HOW I LEARNED ENGLISH

SCHOOL CARTOONS

GAMES FILMS

Language portfolio1

What is a language portfolio?

1 Dit voorbeeld werd ontwikkeld door de leraren Engels van het Sint-Jozefinstituut in Kontich.

NAME:

CLASS GROUP:

SCHOOL YEAR:

TEACHER:

1

A language portfolio is a personal document that helps you improve your English. Een taalportfolio is een document dat jou helpt om je Engels te verbeteren. • It will hold records of your work and your progress.

Het zal je inspanningen en ook je voortuitgang bijhouden. • It will help you discover your strong points and your weak points.

Het zal je helpen om je sterke en zwakke punten te ontdekken. - Use your portfolio over a longer period of time.

Gebruik je portfolio gedurende het hele jaar - Get to know your strong / weak points gradually.

Leer beetje bij beetje je zwaktes kennen. - Draw up an action plan in order to work on your English.

Maak een stappenplan om bij te leren. - Gather evidence or proof that you have realised your action plan.

Verzamel bewijs van het werk dat je gedaan hebt.

• At all times, ask feedback on your language behaviour from your teacher and from your fellow

classmate(s). Verzamel zoveel mogelijk feedback ( kritiek die je vooruit helpt) van je leerkracht en medeklasgenoten.

The language portfolio consists of: Het taalportfolio bestaat uit

I. Your Language Passport, which shows your level of English according to the Common European Framework of Reference (A1, A2, B1, B2, C1, C2).

See results level tests! Je talen paspoort dat je eigen niveau aangeeft in het Europees referentiekader!

III. Your Dossier. Here you collect your English certificates and diplomas. It also has to contain everything you have done in English during this school year except for tests and tasks

Je Dossier. Hier verzamel je al het bewijsmateriaal van de oefeningen die je maakte, films die je keek, gedichten, chats… Alles behalve toetsen en taken. essays, poems, songs, video-fragments, film or book reviews, letters, mails, chat conversations… Also other things that were important for you to learn English: the manual of your new smartphone, city maps, train tickets, concert tickets, postcards etc. Take the necessary screenshots! Neem de nodige screenshots!

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II. Your Language Biography shows the situations in which you use English, inside and outside the classroom. It states your knowledge of English and determines the best learning strategies for you. Your language biography also tells us what you want to (be able to) do in English. It also contains checklists with learning objectives for each skill. Complete these checklists regularly. They show you what you have already mastered in English.

Je taal biografie toont aan wanneer en hoe jij Engels gebruikt. Dit kan zowel op school als buiten school zijn. Het vertelt ons wat je al wel kan. Kijk ook zeker naar de checklists en vul ze juist in!

IV. Your Test file, which contains all of the tests and tasks from this school year. Don’t forget to write down your marks on the front page!

Je toetsenbundel bevat alle testen en taken die je voor Engels gemaakt hebt. Vergeet zeker niet je punten op te schrijven op het blad vooraan.

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I. My language passport Mother tongue : …………………………………………………………………………………….. moedertaal Self-assessment: How did you score ? Use the level tests in ELO to find out your current level of English by clicking the link below: Gebruik de level tests in ELO om uit te zoeken wat je huidig niveau van Engels is.

https://leerling.sji.be/moodle/course/view.php?id=1185

● The first documents in your language passport will be the following LEVEL TESTS. You take these in September

(deadline = September 30) AND retake them in May (deadline = May 31). You can find the links to the tests and

the reading and writing assignments in the ELO

● For every skill as well as for grammar and vocabulary, the level test will be the very first document of the section. ● De eerste documenten in je talenpaspoort zullen de resultaten zijn van de niveau testen. Je zal deze in september

en in Mei afleggen. Je vindt alle links in ELO

● Voor elke vaardigheid en ook voor grammatica en woordenschat, zal de niveau test het document zijn dat je bij elk

onderdeel vooraan steekt.

