English Pre-intermediate Portfolio Practice for Hungary Annie McDonald & Mark Hancock CEF 4
Contents Introduction What is a Language Portfolio? 3 The Language Passport What is a Language Passport? 4 How do I use it? 4 Linguistic profile 5 Study experiences 6 Intercultural experiences 7 CEFR Levels Translations 8 9 The Language Biography What is a Language Biography? 10 How do I use it? 10 Biography Progress Profile 11 Biography Learning Profile 12 I can Checklists and Reflect and Record Unit 1 13 Unit 2 15 Unit 3 17 Unit 4 19 Unit 5 21 Unit 6 23 Unit 7 25 Unit 8 27 Unit 9 29 Unit 10 31 Unit 11 33 Unit 12 35 The Dossier What is a Dossier? 38 How do I use it? 38 Language Notes 39 42 Work 43 46 Portfolio mini-dictionary 47
Introduction What is a Language Portfolio? A Language Portfolio is a set of documents. It is a record of your work and your intercultural experiences. You can see how you are making progress using the Common European Framework of Reference (CEFR) for language: A1 C2. You can see how you learn and what you can do. The English Result Pre-intermediate Portfolio Practice is based on Council of Europe publications. You can use it to help you complete an official Language Portfolio for English. There are 3 parts to the Language Portfolio. The Language Passport This is where you keep a résumé of your learning and record your language level, intercultural experiences, examinations and qualifications. You can show this to people who want to know about your level and your learning. Write your personal details at the beginning of the course. Use the CEFR Levels Translations pp.8 12, and your Language Passport from English Result Elementary to mark your position on the Linguistic Profile. Update your Language Passport at the end of the course. To help you write a summary of your experiences and progress after you have studied English Result Pre-intermediate, you can use your Language Biography and Dossier. The Language Biography The Language Biography helps you to keep a record of your language learning and intercultural experiences. It helps you reflect on your progress, and think about the best ways to learn. You can use the Language Biography throughout the course. There are activities for you to do at the end of each English Result Pre-intermediate unit. Tick what you can do, and think about what you need to do. Reflect on your progress. Make notes about what you want to learn and how you learn. Complete some activities about your language learning and intercultural experiences. You can use these to help you complete your Language Passport at the end of the course and to create your Dossier during the course. The Dossier As you study English Result Pre-intermediate, you can make a Dossier. Your Dossier is a file of your study notes and work. You can use this with your Language Passport to show people examples of your work. It is a personal and flexible record of your learning. Organize your material and add to, or change, the contents of your Dossier whenever you want. Portfolio mini-dictionary The Portfolio mini-dictionary helps you with the language used in this Portfolio Practice. Introduction 3
The Language Passport What is The Language Passport? A Language Passport is a résumé of your learning progress in English. It contains: your Linguistic Profile. This is a record of your personal details, self-assessment, and examinations and certificates.» Passport p.5 your Study Experiences. This is a summary of your language learning history. It shows where and when you have learnt English.» Passport p.6 your Intercultural Experiences. This is a summary of your contact with the culture of people who speak English. It shows what experiences you have had in your own country and places where people speak English.» Passport p.7 How do I use it? At the beginning of the course, write your personal details on the Linguistic Profile. Self-assessment To assess your level at the beginning (and end) of the course, complete the grid to show what you can do in listening, reading, spoken interaction, spoken production, and writing using the Common European Framework of Reference levels. Use the information in your English Result Pre-intermediate Portfolio Practice, or the translations» Passport pp.8 9, to help you. You can also use the Biography Progress Profile.» Biography p.11 Example Listening Reading Spoken Interaction Spoken Production Writing A1 A2 B1 B2 C1 C2 Sign the bottom of the page and ask a second person, for example your teacher, to sign to show they agree. Study and intercultural experiences Use the information in your English Result Elementary Portfolio Practice to write notes on the Study Experiences and Intercultural Experiences» Passport pp.6 7. As you study English Result Pre-intermediate, make notes on the Biography Learning Profile» Biography p.12. You can use these to help you complete information in your Language Passport. You can write your notes in your own language if you want to. Now you can start your Portfolio. 4 The Language Passport
Linguistic profile Personal details Name: Nationality: First language: Other languages: Place of study: Self-assessment grid CEFR Levels Translations» pp.8 9 A1 A2 B1 B2 C1 C2 Listening Reading Spoken Interaction Spoken production Writing Last updated: / / Exams and certificates Name of exam Level: A1 C2 Grade Where I took the exam Date Signed Date Counter-signed Date The Language Passport: Linguistic profile 5
