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© Oxford University Press
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Language Portfolio
New
ENGLISH FILE
Elementary
Karen Ludlow
CEF
01 SJS NEF LangPortfolio Element1 101 SJS NEF LangPortfolio Element1 1 19/10/06 08:53:5319/10/06 08:53:53
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New English File Elementary Language Portfolio: A Guide for Effective Language Learning, Apuntes de Idioma Inglés
A language learning portfolio designed to help students present their language qualifications and experiences in a clear and comparable way. It includes sections for a language passport, language biography, and dossier. The language passport records language qualifications and experiences, while the language biography helps learners think about their reasons for learning a language and the best way to achieve their objectives. The dossier section allows learners to keep evidence of their ability to use english. The document also includes self-assessment grids for evaluating language skills and can-do statements for identifying language abilities.
Tipo: Apuntes
2014/2015
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© Oxford University Press 1
Language Portfolio
New
ENGLISH FILE Elementary
Karen Ludlow
CEF
Introduction
- What is a Language Portfolio?
- How to use your New English File Language Portfolio
- Updating your Portfolio
- How to use your Language Passport Language Passport
- Personal details
- Your exams and certificates
- Your language and cultural experiences
- Profile of language skills
- Self-assessment grids
- A1–A2
- B1–B2
- C1–C2
- How to use your Language Biography Biography
- Your aims and objectives
- Your language learning history
- Your language and cultural experiences
- How to become a more effective learner
- Can do statements Level A1
- Can do statements Level A2
- How to use the Dossier Dossier
- Dossier chart
© Oxford University Press New English File Elementary Language Portfolio 5
L A N G U AG E P A S S P O RT
How to use your Language Passport
Your Language Passport is a record of your language qualifications and experiences. It is also
where you assess your overall language level. As the Language Passport is proof of your language
abilities, you can show it to potential employers, when you apply for a language course, or when
you change schools.
Keep this section up-to-date.
Personal details
Name: _______________________________________________________________
Nationality: _______________________________________________________________
First Language: _______________________________________________________________
Other languages: _______________________________________________________________
Your exams and certificates
What language qualifications do you have in English? What exams have you taken in English?
Exam Authority Date Grade
6 New English File Elementary Language Portfolio © Oxford University Press
Your language and cultural experiences
Your experiences with other languages and cultures are also important. Think about your
experiences of the English language or English-speaking cultures and write about them below.
Where Experience When and how long? School
School holidays
Higher education
English courses
Work
Travel
Contact with English speakers
Study in English
Free time activities (e.g. books you have read in English)
Stays abroad
Other
8 New English File Elementary Language Portfolio © Oxford University Press
Self-assessment grids
Use the following grids to help you complete your Profile of language skills.
Common reference levels A1 and A
CEF level A1 CEF level A Listening I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
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.
Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
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. Spoken interaction 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 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.
Spoken production I can use simple phrases and sentences to describe where I live and people I know.
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. Writing 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.
I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.
© Oxford University Press New English File Elementary Language Portfolio 9
Common reference levels B1 and B
CEF level B1 CEF level B
Listening 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 and professional interest when the delivery is slow and clear.
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.
Reading 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 read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.
Spoken interaction I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversations on topics that are familiar, of personal interest or on everyday life (family, hobbies, work, travel, current events).
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. Spoken production I can connect phrases in a simple way 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 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.
Writing I can write simple connected text on topics which are familiar or of a personal interest. I can write personal letters describing experiences and impressions.
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.
© Oxford University Press New English File Elementary Language Portfolio 11
L A N G U AG E B I O G R A P H Y
How to use your Language Biography
Your Language Biography is a tool to help you think about why you are learning English and
the best way for you to learn. The Language Biography can help you to become a more effective
learner by helping you focus on your objectives, and a learning style that suits your needs.
Your aims and objectives
Think about why you are learning English (for work, travel, etc.) and what level of English you
will need to achieve those objectives – you can refer to the CEF levels in your Language Passport
to assist you.
