selfstudy

English onPractise

Your OwnSelf-study Ideas forEnglish LanguageLearners

The Adult Language Training (ALT) Branch thankseveryone who gave feedback and suggestions on thisresource. They were invaluable in preparing thisrevised version of Practice English on Your Own: Self-study Ideas for English Language Learners.

Table of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Canadian Language Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Canadian Language Benchmarks - LEVEL 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4



Canadian Language Benchmarks - LEVEL 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10






Canadian Language Benchmarks - LEVEL 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Websites for Practising English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Listening Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Reading Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Writing Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Spelling Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Idiom Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Pronunciation Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Dictionaries Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Websites for Professionals and Trades People . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Ways to Practise Your Medical English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Ideas for Practising English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

For Learners with Canadian Language Benchmarks 1-8 . . . . . . . . . . . . . . . . . . . .30

For Learners with Canadian Language Benchmarks 5+ . . . . . . . . . . . . . . . . . . . .33

Reading and Study Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Public Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Resources to Buy or Borrow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Standardized Tests of English as a Second Language . . . . . . . . . . . . . . . . . . . . .42

Canadian Language Benchmarks Placement Test . . . . . . . . . . . . . . . . . . . . . . . . .42

Academic English Program for University and College Entrance . . . . . . . . . . . .43

English Proficiency Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Your Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

1

Now that you are living inManitoba, you have many reasonsto improve your English.Communicating well in Englishwill help you be successful atwork and in your community.

In Manitoba, there are free adultEnglish as an Additional language(EAL)1 classes for newcomers2. Forinformation about these classes,go to the website:www.immigratemanitoba.com. Goto the ‘Learning English’ sectionand then go to the ‘For Learners’section. You can also phone 945-6300 or 1-800-665-8332 toll free3 inManitoba.

This booklet4 will help you takecharge of5 your own Englishlearning. It will help youunderstand the Canadian LanguageBenchmarks6, and give you ideas forpractising English outside ofclass. It will also give youinformation about somestandardized EAL tests. The ideasin this booklet are from adult EALteachers and learners7.

Good luck as you practise yourEnglish communication skills.

1 It used to be common to say English as aSecond Language (ESL). Many people arestarting to say English as an AdditionalLanguage (EAL) instead of ESL becauseEnglish may be someone’s third orfourth language, not their second.

2 Newcomers are people from othercountries who have immigrated toCanada. They are also called immigrants.

3 A toll free phone number is a longdistance number you can call for free.

4 A booklet is a small book. This self-studyguide is a booklet.

5 To take charge of something means tocontrol, plan, or direct it.

6 Canadian Language Benchmarks describeyour ability to communicate in English.The lowest level is 1 and the highestlevel is 12.

7 Learners are students.

2

Introduction

3

Canadian LanguageBenchmarksThe Canadian Language Benchmarks2000 (CLB) is used for teaching andtesting in many adult EAL schools inCanada. The CLB describes whatpeople can do in English. Forexample, if you are at a CLB level 1,you can write your name and address.If you are at a CLB level 4, you canwrite a paragraph about your futureplans. If you are at a CLB level 8, youcan write a business letter.

The Canadian LanguageBenchmark PlacementTest Usually, newcomers who want to takean EAL class will first take theCanadian Language BenchmarkPlacement Test (CLBPT). In Winnipeg,you can make an appointment for thistest by phoning the Adult LanguageTraining Branch at 945-6300 or 1-800-665-8332. The test usually takes 2-1/2or 3 hours. It has three parts: alistening/speaking test, a reading test,and a writing test.

Listening/speaking test:You will discuss some familiar topicswith a Canadian Language BenchmarksAssessor1. You may also listen to a CDand tell the assessor what the speakersaid.

Reading:You will read words, sentences,paragraphs, and longer texts andanswer multiple choice questions2. You willcircle the best answer.

Writing:There are three parts to the writingtest. In the first part, you will copysome information. In the second part,you will write a paragraph. In the thirdpart, you will develop your ideas more

in an essay3.

Please remember to bring:

1. Your landing papers orpermanent resident card orCanadian Citizenship card orLetter of Nomination.

2. Your Manitoba health card.

CLB Checklists The next few pages describe what EALlearners can do at each CLB level. Puta checkmark4 beside what you can donow. You can also make goals foryourself. As your English improves,put a checkmark beside the newthings that you can do.

For more information, please go towww.language.ca. You can read theCLB 2000: English as a Second Languagefor Adults document.

1 A CLBPT assessor is someone withspecial training to give the test.

2 Each question has one correct answerand several incorrect answers. You mustchoose the best answer. The websitewww.testtakingtips.com/test/multiple.htmgives some tips for writing this kind oftest.

3 In an essay, you develop your ideas inseveral paragraphs. Your first paragraphshould be an introduction and your finalparagraph should be a conclusion.

4 This is a checkmark: ✓

4

Canadian Language Benchmarks

Speaking 1

❏ I can greet people:

Hello!

How are you?

I’m fine, thank you.

❏ I can ask some questions:

What time is it?

Pardon me?

❏ I can give some information:

M-A-R-I-A.

555-6729.

I’m from India.

Listening 1

❏ I can understand greetings:

Hello! How are you?

Please come in!

❏ I can understand questions:

What is your name?

How do you spell it?

What is your telephone number?

❏ I can understand information:

I am from Colombia.

It’s ten o’clock.

5

LEVEL 1

Reading 1

❏ I can read the alphabet.

❏ I can read some words that I seeoften.

❏ I am learning the sounds of letters.

❏ I can read a short sentence withthe help of a picture.

❏ I can read:

Name

Address

Phone Number

Writing 1

❏ I can write the alphabet.

❏ I can write numbers.

❏ I can write my name and address.

❏ I can write my telephone number.

❏ I can fill out a simple form.

❏ I can write a short list.

6


Speaking 2

❏ I can answer greetings:

Hello, I’m fine. How are you?

Nice to meet you.

❏ I can ask for help:

Speak slowly, please.

Can you help me please?

❏ I can give information:

I can talk about my family.

I can describe things.

I can answer questions aboutmyself.

Listening 2

❏ I can understand moreinstructions:

Can you show me some ID?

Please write your name on the line.

Go upstairs to Room B5.

Could you repeat that please?

❏ I can understand parts ofconversations:

I understand numbers andletters.

I understand the time.

I understand some of the words.

7

LEVEL 2

Reading 2

❏ I can read words that I see often.

❏ I can read a simple greeting card.

❏ I can read a simple form.

❏ I can read the amount of a bill.

❏ I can match a list to pictures or real things.

❏ I can read very simple, step-by-stepinstructions.

❏ I can read a simple text andanswer questions.

❏ I understand simple maps, labelsand diagrams.

Writing 2

❏ I can write in a birthday card.

❏ I can copy prices at the store.

❏ I can fill out a simple applicationform.

❏ I can write a cheque.

❏ I can copy information from aschedule.

❏ I can write complete sentencesabout myself and my family.

❏ I can describe a picture.

❏ My spelling and handwriting areeasy to read.

8


Speaking 3

❏ I can say a few simple sentencesabout familiar, everyday topics: mywork, family, daily activities, health,the weather, etc.

❏ I can answer simple questions withsingle words or short sentences.

❏ I can ask for help or permission.

❏ I can ask short, routine questions.

❏ I use words like ‘yesterday’ and‘today’, but I don’t always use the correct verb tenses.

❏ I know a few words about healthand feelings.

❏ I can give basic information aboutfamiliar subjects, such asfamily, weather or daily activities.

❏ I can connect parts of sentences,for example, with ‘and’ and ‘but’.

Listening 3

❏ I know when a greeting is formalor informal.

❏ I can understand short sentenceswhen you speak slowly.

