Professional Documents
Culture Documents
Can Do Statements
Listening Speaking Reading Writing
At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can:
• understand a few words and very simple phrases • say a few words and very simple phrases • read the alphabet • write the alphabet and numbers
Benchmark
• understand common polite phrases • say the alphabet, names, numbers, times, and • read numbers • write some very common, everydayBenchmarks
words
1
Benchmark Canadian Language
1
Canadian Language Benchmarks Benchmark Canadian Language Benchmarks
dates
Speaking
• read some very common, everyday words
1
Canadian Language Benchmarks
Can
Can Do Statements
Can Do Statements Listening
Canadian Language Benchmarks
Can Do Statements
Benchmark
Speaking Do Statements
1
Benchmark
Can Do Statements
11
Canadian Language Benchmarks Benchmark
Listening
Canadian Language Benchmarks
CanDo
DoStatements
Statements
Reading
Reading
At this Benchmark, I can: Whe
When: At this Benchmark, I can:
When: When:When: At this Benchmark,
When: I can: Whe
At this Benchmark, I can: When: • write the alphabet and numbers • th
At• this
say aBenchmark,
few words andI can:
very simple phrases When:
• I can see the person • write the alphabet and numbers • th
• I• can see the aperson
understand few words and very simple phrases • I can
• I can seeperson
see the the person • the
Atperson
this
topic is very familiar • the topic
• write is very
some veryfamiliar
common, everyday words • so
At this Benchmark, I can: When: • say athe few words and
alphabet, very simple
names, phrases
numbers, times, and • Ithe
can see Benchmark,
thehelps me I can:
person When: • write some very common, everyday words • s
• the person speaks
• understand commonslowly andphrases
polite helps me
• understand a few words and very simple phrases
• the• the person
person
dates
• I can• see the
say
helps
speaks
theperson
me and helps me
slowly
alphabet, names, numbers, times, and • the
• there
At
• this
read are many
Benchmark,
the alphabetpictures
I can: topic is• someone
When:
• the very familiar helps me • I w
I canperson helps me
use pictures and gestures • I
understand
• understand common polite phrases • the • I can
understand use
dates
person pictures
speaks slowlyand
andgestures
helps me • the
• • read words
read the are
numbers very
alphabet
• I can use pictures and gestures
easy to read • the
• there • I write
are topic
many is forfamiliar
very
pictures a familiar person
• the person uses pictures or gestures • the person uses pictures or gestures
understand • I• • read
use
reada dictionary
numbers
some in my everyday
very common, languagewords • the• words
thereare
arevery
many pictures
easy to read
• the person speaks about things I know or need
• the person speaks about things I know or need • the person uses pictures or gestures • read some very common, everyday words • I use a dictionary in my language
• the words are very easy to read
• the person speaks about things I know or need • I use a dictionary in my language
Write very short, simple social messages. C
Say very simple greetings. Make very simple requests. Write very short, simple social messages. C
■ Understand
Understand very
very simple
simple greetings
greetingsand
and ■Say
Understand
Sayvery
very simple
very simple
requests.
greetings.
simple greetings. ■ Understand
Make very simple
Understand some words
requests.
some words and phrases
and phrases in very in very ■information
Find some Write very short,
in very simple
short, simplesocial messages.
introductions. Give verya very simple introduction.
introductions.
Understand very simple greetings and ■
Understand
Give a verysimple
simplerequests.
introduction. short, simplemessages.
short, simple messages. signs, maps, and forms.
Understand May
some words and phrases in very
I try one? Find some information in very short, simple
introductions. Give a very simple introduction.
Hi, my name
short, simple messages.
May I try one?
signs, maps, and forms.
is Alex. Can I see your My name
health card? is Yana. Of course!
Hi, my name Hi Alex, Nice to
is Alex. Can I see your My name
I‛m Marta. is Yana. meet you. Of course!
health card?
Hi Alex, Nice to
I‛m Marta. meet you.
1 11
Where are you
BenchmarkWhat time is it? Benchmark Benchmark Benchmark
arks
1
I‛m from Sweden.
1
from?
Canadian Language Benchmarks
Listening
Benchmark
Reading
Sit down!
arks Canadian Language Benchmarks Canadian Language Benchmarks Where are you
Canadian Language
I‛m from Sweden. Benchmarks
Speaking
1
ents Can
Can Do
Do Statements
Statements Statements Can Do Statements
Canadian Language Benchmarks
• the person uses pictures or gestures • I can use pictures and gestures • they
I areuse a dictionary
not intended in my language
for assessment purposes.