TEST (CEFR OR PTE in September )

Copy paste the link from ELO!

CEFR

Level/score

September

VOCABULARY

GRAMMAR

SPEAKING

- Pronunciation test

- Statement discussion test

READING

LISTENING

WRITING

- CEFR September option 1) Formal e-mail to your teacher in which describe yourself, formulate your learning goals, strengths and weaknesses

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TEST (CEFR OR PTE in June )

Copy paste the link from ELO!

CEFR

Level/score

May

VOCABULARY

GRAMMAR

SPEAKING

- Pronunciation test

- Statement discussion test

READING

LISTENING

WRITING

- CEFR 2) Statement discussion in essay

What CEFR level is expected ( = not necessarily your level test score! ) of you?

Take out your marker!

● 5th and 6th form ASO:

o receptive skills (listening - reading) C1 o productive skills (speaking, writing) B2

● 5th and 6th form TSO (2h):

o receptive skills (listening - reading) B1 o productive skills (speaking, writing) B1

● 5th and 6th form TSO (4h):

o receptive skills (listening - reading) B2 - C1 o productive skills (speaking, writing) B2 - C1

● 5th and 6th form BSO:

o receptive skills (listening - reading) A1 - A2 o productive skills (speaking, writing) A1 - A2

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You will need to start taking screenshots to document your ‘Dossier’…

( source : https://www.take-a-screenshot.org/windows.html 2017.08.11) Experiences and results in English ( Het volgende mag in het Nederlands ingevuld worden indien nodig) My English lessons:

Where? (for example: at Sint-Jozefinstituut) When? My opinion about them

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My holidays in an English-speaking country:

Where? (for example: a trip to London) When? My opinion about them

My other experiences involving English:

What? (for example: an Adele concert) When? My opinion about them

Other diplomas or certificates in English:

What? (for example: a language course)

When?

A1 A2 B1 B2 C1 C2

U N D E R S T A N D I N G

Listening

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

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

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.

I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.

I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.

I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent.

Reading

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

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

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

I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.

I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.

S P E A K I N G

Spoken Interaction

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

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

I can deal with most situations likely to arise whilst 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 interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.

I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.

Spoken Production

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

I can use a series of phrases and sentences to describe in simple terms

I can connect phrases in a simple way in order to describe experiences and

I can present clear, detailed descriptions on a wide range of subjects

I can present clear, detailed descriptions of complex subjects

I can present a clear, smoothly-flowing description or argument in

know. my family and other people, living conditions, my educational background and my present or most recent job.

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.

related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

integrating subthemes, developing particular points and rounding off with an appropriate conclusion.

a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.

A1 A2 B1 B2 C1 C2

W R I T I N G

Writing

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

I can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something.

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

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.

I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind.

I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

II. Language Biography

II.1 STARTING POINT - THE ACTION PLAN

Note down all the language problems you have had while studying English. Also note down your strong points, the points you wish to develop. These are the language items that you wish to work on. Schrijf alle problemen op die je al bent tegengekomen bij het studeren voor Engels. Schrijf je sterke kanten op, maar zeker ook de zaken die je nog niet goed onder de knie hebt. Why (in my opinion) do I keep making mistakes in these topics? Is it because…: Waarom blijf ik deze keuzes maken? ❍ I haven’t understood? Ik heb het niet begrepen? ❍ I have not studied it? Ik heb het niet gestudeerd? ❍ there was a lack of concentration? Ik kon me niet goed concentreren? ❍ my notes are not organised? Mijn nota’s waren niet geordend? ❍ I did not have enough practice? Ik had niet genoeg geoefend ❍ I do not see why I should study this? Ik zag het nut er niet van in?

II.2 GENERAL SKILLS How do the following skills work for you? Give yourself a mark out of 10 for each set of skills. Briefly write down how you would improve them this school year. You can also add evidence. Use the corresponding colours for first and second semester evidence! (December and June). Hoe goed scoor je voor de volgende zaken? Geef jezelf een cijfer op tien voor elke vaardigheidsbundel.

