Language Benchmarks 1 125

Canadian
Language
Benchmarks
English as a Second Language for Adults
October 2012 Edition
For information on the Canadian Language Benchmarks or Niveaux de compétence linguistique canadiens visit: www.language.ca
Centre for Canadian Language Benchmarks

294 Albert Street, Suite 400
Ottawa, ON K1P 6E6
© Her Majesty the Queen in Right of Canada, represented by the Minister of Citizenship and Immigration, 2012
Ci63-26/2012
ISSN 978-1-100-20772-8
C&I-1704-A
October 2012 Edition
Table of Contents
Preface ............................................................................... I
Acknowledgements ............................................................... III
Introduction..........................................................................V
Stage I Listening ..................................................................... 1
Stage II Listening .................................................................. 13
Stage III Listening ................................................................. 25
Stage I Speaking ................................................................... 37
Stage II Speaking .................................................................. 49
Stage III Speaking ................................................................. 61
Stage I Reading .................................................................... 73
Stage II Reading ................................................................... 85
Stage III Reading .................................................................. 97
Stage I Writing .................................................................... 109
Stage II Writing ................................................................... 121
Stage III Writing .................................................................. 133
Competency Tables .............................................................. 145
Glossary ........................................................................... 205
Canadian Language Benchmarks

Preface
This Canadian Language Benchmarks (CLB) document represents a Canadian language standard established and
reinforced through sustained research, application and consultation. The following history summarizes the work that
has been done over a 20-year period to bring this latest version of the standard to publication.
The History of the Canadian Language Benchmarks

In 1992, the Government of Canada introduced a language policy to address the needs of adult immigrants. As a first
step, the ministry now called Citizenship and Immigration Canada (CIC) funded a project to investigate the need for
Canadian language standards. CIC held extensive consultations across Canada with field experts, instructors of English
as a Second Language (ESL)1 and English as a Foreign Language (EFL), language program administrators and learners,
immigrant-serving agencies, and government representatives. The consultations confirmed the need for a nationally
recognized set of language standards.
Canadian Language Benchmarks, Working Document (1996)

As a result of the consultations, CIC established the National Working Group on Language Benchmarks (NWGLB) in
March 1993. The task of the NWGLB was to guide the development of a set of benchmarks to describe language
development in the Canadian context. In 1996, CIC published the Canadian Language Benchmarks: English as a Second
Language for Adults (Working Document).
Centre for Canadian Language Benchmarks (CCLB)

Soon after the introduction of the CLB in 1996, the need emerged for an institution outside government to take
responsibility for CLB projects. Key federal and provincial funders and other stakeholders cooperated to establish the
Centre for Canadian Language Benchmarks (CCLB) and, in September 1997, the Board of Directors held its inaugural
meeting. In March 1998, the CCLB received its Charter as a non-profit corporation, and its doors officially opened in
Ottawa in June.
Canadian Language Benchmarks (2000)

When CIC introduced the CLB Working Document in 1996, the ministry made a commitment to revisit the document on
a regular basis to ensure its ongoing integrity, relevance, and accessibility. Beginning in 1999, the CCLB undertook a
national consultation with users of the CLB Working Document. The CCLB commissioned the principal writer of the 1996
Working Document to make revisions, which CIC published as the Canadian Language Benchmarks 2000: ESL for Adults.2
Niveaux de compétence linguistique canadiens (2006)

In 2002, the CCLB Board of Directors agreed to take responsibility for the French version of the CLB, which had been
funded by CIC and was meant to inform the needs of French as a Second Language (FSL) training programs for
immigrants. The first version, Standards linguistiques canadiens 2002, was sent out to stakeholders and then revised in
2005–2006. The second version, Niveaux de compétence linguistique canadiens 2006 : Français langue seconde pour
adultes (NCLC), was released in 2006.
National Consultation (2008–2010)

In 2008, with funding support from the federal and some provincial governments, the CCLB embarked on a national
consultation to determine how the CLB and NCLC should evolve to meet the changing needs of stakeholders. More than
1,300 people, representing multiple stakeholders, participated in the process. The findings of the consultation allowed
the CCLB to plan for revisions and future directions.
Following this consultation, a preliminary analysis was summarized in a discussion paper, which formed the basis for a
national forum of 40 individuals representing a broad range of stakeholders. Along with the CCLB Board of Directors,
these individuals engaged in further analysis and validation of the findings of the consultations. Among the results of
the analysis was a list of recommended changes.
1
In some parts of Canada, ESL may be replaced by English as an Additional Language (EAL).
2
The Canadian Language Benchmarks 2000: ESL for Literacy Learners was also introduced.
Canadian Language Benchmarks - I

A small working group met in December 2009 to discuss stakeholder recommendations and to determine a methodology
and priorities for revisions to the CLB 2000. Soon after, a small team of writers and expert advisors was assembled to
implement the revisions, which were based on the following broad goals:
● Improving the layout and presentation of information to make the document more user-friendly and accessible.
● Revising, refining and supplementing information to improve comprehensibility, clarity, consistency and
relevance, as well as reducing redundancy.
● Maintaining the integrity of the three stages of the CLB (basic, intermediate and advanced), the 12 levels (to
ensure the CLB reflect the full range of communicative competence) and the theoretical bases of the CLB.
● Using plain language throughout the document to facilitate the use of the CLB with a broad range of users.
● Including information critical for a common understanding of the CLB among the majority of users.
The resulting draft document was reviewed by 10 external experts and three members of an advisory committee
formed by the CCLB. Their feedback was incorporated into the working document.
Validation
In early 2011, the CCLB undertook the first steps of the validation 3 by developing a common theoretical framework for
the CLB and NCLC (Phase I). This document draws upon widely accepted research in the field of language education,
including key principles applicable to all languages and contributions from the ESL and FSL fields. The theoretical
framework underwent extensive independent review at each stage of its development. It was later compared with the
Common European Framework of Reference (CEFR), the American Council for the Teaching of Foreign Languages
(ACTFL) guidelines, and the Échelle québécoise. These comparisons showed that the theoretical framework was
consistent not only with the theoretical concepts it articulated, but also with the key principles underlying other
language frameworks.
The CLB and NCLC were then validated against the theoretical framework to determine whether they accurately
reflected the underlying theory (Phase II). Six independent experts mapped each descriptor in the standards documents
onto the theoretical framework to identify gaps where components of the theoretical models that served as a
foundation for the documents were not adequately represented. The documents were further fine-tuned and both have
been accepted as accurate reflections of the theoretical framework and consistent with widely accepted research.
The next step in the process was an extensive field validation by the documents’ end users (Phase III). A key
component of this step was the development of exemplars to test the validity, clarity, and reliability of descriptors.
Content experts developed Reading and Listening texts and tasks for the 12 levels, as well as prompts which were used
to collect exemplars of learner performance in Speaking and Writing. The tasks and exemplars were independently
benchmarked by six experts, with inter-rater agreement confirming the validity and reliability of the descriptors. Then,
along with the revised CLB and NCLC, they were field tested with more than 100 practitioners across Canada. These
practitioners fulfilled two key roles: first, they confirmed the level of the exemplars based on their experience with
learners at specific levels, and second, they provided feedback on the clarity, completeness, and accuracy of the
representation of these levels. This step informed the final fine-tuning of the standards.
In early 2012, the validation project leads and two independent validation experts confirmed that the revised and
validated CLB and NCLC conform to the basic applicable standards for reliability and validity set out in the Standards
for Educational and Psychological Testing,4 and that the validation process supports the use of CLB and NCLC as
national standards of English and French for living, working and studying in Canada and as valid, reliable standards for
use for a variety of purposes, including high-stakes ones, and in a variety of contexts, including community, workplace
and study settings.
3
A detailed validation report is available at www.language.ca.
4
American Educational Research Association. (1999). Standards for educational and psychological testing. Washington, DC:
American Psychological Association.
II - Canadian Language Benchmarks

Acknowledgements
Canadian Language Benchmarks: English as a Second Language for Adults

The Centre for Canadian Language Benchmarks (CCLB) would like to thank all of the funders who contributed to the
renewal/revision of the CLB standard. The process, from the national consultation to the validation, was funded by
Citizenship and Immigration Canada, National Headquarters; Citizenship and Immigration Canada, Ontario Region; and
the governments of Alberta, British Columbia, Manitoba, Ontario and Saskatchewan.
The CCLB would also like to thank the 1,300 participants in the 2008–2010 National Consultation on the CLB
2000/NCLC 2006 who provided the information for this version of the Canadian Language Benchmarks and for the
revised version of the Niveaux de compétence linguistique canadiens.
Also, the CCLB would like to acknowledge the valuable contribution of experts across Canada who developed the
methodology to engineer changes to the CLB 2000 at the December 2009 working group meeting in Ottawa. The group
consisted of Carol Derby, Anne Hajer, Karen Hammond, Linda Johansson, Joanne Pettis, Christina Stechishin, and Gail
Stewart.
Revision Team
Project Lead: Anne Hajer
Revisers/Writers: Anne Hajer, Anne-Marie Kaskens
Expert Advisors: Gail Stewart, Andrea Strachan
Contributing Writers: Peggy Irwin, Joanne Pettis, Anne Senior, Gail Stewart
Pan-Canadian Expert Reviewers: Denise DeLong, Lucy Epp, Tara Holmes, Dr. Amelia K. Hope, Thomas Jiry,
Marianne Kayed, Bernice Klassen, John Kostoff, Marisa Mazzulla, Jennifer McKay, Ellen Pilon, Anne Senior,
Monica Waterhouse, Elizabeth West
CLB National Advisory Committee members: Anna DeLuca, Dr. Sheila Nicholas, June Shymko
Project Manager: Carmen Chaman
Validation Team (Phase I and Phase II)

Project Leads: Dr. Ross Barbour, Dr. Monique Bournot-Trites
Contributing Researcher/Writer: Dr. Monika Jezak
Independent Experts: Dr. Natalia Dankova, Dr. Albert Dudley, Cheryl Howrigan, Dr. Enrica Piccardo,
Dr. Shahrzad Saif, Dr. Antonella Valeo
Project Manager and Contributing Researcher/Writer: Daphné Blouin Carbonneau
Validation Team (Phase III)

Project Lead: Dr. Nicholas Elson
CLB Expert Validation Panel: Lorene Anderson, Judith Bond, Wendy Ilott, Adriana Ionescu-Parau,
Dr. Seonaigh MacPherson, Lisa Petit
Independent Validation Experts: Dr. Philip Nagy, Dr. David Watt
Project Manager: Daphné Blouin Carbonneau
Canadian Language Benchmarks - III

Acknowledgements for the CLB 2000 and CLB 1996

Writer: Grazyna Pawlikowska-Smith
Advisory Committee: Dr. Tracy Derwing, Dr. Elizabeth Gatbonton, Ann Gray-Elton, Marian Rossiter
Canadian Language Benchmarks, Working Document (1996)

Writers of the Primary Draft of CLB: Elizabeth Ackermann and Cathryn Colp
Revisions to the Draft: Grazyna Pawlikowska-Walentynowicz
National Working Group on Language Benchmarks: Jamie Baird, Joan Baril, Bita Bateni, Elza Bruk,
Raminder Dosanjih, Catarina Garcia, Maureen Gross, Artur Gudowski, Sutrisna Iswandi, Mary Keane, Grant Lovelock,
Lynne McBeath, Pat Parnall, D’Arcy Phillips, Eleanor Rogers, Peggie Shek, Elizabeth Taborek, Martha Trahey,
Shailja Verma
IV - Canadian Language Benchmarks

Introduction
The Canadian Language Benchmarks: General Description
The Canadian Language Benchmarks (CLB) standard is a descriptive scale of language ability in English as a Second
Language (ESL) written as 12 benchmarks or reference points along a continuum from basic to advanced. The CLB
standard reflects the progression of the knowledge and skills that underlie basic, intermediate and advanced ability
among adult ESL learners.
The Canadian Language Benchmarks are:
● a set of descriptive statements about successive levels on the continuum of language ability,
● a description of communicative competencies and performance tasks through which learners demonstrate
application of language knowledge (i.e., competence) and skill (i.e., ability),
● a national standard for planning curricula for language instruction in a variety of contexts,
● a framework of reference for learning, teaching, programming and assessing adult ESL in Canada.
The Canadian Language Benchmarks are NOT:

● a description of the discrete elements of knowledge and skills that underlie communicative competence (such
as specific grammatical structures, elements of pronunciation, vocabulary items, micro-functions, cultural
conventions),
● a curriculum,5
● tied to any specific instructional method,6
● an assessment.
Intended Audience and Purpose

The intended audience for the CLB is the professional field of adult ESL instructors, assessors, curriculum and resource
developers, test designers and academics. The CLB standard can also be used to inform funders of English language
training programs, labour market associations, licensing bodies, and employers.
The CLB fulfill several key purposes for learners, educators and assessors, as well as for the broader community.
For Learners
The CLB provide a basis for learners to plan their language learning, set or adjust goals, and monitor progress. As the
national standard for describing communicative language ability, the CLB can facilitate a common understanding of
learner credentials that allows a smooth transition between classes, programs and institutions, as well as recognition
by professional organizations and licensing bodies across Canada.
For Educators, Assessors and Test Developers Working with Adult ESL Learners
The CLB standard provides a professional foundation of shared philosophical and theoretical views on language ability
that informs language instruction and assessment. It provides a common national framework for describing and
measuring the communicative ability of ESL learners for instructional and other purposes, ensuring a common basis for
the development of programs, curricula, resources and assessment tools that can be shared across Canada.
The CLB help the professional field to articulate ESL needs, best practices and accomplishments.
5
The CLB do not describe or follow any specific curriculum or syllabus.
6
Although no instructional method is specified in the implementation of the CLB, instructional practices should focus on preparing
learners to carry out contextualized ‘real world’ communicative tasks consistent with the CLB.
Canadian Language Benchmarks - V

For the Broader Community
The CLB contribute to clear, informed communication between the ESL community and other stakeholders and
organizations (such as instructors in related fields, applied college programs, TESL and other educational programs,
counselors and language education funding bodies). The CLB also provide information for labour market associations,
sector councils, licensing bodies and employers who seek to understand how language requirements for professions and
trades should be referenced to the standard.
Theoretical Foundations of the CLB

The CLB are founded on significant theoretical considerations and principles. The most influential one is the principle
of communicative language ability, which relates to the ability to understand and communicate messages effectively
and appropriately in a particular social situation. It is understood that language ability requires an integration of
language knowledge, skills and strategies. Many experts have attempted to understand and articulate descriptions of
language ability. The CLB standard is based on an adaptation of the model described by Bachman (1990) and the model
described by Bachman and Palmer (1996, 2010). It also draws upon a pedagogical model of communicative competence
by Celce-Murcia, Dörnyei and Thurrell (1995). Language ability is language use or performance. It is the ability to
communicate: to interact, to express, to interpret and to negotiate meaning, and to create discourse in a variety of
social contexts and situations.
The CLB model comprises five distinctive components organized under two areas, which together express
“communicative language ability.” (Please refer to the graphic on page VIII.)
This model suggests that strategic competence may extend beyond purely linguistic considerations and explains how
communication occurs even in the absence of language. The CLB model takes into account that every act of
communication encompasses elements of both organizational and pragmatic competence, guided by decision making
related to strategic competence.
CLB competency statements reflect the inter-relationship of constituent aspects of language ability that can be
demonstrated through language tasks. This is described in greater detail in the Theoretical Framework for the
Canadian Language Benchmarks and Niveaux de compétence linguistique canadiens.7
The Role of Grammar and Pronunciation

Grammar and pronunciation are components of language ability and, as such, may require explicit instruction.
However, the purpose of a standards document such as the CLB is not to prescribe discrete pronunciation items and
grammatical forms to be mastered at each benchmark. Rather, the elements of grammatical knowledge that learners
need to master are determined by the specific requirements of individual real-life tasks and the social context in which
the tasks are performed.
7
This document is available at www.language.ca.
VI - Canadian Language Benchmarks

The Model of Communicative Language Ability in the CLB
Grammatical Knowledge
Grammatical knowledge is needed to construct accurate sentences or utterances and includes knowledge of
vocabulary, syntax, phonology and graphology.
Textual Knowledge
Textual knowledge is separated into two components: knowledge of cohesion and knowledge of rhetorical or
conversational organization. Knowledge of cohesion is used in producing or comprehending the explicitly marked
relationships between sentences in written texts or between utterances in conversations. These include connecting
words, pro-forms (words that can replace different elements in a sentence), ellipsis, synonyms and paraphrases. In
written texts, rhetorical organization refers to conventions for sequencing units of information. In conversation, it
refers to the way interlocutors manage the conversation by, for example, taking turns.
Functional Knowledge
Functional knowledge helps language users to map sentences, utterances or text onto underlying intentions
and vice versa. Functional knowledge includes knowledge of ideational, manipulative, heuristic and
imaginative functions.
Sociolinguistic Knowledge
Sociolinguistic knowledge governs how the setting affects actual language use. Factors influencing these variations in
language include participants in the exchange, situation, place, purpose of transaction and social situation.
Sociolinguistic knowledge includes knowledge of genre, dialects/varieties, registers, natural or idiomatic expressions,
cultural references and figures of speech.
Strategic Competence
Strategic competence provides a management function in language use, as well as in other cognitive activities, and can
be viewed as a set of metacognitive strategies comprising goal setting (deciding what one is going to do), appraising
(taking stock of what is needed, what one has to work with, and how well one has done) and planning (deciding how to
use what one has).
Canadian Language Benchmarks - VII

The Model of Communicative Language Ability in the CLB
Language Knowledge Strategic Competence

Grammatical Knowledge Strategic Competence
The knowledge of grammar and vocabulary at the sentence The ability to manage the integration
Organizational Knowledge
level, which enables the building and recognition of well- and application of all other
formed, grammatically accurate utterances, according to components of language ability to the
the rules of syntax, semantics, morphology and specific context and situation of
phonology/graphology. language use. It involves planning and
assessing communication, avoiding or
Textual Knowledge repairing difficulties in communication,
coping with communication breakdown
The knowledge and application of cohesion and coherence and using affective devices. Most of
rules and devices in building larger texts or discourse. It all, its function is to ensure
enables the connection of utterances and sentences into effectiveness of communication.
cohesive, logical and functionally coherent texts and/or
discourse.
The ability to convey and interpret the communicative
intent (or function) behind a sentence, utterance or text. It
encompasses macro-functions of language use (e.g.,
transmission of information, social interaction and getting
things done/persuading others, learning and thinking,
Pragmatic Knowledge
creation and enjoyment), and micro-functions, or speech

acts (e.g., requests, threats, warnings, pleas), and the
conventions of use.
Sociolinguistic Knowledge
The ability to produce and understand utterances
appropriately. It encompasses rules of politeness; sensitivity
to register, dialect or variety; norms of stylistic
appropriateness; sensitivity to "naturalness"; knowledge of
idioms and figurative language; knowledge of culture,
customs and institutions; knowledge of cultural references;
and uses of language through interactional skills to establish
and maintain social relationships.
VIII - Canadian Language Benchmarks

Guiding Principles
The following fundamental principles are inherent in the standard and, consequently, inform instructional and
assessment decisions.
The CLB are Competency-Based

Competency Statements stress what the learner can do in English. Competencies may be understood as the
demonstrable application of knowledge and skills by individual learners. The CLB Competency Statements do not
specify context. For example, a Competency Statement might say that a person can fill in simple forms without
specifying the particular type of form. This is because the type of form would depend on the individual’s situation,
needs and goals. For example, some ESL learners might need to fill out forms to apply for services within the
community, while others might need to complete job-related service request forms or apply for admission to academic
programs. Given the range of possible situations and contexts, the sample tasks in this document have been selected to
represent a range of needs, interests and contexts within community, work and study settings.
The CLB relate language to the contexts in which it is used and the communicative functions it performs. For example,
individuals may use English to initiate and maintain relationships, express hopes, dreams and feelings, transact
business, plan, persuade, inform or instruct.8
The CLB are Learner-Centred

Competencies should be embedded in tasks and contexts that are purposeful, relevant and meaningful to the learner,
and tailored to an individual’s abilities and learning style. Sample Tasks are provided in the document to illustrate
each competency in a real-life context; it is assumed that in instructional settings, CLB competencies will be
contextualized in tasks that are relevant to the needs and specific interests of learners.
The CLB are Task-Based

The notion of the language task—a communicative “real world” instance of language use to accomplish a specific
purpose in a particular context—is central to the CLB. When instructors or assessors describe communicative language
ability, they are describing a person’s ability to accomplish communicative language tasks for particular contexts.
Accomplishing communicative tasks provides the learner, instructor or assessor with demonstrable and measurable
performance outcomes.
The CLB Stress Community, Study9 and Work-Related Tasks

Language is used in specific social contexts with particular individuals. The situation and the relationship of the
individuals communicating in those social contexts may require the use of different cultural (pragmatic) conventions. In
addition, specific background information and prior knowledge may also be necessary to carry out particular tasks in
specific social contexts. Language instruction and assessment practices need to reflect contexts that are relevant and
meaningful to learners within community, work and study settings.
8
The CLB document does not include all possible competencies and functions associated with language use. As a descriptive
document, it presents a selection of representative Competency Statements and indicators that suggest the kinds of things that
learners can typically do and the degree of ability they generally demonstrate at each successive benchmark.
9
The term “study” is used throughout the document to include academic and other educational contexts.
Canadian Language Benchmarks - IX

Overview of the CLB Standard
A Canadian Language Benchmark is a description of a person’s ability in a specific language skill.
Each benchmark describes:
● Characteristics of Speaking, Listening, Reading or Writing ability as listed in the Profile of Ability.
● What a person can do in each language skill, as presented in the Competency Statements.
● Specific conditions under which abilities can be demonstrated (including factors such as time constraints,
length of task/text, assistance given), as listed in the Profile of Ability.
● Examples of possible communication tasks for community, study and work contexts, as illustrated in the
Sample Tasks.
● Indicators of task success, as listed in the Sample Indicators of Ability found below the Competency
Statements.
Benchmark Stages
The 12 benchmarks are organized into three stages, numbered I, II and III. Each stage is associated with a degree of
complexity and demand. Within each stage, there are four benchmarks that progress from initial to fluent ability.10
This progression indicates a learner's progression across a stage, as reflected in the Profiles of Ability that appear on a
single page for each stage.
The three stages are:
Stage I – Basic Language Ability (Benchmarks 1–4)

Basic language ability encompasses abilities that are required to communicate in common and predictable contexts
about basic needs, common everyday activities and familiar topics of immediate personal relevance. In the CLB, these
are referred to as non-demanding contexts of language use.
Stage II – Intermediate Language Ability (Benchmarks 5–8)

Intermediate language ability encompasses abilities that allow fuller participation in a wider variety of contexts. It is
the range of abilities required to function independently in most familiar situations of daily social, educational and
work-related life experience, and in some less predictable contexts. In the CLB, these are referred to as moderately
demanding contexts of language use.
Stage III – Advanced Language Ability (Benchmarks 9–12)

Advanced language ability encompasses abilities required to communicate effectively, appropriately, accurately and
fluently about most topics in a wide range of contexts and situations, from predictable to unfamiliar, from general to
professionally complex and from specific to nuanced, in communicatively demanding contexts. Learners at this stage
have a sense of purpose and audience when communicating (including distance, politeness and formality factors,
appropriate register and style, suitable volume or length of communication, accuracy and coherence of discourse,
vocabulary range and precision). At this stage, communicating can involve using language within high-stakes or high-
risk social, academic and work-related contexts, and in situations in which features of the communication (such as
diplomacy, tact, precision) can have significant consequences. In the CLB, these are referred to as demanding contexts
of language use.
Note
Many ESL learners are at different benchmarks in the four language skills, and a learner's separate benchmarks are
often in different benchmark stages. For example, an individual learner might be at Listening Benchmark 6, Speaking
Benchmark 4, Reading Benchmark 7 and Writing Benchmark 5.
10
The term "fluent" describes a degree of ability within a stage and is not an absolute descriptor of discourse. The term does not
mean that a learner speaks or writes with fluency. It means that a learner has reached a successful degree of ability in the types of
tasks and at the level of demand associated with a particular stage of the CLB.
X - Canadian Language Benchmarks

The following table illustrates how the CLB are organized.
Stage I – Basic Language Ability
Benchmark and Listening Speaking Reading Writing

Ability Level
CLB 1: Initial Interpreting simple Creating simple spoken Interpreting simple Creating simple written
CLB 2: Developing spoken communication in communication in written communication communication in
routine, non-demanding routine, non-demanding in routine, non- routine, non-demanding
CLB 3: Adequate contexts of language use contexts of language use demanding contexts of contexts of language use
CLB 4: Fluent within the four within the four language use within the within the four
Competency Areas. Competency Areas. four Competency Areas. Competency Areas.
Stage II – Intermediate Language Ability

Ability Level
CLB 5: Initial Interpreting moderately Creating moderately Interpreting moderately Creating moderately
CLB 6: Developing complex spoken complex spoken complex written complex written
communication in communication in communication in communication in
CLB 7: Adequate moderately demanding moderately demanding moderately demanding moderately demanding
CLB 8: Fluent contexts of language use contexts of language use contexts of language use contexts of language use
within the four within the four within the four within the four
Competency Areas. Competency Areas. Competency Areas. Competency Areas.
Stage III – Advanced Language Ability

Ability Level
CLB 9: Initial Interpreting complex Creating complex spoken Interpreting complex Creating complex
CLB 10: Developing spoken communication in communication in written communication written communication
demanding contexts of demanding contexts of in demanding contexts of in demanding contexts of
CLB 11: Adequate language use within the language use within the language use within the language use within the
CLB 12: Fluent four Competency Areas. four Competency Areas. four Competency Areas. four Competency Areas.
Canadian Language Benchmarks - XI

Progressing Through the Benchmarks
Research shows that learning a new language takes time and effort, and the rate of progress is unique for each skill
and differs amongst learners. This is normal and reflects many factors, including, but not limited to, the following:
● Similarity of English to the first language
● Formal education
● Opportunities for exposure to English outside the classroom
● Motivation
● Natural skill or talent
● Life situation
Many learners may be adept at one skill but struggle in another so that progress is inconsistent across skills. Some
learners may achieve a benchmark and then plateau indefinitely. Others may plateau for a period of time and then
surge ahead. It is helpful to remember that there is ample room for lateral development and progress within a
benchmark.
CLB-Based Assessment
The CLB standard can be used for formative and summative assessments. It is important to note that the CLB document
itself is not an assessment. It is a standard that can inform assessment by providing the information needed to guide
the development of assessment tools. Currently, there are a number of existing assessment instruments aligned to the
Canadian Language Benchmarks. These instruments serve a range of purposes, from initial placement to outcome
evaluation and eligibility. It is beyond the scope of this document to describe every CLB-aligned assessment or to
suggest how assessment results should be interpreted.
The most common types of CLB-based assessments are as follows:
Standardized Testing
Standardized assessment tools are developed and validated for achievement, placement or outcomes testing that
either assessors or instructors can administer under rigorous test conditions to produce reliable results.
Instructor-Based Assessment
Instructors use the CLB as the basis for creating their own informal assessments of learning and achievement. In doing
so, instructors ensure that the tasks, texts, performance conditions and performance criteria they are using to assess
learners’ performance are consistent with the criteria set out in the CLB. For achievement assessment, learners
demonstrate ability in the various competencies by carrying out a variety of language tasks.
Portfolio Assessment
Instructors may find it effective to have learners maintain a portfolio of examples of performance on a range of
language tasks contextualized in a variety of social situations and aligned to the CLB Competency Statements. The
portfolio may be complemented by the use of a variety of evaluating techniques in the classroom, including checklists
of outcomes, anecdotal records, externally developed tests and peer assessment.
Learner Self-Assessment
Learners may use a list of learning outcomes referenced to the CLB (such as the Can Do checklists) as a basis for self-
assessment. Self-assessment provides valuable opportunities for learners to take greater responsibility for their own
learning. It also allows them to reflect on their strengths and identify weaknesses that need to be addressed.
XII - Canadian Language Benchmarks

