NSASplit_portfolio_1A-1B by ELI Publishing

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1 A- 1 B

Index My questions about the Portfolio My Language Passport My Language Learning Biography My Dossier

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New Step Ahead - Split Edition - Portfolio based on the Portfolio of Step Ahead by Daniela Calzoni and Julia Star Keddle and on Step Ahead by Herbert Puchta, J. Stranks, R. Carter, P. Lewis-Jones For the international version we are particularly grateful to Alison Smith and Ester Canaletti for their invaluable contribution. ÂŠ 2009, ELI s.r.l. - P.O. Box 6 - 62019 Recanati - Italy - Tel. +39 071 750701 - Fax. +39 071 977851 e-mail: info@elionline.com - www.elionline.com Acknowledgements Editorial Project: Sarah Mercedes Howell Art Director: Marco Mercatali Editorial Dept: Lisa Suett, Sabina Cedraro, Gigliola Capodaglio Production Manager: Francesco Capitano Illustrated by G. Signora Split Edition Graphics: Airone Comunicazione Printed in Italy by Tecnostampa â&#x20AC;&#x201C; 09.83.117.0 New Step Ahead - Split Edition - Portfolio 1A-1B

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MY QUESTIONS ABOUT THE PORTFOLIO 1

A language Portfolio? What is it? A language Portfolio is a collection of your documents and work which show what you can do in a foreign language. It is based on levels of competence described in the Common European Framework of Reference. You can find more details on page 5.

Hi! I’m Percy Portfolio. I’m here to help you.

Why should I make a Portfolio? It might seem like extra work, but there are very good reasons for it! Firstly, you are the owner and holder of the Portfolio and you decide the contents. Collecting all your best/greatest achievements (together with photos, drawings and recordings), allows you to see your progress over time. Have you ever seen a designer or photographer carrying a folder with his/her drawings or photos? Have you ever asked yourself why? It is because that folder contains his/her best and most notable work. These pieces of work also narrate his/her “artistic story” and show the owner’s individual qualities and style to everyone else. You too, with your Portfolio, will be able to show your most notable work and illustrate your language learning experience to your current and future teachers as well as to your family and friends.

Yes, yes, but all this means loads of extra work! Not at all! With the Portfolio, the teacher will help you do the same activities you do to learn a foreign language but in a more organised way, recording your progress logically and efficiently! Moreover, with your Portfolio, you will be able to understand the best way for you to learn, your learning style, and this will get you to organise your study method for languages and all other subjects.

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Ok! I give up! How should this Portfolio be organised? A language Portfolio is made up of three parts: The Language passport: like a real passport, it registers your personal data, your level of competence in a foreign language and the list of certifications and/or diplomas you get, not only in English, but in all other languages. The Language Learning Biography: like a real biography, it tells your “language story” through your most meaningful experiences like language courses or contacts with native speakers, your thoughts and comments on the learning of a foreign language. A dossier: like a real dossier, it collects your most beautiful and notable work.

You said that a Portfolio is personal and that I’m the holder, so the teacher won’t assess me, right? Correct! The teacher won’t assess you, he/ she will simply suggest what you should include or not: it might be an activity you have done and that has already been formally assessed. It is important in fact to be formally assessed but also to be able to self assess. The teacher will help you compile your Portfolio and understand your strengths and weaknesses.

So it’s all very simple, right? Well, you too have some responsibilities! Do you really think that the designer or photographer we were talking about didn’t care about their portfolio? That they forgot about it? That they stuffed any old material in their folder? They could do that, but they wouldn’t be so successful. The same goes for you! You will have to work regularly at your Portfolio, keeping it in order, up-to-date, and including drawings and images to make it even nicer! Slowly you will realise that some pieces of work can be substituted with new and better ones!

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MY LANGUAGE PASSPORT School

____________________________________________________________________________________

School Year

_______________________

Class

_______________________

Name and surname _____________________________________________________

This is a photo of me !

Place and date of birth _____________________________________________________

Nationality _____________________________________________________

Mother Tongue _____________________________________________________

Languages spoken _____________________________________________________

Languages studied _____________________________________________________

CEFR Level Reading

Oral Oral Listening Written production Production Interaction

A1 A2 Tick the boxes according to the level you think you have reached in each ability.

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Passport

PARTIAL SELF-EVALUATION GRID From the Common European Framework of Reference (CEFR) Circle the smiley which describes the way you feel for each level and ability.

Listening

C O M P R E H E N S I O N

I understand very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment).

I can catch the main point in short, clear, simple messages and announcements. I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

☺ Reading

S P E A K I N G

Written production

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

☺ W R I T I N G

I can use simple phrases and sentences to describe where I live and people I know.