❏ I can understand questions aboutmyself.

❏ I can understand instructionsincluding place and measurements.

❏ I can follow directions in thestreet.

❏ I can get the most importantwords in a story.

❏ I understand when a person asksme for something.

❏ I have trouble understandingpeople on the phone.

9

LEVEL 3

Reading 3

❏ I can read and understand a shortstory or simple news item.

❏ I can follow simple instructionswith 1 - 5 steps when there arepictures to help me understand.

❏ I can read about the weather.

❏ I can understand a store flyer andmake a list of key points.

❏ I can read words I know in a newcontext.

❏ I can sound out words in English.

❏ I can read some new words.

Writing 3

❏ I can write a short note ormessage.

❏ I can write short, simple sentencesabout my family or a familiar place.

❏ I can fill in a short, simple form.

❏ I can write an invitation.

❏ I can write a greeting.

❏ I can copy information from lists orschedules.

❏ I can describe my daily routine.

Speaking 4

❏ I can introduce two people to eachother.

❏ I can participate in conversationsthat are about what I need andwhat I have done.

❏ I can ask and answer many simplequestions.

❏ I can use short sentences to buysomething or talk to the doctor.

❏ I can give someone simpledirections.

❏ I can use the past tense with manycommon verbs.

❏ I have enough vocabulary foreveryday conversation.

❏ I use some connecting wordsbetween my sentences, like ‘and’,‘but’, ‘first’, ‘next’, and ‘because’.

❏ I can use the phone for a veryshort conversation.

❏ People usually understand me,but sometimes I have to repeat.

Listening 4

❏ I can understand a conversationon a familiar, everyday topic whenyou speak slowly.

❏ I know what you are talking aboutbecause I understand some wordsand phrases.

❏ I can understand manysimple questions.

❏ I can follow simple oralinstructions.

❏ I can use connecting words like‘and’, ‘but’, ‘first’, ‘next’ and‘because.’

❏ I can follow instructions to findsomething on a map or picture.

❏ I can understand a short phonemessage if I know what the topicis.

❏ I ask people to repeat when I don’tunderstand.

10


Reading 4

❏ I can read a simple story of 2 - 3paragraphs.

❏ I can read simple news items.

❏ I can follow simple instructions.

❏ Sometimes, by looking at a wholesentence, I can find out what anew word means. However, mostof the time, I use my dictionary fornew words.

❏ I can get information from chartsand schedules.

❏ I use a bilingual dictionary.

❏ I can understand if I read silently.I still read slowly.

Writing 4

❏ I can write a paragraph about apersonal experience.

❏ I can write a paragraph about myfuture plans.

❏ I can write a short note, messageor letter.

❏ I can fill out a simple applicationform of up to 20 items.

❏ When I write, I can use wholesentences.

❏ I can copy information fromdictionaries, catalogues ormanuals.

❏ I can take slow, simple dictationwith several repetitions.

❏ I can spell and punctuate mysentences.

❏ It is easy to read my printing orhandwriting.

❏ I can use whole sentences withfew errors.

11

LEVEL 4

Speaking 5

❏ I can join in conversations onfamiliar topics.

❏ I am beginning to use longersentences, but sometimes I hesitateor pause.

❏ I know a lot of common, everydayvocabulary and some idioms.

❏ I use connecting words betweenmy sentences, like ‘and’, ‘but’,‘first’, ‘next’, and ‘because’.

❏ I can use the phone for a simpleconversation, but I still find itdifficult.

❏ I feel comfortable using Englishwith people I know in socialsettings.

❏ I can use formal and casuallanguage.

❏ I ask for clarification when I don’tunderstand.

Listening 5

❏ I can understand conversations ifpeople speak slowly.

❏ I can follow simple, repetitive andpredictable speech.

❏ I can catch many words andphrases in informal conversationsat a normal speed in audiorecordings and on the radio. I canfollow the general idea if thesubject is personally relevant.

❏ I can understand a range ofcommon vocabulary and a fewidioms.

❏ I often have to ask people torepeat, especially when they speakquickly.

❏ I can identify the situation,emotional state and relationship ofspeakers.

❏ I can understand a simple,predictable phone message.

❏ I catch some inferred meanings inadvice, offers, compliments andsuggestions.

12


Reading 5

❏ I can understand the main ideas,some details and some inferredmeaning of a text 2 - 3 paragraphslong. The topics are familiar andpersonally relevant.

❏ I can read information that Ireceive regularly, such as a gas bill,or some items in a newspaper.

❏ Usually, I have to read somethingmore than once to understand it.

❏ Sometimes, by looking at a wholesentence, I can understand what anew word means. However, mostof the time, I use my dictionary fornew words.

❏ I can follow instructions with7 - 10 steps. Sometimes I need thehelp of pictures.

❏ I understand facts and someinferred meaning in everyday texts,such as memos and e-mails.

❏ I can locate specific details inextensive directories, charts andschedules.

❏ I can use tables of contents,indexes and glossaries.

❏ I can see the connection betweenparagraphs. I can predict what willcome next.

❏ My vocabulary is mostly concrete,but I know some abstract,conceptual and technical words.

Writing 5

❏ I can write a paragraph about anidea or an opinion and give details.I can write a short letter, note, oremail using appropriate language.

❏ I can fill out an application formwith 20 - 30 items.

❏ I can take a phone message with5 - 7 details.

❏ I can write a paragraph with amain idea and supporting details.

❏ I can write sentences with goodcontrol of simple structures,spelling, punctuation andvocabulary.

❏ I can write a paragraph describingan event or an incident.

❏ I choose language and contentthat are appropriate and relevantto the occasion.

13

LEVEL 5

Speaking 6

❏ I can participate in small groupdiscussions where I express myopinion and ask for clarification.

❏ I can provide accurate and detailedinformation.

❏ I can interrupt politely when it’snecessary.

❏ I can keep a conversation goingand can hold my own whenspeaking to a group.

❏ I use a range of vocabulary,including idioms, phrasal verbs, andcommon expressions.

❏ I can explain a process orsequence of events.

❏ I can use a variety of complexsentences.

❏ I sound fluent when I speak, and Ispeak at almost normal speed.

❏ Although I make mistakes, peopledon’t usually have troubleunderstanding my grammar andpronunciation.

❏ I know how to express andrespond to regrets and excuses in avariety of situations. I can make,cancel, or rearrange anappointment. I can give myreasons or apologies.

❏ I use eye contact, tone of voiceand volume familiar to Canadians.

❏ I am comfortable talking on thephone in familiar situations, but Isometimes find it hard to talk tostrangers.

❏ I can change my style of speakingfor different situations and people.

Listening 6

❏ I can follow a conversation abouta familiar topic at a pace slightlyslower than normal.

❏ I can listen to a short instructionaltalk and remember 7 - 10 points.

❏ I can pick out the main ideas, keydetails and inferred meaning fromlistening texts of up to 10 minutes.

❏ I can understand some idioms.

❏ I can understand the mood andattitude of the people I am listeningto.

❏ I can understand short sets ofinstructions or directions andfollow the sequence of the stepseven if they are not in step-by-stepform.

❏ I still often ask people to repeatwhat they have said.

❏ I can understand a short,predictable phone message.

14


Reading 6

❏ I can read a text written in plainEnglish that is 3 - 5 paragraphslong and a little difficult. I canunderstand the main idea, keydetails and some inferredmeanings.

❏ I can scan an extended chart orschedule for specific information. Ican compare information fromdifferent texts.

❏ I am beginning to understand thewriter’s purpose, intent andattitude.

❏ I can read handwritten notes,memos, letters and schedules.

❏ I can learn new information from atext on a familiar topic. The text iswell-organized and sometimes haspictures.

