Pre-intermediate Portfolio Practice Book for Hungary 4 English Annie McDonald & Mark Hancock CEF
Pre-intermediate Portfolio Practice Book for Hungary
4
English
Annie McDonald & Mark Hancock
CEF
IntroductionWhat is a Language Portfolio? 3
The Language Passport What is a Language Passport? 4How do I use it? 4Linguistic profile 5Study experiences 6Intercultural experiences 7CEFR Levels Translations 8–9
The Language Biography What is a Language Biography? 10How do I use it? 10Biography Progress Profile 11Biography Learning Profile 12I can Checklists and Reflect and Record Unit 1 13 Unit 2 15 Unit 3 17 Unit 4 19 Unit 5 21 Unit 6 23 Unit 7 25 Unit 8 27 Unit 9 29 Unit 10 31 Unit 11 33 Unit 12 35
The Dossier What is a Dossier? 38How do I use it? 38Language Notes 39–42Work 43–46
Portfolio mini-dictionary 47
Contents
3
What is a Language Portfolio?A Language Portfolio is a set of documents. It is a record of your work and your intercultural experiences. You can see how you are making progress using the Common European Framework of Reference (CEFR) for language: A1–C2. You can see how you learn and what you can do. The English Result Pre-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 3 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 Translations pp.8–12, and your Language Passport from English Result Elementary 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 Pre-intermediate, you can use your Language Biography and Dossier.
The Language BiographyThe Language Biography helps you to keep a record of your language learning and intercultural experiences. It helps you reflect on your progress, and think about the best ways to learn.You can use the Language Biography throughout the course. There are activities for you to do at the end of each English Result Pre-intermediate unit. Tick what you can do, and think about what you need to do. Reflect on your progress. Make notes about what you want to learn and how you learn. Complete some activities about your language learning and intercultural experiences. You can use these to help you complete your Language Passport at the end of the course and to create your Dossier during the course.
The DossierAs you study English Result Pre-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.
Portfolio mini-dictionary The Portfolio mini-dictionary helps you with the language used in this Portfolio Practice Book.
Introduction
Introduction
4
What is The Language Passport? A Language Passport is a résumé of your learning progress in English. It contains: • your Linguistic Profile. This is a record of your personal details, self-assessment, and
examinations and certificates. » Passport p.5
• your Study Experiences. This is a summary of your language learning history. It shows where and when you have learnt English. » Passport p.6
• your Intercultural Experiences. This is a summary of your contact with the culture of people who speak English. It shows what experiences you have had in your own country and places where people speak English. » Passport p.7
How do I use it?At the beginning of the course, write your personal details on the Linguistic Profile.
Self-assessment To assess your level at the beginning (and end) of the course, complete the grid to show what you can do in listening, reading, spoken interaction, spoken production, and writing – using the Common European Framework of Reference levels. Use the information in your English Result Pre-intermediate Portfolio Practice Book, or the translations » Passport pp.8–9, to help you. You can also use the Biography Progress Profile. » Biography p.11
Example
A1 A2 B1 B2 C1 C2
Listening
Reading
Spoken Interaction
Spoken Production
Writing
Sign the bottom of the page and ask a second person, for example your teacher, to sign to show they agree.
Study and intercultural experiencesUse the information in your English Result Elementary Portfolio Practice Book to write notes on the Study Experiences and Intercultural Experiences » Passport pp.6–7. As you study English Result Pre-intermediate, make notes on the Biography Learning Profile » Biography p.12. 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.
» Portfolio mini-dictionary p.47
The Language Passport
The Language Passport
5
Linguistic profile
Personal detailsName: ________________________________________________________________
Nationality: ___________________________________________________________
First language: _________________________________________________________
Other languages: _______________________________________________________
Place of study: _________________________________________________________
Self-assessment gridCEFR Levels Translations » pp.8–9
A1 A2 B1 B2 C1 C2
Listening
Reading
Spoken Interaction
Spoken production
Writing
Last updated: ____________ / ____________ / ____________
Exams and certificatesName of exam Level: A1 – C2 Grade Where I took the exam Date
Signed ____________ Date ____________
Counter-signed ____________ Date ____________
» Portfolio mini-dictionary p.47
The Language Passport: Linguistic profile
6
Study Experiences At the beginning of your course, write a résumé of your study experiences at home and in places where English is spoken. Add more information at the end of the course. Use your notes in your Language Biography to help you. » Biography p.12
At homeWhere and when have you studied English in your country? For how long?
3 months 6 months 9 months 1 year + 3 years +
Primary / secondary education
Higher education
At work
At a language academy
With English speakers you know
In your free time?
Other…
In places where English is spokenWhere and when have you studied English where the language is spoken? For how long?
3 months 6 months 9 months 1 year + 3 years +
On holiday
On a summer course
On a work visit
At a language academy
On an exchange programme
With English speakers you know
Other ….
» Portfolio mini-dictionary p.47
The Language Passport: Study Experiences
7
Intercultural Experiences At the beginning of the course, write a résumé of your intercultural experiences at home and in places where English is spoken. Add more information at the end of the course. Use your notes in your Language Biography to help you. » Biography p.12
At homeWhere and when have you had intercultural experiences in your country? What did you do? Tick (3) the experiences you’ve had.
Meet people at school, at work, with friends? Read books?
Meet tourists? Listen to music?
Go to an English-speaking festival or event? Go to the theatre?
Find information on the internet? Watch international events on TV?
Write emails? Other …
What did you enjoy? What did you learn? What did you find interesting?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In places where English is spokenWhere and when have you had intercultural experiences where the language is spoken? What did you do? Tick (3) the experiences you’ve had.
Go to a festival or event? Go to a bank?
Stay with people? Order a meal?
Meet people on holiday? Ask for directions?
Go shopping? Other …
What did you enjoy? What did you learn? What did you find interesting?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
» Portfolio mini-dictionary p.47
The Language Passport: Intercultural Experiences
8
Com
mon
Eur
opea
n Fr
amew
ork
of R
efer
ence
Lev
els:
Eng
lish
A1A2
B1B2
C1C2
UNDERSTANDING
Liste
ning
I can
reco
gnise
fam
iliar
wor
ds an
d ve
ry b
asic
phra
ses c
once
rnin
g m
ysel
f, m
y fam
ily an
d im
med
iate
co
ncre
te su
rroun
ding
s w
hen
peop
le sp
eak s
low
ly
and
clear
ly.
I can
und
erst
and
phra
ses
and
the h
ighe
st fr
eque
ncy
voca
bula
ry re
late
d to
ar
eas o
f mos
t im
med
iate
pe
rson
al re
leva
nce (
e.g. v
ery
basic
per
sona
l and
fam
ily
info
rmat
ion,
shop
ping
, lo
cal a
rea,
empl
oym
ent).
I ca
n ca
tch
the m
ain
poin
t in
shor
t, cle
ar, s
impl
e mes
sage
s an
d an
noun
cem
ents
.
I can
und
erst
and
the m
ain
poin
ts o
f cle
ar st
anda
rd sp
eech
on
fam
iliar m
atte
rs re
gula
rly
enco
unte
red
in w
ork,
scho
ol,
leisu
re, e
tc. I
can
unde
rsta
nd
the m
ain
poin
t of m
any r
adio
or
TV
prog
ram
mes
on
curre
nt
affai
rs o
r top
ics o
f per
sona
l or
pro
fess
iona
l inte
rest
whe
n th
e del
ivery
is re
lativ
ely s
low
an
d cle
ar.
I can
und
erst
and
exte
nded
sp
eech
and
lect
ures
and
follo
w
even
com
plex
lines
of a
rgum
ent
prov
ided
the t
opic
is re
ason
ably
fa
milia
r. I ca
n un
ders
tand
mos
t TV
new
s and
curre
nt aff
airs
pr
ogra
mm
es. I
can
unde
rsta
nd
the m
ajor
ity o
f film
s in
stan
dard
di
alec
t.
I can
und
erst
and
exte
nded
sp
eech
even
whe
n it
is no
t cle
arly
stru
ctur
ed an
d w
hen
rela
tions
hips
are o
nly i
mpl
ied
and
not s
igna
lled
expl
icitly
. I c
an u
nder
stan
d te
levis
ion
prog
ram
mes
and
film
s with
out
too
muc
h eff
ort.
I hav
e no
diffi
culty
in u
nder
stan
ding
an
y kin
d of
spok
en la
ngua
ge,
whe
ther
live o
r bro
adca
st, e
ven
whe
n de
liver
ed at
fast
nat
ive sp
eed,
pr
ovid
ed. I
have
som
e tim
e to
get
fam
iliar w
ith th
e acc
ent.
