English - Oxford University Press

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

CEFR

4

Contents Introduction What is a Language Portfolio?

3

The Language Passport What is a Language Passport? How do I use it? Linguistic profile

4 4

Study experiences

6

Intercultural experiences

7

CEFR Levels

8

5

The Language Biography What is a Language Biography?

9

How do I use it?

9

Biography Progress Profile

10

Biography Learning Profile

11

I can Checklists and Reflect and Record

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10

12 14 16 18 20 22 24 26 28 30

The Dossier What is a Dossier?

32

How do I use it?

32

Dossier Contents: Language Notes

33–36

Dossier Contents: Work

37–41

Introduction What is a Language Portfolio? A Language Portfolio is a set of documents. It is a record of your work and your intercultural experiences. You can see how you are making progress using the Common European Framework of Reference (CEFR) for languages: A1–C2. You can see how you learn and what you can do. The English Result Upper-intermediate Portfolio Practice 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 Intermediate to mark your position on the Linguistic Profile. Update your Language Passport at the end of the course. To help you write a summary of your experiences and progress after you have studied English Result Upper-intermediate, you can use your Language Biography and Dossier.

The Language Biography The Language Biography helps you to keep a record of your language learning and intercultural experiences. It helps you reflect on your progress, and think about the best ways to learn. You can use the Language Biography throughout the course. There are activities for you to do at the end of each English Result Upper-intermediate unit. Tick what you can do, and think about what you need to do. Reflect on your progress. Make notes about what you want to learn and how you learn. Complete some activities about your language learning and intercultural experiences. You can use these to help you complete your Language Passport at the end of the course and to create your Dossier during the course.

The Dossier As you study English Result Upper-intermediate, you can make a Dossier. Your Dossier is a file of your study notes and work. You can use this with your Language Passport to show people examples of your work. It is a personal and flexible record of your learning. Organize your material and add to, or change, the contents of your Dossier whenever you want. Use the Dossier Contents pages to keep a record of the work in your file.

Introduction

3

The Language Passport What is a Language Passport? A Language Passport is a résumé of your learning progress in English. It contains:

•

your Linguistic Profile. This is a record of your personal details, self-assessment, and examinations and certificates. Passport p.5 • your Study Experiences. This is a summary of your language learning history. It shows where and when you have learnt English. Passport p.6 • your Intercultural Experiences. This is a summary of your contact with the culture of people who speak English. It shows what experiences you have had in your own country and places where people speak English. Passport p.7

»

»

»

How do I use it? At the beginning of the course, write your personal details on the Linguistic Profile.

Self-assessment To assess your level at the beginning and end of the course, complete the grid to show what you can do in listening, reading, spoken interaction, spoken production, and writing – using the Common European Framework of Reference levels. Use the information in your English Result Intermediate Portfolio Practice Book, or Passport p.8, to help you. You can also use the Biography Progress the CEFR Levels 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 experiences Use the information in your English Result Intermediate Portfolio Practice Book to write notes on the Study Experiences and Intercultural Experiences Passport pp.6–7. As you study English Result Upper-intermediate, make notes on the Biography Learning Profile Biography p.11. You can use these to help you complete information in your Language Passport at the end of the course. You can write your notes in your own language if you want to.

»

»

Now you can start your Portfolio.

»

Passport p.5

The Language Passport

4

Linguistic profile Personal details

Name: _________________________________________________________________ Nationality: _ ___________________________________________________________ First language: _ _________________________________________________________ Other languages: _ _______________________________________________________ Place of study: _ _________________________________________________________

Self-assessment grid CEFR Levels

»

p.8 A1

A2

B1

B2

C1

C2

Listening Reading Spoken Interaction Spoken production Writing

Last updated:

/

/

Exams and certificates Name of exam

Level: A1 – C2

Signed

Date

Counter-signed

Date

Grade

Where I took the exam

Date

The Language Passport: Linguistic profile

5

Study Experiences At the beginning of your course, write a résumé of your study experiences at home and in places where English is spoken. Add more information at the end of the course. Use your notes in your Language Biography to help you. Biography p.11

»

At home Where 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 spoken Where 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

6

Intercultural Experiences At the beginning of the course, write a résumé of your intercultural experiences at home and in places where English is spoken. Add more information at the end of the course. Use your notes in your Language Biography to help you. Biography p.11

»

At home Where and when have you had intercultural experiences in your country? What did you do? Tick (3) the experiences you’ve had. Meet people at school, at work, with friends?

Read books?

Meet English-speaking tourists?

Listen to music?

Go to an English 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 spoken Where and when have you had intercultural experiences where the language is spoken? What did you do? Tick (3) the experiences you’ve had. Go to a ceremony, festival, or event?

Go to a bank?

Stay with people?

Order a meal?

Attend a meeting?

Ask for directions?

Compare social conventions or traditions?

Other …

What did you do? What did you enjoy? What did you learn? What did you find interesting?

The Language Passport: Intercultural Experiences

7

Common European Framework of Reference Levels

8

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

I can use simple phrases and sentences to describe where I live and people I know.

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

Spoken Interaction

Spoken Production

Writing

A1 I can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

Reading

Listening

I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialized articles and literary works.

I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. I can present a clear, smoothlyflowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.

I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialized articles and longer technical instructions, even when they do not relate to my field. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. I can present clear, detailed descriptions of complex subjects integrating subthemes, developing particular points and rounding off with an appropriate conclusion.

I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.

I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.

I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something.

C2 I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent.

C1 I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.

B2 I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.

