English for life

Introduction

�

Language Portfolio

CEF

Englishfor Life

2

B e g i n n e r

L a n g u a g e P o r t f o l i o

K a r e n L u d l o w

CEF

ContentsIntroduction

What is a Language Portfolio? 4How to use your English For Life Language Portfolio 4Updating your Portfolio 4

Language PassportHow to use your Language Passport 5Personal details 5Exams and certificates 5Language and cultural experiences 6Profile of language skills 7Self-assessment grids 8A1–A2 8B1–B2 9C1–C2 �0

Language BiographyHow to use your Language Biography ��Your aims and objectives ��Your language learning history �2Your language and cultural experiences �3How to become a more effective learner �3Can do statements Level A1 �4

DossierHow to use the Dossier 34Dossier chart 35

English for Life Beginner Language Portfolio ©OxfordUniversityPress

Introduction

4

What is a Language Portfolio?TheEnglish for LifeLanguagePortfolioisadocumenttohelpyoulearnlanguagesmoreeffectively.Ithelpsyoutothinkabouthowyoulearn,andprovidesarecordtoshowotherpeopleyourlanguageabilitiesandprogress.

Ithasthreesections:

thePassporttheBiographytheDossier

The Passportisasummaryofyourlanguagelearningexperiences,includingtimespentabroad,coursesattended,certificatesgained,andbooksyou’veused.Thereisaself-assessmentgridforeachlanguageskillarea(gradedfromCEFlevelsA1–C2),tohelpyoudecideonyourcurrentlanguagelevel.

Youshowthissectiontootherpeoplewhenchangingschools,orapplyingforajob.

The Biography isasummaryofyourlanguagelearninghistory,includingthelanguagesyou’vegrownupwith,yourlanguagelearningexperiencesatschool,andhowyouuseyourlanguagesnow.Therearealsosuggestionsonhowtobecomeamoreeffectivelearner.ThissectionalsocontainsaCEFchecklistof ‘Cando’statements.

Thissectionhelpsyoutoplanyourlearning,thinkabouthowyoulearn,andimprovethewayyoulearn.

The Dossier isthesectionwhereyoucollectexamplesofyourwork.Thishelpsyoutorecordyourprogress.

How to use your English for Life Language PortfolioThemainaimofthePortfolioistopresentlanguagequalificationsandlearningexperiencesinaclearandcomparableway.ThismeansthatwhenstudentsmovearoundEurope,forstudy,businessortravel,theycantaketheirPortfoliowiththemasproofoflearning.

ThismeansthatitisimportanttokeeptheinformationinyourPortfolioup-to-date.

Updating your PortfolioLanguagePassport:Completethissectionsoon.Updateiteverythreemonths.

LanguageBiography:Updatethismoreregularly,e.g.attheendofeachunit.

Dossier:AddnewpiecesofworktotheDossierasfrequentlyasyouwant–forexampleifyouwritealetterinclass,orareviewforhomework.

Portfolio sections Date (when you last updated your Portfolio)

LanguagePassport

LanguageBiography

Dossier

English for Life Beginner Language Portfolio©OxfordUniversityPress 5

How to use your Language PassportYourLanguagePassportisarecordofyourlanguagequalificationsandexperiences.Itisalsowhereyouassessyouroveralllanguagelevel.AstheLanguagePassportisproofofyourlanguageabilities,youcanshowittopotentialemployers,whenyouapplyforalanguagecourse,orwhenyouchangeschools.

Keepthissectionup-to-date.

Personal detailsName: _____________________________________________________________

Nationality: _____________________________________________________________

FirstLanguage: _____________________________________________________________

Otherlanguages: _____________________________________________________________

Your exams and certificatesWhatlanguagequalificationsdoyouhaveinEnglish?WhatexamshaveyoutakeninEnglish?

Exam Authority Date Grade

e.g. KET Cambridge ESOL November 2006 Pass with merit

Language Passport

English for Life Beginner Language Portfolio ©OxfordUniversityPress6

Your language and cultural experiencesYourexperienceswithotherlanguagesandculturesarealsoimportant.ThinkaboutyourexperiencesoftheEnglishlanguageorEnglish-speakingculturesandwriteaboutthembelow.

Where Experience When and how long?

School

Schoolholidays

Highereducation

Englishcourses

Work

Travel

ContactwithEnglishspeakers

StudyinEnglish

Freetimeactivities(e.g.booksyouhavereadinEnglish)

Staysabroad

Other


Profile of language skillsReadtheSelf-assessmentgridsonpages8–�0andlookattheexamplebelow.CompleteyourownlanguageskillsprofileforyourEnglishlevel.Youcancompleteaprofileforanyadditionallanguages.

Language: English

Skill A1 A2 B1 B2 C1 C2

Listening

Reading

Spokeninteraction

Spokenproduction

Writing

Language:


Listening

Reading

Spokeninteraction

Spokenproduction

Writing

Language:


Listening

Reading

Spokeninteraction

Spokenproduction

Writing

Language:


Listening

Reading

Spokeninteraction

Spokenproduction

Writing

E X A M P L E


Self-assessment gridsUsethefollowinggridstohelpyoucompleteyourProfileoflanguageskills.

Common reference levels A1 and A2

CEF level A1 CEF level A2

Listening Icanrecognisefamiliarwordsandverybasicphrasesconcerningmyself,myfamily,andimmediateconcretesurroundingswhenpeoplespeakslowlyandclearly.