Read
ing
I can
und
erst
and
fam
iliar
nam
es, w
ords
and
very
sim
ple s
ente
nces
, for
ex
ampl
e on
notic
es an
d po
ster
s or i
n ca
talo
gues
.
I can
read
very
shor
t, sim
ple
text
s. I c
an fi
nd sp
ecifi
c, pr
edict
able
info
rmat
ion
in
simpl
e eve
ryda
y mat
eria
l su
ch as
adve
rtise
men
ts,
pros
pect
uses
, men
us
and
timet
able
s and
I can
un
ders
tand
shor
t sim
ple
pers
onal
lett
ers.
I can
und
erst
and
text
s th
at co
nsist
mai
nly o
f hig
h fre
quen
cy ev
eryd
ay o
r jo
b-re
late
d la
ngua
ge. I
can
unde
rsta
nd th
e des
crip
tion
of
even
ts, f
eelin
gs an
d w
ishes
in
pers
onal
lett
ers.
I can
read
artic
les a
nd re
port
s co
ncer
ned
with
cont
empo
rary
pr
oble
ms i
n w
hich
the w
riter
s ad
opt p
artic
ular
attit
udes
or
view
poin
ts. I
can
unde
rsta
nd
cont
empo
rary
liter
ary p
rose
.
I can
und
erst
and
long
and
com
plex
fact
ual a
nd lit
erar
y te
xts,
appr
ecia
ting
dist
inct
ions
of
style
. I ca
n un
ders
tand
sp
ecia
lised
artic
les a
nd lo
nger
te
chni
cal in
stru
ctio
ns, e
ven
whe
n th
ey d
o no
t rel
ate t
o m
y fie
ld.
I can
read
with
ease
virt
ually
all
form
s of t
he w
ritte
n la
ngua
ge,
inclu
ding
abst
ract
, stru
ctur
ally
or
lingu
istica
lly co
mpl
ex te
xts s
uch
as
man
uals,
spec
ialis
ed ar
ticle
s and
lit
erar
y wor
ks.
SPEAKING
Spok
en
Inte
ract
ion
I can
inte
ract
in a
simpl
e w
ay p
rovid
ed th
e oth
er
pers
on is
pre
pare
d to
re
peat
or r
ephr
ase t
hing
s at
a slo
wer
rate
of s
peec
h an
d he
lp m
e for
mul
ate w
hat I
’m
tryin
g to
say.
I can
ask a
nd
answ
er si
mpl
e que
stio
ns in
ar
eas o
f im
med
iate
nee
d or
on
very
fam
iliar t
opics
.
I can
com
mun
icate
in si
mpl
e an
d ro
utin
e tas
ks re
quiri
ng a
sim
ple a
nd d
irect
exch
ange
of
info
rmat
ion
on fa
milia
r to
pics
and
activ
ities
. I ca
n ha
ndle
very
shor
t soc
ial
exch
ange
s, ev
en th
ough
I ca
n’t u
sual
ly un
ders
tand
en
ough
to ke
ep th
e co
nver
satio
n go
ing
mys
elf.
I can
dea
l with
mos
t situ
atio
ns
likel
y to
arise
whi
lst tr
avel
ling
in an
area
whe
re th
e lan
guag
e is
spok
en. I
can
ente
r un
prep
ared
into
conv
ersa
tion
on to
pics
that
are f
amilia
r, of
pers
onal
inte
rest
or p
ertin
ent
to ev
eryd
ay lif
e (e.g
. fam
ily,
hobb
ies,
wor
k, tra
vel a
nd
curre
nt ev
ents
).
I can
inte
ract
with
a de
gree
of
fluen
cy an
d sp
onta
neity
that
m
akes
regu
lar i
nter
actio
n w
ith
nativ
e spe
aker
s qui
te p
ossib
le.
I can
take
an ac
tive p
art i
n di
scus
sion
in fa
milia
r con
text
s, ac
coun
ting
for a
nd su
stai
ning
my
view
s.
I can
expr
ess m
ysel
f flue
ntly
an
d sp
onta
neou
sly w
ithou
t m
uch
obvio
us se
arch
ing
for
expr
essio
ns. I
can
use l
angu
age
flexi
bly a
nd eff
ectiv
ely f
or so
cial
and
prof
essio
nal p
urpo
ses.
I can
fo
rmul
ate i
deas
and
opin
ions
w
ith p
recis
ion
and
rela
te m
y co
ntrib
utio
n sk
ilful
ly to
thos
e of
othe
r spe
aker
s.
I can
take
par
t effo
rtle
ssly
in an
y co
nver
satio
n or
disc
ussio
n an
d ha
ve
a goo
d fa
milia
rity w
ith id
iom
atic
expr
essio
ns an
d co
lloqu
ialis
ms.
I ca
n ex
pres
s mys
elf fl
uent
ly an
d co
nvey
fine
r sha
des o
f mea
ning
pr
ecise
ly. If
I do
have
a pr
oble
m I c
an
back
track
and
rest
ruct
ure a
roun
d th
e diffi
culty
so sm
ooth
ly th
at o
ther
pe
ople
are h
ardl
y aw
are o
f it.
Spok
en
Prod
uctio
nI c
an u
se si
mpl
e phr
ases
an
d se
nten
ces t
o de
scrib
e w
here
I live
and
peop
le I
know
.
I can
use
a se
ries o
f phr
ases
an
d se
nten
ces t
o de
scrib
e in
sim
ple t
erm
s my f
amily
an
d ot
her p
eopl
e, liv
ing
cond
ition
s, m
y edu
catio
nal
back
grou
nd an
d m
y pre
sent
or
mos
t rec
ent j
ob.
I can
conn
ect p
hras
es in
a
simpl
e way
in o
rder
to d
escr
ibe
expe
rienc
es an
d ev
ents
, my
drea
ms,
hope
s and
ambi
tions
. I c
an b
riefly
give
reas
ons a
nd
expl
anat
ions
for o
pini
ons a
nd
plan
s. I c
an n
arra
te a
stor
y or
rela
te th
e plo
t of a
boo
k or fi
lm
and
desc
ribe m
y rea
ctio
ns.
I can
pre
sent
clea
r, det
aile
d de
scrip
tions
on
a wid
e ran
ge o
f su
bjec
ts re
late
d to
my fi
eld
of
inte
rest
. I ca
n ex
plai
n a v
iew
poin
t on
a to
pica
l issu
e giv
ing
the
adva
ntag
es an
d di
sadv
anta
ges o
f va
rious
opt
ions
.
I can
pre
sent
clea
r, det
aile
d de
scrip
tions
of c
ompl
ex
subj
ects
inte
grat
ing
sub-
them
es, d
evel
opin
g pa
rticu
lar
poin
ts an
d ro
undi
ng o
ff w
ith an
ap
prop
riate
conc
lusio
n.
I can
pre
sent
a cle
ar, s
moo
thly-
flow
ing
desc
riptio
n or
argu
men
t in
a sty
le ap
prop
riate
to th
e con
text
an
d w
ith an
effec
tive l
ogica
l st
ruct
ure w
hich
hel
ps th
e rec
ipie
nt
to n
otice
and
rem
embe
r sig
nific
ant
poin
ts.
WRITING
Writ
ing
I can
writ
e a sh
ort,
simpl
e po
stca
rd, f
or ex
ampl
e se
ndin
g ho
liday
gre
etin
gs.
I can
fill i
n fo
rms w
ith
pers
onal
det
ails,
for
exam
ple e
nter
ing
my n
ame,
natio
nalit
y and
addr
ess o
n a h
otel
regi
stra
tion
form
.
I can
writ
e sho
rt, s
impl
e no
tes a
nd m
essa
ges
rela
ting
to m
atte
rs in
area
s of
imm
edia
te n
eeds
. I ca
n w
rite a
very
sim
ple p
erso
nal
lett
er, f
or ex
ampl
e tha
nkin
g so
meo
ne fo
r som
ethi
ng.
I can
writ
e sim
ple c
onne
cted
te
xt o
n to
pics
whi
ch ar
e fa
milia
r or o
f per
sona
l inte
rest
. I c
an w
rite p
erso
nal le
tter
s de
scrib
ing
expe
rienc
es an
d im
pres
sions
.
I can
writ
e cle
ar, d
etai
led
text
on
a w
ide r
ange
of s
ubje
cts r
elat
ed to
m
y int
eres
ts. I
can
writ
e an
essa
y or
repo
rt, p
assin
g on
info
rmat
ion
or g
ivin
g re
ason
s in
supp
ort o
f or
agai
nst a
par
ticul
ar p
oint
of v
iew
. I c
an w
rite l
ette
rs h
ighl
ight
ing
the
pers
onal
sign
ifica
nce o
f eve
nts
and
expe
rienc
es.
