3
Portfolio Robert Campbe C ampbell ll Gill Holley Rob Metcalf
Richmond www.richmondsecondary.net
What is My Portfolio? My Portfolio is Portfolio is a place for you to think about your language learning experiences, assess your language skills and collect examples of your work. It is based on the European Language Portfolio developed Portfolio developed by the Council of Europe.
is divided into three sections: My Portfolio is
My Passport
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page 4
Here you complete information about yourself and your school. You can also think about your language learning experiences. What languages do you speak? How long have you been learning them? How well do you know k now them?
My Biography
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pages 5-10
Here you think about specific areas of English: reading, listening, speaking, writing, vocabulary and grammar. You You can use the results from your unit tests to assess your abilities in each area.
My Dossier
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pages 11-29
This section links directly to work that that you do with your Student’ Student’ss Book in class. class. For each unit there is a page of fun extra vocabulary exercises and a page for you to complete the unit’s writing task, including useful expressions. By the end of the course you will have a complete Dossier with examples of your written work.
At the back of the book, there are two useful reference sections:
Common European Framework language scale
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pages 30-31
You can use this table to assess your language level against the Council of Europe’s scale.
Writing guide
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page 32
You can use this section to help you with your written work. The writing strategies from each unit are collected here and explained.
What is My Portfolio / 3
M P My Passport rt Me What’s your name? How old are you? When’s your birthday?
AT TA C H P HO TO
Where are you from? What languages do you speak at home?
My school What’s the name of your school? Which class are you in? What’s your English teacher’s name?
My languages What languages do you know? How long have you been learning this language? How well do you know this language? Reading
•
Listening
•
Speaking: interaction
•
Speaking: production
•
Writing
•
When and how do you use this language? Have you done any exams in this language?
4 / My Passport
Use the Common European Framework language scale on pages 30–31, or use: = easy, = OK, = difficult
M Bi My Biography r h Remember to update this section after each unit test. Look at your scores for each section of the test and assess yourself: I can do this! I can do this, but I need more practice. I need to practise this.
Welcome Use the scores from your Diagnostic test.
Vocabulary I can identify the odd one out in a set of words.
Listening I can understand a short dialogue about studying in a foreign country.
I can identify vocabulary from descriptions.
Speaking Grammar I can use the present simple and present continuous. I can use past simple regular and irregular verbs in affirmative and negative sentences. I can use too much and too many with countable and uncountable nouns.
I can participate in a short dialogue about future plans.
Writing I can identify grammatical errors in sentences.
I can form sentences with the present perfect.
Extra
I can change active sentences to passive.
For the Welcome unit, I have completed:
I can identify correct and incorrect uses of like with sense verbs.
My Dossier Workbook
Reading I can understand a short blog entry.
My Biography / 5
M Bi My Biography r h Unit 1 Vocabulary I can use performing arts vocabulary. I can name musical instruments and sections of the orchestra.
Unit 2 Vocabulary I can identify vocabulary about places in a village from descriptions. I can identify vocabulary about materials from descriptions.
Grammar I can use the -ing form with verbs for talking about likes and dislikes.
Grammar
I can use prepositions with the -ing form.
I can use when and while with the past simple and past continuous.
I can use the infinitive form with verbs for talking about ambitions.
I can use the past simple and past continuous.
I can use have to in affirmative and negative sentences and questions.
I can form questions with the past simple and past continuous.
I can identify correct and incorrect uses of have to.
I can form sentences with used to.
I can talk about permission and prohibition with can and mustn’t .
Reading I can understand a short text about a performing art school.
Listening I can understand a short dialogue about the arts.
Speaking I can participate in a short dialogue about films and books.
Writing I can identify grammatical errors in sentences. I can write a short text about a hobby.
Extras For Unit 1, I have completed: My Dossier Workbook
6 / My Biography
I can identify errors in the use of used to.
Reading I can understand a short ghost story.
