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transcript
Intermediate Portfolio Practice Book
4
English
Annie McDonald & Mark Hancock
CEFR
Introduction
What is a Language Portfolio? 3
The Language Passport What is a Language Passport? 4How do I use it? 4Linguistic profile 5Study experiences 6Intercultural experiences 7CEFR Levels 8
The Language Biography What is a Language Biography? 9How do I use it? 9Biography Progress Profile 10Biography Learning Profile 11I 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 10 30 Unit 11 32 Unit 12 34
The Dossier What is a Dossier? 36How do I use it? 36Language Notes 37–39Work 40–41
Contents
3
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 Intermediate Portfolio Practice Book 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 Pre-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 Intermediate, you can use your Language Biography and Dossier.
The Language BiographyThe 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 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 DossierAs you study English Result 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.
Introduction
Introduction
4The 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 Pre-intermediate Portfolio Practice Book, or the CEFR Levels » p.8, to help you. You can also use the Biography Progress Profile. » Biography p.10
Example
A1 A2 B1 B2 C1 C2
Listening
Reading
Spoken Interaction
Spoken Production
Writing
Sign the bottom of the page and ask a second person, for example your teacher, to sign to show they agree.
Study and intercultural experiencesUse the information in your English Result Pre-intermediate Portfolio Practice Book to write notes on the Study Experiences and Intercultural Experiences » Passport pp.6–7. As you study English Result Intermediate, make notes on the Biography Learning Profile » Biography p.11. 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. » Passport p.5
The Language Passport
5
Linguistic profile
Personal detailsName: ________________________________________________________________
Nationality: ___________________________________________________________
First language: _________________________________________________________
Other languages: _______________________________________________________
Place of study: _________________________________________________________
Self-assessment gridCEFR Levels » p.8
A1 A2 B1 B2 C1 C2
Listening
Reading
Spoken Interaction
Spoken production
Writing
Last updated: ____________ / ____________ / ____________
Exams and certificatesName of exam Level: A1 – C2 Grade Where I took the exam Date
Signed ____________ Date ____________
Counter-signed ____________ Date ____________
The Language Passport: Linguistic profile
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 homeWhere and when have you studied English in your country? For how long?
3 months 6 months 9 months 1 year + 3 years +
Primary / secondary education
Higher education
At work
At a language academy
With English speakers you know
In your free time?
Other …
In places where English is spokenWhere and when have you studied English where the language is spoken? For how long?
Less than 3 months 3 months 6 months 9 months 1 year +
On holiday
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
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 homeWhere 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? Read books?
Meet tourists? Listen to music?
Go to an English-speaking festival or event? Go to the theatre?
Find information on the Internet? Watch international events on TV?
Write emails? Other …
What did you enjoy? What did you learn? What did you find interesting?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In places where English is spokenWhere 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? Go to a bank?
Stay with people? Order a meal?
Meet people on holiday? Ask for directions?
Go shopping? Other …
What did you enjoy? What did you learn? What did you find interesting?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Language Passport: Intercultural Experiences
8Common European Framework of Reference Levels
Com
mon
Eur
opea
n Fr
amew
ork
of R
efer
ence
Lev
els
A1A2
B1B2
C1C2
UNDERSTANDING
Liste
ning
I can
reco
gnize
fam
iliar
wor
ds an
d ve
ry b
asic
phra
ses c
once
rnin
g m
ysel
f, m
y fam
ily an
d im
med
iate
co
ncre
te su
rroun
ding
s w
hen
peop
le sp
eak s
low
ly
and
clear
ly.
I can
und
erst
and
phra
ses
and
the h
ighe
st fr
eque
ncy
voca
bula
ry re
late
d to
ar
eas o
f mos
t im
med
iate
pe
rson
al re
leva
nce (
e.g. v
ery
basic
per
sona
l and
fam
ily
info
rmat
ion,
shop
ping
, lo
cal a
rea,
empl
oym
ent).
I ca
n ca
tch
the m
ain
poin
t in
shor
t, cle
ar, s
impl
e mes
sage
s an
d an
noun
cem
ents
.
I can
und
erst
and
the m
ain
poin
ts o
f cle
ar st
anda
rd sp
eech
on
fam
iliar m
atte
rs re
gula
rly
enco
unte
red
in w
ork,
scho
ol,
leisu
re, e
tc. I
can
unde
rsta
nd
the m
ain
poin
t of m
any r
adio
or
TV
prog
ram
mes
on
curre
nt
affai
rs o
r top
ics o
f per
sona
l or
pro
fess
iona
l inte
rest
whe
n th
e del
ivery
is re
lativ
ely s
low
an
d cle
ar.
I can
und
erst
and
exte
nded
sp
eech
and
lect
ures
and
follo
w
even
com
plex
lines
of a
rgum
ent
prov
ided
the t
opic
is re
ason
ably
fa
milia
r. I ca
n un
ders
tand
mos
t TV
new
s and
curre
nt aff
airs
pr
ogra
mm
es. I
can
unde
rsta
nd
the m
ajor
ity o
f film
s in
stan
dard
di
alec
t.
I can
und
erst
and
exte
nded
sp
eech
even
whe
n it
is no
t cle
arly
stru
ctur
ed an
d w
hen
rela
tions
hips
are o
nly i
mpl
ied
and
not s
igna
lled
expl
icitly
. I c
an u
nder
stan
d te
levis
ion
prog
ram
mes
and
film
s with
out
too
muc
h eff
ort.
I hav
e no
diffi
culty
in u
nder
stan
ding
an
y kin
d of
spok
en la
ngua
ge,
whe
ther
live o
r bro
adca
st, e
ven
whe
n de
liver
ed at
fast
nat
ive sp
eed,
pr
ovid
ed. I
have
som
e tim
e to
get
fam
iliar w
ith th
e acc
ent.
Read
ing
I can
und
erst
and
fam
iliar
nam
es, w
ords
and
very
sim
ple s
ente
nces
, for
ex
ampl
e on
notic
es an
d po
ster
s or i
n ca
talo
gues
.
I can
read
very
shor
t, sim
ple
text
s. I c
an fi
nd sp
ecifi
c, pr
edict
able
info
rmat
ion
in
simpl
e eve
ryda
y mat
eria
l su
ch as
adve
rtise
men
ts,
pros
pect
uses
, men
us
and
timet
able
s and
I can
un
ders
tand
shor
t sim
ple
pers
onal
lett
ers.
