English - OUP · PDF fileWhat is a Language Portfolio? 3 ... As you study English Result...

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?


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





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




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





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





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

13

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



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



ask about and describe objects. p.21 Yes q No q Date: Yes q No q Date:SPOKEN PRODUCTIONI can … Student’s



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



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



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


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



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



Reading

Study priorities:

16

I can Checklist


3 Learning and growing up

LISTENING





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





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





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





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:






respond to invitations. p.31 Yes q No q Date: Yes q No q Date:

WRITING





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:


17

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



Title _____________________________________________________________________________ Mark ____________

My spelling (is / isn’t) good.

I included (all / some) information.

I (reviewed / didn’t review) capital letters.

Tests: Marks

Grammar Writing



Reading

Study priorities:

18

I can Checklist


4 Feelings and opinions

LISTENING





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.


specific information in a radio interview about research.


details in a radio interview about research. p.43 Yes q No q Date: Yes q No q Date:

READING





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





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





explain what a film is about. p.43 Yes q No q Date: Yes q No q Date:

WRITING





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:


19

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



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



Reading

Study priorities:

20

I can Checklist


5 Law and order

LISTENING





key information in radio quiz questions about countries and politics.


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





specific information in an article about countries and politics.


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





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





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:


21

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



Title _____________________________________________________________________________ Mark ____________


Past tenses are (sometimes / always) correct.


Tests: Marks

Grammar Writing



Reading

Study priorities:

22

I can Checklist


6 Encounters

LISTENING





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.


details in a summary of survey results. p.61 Yes q No q Date: Yes q No q Date:

READING





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





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:






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





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.



23

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



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



Reading

Study priorities:

24

I can Checklist


7 Appearances

LISTENING





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





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.


general ideas in an explanation about places and people.


details in an application letter. p.74 Yes q No q Date: Yes q No q Date:

SPOKEN INTERACTION





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





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:






use contrastive stress to check understanding. p.69 Yes q No q Date: Yes q No q Date:

WRITING





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:


25

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



Title _____________________________________________________________________________ Mark ____________




Tests: Marks

Grammar Writing



Reading

Study priorities:

26

I can Checklist


8 Communication

LISTENING





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.


specific information in a survey interview. p.84 Yes q No q Date: Yes q No q Date:

READING





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





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





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:






show I’m an interested listener. p.83 Yes q No q Date: Yes q No q Date:

WRITING





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.


follow a paragraph structure. p.84 Yes q No q Date: Yes q No q Date:


27

Reflect and Record


Learning: think about reading1 Put a tick (3) next to the things you do. Add some more examples.


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.


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



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



Reading

Study priorities:

28

I can Checklist


9 Science and nature

LISTENING





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





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.


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





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





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:






use tag questions to keep a conversation going. p.87 Yes q No q Date: Yes q No q Date:

WRITING



More practice? What? When? When?


write about my opinion for an Internet discussion page.


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:


29

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



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



Reading

Study priorities:

30

I can Checklist


Shopping

LISTENING





key opinions in a conversation about changes in the environment.


specific information in interviews about shopping habits.


details in a conversation about work and recent actions.


key words in a shopping conversation. p.103 Yes q No q Date: Yes q No q Date:

READING





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





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:






use intonation to show disagreement. p.97 Yes q No q Date: Yes q No q Date:

WRITING





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:


10

31

Reflect and Record


Learning: think about conversation1 Put a tick (3) by the things you do. Add some more examples.


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.


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



Title _____________________________________________________________________________ Mark ____________

I (followed / didn’t follow) the letter tips.


This (is / isn’t) important for me.

Tests: Marks

Grammar Writing



Reading

Study priorities:

32

I can Checklist


Travel

LISTENING





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





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.


SPOKEN INTERACTION





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.


SPOKEN PRODUCTION





talk about holiday accommodation. p.109 Yes q No q Date: Yes q No q Date:






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





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.


introduce contrasting ideas using unfortunately and however.



11

33

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



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



Reading

Study priorities:

34

I can Checklist


Stories

LISTENING





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





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





talk about hopes and wishes. p.119 Yes q No q Date: Yes q No q Date:

SPOKEN PRODUCTION





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:






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





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:


12

35

Reflect and Record




Title _____________________________________________________________________________ Mark ____________


I (used / didn’t use) a dictionary.

There are (some / no) spelling mistakes.

Tests: Marks

Grammar Writing



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

1

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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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