Schrijf ook even kort op hoe je dit wil aanpaken dit schooljaar. Gebruik ook de juiste kleuren als je wat

opschrijft!

first semester second semester Communication skills Do I …kan ik…

● make myself clear? Mezelf duidelijk maken?

● convince people? Mensen overtuigen?

● address people in the right way? Mensen op de juiste manier aanspreken?

● get what I ask?… ● iets krijgen dat ik vraag? ● …

/10 /10

I will improve my communication skills by…

Ik ga mijn communicatievaardigheden verbeteren door

middel van…

Social skills Do I …

● cooperate efficiently? Goed samenwerken?

● listen to people? Luisteren naar anderen?

● give correct feedback? Correcte feedback geven?

● respond properly to criticism? Juist reageren op kritiek?

● ……

/10 /10

I will improve my social skills by… Ik ga mijn sociale vaardigheden verbeteren door middel van…

Learning skills Do I …

● keep orderly records? Alles netjes bijhouden?

● take orderly notes? Keurig nota’s nemen?

● organise my work well? Mijn werk organiseren?

● organise group work well? Groepswerken organiseren?

● reflect on what I have done? Reflecteren op mijn werk?

● not lose too much time? Niet teveel tijd verliezen?

● use a grammar/dictionary? Een woordenboek gebruiken?

● .......

/10 /10

I will improve my learning skills by… Ik ga mijn leervaardigheid verbeteren door middel van…

Computer skills Do I …

● use the spell checker? ● use Word efficiently?

/10 /10

I will improve my computer skills by… Ik ga mijn computervaardigheden verbeteren door middel van…

● look up things fast?

III. DOSSIER ADD EVIDENCE BY MEANS OF SCREENSHOTS – p.3 - (extra exercises and possible actions) TO THE FOLLOWING LISTS. For reading, writing, listening and speaking skills evidence, you explain in at least 5 lines for every item how this has helped you improve your English and why you chose to include this in your portfolio. VOEG BEWIJSMATERIAAL TOE DOOR MIDDEL VAN SCREENSHOTS. – P.3 ( extra oefeningen en mogelijk oefeningen) AAN DE VOLGENDE LIJSTEN. Voor lezen, luisteren en spreken voeg je ook telkens +- 5 regels toe met een woordje uitleg. Je legt dan uit waarom het een plaats krijgt in je portfolio, waar het vandaan komt, of je ervan genoten hebt om hier tijd in te steken enz…

III.1 Vocabulary / culture / grammar (30%)

Possible actions December June

1. Vocabulary lists

2. I have drawn up a list of words that I find

difficult to spell

3. Word webs

4. Word charts

5. Looked up words from lyrics in a dictionary

6. Wrote a text on the topic

7. Did exercises on (irregular verbs – tenses –

adverbs - …

8. Made a verb chart

9. Studied / reviewed grammar or tenses

10. Subscribed to a podcast/youtube channel

about a cultural topic

11. ...

12. …

13. …

14. …

15. …

16. …

My conclusion December

My conclusion June

III.2 SKILLS 3.2.1 Reading

* voorbeelden zijn opgenomen in de pedagogische wenken

De leerlingen kunnen volgende taken beschrijvend2 uitvoeren:

Le 1 in een eenvoudige (informatieve, prescriptieve en narratieve) tekst het onderwerp bepalen (ET 5) Le 2 in een eenvoudige (informatieve, prescriptieve en narratieve) tekst de hoofdgedachte achterhalen (ET 6 )

Le 3 uit een eenvoudige (informatieve, prescriptieve en narratieve) tekst relevante informatie selecteren (ET 7)

Le 4 indien nodig, volgende strategieën gebruiken (ET 8):

- het leesdoel bepalen,

- gebruik maken van aangeboden ondersteunend visueel materiaal en van lay-out, - onduidelijke passages opnieuw lezen,

- de vermoedelijke betekenis van transparante woorden afleiden,

- de vermoedelijke betekenis van onbekende woorden uit de context afleiden,

- een eenvoudig woordenboek of woordenlijst raadplegen,

- blijvende concentratie opbrengen ook als niet alles onmiddellijk begrepen wordt.

