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Your written proof and explanation must
clearly show that you meet these benchmark criteria.
There is no Canadian Language Benchmark
test. These are descriptions of language abilities.
CIC visa officers use these descriptions to
determine your language abilities based on the written evidence you
provide.
- Listen Speak Read and Write.
Listening
Global Performance
Descriptor
- Learner can comprehend main points and
most important details in oral discourse in moderately demanding
contexts of language.
- Can follow most formal and informal
conversations on familiar topics at a descriptive level, at a normal
rate of speech, especially as a participant.
- Can understand an expanded inventory of
concrete and idiomatic language.
- Can understand more complex indirect
questions about personal experience, familiar topics and general
knowledge.
- Sometimes requires slower speech,
repetitions and rewording.
- Can understand routine work-related
conversation.
- Can follow short predictable phone
messages on familiar matters; has problems following unknown details on
unfamiliar matters.
- Has difficulty following a faster
conversation between native speakers.
Performance Conditions
- Learner is adequately briefed for
focused listening.
- Communication is live, or video- and
audio-mediated (e.g., tape).
- Speech is clear and at a slow to normal
rate.
- Instructions are clear and explicit,
used with some visual clues, but not always presented in a step by step
- format.
- Listening texts are dialogues on
familiar general topics.
- Length of discourse: eight to 12
exchange turns, each turn three to five sentences long; or five minutes.
- Learner may need one or two repetitions.
- Topics are familiar.
- Presentation is informal with the use of
pictures/visuals; 10 to 15 minutes long.
- Learner is adequately briefed for
focused listening.
- Discourse is live, or video- and
audiomediated (e.g., tape).
- Speech is clear, at a normal rate.
Competency Outcomes and
Standards
I. Social Interaction
What the person can do
- Identify stated and unspecified details,
facts and opinions about situation and relationship of participants
containing expression of and response to gratitude and appreciation,
complaint, hope, disappointment, satisfaction, dissatisfaction, approval
and disapproval.
Examples of tasks and tests
- Community, Study,
Workplace: Listen to conversations
between individuals. Identify stated and unspecified details about the
situation, relationships, intent and mood of participants.
- Answer questions.
Performance Indicators
- Identifies specific factual details and
inferred meanings in video- and audiomediated listening texts/discourse
as required.
- Identifies functional value of
utterances (e.g., thanking, complaining, hoping, etc.).
- Identifies situation, relationship,
mood/attitude of participants.
II. Instructions
What the person can do
- Understand sets of instructions related
to simple technical and non-technical tasks.
- Understand simple directions on the
phone.
- Understand simple messages left on
voice-mail (with five to seven details).
Examples of tasks and texts
- Take pre-recorded phone messages with
five to seven details.
- Evaluate the factual accuracy of oral
directions/instructions by checking details on a map.
Performance Indicators
- Follows clear spoken instructions as
required.
- Follows sequence markers and other
linguistic clues in the text to comprehend the order of steps.
- Seeks clarification and confirmation
where possible.
- Completes instruction/direction task.
III. Suasion (getting
things done)
What the person can do
- Demonstrate comprehension of details and
speaker’s purpose in directive requests, reminders, orders and pleas.
Examples of tasks and texts
- Community, Study,
Workplace: Listen to interactions in a
court of law or between law enforcement officials (e.g., police, by-law
and customs officers) and civilians. Respond to questions according to
task format (e.g., true/false, circle the correct answer, etc.).
Performance Indicators
- Identifies main idea, factual details,
words and expressions, and inferred meanings in suasion oral texts as
required.
- Identifies functional value of
utterances as directive requests/reminders, orders or pleas.
- Predicts consequences and outcomes.
IV. Information
What the person can do
- Demonstrate comprehension of mostly
factual details and some inferred meanings in an extended description,
report or narration when events (or stages) are reported out of
sequence.
- Identify rhetorical signals of
chronological order, comparison and contrast, and cause and effect in
the discourse.
Examples of tasks and texts
- Community, Study:
Listen to a presentation on gardening conditions, procedures and
regional plants in two different regions of Canada. Complete a related
task (e.g., retell, respond to questions, complete a chart, table or
diagram).
- Listen to information about services
(e.g., transit, library, travel reservations, renting accommodation,
entertainment schedules). Complete a related task (e.g., retell, respond
to questions, complete a chart, table or diagram).
Performance Indicators
- Identifies factual details and inferred
meanings in a listening text as required.
- Identifies rhetorical discourse markers
and patterns of chronological order/sequence, comparison and contrast,
and cause and effect.