❏ The dictionary I use is for ESLlearners, but it is only in English,not my first language.

❏ I read mostly about facts andthings I can see, but I sometimesread about abstract or technicalissues.

❏ When I see a new word, I cansometimes guess its meaning fromthe context.

❏ I am able to predict what willhappen next in the story and retellor summarize the story.

Writing 6

❏ I can write a detailed descriptionor comparison of people, places,objects and routines. I candescribe a simple process.

❏ I can write a short letter, note or email using appropriate languageand layout.

❏ I can fill out a longer applicationform with 20 - 30 items.

❏ I can take a phone message with5 - 7 details. When I write, I have aclear message.

❏ I include details to support themessage.

❏ I think about who I am writing to.

❏ I can take notes from a shortpresentation without missingimportant details.

❏ I can write simple sentences withonly a few errors in spelling,punctuation and vocabulary.

❏ I can write a structured paragraphin which I give an accuratedescription, comparison orsequence of events.

15

LEVEL 6

Speaking 7

❏ I can participate in a small groupdiscussion and express myopinions, feelings and reservationsabout a topic.

❏ I can express and respond togratitude, appreciation, complaint,disappointment, dissatisfaction,satisfaction and hope.

❏ I can give clear instructions anddirections related to moderatelycomplex, familiar, technical andnon-technical tasks.

❏ I am comfortable speaking aboutalmost any topic that comes up innormal conversation.

❏ I am comfortable speakingformally or informally, on topicsinvolving problem-solving ordecision-making. I can make adetailed comparison.

❏ I can research, develop and delivera 10-minute presentation.

❏ I can use a variety of sentencestructures and idioms.

❏ I sound fluent when I speak.When I know that people do notunderstand me, I can correct myselfor rephrase what I said.

❏ I am comfortable talking on thephone about familiar and routinematters. I can take a message forsomeone else and pass it on withspecific details.

❏ I use a number of strategies tokeep the conversation going. I canchange the topic.

Listening 7

❏ I can understand the main pointsand important details of aconversation as well as inferredmeanings.

❏ I can identify the situation,relationship, mood and attitude ofthe people I listen to.

❏ I can understand a formal orinformal conversation on familiartopics at a descriptive level,especially if I am involved in theconversation.

❏ My vocabulary is expanding, and Iknow more idioms.

❏ I can predict consequences andoutcomes.

❏ I can understand more complex,indirect questions about personalexperience, familiar topics andgeneral knowledge.

❏ I can understand routine, workrelated conversation.

❏ I can understand a phone messageif I am familiar with the topic.

❏ However, I sometimes requireslower speech, repetition andrewording, especially on unfamiliartopics.

16


❏ I might still have troubleunderstanding native speakerswhen they speak quickly to oneanother.

Reading 7

❏ I can read authentic text that is1 - 2 pages long and moderatelycomplex.

❏ I can locate and integrate, orcompare and contrast informationfrom a variety of visually complexsources.

❏ I read for information, to learnEnglish and develop reading skills.

❏ I am also beginning to read forpleasure.

❏ I can follow everyday instructionaltexts containing 10 - 15 steps.

❏ I use an English dictionary for ESLlearners. Mostly, I use it forconfirmation and to be precise.The language I read is bothconcrete and abstract, dealing withfacts, opinions and feelings.

❏ When I see a new word, I cansometimes infer its meaning by thecontext or by the use of prefixesand suffixes in the word.

❏ I can paraphrase and summarizethe main points of a story.

Writing 7

❏ I can respond in writing toappreciation, complaint,disappointment, satisfaction andhope.

❏ I can write personal and routinebusiness letters.

❏ I summarize longer texts withoutlosing essential information.

❏ I write coherent paragraphs onfamiliar, concrete topics with clearmain ideas and some supportingdetails.

❏ I have a developing sense ofaudience.

❏ I can write 2 - 3 paragraphs tonarrate a sequence of events orgive a detailed description.

❏ I have fairly good control overcomplex structures, spelling andsentence mechanics although mysentences may sound ‘foreign’ toEnglish readers.

❏ I can write down 7 - 10 pointsfrom a clear, pre-recorded phonemessage.

❏ I can complete moderatelycomplex forms (40 items).

❏ I can write a report comparing twoproducts or describing a process.

17

LEVEL 7

Speaking 8

❏ I am comfortable speaking aboutalmost any topic that comes up innormal conversation in socialsituations or at work.

❏ I can manage a conversation,check comprehension, encourageothers and handle minor conflicts.

❏ I am able to address large groupsor participate in group discussions.

❏ I can speak on familiar topics atboth concrete and abstract levels(15 - 20 minutes).

❏ I can present information, giveinstructions, propose andrecommend.

❏ I can provide descriptions, opinionsand explanations.

❏ I can synthesize abstract complexideas and hypothesize.

❏ I can ask questions, analyze andcompare information in order tomake decisions.

❏ I have an expanded inventory ofconcrete, idiomatic and conceptuallanguage.

❏ People rarely have troubleunderstanding me.

❏ I am comfortable talking on thephone.

Listening 8

❏ When someone is speaking, I canunderstand the main points,details, purpose, and attitude.

❏ I can recognize different levels offormality.

❏ I can understand some technicalconversations, especially about myline of work.

❏ I can understand abstract andcomplex ideas on a familiar topic.

❏ I recognize other people’s moods,attitudes and feelings.

❏ I can understand many localidioms and expressions and canfollow detailed stories of generalinterest.

❏ I can follow detailed and extendedinstructions if they are clear andcoherent.

❏ I can usually understand phonemessages, even on unfamiliar, nonroutine subjects.

18


Reading 8

❏ I can follow main ideas, key wordsand important details in a text of2 - 3 pages on a familiar topic.

❏ I can read popular newspapers,magazine articles, popular easyfiction, as well as academic andbusiness materials.

❏ I can find relevant points in a text,but sometimes I need clarificationof idioms or cultural references.

❏ I can locate and integrate severalspecific pieces of information in atable or a directory, or acrossparagraphs.

❏ I am able to follow an extendedset of multi-step instructions for anestablished process.

❏ I read in English to getinformation, to improve my Englishand develop my reading skills.

❏ I use a unilingual dictionary forvocabulary building.

❏ I can read about abstract,conceptual or technical topics.

❏ I can infer the writer’s intention inmessages containing generalopinions and assessments.

Writing 8

❏ I can write routine business lettersand personal and formal socialmessages.

❏ I can link sentences and 3 - 4paragraphs to form coherent textsto express ideas on familiar,abstract topics with some supportfor main ideas and an appropriatesense of audience.

❏ I can write down a set of simpleinstructions based on clear oralcommunication or simpleprocedural text of greater length.

❏ I can fill out complex forms.

❏ I can extract key information andrelevant detail from a page-longtext or 10 - 15 minute oralpresentation, and write an outlineor a one-paragraph summary. Ireduce information to the mainpoints with no major omissions.

❏ I demonstrate good control overcommon sentence patterns,grammar, and spelling. I haveoccasional difficulty with complexstructuresand style.

❏ I can write an effective resume andcover letter.

❏ I can write an incident report ormemo

19

LEVEL 8

Speaking 9

❏ I can provide and exchangeimportant information in socialand academic situations or atwork. I can prepare a 15 - 30minute formal presentation.

❏ I can help to manage a discussionor debate in a work meeting oracademic seminar.

❏ I can participate in businessmeetings, discussions, and debateson complex, abstract, conceptualand detailed topics to analyze,solve problems and make decisions.

❏ I can provide clear, multi-stepinstructions for familiartechnical or non-technicalprocesses

❏ I can ask questions to get detailedand complex information andrespond to questions with neededinformation.