Listening I can understand a short dialogue about asking for permission.
Speaking I can participate in a short dialogue about asking for permission.
Writing I can put adverbs in the correct place in sentences. I can write a short text about my opinion of computers.
Extras For Unit 2, I have completed: My Dossier Workbook
Unit 3 Vocabulary I can use verbs to talk about travel. I can use the American English equivalents of British English words.
Grammar I can form sentences with the present perfect and just . I can use already and yet . I can use already , yet and just . I can identify correct and incorrect uses of time expressions. I can answer questions with How long using for and since. I can use the present perfect and past simple.
Reading I can understand a short text about a school trip.
Listening I can understand a short dialogue about numbers.
Speaking I can participate in a short dialogue about making and accepting apologies.
Writing
Unit 4 Vocabulary I can identify vocabulary about shopping from descriptions. I can identify vocabulary about advertising from descriptions.
Grammar I can form sentences using the superlative form. I can form the comparative and superlative forms. I can form sentences using (not) as … as with adjectives. I can use not enough and too. I can use like with sense verbs. I can use must , could , might , may and can’t for deductions.
Reading I can understand a short text about advertising.
Listening I can understand a short dialogue about making, refusing and accepting requests.
Speaking I can participate in a short dialogue about making, refusing and accepting requests.
Writing
I can use informal expressions in an email. I can write a short email about some personal news.
I can identify and correct errors in a formal letter. I can write a letter of complaint.
Extras
Extras
For Unit 3, I have completed:
For Unit 4, I have completed:
My Dossier
My Dossier
Workbook
Workbook
My Biography / 7
M Bi My Biography r h Unit 5 Vocabulary
Unit 6 Vocabulary
I can use vocabulary to talk about people’s personalities and the way they communicate.
I can identify vocabulary about natural disasters from descriptions.
I can use vocabulary about communication technology.
I can identify words about crime from descriptions.
Grammar
Grammar
I can use relative pronouns to talk about people, things and places.
I can complete a dialogue using future forms.
I can use when and whose to talk about time and possession.
I can use will , going to and the present continuous to talk about the future.
I can identify correct and incorrect uses of whose and who’s.
I can answer questions about future plans using the present continuous.
I can identify when we can omit the pronouns who, which and that .
I can use will (probably) and might to talk about possibilities in the future.
I can give extra information in a sentence using non-defining relative clauses.
I can use the first conditional.
I can identify defining and non-defining relative clauses.
Reading I can understand a short text about people’s personalities.
Listening I can understand a short dialogue on the telephone.
Speaking
I can form first conditional sentences.
Reading I can understand a short text about climate change.
Listening I can understand a short presentation about someone’s home town.
Speaking I can make a short presentation about my school.
I can make a short telephone call.
Writing I can use vocabulary for giving opinions. I can write a short text giving my opinion.
Writing I can use vocabulary for sequencing ideas. I can write a short composition with an argument.
Extra
Extra
For Unit 5, I have completed:
For Unit 6, I have completed:
My Dossier
My Dossier
Workbook
Workbook
8 / My Biography
Unit 7 Vocabulary
Unit 8 Vocabulary
I can use vocabulary to talk about celebrations.
I can identify vocabulary about monuments from descriptions.
I can use adjectives to describe festivities.
I can use vocabulary about a mystery.
Grammar
Grammar
I can form first conditional sentences.
I can use verbs in the present passive.
I can use when and unless in first conditional sentences.
I can identify errors in the use of the passive.
I can form zero conditional sentences.
I can form questions with the present passive and past passive.
I can identify and correct errors in zero and first conditional sentences. I can form second conditional sentences. I can use the zero, first and second conditionals correctly.
Reading I can understand a short text about a celebration.
Listening I can understand a short dialogue at tourist information.
Speaking I can participate in a short dialogue asking for tourist information.
Writing I can use the intensifying adverbs very , really and absolutely correctly.
