English. Upper-intermediate Portfolio Practice Book CEFR. Annie McDonald & Mark Hancock

Transcription

1 English Upper-intermediate Portfolio Practice Annie McDonald & Mark Hancock CEFR 4

2 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 8 The Language Biography What is a Language Biography? 9 How do I use it? 9 Biography Progress Profile 10 Biography Learning Profile 11 I can Checklists and Reflect and Record Unit 1 12 Unit 2 14 Unit 3 16 Unit 4 18 Unit 5 20 Unit 6 22 Unit 7 24 Unit 8 26 Unit 9 28 Unit The Dossier What is a Dossier? 32 How do I use it? 32 Dossier Contents: Language Notes Dossier Contents: Work 37 41

3 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 languages: A1 C2. You can see how you learn and what you can do. The English Result Upper-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 three 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 p.8, and your Language Passport from English Result Intermediate 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 Upper-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 Upper-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 Upper-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. Use the Dossier Contents pages to keep a record of the work in your file. Introduction 3

4 The Language Passport What is a 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 Intermediate Portfolio Practice, or the CEFR Levels» Passport p.8, to help you. You can also use the Biography Progress Profile.» Biography p.10 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 Intermediate Portfolio Practice to write notes on the Study Experiences and Intercultural Experiences» Passport pp.6 7. As you study English Result Upper-intermediate, make notes on the Biography Learning Profile» Biography p.11. You can use these to help you complete information in your Language Passport at the end of the course. You can write your notes in your own language if you want to. Now you can start your Portfolio.» Passport p.5 The Language Passport 4

5 Linguistic profile Personal details Name: Nationality: First language: Other languages: Place of study: Self-assessment grid CEFR Levels» p.8 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 Counter-signed Date Date The Language Passport: Linguistic profile 5

6 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.11 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? On holiday Less than 3 months 3 months 6 months 9 months 1 year + On a summer course On a work visit At a language academy On an exchange programme With English speakers you know Other The Language Passport: Study Experiences 6

7 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.11 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 English-speaking tourists? Go to an English festival or event? Find information on the Internet? Write s? 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 ceremony, festival, or event? Stay with people? Attend a meeting? Compare social conventions or traditions? Go to a bank? Order a meal? Ask for directions? Other What did you do? What did you enjoy? What did you learn? What did you find interesting? The Language Passport: Intercultural Experiences 7

8 Common European Framework of Reference Levels A1 A2 B1 B2 C1 C2 Listening I can recognize 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 specialized 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, specialized 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 Common European Framework of Reference Levels 8

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, 7, and 10. 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: READING I can understand some you can do? details in a magazine article about customs and habits. What? When? what p.6 Yes q No q 3Date: 7.09 Workbook, page 4 Yes q 3No q Date: 9.09 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. The Language Biography 9