I can
und
erst
and
text
s th
at co
nsist
mai
nly o
f hig
h fre
quen
cy ev
eryd
ay o
r jo
b-re
late
d la
ngua
ge. I
can
unde
rsta
nd th
e des
crip
tion
of
even
ts, f
eelin
gs an
d w
ishes
in
pers
onal
lett
ers.
I can
read
artic
les a
nd re
port
s co
ncer
ned
with
cont
empo
rary
pr
oble
ms i
n w
hich
the w
riter
s ad
opt p
artic
ular
attit
udes
or
view
poin
ts. I
can
unde
rsta
nd
cont
empo
rary
liter
ary p
rose
.
I can
und
erst
and
long
and
com
plex
fact
ual a
nd lit
erar
y te
xts,
appr
ecia
ting
dist
inct
ions
of
style
. I ca
n un
ders
tand
sp
ecia
lized
artic
les a
nd lo
nger
te
chni
cal in
stru
ctio
ns, e
ven
whe
n th
ey d
o no
t rel
ate t
o m
y fie
ld.
I can
read
with
ease
virt
ually
all
form
s of t
he w
ritte
n la
ngua
ge,
inclu
ding
abst
ract
, stru
ctur
ally
or
lingu
istica
lly co
mpl
ex te
xts s
uch
as
man
uals,
spec
ializ
ed ar
ticle
s and
lit
erar
y wor
ks.
SPEAKING
Spok
en
Inte
ract
ion
I can
inte
ract
in a
simpl
e w
ay p
rovid
ed th
e oth
er
pers
on is
pre
pare
d to
repe
at
or re
phra
se th
ings
at a
slo
wer
rate
of s
peec
h an
d he
lp m
e for
mul
ate w
hat I
’m
tryin
g to
say.
I can
ask a
nd
answ
er si
mpl
e que
stio
ns in
ar
eas o
f im
med
iate
nee
d or
on
very
fam
iliar t
opics
.
I can
com
mun
icate
in si
mpl
e an
d ro
utin
e tas
ks re
quiri
ng a
sim
ple a
nd d
irect
exch
ange
of
info
rmat
ion
on fa
milia
r to
pics
and
activ
ities
. I ca
n ha
ndle
very
shor
t soc
ial
exch
ange
s, ev
en th
ough
I ca
n’t u
sual
ly un
ders
tand
en
ough
to ke
ep th
e co
nver
satio
n go
ing
mys
elf.
I can
dea
l with
mos
t situ
atio
ns
likel
y to
arise
whi
lst tr
avel
ling
in an
area
whe
re th
e lan
guag
e is
spok
en. I
can
ente
r un
prep
ared
into
conv
ersa
tion
on to
pics
that
are f
amilia
r, of
pers
onal
inte
rest
or p
ertin
ent
to ev
eryd
ay lif
e (e.g
. fam
ily,
hobb
ies,
wor
k, tra
vel a
nd
curre
nt ev
ents
).
I can
inte
ract
with
a de
gree
of
fluen
cy an
d sp
onta
neity
that
m
akes
regu
lar i
nter
actio
n w
ith
nativ
e spe
aker
s qui
te p
ossib
le.
I can
take
an ac
tive p
art i
n di
scus
sion
in fa
milia
r con
text
s, ac
coun
ting
for a
nd su
stai
ning
my
view
s.
I can
expr
ess m
ysel
f flue
ntly
an
d sp
onta
neou
sly w
ithou
t m
uch
obvio
us se
arch
ing
for
expr
essio
ns. I
can
use l
angu
age
flexi
bly a
nd eff
ectiv
ely f
or so
cial
and
prof
essio
nal p
urpo
ses.
I can
fo
rmul
ate i
deas
and
opin
ions
w
ith p
recis
ion
and
rela
te m
y co
ntrib
utio
n sk
ilful
ly to
thos
e of
othe
r spe
aker
s.
I can
take
par
t effo
rtle
ssly
in an
y co
nver
satio
n or
disc
ussio
n an
d ha
ve
a goo
d fa
milia
rity w
ith id
iom
atic
expr
essio
ns an
d co
lloqu
ialis
ms.
I ca
n ex
pres
s mys
elf fl
uent
ly an
d co
nvey
fine
r sha
des o
f mea
ning
pr
ecise
ly. If
I do
have
a pr
oble
m I c
an
back
track
and
rest
ruct
ure a
roun
d th
e diffi
culty
so sm
ooth
ly th
at o
ther
pe
ople
are h
ardl
y aw
are o
f it.
Spok
en
Prod
uctio
nI c
an u
se si
mpl
e phr
ases
an
d se
nten
ces t
o de
scrib
e w
here
I live
and
peop
le I
know
.
I can
use
a se
ries o
f phr
ases
an
d se
nten
ces t
o de
scrib
e in
sim
ple t
erm
s my f
amily
an
d ot
her p
eopl
e, liv
ing
cond
ition
s, m
y edu
catio
nal
back
grou
nd an
d m
y pre
sent
or
mos
t rec
ent j
ob.
I can
conn
ect p
hras
es in
a
simpl
e way
in o
rder
to d
escr
ibe
expe
rienc
es an
d ev
ents
, my
drea
ms,
hope
s and
ambi
tions
. I c
an b
riefly
give
reas
ons a
nd
expl
anat
ions
for o
pini
ons a
nd
plan
s. I c
an n
arra
te a
stor
y or
rela
te th
e plo
t of a
boo
k or fi
lm
and
desc
ribe m
y rea
ctio
ns.
I can
pre
sent
clea
r, det
aile
d de
scrip
tions
on
a wid
e ran
ge o
f su
bjec
ts re
late
d to
my fi
eld
of
inte
rest
. I ca
n ex
plai
n a v
iew
poin
t on
a to
pica
l issu
e giv
ing
the
adva
ntag
es an
d di
sadv
anta
ges o
f va
rious
opt
ions
.
I can
pre
sent
clea
r, det
aile
d de
scrip
tions
of c
ompl
ex
subj
ects
inte
grat
ing
sub-
them
es, d
evel
opin
g pa
rticu
lar
poin
ts an
d ro
undi
ng o
ff w
ith an
ap
prop
riate
conc
lusio
n.
I can
pre
sent
a cle
ar, s
moo
thly-
flow
ing
desc
riptio
n or
argu
men
t in
a sty
le ap
prop
riate
to th
e con
text
an
d w
ith an
effec
tive l
ogica
l st
ruct
ure w
hich
hel
ps th
e rec
ipie
nt
to n
otice
and
rem
embe
r sig
nific
ant
poin
ts.
