English Result Pre-Intermediate Portfolio · As you study English Result Pre-intermediate, ... in your English Result ... is prepared to repeat or rephrase things at a slower rate

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 ____________


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 ….


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?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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.


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


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.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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?


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





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.


detail and the general idea in a dialogue.


detail in dictionary entries. p.12 Yes q No q Date: Yes q No q Date:detail in an explanation about language study.


SPOKEN INTERACTION

I can … Student’s Book




talk about names. p.7 Yes q No q Date: Yes q No q Date:give and understand personal information.


ask questions about people. p.11 Yes q No q Date: Yes q No q Date:

SPOKEN PRODUCTION





talk about vocabulary. p.13 Yes q No q Date: Yes q No q Date:INTERACTION STRATEGIES





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





write a learning biography. p.14 Yes q No q Date: Yes q No q Date:


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:


15

I can Checklist

LISTENING





main points and the general idea in a conversation about travel.


main points and the general idea in a description of a place.


key words and opinion in a short description about weather.


key words in a conversation about personal items.


READING





key facts and detail in a tourist brochure.


detail in a cartoon dialogue about a holiday.


detail in a magazine article about a place.


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.


SPOKEN INTERACTION





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





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





write a description of a region. p.24 Yes q No q Date: Yes q No q Date:



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



Title : ____________________________________________________________________________ Mark ____________

This is my (first / second) draft.

I (used / didn’t use) a dictionary.

It contains (interesting / boring) facts.

Tests: Marks

Grammar Writing



Reading

Study priorities:



17

I can Checklist

LISTENING





main points and follow a conversation about likes and dislikes.


key words and detail in a conversation about abilities.


the main points in a conversation about television programmes.


READING





detail and new words in a magazine quiz about personality.


detail and the general idea in an a magazine article.


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.


detail and find specific information in email invitations.


SPOKEN INTERACTION





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





talk about what’s going to happen. p.33 Yes q No q Date: Yes q No q Date:

WRITING





write an invitation. p.34 Yes q No q Date: Yes q No q Date:



3


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



Title : ____________________________________________________________________________ Mark ____________

Spelling (is / isn’t) good.

I included (all / some) information.

I (reviewed / didn’t review) suggestions phrases.

Tests: Marks

Grammar Writing



Reading

Study priorities:



19

I can Checklist

LISTENING





main ideas and follow a hotel conversation.


key words in short conversations about accidents at home.


detail and the general idea in a telephone conversation about jobs at home.


key words and phrases and follow a conversation about experiences.


READING





key words, phrases and detail in a short report.


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.


detail and the general idea in a magazine questionnaire.


detail in a short note to welcome a guest.


SPOKEN INTERACTION





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





say what’s happened. p.39 Yes q No q Date: Yes q No q Date:

WRITING





write a ‘thank-you’ note. p.44 Yes q No q Date: Yes q No q Date:



4


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



Title : ____________________________________________________________________________ Mark ____________

I (reviewed / didn’t review) my writing.


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

Tests: Marks

Grammar Writing



Reading

Study priorities:



21

I can Checklist

LISTENING





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.


READING





detail and the main points in an advertising leaflet.


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.


detail in a tourist information leaflet. p.54 Yes q No q Date: Yes q No q Date:

SPOKEN INTERACTION





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





talk about rules. p.53 Yes q No q Date: Yes q No q Date:

WRITING





write tips for visitors from abroad. p.54 Yes q No q Date: Yes q No q Date:



5


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



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



Reading

Study priorities:



23

I can Checklist

LISTENING





key words and general ideas in short telephone conversations.


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.


READING





detail and follow short telephone dialogues.


detail in magazine quiz questions about road rules.


detail and the general idea in short crime stories.


detail and find specific information in short descriptions of a crime.


detail and follow the main idea in a story about and accident.


SPOKEN INTERACTION





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





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





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:



6


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



Title : ____________________________________________________________________________ Mark ____________


I wrote (some / a lot of) detail.

The spelling (is / isn’t) good.

Tests: Marks

Grammar Writing



Reading

Study priorities:



25

I can Checklist

LISTENING





main points in a conversation about jobs.


main points in a description of a school.


detail and follow the main points in a conversation about rules at work.


detail and follow the main points in a description of a typical working day.


main points in a description of job. p.74 Yes q No q Date: Yes q No q Date:

READING





detail and find specific information in job advertisements.


detail and the general idea in short descriptions.


detail and the general idea in a comedy sketch about work.


detail and follow the main points in a magazine article about a job.


detail and find specific information in a magazine article about a job.


SPOKEN INTERACTION





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





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





ask for the meaning of words. p.69 Yes q No q Date: Yes q No q Date:

WRITING





write a job description. p.74 Yes q No q Date: Yes q No q Date:



7


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



Title : ____________________________________________________________________________ Mark ____________


The grammar is (accurate / inaccurate).

