use the search terms recreation
children, and activities such as
centre or community centre plus
ice skating, soccer, and fitness
the name of your city or town.
classes.

14 Where I Live: CLB Stage I

Community Services
Write down the contact information for the services you are interested in in your community.
Name of organization Contact Information Service

Immigrant-Serving Organizations

Canada has many immigrant-serving organizations to help newcomers. They provide free services
and information about living in Canada.

Find the immigrant-serving organization(s) in your community. Record the contact information
and the services they offer below.

Call 1-888-242-2100 or go to www.servicesfornewcomers.cic.gc.ca.

Name Services offered:

Address

Phone number

Name Services offered:

Address

Phone number

Where I Live: CLB Stage I 15

Helpful English

Interacting With Others Being Active

Greeting and Introducing......................................... 3 Talking About Likes and Dislikes..............................26
Saying Goodby.......................................................... 4 Talking About Plans and Needs...............................28
Thanking................................................................... 5
Asking for Help and Offering Help............................ 5
Learning
Apologizing............................................................... 6
Getting Study Supplies............................................29
Inviting...................................................................... 7
Reading Schedules..................................................30
Communicating with a Child’s School.....................31
Shopping
Attending Parent-Teacher Interviews......................31
Asking About Prices...................................................8
Asking About Locations in the Store.........................9
Being Safe
Asking for Amounts...................................................9
Giving Warnings......................................................32
Describing Foods.....................................................10
Expressing Problems...............................................33
Describing Appearance...........................................11
Reporting Accidents and Injuries............................34
Reading Signs..........................................................35
Getting Around
Reading Labels........................................................36
Asking for Directions.............................................. 12
Preventing Weather-Related Injuries .....................37
Giving Directions.................................................... 13
Describing Transportation...................................... 14
Additional Resources
Alphabet..................................................................39
Staying Healthy
Months and Days....................................................40
Making Medical Appointments..............................15
Dates.......................................................................40
Visiting the Doctor.................................................16
Time........................................................................41
Filling Prescriptions................................................16
Money.....................................................................41
Choosing Healthy Foods.........................................17
Weather .................................................................42
Body Parts and Organs............................................43
Getting A Job Foods.......................................................................44
Looking for Work..................................................... 18 Adjectives................................................................45
Reading Job Ads...................................................... 18 Present Verb Tenses................................................46
Applying for a Job.................................................... 20 Past Verb Tenses......................................................47
Describing Previous Jobs......................................... 21 Future Verb Tenses..................................................48
Tips for Learning English.........................................49
Working Helpful Websites for Learning English.....................50
Describing Work......................................................22
Instructions.............................................................23
Writing Notes..........................................................25
Helpful English for … Interacting with Others

Greeting & Introducing: p. 3 Saying Goodbye: p. 4 Thanking: p. 5

Asking for & Offering Help: p. 5 Apologizing: p. 6 Inviting: p. 7

Greeting & Introducing

Hello.

Hello and hi are both polite and friendly.

They are acceptable to use at all times.
Hey is less formal and usually used with friends.

You can also use a greeting based on the time of the day.

Good morning Good afternoon Good evening

Before noon Between noon and 6 pm After 6:00 pm

When to say it say ( What to say

To introduce yourself  Hi, I’m …

4 Hello, my name is …

To introduce others 4 I’d like you to meet my friend …

 This is my husband…
 Have you met my sister …?
 Do you know my co-worker …?

Helpful English: CLB Stage I 3

Saying Goodbye

Goodbye!

Goodbye and bye are both polite and friendly.

They are acceptable to use at all times.

Other ways of saying goodbye:

When to say it say ( What to say

After meeting someone for the first time  It was nice meeting you.

At the end of a pleasant conversation  It was nice talking to you.

At the end of an evening  Goodnight.

To explain why you are leaving  I should get going now, it’s getting late.
 I have to go now or I’ll be late for ...
 I need to get going now, my train leaves in …
minutes!

When you may see the person again  See you soon / See ya.
 See you tonight / tomorrow / next week / next time.
 Bye for now.
 Take care.

Great party, Sabri. Thank you for inviting me.

You’re welcome. I’m glad you could come.
Me too. I should get going now. It’s getting late.
All right. Have a good weekend and see you on Monday.
Goodbye!

4 Helpful English: CLB Stage I

Thanking
Thank you.

You're welcome.

Thank you, thanks and you’re welcome are polite and friendly
terms. They are acceptable to use at all times.

When to say it say ( What to say

To express appreciation  Thank you.

 Thank you for thinking of me.
 I appreciate it.

After someone expresses appreciation  You’re welcome.

 Don’t mention it.
 No problem.

Asking for Help & Offering Help

When to say it say ( What to say

To ask for help in an emergency  Help!

 I need help.

To ask for help  Excuse me, could you help me, please?
 Can you help me, please?

To find something out  Could you please tell me…

 I’d like to know how to….

To make sure you understand  (Could you) please repeat that?

 Let me see if I understand…
 So, in other words…

To offer help  Excuse me, do you need help (with that)?

 Did you need some help?
 Can I help you?
 Can I give you a hand?

Helpful English: CLB Stage I 5

Apologizing
I’m sorry. I didn’t mean
to step on your foot.

That’s OK. It’s pretty

crowded on this bus.

I’m sorry is commonly used in both

formal and informal situations.

Apologizing Responding to an apology

Informal  Sorry. Informal  Don’t worry about it.

 Sorry about that.  No big deal.
 I’m sorry.  No problem.
 I’m so sorry.  It’s all right.
 Excuse me.  That’s all right.
 I want to apologize.  That’s OK.
 Please accept my  I appreciate your
More
apologies. More
apology.
formal formal

When to say it ( What to say

When you are late  I’m sorry (that) I’m late.

 I’m sorry for being late.

When you interrupt  Sorry, I didn’t mean to interrupt.

 Excuse me for interrupting.
When you bump into someone  Excuse me.

When you forget  I apologize for the late cheque.

A mistake or misunderstanding  I’m sorry I left without you. I didn’t know you needed a
ride.

6
6 Helpful English: CLB Stage I
Inviting

Going out with friends, attending social events and

participating in community events are ways you can interact
with others and practise English.

When to say it ( What to say

To make an invitation  Can you come over for a coffee?

 I want to invite you to …
 Are you interested in coming to …?
 Would you like to go to …?
 Do you want to come to … tomorrow / next week?
 What are you doing on …?

To accept invitations  I’d love to, thanks.

 Sure. What time should I be there?
 That sounds great!

To decline invitations  I’m sorry, I can’t because …

 I’d like to, but unfortunately I can’t.
 I don’t think I can attend because …

Reading Invitations
You are invited!
This is an example of an invitation.
Please attend the
Invitations always tell you: Milverton Community
Centre Open House.
 What the event is Meet your neighbours and
 When the event is taking place learn about what we offer!