ESL Literacy
ESL classes include learners with varying degrees of literacy skills and abilities in their first language. These skills and
abilities affect performance and progress while learning an additional language.
ESL literacy learners are those individuals who have little or no literacy skills in their first language, usually because of
limited or interrupted formal education. Literacy learners may be described in any of the following ways:
● They may be speakers of languages with no written code.
● They may have little or no education in their home countries.
● They may have gone to school for up to eight years, but with many interruptions.
They share many characteristics of typical first-language literacy learners, with the added challenge of learning an
additional language.
Although ESL classes frequently include learners who are also developing their ESL literacy skills, these learners are
best supported in classes led by instructors with expertise and appropriate resources for literacy learners. Learners
with intermediate CLB levels in Speaking and Listening may be better served by classes or programs designed for adult
English literacy learners.
For support with instructing ESL literacy learners, consult the Canadian Language Benchmarks: ESL for Literacy
Learners. This standards document is used in conjunction with the Listening and Speaking Benchmarks in the CLB. It is
important to note that the ESL Literacy Benchmarks correspond to the CLB Reading and Writing Benchmark levels; they
do not precede them (except for the Foundation Phase, which describes a Reading/Writing readiness level). However,
the ESL Literacy Benchmarks describe smaller increments of progress and reflect conceptual literacy development.
Canadian Language Benchmarks - XIII

Using the Canadian Language Benchmarks: English as a Second Language for Adults
Sections of the Document
The document is divided into the four language skills: Listening, Speaking, Reading and Writing (in that order). Each
skill is then divided into three stages. Each stage is organized in the following manner:
Profiles of Ability Across a Stage

A Profile of Ability is a statement of learner characteristics for one benchmark in one language skill. Profiles are
presented in groups of four to summarize the progression of ability across one stage of the CLB. This presentation
provides a snapshot of ability across each stage for each language skill. The profile for each benchmark is then
repeated on the corresponding competency pages to underscore the fact that the characteristics listed in this profile
are the key critera that define ability for that benchmark.
XIV - Canadian Language Benchmarks

Knowledge and Strategies
This page includes some possible background knowledge and strategies that a person may need to acquire to achieve
the benchmarks in a stage in one skill. They are organized according to the five components of language ability.
Canadian Language Benchmarks - XV

Canadian Language Benchmark Pages
The CLB for each level for each skill is usually presented in a two-page spread. Each benchmark includes a Profile of
Ability, Competency Statements and Sample Indicators of Ability. Together, they make up a benchmark level for one
skill. Sample Tasks illustrate the Competency Statements in real-world contexts.
Profile of Ability: The Profile of Ability gives an overall picture of a person’s language ability in one skill at one
benchmark level. It includes an overall statement of ability, features of the communication, and characteristics
(strengths and limitations) that are typically demonstrated at that benchmark in that language skill.
Competency Area: For each language skill, there are four broad representative (non exhaustive) Competency Areas,
each reflecting different purposes or functions of language use.
The Competency Areas for each skill are drawn from the following:
● Interacting with Others (all skills): communication to maintain or change interpersonal relationships and to
foster social cohesion.
● Comprehending Instructions (Reading and Listening): communication to understand instructions and directions.
● Giving Instructions (Speaking): communication to convey instructions and directions.
● Getting Things Done (all skills): communication to get things done, to obtain services, to inform decisions, to
persuade or to learn what others want done.
● Comprehending Information (Reading and Listening): communication to learn and understand information and
ideas.
● Sharing Information (Speaking and Writing): communication to inform others, to share or present information
and ideas.
● Reproducing Information (Writing): communication to reduce or reproduce information to summarize, learn,
record or remember information.
XVI - Canadian Language Benchmarks

Competency Statement: For each Competency Area, there are one or more Competency Statements. These are
general statements of communicative language ability that encompass the types of tasks that may typically be
associated with demonstrated ability at each benchmark.
Features of Communication: Some Competency Statements are followed by Features of Communication in square
brackets that are specific to the particular Competency Statements that precede them. Additional features (such as
length, audience, and complexity) that could apply to all of the competencies for the Benchmark level can be found in
the Features of Communication pages for each skill.
Sample Indicators of Ability: Sample Indicators of Ability appear under Competency Statements to provide a general
indication of what a person might need to do when attempting authentic language tasks related to a particular
competency. These Sample Indicators provide an overall sense of the types of requirements that may arise from a task,
but the actual indicators for each authentic language task are determined by the purpose and context of the
communication. Language users are able to fulfil indicators only to the degrees specified in the Profile of Ability for
their benchmarks.
Sample Tasks: Sample Tasks illustrate how a Competency Statement might apply in an authentic work, community or
study context. When referring to Sample Tasks, users of the CLB should keep in mind that these tasks do not define a
benchmark. In reality, communicative tasks are relevant across a range of benchmarks, and what distinguishes one
benchmark from another is the way in which a person demonstrates communicative ability in relation to a task.
Canadian Language Benchmarks - XVII

Some Features of Communication Across a Stage
This page provides details about selected aspects of communication (such as length, audience or complexity) for each
level. These aspects can assist users in identifying level-appropriate tasks for instructional or assessment purposes.
XVIII - Canadian Language Benchmarks

Appendices
Competency Tables
The Competency Tables present the benchmark Competency Statements in a way that allows users to see the
progression of CLB competencies within a Competency Area across all 12 levels. The information is drawn from the
appropriate CLB pages. The sample tasks are not included in the tables.
Glossary
A brief glossary is included to ensure that readers share the same understanding of key terms and concepts used in the
Canadian Language Benchmarks: English as a Second Language for Adults. The glossary is not an exhaustive list of
general ESL terms; rather, it contains terms that have specific meanings within the context of this document.
Supporting Resources
The CCLB develops CLB and NCLC resources. Visit www.language.ca for more information.
Canadian Language Benchmarks - XIX

Stage I
Listening
Benchmarks 1–4
Stage I spans the range of

abilities required to
communicate in common and
predictable situations about
basic needs, routine everyday
activities, and familiar topics
of immediate personal
relevance (non-demanding
contexts of language use).
Canadian Language Benchmarks - 1

STAGE I
Profiles of Ability Across
Stage I Listening
CLB 1 CLB 2 CLB 3 CLB 4

Initial Basic Ability Developing Basic Ability Adequate Basic Ability Fluent Basic Ability
The listener can: The listener can: The listener can: The listener can:
Understand a very limited Understand a limited number Understand key words, Understand, with
number of common individual of individual words, simple formulaic phrases and most considerable effort, simple
words, simple phrases and phrases and short, simple short sentences on topics of formal and informal
routine courtesy formulas sentences related to immediate personal communication on topics of
related to immediate personal immediate personal needs. relevance. personal relevance.
needs.
When the communication is: When the communication is: When the communication is: When the communication is:
• Spoken clearly at a slow rate • Spoken clearly at a slow rate • Spoken clearly at a slow to • Spoken clearly at a slow to
normal rate normal rate
• Strongly supported by • Strongly supported by
visuals or non-verbal visuals or non-verbal • Often supported by visual or • Sometimes supported by
communication (pictures, communication (pictures, contextual clues visual or contextual clues
gestures) gestures)
• Face-to-face with a • Face-to-face or via digital
• Face-to-face with a highly • Face-to-face with a highly supportive speaker or via media (usually one-on-one
supportive speaker or via supportive speaker or via digital media (usually one- or in small groups)
digital media (usually one- digital media (usually one- on-one or in small groups)
on-one) on-one)
• Related to topics of
• Related to topics of personal personal relevance
• Related to immediate • Related to immediate relevance
personal needs personal needs • Relatively short
• Relatively short
• Very short • Short • In non-demanding contexts
• In non-demanding contexts
• In non-demanding contexts • In non-demanding contexts
Demonstrating these Demonstrating these Demonstrating these Demonstrating these
strengths and limitations: strengths and limitations: strengths and limitations: strengths and limitations:
• Understands simple phrases • Understands simple phrases, • Understands the gist and an • Understands an expanded
and a few factual details short, simple sentences and expanding range of factual range of factual details and
a few factual details details some implied meanings
• Recognizes meaning based
on individual familiar words • Recognizes meaning based • Recognizes meaning based • Recognizes meaning based
and short formulaic phrases on familiar words and on familiar phrases and on simple sentences and
phrases and may show some shows a developing structures and shows an
• Relies heavily on gestures initial understanding of understanding of simple initial understanding of
and other visual clues for
simple sentences and sentences and structures some complex sentences
comprehension
structures and structures
• Often relies on contextual
• Needs extensive assistance • Relies on contextual and clues for comprehension • Sometimes relies on
(such as repetition or
other visual clues for contextual clues for
paraphrasing, speech
comprehension
• Needs some assistance (such comprehension
modification, explanation, as repetition and
demonstration or • Needs considerable paraphrasing, speech • Begins to recognize some
translation) assistance (such as modification, explanation, common registers and
repetition or paraphrasing, demonstration or occasional idioms
• Cannot comprehend on the speech modification, translation)
phone
explanation, demonstration
• May need some assistance
or translation)
• Comprehension on the (such as repetition,
phone is very difficult paraphrasing, speech
• Cannot comprehend on the modification or explanation)
phone
• Comprehension on the
phone is difficult
2 - Canadian Language Benchmarks

STAGE I
Stage I Listening
These are some things that may need to be learned as an individual moves through Stage I Listening.
Grammatical Knowledge Functional Knowledge
Recognition of: Understanding of:
• Basic grammar structures to interpret listening texts (such as • Common conversational structures, such as how to open and
simple and continuous verb tenses, simple modals, close a conversation
comparatives and superlatives, and simple yes/no and wh-
questions)
• Common language functions for specific purposes (such as
greeting and leave-taking, making introductions, attracting
• Basic syntax (such as indications of a statement, a negative attention, inquiring about others, expressing and
or a question; word order; prepositional phrases; and acknowledging appreciation, opening and closing telephone
coordination and subordination) calls)
• Words and expressions relating to basic, personally relevant Sociolinguistic Knowledge
facts (such as address, ethnicity, family, school environment, Beginning recognition of:
community facilities, common actions, jobs and occupations,
housing, food, weather, clothing, time, calendar, seasons, • Different registers, e.g., formal/informal
holidays, activities, needs, shopping, weights and measures, • Socio-cultural information relating to social interactions and
sizes, methods of purchase and payment)
service transactions
• Words to describe people, objects, situations, daily routines • Common idiomatic expressions (What’s up?, How’s it going?,
and emergencies
It’s a piece of cake.)
• Basic English phonological sound system, rhythm, intonation • Common social conventions and norms of politeness in
and other clues (such as loudness, pitch and speech rate) to
speech
interpret meaning
Textual Knowledge
Beginning recognition of:
Beginning understanding of:
• Appeals for help
• Frequently used cohesion links (such as pronoun references)
• Requests for repetition and clarification
• Connective words and phrases to show contrast, give
examples, and indicate chronology (such as but, and, or, Ability to:
like, for example and then) • Seek clarification and confirmation if required
• Themes or recognition of main ideas (e.g., genres such as
narratives or reports of information)

STAGE I
Listening – Benchmark 1
Profile of Ability I. Interacting with Others

The listener can:
• Understand individual greetings, introductions and Sample Tasks
Understand a very limited
goodwill expressions. Listen and respond to a greeting
number of common individual
words, simple phrases and [Communication is very brief, 1 or 2 short turns.] from a neighbour, co-worker or
routine courtesy formulas classmate. (Hello. How are you?)
− Identifies individual, familiar words and short
related to immediate personal phrases used in common courtesy formulas. Listen to someone’s introduction
needs. and ask for it to be repeated, if
− Recognizes appeals for repetition.
necessary.
− Indicates comprehension with appropriate verbal
When the communication is: or non-verbal responses.
• Spoken clearly at a slow rate − Demonstrates strengths and limitations typical of
Listening Benchmark 1, as listed in the Profile of
• Strongly supported by Ability.
visuals or non-verbal
communication (pictures,
gestures)
• Face-to-face with a highly
supportive speaker or via
digital media (usually one- II. Comprehending Instructions
on-one)
• Understand very short, simple instructions, Sample Tasks
• Related to immediate commands and requests related to immediate Listen to letters and follow
personal needs personal needs. instructions for spelling a word.
• Very short [Instructions/commands are about 2 to 5 words.] Follow mostly imperative
• In non-demanding contexts − Identifies letters and numbers. instructions from a teacher,
co-worker or classmate. (Open
− Identifies words or phrases that indicate positive
your book. Please come in. Sit
or negative commands or requests.
Demonstrating these down. Close the door. Open the
strengths and limitations: − Responds to requests and directions to provide window. Turn right. Raise your
personal information. hand.)
• Understands simple phrases − Indicates comprehension with appropriate verbal
and a few factual details Follow a simple instruction about
and non-verbal responses. which bus to take (accompanied by
• Recognizes meaning based − Demonstrates strengths and limitations typical of gestures indicating where to go).
on individual familiar words Listening Benchmark 1, as listed in the Profile of
and short formulaic phrases Ability.
• Relies heavily on gestures
and other visual clues for
comprehension
• Needs extensive assistance
(such as repetition or
modification, explanation,
demonstration or
translation)
• Cannot comprehend on the
phone

STAGE I
III. Getting Things Done
• Understand expressions used to attract attention and to request assistance in situations Sample Tasks
of immediate personal need. Listen and respond to common
− Identifies a few common key words and formulaic expressions (Help! Watch out!). expressions used in a store (such
as a sales clerk’s offer to provide
− Indicates comprehension with appropriate verbal or non-verbal responses.
assistance: May I help you?).
− Demonstrates strengths and limitations typical of Listening Benchmark 1, as listed in
Listen and respond to expressions
the Profile of Ability.
used to attract attention and
request assistance. (Excuse me.
Hello. Can you help me? Pardon
me.)
IV. Comprehending Information
• Understand very simple information about highly familiar, concrete topics. Sample Tasks
− Identifies a few obvious factual details, such as numbers, letters, times and dates. Listen and get a few obvious
details from someone being
− Identifies a few key words and short expressions related to immediate needs.
introduced (such as where they
− Indicates comprehension with appropriate verbal or non-verbal responses. are from).
− Demonstrates strengths and limitations typical of Listening Benchmark 1, as listed in Listen to a medical receptionist’s
the Profile of Ability. confirmation of personal
information (such as name,
address and phone number).
Listen to a request for the time
and a response that gives the
time.

STAGE I

The listener can:
• Understand greetings, introductions, requests, Sample Tasks
Understand a limited number goodwill expressions and an expanding range of basic Listen and respond to a short
of individual words, simple courtesy formulas. greeting that includes a goodwill
phrases and short, simple
[Communication is very brief, 2 or 3 turns.] expression from a neighbour, co-
sentences related to
worker or classmate. (How’s it
immediate personal needs. − Identifies common courtesy phrases and an
going? Great. Good to see you.
expanding range of expressions.
How's your daughter? Fine, thank
When the communication is: − Responds to requests for basic personal you. Talk to you later. Have a
information or to identify people and objects. good day.)
• Spoken clearly at a slow rate − Recognizes appeals for repetition or clarification. In a social interaction with an
• Strongly supported by visuals − Demonstrates strengths and limitations typical of acquaintance, recognize and
or non-verbal communication Listening Benchmark 2, as listed in the Profile of respond to an appeal for repetition
(pictures, gestures) Ability. or clarification.
• Face-to-face with a highly Listen and respond to simple
supportive speaker or via expressions of welcome made by a
digital media (usually one- neighbour or teacher. (Please
on-one) come in. Please sit down.)
• Related to immediate
personal needs
• Short
• In non-demanding contexts II. Comprehending Instructions
• Understand short, simple, common instructions, Sample Task

Demonstrating these commands, requests and directions related to Follow instructions, directions and
strengths and limitations: immediate personal needs. requests from a teacher,
• Understands simple phrases, [Instructions/commands are simple imperative receptionist or sales
short, simple sentences and sentences.] representative. (How do you spell
a few factual details your name? Over there. Sign on
− Identifies letters and numbers.
the line. Initial here. Go upstairs.
• Recognizes meaning based on − Identifies words or phrases that indicate positive Can I see some identification?)
familiar words and phrases or negative commands or requests.
and may show some initial
− Responds verbally (by answering questions) or with
understanding of simple
actions.
sentences and structures
− Demonstrates strengths and limitations typical of
• Relies on contextual and Listening Benchmark 2, as listed in the Profile of
other visual clues for Ability.
comprehension
• Needs considerable
assistance (such as repetition
or paraphrasing, speech
demonstration or translation)
• Cannot comprehend on the
phone

STAGE I
• Understand expressions used to make and respond to requests and warnings in situations Sample Tasks
of immediate personal need. Listen to customers making simple
− Identifies expressions for basic requests and warnings. food orders in a restaurant.
− Recognizes apologies. Listen to and respond to a request
to borrow office supplies or use a
− Responds appropriately with physical or verbal responses.
computer.
Listen and respond to a
supervisor’s request to work
overtime.
Listen to a teacher’s request or
warning during a fire drill (Leave
your belongings. Close the door
behind you.) and respond
accordingly.
• Understand simple information about familiar, concrete topics. Sample Tasks

− Identifies specific factual details, such as numbers, letters, time, place, key words and Listen to a friend, colleague or
expressions. classmate give basic personal
information about his/her life.
− Identifies words related to personal identification information.
Listen to a classmate give simple
personal details, such as spelling
his/her name and giving a phone
number and email address.
Listen to a client giving his/her
license plate number and the
name and title of a person he/she
is meeting at a workplace
reception desk.

STAGE I

The listener can:
• Understand simple social exchanges, including styles Sample Tasks
Understand key words, of greetings, introductions and leave-taking. Listen and respond to an informal
formulaic phrases and most greeting, simple exchange and
short sentences on topics of [Communication is brief, about 5 turns.]
leave-taking when meeting a
immediate personal relevance. − Identifies a range of common courtesy expressions
child’s teacher, a new colleague or
in discourse.
a neighbour.
When the communication is: − Begins to identify formal and casual style and
Listen and respond to a formal
register.
introduction by a teacher or
• Spoken clearly at a slow to − Identifies participant roles and relationships based supervisor.
normal rate on courtesy formulas and introductions.
Listen and respond to an apology
• Often supported by visual or − Identifies common basic conversational openings from a classmate or co-worker for
contextual clues and closings. mistakenly taking a pen or pencil.
• Face-to-face with a − Demonstrates strengths and limitations typical of
supportive speaker or via Listening Benchmark 3, as listed in the Profile of
digital media (usually one-on- Ability.
one or in small groups)
• Related to topics of personal
relevance
II. Comprehending Instructions
• Understand instructions and directions related to Sample Tasks
familiar, everyday situations of immediate personal Follow simple instructions from a
Demonstrating these strengths
relevance. salesperson in order to locate
and limitations:
[Instructions are about 2 to 4 steps.] items in various sections of a
• Understands the gist and an store. (The men’s section is
expanding range of factual − Identifies words and phrases that indicate
upstairs, to the left.)
details movement, location, measurement, weight,
amount and size. Follow instructions for completing
• Recognizes meaning based on − Identifies basic connectors related to time (now,
a class assignment. (Put your name
familiar phrases and shows a at the top of the page. Read each
then, before, after) and place (this, that, here,
developing understanding of question carefully. Answer true or
there).
simple sentences and false. Circle the right answers.)
structures − Responds with correct actions to directions and
Follow oral directions from a GPS
instructions.
• Often relies on contextual device about how to reach a
clues for comprehension − Demonstrates strengths and limitations typical of location. (Turn right in
Listening Benchmark 3, as listed in the Profile of 50 meters.)
• Needs some assistance (such Ability.
as repetition and
demonstration or occasional
translation)
• Comprehension on the phone
is very difficult

STAGE I
• Understand expressions used in familiar everyday situations (such as requests, permission Sample Tasks
and warnings). Listen to a colleague’s request for
− Identifies phrases and sentences related to simple persuasive functions. a day off to determine the nature
of the request and the reason.
(Can I take Friday off? My son is
sick. He has a cold.)
Listen to a teacher giving
permission for a student to
borrow a book. (Can I borrow that
book? Sure. It's really interesting.
I hope you like it. Please return it
in 2 weeks.)
• Understand short, simple, descriptive communication about a person, object, situation, Sample Tasks
scene, personal experience or daily routine. Listen to a friend, colleague or
− Gets the gist. classmate’s story about a
personal experience.
− Identifies factual details, key words and expressions as required.
Listen to descriptions of various
people to identify them in a
photograph.
Listen to a short, simple
announcement at school to
inform a classmate, who is
absent, of what action to take
(e.g. bring food to share, arrange
to stay late).

STAGE I

The listener can:
Understand, with considerable • Understand short social exchanges containing Sample Tasks
effort, simple formal and introductions, casual small talk and leave-taking. Listen and respond to a friend’s
informal communication on [Communication is about 6 turns.] simple, casual, familiar small talk.
topics of personal relevance. Listen to a friend or co-worker
− Identifies formal and casual style and register.
describing plans for the weekend.
− Identifies specific factual details and some implied
When the communication is: meanings. Listen to a discussion about
household tasks to determine who
• Spoken clearly at a slow to − Demonstrates strengths and limitations typical of
will do what.
normal rate Listening Benchmark 4, as listed in the Profile of
Ability.
• Sometimes supported by
visual or contextual clues
• Face-to-face or via digital
media (usually one-on-one or
in small groups)
• Related to topics of personal
relevance • Understand common, sequentially presented Sample Tasks
instructions and directions related to familiar, Follow simple instructions from a
• Relatively short everyday situations of personal relevance. doctor to deal with a common
• In non-demanding contexts [Instructions are about 4 to 5 steps.] ailment (such as the flu or a cold).
− Identifies words and phrases that indicate Follow instructions for a simple
Demonstrating these movement, location, manner, frequency and recipe to identify the order of the
strengths and limitations: duration. steps.
− Responds with appropriate actions to directions Follow directions to locate items
• Understands an expanded in a room, on a map or in a
and instructions.
range of factual details and
diagram. (Can you get me the
some implied meanings − Recognizes and identifies correct sequence of
book? It’s in the middle cabinet,
steps.
• Recognizes meaning based on on the top shelf, on the right-hand
simple sentences and − Demonstrates strengths and limitations typical of side.)
structures and shows an Listening Benchmark 4, as listed in the Profile of
Follow instructions for a basic task
initial understanding of some Ability.
at work, such as making a
complex sentences and photocopy or cleaning a piece of
structures equipment.
• Sometimes relies on
contextual clues for
comprehension
• Begins to recognize some
common registers and idioms
• May need some assistance
(such as repetition,
modification or explanation)
• Comprehension on the phone
is difficult

STAGE I
• Understand short communication intended to influence or persuade others in familiar, Sample Tasks
everyday situations. Listen to a short, simple
− Identifies purpose, main ideas, factual details and some implied meanings in simple commercial about a product or
announcements, commercials or infomercials. service to get the gist and enough
information to decide whether
the product is worth purchasing.
Listen to an airport ticket agent
telling a traveller that a boarding
pass cannot be given because the
flight is now full and explaining
when the next available flight will
be departing.
Listen to an exchange between a
sales clerk and a customer to
determine the nature of the
transaction.
• Understand short descriptive or narrative communication on topics of personal relevance. Sample Tasks
− Gets the gist. Listen to a friend, colleague or
classmate’s story about shopping
− Identifies factual details, some implied meanings, key words and expressions.
at a particular store to decide
− Identifies who, what, where and when. whether or not to shop there.
− Demonstrates strengths and limitations typical of Listening Benchmark 4, as listed in Listen to a very short, clear
the Profile of Ability. weather report to use the
information to decide what to
wear.
Listen to a brief description of
topics to be covered in a course.

STAGE I
Some Features of Communication
Across Stage I Listening

• Communication is face-to- • Communication is face-to- • Communication is face-to-face • Communication is face-to-

face (usually one-on-one) face (usually one-on-one) or (usually one-on-one or in face (usually one-on-one or
or via digital media (video, via digital media (video, small groups) or via digital in small groups), very
online). online). media (video, online). briefly on the phone or via
digital media (video,
• Speech is clear and at a • Speech is clear and at a slow • Speech is clear and at a slow online).
slow rate. rate. to normal rate.
• Speech is clear and at a
• Visual clues and setting • Visual clues and setting • Visual clues and setting slow to normal rate.
support the meaning (i.e., support the meaning (i.e., support the meaning (i.e.,
audio is accompanied by audio is accompanied by audio is accompanied by • Visual clues and setting
video, speech is video, speech is video, speech is accompanied support the meaning when
accompanied by pictures or accompanied by pictures or by pictures or gestures). the topic or situation is less
gestures). gestures). routine or familiar.
• Listening texts can be short,
• Listening texts can be • Listening texts can be very informal monologues, • Listening texts can be
short, informal short, informal monologues, dialogues or simple short, informal monologues,
monologues, dialogues or dialogues or simple instructions. presentations, dialogues or
short, simple instructions. instructions. instructions.
• Monologues are relatively
• Monologues are very short • Monologues are short (up to short (a few short sentences). • Monologues and
(a few phrases or a simple a few phrases or sentences). presentations are relatively
sentence).
• Dialogues are relatively short short (up to about 10
• Dialogues are short (no more (up to about 6 turns).
sentences).
• Dialogues are very short than 4 turns).
(2 turns, often a simple
• Instructions are simple and • Dialogues are relatively
question and answer).
• Instructions are a few simple may contain simple and
short (up to about 8 turns).
sentences. compound structures.
• Instructions are short and • Instructions contain simple
simple (just a few words).
• Language is limited to • Language is limited to and compound structures,
simple phrases and simple, formulaic phrases, questions,
and longer phrases of
• Language is limited to short sentences. commands and requests of
location, movement and
familiar, individual, high- immediate personal
frequency words and short
• Topics are related to relevance.
manner.
familiar, everyday situations • Language is simple and
phrases.
of immediate personal • Topics are related to familiar, related to everyday topics
• Topics are related to needs. everyday situations of
and situations.
familiar, everyday personal relevance.
situations of immediate
• Context is non-demanding • Topics are related to
personal needs.
(i.e., routine, predictable) • Context is non-demanding familiar, everyday
and personally relevant. (i.e., routine, predictable)
situations of personal
• Context is non-demanding and personally relevant.
(i.e., routine, predictable)
• Response to task does not relevance.
and personally relevant.
require much speaking or • Response to task does not • Context is non-demanding
writing. require much speaking or
(i.e., routine, predictable)
• Response to task does not writing.
and personally relevant.
require much speaking or
writing. • Response to task does not
require much speaking or
writing.
Note: Length of text and speed of delivery are often beyond the listener's control and are determiners of degrees of
simplicity across Listening Stage I.

Stage II
Listening
Benchmarks 5–8
Stage II spans the range of

abilities required to communicate
with increasing effectiveness and
confidence in a broadening range
of situations that may be less
familiar and predictable
(moderately demanding contexts
of language use).

STAGE II
Stage II Listening

Initial Intermediate Ability Developing Intermediate Adequate Intermediate Fluent Intermediate Ability
Ability Ability
Understand, with some effort, Understand most moderately Understand most moderately Understand moderately
the gist of moderately complex formal and informal complex formal and informal complex formal and informal
complex, concrete formal and communication, including communication, including communication, including
informal communication. some abstract concepts and some abstract concepts and abstract concepts and ideas
ideas related to life ideas related to general related to general knowledge,
experience. knowledge and life life experience and
experience. specialized or work-related
situations.
• Spoken clearly at a slow to • Spoken clearly at a slow to • Spoken clearly at a normal • Spoken clearly at a normal
normal rate normal rate rate rate
• Face-to-face, on the phone • Face-to-face, on the phone • Face-to-face, on the phone • Face-to-face, on the phone
or via digital media (one-on- or via digital media (one-on- or via digital media (one-on- or via digital media (one-on-
one or in small groups) one or in small groups) one or in small groups) one, with multiple speakers
• Related to relevant, • Related to relevant topics • Related to relevant topics, or in small groups)
everyday topics and life experience general knowledge and life • Related to general
• Moderate in length • Moderate in length experience knowledge, life experience
• In moderately demanding • In moderately demanding • Moderate in length and specialized or technical
contexts contexts • In moderately demanding matters
contexts • Moderate in length
• In moderately demanding
contexts
• Understands overall meaning • Understands overall meaning • Understands overall meaning • Understands overall meaning
or intent or intent or intent or intent
• Identifies main ideas, • Identifies main ideas, • Identifies main ideas, • Identifies main ideas, even
supporting details and supporting details and supporting details and when not explicitly stated,
implied meanings implied meanings implied meanings supporting details and
• Understands language that is • Understands language that is • Understands language that is implied meanings
concrete and includes generally concrete with concrete or abstract and • Understands language that is
mostly common vocabulary some abstract elements and sometimes specialized, with concrete or abstract and
• Recognizes meaning based a range of common an expanded range of conceptual, with an
on a developing vocabulary vocabulary expanded range of
understanding of complex • Recognizes meaning based • Recognizes meaning based vocabulary
sentences and structures on a developing on an understanding of an • Recognizes meaning based
• May sometimes rely on understanding of complex increasing range of complex on an understanding of an
contextual clues for sentences and structures sentences and structures adequate range of complex
comprehension • May occasionally rely on • May use contextual clues to sentences and structures
• Recognizes some registers contextual clues for enhance comprehension • May use contextual clues to
• Understands very common comprehension • Recognizes an expanding enhance comprehension
idiomatic language • Recognizes some registers range of registers and styles • Recognizes an expanded
• Sometimes requires and styles • Understands an expanding range of registers and styles
repetition • Understands common range of common idiomatic • Understands an expanded
• Can comprehend on the idiomatic language language range of common idiomatic
phone when context and • May require repetition • Can follow most moderately language
topic are highly relevant and • Can comprehend on the complex phone interactions • Can follow moderately
familiar phone when context and • Has difficulty following complex phone interactions
topic are relevant and faster conversations • Has difficulty following
familiar faster colloquial or
idiomatic conversations

STAGE II
Stage II Listening
These are some things that may need to be learned as an individual moves through Stage II Listening.