Study Experiences At the beginning of your course, write a résumé of your study experiences at home and in places where English is spoken. Add more information at the end of the course. Use your notes in your Language Biography to help you.» Biography p.12 At home Where and when have you studied English in your country? For how long? Primary / secondary education 3 months 6 months 9 months 1 year + 3 years + Higher education At work At a language academy With English speakers you know In your free time? Other In places where English is spoken Where and when have you studied English where the language is spoken? For how long? 3 months 6 months 9 months 1 year + 3 years + On holiday On a summer course On a work visit At a language academy On an exchange programme With English speakers you know Other. 6 The Language Passport: Study Experiences
Intercultural Experiences At the beginning of the course, write a résumé of your intercultural experiences at home and in places where English is spoken. Add more information at the end of the course. Use your notes in your Language Biography to help you.» Biography p.12 At home Where and when have you had intercultural experiences in your country? What did you do? Tick (3) the experiences you ve had. Meet people at school, at work, with friends? Meet tourists? Go to an English-speaking festival or event? Find information on the internet? Write emails? Read books? Listen to music? Go to the theatre? Watch international events on TV? Other What did you enjoy? What did you learn? What did you find interesting? In places where English is spoken Where and when have you had intercultural experiences where the language is spoken? What did you do? Tick (3) the experiences you ve had. Go to a festival or event? Stay with people? Meet people on holiday? Go shopping? Go to a bank? Order a meal? Ask for directions? Other What did you enjoy? What did you learn? What did you find interesting? The Language Passport: Intercultural Experiences 7
Common European Framework of Reference Levels: English A1 A2 B1 B2 C1 C2 Listening I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements. I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort. I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent. UNDERSTANDING I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. Spoken Interaction Spoken Production I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can t usually understand enough to keep the conversation going myself. I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. SPEAKING I can use simple phrases and sentences to describe where I live and people I know. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. I can present clear, detailed descriptions of complex subjects integrating subthemes, developing particular points and rounding off with an appropriate conclusion. I can present a clear, smoothlyflowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. Writing I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something. I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind. I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works. WRITING 8
Common European Framework of Reference Levels: Hungarian Hallás utáni értés A1 A2 B1 B2 C1 C2 Megértem a személyemre, a családomra, a közvetlen környezetemre vonatkozó, gyakran használt, egyszerű szavakat és szókapcsolatokat, ha lassan és tagoltan beszélnek hozzám. SZÖVEGÉRTÉS Olvasás Megértem a nagyon egyszerű mondatokat, például hirdetésekben, plakátokon vagy katalógusokban az ismert nevek vagy szavak segítségével. Társalgás Képes vagyok egyszerű kapcsolatteremtésre, ha a másik személy kész mondanivalóját kissé lassabban vagy más kifejezésekkel megismételni illetve segíti a mondanivalóm megformálását. Fel tudok tenni és meg tudok válaszolni olyan kérdéseket, amelyek a mindennapi szükségletek konkrét kifejezésére szolgálnak. Megértem a személyemhez közvetlenül kapcsolódó, gyakran használt szavakat és kifejezéseket (pl. személyes adataim, családom, vásárlások, szűk környezet, tanulás, munka). Megértem az egyszerű és világos hirdetések és üzenetek lényegét. El tudok olvasni rövid, nagyon egyszerű szövegeket. Megtalálom a várható, konkrét információt a mindennapi, egyszerű szövegekben (pl. rövid hirdetés, prospektus, menü, menetrend), és megértem a rövid, egyszerű magánleveleket. Megértem a világos, mindennapi beszéd lényegét, ha olyan témákról esik szó, mint a munka, a tanulás, a szabadidő, stb. Ki tudom szűrni a lényeget azokból a rádió- és tévéadásokból, amelyek aktuális eseményekről, szakmai vagy érdeklődési körömnek megfelelő témákról szólnak, ha eléggé lassan és tagoltan beszélnek. Megértem a főként köznyelven, vagy a munkámhoz közvetlenül kapcsolódó szaknyelven megírt szövegeket. Magánlevélben megértem az események, érzelmek vagy kívánságok leírását. Megértem a hosszabb beszédeket és előadásokat, illetve még a bonyolultabb érveléseket is követni tudom, amennyiben a téma számomra elég ismert. Többnyire megértem a híreket és az aktuális eseményekről szóló műsorokat a tévében. Általában értem a filmeket, ha a szereplők köznyelven beszélnek. El tudom olvasni azokat a cikkeket és beszámolókat, amelyek jelenkori problémákkal foglalkoznak, és szerzőjük véleményét, nézetét fejtik ki. Megértem a kortárs irodalmi prózát. Még a nem világosan szerkesztett és rejtett jelentéstartalmú, hosszú szöveget is megértem. Szinte erőfeszítés nélkül értem meg a tévéműsorokat és a filmeket. Megértem a hosszú, összetett, tényszerű és irodalmi szövegeket; érzékelem