WRITING
Writ
ing
I can
writ
e a sh
ort,
simpl
e po
stca
rd, f
or ex
ampl
e se
ndin
g ho
liday
gre
etin
gs.
I can
fill i
n fo
rms w
ith
pers
onal
det
ails,
for
exam
ple e
nter
ing
my n
ame,
natio
nalit
y and
addr
ess o
n a h
otel
regi
stra
tion
form
.
I can
writ
e sho
rt, s
impl
e no
tes a
nd m
essa
ges
rela
ting
to m
atte
rs in
area
s of
imm
edia
te n
eeds
. I ca
n w
rite a
very
sim
ple p
erso
nal
lett
er, f
or ex
ampl
e tha
nkin
g so
meo
ne fo
r som
ethi
ng.
I can
writ
e sim
ple c
onne
cted
te
xt o
n to
pics
whi
ch ar
e fa
milia
r or o
f per
sona
l inte
rest
. I c
an w
rite p
erso
nal le
tter
s de
scrib
ing
expe
rienc
es an
d im
pres
sions
.
I can
writ
e cle
ar, d
etai
led
text
on
a w
ide r
ange
of s
ubje
cts r
elat
ed to
m
y int
eres
ts. I
can
writ
e an
essa
y or
repo
rt, p
assin
g on
info
rmat
ion
or g
ivin
g re
ason
s in
supp
ort o
f or
agai
nst a
par
ticul
ar p
oint
of v
iew
. I c
an w
rite l
ette
rs h
ighl
ight
ing
the
pers
onal
sign
ifica
nce o
f eve
nts
and
expe
rienc
es.
I can
expr
ess m
ysel
f in
clear
, w
ell-s
truct
ured
text
, exp
ress
ing
poin
ts o
f vie
w at
som
e len
gth.
I c
an w
rite a
bout
com
plex
su
bjec
ts in
a le
tter
, an
essa
y or
a re
port
, und
erlin
ing
wha
t I
cons
ider
to b
e the
salie
nt is
sues
. I c
an se
lect
style
appr
opria
te to
th
e rea
der i
n m
ind.
I can
writ
e cle
ar, s
moo
thly-
flow
ing
text
in an
appr
opria
te st
yle. I
can
writ
e com
plex
lett
ers,
repo
rts o
r ar
ticle
s whi
ch p
rese
nt a
case
with
an
effec
tive l
ogica
l stru
ctur
e whi
ch
help
s the
recip
ient
to n
otice
and
rem
embe
r sig
nific
ant p
oint
s. I c
an
writ
e sum
mar
ies a
nd re
view
s of
prof
essio
nal o
r lite
rary
wor
ks.
9The Language Biography
The Language Biography
3 3
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 Student’s Book unit, use the I can Checklists to think about your progress. Read the statements and find the pages in your Student’s Book. 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 … Student’s Book Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
key words in descriptions of family and friends
p.6 Yes q No q Date: 7.09 Workbook, page 4, exs. 4 and 5
Yes q No 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.
10The 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 A2 A2+ B1 B1+
Listening 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 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, short radio news items, and interviews.
Yes q
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 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 qReading 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.
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.
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 find specific information in longer texts. I can follow the main points in reports and letters of application and complaint.
Yes qSpoken Interaction
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 identify topics and have conversations on everyday topics. I can ask for and give information, 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 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 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 qSpoken Production
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 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 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 talk about preferences and give my opinions. I can explain some advantages or disadvantages of ways of behaving in some everyday situations.
Yes qWriting I can write short notes and
messages about everyday topics. I can write a short personal letter, for example, thanking or apologizing for something. I can complete personal information forms.
Yes q
I can write short notes, messages, and emails about everyday topics. I can write letters describing events, past activities, and personal experiences.
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 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
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
Biography Progress Profile
11The 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 homeLanguage learning: » Reflect and Record pp.13, 17, 19, 25, 27, 31.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Intercultural experiences: » Reflect and Record pp.13, 15, 17, 21, 33.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Language learning and intercultural experiences where English is spokenLanguage learning: » Reflect and Record pp.13, 17, 25, 27, 31.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Intercultural experiences: » Reflect and Record pp.13, 15, 17, 21, 33.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Biography Learning Profile
12The Language Biography: Unit 1 I can Checklist
I can Checklist1 Introduction: yourself and others
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
key words in short telephone messages. p.7 Yes q No q Date: Yes q No q Date:
main points in a recorded telephone message. p.7 Yes q No q Date: Yes q No q Date:
details in short explanations of greetings. p.9 Yes q No q Date: Yes q No q Date:
specific information in short introductions. p.9 Yes q No q Date: Yes q No q Date:
details in a conversation about people in a picture. p.11 Yes q No q Date: Yes q No q Date:
details in a shopping conversation. p.13 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
key words in descriptions of family and friends. p.6 Yes q No q Date: Yes q No q Date:general ideas in a questionnaire about greeting customs. p.8 Yes q No q Date: Yes q No q Date:
details in a questionnaire about greeting customs. p.8 Yes q No q Date: Yes q No q Date:
details in an art catalogue. p.10 Yes q No q Date: Yes q No q Date:
details in short stories. p.12 Yes q No q Date: Yes q No q Date:
details in an email introduction. p.14 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk about the people in my life. p.7 Yes q No q Date: Yes q No q Date:
talk about greeting customs. p.9 Yes q No q Date: Yes q No q Date:
explain who people are. p.11 Yes q No q Date: Yes q No q Date:
correct a misunderstanding. p.13 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
show I’m an interested listener. p.11 Yes q No q Date: Yes q No q Date:
use spelling to correct a misunderstanding. p.13 Yes q No q Date: Yes q No q Date:
repeat words to check understanding. p.13 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write a self-introduction email. p.14 Yes q No q Date: Yes q No q Date:
organize my ideas before writing. p.14 Yes q No q Date: Yes q No q Date:
review my writing for spelling and grammar. p.14 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.4–9, 76MultiROMWebsite www.oup.com/elt/resultMy ideas
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Reflect and Record
The Language Biography: Unit 1 Reflect and Record
Learning: making plans1 Why are you learning English? Put a tick (3) next to the reasons. You can tick more than one.
Reasons: holiday q work q exams q fun q other q2 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 q Reading q Spoken Interaction q Spoken Production q Writing q 3 Mark your level now 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) next to the things you do.I look for English around me. I listen to music. I use English (write emails). I study my notes. I read in English on the Internet. Other? I study in English-speaking counties.
