English - Oxford University Press

English 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 Unit 11 Unit 12

12 14 16 18 20 22 24 26 28 30 32 34

The Dossier What is a Dossier?

36

How do I use it?

36

Language Notes

37–39

Work

40–41

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 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 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 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 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

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 Pre-intermediate Portfolio Practice p.8, to help you. You can also use the Biography Book, or the CEFR Levels 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 experiences Use 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

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

Signed

Level: A1 – C2

____________

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 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 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 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

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, 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

3Date: 7.09 Yes q No q

Workbook, page 4, exs. 4 and 5

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, 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

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

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

Reading

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.

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 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.

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.

q

q

q

q

Spoken Interaction

Spoken Production

Writing

Yes 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

q

q

Yes

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.

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.

q

Yes I can write short notes, messages, and emails about everyday topics. I can write letters describing events, past activities, and personal experiences.

q

q

Yes

q

Yes 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

q

q

q

Yes 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

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

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

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

q

q

q

q

Yes 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.

Skill

Start of the course:

Date

After Unit 4

Date

Skill

After Unit 8

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, 17, 19, 25, 27, 31.

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Intercultural experiences:

» Reflect and Record pp.13, 15, 17, 21, 33.

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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


___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Intercultural experiences:


___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

The Biography: Learning Profile

11

1

Introduction: yourself and others

I can Checklist

More practice? Workbook pp.4–9, 76 MultiROM Website www.oup.com/elt/result My ideas

LISTENING I can understand some …

Student’s Book


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:

I can understand some …

Student’s Book


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:

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:

I can …

Student’s Book


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:

I can …

Student’s Book


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:

READING More practice? What?


SPOKEN INTERACTION More practice? What?


INTERACTION STRATEGIES More practice? What?


WRITING More practice? What?


The Language Biography: Unit 1 I can Checklist

12

Reflect and Record Learning: making plans

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

Reasons:

holiday

❑

work

❑

exams

❑

fun

❑

other

❑

2 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

❑

Reading

❑

Spoken Interaction

❑

3 Mark your level now on the Biography Progress Profile.

Spoken Production

»

❑

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) next to the things you do. I I I I

look for English around me. use English (write emails). read in English on the Internet. study in English-speaking counties.

I listen to music. I study my notes. Other?

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 customs

1 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.

Assessment record

»

»

Dossier p.40

Dossier p.40

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

(all / some) information. (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:

The Language Biography: Unit 1 Reflect and Record

13

2

More practice? Workbook pp. 10-15, 77 MultiROM Website www.oup.com/elt/result My ideas

Culture and countries

I can Checklist LISTENING I can understand some …

Student’s Book


key words in descriptions of people and places.

p.17

Yes

details in radio quiz questions about places.

p.19

q No q Date: Yes q No q Date:

p.21

Yes

q No q Date:

Yes

q No q Date:

p.23

Yes

q No q Date:

Yes

q No q Date:

Student’s Book


specific information in a conversation about everyday objects. specific information in a conversation about an event in the past. READING I can understand some …

specific information in a short description of a person. p.16 details in a newspaper article about tourists.

p.18

general ideas in short descriptions of everyday objects.

p.20

Yes

details in short descriptions of everyday objects.

p.20

Yes

details in a story about an intercultural experience.

p.22


Student’s Book


p.21

Yes

Student’s Book


talk about my background.

p.17

Yes

talk about tourism.

p.19

tell an anecdote.

p.23

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

Student’s Book


describe things when I don’t know the words.

p.21

Yes

show I’m an interested listener.

p.23


Student’s Book


write a description of an intercultural experience.

p.24

Yes

organize my ideas into paragraphs.

p.24

review my writing for content.

p.24

ask about and describe objects. SPOKEN PRODUCTION I can …

INTERACTION STRATEGIES I can …

WRITING I can …



Yes


SPOKEN INTERACTION I can …





Yes

q No q Date:

Yes Yes

Yes



q No q Date:

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

q No q Date:

Now are you happy with what you can do? 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: Yes


14

Reflect and Record Language: past simple and past continuous

1 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 experiences

1 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

Brazilian

A 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.