- Responds to requests for facts, opinions
and attitudes relating to the text.
Speaking
Global Performance
Descriptor
- Learner can communicate comfortably in
most common daily situations.
- Can participate in formal and informal
conversations, involving problem solving and decision making.
- Can speak on familiar concrete topics at
a descriptive level (five to 10 minutes).
- Can present a detailed analysis or
comparison.
- Can use a variety of sentence structures
(including compound and complex sentences) and an expanded inventory of
concrete and common idiomatic language.
- Grammar and pronunciation errors are
still frequent but rarely impede communication.
- Discourse is reasonably fluent, with
frequent self-corrections and/or rephrasing.
- Uses phone on familiar and routine
matters; clarifying unknown details may still present communication
problems.
Performance Conditions
- Interaction is face to face, or on the
phone, with familiar individuals and small informal groups.
- Rate of speech is slow to normal.
- Context is mostly familiar and clear.
- Context is moderately demanding (e.g.,
real world environment).
- The steps in instructions are not always
presented in sequence.
- Length of presentation is 10 minutes.
- Audience is a small, familiar or
unfamiliar group.
- Setting is familiar.
- Topic is concrete and familiar.
- Presentation is informal or semiformal.
- Pictures or other visuals are used.
Interaction
one-on-one
- Interaction is face to face or on the
phone.
- Interaction is formal or semi-formal.
- Learner can partially prepare the
exchange.
Interaction in a group
- Interaction is in a familiar group of
three to five people.
- Topic is familiar, non-personal, mostly
concrete but also abstract.
- Interaction is formal or semi-formal.
Competency Outcomes and
Standards
I. Social Interaction
What the person can
do
Interpersonal
competencies
- Introduce a guest, speaker formally to a
large familiar group.
- Express and respond to gratitude,
appreciation, complaint, disappointment, dissatisfaction, satisfaction
and hope.
Conversation
management
- Confirm own comprehension.
- Use a number of strategies to keep the
conversation going.
- Hold the floor.
- Resume after interruption.
- Change topic.
Phone
competencies
- Take live phone messages with five to
seven details.
Examples of tasks
and tests
Interpersonal
competencies
- Community, Study,
Workplace: Introduce a person (e.g.,
guest, speaker) formally to a large familiar group.
- Express and respond to gratitude and
appreciation.
- Make and respond to a complaint.
- Express and respond to disappointment,
dissatisfaction, satisfaction and hope.
Conversation
management
- So what you’re saying is.... You did?
Did you really? You didn’t! And what happened then? Excuse me, I’d like
to finish my point. I’m just about to finish. As I was saying....
Anyway, going back to what you said.... This reminds me of....
Phone
competencies
- This is Ben Smith calling from Alpha
Books. Two of the books that you ordered have arrived. I’m still trying
to get more information from Ocean Publishers. Please call me after 3:30
p.m. to discuss the details if you want. My phone number is 555-2030.
Thanks. Bye.
- Take and pass on a message with specific
details for someone else.
Performance Indicators
Interpersonal
competencies
- Introduces a person (e.g., guest,
speaker) formally to a small familiar group.
- Expresses and responds to gratitude and
appreciation.
- Makes and responds to a complaint.
- Expresses and responds to
disappointment, dissatisfaction, satisfaction and hope.
- Uses appropriate non-verbal behaviour.
Conversation
management
- Confirms own comprehension of details by
repeating and paraphrasing.
- Maintains conversation by various
strategies (e.g., asking follow-up information questions).
- Holds the floor, keeps the turn.
- Resumes after interruption.
- Changes topic.
- Uses appropriate non-verbal behaviour.
Phone
competencies
- Answers the phone.
- Greets.
- Clarifies and confirms accuracy of
information.
- Closes conversation.
- Gets all the details in the message
right.
II. Instructions
What the person can
do
- Give clear instructions and directions
related to moderately complex familiar technical and non-technical
tasks.
Examples of tasks
and texts
- Work:
Give clear directions and instructions in a workplace
situation.
- Community:
Explain how to avoid jet lag, stay on a budget or handle a household
emergency.
Performance Indicators
- Gives spoken directions. (Conveys the
sequence of steps, uses clear reference, precise vocabulary, correct
stress and intonation: listener can follow the instructions).
III. Suasion (getting
things done)
What the person can
do
- Give and respond to a warning;
discourage others.
Request a word. Ask for and respond to recommendations or advice.
- Make an extended suggestion on how to
solve an immediate problem or make an improvement.