• the person speaks about things I know or need • I use a dictionary in my language
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.
• I write for a familiar person
• the person speaks about things I know or need The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.
© 2013 Centre for Canadian Language Benchmarks
!!
© 2013 Centre for Canadian Language Benchmarks The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
© 2013 Centre for Canadian Language Benchmarks
© 2013 Centre for Canadian Language Benchmarks
they are not intended for assessment purposes.
!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels; For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
Understand very simple requests. they areCentre
not intended for assessment
Languagepurposes.
!!
The Can DoDoStatements
Statementsare areintended
intendedto
tohelp
helplearners
learners understand the Canadian
Canadian Language
LanguageBenchmark
Benchmarklevels;
levels; © 2013 for Canadian Benchmarks they are not intended for assessment purposes.
The Can understand the
Understand some words and phrases in very
For Can
the Canadian Language Benchmark
to Online Self-Assessment,
understandvisit
the www.CLB-OSA.ca. Find some information in very short, simple
they are not intended for assessment purposes. For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.langu
!
they areare
not intended
intendedfor forassessment
assessmentpurposes. For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
Understand
Say veryvery
they not
simple
simple requests.
greetings. purposes.
Make
The Do Statements
very simple requests.
are intended help learners Canadian Language Benchmark levels;
socialsimple
ForFor
thethe
Canadian
Canadian Language
LanguageBenchmark
BenchmarkOnline
OnlineSelf-Assessment,
Self-Assessment, visit www.CLB-OSA.ca.
www.CLB-OSA.ca. For further
they are notdetails on the
intended Canadian Language
for assessment purposes.Benchmarks, consult the CLB document, available online at www.language.ca. For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.langu
Say very simple greetings. short,
Make verysimple
simplemessages. maps, and
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
health
Can card?
I see your May I try one?
health card? My name
is Yana. Of course!
My name
Nice to Of course!
is Yana.
meet you.
Nice to
meet you.
Understand very simple information. Understand very short, simple instructions. Understand very simple
Copy numbers,information.
simple lists of words, or very Complete 3-5 very short, simple sentences
Understand very
Give very simple
short, information.
simple instructions. Answer very basic very
Understand questions
short,about
simplemyself.
instructions. Understand very simple
Copyshort,
numbers, information.
simple lists of words, or very Complete 3-5 very short, simple sentences
simple sentences. about me.
■ Understand very simple information.
Give very short, simple instructions. ■ Answer very basic questions about myself.
Answer very basic questions about myself. ■ Understand
short, very
simplesimple information.
sentences. ■ Complete 3-5 very short, simple sentences
about me.
Ask simple questions about a person.
■Ask
Asksimple
simplequestions
questions about aa person.
person. about me.
What time is it? Please, come in!
What time is it? Please, come in!
Sit down! Where are you
SitIt‛s 9:30.
down! from?
Where are you
I‛m from Sweden.
It‛s 9:30. from? I‛m from Sweden.
!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
they are not intended for assessment purposes.
© 2013 Centre for Canadian Language Benchmarks
nchmark levels; For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
!!
© 2013 Centre for Canadian Language Benchmarks The
© Can
2013Do Statements
Centre are intended
for Canadian to help
Language learners understand the Canadian Language Benchmark levels;
Benchmarks © 2013 Centre for Canadian
For further details onLanguage Benchmarks
the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
!!
enchmark levels; The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels; they are notDo
intended for assessment purposes.
!
The Can Statements are intended to help learners understand the Canadian Language Benchmark levels; The Can Do Statements
The are intended
Can Do Statements were to help learners
developed understand
with support the Province
from the Canadian ofLanguage Benchmark
Manitoba and levels; of Canada.
the Government
© 2013 Centre for Canadian Language Benchmarks
they are not intended for assessment purposes. Forthey
the are
Canadian Language
not intended Benchmark Online
for assessment purposes.Self-Assessment, visit www.CLB-OSA.ca. they are not intended for assessment purposes.
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
ble online at www.language.ca.
!
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca. ForFor
further details onLanguage
the Canadian the Canadian Language
Benchmark Benchmarks,
Online consult the
Self-Assessment, visitCLB document, available online at www.language.ca.For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
www.CLB-OSA.ca.
eble
Government of Canada. they are not intended for assessment purposes.
online at www.language.ca. The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca. For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
© 2017 Centre for Canadian Language Benchmarks - The Can Do Statement Posters are intended to help learners understand the Canadian Language Benchmark levels; they are not intended for assessment purposes. For further
e Government of Canada. The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada. The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada. The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.