Recognition of: Recognition of:
• Grammar structures and syntax to interpret listening texts • Speaking conventions in academic or business oral presentations
(such as perfect tenses, basic conditionals, reported speech, (such as introductions, closings)
noun clauses, relative clauses, passive and active voice,
infinitives and gerunds)
• Common types of humour and jokes, songs, rhymes, dramas,
stories and anecdotes as listening text/oral discourse
• Words and expressions relating to topic areas (such as general
content; academic, occupational and vocational areas; and
• Typical discourse formats for different situations
social participation) Sociolinguistic Knowledge
• Expanded range of concrete, abstract and technical language Recognition of:
relating to familiar everyday facts, opinions, feelings, ideas, • Different registers (formal/informal), styles and some language
and basic concepts and applications relating to numeracy,
varieties (dialects, regionalisms, language used by specific social
science, technology, social science, Canadian citizenship,
and age groups)
cross-cultural and multicultural issues, literature, the media,
health, education, occupations, and financial and consumer • Socio-cultural knowledge relating to specific tasks (such as social
services interaction and service transactions)
• English phonological sound systems (such as sound segments, • Cultural references and topics
rhythms and intonations) to interpret oral discourse
• Expanded colloquial, idiomatic and some literary language
Textual Knowledge
• Paralinguistic signals (such as loudness, pitch, speech rate, body
Recognition of: language and other visual clues)
• Cohesive devices that make it easier to understand listening Strategic Competence
texts across utterances and discourse indicators (such as
Recognition of:
conjunctive adverbs or adverbials) signalling such meanings as
contrast or illustrations by example • Paralinguistic clues for making inferences, guessing and
predicting
• Main ideas and a variety of levels of subordinate ideas
• Expanded inventory of linguistic means of narrating, • Language used to avoid miscommunication
reporting, describing or arguing points in listening texts and Ability to:
oral discourse
• Infer some unstated information and to guess and predict
• Use context clues and non-verbal communication signals to
interpret meaning

STAGE II

The listener can:
• Understand the gist and some details in moderately Sample Tasks
Understand, with some effort, complex common and predictable social exchanges (that Listen to a co-worker, friend
the gist of moderately may express interests, likes, dislikes, preferences, offers, or classmate's likes and
complex, concrete formal and invitations and compliments). dislikes regarding the
informal communication.
− Identifies specific factual details and implied meanings. organization of an upcoming
social event to respond and
When the communication is: contribute ideas.
− Identifies language functions.
Listen to a phone message
• Spoken clearly at a slow to − Identifies emotional states from tone and intonation. from a medical receptionist
normal rate
− Identifies the situation and relationships between changing the date and time
• Face-to-face, on the phone speakers. of an appointment.
or via digital media (one-on- Listen to an exchange
− Interprets feelings such as interest, likes/dislikes,
one or in small groups) between co-workers talking
preferences.
• Related to relevant, about their preferences for
− Demonstrates strengths and limitations typical of various work shifts and the
everyday topics Listening Benchmark 5, as listed in the Profile of reasons for their preferences.
• Moderate in length Ability.
Listen to compliments to
• In moderately demanding determine whether they are
contexts sincere.
Demonstrating these
strengths and limitations:
• Understands overall meaning II. Comprehending Instructions
or intent
• Identifies main ideas, • Understand simple to moderately complex directions and Sample Tasks
supporting details and instructions for generally familiar and relevant Follow instructions on safety
implied meanings procedures. or security procedures at
• Understands language that is [Instructions are about 7 to 8 steps, with up to 10 details work.
concrete and includes (fewer on the phone).] Follow directions to locate an
mostly common vocabulary − Follows a range of basic cohesive devices indicating office, school or tourist
order and sequence. attraction on a map.
• Recognizes meaning based
on a developing − Seeks clarification and confirmation if required. Follow directions on using
understanding of complex public transit given over the
− Responds with actions to directions and instructions.
sentences and structures phone.
• May sometimes rely on Follow a teacher’s
contextual clues for instructions for performing a
Ability.
comprehension mathematical calculation.
Follow a pharmacist’s
• Recognizes some registers instructions on how to take a
• Understands very common specific medication.
idiomatic language
• Sometimes requires
repetition
• Can comprehend on the
phone when context and
topic are highly relevant and
familiar

STAGE II
• Understand the gist and some details in moderately complex communication Sample Tasks
intended to influence or persuade (such as simple advice, opinion or suggestions) in Listen to a public announcement in a
everyday personally relevant situations. mall or department store about a
− Identifies main intent, main idea, factual details, words and expressions. special offer to decide whether or
not to take the offer.
− Identifies some implied meanings.
Listen to a short demonstration
− Identifies cohesive devices and discourse indicators for sequence, comparison and
about the features of a product
contrast.
(such as a home appliance) to
− Identifies basic signals in speech for collaboration, turn-taking and interrupting. decide whether it is worth
− Recognizes and interprets advice, opinions and suggestions. purchasing.
− Demonstrates strengths and limitations typical of Listening Benchmark 5, as listed Listen to TV commercials about two
in the Profile of Ability. different cell phone companies and
compare their services to determine
the best offer.
Listen to a phone message from a
co-worker asking about switching a
shift to make a decision before
returning the call.
• Understand information about familiar or relevant topics. Sample Tasks

• Understand descriptive or narrative monologues or presentations related to everyday, Listen to a public service
personally relevant topics or situations. announcement (such as one about
the benefits of getting a particular
[Presentations are informal, with the use of visuals and up to about 5 minutes in vaccination) to decide whether to
length.] follow the recommendations.
− Gets the gist. Listen to a short news report about
− Identifies key words and phrases. an upcoming community event to
− Identifies factual details and some implied meanings. decide whether to attend.
− Identifies opinions. Listen to a short explanation from a

bank teller about different accounts
− Interprets descriptions, reports and explanations. to determine the advantages and
− Demonstrates strengths and limitations typical of Listening Benchmark 5, as listed disadvantages of each.
in the Profile of Ability. Listen to a weather report to inform
members of a work crew about a
delay due to weather.

STAGE II

The listener can:
Understand most moderately • Understand common social exchanges (such as openings Sample Tasks
complex formal and informal and closings, making and cancelling of appointments, Listen and respond to a
communication, including apologies, regrets, excuses, and problems in reception friend’s reason for cancelling
some abstract concepts and and communication). a dinner date.
ideas related to life − Identifies specific factual details and implied meanings. Listen to a classmate’s
experience. − Identifies formal and casual style and register. reasons for not being able to
complete his/her part of a
When the communication is: group assignment on time
− Identifies some feelings such as regret and compassion. and make inferences about
• Spoken clearly at a slow to − Identifies expressions of openings, pre-closings, closings unstated reasons for not
normal rate and leave-takings. completing the work.
• Face-to-face, on the phone − Identifies situation and relationship between speakers. Listen to a manager
or via digital media (one- apologize to employees for
− Identifies mood, attitude and emotional states from having to cancel the annual
on-one or in small groups)
tone and intonation. staff party.
• Related to relevant topics − Demonstrates strengths and limitations typical of
and life experience Listening Benchmark 6, as listed in the Profile of
contexts
Demonstrating these II. Comprehending Instructions

• Understand moderately complex directions and Sample Tasks
• Understands overall instructions for technical or non-technical tasks. Follow instructions on how to
meaning or intent [Instructions are about 9 to 10 steps, with up to 12 details treat a burn or stop bleeding
(fewer on the phone).] from a medical practitioner
• Identifies main ideas, on the phone (such as a
supporting details and − Follows sequence markers or other linguistic clues to
health information line).
implied meanings infer order of steps.
Follow instructions for
• Understands language that − Follows a range of cohesive devices indicating order and
writing an essay. (Take notes
is generally concrete with sequence.
while doing the research.
some abstract elements and − Seeks clarification and confirmation if required. Write an outline after you
a range of common have done the research.)
vocabulary
− Demonstrates strengths and limitations typical of View an instructional video in
• Recognizes meaning based Listening Benchmark 6, as listed in the Profile of a workplace training session
on a developing Ability. to respond with appropriate
understanding of complex actions in the follow-up
sentences and structures training activities.
• May occasionally rely on
contextual clues for
comprehension
• Recognizes some registers
and styles
• Understands common
idiomatic language
• May require repetition
• Can comprehend on the
phone when context and
topic are relevant and
familiar

STAGE II
• Understand moderately complex communication intended to influence or persuade Sample Tasks

(such as suggestions, advice, encouragements and requests) in everyday, personally Listen to a public transit
relevant situations. announcement asking passengers to
− Identifies main intent, main ideas, factual details, words and expressions. use recycling bins in subway
stations.
− Identifies implied meanings.
Listen to a phone pitch from a
− Identifies the functions of utterances (such as suggestions, encouragement and
telemarketer to identify the offer
requests).
being made.
− Interprets facts, advice, suggestions and opinions.
Listen to 3 commercials for exercise
− Identifies cohesive devices and discourse indicators for comparison, contrast, equipment to decide which would be
condition and result. the most useful piece of equipment
− Demonstrates strengths and limitations typical of Listening Benchmark 6, as listed to buy.
in the Profile of Ability. Take simple routine food orders on
the phone or at a drive-through.
• Understand short group interactions and discussions on familiar topics. Sample Tasks
• Understand descriptive or narrative monologues or presentations on generally familiar Listen to a short briefing about a
and relevant topics. class project to pass on main ideas
and essential details to a team
[Presentations are informal, with the use of visuals and up to about 10 minutes.] member who is absent.
− Identifies topic-specific words, phrases and expressions. Listen to a presentation on nutrition
− Identifies factual details, main ideas, supporting details and implied meanings. given by a registered dietician to get
− Identifies discourse indicators for cause and effect. information about healthy food
choices.
− Makes some inferences.
Listen to information from a
− Predicts what will happen next in a narration. pre-recorded message on
− Identifies some common idiomatic expressions. professional development training
available at a particular institution.
− Identifies signals in speech for collaboration, turn-taking and interruptions.
− Identifies facts and opinions.
− Interprets factual information, explanations and opinions.
− Demonstrates strengths and limitations typical of Listening Benchmark 6, as listed
in the Profile of Ability.

STAGE II

The listener can:
Understand most moderately • Understand moderately complex social exchanges (such as Sample Tasks
complex formal and informal expressions of and responses to gratitude, hopes, Listen and respond to a
communication, including appreciation, complaints, disappointment, satisfaction, complaint from a friend,
some abstract concepts and dissatisfaction, approval and disapproval). colleague or classmate and
ideas related to general − Identifies implied meanings and stated and unspecified determine the nature of the
knowledge and life details. complaint and the speaker’s
experience. mood and attitude.
Listen and respond to a
When the communication is: neighbour expressing
− Understands the intent of the expressions and the appreciation for a favour.
• Spoken clearly at a normal responses.
Listen to a discussion among
rate − Identifies emotional state, mood and attitude from tone co-workers to determine the
• Face-to-face, on the phone and intonation. root of a problem or conflict
or via digital media (one-on- − Interprets feelings such as gratitude, hope and on a team.
one or in small groups) appreciation.
• Related to relevant topics, − Identifies situation and relationship between speakers.
general knowledge and life − Demonstrates strengths and limitations typical of
experience Listening Benchmark 7, as listed in the Profile of
contexts
Demonstrating these II. Comprehending Instructions

• Understands overall meaning • Understand moderately complex directions and Sample Tasks
instructions for technical or non-technical tasks. Follow detailed shipping
or intent
[Instructions are about 10 to 12 steps, with up to instructions from a customer
• Identifies main ideas, 15 details (fewer on the phone).] on the phone.
supporting details and
implied meanings − Follows sequence markers, cohesive devices Follow detailed directions on
(connecting words, reference, parallel structure, how to get to a job
• Understands language that is substitution) or other linguistic clues to infer order of interview.
concrete or abstract and steps. Follow detailed instructions
sometimes specialized, with on how to complete a class
− Seeks clarification and confirmation if required.
an expanded range of project.
vocabulary − Responds with actions to directions and instructions.
Listen to a safety expert
• Recognizes meaning based − Demonstrates strengths and limitations typical of
describe procedures for
on an understanding of an Listening Benchmark 7, as listed in the Profile of
handling dangerous materials
increasing range of complex Ability.
in the workplace to
sentences and structures determine appropriate
• May use contextual clues to action.
enhance comprehension
• Recognizes an expanding
range of registers and styles
• Understands an expanding
range of common idiomatic
language
• Can follow most moderately
complex phone interactions
• Has difficulty following
faster conversations

STAGE II
• Understand moderately complex communication intended to influence or persuade Sample Tasks

(such as requests, reminders, orders and pleas) in situations related to personal or Listen to orders from law
general experiences. enforcement officials (such as a
− Identifies the purpose, main ideas, factual details. police officer, judge, parking
enforcement officer, customs
− Identifies implied meanings.
official).
− Identifies the functions of utterances (such as requests and reminders).
Listen to a detailed reminder to
− Follows discourse indicators signalling cause and effect, condition and result. complete a specific series of
− Interprets requests, reminders, orders and pleas. workplace tasks before a deadline.
− Predicts consequences and outcomes.
• Understand short group interactions, discussions and meetings on generally familiar Sample Tasks
topics. Listen to 2 or 3 short movie reviews
• Understand extended descriptive or narrative monologues or presentations about to decide which one to see.
personal experiences, general knowledge or familiar work-related topics, even when Listen to information about services
some information is presented out of sequence. in the community (such as transit,
[Presentations are informal, with the use of visuals and up to about 15 minutes.] library or entertainment schedules)
to relay the information to someone
− Identifies factual details, main ideas and supporting details. else.
− Makes inferences. Listen to information about Canada
− Identifies rhetorical discourse markers and patterns of chronological order and and make inferences about the
sequence, comparison and contrast, and cause and effect. characteristics of Canadian culture
− Identifies facts and opinions. in comparison to other cultures.
− Interprets factual information, explanations and opinions. Listen to an informal talk on a

general interest or
− Demonstrates strengths and limitations typical of Listening Benchmark 7, as listed occupation-specific topic to learn
in the Profile of Ability. new ideas and information.

STAGE II
Profile of Ability
I. Interacting with Others
The listener can:
Understand moderately complex • Understand moderately complex social exchanges (such as Sample Tasks
formal and informal expressions of and responses to gratitude, hopes, Listen to formal and informal
communication, including appreciation, complaints, disappointment, satisfaction, condolences from friends and
abstract concepts and ideas dissatisfaction, approval, disapproval, formal welcomes acquaintances and identify
related to general knowledge, and farewells, condolences and congratulations). the level of formality to
life experience and specialized − Identifies implied meanings and stated and unspecified respond appropriately.
or work-related situations. details. Listen to a co-worker
− Identifies situations and relationships between discussing a colleague's
When the communication is: participants. abrupt departure from the
company to interpret the
• Spoken clearly at a normal − Identifies speakers’ purpose and intent.
speaker’s attitude.
rate − Identifies emotional state, mood and attitude from tone
Listen to a co-worker
and intonation.
• Face-to-face, on the phone or discussing a workplace
via digital media (one-on-one, − Interprets feelings such as gratitude, hope, experience to predict what
with multiple speakers or in appreciation, disappointment, satisfaction, will be said next based on
small groups) dissatisfaction, approval and disapproval. the content and tone.
• Related to general knowledge, − Identifies the purpose of expressions of formal
life experience and specialized welcomes, farewells, condolences and congratulations.
or technical matters − Understands the intent of expressions and responses.
• Moderate in length − Identifies some nuances in attitude, emotional tone and
register.
contexts − Demonstrates strengths and limitations typical of
Ability.
and limitations:
• Understands overall meaning
or intent
• Identifies main ideas, even
when not explicitly stated, • Understand extended multistep directions or instructions Sample Tasks
supporting details and implied for technical or non-technical tasks.
meanings Follow instructions from a
[Instructions are over 12 steps, with up to 20 details technical assistant on the
• Understands language that is (fewer on the phone).] phone to resolve a simple
concrete or abstract and computer software issue.
conceptual, with an expanded − Follows sequence markers, cohesive devices
(connecting words, reference, parallel structure, Listen to detailed oral
range of vocabulary
substitution) or other linguistic clues to infer order of instructions from a supervisor
• Recognizes meaning based on steps. about a familiar but complex
an understanding of an process.
adequate range of complex Follow instructions to register
sentences and structures − Demonstrates strengths and limitations typical of
for a college or university
• May use contextual clues to course.
Ability.
enhance comprehension
• Recognizes an expanded range
of registers and styles
• Understands an expanded
range of common idiomatic
language
• Can follow moderately
complex phone interactions
• Has difficulty following faster
colloquial or idiomatic
conversations

STAGE II
• Understand communication intended to influence or persuade (such as extended Sample Tasks

warnings, threats, suggestions, recommendations and proposed solutions) in Listen to a teacher or supervisor
situations related to personal decisions or to work-related issues in own field. evaluating someone’s performance. List
− Identifies stated and unspecified meanings. specific details, suggestions and advice
for future reference.
− Identifies the functional value of utterances (such as warnings, threats,
suggestions or recommendations). Listen to warnings about door-to-door
salespeople to identify the best ways of
− Interprets warnings, threats, suggestions, recommendations and proposed
dealing with them.
solutions.
Listen to public announcements
− Evaluates the validity of suggestions or proposed solutions.
containing extended warnings and
− Demonstrates strengths and limitations typical of Listening Benchmark 8, as recommendations to evaluate them.
listed in the Profile of Ability.
• Understand group interactions about abstract and complex ideas on familiar Sample Tasks
topics. Listen to a presentation in a semi-formal
• Understand extended monologues or presentations on topics that are generally community or workplace meeting to take
familiar and related to general knowledge or technical/work-related issues in notes for future use.
own field. Listen to a class presentation to take
[Presentations are informal or semi-formal, extended, with the use of visuals notes of the main ideas and supporting
and up to about 20 minutes long.] details in order to prepare for an exam.
− Identifies the main idea (which is not explicitly stated) and detailed Watch a televised speech by the Prime
information. Minister or another politician to share the
main points and specific details with
− Identifies phrases and sentences that mark topic introduction, topic someone else.
development, topic shift and conclusion.
Listen and identify facts and opinions in a
− Identifies rhetorical discourse markers and patterns of chronological order and conversation between several people
sequence, comparison and contrast, and cause and effect. about a controversial social issue (such as
− Interprets factual information, explanations and opinions. gambling, censorship, budget priorities)
− Identifies facts, opinions and attitudes. to determine own position on the issue.
− Demonstrates strengths and limitations typical of Listening Benchmark 8, as

listed in the Profile of Ability.

STAGE II
Across Stage II Listening

Ability Ability
• Communication is live, face- • Communication is live, face- • Communication is live, face- • Communication is live, on
to-face, on the phone or via to-face, on the phone or via to-face, on the phone or via the phone or via digital
digital media (one-on-one or digital media (one-on-one or digital media (one-on-one or media (one-on-one, with
in small groups). in small groups). in small groups). multiple speakers or in small
groups).
• Speech is clear and at a slow • Speech is clear and at a slow • Speech is clear and at a
to normal rate. to normal rate. normal rate. • Speech is clear and at a
normal rate.
• Visual clues and setting • Visual clues and setting • Visual clues and setting may
support the meaning when support the meaning when enhance comprehension • Visual clues and setting may
the topic is unfamiliar or the the topic is unfamiliar or the when the topic is unfamiliar enhance comprehension
situation is not predictable. situation is not predictable. or the situation is not when the topic is unfamiliar
predictable. or the situation is not
• Listening texts can be short • Listening texts can be predictable.
informal monologues, informal monologues, • Listening texts can be
presentations, dialogues or presentations, dialogues or informal or semi-formal • Listening texts can be
small group interactions. small group interactions. monologues, presentations, informal or semi-formal
dialogues or group monologues, presentations,
• Monologues and • Monologues and interactions. dialogues or group
presentations are up to presentations are up to
interactions.
about 5 minutes. about 10 minutes. • Monologues and
presentations are up to • Monologues and
• Dialogues may include • Dialogues may include about 15 minutes. presentations are up to
conversations, interviews conversations, interviews
about 20 minutes.
and discussions in any media and discussions in any media • Dialogues may include
(digital/online, television, (digital/online, television, conversations, interviews • Dialogues may include
radio, etc.). radio, etc.). and discussions in any media conversations, interviews,
(digital/online, television, and discussions in any media
• Instructions are clear, • Instructions are clear and radio, etc.) (digital/online, television,
explicit and presented step explicit, but not always
radio, etc.).
by step. presented step by step. • Instructions are clear and
explicit, but not always • Instructions are clear and
• Language is concrete and • Language is generally presented step by step. coherent, but not always
includes mostly common concrete with some abstract
presented step by step.
vocabulary and a limited elements, and contains a • Language is concrete or
number of idioms. range of common vocabulary abstract and sometimes • Language is concrete or
and idioms. specialized, with an abstract and conceptual,
• Topics are generally expanded range of with an expanded range of
familiar, related to everyday • Topics are generally familiar vocabulary and some less- vocabulary, idioms and
situations and of personal and personally relevant.
common idiomatic colloquial expressions.
relevance.
• Context is moderately expressions.
• Topics are generally
• Context is moderately demanding.
• Topics are generally familiar, about general
demanding.
• Response to task may familiar, personally knowledge, or related to
• Response to task may require some speaking or relevant, and may be about specialized or workplace
require some speaking or writing. general knowledge or work- issues in own field.
writing. related.
• Context is moderately
• Context is moderately demanding.
demanding.
• Response to task may
• Response to task may require some speaking or
require some speaking or writing.
writing.
Note: Length of text and speed of delivery are often beyond the listener's control and are provided to roughly suggest a
progression in degrees of moderate complexity across Listening Stage II. However, it is understood that the time frame
for listening at Stage II is largely determined by the specifics of the situation and the needs of the participants.

Stage III
Listening
Benchmarks 9–12
Stage III spans the range of

effectively, accurately and
fluently, with an appropriate
sense of register, distance,
formality and style in situations
that are becoming increasingly
unpredictable and unfamiliar
(demanding contexts of language
use).

STAGE III
Stage III Listening

Initial Advanced Ability Developing Advanced Ability Adequate Advanced Ability Fluent Advanced Ability
Understand an adequate range Understand an expanding Understand an expanded Understand an extensive
of complex formal and range of complex, detailed range of complex, detailed range of complex abstract
informal communication on a formal and informal formal and informal formal and informal
broad variety of general communication on most communication on a broad communication on most
interest topics, and on some general interest topics and variety of general topics and general and specialized
specialized topics in own specialized topics in own specialized topics in own topics.
field. field. field.
• Spoken clearly at a normal • Spoken clearly at a normal • Spoken clearly at a normal • Spoken clearly at a normal
rate rate to fast rate to fast rate
• Face-to-face, on the phone • Face-to-face, on the phone • Face-to-face, on the phone • Face-to-face, on the phone
or via digital media (with or via digital media (with or via digital media (with or via digital media (with
individuals, small or larger individuals, small or larger individuals, small or larger individuals, small or larger
groups) groups) groups) groups)
• Related to unfamiliar, • Related to unfamiliar, • Related to unfamiliar, • Related to unfamiliar,
abstract, conceptual or abstract, conceptual or abstract, conceptual or abstract, conceptual or
technical matters technical matters technical matters technical matters
• Lengthy • Lengthy • Lengthy • Lengthy
• In demanding contexts • In demanding contexts • In demanding contexts • In demanding contexts
• Sufficiently grasps meaning • Identifies, analyzes and • Identifies, analyzes and • Identifies, analyzes and
to paraphrase or summarize critically evaluates selected critically evaluates critically evaluates
key points and important aspects of communication communication communication
details
• Understands an expanding • Understands an expanded • Understands a wide range of
• Understands a range of range of concrete, abstract range of concrete, abstract concrete, abstract and
concrete, abstract and and technical language and technical language technical language
technical language appropriate for the content appropriate for the content appropriate for the content
appropriate for the content and purpose and purpose and purpose
and purpose
• Uses knowledge of complex • Uses knowledge of complex • Uses knowledge of complex
• Uses knowledge of complex grammar and syntax to grammar and syntax to grammar and syntax to
grammar and syntax to interpret meaning interpret nuances in interpret nuances in
interpret meaning meaning meaning
• Infers bias, attitudinal and
• Infers bias, purpose and other unstated meanings • Infers meaning from most • Infers meaning from almost
attitudinal meaning unstated information all unstated information
• Only occasionally misses a
• May sometimes miss some topic shift or transition • Recognizes the nuances in • Recognizes the nuances in
details or transition signals different styles, registers different styles, registers
• Recognizes the nuances in and language varieties and language varieties
• Recognizes the nuances in different styles, registers
different styles, registers and language varieties • Has only occasional • Has almost no difficulty
and language varieties difficulty interpreting verbal interpreting verbal humour,
• Sometimes has difficulty humour, low-frequency low-frequency idioms, irony,
• Often has difficulty interpreting verbal humour,
idioms, irony, sarcasm, sarcasm, cultural references
interpreting verbal humour, low-frequency idioms and
cultural references and and figurative, symbolic and
low-frequency idioms and cultural references
figurative, symbolic and idiomatic language
cultural references especially when spoken
idiomatic language
quickly

STAGE III
Stage III Listening
These are some things that may need to be learned as an individual moves through Stage III Listening.
Grammatical Knowledge Sociolinguistic Knowledge

Ability to understand: Understanding of:
• Complex grammar and syntax structures to interpret nuances • Different registers, styles and language varieties (dialects,
of meaning (such as past conditionals, reported speech, past regionalisms, language used by specific social and age
or future perfect passive, perfect or past infinitives, groups)
subordinate adverbial clauses, subordinating conjunctions
and modals to express logical deduction)
• Language, discourse formats and processes, and content and
socio-cultural knowledge relating to workplace/business
• Words and lexical phrases (such as formulaic language) used communications, and to specific academic disciplines
for specific topics in academic and professional contexts
• Expanded cultural references
• English phonological sound systems (such as sound segments,
rhythm and intonation) to interpret oral discourse • Expanded colloquial, idiomatic and literary language
Textual Knowledge • Non-verbal communication that accompanies speech (such as
non-verbal vocalizations and variations in voice volume and
Ability to: pitch within sentences to convey different meanings and
• Recognize cohesion links (such as phrasal links) across emotions)
utterances Strategic Competence
• Recognize discourse indicators signalling major parts and Ability to:
thematic sub-parts, topic shifts and transitions in ideas (such
as explanations or reformulation of information,
• Distinguish given information (i.e., assumed to be known)
from new information in speech
illustrations/examples, introduction of contrasting
information such as alternatives, opposing views, unexpected • Recognize avoidance strategies
turn)
• Recognize language used to compensate for or avoid
• Synthesize, integrate and interpret texts miscommunication
Functional Knowledge • Infer unstated information and to hypothesize, guess and
Recognition of: predict
• Thematic organization of sub-parts of presentations or • Use context clues, background knowledge, non-verbal
lectures (such as patterns of narrating, reporting, describing, communication signals and knowledge of vocabulary and
arguing a point, expressing results or consequences) grammar structures to interpret meaning
• Typical organization patterns of lectures (such as reviews of • Recognize paralinguistic clues for making inferences,
information previously covered, overviews of present hypothesizing, guessing and predicting
lectures, outlines of main points, use of examples and details
to provide support, importance of conclusions and
summaries)
• Typical discourse formats for different situations
Ability to:
• Listen to information to perform actions (such as abstract
problem solving, decision making, gathering, using and
manipulating information and negotiating meaning)
• Understand humour, jokes, songs, rhymes, dramas, stories
and anecdotes
• Understand and reduce information to main points or to
selected key points relevant to ideas or topics (such as
summarizing and note taking)