10 Biography Progress Profile Use this page after you have completed the I can Checklists at the end of Units 1, 4, 7, and 10. 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 B1 B1+ B2 B2+ Listening Reading Spoken Interaction Spoken Production Writing I can understand the main points in everyday conversations between friends, neighbours, and colleagues. I can understand the main points of many radio news and current affairs programmes and general interest topics. Yes q I can understand detail in dictionary entries, catalogues, guides, reports, reviews, and stories. I can understand descriptions of events, feelings, and wishes in personal letters and Internet opinion pages. I can follow descriptions of jobs and careers. Yes q I can use English in most travel situations. I can have conversations about topics of personal interest or everyday life (e.g. family, hobbies, work, travel, and current events) without having to prepare what I am going to say. Yes q I can use words like so, but, and however to connect phrases. I can describe and explain experiences and events, my dreams, hopes, plans, and ambitions. I can briefly give reasons and explain my opinions on everyday topics. I can tell a story about my experiences and talk about the plot of a book or film. Yes q I can join sentences and write about familiar subjects or subjects of personal interest. I can write personal letters describing my experiences and impressions, and write my opinions for an Internet page. Yes q I can identify the general idea and specific details in conversations about everyday life and education or job related topics. I can follow the main points when people discuss topics and give their opinions, face-to-face and on radio. Yes q I can find specific information in longer texts. I can follow the main points in reports and letters of application and complaint. Yes q I can talk about my interests and topics related to my interests and professional field. I can exchange, check, and confirm information when I need help. I can talk about cultural topics and give my opinions on films, books, and music. Yes q I can talk about preferences and give my opinions. I can explain some advantages or disadvantages of ways of behaving in some everyday situations. Yes q I can write a report giving information. I can write about a topic and explain my point of view. I can write personal letters and letters of application and complaint. Yes q I can understand descriptions and explanations and follow points of view in a lively discussion. I can understand the main points and details on radio programmes. Yes q I can understand newspaper articles and reports and identify the writer s attitude and opinion. I can understand some short stories and excerpts from modern literature. Yes q I can interact on most topics without a lot of hesitancy. I can give and explain my opinions on most topics and make my contributions relevant to what somebody else has said. Yes q I can give clear, detailed descriptions on different subjects I am interested in. I can explain my views on a topical issue, and explain the advantages and disadvantages of different options. Yes q I can write detailed texts on different subjects I am interested in. I can pass on information and give reasons for or against a particular point of view. I can write a review of a film, book or play. Yes q I can understand presentations and lectures. I can understand radio and television programmes when there is some background noise Yes q I can understand some details and main points in long factual and literary texts. I can understand information and opinions in technical articles which relate to my areas of interest or knowledge. Yes q I can interact fluently and effectively on many different topics. I can use a range of grammatical structures accurately, and make the points I want to. I can adapt what I say to different levels of formality. Yes q I can give well-organized detailed descriptions and presentations on different subjects I am interested in. I can give relevant supporting detail to support my ideas Yes q I can write clear detailed descriptions of events and experiences (real or imaginary). I can organise my ideas logically and indicate the relationship between them. 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 7 Date Skill At the end of the course: Date Skill The Biography: Progress Profile 10

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 résumés in your Language Passport.» Passport pp.6 7 Language learning and intercultural experiences at home Language learning:» Reflect and Record pp.13, 15, 17, 19, 21, 23, 25, 27, 29. Intercultural experiences:» Reflect and Record pp.13, 15, 17, 21, 25. Language learning and intercultural experiences where English is spoken Language learning:» Reflect and Record pp.17, 19, 23, 27, 29. Intercultural experiences:» Reflect and Record pp.13, 15, 19, 21, 25. The Biography: Learning Profile 11

12 The lives of others 1I can Checklist Workbook pp.4 11 MultiROM Website My ideas LISTENING I can understand some what details between two people starting a conversation. p.9 Yes q No q Date: Yes q No q Date: points of view in a friendly discussion. p.11 Yes q No q Date: Yes q No q Date: details in a radio interview about a personal experiment. specific information and details in a radio programme describing a place. READING I can understand some details in a magazine article about customs and habits. p.13 Yes q No q Date: Yes q No q Date: p.15 Yes q No q Date: Yes q No q Date: what p.6 Yes q No q Date: Yes q No q Date: ideas not directly stated in a film script. p.8 Yes q No q Date: Yes q No q Date: details in a magazine questionnaire about personal behaviour. details in a newspaper article about a personal experiment. p.10 Yes q No q Date: Yes q No q Date: p.12 Yes q No q Date: Yes q No q Date: key information on a blog. p.16 Yes q No q Date: Yes q No q Date: SPOKEN INTERACTION what show interest in a conversation. p.9 Yes q No q Date: Yes q No q Date: have a friendly discussion. p.11 Yes q No q Date: Yes q No q Date: talk about recent events. p.13 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION what describe customs and habits. p.7 Yes q No q Date: Yes q No q Date: INTERACTION STRATEGIES what use questions to show interest. p.9 Yes q No q Date: Yes q No q Date: agree and disagree in a friendly discussion. p.11 Yes q No q Date: Yes q No q Date: WRITING what write a blog or diary entry. p.16 Yes q No q Date: Yes q No q Date: organize ideas before writing. p.16 Yes q No q Date: Yes q No q Date: imagine what a reader wants to know. p.16 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 1 I can Checklist 12