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.
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.
The Can Do Statement Posters (based on the Can Do Statements) were developed with support from the Ministry of Citizenship and Immigration, Ontario.
2
Canadian Language Benchmarks Benchmark
Can Do Statements
Listening Speaking Reading Benchmark
Writing
2
At this Benchmark, I can: At this Benchmark, I can: Benchmark At this Benchmark, I can: At this Benchmark, I can:
2
Canadian Language Benchmarks
Speaking
Canadian
• understand very Language
short, simple Benchmarks
sentences • say simple phrases and some very short, simple • read common, everyday words and phrases Benchmark
• write simple phrases and some very short, simple
Listening
2
Benchmark
Can Do Statements Can Do Statements Canadian Language Benchmarks
sentences • read some very short, simple sentences sentences
Reading
Canadian Language Benchmark
Benchmarks Canadian Language Benchmarks
2 Reading
Benchmark
Canadian Language Benchmarks
Can
Can Do
Do Statements
2
• talk about some very common, everyday things • write very common, everyday words
Can Do Statements
Canadian Language Benchmarks
Listening
Can Do Statements SpeakingStatements Can Do Statements
Canadian Language Benchmarks
Give
Giveshort, simple
short,simple instructions.
simpleinformation.
instructions.
Give
Understand
Give basic
Understand
basic short,
information
information simple
about
short,about
simple instructions with up
myself. with
instructions
myself. up to
to Understand
Understand simple
Copy 3-5simple information
short,information abouteveryday
simple sentences.
about everyday
Follow
simple
Follow instructions
simple instructionsand
and directions.
directions. Understand
Understand simple information. Copy 3-5 short, simple sentences. W
44 steps.
steps. topics.
■ Follow simple instructions and directions. ■ Give short, simple instructions. ■Ask
Ask Understand
forfor basic
basic short, simple
information
information instructions
about
about another
another with up to
person.
person. ■topics.
Copy
Copy3-5
listsshort, simpleitems.
with 10-15 sentences. or
Benchmark Benchmark 4 steps. Copy lists with 10-15 items.
■
2
Copy lists with 10-15 items.
2
YourYour
next next
Sure,June
Sure, Nehal.
Nehal.
s PleaseCanadian Language Benchmarks
pass meme appointment
appointment is is 12June 12 Describe
Describe a familiar thing
a familiar (size,(size,
thing colour, number).
colour, number).
Benchmark
Speaking
Please pass
Listening
Benchmark
2
JuneJune
12 at12 at 1 p.m.
1 p.m. at 1 p.m.
at 1 p.m.
Benchmark
2
thethe
scissors.
scissors. Please sign
atat Wash with
with soap
soap
2
Please sign Thank you. Benchmark
Canadian Language Benchmarks
Thank you. Wet hands. Wash
Reading
2
the bottom. Canadian Language Benchmarks
for
Listening
the bottom.
Writing
Canadian Language Benchmarks
nts Speaking
Can Do Statements Benchmark
Maria‛s favourite
Can Do Statements
2
Maria‛s favourite
Can Do Statements
toy is her yellow
Benchmark
2
toy bear.
is her yellow
Canadian Language Benchmarks teddy
Reading
teddy bear.
Canadian Language Benchmarks
At this Benchmark, I can:
When:
When:
• • I can
say simple phrases
person and Isome very short, simple
When:
At see
• I can thisthe
Benchmark,
person I can:
Can Do Statements
When:
At this Benchmark, I can:
Can Do Statements
When:
Writing
Atsee the
this Benchmark, can: When:• read common, everyday words and phrases • the topic is very familiar
Isentences
• • thecan• see
saythe
person person
speaks
simple slowlyand
phrases andsome
helpsvery
meshort, simple • • the person
I can see thehelps me
person • write simple phrases and some very short, • the topic is very familiar
• understand
• talkperson
the about some very
speaks common,
slowly and helpseveryday
me things At this
• read someBenchmark,
very short, Isimple
can: sentences When:
• there simple
are some pictures
sentences • someone helps me
sentences • • I the
canperson
use pictures
helps meand gestures At this Benchmark, I can: When:
understand • read common, everyday words and phrases • • the
the• topic
words
write is
arevery
very familiar
very easy
common, toeveryday
read words
• the person uses pictures
• talk about some veryorcommon,
gestureseveryday things • I can use pictures and gestures Dry hands
• write simple phrases and some very short,
towel to
to • • I write
the topic
for ais familiar
very familiar
person
• read some very short, simple sentences Dry hands
• I there are some pictures Use towel
• the person uses pictures or gestures • thoroughly.