Icanunderstandphrasesandthehighestfrequencyvocabularyrelatedtoareasofmostimmediatepersonalrelevance(e.g.verybasicpersonalandfamilyinformation,shopping,localarea,employment).Icancatchthemainpointinshort,clear,simplemessagesandannouncements.

Reading Icanunderstandfamiliarnames,words,andverysimplesentences,forexampleonnoticesandposters,orincatalogues.

Icanreadveryshort,simpletexts.Icanfindspecific,predictableinformationinsimpleeverydaymaterialsuchasadvertisements,prospectuses,menus,andtimetables,andIcanunderstandshort,simplepersonalletters.

Spoken interaction IcaninteractinasimplewayprovidedtheotherpersonispreparedtorepeatorrephrasethingsataslowerrateofspeechandhelpmeformulatewhatI’mtryingtosay.Icanaskandanswersimplequestionsinareasofimmediateneed,oronveryfamiliartopics.

Icancommunicateinsimpleandroutinetasksrequiringasimpleanddirectexchangeofinformationonfamiliartopicsandactivities.Icanhandleveryshortsocialexchanges,eventhoughIcan’tusuallyunderstandenoughtokeeptheconversationgoingmyself.

Spoken production IcanusesimplephrasesandsentencestodescribewhereIliveandpeopleIknow.

Icanuseaseriesofphrasesandsentencestodescribeinsimpletermsmyfamilyandotherpeople,livingconditions,myeducationalbackground,andmypresentormostrecentjob.

Writing Icanwriteashort,simplepostcard,forexamplesendingholidaygreetings.Icanfillinformswithpersonaldetails,forexampleenteringmyname,nationality,andaddressonahotelregistrationform.

Icanwriteshort,simplenotesandmessagesrelatingtomattersinareasofimmediateneed.Icanwriteaverysimplepersonalletter,forexamplethankingsomeoneforsomething.


Common reference levels B1 and B2

CEF level B1 CEF level B2

Listening Icanunderstandthemainpointsofclearstandardspeechonfamiliarmattersregularlyencounteredinwork,school,leisure,etc.IcanunderstandthemainpointofmanyradioorTVprogrammesoncurrentaffairsortopicsofpersonalandprofessionalinterestwhenthedeliveryisslowandclear.

Icanunderstandextendedspeechandlecturesandfollowevencomplexlinesofargumentprovidedthetopicisreasonablyfamiliar.IcanunderstandmostTVnewsandcurrentaffairsprogrammes.Icanunderstandthemajorityoffilmsinstandarddialect.

Reading Icanunderstandtextsthatconsistmainlyofhighfrequencyeverydayorjob-relatedlanguage.Icanunderstandthedescriptionofevents,feelings,andwishesinpersonalletters.

Icanreadarticlesandreportsconcernedwithcontemporaryproblemsinwhichthewritersadoptparticularattitudesorviewpoints.Icanunderstandcontemporaryliteraryprose.

Spoken interaction Icandealwithmostsituationslikelytoarisewhilsttravellinginanareawherethelanguageisspoken.Icanenterunpreparedintoconversationsontopicsthatarefamiliar,ofpersonalinterestoroneverydaylife(family,hobbies,work,travel,currentevents).

Icaninteractwithadegreeoffluencyandspontaneitythatmakesregularinteractionwithnativespeakersquitepossible.Icantakeanactivepartindiscussioninfamiliarcontexts,accountingforandsustainingmyviews.

Spoken production Icanconnectphrasesinasimplewaytodescribeexperiencesandevents,mydreams,hopes,andambitions.Icanbrieflygivereasonsandexplanationsforopinionsandplans.Icannarrateastory,orrelatetheplotofabookorfilm,anddescribemyreactions.

Icanpresentclear,detaileddescriptionsonawiderangeofsubjectsrelatedtomyfieldofinterest.Icanexplainaviewpointonatopicalissuegivingtheadvantagesanddisadvantagesofvariousoptions.

Writing Icanwritesimpleconnectedtextontopicswhicharefamiliarorofapersonalinterest.Icanwritepersonallettersdescribingexperiencesandimpressions.

Icanwriteclear,detailedtextonawiderangeofsubjectsrelatedtomyinterests.Icanwriteanessayorreport,passingoninformationorgivingreasonsinsupportoforagainstaparticularpointofview.Icanwritelettershighlightingthepersonalsignificanceofeventsandexperiences.

English for Life Beginner Language Portfolio ©OxfordUniversityPress�0

Common reference levels C1 and C2

CEF level C1 CEF level C2

Listening Icanunderstandextendedspeechevenwhenitisnotclearlystructuredandwhenrelationshipsareonlyimpliedandnotsignalledexplicitly.IcanunderstandTVprogrammesandfilmswithoutmucheffort.

Ihavenodifficultyinunderstandinganykindofspokenlanguage,whetherliveorbroadcast,evenwhendeliveredatfastnativespeed,providedIhavesometimetogetfamiliarwiththeaccent.

Reading Icanunderstandlongandcomplexfactualandliterarytexts,appreciatingdistinctionsofstyle.Icanunderstandspecialisedarticlesandlongertechnicalinstructions,evenwhentheydonotrelatetomyfield.

Icanreadwitheasevirtuallyallformsofthewrittenlanguage,includingabstract,structurallyorlinguisticallycomplextextssuchasmanuals,specialisedarticles,andliteraryworks.