STAGE III

The listener can:
Understand an adequate range • Understand main intent and some implied meanings in Sample Tasks
of complex formal and informal complex communication between speakers with varying Listen to a manager talking
communication on a broad roles and relationships. about company lay-offs to
variety of general interest − Identifies discourse formats for different situations predict what will happen.
topics, and on some specialized and audiences. Listen to a dialogue between a
topics in own field. − Identifies meaning expressed through tone and professor and a graduate
intonation. student to identify the social
When the communication is: roles, status and relationship.
− Identifies signals in speech to collaborate, to hold and
relinquish the floor, to attempt to interrupt politely. Listen to a conversation
• Spoken clearly at a normal between two friends,
rate − Recognizes preferred and non-preferred responses to
classmates or colleagues to
personal interactions.
• Face-to-face, on the phone determine what one person
or via digital media (with − Identifies details of the social context and register. thinks about a decision that
individuals, small or larger − Identifies stated and unspecified details about social the other has made.
groups) roles and relative status. Listen to a televised interview
• Related to unfamiliar, − Identifies situation and relationship between speakers. with a medical or academic
abstract, conceptual or expert to evaluate the overall
− Identifies implied and some unstated meanings. recommendations.
technical matters
− Relates communication to the situational and social
• Lengthy context.
• In demanding contexts − Demonstrates strengths and limitations typical of
Ability.
and limitations:
• Sufficiently grasps meaning
to paraphrase or summarize
key points and important II. Comprehending Instructions
details
• Understands a range of • Understand complex multistep directions and Sample Tasks
concrete, abstract and instructions for familiar procedures. Follow Revenue Canada’s
technical language [Instructions are somewhat detailed, presented clearly telephone instructions on how
appropriate for the content and may be lengthy.] to complete a financial report
and purpose or a tax form properly.
− Integrates a few pieces of detailed information to
• Uses knowledge of complex carry out procedures or follow directions. Follow extensive, complex
grammar and syntax to navigational details on how to
− Follows cohesion links across utterances.
interpret meaning reach a location that is
− Responds with actions to directions and instructions. difficult to find.
• Infers bias, purpose and − Demonstrates strengths and limitations typical of
attitudinal meaning Follow detailed instructions on
Listening Benchmark 9, as listed in the Profile of how to repair or assemble a
• May sometimes miss some Ability. piece of equipment at work.
details or transition signals
Follow complex, multistep
• Recognizes the nuances in instructions for doing a project
different styles, registers and at school.
language varieties
• Often has difficulty
interpreting verbal humour,
low-frequency idioms and
cultural references

STAGE III
• Understand complex and extended communication intended to influence, persuade or Sample Tasks
inform significant decisions (such as proposals, suggestions or recommendations for Listen to several proposals to
solving problems). solve a workplace problem (such
− Identifies main intent, main idea, factual details, relevant words and expressions, as a high rate of absenteeism or
and implied meanings. low employee morale).
− Identifies discourse indicators signalling contrasting information, opposing views, Listen to a conversation between
illustrations/examples. several colleagues in which advice
is given to summarize the nature
− Interprets proposals, suggestions and recommendations.
of the advice.
− Identifies cohesion links (such as phrasal links) across utterances.
Listen to and evaluate feedback
− Identifies and separates feelings, information and facts. and recommendations from an
− Analyzes and evaluates usefulness, appropriateness, relevance and validity of instructor on an academic
proposed solutions, in relation to the purpose and the audience. project.
• Understand complex, extended discussions between several speakers. Sample Tasks

• Understand extensive lectures or presentations. Listen to a lecture on the findings
of a research study, an
[Discussions, lectures and presentations are up to about 30 minutes.] environmental issue or a technical
− Identifies discourse format for different purposes. topic in one’s own field to
− Identifies detailed factual information and implied meanings. summarize the information for a
report or essay.
− Identifies main ideas that are not explicitly stated.
Listen to a 30-minute panel
− Identifies how details support and develop main ideas. discussion to obtain detailed
− Identifies paraphrasing, restating of points, examples and transition indicators. information and perspectives
relating to a topic in one’s own
− Identifies thematic organization of sub-parts of presentations and lectures (such as
field to critically evaluate the
patterns for narrating, reporting, describing, arguing a point, expressing results and
information.
consequences).
Listen to a short podcast for
− Demonstrates critical comprehension by identifying biases and by separating facts
academic or work-related
from opinions.
information to decide whether to
− Identifies, summarizes and critically evaluates the development of positions. research the issue further.

STAGE III

The listener can:
Understand an expanding • Understand complex communication to identify attitudes, Sample Tasks
range of complex, detailed emotions, motivations and intentions. Listen to a manager handling
formal and informal − Identifies different discourse formats for different a customer complaint to
communication on most situations and audiences. identify moods, attitudes and
general interest topics and intentions.
− Identifies meaning expressed through tone and
specialized topics in own intonation. Listen to a dialogue between
field. two acquaintances who are
preparing to complain to the
relinquish the floor, and to attempt to interrupt
authorities about a noisy
When the communication is: politely.
neighbour to identify their
• Spoken clearly at a normal − Recognizes preferred and non-preferred responses. position and intentions.
rate − Identifies unstated and implicit intentions and
• Face-to-face, on the phone motivations based on linguistic and paralinguistic clues.
or via digital media (with − Identifies attitudes and emotions using a range of clues,
individuals, small or larger such as voice tone and volume, pitch, intonation and
groups) stress.
• Related to unfamiliar, − Identifies different styles of speech.
abstract, conceptual or − Demonstrates strengths and limitations typical of
technical matters Listening Benchmark 10, as listed in the Profile of
• Lengthy Ability.
• In demanding contexts
Demonstrating these
strengths and limitations: II. Comprehending Instructions
• Identifies, analyzes and • Understand complex multistep directions and instructions Sample Tasks
critically evaluates selected for less-familiar procedures in some urgent or demanding
aspects of communication Follow complex multistep
situations. instructions from a contractor
• Understands an expanding [Instructions are detailed and may be lengthy, partially for completing or preparing
range of concrete, abstract familiar or predictable.] for a home renovation task.
and technical language
− Integrates several pieces of detailed information to Follow complex medical
appropriate for the content
carry out complex, multistep procedures or to follow instructions for treating a
and purpose
directions. person in medical distress.
• Uses knowledge of complex − Responds with actions to directions and instructions. Follow complex, multistep
grammar and syntax to instructions for creating and
interpret meaning − Demonstrates strengths and limitations typical of
conducting a survey for a
• Infers bias, attitudinal and research study.
Ability.
other unstated meanings
• Only occasionally misses a
topic shift or transition
• Recognizes the nuances in
different styles, registers
and language varieties
• Sometimes has difficulty
low-frequency idioms and
cultural references
especially when spoken
quickly

STAGE III
• Understand content, values and assumptions in communication intended to influence Sample Tasks
or persuade. Listen to a persuasive presentation
− Identifies values and assumptions, where obvious, from stated and unstated clues. (such as to a council, committee,
commission) to identify, analyze and
− Identifies discourse indicators signalling introduction of contrasting information,
evaluate stated and unstated values
opposing views, illustrations/examples, unexpected turns.
and assumptions.
− Identifies cohesion links (such as phrasal links) across utterances.
Listen to evaluate an academic
− Identifies and separates feelings, information and facts. argument in which the speaker tries
− Analyzes and critically evaluates information based on a set of internal or external to persuade the audience with
criteria or standards. evidence from research.
− Demonstrates strengths and limitations typical of Listening Benchmark 10, as listed Listen to critically evaluate a
in the Profile of Ability. persuasive presentation on future
steps for your organization.
• Understand complex expository or argumentative exchanges or discussions between Sample Tasks

several speakers. Listen to a professional development
• Understand extensive lectures or presentations. presentation about a topic in own
field to summarize the information
− Identifies discourse formats for different purposes. for a colleague.
− Identifies detailed factual information and implied meanings. Listen to an academic lecture to
− Comprehends pro and con arguments. take detailed notes of the
− Extracts relevant details from discourse that includes irrelevant or distracting information presented.
information. Listen to evaluate the pros and cons
− Follows the logical line of argumentation in support of a conclusion. of a management proposal to reduce
the workforce.
− Identifies thematic organization of sub-parts of presentations and lectures (such as
patterns for narrating, reporting, describing, arguing a point, expressing results and As part of a hiring committee,
consequences). evaluate the interviews of
4 candidates for an entry-level
− Recognizes fallacies. position. Select the best person for
− Separates facts from opinions in arguments to evaluate credibility/validity. the job.
− Identifies different parts of an argument and logical relationships between parts of
discourse.

STAGE III

The listener can:
• Understand propositionally and linguistically complex Sample Tasks
Understand an expanded communication between diverse speakers to resolve
range of complex, detailed Listen and respond to a
conflicts, build consensus and negotiate compromise. classmate or a colleague's
formal and informal
communication on a broad − Identifies different discourse formats for different accusations about not
variety of general topics and situations and audiences. contributing to a team
specialized topics in own assignment.
field. intonation. Listen to a supervisor
confronting a colleague about
productivity. Identify
When the communication is: relinquish the floor, to attempt to interrupt politely.
language and behaviours that
− Recognizes preferred and non-preferred responses. contribute to an escalation in
• Spoken clearly at a normal
to fast rate − Identifies, analyzes and evaluates language and the conflict to give feedback
interpersonal strategies. on how to manage a similar
• Face-to-face, on the phone situation in the future.
or via digital media (with − Identifies, analyzes and evaluates conflict-escalating
language and behaviour. Identifies converging and Listen to an arbitrator trying
individuals, small or larger
diverging styles of speech (speaking the same way to to settle a dispute to
groups)
convey solidarity, speaking differently to convey identify, analyze and
• Related to unfamiliar, distinctness). evaluate the language and
abstract, conceptual or strategies used to negotiate a
− Demonstrates strengths and limitations typical of compromise.
technical matters
• Lengthy Ability.
Demonstrating these
strengths and limitations: II. Comprehending Instructions
• Identifies, analyzes and
critically evaluates • Understand complex multistep directions and instructions Sample Tasks
communication for unfamiliar procedures in urgent or demanding Follow extensive directions to
situations. an unfamiliar location in an
• Understands an expanded emergency response or
range of concrete, abstract [Instructions are detailed, lengthy and presented clearly.]
search-and-rescue job.
and technical language − Integrates extensive, detailed information to carry out
appropriate for the content complex, multistep procedures or to follow directions. Follow multistep instructions
and purpose to resolve a complex
engineering problem from a
• Uses knowledge of complex − Demonstrates strengths and limitations typical of technical support worker on
grammar and syntax to Listening Benchmark 11, as listed in the Profile of the phone.
interpret nuances in Ability.
meaning Follow complex multistep
medical or nursing
• Infers meaning from most instructions from a supervisor
unstated information when caring for critically ill
• Recognizes the nuances in patients.
• Has only occasional
difficulty interpreting
verbal humour, low-
frequency idioms, irony,
sarcasm, cultural
references and figurative,
symbolic and idiomatic
language

STAGE III
• Understand the nuances and subtleties of communication intended to influence or Sample Tasks
persuade across a broad variety of general interest, academic and technical topics in Listen to arguments for and against
own field. a controversial issue (such as
− Analyzes and evaluates the appropriateness of persuasive strategies to the building a half-way house in the
audience and the purpose. community) to analyze and evaluate
evidence and logical arguments for
− Identifies language aspects (such as grammar and vocabulary) of persuasive
and against the proposition and
discourse.
determine own position on the issue.
− Identifies discourse indicators signalling contrasting information, opposing views,
Listen to a radio discussion about a
illustrations/examples, unexpected turn, reformulation of information.
current event to decide whether all
− Identifies cohesion links (such as phrasal links) across utterances. sides of the discussion have been
− Identifies and separates feelings, information and facts. presented and which position is best
supported.
− Identifies effective techniques (such as the use of evidence, logical arguments and
ethical and emotional appeals) to obtain agreement on or acceptance of ideas or Listen to a sales pitch for equipment
products. at work (such as a printer, server,
phone) to decide whether or not to
− Demonstrates strengths and limitations typical of Listening Benchmark 11, as listed purchase.
• Understand complex, detailed and specialized discussions between several speakers. Sample Tasks
• Understand complex, detailed and extensive lectures or presentations. In an academic setting, listen to
different views about a topic
− Identifies detailed factual information and implied meanings. presented in a panel discussion to
− Extracts multiple pieces of information as required. summarize presenters’ positions and
− Synthesizes information to reconstruct a message. provide specific details (such as
quotes) for an essay.
− Extracts relevant details from discourse that includes irrelevant or distracting
information. Listen to a series of proposals from
staff concerning the need to
− Identifies thematic organization of sub-parts of presentations and lectures (such as modernize a company’s approach to
patterns for narrating, reporting, describing, arguing a point, expressing results summarize the information and
and consequences). inform the CEO.
− Identifies positions, biases, assumptions and motives.
− Summarizes information.

STAGE III
Profile of Ability
The listener can:
Understand an extensive • Understand the nuances and subtleties of propositionally Sample tasks
range of complex abstract and linguistically complex communication between In a workplace training
formal and informal diverse speakers. session, watch a video-taped
communication on most − Identifies different discourse formats for a variety of team meeting to evaluate the
general and specialized situations and audiences. appropriateness and
topics. effectiveness of the
interaction.
intonation.
When the communication is: Listen to a parliamentary or
− Recognizes preferred and non-preferred responses.
legislative proceeding and its
• Spoken clearly at a normal − Identifies unstated conflicts, challenges and differences related media commentaries
to fast rate of opinion. to identify examples of
• Face-to-face, on the phone − Identifies instances of politeness and cooperation (and sarcasm, criticism and
or via digital media (with their violations) through paralinguistic and linguistic disrespect.
individuals, small or larger clues.
groups) − Identifies examples of imposition, disrespect, criticism
• Related to unfamiliar, and sarcasm, whether explicit or implied.
abstract, conceptual or − Evaluates expressions in terms of cultural norms
technical matters commonly used in professional and academic discourse.
• Lengthy − Analyzes and evaluates language and interpersonal
strategies.
Demonstrating these Ability.
• Identifies, analyzes and
critically evaluates
communication
• Understands a wide range of
concrete, abstract and
• Understand and evaluate detailed, extensive oral Sample Tasks
technical language
instructions in a broad range of situations. Listen to evaluate a
appropriate for the content
and purpose [Instructions are for complex procedures.] workplace instructional video
(such as a training video on a
• Uses knowledge of complex − Evaluates oral instructions or instructional texts for
complex work-related
grammar and syntax to logical accuracy and clarity.
procedure) for logical
interpret nuances in − Uses external criteria and standards to evaluate the accuracy and clarity, and to
meaning validity/effectiveness of instructions or instructional provide suggestions for
texts. improvement.
• Infers meaning from almost
all unstated information − Demonstrates strengths and limitations typical of Follow instructions for solving
Listening Benchmark 12, as listed in the Profile of a complex mathematical
• Recognizes the nuances in Ability. problem.
• Has almost no difficulty
low-frequency idioms,
irony, sarcasm, cultural
references and figurative,
symbolic and idiomatic
language

STAGE III
• Understand the nuances and subtleties of communication intended to influence or Sample tasks
persuade across a wide range of contexts, whether familiar or unfamiliar, Listen to an all-candidates’ debate
including academic, workplace and community. during an election campaign to analyze
− Identifies stated or unstated facts, opinions and attitudes related to text. and evaluate arguments presented by
each candidate and determine which
− Analyzes and evaluates speakers’ points of view.
candidate to vote for.
− Identifies discourse indicators signalling contrasting information, opposing
Listen to a panel debate about a
views, illustrations/examples, unexpected turn, reformulation of information.
controversial political, social or
− Identifies cohesion links (such as phrasal links) across utterances. academic topic to critically evaluate
− Identifies and separates feelings, information and facts. and summarize the information and the
positions of the participants.
− Evaluates the appropriateness, usefulness, relevance and validity of information
to the audience and the purpose. Listen to a court proceeding or formal
workplace meeting to analyze and
− Demonstrates strengths and limitations typical of Listening Benchmark 12, as evaluate the ways in which the
listed in the Profile of Ability. communication of various speakers
influenced the ultimate outcome.
• Critically evaluate complex, detailed and specialized discussions, interviews or Sample Tasks
formal debates. Listen to and critically evaluate the
• Critically evaluate complex, detailed and extensive lectures or presentations. overall organization and delivery
(verbal and non-verbal) of an academic
− Identifies and critically evaluates content, organization and delivery. lecture or a workplace presentation to
− Summarizes and critically evaluates relevance of examples, biases, make suggestions for improvement.
assumptions, values, motives and plausibility. Listen to a formal public debate on a
− Suggests ways to improve content. complex topic to evaluate participants’
− Analyzes and evaluates verbal and non-verbal aspects of delivery and makes conversational management styles and
suggestions for improvement. strategies to provide constructive
feedback.
− Identifies thematic organization of sub-parts of presentations and lectures (such
as patterns for narrating, reporting, describing, arguing a point, expressing Evaluate the points of speeches and
results and consequences). debates of political candidates during
an election campaign to make choices
− Identifies conversation styles (such as high involvement style and high as a voter.
considerateness style).
Listen to the presentation and defence
− Demonstrates strengths and limitations typical of Listening Benchmark 12, as of an academic thesis in own field to
listed in the Profile of Ability. evaluate the quality of the research,
analysis and conclusions.
Listen to the presentation of two
different proposals for expenditures to
decide how to allocate funds.

STAGE III
Across Stage III Listening

• Communication is face-to- • Communication is face-to- • Communication is face-to- • Communication is face-to-

face, on the phone or via face, on the phone or via face, on the phone or via face, on the phone or via
digital media (with digital media (with digital media (with digital media (with
individuals, or small or individuals, or small or individuals, or small or individuals, or small or
larger groups, in any live or larger groups, in any live or larger groups, in any live or larger groups, in any live or
recorded media). recorded media). recorded media). recorded media).
• Speech is clear and at a • Speech is clear and at a • Speech is clear and at a • Speech is clear and at a
normal rate. normal rate. normal to fast rate. normal to fast rate.
• Contextual clues (non-verbal • Contextual clues (non-verbal • Contextual clues (non-verbal • Contextual clues (non-verbal
communication, relationship communication, relationship communication, relationship communication, relationship
cues) support cues) support cues) support cues) support
comprehension in comprehension in comprehension in comprehension in
high-stakes situations. high-stakes situations. high-stakes situations. high-stakes situations.
• Listening texts can be • Listening texts can be • Listening texts can be • Listening texts can be
informal, semi-formal or informal, semi-formal or informal, semi-formal or informal, semi-formal or
formal monologues, formal monologues, formal monologues, formal monologues,
presentations, lectures, lectures, panel discussions, lectures, panel discussions, lectures, panel discussions,
panel discussions, dialogues expository or argumentative debates, expository or debates, expository or
or exchanges between small presentations, extended argumentative argumentative
groups of speakers. dialogues or complex presentations, extended presentations, extended
exchanges between small dialogues or complex dialogues or highly complex
• Required listening time may groups of speakers. exchanges between large exchanges between large
be quite long, as dictated by
groups of several speakers. groups of several speakers.
the topic, purpose, genre • Required listening time may
and context. be quite long, as dictated by • Required listening time may • Required listening time may
the topic, purpose, genre be very long, as dictated by be very long, as dictated by
• Instructions are complex, in and context. the topic, purpose, genre the topic, purpose, genre
any order, but clear and
and context. and context.
coherent. • Instructions are complex, in
any order, but clear and • Instructions are complex, in • Instructions are complex, in
• Language is abstract, coherent. any order. any order.
conceptual and technical,
and may include verbal • Language is abstract, • Language is complex and • Language is complex and
humour, low-frequency conceptual and technical includes cultural references, includes cultural references,
idioms and cultural and may include verbal figurative, symbolic and figurative, symbolic and
references. humour, low-frequency idiomatic language, irony, idiomatic language, irony,
idioms and cultural sarcasm and humour. sarcasm and humour.
• General interest topics and references.
some specialized topics in • Most general and specialized • Most general and specialized
own field. • General interest topics and topics. topics.
specialized topics in own
• Context is demanding. field.
• Context is demanding. • Context is demanding.
• Task response may require • Context is demanding. • Task response may require • Task response may require
knowledge of formal social, analysis and evaluation. analysis and evaluation.
academic and business • Task response may require
codes. knowledge of formal social,
academic and business
codes.
Note: Speed of delivery is often beyond the listener's control and is provided to suggest roughly a progression in
degrees of complexity across Listening Stage III. The time frame for listening at Stage III naturally varies, as dictated by
the specifics of the situation and the needs of the participants.

Stage I
Speaking
Benchmarks 1–4

communicate in common and
predictable situations about
basic needs, routine everyday
activities, and familiar topics
of immediate personal
relevance (non-demanding

STAGE I
Stage I Speaking

The speaker can: The speaker can: The speaker can: The speaker can:
Communicate very basic Communicate basic personal Communicate basic Communicate information
personal information using a information using short information using simple about common everyday
few common, familiar words phrases and some sentences, sentences about immediate activities, experiences, wants
and formulaic expressions, usually in response to needs and personal and needs.
usually in response to simple questions about personal experiences.
questions related to needs and experiences.
immediate needs.
• Short and face-to-face • Short and face-to-face • Face-to-face or via digital • Face-to-face, very briefly on
media the phone or via digital
• Strongly supported by • Strongly supported by
media
gestures and visual cues gestures and visual cues • Supported by gestures and
visual cues • May be supported by
• Informal • Informal
gestures and visual cues
• With one familiar person at • With one familiar person at • Informal
a time a time • With one person at a time • Informal
• Guided and encouraged by • Guided and encouraged by • Encouraged to a moderate • With one person at a time or
in a small supportive group
questions and prompts from questions and prompts from degree by questions and
a highly supportive listener a highly supportive listener prompts from a supportive • Encouraged occasionally by
listener questions and prompts from
• In non-demanding contexts • In non-demanding contexts
a supportive listener
• Speaks in isolated words or • Speaks in short phrases and • Speaks in short sentences • Speaks in short sentences
strings of 2 to 3 words, with some short sentences, with with some evidence of and some longer compound
no evidence of connected very little evidence of connected discourse sentences, with clear
discourse connected discourse evidence of connected
• Fluency is just barely
discourse
• Fluency is not adequate to • Fluency is not adequate to adequate for simple
sustain simple sustain simple conversations; speech rate • Fluency is adequate for
conversations; speech rate conversations; speech rate is slow with pauses and simple conversations;
is slow with frequent is slow with frequent pauses hesitations speech rate is slow to
pauses, hesitations and and hesitations normal with some pauses or
• Vocabulary is somewhat
repetitions hesitations
• Vocabulary is limited for limited for basic everyday,
• Vocabulary is extremely basic everyday, routine routine communication • Vocabulary is adequate for
limited for basic everyday, communication basic everyday, routine
• Some control over basic
routine communication communication
• Little control over basic grammar structures and
• Very little or no control over grammar structures and tenses • Adequate control over basic
basic grammar structures tenses grammar structures and
• Grammar, vocabulary and
and tenses tenses
• Grammar, vocabulary and pronunciation difficulties
• Grammar, vocabulary and pronunciation difficulties may impede communication • Grammar, vocabulary and
pronunciation difficulties may significantly impede pronunciation difficulties
• May rely on gestures
may significantly impede communication may impede communication
communication
• Relies on gestures
• May revert to first language

STAGE I
Stage I Speaking
These are some things that may need to be learned as an individual moves through Stage I Speaking.
Ability to produce: Understanding of and beginning ability to use:
• Grammar structures and vocabulary relating to basic • Some cultural references or information
personally relevant facts (such as ethnicity, home country,
• Culturally appropriate non-verbal communication strategies
address, age), time, dates, money, school environment,
community facilities, common actions, jobs and • Culturally appropriate strategies to convey politeness and
occupations, family, housing, food, weather, clothing, etc. respect
• Basic syntax (such as indications of a statement, a • Socio-cultural conventions related to specific topics (such as
negative, or a question; word order; prepositional phrases; responding to introductions; giving instructions and directions;
and coordination and subordination) attracting attention; and talking about sensitive topics, such as
age, income, marital status)
• Vocabulary adequate for talking about basic time
references, chronological sequences, needs and wants, and Strategic Competence
personal experiences, and for describing people, objects,
situations, and daily routines Beginning ability to use:
• Adequate pronunciation to convey basic messages • Strategies to indicate problems in understanding (such as asking
for repetition, repeating back, asking for clarification)
Textual Knowledge
• Strategies to ensure understanding, such as confirming
Beginning ability to use: information and paraphrasing
• Connective words and phrases to signal contrast and • Techniques and strategies to learn and memorize language
indicate chronology (such as but, and, or, like, for chunks efficiently
example, first, then)
• Discourse markers to convey shifts in topic meanings (such
as so, and, finally)
• Cohesion links between sentences (pronoun references,
etc.)
• Genres, such as telling narratives or reporting information
Beginning ability to:
• Convey intended purpose of an utterance through
intonation, language, body language, vocalizations, etc.
• Use common expressions for specific purposes (such as
greeting and leave-taking, making introductions, attracting
attention, inquiring about others)
• Use typical set formats in sequencing information (such as
openings, pre-closings, and closings)

STAGE I
Speaking – Benchmark 1

The speaker can:
• Use and respond to basic courtesy formulas and greetings. Sample Tasks
Communicate very basic personal
information using a few common, [Interlocutors are familiar and supportive.] Introduce self to a new
familiar words and formulaic − Responds appropriately to common greetings, neighbour, classmate, or
expressions, usually in response introductions, and leave-takings. teacher. (My name is
to simple questions related to Ahmed.)
immediate needs. − Uses appropriate basic courtesy formulas.
Greet the clerk at a local
− Indicates communication problems verbally or supermarket. (Hello, how are
non-verbally. you?)
When the communication is:
− Demonstrates strengths and limitations typical of Respond to greetings,
• Short and face-to-face Speaking Benchmark 1, as listed in the Profile of Ability. introductions and leave-
• Strongly supported by gestures takings with the appropriate
and visual cues expression. (Hello. Nice to
meet you. Goodbye.)
• Informal
• With one familiar person at a
time
• Guided and encouraged by
questions and prompts from a II. Giving Instructions
highly supportive listener
• In non-demanding contexts • Give brief, simple, common, routine instructions to a Sample Tasks
familiar person. Give a short instruction to a
[Instructions are a few words or a short phrase.] friend, co-worker, or
Demonstrating these strengths classmate. (Pass the salt.
and limitations: − Uses imperative forms and memorized stock
expressions. Close the door. Please come
• Speaks in isolated words or in. Wait! Stop! Please
− Uses appropriate courtesy words (such as please, thank repeat.)
strings of 2 to 3 words, with no
you).
evidence of connected
discourse − Demonstrates strengths and limitations typical of
Speaking Benchmark 1, as listed in the Profile of Ability.
• Fluency is not adequate to
sustain simple conversations;
speech rate is slow with
frequent pauses, hesitations
and repetitions
• Vocabulary is extremely limited
for basic everyday, routine
communication
• Very little or no control over
basic grammar structures and
tenses
pronunciation difficulties may
significantly impede
communication
• May revert to first language

STAGE I

• Make and respond to simple requests related to immediate personal needs (such as Sample Tasks
asking for assistance, or for the time, a price or an amount). Attract a server’s attention and
− Uses appropriate single words, phrases, memorized expressions and courtesy formulas. make a request. (Excuse me.
− Uses simple expressions of time. Coffee, please.)
− Uses expressions for money, prices, and amounts. Ask for the time.
− Uses acceptable gestures and body language when making requests. Describe amounts of money. (I
have 2 quarters. Here is 1 dime.
− Demonstrates strengths and limitations typical of Speaking Benchmark 1, as listed in I have 60 cents.)
Ask for assistance (Help me,
please.)
IV. Sharing Information

• Give basic personal information in response to direct questions from a supportive Sample Tasks
listener. Answer 2 or 3 questions from a
− Answers simple questions about personal information. co-worker, classmate or
− Uses alphabet to spell out words, such as own name. neighbour about self and family.
Answer 2 or 3 personal
• Ask for basic personal information.
information questions (such as
− Asks simple questions using memorized stock phrases. name, address, and phone
− Demonstrates strengths and limitations typical of Speaking Benchmark 1, as listed in number) from a librarian or store
the Profile of Ability. clerk.