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.
Culture: greeting customs1 Copy the table and the example. Add some Ways of greeting you want to remember from Unit 1. Do you do the same
in your culture?
Ways of greeting
What? Where? Comments
Men shake hands UK We sometimes do this too.
2 Add more examples when you meet people from different cultures, at home or in different countries. » Dossier p.40
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
I included (all / some) information.
I (checked / didn’t check) my spelling.
The organization of my email was (good / OK).
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
14
I can Checklist
The Language Biography: Unit 2 I can Checklist
2 Culture and countries
LISTENINGI can understand some … Student’s
BookAre you happy with what you can do?
More practice? What? Now are you happy with what you can do?
key words in descriptions of people and places. p.17 Yes q No q Date: Yes q No q Date:
details in radio quiz questions about places. p.19 Yes q No q Date: Yes q No q Date:specific information in a conversation about everyday objects. p.21 Yes q No q Date: Yes q No q Date:
specific information in a conversation about an event in the past. p.23 Yes q No q Date: Yes q No q Date:
READINGI can understand some … Student’s
BookAre you happy with what you can do?
More practice? What? Now are you happy with what you can do?
specific information in a short description of a person. p.16 Yes q No q Date: Yes q No q Date:
details in a newspaper article about tourists. p.18 Yes q No q Date: Yes q No q Date:general ideas in short descriptions of everyday objects. p.20 Yes q No q Date: Yes q No q Date:
details in short descriptions of everyday objects. p.20 Yes q No q Date: Yes q No q Date:
details in a story about an intercultural experience. p.22 Yes q No q Date: Yes q No q Date:SPOKEN INTERACTIONI can … Student’s
BookAre you happy with what you can do?
More practice? What? Now are you happy with what you can do?
ask about and describe objects. p.21 Yes q No q Date: Yes q No q Date:SPOKEN PRODUCTIONI can … Student’s
BookAre you happy with what you can do?
More practice? What? Now are you happy with what you can do?
talk about my background. p.17 Yes q No q Date: Yes q No q Date:talk about tourism. p.19 Yes q No q Date: Yes q No q Date:tell an anecdote. p.23 Yes q No q Date: Yes q No q Date:INTERACTION STRATEGIESI can … Student’s
BookAre you happy with what you can do?
More practice? What? Now are you happy with what you can do?
describe things when I don’t know the words. p.21 Yes q No q Date: Yes q No q Date:
show I’m an interested listener. p.23 Yes q No q Date: Yes q No q Date:WRITINGI can … Student’s
BookAre you happy with what you can do?
More practice? What? Now are you happy with what you can do?
write a description of an intercultural experience. p.24 Yes q No q Date: Yes q No q Date:
organize my ideas into paragraphs. p.24 Yes q No q Date: Yes q No q Date:review my writing for content. p.24 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp. 10-15, 77MultiROMWebsite www.oup.com/elt/result My ideas
15
Reflect and Record
The Language Biography: Unit 2 Reflect and Record
Language: past simple and past continuous1 Copy the table. Write some sentences about your travelling experiences in a different country using the past simple
and past continuous. How do you say it in your language?
Past simple and past continuous
Event My language Notes
I was reading a newspaper when the bus arrived.
Past continuous (reading a newspaper) = longer action; past simple (the bus arrived) = shorter action in the middle of the longer action.
I was travelling on a bus in London when an old man got on.
Past continuous (travelling on a bus in London) = context; past simple (an old man got on) = event.
2 Add more phrases about your experiences as you travel. » Dossier p.37
Vocabulary: tourism and intercultural experiences1 Copy the table. Look at Unit 2 and complete the notes. Think about the definite article and add some more places.
Add more vocabulary and phrases in the columns.
Vocabulary: tourism
Places People Things and souvenirs
South America – The Andes BrazilianA tea cup – It’s used for ..., It’s made of ..., It’s covered with ..., It looks like ...
2 Add more words when you travel to or find out about new places. » Dossier p.37
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
This is my (first / second) draft.
I (used / didn’t use) paragraphs.
I (wrote / didn’t write) about the context, main event, and result.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
16
I can Checklist
The Language Biography: Unit 3 I can Checklist
3 Learning and growing up
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
details in a song about school memories. p.27 Yes q No q Date: Yes q No q Date:details in a conversation about school memories. p.27 Yes q No q Date: Yes q No q Date:details when a person offers hospitality. p.31 Yes q No q Date: Yes q No q Date:details in a description of education and jobs. p.33 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
general ideas in a story about school memories. p.26 Yes q No q Date: Yes q No q Date:details in a story about school memories. p.26 Yes q No q Date: Yes q No q Date:details in dictionary entries. p.28 Yes q No q Date: Yes q No q Date:details in a newspaper article about education. p.28 Yes q No q Date: Yes q No q Date:details in a photo story. p.30 Yes q No q Date: Yes q No q Date:details and follow instructions in a maze about jobs and careers.
p.32 Yes q No q Date: Yes q No q Date:
details in a CV. p.34 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
talk about my achievements. p.29 Yes q No q Date: Yes q No q Date:offer hospitality. p.31 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
talk about my school days. p.27 Yes q No q Date: Yes q No q Date:talk about my education and career. p.33 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
respond to invitations. p.31 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
write a CV. p.34 Yes q No q Date: Yes q No q Date:follow the style of a CV. p.34 Yes q No q Date: Yes q No q Date:join short sentences to make longer phrases. p.34 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.16–21, 78MultiROMWebsite www.oup.com/elt/resultMy ideas
17
Reflect and Record
The Language Biography: Unit 3 Reflect and Record
Learning: how I learn and use English1 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 try to speak as much as I can.
q I worry a lot about my mistakes. q I don’t worry about my mistakes.
q I use my dictionary a lot. q I guess first, then use my dictionary.
q I look for English words outside class. q I don’t study outside class.
q I test my vocabulary after class. q I use the Internet and different materials (for example, Workbook).
q I organize my time carefully. q I answer questions in class.
q Other …
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: hospitality phrases1 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. Translate the conversation into your language.
Hospitality phrases
Phrase Example conversation Translation
Help yourself to ...A Help yourself to some of these biscuits.B Thanks.
AB
2 Review your notes before you meet people who speak English in your country or when you travel. » Dossier p.37
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
My spelling (is / isn’t) good.
I included (all / some) information.