I can use verbs in the past passive.
I can form questions with the past passive for answers.
Reading I can understand a short text about an ancient place.
Listening I can understand a short dialogue about a mystery.
Speaking I can participate in a short dialogue about plans for the weekend.
Writing I can complete a short text by filling gaps. I can write a short article about the Great Pyramid of Giza.
I can write a short text about a celebration.
Extra
Extra
For Unit 7, I have completed:
For Unit 8, I have completed:
My Dossier
My Dossier
Workbook
Workbook
My Biography / 9
M Bi My Biography r h Unit 9 Reading I can understand a short text about working as a journalist.
Vocabulary I can use vocabulary about newspapers. I can use adverbs for ways of speaking and reporting verbs.
Grammar I can form sentences with the past perfect. I can use the past perfect with the past simple. I can identify and correct errors in the use of the past perfect. I can form sentences in reported speech. I can use say and tell . I can form sentences in direct speech from sentences in reported speech.
Listening I can understand a short dialogue about gossip.
Speaking I can participate in a short dialogue about gossip.
Writing I can use as, by the time and as soon as. I can write a short news article about local news.
Extra For Unit 9, I have completed: My Dossier Workbook
10 / My Biography
M Dossier My D i r
Welcome
My life Complete the boxes.
Friends
Your interests
Write the names of your friends and one fact about each friend.
List the things you’re interested in.
Your attitudes At home
Complete the sentences.
Make a list of things you have to do at home. I’m crazy about ... I’d like to ... The worst thing in the world is ...
I support ...
Your day Write five things you normally do each day.
Your summer Write three things you did this summer.
Write a description of yourself in 30 words.
My Dossier / 11
M Dossier My D i r My arts poster Choose words and names to complete the poster.
The Stage Com pan y presents
in two acts
a contemporary based on the work s of the playwright Choreographer
Li ve music performed b y The
Orchestra of
Conductor Perf ormance starts at
Write the names of things you’ve seen and give your opinion of each one. A ballet:
A play:
A musical:
A live music concert:
12 / My Dossier
Unit 1 My hobby Write about your hobby or interest. Use connectors and, but, or, because and so.
Useful language My main hobby’s … . I taught myself to play … using … .
I’ve always … up until now. My ambition is to … .
PHOTO
How and when did you start? What did you have to do?
What are your plans and ambitions now?
My Dossier / 13
M Dossier My D i r My village Draw a map of a village. Include ten of these things. bridge • church • crossroads • farmhouse • fence • field • gate • hill • path • signpost • stream • wood
N
W
E
S
Write instructions for how to get to a place in the village.
14 / My Dossier
Unit 2 My opinion Answer a survey. Which invention do you think is the greatest? Use adverbs.
Useful expressions In the past, people used to / didn’t use to … . Nowadays, … . It’s made … more … .
What’s the greatest invention?
For me, the … is definitely the best invention because … .
Summarize your opinion
What was life like before it?
How do people use it now?
My Dossier / 15
M Dossier My D i r My trip You’re planning a trip to your ideal destination. Make notes about your preparations.
M y t r i p t o : D at e o f t r i p : T ra v e l c o mp anio n( s ): Ac c o mmo d at i o n: T hi ngs t o d o b e fo re I go :
Make notes about your holiday activities. I’m going to
16 / My Dossier
Unit 3 My news Write an email to a friend and give your personal news. Use informal expressions.
Useful expressions Thanks for your email. Sorry it’s taken me so long to reply but… . I’ve been really busy.
I hope you like it. Hope you can … .
Say why you haven’t replied sooner.
Ask about your friend’s news.
Invite him / her to do something with you.
My Dossier / 17
M Dossier My D i r My shopping Complete the information about your favourite shop. Then draw and label a pla n of the shop. Name of shop: Type of shop: Location:
Write about the shop. When do you go there? Why do you like it?