2 De aangeleverde informatie inhoudelijk opnemen zoals ze wordt aangeboden of de informatie weergeven zoals de tekst die geeft.

Vaardigheden Teksten tekstkenmerken Beschrijvend niveau

Tekstsoort Onderwerp Situatie Structuur Woordenschat Tempo/uitspraak

Lezen Informatieve teksten*

Prescriptieve teksten*

Narratieve teksten*

Concreet

Eigen leefwereld en dagelijks leven

Vertrouwd

Onderwerpen van algemenere aard

Met visuele ondersteuning

Enkelvoudige zinnen en eenvoudig samengestelde zinnen

Elementaire tekststructuur

Vrij korte teksten

Overwegend frequente woorden

Standaarduitdrukkingen

Standaardtaal

Informeel en formeel

TOELICHTING TEKSTSOORTEN

INFORMATIEVE TEKSTEN krantenartikel, interview, folder, verslag PRESCRIPTIEVE TEKSTEN gebruiksaanwijzing, waarschuwing, recept, reglement, reclameboodschap NARRATIEVE TEKSTEN reisverslag, reportage, verhaal, mop, film, anekdote ARGUMENTATIEVE TEKSTEN (verkoop)gesprek, lezersbrief, discussieforum ARTISTIEK-LITERAIRE TEKSTEN roman(fragment), gedicht, song, toneel, (kort-/strip-)verhaal, (video)clip

Possible actions December June

1. I have read an English book

2. I have read an English newspaper

3. I have read an English magazine

4. I have read an article on the Internet

5. I have read quotes/memes/…

6. I have subscribed to a newsfeed…

7. …

8. …

9. …

10. …

11. …

My conclusion December

My conclusion June

3.2.2 WRITING

* voorbeelden zijn opgenomen in de pedagogische wenken De leerlingen kunnen volgende taken beschrijvend3 uitvoeren:

Schr 1 standaarduitdrukkingen en standaardzinnen gebruiken (ET 15) Schr 2 eenvoudige boodschappen schrijven bijvoorbeeld briefjes, e-mails of kaarten vanuit modellen Schr 3 mededelingen schrijven (ET 16) Schr 4 informatie geven over zichzelf (ET 17) Schr 5 indien nodig, volgende strategieën gebruiken (ET 18):

- hanteren van een model of een in de klas behandelde tekst, - tekst in een passende lay-out gieten, - de eigen tekst corrigeren, - een eenvoudig woordenboek of woordenlijst gebruiken.

3 De aangeleverde informatie inhoudelijk opnemen zoals ze wordt aangeboden of de informatie weergeven zoals de tekst die geeft.

Vaardigheden Teksten Tekstkenmerken

Beschrijvend niveau

Tekstsoort Onderwerp Situatie Structuur Woordenschat Tempo/uitspraak

Schrijven Zeer korte informatieve teksten*

Concreet

Eigen leefwereld en

dagelijks leven

Zeer vertrouwd

Korte enkelvoudige

zinnen

Zeer elementaire

tekststructuur

Zeer korte teksten

Frequente woorden

Standaarduitdrukking

en

Standaardtaal

Informeel en formeel

Possible actions December June 1. I have started a written correspondence on

the Internet / using snail mail

2. I have published my own blog or home page

in English

3. I have tweeted in English

4. I wrote Instagram captions in English

5. I have written a poem/a song in English

6. I text in English

7. I chat in English while gaming/…

8. I have written an English diary …

9. I have looked up how to structure a text

10. I have looked up information on formal

writing

11. I have used an online tool to check my

writing

12. I have posted comments on an English

discussion forum

13. …

14. …

15.