I (reviewed / didn’t review) capital letters.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
18
I can Checklist
The Language Biography: Unit 4 I can Checklist
4 Feelings and opinions
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
key words in a discussion about music. p.39 Yes q No q Date: Yes q No q Date:details in a discussion about music. p.39 Yes q No q Date: Yes q No q Date:specific information in a discussion about where to eat.
p.41 Yes q No q Date: Yes q No q Date:
specific information in a radio interview about research.
p.43 Yes q No q Date: Yes q No q Date:
details in a radio interview about research. p.43 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
general ideas in explanations of hobbies. p.36 Yes q No q Date: Yes q No q Date:details in explanations of hobbies. p.36 Yes q No q Date: Yes q No q Date:details in a questionnaire about music. p.38 Yes q No q Date: Yes q No q Date:general ideas in restaurant reviews. p.40 Yes q No q Date: Yes q No q Date:details in restaurant reviews. p.40 Yes q No q Date: Yes q No q Date:details in film reviews. p.42 Yes q No q Date: Yes q No q Date:details in a film description. p.44 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
say how I feel about things. p.37 Yes q No q Date: Yes q No q Date:talk about music. p.39 Yes q No q Date: Yes q No q Date:compare and discuss preferences. p.41 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
explain what a film is about. p.43 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
write a description of a book or film. p.44 Yes q No q Date: Yes q No q Date:sequence my ideas logically. p.44 Yes q No q Date: Yes q No q Date:use pronouns to refer back to people or things. p.44 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.22–27, 79MultiROMWebsite www.oup.com/elt/resultMy ideas
19
Reflect and Record
The Language Biography: Unit 4 Reflect and Record
Learning: think about listening1 Think about listening. Put a tick (3) next to the things you do. Add some more examples.
In class, I … Outside class, I …
q listen to my teacher speaking English. q listen for English words on television.
q listen to other students speaking English. q practise conversations in English with a student.
q think about the topic before I listen. q listen to English on the Internet or radio.
q listen for key words and phrases. q listen to songs in English.
q listen and guess what people will say next. q listen to tourists. I guess what they are talking about.
q Other … 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.10. Read the information about listening. Use the CEFR Levels 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: saying how you feel -ed and -ing1 Copy the table. What do you feel about different things? How do you say it in your language? Look at Unit 4 and add
some more sentences.
-ed and -ing adjectives
My feelings Notes My language
I was amazed when she said she liked the film.
Use adjectives with -ed to say how I feel
I thought his new film was amazing.
Use adjectives with -ing to say how something makes me feel.
2 Add more sentences about your feelings when you hear about different activities, music, books, and films. » Dossier p.37
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
I (reviewed / didn’t review) my spelling.
I (reviewed / didn’t review) my grammar.
I (thought / didn’t think) about my reader.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
20
I can Checklist
The Language Biography: Unit 5 I can Checklist
5 Law and order
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
key information in radio quiz questions about countries and politics.
p.47 Yes q No q Date: Yes q No q Date:
general ideas in a conversation about rules. p.49 Yes q No q Date: Yes q No q Date:details in a radio news story. p.51 Yes q No q Date: Yes q No q Date:main points in a radio interview about history. p.53 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
specific information in an article about countries and politics.
p.46 Yes q No q Date: Yes q No q Date:
key information in signs. p.48 Yes q No q Date: Yes q No q Date:reasons in an article about laws. p.48 Yes q No q Date: Yes q No q Date:key information in newspaper captions about crime. p.50 Yes q No q Date: Yes q No q Date:details in a newspaper article about crime. p.50 Yes q No q Date: Yes q No q Date:reasons in a history text. p.52 Yes q No q Date: Yes q No q Date:details in a story about a past event. p.54 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
talk about countries and governments. p.47 Yes q No q Date: Yes q No q Date:talk about rules and laws. p.49 Yes q No q Date: Yes q No q Date:talk about stories in the news. p.51 Yes q No q Date: Yes q No q Date:talk about past events. p.53 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
narrate a story. p.54 Yes q No q Date: Yes q No q Date:use narrative tenses to order a story. p.54 Yes q No q Date: Yes q No q Date:organize my ideas to interest my reader. p.54 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.28–33, 80MultiROMWebsite www.oup.com/elt/resultMy ideas
21
Reflect and Record
The Language Biography: Unit 5 Reflect and Record
Culture: countries, governments, rules, and laws1 Copy the table. Make notes about places that interest you and what you must and mustn’t do. What about in your
country? What about other places you have visited? Look back at Unit 5 for ideas.
Countries, governments, rules, and laws
Country Government Rules Laws Comment
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.40
Language: past perfect and simple past1 Copy the table. Write more sentences about the plot of stories in books you have read, or historical events in your
country. Include some irregular past participles you want to remember. Translate them into your language.
Past perfect and simple past
Past events My language Notes
When Henry took power, Richard had killed the princes. (past perfect = had + past participle)
In English, use the past perfect to talk about an event that happened before another in the past. In my language, we use ...
2 Ask other people about historical events in their countries and add more sentences as you study. » Dossier p.37
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
I (checked / didn’t check) my spelling.
Past tenses are (sometimes / always) correct.
I (thought / didn’t think) about my reader.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
22
I can Checklist
The Language Biography: Unit 6 I can Checklist
6 Encounters
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
key words in conversations. p.57 Yes q No q Date: Yes q No q Date:specific information in a conversation about a past event.
p.59 Yes q No q Date: Yes q No q Date:
details in a summary of survey results. p.61 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
general ideas in a sketch. p.56 Yes q No q Date: Yes q No q Date:details in a sketch. p.56 Yes q No q Date: Yes q No q Date:main events in an article about past events. p.58 Yes q No q Date: Yes q No q Date:details in dictionary extracts. p.58 Yes q No q Date: Yes q No q Date:details in a TV documentary review. p.60 Yes q No q Date: Yes q No q Date:main ideas in an article about a crime. p.62 Yes q No q Date: Yes q No q Date:details in a personal letter. p.64 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
express strong feelings. p.57 Yes q No q Date: Yes q No q Date:tell an anecdote. p.59 Yes q No q Date: Yes q No q Date:talk about people in my neighbourhood. p.61 Yes q No q Date: Yes q No q Date:report what people said. p.63 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
use intonation to be a sympathetic listener. p.57 Yes q No q Date: Yes q No q Date:use words and phrases to show I’m listening. p.59 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
exchange news in a personal letter. p.64 Yes q No q Date: Yes q No q Date:join sentences with by the way, however, anyway, and although.
p.64 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.34–39, 81MultiROMWebsite www.oup.com/elt/resultMy ideas
23
Reflect and Record
The Language Biography: Unit 6 Reflect and Record
Language: expressing strong feelings1 Copy the table and the example. Look at Unit 6 and the audio scripts. Find more extreme adjectives that you want to
remember and write a sentence. Underline the main syllables. Write a translation and compare what you do in your language.