B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

Common European Framework of Reference Levels

U N D ER S TA N D I N G

SPEAKING

WRITING

The Language Biography What is a Language Biography? The information in your Language Biography helps you ‘see’ your learning and think about how to be a better language learner. It gives you information to use in your Language Passport and Dossier. With the Language Biography you can:

• • • •

see what you have learnt and how. plan your learning needs, priorities, and objectives. reflect on your language learning and intercultural experiences. evaluate your progress using Common European Framework of Reference Levels.

In the Language Biography, you will find:

• • • • •

a Biography Progress Profile. a Biography Learning Profile. an I can Checklist for every unit. Reflect and Record activities. Assessment records.

How do I use it?

•

Biography Progress Profile. Mark your progress when you finish Unit 1 and after Units 4, 7, and 10. Put a tick in the boxes for the levels when you think you can do the activities. Use the information to help you complete the self-assessment grid in the Language Passport at the end of the course. Think about your aims as you mark your progress through the course. • Biography Learning Profile. Write some notes about your language learning history, how you learn best, and your intercultural experiences. Reflect and Record activities tell you when to write notes in your Biography Progress Profile. • I can Checklists. When you have done each 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?

details in a magazine article about customs and habits.

p.6

3Date: 7.09 Yes q No q

Workbook, page 4

3No q Date: 9.09 Yes q

•

Reflect and Record. Do the activities at the end of each unit. They will give you ideas to help you become a better learner. File your work in the Dossier. • Assessment records. Write in your marks and complete some sentences about your work. Use your marks to help you complete the Biography Progress Profile. File your work in your Dossier with your unit tests.

The Language Biography

9

Biography Progress Profile Use this page after you have completed the I can Checklists at the end of Units 1, 4, 7, and 10. Put a tick in the boxes when you think you can do the activities. Write the date and the skill you want to improve the most at the bottom of the page. Skills

B1

B1+

B2

B2+

Listening

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

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

I can understand descriptions and explanations and follow points of view in a lively discussion. I can understand the main points and details on radio programmes.

I can understand presentations and lectures. I can understand radio and television programmes when there is some background noise

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.

I can find specific information in longer texts. I can follow the main points in reports and letters of application and complaint.

I can understand newspaper articles and reports and identify the writer’s attitude and opinion. I can understand some short stories and excerpts from modern literature.

q

Reading

Yes

q

Spoken Interaction

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

Spoken Production

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 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

q

q

q

q

Yes 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

Yes I can interact on most topics without a lot of hesitancy. I can give and explain my opinions on most topics and make my contributions relevant to what somebody else has said.

I can talk about preferences and give my opinions. I can explain some advantages or disadvantages of ways of behaving in some everyday situations.

I can give clear, detailed descriptions on different subjects I am interested in. I can explain my views on a topical issue, and explain the advantages and disadvantages of different options.

q

q

Writing

Yes

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.

q

Yes

q

Yes

q

q

Yes I can write detailed texts on different subjects I am interested in. I can pass on information and give reasons for or against a particular point of view. I can write a review of a film, book or play. Yes

q

Yes

q

I can understand some details and main points in long factual and literary texts. I can understand information and opinions in technical articles which relate to my areas of interest or knowledge.

q

Yes I can interact fluently and effectively on many different topics. I can use a range of grammatical structures accurately, and make the points I want to. I can adapt what I say to different levels of formality. Yes

q

I can give well-organized detailed descriptions and presentations on different subjects I am interested in. I can give relevant supporting detail to support my ideas

Yes

q

I can write clear detailed descriptions of events and experiences (real or imaginary). I can organise my ideas logically and indicate the relationship between them. Yes

q

Write the date and the skill you want to work on most.

Skill

Start of the course:

Date

After Unit 4

Date

Skill

After Unit 7

Date

Skill

At the end of the course:

Date

Skill

The Biography: Progress Profile

10

Biography Learning Profile As you do the Reflect and Record activities, make some notes in your Biography Learning Profile. At the end of the course, you can use these notes to complete the résumés in your Language Passport. Passport pp.6–7

»

Language learning and intercultural experiences at home Language learning:

» Reflect and Record pp.13, 15, 17, 19, 21, 23, 25, 27, 29.

Intercultural experiences:

» Reflect and Record pp.13, 15, 17, 21, 25.

Language learning and intercultural experiences where English is spoken Language learning:


Intercultural experiences:


The Biography: Learning Profile

11

1

More practice? Workbook pp.4–11 MultiROM Website www.oup.com/elt/result My ideas

The lives of others

I can Checklist LISTENING I can understand some …

Student’s Book




details between two people starting a conversation.

p.9

Yes q No q Date:

Yes q No q Date:

points of view in a friendly discussion.

p.11

Yes q No q Date:

Yes q No q Date:

details in a radio interview about a personal experiment.

p.13

Yes q No q Date:

Yes q No q Date:

specific information and details in a radio programme describing a place.

p.15

Yes q No q Date:

Yes q No q Date:

Student’s Book


details in a magazine article about customs and habits.

p.6

Yes q No q Date:

Yes q No q Date:

ideas not directly stated in a film script.

p.8

Yes q No q Date:

Yes q No q Date:

details in a magazine questionnaire about personal behaviour.

p.10

Yes q No q Date:

Yes q No q Date:

details in a newspaper article about a personal experiment.

p.12

Yes q No q Date:

Yes q No q Date:

key information on a blog.

p.16

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


show interest in a conversation.

p.9

Yes q No q Date:

Yes q No q Date:

have a friendly discussion.

p.11

Yes q No q Date:

Yes q No q Date:

talk about recent events.

p.13

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


describe customs and habits.

p.7

Yes q No q Date:

I can …

Student’s Book


use questions to show interest.

p.9

Yes q No q Date:

Yes q No q Date:

agree and disagree in a friendly discussion.

p.11

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


write a blog or diary entry.

p.16

Yes q No q Date:

Yes q No q Date:

organize ideas before writing.

p.16

Yes q No q Date:

Yes q No q Date:

imagine what a reader wants to know.

p.16

Yes q No q Date:

Yes q No q Date:

READING I can understand some …



SPOKEN INTERACTION More practice? What? When?