Spoken interaction Icanexpressmyselffluentlyandspontaneouslywithoutmuchobvioussearchingforexpressions.Icanuselanguageflexiblyandeffectivelyforsocialandprofessionalpurposes.Icanformulateideasandopinionswithprecisionandrelatemycontributionsskilfullytothoseofotherspeakers.

Icantakeparteffortlesslyinanyconversationordiscussionandhaveagoodfamiliaritywithidiomaticexpressionsandcolloquialisms.Icanexpressmyselffluentlyandconveyfinershadesofmeaningprecisely.IfIdohaveaproblemIcanbacktrackandrestructurearoundthedifficultysosmoothlythatotherpeoplearehardlyawareofit.

Spoken production Icanpresentclear,detaileddescriptionsofcomplexsubjectsintegratingsub-themes,developingparticularpointsandroundingoffwithanappropriateconclusion.

Icanpresentaclear,smooth-flowingdescriptionorargumentinastyleappropriatetothecontextandwithaneffectivelogicalstructurewhichhelpstherecipienttonoticeandremembersignificantpoints.

Writing Icanexpressmyselfinclear,well-structuredtext,expressingpointsofviewatsomelength.Icanwriteaboutcomplexsubjectsinaletter,anessay,orreport,underliningwhatIconsidertobesalientissues.IcanselectastylethatisappropriatetothereaderIhaveinmind.

Icanwriteclear,smoothly-flowingtextinanappropriatestyle.Icanwritecomplexletters,reports,orarticleswhichpresentacasewithaneffectivelogicalstructurewhichhelpstherecipienttonoticeandremembersignificantpoints.Icanwritesummariesandreviewsofprofessionalorliteraryworks.

English for Life Beginner Language Portfolio©OxfordUniversityPress ��

How to use your Language Biography YourLanguageBiographyisatooltohelpyouthinkaboutwhyyouarelearningEnglishandthebestwayforyoutolearn.TheLanguageBiographycanhelpyoutobecomeamoreeffectivelearnerbyhelpingyoufocusonyourobjectives,andalearningstylethatsuitsyourneeds.

Your aims and objectivesThinkaboutwhyyouarelearningEnglish(forwork,travel,etc.)andwhatlevelofEnglishyouwillneedtoachievethoseobjectives–youcanrefertotheCEFlevelsinyourLanguagePassporttoassistyou.

Reasons Time Scale English Level Required

e.g.totravelabroadonholiday 6months Listening B�Reading A2Speaking(interaction) B�Speaking(production) A2Writing A�

� ListeningReading Speaking(interaction)Speaking(production)Writing

2 ListeningReading Speaking(interaction)Speaking(production)Writing




Language Biography


Your language learning historyThinkaboutalltheexperiencesthathavehelpedyoutolearnEnglish(e.g.lessonsinschool,languagecourses,traveltoEnglish-speakingcountries,etc.)

Howsuccessfulwerethey?

Completethefirstsection,thenwriteaboutyourexperienceschronologically.

Where I started learning English

Why I started learning English

When Experience How successful?

English for Life Beginner Language Portfolio©OxfordUniversityPress �3

Your language and cultural experiencesTicktheboxesfortheapproacheswhichbestdescribethelearningstyleyoufeelmostcomfortablewith.

Iprefertolearnpracticalexamplesfirstandbecomeawareofgrammaticalrulesthroughusingthese.

IprefertostudythegrammarfirstandbuildmyownsentencesuntilIfeelIhaveapracticalrepertoire.

IprefertobegiventhelinguisticfactsandthentoworkonthesebymyselfuntilIfeelconfidentthatIcancommunicatewithlittleriskoferror.

Ipreferaninteractiveapproachtomasteringnewlanguage,‘takingrisks’inputtingovermeaningandlearningfromanyresultingerrors.

ChoosethreeexperienceswhichhavehelpedyouthemosttolearnEnglish.

Experiences Reason

�

2

3

How to become a more effective learnerLookatthesewaysofstudyingandlearning.Tick3themethodsyoucurrentlyuse.PutanasteriskS nexttomethodsyou’dliketouseinthefuture.

Ways of studying

Askyourteacherquestionswhenyoudon’tunderstand.

Keepavocabularynotebookandwriteexamplesentences,phonetics,andtranslationsinit.

Writenewwordsonaflash-card–Englishononeside,yourlanguageontheother.Learnthreeeveryday.

PutlistsofEnglishwordsonyourbedroomwall–useheadings,e.g.‘jobs’,‘food’.

Regularlyaskyourself‘HowwouldIsaythatinEnglish?’

Regularlyreviewyourvocabularynotebookandgrammarnotes.

Reviewthegrammarfromthelastlessonbeforethenextlesson.

WatchfilmsandTVprogrammesinEnglish.

Listentotheradio/musicinEnglish.

ReadEnglishgradedreaders.

Readwebsites/magazines/newspapersinEnglish.

PractiseEnglishwithotherpeopleviaemailortheInternet.

KeepajournalinEnglish.

WritesomethinginEnglisheveryday–e.g.yourresponsetoanewspaperarticle,orweb-story.

TalktootherstudentsinEnglishoutsideofclass.

UseyourMultiROMtolearnandrevise.

Buyagrammarpracticebook.

UseanEnglish-Englishdictionary.

Ifpossible,takeaholidayinanEnglish-speakingcountry.

Shareyourtipsonhowtostudyeffectivelywithotherpeople.


Can do statementsThissectionwillhelpyoutoidentifyyourlanguageabilities,andshowyouwhereyouneedmorehelp.