☺ Oral Interaction

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

☺ Oral Production

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

☺

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.

☺

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

☺

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.

☺

I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.

☺

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☺

I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.

☺

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

☺

I can deal with most situations likely to arise while travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

☺

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

☺

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Passport

CertIfIcates or dIplomas TYPE OF CERTIFICATES OR DIPLOMAS

EXAMINING INSTITUTION

YEAR

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LANGUAGE

LEVEL

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Biography

MY LANGUAGE LEARNING BIOGRAPHY I want to learn English to... Write 0-1-2-3 next to each objective according to the importance you give to each of these activities. 1 go on holiday 2 speak with foreign people 3 read magazines 4 understand songs 5 study a technical subject 6 read stories and books 7 watch a film in English 8 write to a penfriend 9 use the Internet 10 find a job 11 play with a video game

If you have other reasons for learning English, add them here: ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

For me, it is important... Rank in order of importance. THE MOST IMPORTANT Listening

_____________________

Speaking

_____________________

Reading

_____________________

Writing

_____________________

Grammar

_____________________

Vocabulary

_____________________

Culture

_____________________ THE LEAST IMPORTANT

Why? Give reasons for your priorities.

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Biography

How can I Improve? This questionnaire will help you understand what type of student you are and which strategies will help you learn not only English but also other subjects. 1 Do you plan when to study?

YES / NO

2 Do you prefer to study or do your homework soon after school?

YES / NO

3 Do you prefer to study alone?

YES / NO

4 Do you do your homework with the radio or the TV on?

YES / NO

5 Do you like to study grammar and do grammmar exercises?

YES / NO

6 Do you like to play in English?

YES / NO

7 Do you try to always speak English even if you make mistakes?

YES / NO

8 Do you revise at home what you have done in class?

YES / NO

9 Do you always try to understand all the words you find in a passage or in a dialogue? YES / NO 10 Do you prefer to work in class with your friends or in small groups?

YES / NO

11 Do you prefer your teacher to correct you when you make mistakes?

YES / NO

12 Do you prefer to speak only when you know exactly what to say?

YES / NO

Now read the comment for every question where you answered yes.

5. Grammar helps you speak correctly, but always try to use the foreign language in a creative and personal way. 4. This might disturb you: try to relax listening to music or some TV after homework.

12. Learn to risk! You will improve a lot! 11. Try to reflect on your mistakes and try to correct them yourself. 10. This is excellent to learn to communicate and interact with other people! 8. This is positive and helps you remember better.

3. This is very personal: but remember to collaborate with your mates when you are in class, they can help you understand very many things.

7. Never be ashamed of your mistakes, but sometimes it is useful to stop and reflect.

2. It depends on each person: try to choose the moment when you are more concentrated.

6. To play in English is always an excellent method to learn it, but this is not always possible.

1. This is positive and means that you already know yourself pretty well as a student.

9. Remember: often understanding global meaning may help you understand individual words! 8

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Biography

My experIences wIth EnglIsh Narrate the experiences which have been particularly important to you, the way they have contributed to improve your English, what you have enjoyed most and why. You can talk of when you started learning English, if you have attended a course or visited some English speaking countries, if you have friends or penfriends, if you listen to songs in English and anything else you can think of.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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I can:

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SELF-ASSESSMENT. Module A: FRIENDS

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Biography

Listening Understand the names of colours Understand male and female names Understand the English alphabet and the spelling of surnames Understand someone offering something [A1] Understand numbers from 1-20 Understand the names of countries and nationality adjectives Understand basic information about someone, e.g. name, age, nationality, likes [A1]

Reading Recognise the names of colours Understand short written communications, e.g. an email with holiday greetings [A1] Recognise the names of countries and nationality adjectives Understand information about people, e.g. home town, activities and successes, reading short texts [A1] Learn to recognise the countries which make up the UK, their capital cities and main cities

Speaking and oral interaction Introduce someone and use simple greetings [A1] Ask for and give personal information, e.g. name, age, nationality, likes [A1] Give information about the nationality of a person [A1] Ask how to spell names in English

Writing Write simple sentences about myself [A1] Write simple sentences about a famous person [A1]

I have reached all these objectives:

yes

partly

To improve, I will: ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

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SELF -ASSESSMENT. Module B: FAMILY

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Biography

Listening Understand the names of the days of the week Understand classroom objects and furniture Understand the names of family members Understand friendsâ&#x20AC;&#x2122; telephone numbers [A1] Understand basic information when someone speaks about his/her family [A1] Understand the numbers from 21-100 and the time [A1] Understand the names of furniture and rooms of the house