Examples of tasks
and texts
- Do you have a minute? Can I talk to you?
Can I have a word? I’d like to ask for suggestions, feedback, advice...
Can you suggest something? What would you suggest?
- Community:
Discourage a person from drinking and driving, or other illegal or
dangerous actions.
- Work:
Ask an instructor/supervisor for feedback about
performance; ask for advice.
Performance Indicators
- Gives and responds to a warning.
- Discourages others.
- Asks for and responds to recommendations
or advice.
IV. Information
What the person can
do
Presentations
- Give a summary/report of the main points
of a presentation by someone else.
- Tell a story, including a future
scenario.
- Describe, compare and contrast in detail
two events, jobs or procedures.
- Describe a moderately complex process.
Interaction
one-on-one
- Ask for and provide detailed information
related to personal needs, varied daily activities and routine work
requirements.
Interaction in
a group
- Participate in a small group
discussion/meeting: express opinions and feelings; qualify opinion,
express reservations, approval and disapproval.
- Express or ask about possibility,
probability.
Examples of tasks
and texts
Presentations
- Study:
Tell a story that includes future scenarios.
Describe and compare the characteristics of two jobs (e.g., a
hospitality host and waiter; an administrative assistant and
receptionist).
- Based on research, make a 10-minute
presentation or demonstration to describe a process (e.g., the process
of photosynthesis, immigration or admission to a program). Respond to
questions.
Interaction
one-on-one
- Community, Study:
Call to request information about very specific
services or products, or to discuss a very specific need (e.g., planning
an extended trip, planning a big investment; ask about new appliances or
renovations or training for a new career).
- Ask questions. Ask for advice.
Interaction in
a group
- How likely/probable is.... Would it be
possible to ...Could it be X? It could have been X. Probably, possible,
possibly, maybe, may, can, could.
Performance Indicators
Presentations
- Presents information in a coherent
connected discourse.
- Uses an introduction, development and
conclusion.
- Uses explicit markers and logical
connectors (first, next, finally).
- Uses simple grammar structures, with
clear present, past and future time reference; and spatial, personal and
textual reference (only some errors).
- Uses vocabulary adequately for topic.
- Provides detailed descriptions.
- Speaks with appropriate eye contact,
body language, voice volume, rate, etc.
Interaction
one-on-one
- Explains the nature of inquiry.
- Initiates questions to gather, analyse
and compare information needed.
- Responds to questions.
- Summarizes and repeats back.
- Gives thanks for the help and
information.
- Speaks intelligibly: listener can
follow.
Interaction in
a group
- Participates in a small group discussion
or meeting.
- Expresses opinions, feelings and
reservations.
- Qualifies own opinion.
- Expresses approval and disapproval.
- Expresses and asks about possibility,
probability.
Reading
Global Performance
Descriptor
- Learner can follow main ideas, key words
and important details in an authentic one or two-page text on a familiar
topic within a predictable, practical and relevant context.
- Can locate and integrate, or
compare/contrast two or three specific pieces of information in visually
complex texts (e.g., tables, calendars, course schedules, phone
directories, almanacs, cookbooks) or across paragraphs or sections of
text.
- Language is concrete and abstract,
conceptual and technical. Text contains facts and opinions; some
information is explicit and some is implied. Low-level inference is
required in comprehending the text.
- Linguistic and stylistic means of
expression in some texts can be complex in range and demanding to
follow.
- Learner uses a unilingual dictionary
when reading for confirmation of and precision in interpretation.
- Reads in English for information, to
learn the language and to develop reading skills, but also begins to
read very simple adult fiction for pleasure.
Performance Conditions
- Text is one page, five to 10 paragraphs
long and related to personal experience or familiar context.
- Text is legible, easy to read; is in
print or neat handwriting.
- Instructions are clear and explicit, but
not always presented step by step.
- Context is relevant and usually
familiar.
- Pictures may accompany text.
- Text has clear organization.
- Text content is relevant for learners
(e.g., public notices, business letters, form letters).
- Text is one or two pages, five to 10
paragraphs long, with clear organization; is in printed or electronic
form.
- Language is concrete and abstract,
conceptual and technical.
- Context and topic are partly predictable
for learner.
- Text types: newspaper articles, stories,
encyclopedia entries and reports.
Competency Outcomes and
Standards
I. Social Interaction
Texts
What the
person can do
- Identify factual details and inferred
meanings in moderately complex notes, e-mail messages and letters
expressing appreciation, complaint, hope, satisfaction, dissatisfaction.