 What you should do if you want to attend Sunday, October 17

1:00 to 4:00 pm
Hello, Milverton Community Centre.
RSVP 647-555-1212
Hi, I’d like to attend the open house.
Great. What is your name?
Mary Ingram.
OK Mary, see you on Sunday

Helpful English: CLB Stage I 7

Helpful English for … Shopping

Asking About Prices: p. 8 Asking About Locations in

the Store: p. 9

Asking for Amounts of Food: Describing Foods: p. 10 Describing Appearance: p. 11

p. 9

Asking About Prices

How much does this

cost?

To say a price, first read the number before the decimal, then
the number after the decimal.

When to say it ( What to say

To ask about prices  How much does this cost?

 How much is this coat / toy / stove?
 What’s the price of this chair / sweater / book?

To say prices  It costs twelve ninety-nine. $12.95

 It’s forty-five dollars and fifty cents. $45.50
 The price is two hundred fifty dollars. $250.00

How much is the microwave?

It is on sale for $119.99.
That’s a good price. I paid more last year.

8 Helpful English: CLB Stage I

Asking About Locations in the Store

Where can I find the

cereal?

Grocery stores put similar items together in aisles and

sections. For example:
- Fruits and vegetables are in the produce section
- Cheese and milk products are usually in the dairy section
- Packaged and tinned foods are in different aisles

When to say it ( What to say

To ask about location  Excuse me, can you tell me where the pears are?
 Where can I find canned tuna?
 Which aisle are the spices in?
 Are dried fruits in the produce section?

Asking for Amounts

When to say it ( What to say

To ask for an amount  Can I have 300 grams of cheese?

 I would like a two-kilogram roast.
I’d like…
 a bunch of asparagus / broccoli / celery / grapes / spinach.
 a loaf of bread.
 a slice of bread / cheese.
 a stick of butter.
 a carton of buttermilk / cream / ice cream / milk / soy beverage.
 a box of cereal / couscous / crackers.
 an ear of corn.
 a container of sour cream / yogurt.
 a head of lettuce.

I need to buy vegetables for dinner

What do you need to buy?
I need some potatoes, a bunch of asparagus and a head of lettuce.

Helpful English: CLB Stage I 9

Describing Foods

How do you like your

meal?

Descriptive words can be used to describe what you like and

what you don’t like about foods.

When to say it ( What to

To show a preference  I would like the spicy one, not the mild one.
 I’d like a dry wine, not a sweet wine.
 My soup is cold; I would prefer hot soup.

To tell someone you like the  This salad tastes very good!
food you are eating  This dessert is delicious!
 This dish is very tasty!

To describe likes  I love to eat salty snacks.

 I like lemons because the sour taste is refreshing.

To describe dislikes  This meal is too salty.

 This tastes bitter.
 This bread is not fresh; it is stale.

What would you like for dessert?

Can I have the fruit salad?
Good choice! Fresh fruit is sweet and juicy.

10 Helpful English: CLB Stage I

Describing Appearance

I want to buy a small

car, not a big car.

Many adjectives (words used to describe people, places and things) have opposites:

big small beautiful ugly modern old-fashioned

fresh stale
short long dark light
new used
cheap expensive plain fancy

When to say it ( What to say

To describe something  I am looking for a plain dress, not a fancy dress.

you are looking for  Can I have a big roast instead of a small roast?
 I would like to purchase this desk in a light wood, not a dark
wood.
 I would like to see new styles instead of old styles.

To describe a preference  I prefer modern furniture rather than antique furniture.

 I like short skirts more than long skirts.
 I prefer used cars to new cars; they are less expensive.

Useful Grammar
To find more adjectives, type adjectives with pictures into an Internet search engine.
Visit www.enchantedlearning.com. Click on English dictionary in the list on the left
side of the page. Click on adjectives to find adjectives with pictures.

Hi, I’m looking for a gift for a friend. I would like to buy her a skirt.
How about this one?
No, I think she would prefer a long, formal skirt.

Helpful English: CLB Stage I 11

Helpful English for… Getting Around

Asking for Directions: p. 12 Giving Directions: p. 13 Describing Transportation: p. 14

Asking for Directions Could you please tell

me the way to the
pharmacy?

Sure, I can help you.

When to say it ( What to say

To ask for directions  Excuse me, can you give me directions to a café?
 How do I get to…?
 Is there a … near here?
 Could you please tell me the way to …
 Could you tell me where … is?
 Excuse me, can you tell me where … is located?
 Do you know where the nearest … is?

To ask a store or office staff  Can you give me directions to your office?
person for directions  How do I get to the clinic from the highway?
 Could you please give me directions to your store?

To ask for more information  Is it far away?

about locations  It is close by?
 How long will it take to get there by bus / car?

Excuse me, can you tell me where the nearest bus stop is?
It’s close by. Go straight ahead for about two blocks and you’ll see it.
Great. Is it on the left or right?
It’s on the right side of the street.
Thanks very much.

12 Helpful English: CLB Stage I

Giving Directions

north

west east

left right

south

When to say it ( What to say

To give directions  Turn right.

 Take a left.
 Go straight.

Giving directions using landmarks  Turn right after the bookstore / school / park.
 Take a left before the …
 Go straight past the …
 Keep going until you see …
 On your left / right you’ll see …

Giving directions using roadways  Turn left on Main Street.

 Take Highway 401 west to exit 295.
 Take a right on ….
 Go north / south / east / west on ….
 Turn north / south / east / west on …

To describe location  The address is 295 Pine Avenue.

 It’s at the corner of … and …
 It’s beside …
 It’s next to …
 It’s across from …
 It’s between … and …
 It’s north / south / east / west of …
 It’s kitty-corner from…

Can you tell me where the library is?

To get there you need to go straight until you reach Balsam Avenue. Go
north on Balsam until you pass the park. You’ll see the library on your left.

Helpful English: CLB Stage I 13

Describing Transportation

streetcar bus taxi walk

bike car scooter subway

When to say it ( What to say

To ask about transportation  How do you get to class / work?

 Is there a bus / subway that goes there?
 Can I walk there?

To identify transportation modes  I take a bus / subway / streetcar / taxi.

 I drive my car / truck / van.
 I ride my bike / scooter / motorcycle.
 I walk to class / work.
 I get a ride with a friend.

Useful Grammar

Adverbs of frequency describe how often something happens. For example:

Less • I never drive to work.
often
• I rarely ride a bike.
• I sometimes take the subway to work.
• I often take a taxi when I go home late at night.
• I usually take the bus home from work.
More
often • I always walk to school.

How do you get to class?

I usually ride my bike. What about you?
I usually walk.

14 Helpful English: CLB Stage I

Helpful English for … Staying Healthy

Making Medical Appointments: p. 15 Visiting the Doctor: p. 16

Filling Prescriptions: p. 16 Choosing Healthy Foods: p. 17

Making Medical Appointments

When to say it ( What to say

To ask for an appointment  I’d like to make an appointment with…

To give your availability  Monday mornings and Thursday afternoons are best.
 Do you have an opening on Monday?

To respond to a suggested date and  Yes, that works for me.

time  No, I’m sorry, that won’t work.