13 Reflect and record Learning: making plans 1 Why you are learning English? Put a tick (3) by the reasons. You can tick more than one. Reasons: holiday work exams pleasure other (What?.) 2 Think about your previous course. What can you do now? What do you need or want to be able to do? Put the skills in order of importance for you. Listening Reading Spoken interaction Spoken production Writing 3 Mark your level at this moment on the Biography Progress Profile.» Biography p.10. Now you can start your Language Passport. Write your personal details and mark the Language Passport Self-assessment grid.» Passport p.5 4 How do you study? Put a tick (3) by the things you do. I look for English around me. I study in English-speaking countries. I speak and write in English when I can. I watch original version English films. I read magazines and newspapers in English. I revise my notes after class. I use the internet. Other?. 5 Choose one thing you don t do. Try it out and complete the sentences below. I tried to. This is a (good / bad) idea for me. Learning: think about conversation 1 Put a tick (3) by the things you do. Add some more examples. In class, I q use phrases to show I m an interested listener. q ask questions to keep a conversation going. q don t worry about my mistakes. q explain the meaning of words and phrases I don t know. q record and listen to myself speaking English. q ask questions to check I have understood. Outside class, I q keep a list of conversation words and phrases. q think about how to say things in English. q talk to other people in English. q listen to conversations on the internet. q listen to English-speaking tourists. q Other 2 Review your notes before you travel to an English speaking country or meet people who speak English. Make a note of the topics you could talk about and things you could say.» Dossier p.37 Assessment record» Dossier p.37 Writing: Copy the title of your work and your mark. Complete the sentences. Title Mark I included The organization of my was I Writing a blog or diary entry Tests: Marks. (some / all) information.. (OK / good). used / didn t use some expressions to involve my reader. (is / isn t) important for me. Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking The Language Biography: Unit 1 Reflect and Record 13

14 2I can Checklist Colleagues, customers, and candidates Workbook pp MultiROM Website My ideas LISTENING I can understand some what key words in a discussion about restaurants. p.19 Yes q No q Date: Yes q No q Date: details in a conversation about work. p.21 Yes q No q Date: Yes q No q Date: specific information and detail in a work interview. p.25 Yes q No q Date: Yes q No q Date: READING I can understand some what details in a magazine article. p.18 Yes q No q Date: Yes q No q Date: key information in dictionary entries. p.18 Yes q No q Date: Yes q No q Date: key expressions in a photo story. p.20 Yes q No q Date: Yes q No q Date: expressions and attitude in a story about work. p.22 Yes q No q Date: Yes q No q Date: instructions in a game. p.24 Yes q No q Date: Yes q No q Date: detail in a self-help guide. p.26 Yes q No q Date: Yes q No q Date: new vocabulary in a self-help guide. p.26 Yes q No q Date: Yes q No q Date: detail in advertisements. p.28 Yes q No q Date: Yes q No q Date: SPOKEN INTERACTION what talk about good and bad service. p.19 Yes q No q Date: Yes q No q Date: talk about conditions at work. p.21 Yes q No q Date: Yes q No q Date: answer interview questions. p.25 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION what talk about experiences at work. p.23 Yes q No q Date: Yes q No q Date: INTERACTION STRATEGIES what be a sympathetic listener. p.21 Yes q No q Date: Yes q No q Date: buy time to plan ideas in a conversation. p.25 Yes q No q Date: Yes q No q Date: WRITING what write a job application letter. p.28 Yes q No q Date: Yes q No q Date: plan my ideas before writing. p.28 Yes q No q Date: Yes q No q Date: use an appropriate style in an application letter. p.28 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 2 I can Checklist 14