bennük a különböző stílusjegyeket. A szakmai cikkeket és a hosszú műszaki leírásokat akkor is megértem, ha nem kapcsolódnak szakterületemhez. Minden nehézség nélkül megértem az élőben hallott, médián keresztül sugárzott, vagy gyors tempójú beszédet, ha van időm megszokni az akcentust. Könnyedén elolvasok bármilyen tartalmú vagy formájú elvont, bonyolult szöveget, például kézikönyvet, szakcikket, irodalmi művet. BESZéD Folyama-tos beszéd Egyszerű kifejezésekkel és mondatokkal be tudom mutatni a lakóhelyemet és az ismerőseimet. Írás Tudok képeslapra rövid és egyszerű (például nyaralási) üdvözletet írni. Ki tudom tölteni egyszerű nyomtatványon a személyi adataimra vonatkozó részeket, például a szállodai bejelentőlapon a nevemet, az állampolgárságomat és a címemet. Az egyszerű, rutinszerű helyzetekben egyszerű és közvetlen módon cserélek információt mindennapi tevékenységekről vagy témákról. A nagyon rövid információcserére még akkor is képes vagyok, ha egyébként nem értek meg eleget ahhoz, hogy a társalgásban folyamatosan részt vegyek. Egyszerű eszközökkel és mondatokkal tudok beszélni a családomról és más személyekről, életkörülményeimről, tanulmányaimról, jelenlegi vagy előző szakmai tevékenységemről. Tudok rövid, egyszerű jegyzetet, üzenetet, vagy magánjellegű, például köszönőlevelet írni. Elboldogulok a legtöbb olyan nyelvi helyzetben, amely utazás során adódik. Felkészülés nélkül részt tudok venni az ismert, az érdeklődési körömnek megfelelő, vagy a mindennapi témákról (pl. család, szabadidő, tanulás, munka, utazás, aktuális események) folyó társalgásban. Egyszerű kifejezésekkel tudok beszélni élményekről, eseményekről, álmaimról, reményeimről és céljaimról. Röviden is meg tudom magyarázni, indokolni véleményemet és terveimet. Egyszerű, folyamatos szövegeket tudok alkotni olyan témákban, amelyeket ismerek, vagy érdeklődési körömbe tartoznak. Élményeimről és benyomásaimról magánleveleket tudok írni. Az anyanyelvi beszélővel természetes, könnyed és közvetlen kapcsolatteremtésre vagyok képes. Aktívan részt tudok venni az ismert témákról folyó társalgásban, úgy, hogy közben érvelve kifejtem a véleményemet. Világosan és kellő részletességgel fejezem ki magam számos, érdeklődési körömbe tartozó témában. Ki tudom fejteni a véleményemet valamely aktuális témáról úgy, hogy részletezem a különböző lehetőségek előnyeit és hátrányait. Világos és részletes szövegeket tudok alkotni az érdeklődési körömbe tartozó számos témáról. Tudok olyan dolgozatot vagy beszámolót írni, amely tájékoztat, érveket és ellenérveket sorakoztat fel valamiről. Levélben rá tudok világítani arra, hogy milyen jelentőséget tulajdonítok az eseményeknek, élményeknek. Folyamatosan és gördülékenyen fejezem ki magam, ritkán keresek szavakat és kifejezéseket. A nyelvet könnyeden és hatékonyan használom a különböző társadalmi és szakmai kapcsolatokban. Gondolataimat, véleményemet pontosan ki tudom fejteni; hozzászólásaimat a beszélőtársakéhoz tudom kapcsolni. Világosan és részletesen tudok leírni bonyolult dolgokat úgy, hogy más kapcsolódó témaköröket is bevonok, egyes elemeket részletezek, és mondanivalómat megfelelően fejezem be. Képes vagyok arra, hogy álláspontomat világos, jól szerkesztett szövegben fogalmazzam meg. Levélben, dolgozatban, beszámolóban úgy tudok összetett témákról írni, hogy a fontosnak tartott dolgokat kiemelem. Stílusomat az olvasóhoz tudom igazítani. Könnyedén részt tudok venni bármilyen társalgásban, vitában; nagy biztonsággal alkalmazom a sajátos kifejezéseket és a különböző nyelvi fordulatokat. Gördülékenyen, szabatosan, az árnyalatok finom kifejezésére is ügyelve beszélek. Ha elakadok, úgy kezdem újra és fogalmazom át a mondandómat, hogy az szinte fel sem tűnik. Világosan és folyamatosan, stílusomat a helyzethez igazítva írok le vagy fejtek ki bármit, előadásomat logikusan szerkesztem meg; segítem a hallgatót abban, hogy a lényeges pontokat kiragadja és megjegyezze. Tudok világos, gördülékeny, a körülményekhez stílusában illeszkedő szöveget írni. Meg tudok fogalmazni olyan bonyolult levelet, beszámolót és cikket, amelynek jó tagolása segíti az olvasót abban, hogy a lényeges pontokat kiragadja és megjegyezze. Össze tudok foglalni szakmai és irodalmi műveket, tudok róluk kritikai elemzést írni. ÍrÁS 9
The Language Biography What is a Language Biography? The information in your Language Biography helps you see your learning and think about how to be a better language learner. It gives you information to use in your Language Passport and Dossier. With the Language Biography you can: see what you have learnt and how. plan your learning needs, priorities, and objectives. reflect on your language learning and intercultural experiences. evaluate your progress using Common European Framework of Reference Levels. In the Language Biography, you will find: a Biography Progress Profile. a Biography Learning Profile. an I can Checklist for every unit. Reflect and Record activities. Assessment records. How do I use it? Biography Progress Profile. Mark your progress when you finish Unit 1 and after Units 4, 8, and 12. Put a tick in the boxes for the levels when you think you can do the activities. Use the information to help you complete the self-assessment grid in the Language Passport at the end of the course. Think about your aims as you mark your progress through the course. Biography Learning Profile. Write some notes about your language learning history, how you learn best, and your intercultural experiences. Reflect