|
|
 |
Home »
Immigrating to Canada »
Skilled Worker Class » Will
You Qualify?
Canadian Language Benchmark 6
Speaking: Moderate Level
Global Performance Descriptor
- Learner can communicate with some confidence in casual social conversations
in some less routine situations on familiar topics of personal relevance.
- Can communicate facts and ideas in some detail: can describe, report
and provide simple narration.
- Can use a variety of structures with some omission/reduction of elements
(e.g., articles, past tense, morphemes). Grammar and pronunciation errors
are frequent and may sometimes impede communication.
- Can demonstrate a range of everyday vocabulary, some common phrases
and idioms.
- Can demonstrate discourse that is reasonably fluent, with frequent
normal hesitations.
- Can use the phone to communicate on familiar matters, but phone exchanges
with strangers are stressful.
Performance Conditions
- Interaction is face to face, or on the phone, with familiar and unfamiliar
individuals and small informal groups.
- Rate of speech is slow to normal.
- Context is familiar, or clear and predictable.
- Context is moderately demanding (e.g., real world environment, limited
support from speaker).
- Circumstances range from informal to more formal.
- Setting or content is familiar, clear and predictable.
- Topic is concrete and familiar.
- Presentation is informal or formal.
- Use of pictures or other visuals.
- Presentation is five to seven minutes long.
Interactions one-on-one
- Interactions are face to face or on the phone.
- Interaction is formal or semi-formal.
- Learner can partially prepare the exchange.
Interactions in a group
- Interaction occurs in a familiar group of three to five people.
- Topic or issue is familiar, non-personal, concrete.
- Interaction is informal or semi-formal.
Competency Outcomes and Standards
| I. Social Interaction |
What the person can do
Interpersonal competencies
Open, maintain and close a short, routine, formal conversation.
Introduce a person (e.g., guest, speaker) formally to a small familiar
group.
Make or cancel an appointment or arrangement.
Express/respond to apology, regrets and excuses.
Conversation management
Indicate partial comprehension.
Take turns by interrupting.
Encourage conversation by adding supportive comments.
Avoid answering a question.
Phone competencies
Take phone messages with three to five details. |
Examples of tasks and tests
Interpersonal competencies
Well, I should be going. I’ll let you get back to …
See you tomorrow.
Community/Study/Workplace. Make/initiate simple small talk
or small talk comment.
Introduce a person formally to a small familiar group.
Call to make or cancel an appointment. Give apologies and give reasons.
Apologize for small and larger mistakes in various situations.
Conversation management
Could you be more specific; explain in more detail; give an example
of X. Pardon me, but … Sorry to interrupt, but … That’s
good, great, nice. Good for you. I’m not really sure. I’m
afraid I don’t know.
Phone competencies
Hello, Bob speaking … How are you? I’m afraid he’s
not in. Can I take a message … Okay; I’ll give him the
message … No problem … You’re welcome. |
Performance Indicators
Interpersonal competencies
Indicates partial comprehension; asks clarifying questions.
Takes turns by interrupting appropriately.
Encourages conversation, repeating a key word or phrase.
Avoids answering a question.
Uses appropriate non-verbal behaviour.
Conversation management
Opens, maintains, closes a short formal conversation (four to five
words).
Closes a conversation in three customary steps (pre-closing, closing,
leave-taking).
Introduces a guest/speaker formally to a small familiar group.
Makes/cancels an appointment.
Expresses and responds to apology, regrets and excuses.
Uses appropriate non-verbal behaviour.
Phone competencies
Answers the phone appropriately.
Greets.
Clarifies and confirms accuracy of information.
Closes conversation.
Gets all the details in the message. |
| II. Instructions |
What the person can do
Give a set of instructions dealing with simple daily actions and routines
where the steps are not presented as a point-form sequence of single
clauses. |
Examples of tasks and texts
Before depositing the slip in the deposit box, check if it is signed.
The machine must be disconnected before you open it.
Explain how to make something or do something properly; give a short
set of instructions (e.g., change a light bulb). |
Performance Indicators
Gives spoken directions (uses correct sequence of steps, clear reference,
correct stress and intonation: listener can follow the instructions). |
| III. Suasion (getting things done) |
What the person can do
Make a simple formal suggestion; provide a reason.
Make a simple prediction of consequences.
Make a verbal request for an item. |
Examples of tasks and texts
It’s cold — perhaps we should close the window. You
shouldn’t … If we do X, Y will happen. I ordered X a while
ago; I was wondering when it will be ready/if it’s ready yet. |
Performance Indicators
Makes a simple formal suggestion; provides a reason.
Makes a simple prediction of consequences.
Renews a verbal request for the item or service needed. |
| IV. Information |
What the person can do
Presentations
Relate a detailed sequence of events from the past; tell a detailed
story, including reasons and consequences.
Describe and compare people, places, etc.
Describe a simple process.
Interaction one-on-one
Ask for and provide information in an interview related to daily activities.
Interaction in a group
Participate in a small group discussion/meeting on non-personal familiar
topics and issues: express opinions, feelings, obligation, ability,
certainty. |
Examples of tasks and texts
Presentations
Study: Tell a detailed story that includes reasons and consequences.
Describe and compare two contemporary or historical figures or locations.
Give a detailed description of a simple process (e.g., the collection,
sorting and distribution of mail at Canada Post).
Interaction one-on-one
Community, Study: Phone a library to inquire and obtain information
about appropriate research materials and their availability; reserve
materials.
Community: Express concerns, provide explanations, and seek
advice in a parent-teacher interview.
Phone an airline and arrange a flight.
Interaction in a group
Study: Discuss current events in Canada.
Discuss researched topics on social, cross-cultural, or work-related
issues.
Discuss aspects of Canadian culture and advice and suggestions based
on "Dear …" advice columns. |
Performance Indicators
Presentations
Presents information in a coherent, connected discourse.
Uses an introduction, development and conclusion.
Uses explicit markers/logical connectors (first, next, finally).
Uses simple grammatical structures, with clear present, past and future
tenses.
Uses vocabulary adequately for topic.
Provides accurate and detailed descriptions.
Speaks with appropriate eye contact, body language, voice volume,
rate, fluency and intelligibility.
Interaction one-on-one
Explains the nature of an inquiry and information needed.
Provides necessary details.
Asks relevant questions.
Summarizes and repeats back. Thanks for the help and information.
Speaks intelligibly; listener can follow.
Interaction in a group
Participates in a small group discussion/meeting.
Expresses opinions and feelings.
Expresses obligation, ability, certainty (e.g., have to, must, able/unable). |
|