I (used / didn’t use) also.

Tests: Marks

Grammar Writing



Reading

Study priorities:



27

I can Checklist

LISTENING





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.


detail and the general idea in a short explanation about the future.


READING





detail and new words in a newspaper article about a computer crime.


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.


detail in an email requesting information.


detail and the general idea in a short email apology.


SPOKEN INTERACTION





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





describe an object. p.79 Yes q No q Date: Yes q No q Date:

INTERACTION STRATEGIES





describe something when I don’t know the word.


WRITING





write a message of apology and use greetings and closing.




8


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.


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.


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



Title : ____________________________________________________________________________ Mark ____________


I (included / didn’t include) enough details.

I (wrote / didn’t write) all the parts of the message.

Tests: Marks

Grammar Writing



Reading

Study priorities:



29

I can Checklist

LISTENING





main points in a conversation about food.


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.


main ideas in an interview. p.93 Yes q No q Date: Yes q No q Date:

READING





detail and general ideas in a magazine quiz about food.


detail and follow instructions in a recipe.


detail in a website article about table manners.


key facts and the general idea in a food and drink guide for tourists.


SPOKEN INTERACTION





talk about food. p.87 Yes q No q Date: Yes q No q Date:

SPOKEN PRODUCTION





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





write a food and drink guide for visitors.


write sentences using as well, also, and too.




9


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



Title : ____________________________________________________________________________ Mark ____________


This (is / isn’t) useful for me.

There are (some / no) punctuation mistakes.

Tests: Marks

Grammar Writing



Reading

Study priorities:



31

I can Checklist

LISTENING





general ideas in a conversation about places.


key words in a telephone conversation about a journey.


detail in a conversation about reasons for travel.


key words and the general idea in a description of a journey.


READING





detail and general ideas in a holiday brochure.


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.


detail and follow the main points in a holiday brochure.


detail in a letter to a holiday friend. p.104 Yes q No q Date: Yes q No q Date:

SPOKEN INTERACTION





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





describe a route. p.103 Yes q No q Date: Yes q No q Date:

WRITING





write a letter to a holiday friend. p.104 Yes q No q Date: Yes q No q Date:



10


Journeys

32

Reflect and Record

Learning: think about conversation1 Put a tick (3) by the things you do. Add some more examples.


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.


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.




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



Reading

Study priorities:



33

I can Checklist

LISTENING





key phrases in a radio advert for medicine.


key words and phrases in short descriptions of a portrait.


detail and the general idea in a conversation about a problem.


detail and the general idea in a conversation about a work experience.


READING





detail, new words and find specific information in instructions.


detail and the general idea in a magazine personality test.


detail in a magazine article about a film process.


detail and follow the main ideas in a complaint message.


SPOKEN INTERACTION





describe symptoms of an illness. p.107 Yes q No q Date: Yes q No q Date:

SPOKEN PRODUCTION





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





write a complaint email. p.114 Yes q No q Date: Yes q No q Date:connect sentences using however, clearly, finally.




11


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



Title : ____________________________________________________________________________ Mark ____________

I (used / didn’t use) sentence adverbs.


I (reviewed / didn’t review) the grammar.

Tests: Marks

Grammar Writing



Reading

Study priorities:



35

I can Checklist

LISTENING





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.


main ideas and follow invitations and replies.


detail in short explanations of imagined situations.


READING





detail in short requests. p.116 Yes q No q Date: Yes q No q Date:detail and general ideas in descriptions of festivals.


detail in a comedy dialogue about invitations.


new words and detail in a description of an ideal world.


detail and general ideas in email conversations.


SPOKEN INTERACTION





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





describe a festival. p.119 Yes q No q Date: Yes q No q Date:

WRITING





write an email conversation in a informal style.



12 More practice?Workbook pp.70–75, 87MultiROMWebsite www.oup.com/elt/resultMy ideas


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.


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



Title : ____________________________________________________________________________ Mark ____________



There are (some / no) spelling mistakes.

Tests: Marks

Grammar Writing



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


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:


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


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.


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


41The Passport

Heading


Topic Unit Date


42 The Passport

Heading


Topic Unit Date


43The Passport

Heading


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



The Dossier: Work

45The Passport

Heading



The Dossier: Work

46 The Passport

Heading



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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acknowledgements

The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p8 Common European Framework of Reference Levels: Self‑assessment grid (English) © Council of Europe. Reproduced by permission; p9 Common European Framework of Reference Levels: Self‑assessment grid (Hungarian) © Council of Europe. Reproduced by permission.

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English Result Pre-Intermediate Portfolio · As you study English Result Pre-intermediate, ... in your English Result ... is prepared to repeat or rephrase things at a slower rate