and Record activities tell you when to write notes in your Biography Progress Profile. I can Checklists. When you have done each unit, use the I can Checklists to think about your progress. Read the statements and find the pages in your. If you are happy with your work, tick yes and write the date. If you want to do more work, decide what to do and when you are going to do it. Make a note and assess your progress again. Example: LISTENING I can understand some key words in an informal dialogue When? you p.7 Yes q No q 3Date: 7.09 Workbook, Yes q 3No q Date: 9.09 page 8, ex. 3 Reflect and Record. Do the activities at the end of each unit. They will give you ideas to help you become a better learner. File your work in the Dossier. Assessment records. Write in your marks and complete some sentences about your work. Use your marks to help you complete the Biography Progress Profile. File your work in your Dossier with your unit tests. 10 The Language Biography
Biography Progress Profile Use this page after you have completed the I can Checklists at the end of Units 1, 4, 8, and 12. Put a tick in the boxes when you think you can do the activities. Write the date and the skill you want to improve the most at the bottom of the page. Skills A1 A1+ A2 A2+ Listening I can understand a few key words about myself, my family, and things around me when people speak very slowly and clearly. Yes q I can understand names, key words, and the general idea of very simple sentences in notices, maps, timetables, descriptions, postcards, and catalogues. I can understand directions. I can understand phrases and expressions about myself, my family, and things around me when people speak slowly and clearly. I can understand the main points and detail in descriptions. Yes q I can understand words and sentences in menus, tickets, timetables, signs and notices, personal letters, and postcards. I can find specific information in short stories. I can understand phrases and expressions in conversations about personal information and everyday life. I can understand the main points and detail in short descriptions, messages, instructions, and announcements. Yes q I can read very short, simple texts. I can find specific information in simple advertisements, menus, labels, catalogues, and timetables. I can understand short personal letters and simple instructions. I can understand detail in conversations about personal information and everyday life. I can understand key words and phrases and follow the main points in descriptions, messages, instructions, discussions, and short radio news items, and interviews. Yes q I can understand detail in short texts about everyday and job-related topics. I can find specific information in job advertisements, TV guides, and emails. I can follow the main points in tourist guides, brochures, and instructions. I can understand some new words in magazine articles. Reading Spoken Interaction Yes q I can greet people and have short factual conversations when I ask for help. I can ask and answer questions about everyday life. I can use and and but to join ideas. Yes q I can use simple phrases and sentences to talk about myself, where I live, and people I know. Yes q I can have short conversations and exchange information on everyday topics and activities when we speak very slowly and people help me. I can say what I think about a topic. Yes q I can use some phrases and sentences to talk about myself and others, where I live, and my education. Yes q I can have conversations and exchange information on everyday topics. I can understand directions and simple instructions. I can say what I think about a topic and talk about plans. I can use and, but, and or to join ideas. Yes q I can use some phrases and sentences to talk about my family and other people, where I live, my educational history, and my present or most recent job. I can tell a short story. Yes q I can write short notes and messages about every day topics. I can write a short personal letter, for example, thanking or apologizing for something. I can complete personal information forms. Yes q Yes q I can identify topics and have conversations on everyday topics. I can ask for and give information, and discuss what to do in the evening and at weekends. I can respond to suggestions, and ask for and give directions. Yes q I can use some sentences to talk about people and jobs, and tell a story. I can describe my environment and make comparisons. I can give my opinion, reasons and explanations. Yes q I can write short notes, messages, and emails about every day topics. I can write letters describing events, past activities, and personal experiences. Spoken Production Yes q I can fill in forms with personal detail and send a holiday greeting in a postcard. I can leave a thank-you note. Yes q I can write short notes and messages about every day topics. Writing Yes q Yes q Yes q Write the date and the skill you want to work on most. Start of the course: Date Skill After Unit 4 Date Skill After Unit 8 Date Skill At the end of the course: Date Skill The Biography: Progress Profile 11
Biography Learning Profile As you do the Reflect and Record activities, make some notes in your Biography Learning Profile. At the end of the course, you can use these notes to complete the résumé in your Language Passport.» Passport pp.6 7 Language learning and intercultural experiences at home Language learning:» Reflect and Record pp.14, 18, 20, 26, 28, 32. Intercultural experiences:» Reflect and Record pp.16, 22, 24. Language learning and intercultural experiences where English is spoken Language learning:» Reflect and Record pp.14, 18, 28, 32, 36, 37. Intercultural experiences:» Reflect and Record pp.16, 22, 24, 30, 32, 34. 12 The Biography: Learning Profile