Reasons Time Scale English Level Required e.g. to travel abroad on holiday 6 months Listening B Reading A Speaking (interaction) B Speaking (production) A Writing A
1 Listening Reading Speaking (interaction) Speaking (production) Writing
2 Listening Reading Speaking (interaction) Speaking (production) Writing
3 Listening Reading Speaking (interaction) Speaking (production) Writing
4 Listening Reading Speaking (interaction) Speaking (production) Writing
5 Listening Reading Speaking (interaction) Speaking (production) Writing
12 New English File Elementary Language Portfolio © Oxford University Press
Your language learning history
Think about all the experiences that have helped you to learn English (e.g. lessons in school,
language courses, travel to English-speaking countries, etc.)
How successful were they?
Complete the first section, then write about your experiences chronologically.
Where I started learning English
Why I started learning English
When Experience How successful?
14 New English File Elementary Language Portfolio © Oxford University Press
Can do statements
This section will help you to identify your language abilities, and show you where you need more help.
Circle the most suitable statement after completing a unit in class.
Framework level: A
Can do statements I can do this … with difficulty easily 1 2 3 4
New English File Elementary
File: 1 Listening I can understand simple greetings and introductions. 1 2 3 4 pages 4, 12 I can understand numbers. 1 2 3 4 pages 5, 7 I can understand country names and nationalities. 1 2 3 4 pages 6, 7, 12 I can understand personal information. 1 2 3 4 pages 8, 12 I can understand English in the classroom. 1 2 3 4 page 11 I can understand a song. 1 2 3 4 page 11 Reading I can understand simple greetings and introductions. 1 2 3 4 page 4 I can understand numbers and facts. 1 2 3 4 page 8 Spoken interaction I can say hello and ask peoples’ names. 1 2 3 4 pages 4, 9 I can ask and talk about countries and nationalities. 1 2 3 4 pages 6- I can ask for and give personal information. 1 2 3 4 page 9 I can ask and talk about objects. 1 2 3 4 page 10 Spoken production I can say hello and goodbye. 1 2 3 4 pages 4, 5 I can say the days of the week. 1 2 3 4 page 5 I can say phone numbers and basic numbers. 1 2 3 4 pages 5, 7 I can spell. 1 2 3 4 page 8 Strategies I can use English in the classroom. 1 2 3 4 page 11 Writing I can complete a form with personal information. 1 2 3 4 pages 8, 9, 13 I can write about me. 1 2 3 4 page 13
Key Language Writing strategy Verb be + -? Pronouns: I, you, he / she Possessive adjectives: my, your, his / her, our, their a / an and plurals: a watch, an umbrella, a match> matches this / that / these / those Numbers: 1–20 and 20–1, Days of the week: Monday, Tuesday Countries / Nationalities: France> French Alphabet: A, B, C Classroom and basic objects: table, board, mobile phone Drinks: tea, milk
CAPITAL LETTERS
Germany, Julia Roberts, Oxford, Saturday He’s Brazilian and I’m Japanese.
© Oxford University Press New English File Elementary Language Portfolio 15
Framework level: A
Can do statements I can do this … with difficulty easily 1 2 3 4
New English File Elementary
File: 2 Listening
I can understand personal information, likes and dislikes. 1 2 3 4 pages 19, 24 I can identify jobs. 1 2 3 4 page 21 I can identify family members. 1 2 3 4 page 23 Reading I can understand about British habits. 1 2 3 4 page 16 I can understand personal information in an email. 1 2 3 4 pages 18, 25 I can understand about jobs and routines. 1 2 3 4 page 20 Spoken interaction I can ask for and give personal information. 1 2 3 4 page 19 I can ask and talk about likes and dislikes. 1 2 3 4 page 19 I can ask and talk about jobs. 1 2 3 4 pages 20, 21 I can ask and talk about family. 1 2 3 4 pages 22, 23 I can check in at a hotel. 1 2 3 4 page 24 Spoken production I can describe habits. 1 2 3 4 page 16 I can describe families in my country. 1 2 3 4 page 17 I can talk about possessions. 1 2 3 4 page 22 Strategies I can ask opinions and make offers. 1 2 3 4 page 24 Writing I can write about families in my country. 1 2 3 4 page 17 I can write an email with personal information. 1 2 3 4 page 25