Expressing strong feelings
Extreme adjectives My language Notes
I’m so exhausted.To express strong feelings in English, the voice goes high on the main syllables.
It’s such a brilliant film.
2 Add more examples when you hear English speakers express strong feelings. » Dossier p.37
Language: reported speech1 Copy the table. Look at Unit 6 and the audio scripts. Write some more examples of reported speech. Write a translation
and compare what you do in your language.
Reported speech
Example My language Notes
He told the man that he was an estate agent.
In English, change the present simple to the past simple. In my language, we ...
2 Think about what people said to you yesterday. Write more sentences in the table. » Dossier p.37
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
I (asked / didn’t ask) my reader questions.
I (connected / didn’t connect) my ideas.
The spelling (is / isn’t) good.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
24
I can Checklist
The Language Biography: Unit 7 I can Checklist
7 Appearances
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
key words in descriptions of people. p.67 Yes q No q Date: Yes q No q Date:specific information in opinions. p.69 Yes q No q Date: Yes q No q Date:details in conversations about plans. p.71 Yes q No q Date: Yes q No q Date:details in an explanation about a person’s room. p.73 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
general ideas in an article about research. p.66 Yes q No q Date: Yes q No q Date:details in an article about research. p.66 Yes q No q Date: Yes q No q Date:details in an article about people and fashion. p.68 Yes q No q Date: Yes q No q Date:details in an article about lifestyle changes. p.70 Yes q No q Date: Yes q No q Date:ideas which aren’t directly stated in an article about lifestyle changes.
p.70 Yes q No q Date: Yes q No q Date:
general ideas in an explanation about places and people.
p.72 Yes q No q Date: Yes q No q Date:
details in an application letter. p.74 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
say how people look. p.67 Yes q No q Date: Yes q No q Date:express guesses. p.73 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
talk about fashion. p.69 Yes q No q Date: Yes q No q Date:talk about plans and intentions. p.71 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
use contrastive stress to check understanding. p.69 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
write a letter of application. p.74 Yes q No q Date: Yes q No q Date:organize information into paragraphs. p.74 Yes q No q Date: Yes q No q Date:check grammar and spelling. p.74 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.40–45, 82MultiROMWebsite www.oup.com/elt/resultMy ideas
25
Reflect and Record
The Language Biography: Unit 7 Reflect and Record
Learning: thinking about text types1 Which reading 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.
Reading
Texts I have worked with (at home and where the language is spoken).
Where Comments
Descriptions Student’s Book, Unit 1 p.6 (Example - I guessed the meaning of some words).
Questionnaire Student’s Book, Unit 1, p.8 (Example - I thought about key words).
2 Add more text types to the list as you continue the course. » Dossier p.40
3 Repeat exercises 1 and 2 for text types you have listened to. » Dossier p.40
Learning: plans and intentions1 Copy the table. Look at the I can Checklists for Units 1–7 and think about your plans and intentions. Make some
predictions about your learning and give a reason.
Future predictions
Learning plans Why Done 3
I’m going to buy a magazine in English to read at the weekend.
I’ll go to Scotland for a summer course. (I’ve just decided!)
2 Look at your study priorities at the end of the Reflect and Record section in each unit. Tick what you have done and write some new predictions in the table. » Dossier p.40
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
This is my (first / second) draft.
I (thought / didn’t think) about my reader.
I (checked / didn’t check) my spelling.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
26
I can Checklist
The Language Biography: Unit 8 I can Checklist
8 Communication
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
details in phone conversations. p.77 Yes q No q Date: Yes q No q Date:details in a conversation about an interview. p.81 Yes q No q Date: Yes q No q Date:specific information in a conversation about a personal experience.
p.83 Yes q No q Date: Yes q No q Date:
specific information in a survey interview. p.84 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
details in phone dialogues. p.76 Yes q No q Date: Yes q No q Date:details in dictionary entries. p.76 Yes q No q Date: Yes q No q Date:main points in an article about intelligent animals. p.78 Yes q No q Date: Yes q No q Date:details in a newspaper article. p.80 Yes q No q Date: Yes q No q Date:main events in a story about a personal experience. p.82 Yes q No q Date: Yes q No q Date:details in dictionary entries. p.82 Yes q No q Date: Yes q No q Date:details in a report about text messaging. p.84 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
talk on the phone. p.77 Yes q No q Date: Yes q No q Date:report an interview. p.81 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
talk about ability. p.79 Yes q No q Date: Yes q No q Date:report a conversation. p.83 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
show I’m an interested listener. p.83 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
write a report. p.84 Yes q No q Date: Yes q No q Date:use so, however, if, because, and such to introduce information.
p.84 Yes q No q Date: Yes q No q Date:
follow a paragraph structure. p.84 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.46–51, 83MultiROMWebsite www.oup.com/elt/resultMy ideas
27
Reflect and Record
The Language Biography: Unit 8 Reflect and Record
Learning: think about reading1 Put a tick (3) next to the things you do. Add some more examples.
In class, I … Outside class, I …
q think about the topic before I read. q look for words in English where I live.
q use pictures and titles to help me. q read magazines or newspapers in English.
q think about the main points before the detail. q read English on the Internet.
q think about key words and phrases. q read information about films and books in English.
q guess the meaning of words before I check in a dictionary. q look for English words in shops.
q Other … q Other …
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.
3 Update the Biography Progress Profile » Biography p.10. Read the information about reading. Use the CEFR Levels to help you. Look at the I can Checklists for reading for Units 5–8. What can you do? Tick (3) the boxes.
4 Do the same for the other skills.
Language: phrasal verbs1 Copy the table. Look at Unit 8 and find more examples of phrasal verbs you want to remember. Make notes about how
you express the idea in your language and any information you can find in your dictionary.
Phrasal verbs
My language Dictionary notes Example sentence.
Hang onInformal - to ask somebody to wait for a short time
(On the phone) Can you hang on a minute, please?
Cut sb off Often passive I get cut off every time I phone.
2 Add more examples as you continue studying. » Dossier p.37
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
I (used / didn’t use) words like however and because to introduce ideas.
I (followed / didn’t follow) the paragraph structure.