Assessment record

»

»

Dossier p.37

Dossier p.40

Writing: Copy the title of your work and your mark. Complete the sentences. Title_ _____________________________________________________________________________ Mark_____________ This is my I I (wrote / didn’t write)

(first / second) draft. (used / didn’t use) paragraphs. about the context, main event, and result.


Writing

Vocabulary

Listening

Pronunciation

Speaking



15

3


Learning and growing up



details in a song about school memories.

Student’s Book 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:


general ideas in a story about school memories.


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. details in a CV.

p.32

Yes q No q Date:

Yes q No q Date:

p.34

Yes q No q Date:

Yes q No q Date:


talk about my achievements.


Yes q No q Date:

Yes q No q Date:

offer hospitality.

p.31

Yes q No q Date:

Yes q No q Date:


talk about my school days.


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:




write a CV.


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:

READING I can understand some …






SPOKEN PRODUCTION I can …



INTERACTION STRATEGIES I can … respond to invitations.


Yes q No q Date:

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

WRITING I can …




16

Reflect and Record Learning: how I learn and use English

1 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 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 time carefully. q Other …

q I try to speak as much as I can. q I don’t worry about my mistakes. q I guess first, then use my dictionary. q I don’t study outside class. q I use the Internet and different materials (for example, Workbook). q I answer questions in class.

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


Language: hospitality phrases

1 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.

A B

2 Review your notes before you meet people who speak English in your country or when you travel.

Assessment record

»

»

Dossier p.37

Dossier p.40

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

(is / isn’t) good. (all / some) information. (reviewed / didn’t review) capital letters.


Writing

Vocabulary

Listening

Pronunciation

Speaking



17

4


Feelings and opinions



key words in a discussion about music.




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.41

Yes q No q Date:

Yes q No q Date:

p.43

Yes q No q Date:

Yes q No q Date:

p.43

Yes q No q Date:

Yes q No q Date:


general ideas in explanations of hobbies.


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:


say how I feel about things.


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:




write a description of a book or film.


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:







SPOKEN PRODUCTION I can … explain what a film is about.


Yes q No q Date:


WRITING I can …




18

Reflect and Record Learning: think about listening

1 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 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 Other …

q listen for English words on television. q practise conversations in English with a student. q listen to English on the Internet or radio. q listen to songs in English. q listen to tourists. I guess what they are talking about. 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


. 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.

3 Update the Biography Progress Profile

Biography p.10

4 Do the same for the other skills.

Language: saying how you feel -ed and -ing

1 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.

Assessment record

»

»

Dossier p.37

Dossier p.40

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

(reviewed / didn’t review) my spelling.

I

(reviewed / didn’t review) my grammar.

I

(thought / didn’t think) about my reader.


Writing

Vocabulary

Listening

Pronunciation

Speaking



19

5


Law and order



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

Yes q No q Date:

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:


specific information in an article about countries and politics. key information in signs.


Yes q No q Date:

Yes q No q Date:

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:


talk about countries and governments.


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:


narrate a story.


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:

key information in radio quiz questions about countries and politics. general ideas in a conversation about rules.









WRITING I can …




20

Reflect and Record Culture: countries, governments, rules, and laws

1 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 past

1 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

In English, use the past perfect to talk about an event that happened before another in the past. In my language, we use ...

When Henry took power, Richard had killed the princes. (past perfect = had + past participle)

2 Ask other people about historical events in their countries and add more sentences as you study.

Assessment record

»

»

Dossier p.37

Dossier p.40

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

(checked / didn’t check) my spelling. (sometimes / always) correct. (thought / didn’t think) about my reader.


Writing

Vocabulary

Listening

Pronunciation

Speaking



21

6


Encounters




Yes q No q Date:

p.59

Yes q No q Date:

Yes q No q Date:

p.61

Yes q No q Date:

Yes q No q Date:


general ideas in a sketch.


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:


express strong feelings.


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.


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:



Yes q No q Date:

p.64

Yes q No q Date:

Yes q No q Date:

key words in conversations. specific information in a conversation about a past event. details in a summary of survey results.












WRITING I can … exchange news in a personal letter. join sentences with by the way, however, anyway, and although.




22

Reflect and Record Language: expressing strong feelings

1 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

To express strong feelings in English, the voice goes high on the main syllables.

I’m so exhausted. It’s such a brilliant film.