Circlethemostsuitablestatementaftercompletingalessoninclass.

Framework level: A1

Can do statements I can do this …

with difficulty easily

1 2 3 4

English for Life Beginner

Lesson: 1–4

Listening

Icanunderstandsimplegreetingsandintroductions. 1 2 3 4 page�

Icanunderstandnumbers. 1 2 3 4 page�

Icanunderstandpeople’snames. 1 2 3 4 page�

Icanidentifypeopleandobjects. 1 2 3 4 page2

Icanunderstandeverydaywordsandexpressions. 1 2 3 4 page2

Icanidentifypeopleandobjectsintheclassroom. 1 2 3 4 page3

Icanunderstandinstructionsintheclassroom. 1 2 3 4 page3

Icanunderstandsimplegreetingsandintroductions. 1 2 3 4 page4

Icanidentifynames. 1 2 3 4 page4

Icanunderstandthealphabet. 1 2 3 4 page4

Reading

Icanunderstandsimplegreetingsandintroductions. 1 2 3 4 page�

Icanunderstandnumbersandnames. 1 2 3 4 page�

Icanunderstandeverydaywordsandexpressions. 1 2 3 4 page2

Icanunderstandinstructionsintheclassroom. 1 2 3 4 page3



Spoken interaction

Icansayhelloandaskpeople’snames. 1 2 3 4 page�

Icanaskforandgivepersonalinformation. 1 2 3 4 page�

Icanaskandtalkaboutpeopleandobjects. 1 2 3 4 page2

Icanaskaboutanduseeverydaywordsandexpressions. 1 2 3 4 page2

Icanasksimplequestionsandgivesimpleinstructions. 1 2 3 4 page3

Icanaskforandgivepersonalinformation. 1 2 3 4 page4

Spoken production

Icansayhello. 1 2 3 4 page�

Icansaymyname. 1 2 3 4 page�

Icansayphonenumbersandsimplenumbers. 1 2 3 4 page�

Icanuseeverydaywordsandexpressions. 1 2 3 4 page2

Icangivesimpleinstructions. 1 2 3 4 page3

Icansayhelloandintroducepeople. 1 2 3 4 page4

Icanspell. 1 2 3 4 page4

Strategies

IcanuseEnglishintheclassroom. 1 2 3 4 page3

Icanofferthingsandsaythankyou. 1 2 3 4 page4

Writing

Icanwritephonenumbers. 1 2 3 4 page�


Framework level: A1



1 2 3 4


Lesson: 5–8

Listening

Icanidentifyfamilymembers. 1 2 3 4 page5

Icanunderstandnamesandidentifypeople. 1 2 3 4 page6

Icanunderstandnamesandidentifypeople. 1 2 3 4 page7

Icanunderstandnamesandsimplegreetings. 1 2 3 4 page8

Reading




Icanunderstandnamesandsimplegreetings. 1 2 3 4 page8

Spoken interaction

Icanaskforandgivepeople’snames 1 2 3 4 page6

Icanaskpeople’snamesandsayhelloandgoodbye. 1 2 3 4 page8

Spoken production

Icantalkaboutfamily. 1 2 3 4 page5

Icantalkaboutpossessions. 1 2 3 4 page6

Icantalkaboutmyfamily. 1 2 3 4 page7

Icansayhelloandgoodbye. 1 2 3 4 page8

Writing

Icanwriteaboutfamily. 1 2 3 4 page5

Icanwriteaboutfamily. 1 2 3 4 page7


Framework level: A1



1 2 3 4


Lesson: 9–12

Listening

Icanunderstandandidentifycountrynamesandcities. 1 2 3 4 page9

Icanunderstandnamesandnationalities. 1 2 3 4 page�0

Icanunderstandsimplepersonalinformation. 1 2 3 4 page��

Icanunderstandsimplegreetingsandintroductions. 1 2 3 4 page�2

Icanunderstandpolitewords. 1 2 3 4 page�2

Icanunderstandnumbersandnationalities. 1 2 3 4 page�2

Reading

Icanunderstandnamesandnationalities. 1 2 3 4 page�0

Icanunderstandsimplepersonalinformation. 1 2 3 4 page��

Icanunderstandsimplegreetingsandintroductions. 1 2 3 4 page�2

Icanunderstandpolitewords. 1 2 3 4 page�2

Icanunderstandnumbersandnationalities. 1 2 3 4 page�2

Spoken interaction

Icansayhelloandaskhowpeopleare. 1 2 3 4 page�2

Icanaskforandgivesimpleinformation. 1 2 3 4 page�2

Spoken production

Icantalkaboutcitiesandcountries. 1 2 3 4 page9

IcansaywhereI’mfromandwherepeoplearefrom. 1 2 3 4 page�0

IcansaysorryandsayhowIfeel. 1 2 3 4 page�2

Writing

Icanwriteaboutmeandgivesimplepersonalinformation. 1 2 3 4 page�0