My conclusion December

My conclusion June

3.2.3 LISTENING

* voorbeelden zijn opgenomen in de pedagogische wenken De leerlingen kunnen volgende taken beschrijvend4 uitvoeren:

Lu 1 in een eenvoudige (informatieve, prescriptieve en narratieve) tekst het onderwerp bepalen (ET 1) Lu 2 in een eenvoudige (informatieve, prescriptieve en narratieve) tekst de hoofdgedachte achterhalen (ET 2) Lu 3 uit een eenvoudige (informatieve, prescriptieve en narratieve) tekst relevante informatie selecteren (ET 3) Lu 4 indien nodig, volgende strategieën gebruiken (ET 4):

- zeggen dat ze iets niet begrijpen en vragen wat iets betekent, - blijvende concentratie opbrengen ook als niet alles onmiddellijk begrepen wordt, - gebruik maken van aangeboden beeldmateriaal en context, - vragen om langzamer te spreken, iets te herhalen, iets aan te wijzen, - de vermoedelijke betekenis van transparante woorden afleiden.

4 De aangeleverde informatie inhoudelijk opnemen zoals ze wordt aangeboden of de informatie weergeven zoals de tekst die geeft.

Vaardigheden Teksten Tekstkenmerken Beschrijvend niveau

Tekstsoort Onderwerp Situatie Structuur Woordenschat Tempo/uitspraak

Luisteren Informatieve teksten*

Prescriptieve teksten*

Narratieve teksten*

Concreet

Eigen leefwereld en dagelijks leven

Vertrouwd

Met visuele ondersteuning

Enkelvoudige zinnen en eenvoudige samengestelde zinnen

Elementaire tekststructuur

Vrij korte teksten

Overwegend frequente woorden

Standaarduitdrukkingen Standaardtaal Informeel en formeel

Langzaam tempo

Heldere uitspraak

Zorgvuldige articulatie

Duidelijke, natuurlijke intonatie

Standaardtaal

Possible actions December June

1. I have watched programmes on TV/Netflix

2. I have watched the BBC/CNN news (date)

3. I have watched English films

4. I have subscribed to an English youtube

channel

5. I have subscribed to an English podcast

6. I have listened to an English radio

programme

7. I have had a conversation with an English-

speaking foreigner.

8. I have done online listening tests

9. I have listened to English songs and printed

the lyrics

10. …

11. …

12. …

13. …

14. …

My conclusion December

My conclusion June

3.2.4 SPEAKING

* voorbeelden zijn opgenomen in de pedagogische wenken

De leerlingen kunnen volgende taken beschrijvend5 uitvoeren:

Spr 1 informatie geven over zichzelf in een informatieve tekst (ET 9)

Spr 2 indien nodig, een spreekplan als strategie gebruiken (ET 10)

5 De aangeleverde informatie inhoudelijk opnemen zoals ze wordt aangeboden of de informatie weergeven zoals de tekst die geeft.

Vaardigheden Teksten Tekstkenmerken Beschrijvend niveau

Tekstsoort Onderwerp Situatie Structuur Woordenschat Tempo/uitspraak

Spreken Informatieve teksten*

Concreet

Eigen leefwereld en dagelijks leven

Enkelvoudige zinnen

Elementaire tekststructuur

Vrij korte teksten

Frequente woorden

Standaarduitdrukkingen

Standaardtaal

Informeel en formeel

Met eventuele herhalingen en onderbrekingen

Uitspraak die het begrip niet in de weg staat

MONDELINGE INTERACTIE

* voorbeelden zijn opgenomen in de pedagogische wenken De leerlingen kunnen volgende taken beschrijvend uitvoeren:

Gespr 1 standaarduitdrukkingen en beleefdheidsconventies gebruiken (ET 11) Gespr 2 in een eenvoudig (informatief en prescriptief) gesprek vragen stellen en beantwoorden (ET 12) Gespr 3 spontaan hun mening verwoorden (ET 13) Gespr 4 indien nodig, volgende strategieën gebruiken (ET14):

- eenvoudige technieken toepassen om een kort gesprek te beginnen, gaande te houden of te beëindigen, - het doel van de interactie bepalen, - gebruik maken van non-verbaal gedrag (gebaren, iets aanwijzen, iets tonen), - zeggen dat ze iets niet begrijpen, - vragen om langzamer te spreken, iets te herhalen, - iets aanwijzen om na te gaan of ze de gesprekspartner begrepen.