❏ I am comfortable speaking faceto face, in groups, and on thephone , with managers, professorsand other authority figures.

❏ I speak at a normal or fast ratewith only occasional errors ingrammar, vocabulary orpronunciation.

Listening 9

❏ When someone speaks clearly andin a familiar accent, I canunderstand a broad range ofgeneral interest topics andtechnical topics in my field. Isometimes miss some details andmay not always understandhumour, infrequently-used idioms,and cultural references.

❏ I can separate facts from opinionsand identify a speaker’s purposeand point of view; sometimes Ican understand a speaker’spersonal attitudes and emotions.

❏ I can identify the roles,relationships and status ofspeakers in formal business andacademic settings.

❏ I can understand key informationfrom 15 - 30 minute complexdiscussions, presentations, andtraining sessions at work or inacademic and social situations.

❏ I can understand information andparaphrase or summarize the keyfacts and details at work or school.

❏ I can understand lengthysuggestions, recommendationsand proposals for solutions toproblems.

❏ I can combine a few pieces ofdetailed oral information tofollow multi-step instructions for afamiliar process or procedure.

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Reading 9

❏ I can read a wide variety ofauthentic multipurpose texts:newspaper articles, short stories,novels, academic materials,manuals and business documents.

❏ I can read clearly written texts of3 - 5 pages on abstract, conceptualand technical topics.

❏ I can identify and explain a writer’sintent and point of view.

❏ I can read formal advisory,instructional texts on familiarprocesses and procedures: policyand procedure manuals, equipmentinstallation manuals, user productguides and health and safetyadvisories.

❏ I can locate and integrateinformation across paragraphs orsections of texts to correctlyinterpret and follow instructionsfor a familiar process or procedure.

❏ I can understand flow charts,graphs, pictographs and diagramsand explain them to others in analternate way.

❏ I can use several complex sourcesof information (reports, charts,graphs, emails) to completeacademic or business tasks

❏ I can find a specific piece ofinformation through a complexsearch using on-line searchengines and libraries.

Writing 9

❏ I can write formal and informalnotes or emails to schedule, cancelor reschedule business or academicappointments.

❏ I can write a coherent essay orreport of 3 - 5 typed pages topresent information on aresearched topic.

❏ I can summarize and convey themain ideas of an article andsupport them with details.

❏ I can fill out complex and detailedforms with over 40 pieces ofrequired information.

❏ I can write summary reports ofdata, lab inspections or meetings.

❏ I can write outlines or summariesof material taken from severalsources.

❏ I use paragraphs but my writingstill lacks flexibility in tone andstyle;

❏ Occasionally I still make errorsin grammar and spelling.

❏ I use accepted formats for formaland informal documents such asletters, essays, reports, emails.

❏ I can proofread and make revisionsto my own work; sometimes i needinput from others.

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LEVEL 9

Speaking 10

❏ I can obtain, exchange and presentinformation, ideas and opinions forimportant social and academictasks or at work.

❏ I can prepare a 20 - 40 minuteformal presentation.

❏ I can manage routine meetingsand discussions or debates in asmall familiar group.

❏ I can actively participate inbusiness meetings and in socialand academic discussions oncomplex, detailed and abstracttopics.

❏ I can persuade, counsel, assessbasic needs, or evaluate detailedinformation in one-on-one routinesituations.

❏ I can provide complex multi-stepinstructions for familiar proceduresand processes in demanding andsometimes stressful situations.

❏ I can respond appropriately toperceived hostility, blame,putdowns, sarcasm, lies orcondescension.

❏ I speak fluently and accurately; anyerrors in grammar, vocabulary andpronunciation are not a barrier tocommunication.

Listening 10

❏ When people speak at a normalrate, I can understand mostgeneral interest and technicaltopics in my field. I occasionallymiss a topics change and may notalways understand culturalreferences and humour, especiallywhen people speak quickly.

❏ I can identify and explain thepersonal attitudes, emotions andintentions of speaker to oneanother and to the topic beingdiscussed.

❏ I can understand 30-60 minutecomplex discussions, meetings,presentations and training sessionsand extract detailed information,ideas and opinions.

❏ I can follow and evaluate theorganization, development andreasoning of a detailed argument.

❏ I can understand and criticallyevaluate a lot of “unspoken”information. I can follow extensiveand detailed oral instructions andcarry out multi-step complexinstructions for a familiarprocedure or process.

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Reading 10

❏ I can read a wide variety of complexmultipurpose texts in printed orelectronic format: charts, tables,forms, letters, and research papers.

❏ I sometimes have difficulty withinfrequently-used idioms andcultural references. I canunderstand 5 - 10 pages of densecomplex texts on abstract,conceptual topics, some of which may be new to me.

❏ I can interpret and convert datafrom documents such asquestionnaires, surveys, schedules,programs and timetables.

❏ I can understand and summarizecomplex instructional texts onfamiliar processes and procedures,even when they are not sequential:legal and administrative procedures;scientific and experimentalprocedures.

❏ I can locate and interpretinformation from several complextexts, forms, graphs: standard legalcontracts, formal reports, surveys,complex tables and other documents.I can transfer the data to otherbusiness or academic forms or reports.

❏ I can search through severaldisplays of complex informationand integrate explicit and impliedinformation.

❏ I can follow and critically evaluatethe development of complexarguments.

Writing 10

❏ I can write effectively for mostacademic and business tasks andfor most audiences: detailedminutes of meetings, conferencesand symposia; faxes, memos;email and reports.

❏ I can write a complex, researchpaper or formal report of 10 typedpages. I can write to inform,express opinions and ideas,communicate solutions anddecisions, present an argument,and persuade.

❏ I can fill out complex forms withover 50 items of requiredinformation.

❏ I can reproduce complexinformation and ideas from severalsources to prepare reports,summaries or abstracts for otherpeople to use.

❏ I organize my writing well withonly occasional minor errors ingrammar, vocabulary, spelling andpunctuation.

❏ I can edit and proofread the workof others.

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LEVEL 10

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General

Dave’s ESL Café Hundreds of EAL activitieswww.eslcafe.com

5 Minute EnglishFree Short Self-Study EnglishLessons and Quick Tipswww.5minuteenglish.com/

Many ThingsQuizzes, tests, exercises and puzzles www.manythings.org/

1-LanguageOne-stop resources site for learning Englishwww.1-language.com

Language and LiteracyLinks to dozens of EAL activities and websiteswww.settlement.org/site/LL/home.asp

English LearnerInteractive tests and exerciseswww.englishlearner.com

International EFL CaféVocabulary, writing, reading,speaking, listening www.internationaleflcafe.com

English To GoInstant lessons based on news storieswww.English-To-Go.com

Mavis Harper’s ESL WebsiteEAL activities aligned to CanadianLanguage Benchmarkswww.mavis.ca

Volterre Web LinksEAL with a European flavorwww.wfi.fr/volterre/weblinklearners.html

English Student ResourcesHundreds of EAL activities for all levelswww.ohiou.edu/esl/english/

Websites for Practising EnglishThere are many good websites for learning English as an additionallanguage. Try the following websites to practise vocabulary, grammar, andreading. Also try a puzzle, game or quiz. Please note that the AdultLanguage Training (ALT) Branch is not responsible for the content of thesewebsites or third party links.