use a
thoroughly.
dictionary in my
simple sentenceslanguage tap.
turn off tap. • someone helps me
• the person speaks about things I know or need • the words are very
• the person speaks about things I know or need • write veryeasy to read
common, everyday words • I write for a familiar person
• I use a dictionary in my language
© 2013 Centre for Canadian Language Benchmarks
©©2013
2013 Centre
Centre for
for Canadian
Canadian Language
Language Benchmarks
Benchmarks ©© 2013
2013 Centrefor
Centre forCanadian
CanadianLanguage
Language Benchmarks
Benchmarks
!
© 2013 Centre for Canadian Language Benchmarks The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
Start short some
Understand social simple
conversations
requests with
andgreetings
warnings. Make simple requests.
! !■!
The
TheCan
Can Do
Do Statements
Statements areare intended
intended to
to help learners understand the Canadian Language
Language Benchmark
Benchmark levels;
levels; The Can Do Statementsare areintended
intended to
to help
help learners
learners understand
understandthetheCanadian
CanadianLanguage Benchmark levels;
!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
Understand
© 2013
For Centre very short, simple messages.
they are not intended for assessment purposes.
for Canadian Language Benchmarks Find some information in very simple forms,
they
theyare
are not
The Can
they
Do
are
Statements
notintended
intendedfor forassessment
assessment purposes.
purposes.
Language Benchmark levels;
!
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
some simple requests and Find some information
and labels.in very simple forms,
For
Forthe
the Canadian
Canadian Language
Language Benchmark
Benchmark Online
Online Self-Assessment, visit www.CLB-OSA.ca.
www.CLB-OSA.ca.
Make simple requests.
The Can Do Statements
details on are
the intended to help learners understand
consultthe
the Canadian Language Benchmark
online at levels;
maps, signs, Complete short, simple forms.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca. For further Canadian Language Benchmarks, CLB document, available www.language.ca. For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
!
The Can
ForDo Statements
further details onare
theintended
Canadianto help learners
Language understand
Benchmarks, consultthe
theCanadian Language
CLB document, Benchmark
available online atlevels; they The
are not
www.language.ca. Can intended for assessment
Do Statements with support from the Province of Manitoba and the Government of Canada. For
purposes.
were developed Forfurther
further details
details on
on the
the Canadian
Canadian Language
Language Benchmarks, consult the CLB document, available
available online
online at For
at www.language.ca.
www.language.ca.
For further
further detailson
details onthe
theCanadian
CanadianLanguage
Language Benchmarks,
Benchmarks, consult
consultthe
theCLB
CLBdocument,
document,available online
available at www.langua
online at www.lan
they are
Thenot and end with goodbyes.
Canintended for assessment
Do Statements purposes.
were developed Say simple
with support from the Province of Manitoba and the Government of Canada.
warnings.
Understand very short, simple messages. Find some informationThe
in very simple forms,
TheCan
Can Do
Do Statements
Statements were
were developed
developed with support from the Province of Manitoba and
and the
the Government
Government of of Canada.
Canada. The
The Can
Can Do Do Statementswere
Statements weredeveloped
developed with
with support
support from
from the
theProvince
ProvinceofofManitoba
Manitobaand the
and Government
the Government of Canada
of Cana
For thewarnings. maps, signs, and labels.
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
For
Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca.
Give
further detailsa
on simple
the Canadian introduction. ■ Say
Say
further
For
simple
simple
details
Language Benchmarks, consult the CLB document, available online at www.language.ca.
The Can werewarnings.
warnings.
on the Canadian
Do Statements
Language Benchmarks, consult the CLB document, available online at www.language.ca. Write short,
developed with support from the Province of Manitoba and the Government of Canada. maps, signs, and labels.
simple social messages. Complete short, simple forms.
Give a simple introduction.
The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.
Apples on
What would you Coffee, with milk Party for Uzma
What would you Coffee, withplease.
and sugar, milk Be careful! sale until
like
Hi. Mytoname
drink?
is Be on May
careful! 8. Apples on
like to drink?
Hi. My name is
Ahmed. What‛s
and sugar, please.
My name
It‛s hot.
Party for Uzma
It‛s hot. Thanks!
Thanks!
Friday.
Ahmed. What‛s
your name? My name
is John. sale until
your name? is John. on May 8.
Nice to meet
Nice to meet
you, you,
Ahmed.