STAGE I

The speaker can:
• Use and respond to courtesy formulas and greetings. Sample Tasks
Communicate basic personal
information using short phrases [Interlocutors are familiar and supportive.] Introduce self and respond to
and some sentences, usually in − Initiates and responds appropriately to introductions and another person’s
response to questions about leave-takings using appropriate courtesy formulas. introduction.
personal needs and Initiate a very short
experiences. − Opens a short conversation.
conversation with a
− Indicates communication problems verbally, if needed. classmate or neighbour.
− Demonstrates strengths and limitations typical of Indicate non-understanding if
When the communication is:
Speaking Benchmark 2, as listed in the Profile of Ability. necessary. (I don’t
• Short and face-to-face understand. My English is not
good. Speak slowly, please.)
• Strongly supported by
gestures and visual cues Respond to a common
goodwill message with a
• Informal simple and appropriate stock
• With one familiar person at a phrase. (Have a good
time weekend. Thanks. You too.)
• Guided and encouraged by
questions and prompts from a
highly supportive listener
II. Giving Instructions
Demonstrating these strengths • Give short, simple, common, routine instructions to a Sample Task
and limitations: familiar person. Give polite positive or
• Speaks in short phrases and [Instructions are short phrases or imperative sentences.] negative instructions or
some short sentences, with − Uses imperative forms, memorized stock expressions, commands to a friend,
very little evidence of and appropriate courtesy words (such as please). co-worker, sales clerk or
connected discourse classmate. (Water the plants,
− Gives both positive and negative commands. ok? Come to my house.
• Fluency is not adequate to − Demonstrates strengths and limitations typical of Please don’t do that!)
sustain simple conversations; Speaking Benchmark 2, as listed in the Profile of Ability.
speech rate is slow with
frequent pauses and
hesitations
• Vocabulary is limited for
basic everyday, routine
communication
• Little control over basic
grammar structures and
tenses
significantly impede
communication
• Relies on gestures

STAGE I

• Make and respond to simple requests related to common everyday activities. Sample Tasks
− Uses appropriate memorized expressions, simple sentences, and courtesy formulas for Make a simple food order in a
requests. restaurant or cafeteria at work.
(Coffee with milk and sugar,
• Give very simple warnings and cautions.
please.)
− Uses appropriate memorized expressions, simple sentences, and courtesy formulas for
Request an item from a friend,
simple warnings and cautions.
co-worker, or classmate.
− Demonstrates strengths and limitations typical of Speaking Benchmark 2, as listed in
Warn a friend about an icy
sidewalk. (Be careful. Don’t
fall.)
Request that the landlord fix a
simple problem in an apartment.
(Please fix my sink.)
Respond to someone who is
bothersome. (Please leave me
alone.)

• Give expanded basic personal information to a supportive listener. Sample Tasks
− Answers simple questions about personal information. Give basic personal information
− Uses alphabet to spell out words, such as own name. to a teacher or daycare worker.
− Expresses likes and dislikes. Describe a personal photograph

of a family member or a friend
− Expresses basic ability or inability. in a few short phrases. Ask
• Ask for basic personal information. questions about a classmate’s
photograph.
− Asks simple questions using memorized stock phrases.
Talk with a friend about a
• Give basic descriptions of concrete, familiar objects in a few short words or phrases. favourite food or possession. Ask
[Descriptions are in response to questions.] questions about the friend’s
favourite food or possession.
− Describes concrete objects, likes and dislikes.
Give a brief concrete description
− Describes sizes, colours and numbers.
of basic abilities related to
− Demonstrates strengths and limitations typical of Speaking Benchmark 2, as listed in work. (I can type. I can use a
the Profile of Ability. computer.)

STAGE I

The speaker can:
• Use a range of courtesy formulas and greetings in very Sample Tasks
Communicate basic information short, casual, face-to-face interactions.
using simple sentences about Participate in a short, casual
immediate needs and personal [Interlocutors are familiar and supportive.] conversation. Introduce self
experiences. − Opens a conversation. and ask about the other
person at a party, in the
− Initiates and responds appropriately to introductions and workplace, or in class. End
When the communication is: leave-takings. the conversation
• Face-to-face or via digital − Initiates and responds appropriately in short routine appropriately.
media exchanges about self and another person. At a doctor’s office, greet
• Supported by gestures and − Uses an expanding range of courtesy formulas and small the receptionist and
talk phrases. exchange a few simple
visual cues
pleasantries. (Hello. How are
− Uses simple questions to ask about another person.
• Informal you? Nice to see you. It’s a
− Indicates comprehension and communication problems warm day.) State the reason
• With one person at a time verbally, if needed. for the visit and provide
• Encouraged to a moderate − Demonstrates strengths and limitations typical of personal information, such as
degree by questions and Speaking Benchmark 3, as listed in the Profile of Ability. a health card number.
prompts from a supportive
listener
Demonstrating these strengths II. Giving Instructions

and limitations:
• Give simple, common, routine instructions and directions Sample Task
• Speaks in short sentences with to a familiar person.
some evidence of connected Give short directions to a
discourse [Instructions are 2 to 3 steps.] friend, co-worker, or
− Uses appropriate courtesy forms and structures. classmate to a location in a
• Fluency is just barely adequate building. (Go down the hall.
for simple conversations; − Expresses movement and location. Turn right. Take the
speech rate is slow with pauses − Demonstrates strengths and limitations typical of elevator. Go to the main
and hesitations Speaking Benchmark 3, as listed in the Profile of Ability. office. Get a form.)
• Vocabulary is somewhat limited Give a short instruction to a
for basic everyday, routine friend to help him/her find
communication something. (It’s in the closet.
• Some control over basic Look under the chair.)
grammar structures and tenses
impede communication
• May rely on gestures

STAGE I

• Make and respond to an expanding range of simple requests related to everyday Sample Tasks
activities. Ask an employer or teacher for
• Give an expanding range of simple warnings, apologies and cautions. permission to do something.
(May I leave early today? Can I
− Uses appropriate polite expressions.
write the test tomorrow?)
− Uses simple sentences and question formations.
Ask a friend to help move,
− Repeats and attempts to explain when necessary. organize a party, or house-sit.
− Uses appropriate simple expressions. (Can you help me move? I really
appreciate it. Will you water my
− Provides some basic details. plants? Can you do it?)
− Demonstrates strengths and limitations typical of Speaking Benchmark 3, as listed in Advise someone of a dangerous
the Profile of Ability. situation. (Watch your step! Be
careful. The floor is wet.)

• Ask for and give information about immediate needs and some feelings related to Sample Tasks
common everyday activities. Give a brief simple description
− Asks and answers simple, factual questions. of a home or work space.
− Follows conventions for providing personal information such as addresses and phone Give a brief basic description of
numbers. health or feelings to a doctor or
− Expresses some feelings. nurse.
− Expresses very simple immediate and future needs, wants and plans. Talk about simple activities of
last weekend. Ask about a
• Give simple descriptions of concrete objects, people or experiences in a few short friend’s weekend.
sentences.
Describe simple plans or
[Descriptions are an attempt at taking a longer turn within an interaction with one intentions for a future event or
person at a time.] activity.
− Sustains about 4 or 5 sentences, which may not be adequately connected as discourse.

STAGE I

The speaker can:
• Use a range of courtesy formulas and some casual small Sample Tasks
Communicate information talk in short, one-on-one or small group interactions.
about common everyday Greet a neighbour, ask about
activities, experiences, wants [Interlocutors are familiar and supportive.] his/her health, and talk
and needs. − Opens and closes a short conversation. about the weather. Extend
the conversation by asking
− Introduces 2 known people. questions.
When the communication is: − Asks and responds to questions about common, everyday Introduce a teacher or
• Face-to-face, very briefly on routines. employer to a family
the phone or via digital − Uses non-verbal communication (such as eye contact member.
media and nodding) to show interest and encourage Leave a simple voice mail
• May be supported by gestures conversation. message for a friend,
and visual cues − Uses a range of small talk phrases and expressions. co-worker, or classmate.
(Hello, this is Maria. Please
• Informal − Indicates comprehension and communication problems
call me back. My number is…)
verbally, if needed.
• With one person at a time or
in a small supportive group • Participate in very short, simple phone calls.
• Encouraged occasionally by [Phone interactions are very brief.]
questions and prompts from a − Initiates simple phone calls.
supportive listener
− Uses appropriate greetings.
− Leaves a short, simple message with a person or on
voice mail.
Demonstrating these − Uses appropriate closing remarks to end phone calls.
• Speaks in short sentences and Speaking Benchmark 4, as listed in the Profile of Ability.
some longer compound
sentences, with clear
evidence of connected
discourse
• Fluency is adequate for II. Giving Instructions
simple conversations; speech
rate is slow to normal with • Give a set of simple, common, routine instructions and Sample Tasks
some pauses or hesitations directions to a familiar person. Give a short set of
• Vocabulary is adequate for [Instructions are about 4 to 5 steps.] instructions on how to set an
basic everyday, routine − Uses appropriate courtesy forms and structures. alarm clock, use a long-
communication distance calling card, or print
− Expresses movement and location. a file from a computer.
• Adequate control over basic
grammar structures and − Demonstrates strengths and limitations typical of Give directions to a
tenses Speaking Benchmark 4, as listed in the Profile of Ability. co-worker or classmate on
how to get to the lunchroom.

STAGE I

• Make and respond to a range of requests and offers (such as getting assistance, and Sample Tasks
asking for, offering, accepting or rejecting goods or services.) Request a room in a hotel and
− Asks questions and makes requests and suggestions politely and appropriately. ask about services. (Is there
− Uses modals with some accuracy. parking? Is there a pool and an
exercise room?)
− Facilitates the listener’s comprehension by repeating and explaining.
Respond to a warning about a
− Elicits or provides details as needed. simple bylaw violation. (Oh, I
− Demonstrates strengths and limitations typical of Speaking Benchmark 4, as listed in didn’t see the sign. Thanks for
the Profile of Ability. telling me.)
Request a review of a paycheque
because overtime hours were
not included.
Respond to an instructor’s
warning about handing in an
assignment late. (I have a family
emergency. Can I bring it next
week?)

• Ask for and give information about needs and feelings related to common everyday Sample Tasks
activities. Tell a short story about a happy
− Asks and answers simple, factual questions. day.
− Expresses feelings, needs, preferences, satisfaction and dissatisfaction. Tell a short story about a
common activity (such as finding
• Give brief descriptions of personal experiences, situations or simple processes, such as
a job or an apartment).
getting goods or services.
Give a brief description of a
[Descriptions are an attempt at taking a longer turn within an interaction with one
typical day at home or at work.
person or a familiar supportive group.]
Tell what happened (by
− Sustains about 5 to 7 sentences, which are adequately connected as discourse.
narrating a brief series of
− Gives descriptions in coherent narratives. events) in a short TV show.

STAGE I
Across Stage I Speaking


face and with one person face and with one person at a face with one person at a face with one person at a
at a time in a familiar time in a familiar situation. time in a familiar situation. time in a familiar situation,
situation. very briefly on the phone,
• Highly familiar personal • Familiar personal topics.
or in a very small
• Highly familiar personal topics.
• Tasks require responses to supportive group.
topics.
• Tasks require only simple direct questions, some short,
• Tasks require only simple responses to direct questions simple connected discourse,
• Familiar personal topics.
responses to direct or short sentences and and memorized stock • Tasks require short, simple,
questions or short phrases memorized stock expressions. expressions. connected discourse.
and memorized stock
• Situation is predictable. • Situation is predictable. • Situation is predictable.
expressions.
• Interaction is informal. • Interaction is informal. • Interaction is informal to
• Situation is predictable. somewhat formal.
• Listeners are highly • Listeners are supportive and
• Interaction is informal. supportive and encouraging. encouraging. • Listeners are supportive
• Listeners are highly and encouraging.
• Listener may guide the • Listener may guide the
supportive and
speaker by asking questions speaker by asking questions. • Listener may guide the
encouraging.
and by directing the speaker by asking
• Context is non-demanding.
• Listener may guide the communication. questions.
speaker by asking
• Context is non-demanding. • Context is non-demanding.
questions and by directing
the communication.

Stage II
Speaking
Benchmarks 5–8

communicate with increasing
effectiveness and confidence
in a broadening range of
situations that may be less
familiar and predictable
(moderately demanding

STAGE II
Stage II Speaking

Ability Ability
Communicate with some Communicate with some Communicate with some Communicate with confidence
effort in short, routine social confidence in routine social confidence in many daily in most daily routine social,
situations, and present situations, and present routine social, educational, educational and work
concrete information about concrete information in some and work situations, and situations, and present
needs and familiar topics of detail about familiar topics of present concrete and some concrete and some abstract
personal relevance. personal relevance. abstract information on an information on an expanded
expanding range of familiar range of familiar topics.
topics.
• Face-to-face, on the phone, • Face-to-face, on the phone, • Face-to-face, on the phone, • Face-to-face, on the phone,
or via digital media or via digital media or via digital media or via digital media
• Informal to somewhat • Informal to somewhat • Informal to formal • Informal to formal
formal formal
• In somewhat familiar groups • In unfamiliar groups
• In familiar small groups • In mostly familiar small • In moderately demanding • In moderately demanding
groups
• In moderately demanding contexts contexts
contexts • In moderately demanding
contexts

• Clear evidence of connected • Clear evidence of connected • Clear evidence of connected • Clear evidence of connected
discourse discourse discourse discourse
• Adequately fluent for some • Reasonably fluent for some • Reasonably fluent for • Fluent for moderately
moderately demanding moderately demanding moderately demanding demanding contexts; speech
contexts; speech rate is contexts; speech rate is contexts; speech rate is is often at a normal rate
slow to normal with some slow to normal with a few slow to normal with few
• An expanded range of
pauses and hesitations hesitations hesitations
• A range of common • A range of everyday • An expanding range of idiomatic language, which
everyday vocabulary,which vocabulary, which may concrete and idiomatic may include some common
may include a limited include some idioms and a language, which may include cultural references
number of idioms few common cultural some common cultural
• Adequate variety of
references references
• Some variety of grammatical grammatical structures,
structures, with good • Some variety of grammatical • Increasing variety of with adequate control of
control of simple structures structures, with developing grammatical structures, complex structures
and initial control of some control of more complex with developing control of
more complex structures structures complex structures
pronunciation difficulties
• Grammar, vocabulary and • Grammar, vocabulary and • Grammar, vocabulary and seldom impede
pronunciation difficulties pronunciation difficulties pronunciation difficulties communication
sometimes impede may sometimes impede may occasionally impede
• Good use of appropriate
communication communication communication
non-verbal cues and signals
• Some awareness of • Developing use of • Adequate use of appropriate • Adapts speech style and
appropriate non-verbal cues appropriate non-verbal cues non-verbal cues and signals
register to a range of
and signals and signals
• Adapts speech style and different audiences and
• Adapts speech to reflect register to different situations
some degrees of formality audiences and situations
appropriate to the group

STAGE II
Stage II Speaking
These are some things that may need to be learned as an individual moves through Stage II Speaking.
Ability to: Understanding of:
• Demonstrate fluency in using grammatical, syntactical, and • Sociolinguistic norms and culturally determined behaviours,
lexical structures typically occurring in moderately such as attitudes toward hierarchy
demanding academic, community, and work contexts
• Collaborative skills for academic and work purposes (such as
• Use an expanding range of abstract, technical, idiomatic, and contributing to verbal problem solving and decision making in
conceptual vocabulary to report and discuss personal and group settings)
factual information, and to express ideas, opinions and Ability to use:
feelings about familiar topics and issues
• Appropriate language to indicate level of formality and to
• Produce intelligible and communicatively effective show respect
pronunciation
• Appropriate and communicatively effective non-verbal
Textual Knowledge communication strategies
Ability to: • Socio-cultural communication norms, such as
• Use cohesion links across utterances and discourse indicators formality/informality, direct/indirect speech and cultural
(such as conjunctive adverbs and adverbials) signalling such references
meanings as contrast or illustrations Strategic Competence
• Use a combination of main and subordinate ideas Ability to use:
• Use different genres (such as narratives, presentations) • Relevant metalinguistic and other related knowledge and
• Integrate multiple pieces of information for a coherent oral skills (such as how to prepare and deliver presentations and
presentation how to best memorize phrases and expressions)
Functional Knowledge • Strategies to check understanding, such as confirming

information and paraphrasing
Ability to:
• Effective strategies to compensate for or prevent
• Recite songs and rhymes, dramatize, improvise, play basic communication breakdowns
verbal games, and tell stories and simple, non-abstract jokes
• Use interactional and interpersonal communication skills for
conversation management, and for giving and receiving
compliments or invitations, etc.
Understanding of:
• Situational scripts and corresponding oral discourse formats
for particular academic, work, or community events (such as
student-teacher conferences, business or service
transactions, group conversations or discussions, and specific
workplace situations)

STAGE II
Profile of Ability
The speaker can:
Communicate with some effort • Participate in basic social conversations for some Sample Tasks
in short, routine social everyday purposes (such as expressing feelings; making, Initiate a short, informal
situations, and present accepting or declining invitations; and engaging in small conversation with a friend,
concrete information about talk). co-worker or classmate.
needs and familiar topics of [Limited support from interlocutors.] Engage in small talk,
personal relevance. − Opens and maintains a conversation. compliment the person
and/or respond to a
− Responds to small talk. compliment. End the
When the communication is: − Extends, accepts or declines invitations. conversation appropriately.
• Face-to-face, on the phone, − Takes turns by giving non-verbal and verbal signals. Invite a friend, co-worker, or
or via digital media classmate to lunch.
− Encourages conversations by using eye contact, nodding,
• Informal to somewhat formal showing interest, etc. Answer the phone at work.
• In familiar small groups Provide information to the
− Indicates non-comprehension.
caller (such as company
• In moderately demanding • Participate in very short phone calls. name, hours of operation,
contexts basic information about a
[Communicating on the phone may be difficult.]
product or service).
− Answers the phone, greets a caller, and closes a
Demonstrating these conversation using appropriate conventions and
strengths and limitations: expressions.
• Clear evidence of connected − Provides simple personal information.
discourse − Demonstrates strengths and limitations typical of
• Adequately fluent for some Speaking Benchmark 5, as listed in the Profile of Ability.
moderately demanding
contexts; speech rate is slow
to normal with some pauses
and hesitations
• A range of common everyday II. Giving Instructions
vocabulary, which may
include a limited number of • Give instructions and directions for everyday activities Sample Tasks
idioms and processes. Give directions to a home or
• Some variety of grammatical − Uses appropriate courtesy forms and structures. business.
structures, with good control − Uses appropriate expressions to sequence instructions. Give instructions to a new
of simple structures and co-worker on how to use an
initial control of some more − Demonstrates strengths and limitations typical of
Speaking Benchmark 5, as listed in the Profile of Ability. appliance, machine, or
complex structures. system at work, such as a
• Grammar, vocabulary and photocopier or coffee-maker,
pronunciation difficulties or how to transfer a call on a
sometimes impede telephone system.
communication Instruct a classmate on how
• Some awareness of to register for a course.
appropriate non-verbal cues
and signals

STAGE II

• Give and respond to informal requests, permission, suggestions and advice. Sample Tasks
− Provides details and gives reasons. Give advice to a colleague about
− Uses modals with the appropriate level of politeness. taking a day off because he/she
is ill.
the Profile of Ability. Make a suggestion for a class to
begin or end at a different time.
Give reasons to support the
suggestion.
Give advice to a close friend on
how to deal with an unruly child.
Ask permission from a teacher to
hand in an assignment late.
Ask a colleague or fellow student
to help with a task. (Could you
empty the garbage? Would you
mind if I went first?)

• Ask for and give information related to routine daily activities in one-on-one interactions. Sample Tasks
• Agree, disagree and give opinions in small group discussions or meetings. Describe symptoms to a
pharmacist in order to get an
[Discussions or meetings are in groups of 3 to 5 people.]
appropriate medication.
− Provides necessary information.
In a small group discussion, plan
− Asks relevant questions. an event (such as an end-of-
− Repeats information and ideas to confirm understanding. class party, a company open
house, or a birthday party for a
− Expresses opinions and feelings. friend). Discuss different options
− Agrees and disagrees appropriately. and come to an agreement.
− Thanks others for their contributions and information. Give a brief presentation about
− Participates adequately in interactions with some degree of support from others. a news event or incident.
Describe a minor car accident to
• Give presentations about sequences of events; incidents in the past, present or future; or
a police officer.
to describe scenes, pictures or daily routines.
[Presentations are up to about 5 minutes long; topics are familiar and concrete.]
− Presents information using connected discourse.
− Uses an introduction, some development, and a conclusion.
− Uses connective words and phrases.
− Sequences events in a comprehensible order.
− Provides adequate descriptions.
− Shows some awareness of appropriate eye contact and body language.

STAGE II

The speaker can:
Communicate with some
• Participate in routine social conversations for some Sample Tasks
everyday purposes (such as apologies, excuses, expressing Carry on a short, routine
confidence in routine social
opinions, and making suggestions or arrangements). conversation with an
situations, and present
concrete information in some [Limited support from interlocutors.] employer or professor about
detail about familiar topics of − Opens, maintains and closes a conversation. work or school.
personal relevance. Introduce a guest speaker to
− Introduces someone to a small familiar group in a way
that is appropriate to the situation and audience. a class.
When the communication is: − Uses and responds to small talk. Apologize to a co-worker for
a mistake made.
• Face-to-face, on the phone, − Encourages conversation by adding supportive
or via digital media comments. Decline an invitation to a
social event. Apologize and
• Informal to somewhat formal − Provides appropriate apologies and explanations. give a reason for declining.
• In mostly familiar small − Takes turns by interrupting appropriately. Call to make an appointment
groups with a professor or dentist.
− Indicates partial comprehension by asking clarifying
• In moderately demanding questions.
contexts
• Participate in short phone calls.
[Communicating with strangers on the phone may be
Demonstrating these challenging.]
− Answers the phone, greets the caller, and closes a
• Clear evidence of connected conversation using appropriate conventions and
discourse expressions.
• Reasonably fluent for some − Provides information or leaves a message with 3 to
moderately demanding 5 details.
contexts; speech rate is slow − Clarifies and confirms information.
to normal with a few
hesitations − Demonstrates strengths and limitations typical of
• A range of everyday
vocabulary, which may
include some idioms and a
few common cultural
references
II. Giving Instructions
• Some variety of grammatical
structures, with developing • Give sequential instructions and directions for everyday Sample Tasks
control of more complex activities and processes.
structures Give instructions for using a
− Uses correct sequence of steps. bank machine to a friend.
• Grammar, vocabulary and (Sign the cheque before you
− Uses clear references.
pronunciation difficulties may put it in the envelope.)
sometimes impede − Uses sequencing intonation so that the listener can
communication follow. Give instructions to a
co-worker on what to do if
• Developing use of appropriate − Checks to confirm understanding. the fire alarm sounds.
non-verbal cues and signals − Demonstrates strengths and limitations typical of Give instructions to a friend
• Adapts speech to reflect Speaking Benchmark 6, as listed in the Profile of Ability. on how to set up an account
some degrees of formality on a social networking site.
appropriate to the group Give instructions to a
classmate on how and where
to find reference materials in
the library or online.

STAGE II

• Give and respond to informal and somewhat formal suggestions and indirect requests. Sample Tasks
− Gives reasons and predicts consequences of not following through. Make a suggestion in a workplace
− Uses modals with the appropriate level of politeness. or school setting and present
possible consequences if the
− Conveys a developing ability to make indirect requests appropriately. suggestion is not followed. (You
− Demonstrates strengths and limitations typical of Speaking Benchmark 6, as listed in should wear gloves to handle
the Profile of Ability. that. You might cut your hands.)
Request a raise from an
employer and provide persuasive
arguments as to why it is
deserved.
Make indirect requests and
suggestions. (I wouldn’t do that
if I were you. You might want to
reconsider. I don’t think
smoking is allowed here.)

• Ask for and give information in some detail; express opinions, feelings, obligation, ability Sample Tasks
and certainty one-on-one and in small group discussions or meetings. Phone a community centre to
− Provides necessary information. obtain information about
− Asks relevant questions. available programs. Relay the
information to someone else and
− Summarizes information and ideas to confirm understanding. give recommendations.
− Agrees and disagrees appropriately, when necessary. Answer questions about
− Thanks others for their contributions and information. educational background, work
experience and skills in a panel
− Participates effectively in interactions with some degree of support from others.
interview.
• Give detailed presentations about sequences of events; incidents in the past, present or Describe the chef’s special and
future; simple processes; or to describe or compare things such as people and places. answer customers’ questions in a
[Presentations are up to about 7 minutes long; topics are familiar and concrete.] restaurant setting.
− Presents information using connected discourse. Give an informal presentation to
− Uses an introduction, development, and conclusion. classmates or colleagues to
share information about the
− Uses connective words and phrases appropriately. process of applying for Canadian
− Provides adequate detailed descriptions. citizenship or for a student loan.
− Shows some awareness of appropriate eye contact, body language, volume and rate.

STAGE II

The speaker can: • Participate in less routine social conversations for many Sample Tasks
Communicate with some everyday purposes (such as expressing and responding to Express appreciation to a
confidence in many daily appreciation, complaints, satisfaction, dissatisfaction and child’s teacher for his/her
routine social, educational, hope). efforts during the year.
and work situations, and [Limited support from interlocutors.]
present concrete and some Speak to a supervisor about
abstract information on an − Opens and maintains a short formal conversation, closing dissatisfaction with a work
expanding range of familiar with 3 customary steps (pre-closing, closing, leave-taking). schedule.
topics. − Introduces a person formally to a group in a way that is Introduce a guest at a small
appropriate to the situation and audience. community meeting.
When the communication is: − Asks follow-up questions to keep the conversation going. Leave a telephone message
− Shows developing ability to hold the floor and to resume for a friend with details
• Face-to-face, on the phone, about an upcoming
or via digital media after an interruption.
community event and
• Informal to formal − Changes the topic appropriately. directions to the location.
− Confirms own comprehension by repeating or paraphrasing.
• In somewhat familiar groups
• Participate in routine phone calls.
contexts [Communicating on the phone is about familiar routine
matters; clarifying unknown details may cause communication
problems.]
Demonstrating these
− Answers the phone, greets a caller, and closes a conversation
using appropriate conventions and expressions.
• Clear evidence of connected − Provides information or leaves accurate messages in some
discourse detail.
• Reasonably fluent for − Clarifies and confirms information.
moderately demanding
contexts; speech rate is − Demonstrates strengths and limitations typical of Speaking
slow to normal with few Benchmark 7, as listed in the Profile of Ability.
hesitations
• An expanding range of
concrete and idiomatic II. Giving Instructions
language, which may
include some common • Give instructions and directions for technical and non- Sample Tasks
cultural references technical tasks, procedures and processes. Give instructions to a
• Increasing variety of − Uses correct sequence of steps. family member on how to
grammatical structures, − Uses clear references and provides necessary details. assemble a piece of
with developing control of furniture.
− Uses sequencing intonation so that listener can follow.
complex structures Give instructions on how to
− Checks to confirm understanding. use specific functions on a
pronunciation difficulties − Demonstrates strengths and limitations typical of Speaking computer (such as creating
may occasionally impede Benchmark 7, as listed in the Profile of Ability. a table with merged cells
communication or using formatting
features).
• Adequate use of appropriate
Give instructions to a new
non-verbal cues and signals
colleague on what to do if
• Adapts speech style and there is a minor chemical
register to different spill.
audiences and situations
Give instructions to a
classmate on how to
research information on the
Internet for a class
presentation.

STAGE II

• Give extended warnings, suggestions, recommendations or advice. Sample Tasks
− Uses appropriate persuasive arguments. In a parent-teacher interview,
− Uses modals with the appropriate level of politeness. express concerns about a child’s
performance.
the Profile of Ability. Give feedback to a fellow
student on a class assignment.
Provide advice on how to
improve the grade.
Give a detailed suggestion on
how to solve a problem or make
an improvement at work.
Use persuasive arguments to
discourage someone from
engaging in illegal or dangerous
activities, such as drinking and
driving or using drugs.