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Net Grammar Grammar activities at variouslevelsnetgrammar.altec.org/

ESL Independent Study LabLinks to over 250 EAL Websiteslclark.edu/~krauss/toppicks/toppicks.html

Aardvark’s English ForumInteractive exercises, teaching andlearning linkswww.englishforum.com

English ClubGrammar, vocabulary andpronunciation activitieswww.englishclub.com

E.S.L. Activities for StudentsQuizzes, tests, exercises andpuzzlesa4esl.org/

English Language Study ZoneGrammar and interactive practiseexercisesweb2.uvcs.uvic.ca/elc/studyzone/grammar.htm

Learning English with the BBCListening, music, reading,grammar and more www.bbc.co.uk/worldservice/learningenglish/ind

ex.shtml

Resource Centre: ESL Websites Links to almost 50 excellent EAL websites and

activities

www.nceltr.mq.edu.au/eslsites.html

ESL GoldA very comprehensive sitevaluable to all levelswww.esl-gold.net

Canadian English for ProfessionalsClick on ‘EAL links’ to find manymore websites.www.cefp.ca

Internet TESL Journal’s SelectedLinks for ESL & EFL StudentsLinks to many more websiteshttp://iteslj.org/links/ESL

Listening WebsitesThese websites are helpful forpractising English listening andpronunciation.

www.soundsofenglish.org

www.englishlistening.com

www.elllo.org/

www.esl-lab.com

English TrailersImprove your English by watchingmovie trailers.www.english-trailers.com

Radio Listening Websites

www.cbc.ca/listen/index.html

www.radio-locator.com/

www.literacynet.org/cnnsf/

www.npr.org

Songs, Stories and Poetry

www.eflclub.com/

www.web-pop.com/flashindex.html

www.antimoon.com/other/shaggydog.htm

Reading WebsitesThese reading websites haveEnglish reading activities, whichare based on current events andnews from Canada and around theworld.

www.breakingnewsenglish.com

www.cbc.ca/ottawa/esl

www.english-zone.com/reading/index.html

Writing Websites

Yes English Guide to Punctuation Tutorial covering all aspects ofthis subjectwww.davidap.com

Vocabulary for English LearnersGraded activities, idioms,vocabulary for special purposeswww.ohiou.edu/esl/english/vocabulary.html#Voc

Activities

Guide to Grammar and WritingQuizzes, sentence, paragraph andessay writinghttp://grammar.ccc.commnet.edu/grammar

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Spelling WebsitesThese websites are for anyonewho would like to improve theirspelling in English.

www.spelling.hemscott.net

www.say-it-in-english.com

Idiom Websites

ESL Idioms and Slangwww.iteslj.org/links/ESL/Idioms_and_Slang/

Pronunciation Websites

Okananga CollegePronunciation/ListeningLessons and exercises to learn thesounds of Englishinternational.ouc.bc.ca/pronunciation/

The University of Iowa PhoneticsLessons and exercises forpractising the sounds of Englishwww.uiowa.edu/%7Eacadtech/phonetics/#

Dictionaries andEncyclopedias Online

AskOxford.comOnline dictionaries from Oxford University Presswww.askoxford.com

Cambridge Dictionaries OnlineIncludes Advanced Learners’Dictionarywww.dictionary.cambridge.org

Yahoo DictionaryA source of dictionaries for manylanguageswww.dir.yahoo.com/Reference/Dictionaries

Your Dictionary.ComEnglish and foreign languagedictionarieswww.yourdictionary.com

Virtual LibraryOver 100 subject areas www.vlib.org

Learn EnglishWord lists organized by theme;you can listen and repeat. www.learn-english.co.il

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Websites forProfessionals and TradesPeople

Canadian English for ProfessionalsWebsiteThis site has information aboutcommunication classes forinternationally trainedEngineering Professionals,Teachers, and Nurses.www.cefp.ca

Canadian English LanguageBenchmarks Assessment for Nurses(CELBAN)If you completed your nursingeducation in another country andyou speak English as AdditionalLanguage, you may want to takethis test. For more information,see the website.www.celban.org

MedlineThis site has tutorials forpractising listening skills and amedical news section.www.nlm.nih.gov/medlineplus/tutorial.html

English MedThis site has exercises, animateddialogues, and video clips. Youcan have limited access without amembership or full access with amembership.www.englishmed.com

The Canadian Medical AssociationJournal (CMAJ)On this site, you can read andlisten to information aboutconferences, health news, medicaltopics, procedures, and tests. It

also has a medical dictionary.www.medicinenet.com/script/meain/hp.asp

Other Resources forMedical Professionals

The Neil John McLean Library atHealth Sciences CentreAnyone can visit and use theresources in this library. You needa library card to borrow books.770 Bannatyne Ave. Winnipeg Phone: 204-789-3342

Health Sciences Centre BookstoreThis bookstore sells a wideselection of medical books as wellas medical software, clothing, andinstruments.770 Bannatyne Ave. Winnipeg Phone: 204-789-3601

College of Physicians and Surgeonsof Manitobawww.cpsm.mb.ca

The Association of ForeignMedical Graduates of Manitoba(AFMGM) has established acollection of resources to helpforeign-trained doctors. If youwould like to use these resources,please contact:

Success Skills CentrePhone: 204-975-5111Email: [email protected]

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The following books may behelpful:

Educational Commission for ForeignMedical Graduates English TestAuthor: RudmanISBN: 0837350433

Building a Medical VocabularyAuthor: Peggy LeonardISBN: 0721699422

English in Medicine: A Course inCommunication SkillsAuthor: Beverly HolmstrvmISBN: 052159569X

International Medical Communicationin EnglishAuthor: John MaherISBN: 0472081748

Grammar and Writing Skills for theHealth ProfessionAuthor: Lorraine VillemaireISBN: 140187374X

Medical Television and RadioWatching television and listeningto the radio can be good ways ofpractising your English. You canimprove your listening skills,expand your vocabulary andpractise your pronunciation.

Medical news stories can be seenon television stations such asCBC and Global News. Moredetailed information can be foundon the CBC and Global websites.The CBC website has an areacalled Health and Science whereyou can listen to live broadcastsof current headlines and newsstories (www.cbc.ca).

There are several medical dramasand documentaries on television,which use medical terminologyand medical situations. Some ofthese medical dramas are:

E.R. (Emergency Room)HouseMedical InvestigationGray’s AnatomyScrubs

The Nature of Things on CBCTelevision often has medicaldocumentaries. The DiscoveryHealth Channel also has a varietyof medical health programming.

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30

1. Talk to people. You could talkabout:

The weather(It’s snowing again!)Your children(How old are your kids?What school do they goto?)Events in the community(How was your garagesale? Did you go to theconcert at the communitycentre?)Work(What do you do?How didyou find that job?)Your children's’ school(How is your son’steacher?)

2. Invite someone for tea orcoffee. You could talk aboutlife in your country, your family,your life and goals in Canada,your job, and your free-timeinterests.

3. Listen to the speaker. Did youunderstand? Repeat what youhear to check.

2. Make a study group. Meetwith other English learnersonce a week to practisespeaking. You could all read thesame article or book and thentalk about it.

5. Make an English club. Meetonce a month with otherEnglish learners and/or firstlanguage speakers for anactivity. You could have asupper club or a movie club.You could go on field trips orlisten to music together. Youcould show pictures and talkabout your country. Make sureyou only speak English.

6. Volunteer. Go to a communitycentre1 or your children’s school.Ask if you can volunteer. Youcan be helpful and practiseEnglish.

7. Watch television and Listen tothe radio and listen to EnglishCDs. Relax and try tounderstand some words. Whatis the topic? Listen and repeatthe same rhythm and pitch.

Ideas for PractisingEnglish

8. Record yourself speakingEnglish. Listen to your voice.How do you sound differentthan a first language speaker?Many people from othercountries should open theirmouth more and make somevowels longer.

9. Use the Yellow Pages. Call204-784-9000. Listen to therecorded voice. Enter a four-digit number. For example, ifyou enter 6990, you can listento information about Winnipegweather. Enter 6989 forBrandon weather. Look at pages13 and 14 in the Yellow Pagesphone book for more 4-digitnumbers.