SPOKEN PRODUCTION More practice? What? When?

Now are you happy with what you can do? Yes q No q Date:

INTERACTION STRATEGIES More practice? What? When?


WRITING More practice? What? When?


The Language Biography: Unit 1 I can Checklist

12

Reflect and record Learning: making plans

1 Why you are learning English? Put a tick (3) by the reasons. You can tick more than one.

Reasons:

holiday

❑

work

❑

exams

❑

pleasure

❑

other

❑

(What?

.)

2 Think about your previous course. What can you do now? What do you need or want to be able to do? Put the skills in order of importance for you.

Listening

❑

Reading

❑

Spoken interaction

❑

Spoken production

3 Mark your level at this moment on the Biography Progress Profile.

»

❑

Writing

❑

Biography p.10. Now you can start your Language Passport. Write your personal details and mark the Language Passport Self-assessment grid. Passport p.5

4 How do you study? Put a tick (3) by the things you do. I I I I

look for English around me. speak and write in English when I can. read magazines and newspapers in English. use the internet.

»

I study in English-speaking countries. I watch original version English films. I revise my notes after class. Other? .

5 Choose one thing you don’t do. Try it out and complete the sentences below. .

I tried to

This is a

(good / bad) idea for me.

Learning: think about conversation

1 Put a tick (3) by the things you do. Add some more examples. In class, I …

Outside class, I …

q use phrases to show I’m an interested listener. q ask questions to keep a conversation going. q don’t worry about my mistakes. q explain the meaning of words and phrases I don’t know. q record and listen to myself speaking English. q ask questions to check I have understood.

q keep a list of conversation words and phrases. q think about how to say things in English. q talk to other people in English. q listen to conversations on the internet. q listen to English-speaking tourists. q Other …

2 Review your notes before you travel to an English speaking country or meet people who speak English. Make a note of the topics you could talk about and things you could say.

Assessment record

»

» Dossier p.37

Dossier p.37

Writing: Copy the title of your work and your mark. Complete the sentences. Title_ _____________________________________________________________________________ Mark_____________ . (some / all) information.

I included

The organization of my email was I

. (OK / good).

used / didn’t use some expressions to involve my reader.

Writing a blog or diary entry

(is / isn’t) important for me.

Tests: Marks Grammar

Writing

Vocabulary

Listening

Pronunciation

Speaking

Reading Study priorities:

The Language Biography: Unit 1 Reflect and Record

13

2

Colleagues, customers, and candidates



Student’s Book


key words in a discussion about restaurants.

p.19

details in a conversation about work.

p.21

specific information and detail in a work interview.

p.25

q No q Date: Yes q No q Date: Yes q No q Date:

Student’s Book


details in a magazine article.

p.18

Yes

key information in dictionary entries.

p.18

key expressions in a photo story.

p.20

expressions and attitude in a story about work.

p.22

instructions in a game.

p.24

detail in a self-help guide.

p.26

new vocabulary in a self-help guide.

p.26

detail in advertisements.

p.28

q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date:

Student’s Book

Are you happy with what you can do? Yes


SPOKEN INTERACTION I can …


p.21

answer interview questions.

p.25


Student’s Book


p.23

Yes

Student’s Book


be a sympathetic listener.

p.21

Yes

‘buy time’ to plan ideas in a conversation.

p.25

q No q Date: Yes q No q Date:

Student’s Book


write a job application letter.

p.28

Yes

plan my ideas before writing.

p.28

use an appropriate style in an application letter.

p.28

WRITING I can …




Yes


q No q Date:



q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date: Yes q No q Date:

p.19

INTERACTION STRATEGIES I can …


Yes

talk about good and bad service.

talk about experiences at work.

Now are you happy with what you can do? Yes

Yes

talk about conditions at work. SPOKEN PRODUCTION I can …


Now are you happy with what you can do? Yes


q No q Date:


q No q Date: Yes q No q Date: Yes




Yes


14

Reflect and record Language: words and phrases

1 Copy the table. Choose a topic and write some words or phrases you want to be able to use. Use your dictionary and write an example sentence and any useful notes you find. Translate interesting phrases into your language.

Topic: restaurants Words and phrases

Example sentence

Notes / translation

It costs an arm and a leg to eat there. He got away with cheating in the exam.

an arm and a leg get away with

meaning = very expensive meaning = do sth wrong and not get caught; don’t separate away and with

2 Make more vocabulary topic tables as you work through English Result Upper-intermediate.

» Dossier p.33

Culture: choice and obligation

1 Copy the table. Think about a normal day for you in your country. What can you choose to do and what are your obligations? How do you express these ideas in your language?

Culture: expressing choice and obligation A normal day

Translation

I don’t have to wear formal clothes at work. You aren’t allowed to smoke in restaurants in England.

Notes

Use don’t have to to talk about free choice. Pronounce have to as one word.