• Give detailed information; express and qualify opinions and feelings; express Sample Tasks
reservations, approval, disapproval, possibilities and probabilities one-on-one and in Discuss a medical condition with
small group discussions or meetings. a doctor or other medical
− Provides necessary information. practitioner, providing details
− Asks and addresses relevant questions. about symptoms, frequency of
occurrence and severity.
− Summarizes information and ideas to clarify and confirm understanding.
Participate in a small, informal
− Holds the floor, shares the floor, and thanks others for their contributions and meeting of a movie club and
information. express opinions and feelings
− Gives a summary or report about the main points of a contribution by someone else. about the movie being
discussed.
− Participates effectively in interactions with little support from others.
Participate in a union meeting
• Give presentations about moderately complex processes, to tell stories (including future to discuss workload, wages and
scenarios), or to describe, compare and contrast in detail 2 events, jobs or procedures. working conditions.
[Presentations are up to about 10 minutes long; topics are familiar and concrete.] Give an update at a staff
− Presents information using connected discourse. meeting on expected changes to
− Uses an introduction, development and conclusion. employee benefits.
− Uses connective words and phrases appropriately.

− Provides clear and detailed descriptions and comparisons.
− Shows developing awareness of appropriate eye contact, body language, volume and
rate.

STAGE II
Profile of Ability
The speaker can:
• Participate in less routine social conversations for most Sample Tasks
Communicate with confidence
everyday purposes (such as expressing and responding to Express sympathy, comfort,
in most daily routine social,
empathy, clarifying conflicts, and providing reassurance). and reassure a friend who is
educational and work
situations, and present [Little support from interlocutors; communication may be going through a difficult
concrete and some abstract related to situations where tone and register may have an time.
information on an expanded impact on the outcome.] Answer the phone in a
range of familiar topics. − Introduces guests or speakers appropriately. professional manner and
− Expresses and responds to sympathy. respond to non-routine
requests for detailed
When the communication is: − Expresses and responds to formal toasts or welcomes. information about products
• Face-to-face, on the phone, − Responds to minor conflicts or complaints, or comforts or services.
or via digital media others in distress. Speak with a co-worker to
• Informal to formal − Asks follow-up questions to keep conversations going. resolve a conflict.
• In unfamiliar groups − Encourages others to participate. Reassure a customer that
his/her order will arrive on
• In moderately demanding − Holds the floor, interrupts appropriately, and resumes
time.
contexts after an interruption.
− Uses appropriate levels of formality with increased
ability.
Demonstrating these
strengths and limitations: • Participate in brief professional phone calls.
• Clear evidence of connected [Communicating on the phone can involve less familiar and
discourse some non-routine matters.]
• Fluent for moderately − Opens, maintains and closes a phone conversation in a
demanding contexts; speech professional manner.
is often at a normal rate − Provides information in a professional manner.
• An expanded range of − Clarifies and confirms information.
− Uses appropriate levels of formality with increased
idiomatic language, which
ability.
may include some common
cultural references − Demonstrates strengths and limitations typical of
• Adequate variety of
grammatical structures, with
adequate control of complex
structures
• Grammar, vocabulary and II. Giving Instructions
pronunciation difficulties • Give instructions and directions for a broad range of Sample Tasks
seldom impede technical and non-technical tasks, procedures and
communication Give detailed instructions to
processes. movers about packing,
• Good use of appropriate non- − Uses correct sequence of steps. loading and shipping items.
verbal cues and signals
− Uses clear references and provides necessary details. Give detailed, multistep
• Adapts speech style and instructions to a student on
− Uses appropriate intonation so that listener can follow.
register to a range of how to conduct a science
diffferent audiences and − Checks to confirm understanding. experiment.
situations − Demonstrates strengths and limitations typical of Give instructions on how to
Speaking Benchmark 8, as listed in the Profile of Ability. send a text message on a
cell phone.
Give instructions to a
co-worker on how to process
sales, handle merchandise
returns, or operate a cash
register.

STAGE II

• Propose or recommend solutions to problems in a familiar area. Sample Tasks
[Communication may sometimes be related to situations where clarity and diplomacy Explain a problem with a new
have an impact on the outcome.] program, machine, or procedure
− Describes problems and clarifies details. at work and present a detailed
solution.
− Indicates possible solutions, recommends the best ones, and gives reasons.
Respond to a customer
− Demonstrates strengths and limitations typical of Speaking Benchmark 8, as listed in complaint, providing various
the Profile of Ability. suggestions to resolve it.
Propose extending a deadline for
a class assignment and give valid
reasons for the change.

• Give detailed information; express and qualify opinions or concerns; present solutions Sample Tasks
and options; indicate opposition or support for a stand in one-on-one interactions and Participate in a performance
small group discussions or meetings. review with an employer or
− Provides detailed information and presents options as needed. instructor. Provide detailed
− Asks relevant questions to gather, share, analyze and compare information. information about successes
achieved during the year.
− Summarizes information and ideas to clarify and expand understanding.
Participate in a class debate
− Expresses and qualifies opinions, feelings, doubts and concerns. about a controversial issue.
− Appropriately opposes or supports a stand or solution. Express opinions, doubts, and
concerns. Qualify opinions, and
− Holds the floor, shares the floor, draws others out, and thanks them for their
oppose or support the opinions
contribution and information.
of others.
− Participates effectively in interactions.
Give a researched presentation
• Give presentations to describe and explain structures, systems or processes based on on a social system or political
research. process for a class or course.
[Presentations are up to about 20 minutes long; topics are familiar, concrete, or
abstract.]
− Presents information using connected discourse.
− Expresses main ideas and supports them with details.
− Provides an introduction, development and conclusion.
− Narrates coherently so that agents, actions, circumstance, process and sequence are
clear.
− Shows developing awareness of style and formality.
− Provides accurate and somewhat detailed descriptions, explanations or accounts.
− Shows awareness of appropriate eye contact, body language, volume and rate.

STAGE II
Across Stage II Speaking

Ability Ability

face, on the phone, or via face, on the phone, or via face, on the phone, or via face, on the phone, or via
digital media with one digital media with one digital media with one digital media with one
person at a time or in small person at a time or in small person at a time or in person at a time or in
groups. groups. groups. groups.
• Familiar, mostly concrete • Familiar, mostly concrete • Familiar, concrete and some • Familiar, concrete and some
topics. topics. abstract topics. abstract topics.
• Tasks require connected • Tasks require connected • Tasks require connected • Tasks require connected
discourse. discourse. discourse. discourse.
• Situation is somewhat • Situation is somewhat • Situation may be somewhat • Situation can be
predictable. predictable. unpredictable. unpredictable.
• Interaction ranges from • Interaction ranges from • Interaction ranges from • Interaction ranges from
informal to formal. informal to formal. informal to formal. informal to formal.
• Presentations are informal • Presentations are • Presentations are • Presentations are
or semi-formal, up to about semi-formal or formal, up to semi-formal or formal, up to semi-formal or formal, up to
5 minutes long and about 7 minutes long, and about 10 minutes long and about 20 minutes long and
supported by pictures and supported by pictures and supported by pictures and may be supported by
visuals. visuals. other visuals. pictures and other visuals.
• Interaction in a small group • Interaction in a group can be • Interaction in a group can be • Interaction in a group can be
may be a discussion with a a small-group discussion or a small-group discussion or a debate, discussion or
moderator or a facilitator meeting. meeting. meeting.
who is encouraging and
• Context is moderately • Context is moderately • Context is moderately
supportive.
demanding. demanding. demanding.
• Context is moderately
demanding.

Stage III
Speaking
Benchmarks 9–12

communicate effectively,
accurately and fluently, with
an appropriate sense of
register, distance, formality
and style in situations that are
becoming increasingly
(demanding contexts of
language use).

STAGE III
Stage III Speaking

Communicate with some Communicate with increasing Communicate comfortably in Communicate with confidence
confidence in demanding or confidence in demanding or demanding or challenging in demanding or challenging
challenging non-routine work, challenging non-routine work, non-routine work, educational non-routine work, educational
educational and social educational and social and social situations, and and social situations, and
situations, and present situations, and present present information about present information about
information about complex, information about complex, complex, abstract, general complex, abstract, general
abstract and general topics. abstract and general topics. and specialized topics. and specialized topics.
• Face-to-face, on the phone, • Face-to-face, on the phone, • Face-to-face, on the phone, • Face-to-face, on the phone,
or via digital media or via digital media or via digital media or via digital media
• Informal to formal • Informal to formal • Informal to formal • Informal to formal
• With peers and authority • With peers and authority • With peers and authority • With peers and authority
figures, one-on-one or in figures, one-on-one or in figures, one-on-one or in figures, one-on-one or in
groups groups groups groups
• In demanding contexts • In demanding contexts • In demanding contexts • In demanding contexts

• Speaks in coherent, • Speaks in coherent, • Speaks in coherent, • Speaks in coherent,
connected discourse connected discourse connected discourse connected discourse
• Fluent for some demanding • Fluent for an increasing • Fluent for many demanding • Fluent for most demanding
contexts range of demanding contexts contexts
contexts
• A range of concrete, • A wide range of concrete, • A wide range of concrete,
abstract and idiomatic • An expanding range of abstract and idiomatic abstract and idiomatic
language suited to context concrete, abstract and language used language used
and purpose, which may idiomatic language suited to appropriately, accurately appropriately, accurately
include some figures of context and purpose, which and flexibly, including and flexibly, including
speech and cultural may include figures of figures of speech and figures of speech and
references speech and cultural cultural references cultural references
references
• Good control over a variety • Very good control over an • Excellent control over an
of complex grammar • Good control over an expanded variety of expanded variety of
structures expanded variety of complex grammar structures complex grammar structures
complex grammar structures
• Grammar, vocabulary and • Grammar, vocabulary and • Grammar, vocabulary and
pronunciation rarely impede • Grammar, vocabulary and pronunciation do not impede pronunciation do not impede
communication pronunciation very rarely communication communication
• Adapts language based on • Adapts language and adjusts • Adapts language and adjusts
context, relationship and • Adapts language based on speaking style and register speaking style and register
purpose context, relationship and to suit a wide range of to suit a wide range of
purpose different contexts, different contexts,
• Adjusts speech style and
audiences, genres and audiences, genres and
register to a wide range of • Adjusts speech style and
purposes purposes
different audiences and register to a wide range of
situations different audiences and
situations

STAGE III
Stage III Speaking
These are some things that may need to be learned as an individual moves through Stage III Speaking.

Ability to produce: Understanding of:
• A full range of grammatical and lexical structures, including • Sociolinguistic norms and culturally determined behaviours
those occurring in specific topic areas in academic and for oral interactions (such as cultural norms for managing a
professional disciplines conversation and for giving and receiving compliments or
invitations)
• Intelligible and communicatively effective pronunciation
• Appropriate discourse formats, styles and processes (for
Textual Knowledge formal and informal presentations, discussions,
Ability to: conversations, telephone inquiries)
• Effectively use cohesive devices to convey logical and Ability to:
functionally coherent messages • Use culturally appropriate and communicatively effective
• Select, evaluate, synthesize and integrate multiple pieces of non-verbal communication strategies
information for coherent oral presentations • Use figures of speech, idiomatic and colloquial expressions to
communicate effectively with different groups
• Use appropriate interactional and interpersonal
Understanding of and ability to use: communication skills (such as to manage a conversation,
• Situational scripts and corresponding oral discourse formats convey sympathy and give advice)
for academic, professional/occupational, or community • Adapt language to specific audiences and contexts
events (such as a student-professor office meeting, an
academic discussion, a business meeting, a public forum • Use cultural references and figures of speech
debate, and other specific workplace situations) • Use culturally appropriate strategies to convey politeness
• Songs, rhymes, drama, improvisations, verbal games and and respect
abstract jokes
• Language and discourse formats relating to specific work
environments (such as the labour market, occupations and Ability to use:
professions) and to specific tasks in academic and technical • Relevant metalinguistic and other related knowledge and
disciplines skills (such as how to prepare and deliver briefings, position
• Facilitator/leadership skills for academic and work purposes papers, seminars, symposia presentations and lectures)
• Contribute to and facilitate problem solving and decision • Avoidance strategies (such as avoiding a topic and ignoring a
making in group settings question)
• Effective strategies to compensate for or prevent
communication breakdowns

STAGE III
Profile of Ability
The speaker can:
Communicate with some • Manage a range of personal and business interactions that Sample Tasks
confidence in demanding or involve needs, feelings and attitudes (such as respect and Respond with assertiveness to
challenging non-routine work, indifference). expressions of indifference in
educational and social [Communication may be related to high-stakes situations a staff meeting.
situations, and present where tone and register have an impact on the outcome.] Co-facilitate a discussion at a
information about complex,
− Uses a range of polite expressions to show or respond to work meeting, class seminar
abstract and general topics.
respect and friendliness. or community meeting.
− Uses expressions and registers appropriate for the level Manage the discussion,
When the communication is: of formality, occasions, intents and social situations. ensure that everyone has a
chance to speak, and confirm
• Face-to-face, on the phone, − Considers boundaries and degrees of distance to interact and clarify information as
or via digital media appropriately. needed.
• Informal to formal − Uses appropriate assertive communication strategies to Interact with a group of
deal with distance and indifference. volunteers to organize a
• With peers and authority
figures, one-on-one or in − Uses appropriate non-verbal behaviours. community event.
groups • Co-facilitate or contribute to discussions or debates in Interact socially in the
small formal groups. workplace with a group of
people, including authority
[Topics may be abstract or conceptual.] figures.
Demonstrating these − Opens, maintains and closes the discussion.
strengths and limitations: − Negotiates discussion points.
• Speaks in coherent, − Manages the direction of the conversation. Facilitates
connected discourse turns.
• Fluent for some demanding − Holds the floor, shares the floor, and encourages others
contexts to participate.
• A range of concrete, abstract − Asks others to give, confirm and clarify information as
and idiomatic language suited needed.
to context and purpose, − Uses a variety of strategies to keep the discussion on
which may include some track and on topic.
figures of speech and cultural
references − Demonstrates strengths and limitations typical of
• Good control over a variety
of complex grammar
structures
• Grammar, vocabulary and II. Giving Instructions
pronunciation rarely impede
communication • Give complex instructions for some technical and non- Sample Tasks
technical tasks, procedures and processes. Relay instructions from an
• Adapts language based on
context, relationship and − Gives detailed information to carry out instructions. emergency broadcast in the
purpose − Uses accurate language forms and structures to convey case of a natural disaster.
• Adjusts speech style and a sequence of steps. Provide support to a client or

register to a wide range of − Checks to confirm understanding. co-worker by giving
different audiences and instructions on the phone to
− Demonstrates strengths and limitations typical of resolve a computer software
situations Speaking Benchmark 9, as listed in the Profile of Ability. issue.

STAGE III

• Present formal proposals to address concerns or deal with problems. Sample Tasks
[Communication may be related to high-stakes situations where clarity and diplomacy Request a formal review of a
have an impact on the outcome.] mark given by a professor on an
− Presents a formal proposal on how to deal with a concern to an individual or a group in assignment. Provide persuasive
authority. arguments to justify a change
in the mark.
− Provides required details.
Present a proposal to allow use
− Provides persuasive arguments on how the concern should be addressed. of the school gym for after-
− Requests agreement/commitment in a sensitive manner. school activities to the local
parent/teacher association.
− Demonstrates strengths and limitations typical of Speaking Benchmark 9, as listed in the
Profile of Ability. Present a proposal about steps
toward “greening” the
workplace to a supervisor.

• Ask for, give and discuss detailed information and opinions to coordinate teamwork Sample Tasks
assignments, one-on-one and in business meetings, discussions or debates. Meet with a co-worker to
− Provides detailed information as needed. discuss work assignments on a
− Asks relevant questions to gather, share, analyze and compare information. project and to coordinate tasks.
− Expresses and qualifies opinions, feelings and doubts. Discuss the pros and cons of
alternative sources of energy,
− Summarizes information and ideas to clarify and expand understanding. the use of social networking
− Argues persuasively when required. sites, or specific laws like the
Young Offenders Act in a class
− Summarizes positions.
debate.
− Supports, opposes, accepts or rejects ideas and opinions.
Give a demonstration or a
− Adjusts language for clarity and uses appropriate non-verbal cues and signals. briefing about a program,
• Give demonstrations, briefings, oral reports or position papers on familiar or researched product, service or issue at a
topics. staff meeting or to a small
group of clients.
[Presentations are up to about 30 minutes in length.]
Make a formal business
− Organizes, supports, sequences and connects information and ideas. presentation to introduce,
− Describes, classifies, defines, generalizes, explains, illustrates, exemplifies and describe and recommend a new
summarizes. product or service.
− Uses appropriate organization and discourse markers to help listeners to follow.
− Adjusts the presentation according to the audience.
− Responds to comments and questions.
− Demonstrates adequate control, flexibility and a range of linguistic forms.
− Demonstrates strengths and limitations typical of Speaking Benchmark 9, as listed in the
Profile of Ability.

STAGE III

The speaker can:
• Manage an expanding range of personal and business Sample Tasks
Communicate with increasing interactions that involve needs, feelings and attitudes (such
confidence in demanding or Respond appropriately to a
as perceived hostility, blame, sarcasm or condescension). sarcastic or patronizing
challenging non-routine work,
educational and social [Communication may be related to high-stakes situations remark from a colleague or
situations, and present where tone and register have an impact on the outcome.] classmate.
information about complex, − Uses effective verbal communication strategies to diffuse Co-facilitate a discussion in a
abstract and general topics. or de-escalate hostility. large formal group. Ensure
− Uses expressions and registers appropriate for occasions, that everyone has a chance
intents and social situations. to speak, keep the discussion
When the communication is: on topic, and clarify
• Face-to-face, on the phone, − Uses appropriate assertive communication strategies to information as needed.
or via digital media respond to blame, sarcasm, etc.
Use non-aggressive language
− Uses expressions and registers appropriate to the level of to clarify an issue and defuse
• Informal to formal
formality of situations. hostility coming from a
• With peers and authority − Uses non-aggressive, non-challenging body language. colleague who feels his/her
figures, one-on-one or in role in a project has been
groups minimized.
• In demanding contexts • Co-facilitate or contribute to discussions or debates in large
formal groups.
[Topics may be abstract or conceptual.]
Demonstrating these
strengths and limitations: − Opens, maintains and closes discussions.
• Speaks in coherent, − Negotiates discussion points.
connected discourse − Manages the direction of conversations. Facilitates turns.
• Fluent for an increasing − Holds the floor, shares the floor, and encourages others to
range of demanding participate.
contexts − Clarifies information as needed.
• An expanding range of − Uses a variety of strategies to keep the discussion going and
concrete, abstract and on topic.
idiomatic language suited
to context and purpose, − Includes others in discussions.
which may include figures − Demonstrates strengths and limitations typical of Speaking
of speech and cultural Benchmark 10, as listed in the Profile of Ability.
references
• Good control over an
expanded variety of
complex grammar II. Giving Instructions
structures
• Give complex instructions for some technical and non- Sample Tasks
• Grammar, vocabulary and technical tasks, procedures and processes in somewhat As a 911 operator, give
pronunciation very rarely demanding situations. multistep instructions
− Gives detailed information to carry out instructions. regarding emergency
• Adapts language based on − Uses accurate language forms and structures to convey a situations on the phone.
context, relationship and
sequence of steps. Give extensive directions with
purpose
− Checks to confirm understanding. complex navigational details
• Adjusts speech style and on how to reach a location
register to a wide range of − Demonstrates strengths and limitations typical of Speaking that is remote or difficult to
different audiences and Benchmark 10, as listed in the Profile of Ability. identify.
situations

STAGE III

• Persuade persons in authority to grant approvals or accept/reject proposals. Sample Tasks
[Communication may be related to high-stakes situations where clarity and diplomacy Present self and qualifications in a
have an impact on the outcome.] selection interview. Describe area
− Presents a formal proposal to an individual or a group in authority. of specialization and experience in
detail. Field questions about
− Provides required details. approaches to problem solving and
− Provides persuasive arguments to gain acceptance or approval of the proposal. responses to various typical
workplace situations and scenarios.
− Requests agreement/commitment in a sensitive manner.
Present an argument in a
− Uses appropriate verbal and non-verbal communication strategies.
community consultation meeting to
− Demonstrates strengths and limitations typical of Speaking Benchmark 10, as listed accept/reject a proposed project,
in the Profile of Ability. such as building a group home in the
community or creating a waste
disposal site in the area.
Convince a person or organization to
bestow a grant.

• Ask for, give and discuss detailed complex information and opinions to coordinate Sample Tasks
teamwork assignments, train others, delegate, solve problems, resolve conflicts or Train a co-worker on how to carry
make decisions in meetings and business discussions. out a complex procedure at work.
• Participate in a formal debate. Contribute to a university student
− Provides detailed information as needed. debate, supporting or opposing an
issue (e.g., that a minority-view
− Asks relevant questions to gather, share, analyze and compare information.
student club should be funded by
− Expresses and qualifies opinions, feelings and doubts. the student union to promote the
− Summarizes information and ideas to clarify and expand understanding. club’s ideas on campus).
− Argues persuasively when required. Give a presentation on a topic in an
area of study, based on research
− Summarizes positions. findings (such as an overview of
− Supports, opposes, accepts or rejects ideas and opinions. recombinant-DNA procedures in
− Adjusts language for clarity and uses appropriate non-verbal cues and signals. genetic engineering and in other
biotechnological applications).
− Inquires about and discusses implications and consequences.
Give a presentation about the
− Comments on perceived strengths, gaps or weaknesses in concepts. results of a research project at an
• Give seminar-style presentations to explain complex concepts and ideas on familiar or academic conference workshop.
researched topics.
[Presentations are up to about 40 minutes.]
− Organizes, supports, sequences and connects information and ideas.
− Analyzes and evaluates concepts and problems.
− Explains by using analogy, examples, anecdotes and diagrams.
− Uses appropriate organization and discourse markers to help listeners to follow.
− Adjusts the presentation according to the audience.
− Responds to comments, questions and objections; adds information and elaborates.
− Demonstrates good control, flexibility and a range of linguistic forms.
− Demonstrates strengths and limitations typical of Speaking Benchmark 10, as listed

STAGE III
Profile of Ability
The speaker can:
Communicate comfortably in • Manage an expanded range of personal and business Sample Tasks
demanding or challenging non- interactions to appropriately respond to needs, feelings Give constructive criticism in
routine work, educational and and attitudes (such as criticism and value judgements). a workplace performance
social situations, and present [Communication may be related to high-stakes situations review or during a discussion
information about complex, where tone and register have an impact on the outcome.] with a student.
abstract, general and
− Uses a range of polite and diplomatic expressions to Respond appropriately to
specialized topics.
provide constructive criticism. negative feedback from a
− Uses expressions and registers appropriate for occasions, supervisor, co-worker, or
When the communication is: intents and social contexts. classmate. Ask clarifying
questions if needed and
• Face-to-face, on the phone, − Asks clarifying questions when receiving criticism. justify own position.
or via digital media − Uses appropriate intonation, pitch and tone of voice to Lead or chair a workplace,
• Informal to formal express desired meanings. class or community discussion
• With peers and authority • Facilitate or chair formal meetings, discussions or to come to an agreement or
figures, one-on-one or in debates. solve a problem. Open the
groups discussion, ensure that
[Topics may be abstract or conceptual.] everyone has a chance to
• In demanding contexts − Opens, maintains and closes discussions. speak, prevent conflicts by
− Controls speakers and manages the agenda. reframing negative
statements, and close the
Demonstrating these − Negotiates discussion points. discussion.
− Diffuses conflicts by reframing negative statements.
• Speaks in coherent, − Adjusts conversational and turn-taking style to that of
connected discourse
others.
• Fluent for many demanding − Uses a variety of strategies to stay on topic.
contexts
− Repairs communication problems.
• A wide range of concrete,
abstract and idiomatic − Demonstrates strengths and limitations typical of
language used appropriately, Speaking Benchmark 11, as listed in the Profile of
accurately and flexibly, Ability.
including figures of speech
and cultural references
• Very good control over an
expanded variety of complex
grammar structures II. Giving Instructions
• Grammar, vocabulary and • Give complex instructions for technical and non-technical Sample Tasks
pronunciation do not impede tasks, procedures and processes in many demanding
communication Give complex and detailed
situations. instructions on an
• Adapts language and adjusts − Gives detailed information to carry out instructions. experimental procedure or a
speaking style and register to research assignment.
suit a wide range of different − Uses accurate language forms and structures to convey
contexts, audiences, genres a sequence of steps. Give complex instructions on
and purposes − Checks to confirm understanding. work procedures or on the
set-up, maintenance or
− Demonstrates strengths and limitations typical of operation of equipment to
Speaking Benchmark 11, as listed in the Profile of employees.
Ability.

STAGE III

• Negotiate mutually agreeable solutions to problems. Sample Tasks
[Communication may be related to high-stakes situations where clarity and diplomacy Negotiate a concession from an
have an impact on the outcome.] academic or business partner
− Negotiates concessions or solutions. through logical argumentation.
− Provides required details. Negotiate a business contract

with a supplier at work.
− Uses a variety of persuasive techniques to obtain agreement (such as evidence, logical
arguments and ethical and emotional appeals). Negotiate a mutually agreeable
concession in a marital dispute.
the Profile of Ability. Negotiate a resolution to a
conflict between neighbours,
such as a disagreement about
loud music or about building a
fence between 2 properties.

• Ask for, give and discuss detailed complex information to solve problems, make decisions, Sample Tasks
supervise, motivate or discipline someone or evaluate performance. As a supervisor, discuss an
− Provides detailed information as needed. employee’s achievements in a
− Obtains, synthesizes, organizes and presents information as needed. formal performance evaluation
with the employee.
− Expresses and qualifies opinions, feelings and doubts.
In a seminar or symposium,
− Clarifies issues of discussions. present detailed arguments for
− Helps brainstorm or reach a consensus, decision and solution to a problem. or against Senate reform.
− Sums up consensus, decision and solution reached or not reached. Give a presentation at a
symposium or conference, such
− Adjusts language for clarity and uses appropriate non-verbal cues and signals.
as a community-organized
− Inquires about and discusses implications and consequences. alternative G20 economic
− Comments on perceived strengths, gaps and weaknesses in concepts. conference.
• Give expository or argumentative presentations at symposia or conferences to explain Oppose or support a business
complex concepts on known (through areas of expertise) or researched non-personal, decision, such as laying off or
abstract topics. hiring more staff, or cutting or
raising pay.
[Length of presentation is dictated by the requirements of the task.]
− States the thesis and proposition, and develops a logical line of argumentation.
− Organizes, supports, sequences and connects complex information and ideas.
− Explains by using details, scenarios, statistics, reasons, causes and effects, statistics,
testimonies, illustrations, graphs, etc.
− Presents pro and con arguments.
− Demonstrates logical relationships between parts of the discourse.
− Meets the needs of diverse audiences.
− Demonstrates very good control, flexibility and a range of linguistic forms.

STAGE III
Profile of Ability
The speaker can:
Communicate with confidence • Manage a broad range of personal and business Sample Tasks
in demanding or challenging interactions, in both formal and informal situations, to Welcome a plenary speaker
non-routine work, educational appropriately and effectively negotiate needs, feelings at a conference. Provide
and social situations, and and attitudes (such as recognition, validation, details about the speaker’s
present information about acknowledgement and conflict). accomplishments.
complex, abstract, general and [Situation may be public; communication may be related Acknowledge someone’s
specialized topics. to high-stakes situations where tone and register have an achievements at a formal
impact on the outcome.] retirement or volunteer
When the communication is: − Uses a range of polite expressions to welcome, recognition party.
acknowledge or encourage individuals or groups. Chair a formal meeting (such
• Face-to-face, on the phone,
or via digital media − Uses appropriate intonation, pitch, volume, tone of as an annual general meeting
voice and non-verbal behaviours for greater impact. or a board meeting) using
• Informal to formal parliamentary procedures.
• Facilitate or chair formal meetings, discussions, symposia
• With peers and authority Call the meeting to order,
or debates for a variety of groups.
figures one-on-one or in follow proper voting
[Topics may be abstract or conceptual.] procedures, and adjourn the
groups
− Calls meetings to order, handles motions and voting, meeting.
• In demanding contexts and adjourns meetings (i.e., for formal meetings).
− Manages speakers’ turns.
Demonstrating these − Motivates others to contribute.
− Diffuses conflicts by reframing negative statements.
• Speaks in coherent,
connected discourse − Establishes a climate of collaboration.
• Fluent for most demanding − Repairs communication problems.

contexts − Demonstrates strengths and limitations typical of
Speaking Benchmark 12, as listed in the Profile of
• A wide range of concrete,
Ability.
abstract and idiomatic
language used appropriately,
accurately and flexibly,
including figures of speech
and cultural references
• Excellent control over an II. Giving Instructions
expanded variety of complex
grammar structures • Give complex instructions on technical and non-technical Sample Tasks
tasks, procedures and processes in most demanding Give complex instructions to
• Grammar, vocabulary and situations. employees or colleagues on
pronunciation do not impede
− Gives detailed information to carry out instructions. how to perform a highly
communication
− Uses accurate language forms and structures to convey technical procedure.
• Adapts language and adjusts details and the sequence of steps. Give extended and complex
speaking style and register to
− Checks to confirm understanding. instructions in own area of
suit a wide range of different
expertise for completing a
contexts, audiences, genres − Demonstrates strengths and limitations typical of highly complex lab
and purposes Speaking Benchmark 12, as listed in the Profile of experiment.
Ability.
Give detailed instructions on
how to play a complex game
(such as chess or bridge), or
how to do a complex
dance/exercise routine.