Friday.
Ahmed.
Good to meet
Good to meet
you, too. you, too.
!
The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels; Centre for Canadian Language Benchmarks © 2013 Centre for Canadian Language Benchmarks
! !
The CanThe
DoCan
Statements are intended to helptolearners understand the Canadian Language Benchmark levels; © 2013 Centre for Canadian Language Benchmarks
! !
they are not intended for assessment purposes. Do Statements are intended help learners understand the Canadian Language Benchmark levels; The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels;
For the Canadian Language Benchmark Online Self-Assessment, visit www.CLB-OSA.ca. they arethey
not are
intended for assessment
not intended purposes.
for assessment purposes. The Can Do Statements
they are intended
are not intended to helppurposes.
for assessment learners understand the Canadian Language Benchmark levels;
For the For
Canadian Language Benchmark OnlineOnline
Self-Assessment, visit www.CLB-OSA.ca. they are not
Forintended for assessment purposes.Online Self-Assessment, visit www.CLB-OSA.ca.
!!
mark levels; For further details on the Canadian Language Benchmarks, consult the CLB document, available online at www.language.ca. the Canadian Language Benchmark Self-Assessment, visit www.CLB-OSA.ca. the Canadian Language Benchmark
The for
CanCanadian
Do Statements were developed with support from the Province of Manitoba and the Government of Canada. For further
For details
further on the on
details Canadian Language
the Canadian Benchmarks,
Language consult
Benchmarks, the CLB
consult document,
the CLB available
document, online
available For the Canadian
at www.language.ca.
online at www.language.ca. Language
For further details onBenchmark Online
the Canadian Self-Assessment,
Language Benchmarks,visit www.CLB-OSA.ca.
consult the CLB document, available online at www.language.ca.
© 2013 Centre Language Benchmarks
The CanThe
DoCan
Statements were developed
Do Statements with support
were developed from from
with support the Province of Manitoba
the Province andand
of Manitoba the the
Government
Government of Canada.For further
of Canada. details on Statements
the Canadian Language Benchmarks,
with supportconsult theProvince
CLB document, available
and theonline at www.language.ca.
© 2017 Centre for Canadian Language Benchmarks - The Can Do Statement Posters are intended to help learners understand the Canadian Language Benchmark levels; they are not intended for assessment purposes. For further
The Can Do were developed from the of Manitoba Government of Canada.
ark levels; The Can Do Statements are intended to help learners understand the Canadian Language Benchmark levels; The Can Do Statements were developed with support from the Province of Manitoba and the Government of Canada.
online at www.language.ca.
they are not intended for assessment purposes.
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.
overnment of Canada.
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.
line at www.language.ca.
The The
ernment of Canada. Can DoCan Do Statement
Statements Posters
were developed (based
with support from theon the ofCan
Province Do Statements)
Manitoba and the Government were developed with support from the Ministry of Citizenship and Immigration, Ontario.
of Canada.
3
Canadian Language Benchmarks Benchmark
Can Do Statements
Listening Speaking Reading Writing
At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can:
• understand most simple sentences • say short, simple sentences • read short, simple sentences • write short, simple sentences
• talk about some common, everyday things I need • understand some information in short, simple • write common, everyday words
and about my experiences paragraphs • use capital letters and some simple punctuation
• begin to use basic grammar and sometimes
connect my ideas
Interacting with Others Interacting with Others Interacting with Others Interacting with Others
■ Understand very short, simple social ■ Have very short, simple social ■ Understand very short, simple social ■ Write short, simple social messages
conversations (including greetings, conversations. messages. to someone I know.
introductions and endings). For example: For example: For example:
For example: • introduce myself to a new person • a short note from my teacher • an invitation to a co-worker about
• an apology from a friend • talk to a receptionist about my • a short email with the details for an a party
• an introduction to a new co-worker appointment appointment • an email to a sick friend
Getting Things Done Getting Things Done Getting Things Done Getting Things Done
■ Understand common requests, ■ Make and respond to simple polite ■ Find some information in simple forms, ■ Complete short, simple forms with
warnings, and permission. requests. tables, and schedules. 12-15 items.
For example: For example: For example: For example:
• a request for a day off work • ask if I may do something • bus schedules • an emergency contact form
• a request to borrow a book • ask someone to help me
■ Find some key information in short ■ Write short, simple messages to get
■ Give very short, simple warnings, business texts such as flyers, form things done.
cautions, and apologies. letters, and brochures. For example:
For example: For example: • a note to a co-worker asking him or
• tell someone to be careful • a flyer with information about a sale her to turn off the lights
!