2 Add more sentences about your every day life when you go to different places (for example, the cinema, a restaurant).

» Dossier p.37

3 Add more notes about choice and obligation in English-speaking countries you know about or have visited.

Assessment record

»

Dossier p.37

Writing: Copy the title of your work and your mark. Complete the sentences. Title_ _____________________________________________________________________________ Mark_____________ (first / second) draft.

This is my I

(used / didn’t use) formal language.

I (checked / didn’t check)

my spelling.


Writing

Vocabulary

Listening

Pronunciation

Speaking



15

3


Goals and objectives


Student’s Book




specific information in a conversation about plans.

p.31

Yes q No q Date:

Yes q No q Date:

information in explanations.

p.33

Yes q No q Date:

Yes q No q Date:

arguments in a discussion about work and pay.

p.37

Yes q No q Date:

Yes q No q Date:

general ideas in a radio chat show.

p.38

Yes q No q Date:

Yes q No q Date:

details in a radio chat show.

p.39

Yes q No q Date:

Yes q No q Date:

I can understand some …

Student’s Book


main events in personal letters.

p.30

Yes q No q Date:

Yes q No q Date:

details which aren’t directly stated in personal letters.

p.30

Yes q No q Date:

Yes q No q Date:

details which aren’t directly stated in newspaper articles.

p.32

Yes q No q Date:

Yes q No q Date:

details in a magazine article about achieving goals.

p.34

Yes q No q Date:

Yes q No q Date:

details in a questionnaire.

p.34

Yes q No q Date:

Yes q No q Date:

informal words and phrases in an email.

p.36

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


talk about plans and intentions.

p.31

Yes q No q Date:

Yes q No q Date:

talk about future consequences.

p.35

Yes q No q Date:

Yes q No q Date:

discuss hypothetical situations.

p.37

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


talk about projects.

p.33

Yes q No q Date:

I can …

Student’s Book


write an informal email.

p.40

Yes q No q Date:

Yes q No q Date:

organize information into paragraphs.

p.40

Yes q No q Date:

Yes q No q Date:

organize information within paragraphs.

p.40

Yes q No q Date:

Yes q No q Date:

READING More practice? What? When?









16

Reflect and record Learning: how I learn and use English

1 Think about how you learn best. Put a tick (3) by the things that are true for you. Add some more examples.

q I like to study and learn grammar rules. q I worry a lot about my mistakes. q I use my dictionary a lot. q I look for English words outside class. q I test my vocabulary after class. q I organize my study time carefully.

q I try to speak in English as much as I can. q I don’t worry about my mistakes. q I guess the meanings of words before using a dictionary. q I don’t study outside class. q I regularly think about my progress. q I answer questions in class.

2 Choose one thing you don’t do. Try it out and complete the sentence below. .

I tried to

This is a


Language and learning: plans and intentions

1 Copy the table. Look at the I can Checklists for Units 1–3 and think about your plans and intentions. Make some statements about your learning and give reasons.

Plans and intentions Learning

Why / how

Date and comments

I’m going to watch a film There’s an interesting British in English at the weekend. film on my local cinema. I’ll do a summer course next year. 2 Look at your study priorities at the end of the Reflect and Record section as you finish each unit. Think about your intentions and make plans. Add them to the table and write a comment about the activity after you have done it. Dossier p.33

»

Assessment record

»

Dossier p.37

Writing: Copy the title of your work and your mark. Complete the sentences. Title_ _____________________________________________________________________________ Mark_____________ I I included I

(answered / didn’t answer) all the questions. (always / sometimes / never) ordered the information within paragraphs. (reviewed / didn’t review) grammar.


Writing

Vocabulary

Listening

Pronunciation

Speaking



17

4

More practice? Workbook pp.28–35, Website www.oup.com/elt/result My ideas

Escapes and escapades


Student’s Book




detail in discussion about a news story.

p.45

Yes q No q Date:

Yes q No q Date:

detail in a conversation about a driving experience.

p.47

Yes q No q Date:

Yes q No q Date:

main points to follow a song.

p.49

Yes q No q Date:

Yes q No q Date:

main points to follow a museum guide explanation.

p.49

Yes q No q Date:

Yes q No q Date:


Student’s Book


main points in a travel guide.

p.42

Yes q No q Date:

Yes q No q Date:

new words and phrases in a travel guide.

p.42

Yes q No q Date:

Yes q No q Date:

main points in a news story.

p.44

Yes q No q Date:

Yes q No q Date:

main ideas in a news story.

p.46

Yes q No q Date:

Yes q No q Date:

specific information in anecdotes.

p.46

Yes q No q Date:

Yes q No q Date:

main points in a museum display.

p.48

Yes q No q Date:

Yes q No q Date:

general ideas in a novel excerpt.

p.50

Yes q No q Date:

Yes q No q Date:

new words and phrases in a novel excerpt.

p.50

Yes q No q Date:

Yes q No q Date:

main ideas in a short story.

p.52

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


talk about a news story.

p.45

Yes q No q Date:

I can …

Student’s Book


talk about tastes and preferences.

p.43

Yes q No q Date:

Yes q No q Date:

tell an anecdote.

p.47

Yes q No q Date:

Yes q No q Date:

talk about the way things were.

p.49

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


use contrastive stress to help my listener understand.

p.43

Yes q No q Date:

Yes q No q Date:

use vague expressions to give short answers.

p.47

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


write a short story.

p.52

Yes q No q Date:

Yes q No q Date:

order events in a short story.

p.52

Yes q No q Date:

Yes q No q Date:












18

Reflect and record Learning: think about reading

1 Put a tick a (3) by the things you do. Add some more examples. In class, I …


q use pictures and titles to help me. q think about the topic before I read. q think about key words and phrases . q Other …

q read magazines or newspapers in English. q read English on the internet. q read information about films and books. q Other …

2 Choose one thing you don’t do. Try out and complete the sentence below. .

I tried

This is a


3 Which reading texts are important for you to understand? Look at the I can Checklists for Units 1–4. Copy the table and make a list. Write notes to help you work with the same text-types in the future.