10. Go to the Library and borrowbooks for free. Ask about EALbooks and kits and bilingualbooks. Ask for a tour of thelibrary. There is moreinformation about Winnipeglibraries on page 38 and onthe website:http://wpl.winnipeg.ca/library/contact/branc

hes/branches.asp

11. Understand the main idea ofwhat you read. After you readfor a few minutes, tell yourselfthe important ideas. Don’tworry if you don’t understandeverything.

12. Read children’s books withyour children and talk aboutthe pictures in English.

13. Read signs, flyers2, andmaps. Learn the names of thestreets you use.

14. Write a note to friend orteacher.

15. Keep a journal. Practisewriting letters and words inEnglish. Write down highlights3

of your day. Write about yourfavorite family photographs.Write about you memories.

16. Write new words that youhear or read. Review the wordsevery day. Use the words.

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17. Send emails to your friends.

18. Write your shopping list inEnglish. Talk to the cashier atthe grocery store. Try easyEnglish recipes.

19. Use these phrases:Please repeat that.What does ____ mean?How do you spell ____?Sorry, I don’t understand.

20. Practise other phrases youwill use in your life.

21. Speak English with yourfamily a little bit each day.

22. Think of other ways you liketo practise English.

1. To find a community centre in Winnipeg,

enter “community centres Winnipeg” in

the box on this website:

www.google.ca/maps. If you live

outside of Winnipeg, enter the name of

your city or town.

2. Flyers are papers telling about sales in

your neighborhood. They are often

delivered to your house.

3. Highlights are the most important things.

For example, you could say “the

highlight of my day was meeting my

friend at the mall.” This means that

meeting your friend was the best thing

about your day.

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33

1. If you want to practise yourpublic speaking, join aToastmasters club. This clubfocuses on becoming aconfident public speaker. Formore information, you can call204-338-7401 or go towww.toastmasters.org. Thereare Toastmasters clubs in 90countries around the world.

2. Volunteer with a school, club ororganization. This is a greatway to meet new people,practise English, and gainvaluable work skills. You cancall the Volunteer Centre ofWinnipeg (204-477-5180) orvisit the centre at 510-5 DonaldSt. You can also call or visit acommunity centre, hospital,senior centre, etc. in your areaand ask about volunteeropportunities.

3. Look through the City ofWinnipeg’s Leisure Guide. Thereare many short classes aboutsubjects like cooking, first aid,dance, etc. You can pick up acopy of the Leisure Guide atWinnipeg public libraries orbrowse the guide and registeronline at www.winnipeg.ca/cms/leisure

If you live outside of Winnipeg,ask your local community centreabout classes.

4. Take a Continuing EducationCourse at Red River College(204-694-1789), the University of Winnipeg (204-982-6633) or the University of Manitoba(204-474-9921) or anothercollege in your area. You cansometimes take these coursesduring the evening or onweekends.

Ideas for PractisingEnglishFor Learners with Canadian LanguageBenchmarks 5+

English learners of all levels will benefit from the study ideas listed onpages 30 to 32. Learners with a CLB 5-8 can also try the following ideas.

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5. Audit1 a regular university course.Auditing a course costs abouthalf the price of taking thecourse. You can phone theUniversity of Manitoba(204-474-8880) or the Universityof Winnipeg (204-786-7811) orcontact a local university inyour area for more information.

6. Listen to CBC Radio One (990 onyour am radio dial) to practiselistening. This radio station hasmuch more dialogue than otherstations, and you will hear a lot of interesting topics. Trylistening with a friend or familymember and then discussingthe topic afterwards.

7. Play English Games. Look forboard games2 in a departmentstore or a thrift store. Buy adeck of cards and then look uprules for some common gamesat www.pagat.com/. You can alsofind some freeware games todownload.

1. To audit a course means to take the

course without getting credit. You can

go to all the classes and do the

assignments, but will not get a grade.

You will probably not write the final

exam. The tuition is usually about half

the price.

2. Monopoly is a popular board game where

players roll a die and move around a

game board. Scrabble is a popular board

game where players make words and

connect them to other words on the

board. Pictionary and Scattegories are

popular party games. They are played in

teams.

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Make a planThink about your week. You mightbe very busy with work, classes,meals, taking care of yourchildren, or special events. It cansometimes be hard to find time tostudy English. Making a schedule1

can help. Schedule some studytime each day. If you like to studywith a partner or a group, set aregular meeting time. Find a timeand a place where you will not beinterrupted too much.

Set goals2

Decide what you want to learnand when you want to learn it. Forexample, you could say:

“Before the parent-teacherinterview in February, I want toknow 20 words and phrases fortalking to my son’s teacher.”

“Two months from now, I want touse the past tense when I tellstories about the past.”

“When summer comes, I want tobe comfortable making small talkwith my neighbors.”

“In 3 months, I want to be able toread and understand 90 per cent

of articles in an EnglishNewspaper.”

You could use the CanadianLanguage Benchmarks on pages4 to 23 set goals. Try setting goalsone CLB level higher than yourlevel now.

Keep a record of your goals andyour progress. Reward yourself3

every time you achieve a goal.

How do you learn bestSome people learn best bylistening. They can try listening torecorded books or informationand people talking.

Some people learn best by seeing.They can try watching videos,looking at posters, flashcards4 ortextbooks with pictures.

Some people learn best by doing.They can try drawing pictures anddiagrams and making things withtheir hands.

There are many good ways tolearn. Choose activities that workfor you.

Reading and Study Tips

36

Tips5 for understandingand remembering whatyou readBefore you read, look at the title,pictures, and headings6. Can youguess the topic and main ideas?This prepares your mind to learn.

Underline7 or highlight8 importantideas.

Draw pictures and diagrams aboutimportant ideas.

Write notes about the text.

Read a paragraph. Cover theparagraph and tell yourself what itwas about.

Read groups of two or three wordstogether. Groups of two or threewords have more meaning thansingle words.

If you don’t know a word, say theword out loud. Maybe you willknow the meaning if you hear it.

If you don’t know a word, read thesentence it comes from and try toguess the meaning.

Remember that you don’t alwaysneed to understand every word.

37

Tips for Learning NewVocabularyWrite down important new wordsyou hear and read. Keep avocabulary journal.

Use flashcards to practise; write anew word or expression on oneside of a piece of paper or anindex card. Write the definition, ordraw a picture on the other side.Review your words regularly. Youcan even practise on the bus orduring a coffee break.

Use your new words inconversation and in writing.

1. A schedule is a plan for each day of the

week. Write your activities for morning,

afternoon, and evening. Include time for

studying and time for relaxing.

2. Goals are your plans. When your plans

become a reality, we say you meet your

goal. Set realistic goals. Remember that

learning a language well can take two or

three years.

3. When you meet a goal, do something

nice for yourself. For example, you could

buy yourself flowers, go to the park or

rent a good movie.

4. Flashcards are pieces of paper with words

or phrases on them. Use them to learn

new words or important information.

5. A tip is a suggestion.

6. Textbooks and newspaper articles have

one main title. Smaller sections of the

text also have titles, called headings.

Use the heading to quickly find the

topic of the section.

7. Underline means to draw a line under

the word.

8. Highlight means to use a coloured pen,

to identify important words and ideas.

38

At the Library You can search for a book on thecomputer terminals or ask thelibrary staff for help. Somephrases you can use are:

“I’m looking for an EAL book.Can you help me?”

“Where are the books to learnEnglish?”

“Can you help me locate theEnglish self study books?”

If the book you need is notavailable at your local library, youcan have it sent from anotherlibrary.