Icanwriteaboutaphotoandgivepersonalinformation. 1 2 3 4 page��


Framework level: A1



1 2 3 4


Lesson: 13–16

Listening

Icanunderstandnumbers. 1 2 3 4 page�3

Icanunderstandsimplepersonalinformation. 1 2 3 4 page�4



Icanunderstandthetime. 1 2 3 4 page�6

Reading

Icanidentifynumbers. 1 2 3 4 page�3




Icanunderstandapersonalinformationform. 1 2 3 4 page�5

Icanunderstandthetime. 1 2 3 4 page�6

Spoken interaction

Icanaskforandgivesimplepersonalinformation. 1 2 3 4 page�4

Icanaskforandgivesimplepersonalinformation. 1 2 3 4 page�5

Icanaskaboutandsaythetime. 1 2 3 4 page�6

Spoken production

Icansaynumbers. 1 2 3 4 page�3

Icanasksimplepersonalquestions. 1 2 3 4 page�4

Icanspell. 1 2 3 4 page�5

Writing

Icancompleteaformwithsimplepersonalinformation. 1 2 3 4 page�5


Framework level: A1



1 2 3 4


Lesson: 17–20

Listening

Icanidentifyeverydayobjects. 1 2 3 4 page�7

Icanidentifywherethingsare. 1 2 3 4 page�8

Icanunderstandprices. 1 2 3 4 page�9

Icanunderstandpeopleinashop. 1 2 3 4 page�9

Icanunderstandpeoplemakingarrangements. 1 2 3 4 page20

Icanunderstandpeoplemakinginvitations. 1 2 3 4 page20

Icanidentifynumbers,places,andtimes. 1 2 3 4 page20

Reading

Icanunderstandpeopleinashop. 1 2 3 4 page�9

Icanunderstandpeoplemakingarrangements. 1 2 3 4 page20

Icanunderstandpeoplemakinginvitations. 1 2 3 4 page20

Icanidentifynumbers,places,andtimes. 1 2 3 4 page20

Spoken interaction

Icanaskaboutandsaywherethingsare. 1 2 3 4 page�8

Icanaskforandofferthings. 1 2 3 4 page�9

Icanaskaboutandsayprices. 1 2 3 4 page�9

Icanaskaboutpeople,places,andtime. 1 2 3 4 page20

Icanmakeandanswerinvitations. 1 2 3 4 page20

Spoken production

Icannameeverydayobjects. 1 2 3 4 page�7

Icansaywherethingsare. 1 2 3 4 page�8

Icansayprices. 1 2 3 4 page�9

Strategies

Icanunderstandsigns. 1 2 3 4 page�9


Framework level: A1



1 2 3 4


Lesson: 21–24

Listening

Icanidentifyfoodanddrink. 1 2 3 4 page2�

Icanunderstandlikesanddislikes. 1 2 3 4 page22

Icanunderstandaboutfoodanddrink. 1 2 3 4 page23

Icanidentifydifferentdrinks. 1 2 3 4 page24

Icanunderstandoffers. 1 2 3 4 page24

Reading

Icanunderstandlikesanddislikes. 1 2 3 4 page22

Icanunderstandaboutfoodanddrink. 1 2 3 4 page23

Spoken interaction

Icanaskandansweraboutfoodanddrink. 1 2 3 4 page2�

Icanaskandansweraboutfoodanddrink. 1 2 3 4 page22

Icanaskforandofferthings. 1 2 3 4 page24

Icanacceptthings. 1 2 3 4 page24

Spoken production

IcansaywhatIlikeordislike. 1 2 3 4 page22

Icantalkaboutfoodanddrinkfromdifferentcountries. 1 2 3 4 page23

Writing

IcanwriteaboutwhatIeatanddrink. 1 2 3 4 page23


Framework level: A1



1 2 3 4


Lesson: 25–28

Listening

Icanidentifyfree-timeactivities. 1 2 3 4 page25

Icanunderstandaboutfree-timeactivities. 1 2 3 4 page26

Icanunderstandasurveyaboutfree-timeactivities. 1 2 3 4 page27


Icanunderstandpolitewords/phrases. 1 2 3 4 page28

Reading

Icanunderstandaboutfree-timeactivities. 1 2 3 4 page26

Icanunderstandasurveyaboutfree-timeactivities. 1 2 3 4 page27


Icanunderstandpolitewords/phrases. 1 2 3 4 page28

Spoken interaction

Icanaskandtalkaboutfree-timeactivities. 1 2 3 4 page25



Icanmakeoffersandacceptthem. 1 2 3 4 page28

Spoken production

IcansaywhatIdoordon’tdoinmyfreetime. 1 2 3 4 page25

Icanaskaboutfree-timeactivities. 1 2 3 4 page26

Icantalkaboutfree-timeactivities. 1 2 3 4 page27

Strategies

Icancomparethings. 1 2 3 4 page25

Writing

Icanwriteaboutfree-timeactivities. 1 2 3 4 page25

Icanwritequestionsaboutfree-timeactivities. 1 2 3 4 page26