© 2017 Centre for Canadian Language Benchmarks - The Can Do Statement Posters are intended to help learners understand the Canadian Language Benchmark levels; they are not intended for assessment purposes. 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.
The Can Do Statement Posters (based on the Can Do Statements) were developed with support from the Ministry of Citizenship and Immigration, Ontario.
4
Canadian Language Benchmarks Benchmark
Can Do Statements
Listening Speaking Reading Writing
At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can:
• understand some simple formal and informal • give simple information about common everyday • understand short, simple paragraphs • write simple sentences and short, simple
communication activities, experiences, needs, and wants paragraphs
• understand conversations about familiar topics • use basic grammar and connect my ideas • use capital letters and simple punctuation
Interacting with Others Interacting with Others Interacting with Others Interacting with Others
■ Understand short social conversations ■ Have short, casual social conversations. ■ Understand simple social messages. ■ Write a short social message (up to 1
that include small talk. For example: For example: paragraph) to someone I know.
For example: • introduce 2 people to each other • an email from a friend with the reason For example:
• informal chat with a colleague about • talk about the weather with a co-worker they didn’t come to class • an email to a friend to talk about my
weekend plans • a letter with news from a friend vacation
• a description of household tasks ■ Talk briefly on the phone. • a thank-you note to my supervisor
For example:
• start and carry on simple telephone
• conversations and end the calls
• leave short, simple telephone messages
Getting Things Done Getting Things Done Getting Things Done Getting Things Done
■ Understand common persuasive ■ Make and respond to polite requests. ■ Find information in simple forms, tables, ■ Complete simple forms with 15-20 items.
requests. For example: schedules, and directories. For example:
For example: • ask for information about services For example: • an application form for pre-authorized
• a short simple commercial • ask for help when I am shopping • telephone numbers in an online directory payments
• a sales clerk giving reasons to buy a • ask for a day off ■ Find and compare information in short ■ Write short, simple messages to get
more expensive product
business texts such as brochures, things done.
notices, form letters, and flyers. For example:
For example: • an email to my supervisor to ask for a
• two simple brochures about travel day off (including a reason)
!
© 2017 Centre for Canadian Language Benchmarks - The Can Do Statement Posters are intended to help learners understand the Canadian Language Benchmark levels; they are not intended for assessment purposes. 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.
The Can Do Statement Posters (based on the Can Do Statements) were developed with support from the Ministry of Citizenship and Immigration, Ontario.
5
Canadian Language Benchmarks Benchmark
Can Do Statements
Listening Speaking Reading Writing
At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can:
• understand, with some effort, moderately • communicate, with some difficulty, in short, • understand simple and some moderately • write short, simple to moderately complex texts
complex formal and informal communication routine social and business situations complex reading materials • write paragraphs with a main idea and some
• present concrete information about my needs and supporting detail
things that are important to me • write with good control of simple grammar and
• use simple and a few more complex structures adequate control of spelling and punctuation
and connect my ideas
When: When: When: When:
• the communication is face-to-face (one-on-one or • I speak face-to-face, online, on the phone, or in • the text is relatively short • I write for familiar people
in small groups) or on the phone familiar small groups • the text is factual or descriptive • the topic is familiar and related to my life
• the communication is moderate in length • the situation is casual or somewhat formal • the vocabulary is mostly common, with some experience
• the information is concrete abstract or specialized vocabulary and occasional
common idioms
Interacting with Others Interacting with Others Interacting with Others Interacting with Others
Interacting with Others Interacting with Others Interacting with Others Interacting with Others
■ Understand common and predictable ■ Participate in basic social conversations. ■ Understand familiar personal and public ■ Write 1-paragraph formal or informal
social conversations. For example: social messages. personal messages for social purposes.
For example: • say how I feel For example: For example:
• invite people and reply to invitations • an email or a letter from a friend
• someone’s description of his/her • make small talk • a note to accept an invitation
interests, likes, dislikes, or preferences containing a compliment or an invitation
• letters to an advice columnist • an email telling someone how I feel
• a friend’s offer to help ■ Participate in very short phone calls. • a letter about what is new in my life
• a compliment from a co-worker For example:
• provide basic information when
answering the phone at work
Getting Things Done Getting Things Done Getting Things Done Getting Things Done
■ Understand communication intended to ■ Make and respond to informal requests, ■ Scan formatted texts (such as forms, ■ Write short business messages
influence or persuade. and give permission, suggestions and tables, schedules, directories, maps, (3-5 sentences) to get things done or for
For example: advice. and website navigation menus) to find services needed in my personal life.