I can
expr
ess m
ysel
f in
clear
, w
ell-s
truct
ured
text
, exp
ress
ing
poin
ts o
f vie
w at
som
e len
gth.
I c
an w
rite a
bout
com
plex
su
bjec
ts in
a le
tter
, an
essa
y or
a re
port
, und
erlin
ing
wha
t I
cons
ider
to b
e the
salie
nt is
sues
. I c
an se
lect
style
appr
opria
te to
th
e rea
der i
n m
ind.
I can
writ
e cle
ar, s
moo
thly-
flow
ing
text
in an
appr
opria
te st
yle. I
can
writ
e com
plex
lett
ers,
repo
rts o
r ar
ticle
s whi
ch p
rese
nt a
case
with
an
effec
tive l
ogica
l stru
ctur
e whi
ch
help
s the
recip
ient
to n
otice
and
rem
embe
r sig
nific
ant p
oint
s. I c
an
writ
e sum
mar
ies a
nd re
view
s of
prof
essio
nal o
r lite
rary
wor
ks.
9
Com
mon
Eur
opea
n Fr
amew
ork
of R
efer
ence
Lev
els:
Hun
gari
anA1
A2B1
B2C1
C2
SZÖVEGÉRTÉS
Hallá
s utá
ni
érté
sM
egér
tem
a sz
emél
yem
re,
a csa
ládo
mra
, a kö
zvet
len
körn
yeze
tem
re vo
natk
ozó,
gy
akra
n ha
szná
lt, eg
ysze
rű
szav
akat
és sz
ókap
csol
atok
at,
ha la
ssan
és ta
golta
n be
szél
nek
hozz
ám.
Meg
érte
m a
szem
élye
mhe
z kö
zvet
lenü
l kap
csol
ódó,
gy
akra
n ha
szná
lt sz
avak
at és
ki
feje
zése
ket (
pl. s
zem
élye
s ad
atai
m, c
salá
dom
, vás
árlá
sok,
szűk
körn
yeze
t, ta
nulá
s, m
unka
). M
egér
tem
az eg
ysze
rű és
vilá
gos
hird
etés
ek és
üze
nete
k lén
yegé
t.
Meg
érte
m a
világ
os, m
inde
nnap
i be
széd
lény
egét
, ha o
lyan
tém
ákró
l esik
szó,
min
t a m
unka
, a t
anul
ás, a
szab
adid
ő, st
b. K
i tu
dom
szűr
ni a
lény
eget
azok
ból a
rá
dió-
és té
véad
ások
ból, a
mel
yek
aktu
ális e
sem
énye
kről
, sza
kmai
va
gy ér
deklő
dési
körö
mne
k m
egfe
lelő
tém
ákró
l szó
lnak
, ha
elég
gé la
ssan
és ta
golta
n be
széln
ek.
Meg
érte
m a
hoss
zabb
be
széd
eket
és el
őadá
soka
t, ill
etve
még
a bo
nyol
ulta
bb
érve
lése
ket i
s köv
etni
tudo
m,
amen
nyib
en a
tém
a szá
mom
ra
elég
ism
ert.
Több
nyire
m
egér
tem
a hí
reke
t és a
z ak
tuál
is es
emén
yekr
ől sz
óló
műs
orok
at a
tévé
ben.
Álta
lába
n ér
tem
a fil
mek
et, h
a a sz
erep
lők
közn
yelv
en b
eszé
lnek
.
Még
a ne
m vi
lágo
san
szer
kesz
tett
és re
jtett
je
lent
ésta
rtal
mú,
hos
szú
szöv
eget
is m
egér
tem
. Szin
te
erőf
eszít
és n
élkü
l ért
em m
eg a
té
vém
űsor
okat
és a
film
eket
.
Min
den
nehé
zség
nél
kül
meg
érte
m az
élőb
en h
allo
tt,
méd
ián
kere
sztü
l sug
árzo
tt, v
agy
gyor
s tem
pójú
bes
zéde
t, ha
van
időm
meg
szok
ni az
akce
ntus
t.
Olva
sás
Meg
érte
m a
nagy
on eg
ysze
rű
mon
dato
kat,
péld
ául
hird
etés
ekbe
n, p
laká
toko
n va
gy
kata
lógu
sokb
an az
ism
ert n
evek
va
gy sz
avak
segí
tség
ével
.
El tu
dok o
lvas
ni rö
vid,
na
gyon
egys
zerű
szöv
egek
et.
Meg
talá
lom
a vá
rhat
ó, ko
nkré
t in
form
áció
t a m
inde
nnap
i, eg
ysze
rű sz
öveg
ekbe
n (p
l. röv
id
hird
etés
, pro
spek
tus,
men
ü,
men
etre
nd), é
s meg
érte
m a
rö
vid,
egys
zerű
mag
ánle
vele
ket.
Meg
érte
m a
főké
nt kö
znye
lven
, va
gy a
mun
kám
hoz k
özve
tlenü
l ka
pcso
lódó
szak
nyel
ven
meg
írt
szöv
egek
et. M
agán
levé
lben
m
egér
tem
az es
emén
yek,
érze
lmek
vagy
kívá
nság
ok
leírá
sát.
El tu
dom
olv
asni
azok
at a
cik
keke
t és b
eszá
mol
ókat
, am
elye
k jel
enko
ri pr
oblé
mák
kal
fogl
alko
znak
, és s
zerz
őjük
vé
lem
ényé
t, né
zeté
t fej
tik ki
. M
egér
tem
a ko
rtár
s iro
dalm
i pr
ózát
.
Meg
érte
m a
hoss
zú, ö
ssze
tett
, té
nysz
erű
és ir
odal
mi s
zöve
geke
t; ér
zéke
lem
ben
nük a
külö
nböz
ő st
ílusje
gyek
et. A
szak
mai
cikk
eket
és
a ho
sszú
műs
zaki
leírá
soka
t ak
kor i
s meg
érte
m, h
a nem
ka
pcso
lódn
ak sz
akte
rüle
tem
hez.
Könn
yedé
n el
olva
sok b
árm
ilyen
ta
rtal
mú
vagy
form
ájú
elvo
nt,
bony
olul
t szö
vege
t, pé
ldáu
l ké
zikön
yvet
, sza
kcikk
et, ir
odal
mi
műv
et.
BESZÉD
Társ
algá
sKé
pes v
agyo
k egy
szer
ű ka
pcso
latt
erem
tésr
e, ha
a m
ásik
szem
ély k
ész m
onda
niva
lójá
t kis
sé la
ssab
ban
vagy
más
kif
ejez
ések
kel m
egism
ételn
i ille
tve s
egíti
a m
onda
niva
lóm
m
egfo
rmál
ását
. Fel
tudo
k te
nni é
s meg
tudo
k vál
aszo
lni
olya
n ké
rdés
eket
, am
elye
k a
min
denn
api s
züks
égle
tek k
onkr
ét
kifej
ezés
ére s
zolg
álnak
.
Az eg
ysze
rű, r
utin
szer
ű he
lyze
tekb
en eg
ysze
rű és
kö
zvet
len
mód
on cs
erél
ek
info
rmác
iót m
inde
nnap
i te
véke
nysé
gekr
ől va
gy
tém
ákró
l. A n
agyo
n rö
vid
info
rmác
iócs
erér
e még
akko
r is
képe
s vag
yok,
ha eg
yébk
ént n
em
érte
k meg
eleg
et ah
hoz,
hogy
a
társ
algá
sban
foly
amat
osan
rész
t ve
gyek
.
Elbol
dogu
lok a
legt
öbb
olya
n ny
elvi
hel
yzet
ben,
amel
y uta
zás
sorá
n ad
ódik
. Fel
kész
ülés
nél
kül
rész
t tud
ok ve
nni a
z ism
ert,
az ér
dekl
ődés
i kör
ömne
k m
egfe
lelő
, vag
y a m
inde
nnap
i té
mák
ról (
pl. c
salá
d, sz
abad
idő,
ta
nulá
s, m
unka
, uta
zás,
aktu
ális
esem
énye
k) fo
lyó tá
rsal
gásb
an.
Az an
yany
elvi
bes
zélő
vel
term
észe
tes,
könn
yed
és
közv
etle
n ka
pcso
latt
erem
tésr
e va
gyok
képe
s. Ak
tívan
rész
t tu
dok v
enni
az is
mer
t tém
ákró
l fo
lyó tá
rsal
gásb
an, ú
gy, h
ogy
közb
en ér
velv
e kife
jtem
a
véle
mén
yem
et.
Foly
amat
osan
és g
ördü
léke
nyen
fe
jeze
m ki
mag
am, r
itkán
kere
sek
szav
akat
és ki
feje
zése
ket.