To confirm the appointment  Okay, so that’s June 2nd at 9 a.m.

To cancel an appointment  I need to cancel my appointment on June 2nd, please.

I’d like to make an appointment in early November.

Okay, we have November 5th at 3 p.m. available.
That would be fine.
Here is your appointment card. If you need to cancel, please
give us two days’ notice.
Okay, thanks very much.
Dr. Beatrice Simone
438 William Avenue, Winnipeg, MB
Tel.: 204-555-2639
Patient: Stacey Misener
Date: Nov. 5th
Time: 3:00 p.m.
Cancellation policy: 48 hours without penalty.

Helpful English: CLB Stage I 15

Visiting the Doctor

When to say it ( What to say

To describe symptoms  My … is sore.

 I have a sore… throat/arm/ankle/knee.
 I have a cough.
 I have a stomach/head/ear/back ache.
 I have a pain in my chest/back/leg.

Filling Prescriptions

When to say it ( What to say

To ask for a prescription  Could you please fill this prescription?

 Does this drug/medication have any side effects?

To ask about a medication
 Can I take it with food?

To respond to a  Yes, I am also taking … (name of medication).

pharmacist’s questions  No, I am not taking any other medications.

Prescription labels have important information. They include the name of the drug, how
much of it to take, and how often to take it. They also say whether or not you can refill the
prescription. Here is an example of a prescription drug label:

Pharmacy name, address Westside Pharmacy, 276 Waterloo St.

Edmonton, AB T5J 2R7 (403) 555-2154 Doctor`s name
Dr. B Jackson Prescription fill date
Prescription number NO. 0078321-633
DATE: 09/23/13

JIM RACICOT, 57 Palmer St., Edmonton, AB

Patient name, address How to take the drug
Take one capsule three times daily for 10 days until all taken Drug name, strength
AMOXICILLIN 500MG CAPSULES

QTY

Number of refills No refills – Doctor authorization required.

USE BEFORE 10/10/15 Drug expiry date

16 Helpful English: CLB Stage I

Choosing Healthy Foods

Canada’s Food Guide has information about healthy foods.

The guide organizes healthy foods into “food groups” such as
vegetables and fruit, grain products, milk and alternatives, and
meat and alternatives. It recommends healthy serving sizes and
how many servings of each food group to have each day.
Order or print a copy of Canada’s Food Guide from the Health
Canada website. 8 www.hc-sc.gc.ca

Reading Food Labels

In Canada, food labels must display Nutrition Facts. Look for
the Nutrition Facts label on the back, side or bottom of food
packages. Here is an example of a Nutrition Facts label:

Nutrition Facts
The Daily Value tells
you how much of a
nutrient a serving of
Serving sizes Per ½ cup (125 mL) the food has in it.
Amount Per Serving The amounts are a
Calories 70 percentage of the
% Daily Value total amount that is
recommended for one
Total Fat 2g 3%
day.
Saturated Fat .5g 3%
Usually, healthy foods
Trans Fat 0g
have:
Cholesterol 10 mg
Nutrients 27%  A lot of fibre, vitamin
Sodium 650 mg
A, calcium or iron. A
Potassium 240 mg 7%
lot is 15% or more of
Carbohydrate 9 g 3%
4%
your daily value.
Fibre 1g
Sugars 1g  A small amount of
fat and sodium. A
Protein 2g
small amount is 5%
Vitamin A 4% Vitamin C 0% or less of your daily
Calcium 2% Iron 4% value.

Why are you reading the food label?

I want to know how much salt is in this product.
Is there a lot?
Yes, there is. The label says one serving has 30 per cent of a
person’s daily intake of sodium.
That is a lot! Good thing you read the label.

Helpful English: CLB Stage I 17

Helpful English for… Getting a Job

Looking for Work: p. 18 Reading Job Ads: p. 18

Applying for a Job: p. 20 Describing Previous Jobs: p. 21

Looking for Work Do you know of any job

openings?

When to say it ( What to say

To ask for help at an  Excuse me, I need help with my job search.
employment agency or
 Hi. I am looking for a job as a …. Can you help me?
immigrant-serving agency

To ask relatives, friends and  I want to work as a … Do you know of any job openings?
neighbours to network
 I’d like to work in a … Do you know of any companies that are
hiring?
 Please let me know of any job openings.

Reading Job Ads

Job advertisements usually include information about the job. They often describe the
experience and qualifications applicants need. Sometimes they include information about the
employer. Here is an example of a job ad:
HELP WANTED Company name or type
Available job
Full-time receptionist needed for busy downtown of company
real estate office. Good salary and benefits
package. Experience as a receptionist is an asset. Information about the
Experience and Computer skills required. Call (604) 820-5547. pay: weekly salary,
qualifications; “an annual salary, or hourly
asset” means that the wages
company prefers it, but
does not require it. What to do if you
want to apply

18 Helpful English: CLB Stage I

Reading Job Ads from Websites

Often, job ads on the Internet include more information than job ads in the newspaper. One
website with detailed job ads is Job Bank (www.jobbank.gc.ca).

Longer job ads have subheadings to help you find the information you need quickly.
Subheadings are titles that are used to organize information. Here is an example of a job ad
with subheadings. In this ad, the subheadings are in bold.

Title tells you the NOC is a code that

name of the job. categorizes all jobs
in Canada.

Terms of Employment
tells you if the job is
full-time (40 hours per
week) or part-time Title: Retail sales associate (NOC 6241)
(less than 40 hours per Terms of Employment: Permanent, part-time, evening and
week).
weekend shifts
Salary: $11.25 hourly for 30 hours per week, with medical
Credentials tells and dental benefits
you if there are any Start Date: As soon as possible
certificates or licences
the company expects Location: Winnipeg, Manitoba
you to have.
Skill Requirements:
Education: High school
Experience tells you
if the company is Credentials: Not required
looking for someone Experience: At least one year
who has worked at a
similar job before. Languages: Speak, read and write English
Other Information: Must be physically able to lift boxes
Employer tells you of stock
the name of the
company. Sometimes Employer: Furniture Etc.
staffing agencies hire
workers on behalf of How to Apply: Send application form by fax: (204) 825-9587
companies.

Advertised Until: 2014/12/06 When you see the

How to Apply tells
you how the company word must, it tells you
wants you to apply that the information
for the job. If you that follows is a
apply using a different requirement.
Advertised Until
way, the company tells you how long
may ignore your the job ad will be
application. posted for.

Helpful English: CLB Stage I 19

Applying for a Job
There are many ways to apply for jobs. You can:
 Go to the employer’s location to complete an application form
 Complete an application form online
 Email your résumé and cover letter

When to say it ( What to say

To ask about job openings  Hello, I’m currently looking for work. Is your company hiring?
 Can you tell me if you have any job openings?

To ask about applying  Hi, I’m calling about the job ad.
 Can you tell me how to apply for the job I saw in the newspaper / job
search centre / on the Internet?
 How do I apply for the job?