For example: and use 1-2 pieces of information. For example:
• public announcements
• give advice to a colleague For example: • a letter or email to an insurance company
• short product demonstrations to cancel a policy
• ask permission to hand an assignment • a train departure and arrival schedule
• television commercials
in late ■ Complete detailed forms with 20-30 items.
■ Find information in business texts.
• make suggestions for a change to a For example:
For example:
class schedule • an application form for a car rental
• a workplace memo about a new policy
• ask a friend to help with a task
!
© 2017 Centre for Canadian Language Benchmarks - The Can Do Statement Posters are intended to help learners understand the Canadian Language Benchmark levels; they are not intended for assessment purposes. 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.
The Can Do Statement Posters (based on the Can Do Statements) were developed with support from the Ministry of Citizenship and Immigration, Ontario.
6
Canadian Language Benchmarks Benchmark
Can Do Statements
Listening Speaking Reading Writing
At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can:
• understand most moderately complex, formal and • communicate with some confidence in everyday • understand a range of moderately complex • write short, moderately complex texts
informal communication related to life experience social situations reading materials • write paragraphs with clearly expressed main
• present concrete information in some detail about ideas and some supporting details
familiar topics that are important to me • write with good control of simple grammar and
• use simple and some complex structures and adequate control of spelling and punctuation
connect my ideas
When: When: When: When:
• the communication is face-to-face (one-on-one or • I speak face-to-face, online, on the phone, or in • the text is relatively short • I write for familiar people
in small groups) or on the phone mostly familiar small groups • the text is mostly factual or descriptive • the topic is familiar and related to my own
• the communication is moderate in length • the situation is casual or somewhat formal • the vocabulary is mostly common, with interests and experiences
• the information is concrete and sometimes some abstract or specialized vocabulary and
includes some abstract concepts occasional idioms
Interacting with Others Interacting with Others Interacting with Others Interacting with Others
■ Understand common social ■ Participate in routine social conversations. ■ Understand familiar personal and public ■ Write 1- to 2-paragraph formal or informal
conversations. For example: social messages. personal messages for social purposes.
For example: • make suggestions or arrangements for For example: For example:
• making and cancelling arrangements an event • a workplace announcement • a memo congratulating or thanking
• apologizing or making excuses • express opinions someone
• make excuses or apologies • a note to make an apology
• an e-mail offering to help someone
■ Participate in short phone calls.
For example:
• make a call to the dentist to set up an
appointment
Getting Things Done Getting Things Done Getting Things Done Getting Things Done
■ Understand communication intended to ■ Make and respond to somewhat formal ■ Scan formatted texts (such as maps, ■ Write short business messages (up to
influence or persuade. suggestions and indirect requests. course calendars, directories, and 1 paragraph) to get things done or for
For example: For example: website navigation menus) to find and services needed for everyday life.
• telemarketer offers • request a raise from an employer use 2-3 pieces of information. For example:
• public transit announcements For example: • a letter to ask a company for a refund for
• two courses of interest in a course a product that didn’t work
calendar
■ Complete detailed forms with 30-40 items.
■ Get information from moderately complex For example:
business texts. • a job application form
For example:
• product specifications for a home
appliance
• a cover letter for a job application
!
© 2017 Centre for Canadian Language Benchmarks - The Can Do Statement Posters are intended to help learners understand the Canadian Language Benchmark levels; they are not intended for assessment purposes. 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.
The Can Do Statement Posters (based on the Can Do Statements) were developed with support from the Ministry of Citizenship and Immigration, Ontario.
7
Canadian Language Benchmarks Benchmark
Can Do Statements
Listening Speaking Reading Writing
At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can:
• understand most moderately complex formal and • communicate with some confidence in many daily • understand a range of moderately complex • write clear, moderately complex texts
informal communication related to life experience routine, social, educational, and work situations reading materials • write well-organized paragraphs with clearly
• present concrete and some abstract information expressed main ideas and adequate supporting
and general knowledge details
on an expanding range of familiar topics • write with good control of simple grammar, spelling,
• use simple and some complex structures, and and punctuation
connect my ideas • write with adequate control of complex structures
When: When: When: When:
• the communication is face-to-face (one-on-one or • I speak face-to-face, online, on the phone, or in • the text is moderate in length • I write for familiar people or organizations
in small groups) or on the phone somewhat familiar groups • the text is factual, descriptive or argumentative • the topic is related to my own experience
• the communication is moderate in length • the situation is informal to formal with opinions and implied meanings
• the information includes some abstract concepts • the vocabulary includes a range of concrete,
and ideas abstract or specialized terms, and idiomatic
language
Interacting with Others Interacting with Others Interacting with Others Interacting with Others
■ Understand social conversations. ■ Participate in less routine social ■ Understand personal and public social ■ Write formal and informal messages
For example: conversations for many everyday messages for a variety of purposes. (about 2-3 paragraphs) for a range of
• a person expressing appreciation for a purposes. For example: social purposes.