A ny
elve
t kön
nyed
en és
ha
téko
nyan
has
znál
om a
kü
lönb
öző
társ
adal
mi é
s sza
kmai
ka
pcso
lato
kban
. Gon
dola
taim
at,
véle
mén
yem
et p
onto
san
ki
tudo
m fe
jteni
; hoz
zász
ólás
aim
at
a bes
zélő
társ
akéh
oz tu
dom
ka
pcso
lni.
Könn
yedé
n ré
szt t
udok
venn
i bá
rmily
en tá
rsal
gásb
an, v
itába
n;
nagy
bizt
onsá
ggal
alka
lmaz
om
a saj
átos
kife
jezé
seke
t és a
kü
lönb
öző
nyel
vi fo
rdul
atok
at.
Görd
ülék
enye
n, sz
abat
osan
, az
árny
alat
ok fi
nom
kife
jezé
sére
is
ügye
lve b
eszé
lek.
Ha el
akad
ok,
úgy k
ezde
m ú
jra és
foga
lmaz
om
át a
mon
dand
ómat
, hog
y az
szin
te fe
l sem
tűni
k. Fo
lyam
a-to
s be
széd
Egys
zerű
kife
jezé
sekk
el és
m
onda
tokk
al b
e tud
om
mut
atni
a la
kóhe
lyem
et és
az
ismer
ősei
met
.
Egys
zerű
eszk
özök
kel
és m
onda
tokk
al tu
dok
besz
élni
a cs
alád
omró
l és
más
szem
élye
kről
, él
etkö
rülm
énye
imrő
l, ta
nulm
ánya
imró
l, jel
enle
gi va
gy
előz
ő sz
akm
ai te
véke
nysé
gem
ről.
Egys
zerű
kife
jezé
sekk
el
tudo
k bes
zéln
i élm
énye
kről
, es
emén
yekr
ől, á
lmaim
ról,
rem
énye
imrő
l és c
éljaim
ról.
Rövid
en is
meg
tudo
m
mag
yará
zni, i
ndok
olni
vé
lem
énye
met
és te
rveim
et.
Vilá
gosa
n és
kellő
rész
lete
sség
gel
feje
zem
ki m
agam
szám
os,
érde
klőd
ési k
öröm
be ta
rtoz
ó té
máb
an. K
i tud
om fe
jteni
a
véle
mén
yem
et va
lam
ely a
ktuá
lis
tém
áról
úgy
, hog
y rés
zlete
zem
a
külö
nböz
ő le
hető
sége
k elő
nyei
t és
hát
rány
ait.
Vilá
gosa
n és
rész
lete
sen
tudo
k le
írni b
onyo
lult
dolg
okat
úg
y, ho
gy m
ás ka
pcso
lódó
té
mak
örök
et is
bev
onok
, eg
yes e
lem
eket
rész
lete
zek,
és
mon
dani
való
mat
meg
fele
lően
fe
jeze
m b
e.
Vilá
gosa
n és
foly
amat
osan
, st
íluso
mat
a he
lyze
thez
ig
azítv
a íro
k le v
agy f
ejte
k ki
bárm
it, el
őadá
som
at lo
giku
san
szer
kesz
tem
meg
; seg
ítem
a h
allg
atót
abba
n, h
ogy a
lé
nyeg
es p
onto
kat k
iraga
dja é
s m
egje
gyez
ze.
ÍRÁS
Írás
Tudo
k kép
esla
pra r
övid
és
egys
zerű
(pél
dául
nya
ralá
si)
üdvö
zlete
t írn
i. Ki t
udom
tölte
ni
egys
zerű
nyo
mta
tván
yon
a sz
emél
yi ad
atai
mra
vona
tkoz
ó ré
szek
et, p
éldá
ul a
szál
loda
i be
jele
ntől
apon
a ne
vem
et,
az ál
lam
polg
ársá
gom
at és
a
címem
et.
Tudo
k röv
id, e
gysz
erű
jegy
zete
t, üz
enet
et, v
agy m
agán
jelle
gű,
péld
ául k
öszö
nőle
vele
t írn
i.
Egys
zerű
, fol
yam
atos
sz
öveg
eket
tudo
k alko
tni o
lyan
té
mák
ban,
amel
yeke
t ism
erek
, va
gy ér
dekl
ődés
i kör
ömbe
ta
rtoz
nak.
Élmén
yeim
ről é
s be
nyom
ásai
mró
l mag
ánle
vele
ket
tudo
k írn
i.
Vilá
gos é
s rés
zlete
s szö
vege
ket
tudo
k alko
tni a
z érd
eklő
dési
körö
mbe
tart
ozó
szám
os
tém
áról
. Tud
ok o
lyan
do
lgoz
atot
vagy
bes
zám
olót
írn
i, am
ely t
ájék
ozta
t, ér
veke
t és
elle
nérv
eket
sora
kozt
at fe
l va
lam
iről. L
evél
ben
rá tu
dok
világ
ítani
arra
, hog
y mily
en
jele
ntős
éget
tula
jdon
ítok a
z es
emén
yekn
ek, é
lmén
yekn
ek.
Képe
s vag
yok a
rra, h
ogy
állá
spon
tom
at vi
lágo
s, jó
l sz
erke
szte
tt sz
öveg
ben
foga
lmaz
zam
meg
. Lev
élbe
n,
dolg
ozat
ban,
bes
zám
olób
an
úgy t
udok
öss
zete
tt té
mák
ról
írni, h
ogy a
font
osna
k tar
tott
do
lgok
at ki
emel
em. S
tílus
omat
az
olv
asóh
oz tu
dom
igaz
ítani
.
Tudo
k vilá
gos,
görd
ülék
eny,
a kö
rülm
énye
khez
stílu
sába
n ill
eszk
edő
szöv
eget
írni
. Meg
tu
dok f
ogal
maz
ni o
lyan
bo
nyol
ult l
evel
et, b
eszá
mol
ót
és ci
kket
, am
elyn
ek jó
tago
lása
se
gíti
az o
lvas
ót ab
ban,
hog
y a l
énye
ges p
onto
kat k
iraga
dja
és m
egje
gyez
ze. Ö
ssze
tudo
k fo
glal
ni sz
akm
ai és
irod
alm
i m
űvek
et, t
udok
rólu
k krit
ikai
elem
zést
írni
.
10
The Language BiographyWhat 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:
LISTENING
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 an informal dialogue
p.7 Yes q No q Date: 7.09 Workbook, page 8, ex. 3
Yes q No q Date: 9.09
• Reflect and Record. Do the activities at the end of each unit. They will give you ideas to help you become a better learner. File your work in the Dossier.
• Assessment records. Write in your marks and complete some sentences about your work. Use your marks to help you complete the Biography Progress Profile. File your work in your Dossier with your unit tests.
» Portfolio mini-dictionary p.47
3 3
The Language Biography
11
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 A1 A1+ A2 A2+
Listening I can understand a few key words about myself, my family, and things around me when people speak very slowly and clearly.
Yes q
I can understand phrases and expressions about myself, my family, and things around me when people speak slowly and clearly. I can understand the main points and detail in descriptions.
Yes q
I can understand phrases and expressions in conversations about personal information and everyday life. I can understand the main points and detail in short descriptions, messages, instructions, and announcements.
Yes q
I can understand detail in conversations about personal information and everyday life. I can understand key words and phrases and follow the main points in descriptions, messages, instructions, discussions, and short radio news items, and interviews.
Yes qReading I can understand names, key
words, and the general idea of very simple sentences in notices, maps, timetables, descriptions, postcards, and catalogues. I can understand directions.
Yes q
I can understand words and sentences in menus, tickets, timetables, signs and notices, personal letters, and postcards. I can find specific information in short stories.
Yes q
I can read very short, simple texts. I can find specific information in simple advertisements, menus, labels, catalogues, and timetables. I can understand short personal letters and simple instructions.
Yes q
I can understand detail in short texts about everyday and job-related topics. I can find specific information in job advertisements, TV guides, and emails. I can follow the main points in tourist guides, brochures, and instructions. I can understand some new words in magazine articles.
Yes qSpoken Interaction
I can greet people and have short factual conversations when I ask for help. I can ask and answer questions about everyday life. I can use and and but to join ideas.
Yes q
I can have short conversations and exchange information on everyday topics and activities when we speak very slowly and people help me. I can say what I think about a topic.
Yes q
I can have conversations and exchange information on everyday topics. I can understand directions and simple instructions. I can say what I think about a topic and talk about plans. I can use and, but, and or to join ideas.
Yes q
I can identify topics and have conversations on everyday topics. I can ask for and give information, and discuss what to do in the evening and at weekends. I can respond to suggestions, and ask for and give directions.
Yes qSpoken Production
I can use simple phrases and sentences to talk about myself, where I live, and people I know.