Filling in an Application Form

For some jobs you will need to fill in an application form. Fill in all the required information.
It will help the employer see your qualifications and experience. Here is an example of an
application form:
(A) All forms ask for personal Job Application Form
identification information, such as
your name and address. Do not Date Position applied for: When can you start?
give your social insurance number (A) APPLICANT INFORMATION
(SIN) to an employer until you are First Name Last Name
hired. Address
City Postal Code
Phone Email
(B) EDUCATION
(B) Some application forms ask for Highest level of education completed: ❏High School ❏College ❏University
more details about education, such (C) EMPLOYMENT
as the school name. Employer Job title From To

(C) Most forms ask about your

employment history. Enter your
most recent job first. (D) ADDITIONAL INFORMATION
Explain why you think you would be a good candidate for this position.

(D) Some forms ask about your

skills, qualifications and interests.
Most application forms have a
space for you to sign. I hereby certify that the information on this application form is true and
complete.
Signature Date

20 Helpful English: CLB Stage I

Describing Previous Jobs

I was a nurse at a I was a cook. I I was a hair stylist. I cut, I was an automotive
hospital. I cared for sick prepared food in a busy styled and coloured hair. mechanic. I worked in a
people. restaurant. garage.

I was a cleaner. I I was a bricklayer. I was a truck driver. I was a teacher. I taught
washed floors at a I worked in the I delivered fruits and math to high school
factory. construction industry. vegetables. students.

When to say it ( What to say

To identify jobs you had in the past  I worked as a …

 I had a job as a …
 I used to work as a …
To describe the company  I worked for a company that …
 The company I worked for specialized in …
 My last employer …

Useful Grammar

Use the past tense to describe your work experience.

Form the simple past by adding -ed to the end of regular verbs.

verb + ed = simple past I worked in an office.

I volunteered at a hospital.
She talked to customers.

Helpful English: CLB Stage I 21

Helpful English for… Working

Describing Work: p. 22 Instructions: p. 23 Writing Notes: p. 25

Describing Work
It is common for people to ask, “Where do you work?”. Here are some ways to respond.

When to say it ( What to say

To describe where you work  I work at the coffee shop.

or volunteer  I work in a store.
 I work on a farm.
 I work for a cleaning company.
 I volunteer at a food bank.

To describe your work  I work part-time / full-time.

schedule  I have a full-time / part-time job.
 I volunteer evenings and weekends.
 I work 30 hours a week.

I work in a school. I work from I work in a restaurant. I work I work in an office. I work from
7:30 a.m. to 4:30 p.m. from 4:00 p.m. until midnight. 9:00 a.m. to 5:00 p.m. on
weekdays.

Useful Grammar

Use the present tense to describe the work or volunteer duties you do now.

 I work in a warehouse.
 I volunteer on Fridays.
 He works in a restaurant.

22 Helpful English: CLB Stage I

Instructions
Asking for Instructions

When you don’t know how to do something, you can ask a co-worker or supervisor for
instructions. Here are some ways to ask:

When to say it ( What to say

To ask for instructions  How do you… ?

 How do I…?
 What is the best way to…?
 What is the first step…?

Making Sure You Understand

I don’t understand.
Could you repeat that?

If you don’t understand instructions, you can:

 Tell the speaker you don’t understand
 Ask the speaker to repeat information
 Ask questions to confirm or clarify
 Use word stress to confirm the important information.

When to say it ( What to say

To indicate you have a  Just a moment…

question  Wait…
 So…
To ask the speaker to repeat  Could you repeat that?
information  Could you say that again?
 Can you speak more slowly?
To ask for more information  What should I do first?
 Do I need to…?
 Can you explain…?
 Can you spell that for me?
To confirm information  So, pull down the LEFT lever?
 You want me to take it to the THIRD floor?
 So, do I …?
 Do you mean …?

Helpful English: CLB Stage I 23

Giving Instructions

Often, instructions involve more than one step. For multi-step instructions, it is useful to put
the steps in sequence. You can use words like “first,” “next,” and “last” to help explain the
order of instructions.

When to say it ( What to say

To give instructions  First, you…

 Then, you…
 Next, you…
 Lastly, you…

Reading Instructions
Workplace signs and labels often include instructions. Here are two examples:

Acetone

Please recycle! Keep away from heat

Wear safety goggles and gloves
Use in ventilated area
Put paper in the blue
box. See Material Safety Data Sheet
Do not throw glass
bottles in the garbage.

Useful Grammar

Use the imperative to give instructions. To form the imperative, use the verb alone.

Affirmative Negative
Turn on the machine. Do not lean on equipment.
Clean out the storage area. Do not leave dishes in the sink.
Shut the windows before leaving. Do not open the windows.

24 Helpful English: CLB Stage I

Writing Notes

Sometimes a written note is the best way to communicate with

co-workers and supervisors. Most workplace notes should be just
a few sentences. Effective notes are:

 Brief
 Direct
 Polite

When to say it ( What to say

To make a request  Could you please…?

To ask permission  Could I…?

 Is it possible to…?

To inform  The photocopier is jammed / blocked / broken.

 I / we need …

Features of Workplace Notes

Include the date.

June 2 Oct 13
Address the reader(s). Val:
Hi Janet,
State the problem
May I leave 30 minutes We will run out
or request in a clear,
early on Thursday of cleaner in two direct manner.
Keep explanations
brief. afternoon? I have a
weeks.
doctor’s appointment. Please order more. Print or write neatly.

Thank you,
Sign your name.
Rohela Thanks, Thank the reader if
Tomas the note contains a
request.

Helpful English: CLB Stage I 25

Helpful English for… Being Active

Talking About Likes and Dislikes: p. 26 Talking About Plans and Needs: p. 28

Talking About Likes and Dislikes

The time you are not working or taking care of children is called
“free time” or “leisure time.” Many people enjoy staying active
in their free time. Some people stay active by playing sports,
walking, etc. Others have hobbies they enjoy. Hobbies are
activities such as painting and dancing.

When to say it ( What to say

To ask about leisure activities  What do you like doing in your free/spare time?
 What sports do you play?
 Do you have any hobbies?

To describe activities you like  I play playing tennis.

 I like to knit.

To describe activities you don’t  I don’t like to watch television.

like  I don’t like drawing.

Useful Grammar

Use the imperative to give instructions. To form the imperative, use the verb alone.

Affirmative Negative
I like to play tennis. I like playing soccer.
I prefer to swim in lakes. I prefer swimming in the ocean.
He doesn’t like to read novels. He doesn’t like playing video games.

What do you like doing in your free time?

I like biking
Do you bike in the city?
No, I don’t like biking on roads. I like biking on trails.

26 Helpful English: CLB Stage I

Summer Activities
Summer activities usually take advantage of the warm weather and sunshine.

I like hiking. He likes to ride his bike. She likes to play They like playing
soccer. tennis.

Winter Activities

Most places in Canada have long winters. Fun outdoor activities make the winters more
enjoyable. Here are some examples of winter leisure activities.