1I can Checklist Personal details Workbook pp.4 9, 76 MultiROM Website www.oup.com/elt/result My ideas LISTENING I can understand some you key words in an informal dialogue. p.7 Yes q No q Date: Yes q No q Date: main points in a short monologue. p.7 Yes q No q Date: Yes q No q Date: key words in an explanation. p.14 Yes q No q Date: Yes q No q Date: READING I can understand some key words and phrases in short explanations about famous peoples names. key facts on tickets and personal documents. detail and the general idea in a dialogue. you p.6 Yes q No q Date: Yes q No q Date: p.8 Yes q No q Date: Yes q No q Date: p.10 Yes q No q Date: Yes q No q Date: detail in dictionary entries. p.12 Yes q No q Date: Yes q No q Date: detail in an explanation about language study. SPOKEN INTERACTION p.14 Yes q No q Date: Yes q No q Date: you talk about names. p.7 Yes q No q Date: Yes q No q Date: give and understand personal information. p.9 Yes q No q Date: Yes q No q Date: ask questions about people. p.11 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION you talk about vocabulary. p.13 Yes q No q Date: Yes q No q Date: INTERACTION STRATEGIES you use spelling to clarify. p.7 Yes q No q Date: Yes q No q Date: explain what a word means. p.14 Yes q No q Date: Yes q No q Date: WRITING you write a learning biography. p.14 Yes q No q Date: Yes q No q Date: 13 The Language Biography: Unit 1 I can Checklist 13
Reflect and Record Learning: making plans 1 Think about your previous course. What can you do now? What do you need to do? Put the skills in order of importance for you. Number them 1 5 Listening Reading Spoken Interaction Spoken Production Writing 2 Mark your level now on the Biography Progress Profile.» Biography p.11. Now you can start your Language Passport. Write your personal details and mark the Language Passport self-assessment grid.» Passport p.5 3 Why are you learning English? Put a tick (3) next to the reasons. You can tick more than one. Reasons: holiday work exams fun other 4 How do you study? Put a tick (3) next to the things you do. I look for English around me. I use English (write emails). I study in English-speaking counties I listen to music. I study my notes. other? 5 Choose one thing you don t do. Try it next class or when you have time at home. Complete this sentence: I tried. This is a (good / bad) idea for me. Language: vocabulary records 1 Copy the table. Add some words you want to remember from Unit 1. Use your dictionary to write notes about the meaning (or a translation) and an example sentence. Remembering vocabulary Word / pronunciation Grammar Meaning / description / my language Example sentence Watch /wqts/ n, pl watches watches /wqtsiz/ v. watches 2 look 1 a small clock on your wrist 2 Add more words you want to remember at the end of each unit.» Dossier p.39 Assessment record» Dossier p.43 Writing: Copy the title of your work and your mark. Complete the sentences. Title : Mark 1 My watch is always wrong. 2. She watches football at the weekend. I completed I Writing is (all / some) sections. (checked / didn t check) my spelling. (easy / difficult) to read. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking 14 The Language Biography: Unit 1 Reflect and Record
2I can Checklist My region Workbook pp.10 15, 77 MultiROM Website www.oup.com/elt/result My ideas LISTENING I can understand some main points and the general idea in a conversation about travel. main points and the general idea in a description of a place. key words and opinion in a short description about weather. key words in a conversation about personal items. READING I can understand some key facts and detail in a tourist brochure. detail in a cartoon dialogue about a holiday. detail in a magazine article about a place. you p.17 Yes q No q Date: Yes q No q Date: p.19 Yes q No q Date: Yes q No q Date: p.21 Yes q No q Date: Yes q No q Date: p.23 Yes q No q Date: Yes q No q Date: you p.16 Yes q No q Date: Yes q No q Date: p.18 Yes q No q Date: Yes q No q Date: p.20 Yes q No q Date: Yes q No q Date: detail in a postcard. p.22 Yes q No q Date: Yes q No q Date: key facts in an email description of a place. SPOKEN INTERACTION p.24 Yes q No q Date: Yes q No q Date: you ask for tourist information. p.17 Yes q No q Date: Yes q No q Date: talk about personal things. p.23 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION you describe a place. p.19 Yes q No q Date: Yes q No q Date: compare weather in different places. p.21 Yes q No q Date: Yes q No q Date: WRITING you write a description of a region. p.24 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 2 I can Checklist 15