18 / My Dossier
Unit 4 My letter of complaint Write a letter of complaint.
Useful language I’m writing to complain about … . The shop assistant refused to change it/them … .
I think I’m entitled to … . I look forward to hearing from you soon.
t he p ro d u c t ? W he re and w he n d i d y o u b u y
W hat w as t he p ro bl e m?
t he s ho p ? W hat hap pe ne d w he n y ou c o mp lai ne d i n
W hat d o y o u w ant ?
My Dossier / 19
M Dossier My D i r My digital world Write about communication technology.
What? When? Where? Why? b log
email
f ax
te x t message
social networking site mobile
Write sentences about how important technology is in your life.
20 / My Dossier
landli ne
Unit 5 My safety Write about some of the dangers of communication technology. Use phrases to introduce your opinions.
Useful expressions It worries me that … . … is a very bad idea. I’m afraid that … .
…, which is really worrying. … can be a problem.
What is the technology? Why is it useful?
What are the possible dangers?
What can you do to be safe?
My Dossier / 21
M Dossier My D i r My world 3 2
4
1
5
6
10
7
9 8
Write the names. 1
6
2
7
3
8
4
9
5
10
Do any of these things affect your country? Where?
22 / My Dossier
Unit 6 My point of view Write a composition about one of the topics below. Use expressions to sequence your ideas. • Exams are a good thing. • TV has got too much influence on our lives. • Teenagers should read more.
Useful language I agree/disagree with the statement that … . If we don’t … , we’ll … .
… instead of … + -ing form. I think we should … to … .
D o y ou agr e e o r d is agr e e ?
G i ve y o u r r e as on s and e x p l ai n w h y .
G iv e y ou r c on c l u s i o n.
My Dossier / 23
M Dossier My D i r My party Complete the invitation to your party.
P
A Please come to my R on at to celebrate First of all we’re going to and then we In the afternoon we and then in the evening we Please bring a and
Write about a good party you’ve been to.
24 / My Dossier
T
Y . . . .
Unit 7 My special day Write about a special day. Use adjectives with very, really and absolutely.
Useful language I quite like … . I’m keen on … . I really enjoy … .
… is great fun. … is not my thing.
Say what the special day was. Explain why you were celebrating.
Describe what you did during the day.
Write about how you felt during and after the special day.
My Dossier / 25
M Dossier My D i r My buildings Write the names and/or locations of these buildings in your country (if they exist). Tick ( ) the ones you’ve visited. church lighthouse monastery mosque opera house palace pyramid skyscraper temple wall
Write about other buildings in the world that you’ve visited, or that you’d like to visit. I’ve visited
I’ve seen pictures of
I’d like to visit
26 / My Dossier
Unit 8 My choice Write about your candidate for the top wonder of your country. Use linkers of reason.
Useful language My candidate for … is … . Some people believe … . Others think … .
Your first reason for choosing it
Nobody knows for sure. For all these reasons I think … .
Your conclusion
Another reason for choosing it
Your final reason for choosing it
My Dossier / 27
M Dossier My D i r My newspaper Create the front page of a local newspaper. Include these things. 1 2 3 4
The name of the newspaper A short summary of a news article with a headline, photo and caption A sports headline, weather forecast, and cartoon Your horoscope
Look at today’s newspaper. What’s the main news or information in these sections? World news: Local news: The sports section: The weather forecast: Your horoscope: 28 / My Dossier
Unit 9 My news article Write a newspaper article. Use time connectors.
Useful language … was delighted to see … . … two days earlier, … .
Te
The incident happened … . Luckily, … .
imes 12 July 20__
A short summary of the news story
More information about what happened
What happened in the end
My Dossier / 29
Common European Euro ean Framework language lan ua e scale
Reading
Listening
Spoken interaction
Spoken production
A1
A2
B1
I can read and understand common names, words and sentences, for example, in signs and information panels.