I like snowmobiling. He likes skiing. She likes to skate. They like tobogganing.

Hobbies
Here are examples of hobbies some people enjoy in their spare time.

I like knitting. He likes to garden. She likes doing home They like playing board
repairs. games.

Helpful English: CLB Stage I 27

Talking About Plans and Needs

When to say it ( What to say

To ask about plans  What are you doing tomorrow? Useful Grammar
 What are you doing this weekend?
Use “going to…” to talk about
 What are your plans for tonight? activities in the future.
To describe plans  I am going to take a walk. � I am going to go biking.
 We are going to go hiking. � He is going to play football.
 I am going to go swimming. � We are going to go canoeing.

Expressing Needs
You need special equipment and clothing for some leisure activities. For example:

To play - you may need... ( What to say

To play hockey … - a hockey stick  I need a helmet to play hockey.

- a helmet
- skates
- protective equipment

To play tennis… - a tennis racquet  We need racquets to play tennis.

- tennis shoes

To knit… - knitting needles  She needs yarn to knit a sweater.

- yarn
- a pattern

To go skiing… - skis  They need warm jackets to go skiing.

- a warm jacket
- ski/snow pants
- goggles

What are your plans for the weekend?

We are going to play golf.
Do you need any special equipment?
Yes, we need golf clubs and golf shoes.

28 Helpful English: CLB Stage I

Helpful English for … Learning

Getting Study Supplies: p. 29 Reading Schedules: p. 30

Communicating with a Child’s School: p. 31 Attending Parent-Teacher Interviews: p. 31

Getting Study Supplies

What should I bring to
class?
Schools usually provide some supplies, especially for children.
Adults often need to bring their own supplies to class. For
college and university courses, students usually need to buy
You’ll need a pen and a
their own copies of textbooks. notebook.

When to say it ( What to say

To ask about school supplies  What supplies do I need?

 What should my child bring to school?
 Do I need to bring my own paper and pen?
 Where can I buy ….?

pens pencils eraser markers highlighter

notebooks binders tablet laptop stapler

Can I borrow a pen? I forgot mine.

Sorry, I don’t have an extra one. Do you want a pencil instead?
Yes, that would be fine, thanks.

Helpful English: CLB Stage I 29

Reading Schedules
Which class do
A class schedule tells students when classes are. Class schedules you have Thursday
afternoon?
are sometimes called timetables. Schedules usually include the
day(s) of the week and the times classes start and end.
I have Job Search.
To read a schedule:

1. Check to see if there is a title. A title will tell you what the schedule is about.
2. Look at the column and row headings to understand what information the schedule
includes.
3. Follow the column down to the row that contains the information you need.

Column
 Dalvay Community Centre
English as a Second Language Classes

Monday Tuesday Wednesday Thursday Friday

Focus on Focus on speaking

Focus on grammar Focus on reading Focus on writing
9:00 – 10:30 conversation & listening

Row 10:45 – 12:00 Job Search Language Lab Language Lab Job Search Job Search

1:00 – 3:00 Computer Lab Pronunciation Job Search Computer Lab No class

When to say it ( What to say

To ask about class times  What time does… start?

 What time does… end?
 How long are the classes?

To ask about class schedules  When is the class offered?

 Is there a break?
 What time is lunch/the break scheduled?

When do you go to class?

I go every day, Monday to Friday.
What time are your classes?
Classes are from 9:00 to 12:00 each morning.
Do you have a break?
Yes, there’s a 15-minute break at 10:30 a.m.

30 Helpful English: CLB Stage I

Communicating with a Child’s School

Parents may write notes or email messages to their children’s February 15, 2013
teachers or to the school principal for a variety of reasons. For
Alan Howell
example, they may write notes about homework, or about when will not be at
their children will be late or leaving early. school tomorrow
morning because
Parents also call the school to tell the school when their children he has a doctor’s
appointment.
will be absent (not at school) or late, and the reason for the
absence. Most schools require this information. It helps to
ensure that everyone knows the child is safe. When you call the Thank you,
school, you usually need to leave a voice message. Melissa Howell

When to say it ( What to say

Say your name and who you  Hello, my name is Melissa Howe. I’m Alan Howe’s mother.
are

Say the name of your  Alan is in Ms. James’ class.

child’s teacher (or the room  Alan is in Room 5.
number)

Say the date  Today is November 12th.

Explain why you are calling  I’m calling because Alan is sick. He will not be coming to school
today.
 I’m calling because Alan will be coming in late this morning.
 I’m calling because Alan needs to leave school early for a dentist
appointment.

Attending Parent-Teacher Interviews

Parent-teacher interviews are meetings. They give parents a chance

to talk to teachers and learn about how their children are doing
at school. Watch this video to learn more about parent-teacher
interviews. It is available in 15 languages! www.settlement.org/

When to say it ( What to say

To ask about your child  Can you tell me about …?

 I am worried about ….
 Can you explain ….?
 How can I help my son / daughter?

Helpful English: CLB Stage I 31

Helpful English for… Being Safe

Giving Warnings: p. 32 Expressing Problems: p. 33 Reporting Accidents &

Injuries: p. 34

Reading Signs: p. 35 Reading Labels: p. 36 Preventing Weather-Related

Injuries: p. 37

Giving Warnings
Watch out for the
To give effective warnings, the words you use and the banana peel!
stress you put on them are important. When people give
a warning, they usually stress the final words.

You might need to get someone’s attention whose name

you don’t know.

When to say it ( What to say

When it’s not an emergency  Excuse me.

In an emergency  Watch out!

When to say it ( What to say

To warn people  Careful!

 Be careful!
 Watch out!
 Look out!
To be specific about the danger  Be careful of …
 Watch out for …
 Look out for …

32 Helpful English: CLB Stage I

Expressing Problems

At work, you may need to tell your supervisor about

problems that stop you from doing your job.
Sometimes these problems can be This is not safe. We
dangerous to you or your co-workers. need a taller ladder to
do this job.
In Canada, both workers and employers
are responsible for workplace safety.

 Workers should let their supervisors know if they think something is unsafe.
 Workers can say no to work that is unsafe.

When to say it ( What to say

To get the person’s attention  Excuse me.

To politely ask for help  Could you help me?

 Do you mind helping me?
 Would you help me, please?

To tell the person why  I have a problem.

you have asked for their  There’s a problem.
attention

To point out that there is a  This is not safe.

hazard (danger)  That is dangerous.
 Someone could get hurt.

To provide details about the  There is a leak / spill.

problem  The machine is broken / stuck.
 The steps / walkway are icy / slippery.
 The equipment won’t work / start.

Excuse me. Could you help me?

Yes, what is it?
I have a problem. My car won’t start.

Helpful English: CLB Stage I 33

Reporting Accidents or Injuries

You should call 911 in an emergency. 911. What is your

emergency?
You should call 911 even if you are not
comfortable on the phone in English. In some
communities, 911 operators have instant access to
interpreters. They can assist with calls in many different
languages.