Reflect and Record Culture: places and tourism 1 Copy the table and the example. Look at Unit 2. Add some more words in the columns and write the name of a place. Use your dictionary to help you. Vocabulary: Tourism Place Tourist attractions Weather Souvenirs Southern Spain mountains, beaches, palace Summer very sunny and hot fan 2 Review your notes before you meet English-speaking visitors to your country. Add more words when you travel to new places.» Dossier p.39 Language: fact and opinion adjectives 1 Copy the table. Write more phrases with adjectives you want to remember from Unit 2. Adjectives Phrase My language Notes beautiful clean beaches Adjective (always singular)+ noun horrible little insects Put fact adjectives after opinion adjectives 2 Add more phrases about places you know and like, or know and don t like.» Dossier p.39 Assessment record» Dossier p.43 Writing: Copy the title of your work and your mark. Complete the sentences. Title : Mark This is my I It contains (first / second) draft. (used / didn t use) a dictionary. (interesting / boring) facts. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking 16 The Language Biography: Unit 2 Reflect and Record
3I can Checklist Leisure Workbook pp.16 21, 78 MultiROM Website www.oup.com/elt/result My ideas LISTENING I can understand some main points and follow a conversation about likes and dislikes. key words and detail in a conversation about abilities. the main points in a conversation about television programmes. READING I can understand some detail and new words in a magazine quiz about personality. detail and the general idea in an a magazine article. you p.27 Yes q No q Date: Yes q No q Date: p.29 Yes q No q Date: Yes q No q Date: p.31 Yes q No q Date: Yes q No q Date: you p.26 Yes q No q Date: Yes q No q Date: p.28 Yes q No q Date: Yes q No q Date: detail in a poem. p.30 Yes q No q Date: Yes q No q Date: key words and phrases in a TV guide. p.30 Yes q No q Date: Yes q No q Date: detail and new words, and find specific information in a magazine quiz about films. detail and find specific information in email invitations. SPOKEN INTERACTION p.32 Yes q No q Date: Yes q No q Date: p.34 Yes q No q Date: Yes q No q Date: you talk about likes and dislikes. p.27 Yes q No q Date: Yes q No q Date: talk about my abilities. p.29 Yes q No q Date: Yes q No q Date: suggest what to do. p.31 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION you talk about what s going to happen. p.33 Yes q No q Date: Yes q No q Date: WRITING you write an invitation. p.34 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 3 I can Checklist 17
Reflect and Record Learning: how I learn 1 Think about how you learn best. Put a tick (3) next to the things that are true for you. Add some more examples. q I like to study and learn grammar rules. q I worry a lot about my mistakes. q I use my dictionary a lot. q I study a lot outside class. q I only use my coursebook. q I organize my time carefully. q other q I try to speak as much as I can. q I don t worry about my mistakes. q I guess first, then use my dictionary. q I don t study outside class. q I use a lot of different materials (for example, Workbook). q I do extra classes. 2 Choose one thing you don t do. Try it next class, or when you have time at home. Complete this sentence: I tried. This is a (good / bad) idea for me. Language: making suggestions 1 Copy the table. Look at Unit 3. Add some phrases you want to remember and find them in the audio script. Write a short conversation for each one and a translation. Making suggestions Phrase My language Example conversation What shall we do? A This programme s so boring. What shall we do? B. Let s change the channel and try something new. 2 Review your notes before you meet people who speak English in your country or when you travel.» Dossier p.39 Assessment record» Dossier p.43 Writing: Copy the title of your work and your mark. Complete the sentences. Title : Mark Spelling I included I (is / isn t) good. (all / some) information. (reviewed / didn t review) suggestions phrases. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking 18 The Language Biography: Unit 3 Reflect and Record
4I can Checklist Home and away Workbook pp.22 27, 79 MultiROM Website www.oup.com/elt/result My ideas LISTENING I can understand some main ideas and follow a hotel conversation. key words in short conversations about accidents at home. detail and the general idea in a telephone conversation about jobs at home. key words and phrases and follow a conversation about experiences. READING I can understand some key words, phrases and detail in a short report. you p.27 Yes q No q Date: Yes q No q Date: p.29 Yes q No q Date: Yes q No q Date: p.31 Yes q No q Date: Yes q No q Date: p.43 Yes q No q Date: Yes q No q Date: you p.36 Yes q No q Date: Yes q No q Date: details in the rules of a game. p.38 Yes q No q Date: Yes q No q Date: detail and the general idea in a dialogue about jobs in the house. detail and the general idea in a magazine questionnaire. detail in a short note to welcome a guest. SPOKEN INTERACTION p.40 Yes q No q Date: Yes q No q Date: p.42 Yes q No q Date: Yes q No q Date: p.44 Yes q No q Date: Yes q No q Date: you ask for things in a hotel. p.37 Yes q No q Date: Yes q No q Date: say what I ve done. p.41 Yes q No q Date: Yes q No q Date: talk about experiences. p.43 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION you say what s happened. p.39 Yes q No q Date: Yes q No q Date: WRITING you write a thank-you note. p.44 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 4 I can Checklist 19