I can read and understand short, simple texts like personal letters.
I can read and understand texts that use common language and relate to everyday life.
I can understand common words and simple phrases used to describe myself, my family and my environment if speech is slow and clear.
I can understand common words and phrases relating to relevant areas of life, for example, personal information, school and shopping.
I can identify the important information in most speech if the topic is familiar to me, for example, school, studies, free time, etc.
I can identify the most important information in announcements, for example, at a train station.
I can understand the gist of radio or TV programmes on topics of personal interest if speech is slow and clear.
I can interact with a person who speaks clearly, slowly and repeats their speech to help me understand.
I can participate in tasks requiring an exchange of information if the topics are familiar to me.
I can cope with travel situations in a country where the language is used.
I can ask and answer simple questions about common topics.
I can participate in conversations with short social exchanges, but I can’t maintain a conversation without help.
I can use simple language to describe my family, friends and environment.
I can use different phrases and sentences to give simple descriptions of my family, friends, daily life, education and school.
I can scan short texts, for example, advertisements, menus and timetables to find specific information.
I can understand personal texts like letters, which include descriptions of events and the feelings and desires of the writer.
I can participate in conversations if the topics are familiar to me, for example, family, free time, school, travel and holidays.
I can use connected phrases to describe my experiences, my plans and ambitions, or to relate a series of events. I can explain my opinions and plans. I can summarize the plot of a book or a film and explain why I enjoyed it.
Writing
I can write a short note, for example, in a greetings card. I can complete a simple form with my personal details, for example, in a library.
30 / Common European Framework
I can write notes, messages and very simple personal letters with a specific purpose, for example, to invite someone to a party.
I can write simple structured texts on topics that are familiar to me or reflect my personal interests. I can write personal letters to friends relating my experiences and my opinions.
B2
C1
C2
I can read and understand news articles and scientific reports concerning world problems.
I can read and understand complex non-fiction and fiction texts and appreciate different writing styles.
I can read and understand all types of texts, including technical and specialised documents, with ease.
I can identify a writer’s opinion in a text like a review.
I can understand specialised texts, for example, instruction manuals.
I can read and understand modern literature. I can understand longer monologues. I can understand different positions and arguments if speakers are discussing a familiar topic.
I can understand speech which is not clearly structured. I can understand implied information and relationships in speech.
I can understand TV programmes and dialogues in films and plays if I concentrate.
I can understand TV programmes and films fairly easily.
I can hold fluent conversations with native speakers without many problems.
I can express myself in most social and professional situations with fluency and ease.
I can play an active role in everyday conversations giving and defending my opinions.
I can give detailed explanations and opinions and clearly relate my ideas to those of other speakers.
I can give extended descriptions of subjects I am interested in.
I can give presentations of complex subjects with detailed descriptions.
I can explain and justify my opinions on different issues.
I can talk about sub-topics, develop and extend important points and state my conclusions with ease.
I can outline the pros and cons of different options and plans.
I can write texts with a high degree of detail on a variety of topics. I can write essays which transmit information or a particular opinion. I can write personal letters explaining the significance of special events or experiences.
I can write longer, detailed texts with a structure appropriate to the text type: letter, report or essay. I can select an appropriate style for the task and my reader.
I can understand any spoken text in different situations: TV, radio and live speech. I may need a short time to get used to the accent, but have no problems understanding the speakers.
I can take part in all types of conversations and discussions using a wide range of language, including idioms and colloquialisms. If I encounter a problem in conversation, I can rephrase and restructure my speech quickly and without effort in order to continue the conversation. I can produce clear and detailed descriptions and arguments in a style appropriate to the context and setting. My speech is logically structured and easily understood by my listener.
I can write clear texts, for example, letters, reports or articles, in an appropriate style. These texts follow a logical structure and highlight the most relevant information to my reader. I can write reviews of specialised technical or literary works.
Common European Framework / 31