15 Reflect and record Language: words and phrases 1 Copy the table. Choose a topic and write some words or phrases you want to be able to use. Use your dictionary and write an example sentence and any useful notes you find. Translate interesting phrases into your language. Topic: restaurants Words and phrases Example sentence Notes / translation an arm and a leg get away with It costs an arm and a leg to eat there. He got away with cheating in the exam. meaning = very expensive meaning = do sth wrong and not get caught; don t separate away and with 2 Make more vocabulary topic tables as you work through English Result Upper-intermediate.» Dossier p.33 Culture: choice and obligation 1 Copy the table. Think about a normal day for you in your country. What can you choose to do and what are your obligations? How do you express these ideas in your language? Culture: expressing choice and obligation A normal day Translation Notes I don t have to wear formal clothes at work. Use don t have to to talk about free choice. You aren t allowed to smoke in restaurants in England. Pronounce have to as one word. 2 Add» more sentences about your every day life when you go to different places (for example, the cinema, a restaurant). Dossier p.37 3 Add more notes about choice and obligation in English-speaking countries you know about or have visited. Assessment record» Dossier p.37 Writing: Copy the title of your work and your mark. Complete the sentences. Title Mark This is my I I (checked / didn t check) Tests: Marks (first / second) draft. (used / didn t use) formal language. my spelling. Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking The Language Biography: Unit 2 Reflect and Record 15

16 3I can Checklist Goals and objectives Workbook pp MultiROM Website My ideas LISTENING I can understand some what specific information in a conversation about plans. p.31 Yes q No q Date: Yes q No q Date: information in explanations. p.33 Yes q No q Date: Yes q No q Date: arguments in a discussion about work and pay. p.37 Yes q No q Date: Yes q No q Date: general ideas in a radio chat show. p.38 Yes q No q Date: Yes q No q Date: details in a radio chat show. p.39 Yes q No q Date: Yes q No q Date: READING I can understand some what main events in personal letters. p.30 Yes q No q Date: Yes q No q Date: details which aren t directly stated in personal letters. p.30 Yes q No q Date: Yes q No q Date: details which aren t directly stated in newspaper articles. p.32 Yes q No q Date: Yes q No q Date: details in a magazine article about achieving goals. p.34 Yes q No q Date: Yes q No q Date: details in a questionnaire. p.34 Yes q No q Date: Yes q No q Date: informal words and phrases in an . p.36 Yes q No q Date: Yes q No q Date: SPOKEN INTERACTION what talk about plans and intentions. p.31 Yes q No q Date: Yes q No q Date: talk about future consequences. p.35 Yes q No q Date: Yes q No q Date: discuss hypothetical situations. p.37 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION what talk about projects. p.33 Yes q No q Date: Yes q No q Date: WRITING what write an informal . p.40 Yes q No q Date: Yes q No q Date: organize information into paragraphs. p.40 Yes q No q Date: Yes q No q Date: organize information within paragraphs. p.40 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 3 I can Checklist 16

17 Reflect and record Learning: how I learn and use English 1 Think about how you learn best. Put a tick (3) by 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 look for English words outside class. q I test my vocabulary after class. q I organize my study time carefully. q I try to speak in English as much as I can. q I don t worry about my mistakes. q I guess the meanings of words before using a dictionary. q I don t study outside class. q I regularly think about my progress. q I answer questions in class. 2 Choose one thing you don t do. Try it out and complete the sentence below. I tried to. This is a (good / bad) idea for me. Language and learning: plans and intentions 1 Copy the table. Look at the I can Checklists for Units 1 3 and think about your plans and intentions. Make some statements about your learning and give reasons. Plans and intentions Learning Why / how Date and comments I m going to watch a film in English at the weekend. I ll do a summer course next year. There s an interesting British film on my local cinema. 2 Look at your study priorities at the end of the Reflect and Record section as you finish each unit. Think about your intentions» and make plans. Add them to the table and write a comment about the activity after you have done it. Dossier p.33 Assessment record» Dossier p.37 Writing: Copy the title of your work and your mark. Complete the sentences. Title Mark I I included I (answered / didn t answer) all the questions. (always / sometimes / never) ordered the information within paragraphs. (reviewed / didn t review) grammar. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking The Language Biography: Unit 3 Reflect and Record 17