Vaardigheden Teksten Tekstkenmerken Beschrijvend niveau

Tekstsoort Onderwerp Situatie Structuur Woordenschat Tempo/uitspraak

Mondelinge interactie

Informatieve teksten*

Prescriptieve teksten*

Concreet

Eigen leefwereld en dagelijks leven

Met en zonder visuele ondersteuning, met inbegrip van non-verbale signalen

Enkelvoudige zinnen

Elementaire tekststructuur

Vrij korte teksten

Frequente woorden

Standaarduitdrukkingen

Standaardtaal Informeel en formeel

Met eventuele herhalingen en onderbrekingen. Uitspraak die het begrip niet in de weg staat

Possible actions December June

1. I have had a conversation with an English-

speaking foreigner

2. I have spoken English while doing autonomous

project work

3. I have recorded my English conversation with

……………………… (name)

4. I have practiced pronunciation with oddcast

5. I skyped with an English-speaking person

6. I used teamspeak while gaming (date)

7. …

8. …

9. …

10. …

My conclusion December My conclusion June

3.2.5 Integrated assessments (included within70% skills) What is an integrated assessment? Wat is een geïntegreerde taak? An integrated assessment is the combination of at least two things: It is an evaluation of subject matter such as vocabulary, grammar, a specific writing assignment... in a realistic situation for someone of your age and/or place in society. Een taaltaak is een combinatie van minstens twee zaken: het is een evaluatie van leerstof zoals woordenschat en grammatica, een specifieke schrijfoefening,… toegepast in een situatie die voor jou op dit moment van toepassing en realistisch is in de maatschappij. A few examples: Een aantal voorbeelden:

1. subject matter = vocabulary to describe someone’s appearance. realistic situation = you witness a crime and the police ask you to come in as a witness. possible integrated assessments: integrated speaking: a conversation with a police officer in which you describe the criminal.

1. Leerstof = woordenschat om iemands uiterlijk te beschrijven. Realistische situatie = Je bent getuige van een misdaad en wordt door de politie gevraagd om een beschrijving te geven van de dader. Mogelijke taaltaak: integrated speaking: Beschrijf in een gesprek met de politie de dader en gebruik hierbij de geleerde woordenschat. 2. subject matter = reported speech realistic situation = you report in your diary about a conversation that took place a week earlier. integrated writing : You write a one page report in which this conversation is mentioned in a grammatically correct manner. 3. subject matter = a letter of application and a CV realistic situation = you apply for a summer job as a GO for Club Med. possible integrated assessments: integrated writing : you write a letter and a CV for this position and send it to the company by email. integrated speaking : application interview by means of a video call through Skype. 4. Subject matter = making a summary of an English article realistic situation = Your education requires you take a course or subject taught exclusively in English or you have to do scientific background reading in English. integrated reading : You read the article and understand its content well enough to summarize it. integrated writing : You are able to write a summary of this article.

Integrated Assessments

Date

Title

Marks

+ / -

My conclusion December My conclusion June

4 Useful websites Learning portfolio symbaloo: http://www.symbaloo.com/mix/learningportfolio General

● Most newspapers have their own website: The Guardian: http://www.theguardian.com The Independent: www.independent.co.uk The Times: www.the-times.co.uk The Financial Times: www.ft.com USA Today: www.usatoday.com Reuters: www.reuters.co.uk Spectator: www.spectator.co.uk International Herald Tribune: www.iht.com Washington Post: www.washingtonpost.com New York Times: www.nytimes.com CNN: www.cnnstudentnews.cnn.com