» Dossier p.37

Reading texts

Comments

Magazine article – Student’s Book – Unit 1, page 6

I thought about the general ideas before detail.

4 Update the Biography Progress Profile

»

Biography p.10. Look at the I can Checklists for Units 1–4. What can you do? Tick a (3) the boxes. Do the same for the other skills.

Language: talking about the past

1 Copy the table. Write more sentences about newspaper stories, historical events or the way things were when you were young. Translate them into your language.

Past tenses Example sentences

My language

Notes

Use the passive when you want to focus on what happened to somebody rather than who did it.

A couple who faked their own death had been sent to jail

2 Add more notes about the past for English-speaking countries you know about or have visited.

Assessment record

»

» Dossier p.37

Dossier p.37

Writing: Copy the title of your work and your mark. Complete the sentences. Title_ _____________________________________________________________________________ Mark_____________ I

(made / didn’t make) my writing interesting for my reader.

I

(used / didn’t use) a variety of narrative tenses.

I

(used / didn’t use) time expressions.


Writing

Vocabulary

Listening

Pronunciation

Speaking



19

5


Culture and communication


Student’s Book




details and attitude in a conversation at an airport.

p.55

Yes q No q Date:

Yes q No q Date:

details to follow explanations.

p.57

Yes q No q Date:

Yes q No q Date:

specific information in a conversation about foreign language habits.

p.59

Yes q No q Date:

Yes q No q Date:

details in a conversation about cultural differences.

p.61

Yes q No q Date:

Yes q No q Date:

reference words in a radio interview.

p.62

Yes q No q Date:

Yes q No q Date:

specific information and details in a radio interview.

p.63

Yes q No q Date:

Yes q No q Date:


Student’s Book


key information in formal announcements.

p.54

Yes q No q Date:

Yes q No q Date:

formal expressions in announcements.

p.54

Yes q No q Date:

Yes q No q Date:

details to follow explanations.

p.56

Yes q No q Date:

Yes q No q Date:


p.58

Yes q No q Date:

Yes q No q Date:

details in short stories.

p.60

Yes q No q Date:

Yes q No q Date:

main ideas to follow a magazine article about annoying habits.

p.64

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


use appropriate language.

p.55

Yes q No q Date:

Yes q No q Date:

talk about foreign language habits.

p.59

Yes q No q Date:

Yes q No q Date:

talk about cultural differences.

p.61

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


report an encounter.

p.57

Yes q No q Date

I can …

Student’s Book


write an article for a magazine.

p.64

Yes q No q Date:

Yes q No q Date:

attract a reader’s interest.

p.64

Yes q No q Date:

Yes q No q Date:

organize ideas into paragraphs.

p.64

Yes q No q Date:

Yes q No q Date:






Now are you happy with what you can do? Yes q No q Date




20

Reflect and record Culture: conversational acts

1 Copy the table. Look at Unit 5 and find examples of different conversational acts. Make some notes about situations and words and phrases you want to remember. What do you say or do in your country?

Conversational acts Situation

What to say or do in English

Comments

Exchanging greetings

Men usually shake hands.

In my country …

2 Think about other conversational acts you are interested in (for example, congratulating people). Ask English-speaking people you know about what you should (and shouldn’t) do, or use the internet to do some research.

3 Add more notes when you visit different English-speaking countries.

» Dossier p.37

Language: reporting verbs with similar meanings

1 Copy the table. Look at Unit 5 and find more examples of verbs used in reported speech. Make notes about how

you express the same meaning in your language. Check in your dictionary for useful information. Make notes on pronunciation and an example sentence to help you remember the word.

Reporting verbs My language

Notes / example sentence

discover / notice realize / understand doubt / wonder 2 Add more examples as you continue studying.

Assessment record

»

» Dossier p.37

Dossier p.37


(organized / didn’t organize) information in paragraphs.

I

(used / didn’t use) questions to involve my reader.

I

(used / didn’t use) words like first and then to help my reader follow the order of events.


Writing

Vocabulary

Listening

Pronunciation

Speaking



21

6


Life’s essentials


Student’s Book




details in an informal conversation about health problems.

p.67

Yes q No q Date:

Yes q No q Date:

details in a conversation about news stories.

p.69

Yes q No q Date:

Yes q No q Date:

specific information in a radio programme about food.

p.73

Yes q No q Date:

Yes q No q Date:

specific information in a song.

p.71

Yes q No q Date:

Yes q No q Date:


Student’s Book


details in a magazine article about health.

p.66

Yes q No q Date:

Yes q No q Date:

details to follow the author’s opinion in a magazine article.

p.68

Yes q No q Date:

Yes q No q Date:

vocabulary on food labels.

p.68

Yes q No q Date:

Yes q No q Date:

details in a magazine quiz about food.

p.70

Yes q No q Date:

Yes q No q Date:

general ideas and opinions in a book review.

p.72

Yes q No q Date:

Yes q No q Date:

general ideas in an autobiographical story.

p.74

Yes q No q Date:

Yes q No q Date:

new words and phrases in an autobiographical story.

p.74

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


talk about health problems.

p.67

Yes q No q Date:

Yes q No q Date:

talk about living conditions.