Yes q
I can use some phrases and sentences to talk about myself and others, where I live, and my education.
Yes q
I can use some phrases and sentences to talk about my family and other people, where I live, my educational history, and my present or most recent job. I can tell a short story.
Yes q
I can use some sentences to talk about people and jobs, and tell a story. I can describe my environment and make comparisons. I can give my opinion, reasons and explanations.
Yes qWriting I can fill in forms with personal
detail and send a holiday greeting in a postcard. I can leave a ‘thank-you’ note.
Yes q
I can write short notes and messages about every day topics.
Yes q
I can write short notes and messages about every day topics. I can write a short personal letter, for example, thanking or apologizing for something. I can complete personal information forms.
Yes q
I can write short notes, messages, and emails about every day topics. I can write letters describing events, past activities, and personal experiences.
Yes q
Write the date and the skill you want to work on most. Start of the course: Date Skill After Unit 4 Date Skill After Unit 8 Date Skill At the end of the course: Date Skill
» Portfolio mini-dictionary p.47
Biography Progress Profile
The Biography: Progress Profile
12
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 résumé in your Language Passport. » Passport pp.6–7
Language learning and intercultural experiences at homeLanguage learning: » Reflect and Record pp.14, 18, 20, 26, 28, 32.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Intercultural experiences: » Reflect and Record pp.16, 22, 24.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Language learning and intercultural experiences where English is spokenLanguage learning: » Reflect and Record pp.14, 18, 28, 32, 36, 37.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Intercultural experiences: » Reflect and Record pp.16, 22, 24, 30, 32, 34.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
» Portfolio mini-dictionary p.47
Biography Learning Profile
The Biography: Learning Profile
13The Language Biography: Unit 1 I can Checklist
1I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
key words in an informal dialogue. p.7 Yes q No q Date: Yes q No q Date:main points in a short monologue. p.7 Yes q No q Date: Yes q No q Date:key words in an explanation. p.14 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
key words and phrases in short explanations about famous peoples’ names.
p.6 Yes q No q Date: Yes q No q Date:
key facts on tickets and personal documents.
p.8 Yes q No q Date: Yes q No q Date:
detail and the general idea in a dialogue.
p.10 Yes q No q Date: Yes q No q Date:
detail in dictionary entries. p.12 Yes q No q Date: Yes q No q Date:detail in an explanation about language study.
p.14 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk about names. p.7 Yes q No q Date: Yes q No q Date:give and understand personal information.
p.9 Yes q No q Date: Yes q No q Date:
ask questions about people. p.11 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk about vocabulary. p.13 Yes q No q Date: Yes q No q Date:INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
use spelling to clarify. p.7 Yes q No q Date: Yes q No q Date:explain what a word means. p.14 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write a learning biography. p.14 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.4–9, 76MultiROMWebsite www.oup.com/elt/resultMy ideas
13
Personal details
14
Reflect and Record
The Language Biography: Unit 1 Reflect and Record
Learning: making plans1 Think about your previous course. What can you do now? What do you need to do?
Put the skills in order of importance for you. Number them 1–5 Listening q Reading q Spoken Interaction q Spoken Production q Writing q 2 Mark your level now on the Biography Progress Profile. » Biography p.11. Now you can start your Language
Passport. Write your personal details and mark the Language Passport self-assessment grid. » Passport p.5
3 Why are you learning English? Put a tick (3) next to the reasons. You can tick more than one.
Reasons: holiday q work q exams q fun q other q4 How do you study? Put a tick (3) next to the things you do.
I look for English around me. I listen to music. I use English (write emails). I study my notes. I study in English-speaking counties 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.
Language: vocabulary records1 Copy the table. Add some words you want to remember from Unit 1. Use your dictionary to write notes about the
meaning (or a translation) and an example sentence.
Remembering vocabulary
Word / pronunciation Grammar Meaning / description / my language Example sentence
Watch /wQtS/ n, pl – watches1 a small clock on your wrist
1 My watch is always wrong.
watches /wQtSIz/ v. watches 2 look2. She watches football at the weekend.
2 Add more words you want to remember at the end of each unit. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
I completed (all / some) sections.
I (checked / didn’t check) my spelling.
Writing is (easy / difficult) to read.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
15
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
main points and the general idea in a conversation about travel.
p.17 Yes q No q Date: Yes q No q Date:
main points and the general idea in a description of a place.
p.19 Yes q No q Date: Yes q No q Date:
key words and opinion in a short description about weather.
p.21 Yes q No q Date: Yes q No q Date:
key words in a conversation about personal items.
p.23 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
key facts and detail in a tourist brochure.
p.16 Yes q No q Date: Yes q No q Date:
detail in a cartoon dialogue about a holiday.
p.18 Yes q No q Date: Yes q No q Date:
detail in a magazine article about a place.
p.20 Yes q No q Date: Yes q No q Date:
detail in a postcard. p.22 Yes q No q Date: Yes q No q Date:key facts in an email description of a place.
p.24 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
ask for tourist information. p.17 Yes q No q Date: Yes q No q Date:talk about personal things. p.23 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
describe a place. p.19 Yes q No q Date: Yes q No q Date:compare weather in different places. p.21 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write a description of a region. p.24 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.10–15, 77MultiROMWebsite www.oup.com/elt/resultMy ideas
2
The Language Biography: Unit 2 I can Checklist
My region
16
Reflect and Record
Culture: places and tourism1 Copy the table and the example. Look at Unit 2. Add some more words in the columns and write the name of a place.
Use your dictionary to help you.
Vocabulary: Tourism
Place Tourist attractions Weather Souvenirs
Southern Spain mountains, beaches, palaceSummer – very sunny and hot
fan
2 Review your notes before you meet English-speaking visitors to your country. Add more words when you travel to new places. » Dossier p.39
Language: fact and opinion adjectives1 Copy the table. Write more phrases with adjectives you want to remember from Unit 2.
Adjectives
Phrase My language Notes
beautiful clean beaches Adjective (always singular)+ noun
horrible little insects Put fact adjectives after opinion adjectives
2 Add more phrases about places you know and like, or know and don’t like. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
This is my (first / second) draft.
I (used / didn’t use) a dictionary.
It contains (interesting / boring) facts.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 2 Reflect and Record
17
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
main points and follow a conversation about likes and dislikes.
p.27 Yes q No q Date: Yes q No q Date:
key words and detail in a conversation about abilities.
p.29 Yes q No q Date: Yes q No q Date:
the main points in a conversation about television programmes.
p.31 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail and new words in a magazine quiz about personality.
p.26 Yes q No q Date: Yes q No q Date:
detail and the general idea in an a magazine article.
p.28 Yes q No q Date: Yes q No q Date:
detail in a poem. p.30 Yes q No q Date: Yes q No q Date:key words and phrases in a TV guide. p.30 Yes q No q Date: Yes q No q Date:detail and new words, and find specific information in a magazine quiz about films.
p.32 Yes q No q Date: Yes q No q Date:
detail and find specific information in email invitations.
p.34 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk about likes and dislikes. p.27 Yes q No q Date: Yes q No q Date:talk about my abilities. p.29 Yes q No q Date: Yes q No q Date:suggest what to do. p.31 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk about what’s going to happen. p.33 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write an invitation. p.34 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.16–21, 78MultiROMWebsite www.oup.com/elt/resultMy ideas
3
The Language Biography: Unit 3 I can Checklist
Leisure
18
Reflect and Record
Learning: how I learn1 Think about how you learn best. Put a tick (3) next to the things that are true for you. Add some more examples.
q I like to study and learn grammar rules. q I try to speak as much as I can.
q I worry a lot about my mistakes. q I don’t worry about my mistakes.
q I use my dictionary a lot. q I guess first, then use my dictionary.
q I study a lot outside class. q I don’t study outside class.
q I only use my coursebook. q I use a lot of different materials (for example, Workbook).
q I organize my time carefully. q I do extra classes.
q other …
2 Choose one thing you don’t do. Try it next class, or when you have time at home. Complete this sentence: I tried . This is a (good / bad) idea for me.
Language: making suggestions1 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 and a translation.
Making suggestions
Phrase My language Example conversation
What shall we do?A This programme’s so boring. What shall we do?B. Let’s change the channel and try something new.
2 Review your notes before you meet people who speak English in your country or when you travel. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
Spelling (is / isn’t) good.
I included (all / some) information.