18 4I can Checklist Escapes and escapades Workbook pp.28 35, Website My ideas LISTENING I can understand some what detail in discussion about a news story. p.45 Yes q No q Date: Yes q No q Date: detail in a conversation about a driving experience. p.47 Yes q No q Date: Yes q No q Date: main points to follow a song. p.49 Yes q No q Date: Yes q No q Date: main points to follow a museum guide explanation. p.49 Yes q No q Date: Yes q No q Date: READING I can understand some what main points in a travel guide. p.42 Yes q No q Date: Yes q No q Date: new words and phrases in a travel guide. p.42 Yes q No q Date: Yes q No q Date: main points in a news story. p.44 Yes q No q Date: Yes q No q Date: main ideas in a news story. p.46 Yes q No q Date: Yes q No q Date: specific information in anecdotes. p.46 Yes q No q Date: Yes q No q Date: main points in a museum display. p.48 Yes q No q Date: Yes q No q Date: general ideas in a novel excerpt. p.50 Yes q No q Date: Yes q No q Date: new words and phrases in a novel excerpt. p.50 Yes q No q Date: Yes q No q Date: main ideas in a short story. p.52 Yes q No q Date: Yes q No q Date: SPOKEN INTERACTION what talk about a news story. p.45 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION what talk about tastes and preferences. p.43 Yes q No q Date: Yes q No q Date: tell an anecdote. p.47 Yes q No q Date: Yes q No q Date: talk about the way things were. p.49 Yes q No q Date: Yes q No q Date: SPOKEN INTERACTION what use contrastive stress to help my listener understand. p.43 Yes q No q Date: Yes q No q Date: use vague expressions to give short answers. p.47 Yes q No q Date: Yes q No q Date: WRITING what write a short story. p.52 Yes q No q Date: Yes q No q Date: order events in a short story. p.52 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 4 I can Checklist 18

19 Reflect and record Learning: think about reading 1 Put a tick a (3) by the things you do. Add some more examples. In class, I q use pictures and titles to help me. q think about the topic before I read. q think about key words and phrases. q Other Outside class, I q read magazines or newspapers in English. q read English on the internet. q read information about films and books. q Other 2 Choose one thing you don t do. Try out and complete the sentence below. I tried. This is a (good / bad) idea for me. 3 Which reading texts are important for you to understand? Look at the I can Checklists for Units 1 4. Copy the table and make a list. Write notes to help you work with the same text-types in the future.» Dossier p.37 Reading texts Comments Magazine article Unit 1, page 6 I thought about the general ideas before detail. 4 Update the Biography Progress Profile» Biography p.10. Look at the I can Checklists for Units 1 4. What can you do? Tick a (3) the boxes. Do the same for the other skills. Language: talking about the past 1 Copy the table. Write more sentences about newspaper stories, historical events or the way things were when you were young. Translate them into your language. Past tenses Example sentences My language Notes A couple who faked their own death had been sent to jail Use the passive when you want to focus on what happened to somebody rather than who did it. 2 Add more notes about the past for English-speaking countries you know about or have visited.» Dossier p.37 Assessment record» Dossier p.37 Writing: Copy the title of your work and your mark. Complete the sentences. Title Mark I I I (made / didn t make) my writing interesting for my reader. (used / didn t use) a variety of narrative tenses. (used / didn t use) time expressions. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking The Language Biography: Unit 4 Reflect and Record 19