English for Life Beginner Language Portfolio©OxfordUniversityPress 2�

Framework level: A1



1 2 3 4


Lesson: 29–32

Listening

Icanidentifyplacesandjobs. 1 2 3 4 page29

Icanidentifypeopleandplaces. 1 2 3 4 page30

Icanidentifywherepeoplelive,theirroutines,andfree-timeactivities. 1 2 3 4 page3�

Icanidentifydaysandtimes. 1 2 3 4 page32

Reading

Icanidentifypeopleandplaces. 1 2 3 4 page30

Icanunderstandhabits,routines,andfree-timeactivities. 1 2 3 4 page3�

Spoken interaction

IcanaskandtalkaboutwhereIliveandmyjob. 1 2 3 4 page29

Icanaskandtalkaboutplacesandroutines. 1 2 3 4 page30

Icanaskandtalkaboutplaces,routines,andfree-timeactivities. 1 2 3 4 page3�

Icanaskandtalkaboutdaysandtimes. 1 2 3 4 page32

Spoken production

Icanaskaboutplaces,routines,andhabits. 1 2 3 4 page30

Icanaskaboutplaces,routines,andfree-timeactivities. 1 2 3 4 page3�

Writing

IcanwriteaboutwhereIliveandmyjob. 1 2 3 4 page29

IcanwriteaboutwhereIliveandmyroutine. 1 2 3 4 page30

IcanwriteaboutwhereIlive,myroutine,andfree-timeactivities. 1 2 3 4 page3�

Icanwritedaysandtimes. 1 2 3 4 page32


Framework level: A1



1 2 3 4


Lesson: 33–36

Listening

Icanidentifyroutineactivities. 1 2 3 4 page33

Icanunderstandhabitsandroutines. 1 2 3 4 page34

Icanunderstandadescriptionofhabitsandroutines. 1 2 3 4 page35

Icanidentifypeople,places,andproblems. 1 2 3 4 page36

Reading

Icanunderstandhabitsandroutines. 1 2 3 4 page34

Icanunderstandadescriptionofhabitsandroutines. 1 2 3 4 page35

Icanidentifydaysoftheweek,andtimes. 1 2 3 4 page35

Icanidentifypeople,places,andproblems. 1 2 3 4 page36

Icanidentifydaysoftheweek,andtimes. 1 2 3 4 page36

Spoken interaction

Icanaskandtalkaboutroutineactivities. 1 2 3 4 page33

Icanaskandtalkaboutpeople,places,andproblems. 1 2 3 4 page36

Spoken production

Icantalkaboutmydailyroutine. 1 2 3 4 page33

Icantalkabouthabitsandroutines. 1 2 3 4 page34

Strategies

Icancompareroutineactivities 1 2 3 4 page33

IcansayhowIfeel. 1 2 3 4 page36

Icansaysorry. 1 2 3 4 page36

Writing

Icanwriteabouthabitsandroutines. 1 2 3 4 page34

Icanwriteabouthabitsandroutines. 1 2 3 4 page35


Framework level: A1



1 2 3 4


Lesson: 37–40

Listening

Icanidentifyjobs. 1 2 3 4 page37

Icanidentifyjobspeopledo. 1 2 3 4 page38

Icanunderstandshortdescriptionsofjobs. 1 2 3 4 page39


Icanunderstandpersonalinformation,free-timeactivities,andlikes/dislikes.

1 2 3 4 page40

Reading

Icanidentifyjobs,wherepeoplework,andwhattheydo. 1 2 3 4 page37

Icanidentifyjobspeopledo. 1 2 3 4 page38

Icanunderstandshortdescriptionsofjobs. 1 2 3 4 page39

Icanidentifywhatpeoplewanttodo. 1 2 3 4 page39


Icanunderstandpersonalinformation,free-timeactivities,andlikes/dislikes.

1 2 3 4 page40

Spoken interaction

Icanaskandtalkaboutjobs,wherepeoplework,andwhattheydo. 1 2 3 4 page37

Icanaskandtalkaboutjobs,routines,andlikes/dislikes. 1 2 3 4 page38

Icanaskandtalkaboutjobsandlikes/dislikes. 1 2 3 4 page39

Icanaskandtalkaboutpersonalinformation,free-timeactivities,andlikes/dislikes.

1 2 3 4 page40

Spoken production

Icansaywhatpeopledo. 1 2 3 4 page37

Icanaskaboutwhatpeopledoandwheretheywork. 1 2 3 4 page38

Strategies

Icanwriteaboutjobs. 1 2 3 4 page37

Icanshowinterest. 1 2 3 4 page40

Icanusepoliteexpressions. 1 2 3 4 page40

Writing

Icanwriteaboutjobs,routines,andlikes/dislikes. 1 2 3 4 page38

Icanwriteaboutjobs,routines,andlikes/dislikes. 1 2 3 4 page39

Icanwriteaboutmyjob/studiesandwhatIwanttodo. 1 2 3 4 page39

Icanwriteaboutpersonalinformation,free-timeactivities,andlikes/dislikes.