I (reviewed / didn’t review) suggestions phrases.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 3 Reflect and Record
19
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
main ideas and follow a hotel conversation.
p.27 Yes q No q Date: Yes q No q Date:
key words in short conversations about accidents at home.
p.29 Yes q No q Date: Yes q No q Date:
detail and the general idea in a telephone conversation about jobs at home.
p.31 Yes q No q Date: Yes q No q Date:
key words and phrases and follow a conversation about experiences.
p.43 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
key words, phrases and detail in a short report.
p.36 Yes q No q Date: Yes q No q Date:
details in the rules of a game. p.38 Yes q No q Date: Yes q No q Date:detail and the general idea in a dialogue about jobs in the house.
p.40 Yes q No q Date: Yes q No q Date:
detail and the general idea in a magazine questionnaire.
p.42 Yes q No q Date: Yes q No q Date:
detail in a short note to welcome a guest.
p.44 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
ask for things in a hotel. p.37 Yes q No q Date: Yes q No q Date:say what I’ve done. p.41 Yes q No q Date: Yes q No q Date:talk about experiences. p.43 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
say what’s happened. p.39 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write a ‘thank-you’ note. p.44 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.22–27, 79MultiROMWebsite www.oup.com/elt/resultMy ideas
4
The Language Biography: Unit 4 I can Checklist
Home and away
20
Reflect and Record
Learning: think about listening1 Think about listening. Put a tick (3) next to the things you do. Add some more examples.
In class, I … Outside class, I …
q listen to my teacher speaking English. q listen for English words on television
q listen to other students speaking English. q practise conversations in English with a student.
q think about the topic before I listen. q listen to English on the internet or radio.
q listen for key words and phrases. q listen to songs in English.
q listen for main idea and guess new words. q listent to tourists. I guess what they are talking about.
q other … q other …
2 Choose one thing you don’t do. Try it next class, or at home when you have time. Complete this sentence: I tried . This is a (good / bad) idea for me.
3 Update the Biography Progress Profile » Biography p.11. Read the information about listening. Use the CEFR Levels Translations and the Portfolio mini-dictionary to help you. Look at the I can Checklists for listening notes for Unit 1–4. What can you do? Tick (3) the boxes.
4 Do the same for the other skills.
Language: present perfect for recent events1 Copy the table. What have you done? What’s the result? How do you say it in your language?
Present perfect for recent events
Recent event My language Notes
I’ve listened to two songs in English. I can remember some new words now.
Subject + have + past participle.
2 Choose another day next week. Add more sentences about recent learning results of past actions. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
I (reviewed / didn’t review) my writing.
I (used / didn’t use) a dictionary.
I (thought / didn’t think) about my reader.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 4 Reflect and Record
21
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
key words in a dialogue about clothes. p.47 Yes q No q Date: Yes q No q Date:detail in a shopping conversation. p.49 Yes q No q Date: Yes q No q Date:main points in a conversation about rules.
p.53 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail and the main points in an advertising leaflet.
p.48 Yes q No q Date: Yes q No q Date:
key facts in a factual explanation. p.50 Yes q No q Date: Yes q No q Date:detail in signs about rules. p.50 Yes q No q Date: Yes q No q Date:detail and the main points in a newspaper article about rules.
p.52 Yes q No q Date: Yes q No q Date:
detail in a tourist information leaflet. p.54 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk about clothes. p.47 Yes q No q Date: Yes q No q Date:make promises and offers. p.49 Yes q No q Date: Yes q No q Date:ask for things in shops. p.51 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk about rules. p.53 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write tips for visitors from abroad. p.54 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.28–33, 80MultiROMWebsite www.oup.com/elt/resultMy ideas
5
The Language Biography: Unit 5 I can Checklist
Buying and giving
22
Reflect and Record
Culture: customs1 Copy the table and the example. What about in your country? What about other places you have visited? Write some
notes about customs for gifts, clothes, and dinner invitations.
Customs
Place Gifts Conversation Dinner invitations
Chinawrap presents in red; use two hands; no clocks!
Use people’s title and surname
arrive a little early;the host serves the food
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.39
Language: adverbs and adjectives1 Copy the table. Write more phrases with adjectives and adverbs you want to remember from Unit 5.
Adjectives
Phrase My language Notes
These shoes aren’t big enough. Put enough after the adjective
2 Add more phrases to describe your personal possessions. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
This is a (first / second) draft.
Adverbs and adjectives are (sometimes / always) correct.
I (thought / didn’t think) about my reader.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 5 Reflect and Record
23
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
key words and general ideas in short telephone conversations.
p.57 Yes q No q Date: Yes q No q Date:
detail in a radio interview about a job. p.59 Yes q No q Date: Yes q No q Date:key words and detail in a conversation about news events.
p.63 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail and follow short telephone dialogues.
p.56 Yes q No q Date: Yes q No q Date:
detail in magazine quiz questions about road rules.
p.58 Yes q No q Date: Yes q No q Date:
detail and the general idea in short crime stories.
p.60 Yes q No q Date: Yes q No q Date:
detail and find specific information in short descriptions of a crime.
p.62 Yes q No q Date: Yes q No q Date:
detail and follow the main idea in a story about and accident.
p.64 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk on the phone. p.57 Yes q No q Date: Yes q No q Date:talk about obligations. p.59 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
tell a story. p.61 Yes q No q Date: Yes q No q Date:say what was happening. p.63 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write an insurance claim form. p.64 Yes q No q Date: Yes q No q Date:join sentences with when. p.64 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.34–39, 81MultiROMWebsite www.oup.com/elt/resultMy ideas
6
The Language Biography: Unit 6 I can Checklist
Services
24
Reflect and Record
Culture: telephone phrases1 Copy the table and the example. Look at Unit 6 and the audio scripts. Find more telephone phrases you want to
remember. Do you do and say the same in your country? Make some notes.
Telephone phrases
Caller phrases Answerer phrases Notes
Hello, Central college
Can I speak to … please? Use people’s title and surname
2 Review your notes before you telephone an English-speaking person. » Dossier p.39
Language: past simple and past continuous1 Copy the table. Look at Unit 6 and the audio scripts. Write some more examples with irregular verbs you want
to remember.
Past simple and past continuous.
Events My language Notes
I saw Ana when I was going to the bank.
See = saw (irregular)
2 Choose another day next week. Think about what you were doing when something happened and write some more sentences. Use the irregular verbs list on Student’s Book p.148 or a dictionary to help you check the past tense of the verbs. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
I (used / didn’t use) a dictionary.
I wrote (some / a lot of) detail.
The spelling (is / isn’t) good.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 6 Reflect and Record
25
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
main points in a conversation about jobs.
p.67 Yes q No q Date: Yes q No q Date:
main points in a description of a school.
p.69 Yes q No q Date: Yes q No q Date:
detail and follow the main points in a conversation about rules at work.
p.71 Yes q No q Date: Yes q No q Date:
detail and follow the main points in a description of a typical working day.
p.73 Yes q No q Date: Yes q No q Date:
main points in a description of job. p.74 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail and find specific information in job advertisements.
p.66 Yes q No q Date: Yes q No q Date:
detail and the general idea in short descriptions.
p.68 Yes q No q Date: Yes q No q Date:
detail and the general idea in a comedy sketch about work.
p.70 Yes q No q Date: Yes q No q Date:
detail and follow the main points in a magazine article about a job.
p.72 Yes q No q Date: Yes q No q Date:
detail and find specific information in a magazine article about a job.
p.74 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
have a conversation about work. p.67 Yes q No q Date: Yes q No q Date:explain what I mean. p.69 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk about rules. p.71 Yes q No q Date: Yes q No q Date:describe a typical day. p.73 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
ask for the meaning of words. p.69 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write a job description. p.74 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.40–45, 82MultiROMWebsite www.oup.com/elt/resultMy ideas
7
The Language Biography: Unit 7 I can Checklist
Work
26
Reflect and Record
Learning: think about text-types1 Which skill is more important for you, reading or listening?
2 Look at the I can Checklists for units 1–7. Underline the text-types you have read or listened to. Draw a table and make a list.
Reading
Texts I have worked with Student’s Book Unit / page
Comments
Tickets Unit 1 page 8
Personal documents Unit 1 page 8
3 Add more text-types to the list as you continue the course. » Dossier p.40
Language: modal verbs1 Copy the table. Write more modal verbs you want to remember from Units 3, 6, and 7 (have to, don’t have to, must,
mustn’t). Write some sentences to show the meaning of each one. Write a translation in your language.
Modal verbs
Modal Use Example sentences My language
Can / can’t for permissionYou can wear jeans but you can’t smoke.
2 Add more example sentences as you study English Result Pre-intermediate. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
This is my (first / second) draft.
The grammar is (accurate / inaccurate).