20 5I can Checklist Culture and communication Workbook pp MultiROM Website My ideas LISTENING I can understand some what details and attitude in a conversation at an airport. p.55 Yes q No q Date: Yes q No q Date: details to follow explanations. p.57 Yes q No q Date: Yes q No q Date: specific information in a conversation about foreign language habits. p.59 Yes q No q Date: Yes q No q Date: details in a conversation about cultural differences. p.61 Yes q No q Date: Yes q No q Date: reference words in a radio interview. p.62 Yes q No q Date: Yes q No q Date: specific information and details in a radio interview. p.63 Yes q No q Date: Yes q No q Date: READING I can understand some what key information in formal announcements. p.54 Yes q No q Date: Yes q No q Date: formal expressions in announcements. p.54 Yes q No q Date: Yes q No q Date: details to follow explanations. p.56 Yes q No q Date: Yes q No q Date: details in a questionnaire. p.58 Yes q No q Date: Yes q No q Date: details in short stories. p.60 Yes q No q Date: Yes q No q Date: main ideas to follow a magazine article about annoying habits. SPOKEN INTERACTION p.64 Yes q No q Date: Yes q No q Date: what use appropriate language. p.55 Yes q No q Date: Yes q No q Date: talk about foreign language habits. p.59 Yes q No q Date: Yes q No q Date: talk about cultural differences. p.61 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION what report an encounter. p.57 Yes q No q Date Yes q No q Date WRITING what write an article for a magazine. p.64 Yes q No q Date: Yes q No q Date: attract a reader s interest. p.64 Yes q No q Date: Yes q No q Date: organize ideas into paragraphs. p.64 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 5 I can Checklist 20

21 Reflect and record Culture: conversational acts 1 Copy the table. Look at Unit 5 and find examples of different conversational acts. Make some notes about situations and words and phrases you want to remember. What do you say or do in your country? Conversational acts Situation What to say or do in English Comments Exchanging greetings Men usually shake hands. In my country 2 Think about other conversational acts you are interested in (for example, congratulating people). Ask English-speaking people you know about what you should (and shouldn t) do, or use the internet to do some research. 3 Add more notes when you visit different English-speaking countries.» Dossier p.37 Language: reporting verbs with similar meanings 1 Copy the table. Look at Unit 5 and find more examples of verbs used in reported speech. Make notes about how you express the same meaning in your language. Check in your dictionary for useful information. Make notes on pronunciation and an example sentence to help you remember the word. Reporting verbs My language discover / notice realize / understand doubt / wonder 2 Add more examples as you continue studying.» Dossier p.37 Assessment record» Dossier p.37 Writing: Copy the title of your work and your mark. Complete the sentences. Notes / example sentence Title Mark I I I Tests: Marks (organized / didn t organize) information in paragraphs. (used / didn t use) questions to involve my reader. (used / didn t use) words like first and then to help my reader follow the order of events. Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking The Language Biography: Unit 5 Reflect and Record 21

22 6I can Checklist Life s essentials Workbook pp MultiROM Website My ideas LISTENING I can understand some details in an informal conversation about health problems. what p.67 Yes q No q Date: Yes q No q Date: details in a conversation about news stories. p.69 Yes q No q Date: Yes q No q Date: specific information in a radio programme about food. p.73 Yes q No q Date: Yes q No q Date: specific information in a song. p.71 Yes q No q Date: Yes q No q Date: READING I can understand some what details in a magazine article about health. p.66 Yes q No q Date: Yes q No q Date: details to follow the author s opinion in a magazine article. p.68 Yes q No q Date: Yes q No q Date: vocabulary on food labels. p.68 Yes q No q Date: Yes q No q Date: details in a magazine quiz about food. p.70 Yes q No q Date: Yes q No q Date: general ideas and opinions in a book review. p.72 Yes q No q Date: Yes q No q Date: general ideas in an autobiographical story. p.74 Yes q No q Date: Yes q No q Date: new words and phrases in an autobiographical story. p.74 Yes q No q Date: Yes q No q Date: SPOKEN INTERACTION what talk about health problems. p.67 Yes q No q Date: Yes q No q Date: talk about living conditions. p.69 Yes q No q Date: Yes q No q Date: talk about my diet. p.71 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION what speculate about the past. p.73 Yes q No q Date: Yes q No q Date: INTERACTION STRATEGIES what use informal questions in a conversation. p.67 Yes q No q Date: Yes q No q Date: WRITING what write a review. p.76 Yes q No q Date: Yes q No q Date: organize ideas into a paragraph. p.76 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 6 I can Checklist 22