p.69

Yes q No q Date:

Yes q No q Date:

talk about my diet.

p.71

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


speculate about the past.

p.73

Yes q No q Date:

I can …

Student’s Book


use informal questions in a conversation.

p.67

Yes q No q Date:

I can …

Student’s Book


write a review.

p.76

Yes q No q Date:

Yes q No q Date:

organize ideas into a paragraph.

p.76

Yes q No q Date:

Yes q No q Date:












22

Reflect and record Language: adjectives with affixes

1 Copy the table and the examples. Look at Unit 6 and the audio scripts. Add more adjectives with affixes that you want to remember. Write a translation to compare how you express the same idea in your language.

low-; high-; -efficient; -friendly Examples

My language

Notes

eco is an abbreviation for ‘ecological’, and ‘friendly’ suggests that something is good for the environment ‘high’ suggests that something is above average

eco-friendly high-quality

2 Make new tables as you continue the course or visit English-speaking countries.

» Dossier p.37

Language: modals of deduction – present and past

1 Copy the table. Look at Unit 6 and the audio scripts. Write some more examples of modals of deduction. Write a translation to compare how you express the same idea in your language.

Modals of deduction Examples

My language

Notes

Present: That chair must be very comfortable. That chair can’t be very comfortable.

The opposite of must is can’t in the present tense.

Past: 2 Choose a day next week and look for a news story about a crime or a mystery in the past. Write more sentences in

» Dossier p.37 Assessment record » the table.

Dossier p.37


(thought / didn’t think) about what my reader wants to know.

I

(organized / didn’t organize) my ideas.

The spelling

(used / didn’t use) adjectives to be more descriptive.


Writing

Vocabulary

Listening

Pronunciation

Speaking



23

7


The natural world


Student’s Book




key facts in a description of a map.

p.83

Yes q No q Date:

Yes q No q Date:

details in a radio programme about climate change.

p.85

Yes q No q Date:

Yes q No q Date:

the main ideas in a radio interview.

p.87

Yes q No q Date:

Yes q No q Date:

ideas not directly stated in a radio interview.

p.87

Yes q No q Date:

Yes q No q Date:


Student’s Book


general ideas and details in a magazine article.

p.78

Yes q No q Date:

Yes q No q Date:

new words in a magazine article.

p.78

Yes q No q Date:

Yes q No q Date:

main points in a magazine questionnaire.

p.80

Yes q No q Date:

Yes q No q Date:

details in a description of a map.

p.82

Yes q No q Date:

Yes q No q Date:

key facts in a magazine article about climate change.

p.86

Yes q No q Date:

Yes q No q Date:

details in a report.

p.88

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


describe remarkable places.

p.78

Yes q No q Date:

Yes q No q Date:

talk about my attitude to travel.

p.81

Yes q No q Date:

Yes q No q Date:

describe maps and diagrams.

p.83

Yes q No q Date:

Yes q No q Date:

talk about changes.

p.85

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


check, confirm, and clarify information.

p.83

Yes q No q Date:

I can …

Student’s Book


write a report.

p.88

Yes q No q Date:

Yes q No q Date:


p.88

Yes q No q Date:

Yes q No q Date:

edit for interest and organization.

p.88

Yes q No q Date:

Yes q No q Date:










24

Reflect and record Learning: think about listening

1 Think about listening. Put a tick (3) by the things you do. Add some more examples. In class, I …


q listen to other students speaking English. q think about the topic before I listen. q listen for key words and phrases . q listen and guess what people will say next.

q practise conversations in English with a student. q listen to English on the internet or radio. q listen to songs in English. qlisten for English words on television.

2 Choose one thing you don’t do. Try it out when you have time and complete the sentence below. .

I tried

This is a


3 Which listening texts are important for you to understand? Look at the I can Checklists for Units 1–7. Draw a table and make a list. Write some notes to help you work with the same text-types in the future.

Listening Texts I have worked with (at home and where the language is spoken)

Where

Comments

conversation

Student’s Book – Unit 1, page 9

Example: I listened for key facts before details

4 Update you Biography Progress Profile

»

Biography p.10. Read the information about listening. Use the CEFR Levels to help you. Look at the I can Checklists for listening notes for Units 1–7. What can you do?

Culture: travel, tourism, and intercultural experiences

1 Copy the table. Look at Unit 7 and make notes comparing your culture and other places where English is spoken. Tourism and intercultural experiences Places

Observations and experiences

India

You can have a shave in the street and people watch.

2 Add more information when you travel or find out about similarities and differences between your culture and other places where English is spoken.

Assessment record

»

» Dossier p.37

Dossier p.37

Writing: Copy the title of your work and your mark. Complete the sentences. Title_ _____________________________________________________________________________ Mark_____________ This is my

(first / second) draft.

I

(organized / didn’t organize) my ideas before writing.

I

(checked / didn’t check) my spelling and grammar.