1 2 3 4 page40


Framework level: A1



1 2 3 4


Lesson: 41–44

Listening

Icanidentifysimpleadjectivestodescribeobjectsandpeople. 1 2 3 4 page4�

Icanidentifypeople’spossessions. 1 2 3 4 page42

Icanunderstandasimpleemailwithpersonalinformation. 1 2 3 4 page43


Icanunderstandsimpleoffers. 1 2 3 4 page44

Reading

Icanidentifypeople’spossessions. 1 2 3 4 page42

Icanunderstandasimpleemailwithpersonalinformation. 1 2 3 4 page43


Icanunderstandsimpleoffers. 1 2 3 4 page44

Spoken interaction

Icanaskforandoffersomething. 1 2 3 4 page44

Spoken production

Icandescribeeverydayobjects. 1 2 3 4 page4�

Icantalkaboutpossessions. 1 2 3 4 page42

Strategies


Icanusepolitephrases. 1 2 3 4 page44

Writing

Icanwriteaboutpossessions. 1 2 3 4 page42

Icanwriteasimpleemailwithpersonalinformation. 1 2 3 4 page43


Framework level: A1



1 2 3 4


Lesson: 45–48

Listening

Icanidentifypartsofthebody. 1 2 3 4 page45

Icanidentifypeople’sproblems. 1 2 3 4 page46

Icanunderstandhowpeoplefeel. 1 2 3 4 page46

Icanidentifyillnesses. 1 2 3 4 page47


Icanidentifyeverydayobjects. 1 2 3 4 page48

Icanunderstandsimplerequests. 1 2 3 4 page48

Reading

Icanidentifypeople’sproblems. 1 2 3 4 page46


Icanunderstandsimpleinstructions. 1 2 3 4 page47

Spoken interaction

Icanaskandtalkaboutpartsofthebody. 1 2 3 4 page45

Icanaskandtalkaboutproblems. 1 2 3 4 page46

Icanaskandtalkaboutpossessions. 1 2 3 4 page46

Icanaskandtalkaboutillnesses. 1 2 3 4 page47

Icanaskforandofferthings. 1 2 3 4 page48

Spoken production

Icanaskaboutpossessions. 1 2 3 4 page46

Icanaskforthings. 1 2 3 4 page48

Strategies

Icansaywhattodo/nottodo. 1 2 3 4 page47

Writing

Icanwriteasimpledescription. 1 2 3 4 page45

Icanwriteaboutpossessions. 1 2 3 4 page46


Framework level: A1



1 2 3 4


Lesson: 49–52

Listening

Icanidentifyfree-timeactivities. 1 2 3 4 page49

Icanidentifythingspeoplecan/can’tdo. 1 2 3 4 page50

Icanunderstandasimpleinterview. 1 2 3 4 page5�

Icanunderstandasimplesocialarrangement. 1 2 3 4 page52

Reading

Icanidentifythingspeoplecan/can’tdo. 1 2 3 4 page50

Icancompleteasimpleform. 1 2 3 4 page5�

Icanunderstandasimplesocialarrangement. 1 2 3 4 page52

Spoken interaction


Icanaskandtalkaboutwhatpeoplecan/can’tdo. 1 2 3 4 page50

Icanaskandtalkaboutwhatpeoplecan/can’tdo. 1 2 3 4 page5�

Spoken production

Icanaskaboutfree-timeactivities. 1 2 3 4 page49

IcansaywhatIcan/can’tdo. 1 2 3 4 page50

Icantalkaboutsports. 1 2 3 4 page5�

Strategies

Icanmakeandacceptinvitations. 1 2 3 4 page52

Writing

Icanwriteaboutfree-timeactivities. 1 2 3 4 page49


Framework level: A1



1 2 3 4


Lesson: 53–56

Listening

Icanidentifyroomsinahouse. 1 2 3 4 page53

Icanidentifyplacesandroomsinahouse/flat. 1 2 3 4 page54

Icanunderstandasimpledescriptionofwherepeoplelive. 1 2 3 4 page55

Icanunderstandsimpledirections. 1 2 3 4 page56

Reading

Icanidentifyplacesandroomsinahouse/flat. 1 2 3 4 page54

Icanunderstandasimpledescriptionofwherepeoplelive. 1 2 3 4 page55

Icanunderstandsimpledirections. 1 2 3 4 page56

Spoken interaction

Icanaskandsaywherepeopleareinahouse. 1 2 3 4 page53

Icanaskandtalkaboutplacesandroomsinahouse/flat. 1 2 3 4 page54

Icanaskforandgivesimpledirections. 1 2 3 4 page56

Spoken production

Icansaywherepeopleareinahouse. 1 2 3 4 page53

Icansayordinalnumbers. 1 2 3 4 page56

Icansaywhereplacesare. 1 2 3 4 page56

Writing

IcanwriteashortemailanddescribewhereIlive. 1 2 3 4 page55


Framework level: A1



1 2 3 4


Lesson: 57–60

Listening

Icanidentifyclothes. 1 2 3 4 page57

Icanidentifywhatpeoplearedoing. 1 2 3 4 page58

Icanidentifywhopeopleare. 1 2 3 4 page59



Reading



Spoken production

Icanaskhowmuchthingsare. 1 2 3 4 page57

Icansaywhatpeoplearewearing. 1 2 3 4 page57

Icansaywhatpeoplearedoing. 1 2 3 4 Page58

Icandescribepeople. 1 2 3 4 page59

Strategies

Icancomparesituations. 1 2 3 4 page59

Icansaygoodbye. 1 2 3 4 page60

Icanusepoliteexpressions. 1 2 3 4 page60

Writing

Icandescribewhatpeoplearedoing. 1 2 3 4 page58


Framework level: A1



1 2 3 4


Lesson: 61–64

Listening

Icanidentifyformsoftransport. 1 2 3 4 page6�


Icanunderstandasimplepostcard. 1 2 3 4 page63

Icanunderstandpeople’splans. 1 2 3 4 page64

Reading


Icanunderstandasimplepostcard. 1 2 3 4 page63

Icanunderstandpeople’splans. 1 2 3 4 page64

Icanunderstandsigns. 1 2 3 4 page64

Spoken interaction

Icanaskaboutandsaywhatpeoplearedoing. 1 2 3 4 page62

Icanaskandtalkaboutholidayplans. 1 2 3 4 page64

Spoken production