● information about English topics (focus on London): http://londonist.com/subscribe ● http://www.bbc.com/: information; section ‘papers’ with frontpage news from the

important newspapers, also in podcast version: http://www.bbc.co.uk/podcasts ● website from the British Council: http://learnenglishteens.britishcouncil.org/ ● http://deredactie.be/cm/vrtnieuws.english/News : current affairs/news ● http://www.thebigproject.co.uk/news/#.VmLyldIvddg : worldwide news in English

Dictionaries

● http://dictionary.cambridge.org/ ● http://www.ldoceonline.com : Longman Dictionary of Contemporary English (LDOCE)

= monolingual dictionary ● http://thesaurus.com : thesaurus = a book in which words with similar meanings are

put together in groups ● http://www.linguee.com/ : cf. meaning in context ● http://nl.forvo.com : dictionary of (English) pronunciation ● http://www.learn-english-today.com/ : idioms / proverbs / phrasal verbs / quotations … ● http://www.oxfordlearnersdictionaries.com/ ● http://www.lexipedia.com/english/welcome ● www.macmillandictionary.com ● http://www.collinsdictionary.com/ ● http://howjsay.com/ ● http://blog.dictionary.com/ ● http://www.businessdictionary.com/

Remediation

● http://www.nubeterengels.nl: one new test every day ● http://www.macmillandictionary.com/verb_wheel/: irregular verbs ● www.englishpage.com : grammar / listening / reading ● listening: www.esl-lab.com ; www.lyricstraining.com ;

http://www.bbc.co.uk/learningenglish/ ● reading: www.breakingnewsenglish.com; ● www.english-online.org.uk ● www.ucl.ac.uk/internet-grammar ● www.englishlab.net

Name: Class group: Teacher:

EVALUATION LEARNING PORTFOLIO SEMESTER 1

At the end of this semester, you will have to present your language portfolio for the first time, orally and by means of a PowerPoint presentation max 7 minutes! You don’t have to study your text by heart, but instead you can just base your presentation on what you have written down in your language portfolio that you will bring along and show to your teacher. Also make sure to bring your English Test file. The presentation has to include the following elements and in the order they are mentioned on this evaluation sheet:

I. MY LANGUAGE PASSPORT

I.1 INTRODUCTION

- What is your mother tongue? - What foreign languages do you speak? - What is your favourite language? Why?

3 2 1 0

I.2 SELF-ASSESSMENT

What is your current level of English for…: - listening - reading - speaking - writing - vocabulary - grammar

Briefly explain how you have experienced the different level tests.

6 4 2 0

I.3 EXPERIENCES / RESULTS IN ENGLISH

Comment on your English lessons, holidays in an English-speaking country, your other experiences involving English and possibly diplomas or certificates in English.

6 4 2 0

II. MY LANGUAGE BIOGRAPHY

II.1 STARTING POINT - THE ACTION PLAN

What are the language problems you have had while studying English? What are your strong points and the points you wish to develop / the

6 4 2 0

language items that you wish to work on?

II.2 GENERAL SKILLS

How do the following skills work for you? Say how you would improve them. - communication skills - social skills - learning skills - computer skills

6 4 2 0

II.3 LANGUAGE STRATEGIES AND ATTITUDES

You ticked the attitudes and strategies you have mastered so far (= semester 1)

3 2 1 0

II.4 LANGUGE SKILLS

Reflect on your strong and weaker points during and at the end of each semester.

NOTE: The overall conclusion doesn’t need to be filled in until the end of the school year.

- Conclusion VOCABULARY / CULTURE / GRAMMAR semester 1

- Conclusion LISTENING semester 1

- Conclusion READING semester 1

- Conclusion SPEAKING semester 1

- Conclusion WRITING semester 1

- Conclusion INTEGRATED SKILLS semester 1

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

III. DOSSIER

Talk about what you have added to your dossier and why you have added these things.