Writing

Vocabulary

Listening

Pronunciation

Speaking



25

8


Image and appearance


Student’s Book




details in a radio interview.

p.91

Yes q No q Date:

Yes q No q Date:

details in a conversation about attitudes to appearance.

p.93

Yes q No q Date:

Yes q No q Date:

details in a description of a painting.

p.95

Yes q No q Date:

Yes q No q Date:

points of view in a discussion about TV.

p.97

Yes q No q Date:

Yes q No q Date:


Student’s Book


details in adverts.

p.90

Yes q No q Date:

Yes q No q Date:

general ideas in a magazine article.

p.92

Yes q No q Date:

Yes q No q Date:

details in a magazine article about a painting.

p.94

Yes q No q Date:

Yes q No q Date:

details in a TV guide.

p.96

Yes q No q Date:

Yes q No q Date:

general ideas in a magazine article about TV.

p.96

Yes q No q Date:

Yes q No q Date:

main points in a news report.

p.98

Yes q No q Date:

Yes q No q Date:

related words and phrases in a news report.

p.98

Yes q No q Date:

Yes q No q Date:

details to follow ideas in a letter of complaint.

p.100

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


express attitudes and opinions.

p.97

Yes q No q Date:

I can …

Student’s Book


give detailed descriptions.

p.91

Yes q No q Date:

Yes q No q Date:

talk about my attitude to appearances.

p.93

Yes q No q Date:

Yes q No q Date:

describe what’s going on in a picture.

p.95

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


use fillers to sound fluent in conversation.

p.93

Yes q No q Date:

Yes q No q Date:

use opinion adverbs to introduce ideas.

p.97

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


write a letter of complaint.

p.100

Yes q No q Date:

Yes q No q Date:


p.100

Yes q No q Date:

Yes q No q Date:

connect ideas.

p.100

Yes q No q Date:

Yes q No q Date:












26

Reflect and record Language: relative and participle clauses

1 Copy the table and the examples. Look at Unit 8 and the audio scripts. Add more examples of sentences with clause

structures you want to remember. Write a translation and notes on how you express the same idea in your language. Dossier p.37

»

Relative and participle clauses Examples

My language

Notes

This sentence describes a situation in which there is more than one man. The only way of identifying which man is being referred to is by using a defining relative clause. ‘who is reading’ gives extra information about the man. It is already clear from the context which man is being talked about.

The man who’s reading is wearing glasses. The man, who is reading, is wearing glasses.

2 Look back at earlier reading and listening texts and add more examples to the table. 3 Add more examples as you continue the course or visit English-speaking countries.

» Dossier p.37

Language: opinion adverbs

1 Copy the table and the examples. Look at Unit 8 and the audio scripts. Add more opinion adverbs you want to

remember. Write a translation to compare how you express the same idea in your language. Use your dictionary and make notes about pronunciation and meanings.

Opinion adverbs Examples

My language

Notes

Use this adverb to signal that you are giving your honest opinion, even if others mightn’t like it.

Frankly, I can’t stand …

2 Make new tables as you see or hear other adjectives with different affixes.

Assessment record

»

» Dossier p.37

Dossier p.37


(used / didn’t use) words like furthermore to introduce and connect ideas.

I

(followed / didn’t follow) a logical paragraph structure.

I

(checked / didn’t check ) that my style was consistently formal.


Writing

Vocabulary

Listening

Pronunciation

Speaking



27

9


Getting personal


Student’s Book




general information in an explanation about personality.

p.103

Yes q No q Date:

Yes q No q Date:

details in a discussion about a story.

p.105

Yes q No q Date:

Yes q No q Date:

details in an informal conversation.

p.107

Yes q No q Date:

Yes q No q Date:

details in a radio programme.

p.111

Yes q No q Date:

Yes q No q Date:

specific information in a radio programme.

p.111

Yes q No q Date:

Yes q No q Date:

information not directly stated in a radio programme.

p.111

Yes q No q Date:

Yes q No q Date:


Student’s Book



p.102

Yes q No q Date:

Yes q No q Date:

idiomatic expressions in a questionnaire.

p.102

Yes q No q Date:

Yes q No q Date:

main ideas in a magazine article.

p.104

Yes q No q Date:

Yes q No q Date:

general information in informal emails.

p.106

Yes q No q Date:

Yes q No q Date:

informal expressions in emails.

p.106

Yes q No q Date:

Yes q No q Date:

main ideas in a newspaper article.

p.108

Yes q No q Date:

Yes q No q Date:

main ideas in a polite email.

p.112

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


talk about people’s character.

p.103

Yes q No q Date:

Yes q No q Date:

talk about annoying behaviour.

p.107

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


talk about surprising events.

p.105

Yes q No q Date:

Yes q No q Date:

explain people’s actions.

p.109

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


respond with interest to a story.

p.105

Yes q No q Date:

Yes q No q Date:

express agreement and sympathy.

p.107

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book


write a polite email.

p.112

Yes q No q Date:

Yes q No q Date:

organize ideas into paragraphs in an email.

p.112

Yes q No q Date:

Yes q No q Date:









WRITING More practice? What? When? When?



28

Reflect and record Language: conditional clauses

1 Copy the table and the examples. Look at Unit 9 and the Audio Scripts. Add more examples of sentences with conditional clauses. Write a translation and notes on how you express the same idea in your language. Dossier p.37

»

Conditional clauses Examples

My language

Notes

If Michael hadn’t been watching TV, he wouldn’t have seen Shakira. I wish my boss wouldn’t ask me to work late. 2 Look back at earlier reading and listening texts and add more examples to the table. 3 Add more examples as you continue the course or visit English-speaking countries.

» Dossier p.37

Language: informal expressions

1 Copy the table and the example. Look at Unit 9 and add more informal expressions you want to remember. Write a translation and notes on how you express the same idea in your language.

» Dossier p.37

Informal expressions Examples

My language

Notes

dying for is an exaggeration meaning to really want something.

I’m dying for a break. It always takes forever to do the simplest things.

2 Look back at earlier reading and listening texts, and add more examples to the table. 3 Add more examples as you continue the course or visit English-speaking countries.

Assessment record

»

» Dossier p.37

Dossier p.37


(used / didn’t use) paragraphs appropriately.