STAGE III

• Negotiate detailed contracts or agreements. Sample Tasks
• Manage and mediate conflicts or disputes. Mediate and help resolve a
conflict about unfair treatment
[Communication may be related to high-stakes situations where clarity and diplomacy
between a student and a
have an impact on the outcome.]
professor.
− Provides required details.
Negotiate a concession with
− Uses persuasive techniques to obtain agreement or acceptance for ideas. management in a labour
− Mediates conflicts in a variety of situations to get things done. relations meeting.
− Uses appropriate verbal and non-verbal communication strategies to negotiate Mediate a child custody
agreements or mediate conflicts. dispute.
− Demonstrates strengths and limitations typical of Speaking Benchmark 12, as listed in Manage or mediate a conflict or
the Profile of Ability. dispute with multiple
stakeholders, such as a dispute
over public land use.

• Ask for, give and discuss detailed complex information to advise, counsel or collaborate on Sample Tasks
complex projects. Counsel and support an
− Provides detailed information as needed. individual in a personal,
− Obtains, synthesizes, organizes and presents information as needed. academic or work-related crisis.
− Elicits information, views and opinions. Facilitate a group meeting to

design or create a complex
− Communicates, discusses and clarifies complex ideas. project.
− Comments on perceived strengths, gaps and weaknesses in concepts. Give a presentation to analyze,
− Helps brainstorm or reach a consensus, decision and solution to a problem. compare and evaluate a literary
work.
− Adjusts language for clarity and uses appropriate non-verbal cues and signals.
Present a thesis defence to a
− Motivates others to contribute or collaborate.
review panel, provide data and
• Give lecture-style presentations to explain and hypothesize about causal or logical details to support research, and
relationships, or to evaluate and critique demands, recommendations or appeals. respond to questions and
[Length of presentation is dictated by the requirements of the task.] challenges.
− States the thesis or proposition, and develops a logical line or argumentation. Present a convincing and
persuasive closing summary to a
− Uses appropriate expository discourse; makes explicit the logical relationships between jury, reminding them of the
parts of the discourse. facts in the case and of their
− Meets the needs of diverse audiences. responsibility to ensure that
justice is carried out.
− Explores causal and logical relationships between facts, phenomena and events; explores
pro and con arguments, hypothesizes and draws conclusions.
− Presents an evaluation, critique, recommendation or appeal.
− Demonstrates excellent control, flexibility and range of linguistic forms.

STAGE III
Across Stage III Speaking

• Interaction is face-to-face, • Interaction is face-to-face, • Interaction is face-to-face, • Interaction is face-to-face,

on the phone, or via digital on the phone, or via digital on the phone, or via digital on the phone, or via digital
media with familiar and media with familiar and media with familiar and media with familiar and
unfamiliar people and unfamiliar people and unfamiliar people and unfamiliar people and
groups. groups. groups. groups.
• Topics may be conceptual or • Topics may be conceptual or • Topics may be conceptual or • Topics may be conceptual or
abstract, researched or abstract, researched or abstract, researched or abstract, researched, or
related to own area of related to own area of related to own area of related to own area of
expertise. expertise. expertise. expertise.
• Situation can be • Situation can be • Situation can be • Situation can be
unpredictable. unpredictable. unpredictable. unpredictable.
• Presentations are • Presentations are • Presentations are • Presentations are
semi-formal or formal, up to semi-formal or formal, up to semi-formal or formal and semi-formal or formal and
about 30 minutes long and about 40 minutes long and given to an audience that given to a wide range of
given to a familiar audience. given to a familiar audience. may be large and unfamiliar. audiences (such as large,
Length is dictated by the small, supportive or
• Interaction in a group can be • Interaction in a group can be
requirements of the task. confrontational). Length is
a discussion or meeting. a seminar, business
dictated by the
discussion or debate. • Interaction in a group can be
• Context is demanding. requirements of the task.
a seminar or symposium.
• Context is demanding.
• Interaction in a group can be
a seminar, conference,
symposium or formal
meeting.

Stage I
Reading
Benchmarks 1–4

in common and predictable
situations about basic needs,
common everyday activities and
familiar topics of immediate
personal relevance
(non-demanding contexts of
language use).

STAGE I
Stage I Reading

The reader can: The reader can: The reader can: The reader can:
Recognize letters, numbers, a Understand individual words, Understand and get some Understand and get most
small number of words and simple learned phrases and information from short, information from short,
very short, simple phrases some very short, simple simple texts related to simple texts related to
related to everyday objects sentences related to familiar, routine everyday familiar, routine everyday
and immediate needs. immediate needs. topics of personal relevance. topics of personal relevance.
When the text is: When the text is: When the text is: When the text is:
• Limited to everyday words • Limited to everyday words • Limited to common, factual, • Limited to common and
and phrases and phrases concrete vocabulary mostly factual, concrete
vocabulary
• Clear, sparse and very easy • Clear, sparse and very easy • Clearly organized and easy
to read to read to read with simple layout • Clearly organized and easy
to read with simple layout
• Supported by visual clues • Supported by visual clues • Sometimes supported by
(e.g., pictures) (e.g., pictures) graphics, charts or diagrams • Sometimes supported by
graphics, charts or diagrams
• Very short • Very short • Short
• In non-demanding contexts • In non-demanding contexts • In non-demanding contexts • Short
• Finds a few key words and • Finds key words and simple • Understands some simple • Understands most simple
simple details details connected discourse connected discourse
• Has little ability to apply • May be able to get the gist • Gets the gist based on • Gets the overall meaning
sound-symbol relationships of short phrases and familiar words and phrases
• Identifies purpose, main
and spelling conventions in sentences based on familiar
• Decodes some unfamiliar ideas, some specific details
English words and phrases
words because of an and links between
• Has almost no ability to • Has limited knowledge of improving awareness of paragraphs
decode unknown words, sound-symbol relationships sound-symbol relationships
• Occasionally guesses the
read connected discourse or and spelling conventions in and spelling conventions in
meaning of unknown words
guess the meaning of English English
and identifies some very
unknown words
• Has very limited ability to • Has limited ability to guess common idioms
• Relies heavily on graphics decode unknown words, the meaning of unknown
• May rely on graphics and
and other visual clues when read connected discourse or words
other visual clues when
interpreting meaning guess the meaning of
• May rely on graphics and interpreting meaning
unknown words
• Relies heavily on a bilingual other visual clues when
• May identify some aspects of
dictionary due to extremely • Relies on graphics and other interpreting meaning
register and style
limited vocabulary visual clues when
• Comprehension is based on • Comprehension is based on a
interpreting meaning
limited knowledge of basic
developing knowledge of
• Comprehension is based on grammar
basic grammar and some
very limited knowledge of
• Relies on a bilingual initial understanding of a
basic grammar
dictionary limited range of complex
• Relies heavily on a bilingual sentences and structures
dictionary due to limited
• Relies on a bilingual
vocabulary
dictionary

STAGE I
Stage I Reading
These are some things that may need to be learned as an individual moves through Stage I Reading.
Recognition of: Beginning recognition of:
• Basic words and expressions about essential everyday • Common figures of speech, idioms and expressions specific to
experiences, including so-called survival words and signs different situations
(such as danger, washroom and exit) and high-frequency
• Cultural references
terms related to personal identity, weather, clothing,
holidays, family activities, hobbies and interests • Politeness conventions in written correspondence and in
different contexts
• Basic grammar structures (such as simple and continuous
verb tenses, simple modals, comparatives and superlatives) • How tone, mood, attitude and opinions are conveyed by
to get a general understanding of texts specific words or phrases
• Basic syntax (such as indications of a statement, a negative • Formal and informal language
or a question; word order; prepositional phrases, and Strategic Competence
coordination and subordination)
Beginning ability to use:
• Basic conventions of mechanics and punctuation
• Basic reading strategies (such as skimming to determine
• Simple yes/no and wh- questions purposes of texts, scanning to locate specific information and
• Terms to describe people, objects, situations, daily routines guessing or inferring from contextual clues)
and emergencies • Background knowledge for comprehension
Textual Knowledge • Resources (such as a bilingual dictionary, asking for help) to
Beginning recognition of: determine meanings of unfamiliar words
• Cohesion links between sentences (such as pronoun • Linguistic, textual, functional and socio-cultural knowledge
references) to interpret intended meanings in written texts
• Connective words and phrases to show additions, examples, • Search engines to access information online
chronological sequences or illustrations by example (such as
and, also, such as)
• Main ideas or text types (e.g., genres such as narrative or
information)
Beginning recognition of:
• Textual and contextual clues to interpret purposes of text
(such as an invitation, a greeting card, a newsletter, an
article or a schedule)
• Typical formats in sequencing and wording information for
specific purposes (such as in a written request, complaint or
invitation)
• Common written formats (such as dictionary entries, news
articles, letters, stories or application forms)

STAGE I
Reading – Benchmark 1

The reader can:
Recognize letters, numbers, a • Understand short greetings and simple goodwill Sample Tasks
small number of words and messages. Read a greeting card or message
very short, simple phrases [Texts consist of a few simple phrases and are related for a special occasion or offering
related to everyday objects to routine social interactions.] wishes for someone to get well
and immediate needs. − Identifies specific goodwill expressions and their soon.
meanings. Read an invitation to find out the
When the text is: − Locates specific words and phrases. date of a party.
• Limited to everyday words − Locates dates, times, addresses and phone numbers. Read a 1-line thank-you note for
a lunch date or dinner party from
and phrases − Demonstrates strengths and limitations typical of a friend, co-worker or classmate.
• Clear, sparse and very easy to Reading Benchmark 1, as listed in the Profile of
read Ability.
• Supported by visual clues
(e.g., pictures)
• Very short
• Understand very short, simple instructions for Sample Tasks
Demonstrating these strengths common, familiar everyday situations.
and limitations: Read and follow a 1-line
[Instructions have only 1 step and may be instruction in a simple common
• Finds a few key words and accompanied by illustrations.] phrase for an everyday activity.
simple details (Take one pill. Pay server.)
− Recognizes individual words (simple imperative
• Has little ability to apply verbs and common nouns). Read and follow very simple
sound-symbol relationships − Follows instruction by responding with action. instructions on a worksheet or
and spelling conventions in form. (Please circle. Please
English − Demonstrates strengths and limitations typical of underline. Write here. Please
Reading Benchmark 1, as listed in the Profile of print. Fill the blanks.)
• Has almost no ability to Ability.
decode unknown words, read
connected discourse or guess
the meaning of unknown
words
• Relies heavily on graphics and
• Relies heavily on a bilingual
dictionary due to extremely
limited vocabulary

STAGE I

• Get information from very short, simple, common formatted texts (such as simple Sample Tasks
sections of forms, maps, diagrams, sales receipts, or common universal traffic signs and Identify where to write personal
civic symbols). information in the name and
− Identifies numbers (amounts, dates) and familiar words (names, addresses, city address section of a very simple
names). application form for an English
− Finds total amount and date on receipts. class.
− Identifies an address. Identify prices, sub-totals, taxes

and total on a sales receipt.
− Identifies where to write personal data on forms.
Locate familiar words on a
− Demonstrates strengths and limitations typical of Reading Benchmark 1, as listed in the simple map to find a street.
Profile of Ability.
Identify dates and amounts on a
pay stub.
Check expiration dates on foods
and drugs in order to decide
whether to keep them or throw
them away.
Read a simple common sign to
heed a rule or warning. (Stop.
No parking. No smoking.)

• Recognize names, numbers and some basic details in very simple, short texts related to Sample Tasks
everyday situations and immediate needs. Refer to a picture dictionary to
− Identifies numbers, letters, a few key words and short expressions. understand a short shopping list
− Demonstrates strengths and limitations typical of Reading Benchmark 1, as listed in the of common daily items.
Profile of Ability. Get the gist of an event by
reading captions associated with
photographs, such as for a child’s
birthday party, a wedding or a
retirement party.

STAGE I

The reader can:
• Understand short greetings and other goodwill Sample Tasks
Understand individual words, messages. Read a short personal message
simple learned phrases and [Texts are up to a few short, simple sentences and (such as a postcard, farewell
some very short, simple related to routine social interactions.] message or invitation) from a
sentences related to friend, classmate or colleague.
immediate needs. − Gets the gist.
− Identifies specific goodwill expressions and their Read a short email or text
meanings. message invitation to lunch or a
party from a friend, co-worker or
When the text is: − Identifies when and where. classmate to find when and
• Limited to everyday words − Finds a few simple details. where the function is.
and phrases
− Locates specific words and phrases.
• Clear, sparse and very easy − Demonstrates strengths and limitations typical of
to read
Reading Benchmark 2, as listed in the Profile of
• Supported by visual clues Ability.
(e.g., pictures)
• Very short
Demonstrating these
strengths and limitations: • Understand short, simple, clearly sequenced Sample Tasks
instructions for common, familiar everyday situations. Read and follow onscreen
• Finds key words and simple
details [Instructions are up to about 4 steps, in point or instructions for withdrawing
bullet form, and may be accompanied by money from an automatic teller
• May be able to get the gist illustrations.] machine (ATM).
of short phrases and
sentences based on − Recognizes individual words, phrases and symbols Read and follow simple
familiar words and phrases commonly used in simple instructions. instructions to complete a class
− Follows instructions in the proper sequence. or work assignment. (Type the
• Has limited knowledge of form. Make 12 copies. Sign the
sound-symbol relationships − Demonstrates strengths and limitations typical of copies.)
and spelling conventions in Reading Benchmark 2, as listed in the Profile of
English Ability.
• Has very limited ability to
decode unknown words,
read connected discourse
or guess the meaning of
unknown words
• Relies on graphics and
• Comprehension is based on
very limited knowledge of
basic grammar
• Relies heavily on a
bilingual dictionary due to
limited vocabulary

STAGE I

• Get information from simple formatted texts (such as simple forms, maps, diagrams, Sample Tasks
signs, labels, tables and schedules). Read the hours of operation on a
− Recognizes layout. store sign in order to plan a
− Identifies where to write personal data. shopping trip.
Get basic information about
• Get basic information from short, simple business or service notices.
specials from a grocery store
− Scans text to find specific details. flyer.
− Demonstrates strengths and limitations typical of Reading Benchmark 2, as listed in the Identify details on a monthly
Profile of Ability. credit card or utility statement
to make a payment or check for
accuracy.
Find details on an invoice or bill
to pay the correct amount.
Refer to a bus schedule to find
out when the next bus will
arrive.

• Understand the purpose and some basic details in very simple, short texts related to Sample Tasks
everyday, familiar, personally relevant situations and topics. Match a shopping list with
− Identifies purpose. pictures in a catalogue or with
− Identifies numbers, a few key words and short, common expressions. the actual items.
− Demonstrates strengths and limitations typical of Reading Benchmark 2, as listed in the Read a few short, simple
Profile of Ability. sentences about a familiar
person and use key words to
identify a few concrete facts.
Read short sentences about own
occupation and identify a few
basic, familiar, concrete facts.

STAGE I

The reader can:
Understand short, personal social messages (such as Sample Tasks
Understand and get some
invitations, thanks, apologies, quick updates and
information from short, simple Read a short message from a
arrangements) within predictable contexts of daily
texts related to familiar, family member, friend,
experience.
routine everyday topics of co-worker or classmate
personal relevance. − Gets the gist. describing his/her weekend.
− Identifies some specific details and information Read a confirmation email for a
(such as sender, date and response required). hotel reservation, language test
When the text is:
− Demonstrates strengths and limitations typical of appointment or eyesight test.
• Limited to common, factual, Reading Benchmark 3, as listed in the Profile of Read an invitation to a wedding
concrete vocabulary Ability. or company event to find the
• Clearly organized and easy to time, location, address and RSVP
read with simple layout details.
• Short
• Understand short, simple, clearly sequenced Sample Tasks
Demonstrating these
instructions for familiar everyday situations. Read directions in point form to
[Instructions are up to about 5 steps, in point form or get to a nearby location.
• Understands some simple prose, and are often accompanied by illustrations.]
connected discourse Read a legibly written note from
− Identifies sequence and location signals (such as a neighbour with simple
• Gets the gist based on first, second, next). instructions on how to take care
familiar words and phrases of their home or pet while they
− Recognizes individual words, phrases and symbols
• Decodes some unfamiliar commonly used in instructions. are away.
words because of an Read and follow short,
− Follows instructions in the sequenced order.
improving awareness of point-form instructions from a
sound-symbol relationships − Demonstrates strengths and limitations typical of supervisor about a simple
and spelling conventions in Reading Benchmark 3, as listed in the Profile of work-related task.
English Ability.
• Has limited ability to guess
the meaning of unknown
words
• May rely on graphics and
limited knowledge of basic
grammar
dictionary

STAGE I

• Get information from simple formatted texts (such as forms, tables, charts, schedules Sample Tasks
and directories). Read a simple product
− Identifies layout and specific information. advertisement to make a
− Scans formatted text (such as a directory) to find specific information. decision about whether to buy
it.
• Get information from short business or service texts (such as brochures, notices, form
Check a bank account balance
letters and flyers).
and make a payment online.
− Gets overall meaning.
Read a short notice about staff
− Interprets simple graphics. kitchen rules.
− Demonstrates strengths and limitations typical of Reading Benchmark 3, as listed in the
Profile of Ability.

• Understand the purpose, main idea, key information and some details in simple, short Sample Tasks
texts related to everyday familiar and personally relevant situations and topics. Read the first paragraph of a
[Texts may be supported by simple formatted graphs, tables and diagrams.] simple story to determine what
− Gets the gist. it is about.
− Identifies key information and main idea. Use an online bilingual

dictionary to find the meanings
− Identifies key events, people, places, things (who, what, where and when). and pronunciations of words and
• Access simple standard reference texts (such as print or online bilingual dictionaries and phrases related to own
encyclopedias). occupation or area of interest.
− Finds individual words.
− Identifies relevant details.
Profile of Ability.

STAGE I

The reader can:
• Understand simple personal social messages (such as Sample Tasks
Understand and get most invitations, thanks, apologies, quick updates and
information from short, simple Read a message (letter, email,
arrangements) within predictable contexts of daily text message, online post) from a
texts related to familiar, experience.
routine everyday topics of friend, co-worker or classmate
personal relevance. − Gets the gist. that includes an update on
− Identifies specific important details (such as sender, his/her life.
date and response required). Read a personal email message
When the text is: sent by a friend apologizing for
− Identifies words that indicate politeness and tone.
• Limited to common and forgetting about a lunch date.
mostly factual, concrete
Reading Benchmark 4, as listed in the Profile of
vocabulary
Ability.
• Clearly organized and easy to
read with simple layout
• Short II. Comprehending Instructions
• In non-demanding contexts • Understand short, simple, clearly sequenced Sample Tasks
instructions and instructional texts for familiar Read and follow instructions on
everyday situations. how to remove temporary
Demonstrating these
strengths and limitations: [Instructions are up to about 6 steps in point form or Internet files from a computer.
as a short, continuous text that may include a visual Read and follow a simple recipe
• Understands most simple to support comprehension.]
connected discourse or preparation steps on a
− Identifies sequence and location signals (such as packaged food item.
• Gets the overall meaning first, next and before). Read and follow instructions for
• Identifies purpose, main − Recognizes common sentence patterns, phrases and playing a simple board or card
ideas, some specific details symbols commonly used in instructions. game.
and links between paragraphs
− Follows instructions in the appropriate sequenced Read and follow short, simple
• Occasionally guesses the order. directions (in an online reference
meaning of unknown words source) to a location.
and identifies some very
Reading Benchmark 4, as listed in the Profile of Read and follow instructions to
common idioms
Ability. prepare and set up for a
• May rely on graphics and workplace event.
• May identify some aspects of
register and style
• Comprehension is based on a
developing knowledge of
basic grammar and some
initial understanding of a
limited range of complex
dictionary

STAGE I

• Get information from simple formatted texts (such as forms, tables, schedules and Sample Tasks
directories). Use a bus or train schedule to
− Identifies layout and specific information. plan the arrival and departure
− Identifies type and purpose. times for an upcoming trip.
Use a telephone directory (print
• Get information from short business or service texts (such as brochures, notices, form
or online) to locate the closest
letters and flyers).
medical clinic.
− Identifies type and purpose.
Find an advertisement to match
− Finds main ideas, specific information and key details. a list of apartment rental
− Compares facts and information to make choices. requirements.
− Demonstrates strengths and limitations typical of Reading Benchmark 4, as listed in the Read a short notice from a bank
Profile of Ability. about a credit card renewal.
Read basic safety rules on a
workplace poster.

• Understand the purpose, main idea, key information and specific details in simple, short Sample Tasks
texts related to everyday familiar and personally relevant situations and topics. Read a short news article (print
[Texts may be supported by graphics, charts, tables, illustrations or diagrams.] or online) to get the details.
− Gets the overall meaning. Use a simple statistical table
− Identifies type and purpose of the text. (print or online) listing place of
birth and number of people in
− Finds key information and specific details. Canada to identify where most
− Compares simple information. immigrants come from.
− Identifies meanings of connective words between sentences in a narrative sequence. Read a simple description of an
event or phenomenon and locate
• Access simple standard reference texts (such as dictionaries and encyclopedias). a few concrete facts.
− Finds relevant information. Read a simple description about
− Identifies overall meaning. a company and locate a few
− Demonstrates strengths and limitations typical of Reading Benchmark 4, as listed in the concrete facts (when it started,
Profile of Ability. what it does, how many people it
employs).
Use an online encyclopedia to
find relevant information for a
class project.
Read simple advertisements of
2 products to decide which
product to buy.

STAGE I
Across Stage I Reading

• Texts are paper-based or • Texts are paper-based or • Texts are paper-based or • Texts are paper-based or
digital/online. digital/online. digital/online. digital/online.
• Texts have a clear font or • Texts have a clear font or • Texts have a clear font or • Texts have a clear font or
legible printing and a very legible printing and a very legible printing and a simple legible printing and a simple
simple layout. simple layout. layout. layout.
• Texts are very sparse with • Texts are very sparse with • Texts are sparse with clear • Texts are sparse with clear
simple, clear organization. simple, clear organization. organization. organization.
• Continuous texts are very • Continuous texts are very • Continuous texts are short • Continuous texts are short
short (from a simple phrase short (up to about 5 to 7 (up to about 2 paragraphs) (up to about 3 paragraphs)
to a few very short very simple sentences). and include mostly and include mostly
sentences). descriptive and narrative descriptive and narrative
• Formatted texts are very
genres. genres.
• Formatted texts are very short and simple and may
short and simple and may include basic common • Formatted texts are short • Formatted texts are simple,
include maps, diagrams and forms, simplified maps, and simple, with clear with clear labels and may
common forms, signs and diagrams, labels, tables, labels, and may include include forms, tables,
symbols. schedules and very simple forms, tables, graphs, maps, schedules, directories,
common flyers. schedules, directories, and graphs, and short business
• Common and familiar visuals
short brochures and flyers. brochures and flyers.
are almost always included • Common and familiar visuals
to support meaning. are often included to • Visuals are sometimes • Visuals are sometimes
support meaning. included to support included to support
• Instructions are 1 step, in
meaning. meaning.
simple phrases and for • Instructions are 1 to 4 steps,
highly common and familiar in single phrases or short • Instructions or instructional • Instructions or instructional
tasks and routines. sentences and for common texts are 1 to 5 steps and texts are for 1 to 6 steps
and familiar tasks and for familiar tasks and and for familiar procedures.
• Language is very simple,
routines. procedures.
concrete and factual. • Language is simple,
• Topics are familiar and • Language is very simple, • Language is simple, concrete and factual with a
concrete and factual. concrete and factual. few common idioms.
related to immediate
personal needs. • Topics are familiar and • Topics are familiar, • Topics are mostly familiar,
related to immediate personally relevant and personally relevant and
• Responses to tasks do not
personal needs. predictable. predictable.
require much writing, if any,
but can require circling, • Responses to tasks do not • Responses to tasks do not • Responses to tasks do not
matching, checking off require much writing, if any, require much writing, if any, require much writing, if any,
items or filling in blanks. but can require circling, but can require circling, but can require circling,
matching, checking off matching, checking off matching, checking off
items or filling in blanks. items or filling in blanks. items or filling in blanks.
• Context is non-demanding. • Context is non-demanding. • Context is non-demanding.
Note: Length and density of text determine the degrees of simplicity across Reading Stage I.

Stage II
Reading
Benchmarks 5–8

abilities required to function
independently in most familiar
situations of daily social,
educational and work-related life
experience, and in some less
predictable contexts (moderately
demanding contexts of language
use).