When to say it OWhat you will hear ( What to say

When the operator 4 911. What is your  My child is hurt.

answers the 911 call emergency?  There is a fire.
 Someone is breaking in next door.
When the operator 4 What emergency  I need an ambulance.
needs more information service do you need?  I need firefighters.
 I need the police.

4 What happened?  There was a car crash.

 My child fell down the stairs.
 My grandfather had a heart attack.
 I heard a gunshot.

4 What is the location of  The car crash is on Highway 84, near

the emergency? the town of Linton.
 The fire is across the street from this
building. The address is 175 King St.
 We are at home. I live at 84 Eaton St.
Eaton St. is close to the intersection of
Victory Rd. and Park Ave.

4 What is your name and  My name is Tina Valenti.

telephone number?  My cell number is 204-555-2251.

Instructions the operator 4 Leave the building and  OK. Thank you.
may give you go to a safe place.
4 Please stay on the line.
4 Place a warm blanket
on the injured person.
4 Do not move the
injured person.

34 Helpful English: CLB Stage I

Reading Signs

Some signs have a red circle around them with a line through the middle. This means that
you should not do something. Usually there is a picture inside the circle. The picture tells you
what not to do. Here are some examples:

Do not smoke here. Do not eat or drink Do not use cell Do not have pets Do not park here.
here. phones here. here.

To understand signs, look at the words and symbols together. The safety sign below includes
many different signs and symbols to keep this workplace safe.

These yellow caution

signs tell you why The blue signs tell
you need to be you which safety
careful. equipment to wear at
the worksite.

These signs tell you

This sign tells you
what NOT to do at
how fast you are
this work site.
allowed to drive.

This tells visitors

what to do when
they arrive.
These are some other signs you might see in the community:

High Voltage Beware of Dog Caution: Wet Floor Danger: Falling Rocks
You may get a shock or A dog on site may bite The floor is wet and Rocks may fall or may
be electrocuted if you people it doesn’t know. may be slippery. have fallen on the road
touch this. ahead.

Helpful English: CLB Stage I 35

Reading Labels
How do I use these
cleaning products
safely?

The labels on
the front and
back tell you.

Some cleaning products can be dangerous. Labels on cleaning products contain information to
keep you safe. Most labels contain the type of information found on the label below.

On the front On the back

Safe to use on surfaces All cleaning

that you can normally products tell you
clean with water. Use on what they are safe
countertops, stainless steel, to use on.
appliances, floors and
furniture.
Product name All Purpose Directions: Directions tell you
how to use the
Cleaner 1. Spray 15–20 cm from product. Sometimes
the surface. directions are
2. Wait 5 minutes. numbered.
3. Rinse with water.
þ Fragrance-free
CAUTION: May irritate Hazards (dangers) are
þ No residue usually listed after
eyes. Do not mix with other
þ Gentle cleaning products. Do not the word caution.
breathe fumes. Keep out of They tell you how the
þ Powerful reach of children. product can harm
FIRST AID TREATMENT: you. They also tell
If swallowed, call a poison you how to use the
control centre or a doctor product safely.
immediately.

Some products tell

Cooper’s Chemicals you what to do if
you accidentally
www.cooperschem.ca
swallow the product.
475 ml 1-800-452-8897 These instructions
are usually after
the words first aid
treatment.
The quantity is The manufacturer’s name and
usually listed on the contact information are provided
front of the product. in case you have questions.

36 Helpful English: CLB Stage I

Preventing Weather-Related Injuries

Many regions of Canada experience extreme temperatures.

This means winter can be very cold and windy, while
summer can be hot and humid. Here are some ways to stay
safe and comfortable in different seasons.

Cold Weather

To prevent cold weather injuries, wear thick, dry winter

clothing. Dress in layers. Make sure the outer layer is
wind-proof. Wear a hat, mittens and a scarf. Wear warm,
waterproof boots.

What happens? What you should do

Cold-Weather Injuries

Frostnip  Skin freezes  Warm the area slowly

 Skin looks yellowish or white  Use warm water or a warm hand
 Painful, burning feeling  Do not rub the area
Frostbite  Exposed areas of the body freeze  Get medical help right away
 Skin turns white, and feels hard and  Do not rub the area
numb  Do not use direct heat
 Warm the area gradually
Hypothermia  Body temperature drops below  Get medical help right away
normal  Go indoors
 Shivering, confusion, fatigue, difficulty  Warm up gradually
walking

Wind Chill Index

Tells us how cold it feels outside. It uses both temperature and wind speed. It can be used to
measure the risk of frostbite. Winter weather reports will often include both temperature and
wind chill readings.

Wind chill index (what the temperature feels like when it is combined with the wind speed)
Low (0 to -27°C) Moderate (-28 to -39°C) High (-40 to -47°C) Very High (-48 to -54°C)

If outside for long periods, Exposed skin can freeze in Exposed skin can freeze in Exposed skin can freeze in
dress warmly. 10 to 30 minutes. 5 to 10 minutes. 2 to 5 minutes.

Helpful English: CLB Stage I 37

Hot Weather

To prevent heat-related injuries and illness, wear light

clothing. Stay out of the sun. Wear a hat and protect
exposed skin with sunscreen. Drink water.

Warm-weather injuries What happens? What you should do

Heat  Body loses too much water and salt  Rest in a cool, shaded or air-
exhaustion  Heavy sweating, extreme weakness, conditioned place
dizziness, nausea  Drink lots of water
 Take cool shower, bath

Heat stroke  Body temperature rises rapidly  Get medical help right away
 Sudden fatigue, nausea, dizziness,  Move to a cool place
confusion  Cool down using water or by
 Severe headache fanning air

Humidex

The humidex tells us how warm it will feel

outside. It is a combined measure of the The humidex
temperature and the humidity. It can be 20-29 no discomfort
used to measure how uncomfortable it will 30-39 some discomfort
feel outside. 40-45 great discomfort; avoid exertion
46 + dangerous; possible heat stroke
UV Index

The UV index tells us how strong the sun’s ultraviolet (UV) rays are. UV rays can cause sunburn,
skin damage and skin cancer. Higher numbers mean higher risk from the sun’s rays.

The UV index
Low (0–2) Moderate (3–5) High (6–7) Very high (8–10)

Enjoy outdoor activities; Wear a hat, sunglasses Reduce time in the sun; Avoid the sun; seek shade,
wear sunglasses, and sunscreen. seek shade, wear a hat, wear a hat, sunglasses
sunscreen. sunglasses and sunscreen. and sunscreen.

38 Helpful English: CLB Stage I

Additional Resources
Alphabet
This is the English alphabet. These are printed capital letters and lower case letters.

ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz
These are handwritten capital letters and lower case letters.

ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz
Numbers
Cardinal numbers Ordinal numbers

0 zero
1 one 21 twenty-one 1st first 21st twenty-first
2 two 22 twenty-two 2nd second 22nd twenty-second
3 three 23 twenty-three 3rd third 23rd twenty-third
4 four 24 twenty-four 4th fourth 24th twenty-fourth
5 five 25 twenty-five 5th fifth 25th twenty-fifth
6 six 26 twenty-six 6th sixth 26th twenty-sixth
7 seven 27 twenty-seven 7th seventh 27th twenty-seventh
8 eight 28 twenty-eight 8th eighth 28th twenty-eighth
9 nine 29 twenty-nine 9th ninth 29th twenty-ninth
10 ten 30 thirty 10th tenth 30th thirtieth
11 eleven 40 forty 11th eleventh 40th fortieth
12 twelve 50 fifty 12th twelfth 50th fiftieth
13 thirteen 60 sixty 13th thirteenth 60th sixtieth
14 fourteen 70 seventy 14th fourteenth 70th seventieth
15 fifteen 80 eighty 15th fifteenth 80th eightieth
16 sixteen 90 ninety 16th sixteenth 90th ninetieth
17 seventeen 100 one hundred 17th seventeenth 100th one hundredth
18 eighteen 1,000 one thousand 18th eighteenth
19 nineteen 10,000 ten thousand 19th nineteenth
20 twenty 1,000,000 one million 20th twentieth

Helpful English: CLB Stage I 39

Months and Days
There are twelve months in a year. There are seven days in a week.
1 January Jan. Sunday Sun.
2 February Feb. Monday Mon.
3 March Mar. Tuesday Tues.
4 April Apr. Wednesday Wed.
5 May May Thursday Thurs.
6 Jun Jun. Friday Fri.
7 July Jul. Saturday Sat.
8 August Aug.
9 September Sept.
10 October Oct.
11 November Nov.
12 December Dec.

Dates

You can write the date in different ways by using the word or the number for the month.
Here are some examples:

February 22, 2014 November 5, 2016

Feb. 22, 2014 Nov. 5, 2016

02/22/2014 11/05/2016

When you say the date, use ordinal numbers. For example:

( Today is June 15th.

To say the year, separate the first two numbers from the last two numbers. For example:

1963: ( Nineteen sixty-three

2002: ( Two thousand and two OR ( two thousand two

2035: (Two thousand and thirty-five OR ( twenty thirty-five

When would you like to travel to Argentina?

I would like to travel next May.
Okay. Do you have a date in mind?
Yes, May 5th, 2015.
When would you like to return?
On May 31st.

40 Helpful English: CLB Stage I

Time
Excuse me, what
time is it? It’s just past
When to say it ( What to say noon.

To ask for the time  Excuse me, what time is it?

 Excuse me, do you have the time?
 Excuse me, do you know what time it is?
 Excuse me, could I ask you the time?

To say the time 2:00  It’s two o’clock.  It’s two.

2:05  It’s two-oh-five.  It’s five after two.
2:10  It’s two ten.  It’s ten after two.
2:15  It’s two fifteen.  It’s a quarter after two.
2:30  It’s two thirty.  It’s half past two.
2:45  It’s two forty-five.  It’s a quarter to three.
2:55  It’s two fifty-five.  It’s five to three.
2:59  It’s two fifty-nine.  It’s almost three o’clock.

 The initials “a.m.” refer to time between 12:00 a.m. (midnight)

and 11:59 a.m.
I start work at 9:00 a.m. everyday.

 The initials “p.m.” refer to time between 12:00 p.m. (noon)

and 11:59 p.m.
I usually leave work at 5:00 p.m.

Money
Canada’s official currency is the Canadian dollar. There are 100 cents (¢) in a dollar.

Coins Bills

A penny.......... $0.01 or 1 cent Five dollars.................. $5.00

A nickel........... $0.05 or 5 cents Ten dollars................... $10.00
A dime............ $0.10 or 10 cents Twenty dollars ............ $20.00
A quarter........ $0.25 or 25 cents Fifty dollars.................. $50.00
A loonie.......... $1.00 One hundred dollars....$100.00
A toonie.......... $2.00

Helpful English: CLB Stage I 41

Weather
Temperature

Canada uses Celsius (°C) to measure temperature. Canadians describe temperatures as above
and below zero.

 It’s 30 degrees.
it’s hot today.
 It’s 20 degrees.
It’s warm today.

 It’s 10 above zero or It’s plus 10.

It’s cool today.

 It’s 10 below zero or It’s minus 10.

It’s cold today.

Weather Conditions

Today Tuesday Wednesday Thursday Friday

Today: Thunderstorms. Low plus 1. High 5.

Tuesday: Showers ending in the evening. Low 6. High 11. To find out the weather
forecast for any region
Wednesday: Sunny. Low plus 3. High 6. in Canada, visit www.
Thursday: Partly cloudy. Low minus 1. High 6. weatheroffice.gc.ca.

Friday: Flurries. Low minus 4. High 3.

Seasonal Weather Terms:

Summer: Hot Humid Hazy
Winter: Cold Freezing Icy Clear
Spring/Fall: Warm Mild Foggy Windy

What’s the weather like today?

It’s raining and cool.
What’s the forecast for tomorrow?
5o Tomorrow will be sunny and warm.

42 Helpful English: CLB Stage I

Body Parts and Organs

Body parts Organs

Head Brain
Neck Lungs
Shoulder Heart
Arm Stomach
Elbow Liver
Hand Kidneys
Chest

Back

Hip
Thigh
Leg
Knee

Calf
Ankle
Foot

When to say it ( What to say

To describe how you feel  I have a headache.

 My neck/shoulder/arm/ankle/foot/stomach is sore.
 I have pain in my leg/arm/hip.
 I hurt my foot/hand/knee/back.

Hello, Shelly. How are you today?

I’m not feeling well. My shoulder hurts.
Can you move your arms up?
No, it hurts too much.
OK, I think we should send you for an x-ray.

Helpful English: CLB Stage I 43

Foods
A healthy diet means choosing food from different food groups every day.

Asparagus Corn Onion

Beet Celery Pepper
Vegetables
Broccoli Cucumber Potato
Cabbage Lettuce Spinach
Carrot Mushroom Tomato

Apple Grapes Peach

Avocado Grapefruit Pear
Fruits Banana Lemon Pineapple
Cantaloupe Mango Strawberry
Cherry Orange Watermelon

Milk, Dairy Buttermilk Ice cream Sour cream

Products &
Alternatives Cheese Kefir Soy beverage
Cream Milk Yogurt

Bagel Couscous Pasta

Barley Crackers Pita
Bread & Grains
Bread Naan Quinoa
Bulgur Oatmeal Rice
Cereal Pancake Tortilla

Beans Fish Pork

Meat, Fish, Beef Goat Shellfish
Seafood &
Alternatives Chicken Hummus Tofu
Deli meat Lentils Turkey
Eggs Nuts Veal

What are you going to make for dinner tonight?

Tonight I’m going to make some rice.
What are you going to eat with the rice?
I’m going to have some vegetables and tofu.

44 Helpful English: CLB Stage I

Adjectives

To describe...