Key Language Writing strategy Present simple + -? a / an : an actor, a teacher Possessive s : My girlfriend’s brother Common verb phrases: go to the cinema, read a book Jobs: journalist, nurse Family: mother, father Hotel words: reception, a single room
Informal email 24 Lyndhurst Road Brighton 10th September Hi Steve My name’s Fabio and I’m from Brazil. Please write soon Best wishes Fabio
© Oxford University Press New English File Elementary Language Portfolio 17
Framework level: A
Can do statements I can do this … with difficulty easily 1 2 3 4
New English File Elementary
File: 4 Listening I can identify things people can / can’t do. 1 2 3 4 page 40 I can understand likes and dislikes. 1 2 3 4 page 42 I can identify types of music. 1 2 3 4 page 46 I can understand a song. 1 2 3 4 page 47 I can understand people making arrangements. 1 2 3 4 page 48 Reading I can understand a short newspaper article (on the topic of ‘shopping’). 1 2 3 4 page 43 I can understand a description of a film. 1 2 3 4 pages 44, 45 I can understand a description of a person. 1 2 3 4 page 49 Spoken interaction I can ask and talk about abilities. 1 2 3 4 page 41 I can ask and talk about a typical day. 1 2 3 4 page 31 I can ask and talk about likes and dislikes. 1 2 3 4 pages 42, 43, 46 I can ask for and give an opinion. 1 2 3 4 page 44 I can offer and ask for things in a shop. 1 2 3 4 page 48 I can ask about prices. 1 2 3 4 page 48 Spoken production I can talk about likes and dislikes. 1 2 3 4 page 42 I can talk about songs. 1 2 3 4 page 47 1 2 3 4 Strategies I can invite and make suggestions. 1 2 3 4 page 48 Writing I can ask for help / information. 1 2 3 4 page 41 I can write a description of a person. 1 2 3 4 page 49
Key Language Writing strategy Can / Can’t : I can sing but I can’t play the piano. Can you help me, please? Verb phrases: play football, take photos Like + verb + ing : They like shopping for clothes. Object pronouns: me, you, him / her Possessive pronouns: mine, yours, his / hers Shopping: go shopping, supermarket, buy, try on (clothes) Relationships: fall in love, get married Music: classical, rock, download music Clothes: jeans, shoes
Spelling Friend freind Studies studys Intelligent inteligent Writing writting
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Framework level: A
Can do statements I can do this … with difficulty easily 1 2 3 4
New English File Elementary
File: 5 Listening I can understand a short description of a place. 1 2 3 4 page 52 I can understand numbers and dates. 1 2 3 4 page 52 I can understand a short story in the past. 1 2 3 4 pages 54, 59 I can understand a description of past activities. 1 2 3 4 page 57 I can understand a song. 1 2 3 4 page 57 I can understand a short interview in the past. 1 2 3 4 page 59 I can understand common social phrases. 1 2 3 4 page 59 Reading I can understand short descriptions of people and places. 1 2 3 4 page 53 I can understand a short story in the past. 1 2 3 4 pages 54, 58, 59 I can understand a description of past activities. 1 2 3 4 pages 56, 57 I can understand a simple questionnaire. 1 2 3 4 page 61 Spoken interaction I can ask and give information about famous people. 1 2 3 4 page 52 I can ask and talk about biographical data. 1 2 3 4 page 52 I can ask for and give information about past activities. 1 2 3 4 pages 55, 57, 59 I can offer and ask for things in a shop. 1 2 3 4 page 60 Spoken production I can describe people. 1 2 3 4 page 53 I can tell a short story in the past. 1 2 3 4 page 55 I can ask about prices. 1 2 3 4 page 60 Strategies I can give an opinion. 1 2 3 4 page 59 I can use polite phrases. 1 2 3 4 page 60 Writing I can write about a famous person in my town / city. 1 2 3 4 page 53 I can write a simple report in the past. 1 2 3 4 page 61
Key Language Writing strategy Past simple of be : was / were Regular and irregular forms: want> want ed , buy> bought. Verb> person: paint> painter Noun> person: music> musician Past time: yesterday, last year, a month ago Go, have, get: go home, have dinner, get a taxi Shopping: postcard, mug
Spelling, CAPITAL LETTERS, full stops, grammar The hotel was cheep cheap. We stayed in Venice. Last year we go went to Germany.