STAGE II
Stage II Reading
CLB 6 CLB 7
CLB 5 CLB 8
Developing Intermediate Adequate Intermediate
Initial Intermediate Ability Fluent Intermediate Ability
Ability Ability
Understand simple and some Understand an adequate Understand an expanding Understand most moderately
moderately complex texts in range of moderately complex range of moderately complex complex texts in less
predictable, practical and texts in predictable, practical texts in less predictable but predictable but relevant
relevant social, educational and relevant social, relevant social, educational social, educational and
and work-related situations. educational and work-related and work-related situations. work-related situations.
situations.
• Mostly concrete, factual and • Mostly concrete, factual and • Factual, descriptive or • Factual, descriptive or
descriptive descriptive argumentative; with argumentative; with
opinions, explicit and opinions, explicit and
• With mostly common and • With mostly common and
implied meanings implied meanings
some abstract or specialized some abstract or specialized
vocabulary and occasional vocabulary and occasional • With concrete, abstract or • With a range of concrete,
high-frequency idioms idioms specialized vocabulary, and abstract and specialized
some idioms vocabulary and idiomatic
• Sometimes supported by • Occasionally supported by language
visuals visuals • Moderate in length
• Moderate in length
• Relatively short • Relatively short • In moderately demanding • In moderately demanding
contexts contexts
• In moderately demanding • In moderately demanding
contexts contexts

• Identifies purpose, main • Identifies purpose, main • Identifies purpose, main • Identifies purpose, main
ideas, important details and ideas, specific factual ideas, specific details and ideas, specific details and
links between paragraphs details and some implied many implied meanings implied meanings, as well
• Finds some information to meanings • Finds, integrates, compares as mood, attitude and
make comparisons • Finds specific, detailed and contrasts information register
• Occasionally guesses the information for comparing • Often guesses the meaning • Finds, integrates,
meaning of unknown terms, and contrasting of unknown terms, phrases compares, contrasts and
phrases and idioms from • Sometimes guesses the and idioms from the analyzes information
the context without a meaning of unknown terms, context • Usually guesses the
dictionary phrases or idioms from the • Comprehension is based on meaning of unknown terms,
• Often rereads and needs context without a a developing understanding phrases and idioms from
clarification dictionary of an increasing range of the context, but often
• May reread and ask for complex sentences and requires clarification of
• Comprehension is based on less common idioms,
clarification structures
knowledge of basic cultural references and
grammar and some • Comprehension is based on • Identifies a range of
figures of speech
developing understanding a developing understanding different styles and
of complex sentences and of complex sentences and registers • Comprehension is based on
structures structures • Uses a unilingual dictionary an understanding of an
• Identifies an expanding to confirm and refine adequate range of complex
• Identifies some different sentences and structures
styles and registers range of different styles interpretation of unknown
and registers terms • Identifies a wide range of
• Uses a bilingual dictionary different styles and
regularly; begins to use a • Uses a concise unilingual
ESL dictionary regularly registers
concise unilingual ESL
• Uses a unilingual dictionary
dictionary
to confirm and refine
interpretation of unknown
terms

STAGE II
Stage II Reading
These are some things that may need to be learned as an individual moves through Stage II Reading.
Recognition and understanding of: Recognition of:
• Expanded range of concrete (and some abstract), idiomatic • Purposes and authors’ intents
and technical vocabulary relating to common knowledge,
• Common types of humour and jokes
facts, opinions, feelings, ideas, and basic concepts and
applications relating to numeracy, science, technology, social Ability to:
issues, Canadian citizenship, literature, media, health, • Decode print
education, jobs and occupations, financial and consumer
services • Recognize words and formulaic expressions by sight (to
assist bottom-up reading comprehension and
• Grammar and syntax structures to interpret texts (such as processing)
perfect tenses, basic conditionals, basic reported speech,
noun clauses, relative clauses, passive and active voice, • Read stories, poetry, rhymes, and newspaper and
infinitives and gerunds) magazine articles for enjoyment and sociability
• Conventions of mechanics and punctuation and how they are Sociolinguistic Knowledge
used to organize the text and create rhythm, emphasis, etc. Recognition and understanding of:
Textual Knowledge • Expanded formal, informal, idiomatic and some literary
Recognition of: language
• Cohesion links to interpret text signalling contrasts or • Cultural references
illustrations by example (such as conjunctive adverbs or • Content and socio-cultural information, language and
adverbials) discourse formats relating to specific tasks (such as in
• Paragraph structure and relationships between paragraphs social interaction texts, business/service texts)
(such as opening/introduction, development/body and Strategic Competence
conclusion/closing)
Ability to use:
• Discourse indicators and patterns signalling contrasts, cause
and effect or illustrations by example (such as conditionals) • Different reading techniques according to the purpose
of the task (such as skimming to get the gist, scanning
• Genre or rhetorical forms and their roles in interpretation to locate detailed information, speed reading and
and coherence in-depth reading)
• Textual organization of common written formats in expanded • Information search skills (including dictionary use) and
contexts, including workplace settings (such as formats of computer/Internet literacy skills
personal and business letters, memos, reports, email
messages and notes) • Textual and contextual clues to interpret text (such as
literal and inferential comprehension, reading between
• Expanded inventory and comprehension of linguistic, the lines, drawing conclusions and predicting outcomes)
rhetorical and stylistic devices for narrating, reporting,
describing and arguing a point in reading texts and written • Critical skills (such as evaluating and judging) to
discourse interpret written texts

STAGE II

The reader can:
Understand simple and some
• Understand simple to moderately complex personal and Sample Tasks
public social messages (such as those conveying Read an email message or
moderately complex texts in
compliments, invitations, likes, dislikes and preferences) letter from a friend
predictable, practical and
related to a familiar context. containing a discussion of
relevant social, educational
and work-related situations. − Identifies specific factual details and implied meanings. interests. Identify the likes,
− Identifies purpose of the message. dislikes and preferences
expressed.
− Identifies reader/writer relationship.
When the text is: Read letters to an advice
− Identifies mood and attitude of the writer. columnist in the newspaper
• Mostly concrete, factual and
descriptive − Identifies context, register and style. to decide whether you agree
with the advice given.
• With mostly common and − Demonstrates strengths and limitations typical of
Reading Benchmark 5, as listed in the Profile of Ability. Read a workplace email
some abstract or specialized
message about a company
vocabulary and occasional
fundraising event to decide
high-frequency idioms
whether to participate.
visuals
contexts II. Comprehending Instructions
• Understand simple to moderately complex, step-by-step Sample Tasks
Demonstrating these instructions and instructional texts for multistep Follow instructions on how to
strengths and limitations: procedures related to everyday situations. unclog a drain using a
• Identifies purpose, main [Instructions are about 7 to 10 steps, presented in point commercial product.
ideas, important details and form or in a text of about 2 or 3 paragraphs with some Read an instructional text on
links between paragraphs visual clues to support comprehension.] the prevention and treatment
• Finds some information to − Interprets sequence and location signals (such as first, of burns at home or in a work
make comparisons next and before). setting.
• Occasionally guesses the − Follows instructions and directions by responding with Follow directions on how to
meaning of unknown terms, actions as required to complete task. navigate an alternative route
phrases and idioms from the − Demonstrates strengths and limitations typical of during a road closure.
context without a dictionary Reading Benchmark 5, as listed in the Profile of Ability.
• Often rereads and needs
clarification
knowledge of basic grammar
and some developing
understanding of complex
• Identifies some different
styles and registers
• Uses a bilingual dictionary
regularly; begins to use a
concise unilingual ESL
dictionary

STAGE II

• Locate and use 1 or 2 pieces of information from moderately complex formatted texts Sample Tasks
(such as standard maps, charts, forms, tables, schedules, directories or website Use 2 bus or train schedules to
navigation menus). plan a trip that involves a
− Identifies layout and organization of text to find the information needed. stopover or transfer. Locate
− Finds and uses 1 or 2 pieces of information. departure and arrival times to
coordinate the travel.
• Get information from simple to moderately complex business or service texts (such as
Read a brochure about a training
public announcements, brochures, notices, business letters and flyers).
program to determine its
− Gets the gist. suitability for one’s own needs.
− Identifies key information and finds specific details. Read a memo posted in a
− Demonstrates strengths and limitations typical of Reading Benchmark 5, as listed in the workplace or institution giving
Profile of Ability. information about a new policy.

• Understand simple to moderately complex descriptive or narrative texts on familiar Sample Tasks
topics. Read a plain-language text
− Identifies organization of text and links between paragraphs. about legislation relevant to
own situation, such as
• Interpret information contained in formatted texts (such as diagrams, tables, graphs or
employment standards, landlord
website navigation menus).
or tenant law, or driving
• Access and locate basic information from reference sources. regulations.
− Scans to locate relevant terms to access the information needed. Interpret a simple chart to
− Accesses relevant information through a navigational source (Internet search engine, explain a familiar government
website, table of contents, index, glossary). process (such as how a law is
passed).
− Locates 2 relevant pieces of information in reference sources.
Read 2 or 3 movie reviews
− Demonstrates strengths and limitations typical of Reading Benchmark 5, as listed in the online to make a decision about
Profile of Ability. which movie to see.
Use an online resource (such as
an occupational database) to
find key information about own
occupation or target occupation
in Canada.

STAGE II
Profile of Ability
The reader can:
Understand an adequate range • Understand moderately complex social messages (such as Sample Tasks
of moderately complex texts those conveying announcements, cancellations of Read an invitation to a
in predictable, practical and arrangements and apologies) related to a personal fundraising event to decide
relevant social, educational experience or a familiar context. whether or not to attend by
and work-related situations. − Identifies specific factual details and implied meanings. reviewing purpose,
− Identifies the purpose. formality, details about the
occasion and expectations of
When the text is: − Identifies reader/writer relationship. participants.
• Mostly concrete, factual and − Identifies mood and attitude of the writer. Read an email message in
descriptive which a friend or family
− Identifies the context.
• With mostly common and member apologizes for a
some abstract or specialized remark or incident that may
Reading Benchmark 6, as listed in the Profile of Ability.
vocabulary and occasional have been hurtful and
idioms explains the reasons for the
inappropriate behaviour.
• Occasionally supported by
visuals
contexts II. Comprehending Instructions
• Understand moderately complex instructions and Sample Tasks
Demonstrating these instructional texts for multistep procedures related to
strengths and limitations: Read and follow instructions
everyday situations, where the sequence must be and warnings on a label for a
• Identifies purpose, main inferred. common chemical product
ideas, specific factual [Instructions are up to 10 steps, presented partially in (such as cleaning products,
details and some implied point form or in a text of about 3 to 5 paragraphs; not paint thinner) used at home
meanings always step by step; some visual clues may support or at work.
• Finds specific, detailed comprehension.] Follow security instructions
information for comparing − Interprets sequence and location signals and implied and safety regulations at
and contrasting meanings to infer the correct sequence. work.
• Sometimes guesses the − Follows instructions as required to complete the task. Read instructions on
meaning of unknown terms, − Demonstrates strengths and limitations typical of submitting an application for
phrases or idioms from the Reading Benchmark 6, as listed in the Profile of Ability. post-secondary study and
context without a dictionary follow the steps in the
correct order. (Before
• May reread and ask for
submitting your application,
clarification
ensure that you have your
• Comprehension is based on a academic transcript and 3
developing understanding of reference letters. Within 3
complex sentences and weeks of an offer of
structures acceptance, submit payment
• Identifies an expanding for the first installment.)
range of different styles and
registers
• Uses a concise unilingual ESL
dictionary regularly

STAGE II

(such as maps, course calendars, directories or website navigation menus). Read a cover letter for a job and
− Identifies layout and organization of text to find the information needed. determine the applicant’s
− Finds 2 or 3 pieces of information by scanning the text. interest and suitability for the
position.
• Get information from moderately complex business/service texts containing advice,
Read product specifications to
requests or detailed specifications.
determine suitability (such as an
− Identifies main ideas, factual details and some implied meanings. appliance’s specifications and its
− Identifies the writer’s purpose, intent, mood and attitude in sections of text. suitability for the size of your
family).
Profile of Ability. Find 2 courses of interest in a
course calendar for an adult
education institution.
Locate information about used
merchandise on 2 or 3 websites
to find the best deal on an item
needed.

• Understand moderately complex descriptive or narrative texts on familiar topics. Sample Tasks
− Distinguishes facts from opinions. Read a short health or business
− Retells or summarizes. report or a current news item.
− Identifies organization of text and links between paragraphs. Read and interpret a graph or
table showing crime data over
• Interpret information contained in formatted texts (such as diagrams, tables, graphs or time to offer a general opinion
website navigation menus). about crime rates.
− Identifies purpose, main ideas and key details in prose or formatted texts. Read about a familiar health
− Compares facts to make choices. problem in 2 different online
sources. Compare the
• Access, locate and compare 2 or 3 pieces of information from online reference sources. information and consider the
− Accesses relevant information using effective search strategies. recommendations.
− Demonstrates strengths and limitations typical of Reading Benchmark 6, as listed in the Read a course outline (for a
Profile of Ability. non-language course) on a class
homepage. Based on the
outline, determine how much
work will be required, how
grades will be determined and
how strict or relaxed the course
will be.

STAGE II
Profile of Ability
The reader can:
Understand an expanding • Understand moderately complex personal and public Sample Tasks
range of moderately complex social messages (such as those conveying appreciation, Read a letter or email from a
texts in less predictable but complaints, hopes, satisfaction and dissatisfaction). co-worker conveying feelings
relevant social, educational − Identifies specific factual details and implied meanings. about some bad news or
and work-related situations. expressing disappointment
− Identifies the purpose of the message.
about not getting a
− Identifies the reader/writer relationship. promotion.
When the text is:
− Identifies the mood and attitude of the writer. Read a letter from a family
• Factual, descriptive or − Identifies context, register and style. physician announcing that she
argumentative; with has accepted an offer for a
opinions, explicit and − Demonstrates strengths and limitations typical of
new position and requesting
implied meanings Reading Benchmark 7, as listed in the Profile of Ability.
acceptance and support for
• With concrete, abstract or the recent medical school
specialized vocabulary, and graduate who will be taking
some idioms over the practice.
• Moderate in length Read an email from a friend

conveying opinions about a
• In moderately demanding current event or social issue
contexts to decide whether to agree or
disagree.
Demonstrating these
• Identifies purpose, main
ideas, specific details and
many implied meanings II. Comprehending Instructions
• Finds, integrates, compares • Understand moderately complex instructions and Sample Tasks
and contrasts information instructional texts for multistep procedures related to Read and follow instructions,
familiar tasks, which may be specialized or technical.
• Often guesses the meaning including diagrams on how to
of unknown terms, phrases [Instructions are about 10 to 13 steps in a clear and assemble a piece of furniture
and idioms from the explicit text of about 5 to 10 paragraphs, not always or equipment.
context presented step by step.] Read and follow instructions
• Comprehension is based on − Interprets sequence and location signals and implied on how to remove a computer
a developing understanding meanings to infer the correct sequence. virus and prevent further
of an increasing range of − Follows instructions as required to complete the task. virus infection.
complex sentences and Read and follow instructions
structures − Demonstrates strengths and limitations typical of
Reading Benchmark 7, as listed in the Profile of Ability. on how to conduct a
• Identifies a range of moderately complex science
different styles and experiment.
registers
• Uses a unilingual dictionary
to confirm and refine
terms

STAGE II

(such as course calendars, extensive directories, extensive website navigation menus). Read a complaint letter from a
[Formatted texts can contain multiple pieces of information organized in sections with customer or client to determine
subsections.] appropriate action.
− Identifies layout and organization of text to find the information needed. Obtain information from public
− Finds and uses 3 or 4 pieces of information by scanning the text. health advisories, municipal
notices, violation notices, or
• Get information from moderately complex business/service texts containing assessments, community newsletters and
evaluations and advice. bulletins. Decide on action for a
− Identifies main ideas, key details and some implied meanings. personal or family health
concern.
− Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Scan a course calendar (either
− Scans text and makes inferences to select relevant information. online or in print) to locate
− Demonstrates strengths and limitations typical of Reading Benchmark 7, as listed in the eligibility requirements for a
Profile of Ability. particular program, its start date
and any pre-requisites.
Read a workplace performance
review to determine how
successful the employee has
been in meeting objectives and
what areas require improvement
over the next year.

• Understand moderately complex extended descriptions, reports and narrations on Sample Tasks
familiar topics. Read and paraphrase a short
− Distinguishes facts from opinions. research report for an academic
− Evaluates ideas in text to draw conclusions. assignment.
− Identifies organization of text and links between paragraphs. Interpret a chart of tasks (such
as a Gantt chart) in a work plan
• Interpret information contained in moderately complex formatted texts (such as tables, for a group project to
graphs, diagrams and flow charts or website navigation menus). understand the sequence of
− Follows the sequence of a narration or process. steps.
• Access, locate and integrate information from online reference sources. Access and read coverage of a
current event on several news
− Accesses relevant information using effective search strategies. websites to compare coverage
− Compares 3 or 4 pieces of information from different reference sources. of the event.
Profile of Ability.

STAGE II

The reader can:
• Understand moderately complex social messages (such as Sample Tasks
Understand most moderately those conveying general opinions, assessments of current
complex texts in less Read a politician’s blog post
events or situations, and responses to complaints or about a current issue, and
predictable but relevant sympathy).
social, educational and work- infer point of view and
related situations. − Identifies specific factual details and implied meanings. political inclination to agree
− Identifies the purpose of the message. or disagree with the views
expressed.
When the text is: − Identifies the reader/writer relationship.
Read a letter from a city
− Identifies the mood and attitude of the writer. bylaw department notifying
• Factual, descriptive or
argumentative; with opinions, − Identifies context and situation. of a neighbour’s complaint to
explicit and implied meanings determine how to respond.
− Identifies register and style.
• With a range of concrete, Read a workplace policy
abstract and specialized manual to determine how to
Reading Benchmark 8, as listed in the Profile of Ability.
vocabulary and idiomatic address a customer’s
language complaint.
• Moderate in length
contexts
and limitations: • Understand extended, moderately complex, multistep Sample Tasks
instructions and instructional texts for established (set) Follow multistep instructions
• Identifies purpose, main ideas, procedures related to specialized tasks. to program a common
specific details and implied
[Instructions are about 10 to 13 steps in a clear and appliance or other small
meanings, as well as mood,
explicit text of about 8 to 15 paragraphs, not always electronic item.
attitude and register
presented step by step.] Read and follow instructions
• Finds, integrates, compares, − Interprets sequence and location signals and implied for performing
contrasts and analyzes meanings. cardiopulmonary
information resuscitation (CPR) to
− Infers the correct sequence.
• Usually guesses the meaning prepare for a first aid
of unknown terms, phrases − Follows instructions as required to complete a task. certificate test.
and idioms from the context, − Demonstrates strengths and limitations typical of Read and follow health
but often requires clarification Reading Benchmark 8, as listed in the Profile of Ability. regulations for workplace
of less common idioms, food storage procedures to
cultural references and figures avoid problems such as
of speech spoilage or
• Comprehension is based on an cross-contamination.
understanding of an adequate
range of complex sentences
and structures
• Identifies a wide range of
different styles and registers
• Uses a unilingual dictionary to
confirm and refine
terms

STAGE II

• Locate, integrate and use 3 or 4 pieces of information from moderately complex Sample Tasks
formatted texts. Read a declaration of rights and
[Formatted texts can be visually complex and contain multiple pieces of information responsibilities to be able to
organized in sections with subsections.] explain them to a client, patient
− Identifies layout and organization of text to find the information needed. or student.
− Finds and integrates 3 or 4 pieces of information for comprehension and use. Access and interpret online
tables (such as those for child
• Get information from moderately complex business/service texts containing proposals, support or taxation) to
recommendations and statements of rules, regulations or policies. determine or inform others
− Identifies main ideas, key details and implied meanings. about eligibility or payments
based on a financial situation.
− Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Read the Material Safety Data
− Scans text and makes inferences to select the relevant information. Sheet (MSDS) of a new workplace
− Demonstrates strengths and limitations typical of Reading Benchmark 8, as listed in the product to identify hazardous
Profile of Ability. reactions and emergency
procedures.

• Understand moderately complex extended descriptions, feature articles, reports and Sample Tasks
narrations. Read a letter to the editor about
− Identifies organization of text and links between paragraphs. a proposed law to identify the
− Follows sequences of narrations or processes. writer’s point of view.
− Locates and integrates relevant information across paragraphs/sections of the text. Interpret a chart on average
income in Canada based on
− Evaluates ideas in text, draws conclusions, compares with own opinion. family type to inform others
• Interpret information contained in moderately complex formatted texts (such as tables, about conditions in Canada.
graphs, diagrams and website navigation menus). Locate and use an online source
− Presents the information contained in charts, diagrams and graphs in an alternate form. (such as the Statistics Canada
website) for accurate Canadian
− Analyzes information, supporting details, implied meanings, and writer’s point of view. demographic statistics.
• Access, locate and integrate several pieces of information from relevant online reference Read and interpret workplace
sources. charts (such as patient health
− Accesses information using effective search strategies. status chart for nurses or
equipment maintenance charts
for technologists) for use in
Profile of Ability.
one’s own occupation.

STAGE II
Across Stage II Reading

Ability Ability
• Texts are paper-based or • Texts are paper-based or • Texts are paper-based or • Texts are paper-based or
digital/online. digital/online. digital/online. digital/online.
• Formatted texts are • Formatted texts are • Formatted texts are • Formatted texts are
moderately complex and moderately complex and moderately complex and moderately complex and
may include maps, forms, may include maps, forms, may include forms, tables, may include forms, tables,
tables, schedules, tables, schedules, schedules, directories, schedules, directories,
directories, course directories, course calendars course calendars and course calendars, graphs and
calendars and graphs. and graphs. graphs. website navigation menus.
• Instructions or instructional • Instructions or instructional • Instructions or instructional • Instructions or instructional
texts are clear and explicit texts are clear and explicit texts are clear and explicit texts are clear and explicit
and are for 7- to 10-step and are for 10-step routine and are for 10- to 13-step and are for extended
routine procedures that procedures that are not procedures that are not multistep, established
are presented step by step. always presented step by always presented step by procedures that are not
step. step. always presented step by
• Continuous texts are
step.
moderately complex and • Continuous texts are • Continuous texts are
may include narrative, moderately complex and moderately complex and • Continuous texts are
descriptive and some may include narrative, may include narrative, moderately complex, and
literary genres. descriptive and some descriptive, argumentative, may include narrative,
literary genres. persuasive and literary descriptive, argumentative,
• Length of continuous text
genres. persuasive and literary
is relatively short (up to • Length of continuous text is
genres.
about 1 page), as dictated relatively short (up to about • Length of continuous text is
by the topic, purpose, 2 pages), as dictated by the moderate (up to about • Length of continuous text is
genre and context. topic, purpose, genre and 4 pages), as dictated by the moderate (up to about
context. topic, purpose, genre and 5 pages), as dictated by the
• Language is mostly factual,
context. topic, purpose, genre and
concrete and literal, with • Language is mostly factual,
context.
some abstract words. concrete and literal, but • Language is concrete or
• Topics are personally may also be abstract and abstract and may be • Language is concrete or
specialized. specialized. abstract and may be
relevant, mostly familiar
specialized.
and predictable. • Topics are personally • Topics are personally
• Context is moderately relevant, mostly familiar relevant, mostly familiar • Topics are personally
and partly predictable. and partly predictable. relevant but are not always
demanding.
familiar or predictable.
• Context is moderately • Context is moderately
demanding. demanding. • Context is moderately
demanding.
Note: Text length is provided only as a very general reference to suggest how tolerance for focused attention may build
across Reading Stage II. Length does not necessarily determine the degrees of moderate complexity.

Stage III
Reading
Benchmarks 9–12

effectively, accurately and
fluently, with an appropriate
sense of register, distance,
formality and style in situations
that are becoming increasingly
(demanding contexts of language
use).

STAGE III
Stage III Reading

Understand an adequate range Understand an expanding Understand an expanded Understand complex
of complex texts in some range of complex range of complex unfamiliar multipurpose texts
unpredictable contexts and on multipurpose texts in many multipurpose texts in most in a broad variety of styles
some unfamiliar topics. unpredictable contexts and on unpredictable contexts and on and formats across a range of
many unfamiliar topics. most unfamiliar topics. situations and contexts that
are demanding and
unpredictable.
• Linguistically complex and • Linguistically complex and • Propositionally and • Propositionally and
may include some idiomatic may include some idiomatic linguistically complex and linguistically complex and
and figurative language and figurative language may include sophisticated may include sophisticated
• With abstract, conceptual or • With abstract, conceptual or reasoning, implicit reasoning, implicit
specialized vocabulary specialized vocabulary subtleties, highly idiomatic subtleties, highly idiomatic
and figurative language and and figurative language, and
• Visually complex and • Visually complex and socio-cultural references socio-cultural references
lengthy or dense lengthy or dense
• With abstract, conceptual or • With abstract, conceptual or
• In demanding contexts • In demanding contexts specialized vocabulary specialized vocabulary
• Visually complex and • Visually complex and
lengthy or dense lengthy or dense
• In demanding contexts • In demanding contexts
• Identifies purpose, main • Identifies purpose, main • Identifies purpose, main • Identifies purpose, main
ideas, supporting details, ideas, supporting details, ideas, author’s intent, ideas, author’s intent,
author’s intent, mood, author’s intent, mood, mood, attitude and point of mood, attitude and point of
attitude and point of view attitude and point of view, view, line of reasoning and view, line of reasoning and
from stated and implied values and assumptions from structure structure
information stated and implied
information • Uses knowledge of styles, • Uses knowledge of styles,
• Uses knowledge of styles to registers and language registers and language
assist in comprehension • Uses knowledge of styles varieties to assist in varieties to assist in
and registers to assist in
• Uses inference to integrate comprehension comprehension
comprehension
several pieces of stated • Uses inference to integrate • Uses inference to integrate • Uses inference to integrate
information across several pieces of stated and stated and implied stated and implied
paragraphs or sections of implied information information throughout a information throughout a
text throughout the text single text or across single text or across
• Separates relevant from multiple texts multiple texts
• Separates relevant from
irrelevant details irrelevant details • Separates relevant from • Separates relevant from
• Paraphrases key points • Paraphrases and summarizes irrelevant details irrelevant details
• Uses knowledge of complex key points • Summarizes and critically • Summarizes and critically
grammar and syntax to • Uses knowledge of complex evaluates content evaluates content
interpret nuances in texts grammar and syntax to • Occasionally has difficulty • Interprets most idiomatic
interpret nuances in texts interpreting low-frequency and figurative language,
• Often has difficulty
interpreting low-frequency • Sometimes has difficulty idiomatic and figurative colloquialisms and cultural
idioms, cultural references interpreting low-frequency language, colloquialisms and references
and figures of speech idioms, cultural references cultural references
and figures of speech • Uses reference materials as
• Uses a unilingual dictionary • Uses reference materials as required to support
• Uses a unilingual dictionary required to support communication
to confirm and refine to confirm and refine
interpretation of unknown communication
terms terms

STAGE III
Stage III Reading
These are some things that may need to be learned as an individual moves through Stage III Reading.
Recognition and understanding of: Understanding of:
• Complex polysyllabic and technical words, and lexical • Expanded informal, formal, idiomatic, colloquial and literary
phrases language
• Complex grammar and syntax structures to interpret • Content and socio-cultural knowledge, language and discourse
nuances of meaning (such as past conditionals, past or formats relating to workplace/business communications and
future perfect passive, perfect or past infinitives, to specific academic disciplines
subordinate adverbial clauses, subordinating conjunctions
• Cultural references in texts
and modals to express logical deduction)
• Appropriate register and level of formality
• Grammatical and rhetorical features in specific academic
and professional domains (such as the use of passive voice • Sources of news and articles for professional and academic
in technical texts, heavy nominalizations in most technical purposes (such as journals, online repositories and research
and formal official texts, and register-specific vocabulary portals relating to specific disciplines)
and expressions) Strategic Competence
• Wide range of concrete, abstract, idiomatic and technical Ability to use:
language, and academic discourse relating to complex
concepts and applications of sciences, technology, social • Computer/Internet literacy and information search skills,
sciences, humanities and other academic and professional including literacy in multimedia genres that combine text,
and occupational domains video, sound, graphics, scientific formulas, animations and
demonstrations
• Conventions of mechanics and punctuation and how they
are used to organize the text and create rhythm, emphasis, • Context clues to interpret text (such as inference, reading
etc. between the lines, drawing conclusions, predicting outcomes,
identifying implicit assumptions)
Textual Knowledge
• Context clues, background knowledge and interpretive skills
Recognition and understanding of: to interpret stylistic and rhetorical features of text
• Wide range of cohesion links in complex, multi-clause • Paraphrasing and summarizing skills
sentences, as well as links between sentences and
paragraphs • Critical skills in decoding text
Recognition and understanding of:
• Rhetorical organization of information in academic and
professional texts (such as the organization of a literature
review report, a thesis or a proposal; a typical rhetorical
structure of a technical journal article, e.g., experimental
vs. non-experimental)
• The purposes of texts and writers’ intentions
• Humour, jokes, stories, poetry and rhymes

Language Benchmarks 1 125

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Language Benchmarks 1 125

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Centre for Canadian Language Benchmarks

Acknowledgements ............................................................... III

Stage I Listening ..................................................................... 1

Stage II Listening .................................................................. 13

Stage III Listening ................................................................. 25

Stage I Speaking ................................................................... 37

Stage II Speaking .................................................................. 49

Stage III Speaking ................................................................. 61

Stage I Reading .................................................................... 73

Stage II Reading ................................................................... 85

Stage III Reading .................................................................. 97

Stage I Writing .................................................................... 109

Stage II Writing ................................................................... 121

Stage III Writing .................................................................. 133

Competency Tables .............................................................. 145

Glossary ........................................................................... 205

Canadian Language Benchmarks

The History of the Canadian Language Benchmarks

Canadian Language Benchmarks, Working Document (1996)

Centre for Canadian Language Benchmarks (CCLB)

Canadian Language Benchmarks (2000)

Niveaux de compétence linguistique canadiens (2006)

National Consultation (2008–2010)

Canadian Language Benchmarks - I

II - Canadian Language Benchmarks

Canadian Language Benchmarks: English as a Second Language for Adults

Validation Team (Phase I and Phase II)

Validation Team (Phase III)

Canadian Language Benchmarks - III

Canadian Language Benchmarks (2000)

Canadian Language Benchmarks, Working Document (1996)

IV - Canadian Language Benchmarks

The Canadian Language Benchmarks are NOT:

Intended Audience and Purpose

Canadian Language Benchmarks - V

Theoretical Foundations of the CLB

The Role of Grammar and Pronunciation

VI - Canadian Language Benchmarks

Canadian Language Benchmarks - VII

Language Knowledge Strategic Competence

creation and enjoyment), and micro-functions, or speech

VIII - Canadian Language Benchmarks

The CLB are Competency-Based

The CLB are Learner-Centred

The CLB are Task-Based

The CLB Stress Community, Study9 and Work-Related Tasks

Canadian Language Benchmarks - IX

The three stages are:

Stage I – Basic Language Ability (Benchmarks 1–4)

Stage II – Intermediate Language Ability (Benchmarks 5–8)

Stage III – Advanced Language Ability (Benchmarks 9–12)

X - Canadian Language Benchmarks

Stage I – Basic Language Ability

Benchmark and Listening Speaking Reading Writing

Stage II – Intermediate Language Ability

Benchmark and Listening Speaking Reading Writing

Stage III – Advanced Language Ability

Benchmark and Listening Speaking Reading Writing

Canadian Language Benchmarks - XI

XII - Canadian Language Benchmarks

Canadian Language Benchmarks - XIII

Profiles of Ability Across a Stage

XIV - Canadian Language Benchmarks