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Canadian Language Benchmark 4
Listening: Basic Level
Global Performance Descriptor
- Learner can follow, although with considerable effort, simple formal
and informal conversations and other listening texts/discourse on topics
of immediate personal relevance at a slower to normal rate of speech.
- Can recognize many topics by familiar words and phrases.
- Can follow simple, short, direct questions related to personal experience
and general knowledge.
- Can understand many common everyday instructions and directions related
to the immediate context.
- Can follow simple, short, predictable phone messages.
- Often requests repetition.
- Needs a little assistance (such as speech modification or explanation).
Performance Conditions
- Listening texts are short monologues, presentations and dialogues
(several exchange turns) on familiar everyday topics.
- Speech is clear and at a slow to normal rate.
- Learner has been adequately briefed for focused listening.
- Communication is face to face or video- and audio-mediated (e.g.,
tape).
- Instructions are clear and explicit, used with some visual clues.
They are mostly simple and compound clauses containing longer phrases
of location, movement and manner.
- Some tasks require oral or physical response.
- Some tasks are in a “guided” writing format (e.g., circle or match
items, fill-in blanks).
- Learner may require an occasional repetition.
Competency Outcomes and Standards
| I. Social Interaction |
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What the person can do
- Identify specific factual details and inferred meanings in dialogues
of casual small talk, introductions, leave-taking, and in short
phone calls.
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Examples of tasks and tests
- Identify correctly specific factual details and inferred meanings
in a videotaped small talk; introductions or leave-taking; or
in a taped phone conversation by responding correctly to comprehension
questions.
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Performance Indicators
- Identifies specific factual details and inferred meanings in
video- and audio-mediated listening texts/discourse as required.
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| II. Instructions |
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What the person can do
- Follow sets of sequentially presented four- to five-clause everyday
instructions and directions relating to movement and position
in space, manner, frequency and duration.
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Examples of tasks and texts
In the middle cabinet, top shelf. On the diagonal between the
upper left and lower right corner. A quarter of the way from the
centre in each direction.
- Locate items on diagrams, maps and in real space following verbal
directions.
- Correct the order of steps in a recipe following verbal directions.
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Performance Indicators
- Follows instructions and directions relating to movement and
position in space, manner, frequency and duration.
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| III. Suasion (getting things done) |
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What the person can do
- Demonstrate comprehension of mostly factual details and some
inferred meanings in persuasive oral texts.
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Examples of tasks and texts
- Public announcements, commercials, infomercials.
- Identify meanings, according to task requirements (e.g., true/false,
answer the question, circle the correct answer, etc.).
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Performance Indicators
- Identifies main intent, main idea, factual details, words and
expressions, and inferred meanings in persuasive oral texts as
required.
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| IV. Information |
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What the person can do
- Demonstrate comprehension of mostly factual details and some
inferred meanings in a story about obtaining goods or services;
a report or a forecast; a news item.
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Examples of tasks and texts
- Listen to a story about shopping, getting an appliance repaired,
arranging travel, etc.; a weather report/forecast, traffic report;
a radio/TV news item.
- Complete a related task (e.g., true/false).
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Performance Indicators
- Identifies factual details and inferred meanings in a listening
text as required.
- Gets the gist, detail, key words and expressions as required.
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