I (checked / didn’t check ) tenses.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
28
I can Checklist
The Language Biography: Unit 9 I can Checklist
9 Science and nature
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
main ideas in conversations about the weather. p.87 Yes q No q Date: Yes q No q Date:details in descriptions of personal futures. p.89 Yes q No q Date: Yes q No q Date:details in descriptions of events. p.91 Yes q No q Date: Yes q No q Date:opinions in a conversation about future possibilities. p.93 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
details in an article about the weather. p.86 Yes q No q Date: Yes q No q Date:details in a popular science article about the future. p.88 Yes q No q Date: Yes q No q Date:general ideas in a questionnaire about dangerous situations.
p.90 Yes q No q Date: Yes q No q Date:
details in a questionnaire about dangerous situations. p.90 Yes q No q Date: Yes q No q Date:general ideas in a report about technology. p.92 Yes q No q Date: Yes q No q Date:general ideas in opinions about technology. p.92 Yes q No q Date: Yes q No q Date:general ideas in Internet opinion letters. p.94 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
make small talk. p.87 Yes q No q Date: Yes q No q Date:talk about unreal situations. p.93 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
talk about my future. p.89 Yes q No q Date: Yes q No q Date:give advice. p.91 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
use tag questions to keep a conversation going. p.87 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When? When?
Now are you happy with what you can do?
write about my opinion for an Internet discussion page.
p.94 Yes q No q Date: Yes q No q Date:
use adverbs of attitude. p.94 Yes q No q Date: Yes q No q Date:organize information in a paragraph. p.94 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.52–57, 84MultiROMWebsite www.oup.com/elt/resultMy ideas
29
Reflect and Record
The Language Biography: Unit 9 Reflect and Record
Language: future perfect1 Copy the table and the example. Look at Unit 9 and make more predictions about yourself. Use different time
expressions. Write a translation and notes on how you express the same idea in your language. » Dossier p.37
Finished events in the future (will + have + past participle)
Time phrases Event My language Comment
By this time tomorrow, I’ll have had three meals.To talk about finished events in the future in my language we ...
2 Add more examples when you have new ideas for your future.
Language: compound nouns1 Copy the table. Write more compound nouns you want to remember from Unit 9. Check in your dictionary. Translate
the word and make some notes. Is it similar or different in your language?
Compound nouns
1st word 2nd word My language Notes
computer technology, program
laptop, desktop computer
2 Add more compound nouns as you study English Result Intermediate. » Dossier p.37
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
I (started / didn’t start) with a topic sentence.
This (is / isn’t) useful for me.
There are (used / didn’t use) adverbs of attitude.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
30
I can Checklist
The Language Biography: Unit 10 I can Checklist
Shopping
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
key opinions in a conversation about changes in the environment.
p.97 Yes q No q Date: Yes q No q Date:
specific information in interviews about shopping habits.
p.99 Yes q No q Date: Yes q No q Date:
details in a conversation about work and recent actions.
p.101 Yes q No q Date: Yes q No q Date:
key words in a shopping conversation. p.103 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
information in a verse. p.96 Yes q No q Date: Yes q No q Date:key points in opinions. p.96 Yes q No q Date: Yes q No q Date:general ideas in an article about the environment. p.98 Yes q No q Date: Yes q No q Date:details in an article about the environment. p.98 Yes q No q Date: Yes q No q Date:main ideas in a sketch about work. p.100 Yes q No q Date: Yes q No q Date:details in a magazine personality quiz. p.102 Yes q No q Date: Yes q No q Date:details in a letter of complaint. p.104 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
exchange opinions. p.97 Yes q No q Date: Yes q No q Date:talk about my shopping habits. p.99 Yes q No q Date: Yes q No q Date:talk about recent activities. p.101 Yes q No q Date: Yes q No q Date:ask about products in a shop. p.103 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
use intonation to show disagreement. p.97 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
write a letter of complaint. p.104 Yes q No q Date: Yes q No q Date:think about my reader and decide what to write. p.104 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.58–63, 86MultiROMWebsite www.oup.com/elt/resultMy ideas
10
31
Reflect and Record
The Language Biography: Unit 10 Reflect and Record
Learning: think about conversation1 Put a tick (3) by the things you do. Add some more examples.
In class, I … Outside class, I …
q use phrases to show I’m an interested listener. q think about how to say things in English.
q don’t worry about my mistakes. q talk to other students in English.
q explain the meaning of a word I don’t know. q read texts from the coursebook aloud.
q ask questions to check I have understood. q record and listen to myself speaking English.
q ask questions to keep a conversation going. q listen to English-speaking tourists.
q Other … q Other …
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.
3 Review your notes before you travel to an English-speaking country or meet people who speak English. » Dossier p.37
Language: phrases to exchange opinions1 Copy the table. Look at Unit 10. Add some phrases you want to remember. Make some notes about intonation.
Translate the phrases into your language.
Opinion phrases
Phrases Notes about intonation Translation
Yes, maybe, but ...
2 Review your notes before you meet people who speak English in your country or when you travel. » Dossier p.37
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
I (followed / didn’t follow) the letter tips.
I (thought / didn’t think) about my reader.
This (is / isn’t) important for me.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
32
I can Checklist
The Language Biography: Unit 11 I can Checklist
Travel
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
details to follow directions. p.107 Yes q No q Date: Yes q No q Date:details in a conversation about a holiday place. p.109 Yes q No q Date: Yes q No q Date:details in a conversation about a terrible journey. p.113 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
details in a tour guide and follow directions. p.106 Yes q No q Date: Yes q No q Date:details in holiday accommodation adverts. p.108 Yes q No q Date: Yes q No q Date:details in a health information leaflet. p.110 Yes q No q Date: Yes q No q Date:main points on a website advice page. p.110 Yes q No q Date: Yes q No q Date:general information on a website travel recommendation page.
p.114 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
give and ask for directions. p.107 Yes q No q Date: Yes q No q Date:give health advice. p.111 Yes q No q Date: Yes q No q Date:give extra information and details about places, people, and things.
p.113 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
talk about holiday accommodation. p.109 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
use indirect questions to be polite. p.107 Yes q No q Date: Yes q No q Date:give explanations for unknown words. p.103 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
write a website recommendation. p.114 Yes q No q Date: Yes q No q Date:indicate a series of events using first, then, after that, finally, etc.
p.114 Yes q No q Date: Yes q No q Date:
introduce contrasting ideas using unfortunately and however.
p.114 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.64–69, 86MultiROMWebsite www.oup.com/elt/resultMy ideas
11
33
Reflect and Record
The Language Biography: Unit 11 Reflect and Record
Culture: travel in different countries1 Copy the table and the example. Look at Unit 11 and find examples of different travel situations. Make some notes
about situations and words and phrases you want to remember. What do you say or do in your country?