20 New English File Elementary Language Portfolio © Oxford University Press
Framework level: A
Can do statements I can do this … with difficulty easily 1 2 3 4
New English File Elementary
File: 7 Listening I can understand simple information about food. 1 2 3 4 page 77 I can understand a short phone conversation about plans. 1 2 3 4 page 80 I can understand how people feel. 1 2 3 4 page 81 I can understand opinions about holidays. 1 2 3 4 page 81 I can understand a song. 1 2 3 4 page 81 I can understand a short story about the future. 1 2 3 4 pages 82, 83 I can understand how to order food and drink in a restaurant. 1 2 3 4 page 84 Reading I can understand a short factual article. 1 2 3 4 page 79 I can understand a simple TV guide. 1 2 3 4 page 80 I can understand a short extract from a diary. 1 2 3 4 page 81 I can understand a short story about the future. 1 2 3 4 pages 82, 83 I can understand a menu. 1 2 3 4 page 85 I can understand simple instructions. 1 2 3 4 page 85 Spoken interaction I can ask and talk about healthy habits. 1 2 3 4 pages 78, 79 I can ask and talk about future plans. 1 2 3 4 page 80 I can ask and talk about holiday plans. 1 2 3 4 page 81 I can ask and say how I feel. 1 2 3 4 page 81 I can ask for and offer food and drinks. 1 2 3 4 page 84 Spoken production I can talk about food and health. 1 2 3 4 pages 76, 77 I can describe food from my country. 1 2 3 4 page 77 I can offer food and drinks. 1 2 3 4 page 78 I can make predictions about the future. 1 2 3 4 page 83 Strategies 1 2 3 4 I can give an opinion. 1 2 3 4 pages 79, 83 Writing I can write about holiday plans. 1 2 3 4 page 81 I can write simple instructions. 1 2 3 4 page 85
Key Language Writing strategy a / an, some / any: a tomato, an apple There is some cheese. / There are some biscuits. / There isn’t any fruit. / There aren’t any potatoes. How much / many? How much water do you drink? / How many cups of coffee do you have in the morning? Quantifiers: a lot, not much etc We eat a lot of vegetables. / We don’t eat much meat. Be going to ( plans and predictions): We’re going to travel by plane. / You’re going to be very happy in the future. Food: tomato / tomatoes, biscuit / biscuits, rice / rices Drinks: water, coffee Holidays: hotel, see the sights Verb phrases: be lucky, move house
Instructions Cut the cheese Put some salmon on the bread Sequence First, Then, Now, Finally
© Oxford University Press New English File Elementary Language Portfolio 21
Framework level: A
Can do statements I can do this with difficulty easily 1 2 3 4
New English File Elementary
File: 8 Listening I can understand a short radio programme. 1 2 3 4 pages 88, 89 I can understand a song. 1 2 3 4 page 91 I can understand a short story in the past. 1 2 3 4 page 93 I can understand how people feel. 1 2 3 4 page 93 I can understand information about transport (types, places, and times). 1 2 3 4 page 96 Reading I can understand simple facts about people, things and places. 1 2 3 4 page 88 I can understand a simple article about places. 1 2 3 4 pages 90, 94 I can understand short adverts. 1 2 3 4 page 92 I can understand a short description of a hotel. 1 2 3 4 page 97 I can understand an email. 1 2 3 4 page 97 Spoken interaction I can do a simple quiz. 1 2 3 4 pages 89, 91 I can ask and talk about my country. 1 2 3 4 pages 91, 95 I can compare places and things. 1 2 3 4 pages 88-91, 94 I can ask and talk about what people want to do. page 93 I can check out of a hotel. 1 2 3 4 page 96 Spoken production I can say numbers (money). 1 2 3 4 page 89 I can describe people and objects. 1 2 3 4 pages 89, 95 I can talk about the weather. 1 2 3 4 page 91 I can describe different actions. 1 2 3 4 page 95 Strategies I can give an opinion. 1 2 3 4 pages 92, 93, 95, 96 I can make arrangements. 1 2 3 4 page 96 Writing I can write a formal email. 1 2 3 4 page 97
Key Language Writing strategy Comparative adjectives: safe> safer, happy> happier, careful> more careful carefuller, generous> more generous. Superlative adjectives: cold> the coldest, crowded> the most crowded, beautiful> the most beautiful. Would like to / like: I’d like to learn to dance, I don’t like dancing. Adverbs: slowly, politely, dangerously Personality adjectives: friendly, serious The weather: sunny, cold, raining Adventures: fly a plane, parachute Verb phrases: check out of a hotel, pay by credit card
Formal email Dear Sir/ Madam I would like to make a reservation. I’d like Could you send me some information? Yours Rebecca Jones