23 Reflect and record Language: adjectives with affixes 1 Copy the table and the examples. Look at Unit 6 and the audio scripts. Add more adjectives with affixes that you want to remember. Write a translation to compare how you express the same idea in your language. low-; high-; -efficient; -friendly Examples My language Notes eco-friendly high-quality eco is an abbreviation for ecological, and friendly suggests that something is good for the environment high suggests that something is above average 2 Make new tables as you continue the course or visit English-speaking countries.» Dossier p.37 Language: modals of deduction present and past 1 Copy the table. Look at Unit 6 and the audio scripts. Write some more examples of modals of deduction. Write a translation to compare how you express the same idea in your language. Modals of deduction Examples My language Notes Present: That chair must be very comfortable. That chair can t be very comfortable. Past: The opposite of must is can t in the present tense. 2 Choose a day next week and look for a news story about a crime or a mystery in the past. Write more sentences in the table.» Dossier p.37 Assessment record» Dossier p.37 Writing: Copy the title of your work and your mark. Complete the sentences. Title Mark I I The spelling (thought / didn t think) about what my reader wants to know. (organized / didn t organize) my ideas. (used / didn t use) adjectives to be more descriptive. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking The Language Biography: Unit 6 Reflect and Record 23

24 7I can Checklist The natural world Workbook pp MultiROM Website My ideas LISTENING I can understand some what key facts in a description of a map. p.83 Yes q No q Date: Yes q No q Date: details in a radio programme about climate change. p.85 Yes q No q Date: Yes q No q Date: the main ideas in a radio interview. p.87 Yes q No q Date: Yes q No q Date: ideas not directly stated in a radio interview. p.87 Yes q No q Date: Yes q No q Date: READING I can understand some what general ideas and details in a magazine article. p.78 Yes q No q Date: Yes q No q Date: new words in a magazine article. p.78 Yes q No q Date: Yes q No q Date: main points in a magazine questionnaire. p.80 Yes q No q Date: Yes q No q Date: details in a description of a map. p.82 Yes q No q Date: Yes q No q Date: key facts in a magazine article about climate change. p.86 Yes q No q Date: Yes q No q Date: details in a report. p.88 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION what describe remarkable places. p.78 Yes q No q Date: Yes q No q Date: talk about my attitude to travel. p.81 Yes q No q Date: Yes q No q Date: describe maps and diagrams. p.83 Yes q No q Date: Yes q No q Date: talk about changes. p.85 Yes q No q Date: Yes q No q Date: INTERACTION STRATEGIES what check, confirm, and clarify information. p.83 Yes q No q Date: Yes q No q Date: WRITING what write a report. p.88 Yes q No q Date: Yes q No q Date: organize ideas into paragraphs. p.88 Yes q No q Date: Yes q No q Date: edit for interest and organization. p.88 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 7 I can Checklist 24

25 Reflect and record Learning: think about listening 1 Think about listening. Put a tick (3) by the things you do. Add some more examples. In class, I q listen to other students speaking English. q think about the topic before I listen. q listen for key words and phrases. q listen and guess what people will say next. Outside class, I q practise conversations in English with a student. q listen to English on the internet or radio. q listen to songs in English. qlisten for English words on television. 2 Choose one thing you don t do. Try it out when you have time and complete the sentence below. I tried. This is a (good / bad) idea for me. 3 Which listening texts are important for you to understand? Look at the I can Checklists for Units 1 7. Draw a table and make a list. Write some notes to help you work with the same text-types in the future. Listening Texts I have worked with (at home and where the language is spoken) Where Comments conversation Unit 1, page 9 Example: I listened for key facts before details 4 Update you Biography Progress Profile» Biography p.10. Read the information about listening. Use the CEFR Levels to help you. Look at the I can Checklists for listening notes for Units 1 7. What can you do? Culture: travel, tourism, and intercultural experiences 1 Copy the table. Look at Unit 7 and make notes comparing your culture and other places where English is spoken. Tourism and intercultural experiences Places India Observations and experiences You can have a shave in the street and people watch. 2 Add more information when you travel or find out about similarities and differences between your culture and other places where English is spoken.» Dossier p.37 Assessment record» Dossier p.37 Writing: Copy the title of your work and your mark. Complete the sentences. Title Mark This is my I I (first / second) draft. (organized / didn t organize) my ideas before writing. (checked / didn t check) my spelling and grammar. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking The Language Biography: Unit 7 Reflect and Record 25