2 Add more examples when you hear English speakers express strong feelings.

»

Dossier p.37

Language: reported speech

1 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.

Assessment record

»

»

Dossier p.37

Dossier p.40


(asked / didn’t ask) my reader questions.

I

(connected / didn’t connect) my ideas.

The spelling

(is / isn’t) good.


Writing

Vocabulary

Listening

Pronunciation

Speaking



23

7


Appearances



key words in descriptions of people.




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:


general ideas in an article about research.


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.70

Yes q No q Date:

Yes q No q Date:

p.72

Yes q No q Date:

Yes q No q Date:

p.74

Yes q No q Date:

Yes q No q Date:


say how people look.


Yes q No q Date:

Yes q No q Date:

express guesses.

p.73

Yes q No q Date:

Yes q No q Date:


talk about fashion.


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:




write a letter of application.


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:










INTERACTION STRATEGIES I can … use contrastive stress to check understanding.


Yes q No q Date:


WRITING I can …




24

Reflect and Record Learning: thinking about text types

1 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).

» 3 Repeat exercises 1 and 2 for text types you have listened to. » 2 Add more text types to the list as you continue the course.

Dossier p.40 Dossier p.40

Learning: plans and intentions

1 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.

Assessment record

»

»

Dossier p.40

Dossier p.40

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

(first / second) draft.

I


I

(checked / didn’t check) my spelling.


Writing

Vocabulary

Listening

Pronunciation

Speaking



25

8


Communication



details in phone conversations.




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.83

Yes q No q Date:

Yes q No q Date:

p.84

Yes q No q Date:

Yes q No q Date:


details in phone dialogues.


Yes q No q Date:

Yes q No q Date:


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:


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:


talk on the phone.


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:


talk about ability.


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:





Yes q No q Date:

p.84

Yes q No q Date:

Yes q No q Date:

p.84

Yes q No q Date:

Yes q No q Date:










INTERACTION STRATEGIES I can … show I’m an interested listener.


Yes q No q Date:


WRITING I can … write a report. use so, however, if, because, and such to introduce information. follow a paragraph structure.




26

Reflect and Record Learning: think about reading

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


q think about the topic before I read. q use pictures and titles to help me. q think about the main points before the detail. q think about key words and phrases. q guess the meaning of words before I check in a dictionary. q Other …

q look for words in English where I live. q read magazines or newspapers in English. q read English on the Internet. q read information about films and books in English. q look for English words in shops. 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


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 verbs

1 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

Hang on Cut sb off 2 Add more examples as you continue studying.

Assessment record

»

»

Dictionary notes

Example sentence.

Informal - to ask somebody to wait for a short time Often passive

(On the phone) Can you hang on a minute, please? I get cut off every time I phone.

Dossier p.37

Dossier p.40


(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.


Writing

Vocabulary

Listening

Pronunciation

Speaking



27

9


Science and nature



main ideas in conversations about the weather.




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:


details in an article about the weather.


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:

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:


make small talk.


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:


talk about my future.


Yes q No q Date:

Yes q No q Date:

give advice.

p.91

Yes q No q Date:

Yes q No q Date:





Yes q No q Date:

p.94

Yes q No q Date:

Yes q No q Date:

p.94

Yes q No q Date:

Yes q No q Date:










INTERACTION STRATEGIES I can … use tag questions to keep a conversation going.


Yes q No q Date:


WRITING I can … write about my opinion for an Internet discussion page. use adverbs of attitude. organize information in a paragraph.

More practice? What? When? When?



28

Reflect and Record Language: future perfect

1 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

By this time tomorrow,

I’ll have had three meals.

Comment

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 nouns

1 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

computer

technology, program

laptop, desktop

computer

Notes

2 Add more compound nouns as you study English Result Intermediate.

Assessment record

»

»

Dossier p.37

Dossier p.40

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

(started / didn’t start) with a topic sentence. (is / isn’t) useful for me. (used / didn’t use) adverbs of attitude.


Writing

Vocabulary

Listening

Pronunciation

Speaking



29

10


Shopping




Yes q No q Date:

p.99

Yes q No q Date:

Yes q No q Date:

p.101

Yes q No q Date:

Yes q No q Date:

p.103

Yes q No q Date:

Yes q No q Date:


information in a verse.


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:


exchange opinions.