Icantalkabouttransportinmyarea. 1 2 3 4 page6�

Icanaskaboutwhatpeoplearedoing. 1 2 3 4 page62

Icansaywhatpeoplearedoing. 1 2 3 4 page63

Icantalkaboutmyplans. 1 2 3 4 page64

Writing

Icanwriteasimplepostcard. 1 2 3 4 page63


Framework level: A1



1 2 3 4


Lesson: 65–68

Listening

Icanidentifyplaces. 1 2 3 4 page65

Icanidentifywherepeopleare. 1 2 3 4 page65

Icanidentifywherepeoplewereinthepast. 1 2 3 4 page66



Icanunderstandwhenpeopleareangry. 1 2 3 4 page68

Reading



Icanunderstandwhenpeopleareangry. 1 2 3 4 page68

Spoken interaction

Icanaskaboutandsaywherepeopleare. 1 2 3 4 page65

Icanaskandtalkaboutpastactivities. 1 2 3 4 page67

Icanaskandtalkaboutpastactivities. 1 2 3 4 page68

Spoken production

IcansaywhereIdothings. 1 2 3 4 page65

Icansaywherepeoplewereinthepast. 1 2 3 4 page66

IcansaywhereIwasinthepast. 1 2 3 4 page66

IcanuseexpressionstoshowI’mangry. 1 2 3 4 page68

Strategies

IcansayhowIfeel. 1 2 3 4 page68

English for Life Beginner Language Portfolio©OxfordUniversityPress 3�

Framework level: A1



1 2 3 4


Lesson: 69–72

Listening

Icanidentifyusefulplacesandservices. 1 2 3 4 page69

Icanidentifyeverydayactivitiesinthepast. 1 2 3 4 page70

Icanunderstandasimplestoryinthepast. 1 2 3 4 page7�

Icanidentifymonthsanddates. 1 2 3 4 page72

Reading


Icanunderstandasimplestoryinthepast. 1 2 3 4 page7�

Icanidentifymonthsanddates. 1 2 3 4 page72

Spoken interaction

Icanaskandtalkaboutusefulplacesandservicesinmytown. 1 2 3 4 page69

Icanaskaboutandgivedates. 1 2 3 4 page72

Spoken production

Icanaskforhelpinanemergency. 1 2 3 4 page69

Icansayimportanttelephonenumbers. 1 2 3 4 page69

Icansaynumbers,months,anddates. 1 2 3 4 page72

Writing

Icanwritesimplesentencesinthepast. 1 2 3 4 page70

Icanwriteasimplestoryinthepast. 1 2 3 4 page7�


Framework level: A1



1 2 3 4


Lesson: 73–76

Listening


Icanidentifywhatpeopledidordidn’tdointhepast. 1 2 3 4 page74

Icanunderstandasimplebiography. 1 2 3 4 page75

Icanidentifypastactivities. 1 2 3 4 page76

Icanidentifyhowpeoplefeel. 1 2 3 4 page76

Reading


Icanidentifywhatpeopledidordidn’tdointhepast. 1 2 3 4 page74

Icanunderstandasimplebiography. 1 2 3 4 page75

Icanidentifypastandpresentactivities. 1 2 3 4 page76

Icanidentifyhowpeoplefeel. 1 2 3 4 page76

Spoken interaction

Icanaskandtalkaboutpastandpresentactivities. 1 2 3 4 page76

Spoken production

Icantalkabouteverydayactivitiesinthepast. 1 2 3 4 page73

IcantalkaboutwhatIdidordidn’tdointhepast. 1 2 3 4 page74

Icantalkaboutmyearlylife. 1 2 3 4 page75

Strategies

Icansaywhoisrightorwrong. 1 2 3 4 page76

Writing

Icanwritesimplesentencesaboutthepast. 1 2 3 4 page73

Icanwritesimplesentencesaboutthepast. 1 2 3 4 page74

Icanwriteaboutmyearlylife. 1 2 3 4 page75


Framework level: A1



1 2 3 4


Lesson: 77–Epilogue

Listening

Icanidentifyweekendactivities. 1 2 3 4 page77


Icanunderstandasimpledescriptionofpastactivities. 1 2 3 4 page79

Icanunderstandsimpledescriptionsofpastactivities. 1 2 3 4 page80

Icanunderstandasimpleeverydayconversation. 1 2 3 4 page8�

Reading


Icanunderstandsimpledescriptionsofpastactivities. 1 2 3 4 page80

Icanunderstandasimpleeverydayconversation. 1 2 3 4 page8�

Spoken interaction

Icanaskandtalkaboutweekendactivitiesinthepast. 1 2 3 4 page77




Spoken production

Icantalkaboutweekendactivitiesinthepast. 1 2 3 4 page77

Icantalkaboutpopularplacestogo. 1 2 3 4 page80

Strategies


Icanaskopinions. 1 2 3 4 page80

Icanmakepredictions. 1 2 3 4 page8�

English for Life Beginner Language Portfolio ©OxfordUniversityPress

Introduction

34

How to use the DossierThedossiersectionofyour English for Life LanguagePortfolioallowsyoutokeepanyevidenceyouhaveofyourabilitytouseEnglish.Itisacollectionofyourwork.Chooseexamplesofyourworkfromclass,orworkthatyou’vedoneelsewhere.

Examplesofevidenceyoumightwishtoincludeare:

• Certificates,orcopiesofthese,relatingtoqualificationsyouhavelistedinthe‘Passport’section

• Tests

• Reports

• Correctedtextsfromclass

• Reviewsofbooksyouhaveread

• Letters

• Emails

• Stories

• Journalentries

• Articlesyouhaveread

• Webpagesyouhavebrowsed

• Audio/VideorecordingsofyouusingEnglish

The photocopy master pages which follow are to help you get started on your dossier.

Please remember to make extra blank copies!

Dossier

Dossier chart


Type of work Date Description Why I chose this

Dossier chart



Dossier chart



Dossier chart



Dossier chart



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