favour For example: • a personal email expressing For example:
• a complaint from a friend or classmate • respond to appreciation or dissatisfaction appreciation, complaint, hopes, • an email to show or respond to
• a discussion among co-workers who satisfaction, or dissatisfaction appreciation
are not getting along ■ Participate in routine phone calls. • a letter from a friend relating some • a letter to make or respond to a complaint
For example: bad news • a note to express disappointment or
• leave a telephone message for a friend satisfaction
with details about an upcoming event
!
© 2017 Centre for Canadian Language Benchmarks - The Can Do Statement Posters are intended to help learners understand the Canadian Language Benchmark levels; they are not intended for assessment purposes. 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.
The Can Do Statement Posters (based on the Can Do Statements) were developed with support from the Ministry of Citizenship and Immigration, Ontario.
8
Canadian Language Benchmarks Benchmark
Can Do Statements
Listening Speaking Reading Writing
At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can: At this Benchmark, I can:
• understand moderately complex formal • communicate with confidence in most daily • understand most moderately complex reading • write clear, moderately complex texts
and informal communication related to life routine social, educational and work situations materials • write well-organized paragraphs with clearly
experience, general knowledge, and specialized • present concrete and some abstract information expressed main ideas and good supporting details
or work- related situations on a range of familiar topics • write with good control of complex structures,
• use an adequate range of grammatical structures spelling, and punctuation
in connected discourse
When: When: When: When:
• the communication is face-to-face (one-on-one • I speak face-to-face, online, on the phone, or in • the text is moderate in length • I write for a familiar or clearly defined audience
or in small groups) or on the phone familiar or unfamiliar groups • the text is factual, descriptive or argumentative • the topic is related to my own experiences or
• the communication is moderate in length • the situation is informal to formal with opinions and implied meanings ideas
• the information includes abstract concepts and • the vocabulary includes a range of concrete,
ideas abstract or specialized terms, and idiomatic
language
Interacting with Others Interacting with Others Interacting with Others Interacting with Others
■ Understand social conversations. ■ Participate in less routine social ■ Understand social messages for a ■ Write formal and informal messages
For example: conversations for most everyday variety of purposes. (about 3 paragraphs long) for a range of
• a co-worker discussing a colleague purposes. For example: social purposes.
who suddenly left the company For example: • general opinions in a blog For example:
• a formal farewell at a retirement party • comfort someone in distress • responses to complaints or sympathy • a memo clarifying a conflict
• formal and informal condolences from • introduce guest speakers formally to a • an email giving reassurance
friends after a funeral group
■ Make short professional phone calls.
For example:
• reassure a customer that his/her order
will arrive on time
Getting Things Done Getting Things Done Getting Things Done Getting Things Done
■ Understand communication intended to ■ Propose or recommend solutions to ■ Locate, integrate, and use 3 or 4 pieces ■ Write for many purposes to communicate
influence or persuade. problems in familiar areas. of information from formatted texts. at work, with businesses, or with places
For example: For example: For example: providing a service.
• warnings about door-to-door • respond to a customer complaint, • an online financial table which indicates For example:
salespeople and suggestions for the providing various suggestions to the amount that a person is eligible to • a report documenting work done
best ways to deal with them resolve it receive, or needs to pay
• a memo indicating a problem
• public announcements containing ■ Get information from business • a letter requesting a change
extended warnings and service texts containing proposals,
recommendations ■ Complete and provide written responses
recommendations and statements of
in a range of detailed forms with over 40
rules, regulations, and policies.
items.
For example:
For example:
• an organization’s declaration of rights
and responsibilities • lengthy paper-based or online job
application forms
!
© 2017 Centre for Canadian Language Benchmarks - The Can Do Statement Posters are intended to help learners understand the Canadian Language Benchmark levels; they are not intended for assessment purposes. 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.
The Can Do Statement Posters (based on the Can Do Statements) were developed with support from the Ministry of Citizenship and Immigration, Ontario.