I (used / didn’t use) also.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 7 Reflect and Record
27
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
general ideas in an apology. p.77 Yes q No q Date: Yes q No q Date:
key words and phrases in a description of an object.
p.79 Yes q No q Date: Yes q No q Date:
detail and the general idea in a short explanation about the future.
p.81 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail and new words in a newspaper article about a computer crime.
p.76 Yes q No q Date: Yes q No q Date:
detail in a description of a process. p.78 Yes q No q Date: Yes q No q Date:detail and the general ideas in short newspaper articles.
p.80 Yes q No q Date: Yes q No q Date:
detail in an email requesting information.
p.82 Yes q No q Date: Yes q No q Date:
detail and the general idea in a short email apology.
p.84 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
apologize and respond to apologies. p.77 Yes q No q Date: Yes q No q Date:make predictions. p.81 Yes q No q Date: Yes q No q Date:talk about the results of future actions. p.83 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
describe an object. p.79 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
describe something when I don’t know the word.
p.79 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write a message of apology and use greetings and closing.
p.84 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.46–51, 83MultiROMWebsite www.oup.com/elt/resultMy ideas
8
The Language Biography: Unit 8 I can Checklist
Gadgets and technology
28
Reflect and Record
Learning: think about reading1 Put a tick (3) next to the things you do. Add some more examples.
In class, I … Outside class, I …
q think about the topic before I read. q look for words in English where I live.
q use pictures and titles to help me. q read magazines or newspapers in English.
q think about the main points before the detail. q read English on the Internet.
q think about key words and phrases. q read information about films and books in English.
q guess the meaning of words before I check in a dictionary. q look for English words in shops.
q other … q other …
2 Choose one thing you don’t do. Try it next class, or when you have time at home. Complete this sentence: I tried . This is a (good / bad) idea for me.
3 Update the Biography Progress Profile » Biography p.11. Read the information about reading. Use the CEFR Levels Translations and the Portfolio mini-dictionary 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.
Learning: plans for the future1 Copy the table. Look at your Biography Learning Profile and think about your priorities.
Make some predictions about your learning for the end of the course. » Biography p.11.
Future predictions
learning plans My language Done 3
I’ll be able to understand key words in radio news programmes.
I’ll go to Scotland for a Summer Course.
2 Look at your predictions at the end of each unit. Tick (3) what you have done and write some new predictions. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
I (used / didn’t use) a dictionary.
I (included / didn’t include) enough details.
I (wrote / didn’t write) all the parts of the message.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 8 Reflect and Record
29
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
main points in a conversation about food.
p.87 Yes q No q Date: Yes q No q Date:
key words in a recipe. p.89 Yes q No q Date: Yes q No q Date:
key words and the general idea in a radio interview about healthy living.
p.91 Yes q No q Date: Yes q No q Date:
main ideas in an interview. p.93 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail and general ideas in a magazine quiz about food.
p.86 Yes q No q Date: Yes q No q Date:
detail and follow instructions in a recipe.
p.88 Yes q No q Date: Yes q No q Date:
detail in a website article about table manners.
p.92 Yes q No q Date: Yes q No q Date:
key facts and the general idea in a food and drink guide for tourists.
p.94 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
talk about food. p.87 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
explain how to cook something. p.89 Yes q No q Date: Yes q No q Date:give lifestyle advice. p.91 Yes q No q Date: Yes q No q Date:talk about table manners. p.93 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write a food and drink guide for visitors.
p.94 Yes q No q Date: Yes q No q Date:
write sentences using as well, also, and too.
p.94 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.52–57, 84MultiROMWebsite www.oup.com/elt/resultMy ideas
9
The Language Biography: Unit 9 I can Checklist
Food
30
Reflect and Record
Culture: social events in different countries1 Copy the table and the example. Look at Units 3–9 and find examples of social events. Compare what you should and
shouldn’t do your country. Is it the same or different?
Social events
What? My country Another country Comment
DinnerAmerica: You should hold the fork in your right hand.
We do the same / different things.
2 Add more examples when you travel to different places. » Dossier p.39
Language: adjectives from verbs1 Copy the table. Write more adjectives you want to remember from Unit 9. Check in your dictionary.
Does it come from a verb? Make a note and show any spelling changes.
Adjectives from verbs
Verb Adjectives Example sentences My language
chop choppedTo make a kebab, use some chopped vegetables.
grill grilledWe had some grilled fish for lunch yesterday.
2 Add more adjectives as you study English Result Pre-intermediate. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
I (used / didn’t use) a dictionary.
This (is / isn’t) useful for me.
There are (some / no) punctuation mistakes.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 9 Reflect and Record
31
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
general ideas in a conversation about places.
p.97 Yes q No q Date: Yes q No q Date:
key words in a telephone conversation about a journey.
p.99 Yes q No q Date: Yes q No q Date:
detail in a conversation about reasons for travel.
p.101 Yes q No q Date: Yes q No q Date:
key words and the general idea in a description of a journey.
p.103 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail and general ideas in a holiday brochure.
p.96 Yes q No q Date: Yes q No q Date:
detail in airport signs. p.98 Yes q No q Date: Yes q No q Date:detail and the general idea in a dialogue about work.
p.100 Yes q No q Date: Yes q No q Date:
detail and follow the main points in a holiday brochure.
p.102 Yes q No q Date: Yes q No q Date:
detail in a letter to a holiday friend. p.104 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
say where places are. p.97 Yes q No q Date: Yes q No q Date:talk about stages of a journey. p.99 Yes q No q Date: Yes q No q Date:keep a conversation going. p.101 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
describe a route. p.103 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write a letter to a holiday friend. p.104 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.58–63, 86MultiROMWebsite www.oup.com/elt/resultMy ideas
10
The Language Biography: Unit 10 I can Checklist
Journeys
32
Reflect and Record
Learning: think about conversation1 Put a tick (3) by the things you do. Add some more examples.
In class, I … Outside class, I …
q say ehm to show I’m listening to my partner. q think about how to say things in English.
q don’t worry about my mistakes. q talk to other students in English.
q explain the meaning of a word I don’t know. q read texts from the coursbook aloud.
q ask questions to check I have understood. q record and listen to myself speaking English.
q ask questions to keep a conversation going. q listen to English-speaking tourists.
q other … q other …
2 Choose one thing you don’t do. Try it next class, or when you have time at home.Complete this sentence: I tried . This is a (good / bad) idea for me.
3 Review your notes before you travel to an English-speaking country or meet people who speak English. » Dossier p.39
Language: prepositions of direction1 How do you usually travel? Copy the table. Find examples of prepositions of direction in Unit 10 and make a note of
those you want to remember. Write example sentences that are true for you.
Prepositions of direction
Preposition Example sentence My language
on foot I always go home on foot.
by car I only travel long distances by car.
2 Add more examples when you travel to different places. » Dossier p.39
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
This (is / isn’t) important for me.
I (followed / didn’t follow) the letter structure.
There are (some / no) mistakes in spelling.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 10 Reflect and Record
33
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
key phrases in a radio advert for medicine.
p.107 Yes q No q Date: Yes q No q Date:
key words and phrases in short descriptions of a portrait.
p.109 Yes q No q Date: Yes q No q Date:
detail and the general idea in a conversation about a problem.
p.111 Yes q No q Date: Yes q No q Date:
detail and the general idea in a conversation about a work experience.
p.113 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail, new words and find specific information in instructions.
p.106 Yes q No q Date: Yes q No q Date:
detail and the general idea in a magazine personality test.
p.110 Yes q No q Date: Yes q No q Date:
detail in a magazine article about a film process.
p.112 Yes q No q Date: Yes q No q Date:
detail and follow the main ideas in a complaint message.
p.114 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
describe symptoms of an illness. p.107 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
say how people appear. p.109 Yes q No q Date: Yes q No q Date:give my ideas. p.111 Yes q No q Date: Yes q No q Date:say how something was done. p.113 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write a complaint email. p.114 Yes q No q Date: Yes q No q Date:connect sentences using however, clearly, finally.
p.114 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
More practice?Workbook pp.64–69, 86MultiROMWebsite www.oup.com/elt/resultMy ideas
11
The Language Biography: Unit 11 I can Checklist
Body and mind
34
Reflect and Record
Language: action and state verbs1 Copy the table and write some more verbs you want to remember. Are they action or state verbs? Use your dictionary
to help you. » Dossier p.39
Action and state verbs
Verb Example sentence My language
Seem (state) He seems very happy.
smile (action) The doctor’s smiling.
2 Add more verbs after you have studied Unit 12. » Dossier p.39
Language: past passive1 Copy the table. Look at the example. Add some sentences using verbs with irregular past participles in Unit 11 you
want to remember.
Past passive
Verb Example sentence My language / Notes
take (irregular) He was taken to the hotel from the airport. subject + was/were + past participle
2 Use the irregular verb list on Student’s Book p.148 or your dictionary. Add more verbs from other units and when you travel to English-speaking countries. Write example sentences. » Dossier p.38
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
I (used / didn’t use) sentence adverbs.