Examples of tasks
and tests
- Community, Study,
Workplace: Read authentic notes, e-mail
messages and letters expressing gratitude and appreciation, complaint,
hope, disappointment, satisfaction and dissatisfaction. Answer
comprehension questions as required in the task.
Performance Indicators
- Identifies specific factual details and
inferred meanings in the texts.
- Identifies purpose of texts.
- Identifies reader-writer relationship,
attitude of writer and context.
II. Instructions
What the person can
do
- Follow a set of written instructions on
10- to-13-step everyday procedures related to simple technical and
nontechnical tasks.
- Follow everyday instructional texts.
Examples of tasks
and texts
- Community:
Follow written instructions, including diagrams,
on how to apply the Heimlich manoeuvre.
- Community, Study:
Based on information in a continuous (prose) text about cooking a meal,
correctly sequence the recipe (10 to 13- steps).
Performance Indicators
- Follows instructions.
- Carries out task.
III. Business/service
texts
What the person can
do
- Identify factual details and some
inferred meanings in moderately complex texts containing assessments,
evaluations, advice.
- Locate three or four pieces of
information in moderately complex formatted texts.
Examples of tasks
and texts
- Community:
Obtain information from public health
advisories, municipal notices, violation notices and penalty payment
forms, community newsletters and bulletins. Decide on action.
- Community, Study:
Find information in calendars from adult education institutions.
- Community, Study,
Workplace: Read a performance evaluation.
Answer comprehension questions as required in the task.
Performance Indicators
- Identifies main intent, main idea,
factual details and some inferred meanings in the texts.
- Identifies writer’s
purpose/intent/attitude.
- Identifies communicative value of text
and its parts.
- Locates three or four pieces of specific
information in extensive and visually complex directories.
IV. Informational texts
What the person can
do
- Demonstrate comprehension of a one- or
two-page moderately complex extended description, report or narration on
a familiar topic.
- Demonstrate comprehension of moderately
complex tables, graphs, diagrams, and flow charts.
Information
literacy/reference and study skills competencies
- Access and locate three or four pieces
of information in on-line electronic reference sources (e.g., World Wide
Web, library databases), if available, or from print reference sources.
Examples of tasks
and texts
- Study:
Paraphrase main points of a story that includes a scenario.
- Correctly sequence all steps in a cycle
or process described in a text.
- Predict how something (e.g., a machine,
design, arrangement, law) would work based on information in text.
- Interpret/explain information in a
moderately complex diagram in a basic science text.
- Access and locate three or four pieces
of information in on-line electronic reference sources (e.g., World Wide
Web, library databases), if available, or in print reference sources
(e.g., World Almanac or a technical encyclopedia).
Performance Indicators
- Identifies factual details and inferred
meanings in text (70-80%).
- Identifies main ideas and key details.
- Identifies organization of text and
relationship links between paragraphs.
- Identifies rhetorical discourse markers
of chronological order, comparison and contrast.
- Follows sequence of narration.
- Guesses meaning of words. Distinguishes
facts from opinions.
- Classifies/categorizes/defines concepts
based on information.
- Expresses information contained in a
graph as text.
- Accesses/locates three or four pieces of
information in a CD-ROM electronic reference source, if available.
- Accesses/locates three or four pieces of
information in print reference sources.
Writing
Global Performance
Descriptor
- Learner demonstrates adequate ability in
performing moderately complex writing tasks.
- Can write personal letters and simple
routine business letters.
- Can construct coherent paragraphs on
familiar concrete topics, with clear main ideas and some supporting
details, and with a developing sense of audience.
- Can join two or three paragraphs into a
larger text.
- Demonstrates mostly satisfactory control
over complex structures, spelling and mechanics.
- Learner often produces written
presentations of text structure beyond a paragraph, which may sometimes
seem “foreign” to an English-speaking reader.
- A more personal creative expression in
writing may reveal the use of “overelaboration,” literal translation,
false cognates, and circumlocution — strategies to express oneself more
fully in view of limited language skills.
- Discourse patterns are typical for first
language.
- Can take notes from clear pre-recorded
phone messages.
Performance Conditions
- Circumstances range from informal to
more formal occasions.
- Addressees are familiar.
- Topics are familiar with immediate
everyday relevance.
- Text is one to two short paragraphs.
- Text to reproduce is one to two pages in
legible handwriting or print, or may be a short oral text (10 to 15
minutes).
- Texts are varied and may be of a
specialized or technical nature.
- Learner may fill out a teacher-prepared
summary grid to aid note taking or summarizing.