“I’d like to order a book fromanother library.”

“How do I place an inter libraryloan?”

Libraries in WinnipegMillennium Library251 Donald Street

Charleswood5014 Roblin Boulevard

River Heights1520 Corydon Avenue

St. Boniface100 – 131 Provencher Boulevard

St. James – Assiniboia1910 Portage Avenue

St. John’s500 Salter Street

St. Vital6 Fermor Avenue

Osborne625 Osborne Street

Pembina Trails2724 Pembina Highway

West End823 Ellice Avenue West

Public Libraries If you live in Winnipeg, you can borrow books for free from any branch ofthe Winnipeg Public Library. If you live outside of Winnipeg and want toborrow resources from the Winnipeg Public Library, you can get a Non-Resident Card for an annual fee. Some rural municipalities will give someor all of this fee back to you.

The library has a variety of materials you can borrow including books,audio books, magazines, CDs, videos, and DVDs. Some branches havebooks in different languages.

39

West Kildonan365 Jefferson Avenue

Westwood66 Allard Avenue

Windsor Park955 Cottonwood Road

Munroe489 London Street

Sir William Stephenson765 Keewatin Street

Transcona111 Victoria Avenue West

Cornish20 West Gate

Fort Garry1360 Pembina Highway

Henderson1-1050 Henderson Highway

Louis Riel 1168 Dakota Street

Canadian Library DirectoryLinks to select librariesthroughout Manitoba and all ofCanadawww.canadianculture.com/libraries.html

www.lists.webjunction.org/libweb/Canada_main.html

Manitoba Library Directorywww.umanitoba.ca/libraries/engineering/mla/libdir.html

Winnipeg Public Librarieswww.wpl.winnipeg.ca/library/

40

Most large bookstores carry EALgrammar books and otherresources. University bookstoresusually carry EAL books. You canalso ask a bookstore to order in abook that they do not usuallycarry. You can also look at somepublishers’ websites and buybooks, CDs and software online.Teachers, language assessors, andlibrarians can help you pick agood book for your studies.

Basic vocabulary The Oxford Picture Dictionary:Canadian Edition.*available at the library*Toronto, ON: Oxford UniversityPress CanadaThis is a picture-based dictionary.(The dictionary alone is about$25.00) CDs, audio tapes andstudent workbooks are alsoavailable.

English for Everyday Activities: APicture Process Dictionary*available at the library*Zwier, L., Syracuse, NY: NewReaders PressThis book describes the thingsyou do every day step-by-step,with many pictures and simplesentences. (The book alone isabout $19.00) A CD and studentworkbook are also available.

Practise conversationalEnglish and learn aboutliving in CanadaEach of these books integratesthe study of grammar andvocabulary with the many otherimportant aspects of speaking,listening, reading and writing. Allhave CDs or videos available to goalong with the book.

Canadian Concepts*available at the library*Berish, L. & Thibaudeau, S.,Scarborough, ON: Prentice-HallCanada, Inc. This series focuses on English foruse in Canadian communities.There are 6 books that range inlevel from a benchmark 2 (the 1stbook in the series) to about abenchmark 7 or 8 (the 6th book inthe series).

Person to Person: CommunicativeSpeaking and Listening, 3rd editionRichards J., Bycina D., WisniewskaI., New York, NY: Oxford UniversityPressThis series is very good if youwant a lot of listening andconversational practice. For self-study, it is important to buy the“class CD”, which has theconversations and listeningexercises that go with the book.In this series there is a “starterlevel”, “level 1” and “level 2”. They

Resources to Buy or Borrow

41

range from a benchmark 2 toabout a benchmark 5 or 6.

Canadian Snapshots *available at the library*These excellent books will helpyou work on your speaking,listening, reading and writingskills while learning aboutCanadian culture. They are basedon the Canadian LanguageBenchmarks. There are only 2levels right now.The first book is a Benchmark 3level: Canadian Snapshots: Linking tothe Community by Angst, Bertram,Davis, Johansson and Bonkowski.The second book is a Benchmark6 level: Canadian Snapshots: RaisingIssues by Kingwell, Stephenson,Bonkowski and Holmes.

For PronunciationPronunciation for SuccessMeyers, C. & Holt S. Burnsville,MN: Aspen Productions The kit includes a book, videosand CDs. It is very good forstudents working without ateacher. It is suitable forbenchmarks 5 and higher. (Thecomplete kit is about $120.00)

To Learn or ReviewGrammarGrammar Dimensions PlatinumEdition: Form, Meaning and UseRiggenback, H. & Samuda, V(2000). Boston, MA: Heinle &HeinleThis series has 4 books. Theyrange from a benchmark 2 to 8+.The explanations on grammar arevery clear and the books give youmany chances to apply thegrammar in a communicative,realistic way. (Each book is about$38.00)

The following list of CD ROMs andDVDs have been recommended byboth adult ESL teachers andstudents.

Pronunciation Powerwww.englishlearning.com

Rosetta Stonewww.rosettastone.com

1-800-788-0822

Tell Me More Prowww.auralog.com

1-888-388-3535

Pronunciation for Successwww.eslvideos.com

42

Canadian Language BenchmarksPlacement Testwww.language.ca

This is a streamlined assessmenttool for CLB levels 1-8 for lowstakes purposes only, i.e., resultsshould not be used for hiring orpost secondary admissions.Results from the CLBPT caninform decisions about readinessof the learner and be included asone of several indicators forpotential success on the job, inan academic setting or invocational training.

In the CLBPT, the four skills(listening, speaking, reading andwriting) are assessed through anumber of task-based activities.This is the tool used forplacement in Adult EAL classes inManitoba. Test takers arereminded that the assessment isnot a grammar or vocabulary test.It is a test to find out what aperson can do in English. There isno need to prepare or be nervousabout taking the test. InManitoba, after the assessment,an assessor will discuss theresults with the test taker andtogether they will decide whichprogram or class is the mostappropriate for the student.

CLBPT test results are used byclassroom teachers as a startingpoint for the lessons. Allgovernment funded Adult EALprograms use the CLB as guidefor teaching. Classroom teacherswill assess student’s proficiencyperiodically throughout the term.At the end of the course or at theend of the school year, thestudent receives a report. It givesCLB exit scores. If a studentleaves the course before the end,he/she can ask the teacher for exitscores.

Do CLB levels PredictSuccess?Although CLB levels can assist inmaking informed decisions aboutreadiness and potential forsuccess on the job and in postsecondary programs, it isimportant to be aware that CLBlevels are only one indicator ofsuccess. The CLB was meant toopen doors; to allow immigrantsaccess to educational andemployment opportunities thatmay have been denied to themdue to an unclear expectation ofthe level of English languageproficiency required. Otherfactors can compensate for lack ofEAL skills such as EAL supportswhile in training or on the job,skill level (background knowledgein the subject matter, trade or

Standardized Tests of Englishas a Second Language

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profession), motivation, and theopportunity to use the firstlanguage.

Academic EnglishProgram for Universityand College EntranceAcademic English Program forUniversity and College Entrance(AEPUCE) is not a test but a highlevel English for academicpurposes course offered at theUniversity of Winnipeg, theUniversity of Manitoba and RedRiver College. It is a bridge courseto university and collegeadmissions. The course enablespotential college and universitystudents to improve theiracademic communication skills.On successful completion,students will have met the Englishrequirements for the University ofManitoba, the University ofWinnipeg and Red River College.