Reflect and Record Learning: think about listening 1 Think about listening. Put a tick (3) next to the things you do. Add some more examples. In class, I q listen to my teacher speaking English. q listen to other students speaking English. q think about the topic before I listen. q listen for key words and phrases. q listen for main idea and guess new words. q other Outside class, I q listen for English words on television q practise conversations in English with a student. q listen to English on the internet or radio. q listen to songs in English. q listent to tourists. I guess what they are talking about. q other 2 Choose one thing you don t do. Try it next class, or at home when you have time. Complete this sentence: I tried. This is a (good / bad) idea for me. 3 Update the Biography Progress Profile» Biography p.11. Read the information about listening. Use the CEFR Levels Translations and the Portfolio mini-dictionary to help you. Look at the I can Checklists for listening notes for Unit 1 4. What can you do? Tick (3) the boxes. 4 Do the same for the other skills. Language: present perfect for recent events 1 Copy the table. What have you done? What s the result? How do you say it in your language? Present perfect for recent events Recent event My language Notes I ve listened to two songs in English. I can remember some new words now. Subject + have + past participle. 2 Choose another day next week. Add more sentences about recent learning results of past actions.» Dossier p.39 Assessment record» Dossier p.43 Writing: Copy the title of your work and your mark. Complete the sentences. Title : Mark I I I (reviewed / didn t review) my writing. (used / didn t use) a dictionary. (thought / didn t think) about my reader. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking 20 The Language Biography: Unit 4 Reflect and Record
5I can Checklist Buying and giving Workbook pp.28 33, 80 MultiROM Website www.oup.com/elt/result My ideas LISTENING I can understand some you key words in a dialogue about clothes. p.47 Yes q No q Date: Yes q No q Date: detail in a shopping conversation. p.49 Yes q No q Date: Yes q No q Date: main points in a conversation about rules. READING I can understand some detail and the main points in an advertising leaflet. p.53 Yes q No q Date: Yes q No q Date: you p.48 Yes q No q Date: Yes q No q Date: key facts in a factual explanation. p.50 Yes q No q Date: Yes q No q Date: detail in signs about rules. p.50 Yes q No q Date: Yes q No q Date: detail and the main points in a newspaper article about rules. p.52 Yes q No q Date: Yes q No q Date: detail in a tourist information leaflet. p.54 Yes q No q Date: Yes q No q Date: SPOKEN INTERACTION you talk about clothes. p.47 Yes q No q Date: Yes q No q Date: make promises and offers. p.49 Yes q No q Date: Yes q No q Date: ask for things in shops. p.51 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION you talk about rules. p.53 Yes q No q Date: Yes q No q Date: WRITING you write tips for visitors from abroad. p.54 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 5 I can Checklist 21
Reflect and Record Culture: customs 1 Copy the table and the example. What about in your country? What about other places you have visited? Write some notes about customs for gifts, clothes, and dinner invitations. Customs Place Gifts Conversation Dinner invitations China wrap presents in red; use two hands; no clocks! Use people s title and surname arrive a little early; the host serves the food 2 Ask English-speaking people you know about their customs, or use the Internet to find out about other places. 3 Add more notes when you visit different places.» Dossier p.39 Language: adverbs and adjectives 1 Copy the table. Write more phrases with adjectives and adverbs you want to remember from Unit 5. Adjectives Phrase My language Notes These shoes aren t big enough. Put enough after the adjective 2 Add more phrases to describe your personal possessions.» Dossier p.39 Assessment record» Dossier p.43 Writing: Copy the title of your work and your mark. Complete the sentences. Title : Mark This is a Adverbs and adjectives are I Tests: Marks (first / second) draft. (thought / didn t think) about my reader. (sometimes / always) correct. Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking 22 The Language Biography: Unit 5 Reflect and Record
6I can Checklist Services Workbook pp.34 39, 81 MultiROM Website www.oup.com/elt/result My ideas LISTENING I can understand some key words and general ideas in short telephone conversations. you p.57 Yes q No q Date: Yes q No q Date: detail in a radio interview about a job. p.59 Yes q No q Date: Yes q No q Date: key words and detail in a conversation about news events. READING I can understand some detail and follow short telephone dialogues. detail in magazine quiz questions about road rules. detail and the general idea in short crime stories. detail and find specific information in short descriptions of a crime. detail and follow the main idea in a story about and accident. SPOKEN INTERACTION p.63 Yes q No q Date: Yes q No q Date: you p.56 Yes q No q Date: Yes q No q Date: p.58 Yes q No q Date: Yes q No q Date: p.60 Yes q No q Date: Yes q No q Date: p.62 Yes q No q Date: Yes q No q Date: p.64 Yes q No q Date: Yes q No q Date: you talk on the phone. p.57 Yes q No q Date: Yes q No q Date: talk about obligations. p.59 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION you tell a story. p.61 Yes q No q Date: Yes q No q Date: say what was happening. p.63 Yes q No q Date: Yes q No q Date: WRITING you write an insurance claim form. p.64 Yes q No q Date: Yes q No q Date: join sentences with when. p.64 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 6 I can Checklist 23