I (used / didn’t use) a dictionary.
I (reviewed / didn’t review) the grammar.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
» Portfolio mini-dictionary p.47
The Language Biography: Unit 11 Reflect and Record
35
I can Checklist
LISTENING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail in polite requests. p.117 Yes q No q Date: Yes q No q Date:key words and detail in short conversations about festivals.
p.119 Yes q No q Date: Yes q No q Date:
main ideas and follow invitations and replies.
p.121 Yes q No q Date: Yes q No q Date:
detail in short explanations of imagined situations.
p.123 Yes q No q Date: Yes q No q Date:
READING
I can understand some … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
detail in short requests. p.116 Yes q No q Date: Yes q No q Date:detail and general ideas in descriptions of festivals.
p.118 Yes q No q Date: Yes q No q Date:
detail in a comedy dialogue about invitations.
p.120 Yes q No q Date: Yes q No q Date:
new words and detail in a description of an ideal world.
p.122 Yes q No q Date: Yes q No q Date:
detail and general ideas in email conversations.
p.124 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
ask people to do things. p.117 Yes q No q Date: Yes q No q Date:accept and refuse invitations. p.121 Yes q No q Date: Yes q No q Date:talk about imagined situations. p.123 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
describe a festival. p.119 Yes q No q Date: Yes q No q Date:
WRITING
I can … Student’s Book
Are you happy with what you can do?
More practice? What?
Now are you happy with what you can do?
write an email conversation in a informal style.
p.124 Yes q No q Date: Yes q No q Date:
» Portfolio mini-dictionary p.47
12 More practice?Workbook pp.70–75, 87MultiROMWebsite www.oup.com/elt/resultMy ideas
The Language Biography: Unit 12 I can Checklist
Getting together
36
Reflect and Record
Culture: festivals and celebrations in different countries1 Copy the table and the example. Look at Unit 12 and find examples of festivals and celebrations.
Compare what you do in your country. Is it the same or different?
Festivals and celebrations
Where Name What happens Comment
Japan Sapporo Snow festivalPeople make snow and ice statues for a competition.
We do / don’t do the same.
2 Add more examples when you travel to different places. » Dossier p.39
Intercultural experiences 1 Look at Reflect and Record pp.16, 22, 24, 30, 32, and 34. Make notes on the Biography Learning Profile. » Biography p.12.
2 Write a résumé of your intercultural experiences. » Passport p.7
Assessment record » Dossier p.43
Writing: Copy the title of your work and your mark. Complete the sentences.
Title : ____________________________________________________________________________ Mark ____________
This is my (first / second) draft.
I (used / didn’t use) a dictionary.
There are (some / no) spelling mistakes.
Tests: Marks
Grammar Writing
Vocabulary listening
Pronunciation Speaking
Reading
Study priorities:
Learning: progress1 Update the Biography Progress Profile » Biography p.11. Look at your Assessment records and the I can Checklists for
the skills for Units 9–12 to assess your progress. Now tick (3) the boxes.
2 What can you do? Shade the boxes and mark your level progress on the Self-assessment grid. » Passport p.5
Learning experiences1 Look at Reflect and Record pp.14, 18, 20, 26, 28, 32, and 36. Make notes on the Biography Learning Profile. » Biography p.12
2 Write a résumé of your study experiences. » Passport p.6
The Language Biography: Unit 12 Reflect and Record
37
Learning: making plans1 Think about your learning and the verbs in Units 11 and 12. What are you going to do next? When? Copy the table
and write your own learning plans. » Dossier p.39
The future: gerund or infinitive
Verb + Example sentence When? Done? Date?
Decide + to …I’ve decided to do a summer course. Yes q No q Date:
Like + ingI like … so … Yes q No q Date:
Need + toI need … so … Yes q No q Date:
» Portfolio mini-dictionary p.47
Congratulations! Now you have finished English Result Pre-intermediate Portfolio Practice Book. Good luck with your next course!
The Language Biography: Unit 12 Reflect and Record
38 The Passport
Heading
» Portfolio mini-dictionary pp.46–4738 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.39
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, words, phrases, and notes on how English works to add to this section of the Dossier.
• Work » Dossier p.43
When you do written work, tests, or examinations, write the title of your work in the tables on these 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 put work from English Result Elementary into 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.
» Portfolio mini-dictionary p.47
The Dossier
39The Passport
Heading
» Portfolio mini-dictionary pp.46–47 39
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. Look at these for ideas about how to make notes for things you want to remember. You can write words under topics, translate words, write examples with notes on pronunciation, or write translations.
Topic Unit Date
Remembering vocabulary Unit 1
Language Notes
The Dossier: Language Notes
40 The Passport
Heading
» Portfolio mini-dictionary pp.46–4740
Topic Unit Date
The Dossier: Language Notes
41The Passport
Heading
» Portfolio mini-dictionary pp.46–47 41
Topic Unit Date
The Dossier: Language Notes
42 The Passport
Heading
» Portfolio mini-dictionary pp.46–4742
Topic Unit Date
The Dossier: Language Notes
43The Passport
Heading
» Portfolio mini-dictionary pp.46–47 43
Use this part of your Dossier to record and file examples of your written work, tests, and certificates. You can also keep copies of articles you have read and other work you have done.You can look at your work to see how you are making progress. Use this part of your Dossier to help you with the Biography Progress Profile » Biography p.11. It will also help you complete the Self-assessment grid in your Language Passport at the end of the course. » Passport p.5
Title Date Individual or group work
A learning biography (Unit 1) Individual
Work
The Dossier: Work
44 The Passport
Heading
» Portfolio mini-dictionary pp.46–4744
Title Date Individual or group work
The Dossier: Work
45The Passport
Heading
» Portfolio mini-dictionary pp.46–47 45
Title Date Individual or group work
The Dossier: Work
46 The Passport
Heading
» Portfolio mini-dictionary pp.46–4746
Title Date Individual or group work
The Dossier: Work
47
Portfolio mini-dictionary
Portfolio mini-dictionary
English Hungarian
add to hozzáadni, kiegészíteniaims (n) célokarticles névelőkbeginning kezdetbetter jobb, jobbanboxes rubrika, mezőchange (v) változtatnichecklist ellenőrző listacommunication kommunikációcompleted befejezett, elvégzett, teljesítettcontact (n) kapcsolatcontents page tartalomjegyzékcopy (v) átmásolni, bemásolnicounter-sign tanú aláírásacourse (n) tanfolyamcreate létrehozniculture kultúradecide eldöntenidetails részletek, adatokdocuments dokumentumok, adatlapokevaluate értékelniexperiences tapasztalatok, élményekfile (n) dosszié, mappafile (v) rendszerezni, dossziéba rendezniflexible rugalmas, alakíthatógrid (értékelő) táblázat history (nyelvtanulási) múltintercultural kultúrák közöttilearnt tanult (melléknévi igenév)level (n) szintlinguistic nyelvi, nyelvészetimost legtöbb
English Hungarian
need (n) szükség, igényneed (v) kell, szükségesobjectives célokorganise elrendezni, rendszerezni parts részekpersonal személyes, személyre szólópriorities elsődleges, fontos szempontokprofile adatlap, profilprogress (n) fejlődésqualifications képzések, végzettségrecord (n) rögzített adatrecord (v) adatot rögzítenireflect mérlegelni, átgondolnireplace helyettesítenirésumé (itt) összegzésscales skálaself-assessment önértékelésshow (v) mutatni, megmutatnisign (v) aláírniskill készség, gyakorlatspoken interaction szóbeli interakció*spoken production szóbeli produkció**statements állításokstudy tanulni, tanulmányoznisuccess siker, eredménysummary összegzés, összefoglalótables táblázatokways módok, módozatok
* Ez a szempont azt vizsgálja, hogy a nyelvtanuló hogyan tud társalogni idegen nyelven: megérti-e a feltett kérdéseket, tud-e rá válaszolni, ismeri-e a különböző helyzetekben használt szófordulatokat.
** Ez a szempont azt vizsgálja, hogy a nyelvtanuló tud-e önállóan beszélni egy adott témában, összefüggően, folyékonyan szóban fogalmazni.
1
www.oup.com/elt
EnglishTakes students from how to to can do in every lesson
Learn the language you need and put it into practice immediately with English Result.
The Portfolio Practice Book
Use the Language Passport to– create valuable records of ability and level when moving school or country– check progress using the Common European Framework of Reference levels
Use the Language Biography to– self-assess with detailed I can Checklists– get ideas on how to learn, and improve learning– build on language and cultural awareness with thorough Reflect and Record
pages
Use the Dossier to– organize and keep a record of work and intercultural experiences, for revision
and to show others
A000588
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