Travel experiences
Situation What to say or do Comments
Asking for directions in the UK.Use indirect questions to be polite, for example: Can you tell me where Chapel Street is?
In my country ...
2 Add more examples when you travel to or find out about different places. » Dossier p.40
Language: non-defining relative clauses1 Copy the table and write some more examples of non-defining relative clauses.
Non-defining relative clauses
Examples Notes My language
They stopped the driver, who was speeding.
Don’t use that in non-defining relative clauses.
I changed the tyre, which was flat.
Use which for things.
2 Think of a travel experience you’ve had. Write sentences using non-defining relative clauses to make the story more interesting. » Dossier p.37
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
I (used / didn’t use) text-building words.
I (thought / didn’t think) about paragraph organization.
I (reviewed / didn’t review) the grammar.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
34
I can Checklist
The Language Biography: Unit 12 I can Checklist
Stories
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
opinions about short stories. p.117 Yes q No q Date: Yes q No q Date:details in a joke. p.119 Yes q No q Date: Yes q No q Date:details in a description of a book. p.121 Yes q No q Date: Yes q No q Date:details in a description of a life history. p.123 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
main points in a story with a moral. p.116 Yes q No q Date: Yes q No q Date:details in book covers. p.120 Yes q No q Date: Yes q No q Date:details in descriptions of extreme experiences. p.122 Yes q No q Date: Yes q No q Date:details in a story with a moral. p.124 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
talk about hopes and wishes. p.119 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
explain my point of view. p.117 Yes q No q Date: Yes q No q Date:describe the plot of a story. p.121 Yes q No q Date: Yes q No q Date:talk about important decisions. p.123 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
use long sounds to keep my turn in a conversation. p.117 Yes q No q Date: Yes q No q Date:indicate that I’m moving to the next part of a story. p.121 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What? When?
Now are you happy with what you can do?
write a story with a moral. p.124 Yes q No q Date: Yes q No q Date:organize ideas in paragraphs. p.124 Yes q No q Date: Yes q No q Date:
More practice?Workbook pp.70–75, 87MultiROMWebsite www.oup.com/elt/resultMy ideas
12
35
Reflect and Record
The Language Biography: Unit 12 Reflect and Record
Assessment record » Dossier p.40
Writing: Copy the title of your work and your mark. Complete the sentences.
Title _____________________________________________________________________________ Mark ____________
This is my (first / second) draft.
I (used / didn’t use) a dictionary.
There are (some / no) spelling mistakes.
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
Learning: progress1 Update the Biography Progress Profile » Biography p.10. Look at your Assessment records and the I can Checklists for
the skills for Units 9–12 to assess your progress. Now tick (3) the boxes.
2 What can you do? Shade the boxes and mark your level progress on the Self-assessment grid. » Passport p.5
Learning experiences1 Look at Reflect and Record pp.13, 17, 19, 25, 27, and 31. Make notes on the Biography Learning Profile. » Biography p.11
2 Write a résumé of your study experiences. » Passport p.6
Intercultural experiences 1 Look at Reflect and Record pp.13, 15, 17, 21, and 33. Make notes on the Biography Learning Profile. » Biography p.11.
2 Write a résumé of your intercultural experiences. » Passport p.7
Congratulations! Now you have finished English Result Intermediate Portfolio Practice Book. Good luck with your next course!
36The Passport
Heading
36The Dossier
What is a Dossier?The Dossier is a file where you keep your work, tests, and certificates. You can also keep articles you have read, reports from teachers or language schools, or examples of personal communication in English.You can use it to show people what you can do. Your Dossier helps you reflect on and record your progress in the Language Biography and Language Passport.By keeping records you can find different ways of recording information, for example, for vocabulary and grammar. You can decide which ways of recording information you like best. You can study your notes before a test.
How do I use it?There are two parts to your Dossier:• Language notes » Dossier p.37
As you work through the Reflect and Record unit activities for each unit, you will start keeping language records. There are tables for you to copy, with words, phrases, and notes on how English works. Write the title of your work on these Dossier pages and keep your work in a separate file.
• Work » Dossier p.40
When you do the Reflect and Record activities about culture, or other written work, tests, or examinations, write the title of your work in the tables on these Dossier pages. Keep your work in a separate file.
As you study the course, you can add more language information to the records in your Dossier. You can replace old work with better work as you study the course, and see how you are making progress. Remember to keep your Dossier up-to-date.
The Dossier
37The Passport
Heading
37The Dossier: Language Notes
Use this part of your Dossier to record and file any notes you have made about language during the course. You can keep your vocabulary and grammar notes from the Language Biography Reflect and Record activities here. You can use these to help make notes for other language areas you want to remember. You can write words under topics, translate words, write examples with notes on pronunciation, or write translations.
Topic Unit Date
Remembering vocabulary Unit 1
The Dossier: Language Notes
38The Passport
Heading
38The Dossier: Language Notes
Topic Unit Date
39The Passport
Heading
39
Topic Unit Date
The Dossier: Language Notes
40The Passport
Heading
40
Use this part of your Dossier to record and file examples of your written work, your notes about learning and intercultural experience, your tests, and certificates. You can also keep copies of articles you have read and other work you have done.You can look at your work to see how you are making progress. Use this part of your Dossier to help you with the Biography Progress Profile. » Biography p.10. It will also help you complete the Self-assessment grid in your Language Passport at the end of the course. » Passport p.5
Title Date Individual or group work
A learning biography (Unit 1) Individual
The Dossier: Work
The Dossier: Work
41The Passport
Heading
41
Title Date Individual or group work
The Dossier: Work
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© Oxford University Press 2010The moral rights of the author have been assertedDatabase right Oxford University Press (maker)First published 20102014 2013 2012 2011 201010 9 8 7 6 5 4 3 2 1
EnglishTakes students from how to to can do in every lesson
Learn the language you need and put it into practice immediately with English Result.
Use the to– create valuable records of ability and level when moving school or country– check progress using the levels
Use the to– self-assess with detailed I can– get ideas on how to learn and improve learning– build on language and cultural awareness with pages
Use the to– organize and keep a record of work and intercultural experiences, for revision
and to show others
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acknowledgementsThe authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.8 Common European Framework of Reference Levels: Self-assessment grid from www.coe.int. Reproduced by permission of the Council of Europe.
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