Partie 1 : Consulter un profil d’emploi précis dans le cadre de son exploration de carrière
Partie 1 : Consulter un profil d’emploi précis dans le cadre de son exploration de carrière
Dans cette tâche, la personne apprenante doit consulter le profil des compétences essentielles pour un emploi précis dans le cadre de son exploration de carrière afin de se fixer un but en matière d’emploi. Cette tâche peut être suivie de la tâche Partie 2 : Exploration de carrière fondée sur un profil des compétences essentielles.
- Feuille de questions ou de tâche
- Ordinateur connecté à Internet
- Profil des compétences essentielles – que la personne apprenante trouve en ligne en fonction de ses intérêts professionnels, ou que le formateur ou la formatrice fournit
A1. Read continuous text
Competency A: Find and Use Information
Task Group A1: Read continuous text
Level: 2
At this level, learners: Read texts to locate and connect ideas and information
Performance Descriptors
The learner:
• Makes connections between sentences and between paragraphs in a single text
• Scans text to locate information
• Locates multiple pieces of information in simple texts
• Reads more complex texts to locate a single piece of information
• Makes low-level inferences
• Follows the main events of descriptive, narrative, and informational texts
• Obtains information from detailed reading
• Begins to identify sources and evaluate information
Task Descriptors
• Scope of task is clearly defined
• Involves one text
• Is one paragraph or longer
• May include unfamiliar elements (e.g. vocabulary, context, topic)
Text types:
instructional, descriptive, narrative, and informational texts
Examples:
- Letters
- Emails
- Notices
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario - A1.2
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level: 1
At this level, learners: Write brief texts to convey simple ideas and factual information
Performance Descriptors
The learner:
- Writes simple texts to request, remind, or inform
- Conveys simple ideas and factual information
- Demonstrates a limited understanding of sequence
- Uses sentence structure, upper and lower case, and basic punctuation
- Uses highly familiar vocabulary
Task Descriptors
- Scope of task is limited
- Addresses concrete, day-to-day topics
- Addresses a small, familiar audience
- Is informal
- Is up to a paragraph in length
- Has a familiar context
- Has a highly explicit purpose
Text types:
instructional, descriptive, narrative, and brief informational texts
Examples:
- Notes
- Brief emails
- Directions
- Instructions
- Text messages
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.1