6 4 2 0

LANGUAGE

- vocabulary: you use words that fit the context

- grammar: good sentence build

- grammar: correct use and conjugation of the tenses

6 4 2 0

6 4 2 0

6 4 2 0

TOTAL SCORE: … : 25 = … = … % : 2 = … / 50

0.0 0.2 0.4 0.6 0.8 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 2.2 2.4 2.6 2.8 3.0 0% 30 35 40 45 50 52 54 56 58 60 62 64 66 68 70 75 80 85 90 100

Name: Class group: Teacher:

EVALUATION LEARNING PORTFOLIO SEMESTER 2

At the end of this semester, you will have to present your language portfolio for the second time, orally and by means of a PowerPoint presentation max 7 minutes! You don’t have to study your text by heart, but instead you can just base your presentation on what you have written down in your language portfolio that you will bring along and show to your teacher. Also make sure to bring your complete English Test file. The presentation has to include the following elements and in the order they are mentioned on this evaluation sheet:

IV. MY LANGUAGE PASSPORT

I.3 EXPERIENCES / RESULTS IN ENGLISH

Comment on the extra experiences involving English you obtained in this second semester.

3 2 1 0

V. MY LANGUAGE BIOGRAPHY

II.2 GENERAL SKILLS

How do the following skills work for you? Say if you have improved them. Make sure you mention the progress you made compared to the first semester. - communication skills - social skills - learning skills - computer skills

6 4 2 0

II.3 LANGUAGE STRATEGIES AND ATTITUDES

You ticked the attitudes and strategies you have mastered so far (= semester 2)

3 2 1 0

II.4 LANGUAGE SKILLS

Reflect on your strong and weaker points during and at the end of each semester.

NOTE: Add tests, tasks and assignments in My Dossier (III), not in the language biography!

- Conclusion VOCABULARY / CULTURE / GRAMMAR semester 2

- Conclusion LISTENING semester 2

- Conclusion READING semester 2

3 2 1 0

3 2 1 0

3 2 1 0

- Conclusion SPEAKING semester 2

- Conclusion WRITING semester 2

- Conclusion INTEGRATED SKILLS semester 2

- Overall conclusion

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

VI. DOSSIER

Add tests, tasks and assignments to your test file. Other evidence of your experiences with the English language. Don’t forget to mention why you have added these things with at least 5 lines per item.

6 4 2 0

LANGUAGE

- vocabulary: you use words that fit the context

- grammar & fluency: good sentence build

- grammar: correct use and conjugation of the tenses

6 4 2 0

6 4 2 0

6 4 2 0

TOTAL SCORE: … : 19 = … = … % : 2 = … / 50

0.0 0.2 0.4 0.6 0.8 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 2.2 2.4 2.6 2.8 3.0 0% 30 35 40 45 50 52 54 56 58 60 62 64 66 68 70 75 80 85 90 100

TREASURE TABLE! …This has been a really helpful discovery for me this year…

(Next year’s students will benefit from this!)

Vocabulary

Grammar

Reading

Listening

Speaking

Writing

V. ENGLISH TEST FILE

Put your tests in the right section and write down your results!

VOCABULARY / GRAMMAR TESTS

Date

Title VOCABULARY / GRAMMAR TESTS

Marks

ET

This result makes me feel ++ / + / - / --

READING TESTS

Date

Title READING TESTS

Marks

ET

This result makes me feel ++ / + / - / --

WRITING ASSIGNMENT

Date

Title WRITING ASSIGNMENT

Marks

ET

This result makes me feel ++ / + / - / --

LISTENING TESTS

Date

Title LISTENING TESTS

Marks

ET

This result makes me feel ++ / + / - / --

SPEAKING TESTS

Date

Title SPEAKING TESTS

Marks

ET

This result makes me feel ++ / + / - / --

INTEGRATED ASSESSMENTS

Date

Title INTEGRATED ASSESSMENTS

Marks

ET

This result makes me feel ++ / + / - / --