Personality hardworking nice brave

helpful polite honest
kind shy intelligent
outgoing organized loyal

Size Adjective Comparative Superlative

big bigger the biggest
large larger the largest
small smaller the smallest
tall taller the tallest
short shorter the shortest
Emotions Adjective Comparative Superlative
happy happier the happiest
angry angrier the angriest
sad sadder the saddest
curious more curious the most curious
bored more bored the most bored
pleased more pleased the most pleased
Appearance Adjective Comparative Superlative
beautiful more beautiful the most beautiful
ugly uglier the ugliest
attractive more attractive the most attractive
clean cleaner the cleanest
dirty dirtier the dirtiest
dark darker the darkest
light lighter the lightest
Taste/Touch Adjective Comparative Superlative
sweet sweeter the sweetest
salty saltier the saltiest
smooth smoother the smoothest To learn more
rough rougher the roughest 8 Search the Internet
hard harder the hardest for a detailed list of
adjectives.
soft softer the softest
Sound Adjective Comparative Superlative Use the search terms
Adjectives with pictures
loud louder the loudest
quiet quieter the quietest
noisy noisier the noisiest

Helpful English: CLB Stage I 45

Present Verb Tenses Now
Past Future
X
Simple Present = verb + -es or -s An action or event

Events or actions that exist always, usually or repeatedly. They exist now,
have existed in the past, and probably will exist in the future.
To work

X X X X X X I work
You work
He/She/It works
Affirmative Negative
We work
Kati works every day. Marc doesn’t work every day.
Interrogative You work
Does Kati work every day? They work

Present Progressive = am/is/are + verb + -ing

An action that is in progress at the time of speaking. To work

I am working
X X X You are working
He/She/It is working
Affirmative Negative We are working
Roberto is working today. Michelle is not working today. You are working
Interrogative
They are working
Is Roberto working today?

Present Perfect = has/have + past participle

a)
A) An action that is finished before now. To work
b)B) An action that happened in the past and has results in the present, such
as Jen has lost her wallet. I have written
c)C) An action that started in the past and continues in the present, such as You have written
We have lived in Canada for six months.
He/She/It has written
We have written
X You have written
They have written
Affirmative Negative
I have seen this movie many times. I haven’t seen this movie.
Interrogative
Have you seen this movie?

46 Helpful English: CLB Stage I

Past Verb Tenses
Simple Past: regular verbs = verb + -ed or -d

An action that began and ended in the past. To work

I worked
You worked
X He/She/It worked
We worked
You worked
Affirmative Negative They worked
Robyn worked yesterday. Sue didn’t work yesterday.
Sue worked in Peru in 1997.

Interrogative
Did Robyn work yesterday?

Simple Past: irregular verbs

In the past form, regular verbs end in -ed or -d. For some verbs (irregular verbs) the past form does not end in
-ed. Two common irregular verbs are to have and to be.

To be To have Other irregular verbs

present past present past present past
I am was I have had eat ate
he/she/it is was he/she/it has had break broke
drink drank
you/they/we are were you/they/we have had
sing sang

Past Progressive = was/were + -ing

a) An action or event that was in progress at a certain time in the past.

A) To work
b) An action that was in progress and was interrupted by another action. I
B)
was watching TV when the phone rang. I was working
c) Two actions happening at the same time in the past. While I was studying,
C)
You were working
my husband was cooking.
He/She/It was working

X X We were working

You were working

Affirmative Negative
They were working
Anne was working when he arrived. Barb was not working when she
arrived.

Helpful English: CLB Stage I 47

Future Verb Tenses

Simple Future = will + verb

An action or event that will happen in the future.
To work
I will work
X You will work
He/She/It will work

Affirmative Negative We will work

Kunal will work tomorrow. Tom will not work tomorrow. You will work
Interrogative They will work
Will Kunal work tomorrow?

Future Progressive = will be + verb + -ing

An action that will be in progress at a certain time in the future.
To work
I will be working
X X You will be working
He/She/It will be working

Affirmative Negative We will be working

Frances will be working tomorrow. Ming will not be working tomorrow. You will be working

Interrogative They will be working

Will Frances be working tomorrow?

To learn more
About verb tenses: Search the Internet for activities and
explanations of verb tenses.
You can try the following search terms:
 verb tenses
 past tense activities

About verbs: Search the Internet for activities and verb lists. You
can try the following search terms:
 regular verbs
 verbs practice

48 Helpful English: CLB Stage I

Tips for Learning English

There are many things you can do on your own to develop your English skills. Here are a few tips
to help you learn English:

Speaking  Answer questions in class

 Make a new friend who speaks English
 Agree to only speak English with your classmates
 Pronounce words out loud as you study
8 Search the Internet for English-language songs and lyrics, and sing along
 Join an English conversation club
 Become a volunteer in your community

Listening  Watch movies with English-language subtitles

 Listen to English-language radio stations
 Watch English-language television programs
 Listen to English-language music
8 Search the Internet for English-language videos and podcasts on topics that
interest you. Watch and listen!
8 Check the pronunciation of unfamiliar words using an online dictionary that
includes voice recordings
 Listen to conversations around you – on the bus, in the street or while shopping

Reading  Read your community newspaper, books and magazines in English

 Get a picture dictionary
8 Search the Internet for English texts on topics that interest you
 Read a short story with a friend, then discuss it together

Writing  Write your to-do lists in English

 Keep a daily journal
 Build your vocabulary by learning two or three new words each day; then write
three sentences for each new word
 Write emails or texts in English to friends
 Watch a movie, then write a summary of it

Studying  Review your class notes at home

 Read and study for a short time every day
 Study in a quiet place
 Keep your own vocabulary list
 Study with a friend or classmate

Helpful English: CLB Stage I 49

Helpful Websites for Learning English

There are many websites that can help you learn English. List your own favourite websites. Ask
your teacher, classmates and friends for the websites they use. Here are just a few examples.

www.eltpodcast
This website allows you to listen to podcasts (audio files) that are two to four minutes long. The
podcasts include conversations and language teachers talking about teaching.

www.real-english.com/reo/index.html
This website has video clips and interactive activities. The videos show people speaking English
on many topics. Each video is about three minutes long. Videos include explanations and
comprehension exercises.

www.dailyesl.com/index.htm
This website allows you to listen to audio clips on many everyday
topics. There are reading texts with each audio file. There are also
comprehension exercises.

www.esl-lab.com
This website has over 100 podcasts of short everyday conversations
(with comprehension questions) at easy, medium and difficult levels.
Each conversation includes exercises for before, during and after you
listen to the podcast.

www.tcet.com/eaonline/CanadianCorner/index.html
This website includes readings on Canadian topics with comprehension
questions.

www.settlementatwork.org/lincdocs/linc3/index.htm

www.settlementatwork.org/lincdocs/linc4/index.htm

These Canadian webpages include online interactive language activities

for CLB 3 and 4. There are readings, audio files, comprehension exercises
and writing activities.

List other websites that are helpful for learning English:

50 Helpful English: CLB Stage I