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:




write a letter of complaint.


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:

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.









INTERACTION STRATEGIES I can … use intonation to show disagreement.


Yes q No q Date:


WRITING I can …




30

Reflect and Record Learning: think about conversation

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


q use phrases to show I’m an interested listener. q don’t worry about my mistakes. q explain the meaning of a word I don’t know. q ask questions to check I have understood. q ask questions to keep a conversation going. q Other …

q think about how to say things in English. q talk to other students in English. q read texts from the coursebook aloud. q record and listen to myself speaking English. q listen to English-speaking tourists. 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


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 opinions

1 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.

Assessment record

»

»

Dossier p.37

Dossier p.40


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

I


This

(is / isn’t) important for me.


Writing

Vocabulary

Listening

Pronunciation

Speaking



31

11


Travel



details to follow directions.




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:


details in a tour guide and follow directions.


Yes q No q Date:

Yes q No q Date:

details in holiday accommodation adverts.

p.108

Yes q No q Date:

Yes q No q Date:

details in a health information leaflet.

p.110

Yes q No q Date:

Yes q No q Date:

main points on a website advice page.

p.110

Yes q No q Date:

Yes q No q Date:

general information on a website travel recommendation page.

p.114

Yes q No q Date:

Yes q No q Date:


give and ask for directions.


Yes q No q Date:

Yes q No q Date:

give health advice.

p.111

Yes q No q Date:

Yes q No q Date:

give extra information and details about places, people, and things.

p.113

Yes q No q Date:

Yes q No q Date:




use indirect questions to be polite.


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:



Yes q No q Date:

p.114

Yes q No q Date:

Yes q No q Date:

p.114

Yes q No q Date:

Yes q No q Date:







SPOKEN PRODUCTION I can … talk about holiday accommodation.


Yes q No q Date:





WRITING I can … write a website recommendation. indicate a series of events using first, then, after that, finally, etc. introduce contrasting ideas using unfortunately and however.




32

Reflect and Record Culture: travel in different countries

1 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 clauses

1 Copy the table and write some more examples of non-defining relative clauses. Non-defining relative clauses Examples

Notes

My language

They stopped the driver, who was speeding.

Don’t use that in non-defining relative clauses.

I changed the tyre, which was flat.

Use which for things.

2 Think of a travel experience you’ve had. Write sentences using non-defining relative clauses to make the story more interesting.

»

Dossier p.37

Assessment record

»

Dossier p.40


(used / didn’t use) text-building words.

I

(thought / didn’t think) about paragraph organization.

I

(reviewed / didn’t review) the grammar.


Writing

Vocabulary

Listening

Pronunciation

Speaking



33

12


Stories



opinions about short stories.




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:


main points in a story with a moral.


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:




explain my point of view.


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.


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:


write a story with a moral.


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:




SPOKEN INTERACTION I can … talk about hopes and wishes.


Yes q No q Date:








WRITING I can …




34

Reflect and Record Assessment record

»

Dossier p.40

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

This is my

(used / didn’t use) a dictionary.

I There are

(some / no) spelling mistakes.


Writing

Vocabulary

Listening

Pronunciation

Speaking


Learning: progress


»

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 experiences

1 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. 2 Write a résumé of your intercultural experiences.

»

»

Biography p.11.

Passport p.7

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


35

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 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 ThePassport Dossier

36

The Dossier: Language Notes Heading 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

Date

The Dossier: Language The Passport Notes

37

Heading Topic

Unit

Date


38

Heading Topic

Unit

Date


39

The Dossier: Work Heading 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 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

»

Title

A learning biography (Unit 1)

»

Date

Individual or group work

Individual

The Dossier: The Passport Work

40

Heading Title

Date

Individual or group work

The Dossier: The Passport Work

41

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. 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

1 Great Clarendon Street, Oxford ox2 6dp Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam oxford and oxford english are registered trade marks of Oxford University Press in the UK and in certain other countries © Oxford University Press 2010 The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 2010 2014 2013 2012 2011 2010 10 9 8 7 6 5 4 3 2 1

No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content

acknowledgements The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.8 Common European Framework of Reference Levels: Self-assessment grid from www.coe.int. Reproduced by permission of the Council of Europe.

1 A000764 www.oup.com/elt

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