26 8I can Checklist Image and appearance Workbook pp MultiROM Website My ideas LISTENING I can understand some what details in a radio interview. p.91 Yes q No q Date: Yes q No q Date: details in a conversation about attitudes to appearance. p.93 Yes q No q Date: Yes q No q Date: details in a description of a painting. p.95 Yes q No q Date: Yes q No q Date: points of view in a discussion about TV. p.97 Yes q No q Date: Yes q No q Date: READING I can understand some what details in adverts. p.90 Yes q No q Date: Yes q No q Date: general ideas in a magazine article. p.92 Yes q No q Date: Yes q No q Date: details in a magazine article about a painting. p.94 Yes q No q Date: Yes q No q Date: details in a TV guide. p.96 Yes q No q Date: Yes q No q Date: general ideas in a magazine article about TV. p.96 Yes q No q Date: Yes q No q Date: main points in a news report. p.98 Yes q No q Date: Yes q No q Date: related words and phrases in a news report. p.98 Yes q No q Date: Yes q No q Date: details to follow ideas in a letter of complaint. p.100 Yes q No q Date: Yes q No q Date: SPOKEN INTERACTION what express attitudes and opinions. p.97 Yes q No q Date: Yes q No q Date: SPOKEN PRODUCTION what give detailed descriptions. p.91 Yes q No q Date: Yes q No q Date: talk about my attitude to appearances. p.93 Yes q No q Date: Yes q No q Date: describe what s going on in a picture. p.95 Yes q No q Date: Yes q No q Date: INTERACTION STRATEGIES what use fillers to sound fluent in conversation. p.93 Yes q No q Date: Yes q No q Date: use opinion adverbs to introduce ideas. p.97 Yes q No q Date: Yes q No q Date: WRITING what write a letter of complaint. p.100 Yes q No q Date: Yes q No q Date: organize ideas into paragraphs. p.100 Yes q No q Date: Yes q No q Date: connect ideas. p.100 Yes q No q Date: Yes q No q Date: The Language Biography: Unit 8 I can Checklist 26

27 Reflect and record Language: relative and participle clauses 1 Copy the table and the examples. Look at Unit 8 and the audio scripts. Add more examples of sentences with clause structures» you want to remember. Write a translation and notes on how you express the same idea in your language. Dossier p.37 Relative and participle clauses Examples My language Notes The man who s reading is wearing glasses. The man, who is reading, is wearing glasses. This sentence describes a situation in which there is more than one man. The only way of identifying which man is being referred to is by using a defining relative clause. who is reading gives extra information about the man. It is already clear from the context which man is being talked about. 2 Look back at earlier reading and listening texts and add more examples to the table. 3 Add more examples as you continue the course or visit English-speaking countries.» Dossier p.37 Language: opinion adverbs 1 Copy the table and the examples. Look at Unit 8 and the audio scripts. Add more opinion adverbs you want to remember. Write a translation to compare how you express the same idea in your language. Use your dictionary and make notes about pronunciation and meanings. Opinion adverbs Examples My language Notes Frankly, I can t stand Use this adverb to signal that you are giving your honest opinion, even if others mightn t like it. 2 Make new tables as you see or hear other adjectives with different affixes.» Dossier p.37 Assessment record» Dossier p.37 Writing: Copy the title of your work and your mark. Complete the sentences. Title Mark I I I (used / didn t use) words like furthermore to introduce and connect ideas. (followed / didn t follow) a logical paragraph structure. (checked / didn t check ) that my style was consistently formal. Tests: Marks Grammar Vocabulary Pronunciation Reading Study priorities: Writing Listening Speaking The Language Biography: Unit 8 Reflect and Record 27