English Proficiency Tests The following summary providessome basic information aboutsome of the most commonly usedEnglish proficiency tests. It is nota comprehensive list and it isintended as an introduction tolanguage proficiency tests and notas an endorsement of the tests ortheir use. Please refer to thewebsites for the most currentinformation about costs, test sites,

descriptions and scoring of thestandardized language tests. The University of Winnipegadmission requirements are found at: www.uwinnipeg.ca/index/international-engprofrqmts.Students can show results from thefollowing tests: TOEFL, CanTEST,IELTS, CPE, MELAB or CAEL. The University of Manitoba has theentrance requirements posted onthis website:www.umanitoba.ca/student/admissions/international/english/. U of Malso accepts results from the testslisted above.

CLBA - Canadian LanguageBenchmarks Assessment www.language.ca

This is the original test developedwhen the CLB was introduced inCanada. The four skills (listening,speaking, reading and writing) areassessed through a number of task-based activities. This is the toolused for placement in many AdultEAL classes in other provinces.This test can take up to 4 hours.There is an online version beingdeveloped for use abroad.

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CELBAN - Canadian EnglishLanguage Benchmarks Assessmentfor Nurseswww.celban.org

This is the first national,occupation specific, CLBreferenced assessment tool.CELBAN is endorsed by most ofthe licensing bodies that licensenurses in Canada. There is areadiness self-assessmentavailable online.

CanTEST - Canadian Test of Englishfor Scholars and Traineeswww.cantest.uottawa.ca

There are several versions of thistest. The Centre for CanadianLanguage Benchmarks endorsesthe CLB aligned versions of theCanTEST. These versions establisha relationship betweenachievement on CanTEST andCLB levels 7-11. The test issuitable for academic andprofessional purposes such asuniversity admission, professionaccreditation and vocationaltraining. It includes all four skillareas and takes just less thanthree hours to complete. It isavailable at Red River College(institutional version), theUniversity of Manitoba and theUniversity of Winnipeg.

TOEFL - Test of English as aForeign Languagewww.ets.org/toefl/

TOEFL measures the ability ofnon-native speakers of English touse and understand NorthAmerican English as it is used incollege and university settings.This test is required by manyuniversities in Canada. TOEFL hasrecently changed the test to bemore communicative, i.e. tomeasure someone’s effectivenessin using the language. It is nowthe TOEFL Internet Based Test(TOEFL iBT). The new TOEFLbecame available in Canada onOctober 22nd, 2005 and will beavailable worldwide in 2006. Thereare numerous preparation coursesand resources available.

TOEIC - Test of English forInternational Communicationwww.ets.org/toeic

TOEIC measures the everydayEnglish skills of people working inan international environment.There are two sections to the test,listening and reading. There areTOEIC preparation booksavailable.

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IELTS - International EnglishLanguage Testing Systemwww.ielts.org/

This is a Citizenship andImmigration (CIC) approved testand is used by British universitiesto assess the proficiency ofapplicants whose first language isnot English. There is aspeaking/listening section, areading section and 2 writingtasks. There are some specimenmaterials available. The test is notavailable in Manitoba. There areonly 4 test sites in Canada.

CAEL - Canadian Academic EnglishLanguagewww.cael.ca

CAEL assessment approximatesthe experience of joining a firstyear introductory universitycourse. There is an oralassessment, a taped lecture tolisten to, some reading tasks andessay writing task on the topic ofthe test itself. There are practisematerials online.

MELAB - Michigan EnglishLanguage Assessment Batterywww.lsa.umich.edu/eli/melab.htm

The MELAB consists of threeparts: a composition, a listeningtest, and a written test containinggrammar, cloze, vocabulary, andreading comprehension problems.

An optional speaking test is alsoavailable. A variety of Englishlanguage learning materials isavailable at bookstores andlibraries.

TOWES - Test of WorkplaceEssential Skillswww.towes.com

TOWES assesses essential skillcompetencies in the areas ofreading text, document use andnumeracy. Test results arecorrelated to the 5-point scaleused in the International AdultLiteracy Survey (IALS) and byHuman Resources and SkillsDevelopment Canada (HRSDC) todetermine the complexity ordifficulty of tasks associated withspecific occupations. TOWES isdifferent from other tests becauseit uses authentic documents -such as catalogues, order forms,labels, and schematics - as sourcematerial. Questions range indifficulty and mimic actualworkplace tasks by having the testtaker assume the role of a workerwho needs to use informationembedded in documents. Tosupport the development ofessential skills, the creators ofTOWES have developedcurriculum and training plansdesigned to address skill gaps.

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CPE - Certificate of Proficiency inEnglishwww.cambridgeesol.org/index.htm

Cambridge ESOL exams include arange of assessment tools. Theexams are linked to the CommonEuropean Framework of Referencefor Languages, published by theCouncil of Europe. There areseveral general English tests aswell as the CAE (Certificate inAdvanced English), an advancedexam, and the CPE (Certificate ofProficiency in English) which is avery advanced level exam.Cambridge also has a skills-basedassessment called CELS(Certificates in English LanguageSkills), which provides modularassessments of the four Englishlanguage skills (listening, reading,writing, speaking). There are someBusiness English certificates andthe YLE (Cambridge YoungLearners English Tests) which isassessment of English of childrenbetween the ages of 7 and 12.

CELPIP - Canadian EnglishLanguage Proficiency IndexProgramwww.ares.ubc.ca/CELPIP/

Citizenship and ImmigrationCanada (CIC) has approved theCELPIP tests as measures ofEnglish language proficiency, andawards immigration points basedupon CELPIP test score levels. Itwas developed at the University ofBritish Columbia and is a set ofcomputer-delivered Englishlanguage proficiency tests used toassess functional skills in Englishfor listening, speaking, reading,and writing. There are two testtypes. A general assessment ofproficiency levels consists of fiveparts and is based on everydaygeneral reading and writing tasks.This general assessment isaccepted by CIC and suitable foruse in certain post-secondary andemployment training programs inwhich functional reading andwriting skills are required. Theother test is the Academicassessment for testing theproficiency of beginning college oruniversity-level reading andwriting. The academic testconsists of four subtests:sentence structure, readingcomprehension, English usage,and essay writing. The test isavailable only in British Columbiaand China.

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Your CommentsThis is the second version of Practise English on Your Own: Self Study Ideas forEnglish Language Learners and we intend to revise it for future editions.

Please send feedback by email or fax to:Joanne Pettis, Adult Language Training Branch,Immigration & Multiculturalism, 5-213 Notre Dame Avenue, Winnipeg, Manitoba R3B 1N3 Fax: 204-948-2148, Email: [email protected]

1. Are you an Adult English as an Additional

Language learner? ❍ Yes ❍ No

If yes, are you currently enrolled in an Adult

EAL program in Manitoba? ❍ Yes ❍ No

If no, why did you use this resource? ________________________________

2. Do you live in Manitoba? ❍ Yes ❍ No

If no, where do you live? __________________________________________

3. How did you learn about this resource?

Where did you receive your copy?

________________________________________________________________

________________________________________________________________

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4. Was it useful to include the CLB pages? ❍ Yes ❍ No

If yes, why? If no, why not?

________________________________________________________________

________________________________________________________________

________________________________________________________________

5. What parts of the resource were the most useful to you?

________________________________________________________________

________________________________________________________________

________________________________________________________________

6. What are your suggestions for changes or additions to the next edition?

________________________________________________________________

________________________________________________________________

________________________________________________________________

7. Other comments:

________________________________________________________________

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The Adult Language Training Branch values your feedback.Thank you for completing this form.

For more information, please contact:Manitoba Labour and Immigration

Adult Language Training Branch

5th floor – 213 Notre Dame Avenue

Winnipeg, Manitoba, Canada, R3B 1N3

Telephone: 204-945-0351

Fax: 204-948-2148

Toll free: 1-800-665-8332

Email: [email protected]

Website: www.immigratemanitoba.com

March 2007

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