Reading Recognise classroom objects and furniture Get information about people from a home page [A1] Recognise the names of furniture and rooms of the house Understand a simple, personal letter in which someone describes their home [A2] Get important information from a web page about English homes [A2] Understand facts about pets

Speaking and oral interaction Ask for and give personal information, e.g. telephone number [A1] Use simple expressions of greeting [A1] Cope with numbers, quantities and times [A1] Ask for and say where someone or something is Ask and answer personal questions about home, family members [A1] Give personal information, e.g. telephone number and family [A1] Describe where I live [A1] Ask how to say something in English

Writing Write simple sentences about a mate Write simple sentences about me, eg where I live [A1]

I have reached all these objectives:

yes

partly

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SELF-ASSESSMENT. Module C: BIRTHDAYS

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Biography

Listening Understand ordinal numbers and the names of the months Understand the names of wild animals Understand a question and invitation to do something [A1] Understand when someone offers something to eat or drink Understand the names of food and drinks Understand the names of parts of the body Understand the movement of someone or something Follow short and simple instructions [A1]

Reading Recognise ordinal numbers and the names of the months Recognise the names of wild animals Get information about people from a home page [A1] Understand descriptions of strange animals Understand about holidays in Great Britain from a conversation and a calendar Understand a conversation about school holidays

Speaking and oral interaction Ask for and give personal information, e.g. birthday [A1] Discuss what to do and where to go with someone [A1] Ask and answer personal questions about family members and personal belongings [A1] Offer, accept or refuse something [A1] Give commands and simple instructions Give information about my belongings [A1] Ask how to say something in English

Writing Write simple sentences about a real or imaginary animal Write simple sentences about me, e.g. my belongings [A1]

I have reached all these objectives:

yes

partly

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SELF-ASSESSMENT. Module D: TEENAGE LIVES

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Biography

Listening Understand words for free time activities Understand the times of daily routine [A1] Understand when someone asks permission to do something [A1] Understand information about a kid’s daily routine [A1] Understand adjectives to express emotions and feelings Understand the names of sports Get basic information from audio recordings about sport [A2]

Reading Recognise the times of daily routines [A1] Recognise information about someone, e.g. daily routine, favourite sports, from a newspaper article [A1] Recognise the names of sports Get information about the English Royal family from a web page [A2]

Speaking and oral interaction Ask and say what I can do [A1] Ask, give or refuse permission to do something Ask a question and say why Make and answer a request Speak about my hobbies and interests [A2] Ask and say which are my favourite sports [A1] Give information about myself, e.g. daily routine or my week [A1] Express my reactions [A2] Say when I don’t understand something and ask to speak more slowly [A1]

Writing Write simple sentences about my daily routine [A1] Write simple sentences about my family, their activities and sports [A1]

I have reached all these objectives:

yes

partly

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SELF-ASSESSMENT. Module E: LOOKING GOOD

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Biography

Listening Understand words for hobbies and interests Understand the names of clothes Understand a phone conversation Understand a short message, e.g. the description of someoneâ&#x20AC;&#x2122;s clothes [A2] Understand prices and foreign currency [A1] Understand the names of shops Get basic information from interviews about shopping [A2]

Reading Understand the diary of a school day on a homepage [A1] Recognise the names of shops Understand a conversation in a clothes shop Get essential information from leaflets, e.g. about shopping [A2] Get important information about London from a web page [A2]

Speaking and oral interaction Express opinions about hobbies and personal interests Make a phone call, asking to speak to someone Ask about and say the price of an article of clothing Go shopping, saying what I want and asking the price [A2] Ask and answer questions about jobs and free time, e.g. about shopping [A2] Describe what a person is wearing [A2] Say prices in Euros, Dollars and Pounds Speak to someone, e.g. on the phone [A2]

Writing Write a diary of an evening at home [A1] Write simple sentences about daily routines, e.g. shopping [A2]

I have reached all these objectives: yes

partly

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This section contains my most important work and shows my progress in English.

NAME: ____________________ SCHOOL: __________________ CLASS: ____________________

I guarantee that the material included in this Portfolio has been produced by me and that each piece is marked with my name, class and date.

Signed: ____________________ Date: ______________________

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Dossier

My DoSSIer CONTAINS... This grid will allow you to organise and collect all the work you judge important for your Dossier. You can choose among a lot of activities: acrostics, book reviews, cartoons, emails, interviews, invitations, letters, magazine articles, mini projects, paragraphs, descriptions, poems, postcards, projects, quizzes, recorded activities, reports, school evaluation reports, stories, tables. You can photocopy this grid if you don’t have enough space.

No.

Title

Type of Activity

I’ve shown I can...

My skills and abilities

Composition

Write about myself in English

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Date