Reflect and Record Culture: telephone phrases 1 Copy the table and the example. Look at Unit 6 and the audio scripts. Find more telephone phrases you want to remember. Do you do and say the same in your country? Make some notes. Telephone phrases Caller phrases Answerer phrases Notes Hello, Central college Can I speak to please? Use people s title and surname 2 Review your notes before you telephone an English-speaking person.» Dossier p.39 Language: past simple and past continuous 1 Copy the table. Look at Unit 6 and the audio scripts. Write some more examples with irregular verbs you want to remember. Past simple and past continuous. Events My language Notes I saw Ana when I was going to the bank. See = saw (irregular) 2 Choose another day next week. Think about what you were doing when something happened and write some more sentences. Use the irregular verbs list on p.148 or a dictionary to help you check the past tense of the verbs.» Dossier p.39 Assessment record» Dossier p.43 Writing: Copy the title of your work and your mark. Complete the sentences. Title : Mark I I wrote The spelling (used / didn t use) a dictionary. (some / a lot of) detail. (is / isn t) good. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking 24 The Language Biography: Unit 6 Reflect and Record
7I can Checklist Work Workbook pp.40 45, 82 MultiROM Website www.oup.com/elt/result My ideas LISTENING I can understand some main points in a conversation about jobs. main points in a description of a school. detail and follow the main points in a conversation about rules at work. detail and follow the main points in a description of a typical working day. you p.67 Yes q No q Date: Yes q No q Date: p.69 Yes q No q Date: Yes q No q Date: p.71 Yes q No q Date: Yes q No q Date: p.73 Yes q No q Date: Yes q No q Date: main points in a description of job. p.74 Yes q No q Date: Yes q No q Date: READING I can understand some detail and find specific information in job advertisements. detail and the general idea in short descriptions. detail and the general idea in a comedy sketch about work. detail and follow the main points in a magazine article about a job. detail and find specific information in a magazine article about a job. SPOKEN INTERACTION you p.66 Yes q No q Date: Yes q No q Date: p.68 Yes q No q Date: Yes q No q Date: p.70 Yes q No q Date: Yes q No q Date: p.72 Yes q No q Date: Yes q No q Date: p.74 Yes q No q Date: Yes q No q Date: you have a conversation about work. p.67 Yes q No q Date: Yes q No q Date: explain what I mean. p.69 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION you talk about rules. p.71 Yes q No q Date: Yes q No q Date: describe a typical day. p.73 Yes q No q Date: Yes q No q Date: INTERACTION STRATEGIES you ask for the meaning of words. p.69 Yes q No q Date: Yes q No q Date: WRITING you write a job description. p.74 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 7 I can Checklist 25
Reflect and Record Learning: think about text-types 1 Which skill is more important for you, reading or listening? 2 Look at the I can Checklists for units 1 7. Underline the text-types you have read or listened to. Draw a table and make a list. Reading Texts I have worked with Unit / page Tickets Unit 1 page 8 Personal documents Unit 1 page 8 Comments 3 Add more text-types to the list as you continue the course.» Dossier p.40 Language: modal verbs 1 Copy the table. Write more modal verbs you want to remember from Units 3, 6, and 7 (have to, don t have to, must, mustn t). Write some sentences to show the meaning of each one. Write a translation in your language. Modal verbs Modal Use Example sentences My language Can / can t for permission You can wear jeans but you can t smoke. 2 Add more example sentences as you study English Result Pre-intermediate.» Dossier p.39 Assessment record» Dossier p.43 Writing: Copy the title of your work and your mark. Complete the sentences. Title : Mark This is my The grammar is I (first / second) draft. (used / didn t use) also. (accurate / inaccurate). Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking 26 The Language Biography: Unit 7 Reflect and Record
8I can Checklist Gadgets and technology Workbook pp.46 51, 83 MultiROM Website www.oup.com/elt/result My ideas LISTENING I can understand some you general ideas in an apology. p.77 Yes q No q Date: Yes q No q Date: key words and phrases in a description of an object. detail and the general idea in a short explanation about the future. READING I can understand some detail and new words in a newspaper article about a computer crime. p.79 Yes q No q Date: Yes q No q Date: p.81 Yes q No q Date: Yes q No q Date: you p.76 Yes q No q Date: Yes q No q Date: detail in a description of a process. p.78 Yes q No q Date: Yes q No q Date: detail and the general ideas in short newspaper articles. detail in an email requesting information. detail and the general idea in a short email apology. SPOKEN INTERACTION p.80 Yes q No q Date: Yes q No q Date: p.82 Yes q No q Date: Yes q No q Date: p.84 Yes q No q Date: Yes q No q Date: you apologize and respond to apologies. p.77 Yes q No q Date: Yes q No q Date: make predictions. p.81 Yes q No q Date: Yes q No q Date: talk about the results of future actions. p.83 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION you describe an object. p.79 Yes q No q Date: Yes q No q Date: INTERACTION STRATEGIES describe something when I don t know the word. WRITING write a message of apology and use greetings and closing. you p.79 Yes q No q Date: Yes q No q Date: you p.84 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 8 I can Checklist 27