I

(used / didn’t use) polite expressions.

This

(is / isn’t) useful for me.


Writing

Vocabulary

Listening

Pronunciation

Speaking



29

10


Health and safety


Student’s Book




points of view in a discussion.

p.115

Yes q No q Date:

Yes q No q Date:

main points in telephone conversations.

p.117

Yes q No q Date:

Yes q No q Date:

details in a telephone conversation.

p.117

Yes q No q Date:

Yes q No q Date:

details in a doctor-patient conversation.

p.119

Yes q No q Date:

Yes q No q Date:

details in a radio programme about accidents at home. p.121

Yes q No q Date:

Yes q No q Date:


Student’s Book




main ideas in a website news article.

p.114

Yes q No q Date:

Yes q No q Date:

points of view in a website comments section.

p.114

Yes q No q Date:

Yes q No q Date:

ideas not directly stated in a personal story.

p.116

Yes q No q Date:

Yes q No q Date:

details in a magazine quiz.

p.118

Yes q No q Date:

Yes q No q Date:

main ideas in a magazine article.

p.120

Yes q No q Date:

Yes q No q Date:

expressions of attitude in a magazine article.

p.120

Yes q No q Date:

Yes q No q Date:

details in human interest news stories.

p.122

Yes q No q Date:

Yes q No q Date:

idiomatic expressions in human interest stories.

p.122

Yes q No q Date:

Yes q No q Date:

details to follow an argument in an opinion composition. p.124

Yes q No q Date:

Yes q No q Date:

SPOKEN INTERACTION I can …

Student’s Book




present an argument.

p.115

Yes q No q Date:

Yes q No q Date:

talk about problems and solutions.

p.117

Yes q No q Date:

Yes q No q Date:

talk about medical treatment.

p.119

Yes q No q Date:

Yes q No q Date:

I can …

Student’s Book




talk about cause and consequence.

p.121 More practice? What? When?


SPOKEN PRODUCTION

INTERACTION STRATEGIES I can …

Student’s Book


use ‘well’ to introduce disagreement.

p.115

Yes q No q Date:

I can …

Student’s Book


write an opinion composition.

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:

Yes q No q Date:




30

Reflect and record Assessment record

»

Dossier p.37

Writing: Copy the title of your work and your mark. Complete the sentences. Title_ _____________________________________________________________________________ Mark_____________ (first / second) draft.

This is my

(organized / didn’t organize) my ideas within each paragraph.

I There are

(some / no) spelling or grammar mistakes.


Writing

Vocabulary

Listening

Pronunciation

Speaking


Learning: progress

1 Update the Biography Progress Profile

»

Biography p.10. Look at your Assessment records and the I can Checklists for the skills for Units 8–10 to assess your progress. Now tick (3) the boxes.

2 Update your Passport. What can you do? Shade the boxes and mark your level progress on the Self-assessment grid.

»

Passport p.5

Learning experiences

1 Look at Reflect and Record pp.13, 15, 17, 19, 21, 23, 25, 27, and 29. 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, 19, 23, and 25. Make notes on the Biography Learning Profile. 2 Update your Passport. Write a résumé of your intercultural experiences.

»

Passport p.7

»

Biography p.11.

Congratulations! Now you have finished English Result Upper-intermediate Portfolio Practice Book. Good luck with your next course!


31

Heading The 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 Dossier Contents pages for you to use, to keep a record or the work in your file.

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Language notes Dossier pp.33–36 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. You can also keep a record of notes you have made on any other areas of language that you are interested in.

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Work Dossier pp.37–41 As you work through the Reflect and Record activities about learning, culture, and assessment, you will start making notes about your experiences. 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. You can also keep a record of other work you have done throughout the course. Keep your work in a separate file.

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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.

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Portfolio mini-dictionary pp.46–47

The ThePassport Dossier

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Dossier Contents: Language Notes Language Heading Dossier 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

Remembering vocabulary

Unit 1

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Date

Dossier Contents: Language The ThePassport Dossier Notes

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Heading Topic

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Unit

Date

Dossier Contents: Language The Passport Notes

34

Language Heading Dossier Topic

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Unit

Date

Dossier Contents: Language The ThePassport Dossier Notes

35

Heading Topic

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Unit

Date

Dossier Contents: Language The Passport Notes

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Dossier Contents: Work Language Heading Dossier Use this part of your Dossier to record and file examples of your written work, your notes about learning and intercultural experiences, your tests, and certificates. You can also keep copies of articles you have read and other work you have done. Keep your work in a separate file. You can look at your work to see how you are making progress. Use this part of your Dossier to help you with Biography p.10. It will also help you complete the Self-assessment grid in the Biography Progress Profile. your Language Passport at the end of the course. Passport p.5

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Title

A learning biography (Unit 1)

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Date

Individual or group work

Individual

Dossier Contents: The ThePassport Dossier Work

37

Heading Title

Date

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The Passport


Dossier Contents: Work38 38

Language Heading Dossier Title

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Date



39

Heading Title

Date

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The Passport


Dossier Contents: Work4040

Language Heading Dossier Title

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Date



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English Takes students from how to to can do in every lesson Learn the language you need and put it into practice immediately with English Result. The Portfolio Practice Book Use the Language Passport to – create valuable records of ability and level when moving school or country – check progress using the Common European Framework of Reference levels Use the Language Biography to – self-assess with detailed I can Checklists – get ideas on how to learn and improve learning – build on language and cultural awareness with Reflect and Record pages Use the Dossier to – organize and keep a record of work and intercultural experiences, for revision and to show others

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