- Forms are about 40 items/pieces of
information long.
- Messages are one or two paragraphs long.
- Learner texts: a memo, a letter of
request, a work record log entry.
- Learner text is two or three paragraphs
long, on non-personal, abstract but familiar topics and issues.
- Where necessary for the task, learners
must include information presented to them from other sources (e.g.,
photographs).
Competency Outcomes and
Standards
I. Social interaction
What the person can do
- Convey a personal message in a formal
short letter or note, or through e-mail, expressing or responding to
appreciation, complaint, disappointment, satisfaction, dissatisfaction
and hope.
Examples of tasks
and tests
- Community, Study,
Workplace: Write an appropriate note or
letter to respond to someone’s appreciation, complaint, disappointment,
satisfaction, dissatisfaction or hope.
- Community:
Write a note to a sick acquaintance to express
regret and hope of quick recovery. Offer help.
Performance Indicators
- Addresses the purpose of the task.
- Expresses main ideas and supports them
with details.
- Conveys a sense of audience: language,
format and content are appropriate and relevant.
- Demonstrates good use of most complex
structures, spelling and punctuation.
- Has occasional difficulty with some
complex structures.
- Demonstrates adequate vocabulary for the
topic.
II. Reproducing information
What the person can do
- Take notes from pre-recorded longer
phone messages on public information lines or voice mail messages with
seven to 10 details.
- Take notes in point form from an oral
presentation.
- Write an outline or a summary of a
longer text.
Examples of tasks and texts
- This is Ben Smith calling from Alpha
Books. Two of the books that you ordered have arrived. I’m still trying
to get more information from Ocean Publishers. Please call me after 3:30
pm to discuss the details if you want. My phone number is 555-2030.
Thanks. Bye.
- Community, Study,
Workplace: Write down messages with seven
to 10 details.
- Listen to the recorded messages on the
community information phone lines.
- Take notes and make a summary.
Performance Indicators
- Addresses the purpose of the task.
- Conveys essential information to the
reader.
- Reduces information to main points, with
accurate supporting details, with no major omissions.
- Fills all form sections with required
information.
Conveys a sense of audience in language format and content.
- Demonstrates good use of complex
grammatical structures, vocabulary, spelling and punctuation (few
errors).
- Presents text in legible handwriting or
print.
III. Business/service messages
What the person can do
- Convey business messages as written
notes to pass on routine information, make requests, or respond to
recommendations and warnings.
- Fill out moderately complex forms.
Examples of tasks and texts
- Community:
Write an appropriate short letter of concern/complaint as a parent to
the daycare/after-school care administrator.
- Study, Workplace:
Write a formal letter/memo to your supervisor to request a week off
work.
Fill out an application for training.
Performance Indicators
- Addresses the purpose of the task.
- Expresses main ideas and supports them
with details.
Conveys a sense of audience: uses appropriate style.
- Demonstrates good use of complex
structures.
- Demonstrates adequate vocabulary for
topic.
- Provides accurate and detailed
descriptions, explanations or account of events in the report/story
sequence.
- Provides an introduction, development
and conclusion, and an adequate paragraph structure in the text.
- Presents text as a coherent connected
whole with good use of appropriate logical connectors (however, but).
- Demonstrates accurate spelling and
punctuation; makes minor errors only.
- Presents text in legible handwriting or
print.
IV. Presenting information and ideas
What the person can do
- Write two or three paragraphs to narrate
a familiar sequence of events from the past; to tell a story; or to
provide a detailed description, comparison.
Examples of tasks and texts
- Community, Study:
Write a report comparing two education systems. Use a graph, table,
chart
or diagram as the basis for some of the information. Add a paragraph
expressing your preference for one or the other. Give reasons.
- Study:
Describe a process (e.g., the process of photosynthesis).
- Community, Study,
Workplace: Word-process, revise, edit,
format and print texts.
Performance Indicators
- Addresses the purpose of the task.
- Expresses main ideas and supports them
with details.
- Conveys a sense of audience: uses
appropriate style.
- Demonstrates good use of complex
structures.
- Demonstrates adequate vocabulary for
topic.
- Provides accurate and detailed
descriptions, explanations or account of events in the report/story
sequence.
- Provides an introduction, development
and conclusion, and an adequate paragraph structure in the text.
- Presents text as a coherent connected
whole with good use of appropriate logical connectors (however, but).
- Demonstrates accurate spelling and
punctuation; makes minor errors only.
- Presents text in legible handwriting or
print. (Source:
Citizenship and Immigration Canada)
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